IQ Investigation

Mayfield High Maths Coursework I am investigating around data about a school called Mayfield High. Mayfield High is a database of secondary data and I will be using only the Key Stage 3 pieces of data. I am doing this investigation so that I can find links between different aspects of secondary school pupils, and create charts and graphs to show the patterns that I have found. I am going to look at a database on excel. I will then take a stratified sample of years 7, 8 and 9, depending on my sample size I have chosen to be 60 (because I think that it is a viable size). After I have worked out my stratified sample I will give each member of each year group a unique number and use random number tables to choose my final sample so that my sample is an unbiased one, giving no special interest to any specific data in particular. I believe that the more people watch TV, the lower their IQ should be. I also believe that the further people go up the school, the higher their IQ should be and that girls are generally cleverer than boys throughout Key Stage 3. I also believe that there may be a relationship between people's IQ and the amount of time they watch TV and that the relationship between IQ and TV shows a higher correlation as you move up the school. I will then perform a statistical analysis by investigating the areas using standard deviation, histograms, scatter diagrams

  • Word count: 2796
  • Level: GCSE
  • Subject: Maths
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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

  • Word count: 2758
  • Level: GCSE
  • Subject: Maths
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HYPOTHESIS Blonde girls are more intelligent than non blonde girls. Blonde girls that have a higher IQ watch comparatively less television. This will not be the case however for non blondes as there will be little or no correlation.

GCSE Statistics Project DATABASE I am going to use the Mayfield High School Database which is secondary data for my investigation. HYPOTHESIS * Blonde girls are more intelligent than non blonde girls. * Blonde girls that have a higher IQ watch comparatively less television. This will not be the case however for non blondes as there will be little or no correlation. * The IQs for non blonde girls and blonde girls are normally distributed. PLAN FOR DATA COLLECTION I shall collect data the relevant data to my hypothesis first separating by Gender and then gathering relevant information on IQ, Hair Colour and Number of Hours of Television viewed. I shall use a sample size of 50 blonde girls and 50 non blonde girls as I feel that a sample size of 100 offers a good proportion to analyse being that there are roughly 1,182 entrants in the database. Also 100 is a good round even number which will make calculations of the data easier. I will use stratified sampling so that a there is not a disproportionate number of any particular group and so that the different year groups are properly represented. I shall then begin on my first hypothesis - Blonde girls are more intelligent than non blonde girls. To investigate this hypothesis I need to present and analyse the two sets of data using various graphs and calculations. As I am dealing with 2 ranges of values which

  • Word count: 2753
  • Level: GCSE
  • Subject: Maths
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Investigate the relationship between the IQ and Key Stage results of a group of students.

Maths Coursework Statistics Year 10 Mayfield High School Daniel Cary Wellington College Block II 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

  • Word count: 2753
  • Level: GCSE
  • Subject: Maths
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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

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  • Level: GCSE
  • Subject: Maths
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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

  • Word count: 2405
  • Level: GCSE
  • Subject: Maths
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I am going to investigate the IQ's and number of hours of TV watched a day of students between 11 and 16 years old.

PLAN I am going to investigate the IQ's and number of hours of TV watched a day of students between 11 and 16 years old. To do this I am going to use a spreadsheet of data about the pupils in a large school. The spreadsheet has all students in alphabetical order. As I want to see how IQ and number of hours of TV watched a day changes with age I will order the students by year groups and by gender. My Sample I have decided to look at years 7 and 11. I will take equal numbers of boys and girls in each year group so that I can compare boys' results with girls' results. I will use the method of random sampling so that everyone in the group has an equal chance of being selected and to remove any possibilities of bias. I want a total sample of 60, so I will take a sample of 15 boys and 15 girls from each year group to make 30 in each year. In year 7 there are 131 girls. I want a sample of 15. I will use a calculator to get my random numbers. I will read off 3 digit numbers until I have 15 different numbers between 001 and 131. These will give me my sample of girls. My random numbers are:- 051, 096, 025, 092, 129, 016, 128, 090, 085, 108, 131, 064, 089, 068, 057 Because there are 151 boys I cannot use the same set of numbers for the boys as it would not allow the last 20 students to be selected. Therefore I will get random numbers in the same way for the boys but until

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  • Level: GCSE
  • Subject: Maths
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I am investigating to find a relationship between ks2 results and IQ in children and to determine whether there is a significant difference between boys and girl's ks2 results and IQ.

The Data Handling Project Introduction I am investigating to find a relationship between ks2 results and IQ in children and to determine whether there is a significant difference between boys and girl's ks2 results and IQ. My hypothesis is that there is a relationship between IQ and ks2 results, this means that is if a person's ks2 result is high their IQ should also be high. My second hypothesis is that there is a difference between boys and girls intelligence. I intend to do this by comparing them in stem and leaf diagrams, box and whisker diagrams and scatter diagrams. By doing this it will help me support my hypothesis. I will investigate this theory by taking a sample from the Mayfield High School database. I have chosen this source because it will save me the time going to get the data. This means that the data is secondary so it could be biased so I will discard any information I believe to be unreliable because if the data is strongly biased and out off the correlation of the rest of my data it will affect my results. From this, I will extract 100 random people, 50 girls and 50 boys this is because we need an equal number so that we can compare them to each other. I will use 50 Girls and boys IQ and ks2 total scores because it is a big enough to represent the whole of the data but is not too big so that it would use up all of the time allocated. First I will

  • Word count: 2291
  • Level: GCSE
  • Subject: Maths
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Examining the relationships between the attributes of the pupils of Mayfield High School (IQ)

MAYFIELD HIGH SCHOOL Aim During this project I will be examining the relationships between the attributes of the pupils of Mayfield High School; all attributes are presented in the data sheet. My aim is took produce a line of enquiry which has two or more statistics regarding the pupils which are related to each other. An example of a possible line of enquiry could be to investigate the question "Could the average number of television hours affect the key stage results". Line of Enquiry My line of enquiry is "Does an increase in IQ (intelligence quotient) mean a higher Key Stage Result (depending on what Year you are in)." I have selected these attributes because I think they have a strong link between each other. IQ is a test of general knowledge therefore affects someone's ability on how well they do in Key Stage exam. Structure of investigation . Hypothesis 2. Collecting Unbiased Data 3. Evidence: * Graphs * Tables * Diagrams 4. Evaluation . Hypothesis The line of enquiry I will be investigating is: "Does an increase in IQ (intelligence quotient) mean a higher Key Stage Result (depending on what Year you are in)." I predicted there would be a link between the two quantities. I consider this because IQ means your general knowledge; therefore the higher figure of IQ indicates higher ability of understanding. KS exams are

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  • Level: GCSE
  • Subject: Maths
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Using the data from Mayfield High School, I am going to be investigating the relationship between IQ level and Key Stage 2 results.

Using the data from Mayfield High School, I am going to be investigating the relationship between IQ level and Key Stage 2 results. I would expect to find that people with higher IQ will have higher KS2 results. I am going to take a random stratified sample of 60 students; this will enable me to take a proportional amount of pupils from each year group. To do this calculation I needed to find the number of people in each year group then divide it by the total number of people in the school, after you have done this you need to multiply it by the size of your stratified sample. So my calculation for the number of students I need from year 7 would be: 282/1183*60=14.3... as this is a decimal answer I will have to round it off to the nearest whole number. As mine is 14.3 I will round it own to 14. Year Calculation Number of Pupils 7 (282/1183) x 60 4 8 (270/1183) x 60 4 9 (261/1183) x 60 3 0 (200/1183) x 60 0 1 (170/1183) x 60 9 60 This table shows me how many pupils I need from each year group. To start off with I gave each student a number from 1 - 1183, I then sorted the data into year groups and then I generated a random number between 1 -1183 using my calculator. In order to see if there is any relationship between Key Stage 2 results and IQ I am going to draw scatter diagrams. I will draw a scatter diagram for the entire school as well as one for each

  • Word count: 2224
  • Level: GCSE
  • Subject: Maths
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