• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
5. 5
5
6. 6
6
7. 7
7
8. 8
8
9. 9
9
10. 10
10
11. 11
11
12. 12
12
13. 13
13
14. 14
14
15. 15
15
16. 16
16
17. 17
17
18. 18
18
19. 19
19
20. 20
20
21. 21
21
• Level: GCSE
• Subject: Maths
• Word count: 3423

# Mayfield School Mathematics Statistics Coursework

Extracts from this document...

Introduction

between ability in Maths and ability in Science?

Introduction

I would like to know whether there is a link between ability in Maths and in Science in the Year 7, 8 and 9 students at Mayfield High School. My initial thoughts are that there is a link between the two because Maths and Science share some of the same attributes - they both involve formulae, they both require logical ability, and they both use numbers. Furthermore, I think that someone with an interest in Maths will also have an interest in Science, and so will probably work hard at both.

Data Collection

To investigate this link, I will use the Key Stage 2 results from the Mayfield High School database. There are 813 Year 7, 8 and 9 students listed in the database, so to save time I will base my investigation on a sample of 30 of these students.

Bias is anything that occurs when taking a sample that might prevent the sample from being a true representation of its parent population. To avoid bias, I will ensure that my selection of the sample is completely random. To ensure a random selection, I will use a random number generator on my calculator. In the database, the students are numbered from 1 to 813. As the random numbers appear on my calculator, I will record the associated data in two or three tables, once for all 30 students, one just for males and one just for females. I have decided to do this as I suspect that any link between ability in Maths and in Science may also in turn be linked to gender.

Middle

Males

Females

11

9

11

9

9

11

[Table 8: Male/Female Stratified Sample]

Now that I know the number of males and females that I want in my sample of 20 from each year group, I will collect my data. To do so, I will use the same strategy as earlier in my investigation; I will generate the required number of random numbers on my calculator and then record the associated data in a set of tables.

I now have the data shown in appendix C at the rear of this project.

Analysis (2)

To ascertain whether the link between ability in Maths and in Science varies with each year group, I need to identify the strength of the relationship between these subjects in each of the year groups. Looking back through my previous analysis, I therefore feel that the most efficient method to once again adopt is the calculation of the productmoment correlation coefficient for each year group and then compare these.

So, to extend my analysis in such a manner, I will now carry out the required calculations for my new set of data. Below is a table to show the result of my calculations:

 Product-Moment Correlation Coefficient Year 7 Year 8 Year 9 0.61 0.74 10.85

[Table 9: Year 7/ 8/ 9 Product-Moment Correlation Coefficients]

As we know from before, the calculation of the product-moment correlation coefficient is such that it will lie between 1 and -1, with 1

meaning that there is perfect positive correlation, 0 no correlation and -1 perfect negative correlation. From the above values, we can clearly see that, on the basis of a stratified sample of 20, the link between ability in Maths and ability in Science is greater in Year 9, than in Year 8 and in turn, than in Year 7.

Conclusion

colspan="1" rowspan="1">

5

5

4

5

4

4

4

3

3

4

Appendix B

Calculations For Table 8:

Year 7 Males Stratified Sample = (151/282) x 20 =11

Year 7 Females Stratified Sample = (131/282) x 20 = 9

Year 8 Males Stratified Sample = (145/270) x 20 =11

Year 8 Females Stratified Sample = (125/270) x 20= 9

Year 9 Males Stratified Sample = (118/261) x 20 = 9

Year 9 Females Stratified Sample = (143/261) x 20 =11

Calculations For Tables 1 and 2:

 Mixed Mathsx Frequency (f) fz fx 2345 25139 4155245 845208225 29 116 486
 Mixed Science(y) Frequency(f) fy fy2 2345 231212 494860 827192300 29 121 527

Calculations For Tables 3 and 4:

 Males Maths(x) Frequency(f) fx fx2 2345 1266 262430 41896150 15 62 268
 Males Science(y) Frequency(f) fy fy2 2345 1176 232830 49112150 15 63 275

Calculations For Tables 3 and 4:

 Females Maths(x) Frequency(f) fx fx2 2345 1373 292815 42711275 14 54 218
 Females Science Frequency fy fy2 2345 1256 262030 41880150 14 58 252

## Appendix C

Year 7

Maths

Science

4

4

5

4

3

4

5

3

4

5

4

4

4

4

4

3

3

5

4

4

5

4

3

5

4

5

4

4

4

4

5

4

5

4

4

4

4

5

4

5

Year 8

Maths

4

4

4

5

5

5

4

4

5

4

5

4

3

4

5

5

5

5

4

5

4

5

5

4

4

5

5

4

4

3

4

5

4

4

5

5

4

4

4

3

Year 9

Maths

4

4

4

5

4

4

5

5

4

4

3

4

5

4

5

5

5

4

### Females

4

5

5

3

3

4

4

4

3

5

5

4

5

4

3

3

4

4

4

3

5

5

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.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Height and Weight of Pupils and other Mayfield High School investigations essays

1. ## mayfield high statistics coursework

I obtained these results. These results were typed up on a excel spreadsheet. Below is the Data I have gained from my Sample. Since I have investigated the Height and Weight I will only show these particular fields in my results: 1)

2. ## Edexcel GCSE Statistics Coursework

1.65 41 7 Male 1.65 69 8 Male 1.26 44 8 Male 1.34 42 8 Male 1.55 64 8 Male 1.6 38 8 Male 1.6 60 8 Male 1.77 54 9 Male 1.32 38 9 Male 1.46 45 9 Male 1.58 50 9 Male 1.63 40 9 Male 1.66 46

1. ## GCSE Maths Statistics Coursework

The graphs that I intend to use are: scatter graphs, cumulative frequency tables, cumulative frequency graphs and box plots (box and whisker diagrams). I will be using scatter diagrams to see if there is a correlation between the things that I am investigating and if so then what kind of correlation (positive, negative, no correlation, weak or strong).

2. ## Maths Statistics Coursework - relationship between the weight and height

only extend the whiskers to the highest value under the upper outlier (1.835m). Lower Outlier = lower quartile (1.56m) - 1.5 � IQR (0.11) = 1.56 - 0.165 = 1.395m Anything lower that value is an outlier which I will then only extend the whiskers to the lowest value above the lower outlier (1.395m).

1. ## Mayfield High Statistics Coursework

2. Average, median, mode and range. 3. Frequency polygons (to show the distribution) 4. Upper quartile, lower quartile and inter-quartile range 5. Mean and standard deviation. The pre-test A pre-test or a pilot study is a test of a full scale study. I will use it to check if my first hypothesis will work.

2. ## Mayfield High School Maths coursework

60 15 21 54 7 14 100 70 10 31 79 0 14 100 80 8 39 100 0 14 100 90 0 39 100 0 14 100 39 14 Range Boys Boys Cumulative Girls Girls Cumulative To Nos. Cumulative %age Nos.

1. ## Liquid chromatography is a technique used to separate components of a mixture to isolate ...

82182 82.3 1.26 1 in 5 0.0129 -1.89 4.65 101210 101.6 1.15 1 in 10 0.00645 -2.19 4.65 104484 104.9 1.26 1 in 100 0.000645 -3.19 4.60 102053 102.5 1.20 1 in 1000 6.45?10-5 -4.19 4.63 99576 100 1.27 * Sodium Benzoate: Dilution Concentration (mol dm-3)

2. ## Statistics coursework - hypotheses based on students statistics

As can be seen all the data that I need is here so when it is needed I will refer to it. For my first hypothesis, which is, Year 11 students are, on average, taller than year 9 students. I will plot a bar graph to see whether this is true.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to