GCSE Maths Statistics Coursework

Authors Avatar
GCSE Statistics Coursework

Introduction

Scenario: I am not very good at estimating lengths so I am going to find out how to improve it.

1) Is the ability to estimate the length of a straight line related to mathematical ability?

Null hypothesis: There is a relationship between the ability to estimate the length of a straight line and mathematical ability.

Alternative hypothesis: There is no relationship between the ability to estimate the length of a straight line and mathematical ability.

2) Does the estimation of a non straight line improve after practice?

Null hypothesis: Practice improves the estimate of a non-straight line.

Alternative hypothesis: Practice doesn't improve the estimate of a non-straight line.

3) Does a 14/15 year olds ability to estimate the length of a straight line fit a normal distribution?

Null hypothesis: A 14/15 year olds ability to estimate a straight line fits a normal distribution.

Alternative hypothesis: A 14/15 year olds ability to estimate a straight line doesn't fit a normal distribution.

4) Are a 14/15 year olds ability to estimate a straight line more accurate than estimating a non straight line?

Null hypothesis: A 14/15 year olds ability to estimate a straight line is more accurate than estimating a non straight line.

Alternative hypothesis: A 14/15 year olds ability to estimate a straight line is less accurate than estimating a non straight line.

I will experiment on 14/15 year olds in England as they use the same curriculum and thus have the same, if not similar education and experience. All pupils will have used a ruler before so they will know the approximate length of 30cm and 15cm lines. Year 10 at Stamford School and Stamford High School represent a small sample of year 10 pupils in England. Year 10 in the Stamford Endowed schools is a good choice as every person has have the exact same education and experience and the data is reasonably easy to collect. Every person has used the same facilities, books and material and the teachers have all been taught using the same course. Although there maybe some problems and anomalies with this sample because someone maybe away, someone maybe blind or have eye problems and someone might be handicapped. For each question I will use a certain sample of year 10's at Stamford Endowed schools.

To get this data I need to get a person to measure a line and a non straight line in an experiment. I need to make the experiment fair, so I need the same controlled experiment for each person who does the experiment. The pupils will enter a room and look at a straight line and a non straight line and ask them to estimate it in mm. There are many things which need to be done to keep the experiment the same for each person:

* Make the time given the same for each person.

* Each person must be the same distance from the line.

* Each person must be the same angle and height.

* Keep the line the same length, same thickness, same colour and on the same background.

* Don't make the line too big or small.

* The person must be on their own so that there is no conferring.

* Each person must leave without speaking to anyone.

* Everyone must be given the same instructions and told the same degree of accuracy to estimate in.

* Make sure the lighting conditions are the same for each pupil.

* Make sure the pupil has no object which they can use to aid their estimation.

* Have an incentive to make sure there are as few silly answers as possible.

These are examples of the lines which are going to be estimated. The actual lines are at the back of my project:

I got this trial data by doing the experiment:

Straight Line (mm)

Non Straight Line (mm)

st Practice (mm)

2nd Practice (mm)

3rd Practice (mm)

Non Straight Line After Practice (mm)

260

300

300

450

800

69

355

400

330

450

000

323

280

400

250

575

950

260

350

400

450

650

900

265

300

350

450

500

999

323

280

320

60

513

967

76

222

322

337

489

923

252

284

302

327

473

949

227

280

304

402

427

761

211

400

380

250

360

300

300

245

345

200

343

777

299

210

280
Join now!


340

530

790

210

265

280

370

545

200

215

267

260

275

526

975

41

360

640

300

283

271

261

250

220

90

241

265

243

213

297

364

255

205

235

270

290

70

230

243

60

273

228

231

267

298

367

350

350

43

...

This is a preview of the whole essay