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  <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Line Graphs</name>

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      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">David</md:firstname>
      
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      <md:firstname xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Elizabeth</md:firstname>
      
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    <md:keyword xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Line Graphs</md:keyword>
    <md:keyword xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Statistics</md:keyword>
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  <md:abstract xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">This module teaches you the basics of line graphs in representing data.</md:abstract>
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      <name xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">Line Graphs</name>
      
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para1">
	A line graph is a bar graph with the tops of the bars
	represented by points joined by lines (the rest of the bar is
	suppressed).  For example, <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig1"/> was presented in the
	section on bar charts and shows changes in the Consumer Price
	Index (CPI) over time.
      </para>
      
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	<caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	  A bar chart of the percent change in the CPI over time. Each
	  bar represents percent increase for the three months ending
	  at the date indicated.
	</caption>
      </figure>
      
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	A line graph of these same data is shown in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig2"/>. Although the figures are similar, the line
	graph emphasizes the change from period to period.
      </para>
      
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	<caption xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/">
	  A line graph of the percent change in the CPI over
	  time. Each line represents percent increase for the three
	  months ending at the date indicated.
	</caption>
      </figure>
     
      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para3">
	Line graphs are appropriate only when both the X- and Y-axes
	display ordered (rather than qualitative) variables. Although
	bar graphs can also be used in this situation, line graphs are
	generally better at comparing changes over time. <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig3"/>, for example, shows percent increases and
	decreases in five components of the CPI. The figure makes it
	easy to see that medical costs had a steadier progression than
	the other components. Although you could create an analogous
	bar chart, its interpretation would not be as easy.
      </para>
      
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      <para xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" id="para4">
	Let us stress that it is misleading to use a line graph when
	the X-axis contains merely qualitative variables. <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig4"/> inappropriately shows a line graph of the card
	game data from Yahoo, discussed in the section on qualitative
	variables. The defect in <cnxn xmlns:md="http://cnx.rice.edu/mdml/0.4" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:bib="http://bibtexml.sf.net/" target="fig4"/> is that it
	gives the false impression that the games are naturally
	ordered in a numerical way.
      </para>
      
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