The following group projects are a reflection from a sample of skittles

that the class got that we all tested as a group.

Individual portion #2
For project # 2 we compared our results to the rest of the class and were
told to reflect our thoughts on the differences between them. As a group,
we told to make two different graphs and explain what type of sample we
had.
a. The graphs did not reflect what I expected to see. The skittles in
my bag seemed more even than it was with the class combined. I
was surprised that there were 50 more purple than there were red
with the class combined. 


b. I don’t believe there are any outliers. Although, my thoughts on

how many more purple there were versus red, I believe they still
are all comparably similar in quantities. 


c. I don’t believe the class data matches my data very well. The two
highest colors in the class, purple and yellow, were my personal
bags least amount of colors. 


Red Orange Yellow Green Purple Total

My bag 12 13 11 13 11 60

Class
227 250 263 228 277 1,245
Counts

Group Project Assign #2

The guess would be that red would be the least amount of candies in the
bag. Then with the most it would be orange and yellow. Usually the
most “favorable” flavor is the one that is shown up least and the most
“un-likeable” flavor it shows up more. Due to the amount of skittles the
real data can easily prove this wrong or prove it right.
We could predict that red would be the largest proportion of the sample
and that purple and yellow would have fewer candies. It would be
interesting to take a sample of which flavor people think is the best and
compare it to the actual proportions that are found in each bag. We could
then see if the more unlikeable flavor actually does show up more
frequently than the others.
It is safe to assume that the class data represents a random sample, as
every person bought their own bag of skittles, at different locations, and
at different times. Other than to put individual information together, the
sample was not in any way tampered with or otherwise changed to
reflect any personal opinions. The population could be every 2.17 oz bag
of skittles in Utah.
Individual Portion part 3

For project #3 we were asked to state the distribution of the graphs

along with stating the mean, standard deviation, and 5 number summary
for the number of candies per bag. We were also asked to create a
frequency histogram and a box plot.

The shape of the distribution seems symmetric. The graphs show what I
would expect because all of the candies are around the same amount.
The class total doesn’t exactly match my sample because the two class
highs were purple, and yellow with purple being at 277 and yellow being
at 263. Both purple and yellow were my two lows with purple being at
11 and yellow at 11 also. The rest of candies for the class were orange-
250, green- 228, and red-227. The rest of mine were red-12, orange-13,
and green-13. It seemed like my bag was the opposite of what the results
of the class were.
Categorical data is something that can be measured, but not counted, like
the colors of the skittles. Quantitative data are data that can be counted,
like the amount of skittles in a bag would be considered quantitative
data. For categorical data pie charts and bar graphs are best because it
can display the different types of categories making it easy to compare
the different categories compared to a population or sample. For
quantitative data histograms, stem and leaf plots, and box plots work
best to display the data because it gives it a frequency for the data.

Group Project Assignment 3

Skittle Frequency

d. Using the total number of candies in each bag in our class sample,
compute the following measures for the variable “Total candies in
each bag” (Round to one decimal place, if needed):

mean number of candies per bag 


standard deviation of the number of candies per bag 


5-number summary for the number of candies per bag 


e. Create a frequency histogram for the variable "Total candies in

each bag." 

f. Create a box plot for the variable "Total candies in each bag." 


Your graphics must have descriptive titles and be appropriately labeled.

Mean # of Candies per bag= 59.3 skittles Standard Deviation= 1.2
5-Number Summary=
min=57 Q1=58.5 Median=59 Q3=60 max=62
Skittle Frequency
Class Total of Skittles
Individual Portion part 4
Project #4 We were asked what a confidence interval is and to report
different confidence levels for the skittles.
Confidence interval means if you use the same sampling method
numerous times and compute an interval estimate for each sample then
you would expect the true population parameter to fall within a certain
percentage.

Group Project Part 4

Red Skittles = 227 Orange Skittles =250 Yellow Skittles = 263 Green
Skittles = 228 Purple Skittles = 277 Totals = 1245

1. (1245)(0.21)(1-0.21) >= 10 206.55 >= 10.
 STATS > TESTS > (A)1-
PropZInt > x= 263

n= 1245
 C-level= 0.99
 p̂: 263/1245=0.2112
 (0.1815, .2410). LB=

0.1815 UB=0.2410
 We are 99% confident that the that the proportion
of having yellow skittles is between 0.1815 and 0.2410
 2. L1
(59,58,59,60,58,59,60,58,59,60,59,61,60,57,57,59,60,60,62,60,60)
 CA
LC > 1-Var Stats L1 > Median=59.2857, Standard
Deviation=1.2306
 STAT > TESTS > TInterval > input L1 results from
above > Lower boundary=58.726, Upper
Boundary=59.846
 Confidence Interval Estimate =59.286±.56
 We are
95% confident that our mean of our population of skittles per bag is
between 58.726 and 59.846.

At the end of this I learned a lot. I realized that in the beginning I

thought that my skittle results differed from others, but it really didn’t
differ by that much. I have learned so much from this class about how
statistics can be helpful and be applied in so many different ways in life.
Learning about the variation in skittles bags was really helpful to be able
to feel like you are applying what you are leaning in real life, because so
many people eat skittles or any other candy for that matter and not
realize what exactly goes into making sure each bag gets the right
proportion.