Duckworth 1

Paige Duckworth

Alia Criddle

Math 1040

13 July 2019

ePortfolio-Math 1040
This semester in Math 1040 we were assigned a group project to complete over time. The
tasks that we were given depended on the topics we were learning at any given time. Each
section dealt with a variety of different statistical situations that could be applied to everyday
life. These compiled assignments show the entire semester's work, connecting together each
section we have complete, as a group as well as those sections I completed individually.

Group Project- Individual Part 2-

Red Orange Yellow Green Purple Total

My Bag 15 11 13 5 14 58

Class 491 434 446 471 480 2322

Counts

The graphs are not what I expected because they don’t reflect my data, due to the fact I
had very little green. The graphs are basically equal in terms of frequency of each color. In fact,
the graphs show slightly less yellow and orange versus my results of having less green and larger
amounts of orange and yellow, which is surprising to me because whenever I eat skittles (rarely)
I feel like there is never any greens or purples. There are no outliers in terms of total data,
however when considering each person in the class and their data, there are outliers. Outliers
would have an impact if they were frequent enough to show through to the entire class data.
The distribution of colors in the total class data varies from my own data because I had
very little green compared to the rest of the colors. While, when considering the class counts, the
majority seemed to have less orange rather than green. This is probably due to the fact that the
company who produces skittles, wants to get each color more or less equal. However, this may
be impossible without close supervision of each color being placed in the bags.

Group #3 Project-Part 2-
We expect the proportions to be relatively equal in each bag. To state specific
assumptions, within .5% variance of one another. This is due to the range of colors that could be
in the bag of 50-60 total Skittles. Our assumption is that the company who produces Skittles
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manufactures equal quantities of each color, however with emphasis on a bag weight of 2.17oz
and manufacturing efficiency costs, leaves room for color count outliers in each bag.
The class data represents a random sample because each bag of skittles was purchased by
a classmate from different stores, therefore each bag of original Skittles has an equal chance of
being chosen. This sample is representative of a population of all 2.17 ounce bags of original
Skittles candy available for sale. This remains true in our class sample, because each bag of
candy bought had an equal chance, therefore it is indicative of a random sample.

See charts below-

 
 
 
 

The different components of part 2 of the individual and group project relate to each
other due to the chart in the individual section showing the number of skittles that were obtained
and the graphs in the group section help display the information in a visual way. Being able to
see the proportion of skittle colors to each other helped develop my understanding of how
proportions work in statistics.

Group Project-Individual Part 3-

When looking at the “Total Candies in Each Bag” graphs, I think the graph is skewed
right, as it has a very large column on the left hand side of the graph. The graphs are close to
what I expected, simply because a majority had an equal number of candies per bag, along with
some outliers. The overall data from the class is similar to mine in terms of total number of
candies, I had 58 candies. On average, everyone else ranged from 57-59, others had more or less
within the 40 total bags that were being sampled.
When considering the differences between categorical data and quantitative data it is easy
to tell the biggest difference is concerning numerical values. Quantitative data is based solely on
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numerical values to depict a measurement of some importance. For example, shoe size, height,
etc. While quantitative data is based on numerical values, categorical data is based on categories
or labeled values, that give a certain object of a group an observed place. For example, race,
gender, favorite color, etc.
Various graphs can help visually explain data and what it’s trying to show, one graph to
explain and show categorical data are pareto diagrams, due to their ability to visually represent
and compare qualitative data. Another graph used for categorical data is pie charts, as being able
to easily compare the size of certain groups is helpful when considering data.
When concerning quantitative data, histograms are graphs that use bars in order to
display frequencies and other various numerical values. Stem and Leaf plots are also indicators
of quantitative data, due to their nature of having a stem of base numbers with preceding
numbers branching off from the base.
For categorical data, obtaining a 5 number summary would not be of much benefit,
because finding the mean for a group of people's’ favorite colors would not be accurate or
helpful in displaying your findings because it’s a quality of a person, not a numerical value. For
quantitative data however, it would make sense to find the mean shoe size of all the players in
the NBA, because you could have used numerical data to
show your claims about an average shoe size and the
numerical values would make sense.

Group #3 Project-Part 3-
1. 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):
a. Mean number of candies per bag.
i. There was a total of 2322 candies and 40
bags. If we take 2322 and divide it by 40 the answer
is 58.1 mean candies per bag. 2322/40 = 58.05
(rounded to one decimal = 58.1)
b. Standard deviation of the number of candies per
bag.
i. The standard deviation would be 2.9
C. 5-number summary for the number of candies per bag.
i. Min = 47 ii. Q1 = 57 iii. Med = 59 iv. Q3 = 59.5 v.
Max = 63
2. Create a frequency histogram for the variable "Total
candies in each bag."  
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3. Create a box plot for the variable "Total candies in each bag."
Lower Fence: 53.3
MinX = 47 Q₁ = 57
Med = 59 Q₃ = 59.5
MaxX = 63
Upper Fence: 63.3
 
In part 3 of the project, we are able to use data as well as charts in order to understand the
concept of 5-number summary and how to turn those values into a visual. Being able to identify
how to graph is skewed and interpet what each part of the graph means allows us to better
understand the data that is shown.

Group Project-Individual Part 4-

The meaning of confidence interval is a type of interval estimate that is found by
calculating the observed data that has been collected. Confidence interval can also mean the level
of confidence that lies in within that interval. For example, the number of possible intervals that
have the value of the unknown parameter. The purpose of a confidence interval is estimating the
actual population value for a certain statistic. Another purpose of confidence intervals is to
provide a range of numbers for a population, instead of having to individually find every statistic
for each person in the population.

Group #3 Project Part 4-

Construct a 99% confidence interval estimate for the population proportion of yellow candies.

1-PropZInt

X = 446

N = 2322

C-Level: .99

Confidence Interval: (.171, .213)

Construct a 95% confidence interval estimate for the population mean number of candies per
bag.

TInterval

Mean = 58.05

Standard Deviation = 2.9

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N = 2322

Confidence Interval: (57.932, 58.168)

Discuss and interpret (with complete sentences) the results of each of your interval estimates.

● We can be 99% confident that the proportion of yellow candies to all Skittles is between
.171 and .213.

● We can be 95% confident that the mean number of candies per bag of Skittles will be
between 57.932 and 58.178 candies.

Reflection of Group Project

In the duration of the Math 1040 Group Project I have learned a variety of topics
regarding statistics. One of the biggest lessons I’ve learned is how important staying on task is
when taking online classes, especially when completing group projects. The statistics that I
learned during this project will transfer into other classes I am going to take as I continue my
career pathway to be a Dental Hygienist. As I will have to take classes pertaining to the medical
field, which involve a ton of statistics as well as teamwork from those around me. Being able to
work through those everyday statistical problems that arise, with your team, will help when
concerning any medical profession. While also being able to solve mathematical problems, I will
also be able to solve real life problems. I learned a lot about problem solving and troubleshooting
during this project. For example, when one of our team members wasn’t able to contribute to a
section due to a variety of reasons, all of the other members had to step up and help pick up the
slack, which allowed for the projects to get done effectively and on time. I think that being able
to work through issues whenever and wherever they arise is incredibly important, including
having an open and clear mind when taking on problems, which is something I learned how to do
during this class and project. The most beneficial part of the project for me was the first group
section, while it was the easiest of the sections, when we first started out it was hard to figure out
how to make a group project work solely online. However, we coordinated appropriately and
everyone really stepped up to contribute, which set the base for how the entire semester was
going to go. I was very grateful for that effort that was put forth during this group project.

Overall, in the duration of the Math 1040 Group Project I learned a lot about how to
relate the statistical strategies we focused on, to the real world. Each topic is applicable in
helping to understand different situations. Each part of the project helped us focus on individual
topics and really understand them. This project allowed us to work together and teach each other,
while never actually meeting in person, which is helpful with an online class.