our project dealt with seeing how many quarters a student could toss into a jar within one minute....

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“Minute to Win It!”

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Page 1: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

“Minute to

Win It!”

Page 2: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Introduction

• Our project dealt with seeing how many quarters a student could toss into a jar within one minute.

• After one minute, the student was no longer able to toss quarters into the jar and we then counted the number of quarters they made into the jar.

• We recorded the variables of gender, eye color, hair color, number of quarters made into the jar.

Page 3: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Quantitative • Gender

• Eye Color

• Partner Categorical • Gender• Eye Color• Hair Color

• Gender v. Eye ColorConclusion

Page 4: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

2

4

6

8

10

Number_of_Quarters_In

0 2 4 6 8 10 12 14

Project 1 Histogram

Number_of_Quarters_In

0 2 4 6 8 10 12

Project 1 Box Plot

Histogram

Boxplot

Page 5: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Mean: 4.97 quarters

Std. Dev.: 2.90

quarters

Min: 1 quarter

Q1: 2 quarters

Med: 5 quarters

Q3: 7 quarters

Max: 11 quarters

IQR: 5 quarters

Summary Stats

Page 6: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

No Outliers:Q1-(1.5 x IQR)2-(1.5 x 5)-5.5Q3+(1.5 x IQR)7+(1.5 x 5)14.5(-5.5,14.5) quarters = accepted range

#3. #4.

#5.

Shape: Right Skewed and UnimodalCenter: Center @ Median=5 quarters and IQR=5 quartersSpread: Range = (1,11) with no outliers

No, it is not a normal a normal curve because it is right skewed.1 Std. Dev. (2.07-7.87) = 47.06%2 Std. Dev. (-0.83,10.77) = 97.06%3 Std. Dev. (-3.73,13.67) = 100%

Page 7: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

FM

Number_of_Quarters_In

0 2 4 6 8 10 12

Project 1 Box Plot

Gender: Boxplot

Page 8: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Mean: 3.69 quarters

Std. Dev.: 2.62

quarters

Min: 1 quarter

Q1: 2 quarters

Med: 2 quarters

Q3: 5 quarters

Max: 9 quarters

IQR: 3 quarters

Count: 13 quarters

Mean: 5.76 quarters

Std. Dev.: 2.83

quarters

Min: 1 quarter

Q1: 4 quarters

Med: 5 quarters

Q3: 7 quarters

Max: 11 quarters

IQR: 3 quarters

Count: 21 quarters

Female

Male

Page 9: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

#3.

#4.

Shape: The shape for the females was right skewed whereas the shape for the males was symmetrical. Both were unimodal.Center: The median of the female’s data was 2 quarters which was lower than the median of the male’s data at 5 quarters. The IQR of the female’s data was 3 quarters which was equal to the IQR of the male’s data also at 3 quarters.Spread: The range for the female’s data was (1,9) quarters which is narrower that the range for the male’s data at (1,11) quarters. Neither of the sets of data had any outliers.

Yes, we believe that gender had a slight effect on our data because overall the males did slightly better than the females in this sample. However, this was a relatively small sample so with a larger sample size we would have gotten more accurate results.

Page 10: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Black

Blue

Brow n

Green

Grey

Hazel

Number_of_Quarters_In

0 2 4 6 8 10 12

Project 1 Box Plot

Eye Color: Boxplot

Page 11: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Mean: 5 quarters

Count: 1 quarters

Std. Dev.: 0 quarters

Min: 5 quarter

Q1: 5 quarters

Med: 5 quarters

Q3: 5 quarters

Max: 5 quarters

IQR: 0 quarters

Mean: 4.33 quarters

Count: 12 quarters

Std. Dev.: 2.67

quarters

Min: 1 quarter

Q1: 2 quarters

Med: 4 quarters

Q3: 6 quarters

Max: 10 quarters

IQR: 4 quarters

Mean: 5.38 quarters

Count: 13 quarters

Std. Dev.: 3.12

quarters

Min: 1 quarter

Q1: 2 quarters

Med: 5 quarters

Q3: 8 quarters

Max: 11 quarters

IQR: 6 quarters

Black

Blue

Brown

Page 12: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Mean: 5.5 quarters

Count: 2 quarters

Std. Dev.: 4.95

quarters

Min: 2 quarter

Q1: 2 quarters

Med: 5.5 quarters

Q3: 9 quarters

Max: 9 quarters

IQR: 7 quarters

Mean: 7 quarters

Count: 2 quarters

Std. Dev.: 4.24

quarters

Min: 4 quarter

Q1: 4 quarters

Med: 7 quarters

Q3: 10 quarters

Max: 10 quarters

IQR: 6 quarters

Mean: 4.25 quarters

Count: 4 quarters

Std. Dev.: 2.63

quarters

Min: 2 quarter

Q1: 2 quarters

Med: 4 quarters

Q3: 6.5 quarters

Max: 7 quarters

IQR: 4.5 quarters

Green

Grey

Hazel

Page 13: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

#3.No, we believe that the categorical variable of eye color does not have a significant effect on the number of quarters tossed in the jar. The data was all fairly similar for the most part, however, our results could have been more accurate if we had a larger sample size to work with.

Page 14: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

AN

Number_of_Quarters_In

0 2 4 6 8 10 12

Project 1 Box Plot

Partner: Boxplot

Page 15: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Gender: Bar Graph

Male Female0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Gender

61.76%

38.24%

Page 16: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Eye Color: Bar Graph

Black Blue Brown Green Grey Hazel0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Eye Color

Series1

2.94%

35.29%

39.24%

5.88% 5.88%

11.76%

Page 17: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Hair Color: Bar Graph

Black Blonde Brown Red0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Hair Color

Series1

17.65%20.59%

58.82%

2.94%

Page 18: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Gender v. Eye ColorMale Female Total

Black 0 1 1Blue 8 4 12Brown 7 6 13Green 1 1 2Grey 2 0 2Hazel 3 1 4Total 21 13 34

Male Female TotalBlack 0.00% 2.94% 2.94%Blue 23.53% 11.76% 35.29%Brown 20.59% 17.65% 38.24%Green 2.94% 2.94% 5.88%Grey 5.88% 0.00% 5.88%Hazel 8.82% 2.94% 11.76%Total 61.76% 38.24% 100.00%

Male Female TotalBlack 0.00% 7.69% 2.94%Blue 38.10% 30.77% 35.29%Brown 33.33% 46.15% 38.24%Green 4.76% 7.69% 5.88%Grey 9.52% 0.00% 5.88%Hazel 14.29% 7.69% 11.76%Total 100.00% 100.00% 100.00%

Page 19: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Male Female0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gender v Eye Color

HazelGreyGreenBrownBlueBlack

Gender v Eye Color: Stacked

Page 20: Our project dealt with seeing how many quarters a student could toss into a jar within one minute. After one minute, the student was no longer able to

Conclusion• We believe that our

results and conclusions could have been more accurate if we had a larger sample size

• While our results told us that gender plays a small role in one’s ability to toss quarters into a jar, we believe that eye color and partner do not.