Experimental Design B/C

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Re: Experimental Design B/C

Postby Froggie » October 9th, 2017, 3:08 pm

Is there’s a specific topic for this event?
(of course, it has to be resonable).
What....I wanted to make Division B design an experiment that would give someone (me) the powers of the flash. Particle accelerators, dark matter, everything. Way to go froggie, completely ruining my dreams. :) :) :)
But... But... That is reasonable!! :) :)
Last edited by Froggie on October 9th, 2017, 4:21 pm, edited 1 time in total.
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Re: Experimental Design B/C

Postby WhatScience? » October 9th, 2017, 4:16 pm

(of course, it has to be resonable).
What....I wanted to make Division B design an experiment that would give someone (me) the powers of the flash. Particle accelerators, dark matter, everything. Way to go froggie, completely ruining my dreams. :) :) :)
But... But... That is resonable!! :) :)
I know, right. Anyone who watches the tv show will know what to do.

And besides, a sci fi show would pay to be featured in a science olympiad competition. Think about all of us who would binge watch the show just to be prepared for next year. :D
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Re: Experimental Design B/C

Postby depo1213 » October 9th, 2017, 4:20 pm


What....I wanted to make Division B design an experiment that would give someone (me) the powers of the flash. Particle accelerators, dark matter, everything. Way to go froggie, completely ruining my dreams. :) :) :)
But... But... That is resonable!! :) :)
I know, right. Anyone who watches the tv show will know what to do.

And besides, a sci fi show would pay to be featured in a science olympiad competition. Think about all of us who would binge watch the show just to be prepared for next year. :D
Lol you right!
I already watch the show!! Spectacular!!

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Re: Experimental Design B/C

Postby merpaderp » October 17th, 2017, 6:37 pm

Guys I'm from Hamilton Middle School (did not get to Nats last year) my brother did and got 5th at nats for anatomy :D . Anyways how do we like actually write a qualitative observ., analysis and a conclusion. I always write random crap but I want to see like a legit one.

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Re: Experimental Design B/C

Postby samlan16 » October 19th, 2017, 1:23 pm

Guys I'm from Hamilton Middle School (did not get to Nats last year) my brother did and got 5th at nats for anatomy :D . Anyways how do we like actually write a qualitative observ., analysis and a conclusion. I always write random crap but I want to see like a legit one.
When I competed I was normally the person who wrote everything through the procedure, but this is how my teammates did it.

Qualitative: There are four types of observations that you must include for full credit. You will want one to be about something that went wrong in the experiment, one about the general trend, and one about an outcome that is not the DV you are looking at. You also want continuous observations about what is happening in the experiment.

So for example, I will use an experiment where the IV is mass added to a parachute (5g, 10g, 15g, and control = 0g) and the DV is time taken to hit the ground.
  • In the second 5g trial, a gust of air pushed the parachute away from its vertical drop trajectory. (deviation)
  • The addition of more mass to the parachute appeared to strain the string holding the weights to the parachute. (non-DV outcome)
  • 2 of the 5g trials took similar lengths of time to fall. (This and below are continuous observations)
  • The 10g trials appeared to fall in the same time as the 5g trials.
  • The 15g trials appeared to fall in as much time as the 5g and 10g trials.
  • The control trials took much longer than the ones with mass added.
  • Overall, the time required to fall increased with mass added but did not change much with different amounts of mass. (general trend)
Analysis: The key here is to mention each IV level conducted and comment on the data relative to other trials in that level and to other levels. Then, you need to comment on the overall trends observed in the data. The best way to go about this is to rely on both the raw data and statistics.

Back to the example:
In the 5g trials, the parachute took (x) seconds to fall on average. The raw data in this trial deviated slightly from this and gave a standard deviation of (y), showing the data is fairly uniform. In the 10g trials, the parachute took (z) seconds to fall and had a standard deviation of (a), showing the data was also fairly uniform. There was not a significant increase or decrease in this drop time compared to the 5g trials...(follow the same format for all other trials, and be sure to compare to the control)...In general, as the added mass increased the drop time remained the same. However, the presence of an added mass increased the drop time.

Conclusion: Here you want to have a definitive statement on whether the data supports or does not support the hypothesis. I would advise against other wording because it may be too strong for the grader. You will also want to restate your hypothesis and give legit reasons to support your statement. In my team's experience, a strong last sentence went a long way. We summed our conclusion up by saying, "Because of (trend observed in data), we thus conclude that our initial hypothesis is (supported/not supported)."

Example:
Our hypothesis, increasing the added mass on a parachute will decrease the drop time, is partially supported by the data. Although the drop time initially decreased upon the addition of the first 5g of mass, it did not fluctuate for further additions of mass. The 5g trials on average took (x) seconds to drop, but the 10g and 15g trials took respectively (z) and (b) seconds to drop. These mean drop times are too close to call statistically different. Because the drop times between additions of mass did not change significantly, we conclude that our intial hypothesis is not fully supported.
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Re: Experimental Design B/C

Postby MissAmargasaurus » November 2nd, 2017, 8:29 am

Hey guys!

I was wondering, what kind of strategies do those of you use once you're at a point of consistently doing well in your section, but still want to improve? I do part A (hypothesis, statement of problem, conclusion, etc.) Are there any certain things I should start to include to make it all look nicer, and help in the case of a tie breaker? Me and my E.D partners got 12th in Nationals last year, and this year we're hoping to get even closer!
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Re: Experimental Design B/C

Postby L84school » November 3rd, 2017, 4:21 pm

Does anybody know if you actually have to include median and mode in Statistics?

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Re: Experimental Design B/C

Postby WhatScience? » November 3rd, 2017, 4:56 pm

Does anybody know if you actually have to include median and mode in Statistics?
It is always helpful to include more.
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Re: Experimental Design B/C

Postby dxu46 » November 6th, 2017, 7:19 pm

Does anybody know if you actually have to include median and mode in Statistics?
Well, don't you need a measure of central tendency among other things? Median would work there.

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Re: Experimental Design B/C

Postby OrigamiPlanet » November 9th, 2017, 12:29 pm

Does anybody know if you actually have to include median and mode in Statistics?
I think the most optimum way to get the most points in statistics is to include as many forms of statistics as possible. Things like range, mean, median, mode, standard deviation, etc. Since it is six points, I would want to keep it simple and put maybe 5 or 6 types of statistics, one point for each. You shouldn't need any more from there on.
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Re: Experimental Design B/C

Postby Snarknado » November 11th, 2017, 8:22 am

I'm curious, how does this event work out at nationals?

My experience has been that success in this event is largely memorization of the scoring rubric and effective team coordination, and it seems like at the national level you'd have a good number of teams with potentially perfect scores.

Do they just dial up the difficulty on the topics to kick people's scores back down into a more differential range?
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Re: Experimental Design B/C

Postby Unome » November 11th, 2017, 11:02 am

I'm curious, how does this event work out at nationals?

My experience has been that success in this event is largely memorization of the scoring rubric and effective team coordination, and it seems like at the national level you'd have a good number of teams with potentially perfect scores.

Do they just dial up the difficulty on the topics to kick people's scores back down into a more differential range?
With sufficiently harsh grading and an unusual enough topic, I'd imagine scores could go down at higher levels. I recall at MIT last year, the top score was around 100 points.
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Re: Experimental Design B/C

Postby Justin72835 » November 12th, 2017, 11:28 pm

With sufficiently harsh grading and an unusual enough topic, I'd imagine scores could go down at higher levels. I recall at MIT last year, the top score was around 100 points.
I second this statement. At MIT last year, the materials they gave were a laser, paper, water, foil, salt, and a pencil and we were supposed to create an experiment about optics. It was exceedingly difficult to come up with a valid experiment, which in part was why so many teams had a tough time with it.
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Re: Experimental Design B/C

Postby lilyfox » November 14th, 2017, 2:48 pm

Does anyone know a way to find examples of write ups that people have done? Are they on the wiki?
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Re: Experimental Design B/C

Postby dxu46 » November 17th, 2017, 3:03 pm

Does anyone know a way to find examples of write ups that people have done? Are they on the wiki?
The wiki page contains a sample experiment broken up in all of the sections.


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