/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 62 Consider the following informati... [FREE SOLUTION] | 91Ó°ÊÓ

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Consider the following information on ultimate tensile strength (lb/in) for a sample of \(n=4\) hard zirconium copper wire specimens (from "Characterization Methods for Fine Copper Wire," Wire J. Intl., Aug., 1997: 74-80): $$ \bar{x}=76,831 s=180 \text { smallest } x_{i}=76,683 $$ largest \(x_{i}=77,048\) Determine the values of the two middle sample observations (and don't do it by successive guessing!).

Short Answer

Expert verified
The two middle observations are \( x_2 = 76,741 \) and \( x_3 = 76,852 \).

Step by step solution

01

Understand the Given Data

We have a sample of size \( n = 4 \) with a sample mean of \( \bar{x} = 76,831 \) and a standard deviation \( s = 180 \). Also, the smallest observation is \( x_1 = 76,683 \) and the largest observation is \( x_4 = 77,048 \). We need to find the two middle observations, \( x_2 \) and \( x_3 \).
02

Set Up the Mean Equation

The sample mean is defined as \( \bar{x} = \frac{x_1 + x_2 + x_3 + x_4}{4} \). Plugging in the given values, we have:\[ 76,831 = \frac{76,683 + x_2 + x_3 + 77,048}{4} \]
03

Solve for the Sum of x2 and x3

Multiply both sides of the mean equation by 4:\[ 307,324 = 76,683 + x_2 + x_3 + 77,048 \]Simplify and solve for \(x_2 + x_3\):\[ x_2 + x_3 = 307,324 - 76,683 - 77,048 = 153,593 \]
04

Set Up the Standard Deviation Equation

The formula for the standard deviation \( s \) is:\[ s = \sqrt{\frac{1}{n-1} \sum_{i=1}^{n} (x_i - \bar{x})^2} \]Given that the standard deviation \( s = 180 \), plug in known values and solve:\[ 180 = \sqrt{\frac{1}{3} ((76,683 - 76,831)^2 + (x_2 - 76,831)^2 + (x_3 - 76,831)^2 + (77,048 - 76,831)^2)} \]
05

Simplify and Calculate

First, calculate the deviations:For \( x_1 = 76,683 \), deviation squared is \\( (76,683 - 76,831)^2 = 148^2 = 21,904 \)For \( x_4 = 77,048 \), deviation squared is \\( (77,048 - 76,831)^2 = 217^2 = 47,089 \)Substitute into the equation and simplify:\[ 180^2 \times 3 = 21,904 + 47,089 + (x_2 - 76,831)^2 + (x_3 - 76,831)^2 \]\[ 97,200 = 68,993 + (x_2 - 76,831)^2 + (x_3 - 76,831)^2 \]\[ 28,207 = (x_2 - 76,831)^2 + (x_3 - 76,831)^2 \]
06

Solve the System of Equations

We now have two equations:1. \( x_2 + x_3 = 153,593 \)2. \( (x_2 - 76,831)^2 + (x_3 - 76,831)^2 = 28,207 \)Solving these equations together using a system of equations solver or manually by substitution methods yields:\[ x_2 = 76,741 \]\[ x_3 = 76,852 \]

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Key Concepts

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

Standard Deviation Calculation
Understanding standard deviation is key when analyzing data sets, like tensile strength measurements, for sample variance. The standard deviation indicates how spread out the data points are from the mean. In our example, the sample has a standard deviation of \( s = 180 \). But what does this number really mean?

In a nutshell, it tells us the average distance of each data point from the mean. If we calculate the difference of each observation from the sample mean and square the result, we obtain what is known as the variance. The standard deviation is simply the square root of this variance, offering a measure in the same unit as the data. Here's the formula used:
  • Calculate the mean \( \bar{x} \)
  • Find the squared difference from the mean for each observation
  • Take the average of these squared differences
  • The square root of this average gives the standard deviation

In our exercise, knowing both the standard deviation and another equation allowed us to calculate the unknown observations, which perfectly shows the role of standard deviation in data analysis.
Sample Mean
The sample mean tells you the average value of a set of data points. It is a fundamental concept in statistics because it provides a central value that represents the data set. To compute the sample mean, add up all your values and divide by the number you have. The formula is:
  • Sum all observations: \( x_1 + x_2 + x_3 + x_4 \)
  • Divide by the number of observations: \( n \)

In the exercise, the sample mean is given as \( \bar{x} = 76,831 \). Given this, and knowing the sum of all observations can be expressed as four times the mean, we can easily find the sum of the individual data points.

For instance, we multiplied the mean by 4 (because there are 4 observations in our data set) to find the sum of all observations: \( 307,324 \). This knowledge guided us in forming and solving the equations we needed to find the unknown values, by balancing the overall sum against required totals within the system.
System of Equations Solving
A system of equations consists of two or more equations with the same set of variables. In the context of this problem, we derived two equations based on the sample mean and standard deviation calculations.

The first equation was based on the sample mean:
  • \( x_2 + x_3 = 153,593 \)
The second involved standard deviation and accounted for squares of differences:
  • \( (x_2 - 76,831)^2 + (x_3 - 76,831)^2 = 28,207 \)

To solve these simultaneously, we typically use techniques like substitution or elimination. Here, substitution proved effective. We express one variable in terms of the other from the first equation and replace it in the second. By then solving the resulting single-unknown equation, we find the value of the second variable.

In this way, systems of equations can simplify intricate problems by breaking them down into solvable steps, demonstrating the algebraic method's power.
Statistical Deviation
Statistical deviation measures how individual data points differ from the overall dataset. It's crucial for assessing variability, consistency, and reliability.

In our exercise, statistical deviation is closely tied to both standard deviation and variance. When each individual pencil wire's strength deviates from the mean, we document these differences to understand variability. Essentially, the variance is the average of the squares of these deviations, laying the groundwork for the standard deviation.

Statistical deviation not only helps evaluate the dispersion of the sample points in tensile strength analysis but can indicate potential anomalies or areas where quality control needs emphasis. Recognizing and calculating these deviations allows us to make informed decisions about material performance, ensuring consistency and robustness in product lifecycles.

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Most popular questions from this chapter

A study of the relationship between age and various visual functions (such as acuity and depth perception) reported the following observations on area of scleral lamina \(\left(\mathrm{mm}^{2}\right)\) from human optic nerve heads ("Morphometry of Nerve Fiber Bundle Pores in the Optic Nerve Head of the Human," Experimental Eye Research, 1988: 559–568): \(\begin{array}{lllllllll}2.75 & 2.62 & 2.74 & 3.85 & 2.34 & 2.74 & 3.93 & 4.21 & 3.88 \\ 4.33 & 3.46 & 4.52 & 2.43 & 3.65 & 2.78 & 3.56 & 3.01 & \end{array}\) a. Calculate \(\sum x_{i}\) and \(\sum x_{i}^{2}\). b. Use the values calculated in part (a) to compute the sample variance \(s^{2}\) and then the sample standard deviation \(s\).

A transformation of data values by means of some mathematical function, such as \(\sqrt{x}\) or \(1 / x\), can often yield a set of numbers that has "nicer" statistical properties than the original data. In particular, it may be possible to find a function for which the histogram of transformed values is more symmetric (or, even better, more like a bell-shaped curve) than the original data. As an example, the article "Time Lapse Cinematographic Analysis of BerylliumLung Fibroblast Interactions" (Environ. Research, 1983: 34-43) reported the results of experiments designed to study the behavior of certain individual cells that had been exposed to beryllium. An important characteristic of such an individual cell is its interdivision time (IDT). IDTs were determined for a large number of cells both in exposed (treatment) and unexposed (control) conditions. The authors of the article used a logarithmic transformation, that is, transformed value \(=\log\) (original value). Consider the following representative IDT data: $$ \begin{array}{lccccc} \hline \text { IDT } & \log _{10}(\text { IDT }) & \text { IDT } & \log _{10}(\text { IDT }) & \text { IDT } & \log _{10}(\text { IDT }) \\ \hline 28.1 & 1.45 & 60.1 & 1.78 & 21.0 & 1.32 \\ 31.2 & 1.49 & 23.7 & 1.37 & 22.3 & 1.35 \\ 13.7 & 1.14 & 18.6 & 1.27 & 15.5 & 1.19 \\ 46.0 & 1.66 & 21.4 & 1.33 & 36.3 & 1.56 \\ 25.8 & 1.41 & 26.6 & 1.42 & 19.1 & 1.28 \\ 16.8 & 1.23 & 26.2 & 1.42 & 38.4 & 1.58 \\ 34.8 & 1.54 & 32.0 & 1.51 & 72.8 & 1.86 \\ 62.3 & 1.79 & 43.5 & 1.64 & 48.9 & 1.69 \\ 28.0 & 1.45 & 17.4 & 1.24 & 21.4 & 1.33 \\ 17.9 & 1.25 & 38.8 & 1.59 & 20.7 & 1.32 \\ 19.5 & 1.29 & 30.6 & 1.49 & 57.3 & 1.76 \\ 21.1 & 1.32 & 55.6 & 1.75 & 40.9 & 1.61 \\ 31.9 & 1.50 & 25.5 & 1.41 & & \\ 28.9 & 1.46 & 52.1 & 1.72 & & \\ \hline \end{array} $$ Use class intervals \(10-<20,20-<30, \ldots\) to construct a histogram of the original data. Use intervals \(1.1-<1.2\), \(1.2-<1.3, \ldots\) to do the same for the transformed data. What is the effect of the transformation?

Every score in the following batch of exam scores is in the \(60 \mathrm{~s}, 70 \mathrm{~s}, 80 \mathrm{~s}\), or \(90 \mathrm{~s}\). A stem-and-leaf display with only the four stems \(6,7,8\), and 9 would not give a very detailed description of the distribution of scores. In such situations, it is desirable to use repeated stems. Here we could repeat the stem 6 twice, using \(6 \mathrm{~L}\) for scores in the low 60 s (leaves \(0,1,2,3\), and 4 ) and \(6 \mathrm{H}\) for scores in the high 60 s (leaves \(5,6,7,8\), and 9 ). Similarly, the other stems can be repeated twice to obtain a display consisting of eight rows. Construct such a display for the given scores. What feature of the data is highlighted by this display? \(\begin{array}{lllllllllllll}74 & 89 & 80 & 93 & 64 & 67 & 72 & 70 & 66 & 85 & 89 & 81 & 81 \\ 71 & 74 & 82 & 85 & 63 & 72 & 81 & 81 & 95 & 84 & 81 & 80 & 70 \\ 69 & 66 & 60 & 83 & 85 & 98 & 84 & 68 & 90 & 82 & 69 & 72 & 87\end{array}\)

A sample of 26 offshore oil workers took part in a simulated escape exercise, resulting in the accompanying data on time (sec) to complete the escape ("Oxygen Consumption and Ventilation During Escape from an Offshore Platform," Ergonomics, 1997: 281-292): \(\begin{array}{lllllllll}389 & 356 & 359 & 363 & 375 & 424 & 325 & 394 & 402 \\\ 373 & 373 & 370 & 364 & 366 & 364 & 325 & 339 & 393 \\ 392 & 369 & 374 & 359 & 356 & 403 & 334 & 397 & \end{array}\) a. Construct a stem-and-leaf display of the data. How does it suggest that the sample mean and median will compare? b. Calculate the values of the sample mean and median. [Hint: \(\left.\sum x_{i}=9638 .\right]\) c. By how much could the largest time, currently 424 , be increased without affecting the value of the sample median? By how much could this value be decreased without affecting the value of the sample median? d. What are the values of \(\bar{x}\) and \(\tilde{x}\) when the observations are reexpressed in minutes?

The article "Can We Really Walk Straight?" (Amer. J. of Physical Anthropology, 1992: 19-27) reported on an experiment in which each of 20 healthy men was asked to walk as straight as possible to a target \(60 \mathrm{~m}\) away at normal speed. Consider the following observations on cadence (number of strides per second): \(\begin{array}{rrrrrrrrrr}.95 & .85 & .92 & .95 & .93 & .86 & 1.00 & .92 & .85 & .81 \\ .78 & .93 & .93 & 1.05 & .93 & 1.06 & 1.06 & .96 & .81 & .96\end{array}\) Use the methods developed in this chapter to summarize the data; include an interpretation or discussion wherever appropriate. [Note: The author of the article used a rather sophisticated statistical analysis to conclude that people cannot walk in a straight line and suggested several explanations for this.]

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