Data Handling Coursework

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Data Handling Coursework

• MAYFIELD

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• The project
• What gets an A/A
• Data handling chapter from the text book
• How to look at continuous data
• Timetable
• A warning about excel
• Summary

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The Project

• What is expected
• The handling data cycle
• Task sheet
• The data set
• Available on the common drive, the schools
  website and Mathematics Departments website
  (www.jhgsmaths.org.uk)

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What gets an A

• Random sampling
• Cumulative frequency diagrams
• Box Plots
• None of which are worth anything unless
  comparisons are made.

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What gets an A

• Stratified sampling
• Histograms with unequal class widths
• An area of mathematics that you have not been
  taught. For example standard deviation, mean
  deviation from the mean, mean of the vertical
  dispersions or correlation coefficient.
• None of which are worth anything unless
  comparisons are made.

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Chapter 11B Handling Data

• Based on Jordan Hill County High School
• Covers all grades
• Analysis of height (page 234, 244)
• Height vs weight (page 247 254)

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Shoe size v Height Random Sample Scatter
diagram Line of best fit, which goes through the
mean.
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Height v Shoe size Scatter diagrams drawn for
boys, girls and mixed samples Comparisons
made Equation of the line of best fit calculated
for each diagram. Extrapolation/ interpolation
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Comparing Height Box plots/ cumulative frequency
and histograms draw. Averages calculated Compariso
ns e.g. The box and whisker plots show that the
girls interquartile range is 2 cm less than the
boys. This suggests that the boys heights were
more spread out than the girls.
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Summary of the pre-test
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Extending your work e.g. When age is taken into
consideration the correlation between shoe size
and height will improve
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Stratified sample Note the small amount of year
11 pupils
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10 Samples
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Mean of the Vertical Dispersions The difference
between each point and the line divided by the
number of points
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Comments Outlier Line is easier
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The Final Summary This involves drawing 12 graphs
and making calculations. 2 years would be more
appropriate. Conclusions
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Final Conclusions
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Some advice

• Avoid discrete data
• Compare
• Sample sizes should be around 25-30. If not
  comment on the unreliability.
• Leave outliers in and comment on them.
• The pre-test can be as long (if not longer) than
  the main investigation.
• Dont worry if your hypothesis are not backed up
  by the data.

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How to look at continuous data

• Comparing continuous data
• Exploring relationships

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Timetable

• Introduction to project
• Get data before the start
• Lesson 1
• Write plan
• Sample plan
• Agree with teacher
• Take sample
• Main project
• Mon 19th Nov Friday 30th Nov (lessons)
• Hand in
• Monday 10th December

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A Warning about Excel

• Great for holding the data and taking samples
• Also excellent for calculations
• Standard deviation
• Correlation coefficient
• Rubbish for
• Creating graphs

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A Summary

• Use continuous data
• Ensure you cover the areas needed for an A/A
• Chapter 11 is a great resource but there is too
  much in it.
• Dont underestimate how much there is to do
  dont leave it too late and check with your
  teacher or AMW if unsure
• Make comparisons