/*! 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 31 Consider the stem-and-leaf displ... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Consider the stem-and-leaf display shown here: $$\begin{array}{cl} \text { Stem } & \text { Leaf } \\ \hline 5 & 1 \\ 4 & 457 \\ 3 & 00036 \\ 2 & 1134599 \\ 1 & 2248 \\ 0 & 012 \\ \hline \end{array}$$ a. How many observations were in the original data set? b. In the bottom row of the stem-and-leaf display, identify the stem, the leaves, and the numbers in the original data set represented by this stem and its leaves. c. Re-create all the numbers in the data set, and construct a dot plot.

Short Answer

Expert verified
23 observations; Stem 0: values 0, 1, 2; Complete data: 0, 1, 2, 12, 12, 14, ..., 51.

Step by step solution

01

Determine the total number of observations

The numbers of leaves in each row of the stem-and-leaf plot represent individual data points. To find the total number of observations, count all the leaves from every row:- Stem 5: 1 leaf- Stem 4: 3 leaves- Stem 3: 5 leaves- Stem 2: 7 leaves- Stem 1: 4 leaves- Stem 0: 3 leavesTherefore, the total number of observations is: \(1 + 3 + 5 + 7 + 4 + 3 = 23\).
02

Identify elements of the bottom row

The bottom row of the stem-and-leaf plot is: **Stem: 0** **Leaves: 0, 1, 2** The numbers in the original data set, represented by the stem 0 and its leaves, are "00", "01", and "02". Thus, the actual values are: 0, 1, and 2.
03

Re-create the numbers from the stem-and-leaf display

Convert each stem and its leaves into the original data values. Multiply the stem by 10 and add each leaf for each row:- **Stem 5:** 51- **Stem 4:** 44, 45, 47- **Stem 3:** 30, 30, 30, 33, 36- **Stem 2:** 21, 21, 23, 24, 25, 29, 29- **Stem 1:** 12, 12, 14, 18- **Stem 0:** 0, 1, 2The complete data set is: \[0, 1, 2, 12, 12, 14, 18, 21, 21, 23, 24, 25, 29, 29, 30, 30, 30, 33, 36, 44, 45, 47, 51\].
04

Construct a dot plot

To create a dot plot, place dots above a number line at each value of the data set:- Start with a number line from 0 to the highest value (51).- Each dot above a number represents the count of each value in the data set.Here's a rough representation:\[\begin{array}{c} \0: \bullet \1: \bullet\ \bullet \2: \bullet \12: \bullet\ \bullet \14: \bullet \18: \bullet \21: \bullet\ \bullet \23: \bullet \24: \bullet \25: \bullet \29: \bullet\ \bullet \30: \bullet\ \bullet\ \bullet \33: \bullet \36: \bullet \44: \bullet \45: \bullet \47: \bullet \51: \bullet \\end{array} \]

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

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

Data Visualization
Data visualization is a powerful way to represent data graphically. It helps us to see patterns, trends, and insights that might be difficult to pick up from raw data alone.
In the context of the given problem, a stem-and-leaf display is used for this purpose. This specific display allows for both a quick glance at the data distribution and an understanding of each individual data point.
A stem-and-leaf plot is similar to a histogram but retains the original data points. This is essential for small data sets, allowing us to see not just the distribution but also the specific values.
  • It organizes the data in a meaningful way, breaking it down by magnitude.
  • The "stem" represents a shared digit, usually the leading digit(s), while "leaves" correspond to trailing digits or units.
Using this form of data visualization, students can easily group data values while also maintaining the individual identity of each data point.
Dot Plot
A dot plot is a straightforward way of displaying smaller datasets. It's essentially a simple graph that allows each data value to have its own dot above a number line. For each occurrence of a value in the dataset, a dot is placed above the corresponding number.
This type of visualization is particularly effective for demonstrating frequency. In the solution to the exercise, a dot plot is created from the re-constructed numbers of the stem-and-leaf display.
  • Each dot represents one observation, making it simple to see where data values cluster.
  • Dot plots excel in communicating the distribution of the data clearly and are especially helpful when arranging data chronologically.
By placing dots, students immediately notice which numbers are more frequent, showing peaks and gaps in the data, which can be very informative for analysis.
Counting Observations
Counting observations is vital in understanding the breadth of a dataset. In a stem-and-leaf plot, each leaf represents an individual observation.
For the problem at hand, the task involved counting all leaves to determine the total number of observations in the dataset.
This is straightforward yet important:
  • Count the number of leaves for each stem. These leaves are directly correlated to data points.
  • By summing the leaves, the total number of observations becomes clear, which is crucial for further statistical analysis.
This approach not only helps in verifying the data completeness but also in understanding the data range and distribution, which aids in subsequent steps like interpretation or hypothesis testing.
Data Interpretation
Data interpretation involves analyzing the data to derive meaningful insights. From the visualization and counting, students must make sense of what these numbers tell.
In the context of the exercise, interpreting the stem-and-leaf display, and subsequent dot plot helps in understanding data tendencies and modes.
The interpretation process includes:
  • Identifying which values are most common and less frequent.
  • Determining if there are any outliers or unusual patterns.
This aids in making informed decisions or predictions based on the dataset. Grasping these insights equips students to handle data in practical scenarios such as business analysis or scientific research, thereby applying theoretical knowledge effectively.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

Freckles are defects that sometimes form during the solidification of alloy ingots. A freckle index has been developed to measure the level of freckling on the ingot. A team of engineers conducted several experiments to measure the freckle index of a certain type of superalloy (Journal of Metallurgy, Sept. 2004 ). The data for \(n=18\) alloy tests are shown in the table. $$ \begin{array}{rrrrrr} \hline 12.6 & 22.0 & 4.1 & 16.4 & 1.4 & 2.4 \\ 16.8 & 10,0 & 3.2 & 30.1 & 6.8 & 14.6 \\ 2.5 & 12.0 & 33.4 & 22.2 & 8.1 & 15.1 \\ \hline \end{array} $$ a. Construct a box plot for the data and use it to find any outliers. b. Find and interpret the z-scores associated with the alloys you identified in part a.

What is advantage of the range as a measure of variability?

Refer to the Southern Economic Journal (Apr. 2008) study of Ph.D. programs in economics, Exercise 2.129 . The authors also made the following observation: "A noticeable feature of this skewness is that distinction between schools diminishes as the rank declines. For example, the top-ranked school, Harvard, has a \(z\) -score of \(5.08,\) and the fifth-ranked school, Yale, has a z-score of 2.18 , a substantial difference. However, .. the 70th-ranked school, the University of Massachusetts, has a z-score of \(-0.43,\) and the 80 th-ranked school, the University of Delaware, has a z-score of -0.50 , a very small difference. [Consequently] the ordinal rankings presented in much of the literature that ranks economics departments miss the fact that below a relatively small group of top programs, the differences in [overall] productivity become fairly small." Do you agree?

Refer to the American Journal of Physical Anthropology (Vol. 142,2010 ) study of the characteristics of cheek teeth (e.g., molars) in an extinct primate species, Exercise \(2.65(\mathrm{p} .90) .\) The data on dentary depth of molars (in millimeters) for 18 cheek teeth extracted from skulls are reproduced in the table.$$ \begin{array}{lcc} \hline \text { Data on Dentary Depth (mm) of Molars } & \\ \hline 18.12 & 15.76 & 13.25 \\ 19.48 & 17.00 & 16.12 \\ 19.36 & 13.96 & 18.13 \\ 15.94 & 16.55 & 14.02 \\ 15.83 & 15.70 & 14.04 \\ 19.70 & 17.83 & 16.20 \end{array} $$ a. Find the range of the data set. If the largest depth measurement in the sample were doubled, how would the range change? Would it increase or decrease? b. Find the variance of the data set. If the largest depth measurement in the sample were doubled, how would the variance change? Would it increase or decrease? c. Find the standard deviation of the data set. If the largest depth measurement in the sample were doubled, how would the standard deviation change? Would it increase or decrease?

What do you mean by a mound-shaped, symmetric distribution?

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.