Class 2: Can you taste the difference?
Part 1: Coke vs. Pepsi: Designing an experiment
Identify a member of your group who claims to be able to tell the difference between Pepsi and Coke. Design an experiment to test whether this is true. Decide exactly what data you will collect and what results will convince you that the taster is not just bluffing.
Write your experimental design on the board.
While you are waiting for other groups to finish their designs, work on Part 2 below.
Part 2: Questionnaire
In your group, talk about what information you would like to find out about students in the class. Your objective is to generate 5 good questions that contain at least one question asking for a yes/no answer, one asking for qualitative information (word or phrase) and one asking for numerical information. Each group should write the 5 questions on a piece of paper and hand it in to me before you leave today.
I will select some of these questions and add a few of my own to end up with a questionnaire of about 25 questions. On Thursday I will ask you to answer this questionnaire. Next Tuesday weÕll explore the data with Microsoft Excel.
Part 3: Do the experiment
After all groups have finished designing the Coke-Pepsi experiment and we have discussed design, carry out the experiment and write your results on the board.
1) Describe the design of the experiment that your group came up with for the Coke Pepsi taste test.
2) Describe the results of the experiment.
3) My daughter canÕt tell the difference between Coke and Pepsi. Suppose I brought her in to class and you repeated your experiment on her. How likely to you think it would be for her to do as well or better than your groupÕs taster did, just by chance? Figure out the probability if you can, or explain how you could go about figuring it out.
4) Optional / bonus: Compare your experiment to another groupÕs experiment.
Homework Assignment 2 for Thursday, Sept. 3:
Do review exercises 7,11, 12 in Ch 2. Read Ch 3 and do review exercises 1, 3ac in Ch 3 (draw the histograms for #3)