Height and Weight of Pupils

AO4 Coursework Mayfield High School HATCH END HIGH SCHOOL Mathematics GCSE Name: Daniel Desai Candidate number: 4073 Tutor Group: 10/18 Teacher: Mr J Quaye Date: 10/10/06 Planning Introduction In this project I will be investigating the heights and weights of pupils at Mayfield High School. Mayfield High School is not a real school, it is imaginary, and it has 1183 students altogether. The distributions of the pupils in every year are below: Year Group Number of Boys Number of Girls Total 7 51 31 282 8 45 25 270 9 18 43 261 0 06 94 200 1 84 86 70 The data I will be working with is from the Edexcel Internet Database and it is secondary data. Every student has received this data. The data is of the fictitious school called Mayfield High School. The data they have given for each pupil is their Name, Year group, IQ, Weight, Height, Hair colour, Eye colour, Distance from home to school, Usual method of travel to school, Number of brothers or sisters, Key stage 2 results in English, Mathematics and Science. I have preferred to use secondary data rather than primary data because it is more suitable; primary would take a very long time but it would be a higher degree of accuracy. The advantages of secondary data is it is easy to find and due to the short amount of time provided to complete this coursework it will be more suitable. I will not be

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Transformation Patterns. Our aim was to take different 3 digit number patterns and make a pattern that was instructed in the worksheet, and then find a correlation between the pattern of numbers and the line of symmetry and the order of rotation.

TRANSFORMATION INVESTIGATION BY Naman Shah & Aman More Aim: Our aim was to take different 3 digit number patterns and make a pattern that was instructed in the worksheet, and then find a correlation between the pattern of numbers and the line of symmetry and the order of rotation. For example if the number chosen was X,Y,Z then we were first supposed to take a starting point, and facing up the page go x square forward and turn 90 degrees clockwise. Then we were to go y squares forward and turn 90 degrees clockwise and then go z square forward and turn 90 degrees. We were to repeat these instructions until we got the starting point. Methodology: We used the software MSWLOGO to create the shapes using the number patterns and formulae to repeat the pattern. Our formula basically gave the instructions: repeat (move x units forward, then turn 90 degrees, now move y units forward, then again turn 90 degrees, finally move z units forward and turn 90 degrees) 4 times. This caused the pattern to be repeated until the time it got back to the starting point (the small square). Using observation, we found the number of lines of symmetry (if any) for each shape, along with the order of rotation. We used this process on 28 patterns using different combinations of numbers. Note: There were many instances where there was line of symmetry. Patterns: Data table: Pattern Numbers

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Symmetry in Nature

Khan Salinder Snowflake . A snowflake is an example of rotational symmetry. When you rotate it 60 degrees you will find that the snowflake will still look the same as it did before it was rotated. Or you can say that it has six lines of symmetry. It can be folded in half in six different ways and both halves look the same. Snowflakes can have either hexagonal or triangular symmetry although the hexagonal snowflake is most common. Beehive A beehive has translational symmetry meaning that it has a repeating pattern of hexagons. Individual cells of a honeycomb have rotational symmetry they can be rotated one sixth of a turn and still look like the same as before the rotation. A honey comb is built slanted so that honey doesn't fall over. The hexagonal shape of a cell gives strong construction and also uses less building material. Seashell A seashell has reflectional or bilateral symmetry. A seashell only has one line of symmetry. It can be split in half so that one side is like a mirror reflection of the other side. The lines on a seashell are arranged in such a way that you see perfect symmetry. Animal Most animals are symmetrical in at least one way. For animals, symmetry is related to fitness. Symmetrical horses can run faster than non-symmetrical horses. There are two types of animals; radiata and bilateria. Radiata has radial symmetry. Bilateria

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Graphical Maths Project

Year 11 Graphical Maths project The aim of this project is to be able to create a system for understanding the relationship between the gradients of tangents of curves. Unlike straight lines, curves cannot have a single gradient that applies to the whole curve, but there are an infinite number of straight lines that can touch the curve at one point. There is only one perfect tangent line for each point on a curve, and all of these tangent lines have different gradients. It is the relationship between these gradients that will be explored in the first part of this investigation. The first task to be carried out was to find several perfect tangents of the graph y=x2. This presented a challenge, as there is no easy way to discover lines that are perfect tangents of a curve. In my first attempt, I created a line in autograph and gradually changed the y intercept parameters in an attempt to "move" the line into position as a tangent of the graph y=x2. This proved time consuming and ineffective however, as the following screenshots show; Here the blue line appears to cross the red line at y=0.25, x=0.45, but this is unclear because of the distance from the point. Further zooming reinforces the possibility that the line could be an exact tangent. Further zooming still makes the possibility of a potential discovery significantly less likely; however, when even more zooming takes

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Number grids. In this investigation I have been attempting to work out a formula that will find the difference between the products of the top left and bottom right of a number grid and the top right and bottom left of a number grid.

2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 In this investigation I have been attempting to work out a formula that will find the difference between the products of the top left and bottom right of a number grid and the top right and bottom left of a number grid. 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 A 10x10 number grid If you choose any 2x2 box on a 10x10 number grid then the difference should equal 10...

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I am going to investigate the difference between the products of the numbers in the opposite corners of any rectangle that can be drawn on a 100 square (10x10) grid

Opposite Corners Opposite Corners * Throughout this piece of work, the horizontal side will be referred to as the length, whilst the vertical side will be referred to as width. Introduction/Aim I am going to investigate the difference between the products of the numbers in the opposite corners of any rectangle that can be drawn on a 100 square (10x10) grid. I am going to investigate different rectangles, of different areas, lengths, widths and positioning on a grid. After finding a pattern, I will try and prove that it will work for other cases by using algebra and making an algebraic formula. As I go along, I will have to record any ideas I have or patterns I see. Afterwards, I will go on to investigate how this rule may differs on a different sized grid. 2x2 Square, 10x10 Grid 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 This is a 10x10 grid. On it (outlines in red) is a 2x2 square. Firstly, I’m going to see what the difference between the products of the corners is (D): 55x64=3520 54x65= 3510 3520-3510=10, D=10 Now: What

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In this piece course work I am going to investigate opposite corners in grids

Mathematics Course Work Opposite Corners Introduction In this piece course work I am going to investigate opposite corners in grids. I will start by investigating a 7x7 grid. Within this grid I will use 2x2, 3x3, 4x4, 5x5, 6x6 and a 7x7 grid. I will do this to find whether I can find a pattern. I will do this by multiplying the two opposite corners together then subtracting them. I will try to find the patterns and do a formula that will work for all grid sizes and shapes. I will experiment shapes and sizes of all different grids. Prediction I predict that in a 7x7 grid all the opposite corners will be a multiple of 7 and in an 8x8 grid they will be a multiple of 8 and so on. They will only do this if I multiply the two opposite corners then subtract the two from each other. To check my hypothesis I will use 6x6, 7x7, 8x8 and maybe if I have time I will do a 9x9 and 10x10 grid. Also I will be looking at all different shapes and sizes. I hope to find a formula for all grids and all shapes and sizes. 7x7 Grid Here is a grid of numbers in sevens. It is called a seven grid. In this section I will multiply the opposite corners and then subtract them. 2x2 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 In my 7x7 grid I have highlighted three 2x2

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Frogs Investigation - look at your results and try to find a formula which gives the least number of moves needed for any number of discs x .It may help if you can count the number of hops and slides separately .

Name: Maame Yaa Buckman Date: 14th February 2008 Subject: Mathematics Project title: Frogs Submitted to: Mr. John Essuman (Mathematics Department) Content Page Introduction to frogs Page 3 Example of the game Page 4 Question 1 Pages 5&6 Question 2 Pages 7, 8&9 Question 3 Pages 10, 11, 12&13 Formula 1 Page 14 Question 4 Page 15 Question 5 Pages 16&17 Question 6 Pages 18, 19 &20 Question 7 Pages 21, 22, 23&24 Formula Page 25 Conclusion Page 26 This was a game invented by the French mathematician called Lucas .He named it Frogs. The Aim of The Game To gain success in this interesting game you need to swap the positions of the disc so that they end up the opposite way around. (With a space in the middle) The rules are as follows: . A disc can slide over one square in either direction onto an empty square. 2. A disc can hop over one adjacent disc of the other color provided it can land on an empty square. Take a look at this example A) Slide one square to the right. B) Hops over to the left. C) Slide one square to the right.

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In this coursework, I intend to investigate the differences of the products of the diagonally opposite corners of a rectangle, drawn on a 10x10 grid, with the squares numbered off 1 to 100

Opposite Corners Introduction In this coursework, I intend to investigate the differences of the products of the diagonally opposite corners of a rectangle, drawn on a 10x10 grid, with the squares numbered off 1 to 100. I will aim to investigate the differences for rectangles that are aligned differently, of different lengths and widths. Hypothesis This coursework will aim to establish if there is a pattern from which we could derive a formula from the numbers in the grid. Plan The plan is to use Algebra to analyse the results which will be logged into tables. Subsequently I will test any rules, patterns and theories I find by using predictions and examples. Methodology To start with I will break up my work into sections, my first is: 2x3 Rectangles I will concentrate on one particular aspect at a time. What is the difference between the products of the corners? Is the difference the same for a rectangle drawn anywhere in the grid? I now have several questions: Is the difference different when the rectangle is aligned so that its shortest sides are at the top and bottom? What is the same between the two alignments? What About Other Sizes of Rectangles? I will now try rectangles, all in the 2 x X series, with different lengths. I think I can now safely assume that the difference is always constant in relation to the size of the rectangle, therefore I only

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Open Box Investigation

25th January Math | Sara Ellis Introduction: The open box problem is regarding an open box made from a sheet of card. Identical sized squares are removed from the four corners of the card (shown in the diagram below). The aim of this investigation is to verify the size of the square removed that would make the largest volume for any given sheet of card, both square and rectangular. I will do this by finding a general formula which would work for finding the best size of square cut. Square Boxes In order to determine the size of square cut off from the card, I tried many different sizes on square boxes to find the size that would give the largest volume. To find the volume I have used the formula: Volume = Length x Width x Height To find the length and width I take two of the length of square cut from the total length/width of the box. The height is the same as the side length of square cut. Below are my results: 0x10 Square Side Length of Square (cm) 2 3 4 Length of Box 8 6 4 2 Width of Box 8 6 4 2 Height 2 3 4 Volume 64 72 48 6 To find the more precise length of square which I should cut, I have used the upper and lower bounds of the best length of square in the table above (in this case, 2cm). Side Length of Square .5 .6 .7 .8 .9 2 2.1 Length of Box 7 6.8 6.6 6.4 6.2 6 5.8 Width of Box 7 6.8 6.6 6.4 6.2 6 5.8

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