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A data set has a first quartile of 42 and a third quartile of \(50 .\) Compute the lower and upper limits for the corresponding box plot. Should a data value of 65 be considered an outlier?

Short Answer

Expert verified
65 is an outlier.

Step by step solution

01

Identify the Interquartile Range (IQR)

The IQR is the range between the first quartile ( Q1 ) and the third quartile ( Q3 ). It quantifies the spread of the middle 50% of the data. We calculate it by subtracting the first quartile from the third quartile: IQR = Q3 - Q1 = 50 - 42 = 8 .
02

Calculate the Lower Limit for Outliers

To find the lower limit, subtract 1.5 times the IQR from the first quartile: Lower Limit = Q1 - 1.5 imes IQR = 42 - 1.5 imes 8 = 42 - 12 = 30 .
03

Calculate the Upper Limit for Outliers

To find the upper limit, add 1.5 times the IQR to the third quartile: Upper Limit = Q3 + 1.5 imes IQR = 50 + 1.5 imes 8 = 50 + 12 = 62 .
04

Determine if 65 is an Outlier

Data values are considered outliers if they are below the lower limit or above the upper limit. Since 65 is greater than the upper limit (62), it is considered an outlier.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Interquartile Range
The Interquartile Range, commonly abbreviated as IQR, is a measure of statistical dispersion in a data set. It is the difference between the third quartile (Q3) and the first quartile (Q1). The IQR is a valuable tool because it focuses only on the central 50% of the data, helping to ignore the extreme values that can skew the understanding of data distribution.

To calculate the IQR, subtract the first quartile from the third quartile:
  • IQR = Q3 - Q1
For instance, if Q3 is 50 and Q1 is 42, the IQR would be:
  • IQR = 50 - 42 = 8
This means the middle half of the data is spread across an interval of 8 units. Understanding the spread can help highlight how clustered or spread out the central values are in your data set.

Using the IQR, we can also establish the limits that help in identifying potential outliers in the data.
Quartiles
Quartiles divide a data set into four equal parts, where each part represents 25% of the sorted dataset. These are often used in statistics to summarize data and determine its spread and center.
  • First Quartile (Q1): This is the median of the first half of the data set, marking the 25th percentile. This means 25% of the data lies below this value.
  • Third Quartile (Q3): This is the median of the second half of the data set, marking the 75th percentile. Thus, 75% of the data lies below this value.
An important characteristic of these quartiles is the Interquartile Range (IQR), discussed prior, which is the span between Q3 and Q1. The quartiles and the IQR together form the basis of the box in a box plot, giving visual insight into the spread and skewness of the data.

Accurately identifying quartiles ensures proper understanding of your dataset's structure and aids in distinguishing regular values from potential anomalies.
Outliers
Outliers are data points that are significantly distant from the rest of the data. They can occur due to variability in the measurement or experimental errors, indicating anomalies that may need further investigation. The lower and upper limits are calculated using the IQR to determine outliers in a data set:
  • Lower Limit: Q1 - 1.5 × IQR
  • Upper Limit: Q3 + 1.5 × IQR
Values that fall beyond these limits are considered outliers. For example, if our lower limit is 30 and the upper limit is 62, any data point below 30 or above 62 would be deemed an outlier.

In the context of the problem, a data value of 65 is greater than the upper limit of 62. Thus, it is identified as an outlier. Understanding and identifying outliers is crucial, as they can often influence statistical analysis and decision-making, skewing results if not properly addressed.

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Most popular questions from this chapter

The following data were used to construct the histograms of the number of days required to fill orders for Dawson Supply, Inc., and J.C. Clark Distributors (see Figure 3.2). \(\begin{array}{lcccccccccc}\text {Dawson Supply Days for Delivery:} & 11 & 10 & 9 & 10 & 11 & 11 & 10 & 11 & 10 & 10 \\ \text {Clark Distributors Days for Delivery:} & 8 & 10 & 13 & 7 & 10 & 11 & 10 & 7 & 15 & 12\end{array}\) Use the range and standard deviation to support the previous observation that Dawson Supply provides the more consistent and reliable delivery times.

Consider a sample with a mean of 500 and a standard deviation of \(100 .\) What are the \(z\) -scores for the following data values: \(520,650,500,450,\) and \(280 ?\)

The national average for the verbal portion of the College Board's Scholastic Aptitude Test (SAT) is 507 (The World Almanac, 2006 ). The College Board periodically rescales the test scores such that the standard deviation is approximately \(100 .\) Answer the following questions using a bell-shaped distribution and the empirical rule for the verbal test scores. a. What percentage of students have an SAT verbal score greater than \(607 ?\) b. What percentage of students have an SAT verbal score greater than \(707 ?\) c. What percentage of students have an SAT verbal score between 407 and \(507 ?\) d. What percentage of students have an SAT verbal score between 307 and \(607 ?\)

A sample of 10 NCAA college basketball game scores provided the following data \((U S A\) Today, January 26,2004 ). $$\begin{array}{lclcr} & & & & \text { Winning } \\ \text { Winning Team } & \text { Points } & \text { Losing Team } & \text { Points } & \text { Margin } \\ \text { Arizona } & 90 & \text { Oregon } & 66 & 24 \\ \text { Duke } & 85 & \text { Georgetown } & 66 & 19 \\ \text { Florida State } & 75 & \text { Wake Forest } & 70 & 5 \\ \text { Kansas } & 78 & \text { Colorado } & 57 & 21 \\ \text { Kentucky } & 71 & \text { Notre Dame } & 63 & 8 \\ \text { Louisville } & 65 & \text { Tennessee } & 62 & 3 \\ \text { Oklahoma State } & 72 & \text { Texas } & 66 & 6\end{array}$$ $$\begin{array}{lccc} \text { Winning Team } & \text { Points } & \text { Losing Team } & \text { Points } & \text { Winning Margin } \\ \text { Purdue } & 76 & \text { Michigan State } & 70 & 6 \\ \text { Stanford } & 77 & \text { Southern Cal } & 67 & 10 \\ \text { Wisconsin } & 76 & \text { Illinois } & 56 & 20 \end{array}$$ a. Compute the mean and standard deviation for the points scored by the winning team. b. Assume that the points scored by the winning teams for all NCAA games follow a bell-shaped distribution. Using the mean and standard deviation found in part (a), estimate the percentage of all NCAA games in which the winning team scores 84 or more points. Estimate the percentage of NCAA games in which the winning team scores more than 90 points. c. Compute the mean and standard deviation for the winning margin. Do the data contain outliers? Explain.

Suppose the data have a bell-shaped distribution with a mean of 30 and a standard deviation of \(5 .\) Use the empirical rule to determine the percentage of data within each of the following ranges. a. 20 to 40 b. 15 to 45 c. 25 to 35

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