Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd
Upload
2 views

Lab 6[1]

The document outlines laboratory tasks for a Statistical Methods course at SVKM’s NMIMS, focusing on various statistical techniques and data visualization using Python. Students are required to complete tasks involving descriptive statistics, sampling techniques, and data classification, along with creating different types of graphs to analyze data. The document also includes instructions for submitting their work and reflecting on their learning outcomes.

Uploaded by

ashisharma0507
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2 views

Lab 6[1]

The document outlines laboratory tasks for a Statistical Methods course at SVKM’s NMIMS, focusing on various statistical techniques and data visualization using Python. Students are required to complete tasks involving descriptive statistics, sampling techniques, and data classification, along with creating different types of graphs to analyze data. The document also includes instructions for submitting their work and reflecting on their learning outcomes.

Uploaded by

ashisharma0507
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

SVKM’s NMIMS

Mukesh Patel School of Technology


Management & Engineering
Artificial Intelligence Department
Program: B.Tech/MBA Tech. Semester: IV

Course: Statistical Methods


List of Laboratory tasks

Faculty: Dr. Mahesh Naik w.e.f. 2nd January, 2025

Exp No. Title Prerequisite* CO#


1 Introduction to statistics and python programming Python programming CO2
Calculate the following for raw data:
i. Mean, Median, Mode,
ii. Mean Deviation, Variance
2 Descriptive Statistics: Python programming CO2
Tabulate and calculate the following for grouped
and ungrouped data:
i. Mean, Median, Mode
ii. Range, Variance, Standard Deviation
3 Sampling Techniques Random Processes and CO1
Sample the data using various sampling Estimation, Applied
techniques: Vector and Linear
i. Calculate standard error (sampling with Algebra
Replacement, without replacement)
ii. Estimates
4 Classification and tabulation: Random Processes and CO1
Tabulate and calculate the following for grouped Estimation, Applied
and ungrouped data: Vector and Linear
i. Mean, Weighted Mean, Algebra
ii. Geometric mean, Harmonic mean
iii. Composite mean, Variance, SD
iv Histograms, Frequency Polygons
5 Classification and tabulation: Random Processes and CO1
Tabulate and calculate the following for grouped Estimation, Applied
and ungrouped data: Vector and Linear
i. Mean, Weighted Mean, Algebra
ii. Geometric mean, Harmonic mean
iii. Composite mean, Variance, SD
6 Data Classification and Presentation: Classification of data, CO2
Plot the qualitative data and quantitative data data types, mean,
using appropriate graphs. median mode
Experiment No.06
PART A
(PART A: TO BE REFFERED BY STUDENTS)
Experiment 5
A.1 Task to be completed:

Question 1:

Create a pie chart, bar chart, and Pareto chart to represent the
frequency of the following categories of issues reported in a helpdesk:

Login Issues: 40
Password Reset: 25

Network Issues: 15

Software Bugs: 20

Draw all the graphs as sub plots of the same figure & answer the
following questions.

Pie Chart:

1. What percentage of the total does the largest category represent?


o 40% of the total represents the largest category, Login Issues.
2. If a new category is introduced, how would you adjust the pie chart?
o Add a new slice, update percentages, assign a new color, and adjust labels for
clarity.
3. Does the pie chart effectively convey the differences between categories? Why or
why not?
o It shows proportions well, but small differences between categories can be
harder to compare.

Bar Chart:

1. Which category has the highest/lowest frequency?


o Highest: Login Issues (40), Lowest: Network Issues (15).
2. If two categories had the same frequency, how would that appear in the bar chart?
o They would have bars of the same height, making them visually identical.
3. How can you modify the bar chart to show additional information, like percentages?
o Add percentage labels above bars or use a secondary Y-axis for relative
frequencies.

Pareto Chart

1. What is the 80/20 rule, and how can you identify it from the Pareto
chart?
2. Which categories contribute the most to the cumulative frequency?
3. How does the cumulative percentage line help in prioritizing
categories?
4. If you wanted to focus on solving 80% of the problems, which
categories should you address first?

Question 2:

Create a histogram, frequency polygon, ogive, dot plot, and stem-and-leaf


plot for the following data representing the marks (out of 50) scored by
20 students: [12, 25, 32, 18, 27, 29, 35, 41, 15, 19, 24, 37, 31, 42, 26, 17,
30, 28, 34, 40]….all in one

Draw all the graphs as sub plots of the same figure & answer the
following questions.

Histogram

1. How many bins are in your histogram, and what is the bin width?
2. Which bin has the highest frequency? What does this tell you about
the data?
3. Does the histogram suggest any patterns, such as a normal
distribution?

Frequency Polygon

1. How does the frequency polygon differ from a histogram in terms


of visualization?
2. Does the frequency polygon make it easier to identify trends or
peaks? Why or why not?

Ogive

1. Based on the ogive, how many students scored below 30?


2. What percentage of students scored above 35?
3. Can you determine the median score from the ogive? How?

Dot Plot Questions

1. How many unique values are present in your dataset? Can you see
this clearly on the dot plot?
2. Is there any value with a very high frequency? How would this look
in a dot plot?

Stem-and-Leaf Plot Questions

1. What does each row in the stem-and-leaf plot represent?


2. How would you reconstruct the original dataset from the plot?
3. Can you identify the highest and lowest scores? How?
4. What can you infer about the range and spread of the data from
this plot?
5. How is the stem-and-leaf plot similar to a histogram? How is it
different?

Theory

Qualitative Graphs

Qualitative graphs are used to represent categorical data. They provide a


visual summary of how different categories compare in terms of
frequency, proportion, or some other metric. Common types include:

1. Pie Chart: Shows proportions of categories as slices of a circle.


2. Bar Chart: Uses bars of different heights to compare counts or
frequencies across categories.
3. Pareto Chart: A combination of a bar and line chart to display
frequency in descending order along with the cumulative
percentage.

Quantitative Graphs

Quantitative graphs are used to visualize numerical data and showcase


the distribution, trends, or patterns. They are helpful for understanding
the spread, centre, and shape of the data. Common types include:

1. Histogram: Represents data distribution using bars where each bar


covers a range of values (bins).
2. Frequency Polygon: A line graph connecting midpoints of
histogram bins to show data distribution.
3. Ogive: A cumulative frequency graph that represents the total
count below a certain value.
4. Dot Plot: Represents each data point as a dot along a number line.
5. Stem-and-Leaf Plot: Splits numbers into "stems" (e.g., tens place)
and "leaves" (e.g., ones place) for a compact representation.

PART B
(PART B: TO BE COMPLETED BY STUDENTS)
(Students must submit the soft copy as per following segments within the submission
timeline. The soft copy must be uploaded on the MS Teams assignment link at the end
of the practical)
Roll No. Name:
Program : Division:
Batch: Date of Experiment:
Date of Submission: Grade :

B.1 Tasks given in PART A to be completed here


(Students must write the answers of the task(s) given in the PART A /Students must copy
the code, output screenshots here based on the task(s) given in section A.1)
B.2 Observations and Learning:
(Students must write the observations and learning based on their understanding built
about the subject matter and inferences drawn)
B.3 Conclusion:
(Students must write the conclusive statements as per the actual attainment of individual
outcomes listed above and learning/observation noted in section B.2)
***************

You might also like