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Alevel Concise Statistics

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1K views696 pages

Alevel Concise Statistics

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Fernando Pierre
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A CONCISE COURSE IN ADVANCED LEVEL ~ STATISTICS With Worked Examples Fourth Edition J CRAWSHAW ssc Former Head of Mathematics and Deputy Head Clifton High School, Bristol J CHAMBERS ma Former Head of Mathematics Sutton High School, Surrey ‘Text © J Crawshaw and J Chambers 1984, 1990, 1994, 2001 Original ilustrations © Nelson Thornes Lid 1994, 2001 ‘Text © ICT Statistics Supplement, Douglas Butler, 2001 ‘The rights of J Crawshaw and J Chambers to be identified as authors of this work have been asserted by them in accordance with the Copyright, Design and Patents... Act 1988, All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical including photocopy, recording, or any information storage and retrieval system, without permission in \wrting from the publisher or under licence from the Copyright Licensing Agency Limited of Satiron House, 6-10 Kirby Street, London ECIN 8TS. ‘Any person who commits any unauthorised actin relation to this publication may be liable to criminal prosecution and civil claims for damages. First published in 1984 by: Stanley Thornes (Publishers) Ltd ‘Second Edition 1990 Third Edition 1994 Fourth Edition 2001 Reprinted in 2002 by Nelson Thornes Ltd Delta Pace 27 Bath Road (CHELTENHAM GL53 7TH United Kingdom 0 0 1 127 109 A catalogue record ofthis bok i avalbl om the Bish Library ISBN 978 0 7487 54755 Page make-up by Mathematical Composition Setters Lid Printed in China by 1010 Printing Intemational Ltd Contents Preface vii 1. Representation and summary of data 1 Discrete data 1 Continuous data 2 Stem and leaf diagrams (stemplots) 4 ‘Ways of grouping data 9 Histograms M1 Frequency polygons 7 Frequency curves 19 Circular diagrams or pie charts 24 The mean 28 Variability of data 38 The standard deviation, s, and the variance, s* 38 Combining sets of data 47 Scaling sets of data 51 Using a method of coding to find the mean and standard deviation 56 Cumulative frequency 58 ‘Cumulative percentage frequency diagrams 65 ‘Median, quartiles and percentiles 68 Skewness 84 ‘The normal distribution 89 Box and whisker diagrams (box plots) 92 Summary 102 2 Regression and correlation 118 Scatter diagrams 118 Regression function 119 Linear correlation and regression lines 119 The product-moment correlation coefficient, r 139 Spearman’s coefficient of rank correlation, r, 146 Summary 154 3. Probability 168 Experimental probability 169 Probability when outcomes are equally likely q71 Subjective probabilities 171 Probability notation and probability laws q71 Ilustrating wo or more events using Venn diagrams 175 Probability rule for combined events 175 Exclusive (or mutually exclusive) events 179 Iv CONTENTS Exhaustive events 180 Conditional probability 182 Independent events 185 Probability trees 193 Bayes’ Theorem 197 Some useful methods 204 Arrangements 206 Permutations of r objects from m objects 214 Combinations of r objects from m objects 214 Summary 221 4 Probability distributions I — discrete variables 233 Probability distributions 233 Expectation of X, E(X) 237 Expectation of any function of X, Elg(X)) 245 Variance, Var(X) or V(X) 248 The Cumulative distribution function, F(x) 253 ‘Two independent random variables 256 Distribution of X,+X,++-+X, 258 ‘Comparing the distributions of X, + Xp and 2X 239 Summary 262 5. Special discrete probability distributions 270 The uniform distribution 270 The geometric distribution : 2 Expectation and variance of the geometric distribution 275 The binomial distribution 278 Expectation and variance of the binomial distribution 286 The Poisson distribution 291 Using the Poisson distribution as an approximation to the binomial distribution 299 The sum of independent Poisson variables 301 Summary 304 6 Probability distributions Il - continuous variables 314 Continuous random variables 314 Probability density function (p.d.f.) 314 Expectation of X, E(X) 320 Expectation of any function of X 324 Variance of X, Var(X) eae: ‘The mode 329 Cumulative distribution function F(x) 334 Obtaining the p.d.f., f(x), from the cumulative distribution function 341 The continous uniform (or rectangular) distribution 345 Expectation and variance of the uniform distribution 347 The cumulative distribution function, F(x), for a uniform distribution 348 Summary 351 7 The normal distribution Finding probabilities ‘The standard normal variable, Z Using standard normal tables Using standard normal tables for any normal variable, X Using the standard normal tables in reverse to find z when ®(z) is known Using the tables in reverse for any normal variable, X Value of 1 or o or both The normal approximation to the binomial distribution Continuity corrections Deciding when to use a normal approximation and when to use a Poisson approximation for a binomial distribution ‘The normal approximation to the Poisson distribution Summary 8 Linear combinations of normal variables ‘The sum of independent normal variables The difference of independent normal variables ‘Multiples of independent normal variables Summary 9 Sampling and estimation Sampling Surveys Sampling methods Simulating random samples from given distributions Sample statistics The distribution of the sample mean Central limit theorem The distribution of the sample proportion, p Unbiased estimates of population parameters Point estimates Interval estimates The t-distribution Confidence intervals for the population proportion, p Summary 10 Hypothesis tests: discrete distributions Hypothesis test for a binomial proportion, p (small sample size) Procedure for carrying out a hypothesis test One-tailed and two-tailed tests Summary of stages of a hypothesis (significance) test ‘Type I and Type Il errors Significance test for a Poisson mean 2 Summary of stages of a significance test Summary of Type I and Type Il errors CONTENTS v 360 361 361 362 368 371 374 378 382 383 387 390 392 403 403 407 410 414 421 421 422 424 431 436 436 441 447 447 449 462 469 472 483 483 486 489 492 493 496 500 501 vi CONTENTS 11 Hypothesis testing (z-tests and t-tests) 507 Hypothesis testing 507 One-tailed and two-tailed tests sil Critical z-values S12 Summary of critical values and rejection criteria 513 Stages in the hypothesis test 513 Hypothesis test 1: testing u (the mean of a population) S14 Type I and Type Il errors 520 Hypothesis test 2: testing a binomial proportion p when nis large 528 Hypothesis test 3: testing 4, ~ fz, the difference between means of two ‘normal populations 534 Summary S47 12 The z* significance test 560 The x? significance test 560 Performing a z? goodness-of-fit test 563 Summary of the procedure for performing a 7? goodness-of-fit test 566 Test 1 ~ goodness-of-fit test for a uniform distribution 567 Test 2 ~ goodness-of-fit test for a distribution in a given ratio 568 Test 3 - goodness-of fit test for a binomial distribution S71 Test 4 — goodness-of-fit test for a Poisson distribution 573 Test 5 — goodness-of-fit test for a normal distribution 576 Summary of the number of degrees of freedom for a goodness-of-fit test $79 ‘The x? significance test for independence 582 Summary 590 13. Significance tests for correlation coefficients 600 Significance tests for correlation coefficients 600 Test for the product-moment correlation coefficient, r 600 Spearman’s coefficient of rank correlation, r, 605 Summary 608 ICT statistics supplement 617 Appendix 645 Cumulative binomial probabilities 64s Cumulative Poisson probabilities 648 The standard normal distribution function 649 Critical values for the normal distribution 649 Critical values for the t-distribution 650 Critical values for the x? distribution 651 Critical values for correlation coefficients 652 Random numbers 653 Answers 655 Preface Introduction This fully revised and updated edition of A Concise Course in Advanced Level Statistics is a comprehensive text for use primarily by students and teachers of Advanced Level ‘Mathematics, both at AS and A2 level. It also provides a useful support for those studying statistics as part of science, social science and humanities courses. Features © Points of theory are explained concisely and illustrated clearly by worked examples, many taken from Advanced Level papers. © Carefully graded exercises help you to consolidate ideas and gain experience in applying theory to different situations. ‘© Frequent hints pinpoint common misunderstandings and reinforce ideas. © Key concepts and formulae are highlighted in colour to increase clarity. Frequent summaries provide a quick reference. © Extensive miscellaneous exercises and end-of-chapter tests provide practice in tackling. examination questions, providing essential examination preparation. © Answers to all exercises are provided. © AnICT supplement explores the use of ICT in the study of statistics. Specifications The text covers the main theory required in the specifications of all the examination boards for the statistics sections of AS and A2 Mathematics. Examination Questions “We are grateful to the following Awarding Bodies for permission to reproduce questions from their past examinatior © Assessment and Qualifications Alliance (AQA), including Northern Examinations and ‘Assessment Board (NEAB/JMB) and Associated Examining Board (AEB) © The Edexcel Foundation including University of London Examinations and Assessment Councils (L) © Mathematics in Education and Industry (MEI) © Oxford, Cambridge and RSA (OCR) including University of Cambridge Local Examinations Syndicate (C), Oxford & Cambridge Schools Examination Board (O & C) and Oxford Delegacy of Local Examinations (O) © Welsh Joint Education Committee (WJEC) All answers and worked solutions provided for examination questions are the responsibility of the authors. ‘We hope that you will enjoy using this text and that it will enhance your understanding of statistics and give you confidence to succeed. J Crawshaw & J Chambers 2001 Representation and summary of data In this chapter you will learn about © discrete and continuous data stem and leaf diagrams (stemplots) histograms, frequency polygons and the shape of a distribution pie charts means and weighted means standard deviation and variance cumulative frequency © medians, quartiles and inter-percentile ranges skewness, including Pearson's coefficient and quartile coefficient © the shape of the normal distribution ‘© box-and-whisker diagrams (boxplots) and outliers DISCRETE DATA Ina survey of 1m quadrats in a field the number of snails in each of 30 quadrats was recorded as follows: 10d 02263 2 1A FS52 23°32 ZVI: OL LAOS 2 Sy This is an example of discrete raw data. Discrete data can take only exact values, for example the number of cars passing a checkpoint in 30 minutes, the shoe sizes of children in a class, the number of tomatoes on each plant in a greenhouse. ‘The data are known as raw because they have not been ordered in any way. INCISE COURSE IN A-LEVEL STATISTICS Frequency distribution for discrete data To illustrate the data more concisely, count the number of times each value occurs and summarise these in a table, known as a frequency distribution. 2: SIL Rig ees utes rota a8 ‘The frequency distribution can be represented diagrammatically by a vertical line graph or a bar chart. The height of the line or bar represents the frequency. Vertical line graph to show Bar chart to show number of snails number of snails 7P 72 pe i 0 8 baat 6 6 4 4 2 2 : a je lille o12345 o12345 Number at snl Number of sis Notice that in the vertical line graph the distinct lines reinforce the discrete nature of the variable, in the bar chart the bars are all the same width and they are labelled in the middle of the bar on the horizontal axis. : The mode ‘The mode is the value that occurs most often. The mode is the most popular value, deriving from the French ‘a la mode’ meaning fashionable. It is easy to see from the diagrams above that the mode is 2 snails per quadrat. CONTINUOUS DATA ‘The following data were obtained in a survey of the heights of 20 children in a sports club. Each height was measured to the nearest centimetre. 133 136 120 138 133 131 127 141 127 143 130 131 125 144 128 134 135 137 133 129 This is an example of continuous raw data. Continuous data cannot take exact values but can be given only within a specified range or measured to a specified degree of accuracy. REPRESENTATION AND SUMMARY OF DATA 3 For example, the measitrement 144 cm (given to the nearest cm) could have arisen from any value in the interval 143.5 cm 2: Angle i f large pack = ngle representing mass of large packets ==> x 360° = 67.5° x 360° = 105° S 5. 360° = 187.5° Let Fy denote total mass of sugar sold on Wednesday. Let F; denote total mass of sugar sold on Saturday. Then Fy = 625x + 350x + 225x = 1200x Also rgtrw=2:1 ByiBy=riiry=4:1 Fo= 4x 1200x = 4800 Mass of 900 large packets Mass of 900 medium packets 1050 small packets were sold on Saturday. = 900 x S/2x = 2250x 100 x S/3x = 1500x ‘Number of small packets sold on Saturday = 4800 — (2250 + 1500) = 1050 Exercise 1c Pie charts 1, There are 28 pupils in Peter's class. He cart out a survey of how the pupils in his class travelled to school. His results are shown in the ‘There are 34 pupils in Shumilla’s class, For these pupils she earried out the same kind of survey and drew a pie chart to show her results. (©) Calculate, giving your answer to three Method ob tare crv enmmbes ob puple significant figures, the radius of a comparable io ei ple chare which could be used to represent fe 5 the results of Shumill’s survey. (©) Bicycle 5 2, The following data summarise the expenditure Walking 9 by-a county council during a particular year. Roe Service Expendicure (Em) The data are to be illustrated by a pie chart. (a) Calculate, o the nearest degree, the sector | Education 1602 angles of the pie chart. Highways & Puble Transport 357 (b) Draw the pie chart using a circle of radius Poli 28.9 5 am, labeling cach sector with the method | social Services 275 | of tavel ie represents. One : ee “These data are to be represented by a pie chart of radius 5 cm. Calculate, to the nearest degree, the angle corresponding to each of the five Classifications. (Do not draw the pie chart.) “The following year the county council spent £305.2 m. Find the radius of a comparable pie chart which could be used to represent this second set of data. 3) 3. Five companies form a group. The sales of each company during the year ending $ April, 1988, are shown in the table below. Draw a pie chart of radius 5 em to illustrate this information. For the year ending $ April, 1989, the total sales of the group increased by 20%, and this growth ‘was maintained for the year ending 5 April, 1990. If pie charts were drawn to compare the total sales for each of these years with the total sales for the year ending 5 April, 1988, what would be the radius of each of these pie charts? If the sales of company E for the year ending Sth April, 1990, were again £60 000, what ‘would be the angle ofthe sector representing them? © 4. A charity obtains its income from various sources. The table below shows these sources and the corresponding amounts of income for 1993. Source. A pie chart was drawn to illustrate the data. Given that the angle of the sector representing Donations was 204°, caleulate (a) the total income for 1993, (b) the value of x, (c)_ the angle of each of the remaining sectors. ‘A second pie chart was drawn to compare the corresponding 1996 data with that of 1993. In 1996 the income from Sponsorship had increased ‘to £28 800 and this was represented by a sector ‘of angle 60° in the pie chart for 1996. Given that the radius of the 1996 pie chart was 9 cm, calculate the radius of the 1993 pie chart. (C) REPRESENTATION AND SUMMARY OF DATA 27 . A golf club has four categories of membership: ‘men, women, juniors and social members. The pie chart shown, which is not drawn to scale, illustrates the distribution of membership in 1995, Given that there were 147 men and 35 social members, calculate {a) the number of junior members, {b). the angle of the sector representing the social members, (6). the number of women. ‘The corresponding pie chart for 2000 indicated that the number of men had increased by 49 although the angle of the corresponding sector remained the same. Calculate the total number of ‘members in 2000, Given that the radius of the 1995 pie chart was 26 em, calculate the radius of the 2000 pie chart. (C Additional) . During a particular fortnight a family spends £52.27 on meat, £23.10 on fruit and vegetables, £19.72 on drink, £12.41 on toiletries, £102.68 (on groceries and £9.82 on miscellaneous items. ‘These data are to be represented by a pie chart of radius Som. (a) Calculate, to the nearest degree, the angle corresponding to each of the above classifications. (Do not draw the pie chart.) ‘The following fortnight the family spends 20% ‘more in total. (b) Find the radius of a comparable pie chart ro represent the data on this occasion. (L) . Pie charts A, Band Care drawn to compare, cover a given period, the total value of the sales of certain items in each of three branches of 2 ‘multiple store. The radii of the charts are 20 cm, 30 cm and 40 cm, respectively. {a) Ifthe total sales value represented by chart Bis £4500, calculate the total sales value represented by each of charts A and C. (b) The angle of the sector representing a particular item in chart A is 72°, Calculate the sales value of this item. (©). The sales value represented by a sector in chart C is £600. Calculate the angle of the sector. (4) One item occupies one quarter of chart A, and the sales value for this item is one half of that for the same item on chart B. Calculate the angle of the sector for this item on chart B (C Additional) 28 A CONCISE COURSE IN A-LEVEL STATISTICS 8, Ona certain day, 125 people, each buying one newspaper, were asked which newspaper they hhad bought. The results of the survey are shown in the table below. Calculate the angles of the sectors of a pie chart of radius 5 em which would illustrate these data. ‘The following day a similar survey was carried out and the radius of the pie chart necessary to compare the new set of data with the previous set was 6 cm. Calculate the number of people in the second survey. (C Additional) THE MEAN 9. A householder keeps an annual account of four items of expenditure. The figures for the year 1991 are shown in the table below. ‘A pie chart was drawn to illustrate these data. Given that the angles of the sectors representing Taxes and Travel were 124° and 80° respectively, calculate (a). the total expenditure for the year, (b) the value of x and of y, (c)_ the angle of each of the remaining sectors. In 1992, the total expenditure on the same items ‘was £8000. Given that the radius of the pie chart for 1991 was 6 cm, calculate the radius of the pie chart for 1992 in order that the two sets of data may be compared. (C Additional) A typical or average value is useful when interpreting data. One such average is the mean. Consider the five numbers Reece renee 0.9 +1. . 5. E E Teg eee 5 3 In general, for the # numbers 3523539 +005 Zao the mean is “1*%2*¥3 4°" ¥en ” Example 1.15 To obtain Grade A, Ben must achieve an average of at least 70 in five tests. IF his average mark for the first four tests is 68, what is the lowest mark he can get in his fifth test and still obtain Grade A? Solution 1.15 xy tay tasty a For the first four tests, 68 By +x) +23 +x4= 68x 4=272 r _ REPRESENTATION AND SUMMARY OF DATA 29 For five tests, Ben wants his mean mark to be at least 70. - yt Ry testRat%s 9 3 : 2W2+xs 370 272+ %5> 350 x5 350-272 x52 78 ‘To obtain Grade A, Ben must get at least 78 marks in his fifth test. A shorthand way of writing x, +x, +23 +24 i8 ) x) ‘The symbol E (the Greek capital letter ‘sigma’) is used to denote ‘the sum of’. So for xy +x) +x, +--+, you could write )” x). ‘The mean is often denoted by %, so % = This is rather cumbersome, so usually the subscript i is omitted. For discrete raw data: Ex ” Example 1.16 ‘The members of an orchestra were asked how many instruments each could play. Here are their results. v aes Bee Ree wee Han Boe Rew Find the mean number of instruments played. Solution 1.16 n= 30, Ex= 2454244142263 Sees. We 30: 24 ‘The mean number of instruments played is 2.1. In the above example, the data could have been arranged in a frequency distribution: 30 A CONCISE COURSE IN A-LEVEL STATISTICS The total number of instruments played can be calculated in an organised way as follows: total number of instruments total number of people Lfe “EF _ 63 =D =21 ‘The mean number of instruments played is 2.1 total number total number of people of instruments played ae Note that Efe is sometimes written Exf and remember that x and f are multiplied. In general, for data in an ungrouped frequency distribution Life =f ‘When the data have been grouped into intervals, the actual values of the readings are not known. You can only make an estimate of the mean. To do this, take the mid-interval value as representative of the interval. Remember that mid-interval value = } (lower class boundary + upper class boundary) Example 1.17 ‘The speeds, to the nearest mile per hour, of 120 vehicles passing a check point were recorded and are grouped in the table below. Estimate the mean of this distribution. (C Additional) Solution 1.17 ‘Work out the mid-interval value for the first interval 21-25, using lower class boundary = 20.5, upper class boundary = 25.5. So mid-interval value = } (20.5 + 25.5) = 23. ‘You then assume that all the values in the interval 21-25 are in fact 23. REPRESENTATION AND SUMMARY OF DATA 31 Find the other mid-interval values and form a table: ee Mid-interval Speed (m.p.h.) value, x. f he: ts 23 22 ‘506: 28 48 1344 33, 25, 825, 40.5 16. 648 53 fo A477 oa Efe120. ». Lfe= 3800. ‘The mean speed was 313 m. Using the calculator to find the mean ‘You can use your calculator in ordinary computation mode to calculate the total and also do the division. It is more useful, however, to work in the statistical mode, known as SD or STAT mode. Your calculator may operate as in one of the examples below. If yours does not appear to follow one of the patterns, you will need to consult your calculator manual. Notice that once you put in the data you have access not only to the value for the mean, but also to m and Ex. Example 1.18 Find the mean of the numbers 33, 28, 26, 35, 38. Solution 1.18 Casio S7OW/SSW/SSWA Sharp Set SD mode [MODE] [MODE] Clear memories Sc Tnpurdata To obtain 2 (SF) 0 E) n. RCL Red letters on third Ee = 160. RCL] row of calculator Todear inp SD mode Sea! : From the calculator, the mean is 32. 32 A CONCISE COURSE IN A-LEVEL STATISTICS “ony sone Example 1.19 Find the mean number of children per family for the following frequency distribution. pe ene parma ae i e [Red letters on third row of calculator From the calculator, the mean is 2.9 children per family. Make sure that you input the data in the order x x f. Remember that x usually comes first in the frequency table. reise Example 1.20 eeten Mass in REPRESENTATION AND SUMMARY OF DATA 33 ‘The diagram shows a histogram of the distribution of masses of 50 first-year University students, All the rectangles are there but the vertical axis has been torn off. (a) Compile a grouped frequency table for the distribution. (b) Use the values in your frequency table to find an approximate value for the mean mass of the students. Solution 1.20 Let one small square be b on the vertical axis, Remember that in a histogram, the area of each rectangle is proportional to the frequency. ‘The areas are Sh x10, 10h x 10, 18h x S, 22h x 5, 10h x 15 ite. $0b, 100h, 90b, 110b, 150h. So the total area = S00h. But total frequency =the number of students = 50 S00b = 50 h=0.1 ‘This means that the frequencies are 5, 10, 9, 11, 15, giving a total of 50. (a) The frequency distribution is (b) Take the mid-point of each interval to represent that interval. For example, the mid-point of the interval 60 b. 6. Fora set of 20 numbers Ex = 300 and Ex? = $500. For a second set of 30 numbers Ex = 480 and Ex*= 9600. Find the mean and the standard deviation of the combined set of 50 numbers. 7. I the mean of the following frequency distribution is 3.66, find the value of a. 8. A bag contained five balls each bearing one of the numbers 1, 2, 3, 4, 5. A ball was drawn from the bag, its number noted, and then replaced. This was done 50 times in all and the table below shows the resulting frequency distribution. Ifthe mean is 2.7, determine the values of x andy. 9. Parplan Opinion Polls Ltd conducted a nationwide survey into the attitudes of teenage sirls. One of the questions asked was ‘What is the ideal age for a girl to have her first baby?” In reply, the sample of 165 girls from the Northern zone gave a mean of 23.4 years and a standard deviation of 1.6 years. Subsequently, the overall sample of 384 girls (Northern plus Southern zones) gave a mean of 24.8 years and a standard deviation of 2.2 years, Assuming that no girl was consulted twice, calculate the mean and standard deviation for the 219 girls from the Southern zone. (AEB) 10. 1. ‘The manager of a car showroom monitored the numbers of cars sold during two successive five-day periods. During the first five days the numbers of cars sold per day had mean 1.8 and variance 0.56. During the next five days the numbers of cars sold per day had mean 2.8 and variance 1.76. Find the mean and variance of the numbers of cars sold per day during the full ten days. (NEAB) Prior to the start of delicate wage negotiations in ‘a large company, the unions and the management take independent samples of the ‘work force and ask them at what percentage level they believe a settlement should be made. The results are as follows: 2. both sides, calculate the mean and standard deviation for these $87 workers. Ina germination experiment, 200 rows of seeds, swith ten seeds per row, were incubated. The frequency distribution of the number of seeds which germinated per row is shown below. eo. : Assuming that no individual was consulted by (AEB) (a) Calculate the mean and the standard deviation of the number of seeds germinating per row. For another 50 rows an analysis shows that the ‘mean is 4.4 seeds and the standard deviation is 2.2 seeds. (b) Determine the mean and, to two decimal places, the standard deviation for the 250 rows. w 13. ‘The figures in the table below are the ages, to the nearest year, of a random sample of 30 people negotiating a mortgage with a bank. Copy and complete the following stem and leaf diagram. Use the diagram to identify two features of the shape of the distribution, as | 4 30 | 1 35 Find the mean age of the 30 people. Given that 18 of them are men and that the mean age of the ‘men is 37.72, find the mean age of the 12, women. (MEN) 14, A travel agency has two shops, R and S. The number of holidays purchased in a particular week and the mean and standard deviation of the ‘costs of these holidays at each shop are shown in the following table. Caleulate the mean, and, to the nearest penny, the standard deviation of the costs of all the 56 holidays purchased. SCALING SETS OF DATA Example 1.29 REPRESENTATION AND SUMMARY OF DATA 51 (Ly 15. Three random samples of 50, 30 and 20 bags respectively are taken from the production line of “12 kg bags’ of cat litter. The contents of each bag are then weighed. A summary of the results is shown in the table. Find, in kilograms to two decimal places, the ‘mean weight per bag and the standard deviation for the 100 bags. 7) 16. The average height of 20 boys is 160 cm, with a standard deviation of 4 cm. The average height of 30 girls is 155 cm, with a standard deviation of 3.5 em. Find the standard deviation of the whole group of 50 children. ‘Sweets are packed into bags with a nominal mass of 75 g. Ten bags are picked at random from the production line and weighed. Their masses, in grams, are 76, 74.2, 75.1, 73.7, 72, 74.3, 75.4, 74, 73.1, 72.8 (a) Use your calculator to find the mean mass and the standard deviation. It was later discovered that the scales were reading 3.2 g below the correct weight. (b) What was the correct mean mass of the ten bags and the correct standard deviation? {c) Compare your answers to (a) and (b) and comment. Solution 1.29 (a) According to the scales with measurements being given in grams B= 74.06, s= 1.166 ...= 1.17 (2 dip.) 52 ACONCISE COURSE IN A-LEVEL STATISTICS (b) The correct readings are: 79.2, 77.4, 78.3, 76.9, 75.2, 7. 8= 77.26, $= 1.166 ...= 1.17 (2 dp.) 78.6, 77.2, 76.3, 76 (c) Notice that 77.26 — 74.06 = So correct mean = original mean + 3.2: correct s.d. = original s.d. .2 i.e. correct mean ~ original mean = 3.2 If each reading is increased by 3.2, then the mean is increased by 3.2. The standard deviation, however, remains unaltered. Showing the two sets of readings on a graph helps to show that although the mean increased, the spread of the data about the mean remained the same. Original mean Original data HK. KE pe x | 7 73 74 75 76 7 8 | x xX x XK x New data New mean In general, if each number is increased by a constant ¢ ‘the mean is increased by c, the standard deviation remains unaltered, ie. ify=x+c, theny ands, ‘Now consider what happens when each number in a set of readings is multiplied by a constant. For the four numbers 2, 3.5, 5, 6 Pigs cbeilisis Multiplying each number by 3 to obtain y, where y = 3x gives the numbers 6, 10.5, 15, 18. For these, 3 = 12.375, 4.546... Now 12.375 + 4.12. and 4,546 «+ 1.515 REPRESENTATION AND SUMMARY OF DATA 53 You can see from the didgram that the new set of data is much more spread out. tinal mean jp 2 3 € 8 10 12 14 16 18 x x x x Now data ‘New mean In general, if each number is multiplied by a constant k ‘¢ the mean is multiplied by k, ‘@. the standard deviation is multiplied by | k| where |k | is the positive value of k. ie. ify=kx, then = ke ie For example, ify = -}x, then =~} ands,=4s, since |-3]=}. Combining these two results, if ax +b where a and b are constants then y=ax+b and Example 1.30 Joe's mean mark for the physics tests for the term was 72. His teacher decided to scale all the ‘marks according to the formula y = 2x ~ 6, where y is the new mark and x the original mark. Find Joe’s new mean mark. Solution 1.30 ya2x-6 2s ja2R-6 272-6 = 138 Joe's new mean mark is 138. Example 1.31 E E ‘The standard deviation of three numbers a, b, c is 3.2. (a) State the standard deviation of the three numbers 3a, 3b, 3c. (b) State the standard deviation of the three numbers a +2, b+2,¢+2. (c) State the standard deviation of the three numbers 2a + 5, 2b +5, 2c +5. (Cc) 54 A CONCISE COURSE IN A-LEVEL STATISTICS Solution 1.31 (a) Ify = 3x, then s, =3s,=3x3.2=9.6 (b) Ify=x+2, then sy=s,=3.2 (c) Ify=2x+5, then s,=2s,=2%3.2=6.4 Comparing data by scaling If you wish to compare two sets of data, for example examination marks in two papers, you can scale one of the sets of data so that the two means are the same and the two standard deviations are the same. é Example 1.32 For students on an Electronics course the assessment consists of two components: a written examination paper and a project. The marks for the examination paper are distributed with a mean of 62 and a standard deviation of 16. Those for the project have a mean of 37 and a standard deviation of 6. Anna, a student on the course, scored 80 marks on the examination paper and 46 marks for her project. (a) Transform each of Anna’s marks into a standardised score, such that, for each component, the mean and standard deviation for all students on the course are 50 and 20, respectively. (b) Hence compare Anna’s relative performance in the two assessment components. (NEAB) Solution 1.32 (a) Standardised values: 9 = 50, s = 20 Examination %=62,s,=16 Let then Now ‘The transformation for the examination paper is y = 1.25x - 27.5 When x = 80, y = 1.25 x 80 - 27.5 = 72.5 Anna’s standardised mark for the examination is 72.5. REPRESENTATION AND SUMMARY OF DATA 55, Project #= 37,5, Let yaartd then yocr+d 50=37c+d Now 5,=65, 2. deex6 c=3} Substituting in ® $0=37x3}+d d=-734 The transformation for the project is y= 3}x~ 734. When x= 46, y= 34x 46-734 = 80 ‘Anna’s standardised mark for the project is 80. (b) Relatively, Anna performed better on the project than in the examination. Exercise 1h Scaling sets of data 1. (a) Find the mean and the standard devi the set of numbers 4, 6, 9, 3, 5, 6, 9. (b) Deduce the mean and the standard deviation of the set of numbers 514, 516, 519, 513, 515, 516, 519. (c) Deduce the mean and the standard deviation of the set of numbers 52, 78, 117, 39, 65, 78, 117. jon of 2. Aset of numbers has a mean of 22 and a standard deviation of 6. If 3 is added to each number of the set, and each resulting number is then doubled, find the mean and standard deviation of the new set. (C Additional) 3. A set of values of a variable X has a mean and a standard deviation o. State the new value of the mean and of the standard deviation when each of the variables is (a) increased by &, (b) multiplied by p. Values of a new variable Y are obtained by using the formula Y= 3X + 5. Find the mean and the standard deviation of the set of values of ¥. (C Additional) 4. Show that the standard deviation of the integers 1,2, 3,4, 5,6, 7is 2. Using this result find the standard deviation of the numbers (a) 101, 102, 103, 104, 105, 106, 107. (b) 100, 200, 300, 400, 500, 600, 700. (c)_ 2.01, 3.02, 4.03, 5.04, 6.05, 7.06, 8.07. (a) Write down seven integers which have mean 5 and standard deviation 6. (L Additional) 5. Itis proposed to convert a set of marks whose ‘mean is 52 and standard deviation is 4 to a set of ‘marks with mean 61 and standard deviation 3. ‘The equation for the transformation necessary to convert the marks is y= ax + 6. Find (a) the values of a and b, (b) the value of the scaled mark which corresponds to a mark of 64 in the original data, (c)_ the value in the original data ifthe scaled mark is 79. “The marks of five students in a mathematics test were 27, 31, 35, 47, 50. (a) Calculate the mean mark and the standard deviation. (b) The marks are scaled so that the mean and standard deviation become 50 and 20 respectively. Calculate, to the nearest whole number, the new marks corresponding to the original marks of 31 and 50. (C-Additional) Ie is proposed to convert a set of values of a variable X, whose mean and standard deviation are 20 and 5 respectively, to a set of values of a variable Y whose mean and standard deviation are 42 and 8 respectively. If the conversion formula is Y= aX + 6, calculate the values of a and of b. (C Additional) In order to compare the performances of, ‘candidates in two schools a test was given. The mean mark at school A was 45, and the mean mark at school B was 31 with a standard deviation of 5. The marks of school A are scaled so that the mean and standard deviation are the same as school B and a mark of 85 at school A becomes 63. Find the values of a and if the transformation used is y= ax + b. Find also the original standard deviation of the marks from school A.

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