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Assignment 2

This document provides explanations and examples of different types of variables and data: - Qualitative variables represent categories or types, discrete variables represent specific numeric counts, and continuous variables can take any value within a range. - Qualitative data represents information as categories or types rather than numbers, while discrete and continuous data are quantitative. - When grouping quantitative data, it's important to choose an appropriate number of classes, decide between equal width or frequency, and consider the data's characteristics and distribution.

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15 views

Assignment 2

This document provides explanations and examples of different types of variables and data: - Qualitative variables represent categories or types, discrete variables represent specific numeric counts, and continuous variables can take any value within a range. - Qualitative data represents information as categories or types rather than numbers, while discrete and continuous data are quantitative. - When grouping quantitative data, it's important to choose an appropriate number of classes, decide between equal width or frequency, and consider the data's characteristics and distribution.

Uploaded by

babal18304
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Understanding The Concept And Skills

Q2.2: Explain the meaning of

a: qualitative variable.
b: discrete, quantitative variable.
c: continuous, quantitative variable.

Answer:

a: Qualitative Variable (Categorical):


- Eye colour (e.g., brown, blue, green)
- Types of fruits (e.g., apple, banana, orange)

b: Discrete, Quantitative Variable:


- Number of books in a library
- Count of customer complaints in a month

c: Continuous, Quantitative Variable:


- Height of individuals (measured in inches or centimetres)
- Temperature in degrees Celsius or Fahrenheit

These examples illustrate the differences between qualitative, discrete quantitative, and
continuous quantitative variables.

Q2.3: Explain the meaning of

a. Qualitative data.
b. Discrete, quantitative data.
c. Continuous, quantitative data.

Answer:
a: Qualitative Data:
Qualitative data are data representing information and concepts that are not represented
by numbers. They are often gathered from interviews and focus groups, personal diaries
and lab notebooks, maps, photographs, and other printed materials or observations.

b: Discrete, Quantitative Data:


A discrete quantitative variable is one that can only take specific numeric values (rather than
any value in an interval), but those numeric values have a clear quantitative interpretation.
Examples of discrete quantitative variables are number of needle punctures, number of
pregnancies and number of hospitalizations.

c: Continuous, Quantitative Data:


A continuous data set is a quantitative data set representing a scale of measurement that
can consist of numbers other than whole numbers, like decimals and fractions. Continuous
data sets would consist of values like height, weight, length, temperature, and other
measurements like that.
Q2.15: What is a frequency distribution of qualitative data and why is it useful?

Answer:
It is a chart that displays the distinct values of the qualitative data on a horizontal axis and
the frequencies of those values on a vertical axis. It is O B. It is a listing of the distinct values
and their frequencies. It is useful because it provides a table of the values of the
observations and how often O C.

Q2.16: Explain the difference between


a. Frequency and relative frequency.
b. Percentage and relative frequency.

Answer:

Frequency: Total number of times data occurs in the set is known as frequency.

Relative Frequency: Relative frequency is the fraction or proportion times an answer occurs
in the data set. Relative frequencies can be written in decimal, fraction or percents.

Q2.24: Robbery Locations. The Department of Justice and the Federal Bureau of
Investigation publish a compilation on crime statistics for the United States in Crime in the
United States.
The following table provides a frequency distribution for robbery type during a one-year
period.

Robbery type Frequency

Street highway 179,296


Commercial house 60,493
Gas or service station 11,362
Convenience store 25,774
Residence 56,641
Bank 9,504
Miscellaneous 10,333

Answer:

1. Street/highway: 179,296 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 +


10,333) ≈ 0.498

2. Commercial house: 60,493 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 +


10,333) ≈ 0.168
3. Gas or service station: 11,362 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 +
10,333) ≈ 0.031

4. Convenience store: 25,774 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 +


10,333) ≈ 0.072

5. Residence: 56,641 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 + 10,333) ≈


0.157

6. Bank: 9,504 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 + 10,333) ≈ 0.026

7. Miscellaneous: 10,333 / (179,296 + 60,493 + 11,362 + 25,774 + 56,641 + 9,504 + 10,333) ≈


0.029

These values are the accurate relative frequencies for each robbery type, rounded to three
decimal places. They represent the proportion of each type relative to the total number of
robberies.

Q3.36: State three of the most important guidelines in choosing the classes for grouping a
quantitative data set?

Answer: When choosing classes for grouping a quantitative data set (such as in creating a
histogram), it's important to consider the following three guidelines:

1. Appropriate Number of Classes: Select an appropriate number of classes that effectively


represent the data's distribution. Too few classes may oversimplify the data, while too many
may obscure patterns. A common rule of thumb is to aim for between 5 to 20 classes.
However, the choice should also consider the data's complexity and sample size.

2. Equal Width or Equal Frequency: Decide whether to use equal-width or equal-frequency


(also known as equal-depth) classes. In equal-width classes, each class has the same width,
which can be suitable for data with a relatively uniform distribution. In equal-frequency
classes, each class contains approximately the same number of data points, which can be
useful for data with varying densities.

3. Consider Data Characteristics: Take into account the characteristics of your data,
including the range, minimum, and maximum values. Ensure that the classes cover the
entire range of data without leaving gaps or overlaps. Consider whether you need open-
ended classes (i.e., one class extends to infinity) for data that may have outliers or values
outside the typical range.

These guidelines help ensure that the classes you choose accurately represent the data
and provide meaningful insights when creating a histogram or frequency distribution.

Q2.8:
Answer:
Part a: What type of data is presented in the first column of the table?
Answer: Qualitative
Part b: What type of data is provided by the information in the third column of the table?
Answer: Quantitative

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