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Scenarios for Statistics
Susan Holmes, Statistics, StanfordBiometrie INRA, Montpellier, France.
Thanks to Brad Efron, Persi Diaconis, NSF CUE.
EXPO :D. Ewing R. Gill
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Introductory level statistics class aimed at æsthetes.
“Maths for fuzzies”?
No calculus requirement, (nor an inclination for
maths expected).
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Familiarity with the computer wasacquired in stages:
1. Using the browser
The class notes were made available on a class web
page:
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2. Running applets
There are many existing applets on the web for teaching
probability, we used an array of ones from Buffon’s
needle to Monty Hall. (Probability by surprise project).
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3. Collecting Data
Newspapers and experiments.
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4. Using Flash to do some statistical analyses
The first permutation tests were executed using a
simple press button interface on data already entered
into the program:
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5. Making one simple Flash animation scene
An animation for “paired comparisons ”
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Michael Areinoff’s Histogram
Anita Lillie’s Histogram
Sara Flores’ Stem and leaf
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6. Publishing Flash animations on the web
• html files −− > swf files
• upload files
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7. Interactive Flash
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8. Making a whole Flash movie with several scenes
This involved making complete storyboards containing
the concepts and how they were illustrated as well as
joining the scenes together.
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9. Writing Flash actionscript programs to analyze
data
More ambitious students programmed with
actionscript.
Bootstrap of a Regression(2000 Elections)
Enter ones own data and analyze it, as in this bootstrap
flash animation, written by Anita Lillie shows.
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Creative Assignments
As homeworks and final projects, we asked the
students to write their own animations to illustrate
some of the concepts we did in class:
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Matt Law’s correlation
Roberto Fernandez’ outlier
Dina Leyte’s movie
Danny Jacobs’ Shakespeare Bootstrap
Rob Fernandez’ final project
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Flash Actionscripts
Here are some of the possibilities that were added
with version 5 of flash and that has made mathematical
functions possible:
Math.random, Math.floor, Math.round, Math.sin, Math.cos,
Math.abs etc...
see examples at
http://flash5actionscript.com/samplepiechart.php
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A summary of the experiment
None of these students wanted to use spreadsheets
or statistical software so Flash was an appealing
alternative especially because no other course on
campus catered to this arty crowd. The audience was
coaxed into using the computer to program because
Flash was written originally for designers, with no prior
programming necessary at all.
To see for yourselves, an overview of the projects
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and homeworks, please visit our Student Sampler.
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Where do we go from here?
Changing the students’ attitudes in an elementary
statistics class from passive consumers to active
creators can definitely change their experience.
Creating an animation to illustrate a concept meant
that not only is the concept understood, but also-
students acquire the focus to extract the few important
features that need to be shown in an animation. The
artistic and creative components kept them interested
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even when the statistics seemed arduous.
10. Using statistics programs to analyze data
• Open source (research level) statistics program:
• Real Datasets available on the web (Computational
Biology and Genetics, later ).
11. Intricate Analysis of the Physics behind the
animations Coin Flip 6
Fitted Ellipses
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Clever coin
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References
[1] S. Bhangal,(2000), Foundation Actionscript.
Friends of ED, Birmingham, UK.
[2] M. Wooldridge, (2001), Teach Yourself Visually
Flash 5, Marangraphics Inc/ Hungry Minds.
[3] B. Efron and Susan Holmes,
(2001), Scenarios for Statistics:
Stat30, Webpage:http://www-
stat.stanford.edu/˜susan/courses/s30/
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[4] Susan Holmes, (2001), Teaching with Flash,
Statistical Computing and Graphics Newsletter,
volume 12, 1,
http://www-stat.stanford.edu/˜susan/scgn/v121.pdf/