Raeleigh Thomas

Professor Woodward

Math 1040

May 5, 2020

Skittles Project

This skittles project is a group project, I did for my 1040 math class. We started

working one this at the beginning of the semester, each student was given a normal

sized bag of skittles. In this you’ll be able to see how we were able to identified a few

different things; Part 1: Data Collection, Part 2: Graphics & Discussion (Type of sam-

pling), Part 3: Summary Stats & Discussion (Qualitative vs. Quantitative), and Part 4:

Confidence Intervals.

Part 1:

Count Red Count Orange Count Yellow Count Green Count Purple Total

My Bag 8 10 12 13 17 60

Part 2:
Predictions for class proportions
1.Red 1.Orange 1.Yellow 1.Green 1.Purple
1.Predicted propor-
tion for each color 0.20 0.10 0.15 0.10 0.20
 Collecting Data
1.Total
1.Red 1.Orange 1.Yellow 1.Green 1.Purple
Count
1.Counts
for my 8 10 12 13 17 60
bag
1.Counts
for the
entire 493 391 445 415 451 2195
class
sample
1.Actual
Propor-
tions for 0.016 0.025 0.026 0.031 0.037 0.027
my bag
1.Actual
Propor-
tions for
the entire 0.224 0.178 0.202 0.189 0.205 1.00
class
sample

Group Discussion:

As a group we decided that “The class data does NOT represent a

random sample since the bags came from the same box, this would be a great exam-
ple of convenience sampling.  A random sample would have to be done on a much
wider scale. The population we are sampling would be all the bags dispersed in class.”

Part 3:
Summary statistics:
Mean number of candies per bag 115.53
Standard deviation of the number of candies per
bag
5-number summary for the number of candies per
57,59,59,61,63
bag
Histogram BoxPlot


Number of Candies:

What is the shape of the distribution for “Total candies in each bag? Is this what
you expected? Why?

The shape is skewed to the left. I think this is what I expected because when you are
looking at the numbers in the total column mostly all of them are around 60, and you
have a couple oddballs so it only makes sense that it would be skewed. The thing
where if the mean is less then median or whatever thats called played a role in that.

Are there any observations that appear to be outliers? If so, what impact might
they have on graphics and summary statistics?

In the box plot it looks like they put 2 outliers. This would impact the graphics because
you can see this in the box plot below that stat crunch made; they started the box plot
later into data like the minimum at 57 instead of 54 or 50. But if we got rid of those out-
liers the 5 number summary might be different and the length of the graphs would be
different as well.

 Group Discussion:

What is the difference between qualitative and quantitative data?

• Qualitative data represents categorical data, typically a noun. Can be observed but
not measured. Quantitative data is typically a quantity, amount, or range.

What types of graphs make sense and what types of graphs do not make sense for
qualitative data? For quantitative data? Explain why.

• Qualitative data: bar graphs are best to portray qualitative data. Histograms tend to
be a bad choice since qualitative data is typically not measured in a range but rather
in a category. Always stay away from pie charts as they are hard to accurately read.
Quantitative data: Really any graph can work for quantitative data. Histograms work
best since their visuals help represent their height or frequency as well as their nu-
meric values over a given scope. Always stay away from pie charts as they are hard
to accurately read.

What types of calculations (eg. summary statistics) make sense and what types do not
make sense for qualitative data? For quantitative data? Explain why.

• Quantitative data: We can do numerous calculations with quantitative data. We can

calculate the mean, median, mode, LSR, etc..

Qualitative data: We can calculate marginal distribution, conditional distribution,

mean.

Part 4:

Using technology I was able to find the interval for the yellow candies.
Using a TI-84 calculator here are the steps needed to take: Stat - Tests - A: 1-
PropZInt... - X= 455 (sample size), n: 2195 (total of all candies), C-levels .99 - Calculate

After doing this I got (0.18063, 0.22484) as the intervals meaning that we are 99% con-
fident that the population proportion of all yellow skittles is between 18% and 22%.

Using technology I was able to find the interval for the mean of the number of candies
per bag. Using a TI- 84 calculator here are the steps needed to take: first you need to
use the population and calculate the mean (2195/37). Then you can see the steps of
Stat - Tests - A: 1-PropZInt... - X= 59, n: 2195, C-levels .95 - Calculate
After doing this I got (0.02011,0.03365) as the intervals meaning that we are 95% con-
fident that the mean of 59 candies per bag is between 2% and 3.4%.

Like I said in the beginning we had 4 different parts. Part 1: was used for my class-

mates and I to record our number of skittles and their colors. Then we used Part 1 with

Part 2 by making all of these charts like you see above in page 1 & 2, in these charts

we found the numbers of the proportions per color. After that we go to Part 3, where

we are making Histograms and Box Plots by using the class data from Part 2. The final

part is Part 4 where we use a TI-84 Calculator and we try and find the intervals for yel-

low candies and the mean of all the candies. In this project, I was able to learn more

about by calculator and how to solve to find intervals which I’ll be able to use during

my final. I also learned that theres a lot that goes into sampling projects that isn’t al-

ways seen.