Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Part 1 was to buy our own regular size of skittles and contribute our statistics of what we
got out of the skittles bag to the group set of statistics. Once everything was compiled we were
able to do many different things with the data as a group. This is the class statistics:
I
D
1
2
3
4
5
6
7
8
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
1
9
2
0
Count
Red
Count
Orange
Count
Yellow
Count
Green
Count
Purple
11
11
17
11
11
14
16
10
15
15
15
11
13
11
17
20
13
17
11
11
15
14
8
9
16
6
11
10
10
12
14
12
6
15
14
11
8
8
9
11
18
12
21
17
6
15
12
16
11
11
15
14
11
14
15
11
15
14
11
12
17
13
12
12
17
18
12
13
16
12
11
18
11
11
11
15
14
13
16
10
12
11
20
12
13
17
Total
Candies
in Each
Bag
55
55
64
63
60
58
88
60
60
61
59
58
60
61
58
60
54
59
60
73
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
2
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
3
9
4
0
4
1
4
2
4
3
4
4
4
20
10
10
14
13
12
12
11
11
12
19
10
13
12
13
16
20
28
17
20
25
10
10
11
11
15
14
10
16
14
10
27
11
13
14
12
15
13
14
18
12
18
15
14
13
14
16
15
10
11
14
16
11
14
15
17
13
18
15
11
12
11
12
11
11
14
10
16
13
14
10
12
17
12
10
13
14
12
10
11
13
12
15
15
15
15
13
13
10
11
14
12
7
7
15
14
13
9
10
10
60
59
62
58
110
57
62
59
54
62
63
62
60
61
61
62
53
59
60
55
58
60
62
59
52
5
4
6
4
7
4
8
4
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
5
9
6
0
6
1
6
2
6
3
6
4
12
11
10
15
17
14
16
10
13
15
12
13
12
10
20
12
16
11
14
14
11
12
16
10
15
12
10
11
13
18
13
13
15
10
16
12
13
13
17
14
10
11
15
14
10
11
12
13
10
17
11
10
16
11
13
11
17
20
14
14
12
12
14
11
11
10
12
11
18
12
17
12
13
10
12
13
16
10
791
11
814
16
763
10
748
Total Red
Total Orange
Total Yellow
Total Green
10
798
Total
Purple
65
58
59
59
61
58
61
63
60
59
61
60
61
76
60
60
61
59
57
3914
Part 2 of this group assignment was to organize the all of this data into a pie chart and a
pareto chart. This helped us to learn how to first take real data and make several different graphs
with them. This was interesting because we got see how real data that is the same looks different
in different formats. We also were given the opportunity to discuss how this data represents other
parts that we have learned about in statistics.
1. We believe that the proportions will be 20% for each of the colors because there are five
colors in the bag and we think that the company would split them up evenly.
2. 791
814
763
748
798
Total Red
Total Orange
Total Yellow
Total Green
Total Purple
0.202095043 0.207971385
0.194941237
0.19110884
0.203883495
Part three of this assignment is when we took a lot of the basics of the data from the
class; mean, standard deviation, etc. We also created a frequency histogram and a box
plot. I liked that we were able to show this data in so many different ways.
1.
i.
Mean number of candies per bag: 61.16
ii.
Standard deviation of the number of candies per bag: 8.01
iii.
5 number summary:
a.
Sample minimum 52
b.
First quartile 58.5
c.
Median 60
d.
Third quartile 61
e.
Sample maximum 110
2. Frequency Histogram
Part 4 we used the data to show different confidence intervals. First of how many yellow
skittles are in each bag, the mean number of candies in each bag and then the standard deviation
of the bags.
1. 1-Proportion Z-interval test
x: 763
n: 3914
C-Level: .99
Calculate:
(.179, .211)
pp: .195
.195(1.195)
E=2.576
3914
E=.01631
.211.179=.032
.032
=.016
2
Critical Value: invNorm (.995)= 2.575
2. T-Interval
xx: 61.15625
Sx: 8.008366161
n: 64
C-Level: .95
Calculate:
(59.156, 63.157)
8.008
E=1.96
64
E=1.962
Margin of Error:
63.15759.156=4.001
4.001
=2.0005
2
(61.1522.0005)
Critical Value: inv .05
3. We used the chi sheet to pick the numbers.
64 8.00082
64 8.00082
<<
37.485
88.379
In Part 5 we were able to meet together and conduct hypothesis tests for each of the
prompts from our professor. It was interesting to watch everyones different process with the
hypothesis testing and where they each decide to go first.
1. We use hypothesis testing to test someones claim. We use the null hypothesis to label
what the original claim is. We use the alternative hypothesis to say anything that isnt the
original claim. An example would be that the null hypothesis is that exactly 50% of
people sitting on a table read a public ad placed on the table. The alternative would be
less than 50% of people sitting on a table read the public ad placed on the table. We do a
hypothesis test to see if there is significant evidence against the null hypothesis or if there
is not.
2. The validity conditions are that there are more than 20 trials with at least 10 success and
10 failures, the data cannot be skewed and the distribution must be somewhat normal.
z= ^p p 1.156
3.
p(1 p) n
Our decision about the null hypothesis is based on our p-value which is (.7431). This is
greater than our significance level of (.05) and we have determined that there is little to
no evidence against the null and therefore cant disprove it.
In Conclusion, there is little or no evidence against the null hypothesis that 20% of all of
the skittles are red.
4. Input the data in L1, then go to Tests, T-test, data,
55
t= 6.15
p-value=0.00000005
xx= 61.156
Sx= 8.008
n= 64
Calculate
Because the p-value is a lot smaller than the .01 significance level there is very strong
evidence against the null: not like that the mean is 55.
We can conclude that there is strong evidence that each bag of skittles has something
different than an average of 55 skittles.
In part six it was just a simple individual reflection on what we had completed in this class and
how what we had learned in this project would transfer into our future careers!
I believe that this class will help me to understand a lot of things better in my future
education and career endeavors. I am going into nursing and apply as soon as I am done with this
class. In the medical field there are many different studies that I will need to interpret and
understand from using different or new types of medications, treatment options, etc. I think that
being able to see what is really significant or not will help me a lot.
I think that the first part I brought to the group was that I was able to problem solve about
when we should meet and get everyone together and on the same page. I posted updates in the
group discussion board and word processed all of the group assignments. I also learned how to
use the equation editor which will help me in future classes. I think that computing the
confidence intervals comes more easily to me and this helped me and the group. I liked figuring
out what the proportions of the skittles candy because I always thought that they were even .20
for each color. It is cool to have a real life example of things that arent what they seem. I saw
that getting down to the math can create new questions: Why are the proportions different? Is it
this way everywhere or just here? I think that actively putting together the graphs and learning