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It also tells us that as the IQs get larger so do the KS2 Maths results. I am now going to extend my
investigation and see how height and weight can be related, and to do this the most effective way is
by producing scatter diagrams. I will plot male and female pupils on separate graphs as I feel the
results will produce a stronger correlation when done this way and also to continue with the style I
have begun with. It could be that they did poorly on an exam which suggests high IQ and low KS2
Result. Question 2 Does the estimation of a non straight line improve after practice. To get a better
idea of how reliable the line of best fit is I will have to work out the correlation coefficient. There is a
smaller range on this scatter diagram than on the one showing the Male results and the data is less
clustered around the line of the best fit. For example, a sample of two men would be ample if the
average weight of men to the nearest ton is required. This gives me a total of 90 results which will
be used in questions 3 and 4 as well as this one. I can see this as the median, lower quartile, upper
quartile, inter quartile range and mean are all of lower values than the male pupils, but also the male
pupils range of weights is shown to be greater from these results as their inter-quartile range is 5.3 kg
higher than the female pupils. The SD for the Male IQ is 11.271 and 0.881 for Male KS2 results;
which shows that the results are closely distributed. The y on x regression line is the same as the line
of best fit. Mayfield High School - Relationships between height and weight. There is a much
smaller range on this scatter diagram than on the one showing the Male results: the girls have a
smaller range for their IQs but a similar size one for their KS2 Maths results. My hypothese is gender
will have affected on body mass of height, weight, arm span and shoe size. Their standard deviation
is much lower as this shows that the values from the mean average are much closer than of the boys.
Males Table 8 Table 9 Table 10 Female Table 11 Table 12 Table 13 I have now used this data to create
two scatter graphs one for the males and one for the females to see if there is any correlation
between weight and height within each year and gender group. I am also going to produce box and
whisker diagrams for each data set on the same axis as the curves for this allows me to find the
median and lower, upper and inter-quartile ranges very simply. I can see this as the median, lower
quartile, upper quartile, inter quartile range and mean are all of lower values than the male pupils, but
also the male pupils range of weights is shown to be greater from these results as their inter-quartile
range is 5.3 kg higher than the female pupils. If I chosen a little amount like 5 or 10 it might become
biased because I might have come across lots of bad results or good ones. Because I think it is easier
to compare the distribution of heights of girls and boys using frequency polygons, from now on I am
only going to use frequency polygons. I have therefore decided to take a stratified sample as it will
ensure that I base my investigation on a group of 20 male and female students from each year group
that are in proportion to the number of male and female students in that group. I also would be able
to use Secondary data, which is data which has already been collected by someone else. Random
sampling can be obtained by using a calculator. There are a few results which are quite far away
from the line of best fit, but there could be a number of reasons why this is. Null hypothesis: There is
a relationship between the ability to estimate the length of a straight line and mathematical ability. I
have to obtain the midpoint of each of the values, of all the different ranges of heights. On the other
hand, a high KS2 result and low IQ could suggest a lot of revision for an exam. The difference in
range is also shown on my frequency polygon where the female pupil’s weights are present in 4
group intervals, where as the male pupils weights occurred in 6 of them. I am doing each year
separately, so I will therefore not be sampling data for this hypothesis. 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.
The PMCC is 0.789, showing that there is a strong relationship between the variables in a positive
direction: this is also shown by the line of best of fit. This is a table showing the results for both male
and female pupils. In Conclusion, I think that, even though there is a small correlation for boys, that
there is no correlation between the Hours of TV watched and IQ; this does not support my original
conclusion. There are 603 male pupils and 580 female pupils at this school. School and Community
College GCSE Statistics Coursework Questionnaire GCSE Maths statistics coursework (Mayfield
High School Data, Board is Edexcel). Although the lower quartiles are about the same, that is one
quarter of boys is less than 1.52m and one quarter girls are less than 1.527m, the median, upper
quartile and the top most measurements are consistently higher than the girls. GCSE Maths statistics
coursework ( Mayfield High School Data, Board is Edexcel) - answered by a. The datum points on
this graph are quite closely bunched together in the middle where as on the male pupils graph, there
is a wider spread of results - which would agree with the conclusion made earlier that the male pupils
heights and weights are of a larger range than the female pupils. I sorted the data on the database
that it was provided on by year group and gender so that it is in order, which will give a more
accurate result. It could be that they did poorly on an exam which suggests high IQ and low KS2
Result. Although by looking at my graph I am able to work out the modal group, it is still not as easy
to work out the mean, range and median also. The SD for the Male IQ is 10.298 and the SD for Male
KS2 is 0.872 which shows that the results are closely distributed. I made 4 different tables each
containing the frequency for boys and girls weights, and their heights. I think that the girls would
come with good results because they are more intellectually clever at the age of 11 than boys. There
are a number of results which are quite far away from the line of best fit. So I was right, when boys
don’t have girls to look at the work is better. Each pupil will be given 2 strips of paper which will
have a line measured 15 cm long where they can draw there estimation. The SD for the Male IQ is
lower than the SD for the Female IQ and is the same for their KS2 results. It also tells us that as the
IQs get larger so do the KS2 Maths results. There is also a very high outlier which suggests a student
with a very high IQ. I used to get a set of 20 results from both the girls results and the boys results. I
have Predicted this because the girls who come with high results from Junior School to High School
do make an improvement but not better than the Boys in Our School. On the other hand, a high IQ
could suggest a lot of revision for an exam. The LQ is 98.5, the UQ us 110.5 and so the IQR is 12. I
will carry out this investigation by comparing the accuracy of estimating year 8 students. However 2
boys were away and 1 boy was away for the whole term so you end up with 40 sets of data. In
addition the sampler has created a person in each set of data twice. To ensure a random selection, I
will use a random number generator on my calculator. To get a random set of numbers I am going to
go to this is a web site which is made to get a set of numbers. The lowest KS2 Maths result is the
lowest IQ result and the highest KS2 Maths result is also the highest IQ result.
I will use Body Mass Index (BMI) to create different diagrams such as box and whisker diagram.
The results are most densely distributed around the linear where it crosses through the integers on
the x axis. My data suggests that Females are more intelligent in Years 7-10 but Males are more
intelligent in Year 11. I will take a sample of 50 pieces of data from each Year so that the amount of
data will be equal. It doesn’t matter how big or small each sample is. Investigate an even proportion
of the pupils at Mayfield High school and dr. There are a number of results which are quite far away
from the line of best fit. The lowest value on the y axis is also the lowest result on the x axis but the
highest value on the x axis is not the highest on the y axis. The LQ is 98.5, the UQ us 110.5 and so
the IQR is 12. This is shown on the graph by the PMCC linear being more positively drawn on the
Male graph than the Female graph. The median is roughly -40 and 50% of the results are between -
80 and 60. Aim: To find the relationship between certain factors of children from Yr 7-11. Again,
neither the highest or lowest value on the x axis is the highest or lowest on the y axis. There are a
number of results which are quite far away from the line of best fit. I also realised once I had plotted
the box and whisker diagrams that the data had a big range but almost all of the data was inside the
upper and lower quartile ranges. In order to find all these factors I will have to produce another
frequency table. This is supported by the lengths of the whisker for the boys (the girls have short,
clustered whiskers) and the highest values. My box and whisker diagrams showed clear easy
comparison between age groups and genders and so were easy to compare results. I think that this
will show a stronger relationship between height and weight than before, however I think there will
be a big. The PMCC for this graph is 0.719 which tells us that there is a relationship between the two
variables in a positive direction. The SD for the Male IQ is 11.271 and 0.881 for Male KS2 results;
which shows that the results are closely distributed. The heights of boys’ fall into a smaller range
than the height of the girls’. Before I go on to further my investigation, I feel that it is necessary for
me to work out the quartiles and medians of both data sets, as this allows me to work with grouped
data rather than individual points as in my stem and leaf diagrams. To do this I am going to produce
cumulative frequency graphs as this is a very powerful tool when comparing grouped continuous data
sets and will allow me to produce a further conclusion when comparing height and weight separately.
As there are 3 possible values for the KS2 results (all of which are discrete data), I will simply use
the KS2 Mathematics data. My fourth hypothesis was correct because there was a positive
correlation. This shows that the Female KS2 results are more evenly and closely distributed than the
Male results but the Male IQ’s are more evenly distributed. It could be that they did poorly on an
exam which suggests a low IQ. The sampling methods available to me were as follows:-. From the
PMCC linear, we can see that there are many results which are far away; a small majority are placed
on or around the linear. Student Progress at Mayfield School Every year the government publishes a
statistical report called Raiseonline about every school in the country that tell the.
My hypothese is gender will have affected on body mass of height, weight, arm span and shoe size.
Random sampling is a sampling technique where we select a group of subjects (a sample) for study
from a larger group (a population). I will plot box and whisker diagrams to look at the data in a way
that will show how spread out it is and to compare different key stages and genders. Looking back
through my previous analysis, I therefore feel that the most efficient method to once again adopt is
the calculation of the productmoment correlation coefficient for each year group and then compare
these. Below are two tables to show the result of my calculations. It also tells us that as the IQs get
larger, so do the KS2 Maths results. The PMCC for the Females is larger than the PMCC for the
Males which shows that there is a stronger relationship between the Female IQs and KS2 Maths
results than between the Male IQs and KS2 Maths results. This gave a number to decimal places; the
number was rounded, giving the amount of pupils to a whole number so the random process can be
performed. I could use Primary data, this is data which you collect your self either face to face
interview or some sort of a questionnaire. Studying the database, I notice that one or two IQ values
have been entered as low as 11 and 14. As there are 3 possible values for the KS2 results (all of
which are discrete data), I will simply use the KS2 Mathematics data. To get a better idea of how
reliable the line of best fit is I will have to work out the correlation coefficient. My evidence shows
that the average male pupil is 5.16kg heavier than that of the average female pupil, and also that the
median weight for the male pupil is 6kg above that of the female pupils. The KS2 Maths results
range from 2 to 6 and the IQs range from 74 to 131. A value -1 will show that the graph has a strong
negative correlation and a value of 0 shows it has no correlation. There have been some slight points
which undermine the predictions, but all over they have been successful. But of course there will be
a few that don't fit this pattern (anomalous data is expected). The boys appear to have a wider range
than the girls. Each individual is chosen entirely by chance and each member of the population has a
known, but possibly non-equal, chance of being included in the sample. If my first hypothesis is
proven correct then I will go on to test whether males watch more telvison than females. Alternative
hypothesis: Practice doesn't improve the estimate of a non-straight line. The SD for the Male IQ is
lower than the SD for the Female IQ and is the same for their KS2 results. Cluster sampling is very
cheap but it can be biased. But the number students of each gender of each year group are not of
equal number, as shown in the following table. The title Mayfield high school is fictional, but the
statistics are from a real school in America. From the PMCC linear we can see that there are some
results which are far away, but the large majority are placed on or around the linear. To find out how
many pieces of data I will take from each gender, I will use stratified sampling and use a random
number generator to select the exact entries. If it does not show this overall, I hope that I can find a
gender that is taller for each year. One person may watch 7 hours of cartoons or soaps each week
whilst another may watch 40 hours of educational programs. The PMCC for the Males is slightly
smaller than the PMCC for the Females which show that there is a stronger negative relationship
between the Male IQs and hours of TV than between the Female IQs and hours of TV. There are a
few results which are quite far away from the line of best fit, but there could be a number of reasons
why this is.
The SD for the Male IQ is 9.023 and their KS2 results are 0.708; which shows that the results are
closely distributed. The main factor that usually decides the size of a sample is the degree of accuracy
needed. It also shows that there are fewer boys with weights between 20 and 60kg than girls. This is
very visible on my frequency polygon as the female pupils data line reaches higher than that of the
male pupils. We call this calculated line the least squares regression line. If the PMCC returns a value
of 1, it is a strong positive correlation. The SD for the Male IQ is lower than the SD for the Female
IQ but higher for the KS2 results. The median is 103, the LQ is 100.75 and the UQ is 113: therefore
the IQR is 12.25. There is a mean of 106, a SD of 6.9 and no outliers. The boy’s lowest value is 91,
the maximum value is 126 and the median is 102. You have seen that the girls beat the boys in their
Key Stage 2 exams but the boys beat the girls in the Key stage 3 exams. I did predict that the girls
would beat the boys in their Key Stage 2 exams but they did not in their KS3 exams. I did not think
that the boys would beat them I thought that they will still be a nudge under. Both the graphs are
most densely distributed around the median of the array of data. I will be using this process for the
duration of the project. StudyZones com: Search Zone - Searching statistics. As this range is
probably important I am going to compare the distribution of heights once again but this time using
box and whisker diagrams. The lowest KS2 Maths result is also the lowest IQ result; however the
highest IQ is not the highest KS2 result. I have come to this conclusion based on all of the graphs,
diagrams, tables and statements made. The random numbers I use will be from a calculator and will
be completely random and will not be biased in any way. The Standard deviation will identify how
far the data is from the mean average it will also be used in the comparison to see which data has
higher standard deviation thus a more spread in data. The SD for the Male IQ is higher than the SD
for the Female IQ and for the hours of TV watched. In this project I will investigate the correlation
between various sets of information from a database of pupils from Mayfield High School. On the
other hand, a high KS2 result and low IQ could suggest a lot of revision for an exam. This would be
another factor of why boys catch up by the time they are in year 9. The SD for the Female IQ is 8.25
and the SD for their KS2 is 0.739, showing that the results are quite densely distributed. By using
proportional stratified sampling I ended up with 26 boys and 22 girls. Question 1 Is the ability to
estimate the length of a straight line related to mathematical ability. However, the top and bottom
25% of the Female box plot are more spread out whereas the Male values are clustered. I have hand
drawn my Box and Whisker Plots because I have to hand draw some of them but also because it is
much easier to do them by hand. I also think that the pupils from KS4 will be taller and heavier than
the pupils in KS3. Before I go on to further my investigation, I feel that it is necessary for me to
work out the quartiles and medians of both data sets, as this allows me to work with grouped data
rather than individual points as in my stem and leaf diagrams. To do this I am going to produce
cumulative frequency graphs as this is a very powerful tool when comparing grouped continuous data
sets and will allow me to produce a further conclusion when comparing height and weight separately.
The datum points on this graph are quite closely bunched together in the middle where as on the
male pupils graph, there is a wider spread of results - which would agree with the conclusion made
earlier that the male pupils heights and weights are of a larger range than the female pupils. There are
a few results which are quite far away from the line of best fit.
The KS2 Maths results ranges from 2 to 5 and the IQs range from 68 to 117. As there are 3 possible
values for the KS2 results (all of which are discrete data), I will simply use the KS2 Mathematics
data. It also tells us that as the IQs get larger, so do the KS2 Maths results. However this time it was
more difficult, and more time consuming because a lot of the numbers generated did not belong to
female pupils. I anticipate that year sevens will be smaller and weight less than year nine and eights.
The results are most densely distributed around 4 on the x axis and the 100 on the y axis. Despite
that I feel my investigation was successful as it did allow me to pull out conclusions and summaries
from the data used. The pupils have allocated numbers in the Microsoft excel file and so random
numbers will be used to select the pupils I need for my stratified sample. The SD for the Male IQ is
10.511 and 10.544 for their KS2 results which shows that the results are sparsely distributed. This
doesn't exactly undermine my hypothesis however as the modal class only means the group which
had the highest frequency, not which group has a greater height. I also think that the pupils from
KS4 will be taller and heavier than the pupils in KS3. GCSE Mathematics Stats Coursework - Free
download as PDF File ( pdf), Text File ( txt) data on the school population of Mayeld High School in
Manchester. The sampling methods available to me were as follows:-. The formula, which is known
as the Product Moment Correlation Coefficient or r is. My evidence shows that the average male
pupil is 5.16kg heavier than that of the average female pupil, and also that the median weight for the
male pupil is 6kg above that of the female pupils. I will plot box and whisker diagrams to look at the
data in a way that will show how spread out it is and to compare different key stages and genders.
Birth and IQ number. I will get these random people by doing a. My evidence shows that the
average male pupil is 5.16kg heavier than that of the average female pupil, and also that the median
weight for the male pupil is 6kg above that of the female pupils. The results are most densely
distributed around the linear where it crosses through the integers on the x axis. It is a well rated
school for its grades it achieves, it is one of the best Boys School in the whole of the U.K. We study
Statistics during the whole of Year 10. Each individual is chosen entirely by chance and each
member of the population has a known, but possibly non-equal, chance of being included in the
sample. On the other hand, a high KS2 result and low IQ could suggest a lot of revision for an exam.
Stem and leaf diagrams show a very clear way of the individual weights of the pupils rather than just
a frequency for the group-which can be quite inaccurate. My hypothesis was half correct but I did
not think that the boys would make such an improvement that the girls would fall behind. Therefore
this line of best fit is only relevant within a certain limits. The lowest value, highest value and the
median are all higher for the girls which points to a similar conclusion. The lowest value on the y axis
is also the lowest result on the x axis and the highest value on the x axis is also the highest on the y
axis. The heights of boys’ fall into a smaller range than the height of the girls’. There are 603 male
pupils and 580 female pupils at this school. This tells me that the boys have made much better of an
improvement than the girls because in the Key Stage 2 SATs the girls were ahead.
GCSE Mathematics Stats Coursework - Free download as PDF File ( pdf), Text File ( txt) data on
the school population of Mayeld High School in Manchester. I therefore fear some of the other data
may have been inaccurately entered into the database. Obviously as weight is continuous data, as
mentioned already, I am going to use frequency diagrams to show both boys and girls weights.
Intelligence Quotient (IQ) than people not born in March. The mean for the girl’s data is 104 and SD
is 9.8. The boy’s box plot has a minimum value of 87 and a maximum value of114. It could be that
they did poorly on an exam which suggests high IQ and low KS2 Result. Each time the ball will be
dropped 3 times, the results recorded and average found. So I was right, when boys don’t have girls
to look at the work is better. For each question I will use a certain sample of year 10's at Stamford
Endowed schools. Random sampling is a sampling technique where we select a group of subjects (a
sample) for study from a larger group (a population). This is shown on the graph by the PMCC linear
being more positively drawn on the Male graph than the Female graph. The formula, which is known
as the Product Moment Correlation Coefficient or r is. Before I produce the graph I am going to
make a further hypothesis that. Each individual is chosen entirely by chance and each member of the
population has a known, but possibly non-equal, chance of being included in the sample. The SD for
the Males is higher than the SD for the Females which shows that the Male results are less evenly
and more sparsely distributed than the Female results. It shows that more people underestimated than
overestimated. Any value greater than or equal to 26 but less than 36 would go in this class interval. I
think that this is because our school is an all Boys school, if it was a mixed school I do not think that
the boys would have made a better improvement than the girls. I will take a sample of 50 pieces of
data from each Year so that the amount of data will be equal. Therefore, I simply had to go through it
all the long way, to make sure my data was correct. It was decided not to keep these as it would give
4 anomalies so I removed them from the list. As the random numbers appear on my calculator, I will
record the associated data in two or three tables, once for all 30 students, one just for males and one
just for females. As with the weight results this can be seen from the upper quartile and mean points
which in the female pupils case, are all of a value smaller than the male pupils. In this investigation I
will be exploring an aspect of paper helicopters. The PMCC for this graph is 0.837 which tells us that
there is a relationship between the two variables in a positive direction. The data will only be grouped
by Year and by gender. The median is roughly -40 and 50% of the results are between -80 and 60.
From the above values, we can clearly see that the link between ability in Science and in Maths is
greater for the male students than the female students since the males' coefficient is far closer to 1
than the females. As both height and weight are continuous data, I have chosen to group the data in
class intervals of tens as this allows me to handle large sets of data more easily and will be easier to
use when plotting graphs. If it is quite far away from the Lower Quartile or the Upper Quartile, I will
discard the data but if it is not far away, I will decide on whether it should be omitted or not.