• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4

# 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

# Related AS and A Level Probability & Statistics essays

1. ## 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.

2. ## &amp;quot;The lengths of lines are easier to guess than angles. Also, that year 11's ...

I am also going to use standard deviation to find the spread of the number from the mean. If the spread is smaller, it means that the year group guessed closer to the mean value. An advantage of using standard deviation is that you use all of the data.

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

This makes it much easier to record my results and too look over and compare results. In the last table it is not possible to do that because the angles are measured in degrees and the lines are measured in centimetres.

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

and then randomly select subjects from within each group. The number of subjects selected from each group is fixed by design. A stratified sample makes sense when your data is varied, but it can easily be split into strata that are more consistent.

1. ## To prove my first hypothesis, (i.e. tall students are heavier than short students) I ...

work with because it is already done for you; however the problem with secondary data might be that it might not be reliable, another problem might be that it might missing data, to overcome this problem I can reject this kind of data have and also I will use continuous data, so you can work out the averages.

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

Product moment correlation coefficient All correlations lie between -1 and 1 as shown in the diagrams above however correlations are rarely exactly -1, 0 or 1 as this would indicate either a perfect negative or positive correlation or a set of data with no correlation pattern (however it may be

1. ## DATA HANDLING COURSEWORK

For this line of enquiry, I will randomly select 60 pupils from the school. There are 1183 pupils in the school. I will use the RAN# function on the calculator to randomly select my sample. Below you can see my sample in a table.

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

Which you then compare to your actual conclusion to see if your prediction was correct which as a result shows your ability of predicting. My prediction for my first aim is that year 11 students are better than year 10 students at estimating.

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