Does The "New Man" Really Exist?

Does The "New Man" Really Exist? - Richard Stopher Introduction: I have conducted a survey to see if the relationships between male and female partners are becoming more equal. Traditionally male and female partners had segregated roles. This means that there is a clear division and separation between the male and the female roles e.g. In a married couple with children the woman would stay at home and do the house work and the ironing, while the man would go to work from 9 till 5 then come home and expect his dinner to be on the table. He would also do every bit of DIY work; cut the grass; sort out all the bills etc. In all this time the man would very unlikely place a finger in the kitchen. Today roles in the family have become more equal (Integrated Conjugal roles.) This is due to factors such as: * The fact that women are constantly getting more status and higher playing jobs and would rather go out to work than doing the cooking and ironing and if two people are in a relationship where the woman is earning more it makes more sense if the women goes out to work and the man stays at home as a sort of house husband. * Also men have started to help more around the house because they watch TV and see TV role models such as Jamie Oliver and Ansliy Harriet. This would inspire them and they would cook more for the family because they would enjoy trying to make exotic new

  • Word count: 680
  • Level: GCSE
  • Subject: Maths
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Maths Coursework: Statistics of height and weight

Maths Coursework: Statistics The hypotheses I am going to test * Whether or not there is a relationship between height and weight. * The difference between the minimum value and the maximum value in different sets of pupils i.e. girls compared to boys. Plan In this coursework I will analyse data from a fictional school on Microsoft excel. I have chosen 2 hypotheses to study. The data contains information about pupils in the school. I will take a sample of 10% of the pupils from each year group so that I can get an accurate, fair set of results in my survey without having to use the whole amount of data which would take too long. This is called a stratified sample. Below is the working out for how I got the amount of pupils I needed from each year group. Year Group No of boys No of girls Total 7 50 50 300 8 45 25 270 9 20 40 260 0 00 00 200 1 84 86 70 Total no of students in the school is 1200 Year 7 300/1200 x 120 = 30 pupils in year group to be sampled Boys to be sampled: 150/300 x 30 = 15 Girls to be sampled: 150/300 x 30 = 15 Year 8 270/1200 x 120 = 27 pupils in year group to be sampled Boys to be sampled: 145/270 x 27 = 15 Girls to be sampled: 125/270 x 27 = 13 Year 9 260/1200 x 120 = 26 pupils in year group to be sampled Boys to be sampled: 120/260 x 26 = 12 Girls to be sampled: 140/260 x 26 = 14 Year 10 200/1200 x 120 = 20

  • Word count: 870
  • Level: GCSE
  • Subject: Maths
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Investigate how the estimation of lines and angles varies from each other, and how the estimation varies within both genders.

Guestimation Aim of Investigation: To investigate how the estimation of lines and angles varies from each other, and how the estimation varies within both genders. Angles and lines have been chosen, as they are continuous data, leaving the survey to be more wide-ranged. Hypothesis 1: The difference in angle estimation shall be more than inaccurate than then length estimation. I believe this because the awareness upon lengths is more common than the familiarity of angles, within the everyday context. Hypothesis 2: In correspondence to the first hypothesis, male angle estimation shall be twice as close populated towards the correct answer than the female estimation. This means that the measure of spread will be grouped twice as close to the actual answer than the female. Introduction to Investigation: The concept of measuring length and gradient is one of the norm in society today. Therefore, the skill that is the measurement of these two units could be affected by several factors. For my investigation, I plan to inspect the variables of gender estimation and the difference between the two units. Lengths and angles were not only chosen because of their familiarity amongst the population, for me this is Year 10 boys and girls, but because of the fact that both measurements are continuous data. This adds a level of skill towards their estimation, as the answer can take on

  • Word count: 2018
  • Level: GCSE
  • Subject: Maths
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Investigate the effects of weight on the time of fall of a cake case.

Investigate the effects of weight on the time of fall of a cake case Introduction In this investigation, we wish to study what affects the time of fall. The possibilities are the mass and the height from which the cake cases are dropped. I have decided to change the weight (use it as my independent variable). Some preliminary results will be used to decide which height to drop the cake cases from: Height (cm) Time taken for five cake case to fall 00.0 0.55 20.0 0.48 40.0 0.57 60.0 0.64 80.0 0.72 200.0 0.85 I decided to drop the cake cases from a height of 200.0 cm because it is a height which can be reached safely from the ground to drop the cake cases from, and also it took the longest time (allowing for errors to be noticed more easily). Aim To investigate the affect of the weight of the cake case on the time of fall. Plan Apparatus 0 x cake cases 2 x metre rules (accurate to 0.1cm) x stop clock (which measures to 1/100 s) Prediction The greater the mass, the shorter the time period for the fall. (I expect this to happen because a falling object converts GPE to KE. With a greater mass, you get more GPE than if you drop it from the same height with a smaller height. Hence more KE, so it falls more quickly, and so takes less time to fall.) Planned Method I will drop a number of cake cases from a height of 200 cm. Time how long it takes for the

  • Word count: 691
  • Level: GCSE
  • Subject: Maths
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As the height increases the weight increases and also the relationship between these the height and the weight will become stronger as they get older. I also think that there will be a difference in this between the boys and the girls.

Maths GCSE Handling Data Coursework Mayfield High School - Year 10 & 11 For my statistics coursework I am going to investigate the relationship between the height and the weight. I will use a wide range of mathematical techniques to present my data and findings in different ways. I will also focus to test my hypothesis which is: As the height increases the weight increases and also the relationship between these the height and the weight will become stronger as they get older. I also think that there will be a difference in this between the boys and the girls. The table below shows the number of boys and girls there are in each year group: Year Group Number Of Boys Number Of Girls Total 0 06 94 200 1 84 86 70 Total 90 80 370 For my project I will take a random sample of 30 students. I will use the random sample button on a calculator to do this. Year 10 No of boys: (106/370) x 30 = 8.5946 ˜ 9 No of girls: (94/370) x 30 = 7.6216 ˜ 8 Year 11 No of boys: (84/370) x 30 = 6.8108 ˜ 7 No of girls: (86/370) x 30 = 6.9730 ˜ 7 Total number of students = 31 As I just need 30 students I need to get rid of any one student In Yr 10 boys 0.4054 is needed to get 9 In Yr 10 girls 0.3784 is needed to get 8 In Yr 11 boys 0.1892 is needed to get 7 In Yr 11 girls 0.027 is needed to get 7 Therefore it's better to get rid one Yr 10 boy to get my sample of 30

  • Word count: 1487
  • Level: GCSE
  • Subject: Maths
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A Survey to Study The Correlation Between The Genders And Their IQs of The Students from Year 7-11 in Mayfield High School.

Introduction: The title of my investigation is 'A Survey to Study The Correlation Between The Genders And Their IQs of The Students from Year 7-11 in Mayfield High School.' I am very interested in this subject. As there are a lot of males who claim that their IQs is higher than the females. However, the females disagree. Hence, I will investigate on this topic and prove by statistics to give us an answer. My current hypotheses are that there is no correlation between the genders and their IQs from year 7 through year 11. I believe that there are no relationship between the gender and IQ because I think that IQ are from our DNA and also experience. I will need to collect the information of every student from year 7 to year11 in Mayfield High School. I can find this information in the school network. ' Res on Maridor, SubjectResource, Maths, Data Handling.' Inside the Data Handling folder, I will find an Excel folder called ' Mayfield Data'. I have chosen these sources of information because it is secondary information and it is from Excel, therefore, it is very easy and convenient to work with. This data is reliable because it is posted on the school network. I will also check and ignore any strange results. Sampling, Tables and Calculations: I will collect a sample size of 50 students from each year. According to respective ratios of the number of male students to

  • Word count: 3319
  • Level: GCSE
  • Subject: Maths
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Data Handling - Height and Foot Length

DATA HANDLING COURSEWORK Plan A former year10 class collected the data I will be using a few years ago. All of the students in each of the year 7 tutor groups had their height and foot length measured in centimetres. However, '7Q' were out of school on a trip. Therefore, their data was not recorded. I will use various methods to prove my hypothesis. These include cumulative frequency curves, box and whisker diagrams, histograms and stem and leaf diagrams. As well as the traditional mean, median, mode and range techniques. I will firstly conduct the handling by collecting my data. I will do this via the technique of random sampling. I'll do this by typing 148 (amount of data entries) then the #RAN key on my calculator. This will generate a random number between 0 and 148. If the number was a decimal, I would round it up to the nearest whole number. I will press '=' until I have 30 pieces of data for each gender. I will then analyse the data extensively with the methods stated above to try and prove my hypothesis. I will then handle the data using systematic sampling. This means I will take every 5th piece of data until I have 15 pieces of data for each gender. I will then analyse this data thoroughly also to try and prove that my hypothesis is valid with 2 different samples. MALE NUMBER HEIGHT (cm) FOOT LENGTH (cm) 4 42 23 5 56 23 1 59 25 2 44 22 5 61 25

  • Word count: 1585
  • Level: GCSE
  • Subject: Maths
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Maths coursework on Mayfield high school

Maths coursework on Mayfield high school Introduction Mayfield high school is a fictitious school with 1200 pupils. The age range goes from year 7 to year 11. It is a mixed school. My task is to analyse the data I have been given from Mayfield high school, and look at some of the key factors and relations between the pupils. The data given for each pupil is, year, birthday, eye and hair colour, gender, IQ, height, weight distance from home to school, and the method of travel to school. Planning The factors I have chosen to investigate are the relation of height and weight to age and gender. To do this I will select a random sample of 30 girls and 30 boys from both year 10 and 11. I will make a prediction. I will then draw cumulative frequency tables and graphs to show my findings I will then analyse them and come to a final conclusion and evaluation. Firstly I have to select my random sample of pupils to do this I will take my list of pupil data and select a number at random by throwing a dice. For example I get number X then as I am looking for females in year 10 I will start at the 4th female in year 10 and then write down every 4th female after the Xth female thus creating a random sample. In year 11 there are fewer pupils because of this I will throw a number on the dice and I will then after X choose every other of the selected gender. I have collected my data

  • Word count: 1433
  • Level: GCSE
  • Subject: Maths
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In this investigation I will conduct a number of experiments and collect a number of results and attempt to work out how much energy is lost by a bouncing ball in various situations.

Investigating the bouncing ball In this investigation I will conduct a number of experiments and collect a number of results and attempt to work out how much energy is lost by a bouncing ball in various situations. Planning Experimental Procedures In this investigation I will conduct a number of experiments and collect a number of results and attempt to work out how much energy is lost by a bouncing ball in various situations. Before I begin will make some predictions, and hopefully my results will support these predictions. My first prediction is that hollow balls will bounce higher than non-hollow balls. I think that hollow balls will always bounce higher than non-hollow ones, and that the heavier a hollow ball is the higher it will bounce. I think this will happen because the gas inside the hollow ball will be able to store some of the energy when the ball hits the ground, so more energy will be conserved and less energy will be lost. When it is time for the ball to bounce upwards the stored energy will be transferred back into kinetic energy and allow the ball to bounce well. In non-hollow balls there is nowhere for energy to be stored before the bounce, so more of it will be wasted and transferred into heat and sound energy. I think that the weight of the ball will affect the height of the bounce because the heavier a ball is the more potential energy it has. To

  • Word count: 4190
  • Level: GCSE
  • Subject: Maths
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The purpose of this experiment was to find out what the effect of the auxin 2,4-dichlorophenoxy acetic acid is on the growth of pea plants.

Abstract The purpose of this experiment was to find out what the effect of the auxin 2,4-dichlorophenoxy acetic acid is on the growth of pea plants. After research on the topic the hypothesis was developed. The hypothesis was that if the pea plants are grown with 2,4-D hormone then they will not grow as fast as the control group of plants because the hormone inhibits growth. To perform this experiment pea plants were grown for two weeks without any kind of paste. Observations were taken and measurements made. Then the hormone paste was applied to half of the plants and the other half got a paste containing no hormones. For the next two weeks, observations were made and the plants were measured twice more. The results show that after the pastes were applied the pea plants with the hormonal paste actually became shorter, on average. These plants were looking withered. The plants with the control paste continued to increase in height and were healthier than the experimental group. After two weeks with the hormone paste the plants average height is less than it was after one week of hormone paste. The effect of the auxin 2,4-dichlorophenoxy acetic acid on the growth of pea plants. 2 Bihani, Sipra AP/IB Biology st Period 2/01/03 Table of Contents Planning page 1 Data Tables page 2 Graph page 6 Calculations page 7 Discussion page 8 Conclusion page 9

  • Word count: 1296
  • Level: GCSE
  • Subject: Maths
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