• 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: 1912

Data Handling - GCSE Coursework

Extracts from this document...

Introduction

Maths Coursework – Data Handling

Hypothesis and Planning

My hypothesis is that there will be a relationship between pupils’ heights and weights. I predict that generally pupils who are taller will weigh more. In order to do this I am going to choose them from Year 11 because I think that this people are more likely to be more fully grown than any of the younger years and may be more in proportion.

In order to carry out my investigation, I should first select the data I will use. I’m going to do this randomly to make it fairer. I can use my calculator to help me choose using the random sample button. When I press shift, RAN#, it will give me a random number between 0 and 1. I need a random number between 1 and 84 for the boys, and between 1 and 86 for the girls, so I should multiply this number by 84 or 86 and round to the nearest whole to get my random sample number. I can then look for this number piece of data on my table.

Once I have collected the data I am going to put it into tally charts. Using a tally chart means it is easier to work out the totals for cumulative frequency graphs and is also easier to make a histogram from. A stem and leaf diagram will also make it easier to find the median of the data.

...read more.

Middle

h < 140

|||

3

140 < h < 150

||

2

150 < h < 160

||

2

160 < h < 170

||||||||||||

12

170 < h < 180

||||||||

8

180 < h < 190

||||

4

190 < h < 200

|

1

200 < h < 210

|||

3

I’m going to do the same for weight as well:

Boys

Weight, w, (kg)

Tally

Frequency

40 < w < 45

|

1

45 < w < 50

|

1

50 < w < 55

||||

4

55 < w < 60

0

60 < w < 65

|||

3

65 < w < 70

||

2

75 < w < 80

|

1

80 < w < 85

|

1

85 < w < 90

|

1

90 < w < 95

|

1

Girls

Weight, w, (kg)

Tally

Frequency

40 < w < 45

||

2

45 < w < 50

||

2

50 < w < 55

||||||||

8

55 < w < 60

|

1

60 < w < 65

|||

3

65 < w < 70

0

75 < w < 80

0

80 < w < 85

|

1

85 < w < 90

0

90 < w < 95

0

CombinedBoys& Girls

Weight, w, (kg)

Tally

Frequency

40 < w < 45

|||

3

45 < w < 50

|||

3

50 < w < 55

||||||||||||

12

55 < w < 60

|

1

60 < w < 65

||||||

6

65 < w < 70

||

2

75 < w < 80

|

1

80 < w < 85

||

2

85 < w < 90

|

1

90 < w < 95

|

1

I am now going to do histograms for these tally charts. I think it is good to do a histogram because it makes it easy for me to compare results and see which is the highest. I can compare height and weight on several separate graphs.

Histograms displaying my data in several different ways:

From these graphs I can first see that the higher numbers and lower numbers tend to be more rare. There are very few people who are above 180cm.Most people seem to be around the middle of my graphs. I’m going to work out the average height and average weight later using a stem and leaf diagram. I can also see that generally boys tend to be slightly heavier than girls, because there are more heavy boys in the 70kg – 90kg than in the girls. The modal class interval for height is 160 < h < 170, and the modal class interval for weight is 50 < w < 55.

So far I think I can say that generally those who are taller tend to be heavier, because the graphs seem very similar in shape (small at lower end, high in middle, small at higher end).

I’m going to make a frequency polygon so I can compare girls and boy’s weights and heights on one graph. This will help me try to prove my hypothesis.

You can see from the height frequency polygon that the two different genders follow the same pattern as the histograms. The middle values are much higher than the low values and high values. This again shows that my hypothesis may be true. They are also very similar – girls seem to be a little shorter in some places than the boys.

I’m going to do a stem and leaf diagram. Stem and Leaf diagrams make it very easy to find out the mean, mode, range and median of my results because they are set out easily.

Boys Height

Stem

Leaf

Frequency

130

2

1

140

0

150

1

1

160

5, 5, 7, 9

4

170

1, 2, 3

3

180

0, 1, 3, 4

4

190

7

1

200

3

1

...read more.

Conclusion

167

180

132

151

165

173

181

169

183

171

197

172

165

203

184

Weight

66

60

45

40

54

65

75

54

84

64

50

86

76

50

63

GirlsResults

Height

183

167

160

162

155

133

163

172

168

183

173

133

172

148

203

Weight

60

52

54

56

46

44

54

61

54

64

50

47

50

54

85

The line of best fit is useful for helping me work out averages. For example, I can work out that someone who is 150 cms tall might weigh 50kg. Of course this is only an estimate.

I’m going to make a cumulative frequency graph. Cumulative frequency graphs are good for display continuous data. The cumulative frequency is the running total of the frequency up to the end of the class interval. To find the cumulative frequency I first need to make a running total by adding the numbers.

CombinedBoys& Girls

Weight, w, (kg)

Frequency

Cumulative Frequency

40 < w < 45

3

3

45 < w < 50

3

6

50 < w < 55

12

18

55 < w < 60

1

19

60 < w < 65

6

25

65 < w < 70

2

27

75 < w < 80

1

28

80 < w < 85

2

30

85 < w < 90

1

31

90 < w < 95

1

32

Combined Girls & Boys

Height, h, (cm)

Frequency

Cumulative Frequency

130 < h < 140

3

3

140 < h < 150

2

5

150 < h < 160

2

7

160 < h < 170

12

19

170 < h < 180

8

27

180 < h < 190

4

31

190 < h < 200

1

32

200 < h < 210

3

35

From this I can work out which points I need to plot on my cumulative frequency graphs.

Weight: 45, 3  50, 6  55, 18  60, 19  65, 25  70, 27  80, 28  85, 30  90, 31  95, 32

Height:  140, 3  150, 5  160, 7  170, 19  180, 27  190, 31  200, 32  210, 35

Now I have finished all my graphs I think I can say that generally the taller someone is the more they weight. This is not always true as some people weight a lot but are quite short. However I think that my scatter graph especially shows a positive correlation, which tells me that my hypothesis was correct. My hypothesis was also that the Year 11’s would be more fully grown and I believe this is correct too.

...read more.

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. Edexcel GCSE Statistics Coursework

    the box is shifted significantly to the high end, it is negatively skewed, however, none of the four box plots are shifted significantly to either the high end or the low end. Nevertheless, if I were to be analytical, I could say both the box plot showing the weights are

  2. Math Coursework-Mayfield High Data Handling

    However, there are a few obstacles which I encountered. At the start I sampled a lot of data from year 7 - 11. I also made some sub-hypothesis that wasn't very good for contributing evidence towards my main hypothesis such as: The distance traveled by a student and their weight.

  1. Investigation on the shape and size of limpets on a sheltered rocky shore called ...

    I could choose the biggest or smallest or widest limpet, which ever limpet appealed to me most. This would make my investigation unfair and biased and so, consequently all these would undoubtedly decrease the accuracy of the data obtained and therefore also the reliability of my conclusion.

  2. Data Handling Project

    This shows that there is an 8cm difference in the middle figure from both sets of data I have collected. Also, the range of data varies, as the inter-quartile range for boys is 21cm and for girls it is

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

    120� 4�, would mean that there is less material and therefore active sites available to adsorb the sample. The column would fill more rapidly, filling the active sites present and become overloaded at lower volumes. On the other hand, with a larger surface area there is more material and active

  2. Mayfield Maths Coursework

    92 8 Male 3 3 4 3.333333333 92 9 Male 4 3 3 3.333333333 92 9 Male 3 3 4 3.333333333 92 9 Male 4 3 3 3.333333333 92 7 Male 3 3 4 3.333333333 97 11 Male 4 3 3 3.333333333 98 11 Female 3 4 4 3.666666667 91

  1. Maths Coursework - Data Handling

    * Scatter Graphs - To find the correlation coeff, and identify outliers. * Calculate Averages And Quartile Data. Analysis: What my box and whisker plots tell me: Through the box and whisker plot, we can see that in Yr 7, the median height for girls is exactly the same as

  2. Maths Data Handling

    boys allowing me to see who is generally taller and who is generally heavier. I will produce back to back stem and leaf diagrams in this first part of the investigation as well as histograms and frequency polygons. This will allow me to not only find the median, but also

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