Answer 1

Quartile Deviation (QD) - The Quartile Deviation is a measure of statistical dispersion that
focuses on the spread of the middle 50% of a dataset. It is also referred to as the Semi-
Interquartile Range because it is half the difference between the third quartile (Q3Q3Q3) and
the first quartile (Q1Q1Q1).

Where:
Q1 (First Quartile): The value below which 25% of the data falls.
Q3 (Third Quartile): The value below which 75% of the data falls.
Q3−Q1: The Interquartile Range (IQR), which measures the range of the middle 50% of the
data.

Steps to Calculate Quartile Deviation:

Arrange the data in ascending order.
]
Divide the data into four equal parts to find Q1 and Q3

Use interpolation if needed for continuous data.

Purpose: Quartile Deviation provides insight into how data points are distributed around the
median. It excludes the impact of extreme values (outliers) because it focuses on the middle
50% of the data.

Interpretation: A small QD indicates that the middle 50% of the data is tightly packed,
suggesting less variability. A large QD means the data is more spread out, indicating higher
variability in the central values.

Advantages:
 Not affected by extreme values or outliers.
 Simple to calculate and interpret.

Disadvantages:
 It only considers the middle 50% of the data, ignoring the rest.
 It does not give a full picture of variability.

Cumulative Frequency Distribution: A cumulative frequency distribution is a statistical tool

that represents the total number of observations that fall below or within a particular value or
class in a dataset. It shows the running total of frequencies as you progress through the data,
starting from the smallest value to the largest.

Key Features:
 Cumulative Frequency: The sum of all frequencies up to a certain point in the dataset.
 Increasing Nature: The cumulative frequency always increases as you move through
the data because each new frequency is added to the previous total.
 Final Value: The last cumulative frequency is equal to the total number of
observations in the dataset.

Types of Cumulative Frequency:

 Less-than Cumulative Frequency: It shows the total number of observations less than
or equal to a given value or class.
Example: If the class is 0−10 and the cumulative frequency is 15, it means 15 observations
are ≤10

 Greater-than Cumulative Frequency:: It shows the total number of observations

greater than or equal to a given value or class.
Example: If the class is 20−30 and the cumulative frequency is 25, it means 25 observations
are ≥20

Steps to Create a Cumulative Frequency Distribution:

 Organize the Data: Arrange the dataset in ascending order or divide it into class
intervals.
 Calculate Frequencies: Count the number of observations for each value or class
interval.
 Add Frequencies Cumulatively:
 For less-than cumulative frequency: Start from the first frequency and keep
adding subsequent frequencies.
 For greater-than cumulative frequency: Start from the total number of
observations and subtract frequencies as you go down.

Applications:
 To analyze the distribution of data.
 To determine percentiles, quartiles, and medians.
 Used in creating ogives (cumulative frequency graphs).

This tool is widely used in descriptive statistics to summarize large datasets efficiently.

To calculate the Quartile Deviation (QD), we follow these steps:

Steps:
Arrange the data into a cumulative frequency distribution.
Determine the positions of the first quartile (Q1) and third quartile (Q3):

Use interpolation to find the exact values of Q1 and Q3 from the data.
Calculate the Quartile Deviation:

Let’s organize the given data into a cumulative frequency table and perform the calculations.
The calculations are as follows:
Q1=27.89 (approximately)
Q3+30.26 (approximately)

Quartile Deviation (QD):

Final Answer: The Quartile Deviation is approximately 1.19.

Interpretation: The Quartile Deviation of 1.19 indicates that the middle 50% of the earnings
distribution is spread by about 1.19 units on either side of the median.
Answer 2

Median Position - The Median Position refers to the location or rank of the middle value in
an ordered dataset. It helps identify the Median Class in grouped data or pinpoint the exact
median in ungrouped data.

Ungrouped Data - For a dataset with N observations:

N: Total number of observations

Grouped Data: For data presented in a frequency distribution, the Median Position determines
which class interval contains the median. It is calculated as:

N: Total number of observations (sum of all frequencies).

The class interval containing the N/2-th observation is the Median Class.

Purpose
 The Median Position is critical for:
 Locating the central value in a dataset.

Calculating the Median using the formula : Where CF is the cumulative frequency before the
Median Class.

To calculate the Median from a frequency distribution, follow these steps:

Step 1: Identify the Median Class
The Median Class is the class interval containing the middle value of the data. Its position is
determined by:
where N is the total number of observations.

Step 2: Use the Median Formula

Once the median class is identified, use the formula:

Where:
L: Lower boundary of the median class
N: Total number of observations
CF: Cumulative frequency of the class preceding the median class
f: Frequency of the median class
h: Class width

Step 3: Calculate the Median

Let’s compute the median step by step.

Total number of students (NNN) = 100

Median position

The Median Class is 40−50 because the cumulative frequency just before 50 is 32, and the
cumulative frequency at 40−50 is 60.

Parameters for Median Calculation:

L=40 (lower boundary of median class)
CF=32 (cumulative frequency before the median class)
=28 (frequency of the median class)
h=10 (class width)

Median Formula:

Substitute the values:

 The Median is approximately 46.43.

 This means that the middle value of the dataset lies within the class interval 40−50
and is approximately 46.43.
Answer 3a
Probability is a measure of the likelihood or chance that a particular event will occur. It
quantifies uncertainty and ranges between 0 and 1, where:
 0 indicates the event is impossible.
 1 indicates the event is certain.

Mathematical Definition
For an event A in a sample space S

Key Concepts
 Experiment: A process that produces well-defined outcomes (e.g., tossing a coin,
rolling a die).
 Outcome: A single possible result of an experiment (e.g., getting "Heads" when
tossing a coin).
 Event: A collection of one or more outcomes (e.g., getting an even number when
rolling a die).
 Sample Space (S): The set of all possible outcomes of an experiment (e.g., for a coin
toss, S={Heads, Tails})

Types of Probability
 Theoretical Probability: Based on reasoning or logic, without conducting experiments.
 Experimental Probability: Based on actual experiments or observations.

 Subjective Probability: Based on personal judgment or experience, not precise

calculations.

Properties of Probability
 Range: 0≤P(A)≤1
 Sum Rule: The total probability of all outcomes in a sample space is 111: ∑P(Ai)=1
 Complement Rule: The probability of an event not occurring is P(Not A)=1

To find the probability that both drawn balls are white, let's calculate step by step.
Step 1: Understand the problem
 Total balls in the bag: 6white+4black=10balls.
 Two balls are drawn one after another without replacement.
 We need to calculate the probability of drawing two white balls.

Step 2: Probability of the first draw

 The probability of drawing a white ball in the first draw is:

Step 3: Probability of the second draw

After drawing one white ball, there are 5white balls left out of a total of 9 balls
 The probability of drawing a white ball in the second draw is:

Step 4: Combined Probability

 The combined probability of both events happening (drawing two white balls) is:
 P(Both White)=P(First White)⋅P(Second White | First White)
Substituting the values:

The probability that both drawn balls are white is 1/3 or approximately 0.333 (33.33%).

Answer 3b
Standard Deviation (SD) is a statistical measure that quantifies the amount of variation or
dispersion in a dataset. It indicates how much individual data points deviate, on average, from
the mean (average) of the dataset.

Formula
For a dataset with N observations:

Where:
σ: Standard deviation (for the population).
xi: Each data point.
μ: Mean of the dataset.
N: Total number of data points.

For a sample, the formula slightly adjusts:

Where s is the sample standard deviation, and xˉ is the sample mean.

Key Points
 Low Standard Deviation: Indicates that data points are close to the mean, showing
less variability.
 High Standard Deviation: Indicates that data points are spread out over a wider range
of values, showing more variability.
 It is always a non-negative value.

Steps to Calculate Standard Deviation

 Calculate the Mean (μ): Find the average of the data points.
 Compute Deviations: Subtract the mean from each data point to find the deviations.
 Square the Deviations: Square each deviation to remove negative values.
 Find the Mean of Squared Deviations: Calculate the average of the squared deviations
(variance).
 Take the Square Root: Find the square root of the variance to get the standard
deviation.

Applications
 In finance: To measure risk (volatility of returns).
 In quality control: To monitor process consistency.
 In education: To analyze performance variability among students.

To determine the number of children exceeding a score of 50 in a normal distribution, we

follow these steps:

Step 1: Standardize the Score (Z-Score)

The formula for the Z-score is:
Where:
 X=50 (the score in question),
 μ=42 (mean score),
 σ=24 (standard deviation).

Substitute the values:

Step 2: Find the Area Under the Normal Curve

The Z-score corresponds to the area under the standard normal curve. We calculate the
cumulative probability P(Z)) from the Z-table or using statistical tools.
The area exceeding Z is:

Step 3: Convert to Number of Children

 Multiply the probability by the total number of children:
 Number of Children= P(X>50)×1000

Hence
 Z-Score: Z=0.33
 Probability of exceeding 50: P (X>50)=0.3694 (approximately 36.94%)
 Number of children exceeding 50: 369.44
Approximately 369 children scored more than 50 in the intelligence test.

Here’s a table summarizing the calculation steps and results: