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The following data give the times (in minutes) taken by 50 students to complete a statistics examination that was given a maximum time of 75 minutes to finish. $$ \begin{array}{llllllllll} 41 & 28 & 45 & 60 & 53 & 69 & 70 & 50 & 63 & 68 \\ 37 & 44 & 42 & 38 & 74 & 53 & 66 & 65 & 52 & 64 \\ 26 & 45 & 66 & 35 & 43 & 44 & 39 & 55 & 64 & 54 \\ 38 & 52 & 58 & 72 & 67 & 65 & 43 & 65 & 68 & 27 \\ 64 & 49 & 71 & 75 & 45 & 69 & 56 & 73 & 53 & 72 \end{array} $$a. Prepare a stem-and-leaf display for these data. Arrange the leaves for each stem in increasing order. b. Prepare a split stem-and-leaf display for the data. Split each stem into two parts. The first part should contains the leaves 0 ,

Short Answer

Expert verified
The stem and leaf plot and the split stem and leaf plot have been generated from the given data array. The stem and leaf plot shows data distribution in each tens digit, while the split plot further splits this data distribution into two, providing more detailed insights.

Step by step solution

01

Organize data into an array

Before creating the stem and leaf plot, it's necessary to arrange the given data into an array by ascending order. The array should look like: \[26, 27, 28, 35, 37, 38, 38, 39, 41, 42, 43, 43, 44, 44, 45, 45, 45, 49, 50, 52, 52, 53, 53, 53, 54, 55, 56, 58, 60, 63, 64, 64, 65, 65, 65, 66, 66, 67, 68, 68, 68, 69, 69, 70, 71, 72, 72, 73, 74, 75\]
02

Create a stem and leaf plot

Each digit in the tens place will be a stem, and each digit in the ones place will be placed as a leaf. The stem and leaf plot would look like this: \[\begin{align*}2 &|& 6, 7, 8 \3 &|& 5, 7, 8, 8, 9 \4 &|& 1, 2, 3, 3, 4, 4, 5, 5, 5, 9 \5 &|& 0, 2, 2, 3, 3, 3, 4, 5, 6, 8 \6 &|& 0, 3, 4, 4, 5, 5, 5, 6, 6, 7, 8, 8, 8, 9, 9 \7 &|& 0, 1, 2, 2, 3, 4, 5 \\end{align*}\]
03

Create a split stem and leaf plot

A split stem and leaf plot is a stem and leaf plot with each stem split into two parts. The first part of the stem includes leaves 0-4 and the second part includes leaves 5-9. The split stem and leaf plot would be:\[\begin{align*}2 &|& 6, 7, 8 \3 &|& 5, 7, 8, 8, 9 \4 &|& 1, 2, 3, 3, 4 \4 &|& 5, 5, 5, 9 \5 &|& 0, 2, 2, 3, 3, 3, 4 \5 &|& 5, 6, 8 \6 &|& 0, 3, 4, 4 \6 &|& 5, 5, 5, 6, 6, 7, 8, 8, 8, 9, 9 \7 &|& 0, 1 \7 &|& 2, 2, 3, 4, 5 \\end{align*}\]

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Key Concepts

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

Data Visualization
Understanding how to visualize data effectively is crucial in statistics. A popular method for visualizing numerical data is the stem-and-leaf plot. This plot helps you see the shape of the data's distribution and each data point individually.
In a stem-and-leaf plot, each number is split into two parts: a "stem" and a "leaf." The "stem" usually consists of the leading digit(s), and the "leaf" is usually the final digit. For example, in the number 45, the digit 4 is the stem, and 5 is the leaf. This technique provides a clear view of how data is spread across values, helping in comparisons and recognizing patterns.
  • To create this plot, organize data in ascending order.
  • Separate tens digits (stems) from units digits (leaves).
  • Write down the stems in a vertical line, then list the leaves horizontally next to their stems.
Stems are repeated in split stem-and-leaf plots, dividing data into smaller, more detailed segments. This visualization method is particularly beneficial for small to medium-sized data sets.
Descriptive Statistics
Descriptive statistics help summarize and describe the features of a dataset.
Functions of these statistics include organizing and simplifying data, making it more interpretable.
A stem-and-leaf plot is an excellent tool for gaining insights into some descriptive statistics.
This includes measures like frequency distribution, central tendency, and variation.

Analyzing a stem-and-leaf plot, you'll notice:
  • You can easily see the mode (most frequently occurring number).
  • You can identify the median by finding the middle value or average of two middle values if there's an even number of observations.
  • The range is evident by the spread between the smallest and largest values.
Recognizing these aspects helps in making quick, informed decisions about data characteristics.
Educational Statistics
Educational statistics involve methods and tools, like the stem-and-leaf plot, that enhance learning and understanding of data. Such plots serve not only to practice numerical computation but also to improve interpretative skills.
Creating and analyzing stem-and-leaf plots complements educational goals by engaging students in active data manipulation and discovery. In educational settings:
  • Students learn to sort and arrange data logically.
  • They explore and identify different data patterns.
  • Engagement with real-life data sets enhances understanding, making learning practical.
Through these interactive and visual approaches, learners develop a deeper appreciation for the relevance and application of statistics beyond the classroom.

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Most popular questions from this chapter

The following data give the number of turnovers (fumbles and interceptions) made by both teams in each of the football games played by a university during the 2014 and 2015 seasons. $$ \begin{array}{lllllllllllll} 2 & 3 & 1 & 1 & 6 & 5 & 3 & 5 & 5 & 1 & 5 & 2 & 1 \\ 5 & 3 & 4 & 4 & 5 & 8 & 4 & 5 & 2 & 2 & 2 & 6 & \end{array} $$ a. Construct a frequency distribution table for these data using single-valued classes. b. Calculate the relative frequency and percentage for each class. c. What is the relative frequency of games in which there were 4 or 5 turnovers? d. Draw a bar graph for the frequency distribution of part a.

Suppose a data set contains the ages of 135 autoworkers ranging from 20 to 53 years. a. Using Sturge's formula given in footnote 1 in section \(2.2 .2\), find an appropriate number of classes for a frequency distribution for this data set. b. Find an appropriate class width based on the number of classes in part a.

In the past few years, many states have built casinos and many more are in the process of doing so. Forty adults were asked if building casinos is good for society. Following are the responses of these adults, where \(\mathrm{G}\) stands for good, B indicates bad, and I means indifferent or no answer. $$ \begin{array}{lllllllll} \text { B } & \text { G } & \text { B } & \text { B } & \text { I } & \text { G } & \text { B } & \text { I } & \text { B } & \text { B } \\ \text { G } & \text { B } & \text { B } & \text { G } & \text { B } & \text { B } & \text { B } & \text { G } & \text { G } & \text { I } \\ \text { B } & \text { G } & \text { B } & \text { B } & \text { I } & \text { G } & \text { G } & \text { G } & \text { B } & \text { B } \\ \text { I } & \text { G } & \text { B } & \text { B } & \text { B } & \text { G } & \text { G } & \text { B } & \text { B } & \text { G } \end{array} $$ a. Prepare a frequency distribution table. b. Calculate the relative frequencies and percentages for all categories. c. What percentage of the adults in this sample said building casinos is good? d. What percentage of the adults in this sample said building casinos is bad or were indifferent? e. Draw a bar graph for the frequency distribution. f. Draw a pie chart for the percentage distribution. g. Make a Pareto chart for the percentage distribution.

A local gas station collected data from the day's receipts, recording the gallons of gasoline each customer purchased. The following table lists the frequency distribution of the gallons of gas purchased by all customers on this one day at this gas station. $$ \begin{array}{lc} \hline \text { Gallons of Gas } & \text { Number of Customers } \\ \hline 0 \text { to less than } 4 & 31 \\ 4 \text { to less than } 8 & 78 \\ 8 \text { to less than } 12 & 49 \\ 12 \text { to less than } 16 & 81 \\ 16 \text { to less than } 20 & 117 \\ 20 \text { to less than } 24 & 13 \\ \hline \end{array} $$ a. How many customers were served on this day at this gas station? b. Find the class midpoints. Do all of the classes have the same width? If so, what is this width? If not, what are the different class widths? c. Prepare the relative frequency and percentage distribution columns. d. What percentage of the customers purchased 12 gallons or more? e. Explain why you cannot determine exactly how many customers purchased 10 gallons or less. f. Prepare the cumulative frequency, cumulative relative frequency, and cumulative percentage distributions using the given table.

The following data show the method of payment by 16 customers in a supermarket checkout line. Here, \(\mathrm{C}\) refers to cash, CK to check, \(\mathrm{CC}\) to credit card, \(\mathrm{D}\) to debit card, and \(\mathrm{O}\) stands for other. $$ \begin{array}{llllllll} \text { C } & \text { CK } & \text { CK } & \text { C } & \text { CC } & \text { D } & \text { O } & \text { C } \\ \text { CK } & \text { CC } & \text { D } & \text { CC } & \text { C } & \text { CK } & \text { CK } & \text { CC } \end{array} $$ a. Construct a frequency distribution table. b. Calculate the relative frequencies and percentages for all categories. c. Draw a pie chart for the percentage distribution.

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