1. Statistics project
By~

2. Section 1 Survey Questions
Characteristic: Are you planning on leaving state for college?
Categorical: What is your favorite core subject in school?
Quantitative: How long does it take you to get to school?

3. SECTION 2~ Statistics: Quantitative data set
Measures of center~
Mean: / 30
Mode: 20, 11 twenties
Median: 20 20
3, 5, 10, 10, 10, 10, 11, 13, 15, 15, 15, 15, 15, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 20, 23, 25, 25, 30, 30, 35
MAD: / 30
Standard Deviation: / 29 = =
Ranges~
Inter Quartile Range: – 13
Range: – 3
5 number Summary~
Quarter 1: 13
Quart 3: 20
Minimum: 3
Maximum: 35

4. MAD
and
Standard Deviation
charts
Mean

5. How Long It Takes To Get To School11
How Long It Takes To Get To School
Frequency 10 9 8 7 6 5 4 3 2 1
Minutes
Intervals
(minutes)
Frequency
1-5 2
6-10 4
11-15 7
16-20 11
21-25 3
26-30
31-35 1

6. Describing the quantitative data
SOCS
Spread:
Standard Deviation
Outliers:
Yes, 35
20 (median) + 7 (IQR) = 27
35 > 27
The spread would be SD because the data is symmetrical and SD is more accurate than MAD.
The center would be mean because there are so many similar numbers the median would be bias and the data is symmetrical.
Shape: unimodal and symmetrical
Center:
Mean

7. Graph Two~ Categorical Data: Pie Chart
Favorite subject
frequency
Relative frequency
Science 13
43.34%
Math 5
16.67%
History 1
3.34%
English 11
36.67%

8. Biases
For my survey I did a systematic sample of the eighth graders in the GT team. I went to their enrichment classes on Tuesday and asked every second person, I collected 15 samples from each class.
One of the biases that effected my data was the day I did my survey, since many other people were surveying, a lot of people were out of their seats and roaming around. This made my data less systematic. Also there were less people in general in one class compared to the other.

9. Section 3~Quantitative Data Box Plots
Do your plan on leaving state for college vs. how long it takes you to get to school
key
yes no 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Section 3~Quantitative Data Box Plots
Comparison and Observations~
The YES collection of data, though larger in size, it is smaller in amount. For example, it’s range is only 25, 7 numbers smaller than the NO data set’s range of 32. And then the other organized sets of data like the mean and IQR are similar to this observation. It’s box is also much smaller, due to the fact that quarter 2 and quarter 3 are both 20 but the whiskers are also smaller, even if the outlier of 5 counted.
The NO data set is almost perfectly symmetrical and off only by two on the left whisker. The YES box plot however is unimodal since the quarters are small, and there really is only one box that expands over 6 units.
Mean~ Yes: 234/ 20=11.7 No: 184/ 10=18.4
Median~ Yes: 20 No: 17.5
Mode~ Yes: 20 No: 15, 20
Range~ Yes: 30- 5= 25 No: 35- 3= 32
IQR~ Yes: = 6 No: = 9
Outliers~ Yes: 6*1.5=5 No: 14*1.5=none
Maximum~ Yes:30 No: 35
Minimum~ Yes: 10 No: 3
Quarter 1~ Yes: 14 No: 11
Quarter 3~ Yes: 20 No: 25
Yes: 5, 10, 10, 10, 13, 15, 15, 15, 20, 20, 20, 20, 20, 20, 20, 20, 20, 23, 25, 30
17. 5
No: 3, 10,11, 15, 15, 20, 20, 25, 30, 35

10. frequency Favorite subject
Section 4~Categorical data comparison: Side-By-Side bar graph and 2-Way table
Observation #1: The YES set of data is very skewed to the right, with an almost steady climb from the first bar to the last. The frequencies for the YES data set are 1, 2, 7, and 10 that go up in different intervals of 1, 5, and 3. Though the differences between each bar are far from similar they make a sort of climb up to the right.
Observation #2: The NO data set is symmetrical and skewed to the right. The symmetrical part is exactly the same but it is centered around the English bar, and the History bar is nonexistent, meaning it throws off the symmetry. This is why the graph is skewed to the right because there is nothing on the left side.
frequency
Math
science
English
History
Total
Yes
2 (2/30, .6%)
10 (10/30, 33.3%)
7 (7/30, 23%)
1 (1/30, .3%)
20 (20/30, 66.6%) No
3 (3/30, 1%)
4 (4/30, 13%)
0 (0/30, 0%)
5 (5/30, 16%)
13 (13/30, 43%)
11 (11/30, 36%)
1 (1/30, .3%)
30 (30/30, 100%)
Favorite subject

11. Section 5: Final Analysis
#1~ The survey answered my original three questions by giving me answers that I could compare to the larger population. Asking the thirty people gave me a sample and a percentage of how many people like science or how many are staying in state for college. These statistics answered the questions with graphs and numbers that showed how relevant the data was and how they related to one another.
#2~ My data was rather off, or should I say strange for my quantitative question because there were so many numbers that we similar. There were eleven 20’s and five 15’s and almost every number was in a type of pair or group. Also my characteristic question is biased because some of the students I sampled might have been pressured to answer one way because of the expectations they might have thought GT kids are suppose to live up too. Also I didn’t chart “maybe's” for that questions, meaning my data was slightly fixed.
#3~ I would suggest that if I did this again, for one I wouldn’t ask names for my samples, for some I asked names and for some I didn’t. The name could have been pressure to answer one way since who ever was looking at my survey might see what they answered. Also I should have done it so that I had a small sheet of paper with the questions and space for answers instead of verbally asking the samples, this would have been better since it would have been less rushed and nerve inducing.

12. Thank you for reading! Hope you enjoyed!
The End!
By~ Amika Starr
03 period
Thank you for reading! Hope you enjoyed!