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METRIC VERSION
METRIC VERSION
Understanding
Basic Statistics
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Understanding
development process designed to engage students and deliver content and METRIC
cases with global relevance. VERSION
EIGHTH
Basic Statistics
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1 Getting Started 2
Focus Problem: Where Have All the Fireflies Gone? 3
1.1 What Is Statistics? 4
1.2 Random Samples 13
1.3 Introduction to Experimental Design 22
Using Technology 38
2 Organizing Data 42
Focus Problem: Say It with Pictures 43
2.1 Frequency Distributions, Histograms, and Related Topics 44
2.2 Bar Graphs, Circle Graphs, and Time-Series Graphs 61
2.3 Stem-and-Leaf Displays 71
Using Technology
Using Technology 141
v
vi contents
Using Technology 189
Using Technology 242
Using Technology 291
Using Technology 365
8 Estimation 370
Focus Problem: Trick or Treat 371
8.1 Estimating m When s Is Known 372
8.2 Estimating m When s Is Unknown 385
8.3 Estimating p in the Binomial Distribution 399
Using Technology 419
Using Technology 474
Using Technology 534
viii contents
Using Technology 597
Appendix: Tables A1
Table 1:
Table 2: n,r
prqn2r
Table 3:
Table 4: t
Table 5: x
Expected Value and Standard Deviation
Critical Thinking
r n m 5 np 5 s d5
m
◀ Critical Thinking
Critical thinking is an important skill for
students to develop in order to avoid reach-
ing misleading conclusions. The Critical
Thinking feature provides additional clarifi-
cation on specific concepts as a safeguard
against incorrect evaluation of information.
p5
m5 s<
Interpretation ▶ SOLUTION:
viEwpOiNT Kodiak Island, Alaska z
Increasingly, calculators and computers are used
to generate the numeric results of a statisti- x m
cal process. However, the student still needs to z5 5 5
s
correctly interpret those results in the context
of a particular application. The Interpretation Interpretation
feature calls attention to this important step. z
Interpretation is stressed in examples, in guided below
exercises, and in the problem sets.
Statistical Literacy
Interpretation n ◀ Critical Thinking and Interpretation
Statistical Literacy Exercises
n
Interpretation
Critical Thinking
ix
Statistical Literacy
No language, including statistics, can be spoken without learning the vocabulary. Understanding Basic
Statistics, Eighth Edition, Metric Version introduces statistical terms with deliberate care.
Important Features of a
uniform
distribution
Terminology
◀ Statistical Literacy and NEW
Statistical Literacy
Terminology Terminology Problems
Statistical Literacy m
m1s s
In every section and chapter problem set, Statistical
Terminology
Figure 7-7 Literacy problems test student understanding of
terminology, statistical methods, and the appropriate
conditions for use of the different processes. NEW
Terminology Figure
s s7-8
x m terminology problems in each chapter problem set
provide multiple choice or true/false questions related
Terminology to terminology.
Terminology
Terminology
Statistical Literacy
Critical Thinking
Definition Boxes ▶
Whenever important terms are introduced
in text, blue definition boxes appear within number summary
the discussions. These boxes make it easy to
reference or review terms as they are used
FIVE-NUMBER SUMMARY
further.
Q Q
box-and-whisker plot.
x
●● A
●●
●●
●●
●●
●●
A and B
A B
PsA Bd
Linking Concepts:
Writing Projects ▶
Much of statistical literacy is the ability
to communicate concepts effectively.
The Linking Concepts: Writing Projects
236
feature at the end of each chapter tests
both statistical literacy and critical
thinking by asking the student to express
their understanding in words.
xi
Direction and Purpose
Real knowledge is delivered through direction, not just facts. Understanding Basic Statistics, Eighth Edition,
Metric Version ensures the student knows what is being covered and why at every step along the way to
statistical literacy.
Chapter Preview ▶
Questions Normal Curves and Sampling
Preview Questions at the beginning
of each chapter give the student a
taste of what types of questions can
Distributions
be answered with an understanding
of the knowledge to come.
preview questions
(Section 7.1)
Pressmaster/Shutterstock.com
z (Section 7.2)
(Section 7.3)
(Section 7.4)
(Section 7.6)
BRENDAN SMIALOWSKI/AFP/Getty Images
(Section 7.6)
Paolo Bona/Shutterstock.com
Impulse Buying
For online student resources, visit the Brase/Brase,
Understanding Basic Statistics, 8th edition web site
at http://www.cengage.com/statistics/brase.
295
Focus Problem: For online student resources, visit the Brase/Brase,
Benford’s Law
Understandable Statistics, 12th edition web site
at http://www.cengage.com/statistics/brase
n5
r5 p
p a5
▲ Chapter Focus Problems p
xii
quantitative Qualitative variables
categorical variables.
all s
Focus Points ▶
Each section opens with bul-
Measures of Central Tendency: Mode,
leted Focus Points describing
Median, and Mean every
the primary learning objectives only some
of the section.
one
not
average.
mode.
Note:
Mode
all
CHAPTER REVIEW
Using Basic Terminology
(a) objects
▲ Chapter Summaries
The Summary within each Chapter Review feature now also appears in bulleted
form, so students can see what they need to know at a glance.
xiii
Ethics and Real-World Skills
Statistics is not done in a vacuum. Understanding Basic Statistics, Eighth Edition, Metric Version gives students valuable skills
section 1.3
for the real world with ethical considerations, technology instruction, genuine applications, Introduction
actual data, andto group
Experimental Design
projects. 29
Med = 221.5
Excel 2013
Home Insert Function
fx Statistical Quartile
x
n5
Most exercises(b)
in each section are ▶
x Ranching: Cattle
applications problems.
solutIon:
x
x y
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Manual
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x 0 2 5 6
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x
not
Get to the “Aha!” moment faster. Understanding Basic Statistics, Eighth Edition, Metric Version provides
Solution: x
the push students need to get there through guidance and example.
x ◀ Procedures and
PROCEDURE
Requirements
How to test M when S is known PRoCEDuRE
Procedure display boxes summarize
simple
x step-by-step strategies for
Requirements carrying out statistical procedures
x
x and methods as they are intro-
n5
n x duced. Requirements for using
5 x
x s the procedures are also stated.
x n 5 x
Students can refer back to these
1. x normal x normal
n 2. x
boxes
not
as they practice
sample
using the
n$
Procedure procedures.
x approximately normal
3. x
null and alternate hypothe- x 2 x x2
ses a z5
x
5
Ïn
s n x 4.
m
sample test statistic x
x m
z5
s Probability Regarding x–
1n
5
P 5
Conclude P a H P 7 a
H
Interpret your conclusion 342 Chapter 7 Normal Curves aNd sampliNg distributioNs
x x
x
s
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Guided Exercises ▶ s/Ïn
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Students gain experience with new
procedures and methods through x5 z<
2
5
Guided Exercises. Beside each problem
in a Guided Exercise, a completely
worked-out solution appears for im- P ,x, 5P2 ,z,
mediate reinforcement. 5 2
5
Interpret
xvi
Preface
Availability of resources may differ by region. Check with your local Cengage
Learning representative for details. xvii
xviii preface
t
t
s <s
●● Preview Questions
●● Focus Problems
●● Focus Points
●● Examples
●● Guided Exercises
●● Definition boxes
●● Procedure displays
●●
P
xx preface
●● Looking Forward
●● Labels
●● Interpretation problems
●● Terminology Problems
Expand Your Knowledge problems
PREFACE xxi
●● Tech Notes
n
●● Using Technology
n
Linear regression.
.
Probability.
xxii preface
PREFACE xxiii
xxv
xxvi Additional Resources—Get More from Your Textbook!
●●
●●
●●
n
Technology Guides
CengageBrain.com
http://www.cengage.com/statistics/brase8e
Table of Prerequisite Material
1
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bastante para echar roncas.
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albergue de una noble familia alavesa, iba a menudo un tal Campos
hombre muy intrigante, director de Correos, si no recuerdo mal, gran
maestre de la Orden masónica, o por lo menos principalísimo
dignatario de ella, amigo íntimo de los liberales de más viso y también
de algunos absolutistas, como hombre que sabe el modo de comer a
dos carrillos.
Yo le había tratado el año anterior, y charlando juntos, me reía de
los masones, lo cual a él no le enojaba. Entre bromas y veras solía
enterarme de algunas cosas reservadas, porque no era hombre de
extraordinaria discreción, ni tampoco de una incorruptibilidad absoluta
En los días de mi llegada de Irún, que eran los de mediados de mayo
del 23, le pregunté si esperaban los masones algún mensaje
reservado de Mina. Negolo; mas yo, asegurándolo con el mayo
descaro y nombrando el mensajero, le hice confesar que esperaban
órdenes de Mina de un día a otro. Él, lo mismo que su secretario, cuyo
nombre no recuerdo, me aseguraron no haber visto todavía en Madrid
a Salvador Monsalud, ni tener noticia alguna de él.
—No ha llegado aún —dije—. Mucho tarda.
Sin reparar en nada fui a su casa. Un portero, tan locuaz como
pedante, liberal muy farolón, de aquellos a quienes yo llamo
sepultureros de la libertad, porque son los que la han enterrado, me
informó de que el señor Monsalud faltaba de Madrid desde el mes de
agosto del año anterior.
—Puede que la señora doña Solita sepa algo —me dijo—. Pero no
es fácil, porque anoche lloraba... Como no llorase de placer, que
también esto sucede a menudo...
—¿De modo que la casa subsiste? —le pregunté.
—Subsiste, sí, señora; pero no subsistirá mucho tiempo si el seño
don Salvador no vuelve del otro mundo.
—Pues qué, ¿ha muerto?
—Así lo creo yo. Pero esa joven sentimental siempre tiene
esperanzas, y cada vez que el sol sale por el horizonte esparciendo
sus rayos de oro... ¿me entiende usted?
—Sí, acabe de una vez el señor Sarmiento.
—Quiero decir, que siempre que amanece, lo cual pasa todos los
días, la señora doña Solita dice: «¡Hoy vendrá!» Tal es la naturaleza
humana, señora, que de todo se cansa menos de esperar. Y yo digo
¿qué sería del hombre sin esperanza?... Dispénseme la señora; pero
si piensa subir, tengo el sentimiento de no poder acompañarla, porque
como mi hijo es miliciano...
—¿Y qué?
—Como es miliciano, y el honor le ordena derramar hasta la última
gota de su sangre en defensa de la dulce patria y de la libertad
preciosísima del género humano...
—¿Y qué más? —dije, complaciéndome en oír las graciosas
pedanterías de aquel hombre.
—Que impulsado por su ardoroso corazón, capaz del heroísmo, y
por mi paternal mandato, ha ido a Cádiz con las Cortes; y como ha ido
a Cádiz con las Cortes, y no volverá hasta dejar confundida a la
facción y a los cien mil y quinientos hijos, nietos o tataranietos de
calzonazos de Luis XVIII... ¡Por vida de la chilindraina y con cien mi
pares de docenas de chilindrones, que si yo tuviera veinte años
menos...! Pues digo que como Lucas ha ido a Cádiz..., y es un león m
hijo, un verdadero león..., resulta que me es forzoso estar al cuidado
de la puerta; ¿me entiende la señora?
—Está bien —le dije riendo—. Puedo subir sola.
Quise darle una limosna, porque su aspecto me pareció muy
miserable; pero la rechazó con dignidad y cierto rubor decoroso, propio
de las grandezas caídas.
Subí a la casa. Antes que yo subía mi corazón.
XVI