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Investigate how the estimation of lines and angles varies from each other, and how the estimation varies within both genders.

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Introduction

Guestimation  – Coursework

GCSE Mathematics 2002

Guestimation

Aim of Investigation: To investigate how the estimation of lines and angles varies from each other, and how the estimation varies within both genders. Angles and lines have been chosen, as they are continuous data, leaving the survey to be more wide-ranged.

Hypothesis 1:The difference in angle estimation shall be more than inaccurate than then length estimation. I believe this because the awareness upon lengths is more common than the familiarity of angles, within the everyday context.

Hypothesis 2: In correspondence to the first hypothesis, male angle estimation shall be twice as close populated towards the correct answer than the female estimation. This means that the measure of spread will be grouped twice as close to the actual answer than the female.

Introduction to Investigation:  The concept of measuring length and gradient is one of the norm in society today.  Therefore, the skill that is the measurement of these two units could be affected by several factors. For my investigation, I plan to inspect the variables of gender estimation and the difference between the two units. Lengths and angles were not only chosen because of their familiarity amongst the population, for me this is Year 10 boys and girls, but because of the fact that both measurements are continuous data.

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Middle

13

0.9

14

13

0.9

15

13

0.9

16

13

0.9

17

13.5

0.4

18

13.5

0.4

19

13.5

0.4

20

13.5

0.4

21

14

0.1

22

14

0.1

23

14

0.1

24

14.5

0.6

25

14.5

0.6

26

14.5

0.6

27

15

1.1

28

15

1.1

29

15

1.1

30

15

1.1

Average Line Estimation Difference = 1.18cm

 Hypothesis 1:The difference in angle estimation shall be more than inaccurate than then length estimation. I believe this because the awareness upon lengths is more common than the familiarity of angles, within the everyday context.

A staged table will enable me to steadily calculate and prove my hypothesis. To prove my hypothesis, the difference in results is to be calculated into a percentage of the actual answer This is because of the two different units of measurement, as the degree and the centimeter do not combine. To start, I shall calculate the average difference in the entire line estimate collection. I have placed the results in descending order, keeping in mind that the mean should be 13.9cm ideally.

The average difference in estimation from the real answer (13.9cm) is apparent to calculate the accuracy or inaccuracy of the estimations. The difference was calculated by subtracting the estimate

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Conclusion

Conclusion: Overall, I have concluded that the genders and the angle/length have been well matched in both of their estimations. This has been deduced from few figures of calculations, yet more will simply continue to prove my findings. Within the gradient/length context, the difference in estimation was a mere 2.5% difference. That shows that either skill was neither too good nor too bad. The same can be said for the gender standard deviation. This means that genders generally stuck to a single figure and evolved upon that. They all consist of the average answer, yet from further investigation, the boys of Year 10 stood out  as being more precise. Though they did not stand out too much as its was only 2/3 of a percentage difference.

My hypothesis emerged, as half right half wrong, as I predicted the first hypothesis incorrectly, yet my second hypothesis was rather accurate.

 I hope to further my investigation with newer hypothesis and more graphical data.

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