Full download : http://alibabadownload.com/product/mathematical-statistics-with-applications-in-r-2nd-edition-ramachandran-solutions-manual/ Mathematical Statistics with Applications in R 2nd Edition Ramachandran Solutions Manual
Written while studying the course Advanced Computer Networks:
Queuing theory
Queueing theory is the mathematical study of waiting lines, or queues.[1] A queueing model is constructed so that queue lengths and waiting time can be predicted.[1] Queueing theory is generally considered a branch of operations research because the results are often used when making business decisions about the resources needed to provide a service.
Written while studying the course Advanced Computer Networks:
Queuing theory
Queueing theory is the mathematical study of waiting lines, or queues.[1] A queueing model is constructed so that queue lengths and waiting time can be predicted.[1] Queueing theory is generally considered a branch of operations research because the results are often used when making business decisions about the resources needed to provide a service.
Materi Trigonometri E-learning SMK N 2 PurbalinggaLuqman Aziz
Perbandingan Trigonometri pada segitiga siku-siku, Perbandingan Trigonometri dari sudut-sudut istimewa (0o, 30o, 45o, 60o, 90o), Perbandingan trigonometri sudut-sudut berelasi di kwadran I, II, III, dan IV, Koordinat Kutub & Koordinat Kartesius
Solution manual for essentials of business analytics 1st editorvados ji
Full download link :
https://getbooksolutions.com/download/solution-manual-for-essentials-of-business-analytics-1st-edition/
Detail about Essentials of Business : (Click link bellow to view example )
https://getbooksolutions.com/wp-content/uploads/2016/11/Solution-Manual-for-Essentials-of-Business-Analytics-1st-editor.pdf
Table of Contents
Chapter 1. What Is Business Analytics?
Chapter 2. Descriptive Statistics.
Chapter 3. Data Visualization.
4. Linear Regression.
5. Time Series Analysis and Forecasting.
6. Data Mining.
7. Spreadsheet Models.
8. Linear Optimization Models.
9. Integer Linear Optimization.
10. Nonlinear Optimization Models.
11. Monte Carlo Simulation.
12. Decision Analysis.
Materi Trigonometri E-learning SMK N 2 PurbalinggaLuqman Aziz
Perbandingan Trigonometri pada segitiga siku-siku, Perbandingan Trigonometri dari sudut-sudut istimewa (0o, 30o, 45o, 60o, 90o), Perbandingan trigonometri sudut-sudut berelasi di kwadran I, II, III, dan IV, Koordinat Kutub & Koordinat Kartesius
Solution manual for essentials of business analytics 1st editorvados ji
Full download link :
https://getbooksolutions.com/download/solution-manual-for-essentials-of-business-analytics-1st-edition/
Detail about Essentials of Business : (Click link bellow to view example )
https://getbooksolutions.com/wp-content/uploads/2016/11/Solution-Manual-for-Essentials-of-Business-Analytics-1st-editor.pdf
Table of Contents
Chapter 1. What Is Business Analytics?
Chapter 2. Descriptive Statistics.
Chapter 3. Data Visualization.
4. Linear Regression.
5. Time Series Analysis and Forecasting.
6. Data Mining.
7. Spreadsheet Models.
8. Linear Optimization Models.
9. Integer Linear Optimization.
10. Nonlinear Optimization Models.
11. Monte Carlo Simulation.
12. Decision Analysis.
Week 1 Practice SetUniversity of Phoenix MaterialPract.docxnealralix138661
Week 1 Practice Set
University of Phoenix Material
Practice Set 1
Practice Set 1
1.
The following table lists the number of deaths by cause as reported by the
Centers for Disease Control and Prevention
on February 6, 2015:
Cause of Death
Number of Deaths
Heart disease
611,105
Cancer
584,881
Accidents
130,557
Stroke
128,978
Alzheimer's disease
84,767
Diabetes
75,578
Influenza and Pneumonia
56,979
Suicide
41,149
a)
What is the variable for this data set (use words)?
b)
How many observations are in this data set (numeral)?
c)
How many elements does this data set contain (numeral)?
2.
Indicate which of the following variables are quantitative and which are qualitative.
Note:
Spell quantitative and qualitative in lower case letters.
a)
The amount of time a student spent studying for an exam
b)
The amount of rain last year in 30 cities
c)
The arrival status of an airline flight (early, on time, late, canceled) at an airport
d)
A person's blood type
e)
The amount of gasoline put into a car at a gas station
3. A local gas station collected data from the day's receipts, recording the gallons of gasoline each customer purchased. The following table lists the frequency distribution of the gallons of gas purchased by all customers on this one day at this gas station.
Gallons of Gas
Number of Customers
4 to less than 8
78
8 to less than 12
49
12 to less than 16
81
16 to less than 20
117
20 to less than 24
13
a)
How many customers were served on this day at this gas station?
b)
Find the class midpoints. Do all of the classes have the same width? If so, what is this width? If not, what are the different class widths?
c)
What percentage of the customers purchased between 4 and 12 gallons? (do not include % sign. Round numerical value to one decimal place)
4.
The following data give the one-way commuting times (in minutes) from home to work for a random sample of 50 workers.
23
17
34
26
18
33
46
42
12
37
44
15
22
19
28
32
18
39
40
48
16
11
9
24
18
26
31
7
30
15
18
22
29
32
30
21
19
14
26
37
25
36
23
39
42
46
29
17
24
31
What is the frequency for each class 0–9, 10–19, 20–29, 30–39, and 40–49.
Calculate the relative frequency and percentage for each class.
What percentage of the workers in this sample commute for 30 minutes or more?
Note:
Round relative frequency to two decimal places. Complete the table by calculating the frequency, relative frequency, and percentage.
Commuting Times
Frequency
(part a)
Relative Frequency
(part c)
Percentage (%)
(part d)
0-9
?
0.??
?
10-19
?
0.??
?
20-29
?
0.??
?
30-39
?
0.??
?
40-49
?
0.??
?
5.
The following data give the number of text messages sent on 40 randomly selected days during 2015 by a high school student.
32
33
33
34
35
36
37
37
37
37
38
39
40
41
41
42
42
42
43
44
44
45
45
45
47
47
47
47
47
48
48
49
50
50
51
52
53
54
59
61
Each stem has been displayed (left column). Complete this stem-and-leaf display for these data.
Note:
Use a space in between each leaf. For exa.
TitleABC123 Version X1Practice Set 1QNT275 Version.docxherthalearmont
Title
ABC/123 Version X
1
Practice Set 1
QNT/275 Version 6
1
University of Phoenix Material
Practice Set 1
Practice Set 1
1. The following table lists the number of deaths by cause as reported by the Centers for Disease Control and Prevention on February 6, 2015:
Cause of Death
Number of Deaths
Heart disease
611,105
Cancer
584,881
Accidents
130,557
Stroke
128,978
Alzheimer's disease
84,767
Diabetes
75,578
Influenza and Pneumonia
56,979
Suicide
41,149
a) What is the variable for this data set (use words)?
b) How many observations are in this data set (numeral)?
c) How many elements does this data set contain (numeral)?
2. Indicate which of the following variables are quantitative and which are qualitative.
Note: Spell quantitative and qualitative in lower case letters.
a) The amount of time a student spent studying for an exam
b) The amount of rain last year in 30 cities
c) The arrival status of an airline flight (early, on time, late, canceled) at an airport
d) A person's blood type
e) The amount of gasoline put into a car at a gas station
3. A local gas station collected data from the day's receipts, recording the gallons of gasoline each customer purchased. The following table lists the frequency distribution of the gallons of gas purchased by all customers on this one day at this gas station.
Gallons of Gas
Number of Customers
4 to less than 8
78
8 to less than 12
49
12 to less than 16
81
16 to less than 20
117
20 to less than 24
13
a) How many customers were served on this day at this gas station?
b) Find the class midpoints. Do all of the classes have the same width? If so, what is this width? If not, what are the different class widths?
c) What percentage of the customers purchased between 4 and 12 gallons? (do not include % sign. Round numerical value to one decimal place)
4. The following data give the one-way commuting times (in minutes) from home to work for a random sample of 50 workers.
23
17
34
26
18
33
46
42
12
37
44
15
22
19
28
32
18
39
40
48
16
11
9
24
18
26
31
7
30
15
18
22
29
32
30
21
19
14
26
37
25
36
23
39
42
46
29
17
24
31
a. What is the frequency for each class 0–9, 10–19, 20–29, 30–39, and 40–49.
b. Calculate the relative frequency and percentage for each class.
c. What percentage of the workers in this sample commute for 30 minutes or more?
Note: Round relative frequency to two decimal places. Complete the table by calculating the frequency, relative frequency, and percentage.
Commuting Times
Frequency
(part a)
Relative Frequency
(part c)
Percentage (%)
(part d)
0-9
?
0.??
?
10-19
?
0.??
?
20-29
?
0.??
?
30-39
?
0.??
?
40-49
?
0.??
?
5. The following data give the number of text messages sent on 40 randomly selected days during 2015 by a high school student.
32
33
33
34
35
36
37
37
37
37
38
39
40
41
41
42
42
42
43
44
44
45
45
45
47
47
47
47
47
48
48
49
50
50
51
52
53
54
59
61
Each stem has been displayed (left column). Complete this stem-and-leaf display for these data.
Note: Use a space ...
As mentioned earlier, the mid-term will have conceptual and quanti.docxfredharris32
As mentioned earlier, the mid-term will have conceptual and quantitative multiple-choice questions. You need to read all 4 chapters and you need to be able to solve problems in all 4 chapters in order to do well in this test.
The following are for review and learning purposes only. I am not indicating that identical or similar problems will be in the test. As I have indicated in the class syllabus, all the exams in this course will have multiple-choice questions and problems.
Suggestion: treat this review set as you would an actual test. Sit down with your one page of notes and your calculator, and give it a try. That way you will know what areas you still need to study.
ADMN 210
Answers to Review for Midterm #1
1) Classify each of the following as nominal, ordinal, interval, or ratio data.
a. The time required to produce each tire on an assembly line – ratio since it is numeric with a valid 0 point meaning “lack of”
b. The number of quarts of milk a family drinks in a month - ratio since it is numeric with a valid 0 point meaning “lack of”
c. The ranking of four machines in your plant after they have been designated as excellent, good, satisfactory, and poor – ordinal since it is ranking data only
d. The telephone area code of clients in the United States – nominal since it is a label
e. The age of each of your employees - ratio since it is numeric with a valid 0 point meaning “lack of”
f. The dollar sales at the local pizza house each month - ratio since it is numeric with a valid 0 point meaning “lack of”
g. An employee’s identification number – nominal since it is a label
h. The response time of an emergency unit - ratio since it is numeric with a valid 0 point meaning “lack of”
2) True or False: The highest level of data measurement is the ratio-level measurement.
True (you can do the most powerful analysis with this kind of data)
3) True or False: Interval- and ratio-level data are also referred to as categorical data.
False (Interval and ratio level data are numeric and therefore quantitative, NOT qualitative….Nominal is qualitative)
4) A small portion or a subset of the population on which data is collected for conducting statistical analysis is called __________.
A sample! A population is the total group, a census IS the population, and a data set can be either a sample or a population.
5) One of the advantages for taking a sample instead of conducting a census is this:
a sample is more accurate than census
a sample is difficult to take
a sample cannot be trusted
a sample can save money when data collection process is destructive
6) Selection of the winning numbers is a lottery is an example of __________.
convenience sampling
random sampling
nonrandom sampling
regulatory sampling
7) A type of random sampling in which the population is divided into non-overlapping subpopulations is called __________.
stratified random sampling
cluster sampling
systematic random sampling
regulatory sampling
8) A ...
Points: 250
Assignment 3:Biggest Challenges Facing Organizations in the Next 20 Years
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide a title slide followed by a slide with an introduction to your presentation.
Weight: 5%
Did not submit or incompletely provided a title slide followed by a slide with an introduction to your presentation.
Insufficiently provided a title slide followed by a slide with an introduction to your presentation.
Partially provided a title slide followed by a slide with an introduction to your presentation.
Satisfactorily provided a title slide followed by a slide with an introduction to your presentation.
Thoroughly provided a title slide followed by a slide with an introduction to your presentation.
2. Presentation should include your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Only include one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides. Weight: 50%
Did not submit or incompletely included your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Did not submit or incompletely included one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides.
Insufficiently included your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Insufficiently included one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides.
Partially included your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Partially included one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides.
Satisfactorily included your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Satisfactorily included one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides.
Thoroughly included your choice of the five (5) challenges you believe organizations will face in the next twenty (20) years. Satisfactorily included one (1) challenge and your explanation for choosing that challenge per slide for a total of five (5) slides.
3. Provide one (1) summary slide which addresses key points of your paper.
Weight: 5%
Did not submit or incompletely provided one (1) summary slide which addresses key points of your paper.
Insufficiently provided one (1) summary slide which addresses key points of your paper.
Partially provided one (1) summary slide which addresses key points of your paper.
Satisfactorily provided one (1) summary slide which addresses key points of your paper.
Thoroughly provided one (1) summary slide which addresses key points of your paper.
4. Narrate each slide,.
Distinguish between Parameter and Statistic.
Calculate sample variance and sample standard deviation.
Visit the website for more services: https://cristinamontenegro92.wixsite.com/onevs
STAT 200 Introduction to Statistics Final Examination, Spri.docxrafaelaj1
STAT 200: Introduction to Statistics
Final Examination, Spring 2019 OL3
Page 1 of 8
STAT 200
OL3 Sections
Final Exam
Spring 2019
The final exam will be posted at 12:01 am on April 19, 2019, and
it is due at 11:59 pm on April 21, 2019 Eastern Time.
This is an open-book exam. You may refer to your text and other course materials
for the current course as you work on the exam, and you may use a calculator,
applets, or Excel. You must complete the exam individually. Neither collaboration
nor consultation with others is allowed. It is a violation of the UMUC Academic
Dishonesty and Plagiarism policy to use unauthorized materials or work from
others.
Answer all 20 questions. Make sure your answers are as complete as possible,
particularly when it asks for you to show your work. Answers that come straight
from calculators, programs or software packages without any explanation will not
be accepted. If you need to use technology (for example, Excel, online or hand-
held calculators, statistical packages) to aid in your calculation, you must cite the
sources and explain how you get the results. For example, state the Excel function
along with the required parameters when using Excel; describe the detailed steps
when using a hand-held calculator; or provide the URL and detailed steps when
using an online calculator, and so on.
Record your answers and work on the separate answer sheet provided.
This exam has 20 problems; 5% for each problems.
You must include the Honor Pledge on the title page of your submitted final exam.
Exams submitted without the Honor Pledge will not be accepted.
STAT 200: Introduction to Statistics
Final Examination, Spring 2019 OL3
Page 2 of 8
1. You wish to estimate the mean cholesterol levels of patients two days after they had a heart attack. To
estimate the mean, you collect data from 28 heart patients. Justify for full credit.
(a) Which of the followings is the sample?
(i) Mean cholesterol levels of 28 patients recovering from a heart attack suffered two
days ago
(ii) Cholesterol level of the person recovering from heart attack suffered two days ago
(iii) Set of all patients recovering from a heart attack suffered two days ago
(iv) Set of 28 patients recovering from a heart attack suffered two days ago
(b) Which of the followings is the variable?
(i) Mean cholesterol levels of 28 patients recovering from a heart attack suffered two
days ago
(ii) Cholesterol level of the person recovering from heart attack suffered two days ago
(iii) Set of all patients recovering from a heart attack suffered two days ago
(iv) Set of 28 patients recovering from a heart attack suffered two days ago
2. In order to collect data on the number of courses that your classmates take in this semester, you plan
on asking them: “How many UMUC courses are you taking in this semester? “Justify for full credit.
(a) Which type of d.
Similar to Mathematical Statistics with Applications in R 2nd Edition Ramachandran Solutions Manual (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Mathematical Statistics with Applications in R 2nd Edition Ramachandran Solutions Manual
1. P a g e | 1
CHAPTER 1
Descriptive Statistics
1.1 Introduction
1.2 Basic concepts
1.3 Sampling schemes
1.4 Graphical representation of data
1.5 Numerical description of data
1.6 Computers and statistics
1.7 Chapter summary
1.8 Computer examples
Projects for Chapter 1
Statistical software R is used for this book. All outputs and codes given are in R. R is a free
statistical software, and it can be downloaded from the website: http://www.r-project.org
Mathematical Statistics with Applications in R 2nd Edition Ramachandran Solutions Manual
Full Download: http://alibabadownload.com/product/mathematical-statistics-with-applications-in-r-2nd-edition-ramachandran-s
This sample only, Download all chapters at: alibabadownload.com
2. P a g e | 2
Exercises 1.2
1.2.1
The suggested solutions:
For qualitative data we can have color, sex, race, Zip code and so on. For quantitative data we
can have age, temperature, time, height, weight and so on. For cross section data we can have
school funding for each department in 2000. For time series data we can have the crude oil
price from 1995 to 2008.
1.2.2
The suggested solutions:
For qualitative data we collect the frequency information of the data and we want to see the
comparison by either bar chart or pie chart.
For quantitative data we collect the numerical information of the data and we want to see the
comparison by histogram distribution.
For cross section data we collect different section data on the same time and we want to make
comparison between them.
For time series data we collect same type of data on different time spot and we want to see if
there is any trend or pattern of this data with time shifting.
1.2.3
The suggested questions can be:
1. What types of data the amounts are?
2. Do these Federal Agency receive the same amount of funding? If not, why?
3. Which Federal Agency should receive more funding? Why?
The suggested inferences we can make are:
1. These Federal Agency get different amount of money.
2. There are big differences between funding the Agencies receive.
1.2.4
The suggested questions can be
1. How does the funding changes for each agency through time?
2. Should we change the proportion between the Agencies or not?
3. Should we increase the total amount or not?
The suggested inferences we can make is
1. The total money tends to be the same.
2. The proportion between the Agencies tends to be the same.
3. P a g e | 3
Exercises 1.3
1.3.1
Simple Random Sample:
Say we have a population of 1,000 students, and we want a sample of 100 students.
Using software or a random table, we randomly select 100 out of the 1,000 students. We want
the selection probability for all the students to be equal. That is no student is more likely to be
selected than any other student.
Systematic Sample:
Again, we have a population of 1,000 students, and we want a sample of 100 students.
We need the sampling interval k = N/n = 10. Now, we need a random starting point between 1
and k. Let say, we randomly select 4. This gives us the sample: 4, 14, 24, ..., 74, 84, 94. This
sample of numbers will correspond to ordered list of students.
Stratified Sample:
Suppose we decide to sample 100 college students from the population of 1000 ( that is
10% of the population). We know these 1000 students come from three different major, Math,
Computer Science and Social Science. We have Math 200, CS 400 and SS 400 students. Then
we choose 10% of each of them Math 20, CS 40 and SS 40 by using simple random sample
within each major.
Cluster Sample:
Presume we have a population of 1,000 students clustered into 10 departments. For our
sample of students, we will randomly select a subset from the 10 departments. Let say we
randomly select 3 out 10 departments. Now, all the students on those 3 department become
the sample from the population of students.
Exercises 1.4
1.4.1
(a) Bar graph
Very goodGoodFairMediocrePoor
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
C1
C2
Bar graph for the percent of road mileage
4. P a g e | 4
(b) Pie chart
Poor
Very good
Good
Fair
Mediocre
Category
Pie chart of the percent of road mileage
1.4.2
(a) Bar graph
Other
Lepidoptera
Thysanoptera
O
donata
Collem
bola
O
rthoptera
Hem
iptera
Diptera
Coleoptera
40.00%
30.00%
20.00%
10.00%
0.00%
C1
C2
Bar graph of species
(b) Pareto graph
Percentage 0.35 0.26 0.15 0.06 0.06 0.05 0.03 0.04
Percent 35.0 26.0 15.0 6.0 6.0 5.0 3.0 4.0
Cum % 35.0 61.0 76.0 82.0 88.0 93.0 96.0 100.0
Species
O
thers
O
donata
Collem
bola
O
ther
O
rthoptera
Hem
iptera
Coleoptera
Diptera
1.0
0.8
0.6
0.4
0.2
0.0
100
80
60
40
20
0
Percentage
Percent
Pareto graph of species
5. P a g e | 5
(c) Pie chart
Coleoptera
Diptera
Hemiptera
Orthoptera
Collembola
Odonata
Thysanoptera
Lepidoptera
other
Category
Pie chart of species
species
1.4.3
(a) Bar graph
Renewable EnergyPetroliumNyclear Electric PowerNatural GasCoal
40.00%
30.00%
20.00%
10.00%
0.00%
C1
C2
Bar graph
(b) Pareto graph
Percentage 0.40 0.23 0.22 0.08 0.07
Percent 40.0 23.0 22.0 8.0 7.0
Cum % 40.0 63.0 85.0 93.0 100.0
C1
Renew
able
Energy
Nyclear Electric
Pow
er
Coal
Natural Gas
Petrolium
1.0
0.8
0.6
0.4
0.2
0.0
100
80
60
40
20
0
Percentage
Percent
Pareto graph
6. P a g e | 6
(c) Pie chart
Coal
Natural Gas
Nyclear Electric Power
Petrolium
Renewable Energy
Category
Pie chart of species
species
1.4.4
(a) Bar graph
Black ratRabbitRed FoxHedgehogLionChimpanzeeDolphinBat
12
10
8
6
4
2
0
C1
C2
Bar graph
(b) Pareto graph
Percentage 11 6 6 5 3 1 1 1
Percent 32.4 17.6 17.6 14.7 8.8 2.9 2.9 2.9
Cum % 32.4 50.0 67.6 82.4 91.2 94.1 97.1 100.0
C1
O
ther
Chim
panzee
Bat
Lion
Hedgehog
Red
Fox
Rabbit
Black
rat
35
30
25
20
15
10
5
0
100
80
60
40
20
0
Percentage
Percent
Pareto graph
1.4.5
(a) Bar graph
FDCBA
6
5
4
3
2
1
0
C1
Count
bar graph
7. P a g e | 7
(b) Pie chart
A
B
C
D
F
Category
Pie chart
species
1.4.6
(a) Pie chart
16 to 19 years
20 to 24 years
25 to 34 years
35 to 44 years
45 to 54 years
55 to 64 years
65 years and over
Category
Pie chart
species
(b) Bar graph
65
years
and
over
55
to
64
years
45
to
54
years
35
to
44
years
25
to
34
years
20
to
24
years
16
to
19
years
700
600
500
400
300
200
100
0
C1
C3
Bar graph
8. P a g e | 8
(c) Pareto graph
C2 628 605 600 498 393 334 260
Percent 18.9 18.2 18.1 15.0 11.8 10.1 7.8
Cum % 18.9 37.2 55.2 70.3 82.1 92.2 100.0
C1
16
to
19
years
20
to
24
years
65
years
and
over
25
to
34
years
35
to
44
years
55
to
64
years
45
to
54
years
3500
3000
2500
2000
1500
1000
500
0
100
80
60
40
20
0C2
Percent
Pareto Graph
1.4.7
(a) Pie chart
Mining
Construction
Manufacturing
Transportation
Wholesale
Retail
Finance
Services
Category
Pie chart
species
(b) Bar graph
Services
Finance
Retail
W
holesale
Transportation
M
anufacturing
Construction
M
ining
8000
7000
6000
5000
4000
3000
2000
1000
0
C1
C2
Bar graph
9. P a g e | 9
1.4.8
(a) Bar graph
AustraliaWesternEasternCaribbeanLatinEastSouthNorthSub-Saharan
25
20
15
10
5
0
C1
C2
Bar graph
(b) Pareto graph
Percentage 25.30 5.80 1.40 1.32 0.70 1.72
Percent 69.8 16.0 3.9 3.6 1.9 4.7
Cum % 69.8 85.8 89.7 93.3 95.3 100.0
C1 OtherEasternNorthLatinSouthSub-Saharan
40
30
20
10
0
100
80
60
40
20
0
Percentage
Percent
Pareto graph
1.4.9
Bar graph
20001990198019601900
80
70
60
50
40
30
20
10
0
C1
C2
Bar graph
10. P a g e | 10
1.4.10
84 LookalikeLusealMid Button FlagHammer
60
50
40
30
20
10
0
C1
C2 Bar graph
1.4.11
(a) Bar graph
SuicideStrokePneumoniaKidneyHeartDiabetesCancerCChronicAccidents
300
250
200
150
100
50
0
C1
C2
Bar graph
(b) Pareto graph
Percentage 268.0 199.4 58.5 42.3 35.1 34.5 23.9 30.2
Percent 38.7 28.8 8.5 6.1 5.1 5.0 3.5 4.4
Cum % 38.7 67.6 76.0 82.1 87.2 92.2 95.6 100.0
C1
Other
Diabetes
Accidents
Pneum
oniaC
Stroke
Cancer
Heart
700
600
500
400
300
200
100
0
100
80
60
40
20
0
Percentage
Percent
Pareto graph
11. P a g e | 11
1.4.12
(a) Expenditure
Bar graph
PersonalTransfersDebtOperatingCapitalReserves
35
30
25
20
15
10
5
0
C1
C2
Bar graph
Revenues
Bar graph
TransfersInterestFinesChargesInterLicensesUtilityProperty
40
30
20
10
0
C1
C2
Bar graph
(b) Expenditure
Pie chart
Reserves
Capital
Operating
Debt
Transfers
Personal
Category
Pie chart
species
12. P a g e | 12
Revenues
Pie chart
Property
Utility
Licenses
Inter
Charges
Fines
Interest
Transfers
Category
Pie chart
species
1.4.13
90807060
9
8
7
6
5
4
3
2
1
0
C1
Frequency
Histogram
1.4.14
(a) Stem and leaf
Stem-and-Leaf Display: C1
Stem-and-leaf of C1 N = 40
Leaf Unit = 1.0
2 0 00
12 0 2222223333
13 0 5
20 0 6666677
20 0 888899
14 1 111
11 1 223333
5 1 55
3 1 677
13. P a g e | 13
(b) Histogram
1612840
6
5
4
3
2
1
0
C1
Frequency
Histogram
(c) Pie chart
17-19
0-1
1-3
3-5
5-7
7-9
9-11
11-13
13-15
15-17
Category
Pie Chart
1.4.15
( a ) Stem and leaf
Stem-and-leaf of SAT Mathematics scores N = 20
Leaf Unit = 10
1 4 7
3 4 99
8 5 00011
10 5 22
10 5 4455
6 5 6667
2 5 9
1 6 0
14. P a g e | 14
(b) Histogram
600580560540520500480
5
4
3
2
1
0
C1
Frequency
Histogram
(c) Pie chart
470-490
490-510
510-530
530-550
550-570
570-590
590-610
Category
Pie Chart
1.4.16
Frequency table
Interval Frequency Relative Freq Percentage
5-9 1 .04 4
10-14 3 .12 12
15-19 5 .2 20
20-24 10 .4 40
25-29 5 .2 20
30-35 1 .04 4
15. P a g e | 15
Histogram
1.4.17
Non-Hispanic Black or African American
Non-Hispanic Asian
Non-Hispanic American Indian or Alaska Native
Non-Hispanic Native Hawaiian or other Pacific Islander
Non-Hispanic Some Other Race
Non-Hispanic Two or more races
Hispanic or Latino
White or European American Hispanic
Black or African American Hispanic
American Indian or Alaska Native Hispanic
White or European American
Asian Hispanic
Some Other Race Hispanic
Two or more races Hispanic
Black or African American
Asian American
American Indian or Alaska Native
Native Hawaiian or other Pacific Islander
Some other race
Two or more races
Not Hispanic nor Latino
Non-Hispanic White or European American
Category
Pie Chart
Exercises 1.5
1.5.1
2 2 2 2
2
2
176105... 7896
165.67
12
176165.67 105165.67 ... 78165.67 96165.67
121
3988.42
3988.4263.15
x
s
s
s
16. P a g e | 16
1.5.2
(a)
2 2 2 2
2
2
7.6257.5... 5.3757.5
7.013
10
7.6257.013 7.57.013 ... 5.3757.013 7.57.013
101
.548
.548.0738
x
s
s
s
(b)
1
3
6.625
7.5 7.625
7.5625
2
7.375
7.5625 6.625 .9375
6.625 1.5 .9375 5.21875
7.625 1.5 .9375 9.0312
.
5
Q
Q
M
IQ
Ther
R
e ar
LL
e no outli
L
ers
L
1.5.3
Given information: mean=6 , median = 4 , mode = 3
We know that the value 3 can only be in the data twice. If not the median would be different
than 4. This give us the following: 3, 3, x, y. Where x and y are the missing values. We
introduce a system of equation to solve for x and y.
3 9 3
6 4
4 2
24 6 8 3
18 5
18 5
13,x=5
x y x
x y x
x y x
y
y
Data: 3, 3, 5, 13
2 2 221
3 6 3 6 5 6 13 6
3
1
= 68
3
=22.667
Sd=
= 22.667
=4.76
Var
Var
17. P a g e | 17
1.5.4
(a)
2 2 2 2
2
2
11881050... 1578261
1243.5
14
11881243.5 10501243.5 ... 15781243.5 2611243.5
141
792365.81
792365.81890.15
28822612621
x
s
s
s
Range
(b)
1
3
537
1578
1117 1050
1083.5
2
1578 537 1041
537 1.5 1041 1024.5
1578 1.5 1041 3139.5
.
Q
Q
M
IQR
L
There are no outlier
L
LL
s
(c)
1.5.5
5001000150020002500
(a)
1
3
80
115
95
115 80 35
80 1.5 35 27.5
115 1.5 35 167.5
Q
Q
M
IQR
LL
LL
18. P a g e | 18
(b)
406080100120
(c) There are no outliers.
1.5.6
2 2 2 2 2
2
5214715121017622
11.8
50
5211.814711.8151211.8101711.862211.8
34.653
501
34.6535.887
x
s
s
1.5.7
(a)
i1 i1 i1
( ) () () 0
l l l
i i i i ifmx fmfxnxnx
(b)
5
1
5211.814711.8151211.8101711.862211.8
59.8144.815.2105.2610.2
4967.235261.20
i i
i
fmx
19. P a g e | 19
1.5.8
(a)
2 2 2 2 2
i 1 1 i 1 i 1 i 1
2
2 2 2 2 2 2 1
i 1 i 1 i 1
2
i 12
i 1
( ) 2 2
2
n n n n n
i i i i i
i
n
in n n
i
i i i
n
in
i
x x x xx x x x x x
x
x nx nx x nx x n
n
x
x
n
(b)
2 2 2 22
i1
2
2
i12
i1
( ) 10592.4678092.467...11592.4679592.4679737.7333
1387
137989 9737.7333
15
n
i
n
in
i
xx
x
x
n
1.5.9
(a)
32
1
32
22
1
1059.36
33.105
32 32
1
33.
5488.332
177.043
31
53.50 5.31 48.
105
1
9
3
1
i
i
i
i
x
r
x
s x
ange
(b)
1
3
24.75 25.44
25.095
2
42.19 43.25
42.72
2
32 32
32
2
42.72 25.095 17.625
25.095 1.5 17.625 1.3425
42.72 1.5 17.625 69.1575
.
Q
Q
M
IQR
LL
LL
There are no outliers
20. P a g e | 20
(c)
1020304050
(d)
Histogram of y
y
Frequency
0 10 20 30 40 50 60
02468
(e)
33.105x
19.80,46.41x s 21 data point (65.625%) fall within 1 SD, empirical rule = 68%
2 6.49,59.72x s 31 data point (96.875%) fall within 2 SD, empirical rule = 95%
3 6.81,73.02x s 32 data point (100%) fall within 3 SD, empirical rule = 99.7%
21. P a g e | 21
1.5.10
(a)
40
1
22
0
1
4
333.6
8.34
40 40
1
8
944.376
24.215
39
17.2 .5
.3
167
4
3
.
9
i
i
i
i
x
x
s x
range
(b)
1
3
3.7 3.6
3.65
2
12.8 12.3
12.55
2
8.3 7.9
8.1
2
12.55 3.65 8.9
3.65 1.5 8.9 9.7
12.55 1.5 8.9 25.9
.
Q
Q
M
IQR
LL
LL
There are no outliers
(c)
051015
(d)
Histogram of y
y
Frequency
0 5 10 15
0246810
22. P a g e | 22
(e) 8.34x
3.42,13.26x s 24 data point (60%) fall within 1 SD, empirical rule = 68%
2 1.5,18.18x s 40 data point (100%) fall within 2 SD, empirical rule = 95%
3 6.42,23.1x s 40 data point (100%) fall within 3 SD, empirical rule = 99.7%
1.5.11
(a)
2
211,000 1 11,000
110, 1,900,000 6969697
100 1001 100
6969.69783.4847
x s
s
(b)
.68(400,000) 272,000
2 .95(400,000) 380,000
3 .997(400,000) 398,800
xs
x s
x s
1.5.12
(a)
10
1
22
1
1
3
10
418
41.
39
46
42 40
41
2
46 39 7
1149.6
127.733
9
127.733 11.
8
10 10
1
8.34
9
302
i
i
i
i
Q
Q
M
IQR
s
x
x
s x
(b)
10
i1
( )4181041.8418-4180ixx
(c)
2030405060
23. P a g e | 23
(d)
7
391.57 28.5
461.57 56.5
18 60.
IQR
LL
LL
Therearetwooutliers and
1.5.13
(a)
30
1
30
22
1
112.3
3.7433
30 30
1
3.7433 3.502
29
3.502 1.871
ii
i
i
x
x
s x
s
(b) Frequency table
Class Interval Frequency Mi Mi∙fi
1 0-1.6 4 .8 3.2
2 1.7-3.3 10 2.5 25
3 3.4-5 9 4.2 37.8
4 5.1-6.7 5 5.9 29.5
5 6.8-8.4 2 7.6 15.2
(c) Grouped data:
2 2 2 2 22
4(.8)10(2.5)9(4.2)5(5.9)2(7.6)
3.69
30
1
40.83.69 2.53.69 4.23.69 5.93.69 7.63.10 9 5 2 693.62
29
3.621.90
x
s
s
The results from the grouped data are similar to the actual data.
1.5.14
(a)
30
1
30
22
1
1814
60.467
30 30
1
60.467 685.085
29
685. 26.1708 45
ii
i
i
x
x
s x
s
(b) Frequency table
Class Interval Frequency Mi Mi∙fi
1 0-20 1 10 10
2 20-40 8 30 240
3 40-60 6 50 300
4 60-80 5 70 350
5 80-100 10 90 900
24. P a g e | 24
(c)
Grouped data:
2 2 2 2 22
10240300350900
60
30
1
1060 3060 508 6 560 7060 9060 682.7592
29
682.75926.13
x
s
s
The results from the grouped data are similar to the actual data.
1.5.15
25L 139615mf 4w
178859bF 514661n
24822.27)5(.M b
m
Fn
f
w
L
1.5.16
(a)
2 2 2 2 22
8159.511169.518179.59189.54199.5
177.5
50
1
8159.5177.5 169.5177.5 179.5177.5 189.5177.5 199.5177.5
49
134.6
11 1
94
134.69411.6
8
06
9 4
x
s
s
(b) 517L , 81mf , 9w
91bF , 05n
178)5(.M b
m
Fn
f
w
L
1.5.17
2 2 2 2 22
38103129.55949.54569.5789.5
44.272
180
1
381044.272 29.544.272 49.544.272 69.544.272 89.544.272
49
536.146
536.14623
31 59 45 7
.155
x
s
s
(b) 40L , 59mf , 19w , 69bF
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