I totally wanted to reply to this, but there isn't enough space in 140 characters.

There's this idea in physics of the order of magnitude (OOM) calculation, sometimes also called a back-of-the-envelope calculation. The idea is that you can calculate a rough number (OOM) for a very abstract concept with just making a few assumptions at the beginning and doing a very small bit of math. The classic story is that Feynman calculated the number of piano tuners in Chicago on the back of an envelope.

So let's say that a typical Batman cartoon episode takes place over a single day of real time. Let's further presume that in a typical episode, a villain breaks one window, and Batman breaks a second. If a repairman takes a half day to replace a window, then Gotham would need exactly one glass repairperson to account for the city's villains and heroes. Any additional window breakage would require either overtime on the first glass repairperson's part, or else additional glass repairpersons.

Originally posted on Dreamwidth. comment count unavailable comments there. Comment here or there.
asterroc: (xkcd - Fuck the Cosine)
I am looking for a reliable source to explain to a non-mathematician why drawing conclusions from a sample size of 3 is ridiculous.
asterroc: (xkcd - Fuck the Cosine)
In case you haven't heard,

Pittsburgh Public Schools officials say they want to give struggling children a chance, but the district is raising eyebrows with a policy that sets 50 percent as the minimum score a student can receive for assignments, tests and other work.
...
"The 'E' [failing grade] is to be recorded no lower than a 50 percent, regardless of the actual percent earned. For example, if the student earns a 20 percent on a class assignment, the grade is recorded as a 50 percent," said the memo from Jerri Lippert, the district's executive director of curriculum, instruction and professional development, and Mary VanHorn, a PFT vice president.

--Joe Smydo, Pittsburgh Post-Gazette


It is my understanding from this, that they should not be recording percentages at all, and instead should be transitioning entirely to letter grades or a GPA system. The two systems are not really compatible (despite what all US colleges and universities try to convince us) since they use different scales and ways of averaging.

So in the end I do not see this change as administrators requiring grade inflation. I see it as administrators who do not understanding math/statistics trying (and failing) to come up with a grading system that allows for student improvement.
Icon seen on [livejournal.com profile] math_jokes, owned by [livejournal.com profile] supamikeymon



Either you spewed your drinks, or you need to take more Math.

I'm old!

Jan. 26th, 2008 07:59 am
asterroc: (doll)
Only in base 10 though. In base 11 I'm only 28. ;)
If my TeXShop says "Environment tabular undefined" after I try to create a table via \begin{tabular}, what do I do?

Man, it's been a while. It might've just been easier to type all the formulae in Word...

η: [livejournal.com profile] seekingferret pointed out I typoed "tabular" with an extra L. Duh.
asterroc: (xkcd - Escher)
With some help from [livejournal.com profile] jethereal the other day, and his awesome TI-89, I have solved my commute. The optimal speed for me to drive based upon gas mileage and time spent is 95mph. Since I also want to take into account safety and tickets, this means drive as fast as I feel is safe and won't get me ticketed, so my current trend of going 75ish seems good to me, and I should *not* try to slow down.

Solution )

The trivial solution is that I can minimize the cost of my trip in terms of both dollars and time if (x=0) I live in my office, or I work from home. A little further exploration showed that v=95 is a local minimum (good) and v=180 is a local maximum (bad). Despite the fact that the faster I drive, the worse my gas mileage, the time savings dominates until I reach 95pmh. At that point the gas mileage is bad enough that it makes the cost worse and worse until I hit 180mph - if I drive faster than that I should start saving money again.

So I think I determined the real reason that some people drive 95 mph on the highway: they're mathematicians!

x-posted to [livejournal.com profile] mathsex

Dorkerina

Oct. 12th, 2007 10:32 pm
asterroc: (xkcd - Escher)
I just realized I've been a dork forever. Someone on [livejournal.com profile] _scientsts_ asked for Science Halloween costumes, I realized that in 9th grade or so I dressed up as Pascal's Triangle.
I was reminded by [livejournal.com profile] mathsex people that (1) if I assume gas mileage and speed are equally important, that I could just average the optimal speed for both and I get around 65mph for the ideal driving speed, or (2) a potential way of giving a more realistic value to my time as compared to the gas mileage is to put a dollar value on my time - according to my salary that's around $20/hr. More math to come...
B/c the LJ goat didn't transcribe my recent voice post despite it being public, I did. And I finally got around to posting it on [livejournal.com profile] mathsex so if you care you can follow it there.
Just had to repost this.



I bet it was a project for a kickass Math class.

Bible quiz

Jun. 18th, 2007 10:17 am
You know the Bible 82%!
 

Wow! You are truly a student of the Bible! Some of the questions were difficult, but they didn't slow you down! You know the books, the characters, the events . . . Very impressive!

Ultimate Bible Quiz
Create MySpace Quizzes



As [livejournal.com profile] sailorlimabean (from whom I yoinked this) said, wow, that's pretty good for an atheist. And lots of guessing... :-P Hm, what's the probability of getting 82% of 39 questions (3 were statistical)?
For the CTYers and mathgeeks out there. (Whaddup homies!) I was really hoping for longer than a single verse. (As seen on [livejournal.com profile] math_jokes.)
I want to do a histogram - that is a count of frequency of reply - in some sort of spreadsheet program. I want to be able to input each person's responses (for example, from a survey) and have it tally up the number of responses for me. As I understand it, Excel cannot do this, I'd have to tell it how many people gave each reply. Anyone know of another (free) program that can do this for me, or will I have to relearn C++ and find a compiler, or just do it by hand since there's "only" going to be 68 people?

ETA: I've been told that Access can do this, so I'm goign to play with that. And with Excel according to what [livejournal.com profile] kadath says.

ETAA: In MS Excel, go to the Tools menu and Data Analysis... If yours doesn't have that menu, first click "Add-Ins..." to install it (no CD required). Use the Help dialogue to figure out how to install it and use it.
asterroc: (xkcd - Binary Heart)


You have issues with the above comic b/c she hits the calculator too many times.

Unless it's RPN.
asterroc: (doll)
Ah, finally it is a comfy 75ºF. I got home around 7pm at 55º, and it's now 12am at 75º, so that's Δ20ºF/5hr = 4º/hr = 1º/15min ... and I could now go on and look at my 2 heaters' wattages and calculate the power that went into the room temperature and figure out how lossy my bedroom is, but I don't feel like it. Yay math! Yay laziness! If anyone else feels like it, go ahead and I'll check your results. :-P

Were you?

Nov. 2nd, 2006 05:21 pm
You paid attention during 91% of high school!
 

85-100% You must be an autodidact, because American high schools don't get scores that high! Good show, old chap!

Do you deserve your high school diploma?
Make a Quiz



I bet it's one of the history ones... I'm not entirely sure what the Immaculate Conception one was doing in there.
Researchers gave a spatial reasoning test to men and women at Lafayette College in Easton, PA, to determine if men or women were better at this skill. But FIRST they asked the test-takers some statistical questions - one group were asked their genders, a second group were asked why they chose a liberal arts college, and the control group were asked about their childhoods. The control group had "typical" scores for the test - men scored 15-20% higher. Those asked about their gender beforehand had men scoring 25-30% higher. And those asked why they chose a liberal arts school, a question which allowed the testers to think of their strengths, nearly closed the gap between men and women. Go figure!

Perhaps statistical questions should be always asked at the end of an exam, then.

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