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  • Level: GCSE
  • Subject: Maths
  • Word count: 1904

My hypothesis is that the Maths and Science results will be related because I think if a male/female is good at Maths he/she will also be good at Science.

Extracts from this document...

Introduction

For my second piece of coursework, I have being given 300 pieces of original data about students in an unknown school. This data includes year, gender, class and test results in English, Maths, Science and French. This data is too big to manage so I have decided to take a random sample of 30 students from each year. 15 females and 15 males.

I will look at each year group in turn and from there I will create a table of the numbers contained in each class, in each year group.

Year

Gender:

Male

Female

Class

8

14

12

A

8

14

11

B

8

13

8

C

8

14

10

D

8

9

15

E

Total

56

64

120 in year 8

Year

Gender:

Male

Female

Class

9

10

17

A

9

10

16

B

9

12

5

C

9

6

4

D

Total

42

38

80 in year 9

Year

Gender:

Male

Female

Class

10

5

20

A

10

16

10

B

10

14

10

C

10

13

12

D

Total

48

52

100 in year 10

Check: -         

Year 8    = 120

Year 9    = 80

Year 10  = 100

Total               300

Now I am going to select the 15 males and 15 females systematically.

My hypothesis is that the Maths and Science results will be related because I think if a male/female is good at Maths he/she will also be good at Science.

I am going to draw scatter graphs and frequency tables to see if there is a correlation between the Maths and Science.

...read more.

Middle

0

95

0 × 95

0

I decided to use scatter graphs because they are the easiest diagrams to draw when comparing the Maths and Science results.

I have drawn a line of best fit because it allows me to predict a mark if a student misses a test.

Example:

A student in year 10 scored 60 in a recent maths test, but he/she missed a science test the day after. I predict that the student would score 63 in his/her science test if he/she were there.

I do this my going to the maths scores for Year 10 in my scatter graph and going to 60 and would then go up in a line and I would hit the line of best fit and go across and the mark is 63.

After looking at the graph for Year 8, I found that their marks were tightly packed together, which shows strong positive correlation.

After looking at the Year 9 and 10, I found that both their marks were tightly packed together, which again shows strong positive correlation.

I am going to examine each year group in turn and draw frequency tables for each year group and subject.

Smallest and Largest values

Year 8

Year 9

Year 10

Maths

Science

Maths

Science

Maths

Science

41

43

36

41

30

35

43

48

42

44

39

38

44

48

43

47

40

41

47

49

43

47

43

42

52

50

44

47

45

43

52

53

47

50

45

44

52

55

49

51

48

46

52

55

50

51

48

48

54

56

52

51

50

50

55

58

54

52

52

52

56

59

55

52

53

52

56

61

56

53

57

53

57

62

57

54

57

56

59

62

58

54

58

57

60

62

59

56

60

60

60

62

59

56

61

62

61

63

62

57

62

65

62

65

63

59

63

65

62

66

63

59

64

65

64

66

64

59

66

65

65

70

65

62

67

66

65

70

67

64

68

68

67

71

70

64

68

69

68

72

72

68

70

72

68

74

72

69

70

72

68

76

74

70

71

74

73

78

75

70

74

80

75

80

76

71

76

82

78

80

80

76

76

83

83

90

80

78

79

84

My results so far have confirmed my first hypothesis, which is that Maths and Science are closely linked.

Second hypothesis

I will now investigate the differences in gender may effect the marks in a particular subject like Maths.

Again to further my investigate, I am going to use Stem and Leaf diagrams to compare female marks with male marks. A Stem and Leaf diagram consists of numbers, which themselves made up the bars, like in a bar chart. I have already systemically chosen a sample of 30 students from each year group, again 15 females and 15 males.

 By doing this it avoids bias and will represent the complete data given. A Stem and Leaf diagram is used to display data in order of size. It can also be used to find the mode, median, lower quartile, upper quartile and interquartile range.

Year 8 Maths

Females

Males

30

40

50

60

70

80

30

40

50

60

70

80

43

52

60

73

41

52

60

78

83

52

62

75

44

55

61

52

64

47

56

62

54

65

59

67

56

65

68

57

68

68

Stem and Leaf

Females

Stem

Males

30

3

40

1

4

7

7

6

4

2

2

2

50

2

5

6

9

8

5

5

4

2

0

60

0

1

2

7

8

8

5

3

70

8

80

3

Females

Males

Mean

59.3

60

Median

60

60

Mode

52

68

Range

32

42

...read more.

Conclusion

59.9

58.6

Median

64

58

Mode

45, 70

48, 57

Range

37

49

From this set of results I have noticed tat the girls in year 10 are better than the boys at Maths. For example the girls have achieved a higher mode, which is 45, 70 and the boys mode was 48, 57. They also had a higher mean and median.

I am now going to construct Box and Whisker diagrams, these will show the distribution of data.

First of all I will find the biggest and smallest values. Then I will put Year 8, 9 and 10 Maths and Science marks in order of size, starting from the smallest to the biggest, from here I will need to obtain each year groups median and lower and upper quartiles.

This box shows the Mean for each year group.

Year

Maths Mean

Science Mean

8

60

63

9

60

58

10

59

57

From the results in the table above I can see that the means are quite close together.

Year 8

                 Maths

Science

Median

60

62

Lower Quartile

52

55

Upper

Quartile

67

71

Lowest

Value

41

43

Highest

Value

83

90

Year 9

                 Maths

Science

Median

59

56

Lower Quartile

50

51

Upper

Quartile

70

64

Lowest

Value

36

41

Highest

Value

80

78

Year 10

                 Maths

Science

Median

61

62

Lower Quartile

48

48

Upper

Quartile

68

69

Lowest

Value

30

35

Highest

Value

79

84

From the box plots I can see that Year 8 are slightly better at maths and science than Year 9 and 10.

Year

Maths Mean

Science Mean

8

60

63

9

60

58

10

59

57

From the results above

...read more.

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