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I will present this data in the form of stem and leaf plots which will help me find the mean, median,
mode, range, inter-quartile range, upper quartile and lower quartile which will provide me enough
data to construct a box and whisker plots. I will rank the students favourite television genre with the
most popular being one. You should introduce your write essay of the ours greatest she good works
for them. There are more girls in the year than 52 but only 52 girls could do the experiment as the
high wouldn’t allow the test to be carried out in lesson time so the investigation was carried out at
lunch so some girls couldn’t go or didn’t want to go. They don’t appear to change their favourite TV
programme choice however; they do appear to diversify slightly with maturity. Instead, coursework
should take these papers as an airport statistics show help what to do in the future. This could be for
a variety of reasons including my selection of articles, my choice of newspapers, the size of the
sample taken (i.e. only taking thirty words from articles that contained around six hundred words or
more) and using Sunday papers that may be aimed at a different audience than the daily papers.
Although we know from the semi inter-quartile range that this isn’t necessarily true, as I.Q.R is a
better measure of consistency because it does not take into account extreme high and low values so
could be effected by just one or two students (although we have already taken out any severe
outliers). Using range is not a very accurate way of measuring spread as it doesn’t take into account
the fact one or two people may have estimated poorly whilst the others very accurately. This will
now allow me to create complex graphs to present the data to enable me to spot any trends,
relationships or anomalies in the data for height, weight, year groups, age and gender. This shows
that the less able you are the less you will improve. But, I think this may have something to do with
the Year 10’s exceptionally tall factor as the Year 11’s appear to be shorter than them. If the points
are about the same everywhere and scattered anywhere, this can be considered as no correlation.
Since the standard deviation is more accurate and reliable, I will use that instead of the inter-quartile
range given in the box and whisker plot. The formula for calculating the standard deviation is. In
fact, in terms of accuracy, there is little evidence to say that higher ability students are more likely to
have a more accurate estimate. It is important we get an accurate representation of what the spread is
like as spread measures how closely the data is clustered. The median is the 5oth percentile of the
data and from this, the median tells me that perhaps that there are many heights for the girls that are
around 1.6m. For the boys, this could just be a random average value that wasn’t very common and
it was in the middle. This is because it uses more shorter words than the tabloid. From this, I found
the spearman’s rank correlation between the Year 7 girls and the Year 11 girls and the Year 7 boys
and the Year 11 boys. I am going to look at price, engine size, mileage, and age of the car. This wide
spread has occurred later in the boys (Year 8) than the girls (Year 7) This follows most scientific
theories that state boys puberty developments happen at an older age to that of girls. I expect to see
strong positive correlation here as I believe that if you do well in Key Stage Two you do well in Key
Stage Three. This will then help me view those results to graph and interpret on to make conclusions
on my hypotheses. The tables above both show what the modal class intervals are. This meant I only
had 8 Year 11 girls whilst far more Year 8 girls, which may have been the cause of the increased
range of their data. For the year sevens, the modal class interval is 140. Question 2 Does the
estimation of a non straight line improve after practice. To get a more accurate picture of what word
lengths the articles use I decided to total the individual results and create the graph shown on the
following page. This brings to the conclusion of constructing a box and whisker to clarify that
statement.
Question 2 Does the estimation of a non straight line improve after practice. Also, with a cumulative
frequency curve I can easily read off the median, upper quartile, lower quartile and interquartile
range. So to eliminate this possibility I plotted the students KS2 Results (because they where sat at
same age.) against their IQ to see if they appear in the same general area. Although there maybe some
problems and anomalies with this sample because someone maybe away, someone maybe blind or
have eye problems and someone might be handicapped. After this, I will find the median, the upper
and lower quartiles and create a “box and whisker” plot. Although for these investigations I will be
using all of the data, because otherwise there would not be enough data to get a representative
sample of the students in each category. Although they chose the same top programmes for each age
group, they have branched out their choices. It shows the correlation between two sets of data.
However 2 boys were away and 1 boy was away for the whole term so you end up with 40 sets of
data. I am going to use stratified sampling as statistical calculations. These entries were numbered
and then using a calculator and the random button the sample names were collected. e.g Set 1: RND
? 26 gave 13.346. This converts to 14th name using the rounding up method. The box and whisker
plots where then draw on to two sheets of paper one for boys and one for girls. To take a stratified
sample I will divide the whole population of children into year group and gender e.g. Year 7 Boys. I
will then take 10% of each stratum to gain fair representation of each stratum. I think this is unlike
however, to test it I will compare the Yr11 KS2 results with that of the Yr7’s, as these test where sat
at the same age. This would allow me to justify the data more accurately and produce better
relationships to prove my hypotheses. I will do this y using a calculator to generate random numbers,
which I will then select in the original data. It is very problematic for me to come to a prediction for
this hypothesis, as there is no way to tell beforehand how well boys will compare to girls at
estimating angles. I will use this sample of data to compare the heights and weights of the year seven
and 10 girls and to see whether my hypothesis is correct. The number that will be given, I multiply
by the total number of either boys or girls for that particular year group, and for example, I would
multiply the random number by 131 because this is the total number of girls in year 7. This will
nearly always be the case because there will always be cars that gain with mileage and those that will
lose money with mileage. This could be sales man, who drives from one state to another. The range
for the whole sample is almost the same as the boys which indicates to me that the spread of data for
the whole sample is about the same as the boys spread. Some of them will have had growth spurts
where as others will have that to come. These entries were numbered and then using a calculator and
the random button the sample names were collected. e.g Set 1: RND ? 26 gave 13.346. This converts
to 14th name using the rounding up method. The reason why I have provided the two charts is
because I think it would provide a pictorial view about what is happening. Set 5 boys did not do the
same exam so these boys will not be sampled. It shows that more people underestimated than
overestimated. I will group together the height data within the stratum creating a frequency table. I
think that the girls would come with good results because they are more intellectually clever at the
age of 11 than boys. This is because the more able pupils have improved more than less able pupils
and they have all improved around the same amount.
Also, with a cumulative frequency curve I can easily read off the median, upper quartile, lower
quartile and interquartile range. Year 7 has some largely differing heights within the middle 50%
where as in Year 10 and 11 the heights of the middle 50% of the girls has come a lot closer. From
this, I found the spearman’s rank correlation between the Year 7 girls and the Year 11 girls and the
Year 7 boys and the Year 11 boys. This gives me a total of 90 results which will be used in questions
3 and 4 as well as this one. I collected my data using random sampling because after having looked
at stratified sampling I decided it wasn’t the best choice as the sets all have around the same number
of people. This could be for a variety of reasons including my selection of articles, my choice of
newspapers, the size of the sample taken (i.e. only taking thirty words from articles that contained
around six hundred words or more) and using Sunday papers that may be aimed at a different
audience than the daily papers. Write a review Update existing review Submit review Cancel It's
good to leave some feedback. I selected four articles from the broadsheet then found an article in
the tabloid for each that covered the same story. I think that the girls would come with good results
because they are more intellectually clever at the age of 11 than boys. To find this I needed to draw
histograms and use statistics to explain the histograms. I have Predicted this because the girls who
come with high results from Junior School to High School do make an improvement but not better
than the Boys in Our School. Looking at the box plots representing height, we can see the box plot
for females is slightly more negatively skewed than that of the males, showing that most of the data
are smaller values, proving females generally weigh less than males. When I have completed the
graph containing all the cars I will draw graphs containing specified data specific to different makes
of cars such as Fiat and Vauxhall, I have chosen these because they are the most numerous and will
give me the most concise data out of all the types of cars. GCSE Math's Statistics Coursework
Introduction: I have been given a databas. This is puzzling because from my standard deviations that
I calculated previously, it evidently shows me that the boys’ deviation was much larger than that of
the girls indicating me that the boys’ data is more spread out or skewed. This means that the inter-
quartile range will be further spread. This suggests to me that like the girls in Year 7, the boys in Year
8 are split generally into those who have come into puberty and those who have not. The formula for
calculating the standard deviation is. Of course, Key Stage 3 complied with the hypothesis, with a
negative skew even more than Key Stage 5, with both the median and upper quartiles being -6.16.
The girls’ median height is 1.60m and the boys’ median height is 1.61m; this shows me that on an
average, the heights were mostly around 1.60 which is similar for both genders. There are many
things which need to be kept the same and precautions to take so the data I get is accurate. I think
that this is because an older car would have been driven more than a new car and therefore it would
be a higher mileage. Average SATS Score shows that the higher the IQ of a Year 11 Girl, the higher
the average SATS Score will be, and the statistic that supports this is the Spearmans Rank
Correlation Coefficient as it is 0.7384; and as 1 is the highest and -1 is the lowest; 0.7384 is high as
it is close to 1. I will need to take a sample from the population, as it’ll be quick as well, instead of
using the whole population’s data. For all the scatter graphs, I will construct them by using Microsoft
Excel which will allow me to group the data to present them into scatter graphs. Maths Statistics
Coursework on the Readability of a Tabloid Newspaper Compa. The most occurring height for the
boys was 1.65m and for the girls it was 1.6 and 1.5m which indicates to me that there are more boys
that are taller than girls. Alternative hypothesis: There is no relationship between the ability to
estimate the length of a straight line and mathematical ability. 2) Does the estimation of a non
straight line improve after practice. It is very problematic for me to come to a prediction for this
hypothesis, as there is no way to tell beforehand how well boys will compare to girls at estimating
angles. This is the information on the histogram which I have taken from Autograph and put into
word.