• 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
• Level: GCSE
• Subject: Maths
• Word count: 2405

# The Game Of Spell

Extracts from this document...

Introduction

SPELL

SPELL is a game in which the players have to make words out of the letters that they are given. In a similar fashion to Scrabble, players are awarded points for each of the letters that they manage to use. These points vary on the relative frequency of the letters and the score for the complete word is the sum of all the letter points. In this piece of coursework we have been asked to investigate and determine whether the point system is a valid, appropriate and useable system in the game of SPELL, or to reallocate the points for the letters. The designers of the game SPELL made a few errors in the SPELL’s point system, which gave some of the letters inappropriate points for example; the letter “T” is given the highest value which is 10, this is odd as t is a very commonly used letter and can is applied in many words and this point shall be justified through my data. Also the letter “V” is given 2 points which is one of the lowest values, this is strange as v is a very uncommonly used letter and should undoubtedly have a higher score I shall also through my data justify this point.

Aims

The aims for

Middle

Rules

As I have said before I gathered near about 15000 letters and the rules I applied to this were:

• No proper nouns – place names, names of people, etc.
• No words with less than 4 letters

The first rule is easy to explain; in an article about a man from Southampton, for example, it is likely that the word 'Southampton' will come up far more often than in common English usage. The same applies for an article about a certain brand; words which are more likely to come up in the article than in normal usage should be ignored. Because of this, all proper nouns were deleted from the sample.

The second is slightly harder to justify. I believe that having this rule will make the points values more indicative of our language. This is because words such as ‘the’, 'and', and 'what', for example, are hugely more common than any other words. Without these words, the letters 'h' and 'n' will be far less likely to occur. This is important because it is in the nature of the game to score highly with your letters; a player is not likely to use such short words in the game, but if they were included in the sample, they would devalue letters which are otherwise fairly uncommon.

Testing of SPELL score

Conclusion

Score comparison

I have chosen to compare my score with another’s so that I can ensure the validity of my newly applied score system. The screenshot below shows us the results of their score once inputted into the Spearman’s Correlation technique.

The correlation for the score is fairly negative and shows us that the score that I have given to SPELL is valid and accurate.

Conclusion

The calculation was that the current SPELL score had a no correlation with the genuine probability of the letters occurring with standard words. Once I created my own score for the set letters I came out with a strong negative correlation. This was proved to be correct by the means of collecting a large amount of data showing the frequency of each letter within a variety of origins, using this I worked out the probability and usage of the scores to creative a relative frequency scatter diagram. These both combined together allowed me to use the Spearman’s Rank Correlation technique to prove that the SPELL score has no correlation. And in the same way I used this to set my own score.

If I had more time I would have done the procedure for other languages such as German, Spanish and French. From these I would be able to obtain the knowledge of knowing which letters are most common and least common. And from this I would have applied a score system for other languages for the game of SPELL.

This student written piece of work is one of many that can be found in our GCSE IQ Correlation 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 IQ Correlation essays

1. ## Perform a statistical enquiry that will either prove or disapprove my hypothesis.

Furthermore, I need frequency table and polygon for my SAT results. However there is no need of having grouped data. This is my frequency table. Frequency table for SAT results SAT results levels Frequency 1 1 2 3 3 16 4 46 5 34 From this frequency table I can see that value that occurred most was Level 4.

2. ## Comparison of SATs results to obtain statistical data on students.

Frequency= 21 Median= 11th value Median= level 5 The median level for science in 2000 is: Frequency= 41 Median= 21st value Median= level 5 The modal level for females in science in 2000 is: (the level which was achieved by most people).

1. ## The 3 statements I am going to investigate are: -Does the gender of the ...

I will use the method of quota sampling at the end to test the results of a balanced sample, i.e. a balanced number of girls and boys from both years, and to prove that my hypothesis is still correct/ incorrect, regardless of how much of the population is used.

2. ## Mathematics Statistics Coursework

Mamood Keith Norman 16 3 94 3 4 4 4 306 11 Major William Brian 16 0 99 4 4 4 4 264 11 Frost James Jackson 16 2 107 5 4 6 5 223 11 Boggart john 16 5 76 2 2 3 2 307 11 Mamood Keith Norman

1. ## GCSE Statistics Coursework

To a certain degree of accuracy this proves my null hypothesis. If you wanted to roughly estimate an exam result from someone who estimated the line with a difference of 43mm you could find this out by using the regression line y dependant on x.

2. ## My hypotheses are: -1. People's average SAT and average GCSE results will have a ...

Boys and girls appear to get a higher level in their SAT's. For boys, girls and boys and girls I used Spearmans Co-efficient of Rank Correlation which also showed that there is a strong correlation between average SAT and GCSE results.

1. ## Mayfield High school

110 44 105 4620 110 < x ? 120 15 115 1725 120 < x ? 130 1 125 125 Totals 100 � 10 130 Mean = 10130 / 100 = 101.30 Girls left handed Girls right handed Frequency Mid- Interval value Frequency Mid - interval value 70 < x ?

2. ## Mayfield Maths Coursework

I am now going to show how I can prove that the following positive correlation is right or wrong by taking the mean median and mode and the average of the correlation. . I will be also having a stem and leaf diagram and an interquaritle range which will also prove my correlation.

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