This document provides instructions for a Tableau homework assignment exploring different chart types using QVC sales data. Students are asked to create various charts and maps including a highlighted table, scatter plot, tree map, histogram, box plot, symbol map, delivery days map, line chart, slope graph, and dashboard. The goal is to continue building basic Tableau skills for tables, maps, and charts while analyzing metrics like sales, delivery times, order values, and more. Students will calculate fields, filter data, format visualizations, and change properties to enhance the analyses.

1. Tableau Homework 3 – Exploring Chart Types with QVC Data
Getting familiar with the data
You will focus on five dimensions as you start to explore the
QVC data:
• order date (Order Dt)
• merchandise department (Merchandise Dept)
• region of the country (Region)
• customer state (Ship To State)
• location of the originating warehouse (Warehouse Zip).
You will use five measures:
• price (Total Line Amt)
• number of orders (Number of Records)
• average order value (AOV to be calculated)
• delivery time ([Days Shipped] to be calculated)
Create two calculated fields:
AOV = SUM([Total Line Amt])/SUM([Number of Records]).
On the Data Pane, change the number
format to Currency with 2 decimal places.
Days Shipped = CEILING( [Delivery Confirmation Dt]-
[Shipped Dt])
In the next homework, we will explore additional measures to

2. address the QVC analytics challenge more
explicitly. In this homework, the primary goal is to continue to
build basic Tableau skills for creating
tables, maps, and charts.
Change the label in the Region dimension for Alaska and
Hawaii:
Alaska and Hawaii were not assigned a region in the input data,
but we are going to change the Null
label to AK/HI. Depending on the context, we may filter out
these states.
To change the label, go to the blue pill for Region and right-
click (or click on the down arrow) to get the
menu of actions. Select Aliases…. In the pop-up box, change
the alias for Null to AK/HI.
For the rest of the course, you are expected to have complete
titles on every worksheet you complete. I
will guide you through this process for the first few worksheets.
Chapter 19 – Highlight Tables
1. Create a text table with merchandise departments for rows
and the sum of sales (Total Line Amt) in
the table. Sort in descending order by sales.
Add Region to the Columns Shelf. You should have a crosstab
table with 5 columns and 11 rows of data.

3. Drag the Total Line Amt to the Color marks card. Change the
mark type to Square. Note that the East
region has highest sales overall and the ordering within region
is similar. Name the sheet Highlight
Table.
Edit the title (double-click on the Highlight Table text and type
over <Sheet Name>) to be something like
‘Total sales by region and merchandise department’.
Chapter 22 – Scatter Plot
2. Open a new worksheet. Create a scatter plot of average Days
Shipped (Columns Shelf) and average
order value AOV (Row Shelf). Make sure you change the
default SUM aggregate function to AVG for
Days Shipped. Drag Merchandise Dept to the Detail marks
card. Drag Total Line Amt to the Size marks
card.
At this point, you will want to change the axis settings so they
do not include 0. Right-click on each axis,
select Edit Axis, and uncheck the Include zero box.
Add an average line for each measure. This plot highlights that
the jewelry department has high average
ship times, though is a small revenue department. We will
continue to investigate what types of orders
have long delivery times. Electronics and IQVC Divisional
have high average order values. IQVC
Divisional is the online store.
Name this sheet Scatter Plot and edit the title to be something
like ‘Average order value (AOV) by

4. average days shipped for all merchandise departments’.
Chapter 23 – Tree Map
3. Open a new worksheet. Create a tree map with size =
average of Days Shipped, color = total sales
(sum of Total Line Amt), and two text labels -- Ship to State
and average of Days Shipped. Change the
format of the displayed text for the average of Days Shipped so
there is only one decimal place. In the
scatter plot, the overall average days shipped was around 3.8.
This tree map suggests there is large
variation by state, from a low of 2.5 days for Washington DC to
a high of 6 days for Idaho. Notice that
California (CA) stands out as the state with the highest total
sales, but also has a relatively high average
shipping time of 4.7 days.
Name this sheet Tree Map Delivery Days and add a descriptive
title.
Chapter 28 – Histogram
4. Open a new worksheet. Create a histogram of Days Shipped.
Change the size of the bins to 2. While
most orders are delivered in less than 6 or 8 days, the histogram
axis goes up to 32 because there are a
small number of orders with very large shipping times. A
histogram is not a good chart to visualize
outliers. We will use boxplots to explore some of our measures
with skewed distributions.
Name this sheet Histogram and add a descriptive title.

5. Chapter 29 – Box Plot
5. Create a boxplot that shows the price (Total Line Amt) by
merchandise department for each order
(data fully disaggregated). I’m going to change a few steps
from the book:
• Create a vertical bar chart with Merchandise Dept on the
Columns Shelf and SUM(Total Line
Amt) on the Rows Shelf. I like to sort the data in descending
order by total sales, largest to
smallest).
• Go to Analysis and uncheck Aggregate Measures (second row
in the drop-down menu.)
You should now have a bunch of circles instead of bars. Each
circle represents a single price
record from the list of orders. You can tell from this
visualization that most orders are below
$1,000. There are several larger orders in a few different
departments.
• Click on the box-and-whisker icon on the Show Me menu.
• Name your sheet Price Boxplots and add a descriptive title.
Chapters 30 – 32 Maps
6. Make a symbol map that shows the total sales by ZIP code
(detail =Ship To Zip). Drag Total Line Amt
to the Size marks card. Use the Region dimension to filter out
AK/HI. Click on the Color marks card to
change the format of the circles. Add a grey border and reduce
the opacity. Drag Region to the Color
marks card. Change the size of the circles to get a display that

6. you like. Name the worksheet Symbol
Map and add a descriptive title.
7. Create a filled map that shows the average delivery days (use
the AVG aggregate function) by state
(Ship To State). Use the Region dimension to filter out AK/HI.
Edit the colors to use Stepped Color with
4 steps. (Click on the Color card, select Edit Colors…, and
select Stepped Color / 4 steps as shown below.
Note that there is a clear increase in average delivery days from
east to west with a secondary pattern of
longer shipping times for more rural states. Name this sheet
Delivery Days Map and add a descriptive
title.
8. Follow the Warehouse Mapping Tutorial posted in Moodle
and create a dual-axis map to show
warehouse locations and states where orders were delivered.
Name this sheet State Map and add a
descriptive title that includes both sets of data displayed on the
map. For example, ‘Number of orders
shipped by warehouse location and destination’.
Chapter 9 – Line Chart with Weekly Data
9. To take a deeper dive into variations in delivery times by
region of the county, we are going to create
a line chart of weekly average delivery times by region. Drag
Days Shipped to the Rows shelf and change
the aggregate function to Average (AVG). Drag Order Dt to the

7. Columns self. Select the continuous
Week Number for the order date. Drag region to color and filter
out AK/HI region. This chart verifies
that the East region generally has the shortest delivery times,
followed by the South and then Central
and finally the West.
Label the lines directly with the region name by dragging
Region to the Label marks card. Change the
font size to 12 and hide the Region legend.
Name this sheet Weekly Delivery Days and add a descriptive
title.
Chapter 38 Dual-Axis Slope Graphs and Chapter 15 Sets
10. You are going to create a slope graph that compares
delivery days by merchandise department for
the East and West regions. Here is some additional information
to help you follow the steps in the book:
• Create a bar chart with AVG([Days Shipped]) on the Rows
Shelf and Region on the Columns
Shelf.
• Filter Region to include only East and West.
• Add merchandise department to the Details marks card and
change the mark type to Line.
• Use a filter to keep the departments with the most sales
revenue: Home Décor, Health/Beauty,
Apparel, Accessories, Electronics, Housewares, Jewelry.
• Drag Merchandise Dept to the Label marks card. Click on the

8. Label card to format the labels.
Under Options, check the box to allow labels to overlap other
marks. Click on Line Ends and
select Label start of line. Make the chart wider so you can see
the lines and labels. Note that
Jewelry has similar delivery times in both regions, but all other
departments have longer
delivery times in the west.
• Work on the format so this could be a final candidate for a
dashboard
element:
o Add a reference line equal to the Average Days Shipped.
Format the Reference Line Label so it is right-justified
o Edit the Days Shipped axis to exclude zero.
o Add markers to the line ends. Click on the Color marks card
and select the middle option for Markers.
o Create a set that has Jewelry as the In member. Edit the
colors and assign Orange to In and Blue to out (or select your
own preference for the palette.)
Save the worksheet as Single Slope Graph and change the title
to ‘Average
shipment days by region and merchandise department’.
Duplicate the sheet.
11. Open the duplicated sheet from the prior problem and name
it Small
Multiples. Remove the merchandise department labels from the
chart on the
Small Multiples worksheet. Drag a pill for Merchandise Dept
and place it to the left of the Region pill on

9. the Columns Shelf. This layout eliminates the problem of
overlapping labels. Enhance the visualization
with these formatting changes:
• Challenge: Add labels that show the increase in delivery days
as labels for the right end points.
HINT: Add Days Shipped to the Label card. Change the
function to AVG. Use Quick Table
Calculation and select Difference. Format the labels to be
Number (Custom) with 1 decimal
place. Move the labels to the end of the line. Edit the label text
to read + <Difference in
AVG(Days Shipped)> Day(s).
• Manually sort the on Merchandise Dept to go from the largest
to smallest difference.
HINT: Right-click the Merchandise Dept pill on the Columns
shelf. Change the Sort By option to
Manual sort. Arrange in this order: Apparel, Accessories,
Housewares, Home Décor,
Health/Beauty, Electronics, Jewelry. See the example on the
next page.
• Add a descriptive title.
Chapter 17 Introduction to Dashboards
12. Create a simple dashboard similar to the example in
Practical Tableau. Use three worksheets from
this homework assignment. If you want to change formats in
your worksheets, create a duplicate copy
and experiment with colors and fonts. In the dashboard, select
Fixed Size Desktop Browser (1000 x
800). Add a title to your dashboard. I’ve included a sample on
the next page after I changed the color
scheme in the line chart from problem 9. This does not need

10. to be fancy – just get a sense of the
layout features.
Tableau Homework 3 – Exploring Chart Types with QVC Data
Mobile learning makes any sort of learning portable on a hand
either in or out of class. It is now a versatile quick updated
way of learning using Mobile responsive, it supports now in
different gadgets, like tablets, digital books like Ebooks and
gadgets which enable students learn as they travel through their
way of time and learning. This helps students digitalized in
learning with good resources and many
Mobile learning Devices:
1. Smart phones.
2. Ebook Readers
3. Tablets
Smart phones:
Today, 73% of students are approaching mobile phones and 92%
of are taking online classes once a day,
Collaborative Apps:
For class-wide collaboration, applications like Poll and
VoxVote are incredible for class talks or training,
Developmental evaluations. These applications lets the educator
make a survey on the web and they can use mobile phones to
take an interested topics in surveying movement that the
instructor picks.
It helps understudies center in the homeroom, but at the same

11. time they're extraordinary approaches to draw in those
understudies who are more alright with unknown interest than
talking in class.
Personal Apps
In a customized way, Few applications enable Learning to keep
themselves update in their own learning also, which is a
standout on most ideal approaches to keep them revised in and
on assignment.
Some Projects like Dropbox and Evernote have natural portable
applications that give a chance to monitor their distinctive
Courses and the cloud-based interface gives them a chance to
get to those activities from any Platform. Applications like
any.do and Focus Booster would be best and help in better to
deal with their time and applications like EpicWin include a
gamified, dream component to keeping up a daily agenda.
Classroom based for Students on Smartphones
1.Research: Mobile Phones for research is a good begin. It is
great platform for learning and Collects good sources of data
and after that learn approaches to dissect the legitimacy of their
sources.
2.Moodle: You can set a page or group where learners post
assignments and due dates is a decent initial phase in using this
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3. Social media: This is dynamic, This will routinely get new
applications. Learners would inspect the instructional and
conceivable results of these applications and think about their
capability to draw in Studies and to increase learning in new
ways.

12. 4.Texting: Posting class assignments on a site or tweeting them.
Students can essentially send a task instantly as a message to
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their Mobile as a decent exercise in time the executives for their
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6. Discussions: Apart of going on the open Internet, there are
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Ebooks:
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An eBook is Easy and affordable in carrying anywhere. it is
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advanced mobile phone, a tablet. eBook enables studies to
allude to their notes and course materials whenever they need.

13. Rather than conveying different books, Studies would now be
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2. Accessing eBooks:
Most of them approaches the Internet. However we as a whole
in some cases experience difficulty with availability and system
issues. So as to guarantee that the Internet association does not
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14. 4. Edutainment Value:
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digital books don't require paper. Writers can present their work

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16. It helps measure whether the understudy has comprehended the
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We begin by arranging the stages in different categories relying
upon the three fundamental parts portrayed in below diagram.
The designer utilizes advancement devices to fabricate its
versatile application. Second, the developer distributes its
application on a gateway, from which the shopper can download
the application onto its cell phone. This model, adjusted from,
includes designers, the application gateway, customers, and all
the processes related to the distributing and acquiring of a
versatile application.
Existing stages have adopted different strategies when it comes
to offering their SDK to engineers. Utilizing the wording
presented by Raymond in, we call bazaar an open source stage,
where any outsider designer can access the whole stage with no,
or little, confinements and add to the construction of its
structure. On the other hand, we consider house of God a shut
stage, where most of the code is escaped designers and an all
strong draftsman plans every inch of the stage's development.
Mobile applications are progressively utilized in science
ventures and gathering of proposals explicit for resident science
that offers help and guidance for arranging, plan and
information the executives of versatile applications and stages
that will help gaining from best practice and effective usage.
This working gathering was a subsequent movement to dialogs
concerning security and morals in following members'
commitments crosswise over tasks, that occurred amid the

17. principal workshop. The discourse focused on concerns in
regards to the morals of sharing information about members and
the duties that accompany that. A morals survey of ventures
with outsider accreditation was examined.
Despite the fact that the proposals were examined in working
gatherings with various topical centers, the procedure plainly
uncovered that all perspectives are associated. In this way we
created joint suggestions for three essential parts of application
and stage advancement in native science
Symbian OS is a case of the trend towards joining since it began
as a stage with no integration, before it was incorporated by
Nokia to turn into a gadget coordinated stage and finally by
propelling OVI, it turned out to be completely incorporated.
Edge is likewise expected to soon turned out to be completely
coordinated with the presentation of its Application Center. A
few researchers have likewise implied that an intermediary
could assume an incorporating job in the versatile advancement
Indus attempt. The all the more astonishing perception is the
way that predominantly phone manufacturer organizations and
programming advancement organizations have assumed this
integration job and less MNOs but rather more was the instinct
of a large portion of these scholars.
Among the significant portable stages used to be the main
player in the open source field. Nokia has moved toward this

18. path in the wake of gaining Symbian OS. Google has likewise
pursued this pattern. The change stage from a shut to an open
engineering will be basic for the future achievement of the
stage.
The shift, delineated, of this real player towards receptiveness
implies that from a circumstance with for the most part shut
frameworks, we have moved to a circumstance with a small
lion's share of gadgets running an open source framework.
By and by, this shift does not show that different stages will
pursue. Among the shut platforms, RIM is most likely the
special case that may go open source, since Microsoft and
Apple are solid backers of restrictive programming. Up until
this point, it is still hard to evaluate what sway open-source
programming may have on the present mobile application
advancements.
References:
Sturm U, Schade S, Ceccaroni L, Gold M, Kyba C, Claramunt
B, Haklay M, Kasperowski D, Albert A, Piera J, Brier J,
Kullenberg C, Luna S (2017) Defining principles for mobile
apps and platforms development in citizen science. Research
Ideas and Outcomes 3: e21283.
Holzer, Adrian & Ondrus, Jan. (2009). Trends in Mobile
Application Development. Lecture Notes of the Institute for
Computer Sciences, Social-Informatics and Telecommunications
Engineering. 12. 55-64. 10.1007/978-3-642-03569-2_6.