/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 55 The following data give the mone... [FREE SOLUTION] | 91Ó°ÊÓ

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The following data give the money (in dollars) spent on textbooks by 35 students during the \(2009-10\) academic year. $$ \begin{array}{lllllllll} 565 & 728 & 470 & 620 & 345 & 368 & 610 & 765 & 550 \\ 845 & 530 & 705 & 490 & 258 & 320 & 505 & 457 & 787 \\ 617 & 721 & 635 & 438 & 575 & 702 & 538 & 720 & 460 \\ 540 & 890 & 560 & 570 & 706 & 430 & 268 & 638 & \end{array} $$ a. Prepare a stem-and-leaf display for these data using the last two digits as leaves. b. Condense the stem-and-leaf display by grouping the stems as \(2-4,5-6\), and \(7-8\).

Short Answer

Expert verified
For the given data, a stem-and-leaf plot can be drawn where the stem represents the hundreds place and the leaf represents the tens and ones place. This display can then be condensed by grouping stems into 2-4, 5-6, and 7-8.

Step by step solution

01

Arranging data for stem-and-leaf plot

For creating a stem and leaf plot, first order the data from least to greatest, which is: 258, 268, 320, 345, 368, 430, 438, 457, 460, 470, 490, 505, 530, 538, 540, 550, 560, 565, 570, 575, 610, 617, 620, 635, 638, 705, 706, 720, 721, 728, 765, 787, 845, 890
02

Drawing stem-and-leaf plot

Next, create a stem-and-leaf plot where the stem represents the hundreds place and the leaf represents the tens and ones place: \[\begin{array}{l} 2 | 583 \ 3 | 20, 45, 68 \ 4 | 30, 38, 57, 60, 70, 90 \ 5 | 05, 30, 38, 40, 50, 60, 65, 70, 75 \ 6 | 10, 17, 20, 35, 38 \ 7 | 05, 06, 20, 21, 28 \ 8 | 45, 90 \ \end{array}\]
03

Grouping stems and redrawing plot

Now, group the stems as mentioned in the problem: 2-4, 5-6, and 7-8. The resulting stem-and-leaf plot is: \[\begin{array}{l} 2 - 4 | 583, 20, 45, 68, 30, 38, 57, 60, 70, 90 \ 5 - 6 | 05, 30, 38, 40, 50, 60, 65, 70, 75, 10, 17, 20, 35, 38 \ 7 - 8 | 05, 06, 20, 21, 28, 45, 90 \ \end{array}\]

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Key Concepts

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

Understanding Data Organization
Data organization involves arranging data in a structured format, making it easier to analyze and interpret. One effective way to organize data is by creating a stem-and-leaf plot. This type of plot offers a visual representation that preserves the original data while showing its distribution. Each data point is split into a "stem" and a "leaf". The stem represents the larger part (e.g., the hundreds place in our dataset), and the leaf shows the smaller part (e.g., the tens and ones). This method allows you to see both the individual values and the overall shape of the data.
  • A stem-and-leaf plot helps quickly identify the median, mode, and range of the data.
  • It emphasizes the frequency of values and can highlight where most data points cluster.
  • By organizing data in this way, patterns and outliers become more apparent.
Breaking down our dataset from the problem into a stem-and-leaf plot organizes 35 individual expenses, providing a clearer view of trends, such as where spending on textbooks tends to fall for most students. This organizational technique is efficient for both small and large sets of data.
Exploring Statistical Data Analysis
Statistical data analysis involves using statistical methods to examine and interpret data. In the context of a stem-and-leaf plot, data analysis focuses on identifying trends, measuring central tendency, and spotting outliers. A stem-and-leaf plot is particularly useful for statistical data analysis because:
  • It presents data in a format that retains original values, facilitating easy comparison of similar datasets.
  • It helps visualize data distribution, such as symmetric, skewed, or multi-modal patterns.
  • It allows quick computation of statistical measures like median, quartiles, and mode.
In our exercise, analyzing the stem-and-leaf plot lets us detect how textbook costs vary among students. By grouping the stems, we further simplify analysis, making it easier to draw conclusions about high and low spending categories. Understanding such patterns is crucial in exploring broader statistical contexts, like budgeting for academic expenses or setting financial aid limits.
Breaking Down Descriptive Statistics
Descriptive statistics aims to summarize or describe characteristics of a dataset, giving insight into its general features. In our context, a stem-and-leaf plot provides a foundation for calculating and understanding key descriptive statistics. Key measures include:
  • Mean: The average amount spent by students, found by summing all expenditures and dividing by the number of students.
  • Median: The middle value when all expenses are arranged in order. In our dataset, re-arranging helps pinpoint this at a glance.
  • Mode: The most frequently occurring expenditure, which can be identified easily from the repeated leaves in a stem-and-leaf plot.
  • Range: This indicates the spread of the dataset, ranging from the minimum to maximum values, seen in the distance between the first and last leaves.
These descriptive statistics, derived from a stem-and-leaf plot, give insights into typical spending patterns. They help describe the broader story behind the numbers, offering valuable conclusions for decision-makers or planners looking to assist students in managing textbook expenses effectively.

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Most popular questions from this chapter

Why do we need to group data in the form of a frequency table? Explain briefly.

The accompanying table lists the 2006-07 median household incomes (rounded to the nearest dollar), for all 50 states and the District of Columbia. $$ \begin{array}{lccc} \hline \text { State } & \begin{array}{c} \text { 2006-07 Median } \\ \text { Household Income } \end{array} & \text { State } & \begin{array}{c} 2006-07 \text { Median } \\ \text { Household Income } \end{array} \\ \hline \text { AL } & 40,620 & \text { MT } & 42,963 \\ \text { AK } & 60,506 & \text { NE } & 49,342 \\ \text { AZ } & 47,598 & \text { NV } & 53,912 \\ \text { AR } & 39,452 & \text { NH } & 65,652 \\ \text { CA } & 56,311 & \text { NJ } & 65,249 \\ \text { CO } & 59,209 & \text { NM } & 42,760 \\ \text { CT } & 64,158 & \text { NY } & 49,267 \\ \text { DE } & 54,257 & \text { NC } & 42,219 \\ \text { D.C. } & 50,318 & \text { ND } & 44,708 \\ \text { FL } & 46,383 & \text { OH } & 48,151 \\ \text { GA } & 49,692 & \text { OK } & 41,578 \\ \text { HI } & 63,104 & \text { OR } & 49,331 \\ \text { ID } & 48,354 & \text { PA } & 49,145 \\ \text { IL } & 51,279 & \text { RI } & 54,735 \\ \text { IN } & 47,074 & \text { SC } & 42,477 \\ \text { IA } & 49,200 & \text { SD } & 46,567 \\ \text { KS } & 47,671 & \text { TN } & 41,521 \\ \text { KY } & 40,029 & \text { TX } & 45,294 \\ \text { LA } & 39,418 & \text { UT } & 54,853 \\ \text { ME } & 47,415 & \text { VT } & 50,423 \\ \text { MD } & 65,552 & \text { VA } & 58,950 \\ \text { MA } & 57,681 & \text { WA } & 57,178 \\ \text { MI } & 49,699 & \text { WV } & 40,800 \\ \text { MN } & 57,932 & \text { WI } & 52,218 \\ \text { MS } & 36,499 & \text { WY } & 48,560 \\ \text { MO } & 45,924 & & \\ \hline \end{array} $$ a. Construct a frequency distribution table. Use the following classes: \(36,000-40,999,41,000-\) \(45,999,46,000-50,999,51,000-55,999,56,000-60,999,61,000-65,999\) b. Calculate the relative frequencies and percentages for all classes. c. Based on the frequency distribution, can you say whether the data are symmetric or skewed? d. What percentage of these states had a median household income of less than \(\$ 56,000 ?\)

Eighty adults were asked to watch a 30 -minute infomercial until the presentation ended or until boredom became intolerable. The following table lists the frequency distribution of the times that these adults were able to watch the infomercial. $$ \begin{array}{lc} \hline \begin{array}{c} \text { Time } \\ \text { (minutes) } \end{array} & \begin{array}{c} \text { Number of } \\ \text { Adults } \end{array} \\ \hline 0 \text { to less than } 6 & 16 \\ 6 \text { to less than } 12 & 21 \\ 12 \text { to less than } 18 & 18 \\ 18 \text { to less than } 24 & 11 \\ 24 \text { to less than } 30 & 14 \\ \hline \end{array} $$ Draw two histograms for these data, the first without truncating the frequency axis. In the second case, mark the frequencies on the vertical axis starting with 10 . Briefly comment on the two histograms.

Create a dotplot for the following data set. $$ \begin{array}{llllllllll} 1 & 2 & 0 & 5 & 1 & 1 & 3 & 2 & 0 & 5 \\ 2 & 1 & 2 & 1 & 2 & 0 & 1 & 3 & 1 & 2 \end{array} $$

Thirty adults were asked which of the following conveniences they would find most difficult to do without: television (T), refrigerator (R), air conditioning (A), public transportation (P), or microwave (M). Their responses are listed below. $$ \begin{array}{cccccccccc} \mathrm{R} & \mathrm{A} & \mathrm{R} & \mathrm{P} & \mathrm{P} & \mathrm{T} & \mathrm{R} & \mathrm{M} & \mathrm{P} & \mathrm{A} \\ \mathrm{A} & \mathrm{R} & \mathrm{R} & \mathrm{T} & \mathrm{P} & \mathrm{P} & \mathrm{T} & \mathrm{R} & \mathrm{A} & \mathrm{A} \\ \mathrm{R} & \mathrm{P} & \mathrm{A} & \mathrm{T} & \mathrm{R} & \mathrm{P} & \mathrm{R} & \mathrm{A} & \mathrm{P} & \mathrm{R} \end{array} $$ a. Prepare a frequency distribution table. b. Calculate the relative frequencies and percentages for all categories. c. What percentage of these adults named refrigerator or air conditioning as the convenience that they would find most difficult to do without? d. Draw a bar graph for the relative frequency distribution.

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