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  • Level: GCSE
  • Subject: Maths
  • Word count: 5123

Mathematics Coursework: Mayfield High School

Extracts from this document...

Introduction

Teacher: Dave Costin, Mathematics, Joshua Malina                                Started: 12/4/04

Mathematics Coursework: Mayfield High School:

Introduction

In this investigation I have been asked to carry out a line of enquiry with the statistics provided within a Microsoft Excel spreadsheet provided by Edexcel examining board. There are various different statistics for different things, some examples include; age, IQ, year group, height, weight and many more. A total of 27 categories are shown on the spreadsheet. My teacher advised me to carry out two main tasks within the overall investigation. It was suggested that I carry out one line of enquiry with two pieces of quantitative information, and then one more investigation that could either be with one piece of quantitative information and one piece of qualitative or with two pieces of qualitative information. Quantitative means statistics that involve numbers e.g. IQ, weight and qualitative means statistics that are not shown with numbers e.g. hair and eye colours.

The two investigations I decided to do were:

  1. Two pieces of quantitative information - Contrast the variations in weight and height..The aim is to find out if there is any correlation between weight and height and if so what it is. Also I will separate this coursework further by dividing it into male and females to see if there is any difference in correlation there.
  1. One piece of qualitative information and one piece of quantitative information – Contrast between left-handed people and their IQ. The aim is to try and see if there is a correlation between left handed people and how they achieve in exams. This is really killing two birds with one stone – I’m completing an essential math’s coursework whilst at the same time investigating something which I’m very curious about.

...read more.

Middle

Year 7 male mean: 42.77 kg                        Year 7 female mean: 45.10 kg

Year 7 male: median: 40 kg                        Year 7 female median: 44 kg

Year 7 male mode: 38 kg                        Year 7 female mode: 38 kg

Year 7 male standard deviation: 8.59 kg        Year 7 female standard deviation: 6.80 kg

The average weight for the male of year 11 is 67.71kg; its median is very close to this. However it is surprising that the mode is 72kg. I would have thought that this figure would have been closer to the mean. The year 7 males, year 7 females and year 11 females all show more or less the same type of data.

The information clearly shows that the students in year 11 weigh more than the students in year 7. However the boys have a much large variation between year 11 and year 7 than the girls do.  

The same thing is now to be done with the heights:

Heights: (all figures with decimals have been given to 2 decimal places)

Year 11 male mean: 1.73m                        Year 11 female mean: 1.66m

Year 11 male median: 1.75m                         Year 11 female median: 1.64m

Year 11 male mode: n/a                        Year 11 female mode: 1.6m

Year 11 male standard deviation: 0.08m        Year 11 female standard deviation: 0.10m

Year 7 male mean: 1.48m                        Year 7 female mean: 1.61m

Year 7 male median:        1.52m                        Year 7 female median: 1.60m

Year 7 male mode: 1.54m                        Year 7 female mode: 1.59m

Year 7 male standard deviation: 0.08m        Year 7 female standard deviation: 0.10m

From the information above we can seen that the average height of the year 11 males is 1.73m, this is close to the median which is a measure of the middle of the data. The mode was not found for Year 11 males because there was height which occurred more than once. The standard deviation of 0.08m says that there is not much variance in the spread of data which is gathered from the mean of the data. Most of the females in year 11 had a height of 1.6m and their average height was 1.

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Conclusion

The median IQ for male right handed students in year 10 is: 103

The median IQ for female right-handed students in year 10 is: 100

The mode IQ for male left-handed students in year 10 is: 96

The mode IQ for female left-handed students in year 10 is: 94

The mode IQ for male right-handed students in year 10 is: 103

The mode IQ for female right-handed students in year 10 is: 94

Standard deviation for male left-handed students in year 10 is: 12.16

Standard deviation for female left-handed students in year 10 is: 10.13

Standard deviation for male right-handed students in year 10 is: 7.24

Standard deviation for female right-handed students in year 10 is: 10.49

Once again, as expected from the data above there seems to be no significant variation in IQ due to either gender or which handed the students are. I do not believe that there is any reason to draw up tables or graphs in this section because I can see from the data already that there is no point because there is no correlation appearing.

Conclusion

In conclusion I think this second part probably went better than the first part. This is due to the fact that I had learnt how to carry things out effectively from part one, so when it came to part two it was easy. My hypothesis for this section was correct in all cases because I said that I didn’t believe that IQ was determined by hand uses. In this case I think the sample size was big enough, unlike in part one where I felt a bigger sample would have been more helpful for my investigation. Other investigations that could have been carried out include comparing hair colour with IQ, comparing hair colour and IQ results and many more. All in all, I think my investigation went well, but there could still be improvemens made such as using a wider variety of methods to present my data. Yet in saying this I still think my data was presented precisely and efficiently.

...read more.

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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