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\begin{document}


\title{The Effect of the Choice of Hydration Strategy on Average Academic
    Performance}

\author{Some concerned fellow students%
    \thanks{The authors would like to thank their hard-working peers as well as
    the staff of the KIT library for their unknowing - but vital -
    participation.}}

\markboth{Journal of the International Association of KIT Bibliophiles}{The
    Effect of the Choice of Hydration Strategy on Average Academic Performance}

\maketitle


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\begin{abstract}
    We evaluate the \todo{\ldots} and project that by using the right button of
    the water dispenser to fill up their water bottles, students can potentially
    gain up to \todo{5 minutes} of study time a day, which is equivalent to
    raising their grades by up to \todo{0.01} levels.
\end{abstract}

\begin{IEEEkeywords}
    KIT Library, Academic Performance, Hydration
\end{IEEEkeywords}


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%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Introduction}

\IEEEPARstart{T}{he} concepts of hydration and study have always been tightly
interwoven. As an example, an investigation was once conducted by Bell Labs
into the productivity of their employees that found that ``workers with the
most patents often shared lunch or breakfast with a Bell Labs electrical
engineer named Harry Nyquist'' \cite{gertner2012idea}, and we presume that
they also paired their food with something to drink. We can see that
intellectual achievement and hydration are related even for the most
prestigious research institutions.

In this work, we quantify this relationship in the context of studying at the
KIT library and subsequently develop a novel and broadly applicable strategy
to leverage it to improve the academic performance of KIT students.


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experiment Setup}


Over a period of \todo{1 week} we monitored the usage of the water dispenser
on the ground floor of the KIT library. The experiment comprised two parts,
a system measurement and a recording of the behaviour of participants. The
system measurement consisted in determining the flow rate of the water
dispenser. The behavior of the participants we chose to evaluate was their
choice of hydration strategy, i.e., the tendency to press the left or right
button of the water dispenser.

As is always the case with measurements, care must be taken not to alter
quantities by measuring them. To this end, we made sure only to take system
measurements in the absence of participants and to only record data on the
behaviour of participants discreetly.

% \lipsum[3]


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Experiment Results}

\begin{filecontents*}{system.csv}
4,5
5,6
6,7
6,7
2,3
3,4
8,9
4,5
1,2
2,3
3,4
4,5
\end{filecontents*}

\begin{filecontents*}{behavior.csv}
42, 34
\end{filecontents*}

\begin{figure}[H]
    \centering

    \begin{tikzpicture}
        % Boxplot groups columns, but we want rows
        \pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata

        \begin{axis}[
            width=0.9\columnwidth,
            height=0.4\columnwidth,
            boxplot/draw direction = x,
            xmajorgrids,
            ytick = {1, 2},
            yticklabels = {Left button, Right button},
            xlabel = {Flowrate (\si{\milli\litre\per\second})},
        ]
            \foreach \n in {0,1} {
                \addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
            }
        \end{axis}
    \end{tikzpicture}

    \caption{\todo{Flow rate of the water dispenser depending on the button pressed.}}
    \label{fig:System}
\end{figure}

\todo{TODO: Data collection and plotting}

\begin{figure}[H]
    \centering

    \begin{tikzpicture}
        % Boxplot groups columns, but we want rows
        \pgfplotstableread[col sep=comma]{system.csv}\systemcsvdata

        \begin{axis}[
            width=0.9\columnwidth,
            height=0.4\columnwidth,
            boxplot/draw direction = x,
            xmajorgrids,
            ytick = {1, 2},
            yticklabels = {Left button, Right button},
            xlabel = {Flowrate (\si{\milli\litre\per\second})},
        ]
            \foreach \n in {0,1} {
                \addplot+[boxplot, fill, draw=black] table[x index=\n] {\systemcsvdata};
            }
        \end{axis}
    \end{tikzpicture}

    \caption{\todo{Distribution of the choice of hydration strategy.}}
    \label{fig:Behavior}
\end{figure}

\todo{TODO: Data collection and plotting}


%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Discussion}


\todo{
\begin{itemize}
    \item Quantify relationship: Compute average time saving by using right
        button $\rightarrow$ translate into grade gain
    \item Develop novel strategy $\equiv$ Use right button
\end{itemize}
}

\todo{
\begin{itemize}
    \item People using the left button slow down the entire queue
        behind them, not only themselves
    \item Possible sources of error: Limited sample size
\end{itemize}
}



%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
\section{Conclusion}

\todo{
\begin{itemize}
    \item Reiterate discussion resuls: time and grade gain
    \item Further research: People seeing a long queue might
        decide not to fill up their bottles $\rightarrow$ they drink
        less $\rightarrow$ They perform worse academically
\end{itemize}
}


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