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• Level: GCSE
• Subject: Maths
• Word count: 2081

Using the data from Mayfield School I am going to construct an investigation to see whether the number of hours of television a student watches per week directly influences their IQ and exam results.

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Introduction

Rachael Smith Maths Coursework, Mr Lavender

Maths Statistic Coursework

Using the data from Mayfield School I am going to construct an investigation to see whether the number of hours of television a student watches per week directly influences their IQ and exam results.

The data that I will be using

For my coursework investigation it will be necessary for me to gather information from the Mayfield spreadsheet provided. I will need to conduct random sampling because there is simply too much data for me to handle. I have decided to use every fifth piece of information; this will enable me to gather information fairly so I will get a variety of data from both classes and sexes. Sampling every fifth piece of data will also permit me to construct accurate graphs. The data that I will be using will be the IQ, exam results and information on how many hours of television the students watch. I will be using data derived from both year groups and sexes. If when I am working with the data I see a piece of information that looks

Middle

I am now however going to look at the affect television has on IQ, but this time will separate the data am going to use so that the graph shows the IQ of the boys and girls separately. By doing this I may notice a correlation, which may not have been obvious in my mixed sex graph.

A graph to show the IQ of boys compared to girls in contrast to the hours of television they watch

To construct this graph I had to use the IQ of the students in comparison to the number of hours of television they watch. I chose to plot this data on a scatter graph because it allows me to insert a line of best fit, which illustrates clearly any trends in the data. I separated the boys and girls data for this graph because I wanted to make a comparison between their IQ’s in contrast to the hours of TV they watch.

Vital statistics.

Number of points, n:        35

Mean, x:                19.94

Mean, y:                101.2

Standard Deviation, x:        13.09

Standard Deviation, y:        7.512

y-on-x Regression Line:        y=-0.004276x+101.3

Straight Line: y=-0.004276x+101.3

Number of points, n:        39

Mean, x:                16.67

Mean, y:                101.4

Standard Deviation, x:        12.27

Conclusion

Analysis of Graph 4

I discovered from my graph that the mean IQ for the boys is 100.6, and the mean IQ for the girls is 100.1. So technically the boys have a higher average IQ than the girls, but only by an infinitesimal proportion. The boys I noticed have a larger inter quartile range than the girls, and in their category have the people with both the highest and lowest IQ. The girls however have a small inter quartile range. So although the boys on average have a slightly larger mean for IQ than the girls, the girls on the whole have less people within their group falling short of the national average IQ which is 100.

Conclusion

I am very pleased with how my investigation went. Although not all of my hypotheses were right I feel that I gathered and collected the data efficiently. What I discovered from my investigation is that the amount of television you watch does not directly influence your IQ, however your IQ does influence how well you do in exams, the trend being the higher your IQ the higher the exam results you achieve. I also discovered that there is no significant difference in IQ between boys and girls,  the mean IQ for both sexes is basically the same.

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