/*! 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 36 Here is a small part of a data s... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Here is a small part of a data set that describes the fuel economy (in miles per gallon) of model year 2012 motor vehicles: (a) What are the individuals in this data set? (b) What variables were measured? Identify each as categorical or quantitative.

Short Answer

Expert verified
(a) The model year 2012 motor vehicles. (b) Variables: model (categorical), fuel economy (quantitative).

Step by step solution

01

Understanding the Data Set

The data set is about the fuel economy of 2012 motor vehicles in miles per gallon. Here, each motor vehicle represents an individual entity within the data set.
02

Identifying the Individuals

The individuals in this data set are the specific model year 2012 motor vehicles from which the data (fuel economy) is collected.
03

Identifying the Variables

Variables are the characteristics or traits that are recorded for each individual. Here, the two main variables measured could be 'model' of the vehicle and 'fuel economy' in miles per gallon. 'Model' is a categorical variable since it describes the type or name of the vehicle, while 'fuel economy' is a quantitative variable as it is a numerical measurement of miles per gallon.

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.

Individual Entities
In the context of descriptive statistics, an individual entity is an object or a subject from which data is collected. Think of an individual as a singular piece of the puzzle—each one represents a unique observation or unit in your data set. For instance, if we're looking at a dataset on fuel economies of 2012 vehicles, each vehicle is an individual entity. Why? Because each vehicle provides its own unique information, such as fuel efficiency in miles per gallon.
Collecting data on individual entities allows statisticians to analyze and infer characteristics across a broader group. Imagine how every vehicle on the roads in 2012 could tell a different story about fuel consumption.
  • Understanding individual entities helps in constructing meaningful insights.
  • The diversity of individuals lends richness to the dataset.
  • Studies on individual entities can reveal outliers or trends.
Recognizing individual entities is crucial in segregating data correctly, ensuring each piece fits perfectly into the statistical analysis.
Categorical Variables
Categorical variables are types of variables that classify data into distinct categories or groups. They are qualitative in nature and don't usually have a numeric value associated with them. Instead, they represent characteristics or traits.
For example, in our fuel economy dataset, the 'model' of the vehicle would be a categorical variable. It tells us what type or brand the vehicle is, like Toyota, Ford, or Honda. Knowing a vehicle's model helps categorize it but doesn't tell you anything specific about its performance numerically.
Categorical variables can be further divided into:
  • Nominal variables: These have categories with no specific order. For instance, vehicle models are nominal because there's no ranking.
  • Ordinal variables: Have ordered categories (like ratings), though not common in vehicle model naming.
Realizing whether a variable is categorical aids in selecting the correct statistical tools or graphs for analysis, like pie charts or bar graphs.
Quantitative Variables
Quantitative variables, unlike categorical ones, are numerical and express measurable quantities. These variables answer the 'how much' or 'how many' questions and can be added, subtracted, or averaged. For example, 'fuel economy' in miles per gallon is a quantitative variable, providing actual numerical values representing a vehicle's efficiency.
Essentially, quantitative variables are about counting and measuring:
  • Discrete variables: These take on distinct, separate values. For instance, the number of doors on a car could be a discrete variable.
  • Continuous variables: These can take on any value within a range. Fuel economy is continuous because it can be measured to any level of precision, like 25.3 or 35.7 miles per gallon.
Understanding quantitative variables is crucial for statistical techniques like regression analysis or hypothesis testing. Their numerical nature is key for statistical calculations, making them highly significant in detailed data analysis.

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

The following bar graph shows the distribution of favorite subject for a sample of 1000 students. What is the most serious problem with the graph? (a) The subjects are not listed in the correct order. (b) This distribution should be displayed with a pie chart. (c) The vertical axis should show the percent of students. (d) The vertical axis should start at 0 rather than 100 . (e) The foreign language bar should be broken up by language.

How long do people travel each day to get to work? The following table gives the average travel times to work (in minutes) for workers in each state and the District of Columbia who are at least 16 years old and don't work at home. \({ }^{30}\) (a) Make a histogram of the travel times using classes of width 2 minutes, starting at 14 minutes. That is, the first class is 14 to 16 minutes, the second is 16 to 18 minutes, and so on. (b) The shape of the distribution is a bit irregular. Is it closer to symmetric or skewed? Describe the center and spread of the distribution. Are there any outliers?

For which of the following would it be inappropriate to display the data with a single pie chart? (a) The distribution of car colors for vehicles purchased in the last month. (b) The distribution of unemployment percentages for each of the 50 states. (c) The distribution of favorite sport for a sample of 30 middle school students. (d) The distribution of shoe type worn by shoppers at a local mall. (e) The distribution of presidential candidate preference for voters in a state.

A marketing consultant observed 50 consecutive shoppers at a supermarket. One variable of interest was how much each shopper spent in the store. Here are the data (in dollars), arranged in increasing order: $$ \begin{array}{rrrrrrrrrr} \hline 3.11 & 8.88 & 9.26 & 10.81 & 12.69 & 13.78 & 15.23 & 15.62 & 17.00 & 17.39 \\ 18.36 & 18.43 & 19.27 & 19.50 & 19.54 & 20.16 & 20.59 & 22.22 & 23.04 & 24.47 \\\ 24.58 & 25.13 & 26.24 & 26.26 & 27.65 & 28.06 & 28.08 & 28.38 & 32.03 & 34.98 \\\ 36.37 & 38.64 & 39.16 & 41.02 & 42.97 & 44.08 & 44.67 & 45.40 & 46.69 & 48.65 \\\ 50.39 & 52.75 & 54.80 & 59.07 & 61.22 & 70.32 & 82.70 & 85.76 & 86.37 & 93.34 \\\ \hline \end{array} $$ (a) Round each amount to the nearest dollar. Then make a stemplot using tens of dollars as the stems and dollars as the leaves. (b) Make another stemplot of the data by splitting stems. Which of the plots shows the shape of the distribution better? (c) Write a few sentences describing the amount of money spent by shoppers at this supermarket.

Multiple choice: The scores on a statistics test had a mean of 81 and a standard deviation of \(9 .\) One student was absent on the test day, and his score wasn't included in the calculation. If his score of 84 was added to the distribution of scores, what would happen to the mean and standard deviation? (a) Mean will increase, and standard deviation will increase. (b) Mean will increase, and standard deviation will decrease. (c) Mean will increase, and standard deviation will stay the same. (d) Mean will decrease, and standard deviation will increase. (e) Mean will decrease, and standard deviation will decrease.

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.