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

    If this is lower than the percentage error of year 10 (as below) my hypothesis will be proved incorrect, whereas if it is higher than that of year 10 (as below) my hypothesis will be proved correct. Year 10 girls: 38.36 Year 10 boys: 31.5 38.36 + 31.5 69.86 69.86-2=

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

    so this is the one that is rounded down. Total sample size = 8 + 9 + 13 = 30 YEAR 10 Top Set = 62 X30 = 10.16393643 183 = 10 Middle Set = 83 X30 = 13.60655738 183 = 14 Lower Set = 38 X30 = 6.229508197 183 = 6 My next step is to pick the

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

    If this is right, my first hypothesis will be correct, and I will proceed in analyzing the other graphs for my hypotheses. My data is quite grouped, so I expect to see some form of positive correlation. My hypothesis is correct: my graph has a positive correlation.

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

    From these I will be able to find the median and mode. Stem and leaf diagrams show all the data in an easy to read way. Finally, I am going to find The Spearman's Coefficient of rank. This shows whether or not there will be negative or positive correlation in the scatter graphs which I will then draw.

  2. Used Cars - What main factor that affects the price of a second hand ...

    x 89 = 17.8 Large cars: (50 / 250) x 92 = 18.4 In the sample of 50 cars there need to be: 14 Small cars 18 Medium cars 18 Large cars Now that I now the proportions of the different sized cars that are meant to be in the sample I can go on to select the cars from the database.

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

    Fourthly my aim is to find out whether girls are better than boys at estimating the length of the line and size of an angle? Hypothesis Hypothesis is a prediction, which you think will happen supported by good reasons, why you think it will happen.

  2. find out if there is a connection between people's IQ and their average KS2 ...

    I can check this on my graph and I am right. So this means that if a student has an Average KS2 SATs result of 6.33, then their IQ is likely to be 127. I have extrapolated this data as level 6.33 is outside the range of values in my data.

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