Create descriptive labels for both the x- and y axes


Project Assignment: Quantitative Reasoning

The purpose of this assignment is to have you practice creating visuals using the data from the topic you chose in Week 2. Creating charts and trendlines are important skills used in many careers.

Watch How to Create Trendlines and Scatterplots in Excel.

Watch Week 4 Lynda.com® Video: Data-Analysis Fundamentals with Excel.

Create at least two visuals using your data from the data you chose in Week 2.

1. Create one scatter plot of the data, and apply a linear model (also known as a regression) in Excel®. Include the equation, R2 value, and prediction value on the visual.

2. Create one scatter plot of the data, and apply an exponential model in Excel®. Include the equation, R2 value, and prediction value on the visual.

3. Determine whether the linear or the exponential model is a better representation of your data to base your prediction on. Explain why the model you chose is a better representation of your data.

Hints for Making an Effective Chart:

• Decide why you are making a chart from this data.
• Title each chart so that it aligns with the data and selected model.
• Create descriptive labels for both the x- and y axes.
• Resize the chart as needed so it can be viewed easily.

• Do not submit anything, i will do that part, just the assignment to homework market.

Format your assignment according to the following formatting requirements:

1. The answer should be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.

2. The response also include a cover page containing the title of the assignment, the student's name, the course title, and the date. The cover page is not included in the required page length.

3. Also Include a reference page. The Citations and references should follow APA format. The reference page is not included in the required page length.

Attachment:- Data-for-Project.rar

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Financial Accounting: Create descriptive labels for both the x- and y axes
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