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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Copyright © 2010 The Sydenham High School Mathematics Department Blog - All Rights Reserved |
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Can you compare histograms? Would they show how reaction times become quicker with age…that’s what I am trying to achieve!
What you would need to do – ideally – would be to have identical axes and class widths, then you can line them up one above the other for comparison.
You could use them to show that, yes… or a frequency polygon, or cumulative frequency polygon with box plot…. or table of summary statistics (mean / sd etc)
OK?
Will I get the better mark if I do sd?
If so, can you explain how I would do it some time tomorrow please as I don’t particularly understand it :s!
Also, we are collecting year 8 data period 1 tomorrow during year 8s maths lessons…
NOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO!
whyyyyyyyyyyyyyyyyyyyyyyyyyyyyy! :s
You lot have nicked enough of my lesson time already lol
*sniff and puppy dog eyes* pweeety please!?
hi sir,
i was just wondering whether after displaying all your raw collected data in your coursework you are supposed to do a few summary tables, grouping some parts of your data or wait until when you need to for diagrams.
oh yh and also, when doing the diagrams do you put calculations with them or wait until the calculations section. ?
I would start with a few summary tables first, yes, especially if you have continuous data: put it into groups and show those grouped freq. tables.
And the calculations can go with diagrams, or separately – wherever makes most sense to the logical progress of your argument.
Hey sir, erm well i was just wondering do we have to put an overall project title or not?
ok cool…thx.
also when it says how you will test the hypotheses in the ‘planning’ section does it mean how you will collect the data for your hypotheses or what graphs and calculations will you do to test them???
You should already have talked about how you’re going to collect your data in the sampling section, but you can mention it here… but yeah, it’s more about the calculations and graphs you’re going to use really.
KK…
soz but also…
with box plots if you have an outlier what do you then use as the highest value once you have circled your outlier???
wait so your meant to say that your going to use like scatter diagrams and stuff to test your hypothesis in the planning section??
following on from frances…with box plots if your median and UQ are the same value do you just draw it as a box so there is no line in the middle??
Rachel – yes.
Frances – if it’s a completely wacky outlier, then don’t change your scale in order to accommodate it. If it fits on your page, do both so you can demonstrate the effect it has on your key values. (the change may be minimal)
JT
thanks Mrs Tibble
this coursework is so dreary just to add :/
Just do it, Rachel!! Soon be over YAY
Frances R – stop saying ‘like’! Don’t think the examiners will like you using ‘stuff’ either
You are going to be very busy over half term if you haven’t even worked out your title!
when you had to do maths coursework was it like this?? if so…thank goodness they stopped it!!!!!!!!!
Twas a happy day in the department when maths coursework ended.
Mr B has ALL my sympathy! I couldn’t believe it when I saw the words ‘Mayfield High’ AAAAAAAAAAGGGHHHHH! Thought we had ceremonially destroyed that school lol!
thank you….
im drawing my comparitive box plot now for my first hypotheses..oh yh and for this hypothesis my calculations were going to be those for the box plots i.e medians etc..
do you think that’s ok??
thx
Sounds good to me!
how do you insert greater than signs into a word document??
* greater than and equal to…
Greater than and less than are over the full stop and comma.
With the = as well, from your Word document, go to
Insert
Symbol
Subset: mathematical operators
Scroll down till you see them
or copy and paste these
≤ ≥
thank you very very much…
For Spearman’s Rank…I have 60 pieces of data (yes it took me a long time to write out!) but there are quite a few with the same value…e.g. I have 2 lots of 3s which are ranks 58 and 57…so do I rank them both as 58 and then leave out 57 and go to 56/both as 57 and ignore 58/ or 57.5 and then go to 56…??
Hope that made sense!!!!!!!
Wikipedia says average the ranks:
eg
An example of averaging ranks
In the table below, notice how the rank of values that are the same is the mean of what their ranks would otherwise be.
0.8 5 5
1.2 4 {4+3}/{2}=3.5
1.2 3 {4+3}/{2}=3.5
2.3 2 2
18 1 1
Does that help?
Sorry Rachel, this site won’t let me space that properly. Have a look at
http://en.wikipedia.org/wiki/Spearman%27s_rank_correlation_coefficient
WIKIPEDIA TO THE RESCUE! haha thank you
hey again….sorry..
but how would you show as an open ended class ’3 years and above’????
thanks
≥ 3
and also with box plots if you have the same value for upper quartile and highest value do you plot the upper quartile not the highest value..??
If they coincide, there’ll be no top end whisker.
thought so……thanks….
Mr Brewin, I’m using stratified sampling and ive grouped all the different ethnicities together im then going to take a random sample from each one, but i don’t know how to display it in my write up.
does it matter if you draw all of your graphs?? or do some need to be done on the computer…??
also…can you think of a calculation I could do for this hypothesis??
For younger children, the size of objects influences the brain to remember more. Therefore the objects/pictures that are larger in size will be remembered more than smaller ones.
Basically I did a memory test with different sized objects…large, medium and small, and i wanted to see if people remembered the larger ones more than they remembered the smaller ones…so I have a list of results which over a year group and most objects remembered were large…but I don’t know how to do a calculation for it!
Thanks for all your help Mrs Tibble!!!
Wouldn’t have thought it mattered – unless there are specific marks for use of IT. You’ll have to wait for MrB to answer that one I think.
Are you having fun?
fun……………………………………………………………..understatement!! I am so thrilled to have the privilage of doing the most exciting piece of coursework ever invented…(do you sense any sarcasm!?!?)
Can you do % of large ones, medium, small remembered?
Were there the same number in each category?
Sarcasm? no
Spelling mistake? yes
Rhiana,
What exactly is it you are investigating?
JT
PS Use your school e-mail address please.
you knew what i meant though!!!
and i suppose…but i was wondering if there was anything more complicated…:s
and yeh there were 21 in each category…
The only obvious thing is correlation, but with discrete, non-quantitative data it won’t be very helpful. If you’re desperate, you could make it quantitative by finding the area of all your pictures hehe!
I would do comparative box plots and cumulative freq curves to test this – stratified by object size. So: make a list of larger objects, medium ones and small ones, and do frequency tables for each in terms of how many people remembered. Then do cumulative freq for these, and box plots on same axes to compare them. Hopefully median will be higher for large objects… though you’ll have to find a way to standardise them (percentage of that size object remembered?) if there are not same numbers of large/medium/small etc.
im just checking that this :
1 year < t ≤ 3 years
means larger than 1 year and equal to 3 years
???? is that correct??
thanks
Larger than 1 year, up to and including 3 years.
thank you
also..can we put the calculations and graphs together so that you are showing ALL evidence for each hypothesis together…it just seems to be a tad more logical…