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• Level: GCSE
• Subject: Maths
• Word count: 6007

# For this coursework I will be going to find out about a factious high school called Mayfield High School.

Extracts from this document...

Introduction

For this coursework I will be going to find out about a factious high school called Mayfield High School. My lines of enquiry are the Relationship between IQ and Key Stage 2 results. My Hypothesis are boys have a higher IQ than Girls. And that girls are taller than boys. For my sample size I have chosen 84. This is due to the fact that if I have chosen a lower number the results would may become bias. And if I had chosen a very high number it would take to long to do. In order to begin with, I would do a stratified sample. It is stratified so you can represent population and it also awards bias.coab abr seababw orab abk inab foab ab.

In order to find the Stratified sample I will need to use this data and work it out. To do this I will use the method:- Heidegger oppressed channyman69's postmodernism .

## Girls :- 131

1183 X 60 = 7 HtBVxIf from HtBVxIf coursewrok HtBVxIf work HtBVxIf info HtBVxIf

## Year 8

Boys:- 145codb dbr sedbdbw ordb dbk indb fodb db.

1183 X 60 = 7 Wiv3qP Visit coursework da in da fo da for da more essay da Do da not da redistribute Wiv3qP

Girls:- 125coed edr seededw ored edk ined foed ed.

## Boys:- 118

1183 X 60 = 6cogf gfr segfgfw orgf gfk ingf fogf gf:

Girls:- 143Durkheim refuted channyman69's structuralism .

## Year 10

Boys:- 106channyman69, please do not redistribute this hypothesis. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this hypothesis elsewhere on the internet. Anybody found doing so will be permanently banned.

## 1183 X 60 = 5

Girls:- 94coef efr seefefw oref efk inef foef ef.

## 1183 X 60 = 4

Girls:- 86Durkheim obfuscated channyman69's postmodernism idea.

## 1183 X 60 = 4

 Yearcoce cer sececew orce cek ince foce ce; Boys channyman69, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned. Girlscocf cfr secfcfw orcf cfk incf focf cf. 7 channyman69, please do not redistribute this paper. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this paper elsewhere on the internet. Anybody found doing so will be permanently banned. 8cofe fer sefefew orfe fek infe fofe fe. 7code der sededew orde dek inde fode de. 8 channyman69, please do not redistribute this hypothesis. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this hypothesis elsewhere on the internet. Anybody found doing so will be permanently banned. 7codf dfr sedfdfw ordf dfk indf fodf df; 6 JuPnU2 Visit coursework gg in gg fo gg for gg more work gg Do gg not gg redistribute JuPnU2 9 Weber refuted channyman69's realism . 6 channyman69, please do not redistribute this cours. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this cours elsewhere on the internet. Anybody found doing so will be permanently banned. 7cocf cfr secfcfw orcf cfk incf focf cf; 10cobb bbr sebbbbw orbb bbk inbb fobb bb. 5cofa far sefafaw orfa fak infa fofa fa. 5coed edr seededw ored edk ined foed ed! 11 This project from www.studentcentral.co.uk 4 hoM3PA Visit coursework cf in cf fo cf for cf more writing cf Do cf not cf redistribute hoM3PA 4codd ddr seddddw ordd ddk indd fodd dd:

Middle

100 2,4,0,0,4,2,1,0,4,6 10coeb ebr seebebw oreb ebk ineb foeb eb:

110 9,2,2,0,7,6,2,9 8 v1Wwhddp Visit coursework ce in ce fo ce for ce more dissertation ce Do ce not ce redistribute v1Wwhddp

120 8 1 Heidegger theorised channyman69's structuration .

130 0 Foucault oppressed channyman69's functionalism .

## Girls

Stem LeafFrequencycofe fer sefefew orfe fek infe fofe fe:

80 7,8 2coee eer seeeeew oree eek inee foee ee.

90 1,6,8,4,7,4,0,8 8 This dissertation from www.studentcentral.co.uk

100 3,7,1,8,7,5,2,0,3,1,6,7 10 Foucault theorised channyman69's marxism idea.

110 16,12,14,16,12,13, 6 Marx theorised channyman69's functionalism .

120 0 This essay from www.studentcentral.co.uk

130 0 cTJIu9hb from cTJIu9hb coursewrok cTJIu9hb work cTJIu9hb info cTJIu9hb

This is a table with the results for boys and girls:-coae aer seaeaew orae aek inae foae ae.

 IQ channyman69, please do not redistribute this hypothesis. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this hypothesis elsewhere on the internet. Anybody found doing so will be permanently banned. Meancoeg egr seegegw oreg egk ineg foeg eg; Modal Class This essay from www.studentcentral.co.uk Range This essay from www.studentcentral.co.uk Mediancoea ear seeaeaw orea eak inea foea ea. Boys This writing from www.studentcentral.co.uk 103coca car secacaw orca cak inca foca ca: 100cocc ccr seccccw orcc cck incc focc cc. 42 Weber enveloped channyman69's structuralism . 101cobg bgr sebgbgw orbg bgk inbg fobg bg. Girlscobb bbr sebbbbw orbb bbk inbb fobb bb. 98coae aer seaeaew orae aek inae foae ae: 107 WweI0Ir from WweI0Ir coursewrok WweI0Ir work WweI0Ir info WweI0Ir 29 channyman69, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned. 101codd ddr seddddw ordd ddk indd fodd dd.

(The figures I have got have been rounded to the nearest figure)coaa aar seaaaaw oraa aak inaa foaa aa.

Despite most of the girls and boys having the majority of their IQ's in the 100-110's. 12 out of 30 girls are in this category. Whereas only 11 out of 30 boys. This is easily seen. This essay from www.studentcentral.co.uk

My evidence shows the average boy is brighter by 5 than of the average girl. Also another thing my evidence shows is that the boys IQ is more spread out with 42 as its range rather than the girls which has 29 as its range.cogc gcr segcgcw orgc gck ingc fogc gc.

## Histogram of Boys Heights

BqUrtw from BqUrtw coursewrok BqUrtw work BqUrtw info BqUrtw

Histogram of Girls HeightsEih from Eih coursewrok Eih work Eih info Eih

As with the IQ I can see the obvious differences between the girls and the boys heights. But the data is not shown in a way in which I can compare it, so that is why I am going to put the two sets of data into one frequency polygon Carstens oppressed channyman69's realism .

## Frequency Polygon of Boys and Girls Heights

dCuB5D Visit coursework ag in ag fo ag for ag more work ag Do ag not ag redistribute dCuB5D

This shows that the girls heights only reach up to 190 whereas the boys heights go up to 200.
coff ffr seffffw orff ffk inff foff ff.

## Boys

Stem(cm)LeafFrequencycogb gbr segbgbw orgb gbk ingb fogb gb:

120 0 3utD Visit coursework ed in ed fo ed for ed more cours ed Do ed not ed redistribute 3utD

130 0 wIacr8aO from wIacr8aO coursewrok wIacr8aO work wIacr8aO info wIacr8aO

140 2,8,8 3cocc ccr seccccw orcc cck incc focc cc:

150 0,0,3,3,4,4,7,9,9 9 This work from www.studentcentral.co.uk

160 0,0,0,2,2,3,8,8 8 This project from www.studentcentral.co.uk

170 1,2,2,3,5,5,7,7 8 This writing from www.studentcentral.co.uk

180 2 1coeb ebr seebebw oreb ebk ineb foeb eb!

190 1 1 channyman69, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned.

## Girls

Stem(cm) LeafFrequencycofe fer sefefew orfe fek infe fofe fe:

120 SB7mTZrap Visit coursework cd in cd fo cd for cd more work cd Do cd not cd redistribute SB7mTZrap

130 9 1 channyman69, please do not redistribute this writing. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this writing elsewhere on the internet. Anybody found doing so will be permanently banned.

140 9 1 This dissertation from www.studentcentral.co.uk

150 0,2,3,4,5,6,7,8,8,9 9coge ger segegew orge gek inge foge ge.

160 0,0,1,1,2,2,5,5,8 8 channyman69, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned.

170 0,0,2,2,3,5,6 6 Carstens refuted channyman69's marxism .

180 0 1 This writing from www.studentcentral.co.uk

190coef efr seefefw oref efk inef foef ef.

Now with these more even detailed results, I can now see the exact frequency of each of the people heights, into groups. As with graphs you cannot actually tell. It could be that point in the group 140<H<150 could be 140cm. So I feel it is good to see what exact points you are dealing with. I can now work out the mean, median and range of the data. The results are as follows:- Carstens denied channyman69's structuration .

Heights(cm)coaf afr seafafw oraf afk inaf foaf af.

## Mean

Modal Classcoga gar segagaw orga gak inga foga ga;

Median This essay from www.studentcentral.co.uk

Range This work from www.studentcentral.co.uk

Boys This coursework from www.studentcentral.co.uk

163 zpPTb5pW Visit coursework de in de fo de for de more work de Do de not de redistribute zpPTb5pW

160 cmcoaa aar seaaaaw oraa aak inaa foaa aa.

160cmcoda dar sedadaw orda dak inda foda da!

49 This coursework from www.studentcentral.co.uk

Girlscocd cdr secdcdw orcd cdk incd focd cd.

156 channyman69, please do not redistribute this project. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this project elsewhere on the internet. Anybody found doing so will be permanently banned.

158, 160, 161, 162, 170, 172 cm VgIw from VgIw coursewrok VgIw work VgIw info VgIw

160cmcocc ccr seccccw orcc cck incc focc cc:

41coec ecr seececw orec eck inec foec ec:

From this results my modal for the girls is actually higher than the modal of the boys. This is very visible on my frequency polygon. As the girls line reaches higher that the boys line. This not actually does follow my hypothesis because just because the modal is higher does not mean the group which has the greatest height. But the median height is actually the same for both girls and boys. But when it is the range of results similarly to the IQ the boys' range is higher than the girls. It has the difference of 8 between them. Of what I have done , my conclusion are only based on a random sample of thirty boys and 30 girls. So they are not 100% accurate. And I will sometime extend my sample later in order to make it more accurate. I feel now that it is time for me to work out the quantities and medians of the both sets of data. As this will be grouped data so I can make stem and leaf diagrams. channyman69, please do not redistribute this paper. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this paper elsewhere on the internet. Anybody found doing so will be permanently banned.

So to do this I am going to produce cumulative frequency graphs as this is very good when comparing grouped continuous data. And I can make a further conclusion when comparing the heights and the IQ results separately. I am also going to make box and whisker diagrams on the same curve because this will allow me to find the median, upper and lower quartiles and inter-quartile ranges much easier. I am firstly going to look at the IQ and make the best match possible I am going to put boys and girls mixed on one graph. channyman69, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned.

## Box And Whisker Diagrams

 Range Heidegger suppressed channyman69's postmodernism .

A box and Whisker diagram show the spread of data. It also shows the upper quartile, lower quartile and the inter-quartile range. The median is the middle number. The upper quartile is the value three quarters of the data. And one quarter is above. The lower quartile is 1 one quarter of the data set. And three quarters are above. The inter quartile range is the difference in value between the upper quartile and the lower quartile values.cogf gfr segfgfw orgf gfk ingf fogf gf;

## Boys

Conclusion

CqCn Visit coursework gd in gd fo gd for gd more coursework gd Do gd not gd redistribute CqCn

When looking at my cumulative frequency graphs for IQ and Heights I can say they are kind of the same. And there is no relationship between the IQ and Height as of yet. I am now going to extend my investigation so that IQ and Height can be related. The best way to do this is to make a scatter diagram. I am going to do girls and boys separately because it will make a stronger correlation. The good thing about scatter diagrams is they allow me to compare the correlations of two graphs. And get the line of best fit for each girls and boys. Mfjk5c6sP Visit coursework dc in dc fo dc for dc more cours dc Do dc not dc redistribute Mfjk5c6sP

## Boys Scatter Diagram Of IQ and Height

This graph shows a positive correlation between the height and weight, and all the points seem to fit close to the line of best fit. iXLVZfm Visit coursework ef in ef fo ef for ef more essay ef Do ef not ef redistribute iXLVZfm

## Girls Scatter Diagram Of IQ and Height

cobe ber sebebew orbe bek inbe fobe be.

This graph also shows a strong correlation and this correlation is about the spread for both the boys and the girls. Most of the points on the graph are mostly next to and near each other. This is round about the same on the boys graph as well. Since both my lines of best fit are straight the line of the equation would obviously be y=mx+c. Where y would be the IQ and X be the height in centimetres. This means I could predict results.

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

1. ## Statistics Coursework

* Pen-ultimately, I am going to calculate the mean height and weight for each separate gender. This will help me to conclude whether or not males weigh more, and are taller than females - relating to my second sub-hypothesis * Finally, I am going to conclude my investigation, using the evidence discovered to prove or disprove my hypotheses.

2. ## Conduct an investigation comparing height and weight from pupils in Mayfield School.

My evidence for girls suggests your height may contribute to how much you weigh. Yet again there was 1 freak result that I did not consider when drawing the line of best fit for girls, and this was a girl who was 136cm tall and who weighed 55kg.

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1. ## Mayfield High Statistics Coursework

Histogram on graph paper These graphs clearly show that the most common height is 1.60?h<1.70 m this shows that my hypothesis is not supported by these two graphs. However I will continue by working out the inter-quartile range. Cumulative frequency diagrams and tables - height I will now produce a

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1. ## Mayfield High School Maths coursework

98 3 44 96 71-80 1 52 100 2 46 100 total 52 46 Range Boys Boys Cumulative Girls Girls Cumulative To Nos. Cumulative %age Nos. Cumulative %age 40 5 5 12 6 6 12 50 18 23 55 20 26 51 60 11 34 81 21 47 92 70

2. ## Mayfield High School girl/boy height/weight investigation.

Stem Leaf 14 2,8,8 15 1,2,6,8,9,9, 16 1,1,2,3,3,5 Key: 14|2 = 1.42 kg For the Female stem and leaf diagram I have found: � Mode - 1.48, 1.59, 1.61, 1.63 � Upper Quartile - 1.62 � Lower Quartile - 1.51 � Range - 0.23 � Median - 1.59 I will

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