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• Level: GCSE
• Subject: Maths
• Word count: 2777

# The factors I have chosen to investigate are the relation of height and weight to age and gender

Extracts from this document...

Introduction

Chevonne Miller                               Data Handling

Maths coursework on Mayfield high school

## Introduction

My task is to analyse the data I have been given from Mayfield high school, and look at some of the key factors and relations between the pupils. The data given for each pupil is, year, ks3 results gender, IQ, height, weight and age.

## Planning

The factors I have chosen to investigate are the relation of height and weight to age and gender. To do this I will need to take 50% of the total from each year group from both year 7 and eleven. I will then make a prediction. I will then draw cumulative frequency tables and graphs to show my results, which I will then analyse and come to a conclusion. I will come to my overall conclusion by looking at the height and weight in comparison to males ands females. I will choose 50% of the total.

Firstly I have to select my random sample of pupils to do this I will take my list of pupil data and select a number at random by throwing a dice. For example I

Middle

1.62

45

1.53

40

1.62

47

1.52

42

1.65

40

1.69

57

1.55

45

1.55

32

1.60

38

I have created the cumulative frequency chart and graph for the height of yr 7 girls from the chart below.

 Weight Kg Frequency Mid Point Mid Point x Frequency 130 ≤h< 140 42.5 40.5 (37.5 x 3)= 112.5 145 ≤ h<150 42.5 (42.5 x 4)= 170 150 ≤ h< 155 47.5 (47.5 x 9)= 427.5 155 ≤ h<160 52.5 (52.5 x 9)= 472.5 160 ≤ h< 165 57.5 (57.5 x 8)= 457.6 165 ≤ h< 170 62.5 (62.5 x 10)= 625 170 ≤ h<175 67.5 (67.5 x 3)= 202.5 175 ≤ h <180 72.5 (72.5 x 4)= 290 Total 50 2757.6
 Data Frequency C freq 1.2>1.4 2 2 1.4>1.45 5 7 1.45>1.5 7 14 1.5>1.55 3 17 1.55>1.6 6 23 1.6>1.65 5 28 1.65>1.75 2 30

From this I was able to construct a cumulative frequency graph to help me to look at the range of different heights over this particular year group.

Now to look at the chart for the boys from yr 7 we will use both graphs to compare the boys and girls heights and come to a conclusion of who’s taller. And how we can interpret this.

 Height Frequency C freq 1.3>1.4 2 2 1.4>1.45 3 5 1.45>1.5 4 9 1.5>1.55 9 18 1.55>1.6 5 23 1.6>1.65 5 28 1.65>1.7 2 30

This shows that on average the boys in yr 7 are fractionally taller than the girls. The most common heights in boys was 1.5 > 1.55 and in the girls it was 1.45 > 1.5.  We can see from the graph below that the heights are very similar between the boys and girls in Yr 7.

Pupil height graph evaluation

This is probably because the pupils are of a young age and have a similar growth rate I think in year 11 the boys will be considerably taller than the girls as by that time they will almost be fully developed adults and men are usually taller than women. I will now look at the weights of the pupils in year 7 but I will add them to a cumulative frequency graph instead of doing two separate graphs then one comparison.

Prediction

I predict that the boys and girls will have a similar weight in yr 7 as they are still young and grow at the same rate as each other.

 Girls Girls c freq Boys Boys c freq 25>30 1 1 0 0 30>35 0 1 2 2 35>40 6 7 2 4 40>45 8 15 8 12 45>50 10 25 5 17 50>60 5 30 9 26 60>65 0 30 4 30

Conclusion

The limitations and improvements in this investigation would have to be the main thing is that to have the same amount of males and females. I could have segregated the males and females from the beginning so that I could have got a fair and accurate amount of people. A limitation in this investigation was being able to get the real information. I didn’t know any background into this school and the data that I got which led me to use data that I hadn’t checked and could have given me wrong number which could have given me a false view on trying to prove my hypothesis.

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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