• 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
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  • Level: GCSE
  • Subject: Maths
  • Word count: 1249

Average Student

Extracts from this document...

Introduction

Average Student Introduction The aim for this investigation is to find the average student in year 11. Using my knowledge and statistical skills I will be representing, interpreting and presenting data. I will be creating graphs and charts with my data, and then I will be using them to draw up conclusions. For this investigation I have used secondary data and not primary data since it is less time consuming. It is necessary to choose a random sample so that every student has an equal chance of being in the sample, and this must also be achieved without bias. This can be decided using a simple method because the secondary data is in alphabetical order. Therefore, names will have no value or bearing on any of the fields I will be using. So I have decided that I will be using 'systematic sampling'. I have decided on 25 students for each gender, so I have chosen 25 boys and 25 girls which is 50 students altogether, I think that this is a reasonable sample size and it's not too much time consuming since the results will be meaningful. The technique I used to choose my 50 students was to roll a dice and wait for a number between 1 and 4 to appear. ...read more.

Middle

Once I have completed sorting the data out, I will be comparing and describing the connection between boys and girls favourite music. Boys: Favourite Music Tally Frequency Rap IIIII III 8 Pop II 2 RnB IIII 4 Hard Rock I 1 Hip Hop II 2 Rock III 3 Classical II 2 Dance I 1 Bollywood II 2 Girls: Favourite Music Tally Frequency Hardcore II 2 Pop IIIII II 7 Garage III 3 RnB IIIII 5 Rap III 3 Heavy Metal I 1 Metal II 2 Dance II 2 Number of Siblings I have decided to present the data for the Number of Siblings each student has. We can understand that this data will be different from other information because it includes numbers instead of certain categories. Boys: Number of Siblings Tally Frequency 1 IIIII IIII 9 2 IIIII 5 3 IIIII I 6 4 II 2 5 I 1 6 I 1 7 I 1 8 0 9 0 10 0 Girls: Number of Siblings Tally Frequency 1 IIIII IIIII I 11 2 IIII 4 3 IIIII 5 4 I 1 5 I 1 6 I 1 7 I 1 8 0 9 0 10 I 1 Height and Weight I will now study further into the continuous data provided. ...read more.

Conclusion

I used many graphs, for instance Bar graphs, cumulative frequency tables and charts, frequency polygons, Pie charts, all which showed me the difference and comparisons between the genders. Firstly I represented the amount of students picked in Pie chart and Bar Chart, which made it easier to locate and read. I selected the students by stratified sampling because as I have chosen to sample the year 11 as a result, the groups need to be fairly represented in the sample. After I have used that I have picked the students randomly for the reason that every member of the population has an equal chance of being selected. The reason why I also chose these types of sampling is because it was fair in addition so I avoided bias by randomly picking them. I used line graph and bar graph to show the comparisons between year 11 boys and girls. Also, the box plots showed me that, boys have a wider range of data in height and weight which tells me that majority of the boys are taller and heavier than the girls, as age increases height and weight increase. Finally as height increase weight increases. I have successfully achieved that. I could have improved in sampling more students so there could have been more of a wider range and I could have showed the comparison and the differences more clearly. ?? ?? ?? ?? ...read more.

The above preview is unformatted text

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.

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 GCSE Height and Weight of Pupils and other Mayfield High School investigations essays

  1. Investigation between the height and the weight of a sample of students.

    Year Group Number of Boys Number of Girls Total 7 151 131 282 8 145 125 270 9 118 143 261 10 106 94 200 11 84 86 170 Total 604 579 1183 The total in the school is 1183 and there are 604 boys and 579 girls.

  2. I will be testing the following hypothesis in my pilot study: ...

    1.50 674 F 9 65 1.55 689 F 9 55 1.58 669 F 9 42 1.69 659 F 9 45 1.66 676 F 9 59 1.71 658 F 9 57 1.53 601 F 9 54 1.62 684 F 9 60 1.76 786 F 9 61 1.74 810 F 9 48

  1. My investigation is to explore the average student.

    The other variation is called continuous variation. This is the opposite of discontinuous because there are a number of different answers available. Weight and height are an example of this because there are many different digits that could be collected.

  2. Maths Data Handling

    This will also help me when I am using standard deviation. Instead of working out the standard deviation for each individual values, I am going to work out the standard deviation for grouped data, where data is given in a frequency table.

  1. have chosen to show the relationship between height and weight. The main reason for ...

    But with 119 points on the chart this figure is more reliable. I can also use the critical value for when n=120 that the critical value is 0.151, the critical value for n=119 would higher than this, but lower than the R value 0.4412, so I can therefore say that I am 95% confident the hypothesis is correct.

  2. Liquid chromatography is a technique used to separate components of a mixture to isolate ...

    There does not seem to any trend. Above 1000�l the values for efficiency increase dramatically and the peaks start splitting so are regarded as anomalous. Perhaps the reason is an overloaded column. COLUMN 2: 100 ? 4.6mm column of Genesis 300� 4� C18 A.

  1. Mayfield data

    This however notifies me that some of the students in my sample and tall for their age but weight are average in relationship to their height. Girls Heights Tally and Frequency charts are regularly used to process raw data making easier to spot irregularities and patterns.

  2. Compare the average boy to the average girl.

    Boys Frequency Chart Height (m) Tally Frequency Cumulative Frequency 1.50<h<1.55 II 2 2 1.55<h<1.60 IIII I 5 7 1.60<h<1.65 IIII IIII 8 15 1.65<h<1.70 IIII 4 19 1.70<h<1.75 IIII 4 23 1.75<h<1.80 III 3 26 1.80<h<1.85 II 2 28 1.85<h<1.90 II 2 30 Girls Frequency Chart Height (m)

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