1/16/2021 Week 2 - Assignment-Jennifer Sexton

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Student: Jennifer Sexton

Date: 01/16/21

Instructor: Eric Reese

Course: MAT232: Statistical Literacy

(GSR2049B)

Assignment: Week 2 - Assignment

Determine whether the data described below are qualitative or quantitative and explain why.

The blood groups of A, B, AB, and O

Choose the correct answer below.

A. The data are qualitative because they don't measure or count anything.

B. The data are qualitative because they consist of counts or measurements.

C. The data are quantitative because they don't measure or count anything.

D. The data are quantitative because they consist of counts or measurements.

Determine whether the data described below are qualitative or quantitative and explain why.

The television shows being watched by households surveyed by a media research company

Choose the correct answer below.

A. The data are qualitative because they consist of counts or measurements.

B. The data are quantitative because they don't measure or count anything.

C. The data are qualitative because they don't measure or count anything.

D. The data are quantitative because they consist of counts or measurements.

State whether the data described below are discrete or continuous, and explain why.

The number of car accidents on a given stretch of highway each year

Choose the correct answer below.

A. The data are continuous because the data can only take on specific values.

B. The data are discrete because the data can only take on specific values.

C. The data are continuous because the data can take on any value in an interval.

D. The data are discrete because the data can take on any value in an interval.

State whether the data described below are discrete or continuous, and explain why.

The lengths of carrots produced by a farm

Choose the correct answer below.

A. The data are continuous because the data can take on any value in an interval.

B. The data are continuous because the data can only take on specific values.

C. The data are discrete because the data can take on any value in an interval.

D. The data are discrete because the data can only take on specific values.

1/16/2021 Week 2 - Assignment-Jennifer Sexton

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For the data described below, identify the level of measurement as nominal, ordinal, interval, or ratio.

The temperatures (in degrees Fahrenheit) that the thermostat is set to in different homes

Choose the correct answer below.

ratio

ordinal

interval

nominal

For the data described below, identify the level of measurement as nominal, ordinal, interval, or ratio.

The sizes of coffee offered by a coffee shop (small, medium, large)

Choose the correct answer below.

nominal

ratio

ordinal

interval

Determine if the following statement represents a meaningful ratio, so the ratio level of measurement applies.

A movie with a 4-star rating is twice as good as one with a 2-star rating.

Choose the correct answer below.

A. The ratio level of measurement does not apply.

B. The ratio level of measurement applies.

The temperatures (in °C) of air samples taken simultaneously over a large city are shown below.

20.5 18.8 21.4 19.8 19.5 20.4 18.3 18.9 18.6

Determine whether the data are qualitative or quantitative and identify the data set's level of measurement.

Are the data qualitative or quantitative?

Quantitative

Qualitative

What is the data set's level of measurement?

Ordinal

Ratio

Interval

Nominal

One of the authors received a credit card bill for $ , but it included a charge of that was not valid. Find the

values of the absolute and relative errors.

2,639 $1,701

The value of the absolute error is $ 1701 .

The value of the relative error is 181 %. (Round to the nearest integer as needed)

1/16/2021 Week 2 - Assignment-Jennifer Sexton

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10. Twenty-five people, consisting of a statistics professor and her students, are to measure the length of a room to the

nearest tenth of a millimeter. Assume that everyone uses the same well-calibrated measuring device, such as a tape

measure. Complete parts a through d below.

a. All 25 measurements are not likely to be exactly the same; thus, the measurements will contain some sources of error.

Are these errors systematic or random? Explain.

A. These errors are random, because there is a tendency for the measurements to be all too

high or too low.

B. These errors are random. If they were systematic, there would be a tendency for the

measurements to be all too high or all too low.

C. These errors are systematic. If they were random, it would be undeterminable whether the

measurements are all too high or too low.

D. These errors are systematic, because it is undeterminable whether the measurements are

too high or too low.

b. If the professor wants to minimize the effect of random errors in determining the length of the room, is it better to report

her own personal measurement as the length of the room or to report the average of all 25 measurements? Explain.

A. It is better to use the average because it is likely to be in error by less than most of the

individual measurements and it is more reliable than any single measurement.

B. It is better to use the professor's own personal measurement because she has a more

precise tape measure than her students.

C. It is better to use the average because the average of many measurements is always equal

to the true value.

D. It is better to use the professor's own personal measurement because the random errors in

the individual measurements will be multiplied in size 25 times in the average.

c. Describe any possible sources of systematic errors in the measurement of the room length.

A. Systematic errors might result if the students rush, and do not make the measurements

carefully.

B. Systematic errors might result if the tape measure has a manufacturing defect that made all

of the units too small on the tape.

C. Systematic errors might result if the tape measure is not long enough, and the students need

to sum the measurements from the walls to some central point in the room.

D. Systematic errors might result if there isn't much light in the room and the professor and

students misread the tape measure.

d. Can the process of averaging all 25 measurements help reduce any systematic errors? Why or why not?

A. No, because measurements that have systematic errors cannot be averaged.

B. Yes, because the average of many measurements is always equal to the true value.

C. Yes, because the systematic errors will cancel out in the average.

D. No, because if there is a systematic error in the measurements, that same error will be

present in the average.

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