/*! 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 24 Unlike most packaged food produc... [FREE SOLUTION] | 91Ó°ÊÓ

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Unlike most packaged food products, alcohol beverage container labels are not required to show calorie or nutrient content. The article "What Am I Drinking? The Effects of Serving Facts Information on Alcohol Beverage Containers" (J. of Consumer Affairs, 2008: 81-99) reported on a pilot study in which each individual in a sample was asked to estimate the calorie content of a \(12 \mathrm{oZ}\) can of light beer known to contain 103 cal. The following information appeared in the article: \begin{tabular}{lr} \hline Class & Percentage \\ \hline \(0-<50\) & 7 \\ \(50-<75\) & 9 \\ \(75-<100\) & 23 \\ \(100-<125\) & 31 \\ \(125-<150\) & 12 \\ \(150-<200\) & 3 \\ \(200-<300\) & 12 \\ \(300-<500\) & 3 \\ \hline \end{tabular} a. Construct a histogram of the data and comment on any interesting features. b. What proportion of the estimates were at least \(100 ?\) Less than \(200 ?\)

Short Answer

Expert verified
61% estimated at least 100 calories; 85% estimated less than 200 calories.

Step by step solution

01

Understand the Data Categories

The given data represents estimated calorie content of a 12 oz can of light beer, categorized into classes with corresponding percentages: \(0-<50\): 7%, \(50-<75\): 9%, \(75-<100\): 23%, \(100-<125\): 31%, \(125-<150\): 12%, \(150-<200\): 3%, \(200-<300\): 12%, \(300-<500\): 3%.
02

Construct a Histogram

To construct a histogram, place calorie estimate categories on the x-axis and percentages on the y-axis. Draw bars for each category with heights corresponding to their respective percentages, ensuring no gaps between bars as intervals are continuous.
03

Analyze Histogram Features

The histogram's peak appears in the \(100-<125\) class, suggesting the most common estimate is close to the actual 103 calories. Notably, many estimates fall below 100 calories, showing varying perceptions of calorie content.
04

Calculate Proportion Greater than 100

To find the proportion of estimates at least 100, sum the percentages for classes starting from \(100-<125\) to higher classes: \(31\% + 12\% + 3\% + 12\% + 3\% = 61\%\).
05

Calculate Proportion Less than 200

To find the proportion of estimates less than 200, sum all percentages for classes under \(200\): \(7\% + 9\% + 23\% + 31\% + 12\% + 3\% = 85\%\).

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Key Concepts

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

Data Analysis
When dealing with data, analysis helps us to understand and interpret it effectively. In the case of the calorie estimation exercise, we begin by organizing the estimated calories into different categories or classes. This allows us to visualize how often different calorie estimates occur among respondents.

Using the data provided in the sample, we can create a distribution table that lists each class of calorie estimates alongside its respective percentage. This setup gives a clear picture of how the calorie estimates are distributed over various ranges:
  • 0-<50: 7%
  • 50-<75: 9%
  • 75-<100: 23%
  • 100-<125: 31%
  • 125-<150: 12%
  • 150-<200: 3%
  • 200-<300: 12%
  • 300-<500: 3%
This graphical and tabular representation helps us quickly identify trends, peaks, and any potential outliers in the data. In practical applications, such analysis facilitates clearer decision-making and more targeted research outcomes.
Calorie Estimation
Calorie estimation remains a crucial part of dietary awareness, particularly when it comes to beverages like light beer, which often lack nutritional labeling. In the exercise described, participants were asked to estimate the caloric content of a 12 oz can of light beer. The known calorie content was 103 calories.

Estimating calories involves not only individual perception but also how informed participants are about typical contents of food and drink. A range of estimates was noted, with a peak in the 100-<125 calorie category. This signifies that many individuals' estimates were close to the actual number. However, a significant number of people under- or over-estimated the calorie count. It highlights gaps in public understanding of caloric content in common consumables.

Educational tools such as presenting actual nutritional information on beverage labels may help in bridging this gap, allowing consumers to make better health decisions.
Percentage Distribution
Percentage distribution is a vital concept that helps in understanding how data is spread across different categories. For our exercise, the percentage distribution describes how many participants estimated calories in each predefined class size.

In constructing a histogram, the percentage distribution helps shape the visual graph that represents the data. Each bar in the histogram corresponds to a class size, with the height reflecting the percentage of estimates. The importance lies in how these values tell a story: most estimates were under or right at the actual calorie content, with few being significantly higher.

For this problem, the percentage distribution highlights several noteworthy points:
  • 61% of respondents estimated 100 calories or higher, emphasizing a tendency towards accuracy among those who knew the content was light beer.
  • 85% underestimated the calorie count if we consider estimates less than 200 calories, showing the general trend towards underestimation among participants.
Overall, understanding percentage distribution allows us not just to track patterns, but also to assess where educational interventions might be needed to improve accuracy in real-world settings.

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Most popular questions from this chapter

The amount of flow through a solenoid valve in an automobile's pollution- control system is an important characteristic. An experiment was carried out to study how flow rate depended on three factors: armature length, spring load, and bobbin depth. Two different levels (low and high) of each factor were chosen, and a single observation on flow was made for each combination of levels. a. The resulting data set consisted of how many observations? b. Does this study involve sampling an existing population or a conceptual population?

a. Let \(a\) and \(b\) be constants and let \(y_{i}=a x_{i}+b\) for \(i=1,2, \ldots, n\). What are the relationships between \(\bar{x}\) and \(\bar{y}\) and between \(s_{x}^{2}\) and \(s_{y}^{2}\) ? b. The Australian army studied the effect of high temperatures and humidity on human body temperature (Neural Network Training on Human Body Core Temperature Data, Technical Report DSTO TN-0241, Combatant Protection Nutrition Branch, Aeronautical and Maritime Research Laboratory). They found that, at \(30^{\circ} \mathrm{C}\) and \(60 \%\) relative humidity, the sample average body temperature for nine soldiers was \(38.21^{\circ} \mathrm{C}\), with standard deviation \(.318^{\circ} \mathrm{C}\). What are the sample average and the standard deviation in \({ }^{\circ} \mathrm{F}\) ?

Let \(\bar{x}_{n}\) and \(s_{n}^{2}\) denote the sample mean and variance for the sample \(x_{1}, \ldots, x_{n}\) and let \(\bar{x}_{n+1}\) and \(s_{n+1}^{2}\) denote these quantities when an additional observation \(x_{n+1}\) is added to the sample. a. Show how \(\bar{x}_{n+1}\) can be computed from \(\bar{x}_{n}\) and \(x_{n+1}\). b. Show that $$ n s_{n+1}^{2}=(n-1) s_{n}^{2}+\frac{n}{n+1}\left(x_{n+1}-\bar{x}_{n}\right)^{2} $$ so that \(s_{n+1}^{2}\) can be computed from \(x_{n+1}, \bar{x}_{n}\), and \(s_{n^{-}}^{2}\). c. Suppose that a sample of 15 strands of drapery yarn has resulted in a sample mean thread elongation of \(12.58 \mathrm{~mm}\) and a sample standard deviation of \(.512 \mathrm{~mm}\). A 16 th strand results in an elongation value of \(11.8\). What are the values of the sample mean and sample standard deviation for all 16 elongation observations?

a. For what value of \(c\) is the quantity \(\sum\left(x_{i}-c\right)^{2}\) minimized? [Hint: Take the derivative with respect to \(c\), set equal to 0 , and solve.] b. Using the result of part (a), which of the two quantities \(\sum\left(x_{i}-\bar{x}\right)^{2}\) and \(\sum\left(x_{i}-\mu\right)^{2}\) will be smaller than the other (assuming that \(\bar{x} \neq \mu) ?\)

Many universities and colleges have instituted supplemental instruction (SI) programs, in which a student facilitator meets regularly with a small group of students enrolled in the course to promote discussion of course material and enhance subject mastery. Suppose that students in a large statistics course (what else?) are randomly divided into a control group that will not participate in SI and a treatment group that will participate. At the end of the term, each student's total score in the course is determined. a. Are the scores from the SI group a sample from an existing population? If so, what is it? If not, what is the relevant conceptual population? b. What do you think is the advantage of randomly dividing the students into the two groups rather than letting each student choose which group to join? c. Why didn't the investigators put all students in the treatment group? [Note: The article"Supplemental Instruction: An Effective Component of Student Affairs Programming" J. Coll. Stud. Dev., 1997: 577-586 discusses the analysis of data from several SI programs.]

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