→ Statistics → Fa15 ME50 → Broadcast Emails
Updated 17 Dec 2015

Emails to the Class

Summary: Broadcast mails are sent to your TC3 address. They’re also archived here for those who may be having mail problems.

Please check your mail frequently. (If you’ve set up forwarding to another address, you still have to log in to your TC3 email at least once a semester or the account will go inactive.)


17 Dec: Grades have been posted

Greetings, statistics buffs!

Your exams have been scored, and your grades are posted on myTC3/myInfo. You’re welcome to a detailed computation of your grade, including your exam score — just email me from your TC3 account.

Last time I checked, the textbook for the other sections of MATH200 cost $186, so with tax you saved about $200. I pay for out of my own pocket, so please consider making a donation to support free resources for students. There’s a DONATE button at the bottom of every page of the textbook. Thanks!

Whatever your plans, I wish you happiness for your holidays, and a good winter break.

24 Nov: Examples for Next Week

Greetings, statistics buffs!

The attached examples cover next week’s class on Chapter 12.

18 Nov: Examples for Next Week’s Class

Greetings, statistics buffs!

As usual, I’m attaching a Word document with the examples I’ll be using for Chapter 11 next week. Be ready for a long class, because we have three cases to get through, both HT and CI.

For next week, reread any parts of Chapter 10 A, B, D that you didn’t understand completely, and read sections C and E. The homework is Problem Set 2, plus any problems in Problem Set 1 that you didn’t do. The quiz will cover all of Chapter 10.

13 Nov: Strategies for remembering

Greetings, statistics buffs!

I just ran across the article 4 strategies for remembering everything you learn. I recommend you skip the intro and go right to the four strategies, starting with “Force yourself to recall.”

Probably the most important one is “Don’t fall for fluency.” This is where you read something, say to yourself, “got it!”, and go on, then two minutes later you have no idea what you read. There’s a very simple strategy to avoid this.

12 Nov: Good news

Greetings, statistics buffs!

I’ve scored your quizzes, and I’m happy to say that most of you made substantial improvements. The mean was 11.2, median 11, standard deviation 2.6.

In homework and future quizzes, please pay attention to the requirements. Most of the quiz papers lost points because they skipped at least one requirement. “Use the pink sheet, Luke.”

10 Nov: I misspoke

Greetings, statistics buffs!

Tonight I said, “I know you’re not reading the book.” That was an overgeneralization. I should have said, “I know some of you aren’t reading the book.” I don’t want to be unfair to those who are reading it.

Everyone, please read sections A, B, and D with attention for next time, and do Problem Set 1. If there’s a quiz, it will cover that material, and there’s much more there than we have time for during class.

We’ll finish up Chapter 10 next time, using the rest of the examples that I mailed out last week.

3 Nov: Examples for Next Two Weeks’ Classes

Greetings, statistics buffs!

We’ll spend two weeks on Chapter 10. The attached examples cover both weeks.

27 Oct: Examples for Next Week’s Class

Greetings, statistics buffs!

As promised, I’m attaching a Word document with the examples I’ll be using.

22 Oct: Examples for Next Week’s Class

Greetings, statistics buffs!

To save you some writing during class, I’m attaching a Word document with the examples I’ll be using.

Let me know what you think! If this seems popular, I’ll continue it for future classes.

15 Sept: Quiz results

Greetings, statistics buffs!

As I hoped and expected, most of you did significantly better on tonight’s quiz than last week’s. The median was 11.3, and the mean 10.4. Top score was 13.5 and bottom score was 3; standard deviation was 3.1.

One trouble spot for many of you was labeling your histogram with numbers on the x axis. With a grouped data histogram, you must show the lower class limit under the left edge of each bar, and the right edge of the last bar must show the next number in sequence (900 in this case). It is always wrong to label histogram bars in the form 100–199.99 or 100–200.

Quiz solutions are now posted. If you want to know your individual score before next Tuesday, drop me a note from your TC3 account and I’ll send it to you. Sorry, I don’t have the actual quizzes, so I’m unable to give you any further details now.

6 Sept: Problem solving

Greetings, statistics buffs!

By now you’ve probably started on the homework. Please remember: look at the solution AFTER you solve a problem. If you look at the solution before solving the problem yourself, you won’t learn much.

You might like some guidance on How to Work a Math Problem.

4 Sept: Study tips

Greetings, statistics buffs!

As you continue working your way through Chapter 1, I thought you might like some tips on How to Study Math.

On the Class Web page, click More Info » Throughout the Course and you’ll see How to Study Math. Or click this direct link:

2 Sept: Read it so you don’t weep!

Greetings, statistics buffs!

Reminder: Be prepared for a quiz next week on the lecture and your reading of Chapter 1. If you haven’t already, please WRITE DOWN your time budget so that you can finish the reading and the homework problems without stressing at the last minute.

Yet another thing you probably weren’t taught in high school is How to Read a Math Book and get something out of it. I have a handy guide at <URL:>.

BTW, yesterday, when I was talking about skim-reading a chapter before the lecture, I said I didn’t expect anybody to read a chapter twice. Just to clarify: I meant I didn’t expect anyone to read a chapter really thoroughly before the lecture and then again after the lecture. But you do need to read it thoroughly afterward, and you’ll need to re-read the sections you don’t understand the first time through.

For those who missed class yesterday, the class home page, with announcements, is at <URL:>. You’ll find links there to the textbook and the assignments.

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