Abstract M&Ms® have a history of being in existence for many, many years. This popular candy was chosen as the sample for the basis of this project. Once all of the data was collected from all of the students in our class this quarter, we, as a whole, were able to conclude several findings. The manner in which we concluded these results is explained in great detail throughout this paper. It is pretty amazing how an insignificant piece of chocolate can, once combined and analyzed with other pieces, can really make a statement from a statistical standpoint in terms of its production and distribution.
M&Ms®: Not Just Your Ordinary Candy Part 1 The first section of the project required students to purchase three random 1.69oz bags of M&Ms® from three different stores in an attempt to achieve as much of a random sample as possible. From that random sample, manual sorting was required to distinguish the various groups of candies by color and quantity. The colors identified from each bag were blue, orange, green, yellow, red, brown. Once established, the quantities for each color was documented from each student's sample and the individual samples where combined to create the full random sample used throughout the remainder of the project. The utilization of this full sample allowed each student the opportunity to use the same data instead of using individual data (which allowed the class to perform on one accord).
Part 2 The second section of the project required students to calculate the mean, standard deviation, proportions and determine the type of histogram that resulted from the data retrieved. The mean or average, according to Larson & Farber (2009) is defined as “the sum of the data entries divided by the number of entries” (p.67). The sample mean of each bag of M&Ms® for this project was found by adding the total number of candies (7563) in each bag (x) and dividing by the total number of 1.69oz bags of candy (135). The standard deviation, according to Larson & Farber (2009) is defined as the “sample data set of n entries is the square root of the sample variance” (p. 84-85). The standard deviation of the total sample basically tells how wide spread the sample data is. The larger the standard deviation is, the wider spread the data is. The total number of candies for each color (x) is displayed in the chart below. Because the total sample number of candies was 7563, the proportion of each color candy was calculated by dividing the individual number of candies (by color) by the total number of candy. The proportions are merely the percentages of each color is contained in each bag. For example, the percentage of blue M&Ms® for our sample is 22.65%, orange is 22.27%, etc. The calculations for the proportions are displayed (by color) below for your review: As one can see, the results of the sample indicate that there are a greater percentage of blue M&Ms® candies in each bag (which comprised of 22.65% of the total sample), followed by orange, green, red and yellow. The least proportioned color in the sample was brown (which comprised of only 12.5% of the total sample). Because of the results of the data, the associated histogram yields neither a left- or right-skewed histogram but, rather, a symmetric histogram.
Part 3
The third section of the project required students to calculate the confidence interval for each candy color in the sample. Larson & Farber (2009) define a c-confidence interval as an interval estimate of a population parameter such as µ (p. 313). In order to calculate the confidence interval, the margin of error also had to be computed. The margin of error “(sometimes called the maximum error of estimate or estimate tolerance) E is the greatest possible distance between the point estimate and the value of the parameter it is estimating” (Larson & Farber, 2009, p.312). Bluman (2006) states that the maximum error of estimate “is the maximum likely difference
M&M PROJECT Statistics 300 23June2013 First to get started with the project three 1.69 ounce bags of plain M&M’s were purchased from Shoppers, and 2 7-11’s. These bags will help with taking a sample of the population that is produced. Purchasing the bags from three different stores will help with the results of the project being meaningful because it is assured that the samples will be truly random. Random sampling is when all members of a group have an equal and independent…
Abstract The purpose of this paper is to provide a written report of the five part M&M project. Part one was sampling. We were to purchase 3 bags of M&M and record the color counts of each bag in an Excel spread sheet. For part two we calculated the sample proportions for each color, the mean number of candies per1.69oz bag, created a histogram for the number of candies per bag, use Excel to compute the descriptive statistics for the total number of candies per bag and summarize the information…
1. Project Identification Project Name Water Consumption at Waterfront Campus Project Sponsor Darrell Stevens Project Manager Darrell Stevens Version 1.0 2. PROJECT BACKGROUND/CONTEXT There is currently no in depth data on hand for the amount of water used on campus. Our Woodside Wing is Gold in LEED (Leadership in Energy and Environmental Design) and Harbour Wing is Silver. 3. Project OBJECTIVES (purpose) Cut down on the water consumption at the Waterfront campus. Educate student and staff…
Turkish irrigation project Kemal Tunç, General Manager of Turkish pipe manufacturer Subor, explains how the company has become a preferred supplier of glass reinforced plastic (GRP) pipes for irrigation projects in the country. A s one of the most important natural resources, water plays a great role both in Turkey and the rest of the world. Today, a vital requirement is the more efficient use of water. In Turkey, 74% of water useage is for irrigation in agricultural projects and therefore…
MAT 300 m&ms® Project Part 1 (10 pts) Throughout this course we will be using m&ms® data to help explain some of the concepts being taught as well as give you a feel for how these methods can be used. We will be exploring plain m&ms® and I have chosen to use the 1.69 oz size bags for convenience and affordability. From a larger perspective, the purpose of our report is to examine the packaging process for plain 1.69 ounce bags of m&ms®. In order to get started, everyone needs to visit three…
the project. Step 3: Develop a mitigation strategy for each High/High, High/Medium and Medium/High risk. Consider developing mitigation strategies for the Medium/Medium risks. | |Potential Impact on |Likelihood of | | | |Project Success…
activity with greatest EFT. Appendix 1 – simple calculations When the project is to be completed by the given time frame, it’s crucial to know how long an activity can occur. This can be calculated by the backward pass (BP) exactly opposite to the FP. Latest start time (LST) for any activity is determined by subtracting DUR from Latest finish time (LFT) for that activity. The LFT of the final activity is the total project time. Appendix 2 – simple calculations TOTAL FLOAT (TF) When earliest…
11:30 a.m. M/W/F: 10:30 a.m. – 12:00 p.m. Meets: (A) 1:30 – 2:20, PH 226B (B) 2:30 – 3:20, PH A22 (C) 3:30 – 4:20, DH 2105 Course Calendar • Fall 2014 Wk. Dates Topics Assignments DUE 1 M Aug. 25 Introduction Purchase books! W Résumés and the Job Hunt (and Clients, too) F Word Processing and Résumé Formatting 2 M Sep. 1 NO CLASS MEETING (Labor Day) W Cover Letters F Personal Statements • PAR Statements, Realistic Goals, Personal Plans Quiz 1: Career Documents Résumé Draft 3 M Sep. 8 Interview…
Course Project Astronomy – The Milky Way Project Final Project Rasmussen College Chantalle Witte November 5, 2014 I chose to research and observe the Milky Way Project through Zooniverse. The primary goal for this research was to locate and classify space bubbles. These space bubbles are essentially assumed to be the formation of stars (The Milky Way Project. Retrieved from http://www.milkywayproject.org). However, space bubbles are considered to be a great unknown, because we simply…