This document discusses calculating quartiles of a data set. It begins by defining key terms like quartiles, data, ungrouped data, and measures of position. It then explains how to find the quartiles using the Mendenhall and Sincich method, which involves arranging data in order and using a formula to determine quartile positions. The document provides examples of calculating the lower and upper quartile differences for different data sets. It concludes by generalizing the process and evaluating example problems of finding individual quartiles and their sum.
In statistics, a central tendency is a central or typical value for a probability distribution. Colloquially, measures of central tendency are often called averages. The term central tendency dates from the late 1920s. The most common measures of central tendency are the arithmetic mean, the median, and the mode.
Presentation is made by the student of M.phil Jameel Ahmed Qureshi Faculty of Education Elsa Kazi campus Hyderabad UoS Jamshoron, This presentation is an assignment assign by the Dr. Mumtaz Khwaja
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In statistics, a central tendency is a central or typical value for a probability distribution. Colloquially, measures of central tendency are often called averages. The term central tendency dates from the late 1920s. The most common measures of central tendency are the arithmetic mean, the median, and the mode.
Presentation is made by the student of M.phil Jameel Ahmed Qureshi Faculty of Education Elsa Kazi campus Hyderabad UoS Jamshoron, This presentation is an assignment assign by the Dr. Mumtaz Khwaja
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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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.
9. 1. What did you observed on the game?
2. What do you call a data that is not
grouped?
Questions:
10.
11. Learning Objectives
•Illustrate the quartiles for ungrouped
data
•Calculate the first quartile, second
quartile and third quartile of a set of data.
•Appreciate the concept of this topic in
real-life situation.
13. Procedure
1. Arrange the data in INCREASING or DECREASING
order.
2. Identify the lowest score and highest score.
3. Find the middle score. Level it as Q2
4. Identify the value between the middle score and
the lowest score. Level it as Q1.
5. Identify the value between the middle score and
highest score. Level it as Q3.
14. Questions
•What is Q1, Q2, and Q3 of the data?
•How many data belong to Q1, Q2, and Q3
in terms of data?
•Have you realize of finding the position of
the data?
15. Group 1: The number of games won by famous
basketball team each year from the year 1991 to the year
2000 are 20, 25, 20, 45, 45, 30, and 35.
Group 2: The rate of an article changed in six consecutive
months. Its rate each month was 16, 13, 11, 8, 18, and 3.
Group 3: The owner of a supermarket recorded the
number of customers who came into his store each hour
in a day. The results were 11, 7, 9, 6, 14, 11, and 8.
Group 4: Find the average of the lower, middle, and the
upper quartile of the data. 15, 18, 23, 6, 7, 22, and 12.
16.
17. What is measure
of position?
Tells where a
specific data value
falls within the
data set or its
relatives position
in comparison with
other data values.
18. What is data?
It is a factual
information (such as
measurements or
statistics) used as a
basis for reasoning ,
discussion, or
calculation.
19. What is Ungroup
data?
The data you first
gather from an
experiment or study
which not sorted
into categories,
classified, or
otherwise grouped.
20. What is quartile?
The quartiles are
the score points
which divide a
distribution into
four equal parts.
22. What is quartile?
If the number of the
scores is even, the
median is the
average of the two
middles score.
23. Finding the Quartiles
a. Arrange the data in ascending order
b. Using Mendenhall and Sincich Method
c. Locate the values of the specified
quartile using interpolation method.
24. Mendenhall and Sinchich Method
A method of finding the quartile value.
Where, Q is quartile, k is number of quartile, and n
is number of data.
25. Interpolation method
a. Find the difference between the two values
wherein, Q1 is situated.
b. get the decimal part result in quartile and
multiply it with the result in step a.
c. Add the result in the step b to the smallest
number wherein Q1 is situated to get the
position of Q1.
26. Example 1:
Calculate the position of the lower quartile in
the given data {2, 5, 7, 10, 9, 3, 2, 11, 4, 12}
Finding the quartiles
a. Arrange the data in ascending order
b. Using Mendenhall and Sincich Method
c. Locate the values of the specified quartile.
27. Interpolation method
a. Find the difference between the two values
wherein, Q1 is situated.
b. get the decimal part result in quartile and
multiply it with the result in step a.
c. Add the result in the step b to the smallest
number wherein Q1 is situated to get the
position of Q1.
28. Example 2:
The numbers of game won by famous basketball
team each year from the year 1991 to the year
2000 are 20, 25, 20, 45, 35, 50, 35, 45, 30, 60, and
35. Find the difference between of the lower
quartile and the upper quartile of the data set.
Finding the quartiles
a. Arrange the data in ascending order
b. Using Mendenhall and Sincich Method
c. Locate the values of the specified quartile.
29. Try this!
The rate of an article changed in six consecutive
months. Its rate each month was 16, 13, 11, 8, 18,
and 3. Find the difference between of the lower
quartile and the upper quartile of the data set.
31. Generalization
1. What is Quartile?
The quartiles are the score points which divide a
distribution into four equal parts. If the number of
the scores is even, the median is the average of the
two middles score.
2. How to calculate Quartile of a set of data?
Using the formula, Q=k/4(n+1). Where, Q is
quartile, k is number of quartile, and n is number of
data.
32. Evaluation
Evaluate the following problem.
1. Calculate Quartile-3 from the following data 3,
13, 11, 15, 5, 4, 2.
2. Annie conducted a math test for her students.
The scores they got in the test are 16, 19, 9, 14,
31, 9, 24, 16, 19, 14 and 31. Find the sum of
lower quartile, middle quartile, and upper
quartile.
33. Evaluation
Evaluate the following problem.
1. Calculate Quartile-3 from the following data 3,
13, 11, 15, 5, 4, 2.
Sol: {2, 3, 4, 5, 11, 13, 15}, n=7
Q3 = k/4(n+1) Q3 = ¾(7+1)
= 24/4
= 6 6th position Q3 = 13