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• Level: GCSE
• Subject: Maths
• Word count: 2929

# Angle and Line Estimation.

Extracts from this document...

Introduction

Victoria Sievert 10LD

## Hypotheses

1. I predict that Top Sets will have more accurate angle results.

2. I predict that girls will have more accurate line results than boys.

3. I predict that older pupils will have more accurate results

## Sampling

Sample size: 20%

Total : 509

20% of 509: 101.8 = 102

Boys : 54 %

#### Girls : 46%

I picked 20% as my sample size because it was large enough to give an accurate representation of the data whilst being small enough to work with feasibly. To further give my samples accuracy, I also stratified the amount of people from each year, form and which gender as that I got a sample which was true to the original data and would give the most relevant results.

Y10: 23% = 23 pupils = 12 boys, 11 girls

Top Set: 71% = 9 boys, 8 girls

Bottom Set : 29% = 3 boys, 3 girls

Y9: 30% = 31 pupils = 17 boys, 14 girls

##### Top Set:  60% = 10 boys, 8 girls

Bottom Set: 40% = 7 boys, 6 girls

Y8: 20% = 20 pupils = 11 boys, 9 girls

Top Set: 66% = 7 boys, 6 girls

Bottom Set: 44% = 3 boys, 3 girls

Y7: 27% = 28 pupils = 15 boys, 13 girls

Top Set: 60% = 9 boys, 8 girls

Bottom Set: 40% = 6 boys, 5 girls

## Methods I will use

Box Plots – to show the spread of data visually and make it easier to compare between the groups, whilst being able to see the accuracy of the data.

Mean – To average the data values in each group. This helps by giving an overall impression of accuracy and by helping to balance out any anomalies within the sample group.

Percentage Error – To show how close the overall results were to the original measurements.

Middle

15

65

9 10

9

F

L3

15

95

9 15

9

F

L3

16

75

9 22

9

M

L3

12

120

9 26

9

F

L3

15

26

9 58

9

M

L3

22

100

9 83

9

F

L3

12

100

9 88

9

M

L3

15

120

9 97

9

M

L3

15

65

9 102

9

M

L3

15

120

9 107

9

M

L3

15

120

9 137

9

F

L3

14

130

 8 12 8 M L1 12 100 8 20 8 F L1 15 60 8 33 8 F L1 11 110 8 35 8 F L1 15 100 8 41 8 M L1 9 115 8 44 8 M L1 15 110 8 46 8 M L1 13 135 8 53 8 M L1 8 135 8 57 8 F L1 16 100 8 67 8 M L1 15 120 8 76 8 M L1 11 120 8 82 8 F L1 12 110 8 102 8 F L1 10 115
 8 8 8 F L3 13 150 8 19 8 F L3 13 170 8 51 8 M L3 15 110 8 56 8 M L3 21 95 8 71 8 F L3 10 120 8 95 8 M L3 21 94
 7 23 7 M A 7 100 7 28 7 M A 15 95 7 29 7 F A 6 90 7 52 7 M A 10 110 7 88 7 F A 8 90 7 90 7 M A 11 65 7 93 7 F A 20 99 7 96 7 F A 9 100 7 115 7

Conclusion

Y8 Line:

8,9,10,10,11,11,12,12,13,13,13,15,15,15,15,15,16,21,21

Med:13 Mode:15, High: 21 Low: 8 LQ:10.5 UQ:15 IQR:4.5

Y7 Line:

4,6,7,7,7,8,9,9,9.5,10,10,11,11,13,13.2,15,15,15,15,15,15.8,17,20,20,22,25,26,26.5

Med: 12 Mode:15 High:26.5 Low: 4 LQ:9 UQ:16.4 IQR: 5.4

###### Conclusion and Evaluation

Judging by the results I have found, I can conclusively say that my hypothesis was wrong. I can find no evidence to suggest that older pupils have a higher degree of accuracy when making their predictions. Indeed, I have discovered that all the year groups are equally able to undertake this task and have done so, all within a reasonable degree of accuracy. I have also noted that overall, the line estimates were on average closer to the actual measurements, but had a wider spread of data, whereas the angle medians were further off but the data itself more concise. Perhaps this is to do with the fact that most people can recognise certain angles visually eg. 90 , 180 , 45 ,270 etc. and so would naturally connect the angle with the nearest recognisable one. This would explain the concise data. The variation in means could be explained by the difficulty in distinguishing between one angle and the next. An angle is a very small measurement and therefore any exact results were unlikely. With lines, however, there are no reference points to use as templates. This would account for the much larger data spread that this sample gives. In conclusion, the age of a person does not appear to be an influence when estimating accurately, and all year groups managed to keep a quite good level of accuracy.

This student written piece of work is one of many that can be found in our GCSE Height and Weight of Pupils and other Mayfield High School investigations section.

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