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4. Time-Consuming Nature: Statistics coursework typically requires a significant amount of
time for data collection, analysis, and interpretation. Meeting deadlines can be challenging,
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However, these results could be bias as it was based on a random sample (20%) of the raw data and
not the whole raw data itself. This could be for a variety of reasons including my selection of
articles, my choice of newspapers, the size of the sample taken (i.e. only taking thirty words from
articles that contained around six hundred words or more) and using Sunday papers that may be
aimed at a different audience than the daily papers. However, the middle band’s ranges in both Key
Stages are actually the highest, whereas I would have expected the lower abilities to have the largest
ranges. This would be the case for most of the students, I am sure that would be the case for me.
This is evidence to suggest that my first hypothesis is correct. This is because the mean is affected by
the extreme values within the data while the median only take in the middle 50% of the data and
calculates the average using that data, which is much more accurate (in terms of average). Average
SATS Score shows that the higher the IQ of a Year 11 Boy, the higher the average SATS Score will
be, and the evidence that supports this is the Spearmans Rank Correlation Coefficient, as it is 0.922;
and as 1 is the highest and -1 is the lowest; 0.922 is high as it is close to 1. It has become clear
throughout my piece of coursework that year tens are heavier and taller than year seven girls as they
are older. Therefore I will leave the data to be 37 chosen members from the fifth form and 33
members chosen from the first form. We could also have looked at year groups instead of Key Stage,
as it would probably be easier to spot a trend if there were more categories to work from. Although
there were some anomalies in the data, this left us with slight wrong results. It is closest to zero by a
long way, meaning on average they are the most accurate at estimating, although it does have a high
standard deviation perhaps meaning more values are farther away from this mean. Also some cars
will depreciate quicker than others in their first year. However, it strikes me that I have so far carried
out all these calculations without any reference to the year group within which the students lie. I
think a better sample would be 60 pupils or more as this would have made my investigation more
accurate and would be a better representation of the year group as altogether there is a total of 408.
This showed that the broadsheet contained more of the shorter words than the tabloid and the
tabloid contained more of the longer words. I cannot use 49.2 because I am taking 20% out of 246
students (it is a discrete quantitative data) and you can’t have 49.2 students. However, I can’t round
it down to 49 because then it will mean that 0.2 of a student is missing, so I will round it up to 50
instead. I have often presented myself to be taller than my actual height therefore I feel this may also
be reflected in the sampled data. I will also be looking at price depreciation because I now that a
new car looses its price in the first year that it has been made and this will show how much money
the car has lost in over a period of time. It also notifies me that there is a faint relationship between
the attendance of the candidates and their results. Ability does not seem to have a major effect, so
other variables should be considered to help me come to an informed conclusion. To a certain degree
of accuracy, this proves my null hypothesis. I got the results gain by taking away the KS2 results
average with the KS3. The ranges for each set of data are not exactly as I would have expected. The
data is of the Year 10 girl’s height and weights. A systematic sample might have been better. (E.g.
Every third person.). The rest of the diagrams and drawings have been completed neatly and
accurately by the computer, so there isn’t a huge mess on the drawings. For each question I will use
a certain sample of year 10's at Stamford Endowed schools. There is a large population therefore I
will have to sample the data by using different techniques and methods in which to shorten the
quantity, this will enable me to therefore analyse the data properly instead of investigating the whole
data.
This course is recommended for students who see themselves going on to study in areas such as
Engineering, Chemistry, Physics, and First Year Health Sciences. It is closest to zero by a long way,
meaning on average they are the most accurate at estimating, although it does have a high standard
deviation perhaps meaning more values are farther away from this mean. The formula for calculating
the standard deviation is. After collecting my data, I found that my data isn’t biased as the teachers
ended up choosing the pupils randomly. From the previous scatter diagrams I have seen that there is
strong correlation between height and weight meaning that the Year 10’s are bound to be heavier. So
I have to make an average of every three different SATS Scores for one student. That year eight girls
will be smaller than year nine girls 5. This shows that the Correlation Coefficient is positive, as
0.7384 is high which means that the higher the IQ, the higher the Average SATS Score. We call this
calculated line the least squares regression line. This is expected as there will be a large amount of
variation on the improvement as some will be prepared to work more than others. I think that the
girls would come with good results because they are more intellectually clever at the age of 11 than
boys. I am not too happy with this graph due to the trendline appears to have been drawn wrong by
the outliers. The spur is so great that the two inter-quartile ranges do not over lap at all. I will still be
excluding any outliers above 50% error. Because weight and height are continuous data, it makes
more sense to find the modal class interval rather than the mode. If I timed my pulse for 1 minute, it
is a fair amount of time, and although it would be a lot more accurate, but when I choose my pupils
from their class, they may get restless and want to go back to their lesson. The box and whisker plot
on the cumulative frequency diagram shows that the range of head height for the 1 st form is higher
than the range for the 5 th form. For the year sevens, the modal class interval is 140. However, the
students’ appreciation of the importance of their attendance figures does and this is why (in my
opinion) the attendance figures vary between students. Then, I’ve used the RANDOM button on the
scientific calculator to get a smaller new set of data from the original data. I would actually expect
them to be almost the same in accuracy, with males perhaps just being slightly more accurate. Also,
during the ranking, I will be able to see clearly whether my hypothesis regarding the important
relations between attendance and the exam is true or not. Also they will have very varied
improvements as some will have tried harder than others. This is the information on the histogram
which I have taken from Autograph and put into word. This is significant in terms of percentage
because the 11 year olds would have had a higher proportional increase in height than those
compared to the 5 th formers. I predict that there will be a weak positive correlation between the
two, because if you have large wrists you are likely to have large thumbs as well. However, if you
don’t do well in KS 2 you don’t bother trying as hard. Stratified sampling is used when there is a
large amount of data that is needed to be process. In comparison to the weights, the year tens have a
large Interquartile range. However, at the very end, the frequencies stop, as the graph shows and a
straight line is produced.
It is true that in general year ten girls are heavier and taller than year seven girls - this can be
supported with evidence. Despite this, we can still say that for each Key Stage the range is especially
high, and therefore age does not, to a huge extent, affect the ability of all of the pupils in that Key
Stage to estimate accurately. This will nearly always be the case because there will always be cars
that gain with mileage and those that will lose money with mileage. Through data collection and
analysis, I not only fulfilled this aim but extended my investigation to incorporate whether a link
between ability in Maths and in Science was in turn linked to gender or age. I am doing it this way
to ensure it isn’t biased, and also it is quick and easy. The attendance figures of all of the students
will be divided according to the year groups they belong to in ascending order (0% - 100%). At the
end of the coursework I would be doing a conclusion explaining what has happened and why. The
height measurements, are provided by the pupils of an age group between 11 and 16, where there
would be a slight tendency to exaggerate their height by a few centimetres. The median excludes all
of these extreme figures within the data and only takes in the true middle average of the data. I
expect the less able pupils’ mean improvement to be lower than the more able pupils’ as more able
pupils will have improved more. I think that the girls would come with good results because they are
more intellectually clever at the age of 11 than boys. Entry into this course is subject to approval
from the HoD. So as the IQ increases, it showed us that the higher the IQ, the better you’ll do in your
SATS; or the higher your Average SATS Score, the better your IQ will be. I have been given
instructions to collect data for my GCSE statistics cours. For stratified random sampling, I could
have used a field such as gender or Year to split the overall data into groups, and selected the same
amount of records from each group. A possible reason why my Ho was correct on this occasion is
because as you grow older your head height remains similar to that as before but your armspan
increases due to exercise. This is because the more able pupils have improved more than less able
pupils and they have all improved around the same amount. This will show me what sort of
correlation the graph has, whether positive or negative and how strong it is and also become apparent
with the line of best fit. As you can see some of the results in table above is rather amazing, because
all of the year groups have a median above than 80. I will calculate the mean for each year group and
then I will verify this result by finding the median from a cumulative frequency graph. My next 3
hypotheses will investigate the rules of human proportion. I have hand drawn one scatter graph,
cumulative frequency diagram, box plot, and histogram, so that the reader understands that I know
the method for my calculations. It may not be correct either, as the information will vary from school
to school and maybe from county to county. The mean uses all of the data, finding the sum of all the
data points and then dividing by the number of data points, meaning that a mean closest to zero will
be the most accurate. To reach the above conclusions, and learn new statistical skills such as the
calculation and interpretation of the product-moment correlation coefficient and the least squares
regression line, has been both a rewarding and interesting experience. This is significant in terms of
percentage because the 11 year olds would have had a higher proportional increase in height than
those compared to the 5 th formers. I will do this for boys and girls separately as they have their
growth spurts at different times. After each of the diagram I would explain how I did the diagram
and what people prefer and why. Using the height, armspan and head height is limited for a clear
conclusion and the use of other data such as weight and shoe size could have added benefit to the
project. This way, the new set of data will not only be much smaller, but also ensures that I have a
fair proportion of responses from each year and it is not bias as it is done without my conscious
decision.
I am not too happy with this graph due to the trendline appears to have been drawn wrong by the
outliers Bentley Rolls Royce. In addition the sampler has created a person in each set of data twice.
After each of the diagram I would explain how I did the diagram and what people prefer and why. I
then plotted this summed value against the IQ of the students. By using Spearman’s rank, the results
will tell me the specific correlation in a form of figures that will then be placed on the scale to see if
there is a negative, positive or no correlation at all. The facts that interest me the most are the Year 7
attendance that has the same median as the Year 11s. Not to be biased I am going to stratify my data
to keep the boys and girls in proportion. I can use this equation to estimate what exam mark a boy
would get if his error in estimation was 30. The proportion must be the same for all categories (in
this case I’ve chosen 20% of the attendance figures from each year), so that the investigation is fair.
Whereas in Key Stage 5’s box plot, there is a negative skew as the median (-4.76) is closer to the
lower quartile (-6.16). This means most of the estimates are between -4.76 and -6.16 and fewer
above -4.76, extremely far off zero compared with Key Stage 4, and therefore the estimates are
much less accurate. Whereas the Vauxhall would belong to someone that does not drive long
distances. Our school is an all Boys school but there is a Girls school right next to us. I will not be
including Key Stage 5 in this part of the investigation as it only has higher band ability, and
therefore I cannot compare this to any other ability of the same age. I will work out the mean and the
standard Deviation for both the Girls and the Boys results. I also did a bar graph focusing on the
number of owners a car has and the age of the car from the bar graph we can see that the older a car
is the more owners it will have which will contribute to the low price of the car. From these results, I
can see that the year tens have a higher median and have more interquartile range. I didn’t round the
number up as the value was not yet at 22 for example so I took the number as though the decimal
place wasn’t there. I expect to see that the more able pupils’ improvement is higher up my scale and
closer together because I believe they have improved more than less able pupils and have all
improved around the same amount. By the end of the coursework I am aiming to have a set of
results about how the cars are affected by the age, price and mileage. The diagram shows that the
two paired points are close together, meaning that each person’s height and armpsan are similar.
Although Key Stage 4’s data is less consistent, it is less consistent around a value very close to zero,
suggesting many pupils in Key Stage 4 guessed very accurately, on a contrary to my hypothesis. To a
certain degree of accuracy, this proves my null hypothesis. I know this by looking at how spread out
the bottom of the curve, which is the standard deviation. I am going to look at price, engine size,
mileage, and age of the car. The data which I selected was supposed to be every 6 th person, but
some pieces of data was missing on the sheet, so I had to choose the one below, and start counting
every 6 th person again. We can see that in Key Stage 4’s box plot, there is a positive skew as the
median (-1.36) is closer to the upper quartile (2.04). This means that the majority of the estimates
were between -1.36% and 2.04% error with fewer below -1.36, giving incredibly accurate estimates.
The formula for calculating the standard deviation is. Therefore, since positive correlation is clearly
indicated by the scatter diagram, I can conclude that there is a link between ability in Maths and
ability in Science. I repeated this process for the girls although, I did find that the smaller sample
showed an equally strong positive correlation I took the re-sample just to be sure. That year seven
girls will weigh less year eight girls 7.
However, since I now know that the link between ability in Science and in Maths is greater for male
students than for female students, I will now base my investigation on a stratified sample of 20
students from each year group. This shows that the Correlation Coefficient is positive, as 0.922 is
extremely high which means that the higher the IQ, the higher the Average SATS Score. The
calculations which I can use to establish a convincing conclusion are to compare the mean and
median values and see which is closer to 7. Increasing the sample size would give a much better
representation of the population. Students who achieve at a high level are also able to take Year 13
Statistics but will not be as well prepared as those who have completed the other Year 12 courses.
After collecting my data, I found that my data isn’t biased as the teachers ended up choosing the
pupils randomly. As you could see again as the age increases the price decrease because the higher
the age means it has been used a lot, so customers would give low prices. For students who come to
school everyday learns more than the students who don’t attend regularly. These three sections of my
data are useful because I can then compare them with the other measurement commenting on
similarities and differences. I will take a stratified sample of males and females in this age range. As
this graph has no correlation at all, I have used the Year 7 and Year 11 KS2 Results to assess the
intelligence of the strata. To get a better picture on who did better I will also now work out the
Modal average. To investigate my hypothesis I used a scatter diagram (see graph). If I timed holding
the thermometer, then the result in the temperature could be wrong, as the green liquid in the
thermometer may not stop moving. This is because it uses more shorter words than the tabloid. If
there were any changes to be made and if I had more time, I would extend my investigation and
provide more solid evidence. This means that 0% error will be a perfect estimate, so the higher the
percentage error the worse the estimate. But for those who are not an independent learner and still
get wonderful exam results, they might concentrate hard in lessons when they are actually in school
and absorbs everything that they learn. It was decided not to keep these as it would give 4 anomalies
so I removed them from the list. To a certain degree of accuracy, this proves my null hypothesis.
Every item in the population is listed a starting point is randomly chosen and then every n th term is
selected. I have to work out the frequency density to do this I must divide frequency by class width.
Instead of choosing the faulty data I will use the data from the next pupil on my list. All data related
to this scatter graph can be found in the results box. I will calculate the mean for each year group
and then I will verify this result by finding the median from a cumulative frequency graph. The
characteristic of a standard normal distribution depends on the mean and the standard deviation of
the data. After this, I will find the median, the upper and lower quartiles and create a “box and
whisker” plot. This will show me what sort of correlation the graph has, whether positive or negative
and how strong it is and also become apparent with the line of best fit. The diagrams would maintain
a clear understanding and show what is happening to the cars and what people prefer according to
their engine size. There is still some differing individual difference nevertheless; they have largely
achieved a roughly similar height.
However, the students’ appreciation of the importance of their attendance figures does and this is
why (in my opinion) the attendance figures vary between students. In addition, the Year 7s most
common class interval is 1.4cm. I repeated this process for the girls although, I did find that the
smaller sample showed an equally strong positive correlation I took the re-sample just to be sure. So,
the calculator will not give you figures bigger or higher than the maximum number entered. I can use
this equation to estimate what exam mark a boy would get if his error in estimation was 30. By
referring to the bar chart above, I can see that the year sevens are generally shorter than the year tens,
which again supports my hypothesis. The data I am using is the same as in question 2 and 4. If there
were any changes to be made and if I had more time, I would extend my investigation and provide
more solid evidence. Below is a scatter diagram of the 1 st form height and head height it also
includes a line of best fit. Average SATS Score shows that the higher the IQ of a Year 7 Boy, the
higher the average SATS Score will be., the statistic that supports this is the Spearmans Rank
Correlation Coefficient as it is 0.9034; and as 1 is the highest and -1 is the lowest; 0.9034 is very
high as it is close to 1. I will do this y using a calculator to generate random numbers, which I will
then select in the original data. To get this data I need to get a person to measure a line and a non
straight line in an experiment. The ranges for each set of data are not exactly as I would have
expected. Average SATS Score shows that the higher the IQ of a Year 7 Boy, the higher the average
SATS Score will be. But, I think this may have something to do with the Year 10’s exceptionally tall
factor as the Year 11’s appear to be shorter than them. I think that the best way to portray
mathematical ability is to take their most recent exam result. Below are the standard deviations for
the rest of the year groups. By doing the charts on excel I will be able to plot all the data on the
scatter graph and then draw a line of best fit (trendline) more easily and then compare between age
and mileage because the computer can generate a graph much quicker than if done by hand. I will do
this to each strata, place all 5 “box and whisker” diagrams on the same page and compare them. It
has become clear throughout my piece of coursework that year tens are heavier and taller than year
seven girls as they are older. In fact, in terms of accuracy, there is little evidence to say that higher
ability students are more likely to have a more accurate estimate. It seems like the students in Year 7
are as enthusiastic about learning (or probably friends) as the Year 11s are. This time I will be
including Key Stage 5, as it does include both male and female students, and therefore I compare
these as I would with the other Key Stages. Again Key Stage 4’s median is the closest to zero (-
1.36), Key Stage 5’s median is further from zero (-4.76) and Key Stage 3 is further still (-6.16). This
means on average Key Stage 4 were much more accurate than Key Stage 5, and the skew only
emphasizes this point. Even though there isn’t a large difference between the 2 ranges, it is apparent
that the 1 st form armspan has a larger range. I have double checked that the results of my
calculations to make sure that they are accurate and that the results are reasonable in the context of
my investigation. I will use quantitive data which include numbers e.g. IQ and Average SATS score.
By using histograms, I am then able to see the shape of the distribution, whether it has a symmetrical
distribution and positive or negative skew. From looking at the graph, I can see that the Year 10 girls
are heavier than the year sevens. I will take the number of people, divided by Total number of people
at the school, times by the sample size. e.g.