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Spurious correlation #5,015 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Associates degrees awarded in Physical sciences and the second variable is Total comments on OverSimplified YouTube videos.  The chart goes from 2016 to 2021, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As the number of Associates degrees awarded in Physical sciences and science technologies increased, more and more people were drawn to the mind-boggling world of science. They delved into complex topics, expanding their knowledge like the universe itself. This newfound understanding led to a surge in the Total comments on OverSimplified YouTube videos, as viewers felt an intellectual awakening and an inexplicable urge to share their newfound scientific prowess with the world. The comments section became a battleground of wits, where individuals vied to outdo each other with their astute observations and scientific puns. Ultimately, the influx of science-educated individuals elevated the discourse, proving that when it comes to commentary, the laws of attraction are simply elementary, my dear Watson!

Model: dalle-3
Prompt: Generate an image of a bustling YouTube comment section with an academic flair. Display a dynamic parallax art style with layers of intricate details, showcasing a stack of physical sciences and science technology associate degrees in the background. The comments section should be teeming with scientific jargon, representing individuals engaging in an intellectual battle of wits, each striving to showcase their newfound expertise. Ensure that the image conveys a sense of overflowing wit and knowledge while maintaining a clean and visually engaging composition. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Concept art Cyberpunk Charcoal Parallax art Cutsy art illustration
ChatGPT: Parallax art

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos, in the following situation: As more people become "experts" in science, they feel the need to comment on videos to showcase their newfound knowledge. This leads to a surge in the total number of comments, as everyone tries to outsmart each other with their scientific insights. It's a battle of wits in the comment section, all thanks to those Physical science and science technology degrees!. Keep the description simple.
ChatGPT: A crowded YouTube comment section is depicted, with an overflowing number of witty and verbose comments. The background showcases a stack of physical sciences and science technology associate degrees, symbolizing the surge in expertise. The comments section is filled with scientific jargon as individuals engage in a battle of wits, each trying to outsmart the other with their newfound knowledge.

Model: gpt-3.5-turbo-1106
System prompt: You write and improve image generation prompts for DALLE-3. You maintain the same subjects, but enhance the visuals.
User prompt: Please respond with an image generation prompt that would be likely to create an interesting visual using DALLE-3, using the following style: [ Parallax art ] and depicting this scene: A crowded YouTube comment section is depicted, with an overflowing number of witty and verbose comments. The background showcases a stack of physical sciences and science technology associate degrees, symbolizing the surge in expertise. The comments section is filled with scientific jargon as individuals engage in a battle of wits, each trying to outsmart the other with their newfound knowledge. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a bustling YouTube comment section with an academic flair. Display a dynamic parallax art style with layers of intricate details, showcasing a stack of physical sciences and science technology associate degrees in the background. The comments section should be teeming with scientific jargon, representing individuals engaging in an intellectual battle of wits, each striving to showcase their newfound expertise. Ensure that the image conveys a sense of overflowing wit and knowledge while maintaining a clean and visually engaging composition.

*Variations in the User Prompts from chart to chart are just the result of random number generation in Python. I wrote a few arrays of various styles and methods to ask questions to change up the results. Every time this site writes an explanation or generates an image, the script picks from each at random.

I sequence the requests into multiple prompts because I find GPT 3.5 to perform much better with short, well-managed contexts. Thus, I track the context directly in Python and only ask ChatGPT targeted questions.

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Associates degrees awarded in Physical sciences and science technologies caused Total comments on OverSimplified YouTube videos to increase.\Make it sound serious until the end.

AI academic paper

(Because p < 0.01)
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

The Journal of Interdisciplinary Quirkiness

Jan 2024

Reminder: This paper is AI-generated. Not real!
Quick note: This sequence is long and repetitive. That's how the prompt engineering works for this one. I manage the output in Python to format it into this PDF.




Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns.

Make the title an alliteration.

Your research team used data from National Center for Education Statistics and YouTube to assess this nagging question. You found a correlation coefficient of 0.9322430 and p < 0.01 for 2016 to 2021.

Please respond in this format (replace "Lorem ipsum dolor sit" with your title and abstract)

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the introduction section of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Here is the title and abstract of the paper:
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

The intersection of academia and online entertainment has always been an enigmatic realm, filled with unexpected connections and peculiar correlations. In this study, we embark on a journey to unravel the mystifying relationship between the conferring of Associates degrees in Physical sciences and science technologies and the avalanche of audacious comments on OverSimplified YouTube videos. As we delve into this peculiar link, we are reminded of the words of physicist Niels Bohr, who famously said, "Your theory is crazy, but it's not crazy enough to be true." We aim to determine if the correlation between academic achievement and online engagement is indeed as "crazy" as Bohr suggests, or if there is a method to this seeming madness.

The allure of YouTube as an accessible platform for edutainment has attracted a plethora of science enthusiasts and casual viewers alike. Meanwhile, the pursuit of Associates degrees in Physical sciences and science technologies represents a fundamental step in the academic journey of many aspiring scientists. These seemingly disparate domains converge in our research, prompting us to venture into uncharted statistical territory in search of intriguing patterns and compelling connections.

With a nod to the famous words of Albert Einstein, who remarked, "Not everything that can be counted counts, and not everything that counts can be counted," we recognize the inherent challenges in quantifying the essence of academic achievement and virtual engagement. Nonetheless, armed with robust data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021, we embark on an empirical quest to scrutinize this captivating confluence.

The findings of our investigation promise to shed light on a hitherto unexplored relationship, offering a lens through which to perceive the intertwined tapestry of academic pursuits and digital discourse. With the verve of a mad scientist and the precision of a meticulous statistician, we endeavor to present a compelling narrative of this unexpected correlation, interwoven with the occasional pun and playful pondering in the spirit of scientific inquiry.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a literature review section of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns.

Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.

Make up the lorem and ipsum part, but make it sound related to the topic at hand.

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then devolve ever further, and mention something completely ridiculous, like you conducted literature review by reading CVS receipts.

Here is the title and abstract of the paper:
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The intersection of academia and online entertainment has always been an enigmatic realm, filled with unexpected connections and peculiar correlations. In this study, we embark on a journey to unravel the mystifying relationship between the conferring of Associates degrees in Physical sciences and science technologies and the avalanche of audacious comments on OverSimplified YouTube videos. As we delve into this peculiar link, we are reminded of the words of physicist Niels Bohr, who famously said, "Your theory is crazy, but it's not crazy enough to be true." We aim to determine if the correlation between academic achievement and online engagement is indeed as "crazy" as Bohr suggests, or if there is a method to this seeming madness.
The allure of YouTube as an accessible platform for edutainment has attracted a plethora of science enthusiasts and casual viewers alike. Meanwhile, the pursuit of Associates degrees in Physical sciences and science technologies represents a fundamental step in the academic journey of many aspiring scientists. These seemingly disparate domains converge in our research, prompting us to venture into uncharted statistical territory in search of intriguing patterns and compelling connections.
With a nod to the famous words of Albert Einstein, who remarked, "Not everything that can be counted counts, and not everything that counts can be counted," we recognize the inherent challenges in quantifying the essence of academic achievement and virtual engagement. Nonetheless, armed with robust data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021, we embark on an empirical quest to scrutinize this captivating confluence.
The findings of our investigation promise to shed light on a hitherto unexplored relationship, offering a lens through which to perceive the intertwined tapestry of academic pursuits and digital discourse. With the verve of a mad scientist and the precision of a meticulous statistician, we endeavor to present a compelling narrative of this unexpected correlation, interwoven with the occasional pun and playful pondering in the spirit of scientific inquiry.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

In "Smith et al. (2020)," the authors find an interesting correlation between the conferral of Associates degrees in Physical sciences and science technologies and the proliferation of comments on educational YouTube videos. Similarly, Doe's (2018) study highlights the potential impact of academic pursuits in science on digital engagement. Moreover, Jones (2019) investigates the interplay between scientific education and online discourse, providing valuable insights into the relationship between these seemingly disparate domains.

As we dive further into this nexus of academia and online engagement, it is pertinent to consider relevant literature from various disciplines. "Introduction to Physical Sciences" by Anderson and "Principles of Science and Technology" by Brown offer foundational knowledge on the academic disciplines under scrutiny. These texts elucidate the conceptual framework within which Associate degrees in Physical sciences and science technologies are pursued, laying the groundwork for our investigation.

In a divergence from the strictly academic domain, fictional works such as "The Physics of Superheroes" by Kakalios and "Brave New World" by Huxley introduce imaginative narratives that intertwine science and technology with societal implications. Although these texts are not direct sources of empirical evidence, they provide a cultural backdrop against which the relationship between academic pursuits and digital discourse can be contextualized.

Beyond traditional scholarly sources, the authors embarked on an unconventional approach to literature review. By perusing grocery store receipts, internet memes, and fortune cookies, we sought to capture the unorthodox and quirky aspects of this peculiar connection. The serendipitous findings from these unconventional sources prompted introspection and contemplation, offering a whimsical yet thought-provoking dimension to our exploration of the association between Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the methodology section of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and YouTube . You used data from 2016 to 2021

Make up the research methods you don't know. Make them a bit goofy and convoluted.

Here is the title, abstract, and introduction of the paper:
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

[[INTRODUCTION]]
The intersection of academia and online entertainment has always been an enigmatic realm, filled with unexpected connections and peculiar correlations. In this study, we embark on a journey to unravel the mystifying relationship between the conferring of Associates degrees in Physical sciences and science technologies and the avalanche of audacious comments on OverSimplified YouTube videos. As we delve into this peculiar link, we are reminded of the words of physicist Niels Bohr, who famously said, "Your theory is crazy, but it's not crazy enough to be true." We aim to determine if the correlation between academic achievement and online engagement is indeed as "crazy" as Bohr suggests, or if there is a method to this seeming madness.
The allure of YouTube as an accessible platform for edutainment has attracted a plethora of science enthusiasts and casual viewers alike. Meanwhile, the pursuit of Associates degrees in Physical sciences and science technologies represents a fundamental step in the academic journey of many aspiring scientists. These seemingly disparate domains converge in our research, prompting us to venture into uncharted statistical territory in search of intriguing patterns and compelling connections.
With a nod to the famous words of Albert Einstein, who remarked, "Not everything that can be counted counts, and not everything that counts can be counted," we recognize the inherent challenges in quantifying the essence of academic achievement and virtual engagement. Nonetheless, armed with robust data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021, we embark on an empirical quest to scrutinize this captivating confluence.
The findings of our investigation promise to shed light on a hitherto unexplored relationship, offering a lens through which to perceive the intertwined tapestry of academic pursuits and digital discourse. With the verve of a mad scientist and the precision of a meticulous statistician, we endeavor to present a compelling narrative of this unexpected correlation, interwoven with the occasional pun and playful pondering in the spirit of scientific inquiry.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

The data for this study were obtained from the National Center for Education Statistics (NCES) and YouTube, capturing the period from 2016 to 2021. The initial step involved conducting a comprehensive search through the virtual labyrinth of information to identify all associates degrees awarded in the Physical sciences and science technologies across different educational institutions. The process was reminiscent of navigating a convoluted maze, with the excitable buzz of data collection akin to the sporadic movements of subatomic particles in a quantum entanglement.

Following this, the researchers indulged in a steady diet of OverSimplified YouTube videos, meticulously tallying the total number of comments on each video within the specified timeframe. This process resembled a gastronomic adventure, sampling the diverse flavors of digital discourse and ingesting copious amounts of textual data – a feast for the statistical senses.

The primary statistical analysis involved calculating the correlation coefficient between the quantity of associates degrees awarded and the total comments on OverSimplified YouTube videos. Deploying a fusion of quantitative methodologies and analytical techniques, the researchers sought to unravel the underlying threads of connection between these seemingly distinct variables. The statistical maneuvering bore semblance to untangling a particularly tangled knot, with each twist and turn revealing a new dimension of the enigmatic relationship under scrutiny.

Furthermore, a series of regression analyses were performed to scrutinize the robustness of the association, akin to subjecting the data to a battery of scientific experiments in a digital laboratory. The researcher donned the metaphorical lab coat and safety goggles, navigating through the virtual beakers and test tubes of regression models with the fervor of a digital alchemist in pursuit of statistical transmutation.

To ensure the reliability and validity of the findings, various control variables were considered, including factors such as the popularity of the specific YouTube channel, the release date of the videos, and the demographic profiles of the viewers. These variables were akin to the colorful specimens in a research laboratory, each imparting its distinct hue to the mosaic of statistical analysis.

Lastly, the statistical significance of the results was determined through hypothesis testing, employing the hallowed rituals of p-values and confidence intervals. The researchers engaged in a digital séance, conjuring the spirits of statistical inference to discern the true significance of the observed correlation.

In summary, the methodology encompassed a blend of data excavation, statistical acrobatics, and controlled experimentation, akin to a scientific expedition delving into uncharted statistical terrain. The journey through this methodology embodies the spirit of scientific inquiry, interwoven with occasional puns and playful pondering in the pursuit of unveiling the unexpected correlation between academic achievement and digital engagement.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and YouTube .

For the time period 2016 to 2021, you found a correlation 0.9322430, r-squared of 0.8690771, and p < 0.01.

One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.

Here is the title and abstract of the paper:
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The intersection of academia and online entertainment has always been an enigmatic realm, filled with unexpected connections and peculiar correlations. In this study, we embark on a journey to unravel the mystifying relationship between the conferring of Associates degrees in Physical sciences and science technologies and the avalanche of audacious comments on OverSimplified YouTube videos. As we delve into this peculiar link, we are reminded of the words of physicist Niels Bohr, who famously said, "Your theory is crazy, but it's not crazy enough to be true." We aim to determine if the correlation between academic achievement and online engagement is indeed as "crazy" as Bohr suggests, or if there is a method to this seeming madness.
The allure of YouTube as an accessible platform for edutainment has attracted a plethora of science enthusiasts and casual viewers alike. Meanwhile, the pursuit of Associates degrees in Physical sciences and science technologies represents a fundamental step in the academic journey of many aspiring scientists. These seemingly disparate domains converge in our research, prompting us to venture into uncharted statistical territory in search of intriguing patterns and compelling connections.
With a nod to the famous words of Albert Einstein, who remarked, "Not everything that can be counted counts, and not everything that counts can be counted," we recognize the inherent challenges in quantifying the essence of academic achievement and virtual engagement. Nonetheless, armed with robust data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021, we embark on an empirical quest to scrutinize this captivating confluence.
The findings of our investigation promise to shed light on a hitherto unexplored relationship, offering a lens through which to perceive the intertwined tapestry of academic pursuits and digital discourse. With the verve of a mad scientist and the precision of a meticulous statistician, we endeavor to present a compelling narrative of this unexpected correlation, interwoven with the occasional pun and playful pondering in the spirit of scientific inquiry.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9322430 between the number of Associates degrees awarded in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. In other words, there appears to be a strong positive relationship between these two variables, suggesting a connection that is as surprising as finding a physicist at a poetry slam.

Further supporting this finding, the r-squared value of 0.8690771 indicates that approximately 86.9% of the variation in the total comments on OverSimplified YouTube videos can be explained by the number of Associates degrees awarded in Physical sciences and science technologies. This strong explanatory power is reminiscent of a physics professor who always has an answer to every question, even those that seem to come out of left field.

Moreover, the p-value of less than 0.01 provides compelling evidence to reject the null hypothesis that there is no relationship between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. This result is about as rare as a unicorn in a laboratory – statistically significant and certainly eye-catching.

In addition, the scatterplot in Figure 1 visually displays the robust correlation between the two variables, resembling an abstract artwork of intertwining data points that would make any statistician swoon with delight. The figure speaks louder than words, illustrating the compelling connection between academic achievements in physical sciences and the effervescence of online engagement.

Overall, these findings offer an intriguing insight into the potential impact of science education on digital discourse, showing that the world of academia and the realm of online entertainment may not be as separate as they seem, like two particles entangled in a quantum dance.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the discussion section of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Limit your response to 500 tokens.

Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.

Do not write a conclusion. I will add a conclusion after this.

[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

[[LITERATURE REVIEW]]
In "Smith et al. (2020)," the authors find an interesting correlation between the conferral of Associates degrees in Physical sciences and science technologies and the proliferation of comments on educational YouTube videos. Similarly, Doe's (2018) study highlights the potential impact of academic pursuits in science on digital engagement. Moreover, Jones (2019) investigates the interplay between scientific education and online discourse, providing valuable insights into the relationship between these seemingly disparate domains.
As we dive further into this nexus of academia and online engagement, it is pertinent to consider relevant literature from various disciplines. "Introduction to Physical Sciences" by Anderson and "Principles of Science and Technology" by Brown offer foundational knowledge on the academic disciplines under scrutiny. These texts elucidate the conceptual framework within which Associate degrees in Physical sciences and science technologies are pursued, laying the groundwork for our investigation.
In a divergence from the strictly academic domain, fictional works such as "The Physics of Superheroes" by Kakalios and "Brave New World" by Huxley introduce imaginative narratives that intertwine science and technology with societal implications. Although these texts are not direct sources of empirical evidence, they provide a cultural backdrop against which the relationship between academic pursuits and digital discourse can be contextualized.
Beyond traditional scholarly sources, the authors embarked on an unconventional approach to literature review. By perusing grocery store receipts, internet memes, and fortune cookies, we sought to capture the unorthodox and quirky aspects of this peculiar connection. The serendipitous findings from these unconventional sources prompted introspection and contemplation, offering a whimsical yet thought-provoking dimension to our exploration of the association between Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos.

[[RESULTS]]
The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9322430 between the number of Associates degrees awarded in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. In other words, there appears to be a strong positive relationship between these two variables, suggesting a connection that is as surprising as finding a physicist at a poetry slam.
Further supporting this finding, the r-squared value of 0.8690771 indicates that approximately 86.9% of the variation in the total comments on OverSimplified YouTube videos can be explained by the number of Associates degrees awarded in Physical sciences and science technologies. This strong explanatory power is reminiscent of a physics professor who always has an answer to every question, even those that seem to come out of left field.
Moreover, the p-value of less than 0.01 provides compelling evidence to reject the null hypothesis that there is no relationship between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. This result is about as rare as a unicorn in a laboratory – statistically significant and certainly eye-catching.
In addition, the scatterplot in Figure 1 visually displays the robust correlation between the two variables, resembling an abstract artwork of intertwining data points that would make any statistician swoon with delight. The figure speaks louder than words, illustrating the compelling connection between academic achievements in physical sciences and the effervescence of online engagement.
Overall, these findings offer an intriguing insight into the potential impact of science education on digital discourse, showing that the world of academia and the realm of online entertainment may not be as separate as they seem, like two particles entangled in a quantum dance.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The results of this study provide compelling evidence to support the prior research on the association between Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The remarkably high correlation coefficient and statistically significant p-value align with previous findings, affirming the vivacious intertwining of academic pursuits and online engagement.

First and foremost, the findings corroborate Smith et al.'s (2020) discovery of a robust relationship between the conferral of Associates degrees in Physical sciences and science technologies and the proliferation of comments on educational YouTube videos. This echoes the statistical robustness of a well-structured molecule, demonstrating a strong bond between these seemingly disparate domains. Additionally, the support for Doe's (2018) study on the potential impact of academic pursuits in science on digital engagement is as clear as a well-formulated research hypothesis – the connection is undeniable.

Moreover, the literature review delved into unconventional sources, such as grocery store receipts and internet memes, yielding unexpected correlations that prompted thoughtful contemplation. These unorthodox insights, although whimsical, underscore the depth and breadth of the connection between academic pursuits and digital discourse. Thus, the whimsy of these sources did not detract from the seriousness of the statistical analysis; rather, it imbued the study with a creative lens through which to interpret the results.

The strong explanatory power of approximately 86.9% provided by the r-squared value further supports the contention that the number of Associates degrees awarded in Physical sciences and science technologies can elucidate a significant portion of the variation in the total comments on OverSimplified YouTube videos. This explanatory prowess is as striking as an unexpected scientific breakthrough, shedding light on the unexpected influence of academic achievement on online engagement.

The statistically significant p-value, less than 0.01, offers compelling evidence to reject the null hypothesis, highlighting the rarity of such compelling results in the realm of statistical analysis. This lends credence to the robustness of the association between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos.

In conclusion, the findings of this study not only support prior research but also illuminate the unexpected interconnectedness of academic pursuits and digital discourse. To the skeptics who doubt the significance of this connection, the evidence is as clear as a well-constructed equation – a high correlation coefficient and a low p-value cannot be debunked. This study offers a fresh perspective on the impact of science education on online engagement, reminding us that the world of academia and the realm of digital entertainment are as entangled as particles in a quantum dance.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Associates degrees awarded in Physical sciences and science technologies and Total comments on OverSimplified YouTube videos. Make lots of jokes, goofy observations, and puns. Sneak in some jokes and clever puns about science, research, statistics, and the variables.

Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos

[[ABSTRACT]]
This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

[[INTRDUCTION]]
The intersection of academia and online entertainment has always been an enigmatic realm, filled with unexpected connections and peculiar correlations. In this study, we embark on a journey to unravel the mystifying relationship between the conferring of Associates degrees in Physical sciences and science technologies and the avalanche of audacious comments on OverSimplified YouTube videos. As we delve into this peculiar link, we are reminded of the words of physicist Niels Bohr, who famously said, "Your theory is crazy, but it's not crazy enough to be true." We aim to determine if the correlation between academic achievement and online engagement is indeed as "crazy" as Bohr suggests, or if there is a method to this seeming madness.
The allure of YouTube as an accessible platform for edutainment has attracted a plethora of science enthusiasts and casual viewers alike. Meanwhile, the pursuit of Associates degrees in Physical sciences and science technologies represents a fundamental step in the academic journey of many aspiring scientists. These seemingly disparate domains converge in our research, prompting us to venture into uncharted statistical territory in search of intriguing patterns and compelling connections.
With a nod to the famous words of Albert Einstein, who remarked, "Not everything that can be counted counts, and not everything that counts can be counted," we recognize the inherent challenges in quantifying the essence of academic achievement and virtual engagement. Nonetheless, armed with robust data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021, we embark on an empirical quest to scrutinize this captivating confluence.
The findings of our investigation promise to shed light on a hitherto unexplored relationship, offering a lens through which to perceive the intertwined tapestry of academic pursuits and digital discourse. With the verve of a mad scientist and the precision of a meticulous statistician, we endeavor to present a compelling narrative of this unexpected correlation, interwoven with the occasional pun and playful pondering in the spirit of scientific inquiry.

[[RESULTS]]
The statistical analysis of the data revealed a remarkably high correlation coefficient of 0.9322430 between the number of Associates degrees awarded in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. In other words, there appears to be a strong positive relationship between these two variables, suggesting a connection that is as surprising as finding a physicist at a poetry slam.
Further supporting this finding, the r-squared value of 0.8690771 indicates that approximately 86.9% of the variation in the total comments on OverSimplified YouTube videos can be explained by the number of Associates degrees awarded in Physical sciences and science technologies. This strong explanatory power is reminiscent of a physics professor who always has an answer to every question, even those that seem to come out of left field.
Moreover, the p-value of less than 0.01 provides compelling evidence to reject the null hypothesis that there is no relationship between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. This result is about as rare as a unicorn in a laboratory – statistically significant and certainly eye-catching.
In addition, the scatterplot in Figure 1 visually displays the robust correlation between the two variables, resembling an abstract artwork of intertwining data points that would make any statistician swoon with delight. The figure speaks louder than words, illustrating the compelling connection between academic achievements in physical sciences and the effervescence of online engagement.
Overall, these findings offer an intriguing insight into the potential impact of science education on digital discourse, showing that the world of academia and the realm of online entertainment may not be as separate as they seem, like two particles entangled in a quantum dance.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, the seemingly whimsical correlation between the conferring of Associates degrees in Physical sciences and science technologies and the overwhelming influx of comments on OverSimplified YouTube videos has left us in a state of delightful bewilderment. The robust statistical analysis has not only revealed a strikingly high correlation coefficient but has also opened a Pandora's box of potential puns and witty observations.

This surprising association between academic pursuits and online engagement is reminiscent of a fusion reaction in the heart of a star, bringing together disparate elements in a blaze of fascination. It appears that the allure of scientific knowledge and the magnetic pull of digital entertainment have aligned in an unexpected cosmic dance, akin to two celestial bodies orbiting in harmony.

The r-squared value's explanatory power is akin to a perfectly crafted equation, leaving little room for uncertainty and offering a clear glimpse into the captivating relationship between academic achievements in the physical sciences and the exuberance of virtual interaction.

Further exploration into this captivating correlation could potentially unravel additional intricacies, akin to a subatomic particle revealing its elusive properties under the keen observation of a determined physicist. Nonetheless, the compelling evidence presented in this study leads us to assert that no further research is needed in this area. The results speak for themselves, and the connection between Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos is as clear as day – or, perhaps, as enigmatic as a quantum phenomenon.


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Interdisciplinary Quirkiness


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos. Respond only with the name of a fictional organization.

ChatGPT:

Society for Advancement of Ridiculous Research (SARR)


Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled Associates in the Archive: Analyzing the Association between Associates degrees in Physical sciences and science technologies and the Avalanche of Audacious Comments on OverSimplified YouTube videos with an abstract of This research delves into the intriguing connection between the conferring of Associates degrees in Physical sciences and science technologies and the total comments on OverSimplified YouTube videos. The study investigates this peculiar link using data from the National Center for Education Statistics and YouTube, covering the years 2016 to 2021. Our analysis reveals a strikingly high correlation coefficient of 0.9322430 and a statistically significant p-value of less than 0.01 for this surprising association. The findings suggest that there may be a vivacious intertwining of academic pursuits and online engagement, offering a novel perspective on the impact of science education on digital discourse.

ChatGPT:

"Associates degrees Physical sciences", "Science technologies and avalanche of comments", "National Center for Education Statistics analysis", "Correlation between YouTube comments and science education", "Online engagement and science education impact", "Associates degrees and digital discourse"

*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.



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Data details

Associates degrees awarded in Physical sciences
Detailed data title: Associate's degrees conferred by postsecondary institutions with a field of study of Physical sciences and science technologies
Source: National Center for Education Statistics
See what else correlates with Associates degrees awarded in Physical sciences

Total comments on OverSimplified YouTube videos
Detailed data title: Total comments on OverSimplified YouTube videos.
Source: YouTube
See what else correlates with Total comments on OverSimplified YouTube videos

Correlation r = 0.9322430 (Pearson correlation coefficient)
Correlation is a measure of how much the variables move together. If it is 0.99, when one goes up the other goes up. If it is 0.02, the connection is very weak or non-existent. If it is -0.99, then when one goes up the other goes down. If it is 1.00, you probably messed up your correlation function.

r2 = 0.8690771 (Coefficient of determination)
This means 86.9% of the change in the one variable (i.e., Total comments on OverSimplified YouTube videos) is predictable based on the change in the other (i.e., Associates degrees awarded in Physical sciences) over the 6 years from 2016 through 2021.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 0.0067. 0.0067309731500586140000000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

But I am a p-villain. I absolutely did not test only one pair of variables one time. I correlated hundreds of millions of pairs of variables. I threw boatloads of data into an industrial-sized blender to find this correlation.

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.93 in 0.67% of random cases. Said differently, if you correlated 149 random variables Which I absolutely did.
with the same 5 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 5 because we have two variables measured over a period of 6 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.

[ 0.5, 0.99 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

This one is a bit more complciated than the other calculations, but I include it because many people have been pushing for confidence intervals instead of p-value calculations (for example: NEJM. However, if you are dredging data, you can reliably find yourself in the 5%. That's my goal!


All values for the years included above: If I were being very sneaky, I could trim years from the beginning or end of the datasets to increase the correlation on some pairs of variables. I don't do that because there are already plenty of correlations in my database without monkeying with the years.

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
201620172018201920202021
Associates degrees awarded in Physical sciences (Degrees awarded)8484922310119105571075310194
Total comments on OverSimplified YouTube videos (Total comments)4582999684229391218174262356145355




Why this works

  1. Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
  2. Lack of causal connection: There is probably Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
    no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
  3. Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
    p-value calculation does not take this into account, so mathematically it appears less probable than it really is.
  4. Very low n: There are not many data points included in this analysis. Even if the p-value is high, we should be suspicious of using so few datapoints in a correlation.
  5. Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves. Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
    Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.




Try it yourself

You can calculate the values on this page on your own! Try running the Python code to see the calculation results. Step 1: Download and install Python on your computer.

Step 2: Open a plaintext editor like Notepad and paste the code below into it.

Step 3: Save the file as "calculate_correlation.py" in a place you will remember, like your desktop. Copy the file location to your clipboard. On Windows, you can right-click the file and click "Properties," and then copy what comes after "Location:" As an example, on my computer the location is "C:\Users\tyler\Desktop"

Step 4: Open a command line window. For example, by pressing start and typing "cmd" and them pressing enter.

Step 5: Install the required modules by typing "pip install numpy", then pressing enter, then typing "pip install scipy", then pressing enter.

Step 6: Navigate to the location where you saved the Python file by using the "cd" command. For example, I would type "cd C:\Users\tyler\Desktop" and push enter.

Step 7: Run the Python script by typing "python calculate_correlation.py"

If you run into any issues, I suggest asking ChatGPT to walk you through installing Python and running the code below on your system. Try this question:

"Walk me through installing Python on my computer to run a script that uses scipy and numpy. Go step-by-step and ask me to confirm before moving on. Start by asking me questions about my operating system so that you know how to proceed. Assume I want the simplest installation with the latest version of Python and that I do not currently have any of the necessary elements installed. Remember to only give me one step per response and confirm I have done it before proceeding."


# These modules make it easier to perform the calculation
import numpy as np
from scipy import stats

# We'll define a function that we can call to return the correlation calculations
def calculate_correlation(array1, array2):

    # Calculate Pearson correlation coefficient and p-value
    correlation, p_value = stats.pearsonr(array1, array2)

    # Calculate R-squared as the square of the correlation coefficient
    r_squared = correlation**2

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([8484,9223,10119,10557,10753,10194,])
array_2 = np.array([45829,99684,229391,218174,262356,145355,])
array_1_name = "Associates degrees awarded in Physical sciences"
array_2_name = "Total comments on OverSimplified YouTube videos"

# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)

# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)



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You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.

For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."

When spoken, my last name is pronounced "vegan," like I don't eat meat.

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Correlation ID: 5015 · Black Variable ID: 1249 · Red Variable ID: 25640
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