| 30
January |
- Complete exercises 3.1d-f and 3.2c using
probability plots and Q-Q plots. Doing one plot by hand may be
worthwhile, but to do the rest you should create a spreadsheet or
use software. [45 min]
- Create a spreadsheet or computer program to compute
and display "percentile plots." (This should not be
too hard: you will need to assign a unique order to each value in a
batch, convert that order to a percentile, and then create an
"X-Y scatterplot.") [30-60 min].
- Create percentile plots for some of the data
distributed in Class 1 (on the last page of the handout). Make
a note of any problems you encounter. [15 min]
- Review the gallery of "normal probability
plots" at Northwestern
University Medical School. [15 min]
- Play with the probability
plot applet from the University of Alabama-Huntsville.
This web-based program lets you select two reference distributions
(smooth histograms, if you will) and produces batches of data
corresponding to each reference distribution. It draws Q-Q
plots of each batch. Use large batches (n=25 is the maximum)
for better results. You can explore the effects on the plot of
changing location, scale, and shape of the distributions. [15
min]
- Review the chapter on EDA in the Engineering
Statistics Handbook. Be aware of the context: the NIST is
concerned with measurements and standards--it's one perspective out
of many. [60+ min]
- Re-read Chapter 4. Review this week's text
notes while reading the chapter. [1:15 hours] Most of the exercises are
worth attempting. You can readily find software on the web to
help you plot pdfs and cdfs and to generate random values.
Total estimated time: 4:00+ hours
Comments
 | Assignment #4 illustrates some of the typical kinds
of probability plots you will encounter. |
 | Assignment #5 is designed to give you a lot of
experience with reading probability plots in a controlled situation
(that is, you already know the underlying distributions). |
 | Assignment #6 is intended to give you coherent
perspective on EDA to compare and contrast with that of the
textbook. |
|