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

To prove my first hypothesis, (i.e. tall students are heavier than short students) I will use a sample

Extracts from this document...

Introduction

Mohammed Patel, 10G1

GCSE STATISTICS COURSEWORK

PLAN

The aim of this coursework is to find if there is a relationship between the height and weight of students in year 11 of different genders, and to see if taller, or older, or students who watch too much T.V are generally heavier or lighter. I am doing this investigation because I have a brother in Year 10 who is fat, short, heavy and watches too much T.V and I am intrigued by this to see if all female students in year 11 are like that or whether they are heavier or lighter if they are shorter, or watch too much T.V. I will gather the required information from the Mayfield high school data book provided by the teacher. I could go on the internet and collect the data but it might not have been updated for some time so it might be out of date. I couldn’t have gone to the school office because they don’t have information of height and weight. I could do a survey, but the problem with this is that it is very time consuming and it is disruptive in the school If I wasn’t doing this investigation, I would probably have been doing something else for example to see if students who watch too much T.V have a higher I.

...read more.

Middle

Tall students are heavier than short students.Older students are heavier than younger students.Students who watch more T.V is heavier then students who watch less.

To prove my first hypothesis, (i.e. tall students are heavier than short students) I will use a sample. I have1500 pieces of data to work with, A 10% sample would be 150 students which is simply too large for me and will consume a lot of time. A 5% sample is about 75 students which is also too large a sample for me. A sample of about 60 will be right so that is what I will use. For the first hypothesis, I couldn’t use a convenience because of the time allotted for me to do this, but if I did do this but the problem with that will be that I would not know the difference between Year 7, Year 8 and Year 9 students as they wear the same colour of jumper. (It will be very difficult for me to collect the data.) I could use a systematic sample but the problem with that could be, for example take a sample of every fifth student, that I came across in the data book, it can be biased if low or high values occur in a regular pattern.

...read more.

Conclusion

For my third hypothesis (i.e. girls are lighter than boys) I will take another stratified sample from each year group of girls and boys and go down the Mayfield data book and again pick out for example, the first 7 girls I come across. This way my data is unlikely to be biased. After doing this I will manipulate the data to create a two-way table, categorising the weights of the girls and boys, into class widths. After this I will find out the frequency- density of the data and create a histogram for both my male and female pieces of data. From this I will draw a distribution curve and see which way more of the data lies. Also from my frequency- density table, I will also work out the cumulative frequency and draw a cumulative frequency graph for that. From the cumulative frequency graph I will find out the upper- quartile, the lower quartile and the interquartile range. Also from the cumulative frequency graph I will draw a box and whisker diagram and compare the weights of boys and girls.    

...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. Data Handling - Planning - I intend to investigate the relationship between the number ...

    t ? 21 IIII 5 18 22 ? t ? 28 I 1 25 29 ? t ? 35 II 2 32 36 ? t ? 42 I 1 39 KS2 maths results Tally Frequency 3 0 4 IIII I 6 5 IIII III 8 6 I 1 Bar charts of results The mode KS2 maths results for

  2. Statistics coursework

    This is shown firstly by the girls median being higher than the boys but also by the top 25% of boys having scores very close to the median, whereas the top 25% of girls have scores much more in excess of the median.

  1. Anthropometric Data

    Table of results from the regression graphs Regression type r 2 r Linear 0.2815 0.5305 Quadratic 0.2851 0.5339 Cubic 0.2865 0.5352 Power 0.2873 0.5360 Exponential 0.2843 0.5331 Log 0.2838 0.5327 From this I can say that all of the different types of regression lines I can determine that all of

  2. Design an investigation to see if there is a significant relationship between the number ...

    The first of these will be the student t-test. I am going to use this test to see if there is a significant relationship between the location of the Fucus vesiculosus and the length of its longest frond. The reason I have chosen to use this statistical test instead of the chi-squared test this time, is that the X2

  1. My aim is that within the limits of a small-scale survey I will collect ...

    However, if the difference in the weight of smarties is too small to be detected on this balance, either a more accurate balance must be found or a survey of something with a higher variance must be carried out. Results (sample data).

  2. Statistics: Survey of Beijing and China during the SARS storm

    In order to see it clearly, I show it as a chart below: I am 95% confidant that the value lie within the range of 99.7037~~122.369. Now we can obtain the normal distribution clearly. In these 61 days (March and April), 121~130 persons died in one day has the highest frequency.

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

    These will show the inter-quartile range. This shows the range of the quartiles. Also, from the cumulative frequency curves I can draw some box plots. These will show the inter-quartile range, median and lower and upper quartiles in a more compact and easy to read way.

  2. Mayfield High School Maths Coursework

    All the samples are 0d.p Year Group Number of Boys Samples for Boys Number of Girls Samples for Girls Total 7 151 151/1183 x 50 = 6 131 131/1183 x 50 = 6 282 8 145 145/1183 x 50 =6 125 125/1183 x 50 = 5 270 9 118 118/1183

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