• 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
• Level: GCSE
• Subject: Maths
• Word count: 1285

# Box Coursework

Extracts from this document...

Introduction

Mayfield High

This investigation is based on Mayfield high a factious school. The data presented is based on a real school. In my investigation I will only be focusing on year 7 and year 9 students.

 Year Group Number of Boys Number of Girls Total 7 153 133 286 9 120 145 265 TOTAL 273 278 551

To proceed to the next step of data handling I will now take a random sample of about 30 year 9 boys, 30 year 9 girls, 30 year 7 boys and 30 year 7 girls, so I should have a total number of students of approximately 120. I need to take this sample because the Mayfield data in its original state is far too big to handle. The way I will take my sample is to role a dice this will determine which student I will start on then I will take a systematic approach by choosing every 5th student.

My hypotheses are:

1. Boys are taller than girls

2. The taller a person is the heavier they are.

To investigate these hypotheses I will need to focus on the height and weight of the students that I have collected in my random sample. The sample that I collected is presented on the next page.

Middle

2

52

 Girls Weight (kg) Tally Frequency Cumulative Frequency 30≤w<40 lllll l 6 6 40≤w<50 lllll lllll lllll lllll lll 23 29 50≤w<60 lllll lllll lllll lll 18 47 60≤w<70 llll 4 53 70≤w<80 l 1 54

Now that I have presented these results in a cumulative frequency table I will now record these results in different types of graphs and diagrams. By doing this I will discover any relationship between boys and girls heights. I will begin by using bar charts to compare the boys and girls heights.

The evidence from these bar charts suggests that girls have a higher height than boys but boy’s height is more spread. I know that if I investigate further by using mean, median, mode and range I will have clear evidence of the boys and girls heights.

Firstly I will investigate the boys and girls mean height I will do this by using my frequency tables.

 Boys Height (cm) Tally Frequency Mid point fx 130≤h<140 l 1 135 135 140≤h<150 lllll l 6 145 870 150≤h<160 lllll lllll lllll lllll lll 23 155 3565 160≤h<170 lllll lllll llll 14 165 2310 170≤h<180 lllll lll 8 175 1400 180≤h<190 l 1 185 185 190≤h<200 0 195 0

Conclusion

 Height Mean Mode Median Range Boys 161cm 150≤h<160 155cm 73cm Girls 159cm 160≤h<170 159cm 50cm

The boys had a higher mean and also a higher range. The girl’s mode was higher than the boys and this means that more girls are taller than boys so my first hypothesis is incorrect. This investigation has shown me the girls in Mayfield high are generally taller than boys. I will now move on to investigate my second hypothesis.

To investigate my second hypothesis I will have to use scatter graphs. If I have positive correlation on my scatter graph it will mean that the hypothesis is correct. I would expect to see positive correlation and the best way to investigate this would be to use scatter graphs.

The results from the scatter graph show that there is a positive correlation. This means that generally the taller someone is the heavier they are. I done separate scatter graph for boys and girls this was to show that it was anything thing to do with what a gender a person is. The two graphs both male and female graphs showed positive correlation.

This student written piece of work is one of many that can be found in our GCSE Miscellaneous 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 GCSE Miscellaneous essays

1. ## GCSE Maths Shape Coursework

However if I were to change to formula to P-2-2D, then 12-2-10=0, which is incorrect. Now I shall test this with all different values of P and D, but with a constant T of 20. I will substitute P and D for their numerical values in the T=20 table, and use them in the above formula (P-2+2D=T)

2. ## Guttering Investigation

and 180?. The only variable will be sin?. The maximum of sin? = 0. This occurs when ?=90? and is shown on the sine curve below. ?maximum value= (B2)/8 x sin90? = (B2)/8 x 1 = (B2)/8 =0.125B2 I realise that this is a smaller area than that of the semi circle.

1. ## Layers investigation

This also supports the theory of the number of squares that are filled in is -1 of the number of arrangement and the number of possible empty squares. On the second layer of a 3 by 3 grid, there will be eight squares.

2. ## The Weight of Your School Bag

From those clusters, 10 students would be chosen at random once again, from which there would be 5 male and 5 female students, totalling to 90 results, which I believed would me more than sufficient to prove/disprove my hypothesis. The exact same questionnaire sheet would be handed to every chosen

1. ## T-Total Maths coursework

works as the numbers in my T added up = 23+24+25+33+42 = 147. So the overall rule for an upright T in a 9X10 grid would be 5N-63. I am now going to work out the rule for a T in the upright position for a 10X10 grid.

2. ## Tubes. I was given a piece of card measuring 24 cm by 32cm, and ...

this will then leave me with the results of which shape has the largest volume. Shape Perimeter in cm Length in cm Volume (in cm3) Rectangle and Square 32 24 1136 Triangle 32 24 1182.41 Pentagon 32 24 1691.3 Hexagon 32 24 1773.62 Heptagon 32 24 1822.59 Octagon 32 24

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