Experimental Design B/C

MariaK
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Re: Experimental Design B/C

Postby MariaK » March 5th, 2015, 11:54 am

Do the event supervisors provide the rubric or should I memorize it?

1st year in Experimental Design

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Re: Experimental Design B/C

Postby Panda Weasley » March 5th, 2015, 12:25 pm

MariaK wrote:Do the event supervisors provide the rubric or should I memorize it?

1st year in Experimental Design


It depends by what you mean by the rubric. They will most likely not give you the rubric in the way it's put on all the websites (sections with points per section listed, ext.), but the answer sheet is normally organized in a way that lists each section (for example there will be a header that says Hypothesis, and then space to write your hypothesis). I would recommend going ahead and memorizing the rubric and what they want for each section. It can be helpful to know in competition which parts are worth the most points so if you are running out of time you can skip sections that aren't as helpful point wise. Did this answer your question? Feel free to PM me if you have more questions.
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Re: Experimental Design B/C

Postby MariaK » March 5th, 2015, 1:29 pm

Thanks Panda, that did answer my question.
On some of the practice tests I saw there were headers and space available (like the example you said) but on others, the page was completely empty.

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Re: Experimental Design B/C

Postby Skink » March 5th, 2015, 1:51 pm

No matter what, you should ensure that you always practice to the scoring rubric. If you need more detail, read that scoring explanation I linked earlier. Now, if done enough, you and your partners should have your sections of the scoring rubric memorized where it becomes second nature. If it helps, you could get into the habit of writing the rubric down when you begin on the test. Note that that does take time, though! That's only if you need the structure.

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Re: Experimental Design B/C

Postby samlan16 » March 5th, 2015, 2:00 pm

MariaK wrote:Do the event supervisors provide the rubric or should I memorize it?

1st year in Experimental Design

Proctors are required to give you at least the headings of each item on the rubric, but it's good practice to memorize it anyway.
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Re: Experimental Design B/C

Postby Skink » March 5th, 2015, 2:10 pm

For clarity's sake since there are two 'Experimental Design rubrics':
The rubic-slash-reporting form on the rules sheet is what event supervisors will provide with the topic at competition per 3.c. Section 3.c. is not specific about this, so supervisors could give the full scoring rubric. I've, just, never seen that.
The rubric for B/C on the National site event page is the fuller explanation of where the point values come from. You're unlikely to be provided with that and best have it somehow memorized (well, and how to put it to good use, of course!).

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Re: Experimental Design B/C

Postby MariaK » March 5th, 2015, 4:22 pm

Okay, so I pretty much have the rubric down, but the thing is I only have 1 partner instead of 2.
Does that put me at a disadvantage?

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Re: Experimental Design B/C

Postby boomvroomshroom » March 5th, 2015, 4:28 pm

MariaK wrote:Okay, so I pretty much have the rubric down, but the thing is I only have 1 partner instead of 2.
Does that put me at a disadvantage?


Slightly...? If you guys learn to work well together it shouldn't be a problem. Most of the 3-man teams usually have at most 1 or 2 strong members; there's always a kid that got thrown in there at the last minute just to fill up the gap. It's always helpful to have an extra set of hands, but you're not missing out on much.

Don't take my word as gospel - there's probably teams out there with 3 super geniuses in Experimental - but most teams would rather split up their smart kids among many events to improve their final placing.

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Re: Experimental Design B/C

Postby Panda Weasley » March 6th, 2015, 1:22 pm

MariaK wrote:Okay, so I pretty much have the rubric down, but the thing is I only have 1 partner instead of 2.
Does that put me at a disadvantage?


I actually feel like it might be easier with just 2 people sometimes. It's really up to how well you and your partner work together. I have seen many 2 person teams during competition do very well.
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Re: Experimental Design B/C

Postby scio444 » March 6th, 2015, 7:39 pm

What are some of the more challenging experimental designs you guys have gotten in the past(i.e. ones that have involved scientific principles you were not too familiar with)? How have you handled them?

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Re: Experimental Design B/C

Postby Panda Weasley » March 7th, 2015, 6:32 am

This is my 3rd year doing ExpDes and thus far I have only had 1 test that was confusing and hard to do. It was this years Regionals test and they asked us to do "something related to sample accuracy", but it was phrased in a more confusing way. We were given a Styrofoam plate, 208 red beads, and 75 white beads. What we did was we made an experiment that was to the best of our knowledge related to sample accuracy and tested that. If you fill out the answer sheet well, even if the experiment doesn't make sense, you will be graded well. They grade by each section so if you look what the requirements for each section are and meet those requirements you will get a good grade even if your experiment makes absolutely no sense.
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Re: Experimental Design B/C

Postby Skink » March 7th, 2015, 8:12 am

MariaK wrote:Okay, so I pretty much have the rubric down, but the thing is I only have 1 partner instead of 2.
Does that put me at a disadvantage?

Of course. This event is designed such that it takes three individuals to perform. If nothing else, you will be hard-pressed to take good qualitative observations with only two individuals, one for taking quantitative data and the other for performing, say. And, if the experiment takes two people to perform, the problem compounds. Folks can and have done it with less than three people, but it's a good case where it can only help you to bring a warm body, a friend, if you have one available.
scio444 wrote:What are some of the more challenging experimental designs you guys have gotten in the past(i.e. ones that have involved scientific principles you were not too familiar with)? How have you handled them?

Hard topics are relative nonissues because you can always ask the supervisor to help you if they give you a topic that you don't know anything about. The hard tests, in my opinion, are the ones that give you far more materials than you'll ever use because, then, you have to take a moment and reduce the list down to something more workable for your experiment. There is an occasional example if you read the old topics. Here's one I can think of offhand.
Panda Weasley wrote:This is my 3rd year doing ExpDes and thus far I have only had 1 test that was confusing and hard to do. It was this years Regionals test and they asked us to do "something related to sample accuracy", but it was phrased in a more confusing way. We were given a Styrofoam plate, 208 red beads, and 75 white beads. What we did was we made an experiment that was to the best of our knowledge related to sample accuracy and tested that.

This...is odd, especially as a B level test. What I'm thinking for this one is that you would mix up the beads on the table in front of you as your population. Your IV would be the number of beads randomly selected from the population to be your sample for that trial with levels varying from anywhere from, I guess, ten beads to, say, fifty beads. Your DV would be the 'sampling accuracy' defined as the ratio or percentage of white beads present in the trial sample. We'd predict that the sampling ratio or percentage would increase as number of beads selected increases.

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Re: Experimental Design B/C

Postby Verdigris » March 7th, 2015, 11:23 am

Panda Weasley wrote:It depends by what you mean by the rubric. They will most likely not give you the rubric in the way it's put on all the websites (sections with points per section listed, ext.), but the answer sheet is normally organized in a way that lists each section (for example there will be a header that says Hypothesis, and then space to write your hypothesis). I would recommend going ahead and memorizing the rubric and what they want for each section. It can be helpful to know in competition which parts are worth the most points so if you are running out of time you can skip sections that aren't as helpful point wise. Did this answer your question? Feel free to PM me if you have more questions.


Just want to add: our group wasn't given an organized answer sheet at Regionals, just notebook paper, so there may be some differences.

MariaK wrote:Okay, so I pretty much have the rubric down, but the thing is I only have 1 partner instead of 2.
Does that put me at a disadvantage?


It usually helps to have a third person just for dividing up the work, and occasionally as a tie-breaker if you two disagree on something.
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Re: Experimental Design B/C

Postby Panda Weasley » March 7th, 2015, 12:16 pm

Skink wrote:
Panda Weasley wrote:This is my 3rd year doing ExpDes and thus far I have only had 1 test that was confusing and hard to do. It was this years Regionals test and they asked us to do "something related to sample accuracy", but it was phrased in a more confusing way. We were given a Styrofoam plate, 208 red beads, and 75 white beads. What we did was we made an experiment that was to the best of our knowledge related to sample accuracy and tested that.

This...is odd, especially as a B level test. What I'm thinking for this one is that you would mix up the beads on the table in front of you as your population. Your IV would be the number of beads randomly selected from the population to be your sample for that trial with levels varying from anywhere from, I guess, ten beads to, say, fifty beads. Your DV would be the 'sampling accuracy' defined as the ratio or percentage of white beads present in the trial sample. We'd predict that the sampling ratio or percentage would increase as number of beads selected increases.


That's what we did! :D
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Re: Experimental Design B/C

Postby navigator » March 13th, 2015, 4:57 am

I have a question about the "Suggestion for other ways to look at hypothesis given" part of the Applications and Recommendations for Further Use section. An alumni of the event told me that, instead of finding another possible experiment to examine your same hypothesis, you actually have to think of a different hypothesis that the data you procured can be used to answer. I did this on a test at an invitation and was marked correct. Is this actually right or is it the more obvious way? Thanks.
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