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To analyse the distribution of the number of hours spent watching TV per week and IQ's for students in year's 7 and year's 9 and to see if there is a relationship between them.

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Introduction

Maths investigation 2002

MAYFIELD HIGH SCHOOL

Aim: To analyse the distribution of the number of hours spent watching TV per week and IQ’s for students in year’s 7 and year’s 9 and to see if there is a relationship between them.

Hypothesis:

  1. I predict that the more hours spent watching TV per week, the lower the pupils IQ will be. This is for both year groups (year 7 and year 9).
  2. The younger the person is, the more TV they will watch.

Method: I chose 35 samples of both boys and girls from year 7 and year 9. I used random sampling by pressing the random button on my calculator, and taking the first two numbers to get my samples. As they were randomly chosen, I had to re-arrange them into numerical order for both IQ and number of hours spent watching TV per week. I then designed different tables and graphs in which I could display my results and comparisons.

Sampling: I used random sampling to choose my 35 samples of girls and boys from year 7 and year 9. I had to make sure that the numbers I picked actually existed and that I had covered the range of pupils in the year group. This meant my samples had to range from the beginning of the alphabet to the end of it.

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Middle

My IQ box plots for boys and girls in years 7 and 9 all had fairly similar Q1’s, which ranged from 97 to 99.5, and fairly similar medians that ranged from 101.5 to 105. Their Q3’s were slightly further apart ranging from 106 in year 7 boys to 111.5 in year 9 girls. The inter quartile ranges for girls and boys in year 7 seem to be extremely similar, apart from the boys seem to be a unit further down than the girls, i.e. the girls Q1 is 98 whereas the boys Q1 is 97, however their medians have only a 0.5 difference, the boys is 101.5 and the girls is 102. The inter quartile ranges for boys and girls in year 9 seem to be slightly higher, their Q1’s are 99.5 for the girls and 99 for the boys, and their Q3’s are 111.5 for the girls and 109.5 for the boys. However the boys and girls in year 7 have higher “lowest values” and higher “highest values” than the boys and girls in year 9 do, e.g. the year 7 girls lowest value is 75 and their highest value is 140, compared with the year 9 girls’ values, which are 70-125. This suggests that even though the year 7’s inter quartile ranges are slightly lower, they may have cleverer students than the year 9’s.

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Conclusion

Hypothesis 2, I found to be correct with girls as the girls in year 7 watched more TV than the girls in year 9, this can be clearly seen in my box plots where their inter quartile ranges go from 11-29.5 leaving a difference of 18.5 compared with 10-26.5 leaving a difference of 16.5 in year 9 girls. I found it to be incorrect with boys as year 9 boys watch more TV than year 7 boys and this can be shown clearly in my cumulative frequency graph as the highest value for the year 7 boys is 60 hours compared with 100.5 hours in year 9 boys. The theory that I based hypothesis 2 on was that younger people/children normally have more spare time as schools don’t give as much homework to younger children and they could therefore watch more television. My theory was proved correct with girls but not with boys. This may be because boys might prefer to play sports than watch TV and would spent their free time participating in activities such as football or rugby, and although this could be a sexist comment it is one possibility. To investigate my hypothesis further I could expand on the age range and instead of only investigating two year groups I could study 3 or 4.

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