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• Level: GCSE
• Subject: Maths
• Word count: 1853

Maths data investgation

Extracts from this document...

Introduction

PLAN

In my investigation I will try to find a relationship between Attendence (%) and GCSE maths (%) of from a sample of 200 students. I will be usin a set of secondary data to pick my sample of students.

To start my investigation by picking 25 random students from the sample, I will do this by using a calculator.

SHIFT + RAN# =

However I have found that the method of random sampling is not accurate as the calculator was giving me larger numbers than the sample size. Also I have found that random sampling does not give me an even spread of data, therefore my sample of data will be inaccurate.

Futhermore I have chose to use a more systamatic approach. Therefore I will get a sample with an even spread of data which will be spead out over the sample rather then clustered.

I have chosen to systamatically pick a sample of 25 by picking every 8th student from the data.

200/8 = 25

After choosing my sample of 25 I will go on to organise my data by putting my data into a tally. Once I have done this I will show my data onto a bar graph comparing the Attendence (%) and GCSE maths (%) simply to show me the mode. To display my data properly I will use a frequency polygon. I then will go on to do a stem and leaf diagram comparing the Attendence (%) and GCSE maths (%) of students to find out the median.

Middle

Attendence (%)

Sex

Maths (%)

85.4

M

49

70.7

M

21.9

75.7

M

37.3

83.7

M

50

73.7

M

58.3

88.6

M

46.9

87.4

M

55.4

81.8

M

38.6

82

M

47.1

82.1

M

57.9

96.3

M

72.1

91.2

M

58.1

76.2

M

26.5

94.1

M

52

76.5

M

45

75.6

M

55.2

96.9

M

41.9

81.1

M

58.9

74.1

M

52

89.9

M

58.5

80.2

M

34.9

60. 8

M

27.1

86

M

52.7

82.4

M

36.9

79.1

M

66.2

Attendence (%)

Sex

Maths (%)

62.8

F

29.2

58.8

F

15.6

83.4

F

85

72.6

F

57.2

89.5

F

84.7

87

F

79

77.6

F

62.1

82.8

F

70.3

83.5

F

80.1

82

F

80.2

90

F

83.2

99.1

F

98.5

58.2

F

10.2

73.1

F

56.8

86.3

F

82.3

78.4

F

57.7

96.6

F

100

75

F

60.8

76.5

F

51.9

93.2

F

95.3

86.2

F

73.8

85.4

F

73.9

61.7

F

26.6

96

F

99.1

61.1

F

26.2

 Attendence (%) Tally Frequency 60>Att<70 1 70>Att<80 8 80>Att<90 12 90>Att<100 4

Tally chart for Male data- Attendence (%)

I have found there only 1 male student who has Attendence (%) between 60>Mth<70.

The majoraty of male students have a Attendence (%) beween 80>Mth<90.

Tally chart for Male data GCSE maths (%)

 GCSE maths (%) Tally Frequency 20>Mth<30 3 30>Mth<40 4 40>Mth<50 5 50>Mth<60 11 60>Mth<70 1 70>Mth<80 1

Conclusion

BOYS

 HEIGHT TALLY FREQUENCY 140
 WEIGHT TALLY FREQUENCY 40

From the two tables after analysing I conclude the modal height to be between 160-169. I also conclude the modal weight to be between 50-59 just about!

GIRLS HEIGHT

 HEIGHT TALLY FREQUENCY 140
 WEIGHT TALLY FREQUENCY 30

After thorough analysis I find the modal height to be between 150-159 I also find the modal weight to be between 40-49.

After thoroughly investigating my data, I felt their was an easier way to compare my data rather than getting individual bar charts. Their happened to be an easier option which was to do a dual bar chart.

After observing this data, I find the boy’s modal was higher than the girls.

 WEIGHT MEAN MODE MEDIAN RANGE BOYS GIRLS

I have used the bar chart as there were the same number of boys to girls in this case. If there was to be different amounts of boys to girls I would have used a pie chart.

After observing this data, I find the boy’s modal was higher than the girls proving my hypothesis of “the taller you are the heavier you are”.

All three measures (mean, mode, range) are greater for boys than for girls. In conclusion, although there are some shorter boys and taller girls this evidence suggests that, in general boys are taller than girls.

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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