1st HypothesisThe relationship between TV hours watched per week and IQI a going to predict that the amount of TV watched per week can affect your IQ making it less (Male and Female). This will show me which if there is a relationship between watching TV and IQ. I predict that as boys watch more TV their IQ will go down. I expect this to happen because TV has been shown to affect your mood or make you forget more.2nd HypothesisThe relationship between Number of siblings and IQThen I will predict that the more siblings you have can make your IQ higher (Male and Female). This will show me whether there is a relationship between IQ and Number of siblings.
I expect this to happen because in many families with lots of children, knowledge is shared between brothers and sisters (More help is available basically)I took a sample of 50 students from Mayfield high school, 10 from year 7 to year 11. I split them into girls and boys so all together there were 25 girls and 25 boys, 5 girls and boys in each year. I used the random number generator to get all of this sample by typing in the calculator 'Shift' 'Rand#' then when you get the number you times it by how many there are in the sample. Say there are 200 then you would do 'shift' 'rand#' times 200. This would then not let the number be greater than 200 because if it was bigger than 200 it would take a long time to get my sample.My first hypothesis is about whether there is a relationship between IQ and Hours of TV watched per week.
Out of the sample I took I used all of them to see if there was any relationship. From looking at the graph I can see already that there is a difference between the 2 sexes. As the girls watch more TV their IQ will go down, this suggests that they tend to watch cartoons or action shows which has nothing to do with knowledge. It is quite a weak negative correlation due to the points being quite far away from the line of best fit.The boys however are different because as they watch more TV their IQ goes up as a result of this. This suggests that they tend to watch more knowledge based TV which will affect them by not allowing them to do anything else at that time, whereas girls watching action based TV will not enable them to do anything else at that time.
This is a weak positive correlation because the points are quite far away from the line of best fit.This first graph was from my entire sample and was really interesting to see that my prediction was wrong; it shows that boys can learn from TV!!!! (Something that I think adults should know).Breaking it down into each year group there are 5 boys and 5 girls in my sample, I shall now go into the year groups and do the same.From this graph I can see already that boys watching TV can increase their IQ and in year 7 quite considerably, although I think that could change if I put in the whole lot of data on one graph (the whole school). The boys have a weak positive correlation and the girls have a weak negative correlation.
I found the same sort of pattern when I did most of the other year groups.Here we can see again that there is a link between IQ and Hours TV watched per week and that boys have a better IQ the more TV they watch, and girls have a lower IQ the more TV they watch. The girls have a weak negative correlation and the boys have a weak positive correlation.Again we can see here that the girls IQ will deteriorate when they watch TV and boys will increase in knowledge. The girls have a weak negative correlation and the boys have a weak positive correlation.My next hypothesis is about whether the amount of siblings can affect your IQ and I think that it will increase your IQ the more siblings you have because knowledge is shared between brothers and sisters.Looking at this graph I can see that knowledge is shared between the girls more because they have a weak positive correlation and the boys have a weak negative correlation this could be that their siblings could be younger than them and have less knowledge than them or they have left home or even they may not be very nice and not help them out.
