Simulation

  • In the philosophic sense, observation shows and experiment teaches. This is a quote by French physiologist Claude Bernard (1813 - 1878). The quote is from his 1865 book "An Introduction to the Study of Experimental Medicine" as translated by Henry Greene (the first printing of this english translation was in 1927 by Macmillan).
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  • Many of us, while teaching an introductory statistics course, have mentioned some of the history behind the methodology, perhaps just in passing. We might remark that an English chap by the name of R. A. Fisher is responsible for a great deal of the course content. We could further point out that the statistical techniques used in research today were developed within the last century, for the most part. At most, we might reveal the identity of the mysterious "Student" when introducing the t-test to our class. I propose that we do more of this. This webinar will highlight some opportunities to give brief history lessons while teaching an introductory statistics course.

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  • A highly trained mathematical statistician without knowledge of the subject can be quite as dangerous as a subject-matter specialist trying to use statistical methods of which he has little knowledge. This is a quote of American Economist and Statistician Aryness Joy Wickens (1901 - 1991). The quote is from her Presidential Address to the American Statistical Association at the 112th annual meeting on December 28, 1952. The full address is reprinted in "JASA" v. 48 p. 1-14. (picture from LIFE magazine; copyright by Time, Inc. for non-commercial use only)
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  • The true method of knowledge is experiment. This is a quote of British poet and artist William Blake (1857 - 1827). The quote is found in his 1788 book "All religions are one".
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  • In our society, if you love dogs, cats, or goldfish you're considered normal and even nice. Say a kind word for statistics and you're regarded as a little mad. This is a quote from Newsweek and Washington Post columnist Robert J. Samuelson (1945 - ). The quote appears in a column titled "The Joy of Statistics" in "Newsweek" on November 4, 1985.
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  • This song is an ode to bad teaching in statistics written by Dennis Pearl to be sung to the tune of Roger Miller's 1965 classic country/pop tune "King of the Road." Musical accompaniment realization and vocals are by Joshua Lintz from University of Texas at El Paso.
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  • ;;; statistics is not a branch of mathematics. Indeed so; the whole of applied mathematics is merely a branch of statistics in which random error is reduced to zero. This a quote from Statistician and former associate director of the Census Bureau and ASA President Barbara Bailar (1935 - ). The quote is found in the January 1988 "College Mathematics Journal" as part of her written response to David Moore's article "Should Mathematicians Teach Statistics?."
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  • Many introductory Statistics courses consist of two main components: lecture sections and computer laboratory sections. In the computer labs, students often review fundamental course concepts, learn to analyze data using statistical software, and practice applying their knowledge to real world scenarios. Lab time could be better utilized if students arrived with 1) prior exposure to the core statistical ideas, and 2) a basic familiarity with the statistical software package. To achieve these objectives, PreLabs have been integrated into an introductory statistics course. A simple screen capture software (Jing) was used to create videos. The videos and a very short corresponding assignment together form a PreLab and are made available to students to access at appropriate times in the course. Some PreLabs were created to expose the students to statistical software details. Other PreLabs incorporate an available online learning resource or applet which allows students to gain a deeper understanding of a course concept through simulation and visualization. Not all on-line learning resources are ready to use 'as in' in a course. Some may be lacking a preface or description on how they are to be used; others may use slightly different notation or language than your students are accustomed to; a few may even contain an error or item that needs some clarification. One solution to such difficulties was to create a video wrapper so students can see how the applet works while receiving guidance from the instructor. In this webinar we will share the success story of how one introductory Statistics course integrated these video wrappers into the course and the discuss other possible applications.

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  • June 23, 2009 Activity webinar presented and hosted by Leigh Slauson, Otterbein College. This webinar describes an activity that uses the playlist from an iPod music player to teach the concept of random selection, the various sampling techniques, and the use of simulation to estimate probability. The webinar includes a discussion of the background of this activity, the learning goals of the activity, how this activity can be adapted to different levels of technology, suggestions for assessment, and other supplemental reference materials. (handouts and other materials available for free download)
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  • A sketch by Anastasia Mandel reinterpreting "Full Cry" by Heywood Hardy (1892) with the statistical caption "Random noise." This is part of a collection of sketches by Anastasia Mandel and their accompanying statistical captions written by Stan Lipovetsky and Igor Mandel that took first place in the cartoon & art category of the 2009 A-Mu-sing contest sponsored by CAUSE. The collection and their accompanying statistical captions discussed in the paper "How art helps to understand statistics" (Model Assisted Statistics and Applications, 2009) by Stan Lipovetsky and Igor Mandel in volume 4 pages 313-324. Free to use in classrooms and on course websites.
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