• 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
12. 12
12
13. 13
13
14. 14
14
15. 15
15
16. 16
16
• Level: GCSE
• Subject: Maths
• Word count: 2923

# ' In general, Year 10 girls are heavier and taller than year seven girls '

Extracts from this document...

Introduction

-  -

GCSE Maths Coursework: Statistics Project

The aim of this piece of coursework is to investigate the following hypothesis: ‘ In general, Year 10 girls are heavier and taller than year seven girls ‘ I am also going to investigate whether there is any correlation between height and weight. I have collected information from a brown envelop at random. I have chosen to investigate a sample of 30 girls each year as it is large enough amount to get a fair result but small enough to manage.  To ensure that it is a fair sample, I have picked out 30 girls at random, from the year seven and 10 group, by using the ‘ran button’ on a calculator. I will use this sample of data to compare the heights and weights of the year seven and 10 girls and to see whether my hypothesis is correct.

My chosen Data:

YEAR 7 GIRLS                      YEAR 10 GIRLS

 Number of People Height (cm) Weight (kg) Height (cm) Weight (Kg) 1 1.19 30 1.40 35 2 1.30 33 1.41 40 3 1.31 34 1.52 45 4 1.42 34 1.53 45 5 1.42 36 1.53 45 6 1.42 37 1.53 45 7 1.43 40 1.55 46 8 1.45 40 1.56 48 9 1.46 40 1.57 48 10 1.47 40 1.62 48 11 1.47 44 1.62 48 12 1.48 44 1.62 50 13 1.48 44 1.63 51 14 1.50 45 1.65 51 15 1.52 45 1.65 52 16 1.53 45 1.66 52 17 1.53 45 1.67 53 18 1.53 45 1.68 53 19 1.55 47 1.68 54 20 1.56 47 1.70 55 21 1.57 47 1.72 57 22 1.58 48 1.73 58 23 1.60 48 1.73 59 24 1.61 48 1.75 60 25 1.62 50 1.76 60 26 1.63 50 1.78 60 27 1.64 51 1.80 63 28 1.64 52 1.80 65 29 1.73 57 1.90 66 30 1.75 140 4.65 72

Representing my Data

In order to see whether there is any correlation between the height and weight of each year, I have presented my data of height and weight for year on separate scatter diagrams.

YEAR 7 GIRLS

 Height (cm) Weight (kg) 1.19 30 1.30 33 1.31 34 1.42 34 1.42 36 1.42 37 1.43 40 1.45 40 1.46 40 1.47 40 1.47 44 1.48 44 1.48 44 1.50 45 1.52 45 1.53 45 1.53 45 1.53 45 1.55 47 1.56 47 1.57 47 1.58 48 1.60 48 1.61 48 1.62 50 1.63 50 1.64 51 1.64 52 1.73 57

The scatter diagram shows that there is strong, positive correlation between the height and weight of year seven girls.

Middle

1.53

45

1.53

45

1.53

45

1.55

46

1.56

48

1.57

48

1.62

48

1.62

48

1.62

50

1.63

51

1.65

51

1.65

52

1.66

52

1.67

53

1.68

53

1.68

54

1.70

55

1.72

57

1.73

58

1.73

59

1.75

60

1.76

60

1.78

60

1.80

63

1.80

65

1.90

66

In comparison to the scatter diagram for the year seven girls, this graph shows that year 10 girls are generally taller. I can see this as the height of the year 10 girls starts at 1.4cm whereas the year seven girls start at 1.2 cm.

The scatter diagram above shows that there is strong positive correlation between the Height and Weight of Year 10 girls, illustrating that the taller you are the more heavy you tend to be.

The year tens are obviously, and are bound to be, taller than the year sevens as they are older. This evidence supports my hypothesis that ‘In General, Year 10 girls are heavier than year seven girls.

The table on the left shows the data needed to do the scatter diagram. The data is of the Year 10 girl’s height and weights.

This scatter diagram proves that Year 10 girls are taller than Year 7 girls. The diagram shows this as the pink squares, which are the Year tens, are at a higher level than the year sevens. Therefore, they are taller than the younger year. This is not surprising as the older we get the more tall we are.

This scatter diagram has much the same purpose as the graph before, except this graph shows relation between the weights of the two year groups. From looking at the graph, I can see that the Year 10 girls are heavier than the year sevens. From the previous scatter diagrams I have seen that there is strong correlation between height and weight meaning that the Year 10’s are bound to be heavier.

WEIGHTS

Year 7 girls Tally chart

 Weights,w,kg Tally Frequency 30

Year 10 girls Tally chart

 Weights,w,kg Tally Frequency 30

These frequency tables are a more simple way of presenting data. They help me to see the most common class intervals.

Here are Bar Charts to show this data:

This bar chart illustrates the data in the frequency tables.  The chart shows that the modal class interval for weight is 40 <w <50 for the Year 7 girls. This graph shows that a majority of the Year 7’s are between 40 < w < 50 and therefore, a majority are likely to be average weight.

This bar chart shows that the modal class interval for weight is 50<w<60 kg for the year 10 girls. The bar chart shows that not many people weigh between 30<w<40 and 70<w<80, probably because these intervals are said to be underweight and overweight. From looking at this bar chart I can see that the average weight is 50<w<60.

This frequency polygon shows the comparison between the two year groups. The year 7 girls clearly weigh less. I can see that none of the girls in Year 7 weigh over 60kg. The modal class interval for the year tens is between 50<w<60kg which is clearly the average. By looking at this frequency polygon, I can see that the year ten girls are more widely spread than the younger year. The year sevens have a more steep line; the steepest point is at 40<w<50.

Heights

Year 7 girls Tally chart,

Frequency Table

 Height,h,cm Tally Frequency 110

Year 10 girls Tally chart

Frequency Table

 Height,h,cm Tally Frequency 110

Conclusion

Conclusion

Now that I have investigated the height and weight of each year, I can now see whether my hypothesis is correct. I have presented my information and now have enough evidence to say that my hypothesis is accurate. It is true that in general year ten girls are heavier and taller than year seven girls - this can be supported with evidence. It has become clear throughout my piece of coursework that year tens are heavier and taller than year seven girls as they are older.  As we grow up, we tend to grow.  It is evident that the taller we get, the heavier we are. A scatter graph earlier in the piece of coursework proves this as there is strong, positive correlation.

Overall, I am pleased with how this piece of coursework has gone. The investigation has gone well and I have made evidence to prove that generally, year ten girls are heavier and taller than year seven girls. If there were any changes to be made and if I had more time, I would extend my investigation and provide more solid evidence. However, on the positive side, I have been pleased with my achievements; I have investigated my hypothesis in depth and have provided solid evidence to back up this investigation.

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

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

1. ## A hypothesis is the outline of the idea/ideas which I will be testing and ...

I can also gain from this that the most IQ group or median group is of 100?w<110 and this group consists of over 60 percent of the student that I have sampled. Mean TV per week of Student in my sample As with the first mean frequency table that I

2. ## Mayfield. HYPOTHESIS 1: Boys at Mayfield School are Taller and Weigh more on ...

> My Body Mass Index showed that there is a strong trend between height and weight > In general the taller a person is, the more they will weigh. > There is a positive correlation between height and weight. In general tall people will weigh more than smaller people.

1. ## Boys are taller than girls, I am going to investigate this by looking at ...

5 February Male 1.75 60 11 Heath Malcom 16 8 November Male 1.75 68 11 Horney Anthony 16 1 June Male 1.81 54 11 Smith Michael 16 2 May Male 1.52 45 11 Warne Michael 16 3 April Male 1.84 76 Girls Year 7 7 Brown Na****a 12 2 May

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

The equation for pore diameter is: PD = k � Pore volume Surface area Where k is a constant and varies from brand to brand. The two different columns may contain different pore material. The area of one may be greater so there are more active sites available.

1. ## Data Handling Project : Heights of Girls

But the boys are a lot more spread out and are both above and below the 60kg mark line What we can tell from the cumulative frequency graphs?(on next the next pages) For the Year 7 Cumulative Frequency graph for weight you can tell that the girls have a more

2. ## I will be testing the following hypothesis in my pilot study: ...

24+23+22+17+14= 100 students I have chosen to include boys and girls in my sample. I calculated the number of students I will need from each year group. I then calculated how many girls and boys from that sample I will need.

1. ## Mayfield High. Hypothesis 1-the older the students, the taller and heavier they will be. ...

Once I have done that I will draw cumulative frequncey graphs to find out and show the median and inter-quratile range of height and weight for each year group. I will also include box plots in the graphs. Then I will draw a graph to show the correlation between height

2. ## maths statistics coursework

However, by looking at the data, displayed in the tables it will be virtually impossible to establish any possible hypothesis. I have therefore used a scatter graph. A scatter graph will not only help me to display my results in a clearer and easier way, but it will also enable

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