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  • Level: GCSE
  • Subject: Maths
  • Essay length: 2266 words

Examining the relationships between the attributes of the pupils of Mayfield High School (IQ)

Extracts from this essay...

Introduction

MAYFIELD HIGH SCHOOL Aim During this project I will be examining the relationships between the attributes of the pupils of Mayfield High School; all attributes are presented in the data sheet. My aim is took produce a line of enquiry which has two or more statistics regarding the pupils which are related to each other. An example of a possible line of enquiry could be to investigate the question "Could the average number of television hours affect the key stage results". Line of Enquiry My line of enquiry is "Does an increase in IQ (intelligence quotient) mean a higher Key Stage Result (depending on what Year you are in)." I have selected these attributes because I think they have a strong link between each other. IQ is a test of general knowledge therefore affects someone's ability on how well they do in Key Stage exam. Structure of investigation 1. Hypothesis 2. Collecting Unbiased Data 3. Evidence: * Graphs * Tables * Diagrams 4. Evaluation 1. Hypothesis The line of enquiry I will be investigating is: "Does an increase in IQ (intelligence quotient) mean a higher Key Stage Result (depending on what Year you are in)." I predicted there would be a link between the two quantities.

Middle

The is continuous data IQ F Tally Mid-point x fx 21 - 40 1 I 30.5 30.5 41 - 60 0 50.5 0 61 - 80 1 I 70.5 70.5 81 - 100 8 IIII III 90.5 724 101 - 120 10 IIII IIII 110.5 1105 Total 20 IIII IIII IIII IIII 1930 Mean = (30.5+0+70.5+724+1105) 20 Modal group = 101-120 Median = 20 2 As we can see the average IQ in year 7 are 96.5, however 50% of the year has an IQ of 101 - 120. Year 7 - Cumulative frequency Class of intervals Tally Frequency Cumulative Frequency 21-40 I 1 1 41-60 0 1 61-80 I 1 2 81-90 I 1 3 91-100 IIII I 6 9 101-105 IIII 5 14 106-110 IIII 4 18 111-120 II 2 20 So from the cumulative frequency curve for this data, we get these results: Median: 101 Lower quartile: 95 Upper quartile: 108 Inter-quartile range: 13 (108-95) Year 7 - Histograms and frequency density IQ F Tally Frequency Density 1-90 3 III 3÷90 = 0.03 91-95 2 II 2÷5 = 0.4 96-100 5 IIII 5÷5 = 1 101-105 4 IIII 4÷5 = 0.8 106-110 4 IIII 4÷5 = 0.8 111-115 1 I 1÷5 = 0.2 116 0 0 Frequency frequency density class width Class boundaries = 1, 91, 96, 101, 106, 111, 116 Class

Conclusion

0 Frequency frequency density class width Class boundaries = 86, 91, 101, 106, 111, 121 Class width = 5, 10, 5, 5, 10, 4. Evaluation I predicted that the higher a pupils IQ the higher their results in key stage results in examinations. From my graphs and table we can see that this theory was correct. In my scatter graph there was a strong relationship between IQ and key stage results, however I can not be sure that the relationship is genuine, because the data collected is only from one school, I may get different results if I was to research more school and collect more data. All my results were done in the most reliable way with as much detail possible. With these results, schools can easily predict a student's result in an exam by there IQ. This can be useful when teachers want to organise which tier a student should take or when colleges would want to accept students with good results. Predicting results is very easy. If you refer back to one of the scatter graphs you can produces improvements on it. This is done by drawing a horizontal line from IQ to the line of best and then a vertical line down to results we can predict a results for a particular IQ. Maths Coursework: Data Handling Investigations Tahamtan Pishgharavol 1

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