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282
CHAPTER 6 ANSWERS
Exercises 6.1
6.1 A density curve is a smooth curve that identifies the shape of a
distribution for a variable.
6.2 A density curve is always on or above the horizontal axis. Also, the area
under the density curve, and above the horizontal axis, is equal to one.
6.3 The percentage of all possible observations of a variable that lie within a
specified range is approximately equal to the corresponding area under its
density curve.
6.4 The percentage of all possible observations of the variable that lie between
7 and 12 equals the area under its density curer between 7 and 12, expressed
as a percentage.
6.5 The percentage of all possible observations of the variable that lie to the
right of 4 equals the area under its density curve to the right of 4,
expressed as a percentage.
6.6 (a) Since the area to the left of 10 is 0.654, 65.4% of all possible
observations of the variable are less than 10.
(b) Since the total area under the density curve is one and the area to the
left of 10 is 0.654, the area to the right of 10 must be 1 ± 0.654 =
0.346. Therefore, 34.6% of all possible observations of the variable
are at least 10.
6.7 (a) Since the area to the right of 15 is 0.324, 32.4% of all possible
observations of the variable exceed 15.
right of 15 is 0.324, the area to the left of 15 must be 1 ± 0.324 =
0.676. Therefore, 67.6% of all possible observations of the variable
are at most 15.
6.8 Since the area under the curve that lies between 30 and 40 is 0.832 and the
total area under the density curve is one, the area not between 30 and 40 is
1 ± 0.832 = 0.168. The area not between 30 and 40 would be the area to the
left of 30 or the area to the right of 40. Therefore, 16.8% of all possible
observations of the variable are either less than 30 or greater than 40.
6.9 Since the area under the curve that lies between 15 and 20 is 0.414 and the
total area under the density curve is one, the area not between 15 and 20 is
1 ± 0.414 = 0.586. The area not between 15 and 20 would be the area to the
left of 15 or the area to the right of 20. Therefore, 58.6% of all possible
observations of the variable are either less than 15 or greater than 20.
6.10 (a) Since 33.6% of all possible observations of the variable exceed 8, the
area under the density curve that lies to the right of 8 is 0.336.
right of 8 is 0.336, the area to the left of 8 must be 1 ± 0.336 =
0.664.
6.11 (a) Since 28.4% of all possible observations of the variable are less than
11, the area under the density curve that lies to the left of 11 is
0.284.
left of 11 is 0.284, the area to the right of 11 must be 1 ± 0.284 =
0.716.
6.12 No, because the total area to the right and left of 4 should be 1, not 1.01.
6.13 No, because the total area to the right and left of 65 should be 1, not 0.9.
Copyright © 2012 Pearson Education, Inc. Publishing as Addison-Wesley.
Visit TestBankBell.com to get complete for all chapters

Weiss_ISM_Ch06.indd 282 11/18/10 12:36 PM
Section 6.1, Introducing Normally Distributed Variables 283
6.14 A density curve is representing the distribution of a variable. The height

of the curve can never be below the horizontal axis because you can never
have negative frequencies for classes of a variable. The total area under
the density curve equals one because the density curve is representing all
of the observations, or 100%, for the variable.
6.15 The histogram will be roughly bell-shaped.
6.16 A population is said to be normally distributed if a variable of the
population is normally distributed and it is the only variable under
consideration.
6.17 Their distributions are identical. The mean and standard deviation
completely determine the shape of a normal distribution. Thus if two
normally distributed variables have the same mean and standard deviation,
they also have the same distribution.
6.18 Spread is represented by ). The normal curve with parameters µ = 1 and ) =
2 has a wider spread since its standard deviation is larger.
6.19 (a) True. Both normal curves have the same shape. Spread (or shape) is
represented by ). For each normal curve, ) = 3.
(b) False. The parameter µ affects where the normal curve is centered.
Since this parameter is different for each normal curve, each normal
curve is centered at a different place.
6.20 (a) False. Spread (or shape) is represented by ). The normal distribution
with standard deviation 6 has a wider spread.
(b) True. The center of the distribution is determined by the mean µ, and
both distributions have µ = -4.
6.21 True. The value of the parameter µ has no effect on the shape of a normal
curve. The parameter µ affects only where the normal curve is centered.
The shape of the normal curve is determined by the parameter ).
6.22 The parameters for a normal curve are the mean µ and the standard deviation
).
6.23

284 Chapter 6, The Normal Distribution
6.24
0.9
0.8
0.7
0.6
b
0.5
0.4
0.3
0.2
0.1
a c
0.0
-8 -6 -4 -2 0 2 4 6
x
6.25 The percentage of all possible observations of a normally distributed

variable that lie between 2 and 3 is the same as the area under the
associated normal curve between 2 and 3. If the variable is only
approximately normally distributed, the percentage of all possible
observations between 2 and 3 is only approximately the area under the
associated normal curve between 2 and 3.
6.26 For a normally distributed variable, the percentage of all possible
observations that lie to the right of 7 is equal to the area under the
associated normal curve to the right of 7. If the variable is only
approximately normally distributed, then the two are approximately equal.
6.27 If the area under a particular normal curve to the left of 105 is 0.6227,
then 62.27% of all possible observations of the variable lie to the left of
105.
6.28 68.74% of all possible observations of the variable lie between 10 and 15
since the percentage is 100 times the area between 10 and 15 that lies under
the corresponding normal curve.
6.29 (a) The percentage of female students who are between 60 and 65 inches tall
is 100(0.0450 + 0.0757 + 0.1170 + 0.1480 + 0.1713) = 55.70%.
(b) The area under the normal curve with parameters μ = 64.4 and ) = 2.4
between 60 and 65 is approximately 0.5570. This is only an estimate
because the distribution of heights is only approximately normally
distributed.
6.30 (a) We would expect the percentage of female students who are shorter than
61 inches to be approximately equal to 100(0.0783) = 7.83%.
(b) The exact percentage of female students shorter than 61 inches is
100(0.0009 + 0.0018 + 0.0080 + 0.0227 + 0.0450) = (7.84%).
(c) The percentages in (a) and (b) differ by only 0.01%.

6.31 (a)
12.86 14.62 16.38 18.14 19.90 21.66 23.42

x
(b) z = (x ± 18.14)/1.76
(c) z has a standard normal distribution (μ = 0 and ) = 1).
0.4
0.3
0.2
0.1
0.0
-3 -2 -1 0 1 2 3
z
(d) The percentage of adult males G. mollicoma that have carapace lengths
between 16 mm and 17 mm is equal to the area under the standard normal
curve between -1.22 and -0.65.
(e) The percentage of adult males G. mollicoma that have carapace lengths
exceeding 19 mm is equal to the area under the standard normal curve
that lies to the right of 0.49.
6.32 (a)
71.9 116.6 161.3 206.0 250.7 295.4 340.1

x
(b) z = (x - 206)/44.7

0.4
0.3
0.2
0.1
0.0
-3 -2 -1 0 1 2 3
z
(d) The percentage of U.S. females 20 years old or older that have a serum
total cholesterol level between 150 mg/dL and 250 mg/dL is equal to the
area under the standard normal curve between -1.25 and 0.98.
(e) The percentage of U.S. females 20 years old or older that have a serum
total cholesterol level below 220 mg/dL is equal to the area under the
standard normal curve that lies to the left of 0.31.
6.33 (a)
34 43 52 61 70 79 88
x
(b) z = (x - 61)/9
0.4
0.3
0.2
0.1
0.0
-3 -2 -1 0 1 2 3
z
(d) The percentage of finishers with times between 50 and 70 minutes is

equal to the area under the standard normal curve between -1.22 and
1.00.

(e) The percentage of finishers with times less than 75 minutes is equal to
the area under the standard normal curve that lies to the left of 1.56.
6.34 (a)
0.4 17.6 34.8 52.0 69.2 86.4 103.6

x
(b) z = (x ± 52.0)/17.2
0.4
0.3
0.2
0.1
0.0
-3 -2 -1 0 1 2 3
z
(d) The percentage of adult green sea urchins with weights between 50 g and
60 g is equal to the area under the standard normal curve between -0.12
and 0.47.
(e) The percentage of adult green sea urchins with weights above 40 g is
equal to the area under the standard normal curve that lies to the
right of -0.70.
6.35 (a)
0.30
0.25
Relative Frequency
0.20
0.15
0.10
0.05
0.00
12.5 17.5 22.5 27.5 32.5 37.5 42.5 47.5
Age

(b) Yes. The distribution appears to be slightly right skewed, but could
be approximated quite well by a normal distribution.
6.36 (a) Dividing each frequency by the total frequency of 51, we obtain the
relative frequencies that are shown in the following histogram.
0.35
0.30
Relative Frequency
0.25
0.20
0.15
0.10
0.05
0.00
10.5 11.5 12.5 13.5 14.5 15.5 16.5 17.5 18.5 19.5 20.5 21.5
Rate
(b) The data are somewhat right skewed, although the one birth rate between
21 and 22 accounts for much of that impression. The rest of the
distribution is closer to bell-shaped.
6.37 (a)
Cloudiness is Breslau
2000
1500
Frequency
1000
500
0
0 1 2 3 4 5 6 7 8 9 10
Degree
(b) The data is definitely not normal. The distribution instead looks
bimodal with the most frequent values of 0 and 10 occurring at the far
left and far right of the distribution. The rest of the distribution
looks evenly distributed or uniform.
6.38 (a)
Wrong Number
30
25
20
Percent
15
10
0
0 1 2 3 4 5 6 7 8
Wrong
(b) The data is not normal. The distribution of number of wrong numbers is
right skewed.

6.39 (a) Using Minitab, we obtain the data from the WeissStats CD and choose
Graph Histogram, select Simple from the first row, and click OK.
Then enter VERBAL and MATH in the Graphs variables text box and click
OK. The resulting graphs follow.
Histogram of VERBAL Histogram of MATH
80 80
70 70
60 60
50 50
Frequency
Frequency
40 40
30 30
20 20
10 10
0 0
240 320 400 480 560 640 720 320 400 480 560 640 720
VERBAL MATH
(a) Yes. The SAT verbal scores appearing in the left hand histogram have
roughly a bell shaped distribution.
(b) Yes. The SAT verbal scores appearing in the right hand histogram have
roughly a bell shaped distribution.
6.40 Using Minitab, we obtain the data from the WeissStats CD and choose Graph
Histogram, select Simple from the first row, and click OK. Then enter
FERTILITY in the Graphs variables text box and click OK. The resulting
graph follows.
50
40
30
Frequency
20
10
0
1 2 3 4 5 6 7
FERTILITY RATE
No. The distribution of fertility rates is very right skewed, whereas a

normal distribution is bell-shaped.
6.41 The number of chips per bag could not be exactly normally distributed
because that number is a discrete random variable, whereas any variable
having a normal distribution is a continuous random variable.

6.42 (a)
P(x)
0 2 4 6 8 10 12
x
1 2
/ 22 2
(b) y e ( x 5 )
2S 2
(c) Using Excel we enter x in cell A1 and P(x) in B1. Then below the x,
enter the numbers ±1, -0.75, -0.50, ..., 10.50, 10.75, 11.00. In cell
B2, enter the expression =(1/SQRT(2*PI()))*EXP(-((A2-5)^2)/4). Then
copy this expression to the cells below B2 for all of the values in
Column A. Use your mouse to highlight all of the data including the
titles and click on the Chart icon and select (XY) Scatter. Choose the
second option in the second row and click on Next twice. Click on the
Titles tab to enter any titles you wish to create and click on Next
again. Click on Finish.
The result is
0.45
0.40
0.35
0.30
0.25
P(x)
0.20
0.15
0.10
0.05
0.00
-1 1 3 5 7 9 11
x
(d) The curves are the same in parts (a) and (c). There may be minor
differences in the axis labeling, but the curves are the same.
6.43 (a) Using Minitab we choose Calc Make patterned data

Simple set of
numbers..., enter x in the Store patterned data in text box, type 218
in the From first value text box, type 314 in the To last value text
box, type .5 in the In steps of text box, and click OK. This will
provide x values within 3 standard deviations on both sides of the
mean. Now choose Calc
Probability distribution Normal..., click
on Probability density, type 266 in the Mean text box and 16 in the
Standard deviation text box, click in the Input column text box and
select x, click in the Optional storage text box and type P(x), and
click OK. Now choose Graph
Scatterplot..., select the With connect
line version, select P(X) in the Y column in row 1 and X for the X

column. Click on the Data view button and check only the Connect line
box. Click OK twice. The result is
0.025
0.020
0.015
P(X)
0.010
0.005
0.000
220 270 320

X
(b) Following the procedure in Example 6.2, we choose Calc Random Data
Normal..., type 1000 in the Generate rows of data text box, click in
the Store in column(s) text box and type DAYS, click in the Mean text
box and type 266, click in the Standard deviation text box and type 16,
and click OK.
(c) We would expect the sample mean and sample deviation to be
approximately equal to the mean and standard deviation of the
population, 266 and 16 respectively. This is because we expect the
sample to reflect approximately the characteristics of the population.
(d) We choose Calc

Column Statistics..., click on the Mean button, click
in the Input variable text box and select DAYS, and click OK. Then
repeat the process, selecting the Standard deviation button. The
results are shown in the Session Window. The results we obtained were
Mean of DAYS = 266.88 and Standard deviation of DAYS = 16.048. Your
results will vary from ours.
(e) We would expect a histogram of the 1000 observations to look roughly
like a normal curve with mean 266 and standard deviation 16.
(f) Choose Graph

Histogram..., select the Simple version, select DAYS in
the Graph variables text box and click OK. The result shown is as
expected.
140
120
100
Frequency
80
60
40
20
200 250 300

DAYS

6.44 (a)
42.8 46.2 49.6 53.0 56.4 59.8 63.2

x
(b) Following the procedure in Example 6.2, we choose Calc Random Data
Normal..., type 1500 in the Generate rows of data text box, click in
the Store in column(s) text box and type DAYS, click in the Mean text
box and type 53, click in the Standard deviation text box and type 3.4,
and click OK.
(c) We would expect the sample mean and standard deviation to be near 53
and 3.4 respectively since these the corresponding values for the
entire population.
(d) We choose Calc
Column Statistics..., click on the Mean button, click
in the Input variable text box and select DAYS, and click OK. Then
repeat the process, selecting the Standard deviation button. The
results are shown in the Session Window. The results we obtained were
Mean of DAYS = 52.9267 and Standard deviation of DAYS = 3.19167. Your
results will vary from ours.
(e) We would expect the histogram for the sample to be bell-shaped since it
should be similar to the normal distribution of the population.
(f) Using Minitab, we obtain the histogram below for the sample. Your
histogram will likely be similar to ours, but not identical.
200
150
Frequency
100
50
0
45 48 51 54 57 60 63
DAYS
Exercises 6.2
6.45 Finding areas under the standard normal curve is important because for any
normally distributed variable, we can obtain the percentage of all possible
observations that lie within any specified range by first converting x
values to z-scores and then finding the corresponding area under the
standard normal curve.

Section 6.2, Areas Under the Standard Normal Curve 293
6.46 The standard normal curve is associated with the normal distribution with μ
= 0 and ) = 1
6.47 The total area under the curve is 1, and the standard normal curve is
symmetric about 0. Therefore, the area to the left of 0 is 0.5, and the
area to the right of 0 is 0.5.
6.48 The area under the standard normal curve to the right of 2.08 is the same as
the area to the left of -2.08, by symmetry. The area to the left of -2.08
is 0.0188. Therefore, the area to the right of 2.08 is 0.0188.
6.49 The area under the standard normal curve to the right of 0.43 is 1 - the
area to the left of 0.43. The area to the left of 0.43 is 0.6664.
Therefore, the area to the right of 0.43 is 1 - 0.6664 = 0.3336.
6.50 The area under the standard normal curve to the right of 1.96 is the same as
the area to the left of -1.96, by symmetry. The area to the right of 1.96
can be found by 1.0 - 0.975 = 0.025. Therefore, the area to the left of -
1.96 is 0.025.
6.51 The area to the left of z = 3.00 is 0.9987 and the area to the left of -3.00
is 0.0013. Therefore the area between -3.00 and 3.00 is 0.9987 - 0.0013 =
0.9974 (99.74%).
6.52 The standard normal curve is the associated normal curve for a standardized
normally distributed variable. The standardized variable is labeled with
WKHOHWWHU]KHQFHWKHQDPH³]-FXUYH´
6.53 (a) Locate the row (tenths digit) and column (hundredths digit) of the
specified z-score. The corresponding table entry is the area under the
standard normal curve that lies to the left of the z-score.
(b) The area that lies under the standard normal curve to the right of a
specified z-score is 1 - (area to the left of the z-score).
(c) The area that lies under the standard normal score between two
specified z-scores, say a and b, where a < b, is found by subtracting
the area to the left of a from the area to the left of b.
6.54 The area under the standard normal curve that lies to the left of a z-score
is always strictly between 0 and 1.
6.55 (a) (b)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.9875 0.2
0.0594
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.9875 Area = 0.0594

(c) (d)
0.4 0.4
0.3 0.3
P(z)
0.5000
P(z)
0.2 0.2
0.0000
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.5 Area = 0.0000 (to 4 dp)

6.56 (a) (b)
0.4 0.4
0.3 0.3
P(z)
0.2 P(z) 0.2

0.9998
0.1922
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.1922 Area = 0.9998
(c)
0.4
0.3
P(z)
0.2
1.0000
0.1
0.0
-4 -3 -2 -1 0 1 2 3 4
z
Area = 1.000 (to the left of 5.12)

6.57 (a) (b)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.2
0.8577 0.2743
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 1.0000 ± 0.1423 = 0.8577 Area = 1.0000 ± 0.7257 = 0.2743
(c) (d)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.2
0.5000 0.0000
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 1.0000 ± 0.5000 = 0.5000 Area = 1.0000 ± 1.0000 = 0.0000
6.58 (a) (b)
0.4 0.4
0.3 0.3
0.7123
P(z)
P(z)
0.2 0.2
0.1 0.1
0.0217
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 1.000 ± 0.9783 = 0.0217 Area + 1.0000 ± 0.2877 = 0.7123

(c)
0.4
0.3
P(z)
0.2
1.0000
0.1
0.0
-4 -3 -2 -1 0 1 2 3 4
z
Area = 1.0000 ± 0.0000 = 1.0000

6.59 (a) (b)
0.4 0.4
0.3 0.3
0.9105
P(z)
P(z)
0.2 0.2
0.0440
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.9251 ± 0.0146 = 0.9105 Area = 0.0668 ± 0.0228 = 0.0440

(c) (d)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.2
0.2121 0.1357
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.9345 ± 0.7224 = 0.2121 Area = 1.0000 ± 0.8643 = 0.1357

6.60 (a) (b)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.2
0.7981
0.0166
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.9875 ± 0.1894 = 0.7981 Area = 0.0228 ± 0.0062 = 0.0166

(c) (d)
0.4 0.4
0.3 0.3
0.8413
P(z)
P(z)
0.2 0.2
0.0661
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.9961 ± 0.9306 = 0.0661 Area = 0.8413 ± 0.0000 = 0.8413

6.61 (a) (b)
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2
0.0475 0.2
0.7357 0.0618
0.0170
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.0170 + (1 ± 0.9525) = 0.0645 Area = 0.7357 + (1 ± 0.9382) = 0.7975

6.62 (a)
0.4
0.3
P(z)
0.2
0.1587 0.0228
0.1
0.0
-4 -3 -2 -1 0 1 2 3 4
z
Area = 0.1587 + (1 ± 0.9772) = 0.1815

(b)
0.4
0.3 0.8413
p(z)
0.2
0.0060
0.1
0.0
-3 -2 -1 0 1 2 3
X
Area = 0.0060 + (1 ± 0.1587) = 0.8473

6.63 (a) The area to the left of z = 1.28 is 0.8997. The area to the left of z
= -1.28 is 0.1003. The area between z = -1.28 and z = 1.28 is 0.8997 -
0.1003 = 0.7994.
(b) The area to the left of z = 1.64 is 0.9495. The area to the left of z
0.0505 = 0.8990.
(c) The area to the left of z = -1.96 is 0.0250. The area to the right of
z = 1.96 is 1.0000 - 0.9750 = 0.0250. The area either to the left of z
= -1.96 or to the right of z = 1.96 is 0.0250 + 0.0250 = 0.0500.
(d) The area to the left of z = -2.33 is 0.0099. The area to the right of
6.64 (a) The area to the left of z = 1.96 is 0. 9750. The area to the left of z
0.0250 = 0.9500.
(b) The area to the left of z = 2.33 is 0.9901. The area to the left of z
0.0099 = 0.9802.
(c) The area to the left of z = -1.28 is 0.1003. The area to the right of
(d) The area to the left of z = -1.64 is 0.0505. The area to the right of

6.65 (a) (b)
0.4 0.4
0.3 0.3
0.6826
P(z)
P(z)
0.2 0.2
0.9544
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Area = 0.8413 - 0.1587 = 0.6826 Area = 0.9772 - 0.0228 = 0.9544
0.4
0.3
P(z)
0.2 0.9974
0.1
0.0
-4 -3 -2 -1 0 1 2 3 4
z
(c)
Area = 0.9987 ± 0.0013 = 0.9974
6.66 (a) and (b)
Percentage of
Region Area total area
- to -3 0.0013 0.13
-3 to -2 0.0228 - 0.0013 = 0.0215 2.15
-2 to -1 0.1587 - 0.0228 = 0.1359 13.59
-1 to 0 0.5000 - 0.1587 = 0.3413 34.13
0 to 1 0.8413 - 0.5000 = 0.3413 34.13
1 to 2 0.9772 - 0.8413 = 0.1359 13.59
2 to 3 0.9987 - 0.9722 = 0.0215 2.15
3 to 1.0000 - 0.9987 = 0.0013 0.13
1.0000 100.00

6.67 6.68
0.4 0.4
0.3 0.3
P(z)
P(z)
0.2 0.2
0.1
0.0250 z = -1.96 0.1
0.0100 z = -2.33
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
z = -1.96 z = -2.33
6.69 6.70
0.4 0.4
0.3 0.3 0.8000

0.7500
P(z)
P(z)
0.2 0.2
0.1 0.1 z = 0.84

z = 0.67
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
z = 0.67 z = 0.84
6.71 6.72
0.4 0.4
0.3 0.3
0.9500 0.7000
P(z)
P(z)
0.2 0.2
0.1
0.0500 z = -1.645 0.1
0.3000
z = -0.52
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
z = -1.645 z = -0.52
Note: The area 0.0500 was exactly between
the area of two z-scores on the table.
Therefore, the two z-scores of -1.64 and
-1.65 were averaged.

6.73 6.74
0.4 0.4
0.3 0.3
0.0067 0.33 0.9850
P(z)
P(z)
0.2 0.2
0.1 z = 0.44 0.1 z = 2.17

0.0150
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
z= 0.44 z = 2.17
6.75 (a) (b)
0.4 0.4
0.3 0.3
0.9700 0.9850
P(z)
P(z)
0.2 0.2
0.0050
0.1 z = 1.88 0.1 z = 2.575
0.0300
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
z = 1.88 z = 2.575
6.76 (a) (b)

0.4
0.4
0.3
0.3
P(z)
0.2
0.9400 0.0600
P(z)
0.2
0.8000 0.2000 0.1 z = 1.5554
0.1 z = 0.84
0.0
-4 -3 -2 -1 0 1 2 3 4
0.0
-4 -3 -2 -1 0 1 2 3 4 z
z = 0.84 z = 1.555

6.77 6.78
0.4 0.4
0.3 0.3
0.9000 0.9900
P(z)
P(z)
0.2 0.2
z = 1.645 z = 2.575
0.1 0.1
0.0500 z = -1.645 0.0500 0.0050 z = -2.575 0.0050
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
Z = +1.645 Z = +2.575
6.79
z0.10 z0.05 z0.025 z0.01 z0.005
1.28 1.645 1.96 2.33 2.575
6.80 The area under any curve representing the distribution of a variable is
equivalent to probability. Since the total probability for all of the
values of any variable is 1, the total area under the curve representing the
probability distribution of any variable is also 1.
6.81 (a) z (b) -z (c) + z/2
(d)
For part (a): For part (b):
0.4 0.4
0.3
0.3
P(z)
P(z)
0.2
0.2
0.1 z 0.1
-z
0.0
0.0 -4 -3 -2 -1 0 1 2 3 4
-4 -3 -2 -1 0 1 2 3 4 z
z
For part (c):
0.4
0.3
1 ±
P(z)
0.2
0.1
/2 -z/2 z/2 /2
0.0
-4 -3 -2 -1 0 1 2 3 4
z

Section 6.3, Working with Normally Distributed Variables 303
Exercises 6.3
6.82 Sketch the normal curve associated with the variable, shade the region of
interest and mark the delimiting x-values, compute the z-scores for the
delimiting x values, and use Table II to obtain the area under the standard
normal curve delimited by those z-scores.
6.83 The x values delimiting the interval within two standard deviations either
side of the mean are μ - 2) and μ + 2). When these are standardized using
z = (x - μ)/), the former becomes z = [(μ - 2)) - μ]/) = -2 and the latter
becomes z = [(μ + 2)) - μ]/) = +2.
6.84 The empirical rule says that for any variable having approximately a bell-
shaped distribution, regardless of whether the variable is normally
distributed, approximately 68.26% of the observations will lie within one
standard deviation either side of the mean, approximately 95.44% of the
observations will lie within two standard deviations either side of the
mean, and approximately 99.74% of the observations will lie within three
standard deviations either side of the mean.
6.85 (a) For the variable values 1 and 7, the z-values are
1 6 76
z 2.50 and z 0.50
2 2
The area to the left of z = -2.50 is 0.0062 and the area to the left of
z = 0.50 is 0.6915. Therefore the area between z = -2.50 and z = 0.50
is 0.6915 - 0.0062 = 0.6853. Thus the percentage of all possible
values of the variable that lie between 1 and 7 is 68.53%.
(b) For a variable value of 5, the z value is
56
z 0.50
2
The area to the left of z = -0.50 is 0.3085. The area to right of z =
-0.50 is 1 ± 0.3085 = 0.6915. Thus the percentage of values of the
variable exceeding 5 is 69.15%.
(c) For a variable value of 4, the z value is
46
z 1.00
2
The area to the left of z = -1.00 is 0.1587. Thus the percentage of
values of the variable that are less than 4 is 15.87%.
73 68 80 68
z 0.50 and z 1.20
10 10
The area to the left of z = 0.50 is 0.6915 and the area to the left of
z = 1.20 is 0.8849. Therefore the area between z = 0.50 and z = 1.20
75 68
z 0.70
10
The area to the left of z = 0.70 is 0.7580. The area to right of z =
0.70 is 1 ± 0.7580 = 0.2420. Thus the percentage of values of the

variable that are at least 75 is 24.20%.

(c) For a variable value of 90, the z value is
90 68
z 2.20
10
The area to the left of z = 2.20 is 0.9861. Thus the percentage of
values of the variable that are at most 90 is 98.61%.
6 10 7 10
z 1.33 and z 1.00
3 3
z = -1.00 is 0.1587. Therefore the area between z = -1.33 and z =
-1.00 is 0.1587 - 0.0918 = 0.0669. Thus the percentage of all possible
10 10
z 0.00
3
The area to the left of z = 0.00 is 0.5000. The area to right of z =
0.00 is 1 ± 0.5000 = 0.5000. Thus the percentage of values of the
variable that are at least 10 is 50.00%.
(c) For a variable value of 17.5, the z value is
17.5 10
z 2.50
3
values of the variable that are at most 17.5 is 99.38%.
6.88 (a) For the variable values -8 and 8, the z-values are
8 0 80
z 2.00 and z 2.00
4 4
values of the variable that lie between -8 and 8 is 95.44%.
(b) For a variable value of -1.5, the z value is
1.5 0
z 0.38
4
The area to the left of z = -0.38 is 0.3520. The area to right of z =
-0.38 is 1 ± 0.3520 = 0.6480. Thus the percentage of values of the
variable exceeding 1.5 is 64.80%.
(c) For a variable value of 2.75, the z value is
2.75 0
z 0.69
4
values of the variable that are less than 2.75 is 75.49%.

6.89 (a) Using Table II, we find that an area of 0.2500 lies to left of
z = -0.67, an area of .5000 lies to the left of z = 0.00 and an area of
0.7500 lies to the left of 0.67. We convert each of these z-values to
x-values using x = μ + z). Thus 25% of the values of the variable lie
to the left of the first quartile, x = 6 + (-0.67)(2) = 4.66. Half
(50%) of the values of the variable lie to the left of the second
quartile (median), x = 6 + (0.00)(2) = 6. Finally, 75% of the values
of the variable lie to the left of the third quartile, x = 6 +
(0.67)(2) = 7.34.
(b) Using Table II, we find that an area of 0.8500 lies to the left of
z = 1.04. We convert this z-value to an x-value using x = μ + z).
Thus 85% of the values of the variable lie to the left of the 85 th
percentile, x = 6 + (1.04)(2) = 8.08.
(c) If 65% of the possible values exceed the value, then 35% of the
possible values are less than the value. Using Table II, we find that
an area of 0.3500 lies to the left of z = -0.39. We convert this z-
value to an x-value using x = μ + z). Thus 65% of the values of the
variable exceed x = 6 + (-0.39)(2) = 5.22.
(d) The two values that divide the area into a middle area of 0.95 and two
outside areas of 0.025 have 2.5% of the curve and 97.5% of the curve to
their left. Using Table II, we find that an area of 0.0250 lies to the
left of z = -1.96 and an area of 0.9750 lies to the left of z = 1.96.
We convert these z-values to x-values using x = μ + z). Thus 95% of
the variable lie between x = 6 + (-1.96)(2) = 2.08 and
x = 6 + (1.96)(2) = 9.92.
quartile (median), x = 68 + (0.00)(10) = 68. Finally, 75% of the
values of the variable lie to the left of the third quartile, x = 68 +
(0.67)(10) = 74.70.
(b) Using Table II, we find that an area of 0.9900 lies to the left of
Thus 99% of the values of the variable lie to the left of the 99 th
percentile, x = 68 + (2.33)(10) = 91.30.
an area of 0.1500 lies to the left of z = -1.04. We convert this z-
variable exceed x = 68 + (-1.04)(10) = 57.60.
outside areas of 0.05 have 5% of the curve and 95% of the curve to
x = 68 + (1.645)(10) = 84.45.

(0.67)(3) = 12.01.
(b) The seventh decile is the same as the 70th percentile. Using Table II,
we find that an area of 0.7000 lies to the left of z = 0.52. We
convert this z-value to an x-value using x = μ + z). Thus 70% of the
values of the variable lie to the left of the seventh decile, x = 10 +
(0.52)(3) = 11.56.
an area of 0.6500 lies to the left of z = 0.39. We convert this z-
variable exceed x = 10 + (0.39)(3) = 11.17.
outside areas of 0.005 have 0.5% of the curve and 99.5% of the curve to
x = 10 + (2.575)(3) = 17.725.
to the left of the first quartile, x = 0 + (-0.67)(4) = -2.68. Half
(0.67)(4) = 2.68.
(b) The second decile is the same as the 20th percentile. Using Table II,
we find that an area of 0.2000 lies to the left of z = -0.84. We
convert this z-value to an x-value using x = μ + z). Thus 20% of the
values of the variable lie to the left of the second decile,
x = 0 + (-0.84)(4) = -3.36.
an area of 0.8500 lies to the left of z = 1.04. We convert this z-
variable exceed x = 0 + (1.04)(4) = 4.16.
outside areas of 0.10 have 10% of the curve and 90% of the curve to
the variable lie between x = 0 + (-1.28)(4) = -5.12 and
x = 0 + (1.28)(4) = 5.12.
6.93 (a) For carapace lengths 16 mm and 17 mm, the z-values are
16 18.14 17 18.14
z 1.22 and z 0.65
1.76 1.76
z = -0.65 is 0.2578. Therefore the area between z = -1.22 and z = -
0.65 is 0.2578 - 0.1112 = 0.1466. Thus the percentage of carapace

lengths that are between 16 mm and 17 mm is 14.66%.

(b) For a carapace length of 19 mm, the z value is
19 18.14
z 0.49
1.76
The area to the left of z = 0.49 is 0.6879. The area to right of 0.49
is 1 ± 0.6879 = 0.3121. Thus the percentage of adult G. mollicoma
with carapace lengths exceeding 19 mm is 31.21%.
(c) Using Table II, we find that an area of 0.2500 lies to left of
x-values using x = μ + z). Thus 25% of the carapace lengths of adult
G. mollicoma lie to the left of the first quartile, x = 18.14 + (-
0.67)(1.76) = 16.96 mm. Half (50%) of the carapace lengths of adult G.
mollicoma lie to the left of the second quartile (median), x = 18.14 +
(0.00)(1.76) = 18.14 mm. Finally. 75% of the carapace lengths of adult
G. mollicoma lie to the left of the third quartile, x = 18.14 +
(0.67)(1.76) = 19.32 mm.
(d) Using Table II, we find that an area of 0.9500 lies to the left of
Thus, the 95th percentile of the carapace lengths of adult G. mollicoma
is x = 18.14 + (1.645)(1.76) = 21.04 mm.
6.94 (a) For serum total cholesterol levels of 150 mg/dL and 250 mg/dL, the z-
values are
150 206 250 206
z 1.25 and z 0.98
44.7 44.7
is 0.8365 - 0.1056 = 0.7309. Thus the percentage of serum total
cholesterol levels between 150 mg/dL and 250 mg/dL for U.S. women who
are 20 years old or older is 73.09%.
(b) For a serum total cholesterol levels of 220 mg/dL, the z value is
220 206
z 0.31
44.7
serum total cholesterol levels below 220 mg/dL for U.S. women who are
20 years old or older is 62.17%.
x-values using x = μ + z). Thus 25% of the serum total cholesterol
levels for U.S. women who are 20 years old lie to the left of the first
quartile, x = 206 + (-0.67)(44.7) = 176.1 mg/.dL. Half (50%) of the
serum total cholesterol levels lie to the left of the second quartile
(median), x = 206 + (0.00)(44.7) = 206 mg/dL. Finally. 75% of the
serum total cholesterol levels lie to the left of the third quartile,
x = 206 + (0.67)(44.7) = 235.9 mg/dL.
(d) The fourth decile is the same as the 40th percentile. Using Table II,
we find that an area of 0.4000 lies to the left of z = -0.25. We
convert this z-value to an x-value using x = μ + z). Thus, the 40th
percentile of the serum total cholesterol levels for U.S women 20 years

old or older is x = 206 + (-0.25)(44.7) = 194.8 mg/dL.

6.95 (a) For finishers with times of 50 and 70 minutes, the z-values are
50 61 70 61
z 1.22 and z 1.00
9 9
The area to the left of z = -1.225 is 0.1112 and the area to the left
of z = 1.00 is 0.8413. Therefore the area between z = -1.22 and z =
1.00 is 0.8413 - 0.1112 = 0.7301. Thus the percentage of finishers
with times between 50 minutes and 70 minutes in the New York City 10 km
run is 73.01%.
(b) For a finishing time of 75 minutes, the z value is
75 61
z 1.56
9
finishers with times less than 765 minutes is 94.06%.
z = -0.25. We convert this z-value to an x-value using x = μ + z).
Thus 40% of the finishers had times less than the 40th percentile, x =
61 + (-0.25)(9) = 58.75 minutes.
(d) The eighth decile is the same as the 80th percentile. Using Table II,
we find that an area of 0.8000 lies to the left of z = 0.84. We
convert this z-value to an x-value using x = μ + z). Thus, 80% of the
finishing times were less than x = 61 + (0.84)(9) = 68.56 minutes.
6.96 (a) For adult green sea urchins with weights of 50 and 60 g, the z-values
50 52 60 52
are z 0.12 and z 0.47.
17.2 17.2
is 0.6808 - 0.4522 = 0.2286. Thus the percentage of adult green sea
urchins with weights between 50 g and 60 g is 22.86%.
(b) For a weight of 40 g, the z value is
40 52
z 0.70.
17.2
The area to the left of z = -0.70 is 0.2420. The area to the right of
z = -0.70 is 1 ± 0.2420 = 0.7580. Thus the percentage of adult green
sea urchins with weights above 40 g is 75.80%.
Thus 90% of the adult green sea urchin weights were less than the 90 th
percentile, x = 52.0 + (1.28)(17.2) = 74.0 g.
(d) The sixth decile is the same as the 60th percentile. Using Table II, we
find that an area of 0.6000 lies to the left of z = 0.25. We convert
this z-value to an x-value using x = μ + z). Thus, 60% of the adult
green sea urchin weights were less than the 60th percentile, x = 52.0 +
(0.25)(17.2) = 56.3 g.
6.97 (a) For x = 260 and 280, the z-values are
260 272.2 280 272.2
z 1.50 and z 0.96
8.12 8.12

is 0.8315 - 0.0668 = 0.7647. Thus the percentage of tee shots that
went between 260 and 280 yards is 76.47%.
(b) For x = 300, the z-value is
300 272.2
z 3.42 . The area to the left of z = 3.42 is 0.9997.
8.12
Thus the area to the right of z = 3.42 is 1 - 0.9997 = 0.0003, implying
that only 0.03% of tee shots went more than 300 yards.
6.98 (a) For tumors that are 1 and 2 cm long, the z values are
1.00 1.80 2.00 1.80

z 1.6 and z = 0.4.
0.50 0.50
z = 0.4 is 0.6554. Therefore the area between ±1.6 and +0.4 is 0.6554
- 0.0548 = 0.6006 = 60.06%.
(b) For tumors that are 3.0 cm, the z value is
3.00 1.80
z 2.40.
0.50
The area to the left of z = 2.40 is 0.9918. Therefore the area to the
right of z = 2.40 is 1.0000 ± 0.9918 = 0.0082. Thus 0.82% of
metastatic carcinoid tumors in the heart exceed 3 cm in length.
6.99
Standard deviations to Area under
Part either side of the mean normal curve Percent
(a) 1 0.3413 x 2 = 0.6826 68.26

(b) 2 0.4772 x 2 = 0.9544 95.44
(c) 3 0.4987 x 2 = 0.9974 99.74
6.100
Standard deviations to Area under
Part either side of the mean normal curve Percent
(a) 1 0.3413 x 2 = 0.6826 68.26

(b) 2 0.4772 x 2 = 0.9544 95.44
(c) 3 0.4987 x 2 = 0.9974 99.74
(d) 1 0.3413 x 2 = 0.6826 68.26
2 0.4772 x 2 = 0.9544 95.44
3 0.4987 x 2 = 0.9974 99.74
6.101 (a) 68.26% of Swedish men have brain weights between 1.29 and 1.51 kg.
(b) 95.44% of Swedish men have brain weights between 1.18 and 1.62 kg.
(c) 99.74% of Swedish men have brain weights between 1.07 and 1.73 kg.

(d)
0.4
0.4 0.4
0.3
0.3 0.3
P(z)
P(z)
P(z)
0.2
0.2 0.2
0.9974
0.6826 0.9544 0.1
0.1 0.1
0.0
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4 z
z z 1.73
1.18 1.62 1.07
1.29 1.51
6.102 (a) 68.26% of all such children watch between 18.27 and 30.73 hours of TV
per week.
(b) 95.44% of all such children watch between 12.04 and 36.96 hours of TV
per week.
(c) 99.74% of all such children watch between 5.81 and 43.19 hours of TV
per week.
(d)
0.4 0.4 0.4
0.3 0.3 0.3

f(z)
f(z)
f(z)
0.2 68.26% 0.2 95.44% 0.2 99.74%
0.1 0.1 0.1
0.0 0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z z
18.27 30.73 x 12.04 36.96 x 5.81 43.19 x
6.103 (a) From Table 6.1, exactly 11.70% of the heights of female students are
between 62 and 63. For heights of 62 and 63 inches, the z values are
62 64.4 63 64.4
z 1.00 and z 0.58
2.4 2.4
z = -0.58 is 0.2810. Thus, the area between z = -1.00 and z = -0.58 is
0.2810 - 0.1587 = 0.1223 (12.23%). The two percentages are quite
close.
(b) From Table 6.1, exactly = 0.1575 + 0.1100 + 0.0735 + 0.0374 + 0.0199 =
0.3983 (39.83%) of the heights of female students are between 65 and 70
inches. For heights of 65 and 70 inches, the z values are
65 64.4 70 64.4
z 0.25 and z 2.33
2.4 2.4
z = 2.33 is 0.9901. Thus, the area between z = 0.25 and a = 2.33 is
0.9901 - 0.5987 = 0.3914 (39.14%). The two percentages are quite
close.
6.104 (a) A sketch of a normal curve with mean 9.58 inches and standard deviation
0.51 inches is as follows
0.8
0.7
0.6
0.5
Density
0.4
0.3
0.2
0.1
0.0
8.05 8.56 9.07 9.58 10.09 10.60 11.11
Foot Length (in)

(b) For foot lengths of 9 and 10 inches, the z values are

9 9.58 10 9.58
z 1.14 and z 0.82
0.51 0.51
z = 0.82 is 0.7939. Thus, the area between z = -1.14 and z = 0.82 is
0.7939 - 0.1271 = 0.6668. 66.68% of women have foot lengths between 9
and 10 inches.
(c) For a foot length of 11 inches, the z value is
11 9.58
z 2.78
0.51
The area to the left of z = 2.78 is 0.9973. Thus the area to the right
of z = 2.78 is 1 ± 0.9973 = 0.0027. 0.27% of women have foot lengths
that exceed 11 inches.
(d) Referring to the table, the foot length for size 7 ½ is 9.50 inches and
the foot length for size 8 is 9.6875 inches. If a woman has a foot
length between 9.50 and 9.6875, she would wear size 8. For foot lengths
of 9.50 and 9.6875 inches, the z values are
9.50 9.58 9.6875 9.58
z 0.16 and z 0.21
0.51 0.51
z = 0.21 is 0.5832. Thus, the area between z = -0.16 and z = 0.21 is
0.5832 - 0.4364 = 0.1468. 14.68% of women wear size 8.
Referring to the table, the foot length for size 11 is 10.6875 inches
and the foot length for size 11 ½ is 10.8125 inches. If a woman has a
foot length between 10.6875 and 10.8125, she would wear size 11 ½. For
foot lengths of 10.6875 and 10.8125, the z-values are
10.6875 9.58 10.8125 9.58
z 2.17 and z 2.42
0.51 0.51
z = 2.42 is 0.9922. Thus the area between z = 2.17 and z = 2.42 is
0.9922 ± 0.9850 = 0.0072. 0.72% of women wear size 11 ½.
(e) Since 14.68% of women wear size 8, the owner should buy 10,000(0.1468)
= 1,468 pairs of size 8 shoes. Since 0.72% of women wear size 11 ½ , the
owner should buy 10,000(0.0072) = 72 pairs of size 11 ½ shoes.
3 6.1
6.105 (a) P( X d 3) P( Z d ) P( Z d 2.38) 0.0087 . We interpret this to mean
1.3
that only about 0.87% of female polychaete worms have a length less
than or equal to 3 mm.
(b)
5 6.1 7 6.1
P(5 X 7) P( Z ) P(0.85 Z 0.69)
1.3 1.3
0.7549 0.1977 0.5572
We interpret this to mean that about 55.72% of female polychaete worms
have a length that is between 5 and 7 mm.

5 4.66
6.106 (a) P( Y ! 5) P( Z ! ) P( Z ! 0.45) 1 0.6736 0.3264 . We interpret
0.75
this to mean that about 32.64% of the nests of the booted eagle of
western Europe are more than 5 km to the nearest marshland.
3 4.66 6 4.66
(b) P(3 d Y d 6) P( dZd ) P(2.21 d Z d 1.79)
0.75 0.75
0.9633 0.0136 0.9497
We interpret this to mean that about 95% of the nests of the booted
eagle of western Europe are between 3 and 6 km from the nearest
marshland.
6.107 (a) 95% of the population values lie within 1.96 standard deviations to
either side of the mean.
(b) 89.9% of the population values lie within 1.64 standard deviations to
6.108 (a) 99% of all possible observations lie within 2.575 standard deviations
to either side of the mean.
(b) 80% of all possible observations lie within 1.28 standard deviations to
6.109 If the times between patients were approximately normally distributed, then
approximately 15.87% of the inter-arrival times would be negative since
P(Time < 0) = P(z<(0-8.7)/8.7) = P(z < -1) = 0.1587. Thus about one out of
every six inter-arrival times would be negative. Since this is not
possible, the distribution of times must not be normal.
6.110 P(μ - z/2 ) < x < μ + z/2) = P(-z/2 ) < x - μ < z/2 ))
= P(-z/2 < (x - μ)/) < z/2 )
= P(-z/2 < z < z/2 ) = (1 - /2) - /2
= 1 -
6.111 (a) Q1 = μ - 0.67)
Q2 = μ
Q3 = μ + 0.67)
Pk = μ + z(1-k/100))
Exercises 6.4
6.112 A normal probability plot is particularly useful when sample sizes are
small; these are situations in which histograms, stem-and-leaf diagrams, and
dotplots are less useful in determining the shape of the distribution.
6.113 Decisions about whether a variable is normally distributed often are
important in subsequent analyses such as percentile calculations or in
determining the type of statistical inference procedure to be used.
6.114 A normal probability plot is a plot of the observed values of a variable
versus the normal scores ± the observations expected for a variable having a
standard normal distribution. If the variable is normally distributed, then
the normal probability plot should yield roughly a straight line. If the
plot is roughly linear, then it is accepted as reasonable that the variable
is approximately normally distributed. If it is not roughly linear, then
the variable is probably not normally distributed.

Section 6.4, Assessing Normality; Normal Probability Charts 313
6.115 If the normal probability plot is roughly linear except for a small number
of points that lie well outside the overall pattern of the plot, it is
possible that some or all of those points are outliers. If there is
sufficient reason to remove the potential outliers from the sample and doing
so results in a plot that is linear without outliers, the analysis can often
be carried out with the remaining observations.
6.116 If two or more observations in a sample are equal, you can think of them as
slightly different from one another and use Table III to obtain their normal
scores. For example, if there are two observations of 6.23, think of them
as 6.225 and 6.235.
6.117 The variable is approximately normally distributed because the normal
probability plot is approximately linear.
6.118 The variable is approximately normally distributed because the normal
probability plot is approximately linear.
6.119 The variable is not normally distributed because the normal probability plot
is not linear and is instead curved.
6.123 (a)
NORMAL PROBABILITY PLOT
2.5
2.0
1.5
NORMAL SCORE
1.0
0.5
0.0
-0.5 20 40 60 80 100 120
-1.0
-1.5
-2.0
-2.5
SCORE
Exam Normal Score

34 -1.87
39 -1.40
63 -1.13
64 -0.92
67 -0.74
70 -0.59
75 -0.45
76 -0.31
81 -0.19
82 -0.06
84 0.06
85 0.19
86 0.31
88 0.45
89 0.59
90 0.74
90.01 0.92
96 1.13
96.01 1.40
100 1.87

(b) Based on the probability plot, there appear to be two outliers in the
sample: 34 and 39.
(c) Based on the probability plot, the sample does not appear to come from
a normally distributed population.
6.124 (a)
2
NORMAL SCORE
0
0 50 100 150
-1
-2
SUBSCRIPTION RATES
(b) Based on the probability plot, there do not appear to be any outliers
in the sample.
(c) Based on the probability plot, the sample appears to be from an
approximately normally distributed population.
6.125 (a)
Times Normal Score
2.00 X y
1.50 93.37 -1.71
NORMAL SCORE
1.00 94.15 -1.20

0.50 95.10 -0.90
0.00 95.57 -0.66
-0.50 92 94 96 98 100 102 104 96.63 -0.45
-1.00 97.19 -0.27
-1.50 97.47 -0.09
-2.00 97.73 0.09
TIMES 97.91 0.27
98.44 0.45
99.38 0.66
101.05 0.90
101.09 1.20
103.02 1.71
(b) Based on the probability plot, there do not appear to be any outliers
in the sample.
(c) Based on the probability plot, the sample appears to be from an
approximately normally distributed population.

6.126 (a)
Expenditure Normal Score
X y
238 -1.64
246 -1.11
256 -0.79
302 -0.53
311 -0.31
320 -0.10
321 0.10
321 0.31
327 0.53
335 0.79
343 1.11
423 1.64
(b) Based on the probability plot, there appears to be one outlier in the
sample: 423.
(c) Based on the non-linear probability plot, the sample does not appear to
be from an approximately normally distributed population.
6.127 (a) :HHQWHUWKHGDWDLQ([FHOLQDFROXPQZKLFKZHQDPHG³[´DWWKHWRS
Highlight the name and the data with your mouse and then choose DDXL
Charts and Plots. Select Normal Probability Plot from the drop down
Function type box and enter x in both the Quantitative variable and
Label variable boxes. Click OK. The resulting plot is
(b) From the plot, there do not appear to be any outliers.

(c) From the plot, normality seems to be a reasonable assumption.
6.128 (a) :HHQWHUWKHGDWDLQ([FHOLQDFROXPQZKLFKZHQDPHG³&KDUJH´DWWKH
top. Highlight the name and the data with your mouse and then choose
DDXL Charts and Plots. Select Normal Probability Plot from the drop
down Function type box and enter Charge in both the Quantitative
variable and Label variable boxes. Click OK. The resulting plot is

(b) From the plot, there do not appear to be any outliers.

(c) From the plot, there appears to be a smooth curving pattern to the
points, indicating that the data are probably not normally distributed.
6.129 (a) :HHQWHUWKHGDWDLQ([FHOLQDFROXPQZKLFKZHQDPHG³'28´DWWKHWRS
Highlight the name and the data with your mouse and then choose DDXL
Charts and Plots. Select Normal Probability Plot from the drop down
Function type box and enter DOU in both the Quantitative variable and
Label variable boxes. Click OK. The resulting plot is
(b) From the plot, it appears that there may be two outliers, 7.6 and 6.7.
(c) From the plot, the data do not appear to be normally distributed.
However, if the two outliers were excluded from the data, the remaining
data may be normally distributed.
6.130 (a) We enter the data iQ([FHOLQDFROXPQZKLFKZHQDPHG³%XULDOV´DWWKH
top. Highlight the name and the data with your mouse and then choose
DDXL Charts and Plots. Select Normal Probability Plot from the drop
down Function type box and enter Burials in both the Quantitative
variable and Label variable boxes. Click OK. The resulting plot is

(b) From the plot on the left, there is one potential outlier, 2484.
(c) We removed the outlier and replotted the data above at the right. Even
with the outlier removed, the plot is decidedly non-linear. We
conclude that the data are probably not normally distributed.
6.131 (a) UsiQJ0LQLWDEDQGDVVXPLQJWKDWWKHGDWDDUHLQDFROXPQQDPHGµ7(03¶
choose Graph
Histogram..., select the Simple plot and click OK.
Specify TEMP in the Graph Variables text box and click OK. The
resulting plot is
Histogram of TEMP
20
15
Frequency
10
0
97.0 97.5 98.0 98.5 99.0 99.5
TEMP
$VLGHIURPWKHXQXVXDOµVDZWRRWK¶SDWWHUQRIWKHOHIWVLGHRIWKH
graph, an assumption of normality for this data appears to be
reasonable.
(b) Choose Graph
Probability Plot..., select the Single plot and click
OK. Specify TEMP in the Graph Variables text box. Click on the
Distribution button, click the Data Display tab, select the Symbols
only option button from the Data Display list and click OK. Now click
the Scale button, click on the Y-Scale Type tab, select the Score
option button from the Y-Scale Type list, and click OK twice. The
resulting plot is
Probability Plot of TEMP

Normal
3
1
Score
-1
-2
-3
97.0 97.5 98.0 98.5 99.0 99.5
TEMP
(b) There are no apparent outliers and the graph is roughly linear, so it
seems reasonable to assume normality for these data.
(c) We arrived at the same conclusion from both graphs.
6.132 (a) Using Minitab and assuming that the data are in FROXPQVQDPHGµ9(*¶DQG
µ201,¶FKRRVHGraph Histogram..., select the Simple plot and click

OK. Specify VEG and OMNI in the Graph Variables text box and click OK.
The resulting plots are
Histogram of VEG Histogram of OMNI

14
14
12
12
10
10
Frequency
Frequency
8 8
6 6
4 4
2 2
0 0
0 20 40 60 80 10 20 30 40 50 60 70 80
VEG OMNI
The plot for VEG is approximately bell-shaped, although the frequencies

may be a little high in the center of the graph. The plot for OMNI is
not symmetric and may be somewhat skewed left.
(b) Choose Graph

Probability Plot..., select the Single plot and click
OK. Specify VEG and OMNI in the Graph Variables text box. Click on
the Distribution button, click the Data Display tab, select the Symbols
only option button from the Data Display list and click OK. Now click
the Scale button, click on the Y-Scale Type tab, select the Score
option button from the Y-Scale Type list, and click OK twice. The
resulting plots are
Probability Plot of VEG Probability Plot of OMNI

Normal Normal
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
0 10 20 30 40 50 60 70 80 90 0 10 20 30 40 50 60 70 80 90
VEG OMNI
Both plots are roughly linear with no apparent outliers. Thus the
assumption of normality for these data seems reasonable.
(c) Both probability plots are more linear than we expected after looking
at the histograms. This illustrates the difficulty of assessing
QRUPDOLW\ZLWKKLVWRJUDPVDQGIDLUO\VPDOOVDPSOHV7KHVRIWZDUH¶V
choice of classes for the histograms may also have affected our
impression of the data.
6.133 Choose Graph

Probability Plot..., select the Single plot and click OK.
Specify CHIPS in the Graph Variables text box. Click on the Distribution
button, click the Data Display tab, select the Symbols only option button
from the Data Display list and click OK. Now click the Scale button, click
on the Y-Scale Type tab, select the Score option button from the Y-Scale
Type list, and click OK twice. The resulting plot is

Probability Plot of CHIPS

Normal
Score
0
-1
-2
1100 1200 1300 1400 1500 1600

CHIPS
Yes. There do not appear to be any outliers in these data. Since the plot
follows a fairly straight line, normality of the chips data seems to be a
reasonable assumption.
6.134 (a) Minitab has the capability of producing a histogram and a normal
probability plot from grouped data. Enter the midpoints from 9.5 to
13.4 in a column named LENGTH and enter the corresponding frequencies
in a column named FREQ. To create the histogram using these two
columns, select Graph
Histogram, select the Simple version and click
OK, then enter LENGTH in the Graph variables text box and click on the
Data options button and then on the Frequency tab. Click on the
Frequency variable(s) text box and enter FREQ. Click OK twice. The
graph is shown below and looks very much like a normal distribution.
700
600
500
Sum of FREQ
400
300
200
100
9.5 9.8 10.110.410.711.011.311.611.912.212.512.813.113.4

LENGTH
(b) To produce the normal probability plot, select Graph Probability

Plot, select the Single version and click OK, then enter LENGTH in the
Graph Variables text box. Click on the Data options button and then on
the Frequency tab. Enter FREQ in the Frequency variables text box.
Click OK twice. The resulting plot follows and is very close to a
straight line, indicating that normality is a reasonable assumption for
this set of data. Normal Probability Plot for LENGTH
ML Estimates
Mean: 11.5457
99 StDev: 0.552487
95
90
80
70
Percent
60
50
40
30
20
10
5
9.4 10.4 11.4 12.4 13.4
Data

6.135 (a) Using Minitab, we will generate four columns of fifty observations each
by choosing Calc Random data
Normal..., entering 50 in the
Generate rows of data text box, clicking in the Store in column(s) text
box and typing C1-C4, clicking in the Mean text box and entering 266,
clicking in the Standard deviation text box and entering 16, and
clicking OK. Now click in the worksheet column title row and name the
four columns GEST1, GEST2, GEST3, and GEST4.
Next we select Graph

Probability Plot, select the Single version and
click OK, then enter GEST1, GEST2, GEST3, and GEST4 in the Graph
Variables text box. Click OK. The resulting four graphs are shown
below.
Probability Plot of GEST1 Probability Plot of GEST2

Normal Normal
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
220 230 240 250 260 270 280 290 300 230 240 250 260 270 280 290 300 310
GEST1 GEST2
Probability Plot of GEST3 Probability Plot of GEST4

Normal Normal
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
230 240 250 260 270 280 290 220 230 240 250 260 270 280 290 300
GEST3 GEST4
(c) Yes. Since the data were generated from a normal distribution, we
would expect the four plots to be roughly linear, as they are. Your
simulation will likely result in data and graphs that differ from ours.
6.136 (a) We will generate four columns of 75 observations each by choosing Calc
Random data
Exponential..., entering 75 in the Generate rows of
data text box, clicking in the Store in column(s) text box and entering
C1-C4, clicking in the Mean text box and typing 8.7, and clicking OK.
Now click in the worksheet column title row and name the four columns
TIME1, TIME2, TIME3, and TIME4.
(b) Next we select Graph

Probability Plot, select the Single version and
click OK, then enter TIME1, TIME2, TIME3, and TIME4 in the Graph

Section 6.5, Normal Approximation to the Binomial Distribution 321
Variables text box. Click OK. The resulting four graphs are shown
below.
Probability Plot of TIME1 Probability Plot of TIME2

Normal Normal
3 3
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
-3 -3
0 10 20 30 40 0 10 20 30 40
TIME1 TIME2
Probability Plot of TIME3 Probability Plot of TIME4

Normal Normal
3 3
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
-3 -3
0 10 20 30 40 0 10 20 30 40 50 60
TIME3 TIME4
(c) Yes. Since the data were generated from a non-normal reverse J-shaped
distribution, we should expect the plots to be non-linear.
Exercises 6.5
6.137 It is not practical to use the binomial probability formula when the number
of trials, n, is large.
6.138 A binomial distribution with p not equal to 0.5 is skewed. When n is small
and p is near 0 or 1, the skewness is enough to preclude using a normal
approximation. However, as n increases and/or as p nears 0.5, the skewness
subsides and the binomial distribution becomes sufficiently bell-shaped to
permit a normal approximation. In general, the binomial distribution is
sufficiently bell-shaped when np and n(1 ± p) are both 5 or greater. On the
other hand, a binomial distribution with p equal to 0.5 is symmetric,
regardless of the number of trials.
6.139 (a) (i) P(x = 4 or 5) = 0.2051 + 0.2461 = 0.4512
(ii) P(3 < x < 7) = 0.1172 + 0.2051 + 0.2461 + 0.2051 + 0.1172 = 0.8907
(b) (i) P(x = 4 or 5):
Step 1: n = 10; p = 0.5
Step 2: np = 5; n(1 - p) = 5. Since both np and n(1 - p) are at
least 5, the normal approximation can be used.
Step 3:

Px np 10(0.)
5 5
Vx np(1 p) 10(0.)(
5 0.)
5 1.58
Step 4: Making the continuity correction, we find the area

under the normal curve with parameters μ = 5 and ) =
1.58 that lies between x = 3.5 and x = 5.5. The z-
values for these x values are
3.5 5 5.5 5
z 0.95 and z 0.32
1.58 1.58
The area to the left of z = -0.95 is 0.1711 and the

area to the left of z = 0.32 is 0.6255. Therefore, the
approximate probability that x equals 4 or 5 is 0.6255
± 0.1711 = 0.4544. This is very close the actual
probability of 0.4512.
(ii) P(3 < x < 7):
Steps 1, 2 and 3 are the same as above.
Step 4: Making the continuity correction, we find the area under
the normal curve with parameters μ = 5 and ) = 1.58 that
lies between x = 2.5 and x = 7.5. The z-values for
these x values are
2.5 5 7.5 5
z 1.58 and z 1.58
1.58 1.58
approximate probability that x lies between 3 and 7,
inclusive, is 0.9429 ± 0.0571 = 0.8858. This is very
close the actual probability of 0.8907.
6.140 (a) (i) P(x < 5) = 0.0010 + 0.0098 + 0.0439 + 0.1172 + 0.2051 + 0.2461 =
0.6231
(ii) P(x > 6) = 0.2051 + 0.1172 + 0.0439 + 0.0098 + 0.0010 = 0.3770
(b) (i) P(x < 5):
Step 1: n = 10; p = 0.5
Step 2: np = 5; n(1 - p) = 5. Since both np and n(1 - p) are at
Step 3:
Px np 10(0.)
5 5
Vx np(1 p) 10(0.)(
5 0.)
5 1.58


1.58 that lies between x = -0.5 and x = 5.5. The z-
0.5 5 5.5 5
z 3.48 and z 0.32
1.58 1.58

approximate probability that x is less than or equal to
5 is 0.6255 ± 0.0003 = 0.6252. This is very close the
actual probability of 0.6231.
(ii) P(x < 6):
Steps 1, 2 and 3 are the same as above.
1.58 that lies between x = 5.5 and x = 10.5. The z-
5.5 5 10.5 5
z 0.32 and z 3.48
1.58 1.58
The area to the left of z = 0.32 is 0.6255 and the area
to the left of z = 3.48 is 0.9997. Therefore, the
approximate probability that x is at least 6 is 0.9997
± 0.6255 = 0.3742. This is very close the actual
probability of 0.3770.
6.141 Since both np and n(1 - p) are at least 5, we would use the normal curve
with
P np 25(0.5) 12.5 and V = np(1-p) 25(0.5)(1-0.5) 6.25 2.5.

6.142 Since both np and n(1 - p) are at least 5, we would use the normal curve
with
P np 30(0.5) 15 and V = np(1-p) 30(0.5)(1-0.5) 7.5 2.74.
6.143 (a) The mean is P np 200(0.65) 130 and V = np(1-p) 200(0.65)(0.35) 6.75.
Note that np = 130 and n(1 ± p) = 70, so it is reasonable to use the
normal approximation for binomial probabilities. If X represents the
number of preschool children living in poverty that have been exposed
to cigarette smoke at home, we want P(X > 125). With the continuity
correction, this becomes P(X > 124.5). For X = 124.5, we have z =
(124.5 ± 130)/6.75 = -0.81. The area to the left of z = -0.81 is
0.2090. Therefore P(X > 124.5) = 1 ± 0.2090 = 0.7910 (approximately).
(b) The mean is P np 200(0.45) 90 and V = np(1-p) 200(0.45)(0.65) 7.04.

If X represents the number of preschool children not living in poverty
that have been exposed to cigarette smoke at home, we want P(X > 125).
With the continuity correction, this becomes P(X > 124.5). For X =
124.5, we have z = (124.5 ± 90)/7.04 = 4.90. The area to the left of z
= 4.90 is 1.0000. Therefore P(X > 124.5) = 1 ± 1.0000 = 0.0000.
6.144 (a) We have P np 200(0.415) 83 and V = np(1-p) 200(0.415)(0.585) 6.97.

Note that np = 83 and n(1 ± p) = 117. since both are greater than 5,it
is reasonable to use the normal approximation for binomial
probabilities. If X represents the number of naturalized citizens who
were originally from Asia, we want P(X < 75). With the continuity
correction, this becomes P(X < 74.5). For X = 74.5, we have z = (74.5
± 83)/6.97 = -1.22. The area to the left of z = -1.22 is 0.1112.
Therefore P(X < 74.5) = 0.1112.
(b) P(80 < X < 90) with continuity corrections becomes P(79.5 < X < 90.5)
For X = 79.5, we have z = (79.5 ± 83)/6.97 = -0.50, and for X = 90.5,
we have z = (90.5 ± 83)/6.97 = 1.08. The area to the left of ±0.50 is
0.3085, and the area to the left of 1.08 is 0.8599. Therefore the
probability that X is between 80 and 90, inclusive, is approximately
0.8599 - 0.3085 = 0.5514.
(c) P(X < 70 or X > 90) = P(X < 70) + P(X > 90). With continuity
corrections, this becomes P(X < 69.5) + P(X > 90.5). For X = 69.5, we
have z = (69.5 ± 83)/6.97 = -1.94, and for X = 90.5, we have z = (90.5
± 83)/6.97 = 1.08. The area to the left of ±1.94 is 0.0262. The area
to the left of 1.08 is 0.8599. Thus, The area to the right of 1.08 is
1.000 - 0.8599 = 0.1401. Finally, P(X < 70 or X > 90) = 0.0262 +
0.1401 = 0.1663 (approximately).
6.145 For parts (a), (b),and (c), steps 1-3 are as follows:
Step 1: n = 100; p = 0.316
Step 2: np = 31.6; n(1 - p) = 68.4. Since both np and n(1 - p) are at
Step 3:
Px np 100(0.316) 31.6
Vx np(1 p) 100(0.316)(0.684) 4.65
(a) P(X = 32)
Step 4: For x = 31.5 and x = 32.5, the z-scores are
31.5 31.6 32.5 31.6
z 0.02 and z 0.19.
4.65 4.65
z = 0.19 is 0.5753. Therefore, the approximate probability that X = 32
is 0.5753 ± 0.4920 = 0.0833.
(b) P(30 < X < 35)
Step 4: For X = 29.5 and X = 35.5, the z-scores are
29.5 31.6 35.5 31.6
z 0.45 and z 0.84.
4.65 4.65
z = 0.84 is 0.7995. Therefore, the approximate probability that X is
between 30 and 35, inclusive, is 0.7995 ± 0.3264 = 0.4731.
(c) P(X > 25)
Step 4: For X = 24.5, the z-score is
24.5 31.6
z 1.53.
4.65
The area to the left of z = -1.53 is 0.0630. Therefore, the

approximate probability that X is at least 25 is 1.0000 - 0.0630 =

0.9370.
6.146 For parts (a) and (b), steps 1-3 are as follows:
Step 1: n = 10288; p = 0.737
Step 2: np = 7582.26; n(1 - p) = 2705.74. Since both np and n(1 - p)
are at least 5, the normal approximation can be used.
Step 3:
Px np 10288(0.737) 7582
Vx np(1 p) 10288(0.737)(0.263) 44.66
(a) P(x > 7600)
Step 4: For X = 7600.5, the z-score is
7600.5 7582
z 0.41.
44.66
The area to the left of z = 0.41 is 0.6591. Therefore, the approximate
probability that X exceeds 7600 is 1.0000 - 0.6591 = 0.3409.
(b) P(7450 < X < 7550)
Step 4: For X = 7449.5 and X = 7550.5, the z-scores are
7449.5 7582 7550.5 7582
z 2.97 and z 0.71.
44.66 44.66
z = -0.71 is 0.2389. Therefore, the approximate probability that X is
6.147 For parts (a), (b), (c), and (d), steps 1-3 are as follows:
Step 1: n = 42; p = 0.16
Step 2: np = 6.72; n(1 - p) = 35.28. Since both np and n(1 - p) are
at least 5, the normal approximation can be used.
Step 3:
Px np 42(0.16) 6.72
Vx np(1 p) 42(0.16)(0.84) 2.38
(a) P(x = 5):
4.5 6.72 5.5 6.72

z 0.93 and z 0.51 .
2.38 2.38
The area to the left of z = -0.93 is 0.1762 and the area to
the left of z = -0.51 is 0.3050. Therefore, the approximate
probability that X is five is 0.3050 ± 0.1762 = 0.1288.
(b) P(9 < x < 12):
8.5 6.72 12.5 6.72
z 0.75 and z 2.43
2.38 2.38
The area to the left of z = 0.75 is 0.7734 and the area to
the left of z = 2.43 is 0.9925. The probability that X is

(c) P(x > 1):

Step 4: For x = 0.5, the z-score is
0.5 6.72
z 2.61.
2.38
approximate probability that X is at least one is 1.0000 -
0.0045 = 0.9955.
(d) P(x < 2):
2.5 6.72
z 1.77.
2.38
approximate probability that X is at most two is .0384.
(e) In Step 2, we found that np = 6.72. This meets the minimum requirement
of at least 5, but it is close to 5. The larger the values of np and
n(1-p), the better the normal approximation to the binomial
distribution. Since 6.72 is a smaller number, the normal approximation
is acceptable, but not the most accurate approximation.
6.148 For parts (a), (b), and (c), steps 1-3 are as follows:
Step 1: n = 250; p = 0.039
Step 2: np = 9.75; n(1 - p) = 240.25. Since both np and n(1 - p) are
Step 3:
Px np 250(0.039) 9.75
Vx np(1 p) 250(0.039)(0.961) 3.061
(a) P(x = 4):
3.5 9.75 4.5 9.75
z 2.04 and z 1.72.
3.061 3.061
probability that X is four is 0.0427 ± 0.0207 = 0.0220.
(b) Step 4: For x = 3.5 and x = 10.5, the z-scores are
3.5 9.75 395 9.75
z 2.04 and z 0.08.
3.061 3.061
probability that X is between 4 and 10 inclusive, is 0.4681 ±
0.0207 = 0.4474.
(c) Step 4: For x = 9.5, the z-score is
9.5 9.75
z 0.08.
3.061
The area to the left of -0.08 is 0.4681. Thus, probability
that X is at least 10 is 1.0000 ± 0.4681 = 0.5319.

(d) In Step 2, we found that np = 9.75. This meets the minimum requirement
of at least 5, but it is close to 5. The larger the values of np and
n(1-p), the better the normal approximation to the binomial
distribution. Since 9.75 is a smaller number, the normal approximation
is acceptable, but not the most accurate approximation.
Step 1: n = 250; p = 0.40
Step 2: np = 100; n(1 - p) = 150. Since both n(1 -p) and np are at
Step 3:
Px np 250(0.40) 100
Vx np(1 p) 250(0.40)(0.60) 7.746
(a) Forty percent of 250 is 100. P(X = 100):
Step 4: For x = 99.5 and x = 100.5, the z scores are
99.5 100 100.5 100
z 0.06 and z 0.06.
7.746 7.746
the left of z = 0.06 is 0.5239. Therefore, the approximate
probability that X is 100 is 0.5239 ± 0.4761 = 0.0478.
(b) Step 4: For x = 100.5, the z-score is
100.5 100
z 0.06.
7.746
The area to the left of z = 0.06 is 0.5239. Therefore, the
approximate probability that X exceeds 100 is 1.0000 ± 0.5239
= 0.4761.
(c) Step 4: For x =89.5, the z-score is
89.5 100
z 1.36.
7.746
approximate probability that X is fewer than 90 is 0.0869.
Step 1: n = 200; p = 0.66
Step 2: np = 132; n(1 - p) = 68. Since both n(1 -p) and np are at
Step 3:
Px np 200(0.66) 132
Vx np(1 p) 200(0.66)(0.34) 6.699
(a) 66% of 200 is 132. P(X = 132):
131.5 132 132.5 132
z 0.07 and z 0.07.
6.699 6.699
the left of z = 0.07 is 0.5279. Therefore, the approximate
probability that X is 78 is 0.5279 - 0.4721 = 0.0558.

(b) Step 4: For x = 132.5, the z-score is

132.5 132.0
z 0.07.
6.699
approximate probability that X is at most 132 is 0.5279.
(c) Step 4: For x = 131.5, the z-score is
131.5 132.0
z 0.07.
6.699
approximate probability that X is at least 132 is 1.0000 ±
0.4721 = 0.5279.
6.151 (a) 100 bets are made. The gambler is ahead if she has won more than 50
bets. So, we are concerned with finding P(x > 50) or P(x > 51).
Step 1: n = 100; p = 18/38 = 0.47368
Step 2: np = 47.368; n(1 - p) = 52.632. Since both np and n(1-p) are
Step 3:
Px np 100(0.47368) 47.368
Vx np(1 p) 100(0.47368)(0.52632) 4.993
50.5 47.368
z 0.63
4.993
approximate probability that X is at least 51 is 1.0000 ±
0.7357 = 0.2643.
(b) 1000 bets are made. The gambler is ahead if she has won more than 500
Step 1: n = 1000; p = 18/38 = 0.47368
Step 3:
Px np 1000(0.47368) 473.68
Vx np(1 p) 1000(0.47368)(0.52632) 15.789
500.5 473.68
z 1.70
15.789
The area to the left of z = 1.70 is 0.9554. Therefore, the approximate
probability that X is at least 501 is 1.0000 ± 0.9554 = 0.0446.
(c) 5000 bets are made. The gambler is ahead if she has won more than 2500
Step 1: n = 5000; p = 18/38 = 0.47368

Step 3:
Px np 5000(0.47368) 2368.4
Vx np(1 p) 300(0.47368)(0.52632) 35.306
2500.5 2368.4
z 3.74.
35.306
approximate probability that X is at least 2501 is 1.0000 ± 0.9999
= 0.0001.
6.152 Battery lifetime (x) is normally distributed with μ = 30 hours and ) = 5
hours. Also, n = 500. Initially, we need to find the "success" probability
associated with any one battery lasting longer than 25 hours. This success
probability is calculated as follows: The z-score for x = 25 is
25 30
z 1.00.
5
The area to the left of z = 1.00 is 0.1587, so the probability that a single
battery will last more than 25 hours is 1.0000 ± 0.1587 = 0.8413. This is
our success probability p.
We now calculate the probability that at least 80% of the batteries last
longer than 25 hours. We do this by using the normal approximation to the
binomial. Since 80% of 500 is 400, we can find P(x > 400) as follows:
Step 1: n = 500; p = 0.8413
Step 2: np = 420.65; n(1-p) = 79.35. Since both np and n(1-p) are at
Step 3:
Px np 500(0.8413) 420.65
Vx np(1 p) 500(0.8413)(0.1587) 8.17
399.5 420.65
z 2.59.
8.17
The area to the left of z = -2.59 is 0.0048, so the probability that at
least 80% will last more than 25 hours is 1.0000 ± 0.0048 = 0.9952.
6.153 (a) The expected number of males with Fragile X Syndrome is np =
10000(1/1500) = 6.67.
(b) To use the normal approximation to the binomial distribution, we first
need the standard deviation, which is
1 1499
Vx np(1 p) 10000( )( ) 2.581
1500 1500
To find the approximate probability that more than 7 males have Fragile
X syndrome, we want P(X > 7) or P(X > 8) or, approximating, we use P(X
> 7.5). For x = 7.5, the z-score is
7.5 6.67
z 0.32.
2.581

The area to the left of z = 0.32 is 0.6255. Thus, the probability that
more than 7 males have Fragile X Syndrome is 1.0000 - 0.6255 = 3745.
To find the approximate probability that at most 10 males have Fragile
X syndrome, we want P(X < 10) or, approximating, we use P(X < 10.5).
For x = 10.5, the z=score is
10.5 6.67
z 1.48.
2.581
The area to the left of z = 1.48 is 0.9306. Thus, the probability that
at most 10 males have Fragile X Syndrome is 0.9306.
(c) Although both np and n(1 - p) are at least 5, a binomial distribution
with p = 1/1500 is highly skewed to the right whereas the normal
distribution being used to approximate it is a symmetric distribution.
The Poisson distribution used in Exercise 5.93 reflects the skewness of
the binomial distribution and thus we would expect it to provide the
better approximation.
Review Problems for Chapter 6

1. A density curve is a smooth curve that identifies the shape of a
distribution for a variable. They are used to approximate percentages of
all possible observations that lie within a range by finding corresponding
area under its curve.
2. The percentage of all possible observations of a variable that lie between
25 and 50 equals the area under its density curve between 25 and 50,
expressed as a percentage.
3. (a) Since the area that lies to the left of 60 is 0.364, 36.4% of all
possible observations of the variable are less than 60.
(b) Since the area that lies to the left of 60 is 0.364, the area that lies
to the right of 60 is 1.000 ± 0.364 = 0.636. Thus, 63.6% of all
possible observations of the variable are at least 60.
4. The area between 5 and 6 is 0.728. Therefore, the area outside of 5 and 6
(i.e. the area to the left of 5 or to the right of 6) is 1.000 ± 0.728 =
0.272. Thus, 27.2% of the possible observations are either less than 5 or
greater than 6.
5. Two primary reasons for studying the normal distribution are that:
(a) It is often appropriate to use the normal distribution as the
distribution of a population or random variable.
(b) The normal distribution is frequently employed in inferential
statistics.
6. (a) A variable is normally distributed if its distribution has the shape of
a normal curve.
(b) A population is normally distributed if a variable of the population is
normally distributed and it is the only variable under consideration.
(c) The parameters for a normal curve are the mean μ and the standard
deviation ).
7. (a) False. There are many types of distributions that could have the same
mean and standard deviation.
(b) True. The mean and standard deviation completely determine a normal
distribution, so if two normal distributions have the same mean and
standard deviation, then those two distributions are identical.

Chapter 6 Review Problems 331
8. The percentages for a normally distributed variable and areas under the
corresponding normal curve (expressed as a percentage) are identical.
9. The distribution of the standardized version of a normally distributed
variable is the standard normal distribution, that is, a normal distribution
with a mean of 0 and standard deviation of 1.
10. (a) True. The mean completely determines the center of the distribution.
(b) True. The standard deviation completely determines the shape of the
distribution.
11. (a) The (second) curve with ) = 6.2 has the largest spread.
(b) The first and second curves are centered at μ = 1.5.
(c) The first and third curves have the same shape because ) = 3 for both.
(d) The third curve is centered farthest to the left because it has the
smallest value of μ = -2.7.
(e) The fourth curve is the standard normal curve because μ = 0 and ) = 1.
12. Key Fact 6.4.
13. (a) The table entry corresponding to the specified z-score is the area to
the left of that z-score.
(b) The area to the right of a specified z-score is found by subtracting
the table entry from 1.
(c) The area between two specified z-scores is found by subtracting the
table entry for the smaller z-score from the table entry for the larger
z-score.
14. (a) Find the table entry that is closest to the specified area. The z-
score determined by locating the corresponding marginal values is the
z-score that has the specified area to its left. If the specified area
is exactly between two entries, then the two z-scores should be
averaged.
(b) Subtract the specified area from 1. Find the entry in the table that
is closest to the result of the subtraction, averaging if the area is
exactly between two table entries. The z-score determined by locating
the corresponding marginal values is the z-score that has the specified
area to its right.
15. The value z is the z-score that has area to its right under the standard
normal curve.
16. The 68.26-95.44-99.74 rule states that for a normally distributed variable:
68.26% of all possible observations lie within one standard deviation to
either side of the mean; 95.44% of all possible observations lie within two
standard deviations to either side of the mean; 99.74% of all possible
observations lie within three standard deviation to either side of the mean.
17. The normal scores for a sample of observations are the observations we would
expect to get for a sample of the same size for a variable having the
standard normal distribution.
18. If we observe the values of a normally distributed variable for a sample,
then a normal probability plot should be roughly linear.

19.
0.8
0.7
0.6
c
0.5
0.4
C2
0.3
0.2
a b
0.1
0.0
-10 0 10
x
20. (a)
0.4
0.3
f(x)
0.2
0.1
0.0
15 16 17 18 19 20 21 22 23
x
(b) z = (x - 18.8)/1.1
(c) 0.4
0.3
f(z)
0.2
0.1
0.0
-4 -3 -2 -1 0 1 2 3 4
z
(d) P(17 < x < 20) = 0.8115
(e) The percentage of men who have forearm lengths less than 16 inches
equals the area under the standard normal curve that lies to the left
of -2.55.
21. (a) The area to the right of 1.05 is 1.0000 - 0.8531 = 0.1469.
(b) The area to the left of -1.05 is 0.1469 (by symmetry).
(c) The area between -1.05 and 1.05 is 0.8531 - 0.1469 = 0.7062.

22. (a) Area = 0.0013 (b) Area = 1 - 0.7291 = 0.2709
0.4 0.4
0.3 0.3
f(z)
f(z)
0.2 0.2 0.2709
0.1 0.1
0.0013
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
(c) Area = 0.9970 - 0.8665 = 0.1305 (d) Area = 1.000 - 0.0197 = 0.9803
0.4 0.4
0.3 0.3
0.9803
f(z)
f(z)
0.2 0.2
0.1305
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
(e) Area = 0.0668 - 0.0000 = 0.0668 (f) Area = 0.8413 + (1 - 0.9987) = 0.8426
0.4 0.4
0.8413 + 0.0013
= 0.8426
0.3 0.3
f(z)
f(z)
0.2 0.2
0.0668
0.1 0.1
0.0 0.0
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
z z
23. (a) z = -0.52

(b) z will have 0.9 to its left: z = 1.28
(c) z0.025 = 1.96; z0.05 = 1.645; z0.01 = 2.33; z0.005 = 2.575
(d) -2.575 and +2.575

24. (a)
40
30
Percent
20
10
0
0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000
Weight
(b) No. The histogram indicates that the data are left skewed.
25. (a) The z-score for x = 1.4 is (1.4 ± 1.3)/0.4 = 0.25. The area to the
left of z = 0.25 is 0.5987, so the percentage of patients receiving
total knee arthroplasty who have a knee hyaluronic acid concentration
below 1.4 mg/ml is 0.5987.
(b) The z-score for x = 1.0 is (1.0 ± 1.3)/0.4 = -0.75 and for x = 2.0,
z = (2.0 ± 1.3)/0.4 = 1.75. The area to the left of z = ±0.75 is
0.2266 and the area to the left of z = 1.75 is 0.9599. Therefore, the
probability that the percentage of patients receiving total knee
arthroplasty who have a knee hyaluronic acid concentration between 1
and 2 mg/ml is 0.9599 ± 0.2266 = 0.7333.
(c) The z-score for x = 2.1 is (2.1 ± 1.3)/0.4 = 2.00. The area to the
left of z = 2.00 is 0.9772, so the percentage of patients receiving
total knee arthroplasty who have a knee hyaluronic acid concentration
above 2.1 mg/ml is 1.0000 ± 0.9772 = 0.0228.
26. (a) An area of 0.2500 lies to the left of z = -0.67; an area of 0.5000 lies
to the left of z = 0.00; and an area of 0.7500 lies to the left of z =
0.67. To convert these z-scores to GRE scores (x), we use x = μ + z).
Thus Q1 = 462 + (-0.67)(119) = 382.27; the median (Q2) = 462 +
(0.00)(119) = 462; and Q3 = 462 + (0.67)(119) = 541.73. 25% of the GRE
scores will be less than 382.27; 50% of the scores will be less than
462; and 75% of the scores will be less than 541.73.
(b) An area of 0.9900 lies to the left of z = 2.33. To convert this z-
scores to a GRE score (x), we use x = μ + z). Thus the 99th percentile
is 462 + (2.33)(119) = 739.27. 99% of the GRE scores will be less than
739.27.
27. (a) 68.26% of students who took the verbal portion of the GRE scored
between 343 and 581.
(b) 95.44% of students who took the verbal portion of the GRE scored
(c) 99.74% of students who took the verbal portion of the GRE scored
28. (a) Order the prices from smallest to largest. Obtain the normal scores
for 12 observations from Table III. The result is the table below.
The normal probability plot is to the left of the table.

Normal
Price score
1.68 -1.64
1.69 -1.11
1.75 -0.79
1.76 -0.53
1.78 -0.31
1.79 -0.1
1.81 0.1
1.85 0.31
1.86 0.53
1.89 0.79
1.89 1.11
2.01 1.64
(b) There do not appear to be any outliers.
(c) The plot is roughly linear, so it seems reasonable to assume that the
data come from a normal distribution.
(d) Using Minitab, enter the data in a column named PRICE. Select Graph
Probability Plot, select Single and click OK. Enter PRICE in the Graph
variables, click on the Distributions button and the Data Display tab.
Check the Symbols only option and click OK. Then click on the Scale
button and the Y-Scale Type tab and select the Score option. Click OK
twice. The resulting graph is
Probability Plot of PRICE
1
Score
-1
-2
1.70 1.75 1.80 1.85 1.90 1.95 2.00 2.05

PRICE
29. (a) Using Minitab, enter the data in a column named EMPLOYEES. Select
Graph Probability Plot, select Single and click OK. Enter EMPLOYEES
in the Graph variables, click on the Distributions button and the Data
Display tab. Check the Symbols only option and click OK. Then click
on the Scale button and the Y-Scale Type tab and select the Score
option. Click OK twice. The resulting graph is

Probability Plot of EMPLOYEES

Normal
Score
0
-1
-2
0 5000 10000 15000 20000 25000 30000

EMPLOYEES
(b) There are five observations that are considerably greater than the
other 20. If the distribution were otherwise normally distributed,
these might be possible outliers.
(c) The graph is not close to being roughly linear. The data are very
right skewed and hence not normally distributed, so the five possible
outliers may be just part of the pattern of right skewness.
30. For parts (a), (b), and (c), steps 1-3 are as follows:
Step 1: n = 1500; p = 0.80
Step 2: np = 1200; n(1 - p) = 300. Since both np and n(1 - p) are at least
5, the normal approximation can be used.
Step 3:
Px np 1500(0.8) 1200
Vx np(1 p) 1500(0.8)(0.2) 15.49
(a) P(x = 1225):
1224.5 1200 1225.5 1200
z 1.58 and z 1.65
15.49 15.49
z = 1.65 is 0.9505. The probability that the vaccine will be effective
in exactly 1225 cases is approximately = 0.9505 - 0.9429 = 0.0076.
(b) P(x > 1175):
1174.5 1200
z 1.65.
15.49
The area to the left of z = -1.65 is 0.0495. The probability that the
vaccine will be effective in at least 1175 cases is approximately
1.0000 ± 0.0495 = 0.9505.
(c) P(1150 < x < 1250):
1149.5 1200 1250.5 1200
z 3.26 and z 3.26.
15.49 15.49

Using the FOCUS Database: Chapter 6 337
z = 3.26 is 0.9994. The probability that the vaccine will be effective
in 11509 to 1250 cases, inclusive, is approximately = 0.9994 - 0.0006 =
0.9988.
Using the Focus Database: Chapter 6

(a) Using Minitab with the data entered from the WeissStats CD for the Focus
Database, choose Graph Probability Plot..., select the Single version and
click OK, select HSP GPA AGE CREDITS ENGLISH MATH COMP in the Graph
variables text box. Click on the Distribution button and the Data Display
tab. Select the Symbols only option and click OK. Click on the Scale
button and the Y-Scale Type tab. Choose the Score option and click OK
twice.
Probability Plot of HSP Probability Plot of GPA
Normal Normal
3 3
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
-3 -3
10 20 30 40 50 60 70 80 90 100 1.5 2.0 2.5 3.0 3.5 4.0
HSP GPA
Probability Plot of AGE Probability Plot of CREDITS

Normal Normal
3 3
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
-3 -3
20 24 28 32 36 0 20 40 60 80 100 120 140 160
AGE CREDITS
Probability Plot of ENGLISH Probability Plot of MATH

Normal Normal
3 3
2 2
1 1
Score
Score
0 0
-1 -1
-2 -2
-3 -3
10 15 20 25 30 35 15 20 25 30 35
ENGLISH MATH

Probability Plot of COMP

Normal
3
1
Score
-1
-2
-3
15.0 17.5 20.0 22.5 25.0 27.5 30.0 32.5
COMP
(b) Cumulative GPA, total earned credits, ACT English score, ACT Math score, and
ACT composite score appear to be approximately normally distributed. Total
HDUQHGFUHGLWVKDVDFRXSOHRIµMRJV¶LQWKHOLQHRQHDWFUHGLWVDQGRQH
around 136 credits. The latter is probably due to education students in the
sample whose credit requirements are greater than for most other students.
(c) Age appears to be far from normally distributed. It is skewed right with
several possible outliers. The plot for high school percentile is roughly
linear except for the right end where it turns upward due to the data being
restricted to values of 100 or less.
(d) Using Minitab with the data entered from the WeissStats CD for the Focus
Database, choose Graph
Histogram..., select the With fit version and
click OK, select HSP GPA AGE CREDITS ENGLISH MATH COMP in the Graph
variables text box and click OK. Our results follow.
Histogram of HSP Histogram of GPA

Normal Normal
350 300
300
250
250
200
Frequency
Frequency
200
150
150
100
100
50 50
0 0
0 16 32 48 64 80 96 112 1.0 1.5 2.0 2.5 3.0 3.5 4.0
HSP GPA
Histogram of AGE Histogram of CREDITS
Normal Normal
1800 800
1600 700
1400
600
1200
500
Frequency
Frequency
1000
400
800
300
600
200
400
200 100
0 0
16 20 24 28 32 36 40 0 30 60 90 120 150 180
AGE CREDITS

Chapter 6 Case Study 339
Histogram of ENGLISH Histogram of MATH

Normal Normal
700 700
600 600
500 500
Frequency
Frequency
400 400
300 300
200 200
100 100
0 0
8 12 16 20 24 28 32 36 15 18 21 24 27 30 33 36
ENGLISH MATH
Histogram of COMP
Normal
900
800
700
600
Frequency
500
400
300
200
100
0
15 18 21 24 27 30 33
COMP
(e) The three ACT scores (ENGLISH, MATH, and COMP) are the closest to being
normally distributed. HSP and GPA have distributions that are truncated at
100 and 4.0 respectively. The result is that the left sides of the
GLVWULEXWLRQVVHHPWRIROORZWKHQRUPDOFXUYHEXWWKHGDWDµSLOHXS¶RQWKH
right side. AGE has a distribution that is right skewed, and CREDITS has a
tri-modal distribution with peaks around 30, 60, and 90 credits where you
expect them for students who have finished their Freshman, Sophomore, and
Junior years. Thus, the sample is representative of the population for most
of the variables. Credits is the variable with the greatest difference
between the sample and the population.
Case study: Chest Size of Scottish Militiamen

(a) First divide the frequency of each class by the sample size of 5732 to get
the relative frequency of each class. Then construct the relative-frequency
histogram, using classes based on a single value.

Chest Sizes of Scottish Militiamen

0.20
0.15
relative frequency
0.10
0.05
0.00
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Chest size
(b) A normal curve with mean 39.85 and standard deviation 2.07 is as follows.
Normal Curve
Normal, Mean=39.85, StDev=2.07
0.20
0.15
0.10
0.05
0.00
35.0 37.5 40.0 42.5 45.0 47.5
This normal curve looks similar to the shape of the relative-frequency

distribution in part (a). They have a similar spread.
(c) Using the table to find the percentage of militiamen in the survey with
chest circumferences between 36 and 41 inches, inclusive, we add up the
frequencies for the classes 36 to 41. 189 + 409 + 753 + 1062 + 1082 + 935 =
4430. Divide this by the sample size of 5732 and multiply it by 100.
4430/5732 = 0.7729. 77.29% of the militiamen in the survey had a chest
circumference between 36 and 41 inches, inclusive.
(d) The x values of 35.5 and 41.5 have z-scores of
35.5 39.85 41.5 39.85
z 2.10 and z 0.80.
2.07 2.07
The area to the left of z = -2.10 is 0.0179 and the area to the left of z =
0.80 is 0.7881. The area between z = -2.10 and z = 0.80 is 0.7881 ± 0.0179
= 0.7702. Approximately 77.02% of the militiamen in the survey have a chest
circumference between 35.5 and 41.5 inches. This approximation is very
close to the exact percentage of 77.29% found in part (c). The survey
distribution of the militiamen chest sizes must be close to normally
distributed.

Solutions Manual to accompany Introductory Statistics 9th edition 0321691229
341
Chest Sizes of Scottish Militiamen

0.20
0.15
relative frequency
0.10
0.05
0.00
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
Chest size
(b) A normal curve with mean 39.85 and standard deviation 2.07 is as follows.
Normal Curve
Normal, Mean=39.85, StDev=2.07
0.20
0.15
0.10
0.05
0.00
35.0 37.5 40.0 42.5 45.0 47.5
This normal curve looks similar to the shape of the relative-frequency

distribution in part (a). They have a similar spread.
(c) Using the table to find the percentage of militiamen in the survey with
chest circumferences between 36 and 41 inches, inclusive, we add up the
frequencies for the classes 36 to 41. 189 + 409 + 753 + 1062 + 1082 + 935 =
4430. Divide this by the sample size of 5732 and multiply it by 100.
4430/5732 = 0.7729. 77.29% of the militiamen in the survey had a chest
circumference between 36 and 41 inches, inclusive.
(d) The x values of 35.5 and 41.5 have z-scores of
35.5 39.85 41.5 39.85
z 2.10 and z 0.80.
2.07 2.07
The area to the left of z = -2.10 is 0.0179 and the area to the left of z =
0.80 is 0.7881. The area between z = -2.10 and z = 0.80 is 0.7881 ± 0.0179
= 0.7702. Approximately 77.02% of the militiamen in the survey have a chest
circumference between 35.5 and 41.5 inches. This approximation is very
close to the exact percentage of 77.29% found in part (c). The survey
distribution of the militiamen chest sizes must be close to normally
distributed.
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THE FRATERNITY IDEA AMONG
COLLEGE WOMEN
WHAT DOES IT STAND FOR?
BY EDITH RICKERT
THE wide attention that lately has been attracted to the influence of the
fraternities in men’s colleges and universities, from the social and
democratic points of view, has suggested the treatment of the somewhat
similar societies in colleges for women. At our request, Miss Rickert has
made a comprehensive and impartial investigation, the results of which
are embodied in the present paper and in one to follow, entitled, “What
Can We Do About It?” Parents, college authorities, fraternity members,
and other students will be interested in the facts and conclusions here
presented.—THE EDITOR.
A TRIFLING device of Greek letters in gold and enamel is a potent

badge of social distinction in our democratic country, a hallmark
of a certain sort of aristocracy.
The college fraternities are aristocratic in that they are self-
perpetuating. Their privileges are not to be won through the
conquest of adverse conditions and opposing forces; they are
handed down by the older generations. Theoretically, admittance
depends upon congeniality of spirit; virtually, clanship of race is
coming to count more than kinship of soul. The chapters to-day show
an increasing proportion of brothers, daughters, cousins, and friends.
“If we build a chapter-house, Mrs. Vangoelet will allow her two sisters
to come in with us; otherwise not,” expresses this attitude.
The Pan Hellenic Society is an organization of nearly fifty
thousand college women, which is spreading enormously. Sixty
chapters were established between 1890 and 1900, and two
hundred between 1900 and 1910. It has a foothold in seventy-five of
our leading coeducational institutions (that is, in all but about three),
and several of the large women’s colleges. It is elaborately inspected
and regulated by Pan-Hellenics, national and local.
The fraternities are aristocratic in that they are destructive to
freedom of intercourse. The fraternal spirit is the great modern
separator. It builds first a high wall between the Greeks and the
barbarians, and then a maze of social distinctions between fraternity
and fraternity. Are there not Attic Greeks and Doric, and Greeks from
the far Ionian Isles?
The women’s fraternities began as sororities, and the change of
name is significant. It means, they claim, that women as human
beings have as much right to be included in the word “fraternity” as
in the phrase “the brotherhood of man.” It means more than that.
Consciously or unconsciously they have been moved by the
aristocratic impulse to attach the early traditions, to create the social
atmosphere, of the men’s fraternities; in other words, to lengthen the
pedigree of their organization.
Is this unjust? The fraternity women have responded most
generously to my inquiries; they have heaped upon me a small
mountain of manuscript in explanation and defense of their theories
and their practice. How shall I get at the truth? It is almost impossible
to say anything that is not true of one fraternity or one chapter and at
the same time untrue of others; but I have tried to understand their
ideals and to follow up and judge the tendencies of their practice.
With college men the fraternity is frankly a social privilege which
may become an invaluable business asset in after life. With women it
is theoretically a means of completing individual development: “The
university endeavors to graduate a student; the fraternity a
significant, unselfish, gracious woman.”
The fraternity idea, however, reaches about one student in ten!
But forget for a time the nine tenths, the heterogeneous mass of
the “barbarians,” and look at the system as it develops the elect few;
and, to be just, consider it in its ideal form, toward which all the
chapters are striving. Here is a group of between fifteen and thirty
girls living in a dignified, well-appointed chapter-house near the
campus, with a “house mother,” or chaperon. They are good-looking,
well-dressed, all-round girls; athletic, dramatic, social-minded, rarely
given to overstudy, almost always popular with men. They are not all
rich, and not all of patrician family. One is a governor’s daughter, one
a milliner’s; one spends all her summers abroad, one earns next
year’s fees by teaching in a vacation school; one has always helped
with the housework at home, another has never touched a duster or
a broom until she takes her turn in polishing the chapter-house
floors. If they have one common quality, it is this, as an observant
college officer says, that they “do not have to be explained; they are
so instantaneously attractive as to make the reason for their
selection immediately evident.”
These girls make a happy family of elder and younger sisters, the
elder feeling strongly responsible for the physical, intellectual, and
spiritual welfare of the younger, the younger bound to heed the
precepts and to follow the examples of the elder. They are closely
linked by observance of a ritual which is said to be beautiful and
uplifting. One enthusiast writes me: “That mere girls could have
written our rituals, given expression and symbol to our creeds and
initiation ceremonies, seems almost impossible, yet a proof of the
divinity of clear-eyed womanhood.”
They are said to be outspoken in criticizing one another in the
light of their ideals, meek in accepting criticism. One chapter even
went to the length of establishing after its service a special meeting
in which members were subjected to the fire of anonymous criticisms
from their fellows, and so set to cure dominant faults. They manage
their own household and business affairs with a precision and
technic alarming to read about. They learn independence and self-
reliance, on the one hand; self-control and a graceful yielding to the
will of the majority on the other.
Their friendships are more loyal than the outsider can well
imagine. Pushed to extremes, this loyalty even led, in one instance,
to a concealment of theft and a levying of contributions to make up
the loss; in two other cases cited, to expulsion from a chapter for
“loose morals,” with, however, a rigid silence in the presence of
outsiders as to the cause.
Indeed, life in the chapter-house seems to call out most of the
virtues—unselfishness, neatness, tidiness, promptness, and general
efficiency. In this college home, which to the fraternity girls is far
more the vital center of their college experience than the classroom
or the laboratory, there is much exchange of hospitality between
chapters and individuals. Members of the faculty and distinguished
guests are entertained. The girls are at the opposite pole from the
poor student who cooks her own breakfast in her room, from the
unfortunate “barb” who is left to the promiscuous friendships of the
cheap boarding-house. They learn to plan a successful dinner, to
pacify an enraged cook, to distinguish between porterhouse and
sirloin, to lay out money to the best advantage in entertainment, to
undertake without a quiver a reception for a thousand guests with
only an afternoon of actual preparation. They learn to preside and to
receive with grace and charm, to deal tactfully with many
temperaments, to shuffle guests. Briefly, they become skilled in the
complete art of the social game.
To sum up, according to the claims made for the fraternity girl in
the handbook of her organization; she develops individuality and the
power to lead; she acquires invaluable business training and
womanly charm. She is given a wider outlook over the field of
collegiate education than her less fortunate sisters; she is blessed
with congenial friendships that amount almost to a continuance of
family relationships, and “whatever the line of service to which she
may consecrate herself,” she “will always be a success.”
This is a composite picture, made up from scores of glowing
accounts of the benefits of the system. Is it true?
Certainly the shield has a reverse side. Over against the select
fraternity of the pillared porch, let us place that which, during a
severe winter, had to go outside the pale and take in new members
in order to pay the coal bill. Let us also remember the chaperon who
is also the cook, and does not appear at functions.
“Good-looking?” Yes, I have heard of a would-be chapter that
was almost excluded from the national organization because the
photograph sent on showed that they did not do their hair
becomingly; and they were solemnly admonished to this effect in a
type-written letter!
“Well-dressed?” One would scarcely believe the difference it
makes to a “rushee” whether she is wearing a smart fall hat or a
summer left-over; and if her belt pin should one day fail to do its duty,
her cause might as well be lost. One method of choosing likely
members is to send delegates to the station to observe the new girls
as they arrive. There is witnessed the triumph of the tailored suit
over the dowdy frills of the country dressmaker, of the suitcase that
has lived abroad over the bulging valise that is packed with home-
grown apples and home-made cookies.
“All-round?” Yes, with possibly a slight depression on the side of
scholarship. I have heard of a good many cases in which girls were
dragged out of the mire of conditions and hauled through their
college course by the zeal of fraternity sisters pulling all together for
the glory of the chapter. They have ideals of scholarship, indeed they
are trying to establish a standard for admission, and they even carry
off a share of the honors; but, on the whole, their social mind
interferes with the scholastic attitude, and prevents over-application
to mental effort.
“Rich?” Not necessarily; yet would not the girl who drives her own
automobile have some advantage over the one who works her way
through college, and the girl whose parents have a delightful home
most suitable for “rushing” purposes near the campus be preferred to
any sweet madonna-of-the-boarding-house? I heard only the other
day how an initiation fee was raised to five times its original amount
on the plea, “The girls will appreciate it so much more if they have to
pay a lot!”
“Family?” Not at all, yet I know of a girl who was rushed hard and
as suddenly dropped because it was discovered that her father had
been a butcher; of another, who was regarded as eligible until it was
found out, what neither her name nor her features suggested, that
her really distinguished family was of Jewish strain.
These instances must be set over against the ideal picture of the
governor’s daughter and the milliner’s child, the mother’s helper and
the patrician of the South, scrubbing floors together.
Family jars, I am told, are beneath the dignity of the fraternities. It
is difficult not to be skeptical as to the power of the ritual or of the pin
to keep twenty healthy girls from splitting into factions over nothing at
all; but even if outer harmony is maintained, is it conceivable that
there should not very often be discomfort and even actual suffering
among the minority? Suppose a chapter one year includes twelve
students and eight butterflies, and the next year changes to three
students and seventeen butterflies? What of the occasional
“mistake”? I know a Theta girl whose mother was a Beta, but this
fact was not discovered by the Betas until she was pledged. “What a
pity!” they lamented; but “What an escape!” said she. As it
happened, she felt entirely at home with the Thetas and could not
bear the Betas; but suppose the situation had been reversed! She
would have had no remedy except to withdraw, which would have
made her painfully conspicuous and set everybody to wondering
about the reason, or to change her college. But a girl out of harmony
with a crowd and obliged to live with them in intimate association, is
greatly to be pitied, whether she conforms or holds her own. What is
to be said of the ethics of forcing an Episcopalian to dance in Lent
against her strong religious scruples? Can it be doubted that such a
minority often yields its own convictions to keep pace with the others,
or, not yielding, is painfully out of step?
As to the wonderful ritual devised by “clear-eyed womanhood,” I
have heard it also described as “childish,” “poppycock,” “bunk.” The
ideals are necessarily those of immaturity, and have all the
vagueness and some of the wrong-headedness of youth. “They are
not harmful,” writes a dean, a fraternity woman who is familiar also
with a college where no fraternities exist, “except that they are
sentimental.” I take this to mean that they are more suited to
discourses at fraternity banquets, as a kind of leaven to
reminiscences of good old times, than to practical application outside
the fraternity world.[3] That they may “have a dynamic force upon
character” is doubtless true of the persons who do not develop
beyond the stage at which they are propounded; that they lead to
much real kindness among fraternity sisters in time of illness and
trouble need not be doubted. But a loyalty which hides a thief and
turns her loose in the world without warning may be a dangerous
thing, and when it expels a girl for “loose morals,” and gives no
further explanation, it is cruel, if the term means cigarettes or slight
indiscretions with men, and dangerous if her character is such that
she ought not to be allowed to remain on the campus.
“Manage their own households and business affairs?” Yes, but a
peep behind the scenes reveals a case of cutting out breakfast to
save up for a tea, of giving a formal dinner and living on bread and
potatoes for a week to make up the expense. An inspector’s story
hints that this business management is not unlike the average
amateur performance. A dean, herself a fraternity woman of many
years’ experience, writes: “Usually ... the accounts of such an
organization are not so well looked after as those of the more
general women’s organizations in which less of the ‘family’ idea
prevails,” and “the business training of these undergraduates” ... is
“probably inferior to that gained by officers in such bodies as the
Women’s League, the Young Women’s Christian Association, the
Student Government Association, or the boards of college
publications.”
Then are the conclusions quoted by the handbook as to the
influence of the fraternities on their members warranted by the facts?
Do they cultivate individuality? How is it possible? In the first place,
the fraternity girl is essentially “clubable”; and by the statute of
limitations in personality she is bound to be more conventional, yes,
even more superficial in her attractions, than the girl who is strongly
individual. The fraternities are admitted to be groups in which like
seeks like, and the whole flock aims to induce still greater likeness to
the pattern of the group. The girl with a streak of genius cannot
easily find her like, so she flocks not at all; the poor, proud girl fears
patronage, and will not; the awkward, ill-bred country girl can’t; the
dig dare not for fear of missing some intellectual good thing. All
these must develop more or less as individuals; but the fraternity girl,
unless she enters as an individual strong enough to dominate her
companions, must herself be dominated by them.
“Cultivate leadership?” Probably, in that they give to all their
members in some measure the poise that comes only from an
assured social position; and poise is the first requisite for leadership.
Again, the fraternity girl who takes a leading part in outside college
activities has always an advantage in that she does this with the
backing of her group, who are all prepared to do team-work when
occasion demands.
In the same way, it is only the few that from the first show
executive and business ability who get much training in these
directions through fraternity membership.
As to the wide outlook over the field of collegiate education, it is
limited in two ways: first, in that the fraternity women are more or
less segregated from the other students, and second, in that they do
not come into contact at all with the great women’s colleges, Vassar,
Wellesley, Smith, Radcliffe, and Bryn Mawr.[4]
A GROUP OF WOMEN’S FRATERNITY
HOUSES (UNIVERSITY OF WISCONSIN)
Then is the fraternity woman bound to be a success? Few of
them, even while they claim inestimable benefits inexplicable to the
outsider, say this. Some of them think that when the admitted defects
in the system are removed, when rushing is prohibited, when pledge-
day is postponed until the new students have had time to find
themselves intellectually and socially and to make their friends, when
a uniform scholarship standard and uniform house-rules are
enforced, it will make for the finest type of womanhood.
Drawn by J. Norman Lynd
“ONE METHOD OF CHOOSING LIKELY
MEMBERS IS TO SEND DELEGATES
TO THE STATION TO OBSERVE THE
NEW GIRLS AS THEY ARRIVE”
Doubtless there is need of these things. When rushing reaches
the point of tying a girl in the rooms of a fraternity house until she
puts on the fraternity-badge, it is time to take measures. When of two
girls who are intimate friends, one is pledged because she knows
better how to make use of her good points, while, with the breaking
up of their friendship, the other, made of equally fine stuff, is left
forlorn because she lacks an intangible something that attracts all
the girls in a chapter, or has an intangible something that repels one
member of it, a remedy should be found. When a popular girl has an
engagement for five nights in a single week, or averages from sixty
to eighty “dates” in a year, it almost looks as though scholarship
needs attention. When the chaperon exerts her influence from the
kitchen, and social events are untrammeled as to numbers and
hours and expense, it is almost time for a reform. In other words,
while there are chapters that are almost wholly admirable in their
constituency and conduct, there are also others that reflect in the
miniature college world the pace of the civilization about them.
But if all these reforms were accomplished,—and it is difficult to
see how enough pressure can be brought by the National Pan-
Hellenic to do this except sporadically,—the evils of the system
remain as before, inherent and ineradicable. As regards those within,
the fraternity idea means type; as regards those outside, it means
caste.
“You’d never think Caroline was a Chi Chi, would you? She ought
to have been a Tau Tau!” is overheard on the campus. What does
this mean but type?
“The girl who sits next to me is an Alpha; I knew it before I saw
her pin.” What does this mean but type?
A NOVEL METHOD OF EXTRACTING A
PROMISE TO WEAR A FRATERNITY-
BADGE
“I knew a chapter that was made up of three distinct types, digs,
butterflies, and Y. W. C. A.’s.... To be sure, it rather slumped for a
time.” Why?
When a shrewd member of the faculty can forecast that certain
freshmen will make Gamma Gamma, and certain others Omicron
Omega, it must be admitted that not only is there a general fraternity
type, but there is a tendency to type for each combination of Greek
letters that is worn on a pin.
A TYPICAL SITTING-ROOM IN A GIRL’S WELL-APPOINTED FRATERNITY
HOUSE
No doubt in the leveling up to type, many individual faults, such
as selfishness, self-distrust, laziness, frivolity, lack of initiative, lack of
self-control, bad temper, bad manners, and so on, are corrected; but
in so far as the system is artificial, it is bound to develop
conventionality. It is artificial because it chooses and restricts
friendships. Close intimacy with outsiders is almost always made
impracticable by circumstances and the mutual attitude of the elect
and the non-elect; and in some cases it is held to be disloyal to the
chapter. It is artificial because it strives to eliminate from a girl’s
experience all incongruous and hostile elements, and these are often
conducive to growth. The fraternity girl’s position is comparable to
that of the child who is fed on soft foods.
That is, the trouble is that she is cultivated instead of being
allowed to grow freely. She is rushed, pledged, initiated; she is
studied, counseled, criticized, disciplined, drawn out, molded. Her
power of initiative is developed only in that she “is made to go out
and do things.” Even as an upper classman, when it is her turn to
uphold the fraternity ideals and to mold her younger sisters, she still
lives in the rarefied atmosphere of an artificially selected community,
where there is no chance for the free play of the individual. The
fraternity girl, with all her initiative, her poise, her charm, her
efficiency, is crippled by the fact that she is not allowed to come to
grips with all sort of conditions and people, by which alone is gained
the personal, as opposed to the group, attitude toward life.
Does the fraternity idea mean caste? Are fraternity girls
snobbish? This question brought an emphatic denial from fraternity
women on all sides. The existence of snobbery here and there, in
chapters and in individuals, is admitted; but the attitude of the
organization, I am told, is to root it out, and by all means to
encourage democracy. The only difficulty here is that snobbery is the
foundation-stone of the system, and when it goes, the system
topples. This is the way of it. If you and I have a secret, and we talk
together in the presence of a third person who does not know it, by
no means in our human power can we avoid a snobbish attitude
toward that third person. We ourselves may forget the secret; but the
person outside, by the very fact that he is shut out from it, magnifies
its importance, and no equality of dealing is possible between him
and ourselves. Extend the picture to a houseful of girls, linked
together by a common knowledge, a common family, and a common
social life, and give these girls the right to say who shall be privileged
to join them, what chance for equal dealing has the outsider, or even
a less closely organized group of outsiders, against their united
social attitude? The fraternity girl may not feel snobbish, but if the
barbarian is snubbed, the result is much the same. What though the
“frat” girl claims that the “barb” will not meet her half-way? As long as
there is consciousness of effort to bridge the gap, the gap is plainly
there.
MEETING DISTINGUISHED GUESTS AT A FRATERNITY
HOUSE, AND—
Where there is a gap, there is caste, and where caste is
recognized, snobbery is inevitable. When the fraternity woman
disclaims snobbery, she means that she is careful not to emphasize
the distinctions between herself and others. She is like the teacher
who, in order to preserve strict impartiality, takes off her fraternity-pin
when she goes to class. No, the fraternity woman, aware as she is of
the “greater blessings of her lot,” does not snub those less fortunate
than herself; she either ignores them or is kind to them. Sometimes
she manages both attitudes at the same time, as in the case of a
party given to all the students, in which the programs of the fraternity
members are filled weeks ahead. And if the outsiders who go feel
like parasites, it is surely their own fault. Admit, on the one hand, a
fund of common knowledge and common acquaintance, extensive
social experience, and the assurance of social standing, and, on the
other, instead of these things, the ever-present sense of having been
passed over as negligible, or, what is yet worse, of having been tried
and found wanting. Can the gap be bridged?
PREPARING HER OWN DINNER
Nor do the attempts of the fraternities to bridge the gap bear out
their claims of democracy. In a recent report on social customs made
by a committee of the Pan-Hellenic, only three chapters mentioned
any effort to be “nice” to the whole student body. One spoke of a
spring picnic; two, of attempts at occasional “open houses,” in one
case dubbed a failure by some members; and the third, “prospects of
a party for all college women and a freshman scholarship”! I am
afraid it is impossible to deny that the fraternities live in a world by
themselves, shut off by an insuperable barrier from those who are
not “their sort.” And if this is not caste, what is?
The system, however, does create a sort of noblesse oblige,
which in some cases makes the fraternity girls leaders in the class
and student organizations, Young Women’s Christian Association,
and various other college activities, although in this they are
sometimes thwarted by inter-fraternal rivalries and jealousies, and by
the combined hostilities of the barbarians. Further, they are said to
coöperate earnestly and efficiently with deans and presidents in
coercing refractory members of their own body, and in helping put
through reforms and other measures for the good of the whole
student body. They are the most loyal part of the alumnæ, and
through their permanent connection with their chapters, continue to
come back and show interest in their alma mater long after other
students have broken the tie.
“THE UNFORTUNATE ‘BARB’ WHO IS LEFT TO THE PROMISCUOUS
FRIENDSHIPS OF THE CHEAP BOARDING-HOUSE”
So far I have said little about the girl who is left out. To many of
the fraternity women she seems the most deplorable feature of the
system. Except in the college where the societies contain all but a
very few of the students, her case does not seem to me serious. To
be sure, she misses a great deal of fun and social training; but if she
is worth saving, she saves herself in the end; and if she gives up in
despair and goes home because she does not “make a frat,” she is
not of the stuff that the college needs. Probably some sensitive girls
are embittered for a long time by the slight, but the finer ones
conquer, even though the sting lingers throughout their course. A
large number in the great mass of the students are unaffected by the
fraternity problems. They do not expect or wish to get in, and they
have virtually very little to do with the fraternity girls except as they
work in the same student organizations. They have their own sets,
their own social life, averaging more good times, perhaps, than they
are credited with by their pitying superior sisters. What the university
fails to do to counteract the effects of poverty, ill breeding, bad
preparation, and inexperience is another thing altogether. Individual
tragedies settle themselves, and those who win come out stronger,
finer women for their victory over adverse conditions than any
fraternity girl for whom the way has been made smooth.
But the fraternity idea must be judged not so much by those
whom it shuts out from special privilege as by the results that it
produces in those whom it fosters.
The Pan Hellenic Society believes itself specially chosen and
trained for service. And what has it done? Aside from a vague and
general interest in alumnæ activities, this service is reduced to
scholarships, some isolated attempts in education and philanthropy,
a certain “dynamic force” upon the character of its members,
scarcely apparent to outsiders, and continued perfection of
organization, thus far for no more evident purpose than the reform of
its own body.
“‘WORSHIPING AT THEIR OWN LITTLE SHRINE’”

In other words, the fraternity system seems grotesquely out of
proportion in the general scheme of things. Why should this one
feature of undergraduate life be magnified by means of publications,
council meetings, and conventions, if it is to fulfil no other purpose
than the perpetuation of itself? How does it stand in relation to the
many needs of the world? Is it not rather like a crystallization of an
immature stage of development? Why should a fraternity woman go
about the world seeking only her own kind, like the missionary to
China who wrote to her fraternity paper of the various social
advantages that came to her through her encounters there with
Greek sisters? It looks to me very much like an actual limitation of
growth. Take the case of the country girl whom college has unfitted
for her home environment. It was cited as one of the inestimable
blessings of the system that her sole interest now lies in her
fraternity literature and friends. To my mind this relationship is rather
a handicap that retards the shifting of focus that must take place in
her before she can make her life a success.
For these reasons I believe that the fraternities, notwithstanding
individual benefits, are hastening on our “French Revolution”; they
are creating a type that rules by habit rather than by individual power
and wisdom; and by their inflexible system of caste they are
emphasizing the gap, already more than sufficient for women as for
men, between privilege and the working world.
A college president recently said to me in substance: “I always
think of the fraternity men as in a circle, hand in hand, facing
outward; but of the women as turned the other way, worshiping at
their own little shrine, with their backs to the winds of the world.”
“‘WITH THEIR BACKS TO THE WINDS OF THE WORLD’”
[3] And yet I read in a belated answer from a broadminded

fraternity woman: “The vows of these childish secret societies are
regarded as just as binding as marriage-vows.”
[4] In Wellesley the societies are local, and in Smith they are
not properly fraternities at all.

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6.14 A density curve is representing the distribution of a variable. The height

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6.25 The percentage of all possible observations of a normally distributed

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12.86 14.62 16.38 18.14 19.90 21.66 23.42

71.9 116.6 161.3 206.0 250.7 295.4 340.1

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(d) The percentage of finishers with times between 50 and 70 minutes is

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0.4 17.6 34.8 52.0 69.2 86.4 103.6

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No. The distribution of fertility rates is very right skewed, whereas a

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6.43 (a) Using Minitab we choose Calc Make patterned data 

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220 270 320

(d) We choose Calc 

(f) Choose Graph 

200 250 300

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42.8 46.2 49.6 53.0 56.4 59.8 63.2

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0.2 0.9875 0.2

Area = 0.9875 Area = 0.0594

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Area = 0.5 Area = 0.0000 (to 4 dp)

0.2 P(z) 0.2

Area = 0.1922 Area = 0.9998

Area = 1.000 (to the left of 5.12)

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6.57 (a) (b)

Area = 1.0000 ± 0.1423 = 0.8577 Area = 1.0000 ± 0.7257 = 0.2743

Area = 1.0000 ± 0.5000 = 0.5000 Area = 1.0000 ± 1.0000 = 0.0000

6.58 (a) (b)

Area = 1.000 ± 0.9783 = 0.0217 Area + 1.0000 ± 0.2877 = 0.7123

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Area = 1.0000 ± 0.0000 = 1.0000

Area = 0.9251 ± 0.0146 = 0.9105 Area = 0.0668 ± 0.0228 = 0.0440

6.43 (a) Using Minitab we choose Calc Make patterned data

(d) We choose Calc

(f) Choose Graph

1.00 1.80 2.00 1.80

(b) Choose Graph