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The year group that have the lowest attendance percentage is the Year 8 out of all of the five year
groups. Empty reply does not make any sense for the end user Submit reply Cancel Report this
resource to let us know if it violates our terms and conditions. Students who comes to school often
or everyday, to learn, tend to improve and have much better exam results than those who don’t. The
histogram shows that most of the data is near 0 and roughly fits a normal distribution. 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. Search for an alternative from our selection
of over 900,000 resources made by teachers, for teachers. Since, that I will only be using 20% of the
amount of the original data, I will take 20% away from the original amount of data. Through such
caution, I will eliminate any possible distortion that may have occurred through choosing a sample
that is predominantly male or female when the year group is not divided in such a way. However, on
the positive side, I have been pleased with my achievements; I have investigated my hypothesis in
depth and have provided solid evidence to back up this investigation. List of formulae and statistical
tables cambridge international as a level mathematics 9709 and further mathematics 9231 for use
from 2020 in all papers for the above syllabuses. They help me to see the most common class
intervals. Nevertheless, the students that are within their exam years should have a much higher
attendance percentage than those who don’t. 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
know this because I’ve calculated the estimated mean by using the frequency table. However, at the
very end, the frequencies stop, as the graph shows and a straight line is produced. However, at the
very end, the frequencies stop, as the graph shows, but in this diagram there isn’t a straight line being
produced as the maximum value is 6 and the cumulative frequency curve stops at 6. Below is how to
work out the variance and standard deviation in step-by-step. This resources is great for students
wanting to achieve high grades and for teachers to follow and broadcast the notes to the class. Past
papers of cambridge international examinations cie as and a level mathematics further 9231 notes
resources 417321 list of formulae and statistical tables pdf papacambridge. All these values are
added together and the result is divided by the total frequency. The characteristic of a standard
normal distribution depends on the mean and the standard deviation of the data. Even though there is
a relationship between the two variables, I was expecting it to be a much stronger relationship. As the
random numbers appear on my calculator, I will record the associated data in two or three tables,
once for all 30 students, one just for males and one just for females. The inter-quartile range shows
the range between the value one quarter of the way through the data and the value three-quarters of
the way through the data. (I have actually already calculated the inter-quartile range from when I
was removing outliers from the data, and as I found no outliers in either the Wrist Circumference or
the Thumb Circumference data so they can be used again now.). My initial thoughts are that there is
a link between the two because Maths and Science share some of the same attributes - they both
involve formulae, they both require logical ability, and they both use numbers. I created a single
value for the KS2 Result by adding the 3 numbers together. Doing this would allow us to draw many
more box plots to investigate in much further detail. The ranges for each set of data are not exactly
as I would have expected. This shows that the overall attendance for the particular academic year is
very good. From this information, I should be able to infer a judgment on some of the mental
changes that take place during this time of children’s development.
Below is a table demonstrating the differences between the mean figures and the median figures for
each year. I will take that standard deviation of the children’s heights as this will allow me to see
how far spread the children’s heights are in relation to the mean average. This could be shown much
evidently by using the box and whiskers diagram. It is shown that the lower quartile is 0.4. The upper
quartile is show to be 1.6. This makes the interquartile range for the Independent; 1.2. Also, retrieved
from the table is the mean amount of syllables per word, which of course is a very important piece of
data. These solutions are updated according to the latest pattern released by CBSE. I firstly
rearranged the table on my spreadsheet so that the heights were in ascending order. 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. 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
is also useful for estimating how much more or less there is than a certain amount. 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. To get a
better picture on who did better I will also now work out the Modal average. Each set is listed
alphabetically in the Sims database. However, at the very end, the frequencies stop, as the graph
shows and a straight line is produced. Below is how to work out the variance and standard deviation
in step-by-step. Review 1 Select overall rating (no rating) Your rating is required to reflect your
happiness. At the moment it appears as though the broadsheet uses more of the shorter words than
the tabloid, but this is only the first article and so you can’t tell for sure. When the examples are
tightly bunched together the standard deviation is a low figure. The number line below shows the
degrees of correlation. For stratified random sampling, I could have used a field such as gender or
Year to split the overall data into groups, and selected the same amount of records from each group.
Also, in my cumulative frequency diagrams, the Year 7 also has a much better attendance figure
within the middle 50%. Ensure you understand the applications of each formula within this section.
However, I bring this result into question as the Year 8 girls have such a large range of heights
compared to the other year groups, and this may have some affect on the inter-quartile range. I
therefore fear some of the other data may have been inaccurately entered into the database. 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 simple random sampling, I could have given every record an
assigned number, and then used a random number generator to select them, ignoring any repeated
numbers. 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. When the examples are tightly bunched
together the standard deviation is a low figure. I will be using secondary data, as I am going to take
data from another source. However, even though it seems like the Year 11 GCSE students tend to
come to school much more often or supposed to attend school everyday than the Year 7s, to me, this
doesn’t have any relations with age at all. This means that in fact KS4 upper band’s values are closely
bunched (due to standard deviation) around a value that is further away from zero % error and
therefore less accurate than the lower band.
Below is how to work out the variance and standard deviation in step-by-step. Although Key Stage
4’s data is less consistent, it is less consistent around a value very close to zero, suggesting many
pupils in Key Stage 4 guessed very accurately, on a contrary to my hypothesis. The data is of the
Year 10 girl’s height and weights. I will use a sample size of 100 for each Key Stage, which makes
each of the strata a sensible size to analyse. I will remove these outliers from my data table and use
the remaining data to test my hypotheses in the ways shown below. After this, I will find the median,
the upper and lower quartiles and create a “box and whisker” plot. Increasing the sample size would
give a much better representation of the population. All these articles are pretty much individual to
the respective papers and therefore the style of writing on vocabulary used will be extremely
different and also therefore be representative of each papers individual style. All pupils will have
used a ruler before so they will know the approximate length of 30cm and 15cm lines. I think that in
Challney High Schools case the boys make a better improvement than the girls. This explains why
the inter-quartile range is further spread. To further, the investigation I would compare the results of
younger children to see if that had an effect on the correlation. It was easy to get the Boys Results, I
just asked my maths teacher and he got them for me. I also predict that it will have the least number
of one syllable words in comparison to the Daily Mail and the Daily Star. Lastly, the Normal
distribution, displays that the Year 11 and Year 10 have the most consistent attendance figures out of
the five year groups, this proof that the GCSE students do care about their GCSE results and know
the importance of their attendance figures. I have therefore decided to take a stratified sample as it
will ensure that I base my investigation on a group of 20 male and female students from each year
group that are in proportion to the number of male and female students in that group. This graph
proves to me that the taller you are, the heavier you tend to be. A very important piece of data
retrieved from the graph was that the mean syllables per word for the Daily Star was; 1.395. I have
answered my hypothesis in fair depth and sighted future tests that could be of interest to this topic.
To reach the above conclusions, and learn new statistical skills such as the calculation and
interpretation of the product-moment correlation coefficient and the least squares regression line, has
been both a rewarding and interesting experience. The aim of the investigation is to deduce
estimating skills of pupils of different ages, abilities and genders. I will now calculate a separate
product-moment correlation coefficient for the males and for the females to indeed confirm that the
link between ability in Science and in Maths is greater for the male students than the female students.
I decided against it because I thought that it would be hard to obtain the data. I used to get a set of
20 results from both the girls results and the boys results. Of course, I predict that the higher the
ability of the student, the higher their accuracy of estimation, but I will see if this is actually true.
Also, in my cumulative frequency diagrams, the Year 7 also has a much better attendance figure
within the middle 50%. Below is table to show the result of my calculations. I think this is probably
because the girls in Year 7 are split generally into those who have come into puberty and those who
have not. This step minimizes errors and enhances the accuracy of your answers. Our customer
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