| 20 May 01:11 2016

sample AP Statistics exams

------->  First-time AP Stats. teacher?  Help is on the way! See
     | |          Robert W. Hayden
     | |          614 Nashua Street #119
    /  |          Milford, New Hampshire 03055  USA
   |   |          
   |   |          email: bob <at>  the site below
  /  x |          website:
 |     /          
 '''''' | 18 May 21:13 2016

Re: Plot f(x) = x^(1/5) (fwd)

Is this a STATISTICAL problem?  In this and the earleir post I think
you may be using R for a purpose for which it was not intended.  

That said, you might find something useful here:

Forwarded message:
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(Continue reading)

Steven Stoline | 18 May 21:00 2016

Folium of Descrates

Dear All:

can someone please help me to plot the *Folium of Descrates:**  x^3+y^3=3xy
for x<-seq(-5,5,0.010) and **y<-seq(-5,5,0.010) *

with thanks


Steven M. Stoline
1123 Forest Avenue
Portland, ME 04112
sstoline <at>

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User Hayden | 18 May 13:57 2016

[h.wickham <at> Re: Teaching R in high school and college science and math courses]

Martin, I'm not sure what URL was missing.  Here is a list of AP

The program is not just for the US.  Discussion of the current exam is
banned until everyone has taken it and that covers many time zones
outside the US.

The curricula are created by expert teams in each field.  If a high
school teacher wants to offer an AP course they have to get their plan
approved by AP.  This is fairly recent and partly in response to
schools putting the "AP" label on courses and transcripts to make
their school look good even though said courses did not match AP

The 2016 exam just took place last week.  It's (inter)national and
students get a score of 1, 2, 3, 4 or 5.  It is then entirely up to
colleges whether to offer credit and what score will be required as
well as what particular college course they get credit for.  (It can
happen that students get credit for no particular course, just
elective credits toward graduation.)

There are AP Stats. teachers using R though they are a small
minority.  I think some use R in one of the computer science courses.
A major obstacle is that students are "expected" to bring a graphing
calculator to the exam.  That pretty much means students have to learn
to do eveything with the calculators so using R would have to be in 
addition to using the calculators, not instead of them.  There have
(Continue reading)

User Hayden | 18 May 00:23 2016

[mdw <at> Re: Teaching R in high school and college science and math courses]

I would be very interested in being involved.  I am an ASA member.  I
think the AP Stats. teachers already using R would be terrific
resources.  I am not sure we need to start a new list -- there is
little traffic on this one, and most of it is off-topic.  This is
actually about using R to teach statistics!

----- Forwarded message from Mark Daniel Ward <mdw <at>> -----

Date: Tue, 17 May 2016 18:01:57 -0400
From: Mark Daniel Ward <mdw <at>>
To: Brian Dennis <dr.of.chaos <at>>, r-sig-teaching <at>
Subject: Re: [R-sig-teaching] Teaching R in high school and college science and
	math courses
User-Agent: Mozilla/5.0 (Macintosh; Intel Mac OS X 10.11; rv:45.0)
	Gecko/20100101 Thunderbird/45.0

Dear Brian,

I firmly agree with you.  Indeed, I'm working with some colleagues at the ASA
(American Statistical Association) on trying to really broaden the groups that
are impacted by the use of R and data science, far beyond the usually K-12
contact with statistics.

Perhaps we don't have to bother everyone with such discussions. I wonder if
interested parties would like to have a sub-discussion about this with my
colleagues at the ASA?  I'm actually trying to build some momentum in these
very areas.  Would you like to (directly) discuss further?  I've been working
on an initiative in this vein lately.

(Continue reading)

User Hayden | 18 May 00:17 2016

[dr.of.chaos <at> Teaching R in high school and college science and math courses]

I applaud your goals and what I can see on Amazon looks good.  In
addition to inertia and addiction to graphing calculators, high shcool
teachers (I've worked with them in AP Stats. for 20 years or so) are
concerned about access and equity.  Students can take the TIs
anywhere.  There is no guarantee that students will have a suitable
computer or Internet access at home.  Many high schools have very
limited computer labs but the TIs can be used in a regular classroom.
My counter to all that is that you can run R on computers people are
paying the recycling center to haul away.  But there is no organized
effort to make use of that resource.  In addition to gathering up the
computers, one needs to find spaces to put them in.  

Years ago I made a scientific version of Puppy Linux that included R
and lots of other math. software.  That meant your recycling center
computer did not have to have a working/legal OS.  Or even a working
hard drive!

I posted a link to your book on Amazon in the AP Statistics
Community.  There is a small but growing number of R users there. 

----- Forwarded message from Brian Dennis <dr.of.chaos <at>> -----

Date: Tue, 17 May 2016 14:45:30 -0700
From: Brian Dennis <dr.of.chaos <at>>
To: r-sig-teaching <at>
Subject: [R-sig-teaching] Teaching R in high school and college science and
	math courses

Hi fellow R-philes,
(Continue reading)

Brian Dennis | 17 May 23:45 2016

Teaching R in high school and college science and math courses

Hi fellow R-philes,

My contention is that R is not just for statistics.  Rather, R can be used
in math and science classes in colleges, community colleges, and even high
schools, to replace most uses of graphing calculators and proprietary

Various aspects of R seem to have immense potential for helping STEM
(science, technology, engineering, math) education:

(1) With R, scientific calculations and graphs are fun and easy to produce.
A student using R can focus on the scientific and mathematical concepts
without having to pore through a manual of daunting calculator keystroke
instructions. The students would be analyzing data and depicting equations
just as scientists are doing in labs all over the world.

(2) R could be learned once and used across a wide variety of STEM courses,
promoting the integration of STEM subjects that has been much discussed in
principle but elusive in practice.

(3) R is now probably the most universally available computational tool
(aside from counting on fingers). Many students access a computer to use
social media, and most schools and colleges have institutional machines (of
varying quality) available to the students. Versions of R exist for most
platforms (going back 10 years or more), so R could be made instantly
available to every student in every course.

(4) R invites collaboration. Students can work in groups to conduct
projects in R, build R scripts, and improve each others’ work. Results on a
computer screen are easier to view in groups than on a calculator. At home,
(Continue reading)

Steven Stoline | 17 May 14:44 2016

Plot f(x) = x^(1/5)

Dear All:

I am trying to plot the function f(x) = x^(1/5) for x=seq(-2,2,0.01). It
give me only the plot of f(x) for the positive part of x. I checked the
values of f(x), it is NaN for all negative values of x.

*this is my code:*

y<- (x)^(1/5)
plot(x,y, type="l", lwd=3, xlab = " ", ylab = " ", col="blue")
abline(v=0, col="gray", lty=2, lwd=3)
abline(h=0, col="gray", lty=2, lwd=3)

any help will be appreciated.

with many thanks

Steven M. Stoline
1123 Forest Avenue
Portland, ME 04112
sstoline <at>

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Spencer Graves | 2 May 15:07 2016

Uses of Normal Probability Plots


       Does anyone have a good reference on the uses of normal 
probability plots?

       The Wikipedia article on "Normal probability plot" includes 
histograms with normal plots of normal, right skewed, and uniformly 
distributed data.  I'd like to expand it to include examples with 
outliers, kurtosis, a need for transformations -- especially to 
log-normal -- and mixtures.  In addition, I'd like to include 
discussions of plotting, e.g., 15 effects from a 16-run 2-level 
fractional factorial identifying the significant effects as well as 
outliers.  I think the article should also discuss plotting multiple 
lines on the same plot to compare different samples and to search for 
heteroscedasticity.  And I'd like to show plots with datax = both TRUE 
and FALSE:  The default is FALSE.  However, that creates problems with 
visual processing with plots that are wider than they are tall, because 
research on cognitive processing of graphics indicates that human 
judgements about slope are more accurate with lines near 45 degrees that 
with other angles except for horizontal and vertical.  (I can find a 
reference;  I don't have it at my fingertips.)

       If I can't find such a paper on normal plots, I'd be happy to 
take the lead in writing one, but I'd like to have collaborators -- and 
preferably some confirmation from an R Journal editor that such an 
article would likely be favorably considered;  it may also need to 
include discussions of normal probability plotting with traditional 
graphics, lattice and ggplot2.

(Continue reading)

Bob Dobrow | 8 Apr 14:36 2016

New Stochastic Processes textbook Using R

Dear friends,

A new undergraduate-focused textbook on stochastic processes: Introduction to Stochastic Processes
With R (Wiley 2016)
is now available.

A focus of the book is simulation. The book includes an R tutorial and example script files.

Here is the link to the book's homepage:

and to the Wiley page

If you would like more information, sample chapters, or have any questions, I would be happy to discuss.

Bob Dobrow
Department of Mathematics and Statistics
Carleton College
Northfield, MN 55057
rdobrow <at>

Whitt Kilburn | 15 Feb 16:23 2016

accessible introductions to ggplot2 for non stats/cs undergraduates?

Hello all,

Could anyone please refer me to your preferred introduction to the
components of ggplot()?

If you have notes online or handouts you provide your students, I would
sincerely appreciate seeing how you all introduce students to the syntax
and broader theory.

My students are primarily social science majors, but they have all
completed an introductory applied statistics course.

Really any thoughts on strategies or resources would be appreciated.

Thank you all very much for your time.

H. Whitt Kilburn
Associate Professor
Political Science Department
Grand Valley State University
Allendale, Michigan

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