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| 1 | |
In a frequency distribution the classes must: |
| | A) | be mutually exclusive. |
| | B) | have a maximum of 10 observations. |
| | C) | have equal frequencies. |
| | D) | be measured on a nominal scale. |
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| 2 | |
For a frequency distribution, the class interval is: |
| | A) | the class frequencies divided by two. |
| | B) | the class frequency divided by the number of observations. |
| | C) | the difference between consecutive lower class limits. |
| | D) | the number of observations in the class. |
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| 3 | |
For a frequency distribution, a class frequency is: |
| | A) | the number of observations in the class. |
| | B) | the difference between consecutive lower class limits. |
| | C) | limited to a maximum of 10 observations. |
| | D) | the total number of observations in the sample. |
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| 4 | |
A research organization is studying the selling price of laptop computers. They selected 25 different computers for the study. To summarize the selling price with a frequency distribution and using the 2k rule, how many classes would you recommend? |
| | A) | 10 |
| | B) | 25 |
| | C) | 4 |
| | D) | 5 |
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| 5 | |
For a frequency distribution, the class midpoint is: |
| | A) | the class interval divided by two and added to the lower limit. |
| | B) | the difference between consecutive lower limits. |
| | C) | the number of observations in the class. |
| | D) | the class frequency divided by the number of observations. |
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| 6 | |
Which of the following is not a guideline for a frequency distribution? |
| | A) | Avoid open-ended classes. |
| | B) | Use the 2k rule to determine the number of classes. |
| | C) | Make the lower limit of the first class a multiple of the class interval. |
| | D) | Each class should have more than 5 observations. |
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| 7 | |
To convert a frequency distribution to a relative frequency distribution: |
| | A) | find the difference between consecutive lower class limits. |
| | B) | divide the class frequency by the total number of observations. |
| | C) | divide the lower limit of the first class by the class interval. |
| | D) | multiple the class frequency by 100. |
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| 8 | |
A pie chart shows: |
| | A) | the frequency for each class. |
| | B) | the relative frequency for each class. |
| | C) | trends in the data. |
| | D) | the class midpoints. |
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| 9 | |
The difference between a histogram and a frequency polygon is: |
| | A) | the frequency polygon is reported as a percent, a histogram does not report percents. |
| | B) | the histogram shows frequencies while a frequency polygon shows cumulative frequencies. |
| | C) | the bars in a histogram and a frequency polygon cannot be adjacent. |
| | D) | open-ended classes can be accommodated with a frequency polygon. |
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| 10 | |
In a cumulative frequency polygon: |
| | A) | the class frequencies are converted to percents. |
| | B) | the cumulative frequency for the first class limit is zero. |
| | C) | we add the class frequencies starting with the first class. |
| | D) | all of the above. |
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| 11 | |
The segments of a pie chart are computed using: |
| | A) | frequencies. |
| | B) | relative frequencies. |
| | C) | cumulative relative frequencies. |
| | D) | class intervals. |
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| 12 | |
The shape of a frequency distribution is often determined by: |
| | A) | the class interval. |
| | B) | the number of classes. |
| | C) | the class midpoints. |
| | D) | the class limits. |
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| 13 | |
Refer to the following information on the number of units assembled per shift at Acme Assembly, Inc. <![CDATA[<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=jpg::::/sites/dl/free/0073521477/944515/ch02_q14_q15.jpg','popWin', 'width=NaN,height=NaN,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (13.0K)</a>]]>
The class interval is: |
| | A) | 10. |
| | B) | 25. |
| | C) | 9. |
| | D) | 60. |
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| 14 | |
Refer to the following information on the number of units assembled per shift at Acme Assembly, Inc. <![CDATA[<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=jpg::::/sites/dl/free/0073521477/944515/ch02_q14_q15.jpg','popWin', 'width=NaN,height=NaN,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (13.0K)</a>]]> The frequency for the third class is: |
| | A) | 200. |
| | B) | 51. |
| | C) | 10. |
| | D) | 92. |
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| 15 | |
A pie chart is used when we wish to show: |
| | A) | the number of observations in each category. |
| | B) | the percent of observations in each category. |
| | C) | the level of measurement of the observations. |
| | D) | all of the above. |
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