Running head: Data Analysis Group Project Whitney Lambert

Data Analysis Group Project Math 1040 Whitney Lambert

Running head: Data Analysis Group Project Whitney Lambert Data Analysis Group Project PART I: Data set selected: Body Measurements As a class we were given an end of the semester project that involves creating statistics out of data we were provided. We were given a group of data having to do with body

measurements. My group decided to uses the Biacromial Diameter data for our study. We do not know the total population of students or have a clear understanding of how these students were selectedso unfortunately we do not know if this is a clear representation of the student populationat this school or if it was located to a single school. Other variables unaccounted for are what the differences in diet, physical activity hours, stress level, credit hours, and hours worked weekly. All the variables could affect the outcome of qualitative and quantitive categories. Qualitative data typically represents data that can be observed but not measured, of the variables mentioned this would be diet and stress level. Quantitiative data here would be values that can be measured numerically, these would be: physical activity hours weekly, credit hours enrolled, and hours worked weekly. We were given the data and instructed to develop charts and determine the meaning of the data. PART II: Categorical variable: Biacromial Diameter
Biacromial Diameter Class Frequency 32-34 5 34-36 23 36-38 36 38-40 59 40-42 97 42-44 18 46-48 3

Running head: Data Analysis Group Project Whitney Lambert

Running head: Data Analysis Group Project Whitney Lambert Systematic Sample Pie Chart:

Systematic Sample Pareto Chart:

Running head: Data Analysis Group Project Whitney Lambert Simple Random Pie Chart:

Simple Random Pareto Chart:

Running head: Data Analysis Group Project Whitney Lambert Reflection on Part II: When comparing the Systematic and Random sample pie charts and pareto charts, there are some differences, even when it is coming from the same population data. As we can see the systematic charts both have the majority of their data between 40-42. The simple random charts both are pretty evenly distributed around the values, and has the most within 36-38, rather than 40-42 like the systematic sampling.

Running head: Data Analysis Group Project Whitney Lambert Sampling Methods used: Simple Random & Systematic (n=40) Systematic Sample (7th) Simple Random Sample 43.5 44.3 40.3 46 42 36.2 40.5 42.4 41 36.4 41.7 40.4 38.9 38.3 38.3 36.7 43.5 36.9 41.2 35.5 40.5 36.1 39.8 40.5 41.5 44.8 43.9 42.1 40.1 36.6 43.6 42.1 40.5 39.1 39.6 41.3 41.3 43 41.1 38.5 40.1 47.4 39.4 43 41.7 32.6 39.6 36 42.7 47.4 40.3 41.3 42.1 34.9 38 44.8 41.1 32.6 40.5 44.4 40.3 43.3 42.1 40.7 40.9 35.6 41.7 47.4 41.9 37 35.5 35.8 36 46.2 32.6 40.2 36.1 38.1 39.1 42.2

Running head: Data Analysis Group Project Whitney Lambert

Data Analysis Project Worksheet Section 1 Population Categorical Variable: Biacromial Diameter All Values of the Categorical Variable: 500+ Values of Biacromial Diameter Choose one of the above values to use in Part 4 and Part 5 of the project: 37.6 P=2.88% Sample 1 n= 40 x= 41.1 Sample 2 n=40 x=36.2

Section 2 Population Quantitative Variable: 37.6

Sample 1 n= 40 xbar= 40.3625

Sample 2 n= 40 xbar= 40.203

Running head: Data Analysis Group Project Whitney Lambert

PART III: Quantitative Variable: 37.6

Summary statistics: Column Biacromial Diameter n 312 Range 14.8 Mean 40.291346 Standard Deviation Min Q1 Median Q3 Max 2.7924373 32.6 38.7 40.6 42.1 47.4

Variance 7.7977062

Standard Error 0.15809063

Running head: Data Analysis Group Project Whitney Lambert

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Systematic Sample: Summary statistics: Column n Mean Std. dev. Median Range Min Max Q1 40.5 Q3

Systematic Sample 40 40.3625 2.3013583

11.3 32.6 43.9 39.6 41.7

Running head: Data Analysis Group Project Whitney Lambert Frequency Histogram:

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Box Plot:

Running head: Data Analysis Group Project Whitney Lambert Random Sample: Summary statistics: Column n Mean Std. dev. Median Range Min Max Q1 40.45 Q3

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Simple Random Sample 40 40.2025 4.1622533

14.8 32.6 47.4 36.5 43.15

Frequency Histogram:

Running head: Data Analysis Group Project Whitney Lambert

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Box Plot:

Reflection on Part III: When comparing the two, Simple Random Sample results and Systematic Sample results there are many differences and similarities. Systematic the mean is around 40 which are around the same mean for the Simple Random. The Simple Random standard deviation is double the Systematic standard deviation. The Systematic histogram is skewed right when the Simple Random is pretty evenly distributed and but is skewed right as well. The box plots are also different, yet the Simple Random is larger than the Systematic Random box plot. This shows that even though it is coming from the same population in different samples, the results are similar, yet slightly different because it is coming from different sample. .

Running head: Data Analysis Group Project Whitney Lambert PART IV: Confidence Intervals Systematic Sample Confidence Interval of Mean n= 40 Because ( C.L= 95% C.V= 1.96 known.

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is known I used the equation for the margin of error when )( )

Confidence Level 40.4 .015 = (40.415, 40.085)

Simple Random Confidence Interval of Mean n= 40 Because ( C.L= 95% C.V= 1.96 known.

is known I used the equation for the margin of error when )( )

Confidence Level 40.2 .015 = (40.5, 40.35)

Systematic Sample Confidence Interval of Standard Deviation n= 40 graph so went lower for accuracy) ( ) ( ) C.L= 95% C.V= 1.96 DF= 30 (39 not on

Confidence Level = (

Simple Random Confidence Interval of Standard Deviation n= 40 C.L= 95% C.V= 1.96 on graph so went lower for accuracy) ( ) ( )

DF= 30 (39 not

Confidence Level = (

Running head: Data Analysis Group Project Whitney Lambert

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Reflection on Part IV: As we can see in the Systematic Sample Confidence Interval of Mean and Simple Random Sample Confidence Interval of Mean, both intervals contain the population parameter where the intervals of 95% are 40.4 .015 = (40.415, 40.085) and 40.2 .015 = (40.5, 40.35). Also the Systematic Sample Confidence Interval of Standard Deviation and Simple Random Sample Confidence Interval of Standard Deviation also contains the population parameter where the intervals of 95% are ( ) and ( )

Part V: Level of Significance Systematic Sample Hypothesis Test for the Population Proportion Ho: p= .029 H1: p .029 t = 1.3022 p = .2205 S = 2.343 n = 40 CV = 2.708 DF = 39 If P- value , fail to reject the null hypothesis of equal means.

There is not sufficient evidence to warrant rejection of the claim that the null hypothesis is equal to .029 the population porportion.

Running head: Data Analysis Group Project Whitney Lambert Simple Random Sample Hypothesis Test for the Population Proportion Ho: p= .029 H1: p .029 H1: p .029 t = -.0549 p = .9565 S = 4.318 n = 40 CV = 2.708 DF = 39 If P- value , fail to reject the null hypothesis of equal means.

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There is not sufficient evidence to warrant rejection of the claim that the null hypothesis is equal to .029 the population porportion.

Systematic Sample Hypothesis Test for the Sample Mean Ho: = 40 H1: 40

t = 1.3022 p = .2005 S = 2.343 n = 40 CV = 2.708 DF = 39

Running head: Data Analysis Group Project Whitney Lambert If P- value , reject the null hypothesis of equal means.

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There is sufficient evidence to warrant rejection of the claim that the null hypothesis is equal to 40 the sample mean.

Simple Random Sample Hypothesis Test for the Sample Mean Ho: = 40 H1: 40

H1: p .029 t = -.0549 p = .9565 S = 4.318 n = 40 CV = 2.708 DF = 39 If P- value , reject the null hypothesis of equal means.

There is sufficient evidence to warrant rejection of the claim that the null hypothesis is equal to 40 the sample mean.

Part VI: Summary Reflection Paper: I have learned many different things from this statistics class as well as from this project. When first thinking of statistics I just assumed there was a lot of research going into the statistic I was reading about in a magazine, for example, and that it took a lot of time and experiments to come up with the information that was being provided. I have learned that there are so many

Running head: Data Analysis Group Project Whitney Lambert factors going into a statistic. The statistic, a lot of the time is from a sample, because getting a statistic of the population is close to impossible, for many different reasons. The samples can either be volunteer, random sample or a stratified sample, but whatever it is, there is usually a smaller amount to work with as your sample rather than the entire population, when the population is a large quantity such as, females of the United States, for example. There are also some different factors as to outliers and different things that affect the end statistic.

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Something I also found it very interesting how many different formulas and equations we have to solve all different kinds of statistics. There are different ones from probability statistics all the way to hypothesis testing. All in all, they are all a form of statistics and have a different way of solving. This being my second time taking this statistics course, I learned a lot about how important having the right professor is. Statistics is a hard subject, and needs to be taught in a way that I personally can understand, in order for me to succeed in the course. My professor this semester really made sure his students understood the material and wanted his class to succeed. I appreciated that so much, because I have had a professor teach this same course who didnt have the same goals, or so it seemed. This gave me the drive to focus in class, and feel comfortable asking for help. The project helped me with my problem solving skills because I had to literally take raw data and turn it into a math project. I thought it was insane that I was doing all sorts of tests on this one set of data. I had to work my way through not have set directions, as you would in a problem in an assignment, and work with the data and formulas I was creating throughout the project, while understanding what the outcomes determined. Eportfolio Link: http://whitneyfaithlambert.weebly.com/math-1040.html