Marius Lupascu

Term Project Part 2 Individual

Individual Bag Sample

Red
14

Orange
14

Yellow
12

Green
12

Purple
9

Total
61

Class Total Sample

Red
243

Orange
244

Yellow
258

Green
278

Purple
222

Total
1245

The graphs do reflect what I expected to see from the numbers posted, green and yellow were higher
than mine for the class.
Most of the class data does agree with my single bag except for yellow and green, which are higher for
the class, but lower for me. The rest of the colors seem to match up fairly well.

Term Project Part 3

Individual Work
Marius Lupascu

The shape of the distribution looks like a bell curve with an outlier at 46. The graph does reflect what I
expected, seeing how most of the bag totals focus in the 55-65 area. Also the overall class data collected from
21 bags agrees with my own data from the single bag. My total was 61 which falls exactly in the middle of the
histograms curve.

Categorical data can be put into a countable number of categories or different groups. It may or may not have
some logical order. Quantitative data can be ordered and measured. Graphs that make sense to be used for
categorical data include frequency table, bar graphs, dot plots, pie graphs, box plots. That is because each of
those graphs allows setting categories for the data. Graphs that dont make sense are steam plots, histograms,
scatter plots because they dont have categories, only discrete numerical data. For quantitative data, the graphs
that makes sense are frequency tables, bar graphs, dot plots, pie graphs, stem plots, histograms, box plots,
scatter plots. All of these graph types show discrete numerical data. There arent any graphs that dont make
sense to use for quantitative data. Calculations that make sense for categorical data are finding how many
students there are in each class, how many candies of each color there are in a bag. Calculations that dont make
sense are for example number of customer complaints, fill weight of cereal box. Quantitative data calculations
could include in this case the number of customer complaints, proportion of customers eligible for a rebate, or
the fill weight of a cereal box. Some calculations that dont make sense for quantitative data could be gender,
survey results that categorize with agree, disagree, neutral. Others could be payment methods like cash/credit,
product types like wood, plastic or metal.

Term Project Part 4

Individual
Marius Lupascu

1. The purpose of taking a random sample from a lot or population and computing a statistic, such
as the mean from the data, is to approximate the mean of the population. How well that sample
statistic estimates the population value is always an issue. A confidence interval addresses this
issue because it provides a range of values which is likely to contain the population parameter of
interest. Confidence intervals are constructed at a confidence level, such as 95%, selected by the
user. This means that if the same population is sampled multiple times and interval estimates
are made on each occasion, the resulting intervals would bracket the true population parameter
in approximately 95% of the cases.

Marius Lupascu
Term Project Part 5

Statistics 1040
Hypothesis Testing

1. In a paragraph, explain in general the purpose and meaning of a hypothesis test.

The general purpose of using a Hypothesis test is to determine whether or not to reject a null hypothesis
based on the sample data. The reason for this test is to be able to formulate the hypothesis, identify the
test statistic, formulate a decision rule, and test the null hypothesis.

2. Use a 0.05 significance level to test the claim that 20% of all Skittles candies are red, using the
entire class data set as your sample.
H0: p= 0.20
H1: p 0.20
X=243 (# of red candies)
N=1245 (# of total candies)
P=0.20 (% of red candies)
P ^ = X/N = 0.195
q=1-p=.80
= 0.05
Test Statistic = 0.1950.20 / 0.20(0.80) / 1245= 0.44

z= -0.44
P value = 0.660
The P Value is greater than the significance level, therefore we fail to reject the null hypothesis and we
have evidence to support the claim that 20% of skittles are red.

3. Use a 0.01 significance level to test the claim that the mean number of candies in a bag of Skittles is
55, using the entire class data set as your sample.
H0: p= 0.55
H1: p 0.55
X-=59.3
N=1245 (# of total candies)
S=3.6
= 0.01
Test Statistic = 59.3 0.55 / (3.6 / 1245) = 575.8

P value = < 0.0001

The P Value is less than the significance level, therefore we reject the null hypothesis. There is sufficient
evidence to reject the claim that the average number of skittles in a bag is 55.

4. In detail, discuss how your samples meet (or fail to meet) the requirements for performing these
hypothesis tests.
A hypothesis test requires that the data be simple random and have a binomial distribution. Question 2
and 3 both meet those requirements.
For question 2, the product of n and p had to be greater than 5 and the product of n and 1-p had to be
greater than 5.
For question 3, n had to be greater than 20.
Both questions met all the requirements for a hypothesis test.

5. Discuss and interpret the results of each of your two hypothesis tests.
The hypothesis that 20% of skittles candies are red was confirmed by the hypothesis test because the P
Value was greater than the significance value of 0.05. The calculations indicate that we should accept
the hypothesis that 20% of skittles candies are red.
The hypothesis that the average number of skittles candies in a bag is 55 had to be rejected because the
calculated P Value was less than the significance value of 0.01. The calculations indicate that we should
not accept the hypothesis that the average number of skittles candies in a bag is 55.

Marius Lupascu
MATH-1040
Term Project Reflection
Learning statistics has definitely been a challenge for me seeing how it doesnt fit in the
same way as the usual math Im used to. Each section had its own difficulties and has helped to
put what I learned from the homework into practice by doing each section of this term project
myself. This has taught me statistical knowledge and given me a chance to see how statistics can
be applied to the real world. It really helped seeing how each section of this project built upon
itself so that when I had to do a new section, Id need to refer back to the previous for a reminder
and then move forward.
The most important part about this project is how it taught me problem solving skills. The
most difficult part for me in math has always been learning to translate word problems into
something I can solve. This group project, especially the hypothesis portion, helped me read
through the assignment, decide what is important and then make equations and solve what is
being asked. The instructor has also helped develop problem solving skills by starting the term
project with asking very specific questions. As the project progressed, the instructor has given
more detail to allow me to figure things out on my own.
What Ive learned in this project will be useful to me not only in my future school work,
but in career as well. Statistics can be used to give information in a way that instills confidence
in what you are relaying. In my future classes I hope to be able to continue with the knowledge I
have learned in this class, and be able to deduce how to solve statistical problems, and answer
the best I can using words, graphs and equations that will conclude the work being done.