Thursday, August 19, 1999

1. Collect homework

a) Ask for questions regarding what they were supposed to do

b) Discuss "making a sample" one at a time

• Did you want to make them evenly split, or so that they resembled the 5-item samples?
• Which is more likely, red or white?

c) Discuss the questions

2. Quickie Questions

a) Give the questions. Allow 5 minutes to answer.

b) Explain that when I bring up ideas (e.g., statistical pattern), I intend that these are ideas that they (students) should understand and remember. They are not "whispers in the wind."

If you had trouble answering these questions, it is because yesterday you did not know that you were supposed to understand them and so you did not think to check your understanding or to ask a question (even as mundane as, "could you say that again?").

3. Strategies

a) TAKE NOTES. And, review them.

b) Ask questions when you find that you cannot write a coherent note about something we have discussed.

c) Ask questions when we do something that you have trouble following (e.g., using a simulation).

d) DON'T BE CLUELESS. If you have no idea where we are going or why we are doing what we're doing, say so. We will not be offended and no one will thing that you are unsmart. If we (Dr. T, Mr. Trudell, or Luis) think that we need to discuss something at length, we will ask to put aside your question for a later moment.

4. Return to discussion of Ayako/Allyson/Cat results investigating whether this is a suprising but not unusual outcome or whether there was some bias in their sampling procedure.

5. Homework: (Did not have time to assign.)