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Presentation Data Chapter 2

The document discusses the presentation of data, focusing on the types of data (primary and secondary) and methods for organizing it, such as ordered arrays and frequency distributions. It explains how to create discrete and grouped frequency distribution tables to summarize raw data effectively. The document also distinguishes between continuous and discrete variables, providing examples and guidelines for constructing frequency distribution tables.

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5 views45 pages

Presentation Data Chapter 2

The document discusses the presentation of data, focusing on the types of data (primary and secondary) and methods for organizing it, such as ordered arrays and frequency distributions. It explains how to create discrete and grouped frequency distribution tables to summarize raw data effectively. The document also distinguishes between continuous and discrete variables, providing examples and guidelines for constructing frequency distribution tables.

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nehazeeya
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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NCE-1 ——__ — ———__ ons. ve frequen, ruction of be Ogives ometrie mes its coefficier lation: Scatt Twolines: CONTENTS Chapter _ Gump Ya. Indefinite Integral _/2. Presentation of Data ~~ 3. Measures of Central Tendency 4.4. Measures of Dispersion 5. Correlation 6. Regression © LogTables CHAPTER . _—_ PRESENTATION OF DATA ay 2.1, INTRODUCTION The word ‘data’ is the plural of the word ‘datum’ ascertained fact or information in numerical figures, "nit Means & Known, given or Information, facts or figures which are i m rocaled statistioal data or tine ae te Numeral and calles witha deine purpose inti 7. oo . Statistical data are of two types, viz., Primary data and Secondary data, @ Primary Data : The information, facts or a 3 » facts or figures collected by the i personally with a definite purpose or objective, is called primary date, "Thus these data are original in the sense that they are first hand information, , For example, if you collect the information regardi rls =— 0 garding number of bo d girls in 20 families in your locality for a social science project, then it isa primary deta, (ii) Secondary Data : The information, facts or figures which have been collected by some other agency or individual in some context and are used by an investigator in another context, is called secondary data. For example, if to show male and female ratio in India, you refer to the population census or data collected by the government, then it is a secondary data. In general, the data are primary to the source who collects and processes them for the first time and are secondary for all other sources who use such data later on. 2.2, PRESENTATION OF DATA IN DIFFERENT FORMS ‘The numerical data recorded or obtained in its original form as collected by the investigator or received from some source is called raw data. " investi iti f tables, ‘After collecting the raw data, the investigator generally condenses it in the form of taht charts or groups inorder to bring out its salient features so that it is easily understood and become meaningful. Such an arrangement of data is called presentation of data. The raw data can be presented or classified in following ways : (1) Ordered Array (2) Frequency Distribution 2.2.1, Ordered Array or Arrayed Data _ th Suppose marks obtained by 30 students in an examination, eir roll numbers are as follows : ent 37, 58, 95, 65, 70, 18, 9, 21, 45, 60, 70, 18, 39, 36, 58, 65, 45, 21, 45, 45, 65, 58,60, 60, 85, 45. out of 100 marks, according to eS IONS FOR COMPUTER scien. ty MATHEMATICAL FOUNDATI ungrouped or unclassified data, 1, or i ove list is an obse, se form is ch entry in the al observ The data in this O77 variable and ach egy not give us a clear peter a " umber ofmarks obtained in the above form dove formance ofthe students be once b 22 ere, variate oratugents as wecannct Dave Jooking at this data. Let us arrange the above ascending order i 9, 18, 18, 21, 21, 35, 35, 37, 3! 65, 70, 70, 85, 92 ‘The above data in descending order is: 92, 85, 70, 70, 65, 65, 65, 60, 60, 60, 60, 21, 21, 18, 18, 9 - The data arranged in this form is calle s us a better picture about the achievements g s form give: west marks obtained by the student, in ascending or descending order. The above dag data in 45,45, 45, 45, 45, 45,58, 68, 58, 58, 60, 60, 60,60, 65, 9, 45, 45, 45, 4, 56, 58, 68, 58, 45, 45, 45, 45, 45, 45, 39, 97, 95,55 led arrayed data or simply an array, on of data in this the students Hore we can find the highest and the 1 simply by looking at the data. ce 7 However, the presentation of data in this form is quite tedious ani ime-consuming, particularly, when the number of observations are large. It is better to organise the data in a tabular form. This is called frequency distribution table which is explained below, 2.2.2, Frequency Distribution Before discussing frequency distributions, we define two important terms viz, freque and variables which are useful in the formation of frequency distribution table. 1, Variable : The quantity which is being measured or analysed in an experiment is called a variable, For example, marks obtained by students; height, weight and age of people, ‘number ofstudentsin a class, prices of various commodities ete. are all variables. The particular value ofa variable (single observation) is called a variate. The variables are of two kinds : ‘ @ Discontinuous (or discrete) variable values between two given values is call variable which cannot take all possible led a discontinuous (or discrete) Con variable. For example, the number of students in a class are discrete variables since | numberaf the number of students cannot take any value between land 2, 2 and 3 ete. 45 w Continuous Nariables : A variable which can take any value between two given fales i ealed 4 continuous variable. Tho continuous variables may take any a ional value between two values, The height, age and weight of people are all 40 examples of continuous variables, Remark: The difference between the maxi . — e maximum ini ii i tinredigeofthoton and minimum values of a variable is called The frequenc 8 Lo Sata NY u \ oF cA 8 Obygatty \ ppusSNTATION OF DAT Ne, . bi a ceney ste Stung tl! 9, Frequency : The number o 28 a dey i MES by OF wency of that variate, For ones observation or variate © ge trea e. For example, in the der occurs in a data ig called ' g occurs two times, 3 occurs four times and 5 occurs thee gene aye Me Observe that aboy, frequency of 3 ies curs three times. Thus we say that frequency and frequent ‘3 frequency of § is ‘3’. The sum of frequencies is called the @) Discrete (Ungrouped) Frequency Distribution 85, @) Grouped Frequency Distribution 23, FORMATION OF FREQUENCY DISTRIBUTION TABLE 2,3.1. Discrete (Ungrouped) Frequency Distribution To construct a discrete frequency distribution table, we proceed as follows : () Obtain the raw data. (i) Prepare a table for three columns — first for the variable (marks, height, wages ete.), second for the tally marks and third for the total number of tally marks representing, the corresponding frequency of each value of the variable. (i) From the raw data, take the values of the variable one by one and put a tally markin a form of bar (|) against that value in the second column, After four such repetitions, the fifth is marked by crossing the first four bars diagonally as I}. Leave some space equency between each block of bar and repeat the process till all the values of variables in the given data are exhausted. ment is (v) Count the number of tally marks corresponding to each value of the variable and people; write the total in the third column which represents the frequency (occurrence) of ticular that variate. ds : ‘The table thus formed is the discrete (ungrouped) frequency distribution table, ssible This process will be clear from the following example : rete) Consider the marks of 35 students (out of total marks 50) according to their roll since numbers: 4 30 21 2 15 5 3 2 1 18 a 7 40 35 21 16 1 2 7 a 35 any ® > all 0 7 3 4 Bb 2B a a 7 45 2 21 5 i i yuped ) ded Thedata given above is raw data. Tis data canbe put in the form of disreie Ong frequency distribution as given in Table 1. TIONS FOR COMPUTER sc, ND. MATHEMATICAL FOU! gstNTATION a ) # isorete Frequency Distribution) wid) 08 ‘Table 1: Di No, of Students (Frequency) Da 2 (iid ‘qo mal 2 ssees with a Total Frequency = 35 2.3.2, Grouped Frequency Distribution: In Sometimes it is more appropriate to condense the data into groups which makes the dat betweer simpler and easily comprehensible, These groups are called classes or class intervals, Ty upper number of observations (values of variable) falling in a particular class is called thefrequency¢ includit that class or clase frequency. This type of distribution is called Grouped Frequency Distribution A To construct a grouped frequency distribution table, we proceed as follows : discre @ Obtain the raw data, () Determine the maximum and minimum values of the variable in the data. (ii) Determine Range = Maximum value~ Minimum value, iv) Decide the number of classes to be formed, () Divide the range by number of ini Classes tobe formed to got the clase interval, Note thel 2.8.8, fran a 8 well as maximum values of the variate should lie in the formed clas! 1 Wi) Fr . | ete, F temean data take values of the variables one by one and put a tally markit) beer against the cl; i ‘i ich repetitions, the fifth is marker : ‘ass to which the variate belongs. After four su there y crossing the first four bars diagonally as {Hl. Lev’ we h, Some space between each block. igoni ve | variable in the given data ane caeazand Tepeat the process till all the values of tht tii , PRESENTATION OF DATA “atone ‘auencies is same as the total number of observations. let us pres: ent the dat Bn 1p eresent the data given in Table 1 by grouping it in ‘To make the process clear, classes with class intervals 15, Table 2: Discrete Gro ition) 2 ‘ote Gi vuped Frequency Distribution) (Class-interval) ‘Tally Marks ‘No. of Students 1-65 | (Frequency) 6-10 MHL ios tl 16-20 Hy 21-25 HI 26-30 Mm 31-35 il 36-40 I 41-45 mm 46-50 - eum oanaas — Total Frequency = 35 akes the & In this table, bid have condensed the data: into classes. Class 1-5 means marks obtained tervals. eee - Poe pang, 1 and 5 both, Here, 1 is the lower limit of the class and 6 is the frequency upper limit o 1 ee Similarly class 6 — 10 means marks obt ed between 6 and 10 peaend including 6 and 10 both, Here, Gis the lower limit and 10 is the upper limit. ‘Also, in this table the classes are discontinuous. Such a frequency distribution is called discrete grouped frequency distribution or inclusive distribution. In this distribution, the upper limit of one class is not same as lower limit of next class. od ‘The length of the class interval, which is 6 in this case is called the width or magnitude ofthe class or class size. The number of observations falling in a particular class is called the frequency of that class or class frequency. Noteth) 28.8, Continuous Grouped Frequency Distribution: that no student has secured marks betwoen 5 and 6;6 and, awarded fractional marks such as 6Y4, 10%, ete., then we Iy mark observe that these eannot be placed in any class because the classes are non overlapping ie., "four #04. thereisagap between the upper limit of one class and the lower limit of the next class. In case IH. Least we have to measure continuous variables, the classes should be overlapping ke, the upper Inog of lmitof one class should be identical to the lower limit of the next ‘class, So in such 8 case we sr0up the marks into classes with class intervals 0-5, 5~ 10, 10~ 16 and 80 on. rmed cls In Table 2, we have assumed ote, However, if the students are JON OF D 26 MATHEMATICAL FOUNDATIONS FOR COMPUTER sci ie ‘ or tat the bound aoe pat nc Ra TERS (gS Note that the boundary values are put in the higher class interval i.e., 10 is to. be, @ class interval 10~ 15 and not in § - 10. The frequency distribution thus becomes» of ie inclusiv Table 3 : (Continuous Grouped Frequency Distribution) supper Ii Marks No. of Students class Marl Tally Mark (Class-interval) vee (frequency) » spe centre 0-65 tll 4 a class: Te ‘jass-inter 5-10 THU 7 10-15 Ill 3 15-20 4 ul or exam 20-25 WI 6 - ythe diff 25-30 ll 3 and class 30- 35 | : ONVE! 35-40 ll 2 40-45 tl 2 45-50 ill 3 ‘Total Frequency = 35 In the above table, the class 0 - 5 means marks obtained between 0 and (including 0 and excluding 5). Similarly, class 5 10 means marks obtained between 5 and (including 5 and excluding 10) and so on. Here, we observe that the classes are continuous. Such a frequency distribution is call continuous grouped frequency distribution or exclusive distribution. In this distribut the upper limit of a class is same as the lower limit of the succeeding class. The differend between the upper limit and lower limit of a class is called the class size or width or magnitud of the class. Remarks: Here, |. From the above discussion, we observe that there are two methods of classifying the dat scoring 6 t according to the class intervals, namely (i) exclusive method, (ii) inclusive method whid are as follows : Ina¢ @ Exclusive Method : When the upper limit of any class is the same as the lowerlini_ fixed that of the succeeding class, then it is called an exclusive method of classificationé included i exclusive form of distribution or simply exclusive distribution. In this method, next class upper limit of a class is not included in the class. “ree Soe, oF Dare \rATION OF DATA 10is tog, Ry ppesenar Dut comes ; i es; ey W mn) f the succeeding inclusive form of distributie ve f DoF si 5 upper limit of a class is includes fo ipl ided in that cla, Forexample, ifthe class interval is 20 25, then it lag mark = 20+25 _ 46 yo Gams, 8, Ifthe difference of the consecu rene tive class marks is same, then the classes are of equal size and class size is equal to the difference of two consecutive class marks, 24, CONVERSION OF DISCRETE GRoupED FREQUENCY DISTRIBUTION INTO CONTINUOUS GROUPED FREQUENCY DISTRIBUTION In a discrete grouped frequency distribu tion (inclusive form), both the lower limit and upper limit are included in that class itself. C ‘onsider the following discrete grouped frequency distribution : en 0 and Table 4 : (Discrete Grouped Frequency Distribution) een 5 and] Class-interval Frequency p—__—reaveney | 1-5 8 ion is calk 6-10 12 listributia 11-15 20 differen 16-20 6 lagnitud 21-25 4 Total = 50 Here, the students scoring marks between 1 and 5 are included in class 1—5. The students ; the dat pi “TINE 6 to 10 marks are included in class 6 - 10 ete. od whit In a continuous grouped frequency distribution (exclusive form), class intervals are * a mit is no Jin) ™°dthat the upper limit of one class is the lower limit of next class. Here, the pet limi not ios ¢ included in the class. For example, 5 is not included in the class 0 ~ 5 but itis inclu ati . od, tH Rext class 5 — 19, MATHEMATICAL FOUNDATIONS FOR COMPUTe e 28 discrete grouped frequency distribution into a continuous frequen, \pgeseNTATION OF P distribution we introduce an adjustment factor h) which is given as: ab able pres ower limit of one class) - (upper limit of previouscia,. gistribution oF 2 Adjustment factor (h) = 2 abuti : Clase! ‘To obtain a continuous grouped frequency distribution from a diserete grouped distribution, we subtract the adjustment factor from all the lower limits and add the. djug, factor to all the upper limits. ; ; For the discrete grouped frequency distribution given in table 4, the adjustment fa, _ 6-5 10.5. To convert. “2 2 — Subtracting this adjustment factor i.e., 0-5 from each of the lower limit and adding each of the upper limit, we obtain the following table, which is a continuous grouped freq distribution. Table 5 : (Continuous Grouped Frequency Distribution) Class-interval 05-55 55-105 10-5-15-5 155-205 205-255 Total s|-ouueld i — Here, we consider 5:5 to be in the class 5-5 — 10-5 and not in 0-5 — 5-5. Similarly, 10, considered to be in the class 10-5 — 15-5 and not in 5-5 — 10-5 and so on. The tab ess than cu For sor 2.5. CUMULATIVE FREQUENCY DISTRIBUTION values great ‘The sum of frequencies of a particular class and all the previous classes is calleiclass intervé cumulative frequency of that particular class. For example, in the following table, cumulifrequency | frequency for the class 140 - 145 is 53 + 42 + 35 = 130, signifying that 130 items have valtethe followin, than 145. Class Interval 130-135 135-140 2 140-145 35 145-150 31 150-155 23 155-160 n Total ‘ IN OF DA’ mney passENTATIO' TA Oy n r i A table presenting such cumulati = tive frequenei Slag) __giiribution or a cumulative frequency table, eegauencien is called a cumulative frequency a aoa ~s shown in the following table ting wa a5 rr = Cumulative frequency (ef) Stay, 136-140 42 3 ote uous % 53442 =95 assis . 58+ 42495 =180 150_108 53442495 +31=161 edaingy 155-160 i. 58 +42 +35 431428 = 189 eat 53 +42 +35 +81 +28 +11 = 200 ove tabl itten j = The above table can also be written in the form given below c Cumulative Frequency (ef) Less than 130 0 Less than 135 58 Less than 140 95 (ie, 58-+ 42) Less than 145 130 (ie,, 95 +35) Less than 150 161 (ée,, 130+31) Less than 155 189 (ie., 161 +28) Less than 160 200 (ie., 189+ 11) y, 194 The table in above form is called a less than cumulative frequency distribution or less than cumulative frequency table. For some purposes, it is desirable to consider a cumulative frequency distribution of all values greater’ than the lower class limit of each class interval. In this case we consider the led # class intervals as 130 or more, 135 or more etc. This is called a more than cumulative nulatii frequency distribution or more than cumulative frequency table which is as given in uelé the following table. No. of students More than 130 53 +42+35+31+28+11=200 More than 135 42. +35 + 31 + 28 + 11 = 147 (or 200-53) More than 140 35 +31+28+11=105 (or 147-42) More than 145 31428 + 11= 70 (or 105-35) More than 150 28 + 11 = 39 (or 70-31) More than 155 11 (or 39-28) More than 160 0 (or 11-11) 210 MATHEMATICAL FOUNDATIONS FOR COMPUTER scitn, pa nTiON OF BT ee ere DEERE gotution Example 1. Construct a discrete frequency distribution from the following data of may, (a) Table 1-(Gr obtained by students : 8786435644987 9 26%59%8543 6 8 Solution. Construction of Discrete Frequency distribution : ‘To prepare a discrete frequency distributi | of marks. equency distribution table, we use tally marks to find the frequenc, Marks Tally bars Frequency (f) 3 I 2 4 ul 4 5 Ul 3 6 Ui 4 7 i 3 8 He 5 9 UL 4 Total 25 Example 2. Marks of 50 students in a monthly test out of 100 according to their roll numbers are as given below 19 8 1% 5 0 23 59° 5G 89 9 21 22 50 89 56 70 5G 89 | 15 5 85 22 3 2 41 87 8B 72 50 8&7 50 8 8B 89 50 40 36 4 30 28 87 8 2 15 30 15 (a) Prepare a grouped discrete frequency distribution having lower limits as 0, 11, 21 ‘Also prepare the cumulative frequency distribution table. (&) Prepare a continuous frequency distribution for the above data having classes 0-10, 10-20..... = (@) Table 1 (Grouped Discrete Frequeney py ney Distribution) Marks fariate) Genet Froquency | — Cumulative o- 10 Wl frequency (c.f.) “26 2 11-20 HM 2 2 21-30 7 31-40 me 2 9 - Mi 3 41-50 2 HL 5 2 51-60 mt 4 a 61-70 Il 71-80 : % ull 4 " 81-90 TRULLI 2 49 91-100 | 1 50 () Table 2. (Continuous Frequency Distribution) Marks No. of students Frequency ‘Cumulative wn Frequency (c.f.) 0-10 ll 2 2 10-20 Wl 5 7 20-30 THOL 10 " 30-40 Il 7 40-50 Il 8 31 50-60 MUI 8 1 2 60-70 | 5 31 70-80 il 8 UAL! n 80-90 2 50 90-100 Daz MATHEMATICAL FOUNDATIONS FOR COMPUTER Scie, eonsTNTHONL OF DATA D Example 3. The heights of 60 students, measured to the nearest centimetres, have ,, subtracting 056 found to be as follows : spo treavencon ame 161 150 154 165 168 161 164 162 160 151 we avon belo 162 164 171 165 168 158 166 ©1172 +160 170 163 159 161 170 162 165 166 168 165 164 154 152 153 156 «158 «162 «160 «61-173 166 161 159. 162 167 168 159 188 153, 164159 Represent the data given above by a grouped frequency distribution table, Solution. The grouped frequency distribution table for the given data is as given below. Height (in cm) ‘Tally marks No of students i 150-155 TMU INLIL 2 Example 5. ’ | 165-160 IMU 9 408 160-165 TAL INLLIL “4 210 165-170 MAL IML 10 i 170-175 mm 5 Total 30 Example 4. Convert the following discrete grouped frequency distribution to continual grouped frequency distribution. [[ Age Gn yearsy Number of employees 26-30 8 31-35 10 36-40 12 41-45 a 46-50 9 51-55 10 | 56-60 4 | Solution. Here, the class intervals are of uniform width 4. Thus, the adjustment factor, ‘upper limit of previousclass) 2 % (lower limit of one class’ 31-30 1_ 2 2 ggSENTATION OF DATA Y subtracting 0-5 from all the lower lim es ie, we its and addi Ing the frequencies same, we get the required continuone non toall the upper limits, and keeping 164 as giver ped frequency distribution which is Age (in years) 166 Number of empl ; 255-906 iployees 89 305-35. 8 e, 355-405 7 as pi 405-455 Biv u SA ba, 455-505 9 : 5-55: 50-5- 55.5 10 55-5-605 4 Example 5. The marks obtained by 30 students in an examination are as follows : 408 386 420 308485 872,380 425154175 210 296 305 325 261 355 386 422 178 253 241 295325 978818380 375 412«176-—S«179 Forma cumulative frequency table with the class interval of 50. Solution. Here the maximum and minimum marks are 425 and 154 respectively. on to continy «Range = 425 ~ 154 = 271. Now, the magnitude of a class interval is given to be 50 i., class size = 10 1 Number of class intervals = an =5-42=6 Thus the class intervals can be taken as 150 — 200, 200 — 250, 250-300, 300 ~ 350, 350-400, 400 - 450 ‘The cumulative frequency table for the given data is as given below : Classes | Tallymarks | Frequency | Cumulative frequency i 150-200 Mi 5 5 1(=5+2) 200-250 Ul 2 1(=7+4) tment 250-300 tM ‘ e 5 16(=11+5) class) 300-350 i — 8 24 (= 16+ 8) 350-400 tHLILL 6 30(=24+6) 400-450 WI MATHEMATICAL. FOUNDATIONS FOR COMPUTER SCIENCE , so Example 6. The following table gives the marks scored by 400 students in an entrano, exe examination. ‘Marke? Jo = T0|10 ~20]20 ~ 3030 ~ 40] 40 - 60[60 — 6060 - 7070 — 80 |80 - 90]90 - 109) Woofstadents] 73 | 32 | 36 | 7 | 97 | 6 | 39 | i | 6] From this table, form (i) less than cumulative frequency table and (ii) more than cumulatir, frequency table. Solution, (i) The less than cumulative frequency table is as given below. Number of students masks (Cumulative frequency) Less than 0 0 Less than 10 | 18 (= 13 +0) Less than 20 Less than 30 Less than 40 Less than 50 Less than 60 Less than 70 368( = 329 + 39) Less than 80 382( = 368 + 14) Less than 90 394( = 382+ 12) Less than 100 400( = 394.4 6) (ii) The more than cumulative frequency table is as given below. Marks Number of students (c.f.) More than 0 400 More than 10 38% (= 400-13) More than 20 365 (= 387-22) More than 30 329 (= 365-36) More than 40 253. (= 329-76) More than 50 156 ( = 253-97) More than 60 TL (= 156-85) More than 70 8 (= 71-39) More than 80 18 (= 32-14) More than 90 6 (=18-12) More than 100 0 (=6-6) pgSSBNTATION OF DATA ple 7. Form an ordinary j Tequen <9 table from the following table Height (in fy Below7 Below 14 26 Below 21 57 Below 28 92 Below 35 134 Below 42 216 Below 49 287 34] Below 56 Solution. Here we are gi iver given less than cumulative frequency table, The width of th width of the class interval is to be taken as 7. Th . The numb between 7-14 ft are 57 — 26 = 21 and von students having height between 0 —7 ft are 26 Hence the i e the required ordinary frequency distribution table is: Height (in ft) No. of trees 0-7 26 7-14 57 -26 = 31 14-21 92-57 = 35 21-28 134-92 = 42 28-35 216-134 = 35-42 287-216 = TL 42-49 941-287 = 54 49-56 360-341=19 | dd more than frequency table for the following data Example 8. Construct a less than an No. of children : No. of families: e number of families having children Jess than 1 are 171; less than 2 (9 = 303 and so on. Solution. (i) Here, th are 171 + 82 = 253; less than 3 are 253 +5 | or more is 350; 1 or more is 850 ~ 171 The required more than frequency table is as given below : ‘The required less than frequency table is as given below : No. of children No. of families Less than 1 im ‘Less than 2 253 Less than 3 303 Less than 4 328 Less than 5 341 Less than 6 348 Less than 7 350 ‘No. of families ‘No. of children 0 or more lor more 179 2 or more 97 3 or more 41 4 or more 22, 5 or more 9 6 or more 1. Forma discrete frequency distribution from the following data ofthe marks obtained by 30 students | in a class-test (out of 15 marks) : 4 8 7 12 11, 13 12 ib 12 7 8 7 12 10 12. 10 13. 4 7 8 9 7 aT 7 10 FOUNDATIONS FOR COMPUTER scien q (ii) Here the total number of families is 350. So, the number of families having children ( 179; 2 or more is 179 - 82 = 97 and so on. 12. ul 9 7 7 gen TATION OF DAT y 16 yours ol 7 55, 7 71, 58 ei, 68 ‘Using the class 1, Construct a oo data of ily 4 8 14, 2, 16, 15: 4, The weights 131, 118, 8 Arrang | 6 Therel 98 89 96 Const sytaTION OF DATA pay | gpisty 16 08" old boys were tested to fy oe te number of beats per minute ind their pulee [Link] following figures were obtained fe 5, 7% 70, 66, 4, * b 10, mn 5. 68,15, ™ 51, 1, gp 1 62, 6 ot, 66 78, 3 6 * Se. 8h 9 . HB, gg, 6,72, | 4 u | 4, 16, 6, M4, 22, 43, h 15,8, 12,23, 4, 20, 17, 21, ae, 18, ' ein ildren 4 16, 15, 11, 12, , i. s on | , + , 2, 17, 18, 19, 23. 4, The weights (in grams) of 50 orany es picked at random from a consi | rom a consignment are as follows | 131, 113, 82, 75, 204, 81, 84, 118, 104, 110, 80, 107, 111, 141, 136, 123, 90, 78, 115, 110, 98, 106, 99, 107, 84, 76, 186, 82, 100, 109, 128, 115, 107, 115, 119, 93, 187, 199, 129, 130, 68, 195, 128, 125, 111, 92, 86, 70, 126 (i) Prepare a grouped continuous frequency distribution ha an | ney dist ie’ wving class size 20 and the class mark of (ii) Also prepare the cumulative frequency distribution table. 6, Marks obtained by 40 students are as follows : 45 53 58 «3604248. 55 39 30 37 36 53(i#C(iti ALCL H AA 4H | 40 45 50 55 89, 49 4 A 88D o 42 33 47 53 49 58 36 48 41 55 Arrange the above data in classes with class-interval of 5 marks (exclusive method). ity for a month of 30 days was as follows 90-3 86-5 95:3 92-9 96-3 94-2 95-1 95-1 97-2 983 952 97-3 97-3 961 921 89 tents. 6. The relative humidity (in %) of a certain ci 98-1 98-6 99-2 89.2 92.3 97-1 93:5 927 96-2 92-1 84-9 90-2 95-7 98:9 tribution table with classes 84 — 86, 86 - 88, ete. Construct a grouped frequency dis MATHEMATICAL Convert the given frequency distribution into a contin NS FOR COMPUTER SCE FOUNDATIO’ uous grouped frequen Glass interval: | 160-165 | 164167 | 158 - 161 166 - 169 | 170 162-165, 10 7 7 5 Frequency: In which interval will 1535 and 157-5 be included ? 6 Prepare a continuous grouped frequency distribution from the following data ‘Class Mark : 5 15 25 35 45 Frequency: 4 8 13 12 6 Also, find the size of class intervals. 9. Convert the following frequency distribution into cumulative frequency distribution = Marks: 0-10 | 10-20 | 20-30 | 30-40 | 40-50 ‘No. of students : 5 7 8 6 4 10. Form a (i) less than cumulative frequency table (ii) more than cumulative frequency & for the following distribution : Marks : 0=10 | 10-20 | 20-80 | 80-40 | 40-60 | 50 - 60 ‘No. of students: | 3 9 6 30 w | 5 11. Form an ordinary frequency table from the following ‘table Marks obtained: | Below 10 | Below 20 | Below 30 | Below 40 | Below 50 No. of students : 3 8 mz | 20 22 12, Form an ordinary frequency table from the following table : Marks obtained: | Above 0 | Above 10 | Above 20 | Above 30 | Above 40 | Above 50 ‘No. of students : 30 26 21 14 10 5 CT Bees: ANSWERS 1 ‘Marks obtained : @]9]m)]u| wei ‘No. of students : 3 [2 3 4 6|2i{2 7 a, [Novof beats: [61-85 36—60 | 61—65 | 66-70 | 71-75 | 76-80 | ‘No. of boys: | 5 6 3 7 7 | 2 | 2 Wages : 11-18 [13-15 | 15-17 | 17-19 | 19-21 | 21-23 | 23-25 | Total No. of labourers: | 3 4 3 é 3 a 131 30 pxeseNTATION OF DATA Frequency: 9, Liars (below): [70 ‘[Link] students: | § | ‘Marks (Less than): 10. (i) | No. of students: Marks (More than): (ii) [[Link] students: Marks: [0-10 1 [[Link] students: | 3 [_ Marks: [0-10 [ 10-20 | 20-30 | 30-40 | 40-50 | 50-60 | 2 [[Link]:| 4 | 6 | 7 | # | 6 | 8 | 26. DIAGRAMMATIC AND GRAPHICAL PRESENTATION OF DATA | cement of data by arranging the | In the previous sections, we have learnt the tabular Sere frequency distribution [ang saitia the form of an ordered arr oes ch representation of data helps us in and continuous grouped frequency distribution. veri a better perspective Summarising thevaw data ina systematic manner. Foe eranbs which gives us an Pr representing the data visullythrowgh That have been collected. instant idea about the nature and features of the data MATHEMATICAL FOUNDATIONS FOR COMPUTER Scie, _ gy tATION OF DATA 220 : “ Xa i 3 they do away with numerical fj ‘The year especial feature of diagrams and graphs is that they gure, a ‘The sper ate in an attractive and appealing form so that we can easily visualise the vart® sot form Characteristics ‘of the data by simply looking at them. The diagrams and graphs also facility, pec rective lengths c the comparison of two or more frequency distributions. “e ™ In the present section, we shall discuss some of the important types of diagrammatic, simple bar disera graphical representations of statistical data such as bar diagram, pie diagram, histogram, freques: polygon, frequency curve and ogives. frequeng 2.7, BARDIAGRAMS ‘Abar diagram is a pictorial representation of numerical data by a number of bars (rectangle of uniform width drawn horizontally or vertically with equal spacing between them. Ifthe be, are drawn on one axis (say x-axis) depicting the variables, then the values (or frequencies) the variables are shown on the other axis (say y-axis). Each bar represents only one value, the variable and so there are as many bars as the number of variables in the numerical dat, ‘The height of each bar corresponds to the value of the variable. The width of the bar has n, relevance or significance and these can be of any measurement but for the sake of symmetn, width of all bars should be kept same. Construction of a Bar diagram ‘To construct a bar diagram, we draw two mutually perpendicular lines. The horizontal line OX is called the z-axis and the vertical line OY is called the y-axis, Ifthe bars are drawn 01 axis, the scale of heights of the bars is shown along the y-axis and if the bars are drawn on y-axis, then the scale of heights of bars is shown along the x-axis. The bars can be shaded, hatched or coloured, For drawing bar diagrams, the following points should be keptin mind : © The representation must be clearly mentioned on both the axes. Population (in ilions) ‘+ The gap between the bars should be uniform throughout. + Bars may be either horizontal or vertical. ‘+ A suitable scale should be chosen to determine the height/length of the bars. + Incase of large quantities, the length of the bar can be scaled down. | ‘There are several types of bar diagrams. However, we shall study only simple bar diagram, multiple bar diagram, sub-divided bar diagram and percentage sub-divided bar diagram. 2.7.1. Simple Bar Diagrams ‘These diagrams are used to compare the values of a single variable. In simple bar diagrams, one bar represents only one variable and as such there will be as many bars as the number of variables. The method of constructing simple bar diagram is illustrated in the following Example 2. examples, __.| given below : Example 1. Construct a simple bar diagram of growth of population (to the nearest million) | in India from 1941 to 2021. Tie | Years : To4i [1961 | 1961 | 1977 | 1981 | 1901 | 2001 | 2011 | 2007 | | Amount [ Population (in millions): | 319 | 361 | 439 | 548 | 684 | 846 | 1027 | 1210| 1387 | | Represent ti im, pective lengths of ry ted with eosin Population on thy May | Te ectangles represens ttl spaces in y-axis. Barsor ar diagram show ‘Sent the poputatio simple ‘am showing population in n. different years is. as giv between them on the x-axis, Scale : 1 unit fen below : it = 100 milion fare i 1400] 1300] 1387 1200} wero 1100 —_ 1027 The horn po are drawn, S 80 S46 sare drawn & an be shai, fo =" E60 548 500 439 4004 361 319 300) ars. 200; 100: bar diagrae . ‘gram. Oo tear 1051 1961 1971 1981 1961 2001 2011 2021 Yoars ar diagrass Fig. 2.1 on i for a month as ‘2 followit, —Example2. A man with a monthly income of ® 8900 plans his budge fo given below : oe Item: Food | Clothing | Education ‘Miscellaneous | Savings | ~ 2000 1500 _| | Amount (in %): | 2600 |_ 1100 1700 — Tot Represent the above data by a bar diagram y 1500 1000: ‘Amount (in) —> g Items —> Fig. 22 2.7.2. Multiple Bar Diagrams Multiple bar diagrams are used to compare two or more related variables. For every set oP a I at | with uniform gap representing the ite wn. Drawing the bars of equal width with ’ va Sot rev teon they-axi, we get the required bar diagram which is aa given by, the x-axis and amounts on the y-axis, " set pap sn gap representing thon \| values, the bars of related variables are kept adjacent to each other. These bars are shadeda| j bar diagram is illustrated in the following examples (boys and girls): [ Mode of Transport: | School Bus | Walking | Bicycle | Other Vehicles Number of Boys : 100 145 265 175 [Number of Girls: 160 85 205 5, Draw a bar graph to represent the above data. values adjacent to each other and shade them differently, ‘The multiple bar diagram for the two given sets of observations is as follows : coloured differently to distinguish between various variables. The method of constructing mult Example 3. Given below is the data of mode of transport of school going student | Solution. Here, we are given two sets of observations viz., number of boys and number girls. To represent this data on the same graph, we draw two bars corresponding to the) prion OF DATA Number of students —> example 4. R solution. Mi 2020 and 2021 is @ Seale : 1 uni se bars are f constructing: ‘hool going s ___- ‘Other Veh 15 _— 185 _—— oss resp , fol” ENTATION OF DATA 160 Jao 120+ 100] Number of students —> ‘School Bus Example 4. Represent the following data by a multiple bar diagram 145 35 229 Scale : 1 unit = 40 students oy: Walking Bicycle Other Mode of Transport —> 265 sos Girt Ws i x Vehicles, Fig.2.3 Tncome in (lakhs) Year FirmA FirmB FirmC 2020 16 - 30 40 2021 B 18 4. Solution. Multiple bar diagram showing income (in® ‘lakhs) of different firms for the years ables, Forg,2020 and 2021 is as given below. Scale : 1 unit =% 5 lakhs. Ye Income in & (Lakhs) Years Fig. 24 FE JON OF C MATHEMATICAL FOUNDATIONS FOR COMPUTER so, _ gst NAP 224 mo 16. Example 5. Study the following graph carefully and answer the questions given, ely examp! Yec 60 60 Income . 50 202 a Expenditure 20: B40 3 30 lso | |s0 solution. § & ears given 20 y 2014 2015 2016 20172018 Years Fig. 2.5 (The income in 2016 was equal to the expenditure of which year ? (i) What was the difference in profit between 2015 and 2016? id) In which years was the income more than the average income ofall the given yeany (v) In which year was the profit maximum ? Solution. (j) From the given graph, we see that the income in 2016 was equal to ti expenditure in 2017 each being @ 40 lakhs, | (Gi) We know that Profit = Income — Expenditure | Profit in 2015 = % (50 — 30) lakhs =? 20 lakhs Profit in 2016 = % (40 - 30) lakhs = 7 10 lakhs Difference in profit between 2015 and 2016 = 20-10 = 10 lakhs, (iii) Average income of all the given years = 30+50+40+60+60 5 2 £48 lakhs Hence, the ineome was more than the average income in 2015, 2017 and 2018, (wv) Profit in the year 2014 = 30-20 =% 10 lakhs Profit in the year 2015 = 50-30 = ¢ 20 lakhs | Profit in the year 2016 = 40 ~ 30 = 10 lakhs Profit in the year 2017 = 60 — 4 Profit in the year 2018 = 60 - 35 = 25 lakhs ps Hence, the profit is maximum in the year 2018, 2.7.3. Sub-divided Bar Diagrams may be si are generally Examp! ‘These are the diagrams which present simultaneously the total values and parts that art given in a set of a data. To indicate different parts of the bars, these are shaded differently _ with different colours. Different parts of a bar must be shown in the same order for all the bar | Soluti ofa diagrams. ei, \ \ JON OF ty) mpeseza DATA ‘sub-divided bar diagram, Production (in million tonnes) Cotton Rice Cotton Dvir Fig. 2.6 2.7.4, Percentage Sub-divided Bar Diagrams Percentage sub-divided bar diagrams are the diagrams which show simultaneously the different parts of the values of a set of data in terms of percentage. In this, the total value i., the length ofa bar is taken to be equal to 100. Then each partis shown as a part of 100. These parts 2018. may be shaded differently or with different colours. The percentage sub-divided bar diagrams are generally used when the values are of high magnitude. Example 7. Represent the following data by percentage sub-divided bar diagram : No. of Students ‘No. of Students Subject (2019-20) (2020-22) English 2 60 Mathematics 40 : y Accountancy 35 sae Solution. We shall first construct the percentage table as given below : lh : MATHEMATICAL FOUNDATIONS FOR COMPUTER Scie Percentage Table 2020-21 2019-20 No. of | Percent | Cumulatior}) sreent [Cumulative sweats [students | Percent | Students|Stadents| Percent | English 25 25 25 60. 30 30 Mathematics} 40 40 6 cn 42, 2 Accountancy | __ 35 35 100 56 28 100 Total 100 | 100 200 | 100 "| Percentage sub-divided bar diagram showing number of students in different subjects f, different years is as given below. y 100 90 Accountancy ‘Subject Scale : 1 unit = 10% * Mathematics 70 60 so English = z 3 3 5 2 2020 - 21 Years Fig. 2.7 2.8, PIE DIAGRAM OR PIE CHART Pie diagrams, also known as pie charts or sector diagrams or angular diagrams, are the simplest of all the pictorial forms of data repesentation. In these the total quantity is distributed: over one complete circle or 360 degrees. Pie charts are used to expose the proportion of the individual item with reference to the total. In pie charts, the data is essentially presented with respect to only one parameter. Pie charts represent the shares of various items as proportions or percentage of the total quantity. Each item or group in a pie chart is represented in terms of quantity as an angle made by the sector representing the items as a proportion of the total or as a percentage of the total. We know that the area of sector of a circle is proportional to the angle subtended by its arc at the centre. The angle at the centre is 360° which represents the aggregate. This angle of 360° is divided into a number of small angles whose degrees will be proportional to the values of the items. ssaNTATION OF DATA iw, ‘the angle of the secto, suowina formal * corresponding 4p an ind’ ar Adal i ‘Angle of sector = - tem can be found by using th ue of ues yothod to construct a Ple dingra ee oF all the Hag * 90°, 4, Find the fraction of total by fee the items. dividing the v, Itiply thi . ‘alue of each item 9, Multiply this fraction by 360° by the sum of values ofall the pie diagram given belo We geographical zones. Presents the population of India in diffe iia in different, Fig. 2.8 Example 8. Represent the following data by a pie diagram: Expenditure on “Amount Spent (in®) Food 4000 Clothing 2000 House Rent 5000 Fuel and Electricity 7000 Miscellaneous a \ refirst calculate the angle at centre Solution. "To draw the pie diagram ofthe sve data, w Ofthe circle, as shown in following table : aoe MATHEMATICAL. FOUNDATIONS FOR COMPUTER Sc. espNTATION OF Data va Tspenditureon | Amount Spent (in®) | Fraction oftotal | Angleat Centr, 4000 1 1 0 4000 Aco 22 4 x 360" = 72 | Food 20000 ~ 5 5 me 20001 | 1 gooe Clothing 2000 50000 710 Fp * 360" = 36 j House Rent 5000 fod 2 360° = 90° Physics louse Rent 20000 4 qo . 7000 7 Toa aan ; Fuel and Electricity 7000 Bee | ay *860"= 120 Chemistry 2000 1 1 acoe - age : Miscellaneous 2000 sooo | 75 ~960"=88" | Beonomics Total 20000 360" | 7 ; ; Biology ‘The required pie diagram can be obtained by marking the angles obtained in the abo table at the centre of the circle using a protractor, as shown in the following figure : \—nor ‘The required pi table at the centre of Pie Diagram Fig.2.9 Example 9. Construct a pie diagram for the following data : Example 16 News channels in [Subject English | Maths | Physics | Chemistry | Economics | Biology [ ‘No. of Students : 5 60 20 30 10 15 Solution. To draw the pie diagram of the given data, we first calculate the angle a centre as shown in following table : OE R Scie Ney) gsNTATION OF DATA , action of to Te B ‘s . fal Angle at Centre 180 & a ae « 180 Tap * 360° = 90° 60 oo 60 180 Tso ” = og ; Ts9 * 360° = 120° Physics 2 20 20 ; 18 Jeo * 360° = 40° _ aoe 0 Fay * 960° = 40 ‘y 30 30 30 = 36° Economics t — —_| 10 Jo 10 — Teo Fao * 360° = 20° he abo Biology 6 3 15 780 Fao «360° = 30° Total 180 The required pie diagram can be obtained by marking the angles obtained in the abov 7 . e table at the centre of the circle by using a protractor, as shown in the following figure ° ° Fig. 2.10 Example 10, ‘The following table shows the percentage of people watching different News channels in a city. | ABP MES NOW | CNN oY News channels: | NDTV | AAJTAK = | " ld ” | Viewers (in %): | 30% 20% ve Draw a pie diagram to represent the above data. 4 oe MATHEMATICAL FOUNDATIONS FOR COMPUTER sen, SS % i Solution. To draw the pie diagram of the given data, we first ealculate the angle a, PRESENTATION OF OAT, | centre as shown in following table: 7 Neus Channels | Viewers (in®) | Fraction of total ‘Angle soe | : 80 30. s60° i NDTV 80% too Too ~ 360° = 108: 20 = : AAJTAK 20% Too Too x 360° = 72: 16 15 x ABP 15% 700 00 360: TIMES NOW Be 2 & x 860° = 90 solution. (i) C 10 ci me 00 », Porcontag Total 100 (ii) Central a The required pie diagram can be obtained by marking the angles obtained in the abow ‘This is the c table at the centre of the cirele by using a protractor, as shown in the following figure : Hence, the: (id) Contes :, Percent Example 11. The following pie chart gives the marks scored by a student in an examination in five subjects : Physics, Chemistry, Maths, English and Computer Science. The total marks obtained by the student in the examination are 450. Answer the following questions based upoh | the information provided in the pie chart. (What percent of the total marks were obtained by student in Physics ? (i) In which subject the student scored 100 marks? (iii) The marks: obtained in three subjects Chemistry, Maths and English taken together are what percent of the total marks ? ymination ‘al marks sed upon ther are pRBsENTATION OF DATA (i) Contral angle corresponding to 100 marks ) the central angle corresponding to Maths. Henco, the student scored 100 marks in Maths, ii) Central angle corresponding to Chomistry, Maths and English taken together = 55° + 80° + 65° = 200° + Percentage of marks corresponding to those three subjects taken together 200 5 = (22 100] % = 652% (2 100) 86 5 29, HISTOGRAM Histogram is a graphical representation of a continuous grouped frequency distribution inform of rectangles drawn adjacent to each other (without leaving any gap) with class intervals asbases and hoights proportional to the corrosponding class frequencies. Tho area ot rectangle Tepresonts the frequoncy of the class. Note that the width of the rectangle is equal to the class ‘29 of the interval, Thorofore if the classes aro of unequal size (width), then the heights of the Tectangles are not oqual to the frequoncies of the corresponding class. ‘Thus unlike bar graph, ‘he width plays a significant role in case of a histogram. Method of drawing a Histogram : ; saitendl 1. Mark all the class intervals along the x-axis on a suitable seals, 2 Mark the frequencies along the y-axis. . & Construct rectangles with the clas inter 00) frequencies adjacent to each other (withou! Mee roe into 4 Tho graph containing all theso rectangles heights proportional to their 232 MATHEMATICAL FOUNDATIONS FOR COMPUTER ScENce, gp sBNZATION OF Date a\ 9 2.9.1. Construction of Histogram when Class Sizes are Equal: is oe the i not at the Example 12. Represent the following data by histogram : 246 cing fe corre’ ~ ‘Marks: Jri0T 10720 | 20-30 | 30-40 | 40-50 | 50-60 | 60-70 own inte flo ‘[Link] Students:| 10 | 20 25 10 8 s [| 2] Solution. Here the class sizes are equal. of students (frequencies) along the y-axis on a suitable scale. ‘Taking class intervals as bases and corresponding frequencies a: other. The histogram representing the given datas rectangles of equal width adjacent to each. as given below Number of Students —p Fig, 2.13 Example 13. Draw a histogram for the following data : ‘Represent the marks along the -axis and numbe, heights, construg and wil proportion: these freque frequencies the formula Class-interval:| 25-29 | 30-34 | 35-39 | 40-44 5-49 | 50-64 | Adjust Frequency: e 5 2 20 7 [6 | The f Solution. Since the given frequency distribution is not continuous, so we shall first convert it into a continuous grouped frequency distribution (exclusive form). Exam Here, half of the difference between the lower limit of each class and upper limit ofthe | “equal cl preceding class is 0-5. Subtracting 0'5 from each lower limit and adding 05 toeach upper limit, | Cla vy obtain a continuous grouped frequency distribution which is as given below : | F [Ciase-interval [24-6 29:8[20°5-94'5 34.5 ~39-6|39-6- 44-6 ]44-6- 49.5]49 me __ Sol - minimun [Frequency 8 15 22 20 10 6 using: Here the class sizes are equal. Represent the class limits along x-axis and the correspond A akink(™ frequencies on the. y-axis on & suitable scale. Since the scale on x-axis start at 24 5, eexTATION OF DATA near the origin on x-ay; ee is whi i ¢ at the ori ich depic 60 io oe frequencies ng cout ree MEE the gray Op | creat 9 height, gaye tteles wigs ee aeaw toa 7) | ein the following figure, acon arth casein ateebegnning at 2 an y. seh other The requrcy tte? a the 2 sited histogeam is as i and mu i ht 20 8, Const, °iven days i . e 5 12 & an) 4 oO © 0 $82 2.8.8 x8 3 3 ox a 3 8 ass intervals — Fig. 2.14 2.9.2. Since ° ‘Histograms when Class Sizes are Unequal en, ss sizes are unequal, then the width of the rectangles woul i and will depend upon the size of the class interval. Since the areas of the rotaaglee we proportional to the corresponding frequencies, therefore the histogram constructed by taking these frequencies will not give the correct picture of the data, In such cases we adjust the frequencies so that the areas of the rectangles become proportional to the frequencies by using the formula + me ‘Adjusted frequency of a class = Minimum class-size_ x Frec y of the clas: Glass-size of the class * ‘The following solved example will illustrate the ‘method. an Example 14, Draw a histogram to represent the following frequency distribution with i unequal class intervals : nit of the eee per limit, [Glass intervale:] 10-15 | 15-26 | 25-30 30-50 | a0 om | | Frequency: 7 10 4 a | LO ae 4-5) Solution, In the given frequency distribution table, the ce size are one and he minimum clase size ig B Therefore, we calculate the adjust freqvensy | Using: ponding | mum class-8i2@__, prequency of the class ink (*) Adjusted frequency of a class = Gjass-size of the class oan be draver en ems vane 8 234 wine & \ Beane “Ayr ahe pets [Fre ya gin a ara ‘ Yo abaya no atte aloe qnrnpte 18 { Marke |p ration. vn conmenta nnd we Fe inthe follon snow? x40 = 20 0 5 00 = 16 nod froquonclex along Represent the class limits along x-axis and tho corresponding -yalw ax bawox and thy the y-axis on @ suitable scale, Construct rectanglos with class int corresponding adjusted frequencies as the heights, Tho required histogram is as shown, in the following figure. y 28 I er ‘0 st) 0° 10 16 2530 wo 00 wo \ Exampl Clase Intervals ——————> a histogram) Pig. 215 le 2.10, FREQUENCY POLYGON { 7 7 Frequency polygon is a closed curve roprosenting continuous grouped frequency | distribution, These aro used to prosont tho data which is continuous and largo, and alxo to Soluti compare two sot of data of the similar nature, | able nhowi Frequency polygon can be constructed by t y joining the mid-points of uppor horizontal sides | ie of the adjacent rectanglos of a histogram by line sogments. The ond points of the frequency graphs are then joined to the mid-points of the immediate lower and upper class intervals with zero frequencies to obtain a closed figure which is callod a frequency polygon. However, a frequency | Cie alo 8 and thy DWN in the quency also (0 al side quent! Js with quer ON OF DATA, eo 7 an be drawn oven Without eases ‘are marked on the x-ayieT@

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