- Level: AS and A Level
- Subject: Maths
- Essay length: 16434 words
Estimating the length of a line and the size of an angle.
Extracts from this essay...
Introduction
Introduction This coursework is about estimating the length of a line and the size of an angle. The purpose of this is so that I could see which year group is better at estimating year 10 or year 11. The factors, which may influence people's estimations are the following, firstly age. Year 11 students are one year older than year ten students so it is likely that year 11 students will know more about estimation than year 10. Secondly skills may effect people's estimation because some people may have weak numerical skills while others may have good numerical skills. Thirdly the strategy of estimating can affect pupil's estimation because different strategies of estimating can influence different estimations. Furthermore experience can affect people's estimation because some people may already have done work on estimation and know a bit about it while others may have not. Plus education can affect people's answers because some people may have started education at an earlier age than others so they will have more knowledge than the people who started education late so it can affect people's estimations. Knowledge can cause variation in answers because some people may have more knowledge than others so they will no more and will able to estimate better than the others. In addition background can cause variation of peoples estimations because some people may have come from LEDC countries where education may be at low standards and their parents were not thought as well as the other pupils parents who lived in MEDC countries. So the genes the parents may have past on can affect the rate at which a child may learn so as a result some people will have a better and a closer estimation than others. Also if the person takes medication then he or she may be feeling drowsy and so they may not give the estimations accurately as they can do which can effect the results.
Middle
= 911/2 th value = 4.5 + 4.5 /2 = 4.5 The upper quartile for year 10 estimations of a length of a line is 1/2 (182 + 1) * 3 = 911/2 th value 911/2 th value * 3 = 274.5 the value = 5.7 + 6 /2 = 5.85 So the interquartile range = UQ - LQ = 5.85 - 4.5 =1.35 Interquartile range * 1.5 = 1.35 * 1.5 = 2.03 So any values that are below the lower quartile or the upper quartile by 2.03 are outliers. LQ - 2.03 = 4.5 - 2.03 = 2.47 The small outliers are values that are below 2.47, which there is only one that is 2 Number of times outliers occurs in the data Outliers Eliminating them 1 2 2/4.6 = 0.43 Now I will find any large outliers that distort the data. The large outliers are UQ + 2.03 = 5.85 + 2.03 = 7.88 Which in the data there are 39 these are Number of times outliers occurs in the data Outliers Eliminating them 6 8 8 / 4.6 = 1.74 4 9 9/4.6 = 2.0 1 9.2 9.2 /4.6 =2 /9 10 10/4.6 = 2.17 1 11 11/4.6 = 2.39 2 12 12/4.6 = 2.61 2 13 13/4.6 = 2.83 4 15 15/4.6 = 3.26 1 17 17/4.6 = 3.7 1 18 18/4.6 =3.91 1 19 19/4.6 = 4.13 2 20 20/4.6 = 4.35 1 30 30/4.6 = 6.52 1 57 57/4.6 = 12.39 1 65 65/4.6 =14.13 1 74 74/4.6 = 6.09 1 180 180/4.6 = 39.13 I have found outlier s for year 11 estimations of a length of a line I will now find them for their estimations of a size of an angle. The median for year 11 estimations of a length of a line is 1/2 (363 + 1) = 182nd value = 55 The lower quartile for year 10 estimations of a length of a line is 1/2 (182 + 1)
Conclusion
* After that I will draw box and whisker diagrams for year 10 and year 11 estimations of a length of a line and size of an angle and I will compare year 10 results with year 11 results. Then I will support my finding even further by drawing a bar chart and support my hypothesis. * Then I will correlate all my findings and come to a conclusion linking it to my hypothesis. * When I have done that I will compare my results with another secondary school called St. Bedes and see if the results are similar to my results. * The I will support hypothesis two that people who estimate the length of a line accurately may not estimate the size of an angle accurately. To support this I will draw scatter graphs and use spearman's rank correlation to support my hypothesis. * When I have done that I will come to a conclusion and again compare with my hypothesis. * Then I will support hypothesis there by working out the standard deviation for year 10 and year 11 estimations of a length of a line and size of an angle and I will use it to work out the standardised scores to see whether estimating the length of a line is easier then estimating the size of an angle and then I will come to a finding to compare with my hypothesise. * The I will support hypothesis four by using stratified and random sampling to choose 8 females and 8 males to represent my sample and use their estimations to draw a back-to-back stem and leaf diagram t compare the results. After that I draw comparative pie charts to show that girls are not better then boys at estimating but to show they are the same. * After doing that I will correlate all my findings and compare it with my hypothesis. * Then I will do a conclusion and evaluation for my project. ?? ?? ?? ??
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