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TYK 4.10
1. A parallelogram has an area of 60 cm2, if its perpendicular height is 10 cm,
what is the length of one of the parallel sides?
2. Figure 4.43 shows the cross-section of a template, what is its area?
3. An annulus has an inside diameter of 0.75 m and an external diameter of
0.9 m, determine its area.
4. Find the volume of a circular cone of height 6 cm and base radius 5 cm.
4 cm
5. Find the area of the curved surface of a cone (not including base) whose
base radius is 3 cm and whose vertical height is 4 cm. Hint: you need rst
to nd the slant height.
6. If the area of a circle is 78.54 mm2, nd its diameter to 2 signicant gures.
t your
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TYK
Statistical Methods
Your view of statistics has probably been formed from what you read in
the papers, or what you see on the television. Survey use to show which
political party is going to win the election, why men grow moustaches, if
smoking damages your health, the average cost of housing by area, and all
sorts of other interesting data! So statistics is used to analyse the results of
such surveys and when used correctly, it attempts to eliminate the bias that
often appears when collecting data on controversial issues.
Statistics is concerned with collecting, sorting and analysing numerical
facts, which originate from several observations. These facts are collated
and summarized, then presented as tables, charts or diagrams, etc.
In this brief introduction to statistics, we look at two specic areas. First, we
consider the collection and presentation of data in its various forms. Then
we look at how we measure such data, concentrating on nding average
values.
If you study statistics beyond this course, you will be introduced to
the methods used to make predictions based on numerical data and the
probability that your predictions are correct. At this stage in your learning,
however, we will only be considering the areas of data handling and
measurement of central tendency (averages), mentioned above.
UNIT 4
50 cm
300
Data manipulation
KEY POINT
Statistics is concerned with collecting,
sorting and analysing numerical facts
Charts
Suppose, as the result of a survey, we are presented with the following
statistical data (Table 4.4).
UNIT 4
Number employed
Private business
750
Public business
900
Agriculture
200
Engineering
300
Transport
425
Manufacture
325
Leisure Industry
700
Education
775
Health
500
Other
125
Now, ignoring for the moment the accuracy of this data, let us look at
typical ways of presenting this information in the form of charts, in
particular the bar chart and the pie chart.
Bar chart
In its simplest form, the bar chart may be used to represent data by drawing
individual bars (Figure 4.44) using the gures from the raw data (the data in
the table).
1000
0
Category of employment
Others
Health
Education
Leisure industry
Manufacture
Engineering
Transport
200
Agriculture
400
Public business
600
Private business
Number employed
800
301
Now, the scale for the vertical axis, the number employed, is easily decided
by considering the highest and lowest values in the table, 900 and 125,
respectively. Therefore, we use a scale from 0 to 1000 employees. Along
the horizontal axis, we represent each category by a bar of even width. We
could just as easily have chosen to represent the data using column widths
instead of column heights.
Now the simple bar chart above tells us very little that we could not have
determined from the table. So, another type of bar chart that enables us to
make comparisons, the proportionate bar chart, may be used.
In this type of chart, we use one bar, with the same width throughout its
height, with horizontal sections marked-off in proportion to the whole. In
our example, each section would represent the number of people employed
in each category compared with the total number of people surveyed.
For example, given that the height of the total 10 cm represents 5000
people, then the height of the column for those employed in private
750
business
10 1.5 cm. This type of calculation is then repeated
5000
for each category of employment. The resulting bar chart is shown in
Figure 4.45.
10 cm
Others
Health
Education
Leisure industry
Manufacture
Transport
Engineering
Agriculture
Public business
Private business
UNIT 4
302
Example 4.49
Draw a proportionate bar chart for the employment survey shown in Table 4.4
using the percentage method.
For this method all that is required is to find the appropriate percentage of the total
(5000) for each category of employment. Then, choosing a suitable height of column to
represent 100%, mark on the appropriate percentage for each of the 10 employment
categories. To save space, only the first five categories of employment have been
calculated.
750
100 15%
1. private business
5000
900
2. public business
100 18%
5000
200
3. agriculture
100 4%
5000
300
4. engineering
100 6%
5000
UNIT 4
425
100 8.5%
5. transport
5000
Similarly, manufacture 6.5%, leisure industry 14%, education 15.5%, health 10%
and other categories 2.5%.
Example 4.50
Represent the following data on a chronological bar chart.
Year
2003
800
2004
785
2005
690
2006
670
2007
590
Since we have not been asked to represent the data on any specific bar chart we will use
the simplest, involving only the raw data. Then, the only concern is the scale we should
use for the vertical axis.
303
Others (2.5%)
Health (10%)
Education (15.5%)
Manufacture (6.5%)
Transport (8.5%)
Agriculture (4%)
1000
Number employed in
engineering (thousands)
900
800
700
600
500
400
300
200
100
0
(a)
850
Number employed in
engineering (thousands)
800
750
To present a true representation, the scale should start from zero and extend to, say,
800 (Figure 4.47a). If we wish to emphasize a trend, that is, the way the variable is
rising or falling with time, we could use a very much exaggerated scale (Figure 4.47b).
This immediately emphasizes the downward trend since 1995. Note that this data is
fictitious (made-up) and used here merely for emphasis!
700
650
600
550
500
(b)
Pie chart
In this type of chart the data is presented as a proportion of the total using
the angle or area of sectors. The method used to draw a pie chart is best
illustrated by example.
UNIT 4
Engineering (6%)
304
Example 4.51
Represent the data given in Example 4.50 on a pie chart.
Remembering that there are 360 in a circle and that the total number employed in
general engineering (according to our figures) was 800 785 690 670 590 3535
(thousands), then we manipulate the data as follows:
Year
2003
800
800
360 81.5
3535
2004
785
785
360 80
3535
2005
690
690
360 70.5
3535
2006
670
670
360 68
3535
2007
590
590
360 60
3535
Total
3535
2005
2004
2006
2003
2007
UNIT 4
360
Frequency distributions
One of the most common and most important ways of organizing and
presenting raw data is through use of frequency distributions.
Consider the data given in Table 4.5, which shows the time in hours that it
took 50 individual workers to complete a specic assembly line task.
1.0
0.6
1.1
0.9
1.1
0.8
0.9
1.2
0.7
1.0
1.5
0.9
1.4
1.0
0.9
1.1
1.0
1.0
1.1
0.8
0.9
1.2
0.7
0.6
1.2
0.9
0.8
0.7
1.0
1.0
1.2
1.0
1.0
1.1
1.4
0.7
1.1
0.9
0.9
0.8
1.1
1.0
1.0
1.3
0.5
0.8
1.3
1.3
0.8
305
From the data you should be able to see that the shortest time for completion
of the task was 0.5 hour, the longest time was 1.5 hours. The frequency of
appearance of these values is once. On the other hand the number of times
the job took 1 hour appears 11 times, or it has a frequency of 11. Trying
to sort out the data in this ad hoc manner is time consuming and may lead
to mistakes. To assist with the task we use a tally chart. This chart simply
shows how many times the event of completing the task in a specic time
takes place. To record the frequency of events we use the number 1 in a
tally chart and when the frequency of the event reaches 5, we score through
the existing four 1s to show a frequency of 5. The following example
illustrates the procedure.
Example 4.52
Time (hours)
Tally
Frequency
0.5
0.6
11
0.7
1111
0.8
1111 1
0.9
1111 111
1.0
1111 1111 1
11
1.1
1111 111
1.2
1111
1.3
111
1.4
11
1.5
Total
50
We now have a full numerical representation of the frequency of events. So, for example,
8 people completed the assembly task in 1.1 hours or the time 1.1 hours has a frequency
of 8. We will be using the above information later on when we consider measures of
central tendency.
The times in hours given in the above data are simply numbers. When data
appears in a form where it can be individually counted we say that it is
discrete data. It goes up or down in countable steps. Thus the numbers
1.2, 3.4, 8.6, 9, 11.1, 13.0 are said to be discrete. If, however, data is
obtained by measurement, for example, the heights of a group of people,
then we say that this data is continuous. When dealing with continuous
data we tend to quote its limits, that is the limit of accuracy with which we
take the measurements. So, for example, a person may be 174 0.5 cm
in height. When dealing numerically with continuous data or a large
UNIT 4
Use a tally chart to determine the frequency of events, for the data given on the
assembly line task in Table 4.5.
306
KEY POINT
The grouping of frequency distributions
is a means for clearer presentation of
the facts
amount of discrete data, it is often useful to group this data into classes or
categories. We can then nd out the numbers (frequency) of items within
each group.
Table 4.6 shows the height of 200 adults, grouped into 10 classes.
Table 4.6 Height of adults
Height (cm)
150154
155159
160164
15
165169
21
170174
32
175179
45
180184
41
185189
22
190194
195199
Total
UNIT 4
Frequency
200
Example 4.53
Represent the data shown in Table 4.6 on a histogram and draw in the frequency
polygon for this distribution.
307
50
45
40
Frequency
35
30
25
20
15
10
5
0
152 157 162 167 172 177 182 187 192 197
Height of adults in cm
Class width 5 cm
All that is required to produce the histogram is to plot frequency against the height
intervals, where the intervals are drawn as class widths.
KEY POINT
The frequencies of a distribution may
be added consecutively to produce a
graph known as a cumulative frequency
distribution
Then, as can been seen from Figure 4.49, the area of each part of the histogram is the
product of frequency class width. The frequency polygon is drawn so that it connects
the midpoint of the class widths.
UNIT 4
Figure 4.49 Figure for Example 4.53, histogram showing frequency distribution
308
200
190
180
170
160
75th percentile
150
Cumulative Frequency
140
130
120
110
50th percentile
100
90
80
70
60
50
40
30
20
10
0
152
157
162
167
172
177
187
182
192
197
180 cm
Figure 4.50 Cumulative frequency distribution graph for data given in Table 4.6
UNIT 4
155159
13
160164
15
28
165169
21
49
170174
32
81
175179
45
126
180184
41
167
185189
22
189
190194
198
195199
200
200
200
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Cumulative frequency
150154
Total
t your
Frequency
Number of students
1950
2820
1050
850
6670
309
41
44
37
41
42
43
42
42
38
41
38
37
39
40
39
38
40
38
42
39
42
39
35
44
41
39
42
45
37
43
38
37
40
39
39
40
Frequency (f )
6064
6569
7074
7579
8084
8590
4
11
18
16
7
4
UNIT 4
Statistical measurement
When considering statistical data it is often convenient to have one or two
values that represent the data as a whole. Average values are often used.
You have already found an average value when looking at the median or
50th-percentile of a cumulative frequency distribution. So, for example, we
might talk about the average height of females in the United Kingdom being
170 cm, or that the average shoe size of British males is size 9. In statistics,
we may represent these average values using the mean, median or mode
of the data we are considering. We will spend the rest of this short section
nding these average values for both discrete and grouped data, starting
with the arithmetic mean.
n
n
310
n 8 7 9 10 5 6 12 9 6 8 80 8.
n
10
10
Now, no matter how long or complex the data we are dealing with, provided
that we are only dealing with individual values (discrete data), the above
method will always produce the arithmetic mean. The mean of all the x
values is given the symbol x , pronounced, x bar.
Example 4.54
The height of 11 females was measured as follows: 165.6 cm, 171.5 cm, 159.4 cm,
163 cm, 167.5 cm, 181.4 cm, 172.5 cm, 179.6 cm, 162.3 cm, 168.2 cm, 157.3 cm. Find
the mean height of these females.
Then, for n 11:
165.6 171.5 159.4 163 167.5 181.4 172.5 179.6 162.3 168.22 157.3
11
1848.3
x
168.03 cm.
11
UNIT 4
x
f1 x1 f2 x2 f3 x3 fn xn
f1 f2 f3 fn
( f midpoint )
f
Example 4.55
Determine the mean value for the heights of the 200 adults, using the data in
Table 4.6.
The values for each individual class are best found by producing a table, using
the class midpoints and frequencies and remembering that the class midpoint is found by
dividing the sum of the upper and lower class boundaries by 2. So, for example, the mean
149.5 154.5
value for the first class interval is
152. The completed table is shown
2
below.
Frequency (f)
311
fx
608
157
1413
162
15
2430
167
21
3507
172
32
5504
177
45
7965
182
41
7462
187
22
4114
192
1728
197
394
Total
f 200
fx 35,125
I hope you can see how each of the values was obtained. Now that we have the required
totals the mean value of the distribution can be found.
mean value x
Median
When some values within a set of data vary quite widely, the arithmetic
mean gives a rather poor representative average of such data. Under
these circumstances another more useful measure of the average is the
median.
For example, the mean value of the numbers 3, 2, 6, 5, 4, 93, 7 is 20, which
is not representative of any of the numbers given. To nd the median value
of the same set of numbers, we simply place them in rank order that is 2,
3, 4, 5, 6, 7, 93. Then we select the middle (median) value. Since there are
seven numbers (items) we choose the fourth item along, the number 5, as
our median value.
If the number of items in the set of values is even, then we add together the
value of the two middle terms and divide by 2.
Example 4.56
Find the mean and median value for the set of numbers: 9, 7, 8, 7, 12, 70, 68,
6, 5, 8.
The arithmetic mean is found as:
mean x
9 7 8 7 12 70 68 6 5 8
200
20.
10
10
This value is not really representative of any of the numbers in the set.
UNIT 4
Notice that our mean value of heights has the same margin of error as the original
measurements. The value of the mean cannot be any more accurate than the measured
data from which it was found!
312
To find the median value, we first put the numbers in rank order, that is,
5, 6, 7, 7, 8, 8, 9, 12, 68, 70
Then from the ten numbers, the two middle values. The 5th and 6th values along are 8
88
8.
and 8. So, the median value
2
Mode
UNIT 4
KEY POINT
The mean, median and mode are
statistical averages, or measures
of central tendency for a statistical
distribution
A set of data that has one mode is called unimodal, data with two
modes is bimodal and data with more than two modes is known as
multimodal.
When considering frequency distributions for grouped data, the modal
class is that group which occurs most frequently. If we wish to nd
the actual modal value of a frequency distribution, we need to draw a
histogram.
Example 4.57
Find the modal class and modal value for the frequency distribution of the height
of adults given in Table 4.6.
Referring back to Table 4.6, it is easy to see that the class of heights which occurs most
frequently is 175 179 cm, which occurs 45 times.
Now, to find the modal value we need to produce a histogram for the data.
We did this for Example 4.53. This histogram is shown again here with the modal
shown.
From Figure 4.51 it can be seen that the modal value 178.25 0.5 cm.
This value is obtained from the intersection of the two construction lines, AB and CD. The
line AB is drawn diagonally from the highest value of the preceding class up to the top
right-hand corner of the modal class. The line CD is drawn from the top left-hand corner
of the modal group to the lowest value of the next class, immediately above the modal
group. Then, as can be seen, the modal value is read-off where the projection line meets
the x-axis.
313
50
C
45
40
Frequency
35
A
30
25
20
15
10
5
0
152 157 162 167 172 177 182 187 192 197
Height of adults (cm)
Modal value 178.25 0.5 cm
UNIT 4
Figure 4.51 Histogram showing frequency distribution and modal value for height of adults
1. Calculate the mean of the numbers 176.5, 98.6, 112.4, 189.8, 95.9 and
88.8.
t your
2. Determine the mean, the median and the mode for the set of numbers 9, 8,
7, 27, 16, 3, 1, 9, 4 and 116.
k n ow
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TYK 4.12
3. For the set of numbers 8, 12, 11, 9, 16, 14, 12, 13, 10, 9, nd the
arithmetic mean, the median and the mode.
4. Estimates for the length of wood required for a shelf were as follows:
d
g
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Length (cm)
Frequency
35
1
36
3
37
4
38
8
39
6
40
5
41
3
42
2
TYK
167
2
168
7
169
20
170
8
171
3
6. Calculate the arithmetic mean for the data shown in the table.
Length of rivet (mm)
Frequency
9.8
3
9.9
18
9.95
36
10.0
62
10.05
56
10.1
20
10.2
5
314
3.2
2
3.3
12
3.4
20
3.5
8
3.6
6
3.7
2
(a) Determine the arithmetic mean for the greenhouse gases present.
(b) Produce a histogram for the data and from it nd an estimate for the
modal value.
(c) Produce a cumulative frequency distribution curve and from it determine
the median value of greenhouse gases present.
UNIT 4
Meeting the calculus for the rst time is often a rather daunting business.
In order to appreciate the power of this branch of mathematics we
must rst attempt to dene it. So, what is the calculus and what is its
function?
Imagine driving a car or riding a motorcycle starting from rest over a
measured distance, say 1 km. If your time for the run was 25 seconds, then
we can nd your average speed over the measured kilometre from the
fact that speed distance/time. Then using consistent units, your average
speed would be 1000 m/25 s or 40 ms1. This is ne, but suppose you were
testing the vehicle and we needed to know its acceleration after you had
driven 500 m? In order to nd this, we would need to determine how the
vehicle speed was changing at this exact point, because the rate at which
your vehicle speed changes is its acceleration. To nd things, such as rate of
change of speed, we can use calculus techniques.
The calculus is split into two major areas: the differential calculus and the
integral calculus.
The differential calculus is a branch of mathematics concerned with nding
how things change with respect to variables such as time, distance or speed,
especially when these changes are continually varying. In engineering, we
are interested in the study of motion and the way this motion in machines,
mechanisms and vehicles varies with time, and the way in which pressure,
density and temperature change with height or time. Also, how electrical
quantities vary with time, such as electrical charge, alternating current,
electrical power, etc. All these areas may be investigated using the
differential calculus.
The integral calculus has two primary functions. It can be used to nd
the length of arcs, surface areas or volumes enclosed by a surface. Its
second function is that of anti-differentiation. For example, we can use the
differential calculus to nd the rate of change of distance of our motorcycle