Measures of dispersionEdexcel International A Level Maths: Revision notes
Section 1
Range and quartiles
A measure of dispersion (or spread) describes how widely data vary. The range is the largest value minus the smallest, which is simple but depends on two values only. The quartiles split ordered data into four equal parts. For values, is the th value, the median is the th and is the th. If the position is not a whole number, round up to the next whole position; if it is a whole number, take the mean of that value and the next one. The interquartile range is , the spread of the middle 50% of the data, so it is not affected by extreme values. Example: 2, 4, 4, 4, 5, 5, 7, 9 has , so , and .
Using the range to describe consistency when there is an extreme value. The IQR or standard deviation is a better choice.
Section 2
Percentiles and interpolation for grouped data
An interpercentile range is the difference between two percentiles, such as the 10th to 90th, , which ignores the most extreme 10% at each end. For grouped continuous data, estimate any percentile by linear interpolation assuming even spread in each class: locate the class containing the required position (for example for ), then value . Example: 80 waiting times with cumulative frequencies 6, 30, 58, 74, 80 at 10, 20, 30, 40, 60 minutes. is the 20th value, in the 10 to 20 class: . is the 60th value, in the 30 to 40 class: . So .
Write down the position first (, , ), then find the class using cumulative frequencies.
Section 3
Variance and standard deviation
The variance measures the mean squared distance from the mean: , and the standard deviation is its square root, . For a frequency table or grouped data (using midpoints), . Use the second form, which is quicker. Example: , , : , variance , . The variance is never negative; if you get a negative value you have made an error. Standard deviation has the same units as the data, whereas variance has the units squared.
Forgetting to subtract , or forgetting to take the square root when the standard deviation is asked for.
Dividing by . On this specification the divisor is .
Section 4
Coding and combining data
If , then but the standard deviation becomes and the variance becomes . Adding or subtracting a constant does not change the spread. Example: and give . To add or remove a value, update , and and recalculate. Adding a value equal to the mean leaves the mean unchanged but reduces the standard deviation. For example, adding 7 to the sample above gives , a smaller variance than 9.
Applying the added constant to the standard deviation. Only the multiplier affects spread.
Section 5
Interpreting and comparing spread
Compare data sets using a measure of location and a measure of spread, in context. A smaller standard deviation (or IQR) means the data are more consistent, a larger one means they are more spread out. Use the median and IQR when data are skewed or contain extreme values, and the mean and standard deviation otherwise. Example: two machines have target 500 ml. A has mean 501.5 and ; B has mean 500.6 and . B is better as its mean is closer to the target and it is more consistent. A value far from the mean increases the standard deviation a lot, because deviations are squared.
Never say a data set is better just because its mean is larger. Link the measures to what the question asks about, such as consistency or closeness to a target.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Measures of dispersion
- The reaction times, in tenths of a second, of eight athletes were 2, 4, 4, 4, 5, 5, 7 and 9.Find the interquartile range of the eight values.2 marks
- A sample of 20 delivery times, minutes, has and . A second sample of delivery times, from another firm, has the same mean but a standard deviation of 5 minutes.A 21st delivery time of 7 minutes is added to the first sample. Find the new standard deviation.2 marks
- The waiting times, in minutes, of 80 patients at a clinic are summarised as follows: under 10 minutes, 6 patients; 10 to under 20 minutes, 24 patients; 20 to under 30 minutes, 28 patients; 30 to under 40 minutes, 16 patients; 40 to under 60 minutes, 6 patients. Assume that times are spread evenly within each class.Estimate the interquartile range of the waiting times.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).