Walpole, R. E., Myers, R. H., and S. L.

Myers
(2007), Probability and Statistics for Engineers and
Scientists, 8th ed., Prentice-Hall, Inc., Upper
Saddle River, New Jersey.
‫د‪.‬محمود هندي‪ ،‬د‪.‬خلف سلطان‪،‬‬
‫مفاهيم لطرق التحليل اإلحصائي ‪،‬‬
‫مكتبة الرشد‪.2004‬‬
 The first lecture
We will examine in this lecture :
•Definition of Statistics.
•The difference between the population and
the sample.
•Branches of Statistics.
•Displaying data.
Introduction to Statistics

The reasons for the appearance of Statistics:

• Census community.
• Inventory of the wealth of individuals.
• Data on births, deaths and production and
consumption.
Collection
Organization
Representation
Analysis of data
Drawing of inferences
Definition statistics

Statistics is a science of collecting ,

organizing , analyzing and interpreting
data in order to make decisions.
Basic Definitions
Definition of a population

A population is the collection of all

outcomes, responses, measurements, or
counts that are of interest.
Types of a population

Finite population: the total number of its

observations is a finite number.
• The number of students in computer science college.
• The number of cards in a deck.
Infinite population: the total number of its
observations is an infinite number.
• The number of stars in sky.
• The observations obtained by measuring the atmospheric
pressure every day from the past on into the future .
Definition of a sample

A sample is a subset of a population that

is representative of the population.
Reasons draw a sample, rather
than study a population
•We can not study the population :huge,
destinations.
•Preservation from loss
•Less cost.
•Save time.
•More inclusive.
•More accuracy.
Branches of Statistics

Descriptive statistics is the branch of statistics

that involves the organization, summarization ,
and display of data.

Statistical inference is the branch of statistics that

involves using a sample to draw conclusions about a
population.
Definition of data
Data consist of information coming from
observations, counts, measurement, or
responses. The singular for data is datum.
Types of data
1. Quantitative data: it can be measured in the
usual sense like length, weight , and age.

2. Qualitative data: it cannot be measured in the

usual sense but it can be ordered or ranked. for
example:marital status,blood group and eye color
Descriptive statistics
 51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

Class 62 82 87 76 91 76 87 75 78 79
Frequency
Intervals
50-59 3 71 96 81 88 64 82 73 57 86 70

60-69 5
80 81 75 85 74 90 83 66 77 91
70-79 18
80-89 16
90-99 8
Total 50
 Organization Data
We will learn how to creat:
•Frequency table.
•Relative frequency table.
•Percentage frequency table.
Example (1):
the following data represent the level
of 60 students in a course:
D B E C D B D C E A

B E C D B D D A E C

C D A C E D C C D B

D E D D A D D C D C

D A B D B D C D C E

D B C C E D C C D A
Example (2):
the following data represent the
marks of 50 students in a course:
51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

62 82 87 76 91 76 87 75 78 79

71 96 81 88 64 82 73 57 86 70
80 81 75 85 74 90 83 66 77 91
Definition of frequency table
(frequency distribution)

A frequency distribution is a table that shows

classes or intervals of data entries with a
count of the number of entries in each class.
The frequency f of a class is a number of
data entries in the class.
Organization qualitative data
Example (1):
the following data represent the level
of 60 students in a course:
D B E C D B D C E A

B E C D B D D A E C

C D A C E D C C D B

D E D D A D D C D C

D A B D B D C D C E

D B C C E D C C D A
Level tally frequency
A
B
C
D
E
Total
Example (1):
the following data represent the level
of 60 students in a course:
D B E C D B D C E A

B E C D B D D A E C

C D A C E D C C D B

D E D D A D D C D C

D A B D B D C D C E

D B C C E D C C D A
Level tally frequency
A ││││ │ 6
B
C
D
E
Total
Example (1):
the following data represent the level
of 60 students in a course:
D B E C D B D C E A

B E C D B D D A E C

C D A C E D C C D B

D E D D A D D C D C

D A B D B D C D C E

D B C C E D C C D A
Level tally frequency
A ││││ │ 6
B ││││ │ │ │ 8
C
D
E
Total
Level tally frequency
A ││││ │ 6
B ││││ │ │ │ 8
C ││││ ││││ ││││ │ 16
D ││││ ││││ ││││ │ │ 22
E ││││ │ │ │ 8
Total 60
Table(1): frequency table

Level frequency
A 6
B 8
C 16
D 22
E 8
Total 60
 Table(1): frequency table

Level A B C D E Total

frequency
6 8 16 22 8 60
Organization quantitative data
Example (2):
the following data represent the marks
of 50 students in a course:
51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

62 82 87 76 91 76 87 75 78 79

71 96 81 88 64 82 73 57 86 70
80 81 75 85 74 90 83 66 77 91
 Frequency distribution for
quantitative data
For large samples, we can’t use the simple
frequency table to represent the data.
We need to divide the data into groups or intervals
or classes.
So, we need to determine:
•First step :the number of intervals (k).
•Second step :the range (R).
•Third step :the Width of the interval (w).
 The number of intervals (k)

A small number of intervals are not good because

information will be lost.
A large number of intervals are not helpful to
summarize the data.
A commonly followed rule is that 5  k  20 or the
following formula may be used, k=1+3.322 (log n).

We select 5 intervals in our example.

 The range (R)

It is the difference between the maximum and the

minimum observation (entries) in the data set.

R = the maximum entry - the minimum entry

R =96-50
=46
Example (2):
the following data represent the marks of
50 students in a course:

51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

62 82 87 76 91 76 87 75 78 79

71 96 81 88 64 82 73 57 86 70
80 81 75 85 74 90 83 66 77 91
 The range (R)

It is the difference between the maximum and the

minimum observation(entries) in the data set.

R =Xmax- Xmin
R =96-50
=46
The Width of the interval (w)

Class intervals generally should be of the same

width. Thus, if we want k intervals, then w is chosen
such that w  R/k.

46
w   9.4  10
5
Forth step:
Choose the minimum observation to be the lower limit of the
first interval and add the width of interval to get the lower
limit of the second interval and so on

the lower limit of the second interval

50+10=60
the lower limit of the third interval
60+10=70
the lower limit of the fourth interval
70+10=80
the lower limit of the fifth interval
80+10=90
 Fifth step:
To find the upper limit of any interval add the following to the lower limit
of interval :
W-1=10-1
=9
the upper limit of first interval
50+9=59
the upper limit of second interval
60+9=69
the upper limit of third interval
70+9=79
the upper limit of fourth interval
80+9=89
the upper limit of fifth interval
90+9=99
 Class
tally frequency
interval
50-59
60-69
70-79
80-89
90-99
Total
Example (2):
the following data represent the marks
of 50 students in a course:

51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

62 82 87 76 91 76 87 75 78 79

71 96 81 88 64 82 73 57 86 70
80 81 75 85 74 90 83 66 77 91
 Class
tally frequency
interval
50-59 │││ 3
60-69
70-79
80-89
90-99
Total
Example (2):
the following data represent the
marks of 50 students in a course:

51 95 70 74 73 90 71 74 90 67

91 72 83 89 50 80 72 84 85 69

62 82 87 76 91 76 87 75 78 79

71 96 81 88 64 82 73 57 86 70
80 81 75 85 74 90 83 66 77 91
 Class
tally frequency
interval
50-59 │││ 3
60-69 ││││ 5
││││ ││││ ││││ │
70-79 18
││
││││ ││││ ││││
80-89 16
││
90-99 ││││ │ │ │ 8
Total 50
Table(2): frequency table of students’
marks

Class
frequency
interval
50-59 3
60-69 5
70-79 18
80-89 16
90-99 8
Total 50
 Table(2): frequency table of
interval students’ marks
Class

50-59 60-69 70-79 80-89 90-99 Total

frequency

3 5 18 16 8 50
Definition of the true class
intervals

the true lower unit = the lower limit - 0.5

the true upper unit = the upper limit + 0.5

 Class
True class interval frequency
interval
50-59 49.5-59.5 3
60-69 59.5-69.5 5
70-79 69.5-79.5 18
80-89 79.5-89.5 16
90-99 89.5-99.5 8
Total 50
Definition of the Mid-interval
(Midpoints)

the Mid-interval(Midpoints)
=(the lower limit+ the upper limit)/2
 69.5  59.5 59.5  49.5
2 2

True class interval Midpoints frequency

49.5-59.5 54.5 3
59.5-69.5 64.5 5
69.5-79.5 74.5 18
79.5-89.5 84.5 16
89.5-99.5 94.5 8
Total 50
Definition of the relative frequency

the relative frequency of interval=the

frequency of interval/the sum of
frequencies (n)
 the relative frequency table

Class the relative 3

frequency
interval frequency
50
50-59 3 0.06
60-69 5 0.10 5
70-79 18 0.36 50
80-89 16 0.32
90-99 8 0.16
Total 50 1
Definition of the percentage
frequency

the percentage frequency = the relative

frequency  100
 the percentage frequency
table
Class the relative the percentage
interval frequency frequency
50-59 0.06 6 0.06×100
60-69 0.10 10 0.10×100
70-79 0.36 36
80-89 0.32 32
90-99 0.16 16
Total 1 100
 the the
Class
True class interval Midpoints frequency relative percentage
interval
frequency frequency

50-59 49.5-59.5 54.5 3 0.06 6

60-69 59.5-69.5 64.5 5 0.10 10
70-79 69.5-79.5 74.5 18 0.36 36
80-89 79.5-89.5 84.5 16 0.32 32
90-99 89.5-99.5 94.5 8 0.16 16
Total 50 1 100
 Class
Example
frequency
interval
Find from the tabe:
16-20 100 • The Width of the interval
21-25 122 • The midpoints
• True class intervals
26-30 900
• The relative frequency of
31-35 207 intervals.
36-40 795 • The percentage frequency of
intervals.
41-45 568
46-50 322
In these lecture we
create:
•frequency table
•the percentage frequency
table Summary of lecture
•the relative frequency table