College students at a large state university completed a survey about their academic and personal life. Questions ranged from "How many credits are you registered for this semester?" to "Would you define yourself as a vegetarian?"
Four sections of an introductory statistics course were chosen at random from all the sections of introductory statistics courses offered at the university in the semester when the survey was conducted, and the 312 students who completed the survey were students registered in one of the four chosen sections.
In this exercise, we will use a subset of variables from the survey and use the collected data to answer three questions. Note that (1) these are real data, and (2) the symbol * in the worksheet means that this observation is not available (this is known as a "missing value").
Identify the variable(s) that is/are relevant to this question, and then classify the relevant variable(s) as either quantitative or categorical.
Variables:
Math: Math SAT score
Verbal: Verbal SAT score
Credits: Number of credits the student is registered for
Year: Year in college (1=Freshman, 2=Sophomore, 3=Junior, 4=Senior)
Exercise: Time (in minutes) spent exercising in a typical day
Sleep: Time (in hours) spent sleeping in a typical day
Veg: Are you a vegetarian (yes, no, some)

Math: Math SAT score Quantitative and relevant

Verbal: Verbal SAT score Quantitative and relevant

Credits: Number of credits the student is registered for Quantitative and relevant

Year: Year in college (1=Freshman, 2=Sophomore, 3=Junior, 4=Senior)  Categorical and relevant

Exercise: Time (in minutes) spent exercising in a typical day Quantitative and relevant

Sleep: Time (in hours) spent sleeping in a typical day Quantitative and relevant

Veg: Are you a vegetarian (yes, no, some) Categorical and relevant

Step-by-step explanation:

Data which can be classified in pre-defined categories is categorical.

Data which can be measured in numbers is quantitative.

  the correct choice is marked

step-by-step explanation:

the first two graphs show multiple turning points. the last graphs matches the description in every detail.

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: