• 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

maths data handling

Extracts from this document...

Introduction

Introduction: I have been given a data set containing 240 data items containing information relating to driving tests. My aim is to investigate what factors influence a successful outcome from different fields contained in the data sheet: * Gender of the Driver * Number of 1hr lessons * Number of minor of mistakes * The driving instructor Most of the fields shall be investigated to see if there is any pattern connected with successful drivers apart from. * The Day and Time the test was taken out Initial Analysis: The Initial Analysis of the entire data set shows that there is: * 116 Male drivers. * 124-Females > 60 Learners for Instructor A > 100 Learners for Instructor B > 40 Learners for Instructor C > 40 Learners for Instructor D The Mean number of: * Minor mistakes are 16.78 * 1Hour Lessons is 23.03 Hypothesis One: For this data set Men on average made fewer minor mistakes than women in their driving test. Planning: In order to investigate this hypothesis I will take a random sample of 30 male drivers and 30 female drivers. And compare the number of minor mistakes they made in their driving test. To make this comparison I will construct box and whisker diagrams. ...read more.

Middle

I know this as the gradient was much steeper and the correlation coefficient was more negative than any other of the scatter graphs. What may have influenced the box and whisker diagrams to have different results than my scatter graphs may have been that each sample was of different size. Instructors A had 30 drivers and B had 50 drivers whilst Instructor C + D had only 20 drivers meaning these instructors had less chance of either failing drivers than Instructor's A + B would have. Hypothesis 5: In this Data Set, some Instructors do better/worse with the other Gender. Planning: This shall be my final Hypothesis, so I intend to make a reliable investigation- by taking a sample of 15 Males and 15 Females from each Instructor in the field of "minor mistakes" and creating Box and Whisker Diagrams with these samples. Once this has been done I will use the samples again and create Scatter Graphs for each. Examining the Number of Lessons each driver took against the number of Mistakes they made for each instructor and writing an analysis of each below them. Statistics box: Female Samples Instructor's Data Statistics A B C D Lower Quartile 5 10 5 13 Median 11 19 11 25 Upper Quartile 14 23 14 28 Mean 9.86 17 9.86 21.86 Range 18 30 18 31 Inter ...read more.

Conclusion

Then whenever I calculate how many males and females have passed I can take that number and use it and the total number who took the test and work out the probability in which males and females have of passing with each instructor as a whole and then I can find the probabilities that males and females will pass with each instructor. So here as follows are the probabilities of Drivers Passing there test with each Instructor from both Genders. Male Probability of Passing their Driving Test Instructor No. of Pupils who passed No. of Pupils who Failed Total no. of Pupils Chance of passing A 21 8 29 72.41% B 25 24 49 51.02% C 9 9 18 50% D 5 15 19 26.32% Female Probability of Passing their Driving Test Instructor No. of Pupils who passed No. of Pupils who Failed Total no. of Pupils Chance of passing A 22 9 31 70.97 B 14 37 51 27.45% C 8 14 22 36.36% D 1 19 20 5.00% Over all Chance of Passing their Driving Test Instructor No. of Pupils who passed No. of Pupils who Failed Total no. of Pupils Chance of passing A 43 17 60 71.60% B 39 61 100 39.00% C 17 23 40 42.50% D 6 34 40 15.00% ?? ?? ?? ?? Handling Data: Driving Tests ...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 Capital Punishment 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 Capital Punishment essays

1. English A1 Standard Level

Therefore, she feels that the marriage was unnecessary. This is confirmed by the quote: "Was it madness, weakness, irresistible love? What inner confusion led Modou Fall to marry Binetou?" As we can see that Modou caused a lot of pain for poor Ramatoulaye; therefore, succumbing to death, I agree to

2. Analysing a documentary called &amp;quot;14 Days in May&amp;quot;.

So EEJ's personality and conduct makes him stand out from all the other prisoners because he is shown to be thoughtful and we get this idea when we see him playing chess, this just adds on to the director's argument; that there are still racial disparities in death penalty in the USA.

1. Causation - the 'but for' test.

* Factual cause of death The "But For" test established in R v White (1910) must be applied in order to establish causation in fact. This is where it must be proved that, but for the defendant's acts, the death of the victim would not have occurred: Def placed poison

2. &amp;amp;#147;Billy Budd&amp;amp;#148; - A Critical Analysis of Symbolism

Billy Budd (goodness and innocence) kills Claggart (evil) and must pay with his life, illustrating the limits of human justice. As men, loyal to the crown and not nature, though they are recently in its hands, the three judges must choose death for Billy Budd." (Re: Innocence in Billy Budd)

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