/*! 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 4 Classify each of the following v... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Classify each of the following variables as either categorical or numerical. For those that are numerical, determine whether they are discrete or continuous. a. Brand of computer purchased by a customer b. State of birth for someone born in the United States c. Price of a textbook d. Concentration of a contaminant (micrograms per cubic centimeter) in a water sample e. Zip code (Think carefully about this one.) f. Actual weight of coffee in a can labeled as containing 1 pound of coffee

Short Answer

Expert verified
a. Categorical b. Categorical c. Numerical, Continuous d. Numerical, Continuous e. Categorical f. Numerical, Continuous

Step by step solution

01

a. Brand of computer purchased by a customer

This variable is categorical since it involves names or labels for different computer brands, and there's no inherent numerical value or ordering.
02

b. State of birth for someone born in the United States

This variable is also categorical, as it involves the names of the states in the United States. Again, there's no inherent numerical value associated with these names.
03

c. Price of a textbook

This variable is numerical, as it involves quantitative data with a numerical value. This is a continuous variable because the price can take any value within a given range.
04

d. Concentration of a contaminant (micrograms per cubic centimeter) in a water sample

This variable is numerical, as it represents a quantitative measure of the contaminant concentration. As the concentration can take any value within a given range, this variable is continuous.
05

e. Zip code

While some may initially think of zip codes as a numerical value, they are actually a categorical variable. This is because zip codes represent regions that cannot be numerically ordered or measured, and do not have a numerical relationship with one another.
06

f. Actual weight of coffee in a can labeled as containing 1 pound of coffee

This variable is numerical since it involves the measurement of the weight of coffee. The variable is continuous because the actual weight can take any value within a range, such as 0.99 pounds to 1.01 pounds.

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.

Categorical Variables
Categorical variables are all about categories or labels. They are used to group information that does not have a numerical value. Think of them like labels that classify data into different sections based on distinct characteristics.
For example, the brand of a computer or the state someone was born in are both categorical variables. These kinds of variables tell you something about the item in question, but you can't do mathematical operations on them like you would with numbers.
  • They don't involve numbers except as labels.
  • Examples include types of fruit, names of ethnic groups, or colors.
  • No meaningful way to order them numerically.
This means in data classification, categorical variables are pretty straightforward, telling us `what` something `is`, without any implication of size or rank.
Numerical Variables
Numerical variables, as the name suggests, involve numbers. They represent data that can be measured and quantified. Within numerical variables, you can perform various mathematical operations like addition, subtraction, multiplication, and division.
Examples from the exercise include the price of a textbook or the concentration of a contaminant in a water sample. These are numerical because they can be quantified in a measurable way.
  • These variables answer how much or how many questions.
  • Used when data is quantitative – involving numbers that relate to the quantity or amount.
With numerical variables, the numbers have true numerical value, meaning that they can help you analyze and interpret real-world quantities.
Discrete and Continuous Variables
When dealing with numerical data, it is important to differentiate between discrete and continuous variables. Both types involve numbers, but they describe different kinds of information.
Discrete Variables: These are numbers that come in chunks or specific values. For instance, if you're looking at the number of students in a class, it can only be whole numbers. These data points countable and distinct.
  • Examples include the number of books, people, or cars.
Continuous Variables: These numbers can take any value within a certain range. They can be divided and subdivided into finer and finer measurements. In the context of the exercise, the actual weight of coffee and the price of a textbook are continuous variables.
  • These data points are measurable and can include fractions or decimals.
Understanding the difference between discrete and continuous data gives more clarity when analyzing numerical data.
Quantitative Data Analysis
Quantitative data analysis involves examining numerical data to uncover patterns, trends, and insights. This type of analysis is vital in confirming hypotheses and making data-driven decisions.
Quantitative analysis usually involves statistical tools and software that help to manage and interpret data efficiently. It aims to quantify the data and generalize results from a sample to the population of interest.
  • Aids in identifying correlations and causations.
  • Helps to validate assumptions with numerical evidence.
  • Allows for predictions based on the data trends.
By analysing quantitative data, you can derive concrete, factual answers grounded in numerical evidence, which can be immensely beneficial in fields like economics, biology, and engineering.

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

In a survey of 100 people who had recently purchased motorcycles, data on the following variables were recorded: Gender of purchaser Brand of motorcycle purchased Number of previous motorcycles owned by purchaser Telephone area code of purchaser Weight of motorcycle as equipped at purchase a. Which of these variables are categorical? b. Which of these variables are discrete numerical? c. Which type of graphical display would be an appropriate choice for summarizing the gender data, a bar chart or a dotplot? d. Which type of graphical display would be an appropriate choice for summarizing the weight data, a bar chart or a dotplot? \(?\)

Wikipedia gives the following data on percentage increase in population between 2010 and 2015 for the 50 U.S. states and the District of Columbia (DC) (en.wikipedia.org /wiki/List_of_U.S._states_by_population_growth_rate, retrieved October 16,2016 ). Each state is also classified as belonging to the eastern or western part of the United States: a. Construct a stem-and-leaf display for the entire data set. b. Comment on any interesting features of the display. Do any of the observations appear to be outliers? c. Now construct a comparative stem-and-leaf display for the Eastern and Western states. Write a few sentences comparing the two distributions.

Classify each of the following variables as either categorical or numerical. For those that are numerical, determine whether they are discrete or continuous. a. Number of students in a class of 35 who turn in a term paper before the due date b. Gender of the next baby born at a particular hospital c. Amount of fluid (in ounces) dispensed by a machine used to fill bottles with soda pop d. Thickness (in \(\mathrm{mm}\) ) of the gelatin coating of a vitamin \(\mathrm{E}\) capsule e. Birth order classification (only child, firstborn, middle child, lastborn) of a math major

An article in the San Luis Obispo New Times (February 4,2016 ) reported the accompanying concussion $$\begin{array}{|lc|}\hline \text { Sport } & \begin{array}{c}\text { Concussion Rate (Concussions } \\ \text { per } 10,000 \text { athletes) }\end{array} \\\\\hline \text { Football } & 11.2 \\\\\text { Lacrosse (Boys) } & 6.9 \\\\\text { Lacrosse (Girls) } & 5.2 \\\\\text { Wrestling } & 6.2 \\\\\text { Basketball (Girls) } & 5.6 \\\\\text { Basketball (Boys) } & 2.8 \\\\\text { Soccer (Girls) } & 6.7 \\\\\text { Soccer (Boys) } & 4.2 \\\\\text { Field Hockey } & 4.2 \\\\\text { Volleyball } & 2.4 \\\\\text { Softball } & 1.6 \\\\\text { Baseball } & 1.2 \\\\\hline\end{array}$$ a. Construct a dotplot for the concussion rate data. b. In addition to the three girls' sports indicated in the table (lacrosse, basketball, and soccer), the article also reported concussion rates for field hockey, volleyball, and softball, which are girls' sports. Locate the points on the dotplot that correspond to concussion rates for girls" sports and highlight them in a different color. Based on the dotplot, would you say that the concussion rates tend to be lower for girls' sports? (Hint: See Example 2.5.)

The report "Daily Cigarette Use: Indicators on Children and Youth" (Child Trends Data Bank, www .childtrends.org/wp-content/uploads/2012/11/03_Smoking new.pdf, retrieved April 17,2017 ) included the accompanying data on the percentage of students who report smoking cigarettes daily, for students in grades \(8,10,\) and 12 . a. Construct a time series plot for students in grade \(12,\) and comment on any trend over time. b. Construct a time series plot that shows trend over time for each of the three grade levels. Graph each of the three time series on the same set of axes, using different colors to distinguish the different grade levels. Either label the time series in the plot or include a legend to indicate which time series corresponds to which grade level. (Hint: See Example 2.22.) c. Write a paragraph based on your plot from Part (b). Discuss the similarities and differences for the three different grade levels.

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.