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Use the Normal Table. Use Table A to find the proportion of observations from a standard Normal distribution that satisfies each of the following statements. In each case, sketch a standard Normal curve and shade the area under the curve that is the answer to the question. (a) \(z<-0.42\) (b) \(z>-1.58\) (c) \(z<2.12\) (d) \(-0.42

Short Answer

Expert verified
(a) 0.3372, (b) 0.9429, (c) 0.9830, (d) 0.6458.

Step by step solution

01

Understanding the Problem

We need to find the proportion of data that falls below, above, or between given standard normal distribution values. To solve this, use the standard normal distribution table (Z-table) which gives the cumulative probability for standard normal values.
02

Calculate P(z < -0.42)

Look up the value of z = -0.42 in the Z-table. The table provides the cumulative probability for a given z-value. For z = -0.42, P(z < -0.42) equals approximately 0.3372. This corresponds to the area to the left of z = -0.42 on the standard normal curve.
03

Calculate P(z > -1.58)

First, find P(z < -1.58) using the Z-table. For z = -1.58, P(z < -1.58) equals approximately 0.0571. Since P(z > -1.58) is the complement, calculate it as 1 - P(z < -1.58), which equals roughly 0.9429.
04

Calculate P(z < 2.12)

Use the Z-table to find P(z < 2.12). The table shows that for z = 2.12, P(z < 2.12) equals around 0.9830. This represents the area under the curve to the left of z = 2.12.
05

Calculate P(-0.42 < z < 2.12)

To find the probability between two z-values, subtract the cumulative probabilities: P(-0.42 < z < 2.12) = P(z < 2.12) - P(z < -0.42). Using previously found values, calculate this as 0.9830 - 0.3372 = 0.6458.

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Key Concepts

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

Z-table
The Z-table is an essential tool in statistics for understanding the standard normal distribution. It allows us to find the cumulative probability of a given z-value. A z-value, or z-score, tells us how many standard deviations an element is from the mean. In the context of the standard normal distribution, the mean is 0, and the standard deviation is 1. The Z-table provides the probability of a random variable being less than a given z-value.

When using the Z-table, it's important to know whether you need to find the cumulative probability to the left or take the complement to find the probability to the right. For instance, to find the probability that a z-score is less than -0.42, we look directly at the table. However, to find the probability that a score is greater than a certain z-value (like -1.58), we need to calculate the complement, i.e., 1 minus the cumulative probability from the table.

  • The value of z = -0.42 from the Z-table gives a probability of 0.3372.
  • For z = -1.58, it provides 0.0571, making greater than -1.58 equal to 0.9429.
This makes the Z-table an indispensable tool for statistical analysis, simplifying the process of finding probabilities without complex calculations.
Standard Normal Curve
The standard normal curve is a bell-shaped curve that is symmetric around the mean. It is the graphical representation of the standard normal distribution, where the mean is 0 and the standard deviation is 1. Any curve or distribution that shares this bell shape and symmetry around its mean is considered a normal distribution. However, when the distribution specifically has a mean of 0 and a standard deviation of 1, it is a standard normal distribution.

The area under the standard normal curve represents probabilities, which allows us to use the curve to solve real-world problems involving normally distributed variables. When we talk about the probability of a z-score, we're referring to the area under the curve on the left of that score. For example, if a problem asks for the probability of a z-score less than 2.12, it's asking for the area left of 2.12 on this curve, equivalent to a probability of about 0.9830.

Key features of the standard normal curve include:
  • Mean = 0, Standard Deviation = 1
  • Symmetrical about the mean
  • Total area under the curve equals 1
Cumulative Probability
Cumulative probability refers to the probability that a random variable takes on a value less than or equal to a given point. In standard normal distribution, it is visually represented as the area under the curve to the left of a specified z-score. This concept is crucial when using the Z-table, as this table gives cumulative probabilities.

For example, if you want to know the proportion of observations that are less than a z-score of 2.12, you would use the cumulative probability from the Z-table. Here, P(z < 2.12) is approximately 0.9830, meaning 98.30% of the data is below z = 2.12.

The concept is also used to calculate probabilities between two scores. For instance, the probability that a z-score falls between -0.42 and 2.12 is determined by subtracting the cumulative probability of the lower score from the higher score, resulting in P(-0.42 < z < 2.12) = 0.9830 - 0.3372 = 0.6458.

Understanding cumulative probability is vital because it helps infer the likelihood of a point falling within a specific range on the normal distribution.
Statistical Proportion
Statistical proportion involves determining the fraction or percentage of observations that satisfy a particular condition in a dataset. When working with the standard normal distribution, this often means finding proportions that lie below, above, or between specific z-values.

In the context of normal distribution exercises, proportions relate closely with probabilities, as probabilities represent proportions on the standard normal curve. For instance, if we say P(z < -0.42) = 0.3372, it implies that 33.72% of the observations fall below a z-score of -0.42.

Statistical proportions are fundamental in making comparisons, assessing probabilities, and interpreting data results in a sensible way. They enable easy visualization of where data points lie relative to the entire distribution. Problems that require knowledge of statistical proportions help solidify understanding of how distributions are used practically, and how they apply to real-world statistical analyses.

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Most popular questions from this chapter

Fruit flies. The common fruit fly Drosophila melanogaster is the most studied organism in genetic research because it is small, is easy to grow, and reproduces rapidly. The length of the thorax (where the wings and legs attach) in a population of male fruit flies is approximately Normal with mean \(0.800\) millimeter (mm) and standard deviation \(0.078 \mathrm{~mm}\). (a) What proportion of flies have thorax length less than \(0.7 \mathrm{~mm}\) ? (b) What proportion have thorax length greater than \(1.0 \mathrm{~mm}\) ? (c) What proportion have thorax length between \(0.7 \mathrm{~mm}\) and \(1.0 \mathrm{~mm}\) ?

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The Medical College Admissions Test. A new version of the Medical College Admissions Test (MCAT) was introduced in spring 2015 and is intended to shift the focus from what applicants know to how well they can use what they know. One result of the change is that the scale on which the exam is graded has been modified, with the total score of the four sections on the test ranging from 472 to 528 . In spring 2015 , the mean score was \(500.0\) with a standard deviation of \(10.6\) (a) What are the median and the first and third quartiles of the MCAT scores? What is the interquartile range? (b) Give the interval that contains the central \(80 \%\) of the MCAT scores.

Are we getting smarter? When the Stanford-Binet IQ test came into use in 1932 , it was adjusted so that scores for each age group of children followed roughly the Normal distribution with mean 100 and standard deviation 15 . The test is readjusted from time to time to keep the mean at 100 . If present-day American children took the 1932 Stanford-Binet test, their mean score would be about 120 . The reasons for the increase in IQ over time are not known but probably include better childhood nutrition and more experience in taking tests. 11 (a) IQ scores above 130 are often called "very superior." What percentage of children had very superior scores in 1932 ? (b) If present-day children took the 1932 test, what percentage would have very superior scores? (Assume that the standard deviation 15 does not change.)

Perfect SAT scores. It is possible to score higher than 1600 on the combined mathematics and reading portions of the SAT, but scores 1600 and above are reported as 1600 . The distribution of SAT scores (combining mathematics and reading) in 2014 was close to Normal with mean 1010 and standard deviation 218. What proportion of SAT scores for these two parts were reported as 1600 ? (That is, what proportion of SAT scores were actually higher than 1600?)

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