If we have quantitative data, such as the correct number of questions on a test, then the data can be continuous or discrete. If you did the experiment a third time, do you expect the results to be identical to the first or second experiment? There are no strict rules concerning which graphs to use. Answered: State whether the data discribed below | bartleby Quantitative data, on the other hand, is one that contains numerical values and uses a scope. Each travels 2 miles, then changes direction and travels 1.2 miles. Determine whether the data are from discrete data or continuous data set. Discrete is data that can take only certain values. In other words, each sample of the same size has an equal chance of being selected. Be aware that as you take data, your data may vary somewhat from the data someone else is taking for the same purpose. Researchers often prefer to use quantitative data over qualitative data because it lends itself more easily to mathematical analysis. You should ask the doubt there and then clear it, analyze it and work on it. Which is the safest route for the ship? 8. A stated earlier, Lengths are in general, continuous variables. Section 1-2 Practice Problems Flashcards | Quizlet You sample five houses. b. The colors of the houses are white, yellow, white, red, and white. For any particular sample of 1,000, if you are sampling with replacement. Suppose we take two different samples. For the purpose of analysis, data are presented as the facts and figures collected together. Explain your reasoning. Is Age a Discrete or Continuous Variable? - Statology state whether the data is continous or discrete The durations of a chemical reaction comma repeated several times Choose the correct answer below. But graphs can be even more helpful in understanding the data. Continuous data are in the form of fractional numbers. For accuracy, carry the decimal answers to four decimal places. The data are discrete because the data can take on any value in an interval. Do you think that this sample is representative of (or is characteristic of) the entire 20,000 listener population? Create a stratified sample by column. The sample probably consists more of people who prefer music because it is a concert event. The following graph is the same as the previous graph but the Other/Unknown percent (9.6%) has been included. A histogram is used to display quantitative data: the numbers of credit hours completed. It also could not be used if the percentages added to less than 100%. You can go for many of the career options if you pursue stats, you can get detailed information about all of the above-mentioned choices and also many more careers on the online website of Vedantu which tells the full forms and also the detailed explanation of each one of them. The following pie charts have the Other/Unknown category included (since the percentages must add to 100%). D. The Collaborative Exercise 1.2. Therefore, adjustment of the differential equations system under such data . These 15 quiz scores are the systematic sample. 24 people said theyd prefer more talk shows, and 176 people said theyd prefer more music. The data are continuous because the data can take on any value in an interval . Each random number may only contribute one class member. You will learn why when you study confidence intervals. A. You'll find career guides, tech tutorials and industry news to keep yourself updated with the fast-changing world of tech and business. Surveys mailed to households and then returned may be very biased (they may favor a certain group). The numbers of programs installed on various computers ANSWERA.) This variability in samples cannot be stressed enough. 3. The data are the areas of lawns in square feet. For example, the number of desks in an office, the number of times a dice is rolled, the number of telephone calls received, etc. If Doreen and Jung took larger samples (i.e. The data are the number of machines in a gym. For some students, it might feel difficult as it involves logical thinking and mathematics but its a great option for those who love solving and putting their minds all into logic. Data from www.bookofodds.com/Relationsh-the-President. The Other/Unknown category is large compared to some of the other categories (Native American, 0.6%, Pacific Islander 1.0%). 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. Number each department, and then choose four different numbers using simple random sampling. Non-response or refusal of subject to participate: The collected responses may no longer be representative of the population. . Log on to our website and explore courses delivered by industry experts. C. Press ENTER and record that number. { "1.2.01:_Levels_of_Measurement" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, { "00:_Front_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.00:_Introduction" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.01:_Descriptive_and_Inferential_Statistics" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.02:_Variables_and_Types_of_Data" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.03:_Data_Collection_and_Sampling_Techniques" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.05:_Computers_and_Calculators" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.5:_Experimental_Design_and_Ethics" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "1.E:_Sampling_and_Data_(Optional_Exercises)" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "zz:_Back_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, { "00:_Front_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "01:_The_Nature_of_Statistics" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "02:_Frequency_Distributions_and_Graphs" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "03:_Data_Description" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "04:_Probability_and_Counting" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "05:_Discrete_Probability_Distributions" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "06:_Continuous_Random_Variables_and_the_Normal_Distribution" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "07:_Confidence_Intervals_and_Sample_Size" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "08:_Hypothesis_Testing_with_One_Sample" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "09:_Inferences_with_Two_Samples" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "10:_Correlation_and_Regression" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "11:_Chi-Square_and_Analysis_of_Variance_(ANOVA)" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "12:_Nonparametric_Statistics" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "13:_Appendices" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()", "zz:_Back_Matter" : "property get [Map MindTouch.Deki.Logic.ExtensionProcessorQueryProvider+<>c__DisplayClass228_0.b__1]()" }, [ "article:topic", "Pareto chart", "Sampling with Replacement", "Sampling without Replacement", "qualitative data", "quantitative data", "discrete data", "continuous data", "Cluster Sampling", "Sampling Error", "Sampling Bias", "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. In the graph, the percentages add to more than 100% because students can be in more than one category. Below are tables comparing the number of part-time and full-time students at De Anza College and Foothill College enrolled for the spring 2010 quarter. Press ENTER 15 times and record the numbers. Press ENTER 2 more times (even the repeats). Samples that contain different individuals result in different data. It is not possible to measure qualitative data in terms of numbers and it is subdivided into nominal and ordinal data. Variation is present in any set of data. A soccer coach selects six players from a group of boys aged eight to ten, seven players from a group of boys aged 11 to 12, and three players from a group of boys aged 13 to 14 to form a recreational soccer team. interval. State whether the data described below are discrete or continuous, and Another example is learning how to use calculators. Most data can be put into the following categories: Qualitative data are the result of categorizing or describing attributes of a population. If you feel like your doubt is stupid and you skip it rather than ask it, it is not the correct approach. In one study, eight 16 ounce cans were measured and produced the following amount (in ounces) of beverage: 15.8; 16.1; 15.2; 14.8; 15.8; 15.9; 16.0; 15.5. B. Many other courses are available online to master your foundational knowledge which may assist you later. novel method for jointly modeling the evolution of discrete and O A. For example, it does not make sense to find an average hair color or blood type. It may take any numeric value, within a potential value range of finite or infinite. Keep counting ten quiz scores and recording the quiz score until you have a sample of 12 quiz scores. Show Less. When you analyze data, it is important to be aware of sampling errors and nonsampling errors. Data are individual items of information that come from a population or sample. This particular bar graph in Figure \(\PageIndex{4}\) can be difficult to understand visually. The numbers of countries in the world in different years Choose the correct answer below. You can email the site owner to let them know you were blocked. To find the average annual income of all adults in the United States, sample U.S. congressmen. Each undergraduate student in the fall semester has the same probability of being chosen at any stage of the sampling process. Determine whether the given value is from a discrete or continuous data For example, 16-ounce cans of beverage may contain more or less than 16 ounces of liquid. Random sampling methods include simple random sampling, stratified sampling, cluster sampling, and systematic sampling. For the purpose of analysis, data are presented as the facts and figures collected together. Zanas house is at A, 500 feet from the intersection, and Tan's house is at B, 750 feet from F. Which distance is longer, the distance from Zana's house to Tan's house or the distance from Theresa's house to Is house? Students often ask if it is "good enough" to take a sample, instead of surveying the entire population. Just as there is variation in data, there is variation in samples. The exact lengths (in kilometers) of the ocean coastlines of different countries. You sample the same five students. Otherwise, the variable is nominal. In statistics, a sampling bias is created when a sample is collected from a population and some members of the population are not as likely to be chosen as others (remember, each member of the population should have an equally likely chance of being chosen). Continuous data. Manufacturers regularly run tests to determine if the amount of beverage in a 16-ounce can falls within the desired range. Statistics and Probability questions and answers, CS State whether the data described below are discrete or continuous, and explain why. Required fields are marked *. continuous, and explain why. Show More. A bar graph is appropriate to compare the relative size of the categories. This website is using a security service to protect itself from online attacks. ), Ranking of people in a competition (First, Second, Third, etc. Convenience sampling involves using results that are readily available. Record the three quiz scores in column one that correspond to these three numbers. Click to reveal Frequently Asked Questions, Pew Research Center for the People & the Press, www.people-press.org/methodolwer-your-polls (accessed May 1, 2013). Notice that the frequencies do not add up to the total number of students. How to differentiate the obtained results as discrete and continuous data? Items a, e, f, k, and l are quantitative discrete; items d, j, and n are quantitative continuous; items b, c, g, h, i, and m are qualitative. discrete because the data can only take on specific values . Gathering information about an entire population often costs too much or is virtually impossible. . Record the number. A sample should have the same characteristics as the population it is representing. We provide you year-long structured coaching classes for CBSE and ICSE Board & JEE and NEET entrance exam preparation at affordable tuition fees, with an exclusive session for clearing doubts, ensuring that neither you nor the topics remain unattended. The Pareto chart has the bars sorted from largest to smallest and is easier to read and interpret. What is the type of sampling in each case? It is countable. Q: State whether the data below are discrete or continuous, explain why. State whether each situation is categorical or quantitative. You may wrap around (go back to the beginning). However, if two or more of you are taking the same data and get very different results, it is time for you and the others to reevaluate your data-taking methods and your accuracy. State whether the data described below are discrete or continuous, and explain why. A high school counselor uses a computer to generate 50 random numbers and then picks students whose names correspond to the numbers.
Paul Chiaverini And Tanja Babich, Psychological Entrapment Theory, What To Do When Your Husband Belittles You, Physiotherapy Job In Denmark, City Of Helena Alabama Zoning Map, Articles S