Experimental Design B/C

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Re: Experimental Design B/C

Post by TheChiScientist » October 11th, 2018, 6:59 am

Chemistry is quite rare but I have done some relating to PH and density...
Hardest one I ever got was one with rotational kinematics.
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Re: Experimental Design B/C

Post by Jacobi » October 11th, 2018, 7:22 am

Here's a link to a list of practice prompts:

[wiki]Experimental Design/Practice[/wiki]

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Re: Experimental Design B/C

Post by dxu46 » October 11th, 2018, 7:54 am

Jacobi wrote:Here's a link to a list of practice prompts:

[wiki]Experimental Design/Practice[/wiki]
Note: Don't use the examples with no topic.

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Re: Experimental Design B/C

Post by Anomaly » October 12th, 2018, 11:00 am

What does the rubric mean in the quantitative data section where it says "Report most relevant data"?

Making a presentation on expd for middle schoolers and I come across that and have no idea what it means.
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Re: Experimental Design B/C

Post by dxu46 » October 14th, 2018, 12:00 pm

Anomaly wrote:What does the rubric mean in the quantitative data section where it says "Report most relevant data"?

Making a presentation on expd for middle schoolers and I come across that and have no idea what it means.
That's the condensed data table with important data such as averages.

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Re: Experimental Design B/C

Post by Anomaly » October 14th, 2018, 12:02 pm

dxu46 wrote:
Anomaly wrote:What does the rubric mean in the quantitative data section where it says "Report most relevant data"?

Making a presentation on expd for middle schoolers and I come across that and have no idea what it means.
That's the condensed data table with important data such as averages.
ah alright that makes sense thanks
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Re: Experimental Design B/C

Post by Jacobi » October 15th, 2018, 8:15 am

Anomaly wrote:What does the rubric mean in the quantitative data section where it says "Report most relevant data"?

Making a presentation on expd for middle schoolers and I come across that and have no idea what it means.
I think it means that you should report data that is relevant to the hypothesis.

For example, if you're doing an XP with ball drop height v. drop time, you wouldn't report bounce height.

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Re: Experimental Design B/C

Post by pal_420 » October 24th, 2018, 9:00 pm

What do the rules mean by age-appropriate statistic? Does this mean we can't have more complex stuff like ANOVA?

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Re: Experimental Design B/C

Post by Jacobi » October 25th, 2018, 6:59 am

pal_420 wrote:What do the rules mean by age-appropriate statistic? Does this mean we can't have more complex stuff like ANOVA?
I think it means that you shouldn't be doing mode or range for Division C.
Who knows? You might want Pearson Correlation.

Also, how would ANOVA even apply to XPD data?

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Re: Experimental Design B/C

Post by nicholasmaurer » October 25th, 2018, 7:48 am

Jacobi wrote:
pal_420 wrote:What do the rules mean by age-appropriate statistic? Does this mean we can't have more complex stuff like ANOVA?
I think it means that you shouldn't be doing mode or range for Division C.
Who knows? You might want Pearson Correlation.

Also, how would ANOVA even apply to XPD data?
Many proctors will be unfamiliar with ANOVA, so I would not recommend using it for your statistical analysis. It is certainly not necessary to do so.

At the Division C level, I would generally recommend you choose either Pearson's correlation coefficient (r and r^2) or Student's t-test. These will cover almost every scenario and are easy to calculate using a graphing calculator. It is important that you understand and interpret the meaning of the results, rather than simply reporting them.

Mean and standard deviation will almost always be the best measures of center and spread to report. Occasionally, median might be preferred, but you're unlikely to have a sufficient sample size to know if your data is skewed.
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