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Converts d degrees to radians Converts r radians to degrees Sine; r is in radians Cosine Tangent Arcsine Arccosine Arctangent Arctangent Raises ab Raises e x Raises 2x Natural logarithm of x Base 2 logarithm of x Positive square root of x Reciprocal of the positive square root of x Absolute value of x Sign of x. Returns -1.0, 0.0, or 1.0 Rounds down x to nearest whole number Rounds up x to nearest whole number Fractional part of x Returns a modulo b, remainder of a divided by b Minimum of the two arguments Maximum of the two arguments

(a) Calculate the sample mean and median. (b) Calculate the sample variance and sample standard deviation. (c) Construct a box plot of the data and comment on the information in this display. 6-48. Reconsider the golf course yardage data in Exercise 6-3. Construct a box plot of the yardages and write an interpretation of the plot. 6-49. Reconsider the motor fuel octane rating data in Exercise 6-14. Construct a box plot of the yardages and write an interpretation of the plot. How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-14

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6-50 Reconsider the spot weld shear strength data in Exercise 6-23 Construct a box plot of the strengths and write an interpretation of the plot How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-23 6-51 Reconsider the female engineering student height data in Exercise 6-22 Construct a box plot of the heights and write an interpretation of the plot How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-22 6-52 Reconsider the water quality data in Exercise 6-24 Construct a box plot of the concentrations and write an interpretation of the plot How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-24 6-53 Reconsider the golf ball overall distance data in Exercise 6-25 Construct a box plot of the yardage distance and write an interpretation of the plot.

TABLE 38-2

It is desirable to avoid situations where two tasks that have detected the same target elect themselves the leader based on incomplete and different pictures of the same reality. In the sample program of Figure 5.4, the Leader task generates a LeaderID data item when it declares itself a leader-that is, at the same time that it generates the TargetInf o item. This item is sent to all the nodes that may have detected the target, and it is meant to act as a preemptive notification to other nodes that might be about to elect themselves leaders. Naturally, this scheme could suffer from the same shortcomings as the problem it is designed to solve - i.e., the LeaderID notification could be delivered at different times to different nodes, etc. The intent here is not to propose this as a foolproof solution to the distributed leader election problem, but to illustrate how the ATaG channel annotations and other features can be used to create sophisticateddistributedbehaviors using a concise notation. The program shown in the figure has all the advantages of the ATaG programming model: It is architecture-independent,the tasks are decoupled from each other by defining them in terms of input and output data items, etc. The ATaG program that we actually implement in this case study is shown in Figure 5.5 and is a slightly modified and simplified version of the earlier program. In this program, the LeaderID data item is not generated and the Leader task makes the self-election decision and generates the TargetInf o node without attemptingto notify its neighborhood of the decision. The details of the imperative part of this program are discussed in Section 5.5.

How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-25 6-54 Reconsider the wine rating data in Exercise 6-27 Construct a box plot of the wine ratings and write an interpretation of the plot How does the box plot compare in interpretive value to the original stem-and-leaf diagram in Exercise 6-27 6-55 Use the data on heights of female and male engineering students from Exercises 6-22 and 6-29 to construct comparative box plots Write an interpretation of the information that you see in these plots 6-56 In Exercise 6-44, data was presented on the cold start ignition time of a particular gasoline used in a test vehicle A second formulation of the gasoline was tested in the same vehicle, with the following times (in seconds): 183, 199, 313, 329, 265, 287, 340, 246, 1.

(continued )

89, and 335 Use this new data along with the cold start times reported in Exercise 6-44 to construct comparative box plots Write an interpretation of the information that you see in these plots..

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