Writing coursework, particularly the Edexcel GCSE Statistics Coursework from 2015, can be a

challenging task for many students. The coursework requires a deep understanding of statistical
concepts, data analysis techniques, and the ability to present findings in a structured and coherent
manner. Students often find themselves grappling with complex statistical calculations, interpreting
data, and meeting specific criteria set by the examination board.

The Edexcel GCSE Statistics Coursework 2015 typically involves conducting statistical
investigations, collecting data, and applying statistical methods to draw meaningful conclusions. This
process demands both time and dedication, as well as proficiency in using statistical software tools.
Additionally, students need to adhere to strict guidelines and meet deadlines, adding another layer of
stress to an already demanding task.

For those who find themselves overwhelmed with the complexity of the coursework, seeking
assistance can be a viable option. ⇒ HelpWriting.net ⇔ is one such platform that offers academic
support services. Professional writers on the site can help simplify the coursework writing process by
providing expert guidance, aiding in data analysis, and ensuring that the final work meets the
required standards.

However, it's crucial for students to approach external help responsibly and ethically. Seeking
guidance should be seen as a supplement to one's learning process rather than a substitute for it. It's
essential to understand the coursework material thoroughly and use external assistance as a tool for
clarification and improvement.

In conclusion, tackling the Edexcel GCSE Statistics Coursework 2015 can be a daunting task, but
with dedication, proper understanding, and possibly some external support from reputable platforms
like ⇒ HelpWriting.net ⇔, students can navigate through the challenges and submit a well-crafted
coursework assignment.
Yes, I want a free trial with FREE Premium Delivery on this order. I expect the less able pupils’
mean improvement to be lower than the more able pupils’ as more able pupils will have improved
more. As for the weight, boys are generally heavier than girls; this is due to their body structure.
Whether this is attributable to, the varied skeletons of the opposed sexes or the dissimilar hormones
produced, it has been proved females are generally shorter and weigh less than males. I will ignore
these rows, as they may be genuine errors, to increase the precision and accuracy of my investigation.
Also my mean shows that year 7 had more extreme values. Alternative hypothesis: There is no
relationship between the ability to estimate the length of a straight line and mathematical ability. The
pupils will enter a room and look at a straight line and a non straight line and ask them to estimate it
in mm. Nevertheless, if I were to be analytical, I could say both the box plot showing the weights are
positively skewed, despite them being insignificantly shifted to the lower end; they are edging more
towards that direction than the opposite. Whether this is attributable to, as studies show, the varied
skeletons of the opposed sexes or the dissimilar hormones produced in both female and male bodies,
it is known females are generally shorter and weigh less than males. Specifically, the box plots
should hopefully show me any miss calculations, outliers or anonymous results within the data
provided. The only problems I can oversee are those which are included in the secondary data. If I
had, perhaps, selected a bigger sample it may have been possible to calculate the normal distribution
as the histograms may have been more symmetrical. We also use these cookies to understand how
customers use our services (for example, by measuring site visits) so we can make improvements. I
expect to see that the more able pupils’ improvement is higher up my scale and closer together
because I believe they have improved more than less able pupils and have all improved around the
same amount. This is the information on the histogram which I have taken from Autograph and put
into word. I will use continuous qualitative data for height and weight because they can both be
measured and can be any value within a given range. That year seven girls will be smaller than year
eight girls 3. I think this because as the year 11 pupils are older they would have had more experience
with numeric problems and would be more mature than those in year 7 would. That year eight boys
will weigh less year nine boys 8. I think a better sample would be 60 pupils or more as this would
have made my investigation more accurate and would be a better representation of the year group as
altogether there is a total of 408. I, therefore, predict that my results will produce a pattern which
shows that boys weigh more than girls. Set 5 boys did not do the same exam so these boys will not
be sampled. I have chosen to look at height and weight mainly because in this line of enquiry my
data will be numerical and continuous, meaning that I will be able to produce a more detailed
analysis. I will also calculate Spearman’s rank correlation coefficient, which will allow me to
discover easily the strength of correlation within the data, and whether the correlation is positive or
negative, or if there is any correlation whatsoever. This gives me a total of 90 results which will be
used in questions 3 and 4 as well as this one. We don’t share your credit card details with third-party
sellers, and we don’t sell your information to others. It may not be correct either, as the information
will vary from school to school and maybe from county to county. I will investigate the data in my
sample and the graphs, stating whether it supported my hypotheses or not. It will also achieve greater
precision than, for example, random sampling; therefore because it provides greater precision, a
stratified sample often requires a smaller sample, which will avert wasting unnecessary time.
However 2 boys were away and 1 boy was away for the whole term so you end up with 40 sets of
data. The more calculations used will, in my opinion, enhance the reliability and understanding of the
investigation and results, I will calculate the distribution, standard deviation and variance. I think
this because as the year 11 pupils are older they would have had more experience with numeric
problems and would be more mature than those in year 7 would. I expect the less able pupils’ mean
improvement to be lower than the more able pupils’ as more able pupils will have improved more.
The medians lie at the same point- 1.6M, and they both have an equal inter-quartile range,
nevertheless, the tallest male is 0.5M taller than the tallest female. This therefore shows that the
school does set correctly. GIFs Highlight your latest work via email or social media with custom
GIFs. The lowest value which appears on the box plot for males is 30KG and the highest is 75KG,
giving us a range of 45KG. You can also tell clearly where the 4 bands are except the second band
are half in the first cluster and half in the second. However, if you don’t do well in KS 2 you don’t
bother trying as hard. Alternative hypothesis: There is no relationship between the ability to estimate
the length of a straight line and mathematical ability. With one-to-one page correspondence between
this Workbook and the companion Guide, this hugely popular Revision series offers the best value
available for Key Stage 4 students. I assumed that in years 7-9 girls will generally be taller than
boys- due to the fact girls tend to grow faster than boys during the early stages of development. I
expect to see strong positive correlation here as I believe that if you do well in Key Stage Two you
do well in Key Stage Three. Reviews Select overall rating (no rating) Your rating is required to
reflect your happiness. This will affect the students’ weight regardless of their height and gender.
Articles Get discovered by sharing your best content as bite-sized articles. Boys will, however,
eventually grow taller and so in years 10-11 it can be assumed the number boys taller than girls will
be greater. I need to make the experiment fair, so I need the same controlled experiment for each
person who does the experiment. That year eight boys will weigh less year nine boys 8. As both
boxes are of equal size both distributions are equally U-shaped. Null hypothesis: Practice improves
the estimate of a non-straight line. Teams Enable groups of users to work together to streamline your
digital publishing. I am hoping that they will show me for the females the height and weight are
more negatively skewed than that of the males’, showing that most of the data are smaller values,
proving females generally weigh less and are shorter than males. Not to be biased I am going to
stratify my data to keep the boys and girls in proportion. As the statistics provided have not been
collected by myself and are therefore a form of secondary data, they may be seen as unreliable. I
expected the relationship between height and weight to show me a rising trend, although it does, the
trends are very weak, probably due to external factors. Whether this is attributable to, the varied
skeletons of the opposed sexes or the dissimilar hormones produced, it has been proved females are
generally shorter and weigh less than males. Outliers are not present in every box plot drawn, except
one where there is an extreme value which deviates significantly from the rest of the sample. The
height and weight of a person is affected by their age and gender.
As well as this, it is more specific than using a census- I collected my data by using systematic
sampling. I will then calculate the cumulative frequency of the data, and from this produce two
cumulative frequency graphs which will allow me to make a direct comparison between the heights
and weights of males and females. It is based upon the students of Mayfield High School, and the
statistics have therefore already been collected. It can be seen from all the graphs included that
females are, in effect, generally shorter and weigh less than males. Adobe InDesign Design pixel-
perfect content like flyers, magazines and more with Adobe InDesign. As the statistics provided have
not been collected by myself and are therefore a form of secondary data, they may be seen as
unreliable. Read instantly on your browser with Kindle for Web. Males Table 8 Table 9 Table 10
Female Table 11 Table 12 Table 13 I have now used this data to create two scatter graphs one for the
males and one for the females to see if there is any correlation between weight and height within
each year and gender group. I will also calculate Spearman’s rank correlation coefficient, which will
allow me to discover effortlessly the potency of correlation within a data set of two variables, and
whether this correlation is positive or negative. My new sample This sample is the corrected sample
with all problems removed. I will use continuous qualitative data for height and weight because they
can both be measured and can be any value within a given range. In this coursework I describe a
statistical activity based on the estimatio. I will also calculate Spearman’s rank correlation
coefficient, which will allow me to discover easily the strength of correlation within the data, and
whether the correlation is positive or negative, or if there is any correlation whatsoever. It will also
ensure better coverage of the population than simple random sampling, although it will be more
complex to organise and analyse results. There is a weak positive correlation between height and
weight for females and a moderate positive correlation for males as it is slightly stronger. The data I
am using is the same as in question 2 and 4. It shows that more people underestimated than
overestimated. Build your confidence with guided practice questions, before moving onto unguided
questions and practice exam papers. That year seven girls will be smaller than year eight girls 3. 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. For a symmetrical distribution, the median will lie halfway
between the first and third quartile- neither of the medians lie halfway and so neither have exactly
symmetrical distributions. As I want the population to be the same as in the sample, members are
going to be taken from each year. The 50% of data within the box for the males ranges between
1.55M and 1.7M whereas for the females it ranges between 1.5M and 1.65M, showing us females
are generally shorter than males. The lowest value which appears on the box plot for males is 30KG
and the highest is 75KG, giving us a range of 45KG. That year eight boys will be smaller than year
nine boys 4. Then, using the random function on my calculator, I selected 2 boys and 2 girls from
each set. I feel I have enough evidence to suggest that my hypotheses are correct. Also my mean
shows that year 7 had more extreme values. This, despite it being on a small scale, can show us
females are generally taller than males in the earlier stages of development. However, if you don’t do
well in KS 2 you don’t bother trying as hard.
It's like a masterclass to be explored at your own pace. This, despite it being on a small scale, can
show us females are generally taller than males in the earlier stages of development. The 14th boy in
the set was the first to be selected etc. Earlier I mentioned that in years 7-9 females will generally be
taller than males- this is because females tend to grow faster than males during the early stages of
development. The actual lines are at the back of my project: I got this trial data by doing the
experiment: Straight Line (mm) Non Straight Line (mm) st Practice (mm) 2nd Practice (mm) 3rd
Practice (mm) Non Straight Line After Practice (mm) 260 300 300 450 800 69 355 400 330 450 000
323 280 400 250 575 950 260 350 400 450 650 900 265 300 350 450 500 999 323 280 320 60 513
967 76 222 322 337 489 923 252 284 302 327 473 949 227 280 304 402 427 761 211 400 380 250
360 300 300 245 345 200 343 777 299 210 280. It may not be correct either, as the information will
vary from school to school and maybe from county to county. Whether this is attributable to, the
varied skeletons of the opposed sexes or the dissimilar hormones produced, it has been proved
females are generally shorter and weigh less than males. The data I am using is the same as in
question 2 and 4. I, therefore, predict that my results will produce a pattern which shows that boys
weigh more than girls. It will also ensure better coverage of the population than simple random
sampling, although it will be more complex to organise and analyse results. Although neither graph
has a strong correlation, the relationship between weight and height for males is notably stronger than
that of the females’ and shows a weak positive correlation. This is expected as there will be a large
amount of variation on the improvement as some will be prepared to work more than others. I need
to make the experiment fair, so I need the same controlled experiment for each person who does the
experiment. Therefore if you get a good mark at Key Stage 2, you are very likely to get a good mark
at Key Stage 3. I will compare my results and findings with any published secondary tables or
graphs available. Go to your orders and start the return Select the return method Ship it. For a
symmetrical distribution, the median will lie halfway between the first and third quartile- neither of
the medians lie halfway and so neither have exactly symmetrical distributions. I hope they will show
me the overall trend of the relationship between weight and height. There is a weak positive
correlation between height and weight for females and a moderate positive correlation for males as it
is slightly stronger. The actual length of the bamboo stick is 1.58 metres. As 351pieces of data would
be too big to sample, I am going to random sample 50 pieces of the data for each year. The more
calculations used will, in my opinion, enhance the reliability and understanding of the investigation
and results, I will calculate the distribution, standard deviation and variance. Null hypothesis: There
is a relationship between the ability to estimate the length of a straight line and mathematical ability.
Embed Host your publication on your website or blog with just a few clicks. The height and weight
of a person is affected by their age and gender. Null hypothesis: Practice improves the estimate of a
non-straight line. See other similar resources ?4.00 (no rating) 0 reviews BUY NOW Save for later
Not quite what you were looking for. Therefore there is very varied improvement in the less able
pupils or there is an anomaly in the less able pupils. Not to be biased I am going to stratify my data to
keep the boys and girls in proportion. Looking at the same pieces of data for the females, we can
work out that the range is in fact 5KG less than that of the males. Resources Dive into our extensive
resources on the topic that interests you.