This pdf includes the following topics:- Frequency Distributions EPAGAS Frequency Table Relative Frequency Choosing Categories Bar Graphs Representing Quantitative data using a Histogram and many more.
1. Frequency Distributions In this section, we look at ways to organize data in order to make it user friendly. We begin by presenting two data sets, from which, because of how the data is presented, it is difficult to obtain meaningful information. We will present ways to organize and present the data , from which meaningful summary information can be derived at a glance. Data Set 1 A random sample of 20 students were asked to estimate the average number of hours they spent per week studying outside of class. Also their eye color and the number of pets they owned was recorded. The results are given on the next page.
2. Frequency Distributions Student # Hours Studying Eye Color # Pets Student 1 10 blue 1 Student 2 7 brown 0 Student 3 15 brown 3 Student 4 20 green 1 Student 5 40 blue 2 Student 6 25 green 1 Student 7 22 hazel 0 Student 8 13 brown 5 Student 9 12 gray 4 Student 10 21 hazel 3 Student 11 16 blue 1 Student 12 22 green 1 Student 13 25 brown 1 Student 14 30 green 2 Student 15 29 brown 0 Student 16 25 green 4 Student 17 27 gray 0 Student 18 15 hazel 1 Student 19 14 blue 2 Student 20 17 brown 2
3. Frequency Distributions Data Set 2: EPAGAS The Environmental Protection Agency (EPA) perform extensive tests on all new car models to determine their mileage ratings. The 25 measurements given below represent the results of the test on a sample of size 25 of a new car model. EPA mileage ratings on 25 cars 36.3 41.0 36.9 37.1 44.9 40.5 36.5 37.6 33.9 40.2 38.5 39.0 35.5 34.8 38.6 41.0 31.8 37.3 33.1 37.0 37.1 40.3 36.7 37.0 33.9
4. Frequency Table or Frequency Distribution To construct a frequency table, we divide the observations into classes or categories. The number of observations in each category is called the frequency of that category. A Frequency Table or Frequency Distribution is a table showing the categories next to their frequencies. When dealing with Quantitative data (data that is numerical in nature), the categories into which we group the data may be defined as a range or an interval of numbers, such as 0 − 10 or they may be single outcomes (depending on the nature of the data). When dealing with Qualitative data (non-numerical data), the categories may be single outcomes or groups of outcomes. When grouping the data in categories, make sure that they are disjoint (to ensure that observations do not fall into more than category) and that every observation falls into one of the categories.
5. Frequency Table or Frequency Distribution Example: Data Set 1 Here are frequency distributions for the data on eye color and number of pets owned. (Note that we lose some information from our original data set by separating the data) Eye Color # of Students # Pets # of Students (Category) ( Frequency) (Category) ( Frequency) 0 4 Blue 4 1 7 Brown 6 2 4 Gray 2 3 2 Hazel 5 4 2 Green 3 5 1 Total 20 Total 20 Note that sum of frequencies = total number of observations, in this case number of students in our sample.
6. Relative Frequency The relative frequency of a category is the frequency of that category (the number of observations that fall into the category) divided by the total number of observations: Relative Frequency of Category i = frequency of category i total number of observations We may wish to also/only record the relative frequency of the classes (or outcomes) in our table.
7. Relative Frequency Eye Color Proportion of Students # Pets Proportion of Students (Category) ( Rel. Frequency) (Category) ( Rel. Frequency) 0 0.20 Blue 0.20 1 0.35 Brown 0.30 2 0.20 Gray 0.10 3 0.10 Hazel 0.25 4 0.10 Green 0.15 5 0.05 Total 1.0 Total 1.0
8. Choosing Categories I When choosing categories, the categories should cover the entire range of observations, but should not overlap. If the categories chosen are intervals one should specify what happens to data at the end points of the intervals. I For example if the categories are the intervals 0-10, 10-20, 20-30, 30-40, 40-50. One should specify which interval 10 goes into, which interval 20 goes into, etc.. It’s usual to use different brackets in interval notation to indicate whether the endpoint is included or not. The notation [0, 10) denotes the interval from 0 to 10 where 0 is included in the interval but 10 is not.
9. Choosing Categories I Common sense should be used in forming categories. Somewhere between 5 and 15 categories gives a meaningful picture that is easily processed. However if there are only 3 candidates for a presidential election and you conduct a poll to determine who those polled will vote for, then it is natural to choose 3 categories.
10. Choosing Categories I Common sense should be used in forming categories. Somewhere between 5 and 15 categories gives a meaningful picture that is easily processed. However if there are only 3 candidates for a presidential election and you conduct a poll to determine who those polled will vote for, then it is natural to choose 3 categories. I To choose intervals as categories with quantitative data, one might subtract the smallest observation from the largest and divide by the desired number of intervals. This gives a rough idea of interval length. Then adjust it to a simpler (larger) number which is relatively close to it, making intervals of the desired length where the first starts at a natural point lower than the minimum observation and the last ends at a natural point greater than the maximum observation.
11. Choosing Categories I For example, if you data ranged from 1 to 29, and you wanted to create 6 categories as intervals of equal length. The length of each should be approximately 29−1 6 ≈ 4.667. It is natural to use 6 intervals of length 5 in this case, with the first starting at 0 and the last ending at 30. If we decide to include the right end point and exclude the left end point for each interval, our intervals are : (0, 5], (5, 10], (10, 15], (15, 20], (20, 25], (25, 30].
12. Choosing Categories Example: Data set 2 Make a frequency distribution (table) for the data on mileage ratings using 5 intervals of equal length. Include the left end point of each interval and omit the right end point. EPA mileage ratings on 25 cars Mileage # of cars 36.3 41.0 36.9 37.1 44.9 (Category) ( Frequency) 40.5 36.5 37.6 33.9 40.2 38.5 39.0 35.5 34.8 38.6 [ , ) 41.0 31.8 37.3 33.1 37.0 37.1 40.3 36.7 37.0 33.9 [ , ) [ , ) [ , ) [ , ) Total
13. Choosing Categories We are told to divide the data into 5 intervals of equal length. The smallest value in the data is 31.8 and the largest is 44.9 44.9 − 31.8 and = 2.62. If we start at 30.0 and use intervals of 5 length 3, 5 intervals later will end at 45.0 so we cover the data. Mileage # of cars (Category) ( Frequency) [30, 33 ) 1 [33, 36) 5 The value 39.0 goes in the in- [36, 39 ) 12 terval [39, 42) NOT the inter- val [36, 39). [39, 42 ) 6 [42, 45 ) 1 Total 25
14. Choosing Categories Example: Data set 1 Make a frequency distribution (table) for the data on the estimated average number of hours spent studying in data set 1, using 7 intervals of equal length. Include the left end point of each interval and omit the right end point. We are told to divide the data into 7 intervals of equal length. The smallest value in the data is 7 and the largest 40 − 7 is 40. Since ≈ 4.7, it makes sense to use intervals of 7 length 5. Starting at 5, we will end at 40. Since we have a value of 40 and we have agreed to omit right-hand end points, this does not quite work. If we start with 6 we will be OK.
16. If we started with 5 and used 8 intervals: Hours Studying # of students (Category) ( Frequency) [5, 10 ) 1 [10, 15 ) 4 [15, 20 ) 4 [20, 25 ) 4 [25, 30 ) 5 [30, 35 ) 1 [35, 40 ) 0 [40, 45 ) 1 Total 20
17. Representing Qualitative data graphically Pie Chart One way to present our qualitative data graphically is using a Pie Chart. The pie is represented by a circle (Spanning 3600 ). The size of the pie slice representing each category is proportional to the relative frequency of the category. The angle that the slice makes at the center is also proportional to the relative frequency of the category; in fact the angle for a given category is given by: category angle at the center = relative frequency category × 3600 . The pie chart should always adhere to the area principle. That is the proportion of the area of the pie devoted to any category is the same as the proportion of the data that lies in that category. This principle is commonly violated to alter perception and subtly promote a particular point of view (see end of slides).
18. Representing Qualitative data graphically Example 1 Here is the data on eye color from data set 1 in a pie chart.
19. My favourite pie chart
20. Bar Graphs We can also represent our data graphically on a Bar Chart or Bar Graph. Here the categories of the qualitative variable are represented by bars, where the height of each bar is either the category frequency, category relative frequency, or category percentage. The bases of all bars should be equal in width. Having equal bases ensures that the bar graph adheres to the area principle, which in this case means that the proportion of the total area of the bars devoted to a category( = area of the bar above a category divided by the sum of the areas of all bars) should be the same as the proportion of the data in the category. This principle is often violated to promote a particular point of view (see end of slides).
21. Bar Graphs
22. Representing Quantitative data using a Histogram Histograms A histogram is a bar chart in which each bar represents a category and its height represents either the frequency, relative frequency (proportion) or percentage in that category. If a variable can only take on a finite number of values (or the values can be listed in an infinite sequence) the variable is said to be discrete. For example the number of pets in Data set 1 was a discrete variable and each value formed a category of its own. In this case, each bar in the histogram is centered over the number corresponding to the category and all bars have equal width of 1 unit. (see below).
23. Representing Quantitative data using a Histogram
24. Representing Quantitative data using a Histogram If a variable can take all values in some interval, it is called a continuous variable. If our data consists of observations of a continuous variable, such as that in data set 2, the categories used for our histogram should be intervals of equal length (to adhere to the area principle) formed in a manner similar to that described above for frequency tables. The bases of the bars in our histogram are comprised of these categories of equal length and their heights represent either the frequency, relative frequency or percentage in each category. Because it is difficult to tell from the histogram alone which endpoints are included in the categories, we adopt the convention that the categories (intervals) include the left endpoint but not the right endpoint.
25. Representing Quantitative data using a Histogram Example Construct a histogram for the data in data set 2 on EPA mileage ratings, using the categories used above in the frequency table. Use the frequency of observations in each category to define the height of the bars. Mileage # of cars (Category) ( Frequency) [ , ) [ , ) [ , ) [ , ) [ , ) Total
26. Representing Quantitative data using a Histogram On the left is the frequency data from above. Hours Studying # of students (Category) ( Frequency) [6, 11 ) 2 [11, 16 ) 5 [16, 21 ) 3 [21, 26 ) 6 [26, 31 ) 3 [31, 36 ) 0 [36, 41 ) 1 Total 20
27. Changing the width of the categories For large data sets one can get a finer description of the data, by decreasing the width of the class intervals on the histogram. The following Histograms are for the same set of data, recording the duration (in minutes) of eruptions of the Old Faithful Geyser in Yellowstone National Park. 01/07/2008 06:34 PM
28. Stem and Leaf Display Another graphical display presenting a compact picture of the data is given by a stem and leaf plot. To construct a Stem and Leaf plot I Separate each measurement into a stem and a leaf – generally the leaf consists of exactly one digit (the last one) and the stem consists of 1 or more digits. e.g.: 734 stem = 73, leaf=4 2.345 stem = 2.34, leaf=5. Sometimes the decimal is left out of the stem but a note is added on how to read each value. For the 2.345 example we would state that 234|5 should be read as 2.345.
29. Stem and Leaf Display Sometimes, when the observed values have many digits, it may be helpful either to round the numbers (round 2.345 to 2.35, with stem=2.3, leaf=5) or truncate (or dropping) digits (truncate 2.345 to 2.34). I Write out the stems in order increasing vertically (from top to bottom) and draw a line to the right of the stems. I Attach each leaf to the appropriate stem. I Arrange the leaves in increasing order (from left to right).
30. Stem and Leaf Display Example Make a Stem and Leaf Plot for the data on the average number of hours spent studying per week given in Data Set 1. 10, 7, 15, 20, 40, 25, 22, 13, 12, 21 16, 22, 25, 30, 29, 25, 27, 15, 14, 17 All are data points are 2 digit integers and the tens digit goes from 0 to 4. 0 7 1 0 2 3 4 5 5 6 7 2 0 2 3 4 5 5 6 7 9 3 0 4 0
31. Extras : How to Lie with statistics Example This (faux) pie chart, shows the needs of a cat, and comes from a box containing a cat toy. Note that the “categories” are not distinct and they use an exploding slice to distort the are for Hunting, which is the need of your cat that this particular toy is supposed to fulfill.
32. Extras : How to Lie with statistics
33. Extras : How to Lie with statistics A subtle way to lie with statistics is to violate the area rule. The pie chart below is distorted to make the areas of regions devoted to some categories proportionally larger than they should be by stretching 73492685_3d516242aa_m.jpg the pie (JPEG Image, intopixels) 240x198 an oval shape and adding a third dimension.
34. Extras : How to Lie with statistics Example Both of the following graphs represent the same information. The graph on the left violates the area principle by making the base of the bars (banknotes) of unequal width. Purchasing Power of the Diminishing Dollar $1.00 1.0 94c 83c 0.8 64c 0.6 44c 0.4 0.2 0.0 1958 1963 1968 1973 1978 Eisenhower Kennedy Johnson Nixon Carter Is the bottom dollar note roughly half the size of the top one?
35. Google Image Result for http://lilt.ilstu.edu/gmklass/pos138/datadisplay/sections/charts/3%20graphic%20data_files/image016.jpg 02/10/2007 07:43 PM Extras : How to Lie with statistics Google Image Result for http://lilt.ilstu.edu/gmklass/pos138/datadis... http://images.google.com/ a number (actually, in the case of a scatterplot, two numbers). It is the job of the chart’s text to tell the reader just what each of those numbers represents. See full-size image. Designing good charts, however, presents more challenges than tabular display as it draws on lilt.ilstu.edu/.../image016.jpg Example the talents of both All ofandthe the scientist the artist.following You have to know andgraphs understand your violate data, but the area 504 x 389 pixels - 27k you also need a good sense of how the reader will visualize the chart’s graphical elements. Image may be scaled down and su principle by replacing the bars displayed Two problems arise in charting that are less common when data areBelow by irregular in tables. Poor objects in Example 4.4 How to Lie with Statistics is the image in its original context on the page: lilt.ilstu.edu/.../section addition to making choices, or deliberately deceptive, choicesthe bases in graphic of unequal design can provide a distorted picture oflength. The bar graph that follows presents the total sales figures for three realtors. When the bars are replaced with pictures, often related to the topic of the numbers graph, the graph is called and relationships they represent. a pictogram. A more common problem is that charts are often Total designed in ways that hide what the data might tell us, or that distract the reader from quickly Sales $2.05 million discerning the meaning of the evidence presented in the chart. Each of these problems is $1.41 million illustrated in the two classic texts on data presentation: Darrell Huff’s How to Lie with Statistics $0.9 million (1994) and Edward Tufte’s The Visual Display of Quantitative Information (1983). Huff’s No. #1 Realtor 1 little paperback, No. 2#2 first published Realtor RealtorNo. #33 in 1954 and reissued many times thereafter, condemned Realtor graphical representations of data that “lied”. Here, the two numbers, one 3 times the magnitude (a) How does the height of the home for Realtor 1 compare to that for of3?the other, are represented by two cows, one Realtor 27 times larger than the other, resulting in a Lie (b) How does the area of the home for Realtor 1 compare to that for Factor Realtor 3? of 9. Solution (a) The height for Realtor 1 is just slightly over twice that of Realtor 3. The heights are at the correct total sales levels. (b) To avoid distortion of the pictures, the area of the home for Realtor 1 is more than four times the area of the home for Realtor 3. What We’ve Learned: When you see a pictogram, be careful to interpret the results appropriately, and do not allow the area of the pictures to mislead you. ! Figure 1: Graphical distortion of data SOURCE: DarrellChapter Huff.4 --- 13 1993. How to Lie with Statistics WW Norton & Co, 72. Here the figure depicts the increase in the number of milk cows in the United States, from 8 million in 1860 to twenty five million in 1936. The larger cow is thus represented as three times the height the 1860 cow. But she is also three times as wide, thus taking up nine times the
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