I will investigate whether or not there is a relationship between heights and weights of boys and girls at Mayfield High School. The population of this investigation are the pupils at the Mayfield High School.

Mayfield School Statistic Coursework Introduction In this investigation, I will investigate whether or not there is a relationship between heights and weights of boys and girls at Mayfield High School. The population of this investigation are the pupils at the Mayfield High School. Line of Enquiry: Relationship between heights and weights this is because from my own knowledge, I know there is a relationship which I would like to unravel. Also, there is a possibility of it producing some surprising results. Collecting Data I will be taking a random sample of sixty pupils. I am choosing sixty pupils because it will be adequate enough for good graphs/charts and also because it divides into three hundred and sixty exactly which can be useful for some calculations and it has twelve different factors which can make it easier for certain calculations. I will be using a sample because it will be easier to handle. I will sample by assigning a random number to each row/person which can be done by pressing RAN# on the calculator or by typing =RAND() in Microsoft Excel. From these random numbers assigned to each pupil, I can sort this numerically and if I want sixty random samples, I select the top sixty. I will not take too little results so that the results are not reliable and I will not take too many so there are all the points on a graph. Therefore I will take a sample of

  • Word count: 3211
  • Level: GCSE
  • Subject: Maths
Access this essay

The aim of my investigation is to research and come to some kind of conclusion about the following 3 questions... How does a person's year group affect IQ? How does the type of music a person listens to affect IQ?

Year 10 Statistics Coursework. Scott McMenemy Year 10 Statistics Project. Scott McMenemy. Specifying the Problem. The aim of my investigation is to research and come to some kind of conclusion about the following 3 questions... * How does a person's year group affect IQ? * How does the type of music a person listens to affect IQ? * How does a person's gender affect IQ? I will use a spreadsheet of information collected from Mayfield High School to find a stratified sample of 50 people. Using information that already exists mean that my research is secondary research. This will give me a wider range of information to work from so I can make my results more accurate. Also, a stratified sample, taking 10 people from each year group, will make my results unbiased. To represent my data, I will use a scatter diagram, a pie chart and histograms. Some problems may occur when I come to review my information. Typing errors and missing pieces of information may cause anomalous results. These will be taken into account and will be taken into account when I review my results. Simple human errors can also be made, but these will most probably be easily noticeable. How does the year group of a person affect IQ? I looked at the sample of 50 people that I had taken and took particular notice of the 'year group' and 'IQ' columns. Using these columns I plotted a scatter diagram to

  • Word count: 873
  • Level: GCSE
  • Subject: Maths
Access this essay

I am going to investigate if the size of cones affect their time to fall from a height

Planning Simple/Safe/Fair Test I am going to investigate if the size of cones affect their time to fall from a height. Safety: I will need to make sure when making and dropping cones that all precautions are considered, e.g. careful use of compass, scissors, etc. Fair test: I will ensure the height remains the same and that I use the same cones throughout. Equipment/Apparatus To do this practical I will need the following items: > A4 Paper - to make cones > Pencil - to draw circle and record data > Compass - to draw circle > Scissors - to cut circle out > Sellotape - to stick cones > Stop clock - to measure time > Metre ruler - to measure height > Calculator - to calculate averages Method - Preliminary * I will use pencil and compass to draw 2 circles on sheets of A4 paper * I will use scissors to cut the circles out * I will make 2 cones of similar size but not identical * I will use sellotape to stick the cones down * I will use metre ruler to measure 1 metre * I will use stop clock to measure the time taken for each cone to fall * I will repeat this five times for each cone, and record all data in a table Results - Preliminary My results, shown below, would indicate that cones of similar size do not give conclusive evidence into whether time is affected. Therefore, I will need to alter my method and make 2 further cones of extreme sizes, i.e. 1

  • Word count: 461
  • Level: GCSE
  • Subject: Maths
Access this essay

have chosen to show the relationship between height and weight. The main reason for this is because the data for height and weight is continuous, unlike eye and hair colour and KS2 results which are discrete or qualitative

Mayfield High School - Edexcel GCSE Coursework Introduction: The data we have been given is taken from a real school, while Mayfield High School is a fictitious school. The school consists of 1183 pupils, of which there is the following number of pupils: Year Group Number of Males Number of Females Total 7 51 31 282 8 45 25 270 9 18 43 261 0 06 94 200 1 84 86 70 For each child the following data was provided: Age, Year Group, IQ, Weight, Height, Hair Colour, Eye Colour, Distance from home to school, Usual method of travel, Number of brothers/sisters, & KS2 Result in English, Mathematics and Science. This gives us a total of 31941 datum points (1183 x 27). There is a number of different possible lines of enquiry that could be follow, some examples of these are: . the variations in hair colour, 2. the variations in eye colour, 3. the relationship between the above two colours, 4. the distance travelled to school, 5. the relationship between height and weight, 6. the relationship between KS2 results, 7. the relationship between IQ and KS2 results, 8. the height to weight ratio in terms of body mass index. From the lines of enquires, I have chosen to show the relationship between height and weight. The main reason for this is because the data for height and weight is continuous, unlike eye and hair colour and KS2 results which are discrete or

  • Word count: 3354
  • Level: GCSE
  • Subject: Maths
Access this essay

Fight Club a 'devastating critique of American materialist, consumer culture', or a film about 'the monstrous thrill of violence and the fragility of men'? (Rombes: 1999).

Richard Adams Takeaway Examination, March 2005 305CMC Film Studies Is Fight Club a 'devastating critique of American materialist, consumer culture', or a film about 'the monstrous thrill of violence and the fragility of men'? (Rombes: 1999). It is easy to understand how and why many who view Fight Club (Fincher, 1999) would argue that is in essence a critique of post modern consumer culture within America or indeed the western world. After all we are faced with Character(s) Jack (Edward Norton) who seems to gain no cultural sustenance from the world in which he inhabits. More over it seems to do him harm in the form of insomnia. This coupled with his obsession with Ikea and material goods leads to the creation of Tyler (Brad Pit). Whose apparent goal is the destruction of the capitalist system? The film seems littered with examples of anti consumer, anti capitalist motifs. The blowing up of credit card companies, the vandalising of coffee shops etc etc. But, is there more to the narrative of fight club? Its extreme use of violence on one hand might seem to represent the desperate act of those trapped deep within the void of consumer culture driven to violence in a desperate bid to escape; to re claim some sense of individualism. This view does however ignore many key issues regarding Fight Club and gender. Especially those of masculinity and femininity, and the positions

  • Word count: 2888
  • Level: GCSE
  • Subject: Maths
Access this essay

Is there a difference between male and female conversational styles in today's society?

By Ashia Begum Candidate Number: 5541 Centre Number: 15247 A2/English Language Coursework Total Word Count: 3,659 Is there a difference between male and female conversational styles in today's society? Introduction Is there a difference between male and female conversational styles in today's society? My aim is to analyse whether the theories proposed by linguists that men are more dominant than women are in fact true of seventeen year olds today, or whether they are outdated due to changes in society e.g. gender roles and stereotypes. I have chosen this particular area of study as I find the way in which linguists categorise "gender talk" to be very intriguing. Gender differences are demonstrated in the way that males and females interact with each other during a conversational situation. It is a stereotyped belief that women talk a lot more than men; however some researchers (Fishman) have found that men talk twice as much as women in a mixed-sex conversation. Women are said to take a more co-operative approach during conversation, for example they make an effort to include others, and are more willing to discuss issues raised by others. Whereas men are likely to interrupt more, ignore others and are reluctant to talk about topics introduced by other people, consequently taking a competitive approach to conversation. I have looked at research in

  • Word count: 7844
  • Level: GCSE
  • Subject: Maths
Access this essay

For the ages 15-16 find the most popular phone and what it is used for (favourite feature) also find out the favourite network used and the most popular tariff (Contract or pay as you go).

ID Number Age Gender Phone Network Tariff Best Feature 1 6 Male Sony Ericsson T68i T-Mobile Contract Colour Screen 2 6 Female Nokia 3510i o2 Pay As You Go Texting 3 6 Female Nokia 6100 T-Mobile Contract Texting 4 6 Male Nokia 6100 o2 Pay As You Go Texting 6 6 Male Sony Ericsson T610 T-Mobile Contract Bluetooth 7 6 Male Sony Ericsson T610 o2 Pay As You Go Texting 8 6 Female Nokia 8310 T-Mobile Contract Radio 9 6 Female Nokia 3310 T-Mobile Pay As You Go Games 0 6 Female Nokia 7210 T-Mobile Pay As You Go Texting 1 6 Female Nokia 7210 T-Mobile Pay As You Go Colour Screen 2 6 Female Sony Ericsson T610 T-Mobile Contract Colour Screen 3 6 Male Sony Ericsson P800 o2 Pay As You Go Touch screen 4 6 Male Sony Ericsson T610 o2 Contract Bluetooth 5 5 Male Sony Ericsson T610 T-Mobile Contract Camera 6 5 Female Sony Ericsson T610 T-Mobile Contract Texting 7 5 Male Nokia 8210 o2 Pay As You Go Texting 8 5 Female Nokia 7210 o2 Pay As You Go Colour Screen 9 5 Male Sony Ericsson T610 T-Mobile Contract Colour Screen 20 5 Male Samsung SGH A300 T-Mobile Pay As You Go Active Flip The table above shows information that I have gathered through my questionnaire, my questionnaire was based on the people in the ages of 15 and 16 and my main objective was to find the

  • Word count: 1057
  • Level: GCSE
  • Subject: Maths
Access this essay

Investigating the height to weight ratio between boys and girls to see how diverse each gender's ratio is if any differentiation.

GCSE Maths Coursework - Data Handling Line of enquiry I will be investigating the height to weight ratio between boys and girls to see how diverse each gender's ratio is if any differentiation. Hypothesis I believe that the boys are generally taller and heavier than girls. Collecting the data The secondary data I was presented with contained the statistics of 100 students, 50 boys and 50 girls. In this project I will take a random sample of 25 boys and 25 girls from the secondary data that has been provided, and record their heights, weights, gender and amount of TV they watch per week for possible further investigation. To randomly select 25 of the students, I used the random function times fifty (amount of students in each gender) and marked each student until I had 25 girls and 25 boys. Primary Data Here are two tables (below and next page) of the random sample of each gender and their statistics: Males Number Yr Grp Height(m) Weight(kg) Average TV watched per week(hrs) 9 .60 60 42 2 0 .75 45 4 3 8 .70 49 9 4 9 .75 63 5 5 9 .50 70 7 6 8 .55 51 0.5 7 8 .56 40 9 8 1 .65 54 30 9 9 .48 40 20 0 7 .47 41 4 1 8 .60 41 8 2 9 .70 47 2 3 7 .42 40 7 4 8 .55 68 3 5 9 .60 40 0 6 7 .50 40 5 7 8 .48 26 2 8 1 .68 56 2 9 1 .84 78 4 20 1 2.06 84 20 21 9 .56 53 5 22 0

  • Word count: 1991
  • Level: GCSE
  • Subject: Maths
Access this essay

My main factor I am investigating is going to be weight. For the majority I aim to investigate the effect of weight on height. I am also going to look at the frequency of different weight groups among people.

Maths Statistics Project By Amir Taaki 10T My main factor I am investigating is going to be weight. For the majority I aim to investigate the effect of weight on height. I am also going to look at the frequency of different weight groups among people. * The height will be measured in cm. I will keep it continuous by not asking the people to place their heights into groups, but instead enter their heights. This will be Quantitive data. * The weight will be measured in cm. I will keep it continuous by not asking the people to place their weights into groups, but instead enter their weights. This will be Quantitive data. * I will collect this data myself. I predict average height people weigh the least, followed by smaller people, who weigh more than usual, and lastly the taller people will weigh the most. I think smaller people will weigh more than average because people who stay indoors and don't get as much exercise (to burn the calories) put on weight, and don't grow because they don't get enough exercise. Taller people, I think will weigh the most because they will have more bodily mass to make up for them being tall (for example imagine cubes, you stack the cubes up to make a taller cube which has more mass than the individual cubes). Although greatly exaggerated the graph shows what I mean. I predict that the average height will be or a range ]150cm, 160cm[ for

  • Word count: 3434
  • Level: GCSE
  • Subject: Maths
Access this essay

Attraction is the force that drives bodies or people together, in social psychology the definition of interpersonal attraction is an attitude of liking or disliking.

Introduction Attraction is the force that drives bodies or people together, in social psychology the definition of interpersonal attraction is an attitude of liking or disliking (negative attraction) (Bersheid, 1976) Many factors; proximity, similarity, reciprocity and physical appearance contribute to interpersonal attraction. Proximity; If we come into contact with someone either socially or at work frequently we are more likely to form an attraction with them rather than someone who we rarely see. Adults reported an increased liking for a photo of a stranger simply as a result of being exposed to a photo many times (Moreland and Zajonc, 1982) Reciprocity; The tendency to return feelings and attitudes that are expressed about us. We tend to like those who like us and reject those who reject us. When we are admired and complimented we are inclined to return those feelings and behaviours. Walster (1965) did a study about reciprocity, women in a waiting room were approached by a good looking male (confederate) who asked them for a date. They then entered the experiment room where they were made to feel either positive about themselves or negative about themselves. He found that the women who had been led to feel negatively about themselves felt considerably more attracted to their male admirer than those who had been led to feel positively about themselves. This is because

  • Word count: 2348
  • Level: GCSE
  • Subject: Maths
Access this essay