/*! 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 29 The following data give the one-... [FREE SOLUTION] | 91Ó°ÊÓ

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The following data give the one-way commuting times (in minutes) from home to work for a random sample of 50 workers. $$ \begin{array}{llrlllllll} 23 & 17 & 34 & 26 & 18 & 33 & 46 & 42 & 12 & 37 \\ 44 & 15 & 22 & 19 & 28 & 32 & 18 & 39 & 40 & 48 \\ 16 & 11 & 9 & 24 & 18 & 26 & 31 & 7 & 30 & 15 \\ 18 & 22 & 29 & 32 & 30 & 21 & 19 & 14 & 26 & 37 \\ 25 & 36 & 23 & 39 & 42 & 46 & 29 & 17 & 24 & 31 \end{array} $$ Construct a stem-and-leaf display for these data. Arrange the leaves for each stem in increasing order.

Short Answer

Expert verified
The stem and leaf display for the data would look as follows:\n0 | 7911\n1 | 4555789\n2 | 223366679\n3 | 01446779\n4 | 022368\nNote that each stem is listed once and all corresponding leaves are listed in increasing order next to it.

Step by step solution

01

Identify the stem and leaf for each data value

For each number in the data set, the 'stem' is the first digit (or digits) and the 'leaf' is the last digit. For example, for the number 23, the stem is 2 and the leaf is 3.
02

Arrange the stems and leaves

Write each stem on the graphical representation once and then list each corresponding 'leaf' next to it. For instance, if the stem is 2 the leaves could be 3, 6, and 5, it would be written as 2 | 3, 6, 5.
03

Order the leaves

Arrange the leaves for each stem in increasing order. So, if a stem is 2 and the leaves were 3, 6, and 5, it would be rearranged as 2 | 3, 5, 6.
04

Complete the stem-and-leaf plot

Repeat Steps 2 and 3 for each stem until all data values have been included. Afterward, the completed stem-and-leaf plot will represent the entire data set.

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Key Concepts

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

Descriptive Statistics
Descriptive statistics help us summarize and understand the characteristics of a data set. When you're dealing with data such as commuting times, descriptive statistics can offer a clear insight into general trends and patterns.

For instance, the mean or average can give us an idea about the central location of the data, which in this case would be the average commuting time for the sampled workers. Similarly, the median indicates the middle value when the times are ordered, providing insights into what a typical one-way commute might be.
  • **Mean:** The total sum of all data points divided by the number of data points.
  • **Median:** The middle value in a data set when it's ordered from least to greatest.
  • **Mode:** The most frequently occurring value.
Other measures such as range, variance, and standard deviation tell us about the spread of commuting times, indicating how varied or consistent people's commuting habits are. With these statistics, we can make informed decisions or predictions based on observed data trends.
Data Visualization
Visualizing data is essential for understanding and interpreting statistics quickly and effectively. One classic method for visualizing data is the **stem-and-leaf plot**, which organizes data to showcase its distribution at a glance.

In a stem-and-leaf plot, each number is divided into a "stem," typically the leading digit(s), and a "leaf," usually the last digit. This representation allows us to see the shape of the data while still retaining all individual data values. For example, the number 46 is split into a stem of 4 and a leaf of 6.
  • **Stems:** Group the data values into intervals, often by tens.
  • **Leaves:** Show actual data points in each group.
By organizing leaves in ascending order for each stem, as demonstrated in the exercise, we create a tidy and structured way to observe data patterns, detect outliers, and identify the central tendency and variability without losing any specific detail. This makes stem-and-leaf plots a useful tool for both educators and students in an introductory statistics class.
Commuting Time Analysis
An analysis of commuting times provides insights into workers' daily routines and possible areas for improvement in transportation efficiency. Understanding commuting patterns might spur efforts to improve infrastructure, reduce congestion, or even encourage remote working.

For the given data set of 50 workers, analyzing commuting times reveals potential disparities or consistencies across the sample group. This can have significant implications for businesses, urban planners, and policymakers who can address these patterns to improve worker satisfaction and productivity.
  • **Identify Patterns:** Recognize common commuting times and their distribution.
  • **Assess Disparities:** Note variations and outliers signifying longer or shorter commutes.
  • **Implications:** Help in decision-making for resource allocation and urban planning.
Employing statistics like median and mode within the context of commuting can help in understanding what most workers experience, which in turn, helps in crafting policies that could lead to more equitable commuting experiences for the workforce.

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Most popular questions from this chapter

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 ,

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.

How are the relative frequencies and percentages of categories obtained from the frequencies of categories? Illustrate with the help of an example.

The following data give the number of text messages sent on 40 randomly selected days during 2015 by a high school student: $$ \begin{array}{llllllllll} 32 & 33 & 33 & 34 & 35 & 36 & 37 & 37 & 37 & 37 \\ 38 & 39 & 40 & 41 & 41 & 42 & 42 & 42 & 43 & 44 \\ 44 & 45 & 45 & 45 & 47 & 47 & 47 & 47 & 47 & 48 \\ 48 & 49 & 50 & 50 & 51 & 52 & 53 & 54 & 59 & 61 \end{array} $$ a. Construct a frequency distribution table. Take 32 as the lower limit of the first class and 6 as the class width. b. Calculate the relative frequency and percentage for each class. c. Construct a histogram for the frequency distribution of part a. d. On what percentage of these 40 days did this student send 44 or more text messages? e. Prepare the cumulative frequency, cumulative relative frequency, and cumulative percentage distributions.

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.

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