Continuing our series — see here for Part 1, and Part 2 — let’s look at Makin and Orban de Xivry’s Statistical Mistake #4: Spurious Correlations. This one is easy to understand, though nonetheless common. The authors refer to situations like the one illustrated in their Figure 2, shown below, in which the correlation calculated … Continue reading Comments on “Ten common statistical mistakes…”: #4
Continuing from the first post in this series, let’s look at Makin and Orban de Xivry’s Statistical Mistake #3: Inflating the units of analysis. The issue: What is N? In other words, how many independent data points are there, for whatever statistical analysis one wants to do? N is often mistakenly made larger than it … Continue reading Comments on “Ten common statistical mistakes…”: #3
I’ve thought more about CRISPR and genome editing over the past year than ever before, ending up devoting a chapter to it in my upcoming popular science biophysics book. The ability to cut, paste, and edit strands of DNA inside living cells is truly amazing, an advance that deserves all the hype that it’s received … Continue reading CRISPR, the Nobel Prize, and the “Forgotten Man”
The steady stream of scientific articles with irreproducible results, shaky conclusions, and poor reasoning  is, thankfully, accompanied by attempts to do something about it. A few months ago, Tamar Makin and Jean-Jacques Orban de Xivry published an excellent short article called “Ten common statistical mistakes to watch out for when writing or reviewing a … Continue reading Comments on “Ten common statistical mistakes…”: #1 and #2
I recently finished reading Ray Monk’s Ludwig Wittgenstein: The Duty of Genius, a thorough biography of the twentieth century philosopher. (Some entertaining comics about Wittgenstein’s philosophy are here, here, and here.) It’s an excellent book, diving into the life of a remarkable, strange, and intense person. Among other things, Wittgenstein refused any part of his … Continue reading Ludwig Wittgenstein, Alternative Careers, and Active Learning
What do I add to a first-year university physics class on simple harmonic motion? Anything? What’s the point of a class on simple harmonic motion? Why do first-year physics classes exist? I was thinking about these questions exactly six months ago, pre-pandemic, when I started writing a blog post that seems especially relevant now. I … Continue reading What’s the point of a first-year physics class?
On July 4, I finished a draft of the fourth and final part of Building Life, my popular-science book on biophysics. There’s still a lot to revise, based in part on comments from my editor and others on Parts 1-3 and, I’m sure, comments to come on Part 4, but nonetheless I’m delighted to say … Continue reading Book draft done!
Given that all university classes are currently being run on-line due to the Covid-19 pandemic, our science teaching journal club topics for the term are mostly focused on remote instruction. Last week’s article  was a 2019 study comparing different methods for preparing video-based short lectures. It was especially interesting for reasons that can be … Continue reading Two graphs about on-line learning
Update May 12, 2020: I intend to start the course during the week of May 18, 2020. If you’re interested in taking it, please do the following by May 15, 2020: (i) Get the up-to-date syllabus here; (ii) Write your name and email address on this sheet if you haven’t already contacted me; (iii) Note … Continue reading An informal image analysis course
As the Covid-19 pandemic continues, the proliferation of models of the spread of the virus rivals the spread of the virus itself. Looking at these models is dizzying, and their accuracy so far, especially with respect to heterogeneity across regions, is unimpressive. Of course, modeling an ongoing pandemic is hard, but recently a more fundamental … Continue reading Known and unknown pandemic models