78 results found

#### An experiment to find out if seeing the eyes of a well known persons face is a factor of face recognition

An experiment to find out if seeing the eyes of a well known (celebrity's) face is a factor of face recognition. Abstract; The aim of this experiment is to find out if participants can recognise the faces of well known celebrities if the celebrities' eyes are blacked out and if the eyes of a person's face are a major factor of face recognition. I predict that the participants will find it easier to recognise the celebrities' faces in the condition where the eyes are not blacked out more than when the eyes are blacked out. I used a lab experiment and independent group design. The target population from which my participants were used were the 20 students in my AS psychology class (opportunity sample). I randomly separated the 20 participants into 2 groups of 10 for each of the 2 conditions. I then delivered a brief and handed out the pictures of the celebrities face down in front of the participants. I then timed the participants for 2 and a half minutes while they turned over the sheets and wrote their answers upon it. Number of participants Condition 1 Celebrities with eyes ( mean score out of 20) Number of participants Condition 2 Celebrities with blacked out eyes (mean score out of 20) 0 7/20 = 85% 0 3/20 = 65% In consideration of my results I reject my null hypothesis and accept my hypothesis that the participants will find it easier to recognise the

• Word count: 2040
• Level: GCSE
• Subject: Maths

#### Shapes Investigation I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape.

GCSE Maths Coursework - Shapes Investigation Summary I am doing an investigation to look at shapes made up of other shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape. From this, I will try to find a formula linking P (perimeter), D (dots enclosed) and T (number of triangles used to make a shape). Later on in this investigation T will be substituted for Q (squares) and H (hexagons) used to make a shape. Other letters used in my formulas and equations are X (T, Q or H), and Y (the number of sides a shape has). I have decided not to use S for squares, as it is possible it could be mistaken for 5, when put into a formula. After this, I will try to find a formula that links the number of shapes, P and D that will work with any tessellating shape - my 'universal' formula. I anticipate that for this to work I will have to include that number of sides of the shapes I use in my formula. Method I will first draw out all possible shapes using, for example, 16 triangles, avoiding drawing those shapes with the same properties of T, P and D, as this is pointless (i.e. those arranged in the same way but say, on their side. I will attach these drawings to the front of each section. From this, I will make a list of all

• Word count: 5002
• Level: GCSE
• Subject: Maths

#### volumes of open ended prisms

Part 1 For part 1 of this piece of math coursework I will be investigating volumes of prisms, which can be made from a 24cm, by 32cm piece of card. I will be trying to determine which shape will make the prism with the largest volume. To do this, I will be exploring the volumes of triangular prism, cylinders, quadrilateral prisms, pentagonal prism, hexagonal prism, heptagonal prism and octagonal prism. I will then try to work out a formula for working out the volume of an "n" sided shape. Triangular prisms First, I will be investigating the volume of triangular prisms. We know that in a triangle, the lengths of the left and right sides must add up to more than the length of the base and we also know that the volume of any prism is the area of cross section multiplied by the length. To find the volume, we must first find the area of the 7cm cross-section. To find the area of a triangle we must h use the formula Area(a) = base (b) x height (h) 2 10cm 32cm To work out the height we must use Pythagoras's theorem Using the rules of Pythagoras, we know

• Word count: 2729
• Level: GCSE
• Subject: Maths

#### Am doing an investigation to look at shapes made up of other shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots

Summary I am doing an investigation to look at shapes made up of other shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape. From this, I will try to find a formula linking P (perimeter), D (dots enclosed) and T (number of triangles used to make a shape). Later on in this investigation T will be substituted for Q (squares) and H (hexagons) used to make a shape. Other letters used in my formulas and equations are X (T, Q or H), and Y (the number of sides a shape has). I have decided not to use S for squares, as it is possible it could be mistaken for 5, when put into a formula. After this, I will try to find a formula that links the number of shapes, P and D that will work with any tessellating shape - my 'universal' formula. I anticipate that for this to work I will have to include that number of sides of the shapes I use in my formula. Method I will first draw out all possible shapes using, for example, 16 triangles, avoiding drawing those shapes with the same properties of T, P and D, as this is pointless (i.e. those arranged in the same way but say, on their side. I will attach these drawings to the front of each section. From this, I will make a list of all possible combinations of P, D and T (or later Q

• Word count: 4996
• Level: GCSE
• Subject: Maths

#### This report is about working out the formula to a hidden faces equation, I will find the nth term, put my results into a table and, figure out if the formula works.

Introduction This report is about working out the formula to a hidden faces equation, I will find the nth term, put my results into a table and, figure out if the formula works. Method I am going to find out how many hidden faces (the faces that aren't visible from any angle) there on cube 2 cubes 3 cubes 4 cubes 5 cubes 6 cubes 7 cubes 8 cubes 9 cubes I am doing this to try and find an easier way to find out how many hidden faces there are in.... say 100 cubes rather than do trial and error, or put cubes together and work it out. I will record my results in a table that has 3 columns, , number of cubes 2, number of hidden faces 3, the formula I will prove this by picking a low number like..1, and a really high one like 100 and test my formula on it. Hypothesis I predict that the formula is 3n-2. Number of cubes Number of hidden faces Formula 3n-2 2 4 3N-2 3 7 3N-2 4 0 3N-2 5 3 3N-2 6 6 3N-2 7 9 3N-2 8 21 3N-2 9 24 3N-2 My formula works because 3n-2 = 3X1-2 31=3 3-2=1 it works with all numbers 3n-2 = 3X6-2 3X6=18

• Word count: 223
• Level: GCSE
• Subject: Maths

#### Border coursework

Borders Courseworkcoec ec" . "r se" . ec . "ec" . "w or". ec . " " . ec . "k inec foec " . ec . ". Aim: To investigate the sequence of squares in a pattern as shown below: In this investigation, I have been asked to find out how many squares would be needed to make up a certain pattern according to its sequence. In this investigation I hope to find a formula which could be used to find out the number of squares needed to build the pattern at any sequential position. Firstly I will break the problem down into simple steps to begin with and go into more detail to explain my solutions such as the nth term. I will illustrate fully any methods I should use and explain how I applied them to this certain problem. I will firstly carry out this experiment on a 2D pattern and then extend my investigation to 3D.coca ca" . "r se" . ca . "ca" . "w or". ca . " " . ca . "k inca foca " . ca . "! Apparatus: Variety of sources of information A calculator A pencil A pen Paper Ruler A computer to work out equations on I have come up with the following numbers and sequences. This was done by drawing out the sequence.cofd fd" . "r se" . fd . "fd" . "w or". fd . " " . fd . "k infd fofd " . fd . "; Seq no 2 3 4 5 6 7 No of squares 5 3 25 41 61 85 I will use these numbers to try to create a type of formula to get any no of squares in any sequence.coba ba" . "r se" . ba .

• Word count: 1752
• Level: GCSE
• Subject: Maths

#### Cubes and Cuboids Investigation.

Cubes and Cuboids Investigation I am going to investigate the different patterns that occur with different cubes when all the faces are painted of a large cube and then that is separated into smaller cubes and then how many faces of each small cube are still painted. Here are my cubes. They are 2*2*2, 3*3*3 and 4*4*4. I am going to establish the patterns that recur as the cube gets larger. For example the number of cubes with one face painted, with two faces painted, with three faces painted and the number of cubes with no faces painted when the larger cube is split up. Here is a table: Length of cube No. of small cubes No. of small cubes with X painted faces X=3 X=2 X=1 X=0 2 8 8 0 0 0 3 27 8 2 6 4 64 8 24 24 8 Immediately I noticed that all of the cubes have 8 cubes with 3 different faces painted when they are separated. All of these 8 are the vertices of the cube and so every cube except that which has a length of one will have 8 cubes with three faces painted. This can be shown in the table: cube length (X) No. of cubes with 3 painted faces (Y) 2 8 3 8 4 8 Y=8 'font-size:14.0pt; '>The above tells us how many cubes will have three painted faces to find out how many will have two, here is a table: cube length (X) No. of cubes with 2 painted faces (Y) 2 0 3 2 4 24 Y=12(X-2) 'font-size:14.0pt; '>I noticed this formula because

• Word count: 3300
• Level: GCSE
• Subject: Maths

#### Patterns With Fractions Investigations

Mathematics Coursework. Patterns With Fractions. Consider the sequence of fractions and the differences between the fractions: Term (n) 1 2 3 4 5 st Difference 2nd Difference (For rest of differences, see page11) Finding the starting fraction for the nth term: , , , , = (The general formula) Check if correct formula: Term (n) Numerator (n) Denominator (n + 1) Final Fraction 2 ? 2 2 3 ? 3 3 4 ? 4 4 5 ? 5 5 6 ? (Check On Page 11) Finding the nth term for the 1st difference: In order to find out the nth term for the 1st differences, the requirement is to subtract the 2nd fraction from the 1st fraction (the smaller fraction from the bigger fraction). - = = = (The general formula for 1st difference) Check if correct formula: Term (n) Numerator (1) Denominator (n + 1)(n+2) Final Fraction (1+1)(1+2) = 6 ? 2 (2+1)(2+2) = 2 ? 3 (3+1)(3+2) = 20 ? 4 (4+1)(4+2) = 30 ? 5 (5+1)(5+2) = 42 ? (Check On Page 11) Finding the nth term for the 2nd difference: In order to find out the nth term for the 2nd differences, the requirement is to subtract the 1st fraction from the 2nd fraction (the

• Word count: 1506
• Level: GCSE
• Subject: Maths

#### Shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape.

Shapes Investigation Summary I am doing an investigation to look at shapes made up of other shapes (starting with triangles, then going on squares and hexagons. I will try to find the relationship between the perimeter (in cm), dots enclosed and the amount of shapes (i.e. triangles etc.) used to make a shape. From this, I will try to find a formula linking P (perimeter), D (dots enclosed) and T (number of triangles used to make a shape). Later on in this investigation T will be substituted for Q (squares) and H (hexagons) used to make a shape. Other letters used in my formulas and equations are X (T, Q or H), and Y (the number of sides a shape has). I have decided not to use S for squares, as it is possible it could be mistaken for 5, when put into a formula. After this, I will try to find a formula that links the number of shapes, P and D that will work with any tessellating shape - my 'universal' formula. I anticipate that for this to work I will have to include that number of sides of the shapes I use in my formula. Method I will first draw out all possible shapes using, for example, 16 triangles, avoiding drawing those shapes with the same properties of T, P and D, as this is pointless (i.e. those arranged in the same way but say, on their side. I will attach these drawings to the front of each section. From this, I will make a list of all possible combinations of P,

• Word count: 4998
• Level: GCSE
• Subject: Maths

#### Compare the two poems 'Porphyria's lover' and 'My Last Duchess' by Robert Browning. In which way do they form part of a literary tradition?

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• Word count: 8945
• Level: GCSE
• Subject: Maths