I am going to investigate into factors about people's lives affecting and linking to I.Q.

Plan I am going to investigate into factors about people's lives affecting and linking to I.Q. My hypothesis is that people with a higher I.Q watch less hours of television a week, have less siblings and received good Key Stage 2 results. I am investigating this line of enquiry because I am interested to see the correlation, if any, between I.Q, the amount of television watched and the number of brothers and sisters people have. Also I believe people with a higher I.Q would be more intelligent, therefore receiving higher Key Stage 2 results, and would like to see whether I am right or wrong to believe this. I assume they would watch less hours of T.V a week if they have a higher I.Q, as I believe they would be spending more time doing homework and revision. Also I think the higher the I.Q the less siblings they will have because I think they would receive more encouragement from their parents. I aim to avoid bias in my investigation by following certain sampling methods. However there are some factors that could still cause bias that I cannot change/prevent for example if there are errors in the population or dishonest answers as the data I am using is a census questionnaire. Also some key stage 2 results have been left blank, therefore I am going to assume that all blank fields equal nothing which could be caused by them not taking the exam, so this may effect my results and

  • Word count: 1730
  • Level: GCSE
  • Subject: Maths
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Bivariate Data

Bivariate Data I am going to carry out an investigation into a set of bivariate data. The data I will investigate are a previous year groups KS3 and GCSE point score averages. I will see, whether or not there is a correlation between the KS3 and GCSE result scores. By finding a correlation or not, I will be able to determine if the scores obtained at KS3 will allow teachers to predict the student's score at GCSE. If there is a strong correlation, this will be very useful for teachers and students to give them an idea on what they can be expected to score. Grade Predictions would be easier and probably more accurate. For example, if there is a correlation, a student could predict their GCSE score by using the KS3 results they obtained, and with this would provide a target score to reach or beat. This will also be useful for the teacher where they will be able to overview any additional help or teaching that a student may or may not need. The Population (presented in table 1) shows last year's groups, KS3 and GCSE point score averages. There are a total of 90 pieces of data. This is a fairly small population but it was the only set easily available. From the 90 I will randomly sample 50 pieces to investigate. The way I randomly sampled the population, was to number each set one to ninety (1-90), while also numbering ninety pieces of paper. I placed those pieces of data

  • Word count: 1520
  • Level: GCSE
  • Subject: Maths
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Is there any relationship between IQ and Sat Results?

Maths Coursework The aim of this piece of coursework is to test these two hypotheses: . Is there any relationship between IQ and Sat Results? 2. Is there a difference between the development of IQ over time between boys and girls? To do this I will use the data collected from Mayfair High School. To test that my hypotheses were not too difficult to test and gave an outcome that I could show had correlation, I did a preliminary graph. This consisted of random Sat Results and IQ's taken from year 7 girls and boys. These graphs both came out with correlations, and so I proceeded with these hypotheses. There was a lot of data available, not all of which was useful to my study, and therefore I deleted any information I considered to be irrelevant, like height and weight of each of the people. I then ended up with just the relevant data I needed, which is: * Year Group * Gender * IQ * Sat Results I then decided to do a stratified sample, using 10% of my entire database. I did this because 10% of my entire data range will give me enough results to form a conclusion, and will also keep the numbers manageable. Using a stratified sample also ensured that I got the same proportions of each year group and the different genders, as in the entire database. Hence I proceeded to work out the proportions needed in my stratified sample as such: I decided to round any values I got

  • Word count: 1430
  • Level: GCSE
  • Subject: Maths
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Mathematics coursework

Mathematics coursework Introduction Al the way through my coursework I will be exploring the positive and negative correlation between IQ scores and exam results in The Swaminarayan Independent day school. I also used data provided by Edexcel on the KS2 results and the IQ results in the Mayfield School. I will be carrying out investigation to see whether the IQ results have any significance towards how a student performs in his exams. Mayfield Data IQ 89 03 98 08 94 91 16 04 03 90 97 16 94 13 06 95 05 01 Total KS2 results 9 3 9 5 0 1 5 3 3 2 0 5 0 2 3 2 3 2 As you can see above, there are the first 30 IQ results by the Mayfield data. I will now try and prove that there is some kind for correlation between these two sets of data above. I will create a scatter graph in the Edexcel programme. As you see above, there is a positive correlation between the IQ scores and the total KS2 results. Now I will see whether there is correlation between the IQ scores and the English scores. IQ English 89 3 03 4 98 3 08 5 94 3 91 4 16 5 04 4 03 5 90 4 97 2 16 5 94 4 13 4 06 5 95 4 05 4 01 4 As seen above there is correlation between the IQ scores and the English results as there is positive correlation proving that if you have a higher IQ you are more likely to achieve good results in English. My Hypothesis

  • Word count: 1411
  • Level: GCSE
  • Subject: Maths
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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

  • Word count: 1406
  • Level: GCSE
  • Subject: Maths
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A typical intelligence test asks a variety of questions, many of which are of the type one learns to answer in school

Can "intelligence" be defined and measured accurately? In this essay I will look at whether intelligence can be defined and measured accurately through looking at various definitions of intelligence; including definitions from Binet, Wechsler, Terman, Hebbs, Cattel and Vernon. I will discuss a selection of more well known and popular intelligence tests ranging from Galton to Wechsler, what they measure and what they don't measure. I will look at an example of a famous person renowned for being intelligent and what there IQ test result would likely of been, if tested. Starting with a definition from the oxford dictionary we can then go on to see how varied the definitions of intelligence can be. Intelligence, meaning "the mental ability the power of learning and understanding" (Hawkins, 1988). In 1905 Binet suggested that intelligence is the ability to comprehend, judge and reason well (1905, cited in P, Smith et al, 2003) and Wechsler describes intelligence along a similar line agreeing that the ability to adapt to circumstances and rational thinking are part of intelligence (cited in Gross, 1992). Three definitions that follow a similar line, the first being from Piaget who sees intelligence as an ongoing process of learning, organising, developing and adapting to situations (Pyle, 1979). The definition from Hebb is that it has two meanings, one being "an innate

  • Word count: 1395
  • Level: GCSE
  • Subject: Maths
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Guestimate - Data handling coursework

Data handling coursework Introduction For this coursework I am going to ask 25 males and 25 females to estimate a line and an angle. Once they given an estimate of the line and angle I record the data onto a spreadsheet. From this I will create graphs and I will work out the mean median and other things. I am going to analyse my graphs and charts according to my hypothesis. Factor considered I think there is a relationship between estimating angle and lines. People tend to be more accurate on estimating lines because people are more focus on it rather than when they are estimating angles they less concentrate. Another reason is that the understand lines much better than angles. The factors that affected a person's ability to estimate the angle or line are states below:- * Age -An elder person would have more experience in doing things than a younger person. Example younger people won't be accurate in estimating angles than older ones this would be because they have less experience & skill, therefore the percentage error will be less for an older person than a younger one. However an older person can have visual problems as they get older so this could e a factor against older people * Gender- People have stated that females are better than males in doing certain things. Example females would be more precise in estimating lines and angles. For this reason, this would be

  • Word count: 1376
  • Level: GCSE
  • Subject: Maths
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Critically consider the role of genetic factors in the development of measured intelligence.

Critically consider the role of genetic factors in the development of measured intelligence. Genetic factors are a major influence on the development of measured intelligence. However, extensive research suggests that genetic factors alone cannot account for a person's intelligence. Research evidence suggests that a person's intelligence isn't 'fixed' from birth, but environmental and social factors can cause an increase in intelligence. The importance of genetic factors in intelligence is exemplified in family resemblance studies. This involves examining the correlation of intelligence test scores among people who vary in genetic similarity. If genetic factors influence IQ then the closer the genetic relationship between two people, then the greater the correspondence rate (concordance) between their IQ's should be. In Bouchard and Mcgue's worldwide review of 111 studies, they found the closer the genetic relationship between individuals the higher the correspondence of IQ scores. For example the correlation for cousins (who share 12.5 % of their genes) is weaker than that for parents and offspring who share 50 % of their genes. The strongest Correlation is for Monozygotic twins (identical twins) who share the same genes.Therefore,these findings suggest that genetic factors play a key role in measured intelligence. However, the main criticism of these findings is that as

  • Word count: 1371
  • Level: GCSE
  • Subject: Maths
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Hypothesis - On average, year nine students that watch more television per week have a higher IQ.

Maths Coursework Hypothesis 1 On average, year nine students that watch more television per week have a higher IQ. Girl Number IQ Hours per week watching television 23 96 0 hours 2 44 90 3 hours 3 9 01 4 hours 4 8 03 4 hours 5 21 05 9 hours 6 0 02 50 hours 7 20 04 9 hours 8 30 08 5 hours 9 50 00 4 hours 0 26 32 4 hours 1 09 00 5 hours 2 21 08 00 hours 3 23 28 28 hours 4 24 24 35 hours 5 13 02 6 hours 6 12 5 hours 7 5 02 35 hours 8 49 06 35 hours 9 52 07 20 hours 20 6 06 5 hours 21 54 02 32 hours 22 08 12 0 hours 23 87 07 22 hours 24 78 92 4 hours 25 62 91 8 hours 26 99 07 0 hours 27 77 89 20 hours 28 02 00 2 hours 29 01 08 25 hours 30 26 12 3 hours 31 22 97 0 hours 32 45 95 4 hours 33 48 02 35 hours 34 43 07 6 hours 35 27 94 2 hours 36 51 09 2 hours 37 53 05 32 hours 38 2 00 8 hours 39 35 00 2 hours 40 25 13 8 hours 41 55 06 3 hours 42 06 13 6 hours 43 07 08 25 hours 44 05 10 4 hours 45 9 06 20 hours 46 5 03 4 hours 47 56 94 3 hours 48 57 98 9 hours 49 69 00 20 hours 50 68 09 3 hours Boy Number IQ Hours per week watching television 86 09 7 hours 2 32 15 8 hours 3 38 90 4 hours 4 57 00 25 hours 5 60 06 4 hours 6 61 00 4 hours 7 62 04 7 hours 8

  • Word count: 1109
  • Level: GCSE
  • Subject: Maths
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My hypothesis is that people with siblings have a lower IQ than people without siblings. Also that people with lower IQ's have lower KS2 results.

Data Handling Task Matthew Moorhouse Hypothesis My hypothesis is that people with siblings have a lower IQ than people without siblings. Also that people with lower IQ's have lower KS2 results. IQ Levels Using all the pupils available for KS4, I made a scatter graph showing how many siblings a pupil has against their IQ. I saw several points, which were extreme so I deleted these from my graphs. At this point I looked for a line of best fit but the line was almost horizontal so it would have been of no use. After this I made a bar graph so I could see how many pupils had a given IQ. This showed a concentration of pupils around the 100 - 104 area. I produced several bar graphs so I could easily see any relation between sibling numbers and IQ. The sort of relation I was looking for was that pupils with no siblings had a higher IQ than those with lots of siblings. The number of pupils in certain sibling groups from KS4 was in some cases very low (11 in one case). I had to use KS3 pupils to the number to 90 so each graph was a fair comparison and the results would be more accurate. The last group of 6+ siblings only had 61 children in it. These pupils were important because my hypothesis needs input from this high group. The pupil count of this group was increased by 1/2 so there were 90 pupils in that group so they could be compared. These bar

  • Word count: 1057
  • Level: GCSE
  • Subject: Maths
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