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• Level: GCSE
• Subject: Maths
• Word count: 1449

# Prove that Girls in Key Stage 4 at the Mayfield High School have a higher IQ Level than the Boys from the same years and school.

Extracts from this document...

Introduction

Maths Coursework Statistics

## Aim

I have chosen to prove that Girls in Key Stage 4 at the Mayfield High School have a higher IQ Level than the Boys from the same years and school.

Procedure

I intend to investigate the relationship between the Girls in Key Stage 4 and the Boys in Key Stage 4. To get my data and graphs I am going to sort and filter data from the key Stage 4 information. I am going to sort firstly by Gender to filter out all of the Year 10 Female and Male Students and will then put each into a different worksheet. I am then going to Random Sample 15 entries from the boys and 15 entries from the Girls to allow me to compare them easily. In total I will now have 30 Random Sampled entries. The graphs that I am going to draw to help me answer this hypothesis are going to be:

• Bar Graph to show the comparison between the Girls and Boys IQ Levels,
• Bar Graph to show the total IQ Comparison,
• Surface Area Graph to show the average for the Boy and Girls IQ,
• Cumulative Frequency Graph of both the Boys and Girls.

Middle

104

4

4

4

10

Owen

Gemma

15

10

Female

105

4

4

4

10

Turner

Sarah

15

7

Female

92

4

3

3

10

Wilson

Alice

15

2

Female

106

4

4

4

10

Brown

Emily

Jayne

15

2

Female

105

4

4

5

 Year Group Surname Forename 1 Forename 2 Years Months Gender IQ English Maths Science 10 Robinson Mical John 15 10 Male 102 3 5 4 10 Saj Shida Raja 15 3 Male 92 3 4 4 10 Singh David Keith 15 8 Male 107 5 3 4 10 Aberdeen Richard 15 0 Male 103 4 5 4 10 Leavy Thomas 15 10 Male 100 4 4 4 10

Conclusion

### Anomalies

The time I had been allocated made it very difficult to achieve 100% accuracy for my experiments. This meant that there were, inevitably, always going to be some anomalies, also because the result were gathered from a school, there will be typing mistakes and deliberate mistakes by joking pupils e.g. IQ=290. Because of these mistakes I just had to accept them as real results due to this, I have tried to avoid them. Therefore, as you can see from the graph, there are no anomalous readings taken from the charts.

## Improvements

If I were to repeat the experiment, I could make several improvements to improve the level of such factors as accuracy and the amount of random samples. For example, I could ensure that I chose at least 40 results to increase accuracy. I could also get as many opinions as possible or do different types of experiments. I could increase the number of times I carry out each of the tests with different pupils each time; this would improve accuracy even more.

## Furtherwork

If I were ever to do this experiment again, I could consider investigating another of the key factors involved with this investigation. For example, I could change the type of comparison e.g. IQ to Key Stage 2 Level.

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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