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In Probability and Statistics, everything starts with understanding what kind of data you're working with. The type of data you have determines which statistical methods you can use, which graphs are appropriate, and which summary statistics make sense. You're being tested on your ability to classify data correctly and choose appropriate analyses—not just define terms. A common exam mistake is applying the wrong statistical test because a student misidentified their data type.
Think of data classification as a decision tree: first, is it qualitative or quantitative? If qualitative, is it nominal or ordinal? If quantitative, is it discrete or continuous, and does it have a true zero? These distinctions matter because they unlock or restrict what you can do mathematically. Don't just memorize definitions—know what operations each data type permits and why.
Qualitative data describes attributes or characteristics rather than quantities. The key principle: you can count how many fall into each category, but you can't perform meaningful arithmetic on the categories themselves.
Compare: Nominal vs. Ordinal—both are categorical, but ordinal has a logical sequence while nominal does not. If an FRQ asks which measure of center is appropriate, remember: nominal gets mode only, ordinal can use median.
Quantitative data represents numerical values where arithmetic operations can be meaningful. The distinguishing feature: you can add, subtract, and calculate means with these values.
Compare: Discrete vs. Continuous—both are quantitative, but discrete data has gaps between possible values while continuous data can take any value in an interval. On exams, ask yourself: "Can this be 3.5?" If yes, it's continuous.
The distinction between interval and ratio data determines which mathematical operations produce meaningful results. This matters because ratios and percentages only make sense when zero means "none."
Compare: Interval vs. Ratio—both allow addition and subtraction, but only ratio data supports meaningful multiplication and division. Classic exam question: "Is twice as warm as ?" No—temperature in Fahrenheit is interval, not ratio.
How data is collected over time affects which analyses are appropriate. Time structure in your data determines whether you're comparing groups or tracking change.
Compare: Cross-sectional vs. Time Series—cross-sectional compares different subjects at one time, while time series tracks the same measure across time. FRQs often ask you to identify which type supports conclusions about trends (time series) versus group differences (cross-sectional).
| Concept | Best Examples |
|---|---|
| Nominal (categorical, no order) | Blood type, eye color, zip code |
| Ordinal (categorical, ordered) | Survey ratings, class rank, education level |
| Discrete (countable quantities) | Number of children, dice outcomes, defects |
| Continuous (measurable quantities) | Height, time, temperature |
| Interval (no true zero) | Celsius temperature, IQ, calendar year |
| Ratio (true zero exists) | Weight, income, distance, age |
| Cross-sectional (one time point) | Election polls, census snapshots |
| Time series (over time) | Stock prices, monthly sales, annual growth |
A researcher records the number of text messages each student sends per day. Is this discrete or continuous data? What if they recorded the time spent texting instead?
Which two data types both involve categories but differ in whether order matters? Give an example of each from a medical context.
Temperature measured in Kelvin has a true zero (absolute zero). Is Kelvin temperature interval or ratio data? How does this differ from Celsius?
A study compares income levels across five countries in 2024. Another study tracks one country's income from 2000–2024. Classify each data structure and explain what conclusions each can support.
FRQ-style: A survey asks respondents to rate their satisfaction as very dissatisfied, dissatisfied, neutral, satisfied, or very satisfied. What type of data is this? Can you calculate a meaningful average? Justify your answer.