2013

USES OF STATISTIC IN OUR

DAILY LIFE
NAME : Nur Afaliza Yusaini
CLASS : 5 Harmoni
IC NUMBER : 960726086228
SCHOOL : SMK Kinarut
TABLE OF CONTENT
ACKNOWLEDGEMENT
OBJECTIVE
INTRODUCTION
A BRIEF HISTORY OF STATISTICS
PART 1
PART 2
PART 3
FURTHER EXPLORATION
REFLECTION




First of all, I would like to thank Allah SWT for giving me the strength
to do this Additional Mathematics project work. I would also like to
thank my Additional Mathematics teacher, Mdm. Fadzilah Yahya as she
gives us important guidance and commitment during this project work.
She has been a very supportive figure throughout the whole project. We
had some difficulties in doing this task, but she taught us patiently until
we knew what to do.
Not forgotten, I would also like to thank my parents for giving me
their precious advise upon completing this project. They also supported
me and encouraged me to complete this task so that I will not
procrastinate in doing it.
I also would like to express my gratitude to my fellow friends for
helping me collect the data that I need to complete my project.Last but
not least,I would also like to thank all the other peoples who were
involved directly or indirectly towards making this project a reality.

The aims of carrying out this project work are :

To apply and adapt a variety of problem-solving strategies to solve
problems.
To improve thinking skills.
To promote effective mathematical communication.
To develop mathematical knowledge through problem-solving in a
way that increases students interest and confidence.
To develop positive attitude towards mathematics.
To use the language of mathematics to express mathematical ideas
precisely.
To provide learning environment that stimulates and enhances
effective learning.
To develop positive attitude towards mathematics



We as Additional Mathematics learner has been asked to do project
about solving problem using additional mathematics.This year we are
asked to do a research about the statistics of students marks in SMK
Kinarut and I pick to do a research about Form 4 students Chemistry
marks. This project can be done individual or group,and with pleasant I
choose to do individualy.When this project is done I can
Experience classroom environments which are challenging,
interesting and meaningful and hence improve their thinking skills.
Experience a classroom environment where knowledge and skills
used in a meaningful way in solving real-life problems
Experience classroom environments where expressing ones
mathematical thinking, reasoning and communication are highly
encouraged and expected
Acquire mathematical skills effectively through oral and written, and
using the language of mathematics to express mathematical ideas
and accurately
Realize that mathematics is an important and powerful tool in
solving problems in life and to develop positive attitudes towards
mathematics
Train ourselves to appreciate the intrinsic value of mathematics and
be more creative and innovative
Enhance acquisition of mathematical knowledge and skills through
problem solving in ways that increase interest and confidence
Prepare ourselves for the demand of our future undertakings and in
workplace
Use technology especially the ICT appropriately and effectively
Train ourselves to appreciate the intrinsic values of mathematics and
to become more creative and innovative
We are expected to submit the project work within three weeks from
the first day the task is being administered to us. Failure to submit the
written report will result in us not receiving certificate.









By the 18th century, the term "statistics" designated the systematic
collection of demographic and economic data by states. In the early 19th
century, the meaning of "statistics" broadened to include the discipline
concerned with the collection, summary, and analysis of data. Today
statistics is widely employed in government, business, and all the
sciences. Electronic computers have expedited statistical computation,
and have allowed statisticians to develop "computer-intensive" methods.
The term "mathematical statistics" designates the mathematical
theories of probability and statistical inference, which are used in
statistical practice. The relation between statistics and probability theory
developed rather late, however. In the 19th century, statistics
increasingly used probability theory, whose initial results were found in
the 17th and 18th centuries, particularly in the analysis of games of
chance (gambling). By 1800, astronomy used probability models and
statistical theories, particularly the method of least squares, which was
invented by Legendre and Gauss. Early probability theory and statistics
was systematized and extended by Laplace; following Laplace,
probability and statistics have been in continual development. In the
19th century, statistical reasoning and probability models were used by
social scientists to advance the new sciences of experimental
psychology and sociology, and by physical scientists in
thermodynamics and statistical mechanics. The development of
statistical reasoning was closely associated with the development of
inductive logic and the scientific method.
Statistics can be regarded as not a field of mathematics but an
autonomous mathematical science, like computer science and operations
research. Unlike mathematics, statistics had its origins in public
administration. It is used in demography and economics. With its
emphasis on learning from data and making best predictions, statistics
has a considerable overlap with decision science and microeconomics.
With its concerns with data, statistics has overlap with information
science and computer science.
The use of statistical methods dates back to least to the 5th century
BCE. The historian Thucydides in his History of the Peloponnesian
War describes how the Athenians calculated the height of the wall
of Platea by counting the number of bricks in an unplastered section of
the wall sufficiently near them to be able to count them. The count was
repeated several times by a number of soldiers. The most frequent value
(in modern terminology - the mode ) so determined was taken to be the
most likely value of the number of bricks. Multiplying this value by the
height of the bricks used in the wall allowed the Athenians to determine
the height of the ladders necessary to scale the walls.
The earliest writing on statistics was found in a 9th century book
entitled: "Manuscript on Deciphering Cryptographic Messages", written
by Al-Kindi (801873 CE). In his book, Al-Kindi gave a detailed
description of how to use statistics and frequency analysis to decipher
encrypted messages, this was the birth of both statistics and
cryptanalysis. The arithmetic mean, although a concept known to the
Greeks, was not generalised to more than two values until the 16th
century. The invention of the decimal system by Simon Stevin in 1585
seems likely to have facilitated these calculations. This method was first
adopted in astronomy by Tycho Brahe who was attempting to reduce the
errors in his estimates of the locations of various celestial bodies. The
idea of the median originated in Edward Wright's book on navigation
(Certaine Errors in Navigation) in 1599 in a section concerning the
determination of location with a compass. Wright felt that this value was
the most likely to be the correct value in a series of observations.
Bayesian statistics.

Statistics today..
During the 20th century, the creation of precise instruments
for agricultural research, public health concerns
(epidemiology, biostatistics, etc.), industrial quality control, and
economic and social purposes (unemployment rate, econometry, etc.)
necessitated substantial advances in statistical practices.
Today the use of statistics has broadened far beyond its origins.
Individuals and organizations use statistics to understand data and make
informed decisions throughout the natural and social sciences, medicine,
business, and other areas.
Statistics is generally regarded not as a subfield of mathematics but
rather as a distinct, albeit allied, field. Many universities maintain
separate mathematics and statistics departments. Statistics is also taught
in departments as diverse as psychology, education, and public health.






Founders of statistics..
Name Nationality Birth Death Contribution
Graunt,
John
English 1620 1674 Pioneer
of demography
who produced
the first life
table
Bayes,
Thomas
English 1702 1761 Developed the
interpretation
of probability
now known
as Bayes
theorem
Laplace
, Pierre-
Simon
French 1749 1827 Co-
invented Baye
sian statistics.
Invented expo
nential
families (Lapl
ace
transform),con
jugate
prior distributi
ons, asymptoti
c analysis of
estimators
(including
negligibility of
regular priors).
Used maximu
m-
likelihood and
posterior-
mode
estimation and
considered
(robust) loss
functions
Playfair
,
William
Scottish 1759 1823 Pioneer
of statistical
graphics
Gauss,
Carl
Friedric
h
German 1777 1855 Invented least
squares estima
tion methods
(with Legendr
e). Used loss
functions and
maximum-
likelihood esti
mation
Quetelet
,
Adolphe
Belgian 1796 1874 Pioneered the
use of
probability
and statistics
in the social
sciences
Nightin
gale,
Florenc
e
English 1820 1910 Applied
statistical
analysis to
health
problems,
contributing to
the
establishment
of
epidemiology
and public
health
practice.
Developed stat
istical
graphics espec
ially for
mobilizing
public
opinion. First
female
member of
the Royal
Statistical
Society.
Galton,
Francis
English 1822 1911 Invented the
concepts
of standard
deviation, corr
elation, regres
sion
Thiele,
Thorval
d N.
Danish 1838 1910 Introduced cu
mulants and
the term
"likelihood".
Introduced
a Kalman
filter in time-
series

















WHAT IS DATA ANALYSIS ?
Analysis of data is a process of inspecting, cleaning, transforming, and
modeling data with the goal of highlighting useful information,
suggesting conclusions, and supporting decision making. Data analysis
has multiple facts and approaches, encompassing diverse techniques
under a variety of names, in different business, science, and social
science domains.
Data mining is a particular data analysis technique that focuses on
modeling and knowledge discovery for predictive rather than purely
descriptive purposes. Business intelligence covers data analysis that
relies heavily on aggregation, focusing on business information.
In statistical applications, some people divide data analysis
into descriptive statistics, exploratory data analysis (EDA),
and confirmatory data analysis (CDA). EDA focuses on discovering new
features in the data and CDA on confirming or falsifying existing
hypotheses. Predictive analytics focuses on application of statistical or
structural models for predictive forecasting or classification, while text
analytics applies statistical, linguistic, and structural techniques to
extract and classify information from textual sources, a species
of unstructured data. All are varieties of data analysis.
Data integration is a precursor to data analysis, and data analysis is
closely linked to data visualization and data dissemination. The
term data analysis is sometimes used as a synonym for data modeling.


IMPORTANCE OF DATA ANALYSIS
Most research projects need data in order to answer a proposed
research problem. The data that need to be acquired, and the sources of
such data, must be identified as a matter of utmost importance. No
amount or depth of subsequent data analysis can make up for an original
lack of data quantity or quality.
Research problems and objectives (or hypotheses) need to be very
carefully constructed and clearly defined, as they dictate the data that
need to be obtained and analyzed in order to successfully address the
objectives themselves. In addition, the quantity of data, their qualities,
and how they are sampled and measured, have implications for the
choice and effectiveness of the data analysis techniques used in
subsequent analysis.
The collection, analysis and storage of data on the educational system
becomes very important to the school manager for the following reasons.
The school managers have a responsibility to plan ahead for the system.
Educational data are very vital tools for planning. For you to plan
adequately for the future you need the data on what the past was and
what the present is like. Also, for the day to day decision making, the
educational manager need data to guide their decisions. Moreover, data
collection, analysis and storage is very important to the school managers
in the assessment of the growth and progress of the educational system.
Further, data collection, analysis and storage enables the school manager
identify areas of staff training and retraining needs. For example the data
on students performance in Mathematics may point to a need to retrain
the Mathematics teacher. If such teacher is an NCE holder it may be a
pointer for a need to recommend him for in-service training for a degree
in Mathematics.
There are many benefits of data analysis however; the most important
ones are as follows: - data analysis helps in structuring the findings from
different sources of data collection like survey research. It is again very
helpful in breaking a macro problem into micro parts. Data analysis acts
like a filter when it comes to acquiring meaningful insights out of huge
data-set. Every researcher has sort out huge pile of data that he/she has
collected, before reaching to a conclusion of the research question. Mere
data collection is of no use to the researcher. Data analysis proves to be
crucial in this process. It provides a meaningful base to critical
decisions. It helps to create a complete dissertation proposal.














MEASURES OF CENTRAL TENDENCY
A measure of central tendency is a single value that attempts to
describe a set of data by identifying the central position within that set of
data. As such, measures of central tendency are sometimes called
measures of central location. They are also classed as summary
statistics. The mean (often called the average) is most likely the measure
of central tendency that you are most familiar with, but there are others,
such as the median and the mode.
The mean, median and mode are all valid measures of central
tendency, but under different conditions, some measures of central
tendency become more appropriate to use than others.





Mean (Arithmetic)
The mean (or average) is the most popular and well known measure of
central tendency. It can be used with both discrete and continuous data,
although its use is most often with continuous data. The mean is equal
to the sum of all the values in the data set divided by the number of
values in the data set. So, if we have n values in a data set and they have
values x1, x2, ..., xn, the sample mean, usually denoted by
(pronounced x bar), is:

This formula is usually written in a slightly different manner using the
Greek capitol letter, , pronounced "sigma", which means "sum of...":

An estimate, , of the mean of the population from which the data are
drawn can be calculated from the grouped data as:

In this formula, x refers to the midpoint of the class intervals, and f is
the class frequency. Note that the result of this will be different from
the sample mean of the ungrouped data.



The mean is essentially a model of any data set. It is the value that is
most common. One of the most important properties is that it minimises
error in the prediction of any one value in data set. That is, it is the value
that produces the lowest amount of error from all other values in the data
set.
Another important property of the mean is that it includes every value
in a data set as part of the calculation. In addition, the mean is the only
measure of central tendency where the sum of the deviations of each
value from the mean is always zero.






Median
The median is the middle score for a set of data that has been arranged
in order of magnitude. The median is less affected by outliers and
skewed data. In order to calculate the median in an ungrouped data :
65 55 89 56 35 14 56 55 87 45 92
We first need to rearrange that data into order of magnitude (smallest
first):
14 35 45 55 55 56 56 65 87 89 92
Our median mark is the middle mark - in this case, 56 (highlighted in
bold). It is the middle mark because there are 5 scores before it and 5
scores after it.
For an even numbers,find the average of the the middle scores.
Example :
65 55 89 56 35 14 56 55 87 45

First, rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89 92
After that, take the 5th and 6th score in the data set and average them to
get a median of 55.5.


Median for Grouped Data :


Formula :

(

)


Where: is the median
lower boundary of median class
cumulative frequency of the class before the median class

frequency of the median class

class interval or class width
number of observations


Example


Find the median using the age distribution of 30 vacationists in Palawan


Age f
11 - 15 2
16 - 20 3
21 - 25 4
26 - 30 6
31 - 35 3
36 - 40 5
41 - 45 7



Solution:



n = 30



- The first step in determining the median class is to calculate the
cumulative frequency (cf) by adding the frequencies one by one.



- The last number must be the same as your n.

- Next is to use the formula n/2 to determine which of the classes is
the median class.
30/2 = 15
- The median class is the class whose cumulative frequency is
greater than and nearest to n/2. Referring to our first table, we
already have a cf of 15 so our median class is 26 - 30.

- Next is to calculate the lower boundary of the median class. It is
not necessary to compute the class boundaries for all of the classes
but in case you need it, just subtract .5 from the lower class and
add .5 to the upper class. Since we will be needing the lower
boundary of class 26 - 30, subtract .5 from 26. lb = 25.5

Substitution:






Median = 30.5








Mode
The mode is the most frequent score in the data set. On a histogram it
represents the highest bar in a bar chart or histogram. Example :


We can see above that the most common form of transport, in this
particular data set, is the bus. However, one of the problems with the

We are now stuck as to which mode best describes the central
tendency of the data. This is particularly problematic when we have
continuous data because we are more likely not to have any one value
that is more frequent than the other. For example, consider measuring 30
peoples' weight (to the nearest 0.1 kg). How likely is it that we will find
two or more people with exactly the same weight (e.g., 67.4 kg)? The
answer, is probably very unlikely - many people might be close, but with
such a small sample (30 people) and a large range of possible weights,
you are unlikely to find two people with exactly the same weight; that is,
to the nearest 0.1 kg. This is why the mode is very rarely used with
continuous data.
Another problem with the mode is that it will not provide us with a
very good measure of central tendency when the most common mark is
far away from the rest of the data in the data set, as depicted in the
diagram below:

In the above diagram the mode has a value of 2. We can clearly see,
however, that the mode is not representative of the data, which is mostly
concentrated around the 20 to 30 value range. To use the mode to
describe the central tendency of this data set would



MEASURE OF DISPERSION
Measures of dispersion are descriptive statistics that describe how
similar a set of scores are to each other
The more similar the scores are to each other, the lower the measure
of dispersion will be
The less similar the scores are to each other, the higher the measure
of dispersion will be
In general, the more spread out a distribution is, the larger the
measure of dispersion will be.
There are three main measures of dispersion:
Range
Interquartile range
Variance
Standard deviation







RANGE
The range is defined as the difference between the largest score in
the set of data and the smallest score in the set of data, X
L
- X
S

The range is used when
have ordinal data or
presenting your results to people with little or no
knowledge of statistics
The range is rarely used in scientific work as it is fairly insensitive
It depends on only two scores in the set of data, X
L
and X
S

INTERQUARTILE RANGE
In descriptive statistics, the interquartile range (IQR), also called
the midspread or middle fifty, is a measure of statistical dispersion,
being equal to the difference between the upper and
lower quartiles, IQR = Q3 Q1. It is a trimmed estimator, defined
as the 25% trimmed mid-range, and is the most significant
basic robust measure of scale. It is the 3rd Quartile of a Box and
Whisker plot minus the first quartile.


VARIANCE
Variance is defined as the average of the square deviations
Formula :


STANDARD DEVIATION
When the deviate scores are squared in variance, their unit of
measure is squared as well
E.g. If peoples weights are measured in pounds, then the variance
of the weights would be expressed in pounds
2
(or squared pounds)
Since squared units of measure are often awkward to deal with, the
square root of variance is often used instead
The standard deviation is the square root of variance
Standard deviation = \variance
Variance = standard deviation
2

( )
N
X

=
2
2

o
Formula :
Ungrouped data

Grouped data

USES OF MEASURES OF CENTRAL TENDENCY


















Mean
It helps teachers to see the average marks of the students.
It is used in factories, for the authorities to recognize
whether the benefits of the workers is continued or not.
It is also used to contrast the salaries of the workers.
To calculate the average speed of anything.
It is also used by the government to find the income or expenses of
any person.
Using this the family could balance their expenses with their
average income.

Median
It is used to measure the distribution of the earnings
Used to find the players height e.g. football players.
To find the middle age from the class students.
Used to find the poverty line.


















Mode
It is used to influx of the public transport.
The number of games succeeded by any team of players.
The frequency of the need of infants.
Used to find the number of the mode is also seen in calculation
of the wages, in the patients going to the hospitals, the mode of
travel etc.














5 HARMONI EXAMINATION MARKS
NAME MARKS
ABDUL MALIK BIN ZAINUDDIN 25
ADAM GABRIEL 58
ALOYVIA ANGGOL 65
AMANDA BINTI ALI AMAN 78
ARSAMREE BIN BONG BONG 45
BRYVELEN BENJI 63
DAYANG NOR SYAFIKA AG. MAHMUD 60
DELANY ALEXANDER 30
DG.UMI SUMIRAH BINTI RAHMAN 75
EFA SUZIANI BINTI ALI 83
FRINGEAL STEPHEN FUNG 78
FRYDOREEN MASMIN 73
IVY KOK 68
JENICA R.JAMES MAJANAU 63
JENNYCA MYRNA JUSTINE 55
MAHATHIR BIN RASHID 33
MELANIE JOANNE CHIN 43
MELDAH CHIN MEI YIE 63
MELVOURNE NELFREY GEOFFREY 80
MOHD SHADDAN BIN IBRAHIM 35
MOHD SHAHEDIN BIN BAKHTIAR 55
MUHAMMAD NAIM BIN BASIR 45
MUHD. SYAIT BIN LASEMMAN 73
NADHIRAH BINTI HAMID 63
NASARUDDIN BIN MOHAMMAD 48
NATASA GEORGE 53
NORATIKAH BINTI ROSLEE 80
NUR AFALIZA BINTI YUSAINI 95
NUR ZULAIKHA BINTI AHMAD ZULPAKAR 65
NURUL IZZATI ALYA BINTI ABD. KABUL 83
NURUL THAHIRAH BINTI SHAKATALI KHAN 58
PETROZA PITOROS 73
RACHAEL LYNN BONAVENTURE 45
SAIDATUL ATIQAH BINTI AZMI 55
SALMA MATIUS 90
SHARYNOL AMRYIE BIN AYUB 53
SOLEHA BINTI MOKHTARIFFIN 83
STEPHENCIE SINIK 60
SYARMEEN MAZYUNIE MOHD YUSRIN 65
TONNY GUIS JUNIOR 45
VIVIANNIE JIVET 63
YAP LAI WAN 78
UNGROUPED DATA
MEAN
Formula to calculate mean is :

sum of all the values of the data
total number of values of the data
Calculation :






Substitute into the formula,

MEDIAN
Arrange all the marks in increasing order :

MODE
63 - OCCUR 5 TIMES










STANDARD DEVIATION
Formula for standard deviation is :

Calculation :

Substitute into equation :

Standard Deviation 267.365











GROUPED DATA
MARKS FREQUENCY
1 20 0
21 40 4
41 60 15
61 80 18
81 100 5

MEAN
Formula :

Calculation :
MARKS CLASS MARK,x FREQUENCY,f FREQUENCY
CLASS MARK,fx
1 -20 10.5 0 0
21-40 30.5 3 91.5
41-60 50.5 14 707
61-80 70.5 18 1269
81-100 90.5 5 452.5
40 2520

MODE


















MEDIAN
Formula :
(

)
MARKS LOWER BOUNDARY FREQUENCY,f CUMULATIVE
FREQUENCY
1 -20 0.5 0 0
21-40 20.5 4 4
41-60 40.5 15 19
61-80 60.5 18 37
81-100 80.5 5 42

Calculation :
(

)
(

)
(

)




STANDARD DEVIATION
Formula :

Calculation :

MARKS CLASS
MARK,x
FREQUENCY,f FREQUENCY
CLASS MARK,fx

1 -20 10.5 0 0 0
21-40 30.5 4 122 3721
41-60 50.5 15 757.5 38253.75
61-80 70.5 18 1269 89464.5
81-100 90.5 5 452.5 40951.25
42 1086

INTERQUARTILE RANGE
MARKS UPPER BOUNDARY FREQUENCY,f CUMULATIVE
FREQUENCY
1 -20 20.5 0 0
21-40 40.5 4 4
41-60 60.5 15 19
61-80 80.5 18 37
81-100 100.5 5 42

B.
C.











4.




















































NAME MARKS NEW MARKS
ABDUL MALIK BIN ZAINUDDIN 25 + 3 28
ADAM GABRIEL 58+3 61
ALOYVIA ANGGOL 65+3 68
AMANDA BINTI ALI AMAN 78+3 81
ARSAMREE BIN BONG BONG 45+3 48
BRYVELEN BENJI 63+3 66
DAYANG NOR SYAFIKA AG. MAHMUD 60+3 63
DELANY ALEXANDER 30+3 33
DG.UMI SUMIRAH BINTI RAHMAN 75+3 78
EFA SUZIANI BINTI ALI 83+3 86
FRINGEAL STEPHEN FUNG 78+3 81
FRYDOREEN MASMIN 73+3 76
IVY KOK 68+3 71
JENICA R.JAMES MAJANAU 63+3 66
JENNYCA MYRNA JUSTINE 55+3 58
MAHATHIR BIN RASHID 33+3 36
MELANIE JOANNE CHIN 43+3 46
MELDAH CHIN MEI YIE 63+3 66
MELVOURNE NELFREY GEOFFREY 80+3 83
MOHD SHADDAN BIN IBRAHIM 35+3 38
MOHD SHAHEDIN BIN BAKHTIAR 55+3 58
MUHAMMAD NAIM BIN BASIR 45+3 48
MUHD. SYAIT BIN LASEMMAN 73+3 76
NADHIRAH BINTI HAMID 63+3 66
NASARUDDIN BIN MOHAMMAD 48+3 51
NATASA GEORGE 53+3 56
NORATIKAH BINTI ROSLEE 80+3 83
NUR AFALIZA BINTI YUSAINI 95+3 98
NUR ZULAIKHA BINTI AHMAD ZULPAKAR 65+3 68
NURUL IZZATI ALYA BINTI ABD. KABUL 83+3 86
NURUL THAHIRAH BINTI SHAKATALI KHAN 58+3 61
PETROZA PITOROS 73+3 76
RACHAEL LYNN BONAVENTURE 45+3 48
SAIDATUL ATIQAH BINTI AZMI 55+3 58
SALMA MATIUS 90+3 93
SHARYNOL AMRYIE BIN AYUB 53+3 56
SOLEHA BINTI MOKHTARIFFIN 83+3 86
STEPHENCIE SINIK 60+3 63
SYARMEEN MAZYUNIE MOHD YUSRIN 65+3 68
TONNY GUIS JUNIOR 45+3 48
VIVIANNIE JIVET 63+3 66
YAP LAI WAN 78+3 81
MEAN
Formula :

MARKS CLASS
MARK,x
FREQUENCY,f FREQUENCY
CLASS MARK,fx

1 -20 10.5 0 0 0
21-40 30.5 4 122 3721
41-60 50.5 11 555.5 28052.75
61-80 70.5 17 1198.5 84494.25
81-100 90.5 10 905 81902.5
42 2781

MODE
61-80




MEDIAN
Formula :
(

)
Calculation :
MARKS LOWER BOUNDARY FREQUENCY,f CUMULATIVE
FREQUENCY
1 -20 0.5 0 0
21-40 20.5 4 4
41-60 40.5 11 15
61-80 60.5 17 32
81-100 80.5 10 42

MARKS = 61-80







(

)
(

)
(

)





INTERQUARTILE RANGE
MARKS UPPER BOUNDARY FREQUENCY,f CUMULATIVE
FREQUENCY
1 -20 20.5 0 0
21-40 40.5 4 4
41-60 60.5 11 15
61-80 80.5 17 32
81-100 100.5 10 42







STANDARD DEVIATION
Formula :

Calculation :

MARKS CLASS
MARK,x
FREQUENCY,f FREQUENCY
CLASS MARK,fx

1 -20 10.5 0 0 0
21-40 30.5 4 122 3721
41-60 50.5 11 555.5 28052.75
61-80 70.5 17 1198.5 84494.25
81-100 90.5 10 905 81902.5
42 1086

2)
MARKS CLASS
MARK,x
FREQUENCY,f FREQUENCY
CLASS MARK,fx

1 -20 10.5 0 0 0
21-40 30.5 4 122 3721
41-60 50.5 11 555.5 28052.75
61-80 70.5 17 1198.5 84494.25
81-100 90.5 11 995.5 90092.75
43 2871.5

NEW MEAN

NEW STANDARD DEVIATION