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Our site gives you recommendations for downloading video that fits your interests. It is plain to see
that they are trying to capture all possible audiences by offering a generous mix of everything, with
a style that most people would be able to comprehend fully. Average SATS Score shows that the
higher the IQ of a Year 11 Boy, the higher the average SATS Score will be. Sampling I need to
sample to get the results for Mathematical ability. In this case, the mean amount of syllables per
word is 1.69. It might also have been more beneficial to have used a different sampling technique, as
this technique gave me different numbers of students from each stratum. I have found this out by
looking at my graph that I have made. 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. That is the reason why boys by this time have a better
average than the girls. I was about choose a different subject for my coursework, I was about to do
about how much people spend on computer games. This is unusual, but what it does tell us is that,
ignoring the highest and lowest values, age does not have a great effect on how consistent the pupils
are at estimating. These are examples of the lines which are going to be estimated. I am also then
able to calculate the estimated mean for each year group. The data shows no relationship between IQ
and age, suggesting that the children do not get brighter with age, but this maybe questionable as the
data does not say when the IQ tests are sat. Also, random sampling will be better as it will be easier
to avoid bias, because with stratified you may end up selecting all the pupils who have improved the
most even if you don’t really mean to. 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. I think that this is because our school is an all Boys
school, if it was a mixed school I do not think that the boys would have made a better improvement
than the girls. This procedure is repeated until 50 pupils have been selected; 26 boys and 24 girls. The
only explanation I can give for Key Stage 4’s superior performance is that they may have been
learning about estimating angles more recently so will be in better practise than those studying A
level maths, who may be out of practise due to the lengthy time period since learning to estimate
angles. After this, the larger sample showed a strong positive correlation. I will use quantitive data
which include numbers e.g. IQ and Average SATS score. 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. 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. For each incorrect or incomplete data, I will use it as an outlier, displaying it with a box plot. I
think the former explanation is the more plausible of the two having studied the charts and the
standard deviations. Each set is listed alphabetically in the Sims database. The only problem I will
expect to have is a typing error in my calculator but I will have to be careful in typing in the correct
calculations to get the right answer. The males are negatively skewed; meaning most of the estimates
were between the median (which was close to zero) and 2.04, giving exceptionally accurate results. I
would not be able to do too many because it would become too hard. Null hypothesis: There is a
relationship between the ability to estimate the length of a straight line and mathematical ability.
Stratified sampling is used when there is a large amount of data that is needed to be process. Here
are some of the important conclusions which show this. Maths Statistics Coursework on the
Readability of a Tabloid Newspaper Compa. I think that in Challney High Schools case the boys
make a better improvement than the girls. Also, data from the front page of the newspaper would
also be collected, as this is arguably the most important page in the entire newspaper. So, basically
overall, I think the attendance of the students does affect their learning and exams results. Null
hypothesis: There is a relationship between the ability to estimate the length of a straight line and
mathematical ability. The total of the frequency is clearly highlighted at the bottom cell in the
cumulative frequency column. As expected, the largest is Key Stage 3 with 9.56396, then 4 with
9.2567, and the smallest is Key Stage 5 with 8.07393. Again this suggests that Key Stage 3 has most
variation in the estimates and so is therefore least consistent (although Key Stage 4 is less than 1
different so also isn’t consistent), and Key Stage 5 is the most consistent, with least variation in the
estimates. On excel I would eliminate the outlier if I need to get a better line of best fit. If there is a
correlation, I will be able to draw a line of regression on my graph and analyse the relationship
between the data. I took the next word from each of those paragraphs. I have placed these ages in a
table with the students IQ. This gives me a total of 90 results which will be used in questions 3 and
4 as well as this one. 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. Meaty
enough to guide a two-semester course, the book touches on both statistics and experimental design,
which teaches students various ways to analyze data. The rest of the diagrams and drawings have
been completed neatly and accurately by the computer, so there isn’t a huge mess on the drawings.
Also, the articles had to be approximately 600-700 words long, in order to take a good spread of
vocabulary from it. The median is roughly -40 and 50% of the results are between -80 and 60. In
conclusion, I feel that I have successfully investigated the various statistics from the school census
and have come to the conclusions shown in my investigations above. I ended up with 45 results for
both boys and girls. So, I do not believe that the age of the students affect the attendance at school.
They don’t appear to change their favourite TV programme choice however; they do appear to
diversify slightly with maturity. I think the attendance figures of the students at Hamilton totally
depends on the students’ environment and maturity in terms of their understanding of the
importance of their attendance figures at school (e.g. for future reference when their career year
approaches). It shows the correlation between two sets of data. I think this because as the year 11
pupils are older they would have had more experience with numeric problems and would be more
mature than those in year 7 would. This is expected as there will be a large amount of variation on
the improvement as some will be prepared to work more than others. Therefore my investigation may
not be very accurate and miss-leading. This can be proved as well if you were to take a look at our
schools Results and another mixed school boys results, I think that our results would be a
considerable amount higher than the Boys from a mixed school. Then, I’ve used the RANDOM
button on the scientific calculator to get a smaller new set of data from the original data.
It shows that more people underestimated than overestimated. When the examples are tightly
bunched together the standard deviation is a low figure. Please upgrade your browser to improve
your experience. I also worked out the mean for my results by adding up my used car price data and
writing it down, adding up my car age data and writing it down and then adding up the two numbers
and dividing it by 30 as I have 30 cars overall. To investigate my hypothesis I used a Scatter Graph
Diagram and Bar Chart (See Graphs). I also predict that it will have the least number of one syllable
words in comparison to the Daily Mail and the Daily Star. This is evidence to suggest that my first
hypothesis is correct. It is plain to see that they are trying to capture all possible audiences by
offering a generous mix of everything, with a style that most people would be able to comprehend
fully. Graphs like the normal distribution curves are ever so important in these type of investigation
especially because the graph itself summarise so many vital information such as the. Average SATS
Score shows that the higher the IQ of a Year 11 Boy, the higher the average SATS Score will be.
This gives me a total of 90 results which will be used in questions 3 and 4 as well as this one. I
expect to see that the more able pupils’ improvement is higher up my scale and closer together
because I believe they have improved more than less able pupils and have all improved around the
same amount. Therefore people in Year 11 have larger feet than people in Year 7, and this is
numerically proven by the means that I calculated in both the grouped and raw data cases. If I did
the investigation by hand I would have chosen a sample of 100 cars of about 20 being picked at
random using every 5 th car as a sample and picking where to start counting at random by putting the
numbers lets say the numbers 1-5 in a hat and pulling one out at random, But however I have been
given the data on excel. Barbie - Brand Strategy Presentation Barbie - Brand Strategy Presentation
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Developing and Maintaining a Creative Company (fr. Set 5 boys did not do the same exam so these
boys will not be sampled. I ended up with 45 results for both boys and girls. The children clearly
change heights (physical) as they grow older. It is a better choice in my case, I am sure that you
would agree. With these results I will calculate the Product Moment Correlation Coefficient of the
data to determine if there is a correlation, and whether the correlation is significant. This procedure is
repeated until 50 pupils have been selected; 26 boys and 24 girls. To do this I will calculate the mean,
median, mode and range of each set of data and use these values to calculate the inter-quartile range
and the standard deviation to show the spread of the data. I can also use these results to look deeper
into my first hypothesis, as I will see how each gender’s estimating ability changes as they get older.
I think that the best way to portray mathematical ability is to take their most recent exam result. It
would also be inconvenient going to the girl’s school and getting the results from each girl. I did not
think that they would beat the girls in Key Stage 3 marks. I would actually expect them to be almost
the same in accuracy, with males perhaps just being slightly more accurate. I think that this counts
for both girls and boys.” To prove this I will use a correlation graph and also spearman’s Rank
Correlation. You will notice that the class intervals are different in each table. They chose to do maths
and perhaps it is unfair that none of the other students have actually chosen to do maths.
Then, using the random function on my calculator, I selected 2 boys and 2 girls from each set.
Sampling I have 86 results for boys but only 52 results for girls. To further, the investigation I would
compare the results of younger children to see if that had an effect on the correlation. I will do this to
each strata, place all 5 “box and whisker” diagrams on the same page and compare them. My maths
coursework is based on a spreadsheet with information about cars. I think that the best way to
portray mathematical ability is to take their most recent exam result. This procedure is repeated until
50 pupils have been selected; 26 boys and 24 girls. I need to make the experiment fair, so I need the
same controlled experiment for each person who does the experiment. Please upgrade your browser
to improve your experience. I will analyse all of the data in a more depth by doing standard deviation
and Spearman’s rank correlation coefficient that will allow me to compare and analyse the data
properties using different methods. Doing this would allow us to draw many more box plots to
investigate in much further detail. I am going to use stratified sampling as statistical calculations.
Where as the majority of boys come with normal and below average results and make a better
improvement than the Girls. Primary data, collecting it my self or secondary data, using already
collected data. To get this data I need to get a person to measure a line and a non straight line in an
experiment. I will calculate the mean for each year group and then I will verify this result by finding
the median from a cumulative frequency graph. It would be unreasonable and difficult for me to use
all of the data given, as it will consume a lot of time during the calculation process. Also, the articles
had to be approximately 600-700 words long, in order to take a good spread of vocabulary from it.
Alternative hypothesis: Practice doesn't improve the estimate of a non-straight line. It is also useful
for estimating how much more or less there is than a certain amount. The Daily Star has 1% of
politics, with absolutely nothing on Global Issues, such as the fighting in Burma, with the Daily
Mail having a whopping 7% of Global Issues and Politics combined. I believe the reason for this is
that the Year 10 and 11 girls have more or less, all been through the puberty growth spurts. I will now
remove the outliers so that I can get a more accurate trendline on excel. In all of the graphs, diagrams
and tables, I could clearly see that the Year 8 attendance figures has always been the odd one out by
being the most consistent. The Daily Mail is in the middle of both of these, it is not overly
sophisticated in that the masses would not be able to comprehend the newspaper, but simple enough
that most would be able to read and understand the newspaper. I am also then able to calculate the
estimated mean for each year group. I will use quantitive data which include numbers e.g. IQ and
Average SATS score. However, I will also be using discrete data as I will need to find an average
using mean, median and range, which will develop into using box plots and eventually using
cumulative frequency to compare one variable, which is continuous data, but using one variable will
also help me get my answer for my first hypothesis. DevGAMM Conference Barbie - Brand Strategy
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Meetings: Why you need them and how to do them well Good Stuff Happens in 1:1 Meetings: Why
you need them and how to do them well Saba Software Introduction to C Programming Language
Introduction to C Programming Language Simplilearn The Pixar Way: 37 Quotes on Developing and
Maintaining a Creative Company (fr. To a certain degree of accuracy, this proves my null hypothesis.
The data will first be categorised (in this case the attendance figures all belongs to the correct year),
then a random sample is then chosen from each category (I’ve used a scientific calculator).
RachelPearson36 Unlocking the Power of ChatGPT and AI in Testing - A Real-World Look, present.
I will then compare my findings and see if there is any similarity between them such as the older the
car the cheaper it will be and the more mileage it has done the cheaper it will be or as I have
mentioned before I will get some vintage cars and skew my data. Alternative hypothesis: Practice
doesn't improve the estimate of a non-straight line. The data I will need to collect are “Year 7’s boys;
Year 7 girls; Year 11 boys; Year 11 girls” data. Below is how the scale looks like and what it means. I
also plotted some pie charts using Microsoft Excel Application to show the percentage of student’s
choices. I will be using 50 pieces of data from the sample for the testing of each hypothesis. These
results also seem to correlate with the scientific theory of later male development however to make a
solid conclusion of the issue I would need stronger results. To investigate my hypothesis I used a
Scatter Graph Diagram and Bar Chart (See Graphs). All pupils will have used a ruler before so they
will know the approximate length of 30cm and 15cm lines. Despite this, we can still say that for
each Key Stage the range is especially high, and therefore age does not, to a huge extent, affect the
ability of all of the pupils in that Key Stage to estimate accurately. Again, though, age (Key Stage)
does not seem to affect consistency considerably. This time I will be including Key Stage 5, as it
does include both male and female students, and therefore I compare these as I would with the other
Key Stages. I think the former explanation is the more plausible of the two having studied the charts
and the standard deviations. If the ability of the Yr7’s is similar to that of the Yr11’s the results
should be in roughly the same place. To find this I needed to draw histograms and use statistics to
explain the histograms. However, the students’ appreciation of the importance of their attendance
figures does and this is why (in my opinion) the attendance figures vary between students. Again
though there is no clear relationship between each Key Stage (and therefore age), in fact KS5
females are further from zero than KS4 females. I predict that as age (or Key Stage) increases, spread
(range and standard deviation) decreases and the average becomes closer to zero. I will now use the
Ford data to compare price to age. By using histograms, I am then able to see the shape of the
distribution, whether it has a symmetrical distribution and positive or negative skew. I feel my
hypothesis that a broadsheet newspaper is more difficult to read than a tabloid newspaper has been
proven by my results. Question 2 Does the estimation of a non straight line improve after practice.
This shows that the Year 11 boy’s have a wider range of interests and are more open to new things,
this makes them more mature than they where in Year 7. I will rank the students favourite television
genre with the most popular being one. 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. So as the IQ increases, it showed us that the higher the IQ, the better
you’ll do in your SATS; or the higher your Average SATS Score, the better your IQ will be. Below is
how to work out the variance and standard deviation in step-by-step. This is because Key Stages 3, 4
and 5 all had semi inter-quartile ranges of 5.1 and ranges therefore of 10.2.