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91Ó°ÊÓ

Classify each of the following variables as either categorical or numerical. a. Weight (in ounces) of a bag of potato chips b. Number of items purchased by a grocery store customer c. Brand of cola purchased by a convenience store customer d. Amount of gas (in gallons) purchased by a gas station customer e. Type of gas (regular, premium, diesel) purchased by a gas station customer

Short Answer

Expert verified
a. Numerical b. Numerical c. Categorical d. Numerical e. Categorical

Step by step solution

01

Identify the variable type

Weight (in ounces) of a bag of potato chips is a measure of quantity. Since it represents an amount, it is a numerical variable. #b. Number of items purchased by a grocery store customer#
02

Identify the variable type

Number of items purchased by a grocery store customer is a count representing quantity. Therefore, it is a numerical variable. #c. Brand of cola purchased by a convenience store customer#
03

Identify the variable type

Brand of cola purchased by a convenience store customer represents a category or a characteristic. Hence, it is a categorical variable. #d. Amount of gas (in gallons) purchased by a gas station customer#
04

Identify the variable type

Amount of gas (in gallons) purchased by a gas station customer is a measure of quantity. Since it represents an amount, it is a numerical variable. #e.Type of gas (regular, premium, diesel) purchased by a gas station customer#
05

Identify the variable type

Type of gas (regular, premium, diesel) purchased by a gas station customer represents different categories or characteristics. Thus, it is a categorical variable.

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Key Concepts

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

Categorical Variable
When we talk about categorical variables, we're referring to items that fit into distinct categories or groups based on certain characteristics. They describe quality rather than numerical value. For example, when you're choosing a brand of cola (like Coca-Cola or Pepsi), you're dealing with a categorical variable. It's about classification - what group does this item belong to? Other examples include types of cuisine (Italian, Chinese, Mexican) or colors of a shirt (red, blue, green). Unlike numerical variables, you can't perform traditional arithmetic operations on categorical data, but you can tally up how many items fall into each category.

These variables are also commonly displayed using bar charts or pie charts since their primary function is to show proportions or counts of categories. When handling an exercise that involves distinguishing between different types of variables, it helps to ask: 'Is this information telling me which group it belongs to?'. If yes, then you're likely dealing with a categorical variable.
Numerical Variable
Numerical variables, on the other hand, are all about numbers and quantities. These can be anything that you can measure or count, such as the weight of potato chips in ounces or the number of items a person purchases. They allow for mathematical operations; you can add, subtract, multiply or divide them.

There are two sub-types of numerical variables: discrete and continuous. Discrete numerical variables, like the number of items purchased, represent countable quantities. Continuous numerical variables, such as the amount of gas in gallons, can have infinitely many possible values, including fractions. It's important to recognize the distinction when you analyze data because it determines the type of statistics you can calculate and the kind of graphs you can use to present your data.
Quantitative Data
Quantitative data is the measurable, countable, or numerical kind of data that comes from numerical variables. This type of data is used when we want to perform statistical analysis or any calculations. It is fitting for questions like 'How much?' or 'How many?'. Quantitative data gives us the figures to quantify characteristics and make comparisons. You'll encounter two forms of quantitative data: discrete and continuous. Discrete quantitative data takes on countable values, like the number of books on a shelf. Continuous quantitative data takes on any value within a range, much like the ounces of liquid in a bottle.

Remember, when you're analyzing quantitative data, you're working with actual numbers, which means you can calculate average values, identify trends, and create models. This data type is vital for scientific measurements, financial analysis, and any field that relies on numerical precision.
Qualitative Data
On the flip side of quantitative data is qualitative data, which is descriptive and conceptual. Qualitative data is associated with categorical variables because it encompasses non-numeric attributes and characteristics. This type of data is key when the question at hand is 'What type?' or 'Which category?'. For instance, the type of gas (regular, premium, diesel) is an example of qualitative data.

This data type is essential in scenarios where numerical data falls short in conveying the full picture. For example, if you're conducting a survey on customer satisfaction, qualitative data such as customer opinions and descriptions gives depth and context that numbers alone can't provide. Analysis methods for qualitative data often include categorizing and thematizing to uncover patterns and themes that can lead to insights about behaviors or preferences.

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Most popular questions from this chapter

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.)

For the following numerical variables, state whether each is discrete or continuous. a. The length of a 1-year-old rattlesnake b. The altitude of a location in California selected randomly by throwing a dart at a map of the state c. The distance from the left edge at which a 12 -inch plastic ruler snaps when bent far enough to break d. The price per gallon paid by the next customer to buy gas at a particular station

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

For each of the five data sets described, answer the following three questions and then use Figure 2.2 to select an appropriate graphical display. Question 1: How many variables are in the data set? Question 2: Are the variables in the data set categorical or numerical? Question 3: Would the purpose of a graphical display be to summarize the data distribution, to compare groups, or to investigate the relationship between two numerical variables? Data Set 1: To learn about the reason parents believe their child is heavier than the recommended weight for children of the same age, each person in a sample of parents of overweight children was asked what they thought was the most important contributing factor. Possible responses were lack of exercise, easy access to junk food, unhealthy diet, medical condition, and other. Data Set 2: To compare commute distances for full-time and part-time students at a large college, commute distance (in miles) was determined for each student in a random sample of 50 full-time students and for each student in a random sample of 50 part-time students. Data Set 3: To learn about how number of years of education and income are related, each person in a random sample of 500 residents of a particular city was asked how many years of education he or she had completed and what his or her annual income was. Data Set 4: To see if there is a difference between faculty and students at a particular college with respect to how they commute to campus (drive, walk, bike, and so on), each person in a random sample of 50 faculty members and each person in a random sample of 100 students was asked how he or she usually commutes to campus. Data Set 5: To learn about how much money students at a particular college spend on textbooks, each student in a random sample of 200 students was asked how much he or she spent on textbooks for the current semester.

Gave the following data on saturated fat (in grams), sodium (in \(\mathrm{mg}\) ), and calories for 36 fast-food items. a. Construct a scatterplot using \(y=\) calories and \(x=\) fat. Does it look like there is a relationship between fat and calories? Is the relationship what you expected? Explain. b. Construct a scatterplot using \(y=\) calories and \(x=\) sodium. Write a few sentences commenting on the difference between this scatterplot and the scatterplot from Part (a). c. Construct a scatterplot using \(y=\) sodium and \(x=\) fat. Does there appear to be a relationship between fat and sodium? d. Add a vertical line at \(x=3\) and a horizontal line at \(y=\) 900 to the scatterplot in Part (c). This divides the scatterplot into four regions, with some points falling into each region. Which of the four regions corresponds to healthier fast-food choices? Explain.

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