Mayfield High School
Mayfield High School Introduction I have decided to investigate the truth behind the theory that "Blonde haired, blue eyed people are better than others" brought out by Adolf Hitler. I will be trying to see if blonde haired, blue eyed I've decided to investigate "Are blonde-haired, blue-eyed people are generally better than people with other types of hair and eye colour. The concept of "aryanization" is a Nazi concept based on Hitler's ideology that the Aryan race is a master race, cleverer, more beautiful (in terms of females) and more muscular (in terms of males) than other races. I have decided to carry out an investigation to see if this true by looking at secondary school pupils. Mayfield High school is fictitious secondary school with records based on a real school. Using the student database, I will try to see if aryanization theory of the Nazis had any basis at all. Planning Mayfield High school has 1,183 students, of which 179 are blonde haired and blue eyed. There are 124 of these students in Key stage 3 and 55 students in Key Stage 4. I will be starting off with the students in Key Stage 3. This means I will be doing my research on students in Year 7 to Year 9. Secondly, I will research into the students of Key Stage 4, the students in Year 10 and Year 11. To do a proper investigation, I will have to take samples from each class. I will use the stratified
Statistics coursework
GCSE maths coursework - Statistics Introduction and planning The data I have been given is from a driving school's records based on how well 240 of their drivers did in their driving exams. I am going to use this data for statistical analysis, which will prove or disprove my hypotheses. Hypothesis: a hypothesis is a statement; this statement could be proved true or false from data relevant to the statement. I will be using graphs and statistical data to make my data analysis easy to compare and to verify my hypothesis. My hypotheses are: . Male drivers perform better than female drivers in their driving tests. I.e. they make fewer mistakes. Better means to be superior in some personal quality or attainment, so in the case of my main hypothesis I would like to prove that men are better drivers than females. I chose my core hypothesis because I thought it was very interesting and a very controversial statement that interests me. There has also been scientific research carried out to prove or disprove this statement worldwide. 2. The more driving lessons a pupil has the less minor mistakes they will make in their driving test; I think this is true because the driver will gain more experience through more driving lessons and there will be negative correlation shown in this hypothesis between these two factors. Correlation is the relationship between two variables.
Correlation and regression
Ibrar Khan AS Use of mathematics coursework Correlation and regression Background information In statistics, correlation often indicates the strength and direction of a linear relationship between two random variables. If there is no correlation between the two sets of data, the points will be widely scattered and will require a circular shape to enclose them. If the two sets of data have weak positive correlation, the points can be modelled in a broad eclipse sloping upwards from bottom left to top right. Furthermore if the two sets of data have a strong positive correlation, the points lie within a narrow eclipse sloping upwards. If the two sets of data have weak negative correlation, where one quantity generally increases as the other one decreases, the points can be modelled in a broad eclipse sloping downards from top left to bottom right. If the two sets of data have a strong positive correlation, the points lie within a narrow eclipse sloping downwards. Finally 'perfect' positive correlation (a correlation co-efficient of +1) implies that as one variable moves, either up or down, the other variable will move in lockstep, in the same direction. Alternatively, 'perfect' negative correlation means that if one variable moves in either direction the variable that is perfectly negatively correlated will move by an equal amount in the opposite direction, also when all
Maths driving test
Introduction The hypothesis I am testing is: * "The number of mistakes a candidate makes during their driving test is affected by the number of one hour lessons that they have had." In this report I should find out what affects the number of mistakes a candidate makes during his/her driving test. Expectations * I expect that the number of mistakes made will be affected by the number of lessons taken. I think this as the more lessons you have make the driver learn more efficiently. Also this could give the driver more confidence in driving. Exceptions There are some factors which could affect this hypothesis. * The driving instructor- this could affect the number of mistakes as the instructor may not be very good. Also some instructors have better teaching methods than others and this may make a candidate learn quicker. * Gender of the candidate- it could depend if the candidate is male or female. . It has been stated that boys and girls perform differently, and that boys often do better in practical tests that girls do. This may mean that males won't need as many one hour lessons that girls need. * Any extra practise form siblings or parents- some candidates may have used their extra time to take part in any extra driving practise. The data provided doesn't state whether or not anyone has had any extra practise and this could affect the number of mistakes
Maths Data handling Corsework
Maths Data Handling Coursework The aim for this piece of coursework is to make 3 hypotheses as a core plan for my investigations, then process, analyse and interpret information from the data I have been provided with from the school shared area. I will do this by using my data handling skills and using computer software such as Microsoft Excel to help me. The data I have been provided with contains information about the fitness of Year 7, 8, 9 and 10 pupils. This data consists of information such as bleep test performances in autumn and spring, cross country-Pe house run positions, and whether pupils are involved in rugby or rowing teams. There is also additional information showing what grade pupils are on at their musical instruments as well as a year 10 sports GCSE class data that shows information about pupils and their abilities in many exercises, mostly in circuit training. Class Pupil Number Pe bleep test autumn Pe bleep test spring Pe house run position Musical Instrument Level School Team 9.0 Abs 67 Rugby 2 8.3 0.1 59 Rowing 3 9.6 9.0 65 4 9.7 9.6 DNR 2 Rugby 5 0.0 inj 66 Rugby 6 8.4 0.2 79 3 7 9.6 0.2 34 Rugby 8 7.4 7.5 85 9 9.2 0.2 DNR 0 inj 3.6 3 Rugby 1 5.4 7.5 00 2 inj 9.0 55 Rugby This is an example of the data I have used. It is from the Yr 10 data spreadsheet and shows what class a pupil is
Maths grid extension
This is a 10 x 10 size grid with a 3-stair shape in blue. This is called the stair total. The stair total for this stair shape is 25 + 26 + 27 + 35 + 36 + 45 = 194. To investigate the relationship between the stair total and the position of the stair shape, I will use the far-left bottom square as my stair number: This is always the smallest number in the stair shape. It is 25 for this stair shape. I will then translate this 3-stair shape to different positions around this 10 x 10 grid: 46 36 37 26 27 28 The stair-total for this stair shape is 26 + 27 + 28 + 36 + 37 + 46 = 200 87 77 78 67 68 69 The stair-total for this stair shape is 67 + 68 + 69 + 77 + 78 + 87 = 446 88 78 79 68 69 70 The stair-total for this stair shape is 68 + 69 + 70 + 78 + 79 + 88 = 452 23 3 4 3 4 5 The stair-total for this stair shape is 3 + 4 + 5 + 13 + 14 + 23 = 62 24 4 5 4 5 6 The stair-total for this stair shape is 4 + 5 + 6 + 14 + 15 + 23 = 68 Stair number Stair Total 25 94 26 200 67 446 68 452 3 62 4 68 I will then summarize these results in a table: In order to find a formula that I can use to find the stair total when I am given the stair number, I am going to put the stair number as the position and the stair total as the term for the sequence: Position 25 26 67 68 3 4 Term 94 200 446 452 62 68 + 6 + 6 + 6 I have noticed that
MATHS COURSEWORK - Mayfield High - To analyse data provided by Mayfield High School by using a range of different techniques...
Objective To analyse data provided by Mayfield High School by using a range of different techniques. Hypotheses . I am going to investigate the relationship between the more hours of TV watched and the students IQ in year 10. 2. I am going to investigate that students in year 11 will have a greater spread of weight (BMI) than students in year 10. 3. I am going to investigate the relationship between the gender and the IQ for students at Key Stage 4. For this data handling coursework I have been provided with data to assist me with proving my hypotheses. The data that I will be using to investigate my hypotheses is secondary data provided by a school called Mayfield High School. The data provided consists of data for key stages. It contains 13 categories of data ranging from Year Group to distance walked to school. Hypothesis 1 The reason I chose this hypothesises because it will provide me accurate information on whether or not watching television actually does cause the IQ to decrease. The obvious theory behind this is that the more hours spent watching TV the lower the IQ as it is thought that TV will prevent students learning meaning they will have a lower IQ. Hypothesis 2 The notion behind my second hypothesis is that it will be able to prove whether or not students in year 11 are more conscience about their weight than students in year10. I predict
Handling data. I am trying to find out whether it is easier for children in England to get to school than children in South Africa. In other words, I am determining accessibility for both regions.
GCSE Maths Coursework- HANDLING DATA- July 2004 Introduction In this investigation I will examine how children in different parts of the world travel to school and how easily accessible their schools are. Accessibility will be determined by time taken to travel to school and distance covered. In order to establish a link between time taken and distance covered and how it relates to accessibility, there are a number of factors I need to take into consideration. These are examined more closely in my hypothesis. The two parts of the world I have chosen to examine are England and South Africa. I will make a prediction comparing these two countries after setting out my hypothesis. Hypothesis I am trying to find out whether it is easier for children in England to get to school than children in South Africa. In other words, I am determining accessibility for both regions. To do this clearly and precisely, I have decided on three initial methods in order to obtain my evidence. . Time Taken 2. Distance Travelled 3. Method Used I am to find out if children in England take less time to get to school by travelling a shorter distance, over a shorter length of time using various forms of modern transport which are currently not as readily available in many parts of South Africa. This is because England is on the whole more developed and westernized than South Africa. I have used 3
Microsoft Excel Driving Tests Coursework
DRIVING TESTS INTRODUCTION I will investigate how well 240 people perform in their driving test. There is a mixture of male and female drivers and there are four instructors that teach them. I will investigate how many minor mistakes these driver's make in their test. The information I have been given consists of: * the driver's gender * the number of one hour lessons they have received * the number of minor mistakes made during the test * the instructor who gave the driver lessons * the day they took the test * the time of day that they took the test The software I will be using to store this information will be Microsoft Excel. I will house the information in spreadsheets and here I will be able to select random samples and sort my data. I will also be using a program called Autograph. This program will enable me to draw graphs and do important calculations. Without this software it would take me a long time to draw out the diagrams I need for the investigation. During the investigation I will be using sampling. This is where I will be taking a portion of the population to gather my results, instead of using all 240 people. This means that the data will be easier to handle and I will have less points to plot on my graphs but still keep accurate results. HYPOTHESIS ONE - MALES ARE BETTER DRIVERS THAN FEMALES For my first hypothesis I will be answering the
Maths Statistics Coursework
Maths Statistics Coursework Guesstimate INTRODUCTION The title of my investigation is 'Guesstimate', as I will be looking at how accurate different people are at estimating. The aim of the investigation is to deduce estimating skills of pupils of different ages, abilities and genders. To do this I have created the following hypotheses: ) The older you are, the better you are at estimating. 2) The higher the band you are in, the better you are at estimating. 3) Boys are better than estimating than girls. In order to do this I will need to collect information for Key Stage 3, Key Stage 4 and Key Stage 5, and within the stages ability (band) and gender. I will collect this information from a database, which gives us: Key Stage, maths ability (higher, middle or lower band), gender and their estimates of an acute (17°), obtuse (147°) and reflex (302°) angle. However, I will only be using the information for the obtuse angle, because the acute would be extremely small so people may guess zero, which would affect our results. Also, reflex angles could be mistaken for acute angles and vice versa, so people may not be giving an accurate estimate. I will assume that the data is reliable, as I will eliminate bias from my sample by looking at the errors in guessing. To calculate percentage error I will use: This will make it easier to see how far out the pupils were from