## Problem 5: Physical Fitness versus Weight. You may have noticed from your analysis in Problem 4 that height does not explain 100% of the variation that we have observed in students’ heights. Is it possible that the amount of time students devote to physical fitness each week may help us to better understand their weights? a. Question 12 of the survey asked students, “About how much time per week (on average) do you devote to physical fitness?” We have named this variable FITNESS. Create a suitable graph to display the distribution of FITNESS and insert it here. b. What is the mode of this distribution? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours c. Create side-by-side boxplots to display students’ weights for the different levels of FITNESS. (Go to Graph > Boxplot > One Y with Groups > OK. Select WEIGHT for the “Graph variables” slot and FITNESS for the “Categorical variables for grouping” slot.) Insert your graph here. d. Use Minitab to calculate the basic statistics of WEIGHT for each level of FITNESS. Copy and paste the output here. e. With regard to FITNESS levels, which group of students has the lowest mean weight? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours f. Discuss the results: Describe the distributions of WEIGHT for the different levels of FITNESS as well as draw comparisons (i.e., What do they have in common?) and contrasts (i.e., How are they different?) between these distributions. Are there any surprises in the results? Explain why you think so, or why not. Problem 6 (Even): If your E number ends in an even number (0, 2, 4, 6, or 8) then do this question. (Omit this page/problem if your E# ends with an odd number.) Gender and Nuclear Safety. Question 5 in the survey asked students “How safe would you feel if a nuclear energy plant were built near where you live?” (Students could choose one of these options: Extremely safe, Very Safe, Moderately safe, Slightly safe, or Not at all safe.) Is there a relationship between gender and students’ opinions about nuclear safety? a. Create an appropriate graph to display the relationship between GENDER and NUCLEAR SAFETY. You don’t want to display information for students that didn’t answer both of these questions on the survey, so click on Data Options > Group Options and remove the checks in the boxes beside “Include missing as a group” and “Include empty cells.” Insert your graph here. b. Create an appropriate two-way table to summarize the data. Click on Options > Display missing values for… and put a dot in the circle beside “No variables.” Insert your table here. c. SUPPOSE WE SELECT ONE STUDENT AT RANDOM: (Calculate the following probabilities and show your work.) i. What is the probability that this student is a female and feels “very safe”? P = ii. What is the probability that this student is either a male or that he/she feels “very safe”? P = iii. What is the probability that this student feels “not at all safe” given that the student selected is a female? P = iv. What is the probability that this student is a male given that the student selected feels “not at all safe”? P = d. Do you think there may be an association between GENDER and NUCLEAR SAFETY? Why or why not? Explain your reasoning based on what you see in your graph.

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