SAMPLE Dental Hygiene Entrance Exam Prep
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Dental Hygiene Entrance Exam Prep
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Dental Hygiene Entrance Exam Preparation
Study Guide
1 st Edition 7/30/2022
Dental Hygiene Entrance Exam Preparation Study Guide
Acknowledgments We would like to thank Maryke Kennard, Hanette Stimie, Darcy Steenekamp, Aisa Legarde and Simoné Conradie-Visser for writing, reading and editing this version of the study guide. We would also like to thank those at Achieve whose hard work and dedication to ful f illing this project did not go unnoticed. Lastly, we would like to thank the Achieve students who have contributed to the growth of these materials over the years.
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Chapter 1: Reading
10 10 10
1.1 Key Ideas and Details
1.1.1 Summarizing Complex Text 1.1.2 Question-Answer Relationships
11 11
1.1.3 Inference
What is an inference?
12 12 12 13 13 14 14 14 14 15 15 16 16 17 17 19 19 21 22 22 23 24 24 25 26 26 27 27 27 28 29
Inference - Drawing a Logical Conclusion
Types of Inference Questions
Answering Inference Questions - Strategies
1.1.4 Topic, Main Idea, Supporting Details, Genres, and Themes
1.1.5 Topic and Summary Sentences
1.1.6 Predictions, Inferences, and Conclusions 1.1.7 Informational Source Comprehension
Sets of Directions
Graphic Representations of Information Recognizing Events in a Sequence
1.2 Craft and Structure
1.2.1 Facts, Opinions, Biases, and Stereotypes
1.2.2 Text Structure
1.2.3 Characteristics of Diff erent Passage Types 1.2.4 The Meaning of Words and Phrases
1.2.5 Context Clues
1.2.6 Figurative Language
1.2.7 Technical and Connotative Meaning
Definitions in Context 1.2.8 Position and Purpose
1.2.9 Evaluating the Author’s Point of View (POV)
1.2.10 Historical Context 1.2.11 Text Feature Basics
1.3 Integrative Knowledge and Ideas
1.3.1 Primary Sources
1.3.2 Culture and Themes in Literature
1.3.3 Genre vs. Theme
1.3.4 Using Evidence to Make Predictions and Draw Conclusions
1.3.5 Evaluate an Argument
Chapter 1: Review Questions
Chapter 2: English and Language Usage
37 37 37
Overview
2.1Language Usage
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2.1.1 Spelling
37 40 40 42 45 47 47 48 48 49 49 50 52 52 52 56 56 57 57 57 58 58 59 60 63 63 65 66 67 68 69 69 70 53 61 61 61 62 51
2.1.2 Punctuation and Grammar
Capitalization
Colons, Semicolons, and Commas
2.1.3 Subject Verb Agreement
2.1.4 Formal and Informal Language
2.2 Writing
2.2.1Sentence Parts ofSpeech 2.2.2 Sentence Structures 2.2.3 Well-Organized Paragraphs 2.3 Elements of the Writing Process
2.3.1 Prewriting 2.3.2 Writing 2.3.3 Revising
2.3.4 Editing
2.3.5 Publishing
Chapter 2: Review Questions
Chapter 3: Math – Part 1
3.1 Order of Operations
3.2 Fractions
3.2.1 Addition and Subtraction of Fractions
3.2.2 Multiplication of Fractions
3.2.3 Division of Fractions
3.3 Percentages
3.3.1Converting Fractions to Percentages 3.3.2 Calculations with Percentages 3.3.3 Percent Increase and Decrease
3.4 Measurement
3.4.1Metric Conversions
3.4.2 Temperature
3.5 Algebra
3.5.1 Inequalities
3.5.2 Mathematical Translations of Equalities from Words 3.5.3 Mathematical Translations of Inequalities from Words
3.5.4 Solving Equations 3.5.5 Solving Inequalities 3.5.6 Ratios and Proportions
3.5.7 Coordinate Plane 3.5.8 Linear Equations
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72
Chapter 3: Review Questions
Chapter 4: Math – Part 2
75 75 75 76 78 78 80 81 81 82 82 83 84 85 85 85 86 86 87 88 88 89
4.1 Data Interpretation
4.1.1 Data Tables 4.1.2 Histograms
4.1.3 Vertical Bar Graphs 4.1.4 Horizontal Bar Graphs
4.1.5 Line Graphs 4.1.6 Pie Charts 4.1.7 Scatterplots
4.2 Numerical Summaries
4.2.1 Mean
4.2.2 Median 4.2.3 Mode 4.2.4 Range
4.3 Geometry
4.3.1 Regular vs Irregular Shapes
4.3.2 Perimeter
4.3.3 Area 4.3.4 Circles
4.3.5 Congruent Circles 4.3.6 Types of Angles
4.3.7 Area of a Sector of a Circle
90
Chapter 4: Review Questions
Chapter 5: Conversions
95 95 95 96
5.1Basic Conversions
5.1.1 Customary Units
5.1.2 Metric Units
98
Chapter 5: Review Questions
Chapter 6: Perceptual Ability
100 100 100 104 104 105 106 106
6.1 Tips and Tricks
6.2 Apertures
6.3 View Recognition
6.3.1 Views
6.3.2 Line Method
6.4 Angle Discrimination
6.5 Paper Folding
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6.6 Cube Counting
108 110
6.7 3D Form Development
112
Chapter 6: Review Questions
Chapter 7: Biology of Microorganisms
116 116 116 116 118 120 123 123 123 124 124 124 124 125 126 127 127 129 132 133 133 142 143 143 143 148 148 148 148 148 149 150 130 146
Objectives and Overview
7.1 Cell Structure and Function
7.1.1 Cell Theory
7.1.2 Eukaryotic Cells: Protozoa, Algae, and Fungi (Yeasts and Molds)
7.1.3 Types of Eukaryotes 7.1.4 Microbial Control
7.1.5 Filtration
7.1.6 Osmotic pressure
7.2 Growth and Nutrition of Microorganisms
7.2.1 Patterns of Nutrition
7.2.2 Stages in Normal Growth Curve
7.2.3 Essential Nutrients
7.2.4 Organisms and Energy Pathways
7.3 Viruses
7.3.1 Structure
7.3.2 Multiplication of Viruses 7.3.3 E ff ects of Viruses on Cells
Chapter 7 Review Questions
Chapter 8: Anatomy & Physiology
8.1 Anatomical Positions
8.2 Bodily Systems 8.3 Homeostasis 8.4 Water Balance 8.5 Gas Exchange
8.6 Electrolytes
Chapter 8: Review Questions
Chapter 9: General Sciences
9.1The Scientif ic Method
9.1.1 Observation and Analysis
9.1.2 Hypothesis 9.1.3 Prediction 9.1.4 Experiment
9.2 Life and Physical Science
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9.2.1 Macromolecules
150 151 153 154 155 157 157 157 158 159 159 162 162 162 163 164 164 165 166 166 166 168 168 169 170 170 170 171 172 172 173 174 175 176 176 177 178 179 179
9.2.2 Chromosomes, Genes, Proteins, DNA, and RNA
9.2.3 Mitosis and Meiosis
9.3 Mendel’s Laws of Heredity Phenotypes and Genotypes
9.3.1 Heredity: Genes and Mutation 9.3.2 Heredity: Mendelian Inheritance
9.3.3 Law of Segregation 9.3.4 Punnett Squares
9.3.5 Law of Independent Assortment
9.4 General Biology
9.4.1 Ecology
9.4.2 Natural Selection
9.5 Atomic Structure
9.5.1 Atoms
9.5.2 Elements
9.6 The Periodic Table
9.6.1Structure of the Periodic Table
9.7 Chemical Reactions
9.7.1 Compound 9.7.2 Substance 9.7.3 Molecule 9.7.4 Ions and salts 9.7.5 Acids and Bases
9.7.6 Phase 9.7.7 Redox 9.7.8 Bonding 9.7.9 Reaction
9.7.10 Equilibrium
9.7.11 Lewis Dot Structure
9.7.12 VSEPR Theory
9.7.13 Resonance Structures 9.7.14 Sigma and Pi Bonds
9.7.15 Hybridization
9.7.16 Resonance vs Isomerism
9.8 Stoichiometry
9.8.1 Moles
9.8.2 Moles to Grams
9.8.3 Determining the Molar Mass of a Compound
9.8.4 Mole Ratio
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9.8.5 Moles to Grams
180 180 181 181 181 182 182 183 183 184 184 184 185 186 186 187 189 189 189 189 189 194 194 194 194 194 195 195 195 195 197 197 197 197 198 198 190 192
9.9 Solubility
9.9.1 Factors A ff ecting Solubility 9.9.2 Le Chatelier’s Principle
9.9.3 Colligative Properties
9.10 Properties of Substances States of Matter
9.10.1 Solid 9.10.2 Liquid
9.10.3 Gas
9.10.4 Plasma
9.10.5 Evaporation 9.10.6 Vaporization 9.10.7 Condensation
9.10.8 Oxidation and Reduction
9.11 Nuclear Equations
9.11.1Radioactive decay 9.11.2 Alpha particles
9.11.3 Beta particles 9.11.4 Gamma Rays
9.11.5 Positron Emission
9.11.6 Balancing Nuclear Equations
Chapter 9 Review Questions
Chapter 9 Stoichiometry Review Questions
Chapter 10: Laboratory
10.1 Basic Laboratory Techniques and Equipment 10.1.1Pouring Liquids - Equipment & How-To 10.1.2 Measuring - Equipment & How-To 10.1.3 Separating a Solid from a Liquid
10.1.4 Gas Burners and Heating
10.1.5 Using Glassware
10.2 Common Laboratory Equipment: Types & Uses
10.2.1 Measurements
10.2.2 Heating & Dissection Equipment
10.2.3 Examining Equipment
10.3 Data Analysis: Techniques & Methods
10.3.1 What is Data Analysis?
10.3.2 Importance of Data Analysis
10.3.3 Types of Data Analysis
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10.3.4 Data Analysis Methods 10.3.5 Data Analysis Steps
198 199 199 200 200 201 201 201 201 203 203 203 203 204 204 204 204 204 205 206 207 207 207 207 208 208 208 209 209 209 209 209
10.3.6 How to Accurately Perform Basic Error Analysis
10.4 Sources of Error
10.4.1 Systemic error and Random error
10.4.2 Calculating Percent Error
10.5 Laboratory Safety
10.5.1 Why is Lab safety important? 10.5.2 Basic Safety Precautions & Rules
10.6 Safe Chemical Storage, Use & Disposal
10.6.1 Safely Using Chemicals 10.6.2 Safely Storing Chemicals 10.6.3 Safely Disposing of Chemicals
10.7 Standard Laboratory Safety Equipment & Responses
10.7.1 The Importance of Safety Equipment
10.7.2 Personal Safety Equipment
Hand Protection
Eyes & Face
Body Protection Ears, Feet & Airway
10.8 Types of Safety Equipment & Treatments
10.8.1 Equipment 10.8.2 Treatment
10.8.3 Action
10.9 Working with Biological Specimens Safely in the Lab
10.9.1 What are Biological Specimens? 10.9.2 Why Use Biological Specimens? 10.9.3 Safe Handling of Specimens
10.9.4 Biological Specimen:
10.9.5 Live Organisms:
10.9.6 Human Tissues / Bodily Fluids 10.9.7 Disposing of Biological Specimens
211
Chapter 10 Review Questions
Chapter Review Questions Answer Key
214
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Chapter 1: Reading
Overview This chapter will focus on key concepts and details, structure, and how to assemble it so that it is readable to others. Integrative knowledge and ideas combine what you already know and what you read to come up with conclusions and other ideas that make what you read and write more meaningful.
1.1 Key Ideas and Details
1.1.1 Summarizing Complex Text To successfully answer the questions in your examination and understand the reading material you will encounter in the future, it is necessary to summarize complex texts. ● Comprehension One must read and understand the text, which may require breaking down long sentences and understanding diff icult words. Next, they must identify the main ideas and key points, which means they must have a good enough understanding of the text to know the di ff erence between what is essential and what is not. ● Communication To condense information into a smaller space. To reduce the number ofwords in your writing. To select the best words that convey your message and eliminate words that add no value to your writing. This means reducing information to essential ideas to expand the breadth or depth of your writing.
Text Summary What is included in the Text Summary? - Main Idea - Important Ideas - Key words - Use your own words
The purpose of text summaries is to determine your ability to identify and comprehend the main idea, purpose, and key supporting ideas of
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a piece of reading material. To do so, you will f irst need to read the material in its entirety. Once you have done so, take a moment to consider the following questions:
● What is the main idea of the piece? ● What is the author's purpose for writing it? ● What are the key supporting ideas?
Once you have considered these questions, you should be able to summarize the piece in your own words. 1.1.2 Question-Answer Relationships The Question-Answer Relationship (QAR) strategy can be used after students have read a text. QAR teaches students how to identify the type of question and where to find the answer within the text. There are four main types of questions that are examined in the QAR strategy.
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1.1.3 Inference
What is an inference? Inference is the process ofderiving a conclusion based on evidence and reasoning. It allows us to go beyond the information that is explicitly stated in a passage or text and to make logical deductions based on what we know or assumes to be true.
In simple terms, to make an inference is to draw a logical conclusion from the information. Inferences are often made from literature and are sometimes called literary inferences. There are two types of inferences: literal and interpretive. Literal inferences are based on the literal, or actual, words in the text. An interpretive inference is based on the implied meaning of the words and text. Inference - Drawing a Logical Conclusion The main idea of a text can be implied through the analysis of individual sentences. To do this, we need to consider what each sentence says about the common topic, identify what is the common thread the individual sentences seem to share, and think of the idea that emerges as the author’s implied main idea. Finally, we need to think about the purpose ofthe text. Types of Inference Questions ● Factual Questions (explicit, will be clearly stated in the passage) and helps us draw factual conclusions. ● Implicit Questions which require us to look at the bigger picture. ● Clarifying Questions by understanding the meaning of a word or a phrase.
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Answering Inference Questions - Strategies
● Lookfor keywords such as imply, infer, predict, conclude, etc. They identify the question as an inference question. ● Make notes while reading. Pay special attention to words such as: but, yet, although, since, except, moreover, unless, nonetheless, however, in the passage. These words signal a shift, and the ideas that follow these words are often the subject of inference questions. ● Elimination, look for wrong answers . Incorrect answers to inference questions often involve making an unsupported leap based on the details of the passage or containing an error that goes against the information provided. The elimination of obviously wrong choices makes it easier to f ind the right answer. In these cases, it is best not to anticipate an answer but simply evaluate the answer choices given. 1.1.4 Topic, Main Idea, Supporting Details, Genres, and Themes ● A topic is the general subject matter of the text. For example, a book titled Eating Clean: A Simple, Healthy Dieting Solution is about a new type of diet for healthy eating. What is the book’s topic? There are several answers which include dieting, healthy eating, and cooking healthy meals. All these answers are correct, but some are more general than others. ● The main idea ofa text is its specif ic message. It is also the reason why the text was written. For the dieting book in the example above the main idea can be expressed as, “In order to live a healthy lifestyle, eating a healthy, clean diet is imperative.” ● The supporting details of the text explain the main idea. These details give the reader reason to believe the main idea. The supporting details for the dieting book in the example could include studies conducted on healthy eating, specif ic foods which are good for your health, and examples of healthy recipes. ● A genre is a category of literature (or art/music) characterized by similarities in form, style, and or subject matter. Comedy, Sci-Fi, Romance, Fantasy, Action & Adventure are just a few forms ofa genre. Genres are typically def ined based on the content or intention of a story. For example, comedies are meant to be humorous and elicit laughter. While anything in the horror genre should scare the audience. ● A theme is an idea, subject, or concept that a text refers to repeatedly. Eating Clean: A Simple, Healthy Dieting Solution might have the following themes: achieving good health, self-improvement, and positive body image.
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1.1.5 Topic and Summary Sentences Topic sentences reveal the main point of a paragraph, essay, or book. It makes a statement that will be explained, discussed, or elaborated. Supporting sentences follow the topic sentence and contain ideas that support the topic sentence. Summary sentences are at the end ofa paragraph, chapter, section, or document. They often summarize the main point and draw a conclusion based on the topic. 1.1.6 Predictions, Inferences, and Conclusions An inference is a logical conclusion that is not written in the text. Instead, it is thought of by the reader based on information found in the text. Inferences are also known as reading between the lines and can be thought of as predictions. Predictions, conclusions, and inferences are based on personal judgment and prior experiences. 1.1.7 Informational Source Comprehension In informational source comprehension questions, a graphic or statement will be given, and you must answer questions related to the graphic or statement. You will be asked questions related to: ● Sets of directions ● Graphic Representation of Information ● Recognizing events in a sequence Sets of Directions Directions can take the form oflists or can appear in paragraph form. Ifthey are found in paragraph form, it may be helpful to rearrange them into a list. Each step in a set ofinstructions may require you to use the results from the previous steps. If this is the case, it may be helpful to write down the steps as you complete them, as in the following example.
Example Read the following set of directions, then answer the question. 1. Start with the word “CINEMA” 2. Add the word “TO”at the end ofthe word. 3. Add the word “GRAPH”at the end ofthe word. 4. Add the letter “Y”at the end ofthe word.
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Chapter 2: English and Language Usage
Overview In this chapter we will discuss English language usage. We will pay special attention to spelling, punctuation, and grammar, formal and informal language. Additionally, we will focus on writing, how to form sentence structures, how to organize paragraphs, and the elements of the writing process. 2.1 Language Usage 2.1.1 Spelling It is important to note common spelling rules and be able to identify incorrectly spelled words. One should also be able to determine the correct selections of homophones based on context. Here is a brief review of common usage mistakes ofthe English language. ● May and might o ‘May’ can act as a principal verb, which can express permission or possibility. ▪ Examples: Let’s wait, the meeting may have started. -- May I begin now? o ‘May’ can act as an auxiliary verb, which expresses a purpose or wish ▪ Examples: May you f ind kindness in the sight of your employer. -- May your wishes come true. -- People go to school so that they may be educated. o ‘Might’ is the past tense of may. ▪ Example: I asked if I might begin o ‘Might’ signif ies a weak or slim possibility or polite suggestion. ▪ Examples: You might f ind him in his off ice, but I doubt it. -- You might o ff er to help if you want to. ● Lie and lay o The verb lay should always take an object. The three forms of the verb lay are: laid, lay, and laid. ▪ Examples: Lay on the bed. -- The tables were laid by the students. -- Let the little kid lie. -- The patient lay on the table. o The verb lie (recline) should not take any object. The three forms of the verb lie are: lay, lie, and lain. ▪ Example: The dog has lain there for 30 minutes. o Note: The verb lie can also mean “to tell a falsehood”. This verb can appear in three forms: lied, lie, and lied. This is di ff erent from the verb lie (recline) mentioned above. ▪ Examples: The accused is fond of telling lies. -- Did she lie?
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● Would and should o The two verbs ‘would and should’ can be correctly used interchangeably to signify obligation. The two verbs also have some unique uses too. Should is used in three persons to signify obligation. o The past tense of will is “would,” and so “would” generally follows the same principles as “will.” o “Would” is specially used in any of the three persons to signify willingness, determination, and habitual action. ▪ Examples: They would go for a test run every Saturday. -- They would not ignore their duties. --She would try to be punctual. o The past tense of shall is ‘should’, and so “should” generally follows the same principles as “shall.” ▪ Examples: I should go after work. -- People should exercise every day. -- You should be generous. ● Principal and auxiliary verbs o Two principal verbs can be used along with one auxiliary verb as long as the auxiliary verb form suits the two principal verbs. ▪ Examples: Several people have been employed and some promoted. -- A new tree has been planted, and the old has been cut down. ● Again, note the di ff erence in the verb form. o Can is used to express capacity or ability. ▪ Examples: I can complete the assignment today. -- He can meet up with his target o Can is also used to express permission. ▪ Examples: Yes, you can begin. o In the sentence below, “can” was used to mean the same thing as “may.” However, the di ff erence is that the word “can” is used for negative or interrogative sentences, while “may”is used in aff irmative sentences to express possibility. ▪ Examples: They may be correct. ● Positive sentence - use may. Can this statement be correct? A question using “can.”It cannot be correct. Negative sentence using “can.” o The past tense of“can”is “could”. It can serve as a principal verb when it is used to express its own meaning. ▪ Examples: In spite of the diff iculty of the test, he could still perform well. ● “Could”here is used to express ability. ● Can and could
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Chapter 3: Math – Part 1 3.1 Order of Operations
Mathematical operations must be performed in the correct order when you are performing calculations with numbers. First, you must perform the operations in parenthesis. From there you would then simplify the exponents and then complete any multiplication or division from left to right. Finally, addition or subtraction is completed. ● Parenthesis – (anything in here first) ● Exponents – Then %* or - a square root is also a type of exponent ● Multiplication and Division – next × or ÷ ● Addition and Subtraction – finally + or – or ± Use the mnemonic device PEMDAS (Please Excuse My Dear Aunt Sally) to help you to remember the order of operations.
Example Simplify the following expression: 5 + 5 × 5 − 5 ÷ 5 = a. 9 b. 29
Example Simplify the following expression: (2 + 2) × 2 2 = a. 10
b. 4 c. 8 d. 16
c. 5 d. 0
The correct answer is B. To simplify this expression, go through the order of operations.
The correct answer is D. To simplify this expression, go through the order of operations.
5 + 25 − 5 ÷ 5 = 5 + 25 − 1 =
4 × 2 2 =
5 + 24 = 29
4 × 4 = 16
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3.2 Fractions
3.2.1 Addition and Subtraction of Fractions Begin by converting any mixed numbers (if there are any) into improper fractions. This means convertingany number that represents the sum of a whole numberanda proper fraction into a fraction whose numerator is greater than the denominator. Then you will determine the least common denominator (LCD) for the fractions. The LCD is the smallest common multiple of the denominators. This is the least number that both denominators divide into evenly. Once you have the LCD, then you will rewrite each fraction as an equivalentfractionwith the least commondenominator. Then you will add or subtract the numerators, while keeping the common denominator the same. Lastly, check to make sure that the fraction is the simplest fraction. This means that the only common factor between the numerator and the denominator is 1. Example
Question What is the sum of
Solution
The LCD of 8 and 12 is 24
a. b. c. d.
Therefore, the answer is A.
3.2.2 Multiplication of Fractions First convert any mixed numbers to improper fractions. Then, simplify the factors inthe numerator (the top number in the fraction) with factors in the denominator (the bottom number of the fraction).Lastly, multiply the numerators together and the denominators together. Be sure that the fraction is simplified (the only common factor between the numerator and the denominator is 1).When working with word problems keep in mind that the word “of” usualy signifies multiplication.
Example: Simplify the expression: 1 2 3 × 2 1 7 Since they are mixed numbers, change them to improper fractions: 1 2 3 = 5 3 2 1 7 = 1 7 5
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Chapter 4: Math – Part 2 4.1 Data Interpretation
Data plays a very vital role in our day to day life. When the data at hand is small, it is easy to understand, analyze and interpret in order to form substantial decisions. However, in case the data is very large, then it is generally presented in di ff erent ways, like data tables, graphs, bar charts, pie charts, scatterplots, histograms etc. In such cases, it is imperative that the user is able to understand and analyze the data precisely. The process ofunderstanding the data from its represented form is known as data interpretation. Now we shall take each of these precise forms and understand how they can be interpreted using some examples. 4.1.1 Data Tables Using data tables, data can be represented in a form oftabular representation. Tables can be single or multiple with horizontal rows and vertical columns. The data corresponding to each cell corresponds to its unique row and column. An instance ofthe data table is given as under: Sale of di ff erent models of cars (in million)
Year Hyundai
General Motors
Mercedes Honda
2012
50
76
43
67
2013
54
74
48
73
2014 57
69
55
69
In the above table, we are given the sale offour car models for three consecutive years. From this data table, we can find, analysis, and interpret the following information: Examples ● General Motors sold more models in 2012 than any other year ● The sale of Hyundai increased by 8% in 2013 as compared to 2012 ● Mercedes witnessed maximum growth of about 14.58% in 2014 as compared to previous year
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4.1.2 Histograms Is a common method to graphically represent the frequencies data set. A histogram can be used for a larger data set. For example, if you have a large population and are gathering statistical exam scores from numerous area colleges, you may have 100 students out of500 who receive a 94 on an exam. That is a large data set and it is not practical to generate a stem-and-leaf plot. Histograms are usually generated using graphing or statistical software. You can also generate them by hand! Let’s take a look at a histogram.
This is the typical structure of a histogram. What type of information can we obtain from a histogram? Although I have not assigned any actual data or numerical values, we can see that there are several parts to the histogram. ● The solid box seems to be the highest. This represents the highest frequency for the data set. Therefore, ifwe were to look at a data set, the majority ofthe values would fall within the region of the solid box. ● Now looking to the right and left of our highest frequency, we can see that the histogram is divided into two sides. The polka-dot and striped boxes are to the left of our highest frequencies. These represent higher values than our frequency. If that is confusing, think of it this way. We will say the data represents the amount of time it takes students to complete an exam. Most ofthe students take 65 minutes to complete the exam (solid box), the polka-dot and striped boxes represent the number of students who take less than 65 minutes to complete the exam. We will say the striped box represents students who can complete the exam in 55 minutes and the polka-dot box represents students who can complete the exam in 45 minutes. o You can see that there are fewer students who completed the exam in 45 minutes. ● We also have data to the right ofour highest frequency, the brick and checkered boxes.
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