Unit Five Math Review
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This document is a math review and study guide for unit five. It outlines topics students should be able to do, including creating and interpreting pictographs, bar graphs, circle graphs, line plots, and probability experiments. Students should also be able to calculate median, mean, and mode, as well as use graphs to make predictions and create tree diagrams. Workbook page references are provided for each topic.
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Math 227 Sample Project Project 1 Data Collection and Desc
Math 227 Sample Project
Project 1 Data Collection and Descriptive Statistics
In this project, you will demonstrate your understanding of data collection and descriptive statistics. You
will collect the data, organize, summarize, and describe the data the way it is explained in Chapter 1-
Chapter 3. You will, then, create a written report including all parts below and turn in by the stated due
date according to the guidelines provided in this paper.
Required components:
1. Research Questions about a Population (Chapter 1)
Question 1: Come up with a research question on making an estimate about a population
proportion.
(For example: What proportion of Los Angeles Mission College students are full time students?)
State your Question 1 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2: Come up with a research question on making an estimate about a population mean.
(For example: What is the average number of hours that Los Angeles Mission College students
work each week?)
State your Question 2 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Collecting Data- (Chapter 1)
a) Create a survey and collect the data for responses to your proposed questions above.
For question 1, your survey should have a qualitative variable with only two possible responses,
Write your variable and the question below (For example: full time student status. “Are you a
full-time student, Yes or No?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For question 2, your survey should have a quantitate variable. Write your variable and the
question below (For example: number of hours of work in a week. “How many hours do you
work each week?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Describe the data collecting process including the population of interest. For each question,
address if there was any of the following biases: Sampling bias, Non-response bias, and
Response bias.
c) Enter your raw data in Column 1 (categorical data) and in Column 2 (numerical data) in
StatCrunch. Name each column and save the data (Data>Save>Enter the File Name>Click Save).
To later open the saved data in StatCr ...
ISM3230 In-class lab 8 Spring 2019 TOPIC Introduction .docx
ISM3230 In-class lab 8 Spring 2019
TOPIC: Introduction to classes, attributes, methods
In Assignment 4 we kept track of student numerical scores and equivalent letter grades. The scores were stored
in an array, and the grades were stored in a second array. The relationship between the arrays was implicitly
based on the index: for example, it was assumed that studentScore[3] is related to studentGrade[3] because
they both are for student number 3. In object-oriented programming, we can make this relationship explicit by
creating an object and keeping the data together in the object's properties. We can also include pieces of
related code in the object's methods.
TASK
Your task is to write code that will be able to create Student objects and store the score and grade data together
in the objects as properties. The student object will also be able to print its own data to the screen. You will also
write code for a GradingScheme class that will have the functionality to convert any integer score to a letter
grade. Then, you will create a user-specified number of students, generate random scores for the students, and
convert them to letter grades. Finally, you will calculate the average score, rounded average score, and the
average letter grade that corresponds to the rounded average score.
INSTRUCTIONS
1. Create a new class file Student in the project's source package. Write a Student class that will allow us
to store student score and student grade in the same object. Also write a printStudent method that will
print the student details to the screen.
a. The Student class should have these properties:
public int studentId
public int score
public char grade
b. The printStudent method will print to the screen the data about the student object. It
should print:
Student ID: id; Score: score is grade
where id, score, and grade are the object's data properties. The method should have the
following signature, i.e., it returns no value and it requires no parameter:
public void printStudent()
2. Create a new class file GradingScheme in the project's source package. This class will have the
functionality to convert an integer score to a letter grade by using its own built-in scheme, so we can use
it to convert student scores to grades for all student objects.
a. Use the following to create the class constants:
public static final int [][] GRADING_SCHEME =
{{'F',0}, {'D',60}, {'C',70}, {'B',80}, {'A',90}};
public static final int SCHEME_LETTER=0;
public static final int SCHEME_MINIMUM=1;
b. Write a method convertScore that will take an integer as a parameter and return its
corresponding letter grade as a char. It should have the following signature:
public char convertScore(int score)
This method could be implemented as a if-else-if tree or more efficiently as a loop. The method
starts with the numerical score in the score variable, and should classify it into a le ...
MATH 106 QUIZ 6NAME _____ _________________ Professor Dr. K.docx
MATH 106 QUIZ 6NAME: _____ _________________
Professor: Dr. Katiraie
INSTRUCTIONS
· The quiz is worth 100 points. There are 10 problems (each worth 10 points).
· This quiz is open book and open notes, unlimited time. This means that you may refer to your textbook, notes, and online classroom materials, but you may not consult anyone. You may take as much time as you wish, provided you turn in your quiz no later than the due date posted in our course schedule of the syllabus.
· You must show your work to receive full credit. If you do not show your work, you may earn only partial or no credit at the discretion of the professor. Please type your work in your copy of the quiz, or if you prefer, create a document containing your work. Scanned work is acceptable also. Be sure to include your name in the document.
Consult the Additional Information portion of the online Syllabus for options regarding the submission of your quiz. If you have any questions, please contact me by e-mail ([email protected] ).
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Refer to the histogram to answer the question.
1) The telephone company kept track of the calls for the correct time during a 24-hour period for two weeks. The results are shown in the histogram below.
What is the probability that a person will make 62 calls?
1) _______
A) 9/14
B) 1/2
C) 1/14
D) 2/7
E) none of the above
2) The telephone company kept track of the calls for the correct time during a 24-hour period for two weeks. The results are shown in the histogram below.
What percentage of people will make less than 61 calls?
2) _______
A) 21.43%
B) 92.86%
C) 28.43%
D) 35.71%
E) None of the above
Prepare a frequency distribution with a column for intervals and frequencies.
3) The following is the number of hours students studied per week on average. Use five intervals, starting with 0 - 4.
2 8 13 18 23 24 16 13 7 2
9 12 19 23 19 12 4 9 15 20
3) _________
A)
B)
C)
D)
E)
None of the above
4)Construct cumulative frequency distribution that corresponds to the given frequency distribution.
4) _________
A)
B)
C)
D)
E)
None of the above
5) The ages of the voters at a poll during a 20-minute period are listed below.
Use five intervals starting with
5) _______
35 29 48 63 64 38 21 23 41 68
61 42 43 47 33 37 46 27 23 30
A)
B)
C)
D)
E) None of the above
6) Given the following information:
6) _______
Find the cumulative frequency distribution using the above frequencies.
A)
B)
C)
D)
E) None of the above
7) The students in Mrs. Logan's Spanish class received the following grades on a test. Use four intervals starting with 60 - 69.
7) _______
75 ...
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Math 227 Sample Project Project 1 Data Collection and Desc
Math 227 Sample Project
Project 1 Data Collection and Descriptive Statistics
In this project, you will demonstrate your understanding of data collection and descriptive statistics. You
will collect the data, organize, summarize, and describe the data the way it is explained in Chapter 1-
Chapter 3. You will, then, create a written report including all parts below and turn in by the stated due
date according to the guidelines provided in this paper.
Required components:
1. Research Questions about a Population (Chapter 1)
Question 1: Come up with a research question on making an estimate about a population
proportion.
(For example: What proportion of Los Angeles Mission College students are full time students?)
State your Question 1 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2: Come up with a research question on making an estimate about a population mean.
(For example: What is the average number of hours that Los Angeles Mission College students
work each week?)
State your Question 2 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Collecting Data- (Chapter 1)
a) Create a survey and collect the data for responses to your proposed questions above.
For question 1, your survey should have a qualitative variable with only two possible responses,
Write your variable and the question below (For example: full time student status. “Are you a
full-time student, Yes or No?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For question 2, your survey should have a quantitate variable. Write your variable and the
question below (For example: number of hours of work in a week. “How many hours do you
work each week?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Describe the data collecting process including the population of interest. For each question,
address if there was any of the following biases: Sampling bias, Non-response bias, and
Response bias.
c) Enter your raw data in Column 1 (categorical data) and in Column 2 (numerical data) in
StatCrunch. Name each column and save the data (Data>Save>Enter the File Name>Click Save).
To later open the saved data in StatCr ...
ISM3230 In-class lab 8 Spring 2019 TOPIC Introduction .docx
ISM3230 In-class lab 8 Spring 2019
TOPIC: Introduction to classes, attributes, methods
In Assignment 4 we kept track of student numerical scores and equivalent letter grades. The scores were stored
in an array, and the grades were stored in a second array. The relationship between the arrays was implicitly
based on the index: for example, it was assumed that studentScore[3] is related to studentGrade[3] because
they both are for student number 3. In object-oriented programming, we can make this relationship explicit by
creating an object and keeping the data together in the object's properties. We can also include pieces of
related code in the object's methods.
TASK
Your task is to write code that will be able to create Student objects and store the score and grade data together
in the objects as properties. The student object will also be able to print its own data to the screen. You will also
write code for a GradingScheme class that will have the functionality to convert any integer score to a letter
grade. Then, you will create a user-specified number of students, generate random scores for the students, and
convert them to letter grades. Finally, you will calculate the average score, rounded average score, and the
average letter grade that corresponds to the rounded average score.
INSTRUCTIONS
1. Create a new class file Student in the project's source package. Write a Student class that will allow us
to store student score and student grade in the same object. Also write a printStudent method that will
print the student details to the screen.
a. The Student class should have these properties:
public int studentId
public int score
public char grade
b. The printStudent method will print to the screen the data about the student object. It
should print:
Student ID: id; Score: score is grade
where id, score, and grade are the object's data properties. The method should have the
following signature, i.e., it returns no value and it requires no parameter:
public void printStudent()
2. Create a new class file GradingScheme in the project's source package. This class will have the
functionality to convert an integer score to a letter grade by using its own built-in scheme, so we can use
it to convert student scores to grades for all student objects.
a. Use the following to create the class constants:
public static final int [][] GRADING_SCHEME =
{{'F',0}, {'D',60}, {'C',70}, {'B',80}, {'A',90}};
public static final int SCHEME_LETTER=0;
public static final int SCHEME_MINIMUM=1;
b. Write a method convertScore that will take an integer as a parameter and return its
corresponding letter grade as a char. It should have the following signature:
public char convertScore(int score)
This method could be implemented as a if-else-if tree or more efficiently as a loop. The method
starts with the numerical score in the score variable, and should classify it into a le ...
MATH 106 QUIZ 6NAME _____ _________________ Professor Dr. K.docx
MATH 106 QUIZ 6NAME: _____ _________________
Professor: Dr. Katiraie
INSTRUCTIONS
· The quiz is worth 100 points. There are 10 problems (each worth 10 points).
· This quiz is open book and open notes, unlimited time. This means that you may refer to your textbook, notes, and online classroom materials, but you may not consult anyone. You may take as much time as you wish, provided you turn in your quiz no later than the due date posted in our course schedule of the syllabus.
· You must show your work to receive full credit. If you do not show your work, you may earn only partial or no credit at the discretion of the professor. Please type your work in your copy of the quiz, or if you prefer, create a document containing your work. Scanned work is acceptable also. Be sure to include your name in the document.
Consult the Additional Information portion of the online Syllabus for options regarding the submission of your quiz. If you have any questions, please contact me by e-mail ([email protected] ).
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Refer to the histogram to answer the question.
1) The telephone company kept track of the calls for the correct time during a 24-hour period for two weeks. The results are shown in the histogram below.
What is the probability that a person will make 62 calls?
1) _______
A) 9/14
B) 1/2
C) 1/14
D) 2/7
E) none of the above
2) The telephone company kept track of the calls for the correct time during a 24-hour period for two weeks. The results are shown in the histogram below.
What percentage of people will make less than 61 calls?
2) _______
A) 21.43%
B) 92.86%
C) 28.43%
D) 35.71%
E) None of the above
Prepare a frequency distribution with a column for intervals and frequencies.
3) The following is the number of hours students studied per week on average. Use five intervals, starting with 0 - 4.
2 8 13 18 23 24 16 13 7 2
9 12 19 23 19 12 4 9 15 20
3) _________
A)
B)
C)
D)
E)
None of the above
4)Construct cumulative frequency distribution that corresponds to the given frequency distribution.
4) _________
A)
B)
C)
D)
E)
None of the above
5) The ages of the voters at a poll during a 20-minute period are listed below.
Use five intervals starting with
5) _______
35 29 48 63 64 38 21 23 41 68
61 42 43 47 33 37 46 27 23 30
A)
B)
C)
D)
E) None of the above
6) Given the following information:
6) _______
Find the cumulative frequency distribution using the above frequencies.
A)
B)
C)
D)
E) None of the above
7) The students in Mrs. Logan's Spanish class received the following grades on a test. Use four intervals starting with 60 - 69.
7) _______
75 ...
For this Applied Knowledge Assessment, you will use the concepts.docx
For this Applied Knowledge Assessment, you will use the concepts learned throughout this unit. You will develop your understanding of nets, perimeter, and area. Refer back to individual lessons if you need help.
Nets in the Kitchen
This assessment is worth 75 points. Show all work on this sheet and submit one document for full credit.
Part 1: Nets
Recall (refer to page 12 in your textbook if necessary) that a net is a two-dimensional pattern that you can fold to form a three-dimensional figure. You are to create nets for two different boxes from your house. Some good box examples include: cereal boxes, pasta boxes, cracker boxes, etc.
1. Rummage through your house and locate the two different boxes that you will use for this activity.
2. In the space provided below, describe what your original box looks like in a few sentences. You may also take pictures of your box and insert them into this document; however, this is not mandatory. When describing each three-dimensional figure, be sure to use complete sentences and proper grammar/spelling.
3. Create a net for each box. You may cut the box to help you unfold it into a two-dimensional piece.
4. Sketch your net in the space provided below. You must sketch your net by hand. The size of the net will not be drawn to scale. Draw each net to fit in the provided space. Use a ruler or other straight edge to make neat, straight lines.
Part 2: Perimeter and Area
Part 2 of this assessment will focus on perimeter and area. Choose one of your boxes from Part 1 to complete this activity. You will need a ruler. If you do not have one available, you may visit the following link to print and cut out a ruler:
http://www.vendian.org/mncharity/dir3/paper_rulers/UnstableURL/ruler_foot.pdf
1. Measure the top of your box. Draw a picture of the top of the box. Include your measurements and label the units. You may use inches or centimeters for the units. (Be sure to use the same units for the remainder of Part 2.)
2. What is the perimeter and area of the top of the box? Show all work and include the proper units.
3. Measure the front of your box. Draw a picture of the front of the box. Include your measurements and label the units.
4. What is the perimeter and area of the front of the box? Show all work and include the proper units.
5. Measure the bottom of the box. Draw a picture of the bottom of the box. Include your measurements and label the units.
6. What is the perimeter and area of the bottom of the box? Show all work and include the proper units.
7. Compare the areas of the pieces of the box. Which pieces have the same area? Why?
8. There are some pieces of the box that we did not measure. Use your knowledge of area and your findings from the previous questions to infer which pieces of the box will have the same area (you do not need to calculate the actual areas here). Be sure to list all parts of the box (top, bottom, front, back, side 1, and side 2).
Directions for Inserting an Image i ...
Summary statistics Column n Mean Std. dev. Min Q1 Medi
Summary statistics:
Column n Mean Std. dev. Min Q1 Median Q3 Max
median listing price 978 288,407 163,986 75,309 186,742 256,936 337,342 1,653,763
median $'s per square
foot
978 142 92 21 95 121 157 1,084
median square feet 978 1,944 367 697 1,726 1,901 2,126 3,945
This graph shows the frequency for median listing price in thousands.
The graph shows the frequency of median square feet.
Directions
Introduction
1. Purpose: What was the purpose of your analysis, and what is your approach?
a. Define a random sample and two hypotheses (means) to analyze.
2. Sample: Define your sample. Take a random sample of 100 observations for your region.
a. Describe what is included in your sample (i.e., states, region, years or months).
3. Questions and type of test: For your selected sample, define two hypothesis questions and the appropriate type of test hypothesis for each. Address the following for each hypothesis:
a. Describe the population parameter for the variable you are analyzing.
b. Describe your hypothesis in your own words.
c. Describe the inference test you will use.
i. Identify the test statistic.
4. Level of confidence: Discuss how you will use estimation and conference intervals to help you solve the problem.
1-Tailed Test
1. Hypothesis: Define your hypothesis.
a. Define the population parameter.
b. Write null (Ho) and alternative (Ha) hypotheses.
c. Specify your significance level.
2. Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.
a. Summarize your sample data using appropriate graphical displays and summary statistics.
i. Provide at least one histogram of your sample data.
ii. In a table, provide summary statistics including sample size, mean, median, and standard deviation.
iii. Summarize your sample data, describing the center, spread, and shape in comparison to the national information.
b. Check the conditions.
i. Determine if the normal condition has been met.
ii. Determine if there are any other conditions that you should check and whether they have been met.
3. Hypothesis test calculations: Complete hypothesis test calculations, providing the appropriate statistics and graphs.
a. Calculate the hypothesis statistics.
i. Determine the appropriate test statistic (t).
ii. Calculate the probability (p value).
4. Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.
a. Relate the p value and significance level.
b. Make the correct decision (reject or fail to reject).
c. Provide a conclusion in the context of your hypothesis.
2-Tailed Test
a. Hypotheses: Define your hypothesis.
1. Define the population parameter.
2. Write null and alternative hypotheses.
3. State your significance level.
b. Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.
b. Summarize your sample data using appropriate graphical displays a ...
Assignment Week 1.docDue by 11pm June 30th Chapter 1.docx
Assignment Week 1.doc
Due by 11pm June 30th
Chapter 1
Overview of Statistics
Chapter 2
Data Collection
Chapter 3
Describing Data Visually
Upload the completed assignment using the file extension format Lastname_Firstname_Week1.doc.
Assignment
(32 points due by 11 pm June 30th)
Note: You can team up with one of your classmates to complete the assignment (not more than two in a team); if you want to work on the assignment individually, that’s also fine. If you are working in teams, then only one submission is required per team; include both the team members’ last names as part of the assignment submission file name as well as in the assignment submission document.
Please provide detailed solutions to the following problems/exercises (4 problems/exercises x 8 points each):
1) What type of data (categorical, discrete numerical, or continuous numerical) is each of the following variables?
a) Length of a TV commercial.
b) Number of peanuts in a can of Planter’s Mixed Nuts.
c) Occupation of a mortgage applicant.
d) Flight time from London Heathrow to Chicago O’Hare.
2) Which measurement level (nominal, ordinal, interval, ratio) is each of the following variables? Explain.
a) Number of employees in the Walmart store in Hutchinson, Kansas.
b) Number of merchandise returns on a randomly chosen Monday at a Walmart store.
c) Temperature (in Fahrenheit) in the ice-cream freezer at a Walmart store.
d) Name of the cashier at register 3 in a Walmart store
e) Manager’s rating of the cashier at register 3 in a Walmart store.
f) Social security number of the cashier at register 3 in a Walmart store.
3) The results of a survey that collected the current credit card balances for 36 undergraduate college students are given in the file “College Credit Card.’
a) Using the 2k > n rule, construct a frequency distribution for these data.
b) Using the results from a), calculate the relative frequencies for each class.
c) Using the results from a), calculate the cumulative relative frequencies for each class.
d) Construct a histogram for these data.
4) The cost of manufacturing vehicles in Mexico is very attractive to automakers. Global carmakers build approximately 1.9 million vehicles in Mexico. Of these, nearly 76% are exported, primarily to the US. Although General Motors is the largest manufacturer in Mexico, Daimler Chrysler exports the most vehicles. Automotive analysts examine both the number of vehicles produced and the number exported (see the data file “Automotive”) to determine the potential market share of each company.
a) For the data on vehicles produced in Mexico, construct a bar chart displaying the amount produced by each company.
b) Repeat part a) using a pie-chart.
c) Construct a bar chart displaying the number of vehicles exported from Mexico.
d) Repeat part d) using a pie-chart.
e) Do you prefer the bar charts or the pie charts for displaying the data? Explain.
f) What differences do the charts reveal for the automotive ...
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Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
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