Describing

 Data  with  Graphs  

Many  sets  of  measurements  are  samples  selected  from  

larger   popula9ons.   Other   sets   cons9tute   the   en9re  
popula9on,  as  in  a  na9onal  census.    
 
What  variable  is,    
 
how  to  classify  variables  into  several  types,    
 
how  measurements  or  data  are  generated.    
 
how  to  use  graphs  to  describe  data  sets.  

Book  reference:  Introduc9on  to  Probability  and  Sta9s9cs  with  CourseMate  

 
Authors  names:    Mendenhall/Beaver/Beaver  
 clearly and understandably to your audience!

●
Data

Qualitative Quantitative

Discrete Continuous
 VARIABLES  AND  DATA  

A  variable  is  a  characteris9c  that  changes  or  varies  over  9me  and/or  for  different  
individuals  or  objects  under  considera9on.  

For  example,  body  temperature  is  a  variable  that  changes  over  9me  within  a  single  
individual;  it  also  varies  from  person  to  person.  Religious  affilia9on,  ethnic  origin,  
income,  height,  age,  and  number  of  offspring  are  all  variables—characteris9cs  that  vary  
depending  on  the  individual  chosen.  

An  experimental  unit  is  the  individual  or  object  on  which  a  variable  is  measured.  
A  single  measurement  or  data  value  results  when  a  variable  is  actually  measured  
on  an  experimental  unit.  

A  popula1on  is  the  set  of  all  measurements  of  interest  to  the  inves9gator.  

A  sample  is  a  subset  of  measurements  selected  from  the  popula9on  of  interest.  
 When  a  variable  is  actually  measured  on  a  set  of  experimental  units,  a  set  of  
measurements  or  data  result.  

Univariate  data  result  when  a  single  variable  is  measured  on  a  single  
experimental  unit.  
d 9/6/11 7:28 PM Page 9

If  you  measure  the  body  temperatures  of  148  people,  the  resul9ng  data  are  
univariate  

Bivariate  data  result  when  two  variables  are  measured  on  a  single  experimental  unit.  
1.2 TYPES OF VARIABLES ❍ 9
Mul1variate  data  result  when  more  than  two  variables  are  measured.  

●
five
ents

five  variables  were  measured  on  each  student,  resul9ng  in  mul+variate  data.  
The second variable measured on the students is gender, in column C. This variable
 TYPES  OF  VARIABLES  

Qualita1ve  variables  measure  a  quality  or  characteris9c  on  each  experimental  unit.  
Quan1ta1ve  variables  measure  a  numerical  quan9ty  or  amount  on  each  
experimental  unit.   1.2 TYPES OF VARIABLES ❍ 9

Qualita9ve  variables  produce  data  that  can  be  categorized  according  to  
similari9es  
The second or  variable
differences   in  kind;  
measured onhtheence,   they  aisre  gender,
students o\en  cin
alled  categorical  
column C. Thisdvariable
ata.  
is somewhat different from GPA, since it can take only one of two values—male (M)
The  variables  gender,  year,  and  major  in  the  table  are  qualita9ve  variables  that  
or female (F). The population, if it could be enumerated, would consist of a set of Ms
produce   c ategorical   d ata.   H ere   a re   s ome   o ther   examples:  
and Fs, one for each student at the university. Similarly, the third and fourth variables,
•  Poli9cal  
year and major, affilia9on:   Republican,  
generate nonnumerical Democrat,  
data. Year Independent  
has four categories (Fr, So, Jr, Sr),
•  Tmajor
and aste  ranking:  
has one ecategoryxcellent,  for
good,  
eachfair,   poor  
undergraduate major on campus. The last variable,
•  Color  
current of  an  Mof&M’S®  
number units cenrolled,
andy:  brown,   yellow,  red,  
is numerically valued,orange,   set   of numbers
green,  balue
generating
rather than a set of qualities or characteristics.
Although we have discussed each variable individually, remember that we have
Quan9ta9ve  variables,  o\en  represented  by  the  leber  x,  produce  
numerical  data,  such  as  those  listed  here:  
 
 

A  discrete  variable  can  assume  only  a  finite  or  countable  number  of  values.  
A  con1nuous  variable  can  assume  the  infinitely  many  values  corresponding  
to  the  points  on  a  line  interval.  
The  name  discrete  relates  to  the  discrete  gaps  between  the  possible  values  that  
the  variable  can  assume.  Variables  such  as  number  of  family  members,  number  of  
new  car  sales,  and  number  of  defec9ve  9res  returned  for  replacement  are  all  
examples  of  discrete  variables.  On  the  other  hand,  variables  such  as  height,  weight,  
9me,  distance,  and  volume  are  con+nuous  because  they  can  assume  values  at  any  
point  along  a  line  interval.    
 clearly and understandably to your audience!

●
Data

Qualitative Quantitative

Discrete Continuous
 type of GRAPHS  
variableFOR   youCATEGORICAL  
have measured. DATA  
When the variable of interest is qualitative or categorical, th
What  categories
of  the values  of  the  vbeing
ariable  have   been  measured  
considered along with a measure of
•  How  o\en  each  value  has  occurred  
occurred. You can measure “how often” in three different way
A  sta+s+cal  table  can  be  used  to  display  the  data  graphically  as  a  data  distribu1on.  
• The frequency, or number of measurements in each cat
•  The  frequency,  or  number  of  measurements  in  each  category  
•  The  rela1ve  
• frequency,  
The relativeor  propor9on   of  measurements  
frequency, in  each  category  
or proportion of measurements
•  The  percentage  of  measurements  in  each  category  
• The percentage of measurements in each category

If  you  let  
Ifn  you
be  the  
lettotal  
n be number  
the totalof  measurements  
number of in  tmeasurements
he  set,  you  can  find  in
the  the
rela9ve  
set, you
frequency  and  percentage  using  these  rela9onships:  
quency and percentage using these relationships:
Frequency
Relative frequency ! ""
n
Percent ! 100 # Relative frequency

The  sum  of  the  frequencies  is  always  n,  the  sum  of  the  rela9ve  frequencies  
is  1,  and  the  sum  of  the  percentages  is  100%.  
Example:    In  a  survey  concerning  public  educa9on,  400  school  
administrators  were  asked  to  rate  the  quality  of  educa9on  in  the  
United  States.  Their  responses  are  summarized  in  Table  1.1.  
Construct  a  pie  chart  and  a  bar  chart  for  this  set  of  data.  
 
 
Solu9on  To  construct  a  pie  chart,  assign  one  sector  of  a  circle  to  
each  category.  The  angle  of  each  sector  should  be  propor9onal  to  
the  propor9on  of  measurements  (or  rela+ve  frequency)  in  that  
category.  Since  a  circle  contains  360°,  you  can  use  this  equa9on  to  
find  the  angle:  
Angle  ︎=  Rela9ve  frequency  X  ︎  360°  

U.S.  Educa9on  Ra9ng  by  400  Educators    

 
Ra9ng          Frequency  
A                              35  
 B                            260    
C                                93    
D                                12  
Total  400  
 9/6/11  shows  
Table  7:28 the  ra9ngs  along  with  the  frequencies,  rela9ve  frequencies,  
PM Page 13
percentages,  and  sector  angles  necessary  to  construct  the  pie  chart.    
 
The  pie  chart  can  be  constructed  from  the  values  in  the  table.  While  pie  charts  use  
percentages  to  determine  the  rela9ve  sizes  of  the  “pie  slices,”  bar  charts  usually  plot  
frequency  against  the  categories.    
1.3 GRAPHS FOR CATEGORICAL DATA ❍ 13

● Calculations for the Pie Chart in Example 1.3

Rating Frequency Relative Frequency Percent Angle
A 35 35/400 ! .09 9% .09 " 360 ! 32.4º
B 260 260/400 ! .65 65% 234.0º
C 93 93/400 ! .23 23% 82.8º
D 12 12/400 ! .03 3% 10.8º
Total 400 1.00 100% 360º

The visual impact of these two graphs is somewhat different. The pie chart is used to
display the relationship of the parts to the whole; the bar chart is used to emphasize the
actual quantity or frequency for each category. Since the categories in this example are
ordered “grades” (A, B, C, D), we would not want to rearrange the bars in the chart to
change its shape. In a pie chart, the order of presentation is irrelevant.

●
1.3 D A
 B 260 260/400 ! .65 65%FOR CATEGORICAL
1.3 GRAPHS 234.0º DATA ❍ 13
C 93 93/400 ! .23 23% 82.8º
D 12 12/400 ! .03 3% 10.8º
Calculations for the Pie Chart in Example 1.3
● Total 400 1.00 100% 360º
Rating Frequency Relative Frequency Percent Angle
A 35 35/400 ! .09 9% .09 " 360 ! 32.4º
B 260
The visual 260/400
impact .65 two graphs
of !these 65% is234.0º
somewhat different. The pie chart is used
C 93 93/400 ! .23 23% 82.8º
D
display
12
the relationship of
12/400 ! .03
the parts
3%
to the whole;
10.8º
the bar chart is used to emphasize t
Total
actual400quantity or
1.00
frequency for each
100%
category.
360º
Since the categories in this example a
ordered “grades” (A, B, C, D), we would not want to rearrange the bars in the chart
change its shape. In a pie chart, the order of presentation is irrelevant.
The visual impact of these two graphs is somewhat different. The pie chart is used to
3 display the relationship of the parts to the whole; the bar chart is used to emphasize the
● quantity or frequency for each category. Since the categories in this example are
actual
mple 1.3 D
we would A8.8%
ordered “grades” (A, B, C, D), 3.0% not want to rearrange the bars in the chart to
change its shape. In Ca pie chart, the order of presentation is irrelevant.
23.3%

●
.3 D A
3.0% 8.8%

C
23.3%

B
65.0%

4
● B
 ordered “grades” (A, B, C, D), we would not want to rearrange the bars in the chart to B

Pie  chart  
In a pie chart, the order of presentation is irrelevant.Bar  Diagram   65.0%
change its shape.
FIGURE 1.4
● ●
D A
Bar chart for Example 1.3
3.0% 8.8% 250

C
23.3% 200

Frequency
150

100

50

0
A B C D
Rating
B
65.0%

● EXAMPLE 1.4 A snack size bag of peanut M&M’S candies contains 21

250 The  visual  impact  of  these  two  graphs   Tableis  1.3.
somewhat  
The variable d“color” ifferent.  
is qualitative, so Table 1
with a tally of the number of candies of each color. The
200
The  pie  chart  is  used  to  display  the  rshow
ela9onship  
how often each of  category
the  parts  
occurred. Since the catego
to  the  whole;  the  bar  chart  is  used  tticular
o  emphasize  
order, you could the  construct
actual  bar charts with many dif
Frequency

150 the bars. To emphasize that brown is the most frequent col
quan9ty  or  frequency  for  each  category.   orange, we Since  
ordertthehe  barscategories  
from largest to smallest and crea
in  this  example  are  ordered  “grades”   bar(chart
A,  Bin,  Cwhich
,  D),  thewbars
e  ware
ould  
100
ordered from largest to sm
50
not  want  to  rearrange  the  bars  in  the  chart  to  change  its  
0
shape.  In  a  pie  chart,  the  order  of  presenta9on  is  irrelevant.  
A B C D
Rating
 1.1  Experimental  Units  Iden9fy  the  experimental  units  on  
which  the  following  variables  are  measured:  
a.  Gender  of  a  student  
b.  Number  of  errors  on  a  midterm  exam    
c.  Age  of  a  cancer  pa9ent  
d.  Number  of  flowers  on  an  azalea  plant    
e.  Color  of  a  car  entering  a  parking  lot  

ANSWER:  
 
a:  student   A  variable  is  a  characteris9c  that  changes  or  
  varies  over  9me  and/or  for  different  
B:  exam   individuals  or  objects  under  considera9on.  
 
C:  pa9ent    
 
D:  Plant  
 
E:  car  
 dren in the class, respectively. Variable 4, the winnin

1.2  Qualita9ve  or  Quan9ta9ve?  Iden9fy  each  variable  as  quan9ta9ve  or  
horse, is the only continuous variable in the list. The wi
sured with sufficient accuracy, could be 121 seconds, 1
qualita9ve:   or any values between any two times we have listed.

a.  Amount  of  9me  it  takes  to  assemble  a  simple  Why

puzzle  
should you be concerned about different k
b.  Number  of  students  in  a  first-­‐grade  classroom  
Figure 1.2) and the data that they generate? The reason
require you to use different methods for description, so
c.  Ra9ng  of  a  newly  elected  poli9cian  (excellent,good,   fair,  poor)  
clearly and understandably to your audience!
d.  State  in  which  a  person  lives  
FIGURE 1.2
●
Types of data Data

Answer:   Qualitative Quantitative

 
Quan9ta9ve:  a,  b  
  Discrete Continuous
Qualita9ve:  c,d  
 
 
Qualita1ve  variables  measure  a  quality  or  characteris9c  
GRAPHSoFOR n  each  
CATEGORICA
experimental  unit.  Quan1ta1ve  variables  measure  
1.3 a  numerical  quan9ty  
After the data have been collected, they can be consolid
or  amount  on  each  experimental  unit.   the following information:
• What values of the variable have been measured

  • How often each value has occurred

For this purpose, you can construct a statistical table t

data graphically as a data distribution. The type of gra
type of variable you have measured.
When the variable of interest is qualitative or categor
of the categories being considered along with a meas
 1.3  Discrete  or  Con9nuous?  Iden9fy  the  following   sured with sufficient
quan9ta9ve   accuracy,
variables   as  dcould beo121
iscrete   r   sec
or any values between any two times we have lis
con9nuous:  
a.  Popula9on  in  a  par9cular  area  of  the  United  States  
b.  Weight  of  newspapers  recovered  for  recycling  oWhy should
n  a  single   you be concerned about diffe
day  
Figure 1.2) and the data that they generate? The
c.  Time  to  complete  a  sociology  exam   require you to use different methods for descript
d.  Number  of  consumers  in  a  poll  of  1000  who  cclearly  
onsiderand nutri9onal   l
understandably abeling  
to youro n   f ood  
audience!
products  to  be  important  
FIGURE 1.2
●
Answer:   Types of data Data
 
Discrete:  a,  d   Qualitative Quantitative
 
Con9nuous:  b,c  

Qualita1ve  variables  measure  a  quality  or   Discrete Continuous

characteris9c  on  each  experimental  unit.  

Quan1ta1ve  variables  measure  a  numerical  
quan9ty  or  amount  on  each  experimental  unit.  
A  discrete  variable  can  assume  only  a  finite  or  countable  
GRAPHS number  oFOR
f  values.  CATEGOR
A  con1nuous  variable  can  assume  the  infinitely  
1.3 many  values  corresponding  
to  the  points  on  a  line  interval.   After the data have been collected, they can be c
the following information:
 horse, is the only continuous variable in the list. The
1.4  Discrete  or  Con9nuous?  Iden9fy  each  quan9ta9ve   variable  
sured with sufficientas  daccuracy,
iscrete  could
or  con9nuous.  
be 121 seconds
a.  Number  of  boa9ng  accidents  along  a  50-­‐mile  stretch   of  the  
or any values Colorado  
between River  
any two times we have listed.
b.  Time  required  to  complete  a  ques9onnaire  
c.  Cost  of  a  head  of  lebuce   Why should you be concerned about different
d.  Number  of  brothers  and  sisters  you  have   Figure 1.2) and the data that they generate? The reas
require you to use different methods for description,
 
e.  Yield  in  kilograms  of  wheat  from  a  1-­‐hectare  plot  
clearlyin a  
and  
wheat   field
understandably to your audience!

FIGURE 1.2
Answer:   Types of data
●
Data
 
Discrete:  a,d  
Qualitative
 
Quantitative

Con9nuous:  b,c,e  
 
 
Qualita1ve   variables  measure  a  quality  or   Discrete Continuous

characteris9c  on  each  experimental  unit.  

Quan1ta1ve  variables  measure  a  numerical  
quan9ty  or  amount  on  each  experimental  unit.  
GRAPHS FOR CATEGORICA
1.3
A  discrete  variable  can  assume  only  a  finite   or  countable   number  
After the data of  vcollected,
have been alues.  A  they can be conso
con1nuous  variable  can  assume  the  infinitely  many   values  cinformation:
the following orresponding  to  the  points  
on  a  line  interval.   • What values of the variable have been measure
• How often each value has occurred
 ment at the end of a period o
1.5 Parking
1.5  Parking   on Campus
on  Campus   Sixavehicles
Six  vehicles   are selected
re  selected  
a student’s score on a readin
from  the  vehicles  that  are  
from the vehicles
parking  that are issued
and  tcampus parking per-are  recorded:
issued   campus   permits,  
mits, and the following data are recorded:
he  following   data     is it?
a. What is the variable to be
variable
Qualita1ve   One-way b. What is the experimental
Commute Age of c. Identify the population of
Distance Vehicle
Vehicle Type Make Carpool? (miles) (years) experimenter.
1 Car Honda No 23.6 6
2 Car Toyota No 17.2 3 BASIC TECHNIQUE
3 Truck Toyota No 10.1 4
4 Van Dodge Yes 31.7 2 1.10 Fifty people are group
5 Motor- Harley- No 25.5 1 A, B, C, and D—and the num
cycle Davidson into each category is shown
6 Car Chevrolet No 5.4 9
Category Frequency
a.  What  a.are   the  are
What experimental  
the experimental units?  units?
   Answer:    vehicle  
b.  What  are  the  variables  being  measured?  What  types   A 11
b. What are the variables being measured? What types B 14
of  variables   a re   t hey?  A
of variables are they?
nswer:   type,make,   c arpool   ( qualita9ve);   d istance,  
C a ge   20
(quanta9ve  con9nuous)   D 5
c. Is this univariate, bivariate, or multivariate data?
c.  Is  this  univariate,  bivariate,  or  mul9variate  data?  mul9varate  
1.6 Past U.S. Presidents A data set consists of the a. What is the experimental
A  discrete  vagesariable  can  assume  
at death for each only  ofa  the
finite  
38or  past countable  
presidents number  
of theof  values.  Ab.
 con1nuous  
What is the variable   can  bein
variable
assume  the  United infinitely  
States many  
now values   corresponding  to  the  points  on  a  line  interval.  qualitative or quantitative
deceased.
Univariate  data  result  when  a  single  variable  is  measured  on  a  single  experimental   unit.   a pie chart to d
c. Construct
a. Is this set of measurements a population or a sample?
Bivariate  data  result  when  two  variables  are  measured  on  a  single  experimental  unit.  Mul1variate  
data  result  b. What
when   is the
more   variable
than   beingameasured?
two  variables   re  measured.   d. Construct a bar chart to d
c. Is the variable in part b quantitative or qualitative? e. Does the shape of the bar
1.6  Past  U.S.  Presidents  A  data  set  consists  of  the  ages  at  death  for  
each  of  the  38  past  presidents  of  the  United  States  now  deceased.  
a.  Is  this  set  of  measurements  a  popula9on  or  a  sample?    
b.  What  is  the  variable  being  measured?  
c.  Is  the  variable  in  part  b  quan9ta9ve  or  qualita9ve?  

Answer:    
(a)  Sample  ;  (b)  age  of  the  death      (  c)  quan9ta9ve  

A  popula1on  is  the  set  of  all  measurements  of  interest  to  the  
inves9gator.  A  sample  is  a  subset  of  measurements  selected  from  the  
popula9on  of  interest.  Qualita1ve  variables  measure  a  quality  or  
characteris9c  on  each  experimental  unit.  Quan1ta1ve  variables  
measure  a  numerical  quan9ty  or  amount  on  each  experimental  unit.  

 
 
1.7  Voter  Awtudes  You  are  a  candidate  for  your  state  legislature,  and  you  
want  to  survey  voter  awtudes  regarding  your  chances  of  winning.  Iden9fy  
the  popula9on  that  is  of  interest  to  you  and  from  which  you  
would  like  to  select  your  sample.  How  is  this  popula9on  dependent  on  
9me?  
 
Answer:  The  popula9on  is  the  set  of  voter  preferences  for  all  voters  in  the  
state.    Voter  preference  may  change  over  9me.  

A  popula1on  is  the  set  of  all  measurements  of  interest  to  the  inves9gator.  
A  sample  is  a  subset  of  measurements  selected  from  the  popula9on  of  
interest.  
 1.8  Cancer  Survival  Times  A  medical  researcher  wants  to  es9mate  the  
survival  9me  of  a  pa9ent  a\er  the  onset  of  a  par9cular  type  of  cancer  
and  a\er  a  par9cular  regimen  of  radiotherapy.  
a.  What  is  the  variable  of  interest  to  the  medical  researcher?  
b.  Is  the  variable  in  part  a  qualita9ve,  quan9ta9ve  discrete,  or  
quan9ta9ve  con9nuous?  
c.  Iden9fy  the  popula9on  of  interest  to  the  medical  researcher.  
d.  Describe  how  the  researcher  could  select  a  sample  from  the  
popula9on.  
e.  What  problems  might  arise  in  sampling  from  this  popula9on?  

Answer:  
 
a:  survival  9me  of  a  pa9ent  having  par9cular  type  of  cancer  
b:  Quan9ta9ve  con9nuous  
 
c:    Due  onset  of  par9cular  cancer  type  ,    pa9ents  have  just  started  a    par9cular  
regimen  of  radiotherapy  
d:  calculate  mean  survival  9me  of  pa9ents(x);    y>x,  y=x,  y<x.  
 
e:    It  depends  on  many  factors:  gender,  age,  co-­‐morbidity  and  physiological  
reason.  
 1.9  New  Teaching  Methods  An  educa9onal  researcher  wants  to  evaluate  the  
effec9veness  of  a  new  method  for  teaching  reading  to  deaf  students.  
Achievement  at  the  end  of  a  period  of  teaching  is  measured  by  a  student’s  score  
on  a  reading  test.  
a.  What  is  the  variable  to  be  measured?  What  type  of  variable  is  it?  
b.  What  is  the  experimental  unit?  
c.  Iden9fy  the  popula9on  of  interest  to  the  experimenter.  
 
Answer:  
a)  Score  on  the  reading  test;  quan9ta9ve  
b)  Students  
c)Set  of  scores  for  all  the  deaf  students  who  hypothe9cally  might  take  the  test  

A  popula1on  is  the  set  of  all  measurements  of  interest  to  the  inves9gator.  A  sample  
is  a  subset  of  measurements  selected  from  the  popula9on  of  interest.  
BASIC TECHNIQUES
BASIC  TECHNIQUES  
1.10  
1.10Fi\y  Fiftypeople  
people are  grouped  
are groupedinto  four  
into categories—  
four categories— A,  B,  C,  
and  
A, B, D—and  
C, and the  D—and
number  othe
f  people  
number who  offall  
peopleinto  each  
who category  
fall
is  
into shown   the  table:  is shown in the table:
eachin  category
a.  What  is  the  experimental  unit?  
Category Frequency b.  What  is  the  variable  being  measured?  Is  it    
A 11 qualita9ve  or  quan9ta9ve?  
B 14 c.  Construct  a  pie  chart  to  describe  the  data.  
C 20 d.  Construct  a  bar  chart  to  describe  the  data.  
D 5 e.  Does  the  shape  of  the  bar  chart  in  part  d  change    
depending  on  the  order  of  presenta9on  of  the  four  
a. What is the experimental categories?  
unit? Is  the  order  of  presenta9on  important?    
f.  What  propor+on  of  the  people  are  in  category  B,  C,  or  
b. What is the variable being measured? Is it
D?    
qualitative or quantitative? g.  What  percentage  of  the  people  are  not  in  category  
c. Construct a pie chart B?   to  describe the data.
 
d.Answer:  
Construct a bar
a)  category   chart to describe the data.
e.b)  fDoes
requency,  
the qshape
uan9ta9ve   of the bar chart in part d change
d)  B ar  chart  will  on
depending be  ythe
-­‐axis  
order :  frequency   and  x-­‐axis    category  
of presentation of the four A,  B,  C  and  D  
categories? Is the order of presentation important?
Qualita9ve  variables  produce  data  that  can  be  categorized  according  to  similari9es  or  differences  in  kind;  hence,  they  are  
o\en  called  categorical  data.  A  bar  chart  shows  the  same  distribu9on  of  measurements  among  the  categories,  with  the  
f. What proportion of the people are in category B, C,
height  of  the  bar  measuring  how  o\en  a  par9cular  category  was  observed.  
or D?
BASIC TECHNIQUES
BASIC  TECHNIQUES  
1.10  
1.10Fi\y  Fiftypeople  
people are  grouped  
are grouped into  four  
into categories—   A,  B,  C,  
four categories—
and  
A, B, D—and  
C, and the  D—and
number  othe
f  people  
number who  of fall   into  each  
people who category  
fall
is  
into shown   the  table:  is shown
eachin  category a.  What  
in ithes  the  table:
experimental  unit?  
b.  What  is  the  variable  being  measured?  Is  it    
Category Frequency qualita9ve  or  quan9ta9ve?  
A 11 c.  Construct  a  pie  chart  to  describe  the  data.  
B 14 d.  Construct  a  bar  chart  to  describe  the  data.  
C 20 e.  Does  the  shape  of  the  bar  chart  in  part  d  change    
depending  on  the  order  of  presenta9on  of  the  four  categories?  
D 5 Is  the  order  of  presenta9on  important?    
f.  What  propor+on  of  the  people  are  in  category  B,  C,  or  D?    
a. What is the experimental unit?
g.  What   percentage  of  the  people  are  not  in  category  B?    
b. What is the variable being   measured? Is it
qualitative or Frequency  
Catagory   quantitative? Rela1ve   Percent   Angle  
c. Construct a pie chart to describe Frequency  
the data.
d.A  Construct a bar
11  chart to describe
11/50=   0.22  
the data. 22  %   0.22  x360  =  79.2°  

e. B  Does the shape

14  of the bar chart
14/50=   0.28   d change
in part 28%   0.28  x  360=100.8°  
C  depending on20  
the order of presentation
20/50=  0.4   of the40%  four 0.4  x360  =  144°  
categories? Is the order of presentation important?
D   5   5/50=  0.1   10  %   0.1  x360  =  36°  
f. What proportion of the people are in category B, C,
Total   50   1.00   100  %   360°  
or D?
BASIC TECHNIQUES
BASIC  TECHNIQUES  
1.10  
1.10Fi\y  Fiftypeople  
people are  grouped  
are grouped into  four  
into categories—  
four categories— A,  B,  C,  
and  
A, B, D—and  
C, and the  D—and
number  othe
f  people  
number who  offall   into  each  
people who category  
fall
is  
into shown   the  table:  is shown
eachin  category d.  Construct   a  bar  chart  to  describe  the  data.  
in the table:
e.  Does  the  shape  of  the  bar  chart  in  part  d  change    
Category Frequency depending  on  the  order  of  presenta9on  of  the  four  
categories?  Is  the  order  of  presenta9on  important?    
A 11
f.  What  propor+on  of  the  people  are  in  category  B,  C,  or  
B 14
D?    
C 20
g.  What  percentage  of  the  people  are  not  in  category  
D 5
B?    
a. What is the experimental   unit?
b.yes,  
e)   What iscthe
it  will   hange.   variable
No,  here   being
it  is  nmeasured?
ot  important,  Is it height  of  the  bar  will  
since  
represent   qualitative how  o\en   a  par9cular  category  will  be  observed.  
or quantitative?
 c. Construct a pie chart to describe the data.
f)  (B+C+D)/(A+B+C+D)  =  (14+20+5)/  (11+14+20+5)  =  39/50  =    0.78  
 d. Construct
     0.78   x  100  %  =a  7bar
8  %    chart to describe
propor+on   the data.
of  the  people   are  in  category  B,  C,  or  D.    
g)  
e. (A+C+D)/   Does the (A+B+C+D)  
shape of =  (the
11+20+5)/(11+14+20+5)  
bar chart in part d=  change 0.72  
0.72  x  100  %  =  72  %  of  the  people  are  not  in  category  B  
depending on the order of presentation of the four
categories?
  Qualita9ve   Is thedata  
variables  produce   order ofbe  presentation
that  can   important?
categorized  according   to  similari9es  or  differences  in  kind;  hence,  they  are  
f.o\en  
Whatcalled  categorical  data.  A  bar  chart  shows  the  same  distribu9on  of  measurements  among  the  categories,  with  the  
proportion of the people are in category B, C,
height  of  the  bar  measuring  how  o\en  a  par9cular  category  was  observed.  
or D?
 California, Arizona, and Texas. A group of 25 pairs of 2010, of 907 re
1.11   Jeans  
jeans isArandomly
 manufacturer   of  jeans  from
selected has  plants   in  California  (CA),  Arizona  (AZ),  
the computerized a. If and  
the pollste
Texas   (TX).  A  gand
database, roup  the
of  25  
state pairs  in
of  which
jeans  is  each
randomly   selected  from  
is produced is the  computerized  
database,  and  the  state  in  which  each  is  produced  is  recorded:  
predict the o
recorded: election, des
CA AZ AZ TX CA b. Describe the
CA CA TX TX TX sample was
AZ AZ CA AZ TX
CA AZ TX TX TX c. Some pollste
CA AZ AZ CA CA voters. Wha
a. What is the experimental unit? voters” and
a.  What  is  the  experimental  unit?    :    Answer:  Jeans  
b. What is the variable being measured? Is it d. Is the sampl
b.  What  is  the  variable  being  measured?  Is  it  qualita9ve  or  quan9ta9ve?  State,  
qualitative or quantitative? of the popul
qualita9ve  
c.  Cc.onstruct   a  pie  cahart  
Construct pieto  chart
describe   the  data.   the data.
to describe 1.13 Want to
d.  Construct  a  bar  chart  to  describe  the  data.  
d. Construct a bar chart to describe the data.
e.  What  propor+on  of  the  jeans  are  made  in  Texas?  
the president of
f.  We.hat   state  proportion
What produced  the  of most  
thejeans  
jeansin  arethe  gmade
roup?  in Texas? teenagers think
g.  If  you  want  to  find  out  whether  the  three  plants   dent, most don’
f. What state produced the most jeans in the group?
produced  equal  numbers  of  jeans,  or  whether  one  produced  more  jeans  than   ductedthe  obythers,  
ABC
how  g.can  
If you
you  uwant
se  the  to findfrom  
charts   out pwhether
arts  c  and  the three
d  to   help  yplants
ou?  What  conclusions   can  you  in the
interested
draw  fproduced ata?   numbers of jeans, or whether one
rom  these  dequal
reason you wou
produced more jeans than the others, how can you
these responses
 California, Arizona, and Texas. A group of 25 pairs of 2010, of 907 re
1.11   Jeans  
jeans isArandomly
 manufacturer   of  jeans  from
selected has  plants   in  California  (CA),  Arizona  (AZ),  
the computerized a. If and  
the pollste
Texas   (TX).  A  gand
database, roup  the
of  25  
statepairs  in
of  which
jeans  is  each
randomly   selected  from  
is produced is the  computerized  
database,  and  the  state  in  which  each  is  produced  is  recorded:  
predict the o
recorded: election, des
CA AZ AZ TX CA b. Describe the
CA CA TX TX TX sample was
AZ AZ CA AZ TX
CA AZ TX TX TX c. Some pollste
CA AZ AZ CA CA voters. Wha
c.  Ca.
onstruct  
Whatais  pie  
the chart   to  describe  the  
experimental unit? data.   voters” and
b. What is the variable being measured? Is it d. Is the sampl
State  qualitativeFrequency   or quantitative? Rela1ve   Percent   Angle   of the popul
Frequency  
c. Construct 9  a pie chart to 9/25=  
CA  
describe the 36%  
0.36  
data. 0.36x  360=  129.6°  1.13 Want to
d. Construct 8  a bar chart to 8/25=  
AZ   describe 0.32  the 32%  
data. the president of
0.32  x360  =    115.2°  
e. What proportion of the jeans are made teenagers think
TX   8   8/25=0.32   32%  in Texas?0.32x  360=    115.2°  
f. What state produced the most jeans in the group? dent, most don’
Total   25   1   100  %   360°  
ducted by ABC
g. If you want to find out whether the three plants
interested in the
produced equal numbers of jeans, or whether one
reason you wou
produced more jeans than the others, how can you
these responses
 California, Arizona, and Texas. A group of 25 pairs of 2010, of 907 re
1.11   Jeans  
jeans isArandomly
 manufacturer   of  jeans  from
selected has  plants   in  California  (CA),  Arizona  (AZ),  
the computerized a. If and  
the pollste
Texas   (TX).  A  gand
database, roup  the
of  25  
state pairs  in
of  which
jeans  is  each
randomly   selected  from  
is produced is the  computerized  
database,  and  the  state  in  which  each  is  produced  is  recorded:  
predict the o
recorded: election, des
CA AZ AZ TX CA b. Describe the
CA CA TX TX TX sample was
AZ AZ CA AZ TX
CA AZ TX TX TX c. Some pollste
CA AZ AZ CA CA voters. Wha
d.  Ca.onstruct  
What ais  bar  
thechart   to  describe  tunit?
experimental he  data.  
voters” and
b. What is the variable being measured? Is it d. Is the sampl
qualitative or quantitative? of the popul
State   Frequency   X-­‐axis  :state  
c. Construct a pie chart to describe  
the data. 1.13 Want to
CA   9  
d. Construct a bar chart to describe Y-­‐axis:  
theFdata.requency   the president of
AZ  
e. 8  
What proportion of the jeans are made in Texas? teenagers think
TX  
f. What state 8  produced the most jeans in the group? dent, most don’
ducted by ABC
g. If you want to find out whether the three plants
interested in the
produced equal numbers of jeans, or whether one
reason you wou
produced more jeans than the others, how can you
these responses
 California, Arizona, and Texas. A group of 25 pairs of 2010, of 907 re
1.11   Jeans  
jeans isArandomly
 manufacturer   of  jeans  from
selected has  plants   in  California  (CA),  Arizona  (AZ),  
the computerized a. If and  
the pollste
Texas   (TX).  A  gand
database, roup  the
of  25  
state pairs  in
of  which
jeans  is  each
randomly   selected  from  
is produced is the  computerized  
database,  and  the  state  in  which  each  is  produced  is  recorded:  
predict the o
recorded: election, des
CA AZ AZ TX CA b. Describe the
CA CA TX TX TX sample was
AZ AZ CA AZ TX
CA AZ TX TX TX c. Some pollste
CA AZ AZ CA CA voters. Wha
e.  What  propor+on  of  the  jeans  are  made  in  Texas?   voters” and
a. What is the experimental unit?
b. What is the variable being measured? Is it d. Is the sampl
qualitative or quantitative? of the popul
State   Frequency   [8/(9+8+8)]  X  100  %  =    32  %  
c.
CA  
Construct a pie chart to describe the data.
9   1.13 Want to
d. Construct a bar chart to describe the data. the president of
AZ   8   teenagers think
e. What proportion of the jeans are made in Texas?
TX  
f. What state 8  produced the most jeans in the group? dent, most don’
ducted by ABC
g. If you want to find out whether the three plants
interested in the
produced equal numbers of jeans, or whether one
reason you wou
produced more jeans than the others, how can you
these responses
 California, Arizona, and Texas. A group of 25 pairs of 2010, of 907 re
1.11  
jeans Jeans  
isArandomly
 manufacturer   of  jeans  from
selected has  plants   in  California  (CA),  Arizona  (AZ),  
the computerized a. If and  
the pollste
Texas   (TX).  A  gand
database, roup  the
of  25  
state pairs  in
of  which
jeans  is  each
randomly   selected  from  
is produced is the  computerized  
database,  and  the  state  in  which  each  is  produced  is  recorded:  
predict the o
recorded: election, des
CA AZ AZ TX CA b. Describe the
CA CA TX TX TX sample was
AZ AZ CA AZ TX
CA AZ TX TX TX c. Some pollste
CA AZ AZ CA CA voters. Wha
f.  W
a.hat   state  is
What produced   the  most  jeans  
the experimental unit?in  the  group?  Answer:  CA   voters” and
g.  If  you  want  to  find  out  whether  the  three  plants   d. Is the sampl
b. What is the variable being measured? Is it
produced  equal  numbers  of  jeans,  or  whether  one  produced  more  jeans  than  of the  the
others,  
popul
qualitative or quantitative?
how  can  you  use  the  charts  from  parts  c  and  d  to  help  you?  What  conclusions  can  you  
draw  
c. fConstruct
rom  these  da pie   chart to describe the data.
ata? 1.13 Want to
d. Construct
State   Frequen aRela1ve  
bar chart to describe the
Percent  the data. g)    Answer  :  AZ  and   TX  president of
e. What cy   proportion
Frequency  
of the jeans are made in Texas?are  producing  equal   no.  
teenagers think
CA   9   9/25=   0.36   36%   of  jeans,  however,  dent, CA   most don’
f. What state produced the most jeans in the group? produces  most  of  the    
AZ  g. If 8   8/25=   0.32   32%   ducted by ABC
you want to find out whether the three plants jeans   i n   t he   groups.  
TX   produced
8   8/25=0.32     one interested in the
equal numbers of32%   jeans, or whether
Total  produced
25   1   100  %  
reason you wou
more jeans than the others, how can you
these responses
 ducted by ABC News, nearly 80% of the teens were
1.13   Want  to  Be  President?   Would   2 want  to  be  the  president  of  the  United  
you  
interested in the job. When asked “What’s the mai
States?  Although  many  teenagers  think  that  they  could  grow  up  to  be  the  presi-­‐  
reason
dent,   you
most  don’t   want  would
the  job.  In  anot want
n  opinion   poll  cto
on-­‐  dbe president?”
ucted   they g
by  ABC  News,  nearly  
80%  of  the  teens  were  not  interested  in  the  job.2  When  asked  “What’s  the  main  
these
reason   you  wresponses:
ould  not  want  to  be  president?”  they  gave  these  responses:  

Other career plans/no interest 40%

Too much pressure 20%
Too much work 15%
Wouldn’t be good at it 14%
Too much arguing 5%
t  
a)Are  all  of  the  reasons  accounted  for  in  this  table?  Add  another  category  if  
a. Are all of the reasons accounted for in this table?
necessary.  
Add another category if necessary.
b)Would  you  use  a  pie  chart  or  a  bar  chart  to  graphically  describe  the  data?  
Why?  
n b. Would you use a pie chart or a bar chart to
c)Draw  the  chart  you  chose  in  part  b.  
d)If  you  were  the  person  conduc9ng  the  opinion  poll,  what  other  types  of  
graphically describe the data? Why?
ques9ons  might  you  want  to  inves9gate?  

c. Draw the chart you chose in part b.

 ducted by ABC News, nearly 80% of the teens were
1.13   Want  to  Be  President?   Would   2 want  to  be  the  president  of  the  United  
you  
interested in the job. When asked “What’s the mai
States?  Although  many  teenagers  think  that  they  could  grow  up  to  be  the  presi-­‐  
reason
dent,   you
most  don’t   want  would
the  job.  In  anot want
n  opinion   poll  cto
on-­‐  dbe president?”
ucted   they g
by  ABC  News,  nearly  
80%  of  the  teens  were  not  interested  in  the  job.2  When  asked  “What’s  the  main  
these
reason   you  wresponses:
ould  not  want  to  be  president?”  they  gave  these  responses:  

Other career plans/no interest 40%

Too much pressure 20%
Too much work 15%
Wouldn’t be good at it 14%
Too much arguing 5%
t  
a)Are  all  of  the  reasons  accounted  for  in  this  table?  Add  another  category  if  
a. Are all of the reasons accounted for in this table?
necessary.  
Add another category if necessary.
Answer:    Others  6  %      
n b. Would you use a pie chart or a bar chart to
graphically describe the data? Why?
c. Draw the chart you chose in part b.
 ducted by ABC News, nearly 80% of the teens were
1.13   Want  to  Be  President?   Would   2 want  to  be  the  president  of  the  United  
you  
interested in the job. When asked “What’s the mai
States?  Although  many  teenagers  think  that  they  could  grow  up  to  be  the  presi-­‐  
reason
dent,   you
most  don’t   want  would
the  job.  In  anot want
n  opinion   poll  cto
on-­‐  dbe president?”
ucted   they g
by  ABC  News,  nearly  
80%  of  the  teens  were  not  interested  in  the  job.2  When  asked  “What’s  the  main  
these
reason   you  wresponses:
ould  not  want  to  be  president?”  they  gave  these  responses:  

Other career plans/no interest 40%

Too much pressure 20%
Too much work 15%
Wouldn’t be good at it 14%
Too much arguing 5%
t  
b)Would  you  use  a  pie  chart  or  a  bar  chart  to  graphically  describe  the  data?  
a. Are all of the reasons accounted for in this table?
Why?  
Add another category if necessary.
n b. Would you use a pie chart or a bar chart to
graphically describe the data? Why?
c. Draw the chart you chose in part b.
 t
Other career plans/no interest 40%
Too much pressure 20%
Too much work 15%
Wouldn’t be good at it 14%
Too much arguing 5%
at  
o b)Would  
a. Are yallou  of
use  the
a  pie  
reasonschart  or   a  bar  chart  for
accounted to  gin
raphically  
this table? describe  the  data?  
Why?  
Add another category if necessary.
on Opini
b. Would Frequency  
you use Rela1ve   Percent  
a pie chart or a bar chart toAngle  
on   Frequency   (%)  
Poll   graphically describe the data? Why?
c. Draw
Other  
career   40   the chart you chose in part 40  
40/100=0.4   b. 144  
d plans/no  
d. If you were the person conducting the opinion poll,
interest  

what
Too  much  
pressure   20  other types20/100=0.2  
of questions might
20   you want
72   to
investigate?
Too  much  
15   15/100=0.15   15   54  
work  
Would  not  
be  good  at   14   14/100  Fanatics
1.14 Facebook =  0.14   14   social 50.4  
The network-
it  
EX0114
Too   much  
ing site called Facebook has grown quickly since
arguing   5   5/100  =  0.05   5   18  
its
Others  
inception in 2004. In fact, Facebook’s United States
user base 6   grew from6/100   =  0.06   users6  to 103 million
42 million 21.6   users
Total  
between 100   1  
2009 and 2010. The table below 100   shows 360  
the age
distribution of Facebook users (in thousands) as it
Opini Frequency   Rela1ve   Percent   Angle  (°)    
on   Frequency   (%)   b)Would  you  use  a  pie  chart  or  a  
Poll    bar  chart  to  graphically  describe  
Other  
career  
40   40/100=0.4   40   144    the  data?  Why?  
plans/  
no  
interest  
Too   20   20/100=0.2   20   72  
much  
pressur
e  
Too   15   15/100=0.15   15   54  
much  
work  
Would   14   14/100  =  0.14   14   50.4  
not  be  
good  at  
it  
Too   5   5/100  =  0.05   5   18  
much  
arguing  
Others   6   6/100  =  0.06   6   21.6  
Total   100   1   100   360  

A  pie  chart  is  the  familiar  circular  graph  that  shows  how  the  measurements  are  
distributed  among  the  categories.  A  bar  chart  shows  the  same  distribu9on  of  
measurements  among  the  categories,  with  the  height  of  the  bar  measuring  how  
o\en  a  par9cular  category  was  observed.  
 Frequency  
45  
40  
35  
30  
25  
20  
15  
Frequency  
10  
5  
0  
Other   Too  much  Too  much   Would   Too  much   Others  
career   pressure   work   not  be   arguing  
plans/no   good  at  it  
interest  

Frequency  
Other  career  plans/no  
interest  

Too  much  pressure  

Too  much  work  

Would  not  be  good  at  it  

Too  much  arguing  

 ducted by ABC News, nearly 80% of the teens were
1.13   Want  to  Be  President?   Would   2 want  to  be  the  president  of  the  United  
you  
interested in the job. When asked “What’s the mai
States?  Although  many  teenagers  think  that  they  could  grow  up  to  be  the  presi-­‐  
reason
dent,   you
most  don’t   want  would
the  job.  In  anot want
n  opinion   poll  cto
on-­‐  dbe president?”
ucted   they g
by  ABC  News,  nearly  
80%  of  the  teens  were  not  interested  in  the  job.2  When  asked  “What’s  the  main  
these
reason   you  wresponses:
ould  not  want  to  be  president?”  they  gave  these  responses:  

Other career plans/no interest 40%

Too much pressure 20%
Too much work 15%
Wouldn’t be good at it 14%
Too much arguing 5%
t  
d)If  you  were  the  person  conduc9ng  the  opinion  poll,  what  other  types  of  
a. Are all of the reasons accounted for in this table?
ques9ons  might  you  want  to  inves9gate?  
  Add another category if necessary.
I  may  ask  for  the  Gender,  migra9on  history  etc.  
n b. Would you use a pie chart or a bar chart to
graphically describe the data? Why?
c. Draw the chart you chose in part b.
1.14  
EX0114Facebook  
ingFsite
ana9cs  
called The  sFacebook
ocial  network-­‐  
hasEgrown X0114  ing  
quicklysite  called  
since Facebook  has  grown  
its inception
quickly   in 2004.in  In
since  its  incep9on   fact,In  Facebook’s
2004.   United
fact,  Facebook’   States
s  United   States  user  base  grew  from  
user base grew from 42 million users to 103 million users
42  million  users  to  103  million  users  between  2009  and  2010.  The  table  below  shows  the  
between 2009 and 2010. The table below shows the age
age  distribu9on  of  Facebook  users  (in  thousands)  as  it  3  changed  from  January  2009  to  
distribution of Facebook users (in thousands) as it
January  2010.  
changed from January 2009 to January 2010.3

Age As of 1/04/2009 As of 1/04/2010

13–17 5675 10,680
18–24 17,192 26,076
25–34 11,255 25,580
35–54 6989 29,918
55! 955 9764
Unknown 23 1068
Total 42,089 103,086
Age As of 1/04/2009 As of 1/04/2010
13–17 5675 10,680
18–24 17,192 26,076
25–34 11,255 25,580
35–54 6989 29,918
55! 955 9764
Unknown 23 1068
Total 42,089 103,086

a.  Define  the  variable  that  has  been  measured  in  this  table.  
b.  Is  the  variable  quan9ta9ve  or  qualita9ve?  
c.  What  do  the  numbers  represent?  
d.  Construct  a  pie  chart  to  describe  the  age  distribu9on  
of  Facebook  users  as  of  January  4,  2009.  
e.  Construct  a  pie  chart  to  describe  the  age  distribu9on  
of  Facebook  users  as  of  January  4,  2010.  
f.  Refertopartsdande.Howwouldyoudescribethe  
changes  in  the  age  distribu9ons  of  Facebook  users  during  this  1-­‐year  
period?  
 Age As of 1/04/2009 As of 1/04/2010
13–17 5675 10,680
18–24 17,192 26,076
25–34 11,255 25,580
35–54 6989 29,918
55! 955 9764
Unknown 23 1068
Total 42,089 103,086

a.  Define  the  variable  that  has  been  measured  in  this  table.    Answer:  Number  of  facebook  
users  at  a  age  group    
b.  Is  the  variable  quan9ta9ve  or  qualita9ve?  Answer:  Quan9ta9ve  
c.  What  do  the  numbers  represent?  Quan9ta9ve,  Discrete  
d.  Construct  a  pie  chart  to  describe  the  age  distribu9on  
of  Facebook  users  as  of  January  4,  2009.  
e.  Construct  a  pie  chart  to  describe  the  age  distribu9on  
of  Facebook  users  as  of  January  4,  2010.  
f.  Refer  to  parts  d  and  e.  How  would  you  describe  the  
changes  in  the  age  distribu9ons  of  Facebook  users  during  this  1-­‐year  period?  
Age   Frequency   Rela1ve   Percent  (%)   Angle  (°)  
Frequency  
13-­‐17   5675   5675/42089  
=  0.134833329   13.48333294   48.53999857  
18-­‐24   17192  
0.408467771   40.84677707   147.0483974  
25-­‐34   11255  
0.267409537   26.74095369   96.2674333  
35-­‐54   6989  
0.166052888   16.60528879   59.77903965  
55+   955  
0.022690014   2.269001402   8.168405046  
Unknown   23  
0.000546461   0.054646107   0.196725985  
Total   42089   1   100   360  

Angle   d.  Construct  a  pie  chart  to    

describe  the  age  distribu9on  
of  Facebook  users  as  of    
13-­‐17   January  4,  2009.  
18-­‐24  

25-­‐34  

35-­‐54  

55+  

Unknown  
Age   Frequency   Rela1ve  Frequency   Percent  (%)   Angle  (°)  
0.103602817 10.36028171 37.29701414
13-­‐17   10680  

0.252953844 25.29538444 91.06338397

18-­‐24   26076  

0.248142328 24.81423278 89.331238

25-­‐34   25580  

0.290223697 29.02236967 104.4805308

35-­‐54   29918  

0.094717032 9.471703238 34.09813166

55+   9764  

0.010360282 1.036028171 3.729701414

Unknown   1068  

100 360
Total   103086   1  

Angle  (°)  
e.  Construct  a  pie  chart  to  describe  

13-­‐17  
the  age  distribu9on  of  Facebook  
18-­‐24   users  as  of  January  4,  2010.  
25-­‐34  

35-­‐54  

55+  

Unknown  
f.  Refer  to  parts  d  and  e.  How  would  you  describe  the  
changes  in  the  age  distribu9ons  of  Facebook  users  during  
this  1-­‐year  period?  

2009   2010  
Angle   Angle  (°)  

13-­‐17  

18-­‐24   13-­‐17  

18-­‐24  
25-­‐34  
25-­‐34  

35-­‐54   35-­‐54  

55+  
 
55+   Unknown  

Unknown  

Facebook  usage  in  these  age  groups  (  13-­‐17,  35-­‐54,  55+)  have  increased    and  this  
age  group  (18-­‐24)  has  decreased.  
1.15  
d. BConstruct
ack  to  Work  a pieHow  
chart long   does  it  tthe
to describe ake  age
you  distribution
to  adjust  to  your  
b. nIsormal  
the barwork  
chart drawn accurate
of aFacebook users as of January 4, 2009. the three bars in the correct pro
rou9ne  
e. Construct
\er  coming  
a pieochart
back   from   vaca9on?   A   b ar   g raph   with   d ata   from  the  
other?
Snap-­‐shots   sec9on   f  USA  toToday  
describe the agebelow:  
is  shown   distribution
c. Use a pie chart to describe the
a.  Are  ofall  
Facebook users asaof
of  the  opinions   Januaryf4,
ccounted   or  2010.
in  the  table?  
graph is more interesting to look
Add  
f. aRefer
nother   tocparts ategory  
d and if  ne.ecessary.  
How would you describe the
b.  Is  tchanges in thedrawn  
he  bar  chart   age distributions
accurately?  ofThat   Facebook is,  are  users
the  three  bars  in  the  correct  
propor9on  duringtthis 1-year
o  each   period?
other?  
c.  U se  a  pBack
1.15 ie  chart   to  describe  
to Work How tlong he  opinions.  
does it take Which  you gtoraph  is  more  interes9ng  to  
look  
adjustat?  to your normal work routine after coming back

Adjustment from Vacation

One
Day 40%

A Few
Days 34%

No
Time 19%

0% 10% 20% 30% 40%

1.15  
d. BConstruct
ack  to  Work  a pieHow  
chart long   does  it  tthe
to describe ake  age
you  distribution
to  adjust  to  your  
b. nIsormal  
the barwork  
chart drawn accurate
of aFacebook users as of January 4, 2009. the three bars in the correct pro
rou9ne  
e. Construct
\er  coming  
a pieochart
back   from   vaca9on?   A   b ar   g raph   with   d ata   from  the  
other?
Snap-­‐shots   sec9on   f  USA  toToday  
describe the agebelow:  
is  shown   distribution
c. Use a pie chart to describe the
a.  Are  ofall  
Facebook users asaof
of  the  opinions   Januaryf4,
ccounted   or  2010.
in  the  table?  
graph is more interesting to look
Add  
f. aRefer
nother   tocparts ategory  
d and if  ne.ecessary.  
How would you describe the
b.  Is  tchanges in thedrawn  
he  bar  chart   age distributions
accurately?  ofThat   Facebook is,  are  users
the  three  bars  in  the  correct  
propor9on  duringtthis 1-year
o  each   period?
other?  
c.  U se  a  pBack
1.15 ie  chart   to  describe  
to Work How tlong he  opinions.  
does it take Which  you gtoraph  is  more  interes9ng  to  
look  
adjustat?  to your normal work routine after coming back

Answer  (a)  :  No.  

Adjustment from Vacation
 
One Other  :  7  %  
Day 40%  
Few  hours/less  than  a  day  
A Few
34%  
Days
(b)  Not  quite,  since  independent  
No variable  should  be  on  x-­‐axis  
19%
Time  
(c)    
0% 10% 20% 30% 40%
1.15  Back  to  Work  How  long  does  it  take  you  to  adjust  to  your  normal  work  
rou9ne  a\er  coming  back  from  vaca9on?  A  bar  graph  with  data  from  the  
Snap-­‐shots  sec9on  of  USA  Today  is  shown  below:  
c.  Use  a  pie  chart  to  describe  the  opinions.  Which  graph  is  more  interes9ng  to  
look  at?  

Opinion   Percent   Rela1ve   Angle   Angle  

frequenc
y  
1  day   40   0.4   144   1  day  

Few  days   34   0.34   122.4   Few  days  

No  9me  
No  9me   19   0.19   68.4   Other  

Other   7   0.07   25.2  

100   1