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"authorname:openstax", "transcluded:yes", "showtoc:no", "license:ccby", "source[1]-stats-705", "program:openstax", "licenseversion:40", "source@https://openstax.org/details/books/introductory-statistics" ], https://stats.libretexts.org/@app/auth/3/login?returnto=https%3A%2F%2Fstats.libretexts.org%2FCourses%2FLas_Positas_College%2FMath_40%253A_Statistics_and_Probability%2F01%253A_The_Nature_of_Statistics%2F1.02%253A_Variables_and_Types_of_Data, \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}}}\) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\), of Students at De Anza College Fall Term 2007 (Census Day), 1.1: Descriptive and Inferential Statistics, Percentages That Add to More (or Less) Than 100%, http://www.well-beingindex.com/default.asp, http://www.well-beingindex.com/methodology.asp, http://www.gallup.com/poll/146822/gaquestions.aspx, http://www.math.uah.edu/stat/data/LiteraryDigest.html, http://www.gallup.com/poll/110548/ga9362004.aspx#4, http://de.lbcc.edu/reports/2010-11/fhts.html#focus, http://poq.oxfordjournals.org/content/70/5/759.full, source@https://openstax.org/details/books/introductory-statistics, status page at https://status.libretexts.org, Students who intend to transfer to a 4-year educational institution. . Note: randInt(0, 30, 3) will generate 3 random numbers. How to differentiate the obtained results as discrete and continuous data? The data are discrete because the data can take on any value in an interval. Data from www.bookofodds.com/Relationsh-the-President. The time(in minutes) it takes The time(in minutes) it takes A: It is given that the time (in minutes) it takes different students to drive to school from home. a. stratified; b. cluster; c. stratified; d. systematic; e. simple random; f.convenience. Biased samples that are not representative of the population give results that are inaccurate and not valid. Besides the chemistry course, some of them are also taking first-term calculus. The term discrete means distinct or separate. Suppose ABC College has 10,000 part-time students (the population). To find the average annual income of all adults in the United States, sample U.S. congressmen. Displaying percentages along with the numbers is often helpful, but it is particularly important when comparing sets of data that do not have the same totals, such as the total enrollments for both colleges in this example. Often, people with strong positive or negative opinions may answer surveys, which can affect the results. Continuous data represents information that can be divided into smaller levels. These types of data are sorted by category, not by number. You can also visit their website. It is easy in many cases, discrete data is preceded by the number of, which makes the differentiation of results easier. The data are continuous because the data can take on any value in an interval. A local radio station has a fan base of 20,000 listeners. The data are discrete because the data can . For example, the number of desks in an office, the number of times a dice is rolled, the number of telephone calls received, etc. B. The exact distances (in centimeters) between the chairs in a college classroom. The data are discrete because the data can take on any value in an interval. amount of money (in dollars) won playing poker, IQ scores (This may cause some discussion.). state whether the data is continous or discrete The durations of a chemical reaction comma repeated several times Choose the correct answer below. On the other hand, if we count large quantities of any discrete entity. The Literary Digest Poll, Virtual Laboratories in Probability and Statistics, Gallup Presidential Election Trial-Heat Trends, 19362008, Gallup Politics. Number each department, and then choose four different numbers using simple random sampling. The size of a sample (often called the number of observations) is important. Think about what contributes to making Doreens and Jungs samples different. according to measurement accuracy, it can be significantly subdivided into smaller sections. Now, suppose we take a third sample. Also, the sample represents only those who showed up to the event earlier than the majority. The data are continuous because the data can take on any value in an interval . O C. The data are continuous because the data can take on any value in an interval. Samples of only a few hundred observations, or even smaller, are sufficient for many purposes. A medical researcher interviews every third cancer patient from a list of cancer patients at a local hospital. The distance from G to H in They spend: $50; $40; $36; $15; $50; $100; $40; $53; $22; $22. Your phone book contains 20,000 residence listings. Statistics is a quite tough subject but for those who know how to use their mind, its the best one for them as it involves more practical knowledge and conceptual learning. You sample five gyms. A student interviews classmates in his algebra class to determine how many pairs of jeans a student owns, on the average. For the purpose of analysis, data are presented as the facts and figures collected together. The data are discrete because the data can only take on specific values. If you feel like your doubt is stupid and you skip it rather than ask it, it is not the correct approach. Evaluate it on its merits and the work done. Quantitative data are always numbers. Notice that the frequencies do not add up to the total number of students. To four decimal places, these numbers are equivalent (0.0999). The ordinal data only shows the sequences and cannot use for statistical analysis. There are a number of options if you go for the statistics degree. B. Numeric variables represent characteristics that you can express as numbers rather than descriptive language. The prison populations of different countries ha Choose the correct answer below. Quantitative data can be expressed in numerical values, making it countable and including statistical data analysis. c. The data are continuous because the data can take on any value in an interval. For example, in the case of statistics, algebra is a good option to learn before starting your statistics course. Quantitative data, on the other hand, is one that contains numerical values and uses a scope. The Other/Unknown category is large compared to some of the other categories (Native American, 0.6%, Pacific Islander 1.0%). What are the career options in the field of Statistics? Look at Figures \(\PageIndex{3}\) and \(\PageIndex{4}\) and determine which graph (pie or bar) you think displays the comparisons better. Try to identify additional data sets in this example. Press ENTER. Question: State whether the data described below are discrete or continuous, and explain why. Those 100 students are the sample. A high school counselor uses a computer to generate 50 random numbers and then picks students whose names correspond to the numbers. A discrete data set because there are a finite number of possible values. Step 2: Discrete and continuous data. Can we have both discrete data and continuous data from the same experiment? Measurements of the amount of beverage in a 16-ounce can may vary because different people make the measurements or because the exact amount, 16 ounces of liquid, was not put into the cans. Work collaboratively to determine the correct data type (quantitative or qualitative). Record the number of ones, twos, threes, fours, fives, and sixes you get in the following table (frequency is the number of times a particular face of the die occurs): Did the two experiments have the same results? Suppose Doreen and Jung both decide to study the average amount of time students at their college sleep each night. 2013. The numbers of programs installed on various computers ANSWERA.) 25. Types of soups, nuts, vegetables and desserts are qualitative data because they are categorical. Researchers often prefer to use quantitative data over qualitative data because it lends itself more easily to mathematical analysis. The table displays Ethnicity of Students but is missing the "Other/Unknown" category. For example, if you randomly sample four departments from your college population, the four departments make up the cluster sample. This pie chart shows the students in each year, which is qualitative data.
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