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Chapter 1: Q. 7 (page 8)
The individuals in this data set are
(a) households. (d) 120 variables.
(b) people. (e) columns.
(c) adults.
An individual can be classified into people, animals and things. They have also more than one variable.
The data also contain various age and people.
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Race and the death penalty Whether a convicted murderer gets the death penalty seems to be influenced by the race of the victim. Here are data on
cases in which the defendant was convicted of murder:
(a) Use these data to make a two-way table of the defendant鈥檚 race (white or black) versus the death penalty (yes or no).
(b) Show that Simpson鈥檚 paradox holds: a higher percent of white defendants are sentenced to death overall, but for both black and white victims a higher percent of black defendants are sentenced to death.
(c) Use the data to explain why the paradox holds in the language that a judge could understand.
The Fathom dot plot displays data on the number of siblings reported by each student in a statistics class.
Describe the shape of the distribution.
Watch that caffeine! The U.S. Food and Drug Administration (USFDA) limits the amount of caffeine in a -ounce can of carbonated beverage to milligrams. That translates to a maximum of milligrams of caffeine per -ounce serving. Data on the caffeine content of popular soft drinks (in milligrams per -ounce serving) are displayed in the stem plot below.
(a) Why did we split stems?
(b) Give an appropriate key for this graph.
(c) Describe the shape, center, and spread of the distribution. Compare the caffeine content of these drinks with the USFDA鈥檚 limit.
Basketball playoffs Here are the scores of the games played in the California Division I-AAA high school basketball playoffs
On the same day, the final scores of games in the Division
V-AA were
(a) Construct a back-to-back stem plot to compare the points scored by the teams in the Division I-AAA playoffs and the teams in the Division V-AA
playoffs.
(b) Write a few sentences comparing the two distributions.
Here are the scores on the Survey of Study Habits and Attitudes (SSHA) for 18 first-year college women:
and for 20 first-year college men:
Do these data support the belief that women have better study habits and attitudes toward learning than men? (Note that high scores indicate good study habits and attitudes toward learning.) Follow the four-step process.
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