Part 1

Introduction:
In math 1040 (statistics), it is required to complete a term project. We were given the
opportunity to bring all the topics learned during the semester together into a single
comprehensive report. We worked both individually and in groups. We started by posing a
statistical question and collecting all necessary data. By the end of this project, we were able to
answer the question posed. This term project gave an opportunity to comprehend the themes
presented in class in a hands-on approach.
Data Set: Body Data

Part 2
Categorical Variable: Gender
Pie Chart of Categorical Population:









Pareto Chart of Categorical Population:










Categorical Value: male
Sample Size: 50
Sample Method: Simple Random Sample
Pie Chart of Simple Random Categorical:








Pareto Chart of Categorical Simple Random Sampling:










Sample Method: Systematic
Pie Chart of Categorical Systematic Sampling:










Pareto Chart of Categorical Systematic Sampling:






Reflection:
We obtained our simple random sample with the help of StatCrunch. We clicked on
Simulate, then Discrete Uniform. We entered in the number 1 for Rows and the number 50 for
Columns. Then we entered in the number 1 for the minimum and the number 508 for the
maximum. This produced 50 randomly selected numbers for us. We then looked at each number
and found out the gender of the person that corresponded with it.
We obtained our systematic sample by using the equation for systematic sampling. We
took our population and divided it by our sample size to provide K (508/50). K ended up being
10.16 so we rounded down to 10. After that we started from 10 (randomly selected number) and
selected every 10 from there. Then, we recorded the gender of the corresponding individuals.
I noticed that the proportion calculated from the systematic sampling in comparison to
the simple random sampling seemed to be closest to the population proportion. The systematic
sampling used numbers that were evenly distributed throughout the population. Because the
males were recorded as the first 247 individuals and the rest were females, the systematic
sampling was able to better represent the proportion.

Part 3
Quantitative Variable: Wrist Diameter
Population Mean: 10.543
Population Standard Deviation: 1.387
Five-Number Summary:
Minimum: 8.1
Q1: 9.8
Median: 10.5
Q3: 11.2
Maximum: 13.3
Frequency Histogram of Quantitative Population:







Box Plot of Quantitative Population:











Sample Size: 50
Sampling Method: Simple Random Sample
Frequency Histogram of Quantitative Simple Random Sampling:








Box Plot of Quantitative Simple Random Sampling:











Sampling Method: Systematic
Frequency Histogram of Quantitative Systematic Sampling:









Box Plot of Quantitative Systematic Sampling:










Reflection:
Each graph represents a distribution shape. All of the graphs had, more or less, a
representation of normal distribution. Normal distribution is also known as a bell shaped curve.
They start with low numbers, peak in the middle, and end with low numbers. The graphs that
corresponded with the simple random sampling were a little close to being skewed left because
they had slightly longer tails to the left. The graphs related to the systematic sampling had an
unusually high number of individuals in the middle. The population graphs ended up being the
most normally distributed.



Part 4
Categorical Variable: Male
Level of Confidence: 90%
Categorical Simple Random Sample Confidence Interval
= 0.1
/2 = 0.05
Margin of Error:
E = Z /2 ( )
E = 1.645( ) )
E = 0.1129
Interval:
p - E < p < p + E
.38 - .1129 < p < .38 = .1129
0.2671 < p < 0.4929
Categorical Systematic Confidence Interval
= 0.1
/2 = 0.05




Margin of Error:
E = Z /2 ( )
E = 1.645 (( ) )
E = 0.1162
Interval:
p - E < p < p + E
.48 - .1162 < p < .48 + .1162
0.3638 < p < 0.5962
Simple Random Sample Confidence Interval for the Mean of Quantitative Data
= 0.1
/2 = 0.05
Margin of Error:
E = t /2 (s/)
E = 1.679 (.904/)
E = 0.2147
Interval:
x - E < < x + E
10.346 - .2147 < < 10.346 + .2147
10.1313 < < 10.5607

Systematic Confidence Interval for the Mean of Quantitative Data
= 0.1
/2 = 0.05
Margin of Error:
E = t /2 (s/)
E = 1.679 (1.384/)
E = 0.3286
Interval:
x - E < < x + E
10.447 - .3286 < < 10.447 + .3286
10.1184 < < 10.7756
Simple Random Confidence Interval for the Standard Deviation of Quantitative Data
= 0.1
/2 = 0.05
Interval:
(n-1)s^2 /
R
< ^2 < (n-1)s^2/
L

(49)(.904)^2 / 55.758 < ^2< (49)(.904)^2/ 26.509
0.7182 < ^2 < 1.5106
0.8474 < < 1.2291

Systematic Confidence Interval for the Standard Deviation of Quantitative Data
(n-1)s^2 /
R
< ^2 < (n-1)s^2/
L

(49)(1.384)^2 / 55.758 < ^2 < (49)(1.384)^2 / 26.509
1.6833 < ^2 < 3.5406
1.2974 < < 1.8816
Reflection:
The purpose of a confidence interval is to make an estimate. It shows the most likely
range of values. If I have a 90% level of confidence, it means that Im 90% confident that the
proportion/mean/standard deviation falls within that interval. All of the confidence intervals
calculated in this project capture the population parameters except for the simple random
confidence interval for the standard deviation of quantitative data.

Part 5
Population Proportion Hypothesis Test for Categorical Data
Level of Significance: 0.05
Null Hypothesis: H0: P = 0.486
Alternative Hypothesis: H1: P 0.486


Test Statistic:
Z = p - p /
Z = .48 (247/508) /

)(

Z = - 0.28
P-value:
Sum of two tails
.3897 + .3897
0.1519
Do not reject H0 since 0.1519 is not less than 0.05.
There is not sufficient evidence to conclude that the proportion is not equal to .486.
Population Mean Hypothesis Test for Quantitative Data
Level of significance: 0.05
Null Hypothesis: H0: = 10.5426
Alternative Hypothesis: H1: 10.5426
Test Statistic:
t = (x - ) / (s/)
t = (10.346 10.5426) / (.904/)
t = -1.54
P-value:
0.05 < p-value < 0.1
Do not reject H0 since p-value is not less than 0.05.
There is not sufficient evidence to conclude that the mean is less than 10.5426
Reflection:
In order to do a proper hypothesis test, a few conditions need to be met. The data must
come from a simple random sample, the scatterplot must look linear, and there shouldnt be any
outliers. The hypothesis tests presented in this project meet all the requirements. Because neither
of the Null Hypotheses were rejected, we were able to conclude that there wasnt sufficient
evidence to support the Alternative Hypothesis. A type 1 error is a rejection of a hypothesis that
is actually true. Because my hypotheses were rejected, there was a possibility of this type of error
occurring.






Part 6
Summary Reflection
From a combination of in class learning and this project, Ive learned many things. I
learned that statistics is very applicable to real life. Statistics has taught me to think critically
about any situation I am presented with. It has taught me how to analyze groups of data and form
meaning from it. Ive learned that statistical data can help us to learn how the world works and
how to make sense of it.
Math skills in statistics will greatly influence and impact other classes Ill take in my
future. Statistics can be found in most anything. I want to go into the medical field and many of
the classes Ill be taking will include mostly math and science. The critical thinking, sorting, and
comparison skills Ive learned from statistics will help me to tackle many of the difficult math
classes Ill take in the future. Science is a lot about understanding the world and my
understanding of statistics will help me make sense of any data that Im presented with. Statistics
will not only help me make sense of the data, but it will help me know what direction to head in
after that. It will help me know whether the data can be trusted and about how close it is to the
actual truth.
A specific part of the project that may have applications for my future classes was the
hypothesis testing. It is the part of this project that has helped me learn the most critical thinking.
Scientific research that I will be doing in the future requires a lot of sampling and data analysis.
It also involves the testing of a hypothesis. Hypothesis testing in statistics helps determine
whether or not a proposed question or explanation should be rejected. Using the critical thinking
Ive learned from the hypothesis testing section of the project, I can better understand the
information and procedures that will be introduced in my future classes.
This semesters statistics class has taught me so much about how to go about making
sense of the world around me. Throughout this class, Ive come to learn the impact statistics has
on real life and the importance of the knowledge Ive gained.