| Course | BU 321 Business Statistics |
|---|---|
| Unit | Unit 1 |
| Paper type | Descriptive summary set |
| Length | About 930 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | BS in Business Management |
| Updated | September 2026 |
Free sample paper for BU 321 Unit 1
Two Hundred Forty Pizza Deliveries, Described: A Descriptive Summary Set for a Composite Six-Store Chain, With Each Number Put Into Plain Words
Student Name
Business, Herzing University
BU 321: Business Statistics
Instructor Name
January 21, 2026
Two Hundred Forty Pizza Deliveries, Described: A Descriptive Summary Set for a Composite Six-Store Chain, With Each Number Put Into Plain Words
This summary set describes one business dataset before any inference is attempted. The data come from Brickoven Express, a composite six-store pizza delivery chain in Columbus, Ohio, built for this course. The dataset holds 240 delivery orders, 40 randomly drawn from each store's records for the two weeks from October 6 to October 19, 2025. The set first classifies every variable by type, then reports center, spread and shape only for the variables where those measures mean something, and finally says in plain words what each figure tells a store manager. All figures were computed in Python with its standard statistics module; the formulas behind each measure are described where the figure first appears.
Classifying the Variables
Stevens (1946) distinguished four scales of measurement, nominal, ordinal, interval and ratio, and argued that the scale determines which statistics are meaningful. A mean of store codes, for example, is arithmetic without meaning. The table classifies the eleven variables in the dataset.
Three consequences follow. The order number is an identifier and receives no summary at all. Store, day part, day type, payment method and on-time status are summarized with counts and percentages. Customer rating, an ordinal scale from 1 to 5, is summarized with its median and distribution rather than a mean, because no evidence says the gap between 3 and 4 stars equals the gap between 4 and 5 (Stevens, 1946).
| Variable | Type and scale | Summary used |
|---|---|---|
| Order number | Identifier | None |
| Store | Categorical, nominal (6 stores) | Counts |
| Day part | Categorical, nominal (lunch, dinner, late) | Counts and percentages |
| Day type | Categorical, nominal (weekday, weekend) | Counts and percentages |
| Payment method | Categorical, nominal (card, app, cash) | Counts and percentages |
| On time | Categorical, binary (delivered within 35 minutes) | Proportion |
| Customer rating | Ordinal, 1 to 5 | Median and distribution |
| Items in order | Numeric, discrete count | Mean, median, spread |
| Order value (dollars) | Numeric, ratio | Mean, median, spread, shape |
| Distance (miles) | Numeric, ratio | Mean, median, spread, shape |
| Delivery time (minutes) | Numeric, ratio | Mean, median, spread, shape |
Summary of the Numeric Variables
The table reports count, mean, median, standard deviation, quartiles, range and skewness for the four numeric variables. The mean is the sum divided by the count; the median is the middle value when the data are sorted; the standard deviation is the square root of the average squared distance from the mean, using n minus 1 in the denominator for a sample; the quartiles mark the 25th and 75th percentiles; and skewness measures the lean of the distribution, with positive values meaning a longer right tail (Anderson et al., 2020; National Institute of Standards and Technology, 2012).
| Variable | n | Mean | Median | SD | Q1 to Q3 | Min to max | Skewness |
|---|---|---|---|---|---|---|---|
| Delivery time (min) | 240 | 24.6 | 24.0 | 8.3 | 19 to 29 | 9 to 50 | 0.48 |
| Order value ($) | 240 | 30.50 | 30.15 | 10.79 | 23.20 to 37.24 | 9.50 to 57.88 | 0.28 |
| Distance (mi) | 240 | 3.1 | 2.8 | 1.9 | 1.6 to 4.4 | 0.4 to 7.8 | 0.72 |
| Items per order | 240 | 2.9 | 3 | 1.2 | 2 to 4 | 1 to 6 | 0.38 |
Summary of the Categorical and Ordinal Variables
Each store contributes 40 orders by design, so the store counts describe the sampling plan rather than the business. Dinner accounted for 127 orders (52.9 percent), lunch for 77 (32.1 percent) and late night for 36 (15.0 percent). Weekdays accounted for 140 orders (58.3 percent) and weekends for 100 (41.7 percent). Customers paid by card for 113 orders (47.1 percent), through the app for 98 (40.8 percent) and in cash for 29 (12.1 percent). Of the 240 orders, 217 (90.4 percent) arrived within the chain's 35-minute promise.
Customer ratings were recorded for 159 orders; 81 customers (33.8 percent) did not leave one. Among those who did, 77 gave 5 stars, 68 gave 4, 13 gave 3, one gave 2 and none gave 1. The median rating is 4.
What Each Figure Tells a Manager
Delivery time: a typical order in these two weeks arrived in about 24 minutes, and half of all orders arrived between 19 and 29 minutes. Mean and median sit within a minute of each other, while a mild positive skew reveals a tail of slower deliveries, the longest taking 50 minutes. For a manager, the typical order is comfortably inside the 35-minute promise, and the question worth asking is what the slow tail has in common, which later units examine.
Order value: the typical order was about $30, and the middle half of orders fell between about $23 and $37. Because the mean and median are within 35 cents of each other and the skew is small, the average is a fair description of a typical ticket. A manager planning promotions can treat $30 as the normal order.
Distance: the typical delivery traveled a little under 3 miles, but the distribution leans right, with the mean above the median and a skewness of 0.72. A minority of long trips, up to 7.8 miles, pulls the average upward. For a manager, that means the median is the better description of an ordinary trip, and the long trips deserve separate attention because they may take drivers away from the store for a long time.
Items: most orders contained two to four items, with a median of three. Order size varies less than order value, which suggests that price differences between items, not the number of items, account for much of the variation in ticket size.
Charts, and Why Only Two
Only two charts would add something the tables cannot. A histogram of delivery time would show the shape of the slow tail more clearly than a skewness figure, and a bar chart of the rating distribution would show how heavily ratings cluster at 4 and 5. Charts of order value and items would repeat what the table already shows, so they are left out.
Limits of This Summary
The sample holds 40 orders per store by design, so any figure pooled across stores gives each store equal weight, even though the stores probably handle different volumes. The two weeks in October may not represent the rest of the year. The missing ratings are not random; customers who leave a rating may be those with especially good or bad experiences, so the rating distribution may not describe all customers. These limits do not change the descriptions above, but they matter when later units move from describing these orders to drawing conclusions about all of the chain's deliveries. The chain and every order in the file are invented for teaching.
References
Anderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. (2020). Statistics for business and economics (14th ed.). Cengage.
National Institute of Standards and Technology. (2012). NIST/SEMATECH e-handbook of statistical methods. https://www.itl.nist.gov/div898/handbook/
Stevens, S. S. (1946). On the theory of scales of measurement. Science, 103(2684), 677-680. https://doi.org/10.1126/science.103.2684.677
What the BU 321 Unit 1 instructions ask for
Unit 1 of BU 321 asks you to describe a business dataset before any inference. Most versions supply a dataset or let you choose one and want every variable classified by type, appropriate summary statistics for each, and a written interpretation of what the numbers mean for the business. Instructors usually expect center, spread and shape for numeric variables and counts or percentages for categorical ones. Charts are optional in many sections, but when used they should add something a table cannot show. Show the formulas or name the software output behind each figure. The write-up normally includes a table or two and a few pages of interpretation in APA 7, with the textbook cited for definitions.
How the BU 321 Unit 1 example is put together
The sample begins by describing the dataset, its source and how it was drawn, 40 orders per store over two weeks. A classification table assigns each of eleven variables a scale and a summary method, and a short paragraph explains the three consequences, including why ratings get a median. The numeric table follows, with a sentence defining each measure. Categorical counts and the rating distribution are reported in prose with percentages. The interpretation section then gives each numeric variable its own paragraph, stating the typical value, the spread and which measure of center to trust. A short section explains why only two charts would help, and the paper closes with three limits that matter for later units.
Reading the BU 321 Unit 1 rubric
Herzing's grading for the descriptive unit commonly weighs correct classification of variables, accuracy of the statistics, quality of interpretation and presentation. Classification earns full points when each variable's scale is stated and the summary chosen to fit it, with no mean reported for a code or an ordinal rating. Accuracy covers correct calculation and consistent rounding, and instructors check a few figures. Interpretation is often the largest criterion and rewards plain sentences that tell a manager what a typical value looks like and how much values vary. The sample's paragraph on distance, which explains why the median beats the mean for skewed data, is an example. Presentation covers readable tables, defined measures and correct APA citations.
BU 321 Unit 1 help before you submit
The most common mistake in Unit 1 is computing a mean for every column, including store numbers, zip codes or ratings. Another is reporting statistics with no interpretation, leaving the reader to guess what a standard deviation of 8.3 means for the business. Students often ignore shape, so a skewed variable is described by its mean alone. Missing data is frequently overlooked; the sample reports that a third of ratings are blank and explains why that matters. Charts are sometimes added for every variable, repeating the table. Finally, remember the sampling design. If the data were collected with a fixed number per group, pooled figures carry that design with them, and a short limits paragraph shows you noticed.
Get a BU 321 Unit 1 example written to your instructions
Send the Unit 1 instructions and the rubric from your BU 321 classroom, with the dataset the assignment supplies. We write a custom example that types every variable first, reports center with spread, shows the working and gives each variable a plain language paragraph. First custom sample free, back in 24 to 48 hours.
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BU 321 Unit 1 questions, answered
Does it matter which software the set uses?
It matters that the output is legible and that the instructions are followed. Sections differ on whether they want spreadsheet formulas, a statistics package or hand calculation, and some accept any of them with the working shown. Say which you used, keep the output readable rather than pasting a whole screen, and label every figure with its variable.
Should the write-up include charts?
Include the ones doing work the table cannot. A distribution that is visibly skewed is worth showing, because the shape justifies the measure you chose, while a bar chart repeating four numbers already in the table is not. Where the instructions set a number of charts, meet it and pick the variables where a picture changes the reading.
Can I use data from my job?
Read the instructions, since some sections allow a dataset you supply. What cannot travel is data your employer owns: sales records, staffing figures, customer lists and anything out of an internal system. If the assignment invites your own data, ask first, use only what is genuinely public, or build a composite set and say plainly that you did.
Where can I find a free BU 321 Unit 1 sample paper?
The full BU 321 Unit 1 summary set is free to read above, with its classification table, numeric table and interpretation. If your section provides a different dataset, send the file and prompt, and we will prepare a matching summary free, usually within two days.
Should BU 321 Unit 1 report a mean for ratings?
Usually not. Star ratings are ordinal, so the distance between levels is unknown, and the sample reports a median and the full distribution instead. Some instructors accept a mean with a note of caution, so check your rubric before deciding.