#### The relationship between IQ and Key Stage 2 results

The relationship between IQ and Key Stage 2 results The aim: To compare the KS2 results with the IQ's to identify whether IQ will determine their results. Hypothesis: There are many different lines of enquiry, such as: * The variations in hair colour * The variations in eye colour * The relationship between hair and eye colour * Shoe sizes * The distance travelled to school * The relationship between shoe size and height * The relationship between height and weight * The relationship between Key Stage 2 and/or 3 results * The relationship between IQ and Key Stage results * The height to weight ratio in terms of body mass index I have chosen to investigate the relationship between IQ and Key Stage results. I believe that the higher the IQ, the higher the KS2 results. This is because IQ measures how intelligent a person is and key stage results reflect knowledge and retaining of information. I will try and prove this by comparing the average KS2 results, years 7 to 9, to their IQ's. The Data: I have collected some secondary data, and from it I must take a random sample of the information I need. I will do this by using my calculator. I have given each page a number, and then the names on that page also have numbers. I will then press 'shift' and then 'RAN#' on my calculator, and it will display a number between 0 and 1. I will then multiply this number by 34

#### 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) *

#### Assessment Report

ASSESSMENT REPORT Name: Ebrahim Chronological Age: 10y 11m TEST RESULTS Wechsler Intelligence Scale For Children - 3rd Edition (WISC III) Scaled Scores (range= 1-19; average range= 8-12) Verbal Tests Scaled Scores Performance Tests Scaled Scores Information 0 Picture Completetion Similarities 7 Coding 6 Arithmatic 0 Picture Arrangement Vocabulary 9 Block Design 2 Comprehension 5 Object Assembly Digit Span 0 Symbol Search 7 IQ/ Index Scores Percentile Verbal IQ 01 53 Performance IQ 60 0.4 Full Scale IQ 77 6 Verbal Comprehension 87 9 Perceptual Organisation 50 <0.1 Freedom from Distractibility 01 53 Processing Speed 81 0 Wechsler Objective Reading Dimensions (WORD) Standard Score Basic Reading 04 Spelling 11 Wechsler Objective Reading Dimensions (WORD) Standard Score Centile Accuracy 08 70 Comprehension 84 4 Rate 08 70 Wechsler Objective Language Dimensions (WOLD) Standard Score Centile Listening Comprehension 84 4 ANALYSIS Ebrahim was administered the Wechsler Intelligence Scale for Children- Third Edition (WISC III). This test has five main scores: Full Scale score, Verbal Comprehension score, Perceptual Organisation score, Freedom from Distractibility score and Processing Speed score. Ebrahim's raw scores on each subtest is related to the performance of other children within the same four

#### Mayfield High school

Mathematics coursework Introduction My second coursework for my Mathematics GCSE course is based on statistics. I have been provided with data from Mayfield High school. Mayfield is a fictional school. Mayfield School has 1183 students from year's group 7 to 11. The data that is provided on each student includes, name, age, year group, IQ, weight, height, hair colour, eye colour, distance from home to school, usual method of travel to school, number of brothers and sisters, key stage 2 results in English, Mathematics and Science. Hypothesis - The right-handed girls have an IQ number higher than the left-handed girls. I am going to investigate this hypothesis showing graphs and tables. The next table shows how many students have in each year group. Year group Students 7 282 8 270 9 261 0 200 1 70 The following table show the right and left-handed girls on school. Use right hand 448 girls Use left hand 24 girls Use both hands 6 girls Left in Blank girl Right hand I have collected 100 IQ number from the Mayfield High School based on right hand girls. The data is from different ages and year's group. I collected the following IQ numbers: 16, 105, 98, 69, 102, 101, 100, 104,103, 104,100, 99,100, 91, 122, 87, 90, 88,101, 100, 101, 103, 94, 94,105,100,102,102,100,103, 102, 90,107, 107, 106, 79, 99, 101, 106, 108,85,106, 100,93,107, 116, 100, 116,

#### The aim of my investigation is to investigate the factors IQ and KeyStage 2 Results for girls and boys of a fictitious secondary school. I am then going to see how the results differ between the sexes.

INTRODUCTION The aim of my investigation is to investigate the factors IQ and KeyStage 2 Results for girls and boys of a fictitious secondary school. I am then going to see how the results differ between the sexes. I am going to investigate the following statements, "Boys will have a higher modal and median IQ scores than girls", "Boys are smarter than girls but girls will achieve higher grades because they work harder," and "KeyStage 2 Results are comparative to IQ." I will start by collecting the relevant information from www.edexcel.org.uk I know this information is reliable because the website was suggested to us by Mrs Allen and she is a reliable source. The next step is to collect a sample size. I have chosen to use stratified sampling and to take a percentage of 10% of both girls and boys from each year. So for example, if there are 200 pupils in year nine, 90 girls and 110 boys, I will randomly select 9 girls and 11 boys from year nine. METHOD I will ensure it is a fair sample by selecting the data using the random function on Microsoft(c) Excel. See appendix 1.1 for my samples. If I am to come across any obvious anomalous results I shall exclude such datum from any further investigation to make my analysis as accurate and fair as possible. To see if my statements are correct I will first have to plot IQ and KeyStage 3 Results in separate tally and frequency

#### Using the data from Mayfield School I am going to construct an investigation to see whether the number of hours of television a student watches per week directly influences their IQ and exam results.

Maths Statistic Coursework Using the data from Mayfield School I am going to construct an investigation to see whether the number of hours of television a student watches per week directly influences their IQ and exam results. The data that I will be using For my coursework investigation it will be necessary for me to gather information from the Mayfield spreadsheet provided. I will need to conduct random sampling because there is simply too much data for me to handle. I have decided to use every fifth piece of information; this will enable me to gather information fairly so I will get a variety of data from both classes and sexes. Sampling every fifth piece of data will also permit me to construct accurate graphs. The data that I will be using will be the IQ, exam results and information on how many hours of television the students watch. I will be using data derived from both year groups and sexes. If when I am working with the data I see a piece of information that looks incorrect to me, such as someone having an IQ of 200 I will delete that students data and use another person, this way I can make sure that my graphs are a accurate illustration if the effect that IQ has on intelligence for example. Hypothesis. I predict that the students who watch a lot of television will have lower IQ's than those who find alternate means of entertainment. I predict this because I

#### 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

#### To analyse the distribution of the number of hours spent watching TV per week and IQ's for students in year's 7 and year's 9 and to see if there is a relationship between them.

Maths investigation 2002 MAYFIELD HIGH SCHOOL Aim: To analyse the distribution of the number of hours spent watching TV per week and IQ's for students in year's 7 and year's 9 and to see if there is a relationship between them. Hypothesis: ) I predict that the more hours spent watching TV per week, the lower the pupils IQ will be. This is for both year groups (year 7 and year 9). 2) The younger the person is, the more TV they will watch. Method: I chose 35 samples of both boys and girls from year 7 and year 9. I used random sampling by pressing the random button on my calculator, and taking the first two numbers to get my samples. As they were randomly chosen, I had to re-arrange them into numerical order for both IQ and number of hours spent watching TV per week. I then designed different tables and graphs in which I could display my results and comparisons. Sampling: I used random sampling to choose my 35 samples of girls and boys from year 7 and year 9. I had to make sure that the numbers I picked actually existed and that I had covered the range of pupils in the year group. This meant my samples had to range from the beginning of the alphabet to the end of it. I used my calculator to get my samples. My different graphs were as follows: * Cumulative Frequency Curves * Box Plots * Scatter graphs * Histograms * Mean, Mode, Standard Deviation * Inter Quartile

#### Data Handling.

Maths Coursework: Data Handling In this investigation I am comparing body mass index (BMI) against average number of hours of TV watched a week to see what correlation (if any) there is. This is because it seems relevant to BMI (since the less exercise people do the heavier they are, thus the higher BMI). The aim will be to show the correlation, if one exists, clearly and prove it, taking into account and bad results or bias in the data. To do this, I will first look at the population (1200 people). I must have at least 5% for the results to be reliable and without bias, so I will take 240 people (5%) as the sample. I will take stratified samples, and work out each person's body mass index; this is done by dividing their weight in kilograms over their height squared in metres. The groups I will be dividing them into for stratified sampling will be gender and year group, which I will then take 48 simple random samples from each group. A more detailed investigation could be done by adding other factors, such as distance from school or method or transport to school (allowing more or less time to watch TV). My hypothesis is that males will watch TV more, and the higher the years will watch more TV. The two categories I have chosen (gender and year group) will be sufficient to show a correlation however, since it will show any trends between gender and/or year group towards their

#### The aim of my investigation is to use and apply my understanding of statistics and statistical techniques to investigate the two following hypothesis - There is a correlation between Key Stage 3 (KS3) and GCSE results.

INTRODUCTION The aim of my investigation is to use and apply my understanding of statistics and statistical techniques to investigate the two following hypotheses: SCHOOL A -Highgram School Hypothesis 1: There is a correlation between KS3 & GCSE results. RAW DATA (table 1) GENDER KS3 LEVEL GCSE GRADE GENDER KS3 LEVEL GCSE GRADE BOY 3 U BOY 7 A BOY 3 U GIRL 3 E GIRL 3 G GIRL 3 D BOY 4 U BOY 4 F BOY 5 E GIRL 5 E GIRL 5 C BOY 5 D GIRL 5 E GIRL 5 D GIRL 5 E BOY 5 D GIRL 6 D BOY 5 E BOY 6 D GIRL 5 D BOY 6 D GIRL 5 C GIRL 6 C BOY 5 D BOY 6 D BOY 5 D GIRL 6 C GIRL 5 C GIRL 6 E BOY 6 B BOY 6 D GIRL 6 C GIRL 6 C BOY 6 D BOY 6 D GIRL 6 D GIRL 7 B GIRL 6 A BOY 7 A GIRL 6 C GIRL 3 F GIRL 6 D BOY 3 G GIRL 6 C GIRL 4 F GIRL 7 A BOY 4 U GIRL 4 U GIRL 5 E BOY 5 E GIRL 5 E GIRL 6 B GIRL 6 B GIRL 6 C BOY 6 B BOY 6 E GIRL 6 C GIRL 6 C GIRL 6 B GIRL 6 B With my acquired raw data (table 1) I will construct a frequency table (table 2) to condense the information and make it easier to read, understand and utilise. FREQUENCY TABLE (table 2) KS3 Level 3 Level 4 Level 5 Level 6 Level 7 TOTAL Boys 3 3 7 9 2 24 Girls 4 2 0 8 2 36 TOTAL 7 5 7 27 4 60 GCSE U G F E D C B A TOTAL