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## normal distribution bell curve assignment

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Instructions:normal distribution bell curve assignment

RESPOND IN 300 WORDS:

The Z-score allows one to estimate the probability of a score. This could be needing to know how low or how high to score on an exam to pass or fail. Knowing the mean and the standard deviation will allow one to convert to a z table to know the percentage of a score. Just knowing the mean and score only accommodates one score and average related to all collected data. Knowing your score on an exam and the mean of all other exams will not answer the score desired or needed to pass. If a student was failing and had two more tests coming up, the z-score could be utilized to determine grade needed to pass.

A score at the mean is equal to a z score of 0. A score 1 SD above the mean would be equal to a z score of +1.0. A score 1 below the mean would equal to a z score of -1.0″ (Week3 Lecture 1).

Example: Using information below on charts provided

Rounding to a mean of 85, and SD of 6. The mean of 85 is the middle or 50% out of 100% on a normal distribution bell curve. To get the top 25% you would utilize the mean and SD to convert to a z score. A z score consists of a table with the given criteria. To accommodate the top 25%, you need to get the percentage of at least 75%. On a Z table .68 is 75.17, which meets the 75% needed. Now one would take that .68 multiply by SD and add the mean. .68×6+85=89.08. Looking at the information below Crystal and Skylar are in the top 25%.

RESPOND IN 300N WORDS:

One of the primary purposes of a z-score is to describing the exact location of a score within a distribution. The z-score accomplishes this goal by transforming each X value into a signed number (+or-) the sign tells whether the score is located above (+) or below (-) the mean and the number tells the distance between the score and the mean in terms of the number of standard deviations.

When describing how an individual performed on an exam you need the z-score to get more information. If you just have the mean and the value of the score, you still would need the standard deviation to have all the information to get the correct z-score.

Students Test Scores Z-Scores

S1 175 -0.360624459

S2 206 1.831406566

S3 150 -2.128391415

S4 165 -1.067731241

S5 180 -0.007071068

S6 210 2.114249279

S7 200 1.407142497

S8 190 0.700035715

S9 170 -0.71417785

S10 155 -1.774838024

M of Scores 180.1

SD of Scores 14.14213562

When you have the z-score you are getting the standardized score that shows a little more about the average out of the ten students.

RUBRIC

Excellent Quality95-100%

Introduction45-41 points

The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.

Literature Support91-84 points

The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.

Methodology58-53 points

Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.

Average Score50-85%

40-38 points

More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.

83-76 points

Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.

52-49 points

Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.

Poor Quality0-45%

37-1 points

The background and/or significance are missing. No search history information is provided.

75-1 points

Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.

48-1 points

There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met

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