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You are on page 1of 11

Learning Objectives

Upon completion of Chapter 2, you will be able to:

Construct a graph from the chart

I. Basic Vocabulary

A frequency distribution is the organization of raw data into a table using categories for the

data in one column and the frequencies for each category in the second column.

Frequency (f) is the tally or count of the number of data values in each class.

Relative frequency (f/n) is the tally or count of the number of data values in each class

divided by the total number of data values.

Cumulative Frequency is the tally or count of the number of data values in a class plus the

frequencies for all lower classes.

Cumulative relative fequency is the cumlative frequency divided by the totally number of

data values.

A. Types of Frequency Distributions

I. Qualitative Data:

Categorical frequency distribution is a two column chart with a list of all possible

attributes or categories for the data in the first column and the count of the

amount of data in each category in the second column.

II. Quantitative Data:

a) Grouped frequency distribution (for data with a small range) is a chart of each

possible individual value of the data in the first column and the count of the

amount of data with that value in the second column.

b) Ungrouped frequency distribution (for data with a small range) is a chart of each

possible individual value of data in the first column and the count of the amount of

data with that value in the second column.

Dr. Janet Winter, jmw11@psu.edu

Stat 200

Page 1

I. Qualitative or Categorical Frequency Distributions

Create a table with gender (Male/Female) in the first column and the count of the

number of men and women in the class in the second column.

Create a table with level of Employment (none, part time, full time) in the first

column and the count of the number of students in the class in each category in the

second column.

In the first column, list the numbers 0, 1, 2, 3, 4 representing the number of keys a

student is carrying. In the second column, list the count of the number of students

with that many keys.

In the first column, list the numbers 0, 1, 2, 3, 4 representing the number of cars

in your family. In the second column, list the count of the number of students with

that many cars in their family.

To compare different data sets

To simplify the computation for measures of average and speed

To determine the shape distribution

To draw charts and graphs for data

For data with a large range, place the data in groups or classes that are several units in width.

The lower class limit represents the smallest data value that can be included in the

class.

The upper class limit represents the largest value that can be included in the class.

Range (R): largest data value minus the smallest data value.

Class boundaries are the numbers used to separate classes but without the gaps

created by class limits.

Stat 200

Page 2

The class width should be an odd number. (Suggested by Bluman)

The classes must be mutually exclusive.

The classes must be continuous.

The classes must be able to include all data.

The classes must be equal width.

The classes must include all data or be exhaustive.

It is the average of either:

a) The 2 class boundaries for each individual class, OR

b) The 2 class limits for each individual class

There are several ways to find the class width (all with the same answer).

The class width is either:

a) The difference in 2 sequential lower class limits (2 different classes),

b) The different between 2 sequential upper class limits (2 different classes), OR

c) The different between the lower and upper boundaries for the same class

Note: the class width is constant throughout the frequency distribution

The process to find class limits from data is as follows:

1. Find the range. Range= maximum-minimum values

2. To find the class width, divide the range by the number of classes and round up to the

next whole odd number. The width has the same number of decimal places as the data.

3. Select the lowest data value as the starting point or lowest class limit.

4. Add the width to find the next lower class limit.

5. Upper limits are 1 unit less than the next classs lower limit.

6. Continue this process until an upper class limit is less than the highest data value.

Note: The last class should not have no members or should not have a frequency equal to

zero.

Dr. Janet Winter, jmw11@psu.edu

Stat 200

Page 3

Sample Size (n)

Less than 16

16 - 31

32 - 63

64 - 127

128 - 255

256 511

512 - 1023

10

Use class limits to find class boundaries:

I. Find the class limits (same number of decimal places as the data).

II. Find upper class boundaries by adding unit to the upper class limit of each class.

III. Find the lower class boundaries by subtracting unit from the lower class limit of each

class.

Class limits have the same number of decimal places as the data, but class boundaries have

one additional place value than the data and end in a 5.

IV.Graphs

A. The Role of Graphs

Attracts attention in a publication or a presentation.

B. Types of Graphs

Bar graph graph of the frequency distribution for qualitative or categorical data.

Histograph graph of the frequency distribution for quantitative data.

Ogive graph of the cumulative frequency for quantitative data.

Frequency polygon graph of the frequency for quantitative data.

Stat 200

Page 4

C. Histogram

Scale: class boundaries or class midpoints

Vertical (or horizontal) bars are proportional to the frequencies for each class.

Class

Boundaries

0.5 20.5

20.5 40.5

40.5 60.5

60.5 80.5

80.5 100.5

Frequency

4

9

20

40

24

Note: The scale on the non-frequency axis is either the class boundaries or class midpoints.

Class midpoints are located in the middle of the bars and class boundaries are

located at the ends of the bars.

D. Frequency Polygon

Scale: class midpoints

Plot the frequency of each class at its midpoint, i.e., (class midpoint, class frequency.)

The scale is sequential midpoints.

Extend the midpoint scale once below the first class midpoint and once above the last

class midpoint. Label the extensions.

Plot a point at each extension with a frequency of zero (extension, 0).

Connect all of the points with line segments forming a polygon.

Note: Remember a polygon is a many sided closed figure. The extension points and the

axis make the figure closed.

Things to Remember About Frequency Polygons

Extend the scale and graph once above the largest class midpoint and once below the

smallest class midpoint.

Use a frequency of zero with both extensions.

Stat 200

Page 5

Class

0.5 20.5

20.5 40.5

40.5 60.5

60.5 80.5

80.5 100.5

Midpoint

10.5

30.5

50.5

70.5

90.5

Frequency

4

9

20

40

24

Note: Cumulative frequency for each upper boundary is the sum of the frequency in that

class plus all lower class frequencies.

Scale: class boundaries

Start with the lowest class boundary (lowest lower boundary, 0) and a frequency of zero,

then plot the cumulative frequency at the class boundary of each class. End with the

highest upper boundary (highest upper boundary, n)

Class

0.5 20.5

20.5 40.5

40.5 60.5

60.5 80.5

80.5 100.5

Frequency

4

9

20

40

24

Stat 200

Cumulative Frequency

4

13

33

73

97

Page 6

Number of Students

100

90

80

70

60

50

40

30

20

10

0

0.5

20.5

40.5

60.5

80.5

100.5

Note: The line segments connect at (.5, 0), (20.5, 4), (40.5, 13), (60.5, 33), (80.5, 73),

(100.5, 97) which are the (lowest lower boundary, 0), (first upper boundary, frequency for

first class), (second upper boundary, frequency for second class),(last upper boundary,

total frequency).

A relative frequency graph uses the frequencies divided by the total of all frequencies

instead of frequencies. Use it with any graph when proportions are more meaningful than

the actual count or frequency.

I. Dot plot is a graph with a point r dot for each data value above a scaled horizontal line.

II. A Pareto chart is a bar graph (for the categorical data) with the categories arranged from

the highest to the lowest frequency.

Frequency

30

20

10

0

Auto

Bus

Trolley

Train

Stat 200

Walk

Page 7

III. A time series graph is used for data that occur over a specific period of time; it is a graph

of time on the x-axis and frequency on the y-axis ( time, quantity) connected with line

segments:

Temperature

55

50

45

40

35

12

Time

IV. A pie graph is a circle divided into sections proportional to the percentage in each category.

Favorite American Snacks

Snack

Nuts

8%

Popcorn

13%

Pretzels

14%

Potato

Chips

38%

Tortilla

Chips

27%

Note: The degree for a segment is the relative frequency for the segment times 360.

V. A stem-and-leaf plot

Use for quantitative data

Vertically ordered list of the left part of the data digits (or stem)

The right most digit of the data digits (called the leaf) listed horizontally and

sequentially to the right

Retains actual data while showing it in graphic form.

Stat 200

Page 8

a) Process:

1. Split the digits in the number into right most digit called the leaf and any

remaining digits to the left called the stems

2. List all possible stem values once in increasing order

3. Draw a vertical line to the right of the stems

4. List the leaves sequentially and horizontally to the right of the vertical line with

their respective stems as often as occurs

Note: A stem value is listed once while leaves are listed as often as they occur in

a data value

b) Example:

Data: 123 125 131 113 101 102 104 111

114 111 132 133 141 142 143 132

Stem Plot:

10

1 2

11

1 1

12

3 5

13

1 2

14

1 2

4

3 4

2 3

3

Split stem-and-leaf

Each stem value is recorded twice

The first line is for trailing digits 1-4

The second line is for trailing digits 5-9

Back to back stem-and-leaf

Separate the data into two categories by listing the leafs for one

category to the left of its stem and the leafs for the other category to

the right of its stem

Stat 200

Page 9

1. One of the early steps a researcher must do when conducting a statistical study is to

a) gather and collect data.

b) use a computer or a calculator to analyze the data.

c) draw conclusions from the data.

2. A statistics professor gives a very easy 100 point test, with the highest score being 98 and

the lowest score being 71. We want to divide this data into categories. Then, a reasonable

width of categories could be

a) 1

b) 5

c) 10

3. The manager of a computer store wishes to track how many computer monitors of

different screen sizes are sold during the week. He tallies the sales by the following

categories: less than 15, 15-15.9, 16-16.9, 17-17.9 18-18.9, 19-19.9, and 20 and

above. The best way to represent the data is using a

a)

b)

c)

d)

Histogram.

Frequency polygon.

Ogive.

All of the above.

a) The frequency polygon presents more information.

b) The ogive presents more information.

c) They have equal amounts of information.

5. If we would like to display all the areas of the states in the Unites States and we only care

about the states with the largest areas, then an appropriate graph would be a

a) Pareto chart.

b) Time series graph.

c) Pie graph.

6. The dean of engineering at a school wishes to track the number of students with

engineering majors over the past 10 years. An appropriate graph would be a

a) Pareto chart.

b) Time series graph.

c) Pie graph.

Dr. Janet Winter, jmw11@psu.edu

Stat 200

Page 10

VI.Summary

Histograms, frequency polygons and ogives are used for quantitative data in a grouped

frequency distribution.

Pareto charts and bar graphs are frequency graphs for qualitative variables.

Time series graphs are used to show a pattern or trend that occurs over time.

Pie graphs are used to show the relationship between the parts and the whole for

qualitative or categorical data.

Data can be organized in meaningful ways using frequency distributions and graphs.

1. One of the early steps a researcher must do when conducting a statistical study is to

a) gather and collect data.

2. A statistics professor gives a very easy 100 point test, with the highest score being a 98 and

the lowest score being 71. We want to divide this data into categories. Then, a reasonable

width of categories could be

b) 5

3. The manager of a computer store wishes to track how many computer monitors of

different screen sizes are sold during the week. He tallies the sales by the following

categories: less than 15, 15-15.9, 16-16.9, 17-17.9 18-18.9, 19-19.9, and 20 and

above. The best way to represent the data is using a

d) All of the above.

4. Which presents more information, a frequency polygon or an ogive?

c) They have equal amounts of information.

5. If we would like to display the areas of the states in the United States and we only care

about the states with the largest areas, then an appropriate graph would be a

a) Pareto chart.

6. The dean of engineering at a school wishes to track the number of students with

engineering majors over the past 10 years. An appropriate graph would be a

b) Time series graph.

Stat 200

Page 11

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