L3 Display Data

STAT S151F Probability and Distribution
Display data
Chapter Outline
2.1 Frequency Distributions and Their Graphs 2.2 More Graphs and Displays 2.3 Measures of Central Tendency
Chapter
2
1
2.4 Measures of Variation 2.5 Measures of Position
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Section 2.1 Objectives

Construct frequency distributions Construct frequency histograms, frequency polygons, relative frequency histograms, and ogives
Section 2.1
Frequency Distributions and Their Graphs
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Frequency Distribution
Frequency Distribution Class Frequency, f Class width A table that shows 15 5 classes or intervals of 6 1 = 5 610 8 data with a count of the 1115 6 number of entries in each 1620 8 class. 2125 5 The frequency, f, of a class is the number of 2630 4 data entries in the class. Lower class Upper class
limits
Constructing a Frequency Distribution

1. Decide on the number of classes. Usually between 5 and 20; otherwise, it may be difficult to detect any patterns. 2. Find the class width. Determine the range of the data. Divide the range by the number of classes. Round up to the next convenient number.
limits
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3. Find the class limits. You can use the minimum data entry as the lower limit of the first class. Find the remaining lower limits (add the class width to the lower limit of the preceding class). Find the upper limit of the first class. Remember that classes cannot overlap. Find the remaining upper class limits.

4. Make a tally mark for each data entry in the row of the appropriate class. 5. Count the tally marks to find the total frequency f for each class.
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Example: Constructing a Frequency Distribution

The following sample data set lists the prices (in dollars) of 30 portable global positioning system (GPS) navigators. Construct a frequency distribution that has seven classes. 90 130 400 200 350 70 325 250 150 250 275 270 150 130 59 200 160 450 300 130 220 100 200 400 200 250 95 180 170 150
Solution: Constructing a Frequency Distribution

90 130 400 200 350 70 325 250 150 250 275 270 150 130 59 200 160 450 300 130 220 100 200 400 200 250 95 180 170 150 1. Number of classes = 7 (given) 2. Find the class width
max min 450 59 391 = = 55.86 #classes 7 7
Round up to 56
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3. Use 59 (minimum value) as first lower limit. Add the class width of 56 to get the lower limit of the next class. 59 + 56 = 115 Find the remaining lower limits.
Lower limit Class width = 56 59 115 171 227 283 339 395
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The upper limit of the first class is 114 (one less than the lower limit of the second class). Add the class width of 56 to get the upper limit of the next class. 114 + 56 = 170 Find the remaining upper limits.
Upper limit
Lower limit 59 115 171 227 283 339 395
Upper limit 114 170 226 282 338 394 450

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Class width = 56

4. Make a tally mark for each data entry in the row of the appropriate class. 5. Count the tally marks to find the total frequency f for each class.
Class 59114 115170 171226 227282 283338 339394 395450
Determining the Midpoint

Midpoint of a class
(Lower class limit) + (Upper class limit) 2
Class 59114 115170 171226 Midpoint
59 + 114 = 86.5 2
115 + 170 = 142.5 2
Tally IIII IIII III IIII I IIII II I III
Frequency, f 5 8 6 5 2 1 3
Frequency, f 5
Class width = 56
8 6
171 + 226 = 198.5 2
Determining the Relative Frequency

Relative Frequency of a class Portion or percentage of the data that falls in a particular class. Class frequency f = Relative frequency = Sample size n
Class 59114 115170 171226
Determining the Cumulative Frequency

Cumulative frequency of a class The sum of the frequencies for that class and all previous classes.
Class 59114 Frequency, f 5 Cumulative frequency 5 13 19
Frequency, f 5 8 6
Relative Frequency
5 0.17 30 8 0.27 30 6 = 0.2 30
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115170 171226
+ 8 + 6
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Expanded Frequency Distribution
Graphs of Frequency Distributions

Frequency Histogram A bar graph that represents the frequency distribution. The horizontal scale is quantitative and measures the data values. The vertical scale measures the frequencies of the classes. Consecutive bars must touch.
frequency
Class 59114 115170 171226 227282 283338 339394 395450
Frequency, f 5 8 6 5 2 1 3
Midpoint 86.5 142.5 198.5 254.5 310.5 366.5 422.5
Relative frequency 0.17 0.27 0.2 0.17 0.07 0.03 0.1 f 1 n
Cumulative frequency 5 13 19 24 26 27 30
f = 30
data values
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Class Boundaries
Class boundaries The numbers that separate classes without forming gaps between them. The distance from the upper limit of the first class to the lower limit of the second class is 115 114 = 1. Half this distance is 0.5.
Class boundaries 58.5114.5 Frequency, f 5 8 6
Class Boundaries
Class 59114 115170 171226 227282 283338 339394 395450 Class boundaries 58.5114.5 114.5170.5 170.5226.5 226.5282.5 282.5338.5 338.5394.5 394.5450.5 Frequency, f 5 8 6 5 2 1 3
Class 59114 115170 171226
First class lower boundary = 59 0.5 = 58.5 First class upper boundary = 114 + 0.5 = 114.5
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Example: Frequency Histogram

Construct a frequency histogram for the Global Positioning system (GPS) navigators.
Class 59114 115170 171226 227282 283338 339394 395450 Class boundaries 58.5114.5 114.5170.5 170.5226.5 226.5282.5 282.5338.5 338.5394.5 394.5450.5 Midpoint 86.5 142.5 198.5 254.5 310.5 366.5 422.5 Frequency, f 5 8 6 5 2 1 3
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Solution: Frequency Histogram (using Midpoints)
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Solution: Frequency Histogram (using class boundaries)

Frequency Polygon A line graph that emphasizes the continuous change in frequencies.
frequency data values
You can see that more than half of the GPS navigators are priced below $226.50.
Example: Frequency Polygon

Construct a frequency polygon for the GPS navigators frequency distribution.
Class 59114 115170 171226 227282 283338 339394 395450 Midpoint 86.5 142.5 198.5 254.5 310.5 366.5 422.5 Frequency, f 5 8 6 5 2 1 3
Solution: Frequency Polygon

The graph should begin and end on the horizontal axis, so extend the left side to one class width before the first class midpoint and extend the right side to one class width after the last class midpoint.
You can see that the frequency of GPS navigators increases up to $142.50 and then decreases.

Relative Frequency Histogram Has the same shape and the same horizontal scale as the corresponding frequency histogram. The vertical scale measures the relative frequencies, not frequencies.
relative frequency
Example: Relative Frequency Histogram

Construct a relative frequency histogram for the GPS navigators frequency distribution.
Class 59114 115170 171226 227282 283338 339394 Class boundaries 58.5114.5 114.5170.5 170.5226.5 226.5282.5 282.5338.5 338.5394.5 394.5450.5 Frequency, f 5 8 6 5 2 1 3 Relative frequency 0.17 0.27 0.2 0.17 0.07 0.03 0.1
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data values
395450
Solution: Relative Frequency Histogram

Cumulative Frequency Graph (Ogive) A line graph that displays the cumulative frequency of each class at its upper class boundary. The upper boundaries are marked on the horizontal axis. The cumulative frequencies are marked on the vertical axis.
cumulative frequency
6.5
18.5
30.5
42.5
54.5
66.5
78.5
90.5
From this graph you can see that 27% of GPS navigators are priced between $114.50 and $170.50.
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data values
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Constructing a cumulative frequency graph

1. Construct a frequency distribution that includes cumulative frequencies as one of the columns. 2. Specify the horizontal and vertical scales. The horizontal scale consists of the upper class boundaries. The vertical scale measures cumulative frequencies. 3. Plot points that represent the upper class boundaries and their corresponding cumulative frequencies.
Constructing a cumulative frequency graph

4. Connect the points in order from left to right. 5. The graph should start at the lower boundary of the first class (cumulative frequency is zero) and should end at the upper boundary of the last class (cumulative frequency is equal to the sample size).
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Example
Construct an ogive for the GPS navigators frequency distribution.
Class 59114 115170 171226 227282 283338 339394 395450 Class boundaries 58.5114.5 114.5170.5 170.5226.5 226.5282.5 282.5338.5 338.5394.5 394.5450.5 Frequency, f 5 8 6 5 2 1 3 Cumulative frequency 5 13 19 24 26 27 30 6.5 18.5
Solution
30.5
42.5
54.5
66.5
78.5
90.5
From the ogive, you can see that about 25 GPS navigators cost $300 or less. The greatest increase occurs between $114.50 and $170.50.
Section 2.1 Summary

Constructed frequency distributions Constructed frequency histograms, frequency polygons, relative frequency histograms and ogives
Section 2.2
More Graphs and Displays
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Section 2.2 Objectives

Graph quantitative data using stem-and-leaf plots and dot plots Graph qualitative data using pie charts and Pareto charts Graph paired data sets using scatter plots and time series charts
Graphing Quantitative Data Sets

Stem-and-leaf plot Each number is separated into a stem and a leaf. Similar to a histogram. Still contains original data values. 26 Data: 21, 25, 25, 26, 27, 28, 30, 36, 36, 45 2 3 4 1 5 5 6 7 8 0 6 6 5
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Example: Constructing a Stem-and-Leaf Plot

The following are the numbers of text messages sent last week by the cellular phone users on one floor of a college dormitory. Display the data in a stem-and-leaf plot.
155 159 118 118 139 139 129 112 144 108 122 126 129 122 78 148 105 145 126 116 130 114 122 112 112 142 126 121 109 140 126 119 113 117 118 109 109 119 133 126 123 145 121 134 124 119 132 133 124 147
Solution: Constructing a Stem-and-Leaf Plot

155 159 118 118 139 139 129 112 144 108 122 126 129 122 78 148 105 145 126 116 130 114 122 112 112 142 126 121 109 140 126 119 113 117 118 109 109 119 133 126 123 145 121 134 124 119 132 133 124 147
The data entries go from a low of 78 to a high of 159. Use the rightmost digit as the leaf. For instance, 78 = 7 | 8 and 159 = 15 | 9 List the stems, 7 to 15, to the left of a vertical line. For each data entry, list a leaf to the right of its stem.
Solution: Constructing a Stem-and-Leaf Plot

Include a key to identify the values of the data.
Graphing Quantitative Data Sets

Dot plot Each data entry is plotted, using a point, above a horizontal axis. Data: 21, 25, 25, 26, 27, 28, 30, 36, 36, 45 26
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
From the display, you can conclude that more than 50% of the cellular phone users sent between 110 and 130 text messages.
Example: Constructing a Dot Plot

Use a dot plot organize the text messaging data.
155 159 118 118 139 139 129 112 144 108 122 126 129 122 78 148 105 145 126 116 130 114 122 112 112 142 126 121 109 140 126 119 113 117 118 109 109 119 133 126 123 145 121 134 124 119 132 133 124 147 155 159 118 118 139 139 129 112
Solution: Constructing a Dot Plot

144 108 122 126 129 122 78 148 105 145 126 116 130 114 122 112 112 142 126 121 109 140 126 119 113 117 118 109 109 119 133 126 123 145 121 134 124 119 132 133 124 147
So that each data entry is included in the dot plot, the horizontal axis should include numbers between 70 and 160. To represent a data entry, plot a point above the entry's position on the axis. If an entry is repeated, plot another point above the previous point.
From the dot plot, you can see that most values cluster between 105 and 148 and the value that occurs the most is 126. You can also see that 78 is an unusual data value.
Graphing Qualitative Data Sets

Pie Chart A circle is divided into sectors that represent categories. The area of each sector is proportional to the frequency of each category.
Example: Constructing a Pie Chart

The numbers of earned degrees conferred (in thousands) in 2007 are shown in the table. Use a pie chart to organize the data. (Source: U.S. National Center for
Educational Statistics) Type of degree Associates Bachelors Masters First professional Doctoral Number (thousands) 728 1525 604 90 60
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Find the relative frequency (percent) of each category.

Type of degree Associates Bachelors Masters First professional Doctoral Frequency, f 728 1525 604 90 60
f = 3007
Solution: Constructing a Pie Chart

Relative frequency
728 0.24 3007 1525 0.51 3007 604 0.20 3007
90 0.03 3007 60 0.02 3007

Construct the pie chart using the central angle that corresponds to each category. To find the central angle, multiply 360 by the category's relative frequency. For example, the central angle for associates degrees is 360(0.24) 86
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Relative Frequency, f frequency 728 1525 604 90 60 0.24 0.51 0.20 0.03 0.02
Type of degree Associates Bachelors Masters First professional Doctoral
Central angle 360(0.24)86 360(0.51)184 360(0.20)72 360(0.03)11 360(0.02)7
Type of degree Associates Bachelors Masters First professional Doctoral
Relative frequency 0.24 0.51 0.20 0.03 0.02
Central angle 86 184 72 11 7
From the pie chart, you can see that over one half of the degrees conferred in 2007 were bachelors degrees.
Graphing Qualitative Data Sets

Pareto Chart A vertical bar graph in which the height of each bar represents frequency or relative frequency. The bars are positioned in order of decreasing height, with the tallest bar positioned at the left.
Frequency
Example: Constructing a Pareto Chart

In a recent year, the retail industry lost $36.5 billion in inventory shrinkage. Inventory shrinkage is the loss of inventory through breakage, pilferage, shoplifting, and so on. The causes of the inventory shrinkage are administrative error ($5.4 billion), employee theft ($15.9 billion), shoplifting ($12.7 billion), and vendor fraud ($1.4 billion). Use a Pareto chart to organize this data. (Source: National Retail Federation and Center for
Retailing Education, University of Florida)
Categories
Solution: Constructing a Pareto Chart

Causes of Inventory Shrinkage
Cause Admin. error Employee theft Shoplifting Vendor fraud $ (billion) 5.4 15.9 12.7 1.4
Millions of dollars 20 15 10 5 0
Employee Theft Shoplifting Admin. Error Vendor fraud
Graphing Paired Data Sets

Paired Data Sets Each entry in one data set corresponds to one entry in a second data set. Graph using a scatter plot. The ordered pairs are graphed as y points in a coordinate plane. Used to show the relationship between two quantitative variables.
x
Cause
From the graph, it is easy to see that the causes of inventory shrinkage that should be addressed first are employee theft and shoplifting.
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Example: Interpreting a Scatter Plot

The British statistician Ronald Fisher introduced a famous data set called Fisher's Iris data set. This data set describes various physical characteristics, such as petal length and petal width (in millimeters), for three species of iris. The petal lengths form the first data set and the petal widths form the second data set. (Source: Fisher, R.
A., 1936)
Example: Interpreting a Scatter Plot

As the petal length increases, what tends to happen to the petal width?
Each point in the scatter plot represents the petal length and petal width of one flower.
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Solution: Interpreting a Scatter Plot
Graphing Paired Data Sets

Time Series Data set is composed of quantitative entries taken at regular intervals over a period of time. e.g., The amount of precipitation measured each day for one month. Use a time series chart to graph.
Interpretation From the scatter plot, you can see that as the petal length increases, the petal width also tends to increase.
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Quantitative data
time
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Example: Constructing a Time Series Chart

The table lists the number of cellular telephone subscribers (in millions) for the years 1998 through 2008. Construct a time series chart for the number of cellular subscribers.
(Source: Cellular Telecommunication & Internet Association)
Solution: Constructing a Time Series Chart

Let the horizontal axis represent the years. Let the vertical axis represent the number of subscribers (in millions). Plot the paired data and connect them with line segments.
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Solution: Constructing a Time Series Chart
Section 2.2 Summary

Graphed quantitative data using stem-and-leaf plots and dot plots Graphed qualitative data using pie charts and Pareto charts Graphed paired data sets using scatter plots and time series charts
The graph shows that the number of subscribers has been increasing since 1998, with greater increases recently.

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STAT S151F Probability and Distribution

2.4 Measures of Variation 2.5 Measures of Position

2012 Pearson Education, Inc. All rights reserved.

Section 2.1 Objectives

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Constructing a Frequency Distribution

Constructing a Frequency Distribution

Constructing a Frequency Distribution

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Example: Constructing a Frequency Distribution

Solution: Constructing a Frequency Distribution

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Solution: Constructing a Frequency Distribution

Solution: Constructing a Frequency Distribution

Lower limit 59 115 171 227 283 339 395

Upper limit 114 170 226 282 338 394 450

2012 Pearson Education, Inc. All rights reserved.

Solution: Constructing a Frequency Distribution

Determining the Midpoint

Tally IIII IIII III IIII I IIII II I III

171 + 226 = 198.5 2

Determining the Relative Frequency

Determining the Cumulative Frequency

2012 Pearson Education, Inc. All rights reserved.

Expanded Frequency Distribution

Graphs of Frequency Distributions

Class 59114 115170 171226 227282 283338 339394 395450

Midpoint 86.5 142.5 198.5 254.5 310.5 366.5 422.5

Relative frequency 0.17 0.27 0.2 0.17 0.07 0.03 0.1 f 1 n

Class 59114 115170 171226

2012 Pearson Education, Inc. All rights reserved.

Example: Frequency Histogram

Solution: Frequency Histogram (using Midpoints)

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Solution: Frequency Histogram (using class boundaries)

Graphs of Frequency Distributions

Example: Frequency Polygon

Solution: Frequency Polygon

2012 Pearson Education, Inc. All rights reserved.

Graphs of Frequency Distributions

Example: Relative Frequency Histogram

2012 Pearson Education, Inc. All rights reserved.

Solution: Relative Frequency Histogram

Graphs of Frequency Distributions

Constructing a cumulative frequency graph

Constructing a cumulative frequency graph

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Section 2.1 Summary

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Section 2.2 Objectives

Graphing Quantitative Data Sets

2012 Pearson Education, Inc. All rights reserved.

2012 Pearson Education, Inc. All rights reserved.

Example: Constructing a Stem-and-Leaf Plot

Solution: Constructing a Stem-and-Leaf Plot

2012 Pearson Education, Inc. All rights reserved.

Solution: Constructing a Stem-and-Leaf Plot