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
The steady stream of scientific articles with irreproducible results, shaky conclusions, and poor reasoning [1] 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 [1] 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
There are now no bookstores around the University of Oregon (UO) campus. Until recently, there were two. The two did not, however, go out of business — at least not in a straightforward way. One of the stores is the University bookstore. At least since I moved to Eugene, 13 years ago, the uppermost of … Continue reading A bookstore-free university neighborhood
Synopsis: I describe a short activity for high school students on visualizing protein structures and etching them in wood. Challenge: If you’re familiar with proteins, you might like to ask yourself before you get to Part 2: If you were to show non-scientists a few protein structures, which structures would you pick? 1. Background: SAIL … Continue reading Etching proteins — SAIL recap, 2019
The University of Oregon (UO) is yet again planning to increase tuition, this time by 7% for Oregon residents and 3% for non-residents [1]. The exact number is now set, but when I first started writing this a few months ago it was not, with only a range given of 5-10% for the planned hike … Continue reading Keep raising the tuition (?)
The Eighteenth Elephant 