#### Are left-handed people more intelligent and creative than the right-handed in Mayfield High School?

:Bryan Yip 10R Maths Coursework Are left-handed people more intelligent and creative than the right-handed in Mayfield High School? In my coursework, I am going to focus on the IQ, Key Stage 2 results, favourite colour, favourite subject and height of students in Mayfield High School. Specify, I will concentrate on the Year 7,8 and 9 boys and girls because these year groups have closer relationship with the Key Stage 2 results. In the following coursework I am going to investigate: ) Do left-handed people have a higher IQ than the right-handed? 2) There is a correlation between the IQ and the Key Stage 2 results for the left-handed and the right handed. 3) Red colour always gives people the feeling of aggressive. Creative people often have new ideas and are willing to try, so more left-handed people like "red" than right-handed. 4) The subjects " Design & Technology", "Art" and "Music" always require creativity. More left-handed people like these subjects. Before selecting the data, I will stratify the data. Stratifying data can reflect all of the data in Mayfield College, Number of Boys Number of Girls Total Overall number of people in Mayfield College 414 398 812 % in school (cor. to the nearest integer) 50% 50% 00% Stratifying the number of right-handed in Year 7, 8 and 9 Number of Boys Number of Girls Total % of certain year of boys in the

• Word count: 10981
• Level: GCSE
• Subject: Maths

#### Comparison of SATs results to obtain statistical data on students.

Comparison of SATs results to obtain statistical data on students. Introduction. I have chosen to look at the school's SATs scores for the past three years. I decided to choose this topic as I felt hat it would be interesting to compare the results, also I thought that the topic would give me some good data to work with. I thought that it could be possible to compare scores between sexes, if the scores on average have changed either better or worse. As well, I thought that it would be interesting to see if there is any correlation between subjects and their scores. Data. The data that I am using is past SATs scores from the schools records, over three years. I decided to use three sets of data so I can compare several years of results, this will enable me to get average scores over all three years for both male and female and also an average of all scores, using three years worth of data will also allow me to have more data to work with. I think that the way in which I got my data, which was taking them straight from the school's records, is best because many students would not know/remember their scores; I can receive as much data from each year as I want without much hassle or time wasted. Also this way eliminates the possibility that the data that I received is false, as students may wish to say that they got better or worse scores than they actually did. The data

• Word count: 7646
• Level: GCSE
• Subject: Maths

#### Perform a statistical enquiry that will either prove or disapprove my hypothesis.

Statistical Enquiry Aim: To perform a statistical enquiry that will either prove or disapprove my hypothesis. Hypothesis: Higher the persons IQ, higher the SAT results Method: In this statistical enquiry, I aim to find out if people that have higher IQ have better results in English. For me to be able to perform the enquiry I had to have data about the IQ of students. I have a database of pupils of Mayfield High School, which is a fictional school based on data from real schools, complete with their IQ. Because it is based on real schools, the data will be reliable and accurate enough for me to draw a conclusion from the enquiry. There are 1183 pupils at Mayfield High School- I decided to compare 10% of general population. This is roughly 100 pupils. The hundred people I get from the general population will be my sample. Since there are different strata's in my data, I had to find out what number of boys or girls from each year group I am going to take from my hundred samples. For that I used stratified sampling. Stratified Sampling Students in Mayfield high school are the population of the school. The population of the school are the pupils that are being studied. Since in Mayfield High School there are 1183 pupils, it would be very impractical for me to study and compare all of the data. I have to take a sample- a smaller group of people from general population. I

• Word count: 7151
• Level: GCSE
• Subject: Maths

#### Mathematics Statistics Coursework

GCSE Mathematics Statistics Coursework A. Introduction My Task is about intelligence. The questions that I am going to investigate are: . -The mean of boys and girls in SATS scores. -The area/frequency of boy's and girls SATS score. 2. -The correlation and relationships between the IQ of Year 7 Boys and Girls, Year 11 Boys and Girls; and also the SATS scores of Year 7 and 11 Boys and Girls. -What happens to the frequencies as the IQ and SATS scores goes higher? B. Hypotheses The hypotheses I will be testing are whether -Boys do better in SATS than girls - The higher the IQ, the higher the average SATS score. I think that these hypotheses are true as boys, historically, have a better mean than girls, and if you are more intelligent than someone, (calculating from your IQ), you will do better in your SATS. C. Plan of Action - Data Collection I will need to collect the data from Mayfield High School. The data I will need to collect are "Year 7's boys; Year 7 girls; Year 11 boys; Year 11 girls" data. This data will be useful as I can use and explain a wide range of data from both genders and I can conclude the intelligence of elder and younger pupils. I will only collect a little data from each data group e.g. 20 pupil's data from the "Year 11 girls" data group. I will need to take a sample from the population, as it'll be quick as well, instead of using the whole

• Word count: 6400
• Level: GCSE
• Subject: Maths

#### Investigation to find any relationships between IQ and key stage 2 results.

Aim - To find any relationships between IQ and key stage 2 results. Hypotheses ) Students with a high IQ will achieve high mark in their key stage 2 results. 2) Students with a low IQ will achieve a low mark in the key stage 2 results 3) Girls will achieve an overall better result than boys in the key stage 2 result. 4) Girls will on average have a higher IQ level than the boys. The Data I will need 40 students to compare and examine in my investigation. To get these students I will randomly choose 20 boys and 20 girls. I have chosen 20 students from each gender because it makes the investigation fairer. I have chosen 40 students overall because it gives a wide range of results to analyse. To record the data I hope to use different tables, charts and graphs. I will use these charts and tables to draw conclusions and the relationship between the students IQ and key stage 2 results. Choosing Data To retrieve the data about the students I downloaded the information from the internet. To choose the data that I obtained, I will randomly pick 20 girls and 20 boys by circling their names and stating their IQ and key stage 2 results. Results I choose the following boys to examine - Name - IQ - key stage results for English , Maths and Science - Average key stage result . Stanley Adams - 94 - 3-3-4 - 3 2. Robbin Banks - 103 -

• Word count: 5601
• Level: GCSE
• Subject: Maths

#### The 3 statements I am going to investigate are: -Does the gender of the student have an affect on their KS2 result in English?Do students who do well in Maths, also do well in Science?How does the IQ of the students affect their results?

Maths Coursework The Mayfield High School Project Introduction The task I have been set is to produce a project on Mayfield High School (fictitious), and to investigate the relationships between a number of variables like age, 1Q, weight, KS2 results etc. These aspects will be compared between 50 male and female students in Year 10 and 11, which I randomly selected using the random key in the calculator (#) and inserted out of the 371 pupils altogether to be included in my investigation. The 3 statements I am going to investigate are: - Does the gender of the student have an affect on their KS2 result in English? Do students who do well in Maths, also do well in Science? How does the IQ of the students affect their results? I am interested in these specific areas because I believe that an investigation with these variables would lead me to understanding more what affects the results of the pupils. My hypothesis for my first statement is that the gender of the student does have an affect on the KS2 results in English, and that boys generally do better than girls is both Years 10 and 11. For my second statement I am making the prediction that most students who do well in Maths will do well in Science, but when students don't do well in Maths they will generally not do well in Science. My hypothesis for my third statement is that the IQ of both male and female

• Word count: 5088
• Level: GCSE
• Subject: Maths

#### isopometric quotients

Isoperimetric Quotients Isoperimetric Quotients of plane shapes are calculated using the formula: I.Q. = 4? x Area of shape (Perimeter of shape)² I am going to investigate isoperimetric quotients of plane shapes and interpret my findings. Firstly, I am going to look at flat shapes. Using the formula, I will calculate the isoperimetric quotients of the shapes. Starting with the smallest 2D shape- a triangle- I will calculate the I.Q s of right-angled triangles. I will also do this with isosceles and equilateral triangles. I will move on to quadrilaterals and look at the I.Q s. Maybe there will be something about the results that will help me with further plane shapes; pentagon, hexagon, heptagon, nonagon, decagon and possibly a circle. With comparison, the results might show something about the shapes, such as a pattern. Triangles I am now going to study right-angled triangles. Right-angled triangles I will first look at the 3, 4, 5 right-angled triangles and then enlargements of it. . Perimeter= 3+4+5= 12 cm Area= 1/2 x 4 x 3= 6cm² I.Q. = 4 x ? x 6 12² I.Q. = 0.5236 I will look at similar enlarged right-angled triangles, based on the 3, 4, 5 triangle. 2. Perimeter= 6+8+10= 24 cm Area= 1/2 x 6 x 8= 24 cm ² I.Q= 4 x ? x 24 24² I.Q. = 0.5236 3. Perimeter= 16+20+12=48 cm Area= 1/2 x 16 x 12= 96 cm² I.Q. = 4 x ? x 96 48² =0.5236 Similar

• Word count: 4850
• Level: GCSE
• Subject: Maths

#### What role does intelligence play in earning potential?

WHAT ROLE DOES INTELLIGENCE PLAY IN EARNING POTENTIAL? Candidate: Sergei Perfiliev Date: May, 2005 Area: Psychology Supervisor: Christian Bryan Word Count: 3899 words Abstract: This study established an extent that intelligence has on earning potential of an average individual. The paper, first, discussed the meaning of the term intelligence and how it is quantified. Since the intelligence is a complex aspect, the essay separately focused on elements that make it, such as IQ and EQ, and then by examining psychological researches' data, analyzing statistics, case examples and surveys on each element, it brought IQ's and EQ's analyses together and reached the conclusions concerning intelligence as a whole. Intelligence is reinforced by nature and nurture. IQ is measured through IQ testing and AFQT. EQ is quantified by self-report essays and by MSCEIT testing. Individuals with higher IQ do tend to earn more, but IQ's overall influence is little, still not negligible. EQ serves as a better predictor of earning potential than any other factor and influences future income to the great extent. Therefore, combined IQ and EQ factors, which make up intelligence, play a very significant role in shaping the future earnings on individual. Other factors, such as luck and social, family backgrounds play a much lesser role than intelligence in predicting one's earning potential. The

• Word count: 4719
• Level: GCSE
• Subject: Maths

#### What evidence is there in England and Wales for Global warming?

My question: What evidence is there in England and Wales for Global warming? My plan: Firstly I will attempt the question of 'What is global warming'?- looking at the causes of global warming and what factors affect global warming. I will then look at the pieces of data I have been given and choose which sets of data I will be using for my investigation of What evidence is there in England and Wales for Global warming? Also I will have a brief look at what other factors there are that I cannot get data for that could possibly affect global warming and its results. I will then state my two hypotheses. One will be concerning England and Wales and then my second will be comparing England and Wales to Northern Ireland and Scotland together. I will then start into my analysis. Here I will use Excel to create graphs using the data I have been given and use calculation methods and tools inside of Excel to calculate necessary numbers for comparing information concerning my two hypotheses. I will then draw up conclusions using my analysis with reference to my hypotheses. Lastly I will write an evaluation, writing how I felt the investigation went and what I would like to look into further if I had the opportunities. Firstly I must determine what is global warming in my case There is nothing as hot as the debate that has surrounded global warming. Most mainstream

• Word count: 4711
• Level: GCSE
• Subject: Maths

#### My hypotheses are: -1. People's average SAT and average GCSE results will have a strong positive correlation between them.2. Girl's average GCSE result will generally be higher than boy's average GCSE result.

The Plan My hypotheses are: - . People's average SAT and average GCSE results will have a strong positive correlation between them. 2. Girl's average GCSE result will generally be higher than boy's average GCSE result. All the data used will be from Steel City School For both of my hypotheses I am going to use a sample of 55 people. For my sampling I am first going to use stratified sampling, when I have a number of people I am going to role a dice to decide where I start. I believe that the minimum number of people that should be sampled is 50. 50 out of the 166 pieces of data is 30% and 55 out of 166 is 33%. With only 30 pieces of data in my sample I believe that I may not get a good spread of both boys and girls results. With a sample of 55 I believe that I will get a fair sample and a large spread of both boys and girls. I intend to show the data on a series of graphs. For my first hypothesis "People's average SAT and average GCSE results will have a strong positive correlation between them." I am going to use three scatter graphs. The first graph will be a scatter graph showing only boys average SAT and GCSE results. The second graph will be a scatter graph showing only girls average SAT and GCSE results. The third and final graph will show both boys and girls average SAT and GCSE results. On all three I will plot a line of best fit. I am also going to use

• Word count: 4581
• Level: GCSE
• Subject: Maths