Using Statistical Data and Graphs (Part II)

Jan. 8, 2012 - 5th Meeting of Physics 101.1 Lab

This is the continuation of my post about using statistical data and graphs. In this part of the lecture, we studied the use of Scatter or X and Y Graph. A scatter plot or scattergraph is a type of mathematical diagram using Cartesian coordinates to display values for two variables for a set of data. Unlike linear graphs, the scatter plots only the points and connects them in an uneven manner.

Here's the scatter plot that we have done during the experiment. The experiment describes the movement (position, velocity, and acceleration) of a ball which is thrown upward on a remote sensor. Graphical results are propagated from the vernier lab quest.

Then, we also had an experiment that examines the motion of a linear particle (like a ruler) through a photogate, an instrument that somehow measures the motion of a particle. These are our results: 

The results shown here are represented by a line with bars on their edges, that indicates uncertainty.

The experiment was a first: a preparation for the next activities. Although it was a little tedious, the experiment was done enthusiastically. --Bartz, 2012

Using Statistical Data and Graphs

Jan. 8, 2012 - 5th Meeting of Physics 101.1 Lab

In today's class, we reviewed the different ways to represent statistical data. We studied the different types of Graphs: Pie Chart, Bar Graph, and The Scatter Plot (X and Y graph). We also conducted a little experiment to apply our knowledge of these graphs. These statistical tools are very important in organizing and presenting data not only to the instructor, but also to the viewers of the work.

Let me get started with the Pie Chart. These graphs are very useful in representing data as percentage of a whole. Here is an example of a Pie Chart of my Daily Time Allotment:

Here is the data used:

       Daily Time Allotment          Time (Hours) 

Studying                              7 

Watching TV                       1 

Surfing the Internet               5 

 Eating                                  3 

 Sleeping                               8 

 Others                                  3  

Next, we studied the way to make a Bar Graph. This is used to represent polls, numbers, and votes into statistical graph. Here is an example of a Bar Graph of the favorite colors of students:

Here is the data used:

       Favorite Color      No. of Students 

 Red                  22 

 Blue                  15 

 Green                11 

Black                 6 

Pink                   2  

This is the first part of our lecture. I will be posting another blog that will emphasize the use of scatter graphs on some physics experiment. I am hoping to recieve the data that we recorded from the activity: the measurement of free-fall motion. -Bartz, 2012

The Best Fit Line

Dec. 12, 2011 - 4rth Meeting of Physics 101.1 Lab with a guest teacher

After a rigorous exam in Chem 16, we had our lesson about the best fit line with a guest teacher. It is a line on a scatter plot which can be drawn near the points to more clearly show the trend between two sets of data.When data is displayed with a scatter plot, it is often useful to attempt to represent that data with the equation of a straight line for purposes of predicting values that may not be displayed on the plot.

The professor clear taught us how to organize the data with the proper notations and formulas. Also, statistical methods of central tendency like mean, median and mode, are used to set the best-fit line. - Bartz, 2011

The Calipers

Dec. 4, 2011 - 3rd Meeting of Physics 101.1

One of the hardest part in conducting an experiment is part where you record the data observed, especially if you are measuring in minute amounts. Technological advancements and the creation of new equipment have been the solution to these dilemmas since then. Making full use of these tools will constitute a much more innovative and productive scientific community. Our first activity in Physics 101.1 concerns the use of equipment to measure dimensions with enough precision and accuracy.

In this session, I, together with my group mates, learned how to use the vernier caliper, micrometer, and the commonly used ruler to measure the dimensions needed to find out the density of our solid sample. I didn't know the proper way of estimating figures and measurement until our lab instructor taught us how. I used the proper formulas to solve for the needed, and learned the usage of these calipers. 

Although we are unsure of having the right density, we still managed to learn the use of these equipment. We even started our second activity by measuring rice grains, a funny thing to do. Nevertheless, Physics 101.1 becomes harder every session.

- Bartz, 2011

Errors and Statistical Methods

Nov. 28, 2011 - 2nd Meeting of Physics 101.1 Lab with Ms. Aleena Laganapan

People naturally do errors everytime in their lives. However, these little conflicts and mistakes are shadows of their past, a way of learning the truth. Scientific errors are those which concerns scientific theories and experiments. Uncertainty and inaccuracy are always inevitable flaws that are constantly appalled by statistical methods. Luckily, in this meeting, we are taught how organize data and information to inconvience in reporting experimental results.

I learned the difference between taking a data as precise or accurate, the acceptablity and practicality of a data. Although there were hard equations that are to be memorized, this lesson is helpful enough for technical reports that I will be making after some time. 

Measurement and Significant Figures, A Recap

Nov. 21, 2011 - 1st Meeting of Physics 101.1 with Ms. Aleena Laganapan

In this first meeting, we had to discuss the importance of measurements and how they are organized using several methods like order of magnitude, significant figures, scientific notations, and the statistical best estimate. Although this was a fresh recap from our high school lessons, it was still worth the time because I have learned the difference of high school teachings to college conventions. And also, we met our lab instructor, Ms. Laganapan.

A simple recap is enough though there are new details that are being used in the University. Although it's a litte simple, I hope I don't get confused with these numbers; moreover, I have to live with these conventions until I graduate. I also made careless mistakes in my activity sheet. It's a shame because it was an easy test. Hehe.. 

For me, the lesson in this meeting is never to forget about the basics. These fundamental methods are very useful upon holding complicated equations and formulae. I hope in the next few meetings, I still get to remember them. -- Bartz, 2011