BCOBM122 Applied Data Analytics PORTFOLIO OF EXERCISES Task brief & rubrics

Task
Instructions:
• This task must be done in groups. (minimum 1 maximum 4)
• This task must be done in class, but eventually completed from home.
• The final Assignment will be uploaded as a Word file report, which is the file you are going to upload.
• You must upload your excel file naming it Name_MIDTERM1, submitting it at the Moodle link called Midterm Evaluation Submission Point, part
1.

Task exercises:

1) Create -invent- a monthly distribution of your sales for the last two years.
2) Calculate average, standard deviation. How do you relate the accuracy of your results with this value of standard deviation
3) Make a histogram creating ranges of quarters (3 months). Explain the shape. Any outlier?
4) Calculate the 5 points of the distribution. What do the values of Q1, Q2 and Q3 mean?
5) Graph the Boxplot.
Using the attached excel file answer to the following questions:
6) Show a Pie chart for Age, Level of studies and for the Model
Question: What insights can be drawn from the above data?
7) Is there any outlier on the Age, Level of studies and for the Model?
Prove it by showing a boxplot.
8) Pretending that the age is a normal distribution, find the average and the standard deviation.
9) Calculate the 5 points of the distribution and show a bell graph.
10) Which is the age that leaves a 5% of the population at the left of the curve?
Which is the age that leaves a 5% of the population at the right of the curve?.

Formalities:

 Wordcount: 20-100 words max. per answer.

Submission: Week 5, Sunday 03/03/2024 at 23:59 (Barcelona time) – Via Moodle (Turnitin).
Weight: This task is a 40% of your total grade for this subject, distributed in 20points part 1, 10 points part 2 and 10 points part 3.

It assesses the following learning outcomes:

 Outcome 1: Present data sets by summarizing the information, using tabular, numerical and graphical summary metrics.
 Outcome 2: Create data visualization using graphs and tables.
Rubric
Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%
Very poor coverage of central Minimal understanding of Reasonable understanding and A sound grasp of, and clearly Effectively describes and explains
purpose, goals, research purpose of the study; factual clearly identifies the purpose, identifies, the purpose, goals, the central purpose, arguments,
Purpose &
questions or arguments with errors evident. Gaps in goals, research questions or research questions or argument. research questions, or goals of
Understanding little relevant information knowledge and superficial argument. Some wider study beyond the the project; explanation is
evident. Virtually no evidence of understanding. A few lines of Reflect partial achievement of classroom content shown. focused, detailed and
KNOWLEDGE & understanding or focus. relevant material. learning outcomes. compelling. Recognition of
UNDERSTANDING alternative forms of evidence
10% beyond that supplied in the
classroom.

Content is unclear, Limited content that does not Presents some information Presents clear and Presents balanced, significant
inaccurate and/or really support the purpose of that adequately supports appropriate information and valid information that
Content
incomplete. Brief and the report. Very poor the central purpose, that adequately supports clearly and convincingly
irrelevant. Descriptive. Only coverage. arguments, goals, or the central purpose, supports the central purpose,
KNOWLEDGE & personal views offered. Displays only rudimentary research questions of the arguments, goals or research arguments, research
UNDERSTANDING Unsubstantiated and does knowledge of the content project. Although parts questions of the project. questions or goals of the
not support the purpose, area. Reader gains few if any missing, it demonstrates a Demonstrates satisfactory project. Demonstrates in-
10% argument or goals of the insights level of partially proficient knowledge of the content depth and specialised
project. Reader gains no knowledge of the content area. Reader gains proficient knowledge of the content
insight through the content area. Reader gains some insights. area. The reader gains
of the project. insights. important insights

Information/content is not Information/content is not, at Information/content is Information/content is Information/content is

logically organized or times, logically organized or presented in a reasonable presented in a clear and presented in a logical,
Organization
presented. presented. Topics/paragraphs sequence. understandable sequence. interesting and effective
Topics/paragraphs are are frequently disjointed Topic/paragraph transition is Topic/paragraph transition is sequence. Topics and
COMMUNICATION frequently disjointed and fail which makes the content unclear in places with good with clear linkages arguments flow smoothly
to make sense together. hard to follow. The reader linkages for the most part. between sections and and coherently from one to
10% Reader cannot identify a line finds it hard to understand Reader can generally arguments. Reader can another and are clearly
of reasoning and loses the flow of the report. understand and follow the understand and follow the linked.
interest. line of reasoning, although line of reasoning. Reader can easily follow
work needed to be the line of reasoning and
proficiently organized. enjoyed reading the
report.

Writing is poor, unclear and Writing is unengaging and Writing is usually engaging Writing style and tone is Writing is compelling and
unengaging, and the reader reader finds it difficult to and keeps the reader’s generally good and sustains sustains interest throughout.
Style & Tone
finds it difficult to read and maintain interest. Tone is not attention. Tone is generally interest throughout. Tone is Tone is consistently
maintain interest. Tone is consistently professional or appropriate for an academic professional and appropriate professional and appropriate
COMMUNICATION not professional or suitable suitable for an academic research project, although a for an academic research for an academic research
10% for an academic research research project. Work clearer and more project. project.
project. A reorganization needed on academic writing professional style and tone is
 and rewrite is needed. style. needed.

N/A N/A N/A N/A N/A

Use of References

COMMUNICATION
10%
Research project There are too many errors in Harvard formatting is Harvard formatting is used Harvard formatting is used
exhibits no formatting, the Harvard formatting to be employed in the research accurately and consistently accurately and consistently
Formatting
or frequent and acceptable as a partially project with minor errors. A throughout the research throughout the research
significant errors in proficient piece. review and rework of format project, although some project. Accurate hyperlinks
COMMUNICATION Harvard formatting. and style of referencing in issues are apparent as the are included where required,
10% text and in the bibliography reader is unable to find making it easy for readers to
is needed. sources. review sources.

The written project exhibits The written project exhibits Written research project Readability of the project is Readability of the project is
multiple errors in grammar, errors in grammar, displays good word choice, good due to the clarity of enhanced by facility in
Written Communication
sentence structure and/or punctuation and spelling. language conventions and language used. Grammar, language use/word choice.
Skills
spelling. Inadequate writing The written project comes mechanics with a few minor spelling and punctuation is Excellent mechanics and
skills (e.g., weaknesses in across as untidy and not errors in spelling, grammar, without error. syntactic variety. Uses
COMMUNICATION language facility and properly checked for sentence structure and/or Spelling and grammar language conventions
10% mechanics) hinder mistakes. Errors present in punctuation. Errors do not thoroughly checked. effectively (e.g., spelling,
readability and contribute to written communication represent a major distraction punctuation, sentence
an ineffective research make readability frustrating. or obscure meaning. structure, paragraphing,
project. grammar, etc.).

N/A N/A N/A N/A N/A

Oral Communication
Skills

COMMUNICATION
10%
Research problem, concept or Research problem, concept Adequately identifies and Formulates a clear Effectively formulates a clear
idea is not clearly articulated, or idea is not clearly describes (or sketches out) description of the research description of the research
Analytical / Critical
or its component elements articulated at times and the research problem, problem, concept or idea, problem, concept or idea,
Thinking Skills
are not identified or confusing. Research concept or idea and its and specifies major elements and specifies major elements
described. Research information is badly components. Gathers and to be examined. Selects to be examined. Selects and
CRITICAL THINKING information is poorly organized, categorized, examines information information appropriate to prioritizes information
10% organized, categorized and/or only superficially relating to the research addressing the research appropriate to addressing
and/or not examined; examined; research problem, concept or idea; problem, concept or idea; the research problem,
research information is often information is often presents and appraises accurately and appropriately concept, or idea; accurately
inaccurate or incomplete. incomplete. Presents limited research information with analyses and interprets and appropriately analyzes
Presents little if any analysis analysis or interpretation; some minor inconsistencies, relevant research and interprets relevant
or interpretation; inaccurately and/or irrelevancies or omissions. information. Effectively
 inaccurately and/or inappropriately applies Generally applies applies appropriate research research information.
inappropriately applies research methods, appropriate research methods, techniques, Precisely and effectively
research methods, techniques, models, methods, techniques, models, frameworks and/or applies appropriate research
techniques, models, frameworks and/or theories models, frameworks and/or theories in developing and methods, employs advanced
frameworks and/or theories to the analysis. Presents theories although with justifying multiple solutions skills to conduct research.
to the analysis. Presents few some solutions or inaccuracies. Outlines or conclusions; solutions or Uses techniques, models,
solutions or conclusions; conclusions but they are solutions or conclusions that conclusions are coherent, frameworks and/or theories
solutions or conclusions are often not well supported, or are somewhat logical and well supported and in developing and justifying
often not well supported, are logical. consistent with the analysis complete. multiple solutions or
inaccurate and/or and evidence; identifies conclusions; solutions or
inconsistent, and are and/or lists solutions or conclusions are insightful,
presented in a vague or conclusions although not coherent, well supported,
rudimentary manner. always clearly. logically consistent and
complete. Displays a mastery
of complex and specialized
areas.

Shows little ability to employ Shows some ability to employ Exhibits application of Demonstrates an ability to Demonstrates well-
Integration Skills
theory and practice across theory and practice across the principles, theories and integrate and apply developed ability to
the functional areas of functional areas of business in practices across the principles, theories and integrate and apply
APPLICATION & business in the assessment the assessment of issues functional areas of business practices across the principles, theories and
EVALUATION of issues relating to the relating to the research to the analysis of the functional areas of business practices across the
research problem, concept, problem, concept or idea. research problem, concept to the analysis of the functional areas of business
10% or idea. Does not recognize Recognizes organizational or idea. With some research problem, concept to the analysis of the
or correctly identify cross- issues relevant to the exceptions, outlines and or idea. research problem, concept
functional organizational research problem, concept or describes (or sketches out) Identifies, examines and or idea. Effectively identifies,
issues relevant to the idea but does not show some cross- functional critically evaluates important examines and critically
research problem, concept understanding. Does not organizational issues that cross- functional evaluates important cross-
or idea. Does not adequately evaluate the are relevant to the research organizational issues functional organizational
adequately evaluate the research problem, concept or problem, concept or idea. associated with the research issues associated with the
research problem, concept idea in light of relevant Adequately identifies and problem, concept or idea. research problem, concept,
or idea in light of relevant principles, theories and describes (or summarizes) Clearly justifies solutions, or idea. Clearly and
principles, theories and practices across the business solutions, recommendations recommendations for action, effectively justifies solutions,
practices across the business functional areas. Some for action, or conclusions or conclusions based on recommendations for
functional areas. Few if any solutions offered but difficult that are, for the most part, analytics and an insightful action, or conclusions based
solutions, recommendations to understand. appropriate, but which need synthesis of cross- on strong analytics and an
for action, or conclusions Recommendations for action, to be more aligned with disciplinary principles and insightful synthesis of cross-
are presented, and/or they or conclusions are presented, principles and concepts in concepts in the functional disciplinary principles and
are not appropriately but they are often not well the functional areas of areas of business. concepts in the functional
justified or supported. supported, or logical. business. areas of business. Can link
thinking across disciplines
and contexts.