Voltolini wrote:
> Hi, I am biologist teaching statistics for biologists and I am
>
> very interested in to learn more about teaching strategies
>
> when the students hate numbers (like biologists!).
>
>
One thing I recently did was divide the class into 6 groups of ~5 each.
Each gro
jeff rasmussen said on 9/19/01 11:36 AM:
>Voltolini wrote:
>
>> Hi, I am biologist teaching statistics for biologists and I am
>>
>> very interested in to learn more about teaching strategies
>>
>> when the students hate numbers (like biologists!).
>>
>>
> One thing I recently did was
I wrote:
> Does anybody really care about the proportions of different colors
> in bags of M&Ms?
because I surely didn't, but perhaps I should. Since the % blues
differ among plain and peanut (10 v 30, says WBW) there's probably a
good medical/epidemiology exercise to be had by relabeling
plai
At 06:14 PM 9/21/01 +, Jerry Dallal wrote:
>I wrote:
>
> > Does anybody really care about the proportions of different colors
> > in bags of M&Ms?
>
>because I surely didn't, but perhaps I should. Since the % blues
>differ among plain and peanut (10 v 30, says WBW) there's probably a
>good me
Jerry Dallal wrote:
>
> > You can have them count the colors of candies in bags of M&Ms. The M&M
> > web site has the expected proportions published so they can do a
> > ChiSquare test against those proportions.
>
> Does anybody really care about the proportions of different colors
> in bags o
Would you happen to have the exact location for the expected proportions of
M&M colors? I went to the M&M site and couldn't seem to locate it.
Rob MacTurk
"Paul Bernhardt" <[EMAIL PROTECTED]> wrote in message
[EMAIL PROTECTED]">news:[EMAIL PROTECTED]...
>
> You can have them count the colors of
> You can have them count the colors of candies in bags of M&Ms. The M&M
> web site has the expected proportions published so they can do a
> ChiSquare test against those proportions.
Does anybody really care about the proportions of different colors
in bags of M&Ms?
> Do a class of brainstorm
>From an old post...
Plain Peanut
Red 20% 10%
Orange 10% 10%
Yellow 20% 20%
Green 10% 10%
Blue10% 30%
Brown 30% 20%
WBW
___
Dennis Roberts wrote:
>
> At 06:14 PM 9/21/01 +, Jerry Dallal wrote:
> >I wrote:
> >
> > > Does anybody really care about the proportions of different colors
> > > in bags of M&Ms?
> >
> >because I surely didn't, but perhaps I should. Since the % blues
> >differ among plain and peanut (10 v
Warren <[EMAIL PROTECTED]> wrote in sci.stat.edu:
>I don't feel M&M's are any more trivial to introduce the concepts than
>the usual "chips in an urn" or "balls from a jar".
Using M&Ms has one huge pedagogical advantage: most people learn
better when more of their senses are engaged. I would ex
[EMAIL PROTECTED] (Stan Brown) wrote in message
As it happens, we're doing sample variability on 30 October,
one day
> before Hallowe'en, so I think the lesson will really engage the
> students.
What great timing!
In class, we count the "blue" M's. One of the students, an OB-GYN
fellow, wen
Warren wrote:
>
> I don't feel M&M's are any more trivial to introduce the concepts than
> the usual "chips in an urn" or "balls from a jar". And I don't agree
> that using M&Ms is trivial or juvenile. My class has basic science
> grad students, M.D.s, Health professionals of all types and they
Jerry Dallal <[EMAIL PROTECTED]> wrote in sci.stat.edu:
> When I stated I don't care for M&Ms, it's because I
>don't care about M&Ms as M&Ms. If the extent of the use of
>statistical methods is to study the proportions of different colored
>M&Ms (as the one application in a theory course, for exa
Let's go back to the problem of developing a modicum of interest on the
part of
students with pre dispositions against numerical activities (i.e., statistics,
in their humble opinions)
IN that respect, I would prefer to ask a question which the students could
reasonably expect an interest in, _an
(long discussion of M&M's snipped)
One nice feature of using M&Ms: At this time of year you can easily
find both large undivided bags (as big as 2 pounds, .9 kg) and bags
containing quite a few "fun size" small bags (about 1/2 oz or 15 g).
The "fun size" should nicely illustrate the larger var
I don't feel M&M's are any more trivial to introduce the concepts than
the usual "chips in an urn" or "balls from a jar". And I don't agree
that using M&Ms is trivial or juvenile. My class has basic science
grad students, M.D.s, Health professionals of all types and they do
seem to get something
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