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• Level: GCSE
• Subject: Maths
• Word count: 2108

Investigate the relationship between intelligence quotient ( I.Q) and combined key stage 2 results (ks points) across my sample selection of year 7.

Extracts from this document...

Introduction

Maths Coursework

Data Handling

My Objectives

a) To investigate the relationship between intelligence quotient ( I.Q) and combined key stage 2 results (ks points) across my sample selection of year 7 (ks points= the results from English, maths and science combined)

b) To investigate the relationship between boys’ and girls’ I.Q across my sample selection of year 7

Expectations

For a)

I expect there to be a positive relationship. I believe that there will be a positive correlation because I think the more intelligence that you have the higher you will score in tests.

For b)

I expect that boys will have higher I.Q’s than girls because I’m a boy !

Factors that will affect my investigation

1.The students who had a bad day on the examination day, due to nervousness, family problems or were not feeling well.

2.Sample size because the smaller the sample the less accurate the result.

3.Fairness of sampling because it is not fair if I choose my selection to based on my hypothesis.

4.Accuracy of marking will effect my end result.

5.Accuracy of I.Q results because there is a possibility that the students cheated.

Plan

For my project I will need to collect data on I.Q and key stage 2 results from students.

Middle

90

male

7

Parreen

Saika

4

5

5

14

104

male

7

Langly

James

Harold

4

5

5

14

103

male

7

Mamood

David

5

5

5

15

110

male

7

Spencer

John

Peter

4

4

4

12

99

male

7

Wong

Rhonda

4

5

4

13

100

female

7

Shaw

Paul

3

3

5

11

102

male

7

Shon

John

3

4

3

10

90

male

7

Surffer

John

Solo

3

4

3

10

93

male

7

Tahir

Sarasin

4

4

5

13

102

male

7

Talbert

Ieisha

Jane

4

5

4

13

102

female

7

White

James

Steven

4

5

5

14

107

male

7

Whitworth

Kayleigh

Marie

5

4

5

14

108

female

7

Anderson

Kylie

Jane

5

4

4

13

103

female

7

Andrew

Sohail

Farooq

4

4

4

12

100

male

7

Brown

Mia

5

5

5

15

106

female

7

Cullian

Sabor

Steve

5

4

5

14

108

male

7

Lennox

Thomas

4

5

5

14

104

male

7

McMan

Kelly

Sue

5

5

4

14

108

female

7

Sing

Asha

4

4

5

13

103

female

7

Marriot

Jospheh

David

4

5

5

14

108

male

7

Conclusion

Conclusion

It is clear from the above that there is a strong correlation between I.Q and ks value. This has been witnessed from the scatter graphs, the cumulative frequency graph and histograms. The relationship between the I.Q and ks points for boys and girls appears from the histograms show a similar distribution. The boys’ histograms show high values between 98 and 108 I.Q levels. From the sample of girls the average I.Q value of the girls (101.71) was marginally higher than that of the boys (101.67.) From the cumulative frequency table it is possible to predict percentage ks points for students in the class knowing their I.Q values. From the combined scatter graphs it is possible to predict ks point knowing I.Q level and vice versa. The same can be determined from the individual scatter graphs from boys and girls. The results from the cumulative frequency graph and the histograms are more accurate as the calculations are derived from the frequency of occurrences of I.Q readings provided. Where as in the scatter graph the gradient is obtained from the line of best fit for passing through the I.Q values. I am happy that my conclusions are reliable because there are no anomalous results.

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