AP Stats 1.1 CYU

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Who are the individuals in Jake's study?

• the students

• the cars in the student parking lot

• the cars on the Internet

• the data in the spreadsheet

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's model is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's year is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's color is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's number of cylinders is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's gas mileage is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's weight is:

• categorical

• quantitative

Jake is a car buff who wants to find out more about the vehicles that students at his school drive. He gets permission to go to the student parking lot and record some data. Later, he does some research about each model of car on the Internet. Finally, Jake makes a spreadsheet that includes each car’s model, year, color, number of cylinders, gas mileage, weight, and whether it has a navigation system.

Each car's navigation system is:

• categorical

• quantitative

A random sample of 415 children aged 9 to 17 from the United Kingdom and the United States who completed a CensusAtSchool survey in a recent year was selected. Each student’s country of origin was recorded along with which superpower they would most like to have: the ability to fly, ability to freeze time, invisibility, superstrength, or telepathy (ability to read minds). The data are summarized in the table.⁷

Use the two-way table to calculate the marginal distribution (to the nearest percent) of those who chose "fly".

• 24%

• 23%

• 10%

• 27%

Tags

CCSS.8.SP.A.4

A random sample of 415 children aged 9 to 17 from the United Kingdom and the United States who completed a CensusAtSchool survey in a recent year was selected. Each student’s country of origin was recorded along with which superpower they would most like to have: the ability to fly, ability to freeze time, invisibility, superstrength, or telepathy (ability to read minds). The data are summarized in the table.⁷

Use the two-way table to calculate the marginal distribution (to the nearest percent) of those who chose "superstrength".

• 23%

• 24%

• 10%

• 27%

Tags

CCSS.8.SP.A.4