• 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
  • Level: GCSE
  • Subject: Maths
  • Word count: 5153

My investigation is to explore the average student.

Extracts from this document...

Introduction

Maths Coursework

My investigation is to explore the average student

My investigation is to try and find the average student. There are many ways and formats of doing this, in a questionnaire, a tally chart or a table of results for example. I will use a plan to help me decide which is the best way for displaying the information clearly and accurately. Another thing I will have to consider is the boundaries that I face in my investigation. The time given to collect is one boundary, as is the availability of the people I decide to ask. It is problems like these that I need to find a solution to before I can start my investigation.

If possible, I would ask every pupil in the school to answer my questionnaire because this would give me a much bigger range of results and therefore give me a better average of the all round student. However accessibility to all the students is not possible. It is an almost impossible task to ask every student because

  • There are almost 1500 pupils in the school and although it would be better, it is not necessary for me to ask every single person.
  • It would also take too long to ask pupils from all the different years and so it is not possible because of my restricted time limit.
  • Not all of the students would agree to take part in the investigation so it could alter my results making them unfair. This is why I will have to use quota sampling in my investigation.
  • I am in a year 11 class and so it is a lot easier and quicker for me to ask people in the classes of the same age group around me instead of having to find many students from different years. This is the reason why I am considering narrowing it down to only year 11 students.
...read more.

Middle

How tall are you in cm?

How much do you weigh in kg?

Are you left or right handed?

Left

Right

What size are your shoes?

What is your hand span?

What colour is your hair?

Blonde

Brown

Black

Ginger

Other

What colour are your eyes?

Blue

Brown

Green

Hazel

What were your Yr9 SAT's results added together?

30 of these had been printed to give to each person answering the questions. Some are in tick-box format, but some needed a written answer to be added into the box. I found that I was simple to create a tally chart with the way the questionnaire has been set out.

Results:        The tables below show the results of the 30 random pupils I asked to take part in my experiment. I have separated it up into males and females because I needed to have 15 of each and it will be easier to take results when I am comparing between the two. Once I have these results in my table, I can start to explore into the average student using graphical methods. I will firstly collect the mean, median, mode and range I give me an insight into what my results are showing me. Then I will do an extended analysis where I will use standard deviation, cumulative frequency and will compare individual sets of results to see if there is correlation.

Below is my table of results:

MALE

No. of people asked

1

2

3

4

5

6

7

8

9

Age

15

16

15

15

15

15

16

16

15

Male/Female

M

M

M

M

M

M

M

M

M

Height (cm)

174

170

185

179

177

175

180

169

173

Weight (kg)

66

62

77

70

63

68

72

60

63

Left/Right

L

R

R

R

R

R

R

R

L

Shoe size

9

8

12

10

9

10

11

10

9

Hand span

23

21

26

24

23

22

25

20

22

Hair Colour

Brown

Blonde

Brown

Brown

Ginger

Brown

Blonde

Brown

Blonde

...read more.

Conclusion

I could carry on the investigation using cumulative frequency to investigate all of my continuous data but my time limit prevents me from doing this. The height tables and graph however give a reasonable example of what information is portrayed by using cumulative frequency.

Along with graphical methods, I can use external sources to find information to help me with my investigation. This is what I am going on to investigate next.

External Information:        As part of my investigation, I have decided to use information that I have collected from external sources about averages and “the average student.” By doing this, it will indicate to me whether or not I am on the right track or if I have gone wrong in my investigation. Most of the external information is extremely accurate because it is based on thousands if not millions of people, this is something that I couldn’t possibly do in my experiment and so my information will not be as accurate.

There are many places were I can find this sort of information, the Internet or in a library are the main two places. I chose to find information about the average height of 15-year-old children all over the world. I discovered the information on a medical website. However, because it is American, the information was in inches so I will have to change it over to centimetres. I did this by multiplying the number by 2.5 because that is how many centimetres there are in an inch. The information I found is in the bullet point’s below-

  • For a 15-year-old male, the average height would be 67 inches, which is 167.5cm’s (50th percentile) and the normal range would be from 63 inches, which is 157.5cm’s (10th percentile) to 72 inches, which is 180 cm’s (90th percentile).
  • The average height for a 15-year-old female would be 64 inches, which is 160 cm’s with the normal range being from 60.5 inches, which is 151.25 cm’s to 67 inches, which is167.5cm’s.

...read more.

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

See related essaysSee related essays

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

  1. A hypothesis is the outline of the idea/ideas which I will be testing and ...

    5 5 Khan Jamal Right 100 4 4 4 Lall Alex Right 92 3 4 3 Leonard Robert Right 102 4 3 4 Muppeteal Nubaid Right 100 4 4 4 Salah Summy Right 100 4 4 4 Sammy Singh Right 104 4 5 5 Shady Philip Right 93 3 4

  2. Mayfield. HYPOTHESIS 1: Boys at Mayfield School are Taller and Weigh more on ...

    it is a useful way of representing and helps view trends within my sampling that I have produced: 1) Boys Heights BOYS Height (cm) Tally Frequency 130?h<140 II 2 140?h<150 0 150?h<160 IIIIII 6 160?h<170 IIIIIIII 8 170?h<180 I 1 180?h<190 III 3 190?h<200 0 A Pattern I have spotted

  1. Offers and Stipulation in Lonely Hearts Advertisements: A Comparison of Gender and Age.

    however those under 40 would also offer it whereas men over 40 were a lot less likely to. "Snap me up, romantic, male 59, 6'4", likes country side walks , country pubs, wildlife, cosy nights in, cooking, GSOH, seeks slim, brunette/blonde female, for friendship maybe more."

  2. Show that different people have different reaction times according to their gender and the ...

    I will use the random sample method as it does not have any chance of being bias. Fair test: To make my experiment a fair test I will hold the ruler the same height above each persons hand, as if it was higher it would look as if they had

  1. I am going to find out the year 10 male average student at Weavers ...

    So 30 is roughly1/3 or 32% of the total males in year 10. 30 is small enough to be manageable and yet be representative. I am going to use random sampling method as it is not biased unlike convenient sampling.

  2. Mayfield igh Investigation

    Due to the fact I am using 25%, I can just divide the number of students in each year by 4. For year 7, there are 131 females (47% approx), and 150 males (53% approx). For year 11, there are 86 females (51% approx), and 84 males (49% approx).

  1. I will be testing the following hypothesis in my pilot study: ...

    Also, as the amount from each year would be represented fairly, this should be accurate and reliable and therefore my findings should also be reliable. A stratified sample takes a proportional number from each group in the population so that each group is fairly represented.

  2. Guesstiamte - investigating whether men or women between the ages of 15-25 are better ...

    22.2% of men overestimated, almost a quarter. 38.9% of men guessed correctly. 38.9% of men underestimated. 33.3% of women underestimated. 66.7% of women guessed correctly. The frequency polygon for the angle estimates show that two women underestimated and two men underestimated. Two women guessed correctly and two men guessed correctly.

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