For me the hair loss accompanies dealing with students who seem to lack verbal/logical reasoning. For example, in an undergraduate class I spent the whole period showing how to find areas under a normal curve, they seemed to get it, but then when I gave them a practical problem they were stumped when they should have been able to do it, IMHO, without reference to notes or tables: Old stat prof has records of fuel oil consumption in his little house. On average he uses 200 gallons a season with a standard deviation of 25. Assume normality and forget about global warming. If he wants to have a 97.5% chance of making it through the season without running out, how much fuel oil should be he have on hand at the start of the season?
Cheers, Karl W. -----Original Message----- From: Shearon, Tim [mailto:[EMAIL PROTECTED] Sent: Sunday, January 28, 2007 5:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Re: Why I pull my hair out grading statistics assignments All- Well- I was intending to agree that we need to learn the rote stuff- if we go beyond that, it is good. I think that's what Chris said as well. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
