• 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
13. 13
13
14. 14
14
15. 15
15
16. 16
16
17. 17
17
18. 18
18
19. 19
19
20. 20
20
21. 21
21
22. 22
22
23. 23
23
24. 24
24
25. 25
25
26. 26
26
27. 27
27
28. 28
28
29. 29
29
30. 30
30
31. 31
31
32. 32
32
33. 33
33
34. 34
34
35. 35
35
36. 36
36
37. 37
37
38. 38
38
39. 39
39
40. 40
40
41. 41
41
42. 42
42
43. 43
43
44. 44
44
45. 45
45
46. 46
46
47. 47
47
48. 48
48
49. 49
49
50. 50
50
51. 51
51
52. 52
52
53. 53
53
54. 54
54
55. 55
55
56. 56
56
57. 57
57
• Level: GCSE
• Subject: Maths
• Word count: 10614

# The relationship between height and weight - Mayfield High School.

Extracts from this document...

Introduction

At a Mayfield High School Introduction This investigation is based upon the students of Mayfield High School, a fictitious school although the data presented is based on a real school. The total number of students in the school is 1183. Year Group Number of Boys Number of Girls Total 7 151 131 282 8 145 125 270 9 118 143 261 10 106 94 200 11 84 86 170 TOTAL 604 579 1183 The line of enquiry I will choose will be the relationship between height and weight; I will use all of the students in school and begin by taking a random sample of 30 boys and 30 girls to see all the possible relationships. From the total number of students, I will choose 60 altogether. I will then analyse the sets of data I have in order to investigate the relationship between them. I will begin by taking a random sample of 60 students, 30 boys and 30 girls and record their heights and weights. I will choose 30 boys and 30 girls so that both genders are the same and the data I have chosen is fairer. The way I shall take a random sample is to use the random number button on my calculator. All the 1183 students are numbered from 1 to 1183. I will press the SHIFT button then the RAN# button in order to give a completely random number. The number displayed is between 0 and 1 and because I need a number between 1 and 1183, I will multiply the number displayed on the computer by the total number of students which is 1183. I repeated this 30 times for girls and then 30 times again for boys. Now I have a random sample of 60 students from Mayfield High School. Random Sample This is my random sample of boys and girls of Mayfield High School. ...read more.

Middle

This tells me that there is a better relationship between height and weight for girls more than boys. Conclusion from random sampling > There is a positive correlation between height and weight. In general tall people will weigh more than smaller people. > The points on the scatter diagram for the girls are less dispersed about the line of best fit than those for boys. This suggests that the correlation is better for girls than for boys. > The points on the scatter diagrams for boys and girls are less dispersed than the points on the scatter diagram for mixed sample of boys and girls. This suggests that the correlation between height and weight is better when girls and boys are considered separately. > I can use the scatter diagrams to give reasonable estimates of height and weight. This can be done either by reading from the graph or using the equations for the line of best fit. > The cumulative frequency curves confirm that boys and girls have quite a close height and weight, with girls being slightly higher in weight and boys slightly higher in height. > The median for boys is higher in height and the median for girls is higher in weight. > From the box and whisker diagrams I can conclude that, in general boys are taller than girls, but not exclusively so. The cumulative frequency curves can be used to estimate that 23% of girls have a higher height than 172 cm, the upper quartile height of boys. > Also from the box and whisker diagrams I can conclude that in general girls weigh more than boys but not exclusively so. The cumulative frequency curves can be used to estimate that 23% of boys have a higher weight than girls above 60 kg. This could also be a result of my sampling which has more students from year 7 and 8 then 9, 10 or 11. ...read more.

Conclusion

There is not much of a difference if they are considered mixed either. > The standard deviation showed me that the mean isn't a reliable way of interpreting my data. > The product-moment correlation coefficient shows that the correlation between height and weight is stronger for girls than for boys. Final conclusion > In general the taller a person is, the more they will weigh. > There is a positive correlation between height and weight. In general tall people will weigh more than smaller people. > The points on the scatter diagram for the girls are less dispersed about the line of best fit than those for boys. This suggests that the correlation is better for girls than for boys. Also, the points on the scatter diagrams for boys and girls are less dispersed than the points on the scatter diagram for mixed sample of boys and girls. This suggests that the correlation between height and weight is better when girls and boys are considered separately. > There therefore is a positive correlation between height and weight across the school as a whole. This correlation seems to be stronger when separate genders are considered > I can use the scatter diagrams to give reasonable estimates of height and weight. This can be done either by reading from the graph or using the equations for the line of best fit. > There is a better relationship between height and weight when people in the school are taken into proportion in each year. > I could have had a greater confidence in these results if we had taken larger samples. Also, my predictions are based on general trends observed in the data. In both samples there were exceptional individuals whose results fell outside the general trend. This coursework was both interesting and enjoyable to do although it was hard work. I have learnt a few things from this coursework such as standard deviation and product-moment correlation coefficient, both of which I had previously not known about. Kushal Patel KRIS MURPHY 1 ...read more.

The above preview is unformatted text

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

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

1. ## Height and Weight of Pupils

This indicates that females are taller. My box plots show the LQ of males is for height and weight is 1.462m and 38.4kg and female height and weight were 1.49m and 37.1kg. This is greater for males now. The UQ of males for height and weight is 1.624m and 49.7kg.

2. ## mayfield high statistics coursework

The variances also show that my sample is not unbiased and reliable as it is natural and unique for they're to be some minor irregularities. Overall there is a casual relationship between the IQ Level and Hours of TV watched for Children at Mayfield School Variance and Standard Deviation Variance

1. ## Conduct an investigation comparing height and weight from pupils in Mayfield School.

Tally Freq. 25 ? w < 30 0 30 ? w < 35 0 35 ? w < 40 ||| 3 40 ? w< 45 ||||| || 7 45 ? w < 50 ||||| | 6 50 ? w < 55 ||||| ||| 8 55 ?

2. ## Maths Statistics Coursework - relationship between the weight and height

more than the upper quartile (UQ) or 1.5 times the IQR less than the lower quartile (LQ). Any outlier should be marked on the box and whisker diagram but the whisker should extend only to the lowest and highest values that are not outliers.

1. ## Determine the relationship between the range of the jump achieved by the ski jumper ...

experiment, and started setting up the apparatus as shown in the picture above. 2. The second step is to take measurements. We will need to measure the height of the table from the ground and the height of the sand from the ground as well.

2. ## Boys are taller than girls, I am going to investigate this by looking at ...

40 7 Glover Danny 12 5 February Male 1.52 45 7 Matthews Tom 12 2 May Male 1.52 45 7 Cullian Sabor 12 8 December Male 1.50 43 7 Colins Wayne 11 11 August Male 1.48 35 7 Gregory John 11 11 August Male 1.47 41 7 Madden Ben 12

1. ## The relationship between height and weight for students of Mayfield High School.

1.80 - 1.89 | 1 1.90 - 2.00 0 Girls - weight weight / kg Tally Frequency 35 - 44 |||| 5 45 - 54 |||| |||| |||| ||| 18 55 - 64 |||| | 6 65 - 74 | 1 75 - 84 0 85 - 94 0 Graphical

2. ## Liquid chromatography is a technique used to separate components of a mixture to isolate ...

3.95?10-4 -3.40 5.52 82746 108.3 0.84 1 in 1000 3.16?10-4 -3.50 5.52 64485 84.4 1.55 Discussion Again the peak for acetone is indistinguishable. Retention time for this unretained peak is 1.22 min. For theophylline, the % efficiency is calculated relative to the 1 in 10000 dilution, which is set at 100% as it is in line with the other dilutions.

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