1-3_examples

# 1-3_examples - Student Grady Silnonton Colu'se 1-Iat11119...

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Unformatted text preview: Student: Grady Silnonton Colu'se: 1\-Iat11119: ElenIentaiy Statistics - Spring 3010 - C‘RN: 49339 Instructor: Shawn Pan-ini - 16 weeks Date: 3.-"'18.-"'10 Book: T1‘iola: ElenIentaiy Statistics. Me Time: 10:49A1\-I Determine whether the given value is from a discrete data set or continuous data set. Amount of gasoline in a tank is 5 gallons Quantitative data is described by distinguishing between discrete and continuous types. Discrete data result when the number of possible values is either a ﬁnite number or a "countable" number. The term countable means that the values result from counting. Continuous data result from inﬁnitely many possible values that correspond to some continuous scale that covers a range of values without gaps, interuptions, or jumps. The amounts of gasoline in the tank can be less than 5 or more than 5 gallons depending on how and when it is measured. The amount is not limited to exact discrete values. It would be possible to get a measurement of4.99?, 5.01, 5.1, or 5.113 gallons. The amounts of gasoline in the tank are continuous data because they are meaurements that can assume any value over a continuous range. The given value is from a continuous data set. Page 1 Student: Grady Simonton Colu'se: 1\-Iat11119: Elementary Statistics - Spring 3010 - C‘RN: 49339 Instructor: Shawn Pan-'ini - 16 weeks Date: 3.-"'18.-"'10 Book: T1‘iola: Elementary Statistics. Me Time: 10:50 AM Determine which of the four levels of measurement (nominal, ordinal, interval, ratio) is most appropriate. Letter grades on a project There are four levels of measurement: nominal, ordinal, interval, and ratio. The nominal level of measurement is characterized by data that consist of names, labels, or categories only. The data cannot be arranged in an ordering scheme (such as high to low). Data are at the ordinal level of measurement if they can be arranged in some order, but differences between data values either cannot be determined or are meaningless. The interval level of measurement is like the ordinal level, with the additional property that the difference between any two data values is meaningful. However, data at this level do not have a radium! zero starting point (where none of the quantity is present). The ratio level of measurement is the interval level with the additional property that there is also a natural zero starting point (where zero indicates none of the quantity is present). For values at this level, differences and ratios are both meaningful. Letter grades on a project can be arranged in alphabetical order, so the level of measurement is not nominal. The level of measurement of letter grades cannot be ratio because there is no natural zero starting point and also the ratio of letter grades is not meaningful. The difference between letter grades on a project cannot be found. That is, you cannot subtract E - C, for example. So the level of measurement cannot be interval. The categories of letter grades are ordered, but differences cannot be found or are meaningless. Therefore, the level of measurement ot‘letter grades is ordinal. Page 1 Student: Grady Silnonton Colu'se: 1\-Iat11119: Elelnentaiy Statistics - Spring 3010 - C‘RN: 49339 Instructor: Shawn Pan-'ini - 16 weeks Date: 3.-"'18.-"'10 Book: T1‘iola: Elelnentaiy Statistics. 11e Time: 10:51AM The Gallup Organization contacts 4000 children who are between the ages of 6 and 12 and live in the United States and asks whether or not they had played video games in the past week. The population of a research study is the entire group being studied. Children between the ages ot‘6 and l2 and who live in the United States are the population in the study. The sample is the subset of individuals from the population that have been chosen to be considered. The 4000 children who are between the ages of 6 and 12 and live in the United States are the sample in the study. Page 1 Student: Grady Sinlonton Colu'se: 1\-Iat11119: Elementary Statistics - Spring 3010 - C‘RN: 49339 Instructor: Shawn Pan-'ini - 16 weeks Date: 3.-"'18.-"'10 Book: T1‘iola: Elementary Statistics. 11e Time: 10:51AM Some people responded to this request: "Dial l-900-PRO-LIFE to participate in a telephone poll on abortion. (\$1.45 per minute. Average call: 4 minutes. You must be 15 years old.)" Identify the (a) sample and (b) population. Also, determine whether the sample is likely to be representative of the population. 3. Identify the sample. First review the deﬁnition ot‘a sample. A sample is a subcollection of members selected from a population. The sample in this problem is all individuals who responded. b. Identify the population. First review the definition of a population. A population is the complete collection of all individuals (scores, people, measurements, and so on) to be studied. The collection is complete in the sense that it includes all ofthe individuals to be studied. The population in this problem is all individuals who are at least 15 years of age. Is the sample likely to be representative of the population? A sample is likely to be representative of the population if it has no bias. A biased sample is more likely to consist of individuals with bias. A voluntary response sample is one in which the respondents themselves decide whether to be included. Individuals with strong opinions are more likely to respond to a voluntary response sample. Determine whether the telephone poll on abortion is a voluntary sample and whether a voluntary response sample is more likely to be biased. Use these answers to determine whether the sample is likely to be representative of the population. Page 1 ...
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