# Category Archives: curriculum development

## Model Shop! One volume done!

Hooray, I have finally finished what used to be called EGADs and is now the first volume of The Model Shop. Calling it the first volume is, of course, a treacherous decision. So. This is a book of 42 activities … Continue reading

## The Index of Clumpiness, Part Three: One Dimension

In the last two posts, we talked about clumpiness in two-dimensional “star fields.” In the first, we discussed the problem in general and used a measure of clumpiness created by taking the mean of the distances from the stars to … Continue reading

## The Index of Clumpiness, Part Two

Last time, we discussed random and not-so-random star fields, and saw how we could use the mean of the minimum distances between stars as a measure of clumpiness. The smaller the mean minimum distance, the more clumpy. What other measures … Continue reading

## The Index of Clumpiness, Part One

There really is such a thing. Some background: The illustration shows a random collection of 1000 dots. Each coordinate (x and y) is a (pseudo-)random number in the range [0, 1) — multiplied by 300 to get a reasonable number … Continue reading

## Capture/Recapture Part Two

Trying to get yesterday’s post out quickly, I touched only lightly on how to set up the various simulations. So consider them exercises for the intermediate-level simulation maker. I find it interesting how, right after a semester of teaching this stuff, … Continue reading

## Capture/Recapture Part One

If you’ve been awake and paying attention to stats education, you must have come across capture/recapture and associated classroom activities. The idea is that you catch 20 fish in a lake and tag them. The next day, you catch 25 … Continue reading

## Coming (Back) to Our Census

Reflecting on the continuing, unexpected, and frustrating malaise that is Math 102, Probability and Statistics, one of my ongoing problems has been the deterioration of Fathom. It shouldn’t matter that much that we can’t get Census data any more, but … Continue reading

## A Bayesian Example: Two coins, three heads.

As laid out (apparently not too effectively) here, I’m on a quest, not only finally to learn about Bayesian inference, but also to assess how teachable it is. Of course I knew the basic basics, but anything in stats is … Continue reading

## The Search for a Great Bayesian Example

When we teach about the Pythagorean Theorem, we almost always, at some point, use a 3-4-5 triangle. The numbers are friendly, and they work. We don’t usually make this explicit, but I bet that many of us also carry that … Continue reading

## Early Bump in the Bayesian Road: a Search for Intuition

Last time, I introduced a quest—it’s time I learned more about Bayesian inference—and admitted how hard some of it is. I wrote, The minute I take it out of context, or even very far from the ability to look at the picture, I … Continue reading