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Refer to SAT test scores for \(2014 .\) A total of \(N=1,672,395\) college-bound students took the SAT in 2014 Assume that the test scores are sorted from lowest to highest and that the sorted data set is \(\left\\{d_{1}, d_{2}, \ldots, d_{1,672,395}\right\\}\). (a) Determine the position of the median \(M\). (b) Determine the position of the first quartile \(Q_{1}\). (c) Determine the position of the 80 th percentile.

Short Answer

Expert verified
The position of the median is at the 836,198th score, the position of first quartile \(Q_1\) is at the 418,099th score, and the position of the 80th percentile is at 1,337,916th.

Step by step solution

01

Understanding The Problem Statement

The first important job is to understand the statistical measures that need to be found. The Median \(M\) is the middle value of a set of data when arranged in ascending order. The first quartile \(Q_1\) is the middle value of the first half of the data set and the 80th percentile is the value below which 80% of the data fall.
02

Calculate Position of Median \(M\)

In this step, the task is to find the position of the median. Understanding that the median divides the data set into two equal parts, the formula to calculate the position of median is \((N+1)/2\), where \(N\) is the number of observations. Apply this formula to find the position of median: \((1,672,395+1)/2 =836,198\). So, the position of the median is at the 836,198th score.
03

Calculate Position of First Quartile \(Q_1\)

The first quartile \(Q_1\) divides the first half of the ordered data set into two equal parts. The formula to find the position of first quartile is \((N+1)/4\). Substituting the given number of observations into the formula, we get \((1,672,395+1)/4 =418,099\). Thus, the position of the first quartile is at the 418,099th score.
04

Calculate Position of 80th Percentile

Percentiles partition the data into 100 equal parts, so to find the 80th percentile, the position is calculated by \(80*N/100\). Substituting the given number of observations into the formula, we find \(80*1,672,395/100 = 1,337,916\). Thus, the position of the 80th percentile is at the 1,337,916th score.

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Key Concepts

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

Median Calculation
The median is a fundamental statistical measure that helps us understand the center of a data set. When you have a large set of numbers sorted in order, the median is the value that sits right in the middle. It's essential because it provides a clear picture of the data's central tendency, especially when there are outliers or skewed distributions.
To find the median's position in a dataset, you use the formula \((N+1)/2\), where \(N\) is the total number of observations. This formula helps identify the middle value's position. It's important to note that if your dataset has an odd number of observations, the median is the exact middle number. Conversely, if it's even, the median is the average of the two central numbers.
For the given SAT scores in 2014, with a total of 1,672,395 scores, the median position would be calculated as \((1,672,395+1)/2 =836,198\). Therefore, the median score is located at the 836,198th score in the ordered list. This single value cleaves the dataset into two equal halves, demonstrating where the middle line of the dataset resides.
Quartiles
Quartiles are another way to understand the spread of your data by dividing it into four equal parts. These are very useful when you want to get a deeper understanding of how your data is distributed beyond just the central tendency.
Each quartile represents a key division in the dataset. The first quartile, \(Q_1\), marks the 25th percentile of the data. This means it splits off the lowest 25% from the rest of the data. To find \(Q_1\), use the formula \((N+1)/4\). This calculation tells you the position of the first quartile in an ordered set.
For the SAT scores example, the first quartile is located at position \((1,672,395+1)/4 =418,099\). Therefore, the 418,099th score represents the first quartile, signifying that 25% of the students scored below this value. Quartiles are helpful as they give you a view of the lower segment of your data, indicating any potential concerns or insights about the less-performing individuals in a large dataset.
Percentiles
Percentiles provide a detailed way to see how data is spread across a dataset. They divide the data into 100 equal parts and are very beneficial for seeing how one particular score compares to every other score. For example, in an academic setting, knowing which percentile a student's score falls into gives an exact indication of their rank compared to others.
Calculating a specific percentile involves using the formula \((P/100) \times N\), where \(P\) is the desired percentile. In the context of our SAT test score example, we're interested in finding the 80th percentile. By using our formula, it computes to \(80/100 \times 1,672,395 = 1,337,916\). Thus, the 1,337,916th score is the point below which 80% of scores lie.
Percentiles are powerful tools in statistics because they provide more precise insight than quartiles. They help pinpoint exactly where a specific value stands within an entire dataset, offering a clear picture of relative performance or distribution. Understanding percentiles allows for more informed decisions and evaluations.

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Most popular questions from this chapter

Refer to the mode of a data set. The mode of a data set is the data point that occurs with the highest frequency. When there are several data points (or categories) tied for the most frequent, each of them is a mode, but if all data points have the same frequency, rather than say that every data point is a mode, it is customary to say that there is no mode. Explain why the data sets \(\left\\{x_{1}, x_{2}, x_{3}, \ldots, x_{N}\right\\}\) and \(\left\\{x_{1}+c, x_{2}+c, x_{3}+c, \ldots, x_{N}+c\right\\}\) have (a) the same range. (b) the same standard deviation.

Refer to the two histograms shown in Fig. 15 17 summarizing the 2016 payrolls of the 30 teams in Major League Baseball. The two histograms are based on the same data set but use slightly different class intervals. (You can assume that no team had a payroll that was exactly equal to \(a\) whole number of millions of dollars.) Find the average \(A\) and the median \(M\) of each data set. (a) \\{5,10,15,20,25,60\\} (b) \\{105,110,115,120,125,160\\}

Refer to Table \(15-13,\) which gives the home-to-school distance \(d\) (rounded to the nearest half-mile) for each of the 27 kindergarten students at Cleansburg Elementary School. $$ \begin{array}{c|c|c|c} \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \boldsymbol{d} & \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \boldsymbol{d} \\ \hline 1362 & 1.5 & 3921 & 5.0 \\ \hline 1486 & 2.0 & 4355 & 1.0 \\ \hline 1587 & 1.0 & 4454 & 1.5 \\ \hline 1877 & 0.0 & 4561 & 1.5 \\ \hline 1932 & 1.5 & 5482 & 2.5 \\ \hline 1946 & 0.0 & 5533 & 1.5 \\ \hline 2103 & 2.5 & 5717 & 8.5 \\ \hline 2877 & 1.0 & 6307 & 1.5 \\ \hline 2964 & 0.5 & 6573 & 0.5 \\ \hline 3491 & 0.0 & 8436 & 3.0 \\ \hline 3588 & 0.5 & 8592 & 0.0 \\ \hline 3711 & 1.5 & 8964 & 2.0 \\ \hline 3780 & 2.0 & 9205 & 0.5 \\ \hline & & 9658 & 6.0 \\ \hline \end{array} $$ Draw a bar graph for the home-to-school distances for the kindergarteners at Cleansburg Elementary School using the following class intervals: Zone \(A: 1.5\) miles or less Zone \(B\) : more than 1.5 miles up to and including 2.5 miles Zone \(C\) : more than 2.5 miles up to and including 3.5 miles Zone \(D\) : more than 3.5 miles

Refer to the data set shown in Table \(15-12 .\) The table shows the scores on a Chem 103 test consisting of 10 questions worth 10 points each. $$ \begin{array}{c|c|c|c} \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \text { Score } & \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \text { Score } \\ \hline 1362 & 50 & 4315 & 70 \\ \hline 1486 & 70 & 4719 & 70 \\ \hline 1721 & 80 & 4951 & 60 \\ \hline 1932 & 60 & 5321 & 60 \\ \hline 2489 & 70 & 5872 & 100 \\ \hline 2766 & 10 & 6433 & 50 \\ \hline 2877 & 80 & 6921 & 50 \\ \hline 2964 & 60 & 8317 & 70 \\ \hline 3217 & 70 & 8854 & 100 \\ \hline 3588 & 80 & 8964 & 80 \\ \hline 3780 & 80 & 9158 & 60 \\ \hline 3921 & 60 & 9347 & 60 \\ \hline 4107 & 40 & & \end{array} $$ Suppose that the grading scale for the test is \(\mathrm{A}: 80-100 ; \mathrm{B}:\) \(70-79 ; \mathrm{C}: 60-69 ; \mathrm{D}: 50-59 ;\) and \(\mathrm{F}: 0-49\) (a) Make a frequency table for the distribution of the test grades. (b) Draw a relative frequency bar graph for the test grades.

Refer to the data set shown in Table \(15-12 .\) The table shows the scores on a Chem 103 test consisting of 10 questions worth 10 points each. $$ \begin{array}{c|c|c|c} \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \text { Score } & \begin{array}{c} \text { Student } \\ \text { ID } \end{array} & \text { Score } \\ \hline 1362 & 50 & 4315 & 70 \\ \hline 1486 & 70 & 4719 & 70 \\ \hline 1721 & 80 & 4951 & 60 \\ \hline 1932 & 60 & 5321 & 60 \\ \hline 2489 & 70 & 5872 & 100 \\ \hline 2766 & 10 & 6433 & 50 \\ \hline 2877 & 80 & 6921 & 50 \\ \hline 2964 & 60 & 8317 & 70 \\ \hline 3217 & 70 & 8854 & 100 \\ \hline 3588 & 80 & 8964 & 80 \\ \hline 3780 & 80 & 9158 & 60 \\ \hline 3921 & 60 & 9347 & 60 \\ \hline 4107 & 40 & & \end{array} $$ Suppose that the grading scale for the test is \(\mathrm{A}: 80-100 ; \mathrm{B}:\) \(70-79 ; \mathrm{C}: 60-69 ; \mathrm{D}: 50-59 ;\) and \(\mathrm{F}: 0-49 .\) (a) What percentage of the students who took the test got a grade of D? (b) In a pie chart showing the distribution of the test grades, what is the size of the central angle (in degrees) of the "wedge" representing the grade of D? (c) Draw a pie chart showing the distribution of the test grades. Give the central angles for each wedge in the pie chart (round your answer to the nearest degree).

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