Thanks Beth. Your coments reinforce my what I have done in the past. I
found the ISI material to be highly engaging. I would love to teach from
the text. I am thinking that if I can get a part time gig at a community
college I could use this book. What do you think?
On Fri, Jan 2, 2015 at 10:36 AM, Beth Chance <bchance(a)calpoly.edu> wrote:
A more philosophical answer to your question might be
to think about how
you present the two approaches, e.g., side by side or start with simulation
to get across the concepts and then focus more on the theoretical
approach. We (though this is response is just my own, non-AP-stat-teacher
opinion) like to show them the simulation results and the theoretical
results together to reinforce each other and to emphasize both are just
approximations of the same thing (tail area). So we often have them
looking at a “simulation-based” p-value and a “theory-based” p-value
together and thinking about what it means if they don’t match so well. I
also want them to see the simulation results with the theoretical model
overlaid on the same graph as much as possible. This allows me to focus a
bit less on the computation of the theory-based p-value but I do think it’s
important to emphasize the idea of “standardization” and why the idea of a
test statistic is important with inference as well. But I’m able to try to
convince them also that this is one general idea vs. a separate unrelated
formula for each situation. I think if students can use their calculator to
get a p-value but also be comfortable with the test statistics, as well as
really be able to interpret a p-value and confidence interval, then they
will be well prepared for the AP Exam?
Beth
*From:* sbi-bounces(a)causeweb.org [mailto:sbi-bounces@causeweb.org] *On
Behalf Of *Robert Peterson
*Sent:* Thursday, January 01, 2015 7:55 PM
*To:* Simulation-Based Inference
*Subject:* Re: [SBI] Simulation methods in an AP course
HI Josh,
Thanks. I piloted the ISI material 2 years ago after Alan asked if I was
interested. My only concern was the lack of probability and some of the
other AP stuff. Last year I did infuse some of the simulation activities.
I don't know of many AP teachers that are doing this, so I really
appreciate the response.
I am still using The Practice of Statistics 2e, so I am sure you cam
imagine how I must supplement. I do plan on starting each simulation
chapter with a simulation and then move into the traditional approach.
I am also an AP reader, so maybe I can spend a little time in KC and
"compare notes".
Thanks for your response!
Bob Peterson
@apstatspeterson
On Thu, Jan 1, 2015 at 10:43 PM, Josh Tabor <joshtabor(a)hotmail.com> wrote:
Hi Robert-
I am an AP teacher and love to incorporate simulation-based inference into
my AP course. I do this in several ways.
1. When we cover experimental design at the beginning of the year, we
always do an actual experiment in class. Typically we do a completely
randomized experiment to see if caffeine affects pulse rates (using Coke
and caffeine-free Coke). Then, we analyze the results using simulation.
We start the simulation by hand using notecards and finish using an
applet. If you are interested in the applets, there are several good sites
that are set up for various randomization tests (see below).
2. In the middle of the year, we spend a few days on simulations as part
of the probability chapters. Whenever possible, I try to incorporate the
logic of inference in these questions. For example, instead of saying that
“If 25% of all boxes of cereal have a prize, how likely is it to get at
most 1 prize in 10 boxes?” I say “Johnny bought 10 boxes and only got 1
prize. He is suspicious that the cereal company actually puts prizes in
fewer than 25% of the boxes. Find the probability that he gets at most 1
prize in 10 boxes, assuming that 25% of the boxes have a prize. Is
Johnny’s suspicion justified? Explain.”
3. At the beginning of most major inference test (one proportion,
difference of two means, difference of two proportions, chi square
goodness-of-fit, slope), I start with a simulation based approach to
introduce the big ideas. It definitely helps students understand the logic
of inference and the meaning of p-values. My textbook (The Practice of
Statistics 5e) has some of these built in to the student edition and others
in the teacher’s edition. Or, you can design your own based on examples or
exercises from the chapter.
Another benefit of using the simulation-based approach in AP is that there
have also been several simulation-based inference questions on recent AP
exams, including 2009 #6, 2009B #5, 2010 #6, and 2013 #5. These items can
be found at the following website:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/8357.ht…
(scroll down) for those interested in seeing them.
Regarding applets, there are several good sites with applets designed for
the most common randomization tests. Check out
www.lock5stat.com/statkey,
www.whfreeman.com/SRIS, or
http://www.rossmanchance.com/ISIapplets.html.
I hope this helps!
Josh
*From:* sbi-bounces(a)causeweb.org [mailto:sbi-bounces@causeweb.org] *On
Behalf Of *Robert Peterson
*Sent:* Thursday, January 01, 2015 6:25 AM
*To:* sbi(a)causeweb.org
*Subject:* [SBI] Simulation methods in an AP course
Does anyone have some insight on how to blend simulation methods concepts
with the AP curriculum. Also I will be starting inference soon, so I would
love to hear ideas and experiences. My problem is I really love the ISI
material, but at the same time my students must know the formulas and
conditions from the theory based methods.
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