Exam (elaborations) TEST BANK FOR Introduction To Data Mining By Tan Pang-Ning, Steinbach Michael and Kumar Vipin (Instructors Solution Manual)

1 Introduction 1 2 Data 5 3 Exploring Data 19 4 Classification: Basic Concepts, Decision Trees, and Model Evaluation 25 5 Classification: Alternative Techniques 45 6 Association Analysis: Basic Concepts and Algorithms 71 7 Association Analysis: Advanced Concepts 95 8 Cluster Analysis: Basic Concepts and Algorithms 125 9 Cluster Analysis: Additional Issues and Algorithms 147 10 Anomaly Detection 157 iii 1 Introduction 1. Discuss whether or not each of the following activities is a data mining task. (a) Dividing the customers of a company according to their gender. No. This is a simple database query. (b) Dividing the customers of a company according to their profitability. No. This is an accounting calculation, followed by the application of a threshold. However, predicting the profitability of a new customer would be data mining. (c) Computing the total sales of a company. No. Again, this is simple accounting. (d) Sorting a student database based on student identification numbers. No. Again, this is a simple database query. (e) Predicting the outcomes of tossing a (fair) pair of dice. No. Since the die is fair, this is a probability calculation. If the die were not fair, and we needed to estimate the probabilities of each outcome from the data, then this is more like the problems considered by data mining. However, in this specific case, solutions to this problem were developed by mathematicians a long time ago, and thus, we wouldn’t consider it to be data mining. (f) Predicting the future stock price of a company using historical records. Yes. We would attempt to create a model that can predict the continuous value of the stock price. This is an example of the 2 Chapter 1 Introduction area of data mining known as predictive modelling. We could use regression for this modelling, although researchers in many fields have developed a wide variety of techniques for predicting time series. (g) Monitoring the heart rate of a patient for abnormalities. Yes. We would build a model of the normal behavior of heart rate and raise an alarm when an unusual heart behavior occurred. This would involve the area of data mining known as anomaly detection. This could also be considered as a classification problem if we had examples of both normal and abnormal heart behavior. (h) Monitoring seismic waves for earthquake activities. Yes. In this case, we would build a model of different types of seismic wave behavior associated with earthquake activities and raise an alarm when one of these different types of seismic activity was observed. This is an example of the area of data mining known as classification. (i) Extracting the frequencies of a sound wave. No. This is signal processing. 2. Suppose that you are employed as a data mining consultant for an Internet search engine company. Describe how data mining can help the company by giving specific examples of how techniques, such as clustering, classification, association rule mining, and anomaly detection can be applied. The following are examples of possible answers. • Clustering can group results with a similar theme and present them to the user in a more concise form, e.g., by reporting the 10 most frequent words in the cluster. • Classification can assign results to pre-defined categories such as “Sports,” “Politics,” etc. • Sequential association analysis can detect that that certain queries follow certain other queries with a high probability, allowing for more efficient caching. • Anomaly detection techniques can discover unusual patterns of user traffic, e.g., that one subject has suddenly become much more popular. Advertising strategies could be adjusted to take advantage of such developments. 3 3. For each of the following data sets, explain whether or not data privacy is an important issue. (a) Census data collected from 1900–1950. No (b) IP addresses and visit times of Web users who visit your Website. Yes (c) Images from Earth-orbiting satellites. No (d) Names and addresses of people from the telephone book. No (e) Names and email addresses collected from the Web. No 2 Data 1. In the initial example of Chapter 2, the statistician says, “Yes, fields 2 and 3 are basically the same.” Can you tell from the three lines of sample data that are shown why she says that? Field 2 Field 3 ≈ 7 for the values displayed. While it can be dangerous to draw conclusions from such a small sample, the two fields seem to contain essentially the same information. 2. Classify the following attributes as binary, discrete, or continuous. Also classify them as qualitative (nominal or ordinal) or quantitative (interval or ratio). Some cases may have more than one interpretation, so briefly indicate your reasoning if you think there may be some ambiguity. Example: Age in years. Answer: Discrete, quantitative, ratio (a) Time in terms of AM or PM. Binary, qualitative, ordinal (b) Brightness as measured by a light meter. Continuous, quantitative, ratio (c) Brightness as measured by people’s judgments. Discrete, qualitative, ordinal (d) Angles as measured in degrees between 0◦ and 360◦. Continuous, quantitative, ratio (e) Bronze, Silver, and Gold medals as awarded at the Olympics. Discrete, qualitative, ordinal (f) Height above sea level. Continuous, quantitative, interval/ratio (depends on whether sea level is regarded as an arbitrary origin) (g) Number of patients in a hospital. Discrete, quantitative, ratio (h) ISBN numbers for books. (Look up the format on the Web.) Discrete, qualitative, nominal (ISBN numbers do have order information, though) 6 Chapter 2 Data (i) Ability to pass light in terms of the following values: opaque, translucent, transparent. Discrete, qualitative, ordinal (j) Military rank. Discrete, qualitative, ordinal (k) Distance from the center of campus. Continuous, quantitative, interval/ ratio (depends) (l) Density of a substance in grams per cubic centimeter. Discrete, quantitative, ratio (m) Coat check number. (When you attend an event, you can often give your coat to someone who, in turn, gives you a number that you can use to claim your coat when you leave.) Discrete, qualitative, nominal 3. You are approached by the marketing director of a local company, who believes that he has devised a foolproof way to measure customer satisfaction. He explains his scheme as follows: “It’s so simple that I can’t believe that no one has thought of it before. I just keep track of the number of customer complaints for each product. I read in a data mining book that counts are ratio attributes, and so, my measure of product satisfaction must be a ratio attribute. But when I rated the products based on my new customer satisfaction measure and showed them to my boss, he told me that I had overlooked the obvious, and that my measure was worthless. I think that he was just mad because our best-selling product had the worst satisfaction since it had the most complaints. Could you help me set him straight?” (a) Who is right, the marketing director or his boss? If you answered, his boss, what would you do to fix the measure of satisfaction? The boss is right. A better measure is given by Satisfaction(product) = number of complaints for the product total number of sales for the product . (b) What can you say about the attribute type of the original product satisfaction attribute? Nothing can be said about the attribute type of the original measure. For example, two products that have the same level of customer satisfaction may have different numbers of complaints and vice-versa. 4. A few months later, you are again approached by the same marketing director as in Exercise 3. This time, he has devised a better approach to measure the extent to which a customer prefers one product over other, similar products. He explains, “When we develop new products, we typically create several variations and evaluate which one customers prefer. Our standard procedure is to give our test subjects all of the product variations at one time and then 7 ask them to rank the product variations in order of preference. However, our test subjects are very indecisive, especially when there are more than two products. As a result, testing takes forever. I suggested that we perform the comparisons in pairs and then use these comparisons to get the rankings. Thus, if we have three product variations, we have the customers compare variations 1 and 2, then 2 and 3, and finally 3 and 1. Our testing time with my new procedure is a third of what it was for the old procedure, but the employees conducting the tests complain that they cannot come up with a consistent ranking from the results. And my boss wants the latest product evaluations, yesterday. I should also mention that he was the person who came up with the old product evaluation approach. Can you help me?” (a) Is the marketing director in trouble? Will his approach work for generating an ordinal ranking of the product variations in terms of customer preference? Explain. Yes, the marketing director is in trouble. A customer may give inconsistent rankings. For example, a customer may prefer 1 to 2, 2 to 3, but 3 to 1. (b) Is there a way to fix the marketing director’s approach? More generally, what can you say about trying to create an ordinal measurement scale based on pairwise comparisons? One solution: For three items, do only the first two comparisons. A more general solution: Put the choice to the customer as one of ordering the product, but still only allow pairwise comparisons. In general, creating an ordinal measurement scale based on pairwise comparison is difficult because of possible inconsistencies. (c) For the original product evaluation scheme, the overall rankings of each product variation are found by computing its average over all test subjects. Comment on whether you think that this is a reasonable approach. What other approaches might you take? First, there is the issue that the scale is likely not an interval or ratio scale. Nonetheless, for practical purposes, an average may be good enough. A more important concern is that a few extreme ratings might result in an overall rating that is misleading. Thus, the median or a trimmed mean (see Chapter 3) might be a better choice. 5. Can you think of a situation