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

Year 10 students generally over estimate obtuse angles but under estimate acute angles

Extracts from this document...

Introduction

Year 10 students generally over estimate obtuse angles but under estimate acute angles I took the sample for this, my third hypothesis, using stratifying. But it was a large stratifies compared to the just gender one in the last hypothesis. It was according to set. There were 187 pupils questioned in year 10, 92 of whom were male and 86 who were female. I decided to take 25 of each gender, and then the following numbers from each set: Male Female Higher (set 1) 28/92 x 25 = 7 24/86 x 25 = 7 Intermediate (sets2-3) 50/92 x 25 = 14 54/86 x 25 = 16 Foundation (set 5) 14/92 x 25 = 4 8/86 x 25 = 2 Total: 25 25 I then used my calculator on the random number generator setting to take the above numbers from each set and gender. Using the same formula I used in my second hypothesis I identified, removed and replaced my outliers. ...read more.

Middle

The fact that I had left many outliers which are 120 has to be taken into account as I took out the individual outliers which were much higher but the lower ones were in a big group. As both of the interquartile ranges on my box plots were equal and symmetrical I decided to look to see if there was any correlation between them. To do this I used Excel to generate a scatter diagram with each person in my sample's estimate of angle one plotted against their estimate of angle two. The scatter diagram can be seen on the next page, it does not show much correlation, but if any had to be seen it would be slightly negative as the people who underestimate on angle one appear to over estimate on angle two, but this could just be looking for a pattern which isn't there. This is why I then used excel to calculate the correlation co-efficient, which came out as: -0.012727, which shows that what I interpreted from my diagram is correct that there is very slight negative correlation. ...read more.

Conclusion

The cumulative frequency graph for angle one shows me that there is a higher gradient just above the actual value than below, whereas on the graph for angle two we see a steeper gradient directly below than directly above, although on the second graph, above the actual value carries on at a relatively steep gradient for a while where as below is a short steep gradient followed by a long small gradient. I have used the following methods to investigate and display the data to form a conclusion for or against my hypothesis: * Scatter diagram * Box plots * Cumulative frequency graphs These each told me the following things: * Scatter diagrams: People generally overestimate acute angles and underestimate obtuse angles * Box plots: People generally overestimate acute angles and underestimate obtuse angles * Cumulative frequency graphs: People generally overestimate both types of angles These finding are in general against the hypothesis that: Year 10 students generally over estimate obtuse angles but underestimate acute angles Proving that for our year 10 at Horsforth School, Leeds, my hypothesis is incorrect. Ellen Beardsworth - Maths Coursework - Guestimate ...read more.

The above preview is unformatted text

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

    I will therefore take 20 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49

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

    I have chosen the length 6.2cm for my lines. I'm using the same length of lines because I don't want to change more than one variable as this could jeopardize whether or not my test is biased. I am putting one line horizontally on the page and one diagonally.

  1. AS statistics coursework - correlation coefficient between height and weight in year 11 boys ...

    past year and only put on 3 kg from being 67kg I am now 70 kg and my height is 1.78 according to this line someone who is in year 11 and only 78cm tall should theoretically weigh under 1 kg.

  2. Statistics Coursework

    92.33 180 96.03 221 98.94 17 57.41 58 80.69 99 88.1 140 92.33 181 96.03 222 99.21 18 58.99 59 81.48 100 88.36 141 92.59 182 96.3 223 99.21 19 58.99 60 82.01 101 88.36 142 92.8 183 96.3 224 99.21 20 62.17 61 82.01 102 88.36 143 92.86 184

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

    cm < 4.5 4 0.5 8 4.25 17 4.5 ? cm < 5 5 0.5 10 4.75 23.75 5 ? cm < 6 8 1 8 5.5 44 6 ? cm < 7 7 1 7 6.5 45.5 7 ?

  2. DATA HANDLING COURSEWORK

    Year Group Gender Height (m) Weight (kg) 7 Male 1.62 48 7 Male 1.54 50 7 Male 1.53 55 7 Male 1.56 45 7 Male 1.6 40 7 Male 1.64 56 7 Male 1.4 42 7 Male 1.55 38 8 Male 1.72 51 8 Male 1.43 48 8 Male 1.48

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

    the reasons for collecting a sample of 50 cars I have already explained previously. So now I am going to actually collect the sample of 50 cars. First, as I want to collect a stratified sample of 50 cars, the number of different size cars, small, medium and large cars

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

    This is because year 11 students have generally one year more knowledge and experience than year 10 students so their estimations will be more accurate than year ten's. For my second aim my hypothesis is that people who estimate the length of a line accurately may not estimate the size of an angle accurately.

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