The Chapter 1 tests have been graded and returned to students.
The test on Chapter 2 is Monday. Bring your calculator. C U at CiCi's if you're up for it! (Behind the Starbuck's on Hwy 92) Have you tried the online quiz?
HW due Friday, Sept 19 (International Talk Like a Pirate Day!!) Work at least seven challenging problems from Chapter 2 that we haven't assigned yet. The more you challenge yourself, the better prepared you'll be for the test on Monday.
HW due Wednesday: Problems 2.51 through 2.54. Chapter 2 test will be on Monday.
HW due Tuesday, Sept 16th: 2.46, 2.47, & 2.50.
HW due Monday, Sept. 15th: 2.43 and 2.44.
Come by before school to put CtlgHelp on TI-83 plus and TI-84 calculators.
HW due Sept 12th: problems 2.37, 2.38 AFTER you've read pages 148-154
HW due Sept 11th: problems 2.29, .30, .32, and .34.
HW due Sept 10th: problems 2.23-2.26 from the text
Health alert: http://www.reuters.com/article/newsOne/idUSSYD5846120080815
HW due Sept 9th: Problems 2.5-2.8 from the text.
HW due Sept 8th: Problems 2.10 and 2.13 from the text PLUS find the median, Q1, and Q3 of the triangular distribution defined by the segment connecting (0, 1) to (2, 0) or whatever triangle distribution (with the fat side on the left!!!) we assigned in your class.
Be safe.
Thursday, September 18, 2008
Tuesday, September 02, 2008
Chapter 1 - Exploratory data analysis
We are learning how to create graphical representations of data and to interpret different graphs.
MESSAGE TO AP STUDENTS: It is impossible for you to make up the discussions and interactions that you miss when you are absent from class. Therefore, it is your responsibility to keep up with the homework so you are not behind when you return to class. This means that you need to get the assignments from the blog or another student. Email me if you need more information--but don't show up empty-handed after an absence! You'll only get further behind.
HW for 9/2: Take notes on timeplots and ogives from the text. You will be expected to construct these graphs tomorrow in class. You would benefit from looking through the chapter summary to see if there is anything you don't understand/can't do. The test is THURSDAY!
HW for 8/29: Using the data collected in class, recreate the box and whisker plot, the stemplot, and the histogram representing the data. Look in your book for directions for the following: Back to back stemplots, back to back histograms, and parallel boxplots. Separate your data into boy data and girl data and create each of those graphs to compare the boy data to the girl data.
ALSO, consider the effect of outliers on the mean, median, standard deviation, and interquartile range of the data. Which of these measurements will be affected tremendously by outliers?
Be safe.
HW for 8/27: Bring in a graph that excites you. It must be a histogram, boxplot, stemplot, or other graph that you can write about BUT NOT A BARGRAPH. The graph can be from the newspaper, a magazine (with permission from the owner to cut it out!) or printed from the Internet.
HW for 8/26: Using the data from problem 1.11 in the text, create a split stem-and-leaf graph of the ages of the Presidents at inauguration. Write a few sentences describing what you have created and compare/contrast the results with the histogram that you created in class to represent the same data.
MESSAGE TO AP STUDENTS: It is impossible for you to make up the discussions and interactions that you miss when you are absent from class. Therefore, it is your responsibility to keep up with the homework so you are not behind when you return to class. This means that you need to get the assignments from the blog or another student. Email me if you need more information--but don't show up empty-handed after an absence! You'll only get further behind.
HW for 9/2: Take notes on timeplots and ogives from the text. You will be expected to construct these graphs tomorrow in class. You would benefit from looking through the chapter summary to see if there is anything you don't understand/can't do. The test is THURSDAY!
HW for 8/29: Using the data collected in class, recreate the box and whisker plot, the stemplot, and the histogram representing the data. Look in your book for directions for the following: Back to back stemplots, back to back histograms, and parallel boxplots. Separate your data into boy data and girl data and create each of those graphs to compare the boy data to the girl data.
ALSO, consider the effect of outliers on the mean, median, standard deviation, and interquartile range of the data. Which of these measurements will be affected tremendously by outliers?
Be safe.
HW for 8/27: Bring in a graph that excites you. It must be a histogram, boxplot, stemplot, or other graph that you can write about BUT NOT A BARGRAPH. The graph can be from the newspaper, a magazine (with permission from the owner to cut it out!) or printed from the Internet.
HW for 8/26: Using the data from problem 1.11 in the text, create a split stem-and-leaf graph of the ages of the Presidents at inauguration. Write a few sentences describing what you have created and compare/contrast the results with the histogram that you created in class to represent the same data.
Thursday, August 21, 2008
New Year. New Faces.
Look for your homework below. Accel Math is in red and AP Stat is in blue.
Here's a treat for those who made it this far. Watch for the back flip and the dismount.
Calculator news! Check out these deals:
http://forums.slickdeals.net/showthread.php?t=874733
Welcome to the first posting of the new school year. Until the school website is updated with the new course, both AP Statistics and Accelerated Math I will share this blog. Both groups should change the batteries in their calculators.
Accelerated Math I- No HW for Monday 8/11. We generated some data today and began to analyze the class results. We'll continue to analyze the results tomorrow and look at data that are not discrete. Our primary topics for these few days center on functions and independent and dependent variables.
The Accelerated Math assignment for Tuesday night 8/12 is to complete the worksheet handed out in class (Fiona #1). For Thursday 8/14 night, students should complete problems 2 & 3 from Fiona worksheet #2.
Over the weekend, (8/15) make sure that you have finished problem #3 from the Fiona worksheet (using the results from problem 1!!!). Be careful. There are multiple parts to each section. Describe your method and the meaning.
HW for 8/18: Complete the yellow sheet: Problem #5. Be sure to answer all the questions asked.
HW for 8/19: Do as many of these as you need to become proficient--
Make up two ordered pairs of numbers. Calculate the slope of the line through those points. Calculate the y-intercept of the same line. Write the equation of the line through those points.
Hints: You can use the slope formula m = (y2 - y1)/(x2 - x1) to calculate the slope and the slope-intercept or point-slope formula to determine the y-intercept.
Calculator recommendations: The ideal calculators for Accel. Math I, Accel Math 2, and all higher math courses (including AP STAT) are the TI-83 and TI-84 families of calculators. The silver editions are preferrred, because they have more memory and more spaces for useful programmed applications. The TI-nspire calculator also has these capabilities and more. For an extra $30 or so you get something akin to a hand-held computer.
The TI-86 and TI-89 do not have the same sets of functions that the 83-84-nspire calculators do, and are not as useful in these courses.
AP Stat- We began to interpret an interesting graph. We'll continue to analyze the given graph and to generate some additional data tomorrow. HW for Monday 8/11: Describe in detail how to tie a shoelace. Tues 8/12: write up the directions for entering data (ordered pairs) into your calculator, graphing a scatterplot, and generating the best fit line. You will need to know how to perform these actions for the labs on Wednesday. For Thursday 8/14: Compute the number of days until the beginning of the next millenium showing all work. Explain your calculations and assumptions as you go.
AP Stat students - HW due Monday Aug. 18: Select 4 negative and 4 positive numbers with decimal parts between -6 and 6. (For example, -1.96 and 1.645). We will call those z-scores. Knowing that the mean (mu) of IQ scores according to a particular test is 100 and the standard deviation (sigma) is 15, compute the IQ scores that correspond to the eight z-values you chose. Check your work using the formula z = (x - mu)/sigma. . . also known as difference on the top and the error on the bottom.
Calculator recommendations are embedded in the Accel Math I information above.
Be safe.
HW for 8/18: Find the estimated IQ scores of 8 celebrities. Convert the IQ scores to z-scores. Of course, show the celebrity's name, his/her IQ score, and the z-score for that measurement.
HW for 8/19: (1) REWRITE the example that we used today in class, cleaning it up and adding explanations to the example. You should have both the old version and the new version in your notes. (2) Select a set of numerical data with at least 10 values. Using the notes as a guide, calculate the mean and sample standard deviation of your set of data by creating columns as shown. Create a histogram of your data.
Here's a treat for those who made it this far. Watch for the back flip and the dismount.
Calculator news! Check out these deals:
http://forums.slickdeals.net/showthread.php?t=874733
Welcome to the first posting of the new school year. Until the school website is updated with the new course, both AP Statistics and Accelerated Math I will share this blog. Both groups should change the batteries in their calculators.
Accelerated Math I- No HW for Monday 8/11. We generated some data today and began to analyze the class results. We'll continue to analyze the results tomorrow and look at data that are not discrete. Our primary topics for these few days center on functions and independent and dependent variables.
The Accelerated Math assignment for Tuesday night 8/12 is to complete the worksheet handed out in class (Fiona #1). For Thursday 8/14 night, students should complete problems 2 & 3 from Fiona worksheet #2.
Over the weekend, (8/15) make sure that you have finished problem #3 from the Fiona worksheet (using the results from problem 1!!!). Be careful. There are multiple parts to each section. Describe your method and the meaning.
HW for 8/18: Complete the yellow sheet: Problem #5. Be sure to answer all the questions asked.
HW for 8/19: Do as many of these as you need to become proficient--
Make up two ordered pairs of numbers. Calculate the slope of the line through those points. Calculate the y-intercept of the same line. Write the equation of the line through those points.
Hints: You can use the slope formula m = (y2 - y1)/(x2 - x1) to calculate the slope and the slope-intercept or point-slope formula to determine the y-intercept.
For 8/20:Finish the salmon (orange) worksheet you picked up in class. Answers should be on your own paper. The quiz results were mostly good. Most common error: graphing a line instead of dots when the domain only contains discrete points. We have to pay attention to these details.
For 8/21: Graph y = x-squared, y = 2 x-squared, and y = x-squared + 2 on the same graph we started in class. Use colored pencil if you can to differentiate among the graphs.
Calculator recommendations: The ideal calculators for Accel. Math I, Accel Math 2, and all higher math courses (including AP STAT) are the TI-83 and TI-84 families of calculators. The silver editions are preferrred, because they have more memory and more spaces for useful programmed applications. The TI-nspire calculator also has these capabilities and more. For an extra $30 or so you get something akin to a hand-held computer.
The TI-86 and TI-89 do not have the same sets of functions that the 83-84-nspire calculators do, and are not as useful in these courses.
AP Stat- We began to interpret an interesting graph. We'll continue to analyze the given graph and to generate some additional data tomorrow. HW for Monday 8/11: Describe in detail how to tie a shoelace. Tues 8/12: write up the directions for entering data (ordered pairs) into your calculator, graphing a scatterplot, and generating the best fit line. You will need to know how to perform these actions for the labs on Wednesday. For Thursday 8/14: Compute the number of days until the beginning of the next millenium showing all work. Explain your calculations and assumptions as you go.
AP Stat students - HW due Monday Aug. 18: Select 4 negative and 4 positive numbers with decimal parts between -6 and 6. (For example, -1.96 and 1.645). We will call those z-scores. Knowing that the mean (mu) of IQ scores according to a particular test is 100 and the standard deviation (sigma) is 15, compute the IQ scores that correspond to the eight z-values you chose. Check your work using the formula z = (x - mu)/sigma. . . also known as difference on the top and the error on the bottom.
Calculator recommendations are embedded in the Accel Math I information above.
Be safe.
HW for 8/18: Find the estimated IQ scores of 8 celebrities. Convert the IQ scores to z-scores. Of course, show the celebrity's name, his/her IQ score, and the z-score for that measurement.
HW for 8/19: (1) REWRITE the example that we used today in class, cleaning it up and adding explanations to the example. You should have both the old version and the new version in your notes. (2) Select a set of numerical data with at least 10 values. Using the notes as a guide, calculate the mean and sample standard deviation of your set of data by creating columns as shown. Create a histogram of your data.
HW for 8/20: find all the combinations of five integers [0,5], with minimum average, with maximum average, with minimum standard deviation, and with maximum standard deviation. First assume that numbers can be repeated, then do the problem again with no repeated numbers.
HW for 8/21: Find a site online with the rules for logarithms and re-learn them to be prepared for the mental exercises of Friday.
Click here for a cool site for histograms.
Click here for a decent site that shows how to calculate standard deviations.
Friday, June 20, 2008
Back from the AP reading
The grading of the exams went smoothly, with the entire set of 110,000 exams graded by the close of business on Wednesday night. Although students from other schools seemed to think that the problems were hard, the teachers and professors who graded the tests were not complaining about a lot of low scores. I guess that's a good sign!
The chief reader (Christine Franklin, from UGA) evaluates the distribution and sets the cut points for the different final scores based on how students performed on the repeated questions from previous years. That done, the scores have to be approved by the AP psychometric gurus and processed for release to students. In other words, your scores should be available on time.
My role at the reading was a little different this year. In past years I've been assigned to a grading group of 12 people headed by two table leaders, then trained to grade two problems from the regular exam according to the rubric. For seven full days the people in each group grade those two problems. For instance, a reader may grade question #5 (the moose problem) and the table leader checks the scoring. Since there are six problems on the test and this year over 500 readers, there are a lot of people grading the same problem. Once a problem has been graded, that test booklet is bundled up and passed to a group that grades another question, and the process continues until all of the problems have been graded. If a reader has a question, she asks her grading partner, then her table leader. If the problem is not yet resolved, the question goes to the question leaders.
This time Ms. Franklin put me in a grading group with a bunch of REALLY experienced readers (famous and incredibly important people in statistics, like one of the authors of a popular textbook) who graded the make-up exam. We also graded two questions each (plus one from the regular exam), but we were the only ones to grade those problems. When we had questions, the people who wrote the rubric were right at our tables to answer and help us resolve any issues. Since none of you took the make-up exam this year, I never had to worry about accidentally grading one of my own students' tests, but every time readers commented on how great an answer was I told them that it must have been one of MY students. :) The trick with grading the make-up exam is that we can never divulge the contents of the exam to anyone, but that shouldn't be a problem because I have already forgotten it all!
You may be wondering (as I did) how I qualified for that special grading group. I think that they chose the very best former table leaders and other important people they could find, then filled in the rest with some experienced people from Georgia. Clarification: some of the important people were also from Georgia, so the line between the superstars and the poser (me) was blurred. Oh yeah, and they said that we we were selected because we were fast graders. I thought you'd enjoy that.
A few students, usually those who are stumped by a problem, write notes to the graders asking for mercy or generosity in grading. I'm sure they're joking, but they might be surprised to know how wonderful, helpful, and patient the graders really are. About half of the graders are college instructors who give up a week of their summers or coveted summer courses to validate this process for our students. The high school teachers are the ones who have attended or led workshops and conferences in statistics. Some of them haven't even ended their school years yet and have to pay their school districts back for the substitutes they needed. These people write the creative lessons published in books and shared online. They write the the textbooks and the study guides. They do it for students. They spend all day grading exams, then come back after dinner to hear a guest speaker talk about mathematical modeling or to share best practices. They are on constant lookout for ways to help their students understand statistics better.
This goes for the English Lit, French, and APUSH graders who were there at the same time, too.
I am honored and humbled to be invited to participate in this process with these amazing people.
Video time: http://www.youtube.com/watch?v=zTPhZcxnBSE&feature=related
http://www.youtube.com/watch?v=Ac3CtHYo5rY&feature=related
http://www.youtube.com/watch?v=IKkBBVxI5qU&feature=related
The chief reader (Christine Franklin, from UGA) evaluates the distribution and sets the cut points for the different final scores based on how students performed on the repeated questions from previous years. That done, the scores have to be approved by the AP psychometric gurus and processed for release to students. In other words, your scores should be available on time.
My role at the reading was a little different this year. In past years I've been assigned to a grading group of 12 people headed by two table leaders, then trained to grade two problems from the regular exam according to the rubric. For seven full days the people in each group grade those two problems. For instance, a reader may grade question #5 (the moose problem) and the table leader checks the scoring. Since there are six problems on the test and this year over 500 readers, there are a lot of people grading the same problem. Once a problem has been graded, that test booklet is bundled up and passed to a group that grades another question, and the process continues until all of the problems have been graded. If a reader has a question, she asks her grading partner, then her table leader. If the problem is not yet resolved, the question goes to the question leaders.
This time Ms. Franklin put me in a grading group with a bunch of REALLY experienced readers (famous and incredibly important people in statistics, like one of the authors of a popular textbook) who graded the make-up exam. We also graded two questions each (plus one from the regular exam), but we were the only ones to grade those problems. When we had questions, the people who wrote the rubric were right at our tables to answer and help us resolve any issues. Since none of you took the make-up exam this year, I never had to worry about accidentally grading one of my own students' tests, but every time readers commented on how great an answer was I told them that it must have been one of MY students. :) The trick with grading the make-up exam is that we can never divulge the contents of the exam to anyone, but that shouldn't be a problem because I have already forgotten it all!
You may be wondering (as I did) how I qualified for that special grading group. I think that they chose the very best former table leaders and other important people they could find, then filled in the rest with some experienced people from Georgia. Clarification: some of the important people were also from Georgia, so the line between the superstars and the poser (me) was blurred. Oh yeah, and they said that we we were selected because we were fast graders. I thought you'd enjoy that.
A few students, usually those who are stumped by a problem, write notes to the graders asking for mercy or generosity in grading. I'm sure they're joking, but they might be surprised to know how wonderful, helpful, and patient the graders really are. About half of the graders are college instructors who give up a week of their summers or coveted summer courses to validate this process for our students. The high school teachers are the ones who have attended or led workshops and conferences in statistics. Some of them haven't even ended their school years yet and have to pay their school districts back for the substitutes they needed. These people write the creative lessons published in books and shared online. They write the the textbooks and the study guides. They do it for students. They spend all day grading exams, then come back after dinner to hear a guest speaker talk about mathematical modeling or to share best practices. They are on constant lookout for ways to help their students understand statistics better.
This goes for the English Lit, French, and APUSH graders who were there at the same time, too.
I am honored and humbled to be invited to participate in this process with these amazing people.
Video time: http://www.youtube.com/watch?v=zTPhZcxnBSE&feature=related
http://www.youtube.com/watch?v=Ac3CtHYo5rY&feature=related
http://www.youtube.com/watch?v=IKkBBVxI5qU&feature=related
Monday, May 19, 2008
Final exam preparation
(1) All classes have received their take-home portion of the final exam. The problem must be worked out completely, correctly answering the questions posed , on a separate sheet of paper. For underclassmen, the graph may be drawn on the question sheet itself. This is an individual assignment. You are not to collaborate on this problem. The problem is due on the day of your final.
(2) The in-class part of your final will consist of 21 problems from the practice multiple choice tests. The content relates to second semester topics.
Show me your best work!
(2) The in-class part of your final will consist of 21 problems from the practice multiple choice tests. The content relates to second semester topics.
Show me your best work!
Sunday, May 04, 2008
The practice tests
For Tuesday: Dress in layers because the gym is CCOOOOOOOOOOOOLLLLLLDDDD!
Replace your batteries if it has been a while since they were changed. Remember to run CtlgHelp (an APP) and Diagnostics ON (use catalog to find this).
Bring your student ID, pencils, and a pen.
Come to the outside classroom a little BEFORE THE END OF third period. You need to eat before you test. I'm bringing food.
Estudiantes del AP Espanol: We will save food for you. Come out to the outdoor classroom after the other exam.
DO NOT BRING study guides, textbooks, cell phones, i-pods, etc.
Post any questions to me by 9:00 for best shot at getting an answer.
GO TROJANS.
It's about 5:40 PM and I'm finally home. Please call if you have an urgent need to meet at CiCi's. 7/ 354 . 1791 (number is broken into pieces to discourage phishers).
I WILL NOT be at CiCi's at 2:00. You folks can still go and be an amazing, productive group, though. Be smart.
I will touch base again when I re-enter the cyper-world.
There will be ONE MORE multiple choice test on Thursday. The format is the same as the previous tests. This grade will replace the lowest of the multiple choice test grades. Be prepared.
The practice tests have been graded, the grades posted, and the adjustments are complete. There are three grades representing the original test score or a measure of improvement as follows:
If the original score on test 2 > test 1, then the original test 2 score is inserted as test 1's score as well.
If the score on test 3> test 2, then test 3's score is inserted as test 2's score as well.
No, if test 3 > test 2> test 1 you DON'T get test 3 posted three times.
Congratulations to those who scored over 100% on test 3. The highest score was 33 correct with 2 wrong for a raw score of 32.5 and a posted score of 162.5. That score also replaced the student's lower test #2 score.
OK. Have you ever had something in your eye and you just couldn't bring yourself to cry to wash it out? This would do the trick:
http://youtube.com/watch?v=WIxtxwiqK-s
I warned you.
Find some time this weekend to do the practice exam in the packet handed out on Thursday, but your next assessment is MULTIPLE CHOICE. Practice with a study guide. Find the topics that you don't remember. Brush up. Take a deep breath. See you Sunday for pineapple pizza?
- - - - -
Today's multiple choice test scores are posted to I-Parent. The next test will be Thursday.
The third opportunity for the practice free response test is Wednesday afternoon.
Video alert: The movie Wargames (released 25 years ago!!) is on amc right now. The best part is toward the end of the movie, when the computer gets smart.
Replace your batteries if it has been a while since they were changed. Remember to run CtlgHelp (an APP) and Diagnostics ON (use catalog to find this).
Bring your student ID, pencils, and a pen.
Come to the outside classroom a little BEFORE THE END OF third period. You need to eat before you test. I'm bringing food.
Estudiantes del AP Espanol: We will save food for you. Come out to the outdoor classroom after the other exam.
DO NOT BRING study guides, textbooks, cell phones, i-pods, etc.
Post any questions to me by 9:00 for best shot at getting an answer.
GO TROJANS.
It's about 5:40 PM and I'm finally home. Please call if you have an urgent need to meet at CiCi's. 7/ 354 . 1791 (number is broken into pieces to discourage phishers).
I WILL NOT be at CiCi's at 2:00. You folks can still go and be an amazing, productive group, though. Be smart.
I will touch base again when I re-enter the cyper-world.
There will be ONE MORE multiple choice test on Thursday. The format is the same as the previous tests. This grade will replace the lowest of the multiple choice test grades. Be prepared.
The practice tests have been graded, the grades posted, and the adjustments are complete. There are three grades representing the original test score or a measure of improvement as follows:
If the original score on test 2 > test 1, then the original test 2 score is inserted as test 1's score as well.
If the score on test 3> test 2, then test 3's score is inserted as test 2's score as well.
No, if test 3 > test 2> test 1 you DON'T get test 3 posted three times.
Congratulations to those who scored over 100% on test 3. The highest score was 33 correct with 2 wrong for a raw score of 32.5 and a posted score of 162.5. That score also replaced the student's lower test #2 score.
OK. Have you ever had something in your eye and you just couldn't bring yourself to cry to wash it out? This would do the trick:
http://youtube.com/watch?v=WIxtxwiqK-s
I warned you.
Find some time this weekend to do the practice exam in the packet handed out on Thursday, but your next assessment is MULTIPLE CHOICE. Practice with a study guide. Find the topics that you don't remember. Brush up. Take a deep breath. See you Sunday for pineapple pizza?
- - - - -
Today's multiple choice test scores are posted to I-Parent. The next test will be Thursday.
The third opportunity for the practice free response test is Wednesday afternoon.
Video alert: The movie Wargames (released 25 years ago!!) is on amc right now. The best part is toward the end of the movie, when the computer gets smart.
Tuesday, April 15, 2008
Chapter 14 - The final frontier
Inferences for regression
HW for Monday: Entire free response test from 2004. Take 90 minutes under test conditions.
HW for Friday: Problem 6 from 2007 AP exam.
HW due Thursday: Problems 14.11 and 14.18 PLUS the chapter summary.
HW due Wednesday: Problem 2 from the 2006 exam. Language is critical. If you do not know what the question asks, look at Example 14.5 in the text. Respond IN CONTEXT. There will be no partial credit for this problem.
DO NOT FORGET that your one-page summary of the selected chapter is due Thursday.
This chapter explains how to use the slope of a LSRL calculated from a sample and the std dev of the slopes
Why are there only n-2 degrees of freedom?
Why do we make such a big deal about s sub-b1 being the std dev of the slopes?
HW for Tuesday: problems 14.1 and 14.2 from the text.
Chapter summary due Thursday.
HW for Monday: Entire free response test from 2004. Take 90 minutes under test conditions.
HW for Friday: Problem 6 from 2007 AP exam.
HW due Thursday: Problems 14.11 and 14.18 PLUS the chapter summary.
HW due Wednesday: Problem 2 from the 2006 exam. Language is critical. If you do not know what the question asks, look at Example 14.5 in the text. Respond IN CONTEXT. There will be no partial credit for this problem.
DO NOT FORGET that your one-page summary of the selected chapter is due Thursday.
This chapter explains how to use the slope of a LSRL calculated from a sample and the std dev of the slopes
- to create a confidence interval for capturing the slope of the true equation through ALL the data and
- to make decisions about a hypothesized linear relationship.
Why are there only n-2 degrees of freedom?
Why do we make such a big deal about s sub-b1 being the std dev of the slopes?
HW for Tuesday: problems 14.1 and 14.2 from the text.
Chapter summary due Thursday.
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