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• Against All Odds: 30. Inference for Regression

In this free online video program, "students will understand inference for simple linear regression, emphasizing slope, and prediction. This unit presents the two most important kinds of inference: inference about the slope of the population line and prediction of the response for a given x. Although the formulas are more complicated, the ideas are similar to t procedures for the mean sigma of a population."

• The White Glove Test: Discovering Dust in the Solar System (NASA Activity)

The Student Dust Counter is an instrument aboard the NASA New Horizons mission to Pluto, launched in 2006. As it travels to Pluto and beyond, SDC will provide information on the dust that strikes the spacecraft during its 14-year journey across the solar system. These observations will advance our understanding of the origin and evolution of our own solar system, as well as help scientists study planet formation in dust disks around other stars.

In this lesson, students explore the SDC data interface to establish any trends in the dust distribution in the solar system. Students record the number of dust particles, "hits," recorded by the instrument and the average mass of the particles in a given region.

• A Dusty Dilemma (NASA Activity)

The Student Dust Counter is an instrument aboard the NASA New Horizons mission to Pluto, launched in 2006. As it travels to Pluto and beyond, SDC will provide information on the dust that strikes the spacecraft during its 14-year journey across the solar system. These observations will advance human understanding of the origin and evolution of our own solar system, as well as help scientists study planet formation in dust disks around other stars.

In this lesson, students learn the concepts of averages, standard deviation from the mean, and error analysis. Students explore the concept of standard deviation from the mean before using the Student Dust Counter data to determine the issues associated with taking data, including error and noise. Questions are deliberately open-ended to encourage exploration.

• Spacewalk Training (NASA Activity)

The Neutral Buoyancy Laboratory allows astronauts an atmosphere resembling zero gravity (weightlessness) in order to train for missions involving spacewalks. In this activity, students will evaluate pressures experienced by astronauts and scuba divers who assist them while training in the NBL.  This lesson addresses correlation, regression, residuals, inerpreting graphs, and making predictions.

NASA's Math and Science @ Work project provides challenging supplemental problems for students in advanced science, technology, engineering and mathematics, or STEM classes including Physics, Calculus, Biology, Chemistry and Statistics, along with problems for advanced courses in U.S. History and Human Geography.

• Spacecraft Radar Tracking (NASA Activity)

Math and Science @ Work presents an activity for high school AP Statistics students. In this activity, students will look at data from an uncalibrated radar and a calibrated radar and determine how statistically significant the error is between the two different data sets.

NASA's Math and Science @ Work project provides challenging supplemental problems for students in advanced science, technology, engineering and mathematics, or STEM classes including Physics, Calculus, Biology, Chemistry and Statistics, along with problems for advanced courses in U.S. History and Human Geography.

• Predicting Metabolic Rates of Astronauts (NASA Activity)

NASA's Math and Science @ Work presents an activity focused on correlation coefficients, weighted averages and least squares. Students will analyze the data collected from a NASA experiment, use different approaches to estimate the metabolic rates of astronauts, and compare their own estimates to NASA's estimates.

NASA's Math and Science @ Work project provides challenging supplemental problems for students in advanced science, technology, engineering and mathematics, or STEM classes including Physics, Calculus, Biology, Chemistry and Statistics, along with problems for advanced courses in U.S. History and Human Geography.

• Song: Hit Me With Your Best Plot!

The song may be used to teach the importance of a good graphical display in presenting statistical data. May be sung to the tune of "Hit Me With Your Best Shot" (Eddie Schwartz, Pat Benatar, 1980). An earlier version appeared in Spring 2011 issue of Teaching Statistics. Lyrics by Lawrence Lesser, University of Texas at El Paso. version here introduced at the 2013 U.S. Conference On Teaching Statistics.

• Joke: Rush Week

A joke that can be used when teaching six sigma process control ideas or chi-squared goodness-of-fit tests. The joke was written in 2013.

• Quote: Senn on the Value of Statistics

If you think that statistics has nothing to say about what you do or how you could do it better, then you are either wrong or in need of a more interesting job. is a quote by Swiss Statistician Professor Stephen John Senn (1953 - ). The quote is from his 2003 book "Dicing with Death: Chance, Risk, and Health" published by Cambridge University Press.

• Quote: DeLegge on What Statistics Say

Although numbers don't lie, it's rather annoying that they don't tell us everything we need to know. Maybe it's because 99% of all statistics only tell us 49% of the story. is a quote by American investment author Ron DeLegge II (1971 - ). The quote appears in his book "Gents With No Cents" published in 2011 by Half Full Publishing Group.