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• Level: GCSE
• Subject: Maths
• Word count: 2732

# Maths data handling &quot;girls are more intelligent than boys&quot;.

Extracts from this document...

Introduction

Richard TandyJune 2003

## Introduction

•  In terms of school age pupils, I believe that over all girls are slightly more intelligent than boys. For this piece of coursework I am going to investigate if my hypothesis: “girls are more intelligent than boys” is true. In my opinion I believe this statement is more or less correct because in the years I have been in at school, the majority of pupils who consistently performed the best by getting the best examination and test results each year, were mostly made up of girls rather than boys. Also, because of tests and surveys, it has been widely publicized in the past that girls are more intelligent than boys – this seems to back up my statement.
•     In order to undertake this piece of coursework, I have been issued with a fictional database, which consists of two fictional year groups: year 10 and 11. In these year groups are the features of hundreds of fictional pupils such as each individuals: IQ, height, weight, eye colour, the number of hours of television they watch each week and their gender. From this database I will use the information, which comprises of each pupils IQ – as this is the information in which I will need in order to research and to find out if my hypothesis is true – if girls are more intelligent than boys.

Middle

Richard Tandy

 Average IQ for year 10 and 11 girls IQ 71-80 81-90 91-100 101-110 111-120 121-130 Totals Frequency 1 3 21 20 3 2 50 Mid-interval value 75.5 85.5 95.5 105.5 115.5 125.5 Frequency x mid-interval value 75.5 256.5 2005.5 2110 346.5 251 5045 Average (mean) = Overall total (final row) 5045 100.9 (101) Frequency total (2nd row) 50

Richard Tandy

## Results: comparison of the Standard Deviation for boys and girls

The results for my Standard Deviation equations illustrate that, as I predicted, the Standard Deviation for girls (9.21) is smaller than the Standard Deviation for boys (10.24). Therefore, these calculations in some ways agree with my hypothesis: girls are more intelligent than boys because the IQ of the students who are girls are closer together, more consistent and more in line with the average. Where, on the other hand the standard Deviation equation tells me that the IQ of the students who are boys are less in line with the average and more spread out.

Cumulative Frequency and Box and Whisker diagrams

For these calculations I m going to estimate the median, the lower and upper quartiles, the inter-quartile range and how spread out the data values are. I have chosen this calculation because all of the things just mentioned will give me a good insight into whether my hypothesis is correct, whether girls are more intelligent than boys. Based on my hypothesis I expect that the data provided by these calculations will be in favour of the girls. For example, I believe the girls will probably have a higher median, higher upper and lower quartiles, a smaller inter-quartile range and a “tighter” distribution.

Conclusion

### Standard Deviation

For my next calculations I am going to work out the standard deviation of each gender. I have chosen this calculation because it will tell me how far apart the IQ of the students in each gender is. This will be important as it will tell me if the group has a wide range of IQ or not and this will be important when taking into account the average IQ of each gender (101) as it will tell me which gender has the more consistent results. Based upon my hypothesis: girls are more intelligent than boys, I expect that the standard deviation for girls will be smaller than the standard deviation for boys.

Richard Tandy

## Tally Charts showing the data for the cumulative frequency diagrams, which will compare Year 10 and 11 Boy’s and Girl’s IQ.

Year 10 and 11 Girls.

## X (IQ)                  Tally                    Frequency                Cumulative Frequency

71 – 80           l                                1                                1

81 – 90           lll                                3                                4

91 – 100           llll        llll    llll

llll        l                        21                                25

101 – 110           llll         llll    llll

llll                                20                                45

111 – 120           lll                                3                                48

121 – 130           ll                                2                                50

Year 10 and 11 Boys.

## X (IQ)              Tally                Frequency                Cumulative Frequency

81 – 90                  llll        llll                  9                                9

91 – 100                  llll        llll    lll        13                                22

101 – 110                  llll        llll    llll        22                                44

llll        ll

111 – 120                  llll                        5                                49

121 – 130                                        0                                49

131 – 140                  l                        1                                50

The information in these tables is what I am going to use in which to plot my cumulative frequency diagrams.

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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