Professional Documents
Culture Documents
1040 Project Complete
1040 Project Complete
1040 Project Complete
Professor
Rick Christensen
Team Members
Michelle Chapman
Tatum Plotner
Lonny Runsted
Date
December 2014
Michelle Chapman
MATH 1040-008
Exhale Study Term Project
Male
Female
Frequency
336
318
Percentage
51%
49%
Full Population
Systematic Sampling
The Systematic sample was obtained by using a random offset and selecting samples
at specific intervals beginning with the 14th number in the data set and then using every
16th number calculated. Because the sampling interval was not a whole number the
values were rounded up to the nearest integer. This resulted in 41 records selected at
consistent intervals. The specific records were extracted by Excel by marking every 16th
number. The numbers were then sorted and copied to the spreadsheet.
The Simple Random sample resulted in the following frequencies and percentages:
Male
Female
Frequency
21
19
Percentage
53%
48%
Frequency
22
19
Percentage
54%
46%
The frequencies for the male and female genders were very close in number across
both samples. There was only a frequency difference of 2 in the Simple Random
sample and a frequency difference of 3 in the Systematic sample between male and
female individuals.
The results between the Simple Random sample and the Population were very similar
and only off by 1-2% - The Systematic sample compared to the Population had a larger
gap of a 3% difference. In all data, it is interesting to note that the category of males
was always higher than that of the females.
Age was selected as the categorical variable, and 40 individuals were sampled from the
population using the Simple Random and Cluster sampling methods.
9.931
Standard Deviation
2.953
Q1
Median
10
Q3
12
Max
19
Histogram
100
90
80
70
60
50
40
30
20
10
0
1
9 10 11 12 13 14 15 16 17 18 19
Box Plot
10
15
9.95
Standard Deviation
3.403
Q1
Median
Q3
11
Max
18
20
Histogram
16
14
12
10
8
6
4
2
0
4-6
7-9
10-12
13-15
16-18
Box Plot
10
15
20
10.525
Standard Deviation
3.658
Q1
Median
11
Q3
12
Max
18
Histogram
16
14
12
10
8
6
4
2
0
1
Box Plot
10
15
20
The samples that the group selected for Part 3 of the project are Cluster and Simple
Random. These samples will be compared to the Full Population. There are definite
differences between each sampling histogram. The shape of the overall population
definitely has a normal distribution and looks like a bell shape. It starts low, then
increases then decreases again. The shape of the Simple Random Histogram looks
somewhat like a bell shape curve although it appears to be slightly skewed to the right.
The shape of the Cluster Histogram is also very close to a bell shape although on the
right side of the chart it does rise slightly. The box plot charts are not as easy to read
when trying to determine the data. In order to read them more accurately, it is better to
focus on the numbers. The means of the Population and the Simple Random samples
are almost identical. The mean of the Simple random sample is a little higher than the
Population and the Simple random samples. The Cluster sample has the highest
standard deviation.
)
)
)
)
; df = 39
; df = 39
Variable
Sample
Type
Population
Parameter
Lower
Endpoint
Upper
Endpoint
Contains?
Smoker
Simple
Random
Systematic
Simple
Random
Cluster
Sample
0.51
0.007
0.196
Yes
0.51
9.93 years
0.023
8.861
0.073
11.039
Yes
Yes
9.93 years
9.355
11.695
Yes
Smoker
Age
Age
Test
Assumption
Test Statistic
z test for a
given
proportion
Null
Hypothesis
Alternate
Hypothesis
| |
sample
normally
distributed
Rejection
Criteria
0.475
0.5
0.5
40
Significance
Null
Alternate
Test
Level
Hypothesis Hypothesis Statistic
0.05
-0.316
Pvalue
0.749
Because the P-value of .749 is greater than the significance level of = 0.05, we fail to
reject the null hypothesis and conclude that there is not sufficient evidence to warrant
rejection of the claim that less than 50% of individuals in the exhale study are female.
Means
A claim is made regarding the age of the participants in the exhale data set. The claim
is that the mean age of the participants is not equal to 10 years.
Test
Assumption
Test Statistic
Null
Hypothesis
Alternate
Hypothesis
Rejection
Criteria
z test for a
population
mean
is known,
sample
normally
distributed
| |
The following values for the hypothesis test are derived based on the sample:
7.87
9.93
2.95
40
Significance
Null
Alternate
Test
Level
Hypothesis Hypothesis Statistic
0.05
-4.42
PValue
0.0001
Mean
In Order to complete the hypothesis test for proportion, the sample must be normally
distributed and the must be known. The histograms for age demonstrate the sample
is normally distributed.
Explanation of conclusions
Proportion
The sample and population proportions were close to each other. The sample
proportion was .475 and the population was 0.5. Given that the values were close to
each other, it isnt surprising to find out we could not reject the null hypothesis that p =
0.5.
Type I error in this hypothesis test indicates you reject the null hypothesis when it is
true. This means our claim that the proportion of females equals 0.5 Is rejected when it
is true. Type II error is this test indicates the null hypothesis is not rejected when it is
false. This indicates a case where we neglect failing to reject the claim that the
proportion is equal to 0.5 When the proportion does not equal 0.5.
Means
Because the means are significantly different by 2.06 years, it is not surprising to
find out we rejected the null hypothesis because the means were different. We
can conclude we rejected it because the two were different.
Type I error in this hypothesis test indicates the claim that the mean equals 9.93
years is rejected when it is true. Type II error indicates we fail to reject the claim
that the mean is equal to 9.93 years when it does not equal 9.93 years.
applied in the future to help us examine data and solve problems, as well as prove or
disprove the validity of claims.
Completing the project has also taught me that we can test different solutions, measure
the effects, and identify if there is sufficient evidence to warrant a particular conclusion
via hypothesis testing.
I have realized that statistics comes into play in everyday life. It helps people think
more clearly and critically about information. My education is taking me in the direction
of healthcare and medicine. I never really thought of the importance of statistics in
regards to healthcare, or any field for that matter, but now I see much more clearly how
it helps in our everyday lives.
Statistics is a science of decisions. Its a scientific method to process and analyze
information in a very effective and efficient manner. Statistics offer insights into
determining whether data and conclusions are trustworthy. This is extremely important
in healthcare where ignorance and blind acceptance is not an option. The skills I have
learned through this semester and this class project has helped me have a better
understanding about the importance of statistics and the effects in both education and
professional areas.