This course is a study of statistics using exploration and data. Due to it being an introductory course, there is emphasis on terminology, as well as basic concepts. Statistics is used to describe, to predict, and to involve simulations--which are three major themes in this course.

To start out the Skittles Project, I needed to buy a 2.17 bag of Skittles. I had to count how many colors were included in the bag, as well as the total amount of Skittles present. I included a visual representation--a bar graph--containing the results that had been gathered. The main focus was to carry out a simulation for red Skittles with 10,000 trial to test a hypothesis.

The next section has data compiled from the entire class to display a frequency table. However, I was mainly focusing on the true proportion of red Skittles. The main focus was to figure out the confidence interval for the proportion of red Skittles. 

In the third section, I used the compiled data from the entire class to create more visual representation--a histogram and a boxplot. This section focuses on the mean, standard deviation, 5 number summary, interquartile range, lower and upper fence. The confidence interval for the true mean number of candies per bag for all 2.17 ounces bags of Skittles was also computed.

The fourth section included a contingency table of my Skittles bag, Student A Skittles bag, and Student B Skittles bag. This table was useful to calculate the different probabilities. The main focus was to compute the confidence interval for the difference in proportions of red Skittles between my bag and Student A's bag. As well as, to figure out if there was a difference in proportion of red Skittles from my bag compared to Student A's bag.

Reflection:

This project has allowed me to engage in the course material in a way that is used in a real-world situation. I have learned many concepts throughout this course, and how they all connect together to figure out a solution or the answer that one is trying to conclude. I have come to an understanding of how these concepts can be applied to different things in daily life.

This Skittles project, as well as other assignments from this course, had allowed me to develop problem solving skills that were "out of the box" for me. I have learned that when I solve a problem, it has meaning behind it. The number that was solved is not the end of the problem, it means something. I had to learn the meaning of the numbers that I got. I really had to read and analyze the question in order to understand what each solution meant. In order for me to understand the overall meaning, I had to learn and understand the different math "rules" that would help me understand what a number/set of numbers meant.

Many of the applications in the Skittles project, as well as in this course, such as: hypothesis testing, confidence intervals, simulations, probabilities, graphs, etc. can be and are used in daily life. One example where these applications can be applied to is experiment of all kinds. Some of the different experiments/case studies that were mentioned in this course are: using stents to prevent strokes, head-turning case study, estimate the proportion of households that have high speed internet, difference between the mean age of actors and actresses, sleep deprivation study, if track and field events are a good representation of sports at the Olympics, and many more!