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A discrete variable can take on only the values \(0,1,\) or \(2 .\) Use the set of 20 measurements on this variable to answer the questions. $$ \begin{array}{lllll} 1 & 2 & 1 & 0 & 2 \\ 2 & 1 & 1 & 0 & 0 \\ 2 & 2 & 1 & 1 & 0 \\ 0 & 1 & 2 & 1 & 1 \end{array} $$ Draw a dotplot to describe the data.

Short Answer

Expert verified
Answer: The value 1 occurred most frequently in the dataset, with 8 occurrences.

Step by step solution

01

Count the occurrences of each value

First, we will count the number of 0s, 1s, and 2s in the dataset. To do this, we simply go through the data and keep a count for each number: - Number of 0s: 6 - Number of 1s: 8 - Number of 2s: 6
02

Set up the dotplot axes

Now, we need to create the axes for the dotplot. Draw a horizontal line to represent the x-axis, and label it with the possible values of the discrete variable (0, 1, and 2). The y-axis represents the frequency of each value in the dataset.
03

Place the dots

Once the axes are set up, the next step is to place the appropriate number of dots above each value on the x-axis according to their frequency in the dataset. For the 0's, since there are 6 occurrences, we will place 6 dots above the number '0' on the x-axis, one on top of the other. For the 1's, there are 8 occurrences, so we will place 8 dots above the value '1' on the x-axis, again one on top of the other. Similarly, for the 2's, we will place 6 dots above the value '2' on the x-axis.
04

Interpret the dotplot

With the dotplot now complete, we can easily visualize the frequency distribution of the dataset. We can see that there are the same number of 0's and 2's while there are more 1's in the dataset.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Discrete Variable
Understanding discrete variables is essential when working with specific types of numerical data. A discrete variable, by definition, is a type of quantitative variable that can take on a finite number of distinct values, often representing countable items. In other words, there are no intermediary values possible between any two adjacent values it can take. For example, the number of cars in a parking lot is a discrete variable; you can have 20 cars, or 21, but not 20.5 cars.

In the exercise, we encountered a textbook example where the discrete variable could only take on the values 0, 1, or 2, making it easy to track and count occurrences. Students should recognize these variables because they set the stage for certain types of graphs and statistical methods, which are different from those used with continuous variables, where values can take on any number within a range.
Frequency Distribution
The concept of frequency distribution revolves around the way in which values of a dataset are distributed, specifically how often each value occurs. It is a foundational tool in statistics that helps to summarize data by showing the number of observations that fall into specific ranges or 'bins.' When dealing with discrete variables, frequency distribution becomes a simple tally of how many times each distinct value appears. In the provided exercise, we tallied the number of occurrences of each possible value of our discrete variable. This tally helps us understand the relative frequency with which these values occur in our dataset.

It's crucial to correctly count and group these occurrences to accurately represent the distribution of values in the dataset. A well-calculated frequency distribution can provide insights into patterns or anomalies in the data, which might influence decisions or predictions based on the data set.
Data Visualization
Data visualization covers a wide variety of techniques used to communicate data or information by encoding it as visual objects. Dotplots are a simple yet effective form of data visualization, especially for small datasets or discrete variables. By plotting a dot for each occurrence of a variable, these plots can show us at a glance how frequently each value appears in the data set, their respective counts, and the spread of the data.

A dotplot, like the one created in our exercise, can often tell a story that numbers alone may fail to convey. The visual comparison of heights or lengths of dots enables quick recognition of the distribution's characteristics, such as its center, spread, and whether it's symmetric or skewed. In education, it's essential to encourage students to not only be able to create such visualizations but also to interpret them accurately, as they are powerful tools in data analysis.

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Most popular questions from this chapter

A manufacturer of jeans has plants in California, Arizona, and Texas. Twenty- five pairs of jeans are randomly selected from the computerized database, and the state in which each is produced is recorded: $$\begin{array}{lllll}\text { CA } & \text { AZ } & \text { AZ } & \text { TX } & \text { CA } \\\\\text { CA } & \text { CA } & \text { TX } & \text { TX } & \text { TX } \\ \text { AZ } & \text { AZ } & \text { CA } & \text { AZ } & \text { TX } \\\\\text { CA } & \text { AZ } & \text { TX } & \text { TX } & \text { TX } \\\ \text { CA } & \text { AZ } & \text { AZ } & \text { CA } & \text { CA }\end{array}$$ a. Use a pie chart to describe the data. b. Use a bar chart to describe the data. c. What proportion of the jeans are made in Texas? d. What state produced the most jeans in the group? e. If you want to find out whether the three plants produced equal numbers of jeans, how can you use the charts from parts a and b to help you? What conclusions can you draw from these data?

How safe is your neighborhood? Are there any hazardous waste sites nearby? The table and the stem and leaf plot show the number of hazardous waste sites in each of the 50 states and the District of Columbia in \(2016 .^{5}\) \(\begin{array}{lrlrlrlrlr}\text { AL } & 15 & \text { HI } & 3 & \text { MA } & 33 & \text { NM } & 16 & \text { SD } & 2 \\ \text { AK } & 6 & \text { ID } & 9 & \text { MI } & 67 & \text { NY } & 87 & \text { TN } & 17 \\ \text { AZ } & 9 & \text { IL } & 49 & \text { MN } & 25 & \text { NC } & 39 & \text { TX } & 53 \\ \text { AR } & 9 & \text { IN } & 40 & \text { MS } & 9 & \text { ND } & 0 & \text { UT } & 18 \\ \text { CA } & 99 & \text { IA } & 13 & \text { MO } & 33 & \text { OH } & 43 & \text { VT } & 12 \\ \text { CO } & 21 & \text { KS } & 13 & \text { MT } & 19 & \text { OK } & 8 & \text { VA } & 31 \\ \text { CT } & 15 & \text { KY } & 13 & \text { NE } & 16 & \text { OR } & 14 & \text { WA } & 51 \\ \text { DE } & 14 & \text { LA } & 15 & \text { NV } & 1 & \text { PA } & 97 & \text { WV } & 10 \\ \text { DC } & 1 & \text { ME } & 13 & \text { NH } & 21 & \text { RI } & 12 & \text { WI } & 38 \\\ \text { FL } & 54 & \text { MD } & 21 & \text { N } & 115 & \text { SC } & 25 & \text { WY } & 2 \\ \text { GA } & 17 & & & & & & & & \end{array}\) a. Describe the shape of the distribution. Identify the unusually large measurements marked "HI" by state. b. Can you think of a reason why these states would have a large number of hazardous waste sites? What other variable might you measure to help explain why the data behave as they do?

Construct a relative frequency histogram for these 20 measurements on a discrete variable that can take only the values \(0, I,\) and 2. Then answer the questions. $$ \begin{array}{lllll} 1 & 2 & 1 & 0 & 2 \\ 2 & 1 & 1 & 0 & 0 \\ 2 & 2 & 1 & 1 & 0 \\ 0 & 1 & 2 & 1 & 1 \end{array} $$ What proportion of the measurements are less than \(2 ?\)

Are some cities more windy than others? Does Chicago deserve to be nicknamed "The Windy City"? These data are the average wind speeds (in kilometers per hour) for 54 selected cities in the United States \(^{5}\): $$ \begin{array}{rrrrrrrrr} \hline 13.1 & 12.2 & 15.4 & 11.0 & 11.2 & 12.0 & 18.1 & 12.0 & 12.5 \\ 11.2 & 18.4 & 16.8 & 16.5 & 11.8 & 56.2 & 16.0 & 14.9 & 12.6 \\ 13.3 & 16.5 & 15.8 & 11.8 & 12.5 & 11.4 & 14.9 & 12.3 & 16.3 \\ 11.7 & 13.3 & 15.7 & 15.2 & 13.4 & 12.8 & 9.8 & 14.6 & 14.4 \\ 9.9 & 12.6 & 15.2 & 9.8 & 16.3 & 10.6 & 12.6 & 13.4 & 18.4 \\ 15.0 & 15.8 & 7.0 & 10.6 & 15.5 & 15.7 & 12.8 & 17.0 & 13.6 \\ \hline \end{array} $$ a. Construct a relative frequency histogram for the data. (HINT: Choose the class boundaries without including the value \(x=56.2\) in the range of values.) b. The value \(x=56.2\) was recorded at Mt. Washington, New Hampshire. Does the geography of that city explain the observation? c. The average wind speed in Chicago is recorded as 15.8 kilometers per hour. Do you think this is unusually windy?

The data in Exercises \(1-3\) represent different ways to classify a group of 100 students in a statistics class. Construct a bar chart and pie chart to describe each set of data. $$\begin{array}{c|c}\text { Final Grade } & \text { Frequency } \\\\\hline \mathrm{A} & 31 \\\\\mathrm{~B} & 36 \\\\\mathrm{C} & 21 \\\\\mathrm{D} & 9 \\\ \mathrm{~F} & 3\end{array}$$

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