Scribd
Upload
133 views4 pages

Skittles Project Part 7

1. This project involves collecting data by having students purchase bags of Skittles and recording the number and color of candies in each bag. This data will then be analyzed using statistical methods taught in the class such as hypothesis testing. 2. The student analyzed their bag of Skittles which contained 60 total candies, with 18 being purple. They calculated various probabilities related to the colors in their bag. 3. Completing this project gave the student a better understanding of how much work goes into statistical analysis and helped them feel like they were applying what they learned in class to a real-world scenario. They felt it was an important part of truly understanding statistics.

Uploaded by

api-454435360
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
133 views4 pages

Skittles Project Part 7

1. This project involves collecting data by having students purchase bags of Skittles and recording the number and color of candies in each bag. This data will then be analyzed using statistical methods taught in the class such as hypothesis testing. 2. The student analyzed their bag of Skittles which contained 60 total candies, with 18 being purple. They calculated various probabilities related to the colors in their bag. 3. Completing this project gave the student a better understanding of how much work goes into statistical analysis and helped them feel like they were applying what they learned in class to a real-world scenario. They felt it was an important part of truly understanding statistics.

Uploaded by

api-454435360
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Jordan Marrott

Project Part Seven


Math 1040

The goal of this project is to help students put what they’re learning in the classroom into a
real-world application, by taking every student purchasing a bag of skittles and recording their
data. The project evolves by going through almost every topic that we cover in this class such as
Data collection, Hypothesis testing etc.

1. Candy color is qualitative because it’s describing an attribute of the candy, and the
number of candies per bag is quantitative because it’s a numerical measure.
2. The individuals being studied is each bag of skittles being studied, where the variable is
the color of each candy within the bag.
4.Green, 1016, 19.91%
Orange, 985, 19.3%
Purple, 976, 19.12%
Red, 1064, 20.85%
Yellow, 1063, 20.83%
n=5104

5.

6.
Summary statistics:

Column n Mean Std. dev. Median Range Min Max Q1 Q3 IQR Mode Unadj. variance
Total 87 58.666667 2.3804761 59 21 51 72 58 60 2 59 5.6015326

7. Lower Fence= Q1-1.5(IQR)


58-1.5(2) =55
Upper Fence=Q3+1.5(IQR)
60+1.5(2) =63
Outliers- The bags containing a total of 51,54 and 72.
My bag of skittles had 60 total in it, that does not make it an outlier because it was between the
upper and lower fence.

8. It is not appropriate to discuss the shape of the distribution for candy color because there is
no quantitative data to be displayed on the graph, therefore there would be no shape to the
graph. It is appropriate to discuss the shape of distribution of candies per bag. The shape of the
graph seems to be more bell shaped than any of the skew.

Summary statistics:

1. P(Green)1016/5104=.199
P(Not Green)4088/5104=.801 P(Red or Yellow)2127/5104=.417 P(Orange) 985/5104=.193

My Data: Red:16

Column Sum
Red 1064
Orange 985
Yellow 1063
Purple 976
Green 1016
Total 5104

Orange:7
Yellow:11
Green:8
Purple:18
Total:60
Height in inches:72 inches

2. P(Purple With Replacement): (18/60)+(18/60)=.6 P(Purple Without Replacement):


(18/60)+(17/59)=.5881 P(1st Purple 2nd Not Purple): (18/60)+(42/60)=1
3. Requirements for Binomial Probability Distribution: Experiments are performed a fixed
number of times, the trials are independent meaning that the outcome of one trial
doesn’t affect the others, for each trial there are mutually exclusive outcomes, success
or failure, probability of success is fixed for each trial of the experiment.

n=number of trials, p=probability of success.

P(exactly 4 skittles are yellow): Done on Ti-84 calculator: binompdf(10,.21,4)=.0993 P(at


most 2 are yellow): 1-binomcdf(10,.21,2)=.3526
Ux=10*.21=2.1
Ox=sqrt(10*.21(1-.21))=1.86
Reflection

Throughout the course of this project I have had a much better understanding for how much
work actually goes into performing statistical analysis. I don’t believe that this project will have
much of an impact throughout my school career given that most of what I will be doing moving
forward is health sciences such as anatomy and physiology prior to starting my Respiratory
Therapy Program. The part of the project that we performed all of the Data analysis and began
to interpret what all of the data meant will be a valuable skill moving forward not only with
school but life in general. This project did so much for me to help me become a better problem
solver. It really forced me to sit down and work through everything, following the equations
and calculations in class. There were a couple of times that I made incorrect calculations and it
was really cool to be able to think through those issues to find the correct answer. This has
been the only situation in my mathematical career where I’ve felt that I’ve actually been able to
apply what I had learned into a real-world scenario. There are so many times where you’re
taking a math class and your teacher tells you exactly how this is applicable, but I’ve never
really felt that way until this project. This project actually makes you feel like you are
performing statistical analysis rather than watching videos and taking tests. I think that this
project was a crucial part in my understanding in Statistics.

You might also like