Here are some of the documents you might want to have a look at to help with your coursework:
Mayfield High Data Spreadsheet
Hope that’s helpful!
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Mr Brewin’s GCSE Stats – Sample Coursework Etc.98 comments to Mr Brewin’s GCSE Stats – Sample Coursework Etc. |
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kl…thank you
Mrs Tibble
i figured out what im doing don’t worry.
Of course, Spock! Good idea.
http://en.wikipedia.org/wiki/File:SpockVulcan.jpg
errmmm….last time I checked…I didnt look like this and I apologise for my high level of intelligence
hey again…
im drawing a scatter diagram and if you have worked out a mean do you plot this on the scatter diagram aswell and put the line of best fit through it???
also does the line of best fit have to be straight????
Frances, yes, yes and YES!
okies…thanks
for scatter diagrams if you have 2 data sets of exactly the same value how do you plot them???
Just leave it as one point.
what does standard deviation do?
shall i include it in my coursework cos i have only done spearmans for the calculations section :S
wait is it relevant.
THIS IS SOOOOO CONFUSING!!!!!!!
i’ve done 3 out of 5 of my diagrams as comparitive box plots,, is this still ok??
Standard Deviation tells you how spread out your data is around the mean. Eg: 2 classes have same mean score in a test. The class with the lower standard deviation are more consistent, as their scores are all bunched around the mean more. So I’d try to use it if you can as it’s a good advanced calculation.
And don’t worry about doing too many comparative box plots… You got comparative cumulative freq. too?
i’ve done a scatter diagram and also and composite bar chart…and thought that was enough for the diagrams section???….
I said that some of the calculations that were generated for my box plots were the calc’s for that hypothesis, is that ok???
thanks
sir i was wondering what calcualtion i could do for this hypothesis:
The more musical instruments you play the faster your reaction time.
….??
don’t worry….i’ve worked one out to do…
although i was wondering how i could do standard deviation for this hypothesis:
The higher your grade in musical skills the higher your maths results.
I am really worried that I don’t have enough calculations…because I have quite a lot of graphs but not many calculations apart from Spearmans and all the box plot calculations like IQR and outliers etc…
I am intending to do standard deviation/standardised scores but I don’t know where abouts to use it! Could you suggest what I do it on?
and also…I thought I’d asked this but evidently I hadn’t :s…can you do index numbers for year groups as apposed to actual years…then I could attempt to work out what year 12’s results would be…this coursework is actually driving me insane!!!!!!!!!!!!!!!!
Oh for some trig and quadratic equations
heyy….
i don’t know what calculation i could do for this hypothesis:
The higher your grade in musical skills the higher your maths results
???????????
help….:(
Is there positive correlation between the two?
‘Music is the pleasure the human soul experiences from counting without being aware that it is counting.’ – Gottfried Leibniz
Just realised what time you posted that message Frances!! What on earth were you doing up at that time in the morning??!!
i never sleep late!! i can’t, my body clock is weird!!!
i work better in the morning band finsh early….
well….
for the graph of this hypothesis i graded the results and made a composite bar chart . the conclusion was no correlation.
so im not sure which calc to do???
also if the standard deviation of something id 27.2, does this mean i have worked it out wrong???
(is it impossible to have a sd of 27.2, if not what does this show me about the spread of the data????)
I would work out the means for say, ‘no instrument’ ‘grade 1 – 2′ ‘grade 3 – 4′ etc and then do a line graph of these means. If higher grade = faster reaction time you should get a slight negative gradient…
And you can have a sd of 27.2… but it depends on what the original data is that you’re working from! Email me the data (in excel) if you like and I can check it.
thank you soooo much…….
yh that sounds good for the hypothesis thing….
i tried the sd again and got a more mornal answer i think….because before i forgot to take away the mean squared…
i’ll try and email you the data just in case!!!
thanks for all your help
I sent it to your skl email address btw…
I am intending to do standard deviation/standardised scores but I don’t know where abouts to use it! Could you suggest what I do it on?
can you do index numbers for year groups as apposed to actual years…then I could attempt to work out what year 12’s results would be??
thanks
sir did you get my email???
also i have used standard deviation to show how reaction time changes over year 7,8 and 9.
is it correct that the smaller your final answer i.e 1.22 the less spread out your data is….???
:/
Yes.
Mr Brewin can you check your school email please? Thanks
okay i will thanks (:
OH and alsoooo erm well im putting mini conclusions at the end of each table/graph etc. so if i just write a conclusion at the end will that cover section 3 as i would have already done the small conclusion things?
Yes, a conclusion section that draws together all your mini conclusions would be good.
okay cooool (: thanksss
oh also….
what means can i use to compare multivariate data?
Erm… exactly what are you trying to do? Need a bit more info!
hhaha sorry
well the hypothesis is the older you are the faster you are and the further you can jump, and i would like to compare age against their 100m times and long jump distance.
is there any way of comparing all 3 in like a graph or something?
I would do comparative scatter diagrams. So plot 100m time and long jump on scatter diagrams… you can then either arrange them one above the other on identical axes for ease of comparison, or even do overlays with transparencies or something. This will then allow you to comment on how the correlation changes with age.
You could then do Spearman’s for each and show how Spearman’s changes with age too…
ohhh okay coool
thank you!
Im confused… are we meant to use calculations to back up our graphs/hypotheses?
Also are we meant to say whether our hypotheses are right or not at the end or along with the graphs and calculations?
You are testing your hypotheses, so this can be backed up with graphs and calculations – whatever is most appropriate. Sorry – been out late afternoon til now! Let me know if you need further guidance.
KB
Thank you!
Hi Paula
853219640762
what do we write if our hypothesis is only half proved correct?
what do we write if our hypthosis is only half proved right?
Then it may be that it’s actually 2 hypotheses, not 1!
It’s no problem, but may be wise to try to pare apart the two bits properly.
i have just checked the guide thing to the courseworrk and it is in seperate strands, the graphs and calculations in mine are not sperated into the strands, eg, a calcultion would be with the other calculations and graphs about that hypothesis. does that matter?
what do we write in the introduction?
Erm, in the introduction, you introduce the coursework! Just tell us what it’s about in simple terms.
And no Beth, it doesn’t matter…