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• Level: GCSE
• Subject: Maths
• Word count: 4031

Mayfield Data Handling Coursework

Extracts from this document...

Introduction

Data Handling Coursework

Introduction

Ideas

My handling data coursework is concerning pupils at Mayfield High School.

The secondary data provided on each student is: Name, Age, Year Group, IQ, Weight, Height, Hair Colour, Eye colour, Distance from home to school, method of travel, numbers of brothers and sisters, key stage 2 results in maths, science and English.

My particular line of enquiry is about the heights and weights of boys and girls in all year groups.

Aims

The aim of my coursework is to observe if my hypotheses are correct and provide enough evidence to back my conclusion and interpretation in the end.

Hypothesis

My hypotheses are,

1. My first hypothesis is regarding weight (mass): Boys weigh more than girls.
2. My second hypothesis is regarding height: Boys are taller than girls.

Purpose

The purpose of my study is to find if boys have a larger height and weight than girls.

This line of enquiry is based on an external issue I have come across in daily life. It is the recommended daily calorie intake for boys and girls. (Shown below)

This in my opinion affects the weight of boys and girls because it indicates that boys’ recommended calories are more than the girls’.

Although there is a chance present that this theory is false as most individuals will not follow this recommendation as they can exceed or reduce the amount of calories and taking into account I am only enquiring a sample from only one school.

 Year Group Calories per day Boys Girls 7 - 9 2,220 1,845 10 - 11 2,755 2,110

Enquiring the hypothesis that boys are taller than girls is based on the fact that testosterone triggers cells all over the body to grow rapidly in boys than oestrogen in girls at the teenage period.

This theory has arguments as there are late developers sometimes present that distort this theory.

Middle

Hypothesis 1-Boys weigh more than girls.

Boys Weight

In the weight column,   means ‘26 up to but not including 36’. Any value greater than or equal to 26 but less than 36 would go in this class interval.

The weight of the boys’ is grouped in a class interval width of 10 Kg.

The frequency table shows the modal class interval is between 46 and 56 kg with a frequency of 11.

The cumulative frequency is similar to the frequency table however it shows the running total of all the class intervals. It shows the cumulative frequency double as it reaches the 46 and 56 Kg interval as this is because the frequency is highest for this interval.

.

The stem and leaf diagram specifically shows the individual values of the weight of the 30 boys and the highest is 67 kg, lowest is 26 kg and the modal value is 40 kg.

The pie chart gives the percentage of the weight in the grouped class intervals and it visually creates the conclusion that the modal weight is between 46 and 56 kg as its percentage is 37.

The histogram above shows another visual diagram which easily forms the conclusion that

the modal weight of boys is in the 46 and 56 region.

The frequency polygon of the weight of boys’ show that the frequency decreases when the weight exceeds 51 kg as this indicates that not a lot of boys weigh more than 51 Kg. As this shows the frequency of boys starts to decrease as the weight starts to increase.

The Cumulative Frequency Curve above gives a much better visual concept of the lower quartile, median and the upper quartiles on the graph. The graph highlights the following,

Lower quartile: 40 Kg

Median: 49 Kg

Upper Quartile: 52 Kg

Conclusion

This successfully proves my hypothesis.

 Gender Mean Modal Class Median Range InterquartileRange LQ UQ StandardDeviation Girls 159 cm 150-160 158 cm 35 10 152 162 7.924 Boys 160 cm 162-172 162 cm 42 15 150 165 10.753* Difference 1 cm 12 cm 4 cm 7 5 2 3 2.829

* There was an error above in the summary standard deviation as it was different.

Comparing the averages, quartiles and spread of the boys and girls weight I can conclude that the boys’ averages were higher than girls so this mainly proves my hypothesis right as I can successfully state that boys are taller altogether than girls. Their standard deviation is much higher as this shows that the values from the mean average are much spread out than of the girls. This shows that girls’ height is much consistent and closer than of the boys.

Summary

To summarise in most comparisons it has been illustrated that altogether boys are taller than girls.

This statement is based on the comparison of averages and quartiles, standard deviation, spread and the highest values and lowest values.

Conclusion

Looking at the above evidence of the graphs, tables, calculations and interpretations I can successfully say that it doesn’t prove any of my theories because the results are bias as I only take into account one school.

The sample was too small and the data collected in my opinion didn’t represent the population.

If I was to do the investigation again I would have done the graphs and calculations by other means instead of the software provided by Edexcel which in my opinion was unreliable as it had errors, inappropriate diagrams as well as minimum options from which I could have specifically changed the diagrams.

The investigation could be developed further by taking into account a bigger population and comparing it with another school.

However the hypothesis I have proven for this school is the fact that boys are taller than girls altogether but girls weigh more than boys altogether.

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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