• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Comparative stem and leaf diagram of error lines

Extracts from this document...

Introduction

Comparative stem and leaf diagram of error lines

Key: 0  4=0.4 cm

Year 7: 0.4, 0.4, 0.6, 0.6, 0.6, 0.6, 0.9, 1.4

Year 11: 0.4, 0.6, 0.6, 0.6, 0.6, 0.9, 0.9, 1.6

Year7                                                                              

Mode: 0.6 cm

Median: 0.6 cm

Lower quartile: 0.5 cm

Upper quartile: 0.75 cm

Interquartile range: 0.75-0.5=0.25 cm

Semi-interquartile range: 0.25÷2=0.125 cm

Year 11

Mode: 0.6 cm

Median: 0.6 cm

Lower quartile: 0.6 cm

Upper quartile: 0.9 cm

Interquartile range: 0.9-0.6=0.3 cm

Semi-interquartile range: 0.3÷2=0.15 cm

Aware to on track with my second hypothesis and to avoid endless diagrams, I’ve only chosen year 7(youngest) and 11(oldest) for this interpretation.

Year 7 had smaller values than the year 11. There was 25% of year 7 who were 0.4 cm away from the actual line whilst 12.5% of year 11 was at this category.

The two year groups both had 50% of people who were 0.6 cm away from the actual line. However, 25% of year 11 were 0.9 cm within whilst 12.5% of year 7 were at the same category. 12.5% of year 11 were 1.6 cm within whilst 12.5% of year 7 were 1.4 cm within.

...read more.

Middle

Median: 7.5°

Lower quartile: 3°

Upper quartile: 8°

Interquartile range: 8-3=5°

Semi-interquartile range: 5÷2=2.5    

Year 11

Mode: 8°

Median: 8°

Lower quartile: 7.5°

Upper quartile: 8°

Interquartile range: 8-7.5=0.5°

Semi-interquartile range: 0.5÷2=0.25°

Aware to be on track with my second hypothesis and to avoid endless diagrams, I’ve only chosen year 7 (youngest) and 11(oldest) for this interpretation. Year 11 have a smaller interquartile range. The mode was the same for both but the median was slightly smaller for the year 7. Though 12.5% of both year groups were 2° away from the actual angle but there was 25% of year 7 was 3° away from the actual angle.

75% of year 11 was 8° within whilst 50% of year 7 was at the same category. More of year 11 was further away from the actual angle than year 7.

Conclusion

After interpreting the results, I have reached a conclusion. My hypothesis was that the older a person gets, the better they are at estimating the actual measurement.

There was a slight confusion with all the year groups but I still tried

...read more.

Conclusion

I had proven that my two hypotheses were right, at a certain degree. This could be clearer if I improved the ways to interpret my hypotheses. My rule for these two hypotheses is that the closer towards the actual measurement, the more accurate they are. And vice versa, the further, the less accurate.

One of the main factors that I could have improved was to increase the size of the sample; 40 was a bit too small and besides the bigger the sample, the more data to compare. Another factor to have considered was the method of how to get my sample. I could have used random sampling with a calculator or a computer; I press the built-in ‘random’ button, which will give me the sample. This surely will decrease the likelihood of introducing bias.

I could have used other ways like pie charts, scatter graphs to interpret the results. More interpretations could clarify which participant(s) is/are more accurate. It would make the conclusion more obvious.

I should have specified the hypotheses; e.g. year 7 are better at estimating the line.

...read more.

This student written piece of work is one of many that can be found in our AS and A Level Probability & Statistics section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Probability & Statistics essays

  1. Guestimation - investigating whether or not if people are good at guessing the length ...

    Median is approximately 5cms Estimate (?) >10 - 20> >20 - 30> >30 - 40> >40 - 50> >50 - 60> >60 - 70> >70 - 80> >80 - 90> >90 - 100> Totals Frequency 3 10 12 12 1 1 2 4 1 46 Mid-interval value 15 25 35

  2. Statistics. The purpose of this coursework is to investigate the comparative relationships between the ...

    The gradient is 6.2048: from this calculation, for each extra year, the car's value depreciates by 6.2048%. The line crosses the y axis at 29.716. The car's value will then depreciate 30% when first bought, much like in my first hypothesis, which now cannot be refuted.

  1. Guestimate - investigate how well people estimate the length of lines and the size ...

    I would press this 8 times if I needed 8 students, and so on. Another reason for putting the set number before the random button is that the calculator is likely to give a decimal number. If it still gives a decimal number I will just take the 1st 2 digits before the decimal point and without rounding.

  2. "The lengths of lines are easier to guess than angles. Also, that year 11's ...

    So the pieces of data are: 127, 133, 139, 145, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90, 96, 102, 108, 114, 120, 126, 132, 138, 144, 5, 11, 17, 23, 29 Once I have collected my samples, I am going to draw

  1. Estimating the length of the line and the size of the angle

    If I need to make a graph e.g. a histogram, then I can collect the information like the last table to give me groups of values to work with. This new way of collecting the data is much more accurate because it tells me exactly what the person I asked

  2. I am investigating how well people estimate the length of a line and the ...

    I will work out whether my hypothesizes are correct by working out what the average percentage error is for each group. I will list the estimate, error and percentage error in order of ascending size to make it easier for myself when adding up percentage errors and dividing them by

  1. Estimating the length of a line and the size of an angle.

    Secondly to find out if it is true that the people who estimate the length of a line accurately estimate the size of an angle accurately? 3) My third aim to find out if it is true that estimating the length of a line is easier than estimating the size of an angle?

  2. "Males in the 11-18years age range will guess the angles and lengths better than ...

    I will have to make the groups smaller and as equal as possible. Making the groups smaller will make it easier for me to work with the data. After some research I came across 'sampling'. I have not yet done sampling in my schooling so it is new to me.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work