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The effect of changing the data

The effect of changing the data

Adding a number to all the data

When the same number is added to all the data, every measure of centre grows by that number, and the measures of spread do not change: all the data move together, and the distances between them stay.

The hourly pay of six temporary workers, in shekels, in order from least to greatest:
45, 48, 50, 52, 52, 53.
In April each of them got a rise of 4 ₪:
49, 52, 54, 56, 56, 57.

BeforeAfter
Mean5054
Median5155
Mode5256
Range88
Standard deviation≈2.77\displaystyle \approx2.77≈2.77\displaystyle \approx2.77

The deviations from the mean did not change – −5,−2,0,2,2,3\displaystyle -5, -2, 0, 2, 2, 3 – so neither did the variance and the standard deviation. The same holds when a number is taken away from all the data.

Multiplying all the data by a number

When all the data are multiplied by the same positive number k\displaystyle k, every measure of centre, and the range and the standard deviation too, are multiplied by k\displaystyle k. The variance is multiplied by k2\displaystyle k^2.

Suppose that instead of a rise of 4 ₪, the pay of each of the six workers went up by 10%: each wage is multiplied by 1.1\displaystyle 1.1.

  • The mean: 50⋅1.1=55\displaystyle {50\cdot1.1}={55} ₪; the median: 51⋅1.1=56.1\displaystyle {51\cdot1.1}={56.1} ₪; the mode: 52⋅1.1=57.2\displaystyle {52\cdot1.1}={57.2} ₪.
  • The range: 8⋅1.1=8.8\displaystyle {8\cdot1.1}={8.8} ₪.
  • The standard deviation: 2.77⋅1.1≈3.05\displaystyle 2.77\cdot1.1\approx3.05 ₪. Every deviation from the mean grew 1.1 times, so the standard deviation did too.

Dividing all the data by a number is multiplying by 1k\displaystyle \frac{1}{k}: all these measures become k\displaystyle k times smaller.

The effect of the changes in a table
A change of all the dataMean, median, modeRange, standard deviation
Adding c\displaystyle cgrow by c\displaystyle cdo not change
Taking away c\displaystyle cshrink by c\displaystyle cdo not change
Multiplying by k>0\displaystyle k>0are multiplied by k\displaystyle kare multiplied by k\displaystyle k
Dividing by k>0\displaystyle k>0are divided by k\displaystyle kare divided by k\displaystyle k

A change in two steps goes through both steps: degrees Celsius become degrees Fahrenheit by F=1.8C+32\displaystyle {F}={1.8C+32}, so a mean of 20∘\displaystyle 20^\circ Celsius is 1.8⋅20+32=68∘\displaystyle {1.8\cdot20+32}={68^\circ} Fahrenheit, and a standard deviation of 5∘\displaystyle 5^\circ Celsius is 1.8⋅5=9∘\displaystyle {1.8\cdot5}={9^\circ} Fahrenheit – the 32 does not change it.

Adding data

When a new datum is added, the mean moves towards it, and the standard deviation depends on its distance from the mean.

The data 6, 8, 10, 12, 14: the mean is 10, the variance 8, and the standard deviation 8≈2.83\displaystyle \sqrt{8}\approx2.83.

  • Add 10, equal to the mean: the mean stays 10. The squared deviations still add up to 40, but they are divided by 6, so σ=406≈2.58\displaystyle {\sigma}={\sqrt{\frac{40}{6}}\approx2.58} – the standard deviation shrinks.
  • Add 16, far from the mean: the mean goes up to 666=11\displaystyle {\frac{66}{6}}={11}, and σ=706≈3.42\displaystyle {\sigma}={\sqrt{\frac{70}{6}}\approx3.42} – the standard deviation grows.

A new datum equal to the median does not change the median when the number of data is odd; a new datum greater than the greatest value makes the range larger.

Building data from given measures

Sometimes the data themselves can be found from the measures.

Four boys work at the same place. Their pay for one working day:
The mean pay: 250 ₪.
The mode: 300 ₪.
The median: 265 ₪.

The solution below finds the four wages, in order from least to greatest: a≤b≤c≤d\displaystyle a\le b\le c\le d.

  • The mode is 300: at least two of the wages are 300 ₪. The median, 265, is less than 300, so they are the two greatest: c=d=300\displaystyle {c}={d}={300}.
  • The median is the mean of the two middle ones: b+3002=265\displaystyle {\frac{b+300}{2}}={265}, so b=230\displaystyle {b}={230}.
  • The mean is 250, so the wages add up to 4⋅250=1000\displaystyle {4\cdot250}={1000}: a=1000−230−300−300=170\displaystyle {a}={1000-230-300-300}={170}.

The wages: 170, 230, 300, 300 ₪.

Exercise 1

Six students’ marks in a quiz, out of 20:
6, 7, 7, 8, 9, 11.
The mean is 8, the median 7.5, and the standard deviation about 1.63.
The teacher found that one of the questions was wrong, and added 2 points to every student.

a

What is the new mean?

    / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

    / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

    b

    What is the new median?

      / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

      / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

      c

      What is the new standard deviation?

        / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

        / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

        Exercise 2

        In a shop, the mean price of a shirt is 40 ₪, the standard deviation of the prices is 5 ₪, and the range 15 ₪.
        All the prices went up by 20%.

        a

        What is the new mean price?

          / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

          / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

          b

          What is the new standard deviation?

            / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

            / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

            c

            What is the new range?

              / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

              / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

              Exercise 3

              In a European city, in July, the mean daily temperature was 25∘\displaystyle 25^\circ Celsius, and the standard deviation 4∘\displaystyle 4^\circ.
              Degrees Fahrenheit are worked out from Celsius by the formula F=1.8C+32\displaystyle {F}={1.8C+32}.

              a

              What is the mean temperature in degrees Fahrenheit?

                / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                b

                What is the standard deviation in degrees Fahrenheit?

                  / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                  / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                  Exercise 4

                  Four students have a mean mark of 75 in sport and a standard deviation of 0.

                  a

                  What are the four students’ marks? Explain.

                    / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                    / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                    b

                    A student whose mark is 80 joins them. What is the new mean?

                      / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                      / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                      c

                      What is the new standard deviation?

                        / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                        / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                        d

                        Can students be added to the four original ones so that the standard deviation gets smaller? Explain.

                        Exercise 5

                        In a literature exam only the marks 6, 8 and 9 were given, and the mean was 8.

                        a

                        How is the number of students who got 6 related to the number who got 9? Explain.

                        b

                        Three students sat the exam later, and each of them got 6 or 9. The class mean did not change. One of them got 9 – what did the other two get? Explain.

                          / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power

                          / – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power

                          Exercise 6

                          For each part give an example of five values:

                          1. their mean is 72;
                          2. their median is 103;
                          3. the median is greater than the mean;
                          4. the median equals the mean.