Subject: EE 214- ENGINEERING DATA ANALYSIS

(Week 2-3)

Chapter 1: Obtaining Data

Introduction
Engineering Data Analysis (EDA) is an indispensable analysis tool for the
engineering team of the industries to analyze processes, integration, and yield
(conversion rate) effectively in order to enhance the competitiveness of the company

Learning Outcome
1. Know the method of Data collection
2. Apply planning and conducting experiments
3. Interpret Planning and conducting surveys

Learning Content

1.1 Methods of Data Collection

What is Data Collection?
Data collection methods, Surveys, interviews and focus groups are primary instruments for
collecting information. Today, with help from Web and analytics tools, organizations are also
able to collect data from mobile devices, website traffic, server activity and other relevant
sources, depending on the project.

Data Collection Method

 Simple random sample - In this method of sampling, any particular subset of the specified
size has the same chance of being selected. For example, a sample of size 100 will be taken
from the 100,000 items produced. Each item’s serial number could be noted on identical small
sheet of paper, placed in box and jumbled thoroughly.

 Stratified sampling - This involves taking a sample from each population unit in non-
overlapping groups. For instance, the manufacturer of a light bulb wishes to investigate
the lifetime of their bulbs. If 25-watt, 60-watt, and 100-watt bulbs were produced, a
 separate sample could be selected from each of the three bulb sizes. This would result
in information on all the three bulb sizes.

FREQUENCY DISTRIBUTIONS

The organization of data in tabular form yields frequency distributions. Data in frequency
distributions may be grouped or ungrouped.
Raw data are collected data that have not been organized numerically in an
arrangement of raw data in ascending or descending order or magnitude is an array. In
an array, any value may appear several times. The number of times a value appears in
the listing is its frequency. The relative frequency of any observation is obtained by
dividing the actual frequency of the observation by the total Frequency.

Classification of Data:
UNGROUPED DATA- When the data is small (n ≤ 30) or when there are few distinct
values, the data may be organized without grouping.

EXAMPLE 1.1

A certain machine is to dispense 1.5 kilos of sodium nitrate. To determine

whether it is properly adjusted to dispense 1.5 kilos, the quality control engineer
weighed 30 bags of sodium nitrate, 1.5 kilo each after the machine was adjusted. The
data given below refer to the net weight (in kilos) of each bag.

1.46 1.49 1.52 1.50 1.46 1.52

1.52 1.50 1.49 1.50 1.46 1.46

1.50 1.52 1.49 1.52 1.46 1.49

1.52 1.46 1.52 1.48 1.52 1.50

1.50 1.48 1.49 1.52 1.48 1.48

ARRANGE THE DATA IN A FREQUENCY TABLE

Solution:
The data has only 5 distinct values as listed in Table 1.1.found on the next page. Each
data value is tallied to determine its frequency. Frequency distribution may also be
presented in terms of relative frequency. By definition , relative frequency = f/∑f
Hence, 6/30 = 0.20 is the relative frequency 0f 1.46. The frequency distribution is
completed in Table 1.1.

Weight (kl) Tally No.of bags Relative

(frequency, f) Frequency
1.46 IIIII-I 6 0.20
1.48 IIII 4 0.13
1.49 IIIII 5 0.17
1.50 IIII-I 6 0.20
1.52 IIIII-IIII 9 0.30
∑ 30 1.00

Table 1.1 Frequency distribution of the weight of sodium nitrate

GROUP DATA- Statistical data gathered the large masses (n ≥ 30) can be assessed by
grouping the data into different classes.

The following are suggested steps in forming a frequency distribution from raw data:
1. Find the range (R). The range is the difference between the largest and smallest
value.

2. Decide on a suitable number of classes. This will depend upon what information the
table is supposed to present. Surge suggested the number of classes (m) as
m= 1+3.3 log n where n= number of cases

3. Determine the class size (c).

c = R/m

The class size (c) may be rounded off to the same place value as the data.
4. Find the number of observations in each class. This is the class frequency (f).

◦ CLASS INTERVALS- Classes represent the grouping or classification. The

range of values in a class is the class interval consisting of a lower limit and an
upper limit. Whenever possible, we must make the class interval of equal width
and make the ranges multiples of numbers which are easy to work with such as
6, 10 or 100.
 EXAMPLE:

The following are data on the observed compressive strength in psi of 50 samples of
concrete interlocking blocks.

136 92 115 11 121 137 132 120 10 125

8 4

119 115 101 12 87 108 110 133 13 126

9 5

127 103 110 12 118 82 104 137 12 95

6 0

146 126 119 11 105 132 126 118 10 113

9 0

106 125 117 10 146 129 124 113 95 148

2

PREPARE THE FREQUENCY DISTRIBUTION TABLE.

Solution:

 R=H-L
 R = 148 - 82 = 66
 m = 1 + 3.3log 50 = 6.6 7 Classes
 c = 66/7 = 9.4
 use c = 10 since the data values are to the nearest ones.

 The lowest value is 82. It is convenient to start with 80 as the lower limit of the
first class. 80 + 10 = 90 is the lower limit of the second class.

The number of observed values tallied in each is the class frequency. The relative
frequency of each class is also obtained and presented in Table 1.2.
 Compressive Tally No. of Relative Frequency
Strength blocks
(psi) (frequency,
f)

80-89 II 2 0.04

90-99 III 3 0.06

100-109 IIIII-IIII 9 0.18

110-119 IIIII-IIIII-III 13 0.26

120-129 IIIII-IIIII-III 13 0.26

130-139 IIIII-II 7 0.14

140-149 III 3 0.06

∑ 50 1.00

TABLE 1.2 Frequency distribution of compressive strength of concrete interlocking blocks.

Exercise1.3
The following are the observed gasoline consumption in miles per gallon of 40 cars. Arrange
the data in a frequency distribution.

24.5 23.6 24.1 25.0 22.9 24.7 23.8 25.2 23.7 24

24.7 23.9 25.1 24.6 23.3 24.3 24.6 23.9 24.1 24

24.5 25.7 23.6 24.0 23.9 24.2 24.7 24.9 25.O 24

24.5 23.4 24.9 24.8 24.7 24.1 22.8 23.1 25.3 24

The lowest value is 22.8, therefore. 22.5 maybe the lower limit of the 1 st class. 22.5 + 0.5 =
23.0 is the lower limit of the 2nd class.
R= H-L = 25.7-22.8 = 2.9
M= 1+3.3log(40)= 6.29 = 7
C = R/m = 2.9/7 = 0.41 = 0.5

Gasoline Tally No. of cars Relative Frequency

Consumption (frequency, f)
(miles/gallon)

22.5 – 22.9 II 2 0.050

23.0 – 23.4 III 3 0.075

23.5 – 23.9 IIII – II 7 0.175

24.0 – 24.4 IIII – III 8 0.200

24.5 – 24.9 IIII – IIII – IIII 14 0.350

25.0 – 25.4 IIII 5 0.125

25.5 – 25.9 I 1 0.025

∑ 40 1.00

TABLE 1.3 FREQUENCY DISTRIBUTION OF THE GASOLINE CONSUMPTION

CLASS MARKS AND CLASS BOUNDERIES

The midpoint of the class interval is the class mark. It is half the sum of lower and upper limits
of a class. A point that represents halfway, or a dividing point between successive classes is
the class boundary.
The upper class boundary of the first class is the dividing point between the first class
and the second class. The lower class boundary of the second class is the dividing point
between the first class and the second class.
Thus in Table 1.2, ½ (89 + 90) = 89.5 is the upper class boundary of the first class. This
is the lower boundary of the second class.
The class mark of the first class is equal to ½ (80 + 89) = 84.5. for the succeeding classes, the
class mark may be obtained by adding c = 10 since the classes have equal widths.
 Classes Class Boundaries Class marks

80 – 89 79.5 – 89.5 84.5

90 – 99 89.5 – 99.5 94.5

100 – 109 99.5 - 109.5 104.5

110 – 119 109.5 – 119.5 114.5

120 – 129 119.5 – 129.5 124.5

130 – 139 129.5 – 139.5 134.5

140 – 149 139.5 – 149.5 144.5

TABLE 1.4 CLASS LIMITS, CLASS BOUNDARIES AND CLASS MARKS FOR FREQUENCY
DISTRIBUTION PRESENTED IN TABLE 1.2

Classes Class Boundaries Class Marks,x1,x2….xm

22.5 – 22.9 22.45 – 22.95 22.7

23.0 – 23.4 22.95 – 23.45 23.2

23.5 – 23.9 23.45 – 23.95 23.7

24.0 – 24.4 23.95 – 24.45 24.2

24.5 – 24.9 24.45 – 24.95 24.7

25.0 – 25.4 24.95 – 25.45 25.2

25.5 – 25.9 25.45 – 25.95 25.7

Table 1.5 Class limits, class boundaries and class marks of frequency distribution presented in
Table 1.3
MEASURES OF CENTRAL TENDENCY: MEAN, MEDIAN AND MODE
MEAN
The arithmetic mean or simply the mean is the overall average.
If the data represent the entire population the mean of the values is referred to as the
population mean, μ. This mean is a quantitative measure describing the characteristic of a
population and therefore, it is a parameter. If the data constitute a sample drawn from a
population, the mean is referred to as the sample mean, ᵪ , which is a statistic.
If there are n observations with numerical values x1, x2,…xn, then the sample mean is given
by
n

∑ҳ
x= i=1
n

Fundamentals of Probability and Statistics of Engineering

The population mean, μ is given by
n
μ=∑ Xi
i=1

If the values x1, x2,….,xm occurs f1,f2,….,fm times, then

n

X
∑ fiҳ
i=1
¿
n

Example 1.5
 The following data represent the time in seconds for 9 glued samples to dry and attains
its bond strength: 3.6, 2.5, 3.1, 4.3, 2.4, 2.9, 2.5 ,4.1 and 3.4. Calculate the mean.
SOLUTION:

X ∑ fiҳ = 28.8/9 = 3.2 seconds

¿ i=1
n
Example 1.6
Find the mean weight of sodium nitrate in Example 1.1
SOLUTION:

WEIGHT (kl.) No. of bags (frequency, fi Xi

f)

1.46 6 8.76

1.48 4 5.92

1.49 5 7.45

1.50 6 9.00

1.52 9 13.68

∑ 30 44.81

X ∑ fiҳ = 44.81/30 = 1.49 kilos

i=1
¿
n

MEAN OF GROUPED DATA

If the data in a frequency table consist of n observations having m classes with class marks x1,
x2,…, xm with class frequencies f1, f2,…fm then the simple mean is
∑ fiXi
x¿ n
Example 1.7
Find the mean of gasoline consumption in Example 1.3

Solution:

Classes fi Xi fi Xi

22.5 - 22.9 2 22.7 45.4

23.0 - 23.4 3 23.2 69.6

23.5 - 23.9 7 23.7 165.9

24.0 - 24.4 8 24.2 193.6

24.5 - 24.9 14 24.7 345.8

25.0 - 25.4 5 25.2 126

25.5 - 25.9 1 25.7 25.7

∑ 40 972

Table 1.8 Frequency distribution of gasoline consumption described in Table 1.3

∑ fiXi
x¿ n = 972.0/40 = 24.3 mi/gal

Median
 The median of a set of numbers in an array is either the middle value or the
arithmetic mean of two middle values.
The sample median ᵪ is used to estimate the population median μ.

Example 1.8
For the set of numbers 1, 3, 3, 5, 6, 8, 9, 9, 10
Solution:
~
x = x5 = 6

Example 1.9
For the set of numbers 4, 4, 7, 9, 11, 12, 15, 18
Solution:

~ x 4 + x 5 9+ 11
x= 2
=
2
= 10

Example 1.10
Find the median of the data in Example1.5.
Solution:
Arrange the data in ascending magnitude. 2.3, 2.5, 2.6, 2.9, 3.1, 3.4, 3.6, 4.1, 4.3
~
x = x5 =3.1 seconds

MEDIAN OF GROUPED DATA

n ( ∑f )
2 L
x~ = Lm + C
fm
Where:
Lm = lowest class boundary of the median class

∑ fL = sum of frequencies of all classes lower than the median classes

fm = frequency of the median class
C = size of the median class
Example 1.11
Determine the median of the data in example 1.2. Refer to Table 1.8
classes frequency <cummulative frequency
22.5-22.9 2 2
23.0-23.4 3 3+2= 5
23.5-23.9 7 7+5= 12
24.0-24.4 8 8+12 = 20
24.5-24.9 14 14+20 34
25.0-25.4 5 5+34= 39
25.5-25.9 1 1+39= 40
∑ 40

N/2 = 40/2 = 20
Solution:
~ (20 −12)(0.5)
x = 23.95 + 8
=24.45

MODE
Mode is the value which occurs with greatest frequency. The sample mode is
designated as X^ and the population mode by ~ .
μ

Example 1.12
 For the set of numbers 3, 3, 5, 7, 9, 10, 11, 10, 11, 12, 9, 18, 9
Solution:
^
x = 9 (unimodal)

Example 1.13
The set of numbers 6, 7, 9, 10, 12 has no mode.
Example 1.14
For the set of values 2.2, 3.1, 4.1, 4.1, 5.4, 5.4, 5.4, 6.2, 7.7, 7.7, 8.5, 8.5, 8.5, 9.3
Solution:
^
x = 5.4 and 8.5(bimodal)

MODE OF GROUPED DATA

^
X=L +
mo
( d 1+d 1d 2 )c
where:
Lmo = lower class boundary of the modal class
d1 = excess of modal frequency over frequency of the next lower
class
d2 = excess of modal frequency over frequency of the next
lower class
c = size of the modal class interval

1.2 Planning and Conducting Surveys

Designing, Conducting, and Analyzing Surveys
A survey is a way to ask a lot of people a few well-constructed questions. The survey is a
series o f unbiased questions that the subject must answer. Some advantages of surveys are
that they are efficient ways of collecting information from a large number of people, they are
relatively easy to administer, a wide variety of information can be collected and they can be
focused (researchers can stick to just the questions that interest them.x) Some disadvantages
of surveys arise from the fact that they depend on the subjects’ motivation, honesty, memory
and abi lity to respond. Moreover, answer choices to survey questions could lead to vague
data. For example, the choice “moderately agree” may mean different things to different people
or to whoever ends up interpreting the data.

Conducting a Survey
There are various methods for administering a survey. It can be done as a face-to face
interview or a phone interview where the researcher is questioning the subject. A different
option is to have a self-administered survey where the subject can complete a survey on paper
and mail it back, or complete the survey online. There are advantages and disadvantages to
each of these methods.
The advantages of face-to-face interviews include fewer misunderstood questions, fewer
incomplete responses, higher response rates, and greater control over the environment in
which the survey is administered; also, the researcher can collect additional information if any
of the respondents’ answers need clarifying. The disadvantages of face-to-face interviews are
that they can be expensive and time-consuming and may require a large staff of trained
interviewers. In addition, the response can be biased by the appearance or attitude of the
interviewer.
The advantages of self-administered surveys are that they are less expensive than interviews,
do not require a large staff of experienced interviewers and can be administered in large
numbers. In addition, anonymity and privacy encourage more candid and honest responses,
and there is less pressure on respondents. The disadvantages of self-administered surveys
are that responders are more likely to stop participating mid-way through the survey and
respondents cannot ask them to clarify their answers. In addition, there are lower response
rates than in personal interviews, and often the respondents who bother to return surveys
represent extremes of the population – those people who care about the issue strongly,
whichever way their opinion leans.
Designing a Survey
Surveys can take different forms. They can be used to ask only one question or they can ask a
series of questions. We can use surveys to test out people’s opinions or to test a hypothesis.
When designing a survey, the following steps are useful:
1. Determine the goal of your survey: What question do you want to answer?
2. Identify the sample population: Whom will you interview?
3. Choose an interviewing method: face-to-face interview, phone interview, self-
administered paper survey, or internet survey.
4. Decide what questions you will ask in what order, and how to phrase them. (This is
important if there is more than one piece of information you are looking for.)
5. Conduct the interview and collect the information.
6. Analyze the results by making graphs and drawing conclusions.
Practice Using Stem-and-Leaf Plots
Try your own stem-and-leaf plot with the following temperatures for June. Then, determine
the median for the temperatures:

77 80 82 68 65 59 61
57 50 62 61 70 69 64
67 70 62 65 65 73 76
87 80 82 83 79 79 71
80 77

Once you've sorted the data by value and grouped them by the tens digit, put them into a
graph called "Temperatures." Label the left column (the stem) as "Tens" and the right column
as "Ones," then fill in the corresponding temperatures as they occur above.

How to Solve to Practice Problem

Now that you've had a chance to try this problem on your own, read on to see an example of
the correct way to format this data set as a stem-and-leaf plot graph.

Temperatures
TensOnes
5 079
6 11224555789
7 001367799
8 0002237
You should always begin with the lowest number, or in this case temperature: 50. Since 50
was the lowest temperature of the month, enter a 5 in the tens column and a 0 in the ones
column, then observe the data set for the next lowest temperature: 57. As before, write a 7 in
the ones column to indicate that one instance of 57 occurred, then proceed to the next-lowest
temperature of 59 and write a 9 in the ones column.

Find all of the temperatures that were in the 60s, 70s, and 80s and write each temperature's
corresponding ones value in the ones column. If you've done it correctly, it should yield a stem-
and-leaf plot graph that looks like the one in this section.

Constructing a Survey
1. Martha wants to construct a survey that shows which sports students at her school like to
play the most.
a) List the goal of the survey.
The goal of the survey is to find the answer to the question: “Which sports do students at
Martha’s school like to play the most?”
b) What population sample should she interview?
A sample of the population would include a random sample of the student population in
Martha’s school. A good strategy would be to randomly select students (using dice or a
random number generator) as they walk into an all-school assembly.
c) How should she administer the survey?
Face-to-face interviews are a good choice in this case. Interviews will be easy to conduct since
the survey consists of only one question which can be quickly answered and recorded, and
asking the question face to face will help eliminate non-response bias.
d) Create a data collection sheet that she can use to record her results.
In order to collect the data to this simple survey Martha can design a data collection sheet
such as the one below:

Sport Tally

Baseball

Basketball

Football

Soccer

Volleyball

Swimming

This is a good, simple data collection sheet because:

 Plenty of space is left for the tally marks.
 Only one question is being asked.
 Many possibilities are included, but space is left at the bottom in case students give
answers that Martha didn’t think of.
 The answer from each interviewee can be quickly collected and then the data collector
can move on to the next person.
Once the data has been collected, suitable graphs can be made to display the results.
2. Raoul wants to construct a survey that shows how many hours per week the average
student at his school works.
a) List the goal of the survey.
The goal of the survey is to find the answer to the question “How many hours per week do you
work?”
b) What population sample will he interview?
Raoul suspects that older students might work more hours per week than younger students.
He decides that a stratified sample of the student population would be appropriate in this case.
The strata are grade levels 9th through 12th. He would need to find out what proportion of the
students in his school are in each grade level, and then include the same proportions in his
sample.
c) How would he administer the survey?
Face-to-face interviews are a good choice in this case since the survey consists of two short
questions which can be quickly answered and recorded.
d) Create a data collection sheet that Raoul can use to record his results.
In order to collect the data for this survey Raoul designed the data collection sheet shown
below:

Grade Level Number of Hours Worked Total number of students

9th grade

10th grade

11th grade

12th grade

This data collection sheet allows Raoul to write down the actual numbers of hours worked per
week by students as opposed to just collecting tally marks for several categories.
Display, Analyze, and Interpret Statistical Survey Data
In the previous section we considered two examples of surveys you might conduct in your
school. The first one was designed to find the sport that students like to play the most. The
second survey was designed to find out how many hours per week students worked.
For the first survey, students’ choices fit neatly into separate categories. Appropriate ways to
display the data might be a pie chart or a bar graph. Let’s revisit this example.
In Example A Martha interviewed 112 students and obtained the following results.
 Sport Tally

Baseball |||| |||| |||| |||| |||| |||| | 31

Basketball |||| |||| |||| || 17

Football |||| |||| |||| 14

Soccer |||| |||| |||| |||| |||| ||| 28

Volleyball |||| |||| 9

Swimming |||| ||| 8

Gymnastics ||| 3

Fencing || 2

Total: 112

a) Make a bar graph of the results showing the percentage of students in each category.
To make a bar graph, we list the sport categories on the x−axis and let the percentage of
students be represented by the y−axis.
To find the percentage of students in each category, we divide the number of students in each
category by the total number of students surveyed:

Sport Percentage

Baseball 31/112=.28=28%

Basketball 17/112=.15=15%

Football 14/112=.125=12.5%

Soccer 28/112=.25=25%
 Sport Percentage

Volleyball 9/112=.08=8%

Swimming 8/112=.07=7%

Gymnastic 3/112=.025=2.5%

Fencing 2/112=.02=2%

Now we can make a graph where the height of each bar represents the percentage of students
in each category:

b. Make a pie chart of the collected information, showing the percentage of students in each
category.
To make a pie chart, we find the percentage of the students in each category by dividing the
number of students in each category as in part a. The central angle of each slice of the pie is
found by multiplying the percentage of students in each category by 360 degrees (the total
number of degrees in a circle). To draw a pie-chart by hand, you can use a protractor to
measure the central angles that you find for each category.

Sport Percentage Central angle

Baseball 31/112=.28=28% .28×360∘=101∘

Basketball 17/112=.15=15% .15×360∘=54∘

 Sport Percentage Central angle

Football 14/112=.125=12.5% .125×360∘=45∘

Soccer 28112=.25=25% .25×360∘=90∘

Volleyball 9/112=.08=8% .08×360∘=29∘

Swimming 8/112=.07=7% .07×360∘=25∘

Gymnastics 3/112=.025=2.5% .025×360∘=9∘

Fencing 2/112=.02=2% .02×360∘=7∘

Here is the pie-chart that represents the percentage of students in each category:

For the second survey, actual numerical data can be collected from each student. In this case
we can display the data using a stem-and-leaf plot, a frequency table, a histogram, or a box-
and-whisker plot.

1.2 Planning and Conducting Surveys

INTRODUCTION TO DESIGN OF EXPERIMENT (DOE)

Design of experiment (DOE) is a body of knowledge, based upon statistical and other scientific
disciplines, for efficient and effective planning of experiments and for making sound inferences
from experimental data.
In an experiment, we deliberately change one or more process variables (or factors) in order to
observe the effect the changes have on one or more response variables. The (statistical)
design of experiments (DOE) is an efficient procedure for planning experiments so that the
data obtained can be analyzed to yield valid and objective conclusions.
DOE begins with determining the objectives of an experiment and selecting the process
factors for the study. An Experimental Design is the laying out of a detailed experimental plan
in advance of doing the experiment. Well-chosen experimental designs maximize the amount
of “information” that can be obtained for a given amount of experimental effort.
Used to evaluate which process inputs have a significant impact on the process output
and what the target level of those inputs should be to achieve a desired result (Output).
Design of experiment defines the:

Population to be studied,
Randomisation Process
Administration of Treatments,
Sample size requirement
Method of statistical analysis
The process of DOE may seem too cumbersome and extensive to comprehend at the first try.

But, there is a need to understand the use of design of experiment in product and process
research and development to achieve product excellence.

BASIC PRINCIPLES OF DESIGN OF EXPERIMENT

Following the Basic Principles of Design of Experiment which include:

Randomnisation
Replication and
Local Control
One can easily comprehend the Idea of DOE and easily implement it in product and process
research.

Teaching and Learning Activities

Test I

1. Create an Ungrouped Frequency Distribution table with the data from the survey,
accomplished among the students of university, which answered the question of how many
books they read per year. Arrange the data in frequency table

7 3 1 7 8 5 4 4 5 6 6 3 3 4 5 1 8 3
2. The highest flow recorded each year was determined from the flow data of gaging station
at a certain river. The following observations reflect the highest annual flow in (m 3/s) for 50
years
55 43 60 94 37 56 91 30 65 68
42 75 33 71 60 65 76 52 69 58
45 48 39 61 35 78 56 39 44 65
71 60 61 77 61 59 47 49 74 69
83 69 40 64 31 27 36 87 62 66

**Start with “26” as the lower limit of your of the first class.
** use class size (c) of “10”

a. Construct a frequency distribution table.

b. Construct a table for class limit,class bounderies and class marks.

3. Find the mean weight of how many students read books per year in question no.1
4. Find the mean of gaging station in question no.2

TEST II

1. Samuel conducted a survey to answer the following question: “What are the favorite
subjects of your classmate during High School . He collected the following information by
asking his classmates in High School.( Choose 5 subjects in your high school).
a) Make a pie chart of the results showing the percentage of people in each category.
b) Make a bar graph of the results.
2. Melissa conducted a survey to answer the question “What sport do high school students like
to watch on TV the most?” She collected the following information on her data collection sheet.
a) Make a pie-chart of the results showing the percentage of people in each category.
b) Make a bar-graph of the results.
3. Pedro conducted a survey to find how many hours of TV teenagers watch each week in
Isabela He collaborated with three friends that lived in city/ municipality of Isabela and found
the following information: (Choose 3 municipality/city only)
a) Make a stem-and-leaf plot of the data.
b) Decide on an appropriate bin size and construct a frequency table.
c) Make a histogram of the results.
Flexible Teaching Learning Modality (FTLM) adopted
Example:
Online (synchronous)
//Edmodo, google classroom, moodle, schoology, Podcast etc..
Remote (asynchronous)
//module, case study, exercises, problems sets, etc…

References (at least 3 references preferably copyrighted within the last 5 years,
alphabetically arranged)
Fundamentals of Probability and Statistics for Engineering by Marie-Wendy J. Frany,
Miriam S.P. Galvez and Emy L. Vasquez

http://www.fs-technology.com/EN/EDA-en.html
https://www.slideshare.net/derechohernan/mean-for-grouped-data
https://youtu.be/lLQ7nRjOpng
https://www.ck12.org/statistics/planning-and-conducting- surveys/lesson/Planning-
and-Conducting-Surveys-ALG-I/
https://www.thoughtco.com/stem-and-leaf-plot-an-overview-2312423