Achieved Example Only
problem:
I think that as the height of a student increases the armspan of the student will also increase. So I think that there will be a positive relationship between the height and armspan of year 10’s in my math class
My question is: I wonder if there is a relationship between height and armspan of the students in my YR 10 at HHS in 2021.
My question is: I wonder if there is a relationship between height and armspan of the students in my YR 10 at HHS in 2021.
plan:
Measurement:
To measure the heights of students we will use a fixed vertical ruler on the wall positioned 1 m above the floor. This is called the height measuring station. A tape measure will be used to measure armspan.
To manage sources of variation (being consistent) in height measurement, our group will:
1) Shoes off, feet flat on the floor, standing straight, (to remove error due to differing sole thickness).
2) measuring to the nearest cm
3) Use a book, level on top of the head to ensure a correct reading.
To manage sources of variation (being consistent) with armspan, our group will,
1) Have arms spread out wide and level, middle finger of one hand touching the wall to make measuring easier.
2) Use the tape measure, measure from middle finger to middle finger, (not the nails) to the nearest cm.
In my group of three, Wendy will place a hard ruler on top of Maniah's head and read the measurement that is parallel to the ruler in cm out loud and I will record the measurement on paper. We will then measure each others armspans to the nearest centimeter, using a tape measure measuring. Readings are then given to the teacher who will produce a spreadsheet which is uploaded to Classroom for us to copy and input into NZGrapher where we will produce a scatter graph.
Scale values: Measurements for height and armspan will be to the nearest cm. Half cm readings were rounded up.
To measure the heights of students we will use a fixed vertical ruler on the wall positioned 1 m above the floor. This is called the height measuring station. A tape measure will be used to measure armspan.
To manage sources of variation (being consistent) in height measurement, our group will:
1) Shoes off, feet flat on the floor, standing straight, (to remove error due to differing sole thickness).
2) measuring to the nearest cm
3) Use a book, level on top of the head to ensure a correct reading.
To manage sources of variation (being consistent) with armspan, our group will,
1) Have arms spread out wide and level, middle finger of one hand touching the wall to make measuring easier.
2) Use the tape measure, measure from middle finger to middle finger, (not the nails) to the nearest cm.
In my group of three, Wendy will place a hard ruler on top of Maniah's head and read the measurement that is parallel to the ruler in cm out loud and I will record the measurement on paper. We will then measure each others armspans to the nearest centimeter, using a tape measure measuring. Readings are then given to the teacher who will produce a spreadsheet which is uploaded to Classroom for us to copy and input into NZGrapher where we will produce a scatter graph.
Scale values: Measurements for height and armspan will be to the nearest cm. Half cm readings were rounded up.
The variables:
The explanatory (independent) variable (x axis) is the height of students in cm. I chose the explanatory variable because I think this will have the strongest effect on the relationship in the graph. and the (response) dependent variable (y axis) is their armspan in cm.
Sample size:
There are 27 students in our sample.
The explanatory (independent) variable (x axis) is the height of students in cm. I chose the explanatory variable because I think this will have the strongest effect on the relationship in the graph. and the (response) dependent variable (y axis) is their armspan in cm.
Sample size:
There are 27 students in our sample.
data:
you got this bit
analysis: T-A-S-G-U-S
Trend:
Looking at my graph, I notice that there is a linear relationship between height (cm) and armspan (cm) of the students in 10PEN. This is because the trend line forms a line with a gradient. I don't see any curve in the data points.
Association:
I can see that the association is positive because the trend line slopes upwards from left to right, so as the heights of students increases so does their armspan.
Strength:
The relationship is linear, moderate to moderately strong. The pattern of dots is not that close to the trend line.
Looking at my graph, I notice that there is a linear relationship between height (cm) and armspan (cm) of the students in 10PEN. This is because the trend line forms a line with a gradient. I don't see any curve in the data points.
Association:
I can see that the association is positive because the trend line slopes upwards from left to right, so as the heights of students increases so does their armspan.
Strength:
The relationship is linear, moderate to moderately strong. The pattern of dots is not that close to the trend line.
conclusion:
Conclusion
From my investigation I found that there is a moderate positive linear
relationship between the height and armspans of students in our YR10 class at Henderson High School. This is what I expected as these are body parts that grow in proportion. Taller students have longer armspans.
From my investigation I found that there is a moderate positive linear
relationship between the height and armspans of students in our YR10 class at Henderson High School. This is what I expected as these are body parts that grow in proportion. Taller students have longer armspans.