Susie Giavan got tired of rolling her die and
made up the following data. Help her teacher test for data
fabrication by doing a chi-square goodness of fit.
Be sure to indicate all four steps and values in testing this hypothesis.
|
| | Pips: | 1 | 2 | 3 | 4 | 5 | 6
|
|---|
| Observed | 147 | 157 | 167 | 162 | 172 | 195
|
|---|
| Expected | 167 | 167 | 167 | 167 | 167 | 167
|
|---|
| (Obs-Exp) | | | | | |
|
|---|
| (O-E)2 | | | | | |
|
|---|
| (O-E)2/E | | | | | |
|
|---|
Since 1995, blue M&M® candies replaced tan with
30% brown, 20% yellow, 20% red, 10% orange, 10% green, and 10% blue
candies to be expected, on average.
"While we mix the colors as thoroughly as possible, the above ratios
may vary somewhat, especially in the smaller bags. This is because we
combine the various colors in large quantities for the last production
stage (printing). The bags are then filled on high-speed packaging
machines by weight, not by count.
Each student will obtain a random sample of 10 M&M's®
from the common 14.0 oz bag.
Then complete the table below.
|
| | Color: | Brown | Yellow | Red | Orange | Green | Blue
|
|---|
| Observed | |
| |
| |
|
|---|
| Expected | 0.3n=___ | 0.2n=___ | 0.2n=___ | 0.1n=___ | 0.1n=___ | 0.1n=___
|
|---|
| (O-E)2/E | | | | | |
|
|---|
Now add up the bottom row and call it
2.
Compare your value with others.
Did any particular color contribute significantly to this value?
Bonus: After completing the count
feel free to dispose of the M&M's® by
any method you deem appropriate.