Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can name the three components of an investigative question and say what each one guides. (Guide: “The three components of an investigative question”)
- I can tell whether a question asks to estimate a parameter or to test a claim, and name the direction of the claim. (Guide: “Component 2”; Practice Q6(e))
- I can explain the difference between a census and a sample. (Guide: “Who is measured? Census or sample”; Practice Q1, Q7(c))
- I can explain why random selection affects generalising, while random assignment affects cause and effect. (Guide: Figure 2; Practice Q3)
Skills
- I can classify a study as an experiment or an observational study, and an observational study as prospective, retrospective or a survey. (Guide: Figure 1; Practice Q4)
- I can identify the experimental units, factors, levels, treatments and response variable in an experiment. (Guide: Worked example 1; Practice Q2, Q5(b))
- I can count the treatments when there is more than one factor by multiplying the numbers of levels. (Guide: Worked example 1; Practice Q2, Q5(d))
- I can write an investigative question with all three components for an estimate or for a test. (Guide: Worked example 2; Practice Q6(e), Q7(b))
Reasoning
- I can describe a confounding variable and explain its link to both the explanatory and the response variable, in context. (Guide: “Confounding variables”; Practice Q6(c))
- I can justify which population a conclusion applies to, using how the units were chosen. (Guide: Worked example 2(d); Practice Q5(c), Q6(d))
- I can explain why volunteers, however many, limit the conclusion to individuals like them. (Practice Q3, Q7(c))
- I can decide whether a cause-and-effect conclusion is justified and explain why. (Guide: Worked examples 1 and 2; Practice Q3, Q6(c))
All ticked? Move on to Topic 1.11, Random Sampling, or return to the course roadmap.