9477 / 2027

Chapter summary

Practical and data skills, at a glance

Scan the key ideas, or hide the answers and try to recall them.

01

Plan an investigation that answers the question

What makes a comparison fair enough to explain?

Key idea and reminders

Change a defined independent variable, measure a useful response and explain how other influences will be controlled.

  • State how each variable is changed, measured or held constant.
  • Independent repeats estimate variation; they do not remove systematic bias.
  • A control treatment tests an alternative explanation.

Keep in mind: The independent variable must differ. Relevant other conditions should be held consistent, while a control treatment is chosen to test a particular alternative explanation.

02

Measure and dilute without losing track

How much stock solution belongs in a 10 cm3 dilution?

Key idea and reminders

Concentration x volume tracks the amount of solute: C1V1 = C2V2 for a simple dilution with consistent units.

  • V2 is the final total volume, not the amount of solvent added.
  • Successive dilution factors multiply.
  • Precision of repeated readings and accuracy relative to the true value are different.

Keep in mind: Each stage acts on the concentration produced by the previous stage. The factors multiply: 10 x 10 = 100.

03

Make the pattern easy to see

Which graph makes your measurements answer the question?

Key idea and reminders

Choose a display that matches the variables, and keep measured values distinct from calculations and interpretation.

  • Put quantities and units in table headings and axis labels.
  • Keep raw repeats available alongside processed results.
  • An anomaly needs investigation and a stated reason, not silent deletion.

Keep in mind: The display and fitted relationship should match the data and question. A best-fit line or smooth curve may be appropriate; categorical bars do not imply intermediate values.

04

Read a rate from a changing quantity

Why does total product divided by total time miss the initial rate?

Key idea and reminders

A rate is change per unit time. The gradient at the start measures initial rate; a whole-run average measures something different.

  • Gradient is change in y divided by change in x.
  • Use tangent points for an instantaneous rate, not two arbitrary points on the curve.
  • 1/time compares a common endpoint; it is a relative rate unless an amount is supplied.

Keep in mind: A horizontal section means accumulated product is approximately constant, so net product formation is approximately zero. A falling curve would indicate a decrease.

05

Describe both the centre and the spread

Can two samples have the same mean but tell different stories?

Key idea and reminders

The mean describes the centre. Standard deviation describes the spread of observations around that mean, in the same units as the measurements.

  • Mean and standard deviation answer different questions.
  • Use n - 1 in the supplied sample standard-deviation formula.
  • Standard deviation has the original measurement unit.

Keep in mind: Values can cluster tightly around a biased value. Standard deviation describes spread, while accuracy concerns closeness to the true value.

06

Test a predicted ratio with chi-squared

Is the difference from a 3:1 ratio too large to dismiss as sampling variation?

Key idea and reminders

Chi-squared compares category counts with a stated expectation: add (observed - expected) squared / expected for every category.

  • Use independent counts, a stated expected ratio and suitable expected category sizes.
  • For these fixed-ratio one-row tests, degrees of freedom = categories - 1.
  • Failing to reject does not prove the null hypothesis.

Keep in mind: Different mechanisms can produce the same ratio, and a test may have limited ability to detect a difference. Non-significance means insufficient evidence against the specified null model.

07

Compare two sample means with a t-test

Is a difference between two means large relative to the variation?

Key idea and reminders

An unpaired t-test compares a difference between means with the variation and sizes of two independent samples.

  • Unpaired means two independent samples, not repeated measurements of the same individuals.
  • Use both sample standard deviations and sample sizes.
  • Statistical significance is not proof of causation or biological importance.

Keep in mind: The decision depends on the difference relative to variation and sample size, assessed against the relevant critical value. Unequal sample means alone are not enough.

08

Turn a limitation into a useful improvement

What does this result support, and what would make the evidence stronger?

Key idea and reminders

A useful evaluation names the limitation, explains its effect and proposes an improvement that addresses that effect.

  • Limitation -> effect on the result -> targeted improvement.
  • Repeats reduce uncertainty from random variation, not every form of bias.
  • A significant association still needs a sound design for causal inference.

Keep in mind: Name the action or measurement problem. For example, a delayed start of timing changes the measured interval; a consistent zero offset creates bias. Different problems require different improvements.

Can you explain a new example?

Use the ideas from this chapter to explain a result in your own words.

Try a written question