GCSE Maths Mayfield Highschool Coursework

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xxTinkerbellxx
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#1
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Hey ppl,
Is there any1 that can help me!!! Im doin sum coursework on Mayfield highschool, I hav decided 2 investigate the relationship between IQ and KS2 results. My hypothesis is that if a pupil has a high IQ then they should have high KS2 results. Ive done a hypothesis, a stratified sample of the different year groups, and Ive worked out the mode, median, mean and range. But Im not sure where to go from here. If u hav any suggestions pls pls pls let me now, and I wud b very gratefull, lol, thanku!! Sorry 4 goin on, lol xx
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5thavenue
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(Original post by xxTinkerbellxx)
Hey ppl,
Is there any1 that can help me!!! Im doin sum coursework on Mayfield highschool, I hav decided 2 investigate the relationship between IQ and KS2 results. My hypothesis is that if a pupil has a high IQ then they should have high KS2 results. Ive done a hypothesis, a stratified sample of the different year groups, and Ive worked out the mode, median, mean and range. But Im not sure where to go from here. If u hav any suggestions pls pls pls let me now, and I wud b very gratefull, lol, thanku!! Sorry 4 goin on, lol xx
STACK THE BOOKS IN A BIG MOUND

























AND BURN THE ****ERS
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......?
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you could do a scattergraph of the IQ and then split it up into four groups (quartiles) and find out the mode, mean, median and range of each of the four groups of their KS 3 results and you could then draw some box plots/pie charts to show your data and then you could order the results in the order they came for their different averages in the different KS 3 results. you will then need to write a conclusion of what your results were compared to your predictions and explain why you think this was.
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aurorascopic
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I'd take 'silent p....'s advice. another thing you may want to do is to extend your coursework. i did my coursework on the no. of siblings & KS2 results, for the first part of my crswrk i only investigated a random number of students from yr 10, but after i had done all the graphs/diagrams/charts/plots and evaluated them all, i decided to extend the crswrk and then investigate also the yr 11 students, i could then also compare the graphs from yr 10 AND yr 11 which gave me a wider overlook of my hypothesis.
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xxTinkerbellxx
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Thanku 4 the help, mwah x
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aurorascopic
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Hope you get a good mark for it, but more than that, i hope you finish it quick!...it was the most boring piece of crswrk for me...i'm so glad it's over. now we're doing the 'fencing problem' which is just as ZZZzzZZZ........
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xxTinkerbellxx
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If any1 else has any suggestions, pls pls let me know, cus I need all the help I can get, thanku, mwah xx
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~Sam~
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(Original post by aurorascopic)
Hope you get a good mark for it, but more than that, i hope you finish it quick!...it was the most boring piece of crswrk for me...i'm so glad it's over. now we're doing the 'fencing problem' which is just as ZZZzzZZZ........
We did that. Yeah the fencing problem is boring but it's more interesting than Mayfield. Grrr I hate statictics. We only got a week to do the fencing problem which sucked. But once one person in the class worked at the formula she told everyone else which helped cos i would never have been able to work it out myself!
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