I am going to design and then carry out an experiment to test people's reaction times, and therefore test my initial hypothesis.
Mathematics Statistics Coursework I am going to design and then carry out an experiment to test people's reaction times, and therefore test my initial hypothesis. Initial Hypothesis: Some people have faster reaction times than others To design my investigation, I first need to carry out a preliminary test, to see what variables there are, and how I will control them. To test reaction times, I dropped a special piece of card, with numbers along it recording how many hundredths of a second it takes for the person to drop it. From the information gained by this test, I set my main rules. Variable How I will control it Distance between fingers and ruler Ruler must be parallel to finger and thumb with a 3cm gap. I decided on 3cm as this was the same width as the ruler. Weight of the ruler All the rulers used will be the same type, and therefore the same weight and shape. Health of participant Unfortunately, this cannot easily be controlled, though I presume that anyone ill would not be in school, and therefore not take the test. This means that hopefully everyone taking part will be quite healthy Where the measurement is read from I will make sure this is read from above the thumb Hand used to catch ruler (dominant/non-dominant) I will test the ruler five times on each hand Time of day I will do the test once in the morning and once in the afternoon, as I saw in my
Investigation into factors affecting growth
Investigation into factors affecting growth Introduction In this project I will be investigating the factors that effect growth such as Male/Female, Age, D.O.B, Height, Foot length, Hand span, Wrist circumference and Pulse. For my population I will be using a sample of data from the "Census at schools project (phase 3)", which is the most recent. I requested a random sample size of 200 from the "Census at schools project (phase 3)". The fields of data in the sample are: Male/Female, Age, D.O.B, Height, Foot length, Hand span, Wrist circumference and Pulse. I think that this data is likely to be true and fairly unbiased, even though it is secondary data, I am assuming that nobody except for the person that data applied to has tampered with it, but I can't be sure. This would make primary, but I have not collected the data myself, therefore I cannot tell if someone is lying or has given a spoof entry. I will be comparing some of the fields; Male/Female, Age, D.O.B, Height, Foot length, Hand span, Wrist circumference and Pulse, to see what links they have with each other, if any. Obviously a sample of 200 is to many for me so I have taken a smaller sample of 51 from the 200. This will be my population. I have chosen 51, because this makes it easy to find the median and the upper and lower quartiles (the 17th, 26th, 34th sample). To choose my population from the larger
males and females driving
Thomas Lock 10Z Maths GCSE Data Handling Coursework Summer 2005 "Do males perform better than females at the driving school?" Scenario: I am a business consultant brought in to have a look at the performance of a driving school. I have been given the raw data which shows, in no particular order, how different students have got on in their driving tests. Introduction: This experiment has the aim of proving the hypotheses (that I shall develop) by handling data and managing it effectively to instigate realistic results. The hypotheses will be based upon test results from a driving school. I am intending to explore the success of males and females in a driving school. I shall do this by testing the number of one hour lessons and the number of errors in a random sample of 30 males and 30 females. I aim to use this data to test several hypothesises. Data: The data which I will be using in this investigation has been gathered from an unknown driving school. I am acting as a business consultant brought in to have a look at the performance of said driving school. The raw data which I have been given is in list form and provides me with the performance of 239 students, of both sexes and includes: * The number of one hour lessons before successful test. * The total number of minor errors in test(s) taken. * The name of the
The aim of this investigation is to gain statistical information to show authorship of a text.
AS Mathematics: (AQA) Statistics Coursework DESIGN Introduction: The aim of this investigation is to gain statistical information to show authorship of a text. For this investigation, I will use two pieces of text in order to investigate authorship. In order for the investigation to be valid, the two pieces of text I need to use should have a different theme attached to them. By theme, I mean they need to be different in a broad way i.e. different genre, different age readers. I had a number of different texts to compare but I decided to use one adult text and one child text as this will give me a more obvious variation and expectation. For this investigation I will be calculating the mean of the distribution for both populations. I will then be able to calculate the standard deviation and variance, and I will be using the unbiased estimator for both populations. I will calculate the standard error and confidence intervals for both populations. My data will be represented using frequency distribution tables and these can show the trends of a frequency distribution graph. The normal distribution diagrams will also be used for the confidence intervals representation. Population: In a statistical enquiry, you often need information about a particular group. This group is known as the POPULATION and it could be small, large or infinite. The population for my
Find out whether there is a correlation between the melting points and boiling points of the chemical elements.
Bivariate Data Coursework Aim The aim of this investigation is to find out whether there is a correlation between the melting points and boiling points of the chemical elements. This idea is worth pursuing because it is related to my studies in A level chemistry and once data has been analysed the information would be useful to chemists for making predictions about the melting point or boiling point of an element if the other value is known. It is suspected that there will be positive correlation between the two variables because if a large amount of energy is needed to melt a solid it is likely that a large amount of energy will also be required to cause the liquid to boil and vice versa. Data Collection The population to collect data from will be all the elements in the periodic table of which there are about 118 that are known, and of these 50 will be selected randomly to collect data on. Both of the variables (melting and boiling point) are random, because they have unpredictable values and are free to assume any of a particular set of values in a given range. To select the 50 elements on which to find out the bivariate data, a calculator will be used to generate random numbers, until 50 different atomic numbers up to 118 have been noted. These are the atomic numbers of the elements I will find out the melting points and boiling points of in degrees Kelvin. Data on
Estimating the length of the line and the size of the angle
Guestimate Mathematics Coursework My task is to write a hypothesis and to test how well people estimate and to design and carry out an investigation to test my hypothesis. My hypothesis is that people will estimate the length of the line better than the size of the angle because lines are used more commonly than angles are. My hypothesis is also that neither the boys nor the girls will estimate better than one another. I also predict that people in higher sets will estimate the angles and lines better than people in lower sets. I will need to carry out an investigation to test my hypothesis. The investigation which I will carry out will be a questionnaire. The questionnaire will be conducted with two lines and two angles which I will ask twenty people in year eleven to estimate the length of the two lines and the size of the two angles. I have chosen twenty people because it will give me a set of eighty results, which is enough to prove my hypothesis. I will do this using a stratified sample to find out how many people I will ask in each set. Once I have found out how many people I will ask in each set, I will randomly pick an even number of boys and girls by picking boys and girls' names out of a hat. If the number of people that I will ask is an odd number e.g. five, then I will pick two boys from one hat and two girls from the other, then I will mix the names of the
Guestimate the length and size of the angle.
Guestimate 1. Collect relevant data I asked a sample of people to estimate: [image001.gif] [image001.gif] * [image002.gif] The length of this line [image003.gif] * [image004.gif] The size of this angle *Note: The data collected from this investigation is located in the Appendix of this assignment 2. Extract a sample of 30 items I have chosen to extract two random samples of 30 people wearing spectacles and 30 people with out. The reason for this is one of hypotheses 2 involves comparing peoples estimates with spectacles and without and I wanted to make sure it is Hypotheses 1: Boys are more likely to estimate the length of the line and the given angle correctly as opposed to the girls Hypotheses 2: People who wear spectacles are less likely to guess the length and the angle correctly than people who do not wear spectacles Random sample of 30 people (15 boys and 15 girls) for hypothesis 1 Sample data 1: Estimate of length of line (L) to nearest cm Estimate of size of angle (A) to nearest degree Age Sex M or F Wears spectacles Occupation 7 52 30 M No Student 4 50 21 F Yes Student 4 45 25 F No Student 4.5 45 23 M No Student 4.5 45 40 M No Student 2 45 25 M No Student 3 45 28 M No Student 4 45 45 F Yes Lecturer 2.5 45 12 F No Student 4 45 22 F No Swimming teacher 7 45 40 F No
Telepathy Maths Investigation
Telepathy Maths Investigation Introduction I will take a card from a set of specifically designed cards and will look at it, not letting anyone else see the image on the card. Another person will then state what card they think it is, and I will record whether they are correct or not in their guess. Each person will try to receive the images of 10 randomly chosen cards, hopefully, a large enough number of tests to determine whether the subject has any telepathic abilities. I have assigned each card with a set of numbers. Random numbers will then be generated on a calculator for each test, to ensure that every card is picked at random, making sure that each event is independent, as the distribution model requires. The aim of this investigation is to analyse the results of telepathy tests run on a selection of people to determine whether I, as the sender, possess any telepathic powers. These results could be used as a representative sample of other similar people. The people I am targeting to run these telepathy tests on are young adults aged 16-19, from New College. These people are similar in age and have been assumed to be of the same intelligence, so the results for each every person should remain constant, relative to the level of my telepathic ability. The sample size will be 20 people large, as this should be enough to see if I possess any telepathic powers.
My Hypothesis is that 'Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7'
G.C.S.E Maths Coursework - Handling data My Hypothesis is that 'Boys in Year 10 are better at estimating lengths of straight lines than Boys in Year 7'. The factors that influence the accuracy of estimation are children in Year 10 are more mature than children in Year 7. On average Children in Year 10 are more intelligent than children in Year 7. This probably would be because Year 10 students have studied subjects into further depth than children in Year 7. METHOD To verify this I will do a sample of the boys in our school. To do this I will find the total number of children in our school and sort it out according to Y10's and Year 7's. I will find out this information by going to the school office and finding out the figures. Out of this population, I will do a stratified sampling of 60 children. To do a stratified sampling of 60 children in the whole school, I will find the proportion of boys in Year 10 and Year 7. STRATIFIED SAMPLING In a stratified sample, the population is first divided into categories and the number of members in each category is determined. The sample is then made up of these categories in the same proportions as they are in the population. Random sampling chooses the required numbers in each category. In a random sample, every member of the population has an equal chance of being chosen. To obtain a sample of 60 students stratified
Investigating the different relationships between the T-total and T-number of the T-shape by translating it to other positions on the grid.
Investigating the different relationships between the T-total and T-number of the T-shape by translating it to other positions on the