Unit 5 Methods of Collecting Data Vocabulary 8d¢i Survey: a method of collecting information by asking questions + Questionnaire: a set of written questions with a chaice of answers * Interview: a conversation in which one person (the interviewer) asks another (the interviewee) questions Experiment: a repeatable process, such as rolling a dice Observation: Primary data collected by recording things that are seen Examples: How would you collect the data to answer these questions? a) What is the favorite food and drink of the students in your class? b) How many cars pass your school in one hour? c) How many times will a dice show a 6 when it is rolled 100 times? KPer irre Population/Sample P@pUISHON: The total set of people, things or events being investigated ‘Sample; A selection from a large population, when a population is large the sample consist of L0% Example: There are 452 people living in a town. Emily wants to know the ages of the people living in the town. She decides to ask a sample of the population. How many people should there be in her sample? _ ; Cv ale a Retend me Rerey to Find quanity o percent ates U m | \ al or PYAR TOMExample #2: There are 30 students in Carlos’ class. He wants to know their favorite color. Should he ask the whole class or ask a sample of the class? The vide css) S> ts alvendg & Smal] of lotr Tye. 5 Ape bul Ie. W +o dull at 4 people. J (Ne %«.16 300 Degree of Accuracy ‘Degree of accuracy: level of accuracy in any rounding Example: If you are recording the height of the students in your class would you measure it is centimeters or meters? CW Page 63 # 1-3 8de2 know the difference between discrete and continues data Data that can only have exact ‘Any data that ean take any value ina range. All values. Usually whole numbers data that is measured is continuous data. If ‘but can include fractions. Vs you round the measurement to the nearest whole number, the data is still continues. Examples: Examples: Number of goals scores eights of Trees Number of people at the game Masses of babiesPractice: fe Write down whether the data is discrete or continuous. a) The number of cars ina car park ~di\é b) The height ofa flower at the park C( c) The time it takes to run 100m~((yiL7/40US HW P.65 #1. 8DC3 construct and use:-frequency tables with given equal class intevals to gather continues data-two way tables to record diserete data Frequency Tablesa table that lists the number of times a specific value or item occurs ina set of data Ithas three columns: Column One: Column Two: ] Column Three: Lists the class intervals Records the tally marks | List the frequency, with a (Equal class intervals:class | (when recording with | digit intorvals, in grouped data, | tallies, make columns that areall the same size) | wide enough) Represented with Example: Example: inequality symbols 20, 18, or 5 ens al“Example #1: Create an interval table tor the following information. ‘The masses of 20 teachers, measured to the nearest kilogram, are listed below: ‘ Aas Atietdaid 0727785 71 958191668074 | ees 74 83 79 88 62 76 90 88 91 Colmer | ToSmé90 eat II soSmncag_ [IM | Go£rncioo INI se bo] enol duSS ally inkenals : Example #2 Exercise 62 #1-2 Two-Way Table ‘Two-Way table:a table displaying data, with rows and columns usually showing different variables Presentit ina way that makes it easy ta read the information Example #1: ‘The two-way table shows the result of the games played by a hockey team. =win =Draw | —Lase Total] Home Games FA 3 @ Away Games 3 mm 5 =Total | 74= iD RUG) S= 7 a) How many home games did the hockey team lose?“ b) How many away games did the hockey team win? ¢) How many games did the hockey team drayy altogether? —7Sdp1 calculate statistics for sets discrete and continuous data recognized when to use the range, mean, median, and mode and for grouped data, the modal class Statistics: study and use of data; values calculated froma set of data * Average: a representative value includes mean, median, and mode + Range: the difference between the largest and smallest number in aset, describes how spread the data is (itis not an average) Ca é *To calculate the statistics of feces: data we use average and range If the data set is given: Example #1:This set of data ts the ages of a group of 20 people. il a ie bor tpn | | 12 11 15 12 43 1113 1612 14 11 14 11 14.12 14 14 11 14 14 Display m a frequency table: je iz 5 [Fr ey WHS Nils a) Find the mode (most common value) ‘) oe \ Paganly 5) Find the median (middle value, when the values are pui in order) HMA 12 Wt f(t 438 18 NARA RAE IS c) Find the mean (sum of all values ~total number of values) las le B22 [Ur§ sa Vv v 4s 7G sal? IS c 256 d) Find the range (largest value-smallest value) ee ft 2s 8Exomple#t: The table shows the numberof children in Z2famiies. | ¢ De 2e RA gy Sel GH! Numberofehildren [a] 2 [3] 4 [5] ‘Frequency 3] 26 | 20/[9 [als ey Las PD ng” GS? FZ a) Find the mode. ee a “Lookcfor the largest frequency. (Nove (6 2) lovogst Fegan) wi Ze b) Find the median. + Find the term in the middle by dividing ‘Numerator: Total number inthe sample plus one “72 _ x, Denominator: 2 = — Start adding cach frequency until you get to the term fn step ane Ain it) Mec an c) Find the mean. -Multiply each number by its frequency and add them § +52 +G0%36+20+ 30 =Zog, - Find the mean by dividing ae Numerator: sum ofall the values v Denominator: total number of values 2 §6T: 4) Find the range (largest value~ smallest valtie) 228 Go 4 = 5 rovge.*Sets of data with lots of values (large samples) or continues data is written in grouped frequency tables *The data is set in classes (a group in a set of continuous data) ***Mean, median and range can only be estimates! ***Mode cannot be found but you find modal class (class with highest frequency) Example #1: Use the data below to answer the following questions : ae BUY 3k. Mass (kg) [/16-20 [/21-25 |/26-30 [| 31-35 [/36-40 [/4145) Frequency |\i2_ [Yas |¥ 20 |) 30 [baz Ib 7 4 Me FE eX EMAL tl a) Find the modal class? (Highest frequency) b) Find the median (estimate), ~ Find the term in the middle by dividing Numerator: Total number in the sample plusone 4! Denominator: 2 2 + Start adding each frequency until you get te the term in step one 31-35, ovo 32. c) Find the mean (estimate) -Find the midpoint of each class -Multiply midpoint by the frequency he ay -Find the mean by dividing iby [8 de & bist Numerator: sum of all the midpoint values |{4 23+28+ 934 S54 Denominator: total number of frequencies 100 fe UN) + SE. adae 4) Find the range (largest yalue- smallest value) Hoe YIU +560 1990 46U6 «30 earz -Findlargest range) 100 3 : -Find smallest range -16_ e) Find the midpaintinclassone | bP 1 18 26a) Find the average for both b) Find the ra fat can we draw from the results? Example #2 this table shows the rainfall in a town in May and November, avera period of 25 years. Rainfall (cm) O- 5- 10- 15-20" 25- Number | May 7 14 4 [2 ff a of years | November | 0 3 4 7 [7 | Frequency diagrams show how often particular values occur in a set of data, Example: Bar Graph Discrete Data Continuous Data a — Bars areal the Thereis an equal aes ee There are no gaps ae ae You give the between the bars » frequency diagram ' \ Writethedata | a title and label the Use sensible scale } groups under \ axes on horizontal axis } each bar Use sensible scale oe on the vertical axis ~~ _Example 1: Discrete Grouped The frequency table shows how many pieces of fruit the students in class 8T ate in one week. wv \ # of fruits 0-3 [far [yar is Frequency 7 We ae WE a, Greate a bar graph to represent the data (Cut a 15x15) AL Fruits Shdarts in dass ST oe Mor Week (Sa “0 t Cop betwee) flat each bay, {Crt al Over all Tle pales “X and Vaxis cS fel tittes, Do} si uy t 34 2 ie : fs Os ate Sih ae b, How Ber iienitare ernie ee SM leas c. How many more students ate 8-11 pieces of Fruit than 12-15 pieces? Q ~ Y= 5S d. How many students are there in class 81? 71 G+Q+d> 2L Example #2: (Continuous } The frequency table shows the masses of 20 teachers, measured to nearest kilogram, Draw a frequency diagram to show the data, Mass, m, (kg) | Frequency 6 0 2108 City break 2e i 7 “hG Other a z ce A. Draw a pie chart to represent the data. [“Tok Total 360 Step one: Find the ratio of degrees per person. ——Desrees ofacirele 366 | ap Total peopleinsample “G54 G27 > 44 Dev person Step twa: Find the degrees of the fe. the numbers by multiplying Step three: Add the sectors, they should equal ¥ Step Four: Use a protractor to measure the degrees per sector and label B. What percentage of the peaple went on the beach holiday? ZI ZA pepe whe cue tote Bary q0 otal peaple in Survey Y silly Fachon by 4 eo covert 40 % fr x, hy [0 bExample #2: Sn The table shows the favorite flavors of ice cream of thé 30)students in class 84. [Favorite Flavor Vanilla_| Strawberry | Raspberry | Chocolate | Caramel NumberofStdents | 6 «|) oa Sel 8 42 2AIE TL WG [Ommeqe) sang a. Drawa pie chart to represent the data Step one; Find the ratio of degrees per person Degrees ofacircle 30 36) AZ. 40 , Tatal peopl=in Sample 22% > 4 IZ par person Simpli Step two: Find the degrees of the rest of the numbers by multiplying Step three; Add the sectors, they should equal Step Four: Use a protractor to measure the degrees per sector and label. b. What percentage of the students chase a vanilla flavor? 6 stedants chose von Fo tobat students Jclass-rseticsl v Stenplity by ey. = by cunfnoyy Kad toy § cord to ts by ning a unninadoy 40 Tike co 2Or for (Q)Example #4: ‘The pie chart shows the four makes of car sold by a garage in June. Altogether they sold 180 car@ in June. é 360 ay e — 60 Tayote Sahehaaia et eras the most popular? Find HE MISINY degees. ~ -l26 are b. What fractions of the cars sold were Toyota? KO? Fare Toyota GO Qo: wo, L 360 7 a¢¢ Shy Xo? FT c. What percentage of the cars sold were Vauxhall? convert ety (| Bb aug z d. How many cars were sold ford? XeFord 7 kota): BON) oe ) a i PoeExample: Line Graph: series of points that are joined by straight lines, they shaw trends ‘Trends: Tells you how data changes avera period of time Characteristics Time goes in the horizontal axis Use an appropriate scale on the vertical axis Plot each point accurately * Join the points with a straight line + Give the line graph a title and label the axes Example #1: The table shows the value of a car over a period of five years. Age ofCar (years) | 0 1 2 a 4 Value of Car ($) | 25,000 | 20,000 | 17,000 | 14,900 | 13,400 Lt ee a) Draw a line Bue Le EO show the data S000 tf Mow aaa er TM + . ti EE Coeet I j + foe cf Coulyrs)) During which year did the car lose the most value? Fy diPFOvenle befueen cath car. ¢) Describe the trend in the value of the car ar Ot wait Saco bsy Cevtlinyes 40 decieuse,Straley Aetietge cach dane. 6) Use the graph teste the vluc of the crater 25 years, Sort @ 1.5 “ond go years. aba 18506 Example: + Write the numbers in order of size from smallest to largest + Write a key to explain the numbers * Keep all the numbers in a line vertically and horizontally Example #1 Here are the temperatures in C, recorded in 20 cities on one day. 9 a9 | 26 35 6 a7 32 | 20 30 16, 14 | 16 [18 29 27 8 25 | 32 [ 20 32 4. Draw an ordered stem-and-leaf diagram to show this data {|e (You can make one unordered, and then order the leaf) (Don't forget to make a key. Bx: 315 means 35) qos , NOK b. How many cities had a temperature over 28? Oo 2 cont aber & > Geittes 9 i ¢. Use the stem-and-leafto figure out the mode, median, and range i: nosh wdde vig nal corti) if lo a 4 aie Oak: 0b= g£ aL 0)