All Courses
Explore Courses UPSC Exam UPSC Test Series Free Notes EduRev Infinity Get the App Login Join for Free
Sign in Open App
CAT Exam  >  CAT Questions  >  The mean of 19 observations is 4. If one more... Start Learning for Free
SaveJoin the Discussion on the App
The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will be
  • a)
    4
  • b)
    5
  • c)
    6
  • d)
    7
Correct answer is option 'B'. Can you explain this answer?
FREE This question is part of
Download PDF Attempt Test
Download PDF Attempt this Test
Most Upvoted Answer
The mean of 19 observations is 4. If one more observation of 24 is add...
The mean of 19 observations is 4.
New data when 24 is added:
76 + 24 = 100
New number of observations = 19 + 1 = 20
Free Test
FREE
Start Free Test
Start Free Test
Community Answer
The mean of 19 observations is 4. If one more observation of 24 is add...
Given:
- Mean of 19 observations = 4
- One more observation of 24 is added to the data

To find:
- The new mean after adding the 24th observation

Solution:

Step 1: Finding the sum of the 19 observations
- Mean = Sum of observations / Number of observations
- Sum of observations = Mean * Number of observations
- Sum of observations = 4 * 19
- Sum of observations = 76

Step 2: Finding the sum of the 20 observations (including the 24)
- Sum of 20 observations = Sum of 19 observations + 24
- Sum of 20 observations = 76 + 24
- Sum of 20 observations = 100

Step 3: Finding the new mean after adding the 24th observation
- New mean = Sum of observations / Number of observations
- New mean = Sum of 20 observations / 20
- New mean = 100 / 20
- New mean = 5

Conclusion:
- After adding the 24th observation, the new mean will be 5.
- Therefore, the correct answer is option 'B'.
Attention CAT Students!
To make sure you are not studying endlessly, EduRev has designed CAT study material, with Structured Courses, Videos, & Test Series. Plus get personalized analysis, doubt solving and improvement plans to achieve a great score in CAT.
< Previous Question Next Question >
Explore Courses for CAT exam

Similar CAT Doubts

Directions: Read the following passages carefully and identify most appropriate answer to the questions given at the end of each passage:I wear a variety of professional hats- university professor, literacy consultant to districts, author of several books related to comprehension. To keep myself honest (and humbl e); l spend a lot of time in classrooms watching kids and teachers at work. During the past decade, I've observed a transformation in the teaching of reading from an approved:h that measured readers' successful understanding of the text through lengthy packets of comprehension questions to one that requires students to think about their thinking, activating their "good reader" strategies. Close reading is a deep analysis of how a literary text works; it is both a· reading process and something you include in a literary analysis paper, though in a refined form. Fiction writers and poets build texts out of many central components, including subject, form, and specific word choices. Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension. "Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole." Reread the definition of close reading closely-to extract .key concepts. You might identify these ideas: examining meaning thoroughly and analytically; directing attention to the text, central ideas, and supporting details; reflecting on meanings of individual words and sentences; and developing ideas over the course of the text. Notice that reader reflection is still integral to the process. But close reading goes beyond that: The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008).When you close read, you observe facts and details about the text. You may focus on a particular passage, or on the text as a whole. Your aim may be notice all striking features of the text, including rhetorical features, structural elements and cultural references; or, your aim may be to notice only selected features of the text- for instance, oppositions and correspondences, or particular historical references. Either way, making these observations constitutes the first step in the process of close reading. The second step is interpreting your observations. What we're basically talking about here is inductive reasoning: moving from the observation of particular facts and details to a conclusion, or interpretation, based on those observations. And, as with inductive reasoning, close reading requires the careful gathering of data (your observations) and careful thinking about what these data add up to. The literary analysis involves examining these components, which still allows us to find in small parts of the text clues to help us understand the whole. For example, if an author writes a novel in the form of a personal journal about a character's daily life, but that journal reads like a series of lab reports, what do we learn about that character? What is the effect of picking a word like "tome" instead of ''book"? In effect, you are putting the author's choices under a microscope. The process of close reading should produce a lot of questions. It is when you begin to answer these questions that you are ready to participate thoughtfully in class discussion or write a literary analysis paper that makes the most of your close reading work. Close reading sometimes feels like over-analysing, but don worry. Close reading is a process of finding as much information as you can in order to form as many questions as you can. When it is time to write your paper and formalize your close reading, you'll sort through your work to figure out what is most convincing and helpful to the argument you hope to make and, conversely, what seems like a stretch. It's our responsibility as educators to build students' capacity for independently comprehending a text through close reading. Teaching is about the transfer. The goal is for students is to take what they learn from the study of one text and apply it to the next text they read: How can we ensure that students both reap the requisite knowledge from each text they read and acquire skills to pursue the meaning of other texts independently? I suggest we coach students to ask themselves four basic questions as they reflect on a specific portion of any text, even the shortest: What is the author telling me here? Are there any hard or important words? What does the author want me to understand? How does the author play with language to add to meaning? If students take time to ask themselves these questions while reading and become skilful at answering them, there'll be less need for the teacher to doll the asking. For this to happen, we must develop students' capacity to observe and analyse. First things first: See whether students have noticed the details of a passage and can recount those details in their own words. Note that the challenge here isn't to be brief (as in a summary); it's to be accurate, precise, and clear.The recent focus on finding evidence in a text has sent students (even in primary grades) scurrying back to their books to retrieve a quote that validates their opinion. But to paraphrase what that quote means in a student's own language, rather than the author's, is more difficult than you might think. Try it with any paragraph. Expressing the same meaning with different words often requires going back to that text a few times to get the details just right. Paraphrasing is pretty low on Bloom's continuum of lower- to higher-order thinking, yet many students stumble even b: here. This is the first stop along the journey to close reading. If students can't paraphrase the basic content of a passage, how can they dig for its deeper meaning? The second basic question about hard or important words encourages students to zoom in on precise meaning. When students are satisfied that they have a basic grasp of what the author is telling them, they're ready to move on to analysing the fine points of content. If students begin their analysis by asking themselves the third question- What does the author want me to understand in this passage?-they'II be on their way to malcing appropriate inferences determining what the author is trying to show without stating it directly.We can also teach students to read carefully with the eye of a writer, which means helping them analyse craft. How a text is written is as important as the content itself in getting the author's· message across. Just as a movie director focuses the camera on a particular detail to get you to view the scene the way he or she wants you to, authors play with words to get you to see a text their way. Introducing students to some of the tricks authors use opens students' minds to an entirely new realm in close reading.Q. In the above passage the author has used the term 'Rhetoric features'. What does it mean?

Directions: Read the following passages carefully and identify most appropriate answer to the questions given at the end of each passage:I wear a variety of professional hats- university professor, literacy consultant to districts, author of several books related to comprehension. To keep myself honest (and humbl e); l spend a lot of time in classrooms watching kids and teachers at work. During the past decade, I've observed a transformation in the teaching of reading from an approved:h that measured readers' successful understanding of the text through lengthy packets of comprehension questions to one that requires students to think about their thinking, activating their "good reader" strategies. Close reading is a deep analysis of how a literary text works; it is both a· reading process and something you include in a literary analysis paper, though in a refined form. Fiction writers and poets build texts out of many central components, including subject, form, and specific word choices. Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension. "Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole." Reread the definition of close reading closely-to extract .key concepts. You might identify these ideas: examining meaning thoroughly and analytically; directing attention to the text, central ideas, and supporting details; reflecting on meanings of individual words and sentences; and developing ideas over the course of the text. Notice that reader reflection is still integral to the process. But close reading goes beyond that: The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008).When you close read, you observe facts and details about the text. You may focus on a particular passage, or on the text as a whole. Your aim may be notice all striking features of the text, including rhetorical features, structural elements and cultural references; or, your aim may be to notice only selected features of the text- for instance, oppositions and correspondences, or particular historical references. Either way, making these observations constitutes the first step in the process of close reading. The second step is interpreting your observations. What we're basically talking about here is inductive reasoning: moving from the observation of particular facts and details to a conclusion, or interpretation, based on those observations. And, as with inductive reasoning, close reading requires the careful gathering of data (your observations) and careful thinking about what these data add up to. The literary analysis involves examining these components, which still allows us to find in small parts of the text clues to help us understand the whole. For example, if an author writes a novel in the form of a personal journal about a character's daily life, but that journal reads like a series of lab reports, what do we learn about that character? What is the effect of picking a word like "tome" instead of ''book"? In effect, you are putting the author's choices under a microscope. The process of close reading should produce a lot of questions. It is when you begin to answer these questions that you are ready to participate thoughtfully in class discussion or write a literary analysis paper that makes the most of your close reading work. Close reading sometimes feels like over-analysing, but don worry. Close reading is a process of finding as much information as you can in order to form as many questions as you can. When it is time to write your paper and formalize your close reading, you'll sort through your work to figure out what is most convincing and helpful to the argument you hope to make and, conversely, what seems like a stretch. It's our responsibility as educators to build students' capacity for independently comprehending a text through close reading. Teaching is about the transfer. The goal is for students is to take what they learn from the study of one text and apply it to the next text they read: How can we ensure that students both reap the requisite knowledge from each text they read and acquire skills to pursue the meaning of other texts independently? I suggest we coach students to ask themselves four basic questions as they reflect on a specific portion of any text, even the shortest: What is the author telling me here? Are there any hard or important words? What does the author want me to understand? How does the author play with language to add to meaning? If students take time to ask themselves these questions while reading and become skilful at answering them, there'll be less need for the teacher to doll the asking. For this to happen, we must develop students' capacity to observe and analyse. First things first: See whether students have noticed the details of a passage and can recount those details in their own words. Note that the challenge here isn't to be brief (as in a summary); it's to be accurate, precise, and clear.The recent focus on finding evidence in a text has sent students (even in primary grades) scurrying back to their books to retrieve a quote that validates their opinion. But to paraphrase what that quote means in a student's own language, rather than the author's, is more difficult than you might think. Try it with any paragraph. Expressing the same meaning with different words often requires going back to that text a few times to get the details just right. Paraphrasing is pretty low on Bloom's continuum of lower- to higher-order thinking, yet many students stumble even b: here. This is the first stop along the journey to close reading. If students can't paraphrase the basic content of a passage, how can they dig for its deeper meaning? The second basic question about hard or important words encourages students to zoom in on precise meaning. When students are satisfied that they have a basic grasp of what the author is telling them, they're ready to move on to analysing the fine points of content. If students begin their analysis by asking themselves the third question- What does the author want me to understand in this passage?-they'II be on their way to malcing appropriate inferences determining what the author is trying to show without stating it directly.We can also teach students to read carefully with the eye of a writer, which means helping them analyse craft. How a text is written is as important as the content itself in getting the author's· message across. Just as a movie director focuses the camera on a particular detail to get you to view the scene the way he or she wants you to, authors play with words to get you to see a text their way. Introducing students to some of the tricks authors use opens students' minds to an entirely new realm in close reading.Q. According to the passage, what is the importance of ' paraphrasing' for students?

The five sentences (labelled 1,2,3,4, and 5) given in this question, when properly sequenced, form a coherent paragraph. Decide on the proper order for the sentence and writethis sequence of five numbers as your answer.1. If it is to appeal to practical men and civic workers, it is important that the methods for the systematic study of cities be not only the product of the study, but also be those which may be acquired through local observation and practical effort.2. This point of view has next to be correlated with the corresponding practical experience.3. My problem is thus to outline such ideas as may crystallize from the experience of any moderately-travelled observer, so that his panoramic observations should gradually develop towards an orderly Regional Survey.4. Practical experience may be acquired through varied experiences of citizenship, which rise towards a larger, more orderly conception of civic action as Regional Service.5. This department of sociological studies should evidently be, as far as possible, concrete in treatment.(in numerical valu e) Correct answer is '51324'. Can you explain this answer?

Read the following passage and answer the question that follows.There is a subtle difference between enduring continuance, which in other words is persistence, and firmly adhering to one’s chosen course of action which is called obstinacy. Something of note here is the difference between the attitudes of scientists around the world. While some of them persistently work on some projects; others give them up at some stage or the other. A notable example here is Fleming. Fleming started doing work on penicillin in the late 20s. He tried his best to purify it but failed in his efforts. He wrote in 1932 that he discontinued working on penicillin and gave his reasons as well. He said that it would never be useful and found it to be very unstable. Later on, in 1941 Florey and Chaine started their efforts to purify penicillin. And because of their persistent efforts, they discovered a process to purify it. Both of them along with Fleming were awarded the Nobel Prize.The stumbling blocks for me were in the beginning when we put forward the idea that tumours need to have their own blood supply. The only response that we got was of hostility and jeering disbelief. When we persistently kept on talking about it, other’s response was that this will be a meaningless exercise. ”There will be no molecules”. When we finally proved in 1983 (starting in the late 60s) that these were actually molecules, they gave another observation,” you’ll never prove that that’s what tumours use.” The most cynical group insisted that this discovery might be true on mice but it did not hold true on people. But my response has always been that I would not give up my efforts and I cannot stop if somebody else wanted me to stop. I even made the offer if they would give their observations under signature. If they agreed to do so, it would save huge money of the public and the government and we would stop doing the experiments. But nobody agreed to do so.So, my final observation is that whatever field you have chosen in life, the success will come to you only by way of dogged determination. A pessimistic would say, "Ok, if they became successful, they were lucky enough.” But I differ with it. Luck is when preparation meets opportunity. If you want to be successful, you can become so only with persistence and determination. The only thing is that do not give up making efforts. Keep on pursuing whatever you are after against all odds.Q."I even made the offer if they would give their observations under signature." These words reflect

Directions: Read the passage and answer the questions that follow:There are two parties to every observation---the observed and the observerWhat we see depends not only on the object looked at, but on our own circumstances---position, motion, or more personal idiosyncrasies. Sometimes by instinctive habit, sometimes by design, we attempt to eliminate our own share in the observation, and so form a general picture of the world outside us, which shall be common to all observers. A small speck on the horizon of the sea is interpreted as a giant steamer. From the window of our railway carriage we see a cow glide past at fifty miles an hour, and remark that the creature is enjoying a rest. We see the starry heavens revolve round the earth, but decide that it is really the earth that is revolving, and so picture the state of the universe in a way which would be acceptable to an astronomer on any other planet.The first step in throwing our knowledge into a common stock must be the elimination of the various individual standpoints and the reduction to some specified standard observer. The picture of the world so obtained is none the less relative. We have not eliminated the observer's share; we have only fixed it definitely.To obtain a conception of the world from the point of view of no one in particular is a much more difficult task. The position of the observer can be eliminated; we are able to grasp the conception of a chair as an object in nature---looked at all round, and not from any particular angle or distance. We can think of it without mentally assigning ourselves some position with respect to it. This is a remarkable faculty, which has evidently been greatly assisted by the perception of solid relief with our two eyes. But the motion of the observer is not eliminated so simply. We had thought that it was accomplished; but the discovery that observers with different motions use different space- and time-reckoning shows that the matter is more complicated than was supposed. It may well require a complete change in our apparatus of description, because all the familiar terms of physics refer primarily to the relations of the world to an observer in some specified circumstances.Whether we are able to go still further and obtain a knowledge of the world, which not merely does not particularise the observer, but does not postulate an observer at all; whether if such knowledge could be obtained, it would convey any intelligible meaning; and whether it could be of any conceivable interest to anybody if it could be understood---these questions need not detain us now. The answers are not necessarily negative, but they lie outside the normal scope of physics.The circumstances of an observer which affect his observations are his position, motion and gauge of magnitude. More personal idiosyncracies disappear if, instead of relying on his crude senses, he employs scientific measuring apparatus. But scientific apparatus has position, motion and size, so that these are still involved in the results of any observation. There is no essential distinction between scientific measures and the measures of the senses. In either case our acquaintance with the external world comes to us through material channels; the observer's body can be regarded as part of his laboratory equipment, and, so far as we know, it obeys the same laws. We therefore group together perceptions and scientific measures, and in speaking of “a particular observer” we include all his measuring appliances.Position, motion, magnitude-scale---these factors have a profound influence on the aspect of the world to us. Can we form a picture of the world which shall be a synthesis of what is seen by observers in all sorts of positions, having all sorts of velocities, and all sorts of sizes?As per the passage, the author believes that

Top Courses for CATView all

Top Courses for CAT

The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer?
Question Description
The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? for CAT 2024 is part of CAT preparation. The Question and answers have been prepared according to the CAT exam syllabus. Information about The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for CAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer?.
Solutions for The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? in English & in Hindi are available as part of our courses for CAT. Download more important topics, notes, lectures and mock test series for CAT Exam by signing up for free.
Here you can find the meaning of The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer?, a detailed solution for The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? has been provided alongside types of The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice The mean of 19 observations is 4. If one more observation of 24 is added to the data, the new mean will bea)4b)5c)6d)7Correct answer is option 'B'. Can you explain this answer? tests, examples and also practice CAT tests.
Explore Courses for CAT exam

Top Courses for CAT

Explore Courses

Suggested Free Tests

Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev
Get App
© EduRev
Education Revolution
Follow Us
Signup to see your scores go up within 7 days!
Access 1000+ FREE Docs, Videos and Tests
Takes less than 10 seconds to signup