• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month
Page
1. 1
1
2. 2
2
3. 3
3
4. 4
4
5. 5
5
6. 6
6
7. 7
7
8. 8
8
9. 9
9
10. 10
10
11. 11
11
12. 12
12
13. 13
13
14. 14
14
15. 15
15
16. 16
16
17. 17
17
18. 18
18
• Level: GCSE
• Subject: Maths
• Word count: 2849

# Investigation into 100m times and long jump distances

Extracts from this document...

Introduction

Edexcel GCSE Statistics Coursework                ictl

Investigation into 100m times and long jump distances

Introduction

I intend to use my school’s athletic sports results database to conduct an investigation into the relationship between the 100m times and the long jump distances throughout the year groups. This database contains secondary data which are both quantitative and qualitative from years 7 to 11 in RGS. This data should be reliable because the data was recorded under supervision.

I have chosen to use quantitative data for my investigation because qualitative data tends to be much more limited than quantitative data as quantitative data can take any numerical value whereas qualitative data can only take specific values (e.g. colours: blue, red green).

I believe that the faster somebody runs the higher and further s/he will jump. I believe this because many fast runners have long legs, which enable them to run with a longer stride. Also, it takes more energy fore someone with shorter legs to run the same distance and at the same speed as somebody with longer legs.

I also believe that somebody’s running speed will improve as he/she ages throughout secondary school. I believe this because many people start their growth spurt between year 8 and year 10 and will continue growing until they are about 18. Also, older people will improve as they grow older as they would have had more practice.

I also think that running speeds will follow a normal distribution throughout the year groups with the majority of people with a time near the centre of the distribution and a few people with a faster or slower time. I believe this

Middle

17.1

3.15

=RANK(B12,\$B\$3:\$B\$42)

=RANK(C12,\$C\$3:\$C\$42)

30

13

=F12-G12

=H12^2

17.1

3.1

=RANK(B13,\$B\$3:\$B\$42)

=RANK(C13,\$C\$3:\$C\$42)

30

14.5

=F13-G13

=H13^2

17.1

3.7

=RANK(B14,\$B\$3:\$B\$42)

=RANK(C14,\$C\$3:\$C\$42)

30

4.5

=F14-G14

=H14^2

17.2

2

=RANK(B15,\$B\$3:\$B\$42)

=RANK(C15,\$C\$3:\$C\$42)

28

38

=F15-G15

=H15^2

17.4

3.8

=RANK(B16,\$B\$3:\$B\$42)

=RANK(C16,\$C\$3:\$C\$42)

27

3

=F16-G16

=H16^2

17.8

2.75

=RANK(B17,\$B\$3:\$B\$42)

=RANK(C17,\$C\$3:\$C\$42)

25.5

24.5

=F17-G17

=H17^2

17.8

3.2

=RANK(B18,\$B\$3:\$B\$42)

=RANK(C18,\$C\$3:\$C\$42)

25.5

10.5

=F18-G18

=H18^2

18.1

3

=RANK(B19,\$B\$3:\$B\$42)

=RANK(C19,\$C\$3:\$C\$42)

24

16

=F19-G19

=H19^2

18.3

2.9

=RANK(B20,\$B\$3:\$B\$42)

=RANK(C20,\$C\$3:\$C\$42)

23

18.5

=F20-G20

=H20^2

18.4

3.2

=RANK(B21,\$B\$3:\$B\$42)

=RANK(C21,\$C\$3:\$C\$42)

21.5

10.5

=F21-G21

=H21^2

18.4

2.6

=RANK(B22,\$B\$3:\$B\$42)

=RANK(C22,\$C\$3:\$C\$42)

21.5

28.5

=F22-G22

=H22^2

18.5

2.5

=RANK(B23,\$B\$3:\$B\$42)

=RANK(C23,\$C\$3:\$C\$42)

20

31.5

=F23-G23

=H23^2

18.6

2.8

=RANK(B24,\$B\$3:\$B\$42)

=RANK(C24,\$C\$3:\$C\$42)

19

22

=F24-G24

=H24^2

18.7

2.6

=RANK(B25,\$B\$3:\$B\$42)

=RANK(C25,\$C\$3:\$C\$42)

18

28.5

=F25-G25

=H25^2

19.2

2.9

=RANK(B26,\$B\$3:\$B\$42)

=RANK(C26,\$C\$3:\$C\$42)

16.5

18.5

=F26-G26

=H26^2

19.2

2.3

=RANK(B27,\$B\$3:\$B\$42)

=RANK(C27,\$C\$3:\$C\$42)

16.5

35

=F27-G27

=H27^2

19.6

3.9

=RANK(B28,\$B\$3:\$B\$42)

=RANK(C28,\$C\$3:\$C\$42)

15

2

=F28-G28

=H28^2

19.7

2.5

=RANK(B29,\$B\$3:\$B\$42)

=RANK(C29,\$C\$3:\$C\$42)

14

31.5

=F29-G29

=H29^2

19.9

2.5

=RANK(B30,\$B\$3:\$B\$42)

=RANK(C30,\$C\$3:\$C\$42)

13

31.5

=F30-G30

=H30^2

20.2

2.5

=RANK(B31,\$B\$3:\$B\$42)

=RANK(C31,\$C\$3:\$C\$42)

12

31.5

=F31-G31

=H31^2

20.7

2.8

=RANK(B32,\$B\$3:\$B\$42)

=RANK(C32,\$C\$3:\$C\$42)

11

22

=F32-G32

=H32^2

20.8

2.9

=RANK(B33,\$B\$3:\$B\$42)

=RANK(C33,\$C\$3:\$C\$42)

10

18.5

=F33-G33

=H33^2

20.9

2.7

=RANK(B34,\$B\$3:\$B\$42)

=RANK(C34,\$C\$3:\$C\$42)

9

26.5

=F34-G34

=H34^2

21

2

=RANK(B35,\$B\$3:\$B\$42)

=RANK(C35,\$C\$3:\$C\$42)

7.5

38

=F35-G35

=H35^2

21

2

=RANK(B36,\$B\$3:\$B\$42)

=RANK(C36,\$C\$3:\$C\$42)

7.5

38

=F36-G36

=H36^2

21.4

2.75

=RANK(B37,\$B\$3:\$B\$42)

=RANK(C37,\$C\$3:\$C\$42)

6

24.5

=F37-G37

=H37^2

21.7

2

=RANK(B38,\$B\$3:\$B\$42)

=RANK(C38,\$C\$3:\$C\$42)

5

38

=F38-G38

=H38^2

22.3

2.4

Conclusion

This data has a number of limitations. For example, the results are only valid for one school (RGS) and for one gender (boys). Values may differ between different schools, areas and genders. An improvement could be to include results from all schools in the area, or all schools in the country if possible and by including results from girls as well.

The data was also taken from a secondary source. This could affect the results as the person(s) collecting the data might have made errors. To eliminate sources of error as far as possible, primary data could have been used or I could have been physically present when the results were recorded to ensure there were no errors.

Only three years (years 7, 9 and 11) were used in my sample. It is possible that there are errors in one of these years, which could affect the results. Including all years in my sample might highlight these errors, which might improve the accuracy of the graphs, box plots and histograms.

Overall, I think that this investigation is valid only for male students at RGS, but can be further improved in a number of ways.

Appendix

Data sample:

 2006/7 2006/7 2006/7 100m L.J. 100m L.J. 100m L.J. 7B 22.73 2.7 9C 14.16 3.7 11C 16.4 4 7B 15.4 3.6 9C 16.4 3 11D 15.8 3.45 7A 15.6 3.2 9S 14.64 3.8 11D 13.9 4.5 7C 18.4 3.2 9S 17.67 2.7 11A 16 3.5 7A 18.5 2.5 9S 16.76 3.3 11B 13.8 4 7C 16.5 2.8 9C 16.8 3.4 11C 15.6 4 7A 21 2 9C 17.8 2.4 11B 15.8 4 7C 20.7 2.8 9A 17 3.15 11D 16.5 3.3 7C 20.8 2.9 9A 21.7 2 11B 16.8 3.2 7A 21 2 9A 15.4 2.9 11C 15.5 3.9 7B 17.1 3.15 9B 17.42 2.9 11C 13.8 4.1 7B 16.1 3.7 9B 14.2 4.2 11C 19.2 2.5 7C 17 3.2 9B 17.48 2.9 11D 14.1 4.85 7A 22.3 2.4 9B 18.5 1.8 11C 20.7 1.5 7B 21.7 2 9B 17.67 3.4 11A 14.9 4.2 7C 19.9 2.5 9B 17.05 3.5 11C 14.9 4 7A 16.4 2.9 9A 18.6 2.3 11A 13.2 4.3 7B 17.2 2 9A 18.4 3.3 11C 15.8 3.6 7C 19.6 3.9 9B 17.9 2.5 11A 18.3 2.4 7A 18.4 2.6 9A 17.4 2.9 11D 14.7 4 7B 16.2 3.1 9B 18.2 3.4 11A 14.8 4 7A 17.1 3.1 9B 15 3.7 11A 17.6 3.6 7A 19.2 2.9 9B 17.26 3.1 11C 15 4.1 7C 17.8 2.75 9C 16 3.45 11D 14.5 4.25 7A 19.2 2.3 9B 18.5 2.5 11D 22.8 2.3 7A 24 2 9C 17.1 2.4 11B 14.8 3.7 7B 16.1 3.35 9B 15.3 3.4 11D 13.8 4 7A 16.9 4.05 9C 15.9 3.3 11B 14.5 4.35 7C 17.8 3.2 9C 14.6 4.1 11A 13.9 5 7A 18.1 3 9C 16.1 3.1 11C 16.5 3.5 7B 18.6 2.8 9B 15.5 4 11A 15.7 4.1 7C 21.4 2.75 9B 15.48 3.3 11B 17.1 3.5 7A 18.7 2.6 9B 20.7 2 11C 14.4 3.8 7B 20.9 2.7 9B 16.89 2.4 11C 13.9 4.3 7A 18.3 2.9 9B 16.53 3.1 11A 16.1 3 7C 17.4 3.8 9B 17.4 2.3 11B 18.8 3.1 7C 17.1 3.7 9C 17.9 3 11D 13.5 4.5 7B 19.7 2.5 9B 16.42 3.35 11B 18.3 3.4 7C 24.3 3.5 9B 16.1 3 11D 13.4 4.3 7A 20.2 2.5 9A 14.7 3.15 11B 14.4 4.35

Page  of

This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

## Found what you're looking for?

• Start learning 29% faster today
• 150,000+ documents available
• Just £6.99 a month

Not the one? Search for your essay title...
• Join over 1.2 million students every month
• Accelerate your learning by 29%
• Unlimited access from just £6.99 per month

# Related GCSE Miscellaneous essays

1. ## Reaction Times

So I don't think this is a very good control data but it will have to do because whatever time I choose to do results for the control, the control will be affected by that time of day. 7:00-12:00 0.21 0.43 0.26 0.24 0.38 0.03 0.34 0.1 0.22 0.

2. ## For our GCSE statistics coursework, we were given the question Where are houses most ...

have a skewed distribution because this is what my box and whisker plot indicated. Outliers in the south dataset: Xi: 380,000-(1.5*190,000) = 95,000. This means anything below 95,000 in my data set would be classed as an outlier. But there are no pieces of data below this limit.

1. ## The investigative task. Do housewives or working adults have a faster working pulse rate?

I have noticed in this graph that almost in all the occasions of each person the category housewives' nearly always has a higher pulse rate than working adults. Here is another graph with the same results to make it easy for others to read, for those who can't read bar charts.

2. ## The aim of the project is to investigate the correlation between multiple sets of ...

method of transport not listed in the survey and 650 likewise females. 470 * 1.2626990664470071389346512904997 � 593.5 650 > 594 Therefore, Hypothesis 1 is entirely incorrect. 2) Exactly the same basic mathematical method can be applied to this hypothesis to determine if travel by train is more frequent among females.

1. ## Mathematics Handling Data Coursework: How well can you estimate length?

The results of my mean and standard deviation calculations will be given to two decimal places. This is because the bamboo stick was also measured, and estimated, to two decimal places. Year 7 Grouped Frequency Table Length (l) Frequency (f)

2. ## maths estimation coursework

The correct number of people for a representative sample is 30. So I will need to take a sample of 120 to get a representative sample for the 4 gender groups: Year 8 males, Year 8 females, Year 12 males and Year 12 females 120 Males Females Males However, this scenario does not work.

1. ## Statistical Experiment Plan to investigate the ability to estimate 30 and 60 seconds.

I will not allow any person to repeat the test and will record only one trial per person at this investigation to avoid bias. Furthermore I will not allow people who have seen others do the investigation to take part in the test as they can pre-prepare them for the estimation and I will reject their estimation.

2. ## Math Investigative Task - calculating the value of metal used in coins.

If I made an error in a crucial part, it would result in my making an error in all of my other calculations so I was very careful with my calculations. I also checked on the internet just as a back-up if my answer if actually correct.

• Over 160,000 pieces
of student written work
• Annotated by
experienced teachers
• Ideas and feedback to