This document provides procedures for estimating precision error and determining confidence intervals of measurement means and differences between data sets. It begins by explaining how to calculate a confidence interval of the mean using the central limit theorem when sample size is large (>30), which gives a Gaussian distribution of mean values. When sample size is small (<30), it recommends using the Student's t-distribution. Examples are given of calculating confidence intervals at 95% probability levels. The document also covers the Student's t-test for determining if two data sets are significantly different based on calculating the t-value and comparing to t-distribution tables. In general, it advises using a 95% probability level for uncertainty calculations.
When modeling a system, encountering missing data is common.
What shall a modeler do in the case of unknown or missing information?
When dealing with missing data, it is critical to make correct assumptions to ensure that the system is accurate.
One must common strategy for handling such situations is calculate the average of available data for the similar existing systems (i.e., creating sampling data).
Use this average as a reasonable estimate for the missing value.
Please Subscribe to this Channel for more solutions and lectures
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Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
The learning outcomes of this topic are:
- Recognize the terms sample statistic and population parameter
- Use confidence intervals to indicate the reliability of estimates
- Know when approximate large sample or exact confidence intervals are appropriate
This topic will cover:
- Sampling distributions
- Point estimates and confidence intervals
- Introduction to hypothesis testing
When modeling a system, encountering missing data is common.
What shall a modeler do in the case of unknown or missing information?
When dealing with missing data, it is critical to make correct assumptions to ensure that the system is accurate.
One must common strategy for handling such situations is calculate the average of available data for the similar existing systems (i.e., creating sampling data).
Use this average as a reasonable estimate for the missing value.
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.3: Estimating a Population Standard Deviation or Variance
The learning outcomes of this topic are:
- Recognize the terms sample statistic and population parameter
- Use confidence intervals to indicate the reliability of estimates
- Know when approximate large sample or exact confidence intervals are appropriate
This topic will cover:
- Sampling distributions
- Point estimates and confidence intervals
- Introduction to hypothesis testing
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
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Chapter 7: Estimating Parameters and Determining Sample Sizes
7.2: Estimating a Population Mean
Descriptive Statistics Formula Sheet Sample Populatio.docxsimonithomas47935
Descriptive Statistics Formula Sheet
Sample Population
Characteristic statistic Parameter
raw scores x, y, . . . . . X, Y, . . . . .
mean (central tendency) M =
∑ x
n
μ =
∑ X
N
range (interval/ratio data) highest minus lowest value highest minus lowest value
deviation (distance from mean) Deviation = (x − M ) Deviation = (X − μ )
average deviation (average
distance from mean)
∑(x − M )
n
= 0
∑(X − μ )
N
sum of the squares (SS)
(computational formula) SS = ∑ x
2 −
(∑ x)2
n
SS = ∑ X2 −
(∑ X)2
N
variance ( average deviation2 or
standard deviation
2
)
(computational formula)
s2 =
∑ x2 −
(∑ x)2
n
n − 1
=
SS
df
σ2 =
∑ X2 −
(∑ X)2
N
N
standard deviation (average
deviation or distance from mean)
(computational formula) s =
√∑ x
2 −
(∑ x)2
n
n − 1
σ =
√∑ X
2 −
(∑ X)2
N
N
Z scores (standard scores)
mean = 0
standard deviation = ± 1.0
Z =
x − M
s
=
deviation
stand. dev.
X = M + Zs
Z =
X − μ
σ
X = μ + Zσ
Area Under the Normal Curve -1s to +1s = 68.3%
-2s to +2s = 95.4%
-3s to +3s = 99.7%
Using Z Score Table for Normal Distribution
(Note: see graph and table in A-23)
for percentiles (proportion or %) below X
for positive Z scores – use body column
for negative Z scores – use tail column
for proportions or percentage above X
for positive Z scores – use tail column
for negative Z scores – use body column
to discover percentage / proportion between two X values
1. Convert each X to Z score
2. Find appropriate area (body or tail) for each Z score
3. Subtract or add areas as appropriate
4. Change area to % (area × 100 = %)
Regression lines
(central tendency line for all
points; used for predictions
only) formula uses raw
scores
b = slope
a = y-intercept
y = bx + a
(plug in x
to predict y)
b =
∑ xy −
(∑ x)(∑ y)
n
∑ x2 −
(∑ x)2
n
a = My - bMx
where My is mean of y
and Mx is mean of x
SEest (measures accuracy of predictions; same properties as standard deviation)
Pearson Correlation Coefficient
(used to measure relationship;
uses Z scores)
r =
∑ xy−
(∑ x)(∑ y)
n
√(∑ x2−
(∑ x)2
n
)(∑ y2−
(∑ y)2
n
)
r =
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑒𝑙𝑦
r
2
= estimate or % of accuracy of predictions
PSYC 2317 Mark W. Tengler, M.S.
Assignment #9
Hypothesis Testing
9.1 Briefly explain in your own words the advantage of using an alpha level (α) = .01
versus an α = .05. In general, what is the disadvantage of using a smaller alpha
level?
9.2 Discuss in your own words the errors that can be made in hypothesis testing.
a. What is a type I error? Why might it occur?
b. What is a type II error? How does it happen?
9.3 The term error is used in two different ways in the context of a hypothesis test.
First, there is the concept of sta
This 10 hours class is intended to give students the basis to empirically solve statistical problems. Talk 1 serves as an introduction to the statistical software R, and presents how to calculate basic measures such as mean, variance, correlation and gini index. Talk 2 shows how the central limit theorem and the law of the large numbers work empirically. Talk 3 presents the point estimate, the confidence interval and the hypothesis test for the most important parameters. Talk 4 introduces to the linear regression model and Talk 5 to the bootstrap world. Talk 5 also presents an easy example of a markov chains.
All the talks are supported by script codes, in R language.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Please Subscribe to this Channel for more solutions and lectures
http://www.youtube.com/onlineteaching
Chapter 7: Estimating Parameters and Determining Sample Sizes
7.2: Estimating a Population Mean
Descriptive Statistics Formula Sheet Sample Populatio.docxsimonithomas47935
Descriptive Statistics Formula Sheet
Sample Population
Characteristic statistic Parameter
raw scores x, y, . . . . . X, Y, . . . . .
mean (central tendency) M =
∑ x
n
μ =
∑ X
N
range (interval/ratio data) highest minus lowest value highest minus lowest value
deviation (distance from mean) Deviation = (x − M ) Deviation = (X − μ )
average deviation (average
distance from mean)
∑(x − M )
n
= 0
∑(X − μ )
N
sum of the squares (SS)
(computational formula) SS = ∑ x
2 −
(∑ x)2
n
SS = ∑ X2 −
(∑ X)2
N
variance ( average deviation2 or
standard deviation
2
)
(computational formula)
s2 =
∑ x2 −
(∑ x)2
n
n − 1
=
SS
df
σ2 =
∑ X2 −
(∑ X)2
N
N
standard deviation (average
deviation or distance from mean)
(computational formula) s =
√∑ x
2 −
(∑ x)2
n
n − 1
σ =
√∑ X
2 −
(∑ X)2
N
N
Z scores (standard scores)
mean = 0
standard deviation = ± 1.0
Z =
x − M
s
=
deviation
stand. dev.
X = M + Zs
Z =
X − μ
σ
X = μ + Zσ
Area Under the Normal Curve -1s to +1s = 68.3%
-2s to +2s = 95.4%
-3s to +3s = 99.7%
Using Z Score Table for Normal Distribution
(Note: see graph and table in A-23)
for percentiles (proportion or %) below X
for positive Z scores – use body column
for negative Z scores – use tail column
for proportions or percentage above X
for positive Z scores – use tail column
for negative Z scores – use body column
to discover percentage / proportion between two X values
1. Convert each X to Z score
2. Find appropriate area (body or tail) for each Z score
3. Subtract or add areas as appropriate
4. Change area to % (area × 100 = %)
Regression lines
(central tendency line for all
points; used for predictions
only) formula uses raw
scores
b = slope
a = y-intercept
y = bx + a
(plug in x
to predict y)
b =
∑ xy −
(∑ x)(∑ y)
n
∑ x2 −
(∑ x)2
n
a = My - bMx
where My is mean of y
and Mx is mean of x
SEest (measures accuracy of predictions; same properties as standard deviation)
Pearson Correlation Coefficient
(used to measure relationship;
uses Z scores)
r =
∑ xy−
(∑ x)(∑ y)
n
√(∑ x2−
(∑ x)2
n
)(∑ y2−
(∑ y)2
n
)
r =
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑒𝑙𝑦
r
2
= estimate or % of accuracy of predictions
PSYC 2317 Mark W. Tengler, M.S.
Assignment #9
Hypothesis Testing
9.1 Briefly explain in your own words the advantage of using an alpha level (α) = .01
versus an α = .05. In general, what is the disadvantage of using a smaller alpha
level?
9.2 Discuss in your own words the errors that can be made in hypothesis testing.
a. What is a type I error? Why might it occur?
b. What is a type II error? How does it happen?
9.3 The term error is used in two different ways in the context of a hypothesis test.
First, there is the concept of sta
This 10 hours class is intended to give students the basis to empirically solve statistical problems. Talk 1 serves as an introduction to the statistical software R, and presents how to calculate basic measures such as mean, variance, correlation and gini index. Talk 2 shows how the central limit theorem and the law of the large numbers work empirically. Talk 3 presents the point estimate, the confidence interval and the hypothesis test for the most important parameters. Talk 4 introduces to the linear regression model and Talk 5 to the bootstrap world. Talk 5 also presents an easy example of a markov chains.
All the talks are supported by script codes, in R language.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
3. Procedure
1. Find Xmax and Xmin from data
2. Determine # of interval K
1
)
1
(
87
.
1 4
.
0
+
−
= N
K
3. Estimate bin size Δx
2
2
x
x
x
x
x
Δ
+
<
≤
Δ
−
4. Find number of occurrence nj of
the data in each bin
5. Plot nj versus x
Histogram
5. dx
x
p
b
x
a
P
b
a
∫
=
<
< )
(
)
(
1
)
(
)
( =
=
∞
<
<
−∞ ∫
∞
∞
−
dx
x
P
x
P
a b
∫
∞
∞
−
=
>=
< dx
x
xp
x
x )
(
Mean
∫
∞
∞
−
>
<
−
>
=<
−
= 2
2
2
2
)
(
)
( x
x
d
x
p
x
x
x
σ
Variance
x
σ
Standard derivation
Probability density function
6. Gaussian distribution
Variation due to random error
Some important distributions
Poisson distribution
Events occurring in time; p(x) refer to
probability of observing x events in time t
Bimodal distribution
???
7. Poisson distribution
• Poisson distribution is a discrete distribution
• e is the base of the natural logarithm (e = 2.71828...)
• k is the occurrence and k! is the factorial of k,
• λ is a positive real number, equal to the expected number of occurrences
that occur during the given interval. For instance, if the events occur on
average every 4 minutes, and you are interested in the number of events
occurring in a 10 minute interval, you would use as model a Poisson
distribution with λ = 10/4 = 2.5.
!
)
;
(
k
e
k
f
k
λ
λ
λ
−
=
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0 5 10 15 20
1
2
5
10
K
Probability
8. If only 2.5 students, on average, get an “A” in Dr. Wong’s
class, what is the chance of having 5 students getting “A” this
year? What about 0?
!
)
;
(
k
e
k
f
k
λ
λ
λ
−
=
Example
?
)
5
.
2
;
5
( =
f
13. E.g. Probability of a measurement with yield a value
within
σ
±
x
)
( σ
σ +
<
<
− x
x
x
P
)
1
1
( <
−
<
−
σ
x
x
P
3413
.
0
)
1
0
( =
<
≤ z
P
6826
.
0
2
3413
.
0
)
1
1
( =
×
=
<
≤
− z
P
15. IQ test scare are Gaussian distributed with a mean with 100 & a
standard deviation of 20
a) If you score 115, what percent of the population score below you?
b) What would you need to score to place you in 99th percentile (i.e. 99%
of the population scores below you)?
16. Statistical measurement theory
Measured values: X1, X2, X3, X4, X5, … XN
Sx
σ
X’
Sample measurement
Population
x
We want to estimate
x
u
x
x ±
=
'
ux is the uncertainty or confidence interval at some probability level P%
(P%)
x
x u
x
x
u
x −
≤
≤
− '
17. Statistical measurement theory
∑
=
+
+
+
+
=
=
N
i
N
i
N
x
x
x
x
N
x
x
1
3
2
1 ...
]
)
(
[
1
1
1
)
(
...
)
(
)
(
2
1
2
2
2
2
2
2
1
2
∑
=
−
−
=
−
−
+
+
−
+
−
=
N
i
i
x
N
x
x
N
x
N
S
N
x
x
x
x
x
x
S
We want to estimate
x
u
x
x ±
=
'
ux is the uncertainty or confidence interval at some probability level P%
(P%)
x
x u
x
x
u
x −
≤
≤
− '
18. Mean of mean
Let’s imagine, we repeat the set of experiment for many times
Sn
…
S3
S2
S1
σ
…
x’
n
…
3
2
1
Sample
Population
1
x 2
x 3
x n
x
20. Central limit theorem
If the sample is large, the distribution of the mean values is Gaussian and
that Gaussian distribution has a standard deviation
N
S
N
x
x ≈
=
σ
σ
The sample size N should be large
The distribution mean is Gaussian even if the underlying
population is not Gaussian
21. Statistical measurement theory
Measured values: X1, X2, X3, X4, X5, … XN
Sx
σ
X’
Sample measurement
Population
x
∑
=
+
+
+
+
=
=
N
i
N
i
N
x
x
x
x
N
x
x
1
3
2
1 ...
]
)
(
[
1
1
1
)
(
...
)
(
)
( 2
1
2
2
2
2
2
1
2
∑
=
−
−
=
−
−
+
+
−
+
−
=
N
i
i
N
x x
N
x
N
N
x
x
x
x
x
x
S
How good is the mean estimation?
22. Central limit theorem
The sample of the mean would show a dispersion about a central value. If N
is large, say larger 30, the distribution of the mean values is Gaussian and
that Gaussian distribution has a standard deviation
N
S
N
x
x
≈
=
σ
σ
The sample size N should be large, >30
The distribution of the means is Gaussian even if the underlying population is not Gaussian
A new distribution describing how good is the mean estimation
)
;
( x
S
x Distribution of
the population
)
;
(
N
S
x x Distribution of the
mean values
23. With this new distribution of the mean values, we can use the
sample data to estimate the true mean
N
S
N
x
x ≈
=
σ
σ
x
%
)
'
( P
u
x
x
u
x
P x
x =
+
<
≤
−
ux is the uncertainty or confidence interval at some probability level P%
x
x u
x
x
u
x −
≤
≤
− '
24. Procedure to find confidence interval of the mean
1. Check to see if N is larger than 30
2. Determine sample mean and standard deviation from data
3. Specify confidence interval, P%
4. Check table 4.3 to find the z value
5. Estimate the confidence interval
%
)
'
( P
u
x
x
u
x
P x
x =
+
<
≤
−
%
)
( P
z
z
P =
≤
≤
− β
N
S
z
x
x
N
S
z
x x
x
+
<
≤
− '
(P%)
N
S
z
x
x x
±
=
'
25. E.g. After 100 measurements, we find that the sample mean is 100
and the standard deviation is 20. Determine the best estimate of
the mean value at a 95% probability level
26. E.g.
30
100 >
=
N
1)
2
10
20
=
=
x
σ
100
=
x
2)
C.I. = 99% = 0.99
3)
C.I. = 0.99, i.e. 0.99/2 => 0.495 of area in Table 4.3
Z = 2.575
4)
5)
%)
99
(
15
.
5
10
'
15
.
105
'
85
.
94
100
20
575
.
2
'
100
20
575
.
2
100
'
±
=
<
≤
+
<
≤
−
+
<
≤
−
x
x
x
x
N
S
z
x
x
N
S
z
x x
x
After 100 measurements, we find that the sample mean is 100
and the standard deviation is 20. Determine the best estimate of
the mean value at a 95% probability level
27. If the sample size is small, say <30, a
better estimation on the confidence
interval can be obtained using the
Student’s t-distribution
30. Procedure to find confidence interval of the mean when sample size N is small
1. Determine ν = N-1, degree of freedom
2. Determine sample mean and standard deviation from data
3. Specify confidence, P%
4. Check table 4.4, tv,p
5. Calculate confidence interval
%
)
'
( P
u
x
x
u
x
P x
x =
+
<
≤
−
N
S
t
x
x
N
S
t
x
x
N
S
t
x
x
P
x
P
x
P
,
,
,
'
'
υ
υ
υ
±
=
+
<
≤
−
(P%)
%
)
( P
t
t
P =
≤
≤
− β
31. E.g. After 16 measurements, we find that the sample mean
is 100 and standard deviation 20. Determine a 99%
confidence interval for the measurement
32. E.g.
20
=
x
S
100
=
x
15
1=
−
= N
υ
C.I. = 99% = 0.99
t = 2.947
1)
2)
3)
4)
5)
%)
99
(
2
.
15
10
'
15
20
947
.
2
'
15
20
947
.
2
100
' ,
,
±
=
+
<
≤
−
+
<
≤
−
x
x
x
N
S
t
x
x
N
S
t
x x
p
x
p υ
υ
After 16 measurements, we find that the sample mean
is 100 and standard deviation 20. Determine a 99%
confidence interval for the measurement
33. Student’s t-test
Are two sets of data different?
Hypotheses testing
t value
2
2
1
1
,
,
S
x
S
x
2
2
2
1
2
1
2
1
N
s
N
s
x
x
t
+
−
=
1
1,S
x
2
2 ,S
x
34. Student’s t-test
Procedure
2
2
2
1
2
1
2
1
N
s
N
s
x
x
t
+
−
=
1. Find mean, S.D., and same size of data set 1 and set 2
2. Find degree of freedom
2
2
2
1
1
1
,
,
,
,
N
S
x
N
S
x
2
2
1 −
+
= N
N
υ
3. Calculate the t value
4. Specific P% confidence interval
5. Compare t value with table 4.4. If our calculated t value exceeds that
the tabulated value for tp, then we conclude that there is a significantly
different.
35. Example
Set A: 7.2, 7.6, 6.9, 8.2, 7.3, 7.8, 6.6, 6.9, 5.5, 7.4, 5.7, 6.2
Set B: 7.5, 8.7, 7.7, 7.5, 6.7, 11.2, 7.0, 10.7, 7.0, 8.6, 6.1, 6.3, 7.8, 8.7, 6.1
15
,
53
.
1
,
84
.
7
12
,
82
.
0
,
94
.
6
2
2
2
1
1
1
=
=
=
=
=
=
N
S
x
N
S
x
25
2
2
1 =
−
+
= N
N
υ
2)
1)
3) 954
.
1
15
53
.
1
12
82
.
0
84
.
7
94
.
6
2
2
2
2
2
1
2
1
2
1
−
=
+
−
=
+
−
=
N
s
N
s
x
x
t
4) For 95% confidence interval
08
.
2
22
,
2
/
05
.
0 ±
=
t
The calculated t falls within the region, we concluded that
there is not a significant difference in the two set of data
36. How do we determine P%, the probability level?
• If each error are estimated at the same probability level p%, the total
uncertainty will have the same probability level p%.
• A general, albeit somewhat arbitrary, rule is to use a 95% probability
level throughout all the uncertainty calculations. Engineers tend to
follow this 95% rule, and it is equivalent to assuming the probability
covered by two standard deviations. However, some prefer to use a
68% probability level (P% = 68%), which is equivalent to a spread of one
standard deviation. We (the book) use the 95% level in our calculation
but point out that other probability levels may be substituted, provided
they are applied consistently without any effect on the procedures.
• Normally, we decide the probability level of the uncertainty (confidence
interval)
• The probability level of the uncertainty level are given by the data sheet or
estimation from our calibration (distribution of the data)
37. A lab technician has just received a box of 2000 resistors. As a result of a production
error, the color-coded bands have not been painted on this lot. To determine the
nominal resistance and tolerance, the technician selects ten resistors and measures
their resistance with a digital multimeter. His results are as follow:
15.98
10
17.91
9
16.32
8
16.28
7
17.82
6
16.24
5
18.45
4
18.17
3
17.95
2
18.12
1
Resistance (kΩ)
Number
What is the nominal value of the resistors? What is the uncertainty in
that value? Can we estimate the tolerance?
38. Mean = 17.32 kΩ
Standard deviation = 0.982 kΩ
Consider the precision uncertainty, the t value is
262
.
2
9
%,
95
%, =
= t
tP υ
What is the nominal value of the resistors? What is the uncertainty in
that value? Consider both precision and bias uncertainty. Can we
estimate the tolerance?
Ω
±
=
±
=
±
= k
N
S
t
x
x p 70
.
0
32
.
17
10
982
.
0
262
.
2
32
.
17
' %,υ
The uncertainty of the nominal value is 0.70 kΩ or about 4%
The tolerance of the resistor is
Ω
±
=
×
±
=
±
= k
S
t
x
x p 22
.
2
32
.
17
982
.
0
262
.
2
32
.
17
' %,υ
The tolerance of the resistor is 2.22kΩ or 13% (95%)