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Peck and Short, Statistics: Learning from Data 3/e (Homework)

James Finch

Statistics, section 2, Fall 2019

Instructor: Dr. Friendly

Current Score : 23 / 127

Due : Sunday, January 27, 2030 23:30 EST

Last Saved : n/a Saving...  ()

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Question
Points
1 2 3 4 5 6 7 8 9 10 11 12 13 14
3/4 14/15 6/7 –/8 –/26 –/7 –/3 –/8 –/5 –/8 –/10 –/3 –/19 –/4
Total
23/127 (18.1%)

  • Instructions

    Statistics: Learning From Data, 3rd edition, by Roxy Peck and Catherine Case, published by Cengage Learning, addresses common problems faced by students and instructors with an innovative approach to elementary statistics. The organization by Learning Objective, focus on real-data examples, and adherence to the Guidelines for Assessment and Instruction in Statistics Education (GAISE), help students learn to think like statisticians.

    Question 1 is a Stats in Practice Question that demonstrates the use of videos displayed within a question, followed by multiple-choice and discussion questions in a unique two-part accordion-style type of display.

    Question 2 is an example of a new Select Your Scenario question type (SYS). Select Your Scenario problems provide students with 3 different contexts to choose from. They select the scenario most relevant to them, and then solve the problem. Regardless of which scenario the student chooses, they will be required to answer questions demonstrating knowledge of a learning objective, making them the perfect questions to assign toward the end of a chapter. Students can use SALT to answer this question.

    Question 3 includes an example of a table, bar graphs, and the fill-in-the-blank method which is often used for short-answer style questions. Students can use SALT to answer this question.

    Question 4 demonstrates how numerical grading is achieved as well as short-answer fill-in-the-blank grading methods. Students can use SALT to answer this question.

    Question 5 is an example of a new SALT Tutorial (ST). SALT Tutorial problems provide students with directions on how to perform statistical analyses using SALT in the context of a real world dataset. These tutorials are designed to prepare students to complete the companion Select Your Scenario question.

    Question 6 is an example of a Statistical Lab.

    Question 7 is an example of a Concept Video Question (CV). Concept Video questions provide students with a Concept Video along with two to three comprehension questions. Concept Videos are 7-10 minutes in length and are designed to help students with big picture understanding of statistics.

    Question 8 contains a Master It tutorial (MI). Master It tutorials show students how to solve a similar problem in multiple steps by providing direction along with derivation, so the student understands the concepts and reasoning behind the problem solving. Students can use SALT to answer this question.

    Question 9 demonstrates the grading of a five-number summary problem. Students can use SALT to answer this question.

    Question 10 has examples of scatterplots, the grading of a least-squares regression line, residuals, and residual plots. Students can use SALT to answer this question.

    Question 11 is an example of a problem involving a hypothetical 1,000 table.

    Question 12 allows lists of numbers to be graded.

    Question 13 demonstrates how stem-and-leaf displays can be graded.

    Question 14 utilizes a series of multiple-choice questions to guide students through the interpretation and analysis of a real world figure.

    This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

    The answer key and solutions will display after the first submission for demonstration purposes. Instructors can configure these to display after the due date or after a specified number of submissions.

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. 3/4 points  |  Previous Answers PeckStat3 1.CE.001.SIP. My Notes
Question Part
Points
Submissions Used
1 2 3 4
1/1 1/1 0/1 1/1
2/100 1/100 1/100 1/100
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3/4
 
  • This exercise will enable you to gain student interest.
  • Stats in Practice video questions show your students how statistics is applied in the real world with short news videos introducing each chapter followed by multiple-choice and discussion questions.

Stats in Practice: Getting Started

  • Part I - Multiple Choice Questions

    According to the video, if you are given the choice of three cups in which a prize is under one of the cups, you should do which of the following?
         Correct: Your answer is correct.
    Correct. This video is a demonstration of the Monty Hall Problem, named after the host of the game show "Let's Make a Deal" that originally aired in the 1960s and 1970s. In this show, contestants picked one of three curtains, one of which had a car behind it and the other two had goats. After contestants chose a curtain, Monty Hall showed the contestant what was behind one of the two curtains the contestant had not chosen. Then he offered the contestant the option to switch her choice. Although it is counter-intuitive, this video demonstrates that if the contestant switches her choice, she is twice as likely to win than if she sticks with the original choice.
    The guys in the video set up an experiment to compare the two game strategies, just as a researcher might set up an experiment to compare the effectiveness of two treatments. Which of the following statements is true about how these experiments are similar?
         Correct: Your answer is correct.
    Correct. A principal concept in the study of statistics is that research is typically conducted across multiple cases or on multiple people (called a sample) in order to observe what happens in these particular cases and then use that information to form inferences of what would happen had the researcher been able test all possible cases (called the population).
    The guys in the video set up an experiment to compare the two game strategies, just as a researcher might set up an experiment to compare the effectiveness of two treatments. Which of the following statements is true about how these experiments are different?
        

  • Part II - Discussion Question

    The guys in the video conduct their experiment 20 times for each of the two strategies. (Strategy 1: Switch your choice after you are shown which of the two remaining cups has a farm animal, Strategy 2: Retain your original choice.) Discuss whether you find their results convincing enough to believe that the best strategy is to switch your choice.

    Score: 1 out of 1

    Comment:

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2. 14/15 points  |  Previous Answers PeckStat3 3.4.SYS.001.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 0/1 1/1 1/1 1/1 1/1
1/100 1/100 1/100 1/100 1/100 1/100 1/100 2/100 1/100 2/100 1/100 2/100 1/100 1/100 1/100
Total
14/15
 
  • This exercise will enable you to gain student interest.
  • Select Your Scenario questions provide students with 3 different contexts to choose from. Students select the scenario most relevant to them, and then solve the problem which requires them to answer questions demonstrating knowledge of a learning objective.

Select Your Scenario:
This problem contains data for 3 different scenarios: Advertising/Marketing, Sports, and Environment.
Read the scenarios, and once finished, you will be asked to select which scenario you would like to be assessed on.
You will not be asked to answer questions for the other 2 scenarios.
"Our large pizzas are bigger than theirs!" A national pizza chain goes head-to-head against an international pizza chain in this claim. Does their claim hold any merit for pizzas of the same crust type?
This dataset contains diameters of large sized pizzas, measured in inches, sold by an international pizza chain and sold by a national pizza chain, for three types of pizza crust and three common menu items.
We will work with a subset of the data. The first five rows of the data look like this.
†http://jse.amstat.org/jse_data_archive.htm
Large Diameter (Inch) Chain and Crust Chain and Topping
27.2 International and Classic Crust International and Meatlovers
26.61 International and Classic Crust International and Meatlovers
26.97 International and Classic Crust International and Meatlovers
26.93 International and Classic Crust International and Meatlovers
26.41 International and Classic Crust International and Meatlovers
The sport of Professional Bull Riders (PBR) is a world-wide phenomenon with bull riders from around the world competing annually in more than 200 bull riding events. Most of the riders come from the United States, Australia, Brazil, and Canada. How did the bull riders from these four countries compare to each other in 2019 in terms of percent of rides attempted that earned points?
This dataset consists of a rider's home country, the percent of attempted rides that lasted for the required 8 seconds (Percent Ridden), and the points earned. In bull riding, a rider only earns points for those rides that last 8 seconds, so the higher percentage of successful attempts, the higher the chance of winning a competition.
We will work with a subset of the data. The first five rows of the data look like this.
†http://pbr.com
Country Points Percent Ridden
Australia 885 50
Australia 1,456.66 60.47
Australia 522.5 43.75
Australia 480 44.07
Australia 422.5 40
Our planet is heated by incoming energy from the sun, called solar radiation. Because the earth is round, the angle of the surface relative to the incoming radiation differs with latitude. At latitudes near the equator, direct overhead sunlight received all year warms the surface waters. At latitudes closer to the poles, bodies of water receive less sunlight because the angle that light reaches the surface has decreased. These variations in solar energy mean that the water surface can vary in temperature from north to south. In some areas, this surface temperature is relatively stable while in other areas, it fluctuates depending on the season and the amount of sunlight received. We will explore how water temperatures in July vary along the coastlines of the United States in 2019.
The dataset consists of monthly average temperatures in degrees Fahrenheit measured at specific locations along the coastlines of the United States in January and July of 2019 and includes an indicator of coastal region, i.e., north, central, south, etc.
We will work with a subset of the data. The first five rows of the data look like this.
†https://www.nodc.noaa.gov/dsdt//cwtg/all_meanT.html
Coast Region Jan Jul
Atlantic Coast North 34 50.5
Atlantic Coast North 40 60
Atlantic Coast North 40 66.5
Atlantic Coast North 37 72.5
Atlantic Coast North 34 71
Click the link below to begin the question by choosing a topic.
Pick your topic.
Choose the topic on which you would like to be assessed. Once you select your scenario, you cannot change your topic.
     Correct: Your answer is correct.
Note: If you select Skip, you will be assessed on the Advertising/Marketing topic.
Question
Select Your Scenario:
First, select the tab that corresponds to the topic you chose above.
Note: Click the SALT button in the tab corresponding to the topic you chose.
"Our large pizzas are bigger than theirs!" A national pizza chain goes head-to-head against an international pizza chain in this claim. Does their claim hold any merit for pizzas of the same crust type?
This dataset contains diameters of large sized pizzas, measured in inches, sold by an international pizza chain and sold by a national pizza chain, for three types of pizza crust and three common menu items.
We will work with a subset of the data. The first five rows of the data look like this.
†http://jse.amstat.org/jse_data_archive.htm
Large Diameter (Inch) Chain and Crust Chain and Topping
27.2 International and Classic Crust International and Meatlovers
26.61 International and Classic Crust International and Meatlovers
26.97 International and Classic Crust International and Meatlovers
26.93 International and Classic Crust International and Meatlovers
26.41 International and Classic Crust International and Meatlovers
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
The sport of Professional Bull Riders (PBR) is a world-wide phenomenon with bull riders from around the world competing annually in more than 200 bull riding events. Most of the riders come from the United States, Australia, Brazil, and Canada. How did the bull riders from these four countries compare to each other in 2019 in terms of percent of rides attempted that earned points?
This dataset consists of a rider's home country, the percent of attempted rides that lasted for the required 8 seconds (Percent Ridden), and the points earned. In bull riding, a rider only earns points for those rides that last 8 seconds, so the higher percentage of successful attempts, the higher the chance of winning a competition.
We will work with a subset of the data. The first five rows of the data look like this.
†http://pbr.com
Country Points Percent Ridden
Australia 885 50
Australia 1,456.66 60.47
Australia 522.5 43.75
Australia 480 44.07
Australia 422.5 40
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
Our planet is heated by incoming energy from the sun, called solar radiation. Because the earth is round, the angle of the surface relative to the incoming radiation differs with latitude. At latitudes near the equator, direct overhead sunlight received all year warms the surface waters. At latitudes closer to the poles, bodies of water receive less sunlight because the angle that light reaches the surface has decreased. These variations in solar energy mean that the water surface can vary in temperature from north to south. In some areas, this surface temperature is relatively stable while in other areas, it fluctuates depending on the season and the amount of sunlight received. We will explore how water temperatures in July vary along the coastlines of the United States in 2019.
The dataset consists of monthly average temperatures in degrees Fahrenheit measured at specific locations along the coastlines of the United States in January and July of 2019 and includes an indicator of coastal region, i.e., north, central, south, etc.
We will work with a subset of the data. The first five rows of the data look like this.
†https://www.nodc.noaa.gov/dsdt//cwtg/all_meanT.html
Coast Region Jan Jul
Atlantic Coast North 34 50.5
Atlantic Coast North 40 60
Atlantic Coast North 40 66.5
Atlantic Coast North 37 72.5
Atlantic Coast North 34 71
Import the dataset into SALT for analyzing.
A button hyperlink to the SALT program that reads: Use SALT.
After you have clicked the tab for your selected topic and read the problem, answer the questions below.
(a)
Use SALT to summarize the numerical variable of interest and fill in the following table.
Variable N Minimum Value Q1 (First Quartile) Median Q3 (Third Quartile) Maximum Value
Numerical Variable Correct: Your answer is correct. Correct: Your answer is correct. Correct: Your answer is correct. Correct: Your answer is correct. Correct: Your answer is correct. Correct: Your answer is correct.
(b)
Create side-by-side box plots showing the how the numerical variable of interest is distributed among the groups. Make sure to choose the correct numerical variable and group category to answer the question.
Use the side-by-side box plots and Summary Table to compare the groups.
Which group(s) has at least one outlier, as visible by an asterisk beyond the whiskers? (Select all that apply.)
Correct: Your answer is correct.

The median is visible as the horizontal line through the interior of each box. Looking at all the medians, are they approximately the same value across the groups?
     Correct: Your answer is correct.
The variability in a group is visible as the length of the interval spanned by the box in a boxplot and computed as the interquartile range (IQR = Q3 − Q1). SALT draws the boxes vertically, so comparing the heights of the boxes across the groups will help you compare the groups in terms of variability. The group with the smallest variability in the numerical variable of interest as seen as the box with the shortest height is Correct: Your answer is correct. with an IQR of Incorrect: Your answer is incorrect. . The group with the greatest variability in the numerical variable of interest as seen as the box with the tallest height is Correct: Your answer is correct. with an IQR of Correct: Your answer is correct. .
According to the box plots, the group medians Correct: Your answer is correct. about the same across the groups in terms of vertical placement. The variability within the groups Correct: Your answer is correct. .


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3. 6/7 points  |  Previous Answers PeckStat3 2.2.016. My Notes
Question Part
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Submissions Used
1 2 3 4 5 6 7
0/1 1/1 1/1 1/1 1/1 1/1 1/1
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6/7
 
A report included data from a poll of a random sample of 1,018 adults living in the United States in 2020. Each person in the sample was asked the following question: If you could live anywhere you wished, would you prefer to live in a big city, a small city, a suburb of a big city, a suburb of a small city, a town, or a rural area? The responses are summarized in the given relative frequency distribution.
Response Relative Frequency
Big city 0.12
Small city 0.16
Suburb of a big city 0.17
Suburb of a small city 0.10
Town 0.18
Rural area 0.27
A button hyperlink to the SALT program that reads: Use SALT.
(a)
Use this information to construct a bar chart for the response data.

(b)
Comment on the distribution of responses displayed in the bar chart.
The responses, ordered from most preferred to least preferred, are , , , , , and .
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4. –/8 points PeckStat3 3.2.014.S. My Notes
Question Part
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–/8
 
  • This exercise will enable you to explore real data with technology.
  • Statistical Analysis and Learning Tool questions in WebAssign include an embedded data analysis tool that helps your students easily visualize and analyze data.

Consider the following data on the estimated cost (in millions of dollars) resulting from traffic congestion for different urban areas. The following are the data for the 13 largest U.S. urban areas.
Urban Area Total Cost
(millions of dollars)
New York 15
Los Angeles 14
Chicago 7
Washington, D.C. 5
Houston 5
Dallas, Fort Worth 4
Detroit 4
Miami 4
Phoenix 4
Philadelphia 4
San Francisco 3
Boston 3
Atlanta 3
A button hyperlink to the SALT program that reads: Use SALT.
(a)
Calculate the mean and standard deviation for this data set (in millions of dollars). (Round your answers to four decimal places.)
mean $ million standard deviation $ million
(b)
Delete the observations for New York and Los Angeles and recalculate the mean and standard deviation (in millions of dollars). (Round your answers to four decimal places.)
mean $ million standard deviation $ million
Compare this mean and standard deviation to the values calculated in part (a).
When New York and Los Angeles were excluded from the data set, the mean and the standard deviation .
What does this suggest about using the mean and standard deviation as measures of center and variability for a data set with outliers?
This suggests that using the mean and standard deviation as measures of center and variability for data sets with outliers present , because outliers a significant impact on those measures.
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5. –/26 points PeckStat3 3.4.ST.001.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
Total
–/26
 
  • This exercise will enable you to explore real data with technology.
  • Statistical Analysis and Learning Tool Tutorial questions help students understand how to use SALT in their WebAssign assignments with step-by-step instructions.

SALT Tutorial
The following exercise will guide you through how to use SALT to find the five-number-summary as well as create and interpret box plots.
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6. –/7 points PeckStat3 4.Lab.001.Minitab. My Notes
Question Part
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1 2 3 4 5 6 7
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–/7
 
  • This exercise will enable you to explore real data with technology.
  • Students perform real statistical analysis in class or online with pre-built, chapter-specific Stats Labs using the data analysis tool of your choice (R, JMP, Minitab, SPSS, Excel or Graphing Calculator) to analyze a real dataset—facilitating whole-picture learning.

Statistical Lab

  • Background

    A week of adventure often starts at the airport or in the family car. Any news about falling gasoline or air ticket prices is therefore good news. Crude oil is used to make both gasoline and jet fuel. Sometimes we hear big news that the price of crude is going down, but the price at the pump seems stubbornly to stay the same. News reporters tell us, however, that as the price of crude goes down, the less gasoline will eventually cost at the pump. These same reporters exclaim that it is only a matter of time before plane fares begin to plummet as well. Does history confirm these claims?
    A tropical scene with a view of a rope swing on a beach, the shore, a nearby island, a boat on the water in the distance, and a plane flying overhead.
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7. –/3 points PeckStat3 1.CE.001.CV. My Notes
Question Part
Points
Submissions Used
1 2 3
–/1 –/1 –/1
0/100 0/100 0/100
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–/3
 
  • This exercise will enable you to improve conceptual understanding.
  • Concept Video questions are 7-10 minutes in length and are designed to help students with big picture understanding of statistics by discussing a concept followed by two to three comprehension questions.

Watch the video below then answer the questions that follow.
  1. What is the first step in the statistical research process?
        
  2. It is important to have very strong math skills in order to be successful in a statistics course.
        
  3. Statistics is used in which of the following industries?
        
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8. –/8 points PeckStat3 3.3.026.MI.S. My Notes
Question Part
Points
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0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/8
 
  • This exercise will enable you to improve conceptual understanding.
  • Master It tutorials are an optional student-help tool available within select questions for just-in-time support. Students can use the tutorial to guide them through the problem-solving process step-by-step using different numbers.
  • Statistical Analysis and Learning Tool questions in WebAssign include an embedded data analysis tool that helps your students easily visualize and analyze data.

Consider data on sodium content for 13 different brands of cheese pizzas.
Sodium Content (mg/slice)
565 440 404 441 218 675 459 658 625 541 708 650 677
A button hyperlink to the SALT program that reads: Use SALT.
Calculate the values of the quartiles and the interquartile range (in mg/slice). (Hint: See Example 3.9.)
lower quartile mg/slice upper quartile mg/slice interquartile range mg/slice
Interpret the values of the quartiles and the interquartile range (in mg/slice). (Hint: See Example 3.9.)
Twenty-five percent of the cheese pizzas have sodium contents lower than mg/slice while twenty-five percent of the cheese pizzas have sodium contents higher than mg/slice. The interquartile range of mg/slice tells us that fifty percent of the cheese pizzas have sodium contents between a lower value of mg/slice and a higher value of mg/slice.

Need Help? Master It

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9. –/5 points PeckStat3 3.4.036.S. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5
–/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100
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–/5
 
  • This exercise will enable you to explore real data with technology.
  • Statistical Analysis and Learning Tool questions in WebAssign include an embedded data analysis tool that helps your students easily visualize and analyze data.

Suppose that the U.S. Environmental Protection Agency reported the following sulphur dioxide emissions (in tons) for the 48 states in the continental United States for a particular year.
State SO2 emission (tons) State SO2 emission (tons) State SO2 emission (tons) State SO2 emission (tons)
AL 106,161 IN 268,223 NC 48,160 RI 22
AR 73,584 KS 30,027 ND 55,209 SC 26,785
AZ 23,695 KY 188,121 NE 65,830 SD 15,348
CA 233 LA 80,139 NH 3,173 TN 56,411
CO 38,293 MA 10,847 NJ 2,438 TX 365,513
CT 1,113 MD 25,123 NM 17,741 UT 21,150
DE 2,246 ME 879 NV 7,433 VA 38,784
FL 89,071 MI 194,396 NY 17,803 VT 8
GA 80,955 MN 24,372 OH 281,992 WA 2,865
IA 76,850 MO 141,436 OK 74,431 WI 62,440
ID 13 MS 77,492 OR 14,010 WV 86,207
IL 135,872 MT 16,222 PA 252,084 WY 40,677
A button hyperlink to the SALT program that reads: Use SALT.
Use these data to calculate the values (in tons) in the five-number summary. (Hint: See Example 3.13.)
smallest observation tons lower quartile tons median tons upper quartile tons largest observation tons
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10. –/8 points PeckStat3 4.3.042. My Notes
Question Part
Points
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–/8
 
A paper explores the relationships between age and several measures of mental health and well-being. Based on a large sample of people, the data in the accompanying table are the percentages reporting that they get less than 7 hours of sleep per night by age group.
Age Group Representative Age Percent Reporting Less Than 7 Hours of Sleep
20 to 29 25 9
30 to 39 35 12
40 to 49 45 12
50 to 59 55 11
60 to 69 65 4
A button hyperlink to the SALT program that reads: Use SALT.
(a)
Find the equation of the least squares regression line that describes the relationship y = Percent reporting less than 7 hours of sleep and x = Representative age.
ŷ =
(b)
Calculate the five residuals.
Representative Age Residual
25
35
45
55
65
Construct a residual plot.

(c)
Based on the residual plot, would you recommend using the least squares regression line to describe the relationship between percent reporting less than 7 hours of sleep and age, or would you recommend using a curve rather than a line? What aspect of the residual plot supports your decision?
    
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11. –/10 points PeckStat3 5.3.034.MI. My Notes
Question Part
Points
Submissions Used
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0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
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–/10
 
  • This exercise will enable you to improve conceptual understanding.
  • Master It tutorials are an optional student-help tool available within select questions for just-in-time support. Students can use the tutorial to guide them through the problem-solving process step-by-step using different numbers.

An appliance manufacturer offers extended warranties on its washers and dryers. Based on past sales, the manufacturer reports that of customers buying both a washer and a dryer, 42% purchase the extended warranty for the washer, 52% purchase the extended warranty for the dryer, and 64% purchase at least one of the two extended warranties.
(a)
Use the given probability information to set up a hypothetical 1,000 table. (Let W be the event that the customer purchases an extended warranty for the washer. Let D be the event the customer purchases an extended warranty for the dryer.)
D Not D Total
W
Not W
Total 1,000
(b)
Use the table from part (a) to find the following probabilities.
(i)
the probability that a randomly selected customer who buys a washer and a dryer purchases an extended warranty for both the washer and the dryer
(ii)
the probability that a randomly selected customer purchases an extended warranty for neither the washer nor the dryer

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12. –/3 points PeckStat3 6.1.009. My Notes
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0/100 0/100 0/100
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–/3
 
Two six-sided dice, one red and one white, will be rolled. List the possible values for each of the following random variables. (Enter your answers as comma-separated lists.)
(a)
x = Sum of the two numbers showing
(b)
y = Difference between the number on the red die and the number on the white die (red − white)
(c)
w = Largest number showing
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13. –/19 points PeckStat3 2.3.026. My Notes
Question Part
Points
Submissions Used
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
–/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100 0/100
Total
–/19
 
A certain newspaper gave the following data on median age for each of the 50 U.S. states and the District of Columbia (DC) in a particular year.
State Median Age State Median Age State Median Age State Median Age
Alabama 38.9 Illinois 38.0 Montana 40.0 Rhode Island 39.4
Alaska 34.4 Indiana 37.8 Nebraska 36.4 South Carolina 39.5
Arizona 37.8 Iowa 38.4 Nevada 38.0 South Dakota 36.9
Arkansas 38.2 Kansas 36.8 New Hampshire 43.1 Tennessee 38.5
California 36.6 Kentucky 38.9 New Jersey 39.7 Texas 34.6
Colorado 36.7 Louisiana 36.9 New Mexico 37.6 Utah 31.3
Connecticut 40.9 Maine 44.5 New York 38.8 Vermont 42.5
Delaware 40.0 Maryland 38.6 North Carolina 38.9 Virginia 38.1
DC 34.0 Massachusetts 39.4 North Dakota 35.5 Washington 37.6
Florida 42.0 Michigan 39.9 Ohio 39.4 West Virginia 42.3
Georgia 36.7 Minnesota 37.9 Oklahoma 36.7 Wisconsin 39.6
Hawaii 39.3 Mississippi 37.4 Oregon 39.4 Wyoming 37.4
Idaho 36.2 Missouri 38.6 Pennsylvania 40.9
Construct a stem-and-leaf display using stems
31, 32,   , 44.
 (Enter numbers from smallest to largest separated by spaces. Enter NONE for stems with no values.)
stems: ones
leaves: tenths
31|2 =31.2 years
Stem Leaves
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Comment on shape, center, and variability of the data distribution. Are there any unusual values in the data set that stand out? (Hint: See Example 2.8. Round your center to the nearest integer.)
The distribution of median ages is centered at approximately years, with values ranging from a minimum of years to a maximum of years. The distribution is , with appearing separate from the other values in the stem-and-leaf display.
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14. –/4 points PeckStat3 2.5.051. My Notes
Question Part
Points
Submissions Used
1 2 3 4
–/1 –/1 –/1 –/1
0/100 0/100 0/100 0/100
Total
–/4
 
The display below is similar to one that appeared in USA TODAY (June 22, 2021). It is a bar graph of the percentages of Americans who say they have friends, relatives, or coworkers who have come out to them as transgender for each of four age groups.
An infographic titled "Youth more familiar with trans community" contains a bar chart. Text preceding the bar chart reads "Americans who say they have friends, relatives or co-workers who have come out to them as transgender:" The bar chart has 4 bars. Each bar is associated with a label and a value as listed below.
  • Ages 18-29: 50%
  • Ages 30-49: 31%
  • Ages 50-56: 24%
  • Ages 65+: 19%
Next to the bar chart is an image of two overlapping face silhouettes. The face on the left contains a Venus symbol, the face on the right contains a symbol that is a mix of the Venus and Mars symbols, and the section where the faces overlap contains the transgender symbol.
(a)
The data used to calculate the percentages in the bar chart is based on responses to the following question.
Have you had a friend, relative or coworker who has come out to you as transgender?
Would the responses to this question be categorical or numerical?
    
(b)
Explain why a bar chart rather than a dotplot was used to summarize the response data.
    
(c)
These data could have also been displayed using the following comparative bar chart.
A comparative bar chart has a horizontal axis labeled "Age group" and a vertical axis labeled "Percent" with values from 0 to 90. The comparative bar chart has 4 groups of bars. Each group consists of 2 individual bars. A description of the groups of bars is as follows. The group labels are given first, followed by each of the labels for the individual bars and their respective approximate heights.
  • 18-29:
    • Yes: 50,
    • No: 50
  • 30-49:
    • Yes: 31,
    • No: 69
  • 50-65:
    • Yes: 24,
    • No: 76
  • 65+:
    • Yes: 19,
    • No: 81
Which of the two displays do you think is more effective for communicating the survey results? Explain.
    
(d)
The title of the graph that appeared in USA Today was "Youth more familiar with trans community." How is this conclusion supported by what you see in the bar chart and the comparative bar chart?
    
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