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Pie Chart
Skittle Data Sample
by Color
Red
21%
Orange
Yellow
19% Green
19%
22%
20%
Proportions
Red
.188
Orange
.222
Yellow .1999 or .200
Green .185
Purple .205
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Purple
19.984%
.222
.205
18.753%
18.547%
.188
.185
.200
15.000%
10.000%
5.000%
0.000%
Orange
Purple
Yellow
Red
Green
Orange
Candies
Yellow
candies
Green
candies
Purple
candies
Total
10
19
15
13
16.393%
31.148%
24.590%
6.557%
21.311%
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61
100.0
0%
Orange
Candies
457
Yellow
candies
Green
candies
541
18.753%
487
Purple
candies
Total
452
500
22.199%
19.984%
18.547%
The Number of Candies per Bag
20.517%
2437
100.00
%
Orange
Yellow
Green
Purple
Total
Mean
11.4
13.5
12.2
11.3
12.5
60.9
Standard Deviation
2.93
3.65
2.75
3.37
3.06
1.93
Range
12.0
13.0
11.0
14.0
13.0
10.0
Minimum
7.0
7.0
7.0
4.0
6.0
54.0
Maximum
19.0
20.0
18.0
18.0
19.0
64.0
Quartile 1
9.0
11.0
10.0
9.0
11.0
60.0
Quartile 3
13.0
15.5
15.0
14.0
14.3
62.0
457.0
541.0
487.0
452.0
500.0
2437.0
40.0
40.0
40.0
40.0
40.0
40.0
Sum
Count
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Histogram
Number of Skittle Candies Per Bag
12
10
8
Frequency
Number of Individual Skittle bags
Frequency
4
2
0
Bin
Total Number of Skittles Per Bag
The shape of this distribution is a bell curve-a normal distribution with a few
outliers. The overall numbers in both single and class data sets do seem to agree with
one another. Their maximum (orange ) and minimum (green) colors coincide with one
another as well as their second lowest (red) number of colors. As far as proportions and
percentages I would have expected the numbers between the single and class data to
have been closer than they were. The total number of candies in my single bag were 61
and comparing that to the mean of the total class candies which was 60.9. This
demonstrates that the data collected from my single bag of candies and the data
collected from the entire class agree with one another.
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Boxplot
Number of Skittle Candies Per Bag
48 50 52 54 56 58 60 62 64 66
Reflection
Two types of data we have studied this semester are quantitative and categorical.
According to Elementary Statistics, 12th Edition, Quantitative data "consists of numbers
representing counts or measurements," where "Categorical data consist of names or
labels not numbers representing counts or measurements."
Graphs that make more sense for categorical data are things like Pie charts and
Pareto charts/Bar graphs. These graphs help depict categories very well visually.
Quantitative data are better represented with graphs such as the boxplot, histograms,
frequency polygons, ogives, and scatterplots. These graphs depict numbers and show
trends and patterns. These represent numbers much better than the latter.
Some good calculations that make sense for Categorical data are the calculations
used in the 5-number summary. These include range, minimum, maximum, sum, and
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The third confidence interval we constructed was to get a 98% confidence interval to
estimate for the standard deviation. The standard deviation we calculated from our class
data is 1.93. This falls within the 98% confidence interval 1.510 < <2.560.
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Hypothesis Tests
Hypothesis tests are used to measure and check claims made " about a property of
a population." (Elementary Statistics, pg 382) This helps us get a good indication if we
need to re-evaluate the initial claim.
Discussion
The first hypothesis test , we use a 0.01 significance level to test the claim that
20% of all Skittles candies are green. We used the null hypothesis that p=.02 and to test
this claim we used the alternate hypothesis that p .20. Finding that our significance
level or = .01 and our /2= .005. We found our critical values from .005 which are
-2.575 and 2.575. We then solved for our test statistic and got -1.79. -1.79 is within our
critical values which allows us to conclude that we fail to reject our null hypothesis
because we do not have enough evidence to reject the null hypothesis that 20% of all
Skittles candies are green. The evidence we have gained from testing the claim provides
sufficient evidence that we are unable to reject the claim that 20% of all Skittles candies
are green.
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The second hypothesis test was to use 0.05 significance level to test the claim that
the mean number of candies in a bag of Skittles is 56. The null hypothesis is that p=56
and the alternate hypothesis is p56. The critical values for our significance level are
-2.023 and 2.023. Our test statistic is 16.057. This is significantly outside of our critical
values. We therefore reject our null hypothesis. We have enough evidence to show that
the mean number of candies in a bag is not 56.
Reflection
Requirements estimating a population proportion p are that the sample needs to
be a simple random sample, there needs to be a fixed number of trials, the trials need to
be independent, there need to be two categories of outcomes, and the probabilities need
to be constant for each trial. There also needs to be at least 5 successes and 5 failures.
The class samples do fall within these requirements. Requirements for hypothesis tests
concerning population proportions np 5 and nq 5. N=2437 and p =.21.
2437*.21=511.77 which is greater than 5. N*q which is 2437*.79=1925.23. The sample
did fit these requirements.
Requirements for interval estimates for a population mean is to make sure the
sample is a simple random sample. "Either or both the population is normally distributed
or n > 30. Our sample was a simple random sample and our n is 40 which is greater than
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is not known
and normally distributed or standard deviation is not know and n >30 the equation you
use is
t=x /(
s
)
n
or if
z=x /(
)
n . The sample did meet these requirements.
Requirements for doing interval estimates and hypothesis tests for population
standard deviations are the samples need to be simple random samples, the population
needs to be normally distributed-no exceptions. This sample does meet these
requirements.
A possible error that could have been made by using this data is that we could
commit the fallacy of a type I error which is "the mistake of rejecting a true null
hypothesis." (Elementary Statistics, pg 393) In our Skittles example, this would be if we
were to reject that 20% if all Skittles candies are green when, in fact, our evidence
suggests that we actually fail to reject it.
The other possible error that could have been made is a type II error. This is where
" the mistake of failing to reject the null hypothesis is false." (Elementary Statistics, pg
392) In our Skittles example, this would be where we fail to reject that the mean number
of candies in a bag of Skittles is 56 when, after our calculations prove that 56 mean
Skittles is well outside of our critical values. The calculated total true mean of our data is
60.9. Type II error is failing to reject our null hypothesis when our evidence proves that we
ought to reject it.
It is best to have a large sample to get the best results. Large samples have more
allowance for errors and allow us to get a more normal distribution.
Conclusion-Reflective Writing
There are many math skills that I have been able to identify that we applied in this
project that will impact other classes I will take in my school career.
I have recently completed pre-requisite courses required for my nursing school
application. Statistics are used frequently in the medical field. Experiments and trials
being performed in order to get new treatments and medications approved for patient
care. These experiments and trials are used in the medical field to increase quality of
treatments.
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