the human body blueprint

The chi-squared test for association revealed a p-value of less than 0.0001. Since the p-value is less than the alpha level, 0 05, the null hypothesis is rejected and the alternative is accepted Therefore, the test is statistically significant; there is an association between what day it is and the amount of sleep a student gets When conducting a chi-squared test for association, there is the possibility of a type I error, where the null hypothesis was rejected when it should not have been. However, the test is unlikely to have a type I error since the p-value is so small This statistics test supports an association between the sleep students get and the time when school starts for students

Furthermore, the other pie charts also show a significant change between the different days. The chart indicating sleep for a regular school night supports the trend that students don't sleep enough, as nearly half of the responses reported sleeping between 5-6 hours and 14.3% of students slept even less Another significant observation within the chart is that there are no responses for 8-10 hours or more than 10 hours Out of all 42 people who responded, not a single one reported to sleep the recommended amount for teens. This means that every person who has responded does not sleep enough, and that even sleeping less than 6 hours is the majority of answers. Moreover, the percentage of people who sleep less than 5 hours is nearly the same amount as people who sleep 7-8 hours For those who sleep just an hour or two under the recommended amount, there are just as many who sleep less than 5 hours. The ratio in the chart highlights an underlying concern where the bulk of people sleep 5-6 hours, but even those who sleep more than the average amount balance out with those who sleep much less Ideally, the students who sleep the least should be the overwhelming minority and not on par with those that sleep the most This graph clearly indicates a mass problem among teens that further cements the need for a solution.

However, when comparing the graph on school nights, the graph for half days is much more evenly distributed. There is no dominant section of the pie that significantly overwhelms the other options Moreover, 35 7% of students slept at least 8 hours on average on a half day Compared to none of the students who slept at least 8 hours on average on a school night, this stark contrast suggests that the later start time for students to arrive at school has allowed them to sleep substantially better.

For students who slept more on half days than school nights, 75% reported waking up later with an additional 17 5% also sleeping earlier This shows that for the majority of students, having their day start later would directly give them the additional time needed for sleep since they would go to sleep at the same time as usual. At the same time, students would rather be able to wake up later as opposed