In Statistics this term, we had a group project where each student in the class purchased the same size

package of skittles. We then took our package and sorted by color. From there, we began a statistical
analysis of skittles using the entire class as a data sample. We were asked to calculate key statistical
metrics like the mean, standard deviation and proportion, and then display our findings using different
methods (pie charts, pareto charts, histograms and box plots). We finished the project by determining
two confidence intervals for our data and then providing an interpretation for those intervals. In
addition to the group work, we were asked to complete an individual portion of each project segment.

Part 1 of the project had each class member record the total number of candies in their individual bags
along with the number of each color. The class data was combined to complete our sample. From
there, we needed to graphically demonstrate our findings.

Part 2 of the project required us to calculate key statistical metrics including the mean, and standard
deviation. From there, we demonstrated the data using a histogram with quartile data and an identified
median. We then utilized a box plot with identified median value to better understand how the
information compared to the median.
We were asked to complete two questions, individually, about what our findings demonstrated and
what kind of data we were summarizing with our charts. Question one asked us to discuss the shape of
the graphical data and how it conformed to what we thought we would see. Question two asked us to
discuss the difference between categorical and quantitative data and what types of graphs are best used
to show each type.
Part 3 Individual Assignment

Question 1

The shape of the graphs is what I expected to see for this exercise. Since each of us had to purchase the
same size bag, based on weight, it was reasonable to me that we should all have similar numbers of
skittles in each of our bags. As such, the histogram shape was generally bell shaped. In a couple cases, I
think the low points resulted from needing to discard improperly sized individual candies which
artificially lowered the low value of the sample. The class data was very similar to my own. The total
number of skittles in my bag matched the median exactly and was only slightly higher (0.2) than the
mean for the sample. The only place that my bag was different from the sample was in the color
composition. My bag had fewer yellow and green candies than the average but had a higher number of
red and orange. The purple was the only color that was similar to the sample as a whole. My bag had a
total of 61 candies and the entire sample had 49 bags of skittles.

Question 2

Categorical data is described as adding meaning to the numbers. As the name indicates, data is placed
into groupings categories which provide a context for the data (the number of boys in a class or the
number of girls with brown eyes on a team). Quantitative data, on the other hand, is data that can
specifically be measured and written down with numbers (think height, weight, shoe size, etc.) The
main difference between categorical data and quantitative data is the size of the group being discussed.
For example, a category of data may be females, but within that group there could be widely differing
heights, shoe sizes or hair length; despite the differences in these three areas, all subjects are still
female and thus fit into a category but generally do not fit into a single quantitative factor like being the
same height. Bar graphs and pie charts are good for categorical data because they show how a
particular category relates to other categories or the whole. An example of this was the pie chart we did
for part 1 of the project. Histograms, stem plots and box plot graphs are better for displaying
quantitative data since that data is easily counted and because it is easier to show how often something
happens with those type of charts. Generally, quantitative data can be analyzed using calculations like
mean, median, mode and standard deviation since each piece of data is easily counted. This is not the
case for categorical data. It is hard to calculate a standard deviation on blonde hair. Categorical data is
better expressed using calculations like percentages, relative frequency or frequency since the data is
generally part of a whole and should be demonstrated in that manner.

The final portion of the project asked us to calculate two different confidence intervals for our data and
discuss what those confidence intervals meant in relation to the data we analyzed. We were asked to
show the calculations we used in determining the confidence intervals. The first confidence interval
demonstrated the proportion of yellow candies in a population and the second confidence interval
demonstrated the mean number of candies in each package.
After completing the confidence interval component of the project we were asked to discuss the
purpose of taking random samples and how a random sample can be analyzed such that the findings can
be considered reliable.
Part 4 Individual Assignment

In statistics, the purpose of taking random samples is to approximate a value relative to a population
being studied. How well the sample represents the population is always the issue. A confidence interval
is used to address this issue. It does this by providing a range of values which are likely to contain the
value of interest, usually the population parameter. In order to be effective, confidence intervals need
to be defined using a confidence level, say 95%. The goal of the confidence level: if the population
being studied is sampled on numerous occasions with interval estimates being made, the results would
provide a range that should include the true population parameter in approximately 95% (or whatever
confidence level is being used) of the cases.

The final component of the assignment was to write a reflection of our experience with the course. We
were asked to discuss what we learned and how the information could be applied to future courses we
would be taking at either Salt Lake Community College or another institution of higher learning.

Part 5 Individual Assignment Reflection

Statistics was a bit of an eye-opener math course for me. I generally struggle with math classes.
Statistics was no exception. However, prior to taking this course I didnt know how to take data and
organize it into various types of, graphs, histograms or pareto charts. I had no idea that you could take
data and do so many different things with it, or that there were so many different ways to demonstrate
the findings. I also learned the importance of using the proper types of charts to demonstrate my
findings and that using the wrong format could result in misinterpretation of the data. The skittles term
project was a great visual for me on how taking something as simple as skittles and applying statistical
concepts to my pack, along with the combined packs of the entire, that I was able to draw conclusions
about skittles in general. Before taking this class or participating in the project, I didnt know something
like this was possible. It was also interesting to see how one person buying the wrong size package of
skittles I learned this is called an outlier -- could (and in the case of our project did) skew the results.

There were several components of the project that I believe will help me in future classes. Because I am
pursuing a degree in Child Psychology, I will be exposed to a multitude of research studies in my
coursework. Understanding concepts like mean, standard deviation and confidence intervals will help
those studies be more meaningful. For me, the class count of skittles is like my data sample from
whichever study I am using. I now realize that I cant be aware of every skittle in every package in the
world so I need to work from a representative sample. I also understand that my individual package is
like one of the individuals in a sample and that if my package is significantly different from the sample as
a whole it is an outlier and will ultimately skew the results. That helps me better identify problems in
the psychology studies that I will utilize in my future courses. Finally, utilizing the project framework as
a guide helped me better understand how statistical studies build one step at a time and ultimately
helped strengthen my mathematical problem-solving skills.
Summary

I learned a lot about how data is analyzed and why it is important to analyze data in the correct way. I
also learned how easily data can be manipulated and the results skewed. I feel like this will be of great
help to me as I get further into my Child Psychology degree, particularly because much of what I will
learn is study based information. Having a foundational understanding of statistics, how data is
gathered and analyzed, what key terms mean and how much reliance can be placed on findings will
allow me to better utilize the study data that will be presented in my remaining courses.