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about the project and how I applied the concepts that we were learning in
class to the different project parts throughout the semester. To begin the
project (well call this Part 0.5), each student in my class purchased a 2.17 oz
bag of Skittles. We then sorted the candies and counted how many there were
of each color. We also included our heights in inches as part of the data.
In Part 1 I used the class data to create a couple different graphs that
displayed quantitative and qualitative data. In Part 2, I analyzed the data for
number of candies per bag and height of the person who purchased the bag to
see if they had any correlation. Our research question was Can height be
used to predict the number of candies that will be in a bag of Skittles you
purchase?
probability that you select a green Skittle? Or a Skittle that is not red? In part
using the data. Confidence intervals can be used to compare the data from our
small math class to a bigger population, such as the United States or even the
the class data and how it may apply to a larger population. I think it is so cool
that you can form a hypothesis/claim and use data you have gathered from a
PART 1
Candy Color
Quantitative (discrete) It is
counting the data. Individual: bag
of skittles
Summary statistics:
Colum n Mean Std. Media Mi Ma Rang Q1 Q3 IQR Mode
n
Candie 5 59.77 dev.
2.203 n
60 n
55 x
64 e9 58 61 3 59
s per 4 8
bag
No, I do not think the height of a person can determine the amount of
candies they receive in a Skittles bag. A persons height has virtually no affect
on which bag they choose. Most people do not even put any thought into what
bag of candy they pick up. In this research question, the height of a person is
the explanatory variable and the number of candies in a bag of Skittles is the
response variable.
PART 3
1. a. (11/63)^2 = 0.0305
b. (11/63)*(10/62) = 0.0282
c. 1 - (52/63)^2 = 0.3187
2. a. 650/3228 = 0.2014
b. 1 - (650/3228) = 0.7986
c. (662/3228) + (626/3228) = 0.3990
d. (633/1940) = 0.3263
3. a. Is there a fixed number of trials? Yes, 10. Are the trials independent of
each other? Yes, because we are replacing the skittle that we take out. Are
there only 2 outcomes (a success and a failure)? Yes, it is a success if the
skittle is yellow and a failure if it is not yellow. n=10 and p=(626/3228) =
0.1939
b. 0.0814 calculator commands: 2nd > DISTR > A binomial > trials: 10,
p: 0.1939, x value: 4 > paste > enter
c. Expected value is (p * n) = (0.1939 * 10) = 1.939 Standard deviation
is (square root of np(1-p)) = 1.25
PART 4
I used the TI-84 calculator to find a 99% confidence interval estimate for
the true proportion of yellow candies. These are the steps I used to find my
answer: STAT>TESTS> A: 1-PropZInt> x: 626, n: 3228, c-level: 0.99
>CALC>ENTER> The interval I found was: (0.1760 , 0.2119). This means that
99% of all sample proportions of yellow candies will be between 0.1760 and
0.2119.
To find the 95% confidence interval for the true mean number of candies
per bag I used the following TI-84 calculator steps: STAT>TESTS> 8: T
Interval>Stats> x bar: 59.78, Sx: 2.2, n: 54, c-level: 0.95>Calculate> The
interval I found was: (59.18 , 60.38). This means that 95% of all sample means
will be between 59.18 and 60.38.
Again, I was surprised to see that based on the interval calculated above
for the true mean number of candies per bag, the total number of candies in
the bag I purchased was not a likely value. I had 63 candies in my bag, which
is a larger amount than what was included in the 95% confidence interval.
PART 5
Part A
To find the test statistic and p-value I used the TI-84 calculator.
STAT>Tests>5:1-PropZTest>p0:0.20 x:662 n:3228 prop[does not equal]p0
>Calc> p=0.47052
A Type I error would be rejecting the null hypothesis when the null hypothesis
is true. For example, if I were to state the above (that the p-value is greater
than the level of significance) and then say we can therefore reject the null
hypothesis, I would make a Type I error. A Type II error would be not rejecting
the null hypothesis when the alternative hypothesis is true. An example of
that would be if the p-value was not greater than the level of significance and
I failed to reject the null hypothesis.
Part B
First, it taught me that there is a lot more theory and analyzing that go in to
Statistics than I thought there was. It also surprised me how much depth
there really is to the study of Statistics and how this class is a small
Mathematics and Statistics are all around us. I really enjoyed the Stat
Talk videos because they did a great job at showing how Statistics can be
applied to everyday life. Some of the subjects of the videos included length
of mens hair in the streets of New York, the weather in New York versus San
Francisco, restaurant meal prices and delivery times, and so on. All of this
important. Collecting and organizing data isnt too difficult; the challenging
part is figuring out what the results are and what they mean. This class
helped me to develop those skills (although I feel I still have a long way to
go), as well as problem solving and critical thinking skills. All those skills are
so important in nursing! When I first registered for this class I thought, What
does Statistics have to do with nursing? I already took College Algebra, why
do I have to take this class too? However, now I see why they require it and
I am appreciative of the knowledge this class offers. Of course, not many
people enjoy taking math classes but I really do see the significance in this
one and how it can and will help me succeed in my nursing career.