TermProjectPart2IndividualPortion

ShaylaKime

MySkittles

ClassSkittles

Red

243

Orange

14

244

Green

19

278

Yellow

258

Purple

10

222

TOTALS:

58

1245

Tabledisplayingtotalbycolorofmybagofskittlesaswellasclasstotals.

Graphdisplayingmyskittledata.

ThegraphsreflectedaboutwhatIexpectedtosee.Beforedoingtheexperiment/projectI
thoughtthatthecolorswouldbemoreevenlyspreadout,withnotsomanyofonecoloranda
littlebitlessofanother,buthavingthemsocloselyrelatedmakessensebecauseofhowskittles
arepackagedandsortedbythemanufacturer.Theoveralldataagreesmostlywithmydata.In
mybagofSkittlestheorderis(fromgreatestnumbertoleastnumber),green,orange,purple,
red,yellow.Theonlythingthatisthesamebetweenmybadandtheclassdataisthatgreen
prevailsasthelargestnumber.HavingtheslightvariationthatIdomakessense,becausenot
everybagisgoingtocontainthesameamountofeverycolor,andoncecompiledintoalarger
number(i.e.theclassdata)thenumbersareboundtobecomemoreandmoreaccurate,
becauseitreflectsalargerpopulationofthedata.

ShaylaKimeTermProject5:2IndividualPortion

1. Thegraphthatwecreatedfromtheskittlesdatawasbimodal(hastwopeakswithone
slightlylargerthantheother)andwasskewedleft(negativelyskewed).Thegraphs
representedwhatweexpectedtoseebecausethemeanislessthanthemedian,which
wouldmakethegraphskewedleft,andallofourdatafellwithinthepredicted
boundaries.Thedatafromthewholeclasswasslightlyofffrommyindividualbagof
skittles,butthatisexpectedbecausetheclassdatarepresentsalargeramountofdata
thanwasrepresentedbymybagofskittles.Sooverall,theclassdataisrepresentative
ofmyindividualdata.Therewasatotalof58candiesinmybagandatotalof1245
candiesintheoverallclassdata.

1. Categoricaldataisdatathatgivesmeaningtonumbers.Forexample,insteadofgiving
completelymeaninglessnumberslike8,9,0,1,categoricaldatawouldgivethese
numbersmeaninglike8cats,9dogs,0fish,1turtle.Categoricaldatagivesabetter
understandingforwhatthedatameans.Categoricaldataplacesvaluesintomeaningful
groups(inthecaseabovethegroupwouldbetheamountofanimals)thatcanbe
understoodandfurtherprocessed.Thereisnoordertocategoricaldata.Quantitative
dataisdatathatcanbemeasured.Forexample,length,height,weight,volume,speed
andcostareallconsideredquantitativedata.Piechartsandbargraphswouldbebestto
representcategoricaldatabecausetheyshownumbersingroupsthatcanbecompared.
Thesetwotypesofchartsaredesignedspecificallyfordatathatisdesignedin
categories.Alinegraph,stemandleafplot,orboxplotwouldbestrepresentquantitative
data,becauseinthosegraphsitiseasiertovisualizeandproperlyrepresentnumerical
datathatdoesnotneedtobeassignedtoacategory.Anycalculationwhereaset
numericalvalueneedstobefound(height,weight,length,distance)quantitativedatais

best.Anycalculationthatneedstobemaderegardingagroupofdata,categoricaldata
isbest.

TermProject7:9bIndividualPortion

ShaylaKime

Aconfidenceintervalisarangeofnumbersthatcanbecontinuousordiscreteandare
usedtoestimatevalue(s)withinaparameter.Confidenceintervalsalsoshowatowhatdegreeof
uncertaintythevaluesyouwanttofindhold,becauseaconfidenceintervalgivesarangeof
expectedvaluesandapercentofconfidenceinwhichtheansweriscorrect.Confidenceintervals
givearangeofvaluesinsteadofasinglepoint,andtheydosobyusingthesamplemeanto
estimatethepopulationmean.Confidenceintervalsgiveabetterestimateofwhatthevaluefor
anentirepopulationis,becausewheneveranentirepopulationofvaluesisgiven,theamountof
valuesissohighthatitisbeneficialtohaveaparameterratherthanonenumberthatdoesnt
correctlyrepresentthepopulationasawhole.

8:10TermProjectPart5HypothesisTesting
ShaylaKime

1. Generallyspeaking,ahypothesisisaneducatedguessregardinghowsomethingin
societyfunctions.Instatisticsahypothesisthatismadegenerallyregardsanentire
population,orselectpartsofadistinctpopulationsubset(inthiscasethenumberof
skittlesinaclasssampleandspecificcharacteristicsregardingthatsample).A
hypothesistestdeterminestheprobabilitythatastatedhypothesisistrueorfalse.There
aremultiplestepstoahypothesistestincludinggeneratingahypothesistotest,creating
anullhypothesis,creatinganalternativehypothesis,identifyingwhatteststatisticyou
willusetoevaluatethenullhypothesis,computingPandTvalues,andthencomparing
thoseresultstothealphavalue.Thesestepsruleoutthenullhypothesisandtherefore

makethealternativehypothesisvalidandviceversa.Themostcommonsignificance
valuesused,andtheonesthatwillbedisplayedbelow,are0.01and0.05.Thismeans
thatthealphaleveliseither5%or1%andifthePvalueislessthanthetwostated
numbersthanthehypothesisisstatisticallysignificant.

ClassDataSuggestingthat20%oftheCandiesareRED.
ClassData

Test

PValue
2*P(>T)

TScore
x/(s)/n

DF
(n1)

Significance
Level

1245TOTAL
243RED
249=20%ofTotal
21TotalResponses

TwoTailTest
Ho:p=0.20
H1:p0.020

0.49

P=0.049
Z=5.50
N=21
X=243
=249
T=1.725

=20

0.05/2=0.025

Conclusion:
Basedonthestatisticslistedabove,thereisnotenoughevidenceto
warranttherejectionoftheclaimthat20%oftheSkittlesCandiesarered.Thenullhypothesis
wasrejectedbecauseitislessthan.Nomorethan20%oftheskittlesarered.

ClassDataSuggestingthatMeanNumberofCandiesinaBagofSkittlesis55
ClassData

Test

1245TOTAL

TwoTailTest
H0:p=55
H1:p55

TScore
x/(s)/n

DF

N=21 =20
X=
59.6
S=
2.247

SignificanceLevel

0.01/2=0.005

=55
T=9.556

Conclusion:
Failtorejectthenullhypothesisbecausetheestimatedclaimisgreaterthan
thecriticalvalue.Thereisnotenoughevidencetowarranttheassertionthatthemean
numberofskittlesinabagis55.

Forthehypothesistests,Iwasabletocalculatethedifferentvaluesandallofthedata,
butalargerpopulationsizewouldhavemadebettersenseinregardstomoreaccurate
numbers.Whileconsideringthatthepopulationsizeofourclasswasonly21,itwouldbe
interestingtoseewhatdataandconclusionswouldresultfromalargerpopulation.From
thehypothesistestsitcanbeconcludedthatlessthan20%ofSkittlesCandiesarered,
andtheaverageamountofcandiesperbagisgreaterthan55.

*Uploadedacopyofmyhandwrittenwork

Reflection:
ComingintothisclassIwasincrediblynervous,becauseIhaveneverbeenconfident

inmymathabilities.AstheclassprogressedIslowlybecamemoreconfident,obviouslywith
repeatedpractice,andfeelthatmyoverallmathskillshavegreatlyimproved.TheskillsthatI
haveacquiredfromthisclasshaveimmenselyimprovedmyabilitytothinkanalytically.Before
statingthisclassIjustassumedthatitwouldbeanotherboringmathclassthathadnorelevance
totheworldaroundme,butasthecourseprogressedIslowlybegantoseereallifeapplications
ineverythingfromgoingtothegrocerystoretoworkinginthehospital.Throughtheworkon
thetermprojects,boththeindividualandgroupportions,Ilearnedthatstatisticsisthetypeof
maththatgreatlyrelatestoreallifeandhasthemostreallifeapplicationsoutofanymathclass
thatistaught.Theseprojectshavegivenmeabettersenseofhowtothinkcriticallyand
effectivelyabouttheworldaroundme,andevenmoresohowtotesthypothesesthatIhave
aboutthepopulationandwhatitmeanstoformulatedifferentoutcomesbasedoneventsthat
havealreadyoccurred.Iamconstantlywonderinghowthingsworkandwhythingsworkthe
waythattheydo,soknowinghowtocriticallyandanalyticallythinkaboutthemanyquestions
thatIalwayshavehasproventobeanimmenseadvantage.Knowinghowtoworkoutproblems
suchastheonesthatwerepresentedintheprojectswillgreatlyhelpmeinmyfutureclassesand
alsomyfutureprofession.WithouthavinglearnedstatisticsIwouldbeatagreatdisadvantage,
becauseIwouldnotknowhoweffectivelysolveproblemsorthinkcriticallyabouteveryday
problems.Thisclasshastaughtmehowtounderstandstoryproblemsandunderstandwhether
theinformationgivenisnominal,ratio,interval,orordinalandthenfromthere,dependingonthe
datapresentedIwouldbeabletoeffectivelysetupgraphstoaccuratelypresentthedatathatI
foundout.ThetoolsthatIhaveobtainedfromthisclasshaverelatedtoclassesthatIam
currentlyenrolledin.ForexampleinmypoliticsclassInowhaveabetterunderstandingofwhat
a+marginoferrormeans.Thetopicthathasstuckwithmethemostisregardingstatistical
inferences.Onadailybasis,whetherthroughcommercialsorbillboards,weareconstantlystruck
withmanyclaimsthathavelittletonobacking.Iusedtotakethesethingsatfacevalue,but
nowbecauseofthisclassInowregardthemwithamuchmorecriticalperspectiveandamable
tomakebetterjudgmentsregardingwhatisbeingpresentedtome.Thisclasshasnotonlygiven
mecruciallifeskills,buthasalsotaughtmeskillsthatIwilltakewithmethroughoutmylife.