To compare the change in number of goals scored home and away by Premiership teams in two seasons. I will use the 2000-2001 and 2001-2002 seasons.
GOAL Aim To compare the change in number of goals scored home and away by Premiership teams in two seasons. I will use the 2000-2001 and 2001-2002 seasons. Hypothesis (part 1) I predict that the teams will score more goals at its home stadium than at the opposition's stadium. This is because the players will be used to training and playing at their home stadium. They will not be as familiar with the opposition stadium. Also there will be more supporters for a home side at a home stadium so the players' morale is boosted. These conditions also apply to the opposition. This means a team should score more at home than away. I also predict that the teams, which tend to score more goals at home, will also score more goals away than the teams which score less at home. This is because these teams have a lot of good players who can adapt easier in foreign stadiums. Investigation I have created a table to show the number of goals scored by each team home and away in the 2000-2001season. Team Goals scored at Home Goals scored Away Manchester United 49 30 Arsenal 45 8 Liverpool 40 31 Leeds United 36 28 Ipswich Town 31 26 Chelsea 44 24 Sunderland 24 22 Aston Villa 27 9 Charlton Athletic 31 9 Southampton 27 3 Newcastle United 26 8 Tottenham Hotspurs 31 6 Leicester City 28 1 Middlesborough 8 26 West Ham United 24 21 Everton 29 6
I am going to investigate the relationship between the IQ and the Key Stage 2 results within this school. This will help me make and prove different hypothesis using the data I have obtained.
8Mayfield High School Maths Investigation The following data was provided for Mayfield High school. Year Group Boys Girls Total 7 51 31 282 8 45 25 270 9 18 43 261 0 06 94 200 1 84 86 70 Total 604 579 183 I am going to investigate the relationship between the IQ and the Key Stage 2 results within this school. This will help me make and prove different hypothesis using the data I have obtained. The data I have been given presents the Key Stage 2 results in three separate columns, maths, English and science, I will add the three results together to give me one number, this will make them easier to handle. I will first take a random stratified sample of my data throughout the whole school of 100 boys and 100 girls; I will take a sample of 100 as this number allows me to make sufficient conclusions without there being too little to conclude anything or too high that it would take too long. First I will investigate IQ and KS2 results throughout all the years of the school then I will investigate the relationships separately amongst males and females. I will take a random stratified sample. My sample size will be 100. I have chosen to take a stratified sample as this method takes around about the correct proportion of students according to how many there are compared with the rest of the school so the investigation is fair. The total number of
Comparison of IQ means of all years
Analysis of the data, and checking the hypotheses Comparison of IQ means of all years Hypothesis 1- IQ levels increase from year to year. Mean IQ: for year 7 is (104.1+102.4)/2=103.25 for year 9 is (101.4+109.5)/2=105.45 for year 11 is (99.8+101.8)/2=100.8 From the above, we can see that the mean IQ increases from year 7 to year 9, but then goes down in year 11. We can see the same pattern here as in the Pre-survey, where IQs of one or two pupils in year 11 are low, and that makes the mean for the whole group smaller. A bigger sample is required to check whether hypothesis 1 was correct. Hypothesis 2- IQ levels of pupils doesn't depend on whether they are left or right-handed. In year 7 the mean IQ is higher for the left-handed (LH) then for the right-handed (RH). In year 9 it is the other way round. In year 11 the means are about the same for both the LH and RH groups. Hence, hypothesis 2 was correct. Hypothesis 3- There will be a higher number of children with an IQ lower than the mean for their year group; in all years; however there will be some pupils with a high IQ which will increase the mean. We can see from the Box and Whisker diagrams that in year 7 there are about the same number of children with IQs lower than the mean as children with IQs higher than the mean. In year 9, a bigger proportion of children have IQs higher than the mean IQ. In year 11, it is
An Investigation into Gender-Based Stereotyping Using IQ Estimates
Student: Zoe Wood Tutor: Mike Rawsterne An Investigation into Gender-Based Stereotyping Using IQ Estimates ONCW - Psychology - Level 3 Blackburn College Assignment 3 Date of Submission: 26th April 2006 An In Investigation into Gender-Based Stereotyping Using IQ Estimates Abstract A Natural experiment was carried out to look into the relationship of gender stereotyping and IQ estimates of males and females. It was hypothesised that the participants would estimate their fathers IQ as being higher than their mothers IQ, showing people think males have higher IQ scores than females. The female participants will also estimate that their father IQ is greater than their own IQ and the male participants will estimate their own IQ as being greater than their mothers IQ, again favourable to the males. It is also hypothesised that males will give a higher estimate of their own IQ scores than the females will give of their own IQ scores. Ten males and ten females who were friend and family of the experimenter were shown a IQ scale and asked to estimate what their fathers, their mothers and their own IQ scores would be. The results of the experiment indicate that the hypotheses are all correct and that gender stereotyping is still present in society today. The results were compared to previous studies and suggestions made for future investigations. Introduction In our society
Maths Coursework on IQ
Maths Coursework Statistics Year 10 Mayfield High School Lucy Andrews 1SRH SET 2 Intoduction My aim is to investigate the relationship between the IQ and Key Stage results of a group of students. I will show if there is any correlation between; IQ and Key Stage Results in years 7, 8 and 9 If I find an outlier in any of my graphs, I will try and explain why it is there and see if my line of best fit fits better without it. I will now conduct a pre-trial to test if there are, in fact, any of there correlations; MASOOMA ABBAS (male) IQ - 101 KS2 - Eng-3 Maths-4 Sci-4 ZAHARA ABBOTT (female) IQ - 116 KS2 - Eng-5 Maths-5 Sci-5 As you can see from the graphs on the previous page, there is some evidence of a correlation between the IQ and the KS2 results. This is highlighted by Zahara's IQ being noticeably higher than Masooma's. So too are her Key Stage 2 results. I can conclude therefore that there is reason for me to continue with my tests. The findings of the pre-test suggest a possible correlation between the IQ and Key Stage 2 results of these particular students and therefore makes my project worthwhile. Throughout this coursework, I will be using stratified sampling. In order to do this, I will divide the population into groups which have something in common. Simple random samples will then be taken from each group. The number taken from each
The higher the IQ, the higher the average SATs results
Statistics Coursework Hypotheses . The higher the IQ, the higher the average SATs results. There will be a stronger relationship between the girls' IQ and SATs results than the boys'. 2. Boys will have a higher IQ than girls. 3. IQ will increase as age increases. Plan I have been given two sheets of containing 100 pieces of data on each. The data is secondary as I have not collected it myself. One set is from key stage three and the other from key stage four. The data includes year group, forename, age, gender, hair colour, eye colour, favourite type of music, IQ, height, weight, distance between home and school and SATs results. I will use a sample of 80 students, because 200 is too time consuming. A sample of 80 will still give me a reliable answer. I will use a stratified sample so my sample is in proportion as the full set of data. To do the stratified sample I am going to count how many year seven, eight, nine, ten and eleven students there are on the sheets of data. I will then divide the total number of year seven students by the total number of pupils, then times by 80. I will repeat this for the remaining year groups to complete my stratified sample. Once I know the amount of students from all the different year groups I will use a calculator to generate random numbers for my data. Hypothesis 1 The higher the IQ, the higher the average SATs results. There
The Game Of Spell
SPELL SPELL is a game in which the players have to make words out of the letters that they are given. In a similar fashion to Scrabble, players are awarded points for each of the letters that they manage to use. These points vary on the relative frequency of the letters and the score for the complete word is the sum of all the letter points. In this piece of coursework we have been asked to investigate and determine whether the point system is a valid, appropriate and useable system in the game of SPELL, or to reallocate the points for the letters. The designers of the game SPELL made a few errors in the SPELL's point system, which gave some of the letters inappropriate points for example; the letter "T" is given the highest value which is 10, this is odd as t is a very commonly used letter and can is applied in many words and this point shall be justified through my data. Also the letter "V" is given 2 points which is one of the lowest values, this is strange as v is a very uncommonly used letter and should undoubtedly have a higher score I shall also through my data justify this point. Aims The aims for this piece of coursework is to justify if the current SPELL score is correct or not, and then to further improve it if not suitable. After creating a new SPELL score I shall test it to gain validation. Hypothesis My hypothesis is that most of the SPELL's point system has
The purpose of this investigation is to find if there is any correlation between two variables extracted from 5% random sampling of the Mayfield Data provided.
GCSE Statistics Coursework - Mayfield Data Title: The purpose of this investigation is to find if there is any correlation between two variables extracted from 5% random sampling of the Mayfield Data provided. Introduction: In this GCSE coursework, I will be trying to prove three hypotheses, by using statistical techniques we have learned throughout the GCSE course. My line of enquiry will be based on the relationship between a pupil's IQ and various Key Stage 2 results. I will consider using methods such as histograms (or bar charts), box-and-whisker plots, mean, median, mode, standard deviation, scatter diagrams, product-moment correlation coefficient (PMCC), quartiles and various diagrams to represent the data - depending on which of those is suitable for my hypothesis. After the collected data is analysed, the method is explained and I will explain why I have chosen to use that particular technique. Upon each method, I should be able to draw a conclusion on whether or not there is a correlation between the data I have chosen to compare. In order for the coursework to be improved for further investigations, the evaluation at the end will suggest ways of improving the method used, or perhaps choosing to use another (more suitable) method. In this coursework, I will need to include and use the data below: * Intelligence Quotient (IQ) * KS2 results in English (level) *
In this project I am going to prove that the results of boys are above the results of girls, as they have relatively small brains!
Maths Coursework - Statistics Introduction In this project I am going to prove that the results of boys are above the results of girls, as they have relatively small brains! I will do this by comparing statistics (which were taken from the website www.bstubbs.co.uk) for the following categories: * Section 1 - Percentage pass rate for boys and girls in several subjects. * Section 2 - The mean of my chosen subjects over several years, of al the subjects over allocated years and the mean of boys and girls over allocated years. l * Section 3 - Comparing the averages of G.C.S.E subjects throughout these years with and without a so called 'odd' subject such as Greek. * Section 4 - Averages for boys against girls for A-levels but with the use of the same subjects chosen for G.S.C.E. I will use 1999 GCSE's and 2001 A-Level's, as these are the same pupils * Final conclusion- Can I describe the average student?? [Note: More may be added as I progress throughout the project.] I will use various types of averages including means, medians, ranges and standard deviation (which were just recently studied). I will also try to vary the types of graphs being used i.e. histograms, bar graphs, line graphs and box plots. I will then conclude each section and state whether boys/girls are above or below average! Section One For this section of the project I have decided to choose three
Maths data handleling
st Hypothesis The relationship between TV hours watched per week and IQ I a going to predict that the amount of TV watched per week can affect your IQ making it less (Male and Female). This will show me which if there is a relationship between watching TV and IQ. I predict that as boys watch more TV their IQ will go down. I expect this to happen because TV has been shown to affect your mood or make you forget more. 2nd Hypothesis The relationship between Number of siblings and IQ Then I will predict that the more siblings you have can make your IQ higher (Male and Female). This will show me whether there is a relationship between IQ and Number of siblings. I expect this to happen because in many families with lots of children, knowledge is shared between brothers and sisters (More help is available basically) I took a sample of 50 students from Mayfield high school, 10 from year 7 to year 11. I split them into girls and boys so all together there were 25 girls and 25 boys, 5 girls and boys in each year. I used the random number generator to get all of this sample by typing in the calculator 'Shift' 'Rand#' then when you get the number you times it by how many there are in the sample. Say there are 200 then you would do 'shift' 'rand#' times 200. This would then not let the number be greater than 200 because if it was bigger than 200 it would take a long time to get my