The student will compare and contrast empirical data and a theoretical distribution to determine if Terry Vogel's lap times fit a continuous distribution.
Directions
Round the relative frequencies and probabilities to four decimal places. Carry all other decimal answers to two places.
Collect the data
Use the data from
Appendix C . Use a stratified sampling method by lap (races 1 to 20) and a random number generator to pick six lap times from each stratum. Record the lap times below for laps two to seven.
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Construct a histogram. Make five to six intervals. Sketch the graph using a ruler and pencil. Scale the axes.
Calculate the following:
= _______
s = _______
Draw a smooth curve through the tops of the bars of the histogram. Write one to two complete sentences to describe the general shape of the curve. (Keep it simple. Does the graph go straight across, does it have a v-shape, does it have a hump in the middle or at either end, and so on?)
Analyze the distribution
Using your sample mean, sample standard deviation, and histogram to help, what is the approximate theoretical distribution of the data?
X ~ _____(_____,_____)
How does the histogram help you arrive at the approximate distribution?
Describe the data
Use the data you collected to complete the following statements.
The
IQR goes from __________ to __________.
IQR = __________. (
IQR =
Q3 –
Q1 )
The 15
th percentile is _______.
The 85
th percentile is _______.
The median is _______.
The empirical probability that a randomly chosen lap time is more than 130 seconds is _______.
Explain the meaning of the 85
th percentile of this data.
Theoretical distribution
Using the theoretical distribution, complete the following statements. You should use a normal approximation based on your sample data.
The
IQR goes from __________ to __________.
IQR = _______.
The 15
th percentile is _______.
The 85
th percentile is _______.
The median is _______.
The probability that a randomly chosen lap time is more than 130 seconds is _______.
Explain the meaning of the 85
th percentile of this distribution.
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost
6% more than previous year? Provide with reasoning.
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Good day
How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200.
Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
I am Camara from Guinea west Africa... happy to meet you guys here
Sekou
ma management ho
Amisha
ahile becheclor ho
Amisha
hjr ktm bta ho
ani k kaam grnu hunxa tw
Amisha
belatari
Amisha
1st year ho
Amisha
nd u
Amisha
ahh
Amisha
kaha biratnagar
Amisha
ys
Amisha
kina k vo
Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
it must be .9 or 0.9
no Mpc is greater than 1
Y=100+.9Y+50
Y-.9Y=150
0.1Y/0.1=150/0.1
Y=1500
Kalombe
Mercy is it clear?😋
Kalombe
hi can someone help me on this question
If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output?
discuss your answer using appropriate graph.