Hypothesis 4:
In the fourth and final hypothesis I will see how the weight of a student affects height, if at all. In this I will investigate both the females and males from year 11. I will do this by plotting scatter graphs from the different genders on separate axis’s. I will plot scatter graphs.
In this investigation I think that there will be direct correlation between the weight of a student and their height. This will be seen if there is strong correlation in the scatter diagrams.
Analysing Data
Hypothesis 1
In this hypothesis I will investigate the weights of the males and females in both years 10 and 11. During the investigation, and in the conclusion I will see whether or not my predictions were correct.
From this pair of box and whisker plots I can see that the males upper quartile (tallest height) is slightly higher than that of the females, also I can see that the males median is higher than that of the females, this means that the males average height is higher than the females. It can also be seen that the females lower quartile (shortest person) is lower than that of the males. This means in year 10 my prediction of the females being shorter on average than the males was correct.
This set of box and whisker diagrams show the same result as the first set did but in a much clearer way. For example it is far more obvious that males have a larger upper quartile, and that the females have a much smaller lower quartile. It can also be seen that the median of the male heights is higher than that of the females.
In conclusion this shows that my hypotheses were correct and that the males height on average was higher than the females. This can be seen in both sets of box and whisker diagrams, but is clearer in the set using the year 11 students. Also in the year 10 female plot there was rogue data that I deleted to make the diagram more accurate.
Hypothesis 2
During this hypothesis I will be comparing the weights of the females to that of the males, I will do this in both years 11 and 10. Throughout this hypothesis I will refer to my prediction I made earlier.
In these diagrams I can see that the males on average are heavier than females this can be seen from the larger numbers of people in the higher weight bands. It also shows that girls weigh less as they are seen in the 30-40 range whereas the males are not in that category at all. Also further proving males weigh more is that they are in the 80-90 category whereas the females are not. This proves my earlier prediction that females weigh less than males.
In these two histograms the same can be seen as before which is that the weights of males in year 11 is on average higher than that of the females. Also that they have a higher upper quartile and that the females have the lower, lower quartile. This just shows the first plot of year 10 students
in greater detail. We can see that the males ranges of weight go up far greater than that of the females. This can be seen from the males going into the ranges of 70-80, 80-90 and 90-100.
These diagrams show that males have a larger upper quartile than the females do, it also shows males have a larger median than females. This means on average the males weigh more than the females. It also shows that the females have a smaller lower quartile than the males as expected. Therefore this set of box and whisker diagrams prove my earlier prediction, in year 10 students.
This set of box and whisker diagrams show the same results as the previous set, that is the males have a larger upper quartile and median, meaning that males on average weigh more as earlier predicted. It also shows that the females have a smaller lower quartile.
In conclusion all of the sets of diagrams show my earlier prediction to be correct. During this investigation there was rogue data in the following data sets: Year 11 males, Year 10 girls; I deleted these rogue data and continued with the investigation.
Hypothesis 3
During this hypothesis I will investigate the I.Q.’s of males and females in year 11 and whether or not key stage 2 maths result affects the I.Q. of the students. I will do this by using box and whisker plots and histograms.
From these box and whisker diagrams I can see that the males have a lower, lower quartile showing they have a person in their group with the lowest I.Q., whereas they do have a larger median, which means on average males are more intelligent than female. Although the females do have a larger upper quartile than the males, meaning they have someone in their group having the highest I.Q. score.
These two histograms show that there are more males in lower category ranges than there are females. It also shows there are more females in the 100-110 range. This show again that males have a lesser percentage of people in the highest range, but do have a larger percentage in the higher levels over all.
In conclusion I have found on average males are more intelligent than females but also have a lower, lower quartile. But the females do have the larger upper quartile, meaning some of them get the highest marks. During the investigation I noticed that the year 11 girls data had some rogue parts.
Hypothesis 4
In this investigation I will be seeing whether or not the weight of a student affects their height, to do this I will investigate both males and females from year 11.
I will use scatter graphs.
In this scatter graph it shows how weight affects height in year 11 boys. This graph shows there is positive correlation (meaning there is a direct relationship between the two factors). This shows that the weight of a person does affect their height, it shows that as the weight of someone rises, so does the height of the person. This can be seen by the line of best fit used (blue line).
In this scatter graph positive correlation can be seen again but not as strongly as it was in the first scatter graph. I t can be seen with the line of best fit (blue line) that weight affects height in the same way as earlier, this is that as weight increases so does the height of the individual.
In conclusion I believe there is positive correlation between the heights and weights of the students, meaning that as their weights increase so does their height; as was earlier predicted in my plan.
Final conclusion
During this investigation I believe that my hypotheses have been carried out thoroughly and accurately. I also believe that the predictions I made were correct in every case during the investigation.
Evaluation
For my investigation I feel I have carefully and accurately selected correct data, and removed the anomalous parts to prevent mistakes. Also for added accuracy I have got autograph to draw all the graphs and diagrams for me as it is far more accurate than attempting to do it by hand. I feel that also I have explained the different conclusions thoroughly showing the meanings of the graphs.
