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• Level: GCSE
• Subject: Maths
• Word count: 1742

For my course work, I have to investigate the relationship between two things, the height and shoe size ratio. I myself am going to use the weight to height ratio, as it will make more sense than the others will.

Extracts from this document...

Introduction

INTRODUCTION

Mayfield School is a high school. It consists of 1183 pupils in total. Each year has a varying number of students. The school is a mixed.

In the chart below, I will show the varying number of male, female and overall results of the pupils in the school.

 YEAR GROUP NO. OF BOYS NO. OF GIRLS TOTAL 7 151 131 282 8 145 125 270 9 118 143 261 10 106 94 200 11 84 86 170

AIM

For my course work, I have to investigate the relationship between two things, e.g. the relationship with the height and shoe size ratio. I myself am going to use the weight to height ratio, as it will make more sense than the others will.

PREDICTION

I predict that the older the person, the heavier they he/she is, the bigger shoe size he/she has, and the taller he/she is.

HOW DO I COLLECT MY DATA?

There are many ways I could collect my data. I could write down the names of every student in the school and pick one out of the bag, or I could think of a number and the name it represents I will write it down, or I could simply guess the number and write it down.

Middle

695

9

Female

1.45

49

696

9

Female

1.6

46

731

9

Female

1.78

59

823

10

Male

1.75

56

851

10

Male

1.73

48

883

10

Male

1.73

50

931

10

Female

1.65

53

955

10

Female

1.80

60

960

10

Female

1.73

65

977

10

Female

1.65

60

1019

11

Male

1.77

57

1038

11

Male

1.65

54

1079

11

Male

1.67

60

1080

11

Male

1.72

64

1096

11

Male

1.8

62

1125

11

Female

1.63

45

1141

11

Female

1.68

50

1159

11

Female

1.73

48

All my chosen pupils have been put in order for easier reference, starting from year 7 down to year 11.

WHAT I HAVE FOUND OUT

In my results, I found out that my prediction was wrong, as the weight has varied in some of the year groups. Therefore, the person can be any age and they can have different weights.

TALLY FOR BOTH GIRLS AND BOYS TOGETHER

WEIGHT FREQUENCY TABLES

 WEIGHT (kg)        TALLY        FREQUENCY 30 to 35 2 36 to 40 3 41 to 45 6 46 to 50 6 51 to 55 9 56 to 60 8 61 to 65 4 66 to 70 2

HEIGHT FREQUENCY TABLES

 HEIGHT (m) TALLY FREQUENCY 1.40 to 1.49 4 1.50 to 1.59 8 1.60 to 1.69 13 1.70 to 1.79 11 1.80 to 1.89 3 1.90 to 2.00 1

WEIGHT FREQUENCY GRAPH (kg)

HEIGHT FREQUENCY GRAPH

Now I will join both the girls and the boys weight results and compare them.

BOYS AND GIRLS WEIGHT FREQUENCY GRAPH

Conclusion

CALCULATING THE UPPER AND LOWER QUARTILES

The inter-quartile ranges are used to determine other ranges other than the mean, median, mode and range. It is useful because it will determine a quarter and three-quarter of the results.

The formula of the inter quartile ranges are:

Lower quartile: n+1/4 (n will be the input in the equation)

Upper quartile: 3(n+1)/4

So in my table the lower quartile is:

WEIGHT:

lower quartile: 40+1/4 = 10.25 WHICH IS ROUNDED OFF = 45 kg

Upper quartile: 3(40+1)/4 = 30.75 which is also rounded off = 60 kg

SO THE INTER-QUARTILE RANGE IS

60 kg-45 kg = 15kg is the inter-quartile range

HEIGHT:

lower quartile: 40+1/4 = 10.25 WHICH IS ROUNDED OFF = 1.56m

Upper quartile: 3(40+1)/4 = 30.75 which is also rounded off = 1.73m

Range of the inter-quartiles =

1.73 – 1.56 = 0.17m.

CUMULATIVE FREQUENCY GRAPHS

These graphs are very useful because the show the flow of a chart. I am going to use this to see at what time of the pupils lives do they gain the most weight and when they increase the most height.

I think that I have been quite successful in my course work. My prediction matches my table and my frequency and I am happy with these results and feel that I have completed everything I needed to do.

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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