Laboratorios Virturales > Información acerca del Proyecto > [1] 2 3
El objetivo de este proyecto es proporcionar un conjunto de recursos basados en la web para estudiantes y profesores de probabilidad y estadística.
Este proyecto está divido en capítulos, similar a los capítulos en un libro convencional. Los capítulos están agrupados en tres áreas generales:
Además, hay un capítulo sobre la información del proyecto (el capítulo en el que estás ahora). Cada capítulo está divididos en "páginas web" similares a las secciones de un libro convencional. Las páginas tienen las siguientes partes básicas:
The expository text assumes knowledge of calculus, at the standard undergraduate level. The applets (described below) are essentially self-contained and have no mathematical prerequisites.
Our goal is to make this project standards-compliant and platform independent. The applets are written in Java. Applets and other pop-up windows are launched with JavaScript. The expository text uses subscripts, superscripts, lists, tables, and other structural elements. Presentation features are controlled by a style sheet. Thus to use this site, you will need a browser that supports the following:
The latest versions of Internet Explorer or Netscape are recommended. Click on the appropriate icon below to download:
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A "you are here" navigational map is given in the header and footer of each chapter page. The contents page of a chapter has links the virtual laboratories home page and to the contents pages of the other chapters in the same area. The topic pages in a chapter have links to the home page, to the contents page of the chapter and to each other. Links to topic pages are colored blue and open in the main browser window.
Additionally, the footer has links to several ancillary resources that open in separate, small windows without menus or toolbars. These include a contents page (or site map), the list of applets, the list of data sets, the list of biographies, lists of external resources, the index of keywords, the comment form, and basic copyright information. Links in the body of a chapter page to such ancillary resources also open in small, child windows; these links are colored red.
Our site has links to a number of related sites in probability and statistics; these links are colored navy. Pages from external sites are opened in new browser windows.
1.
Click on the link to learn a little about Sir
Ronald Fisher.
The Java applets are designed to demonstrate the mathematical theory in a dynamic, interactive way. Each Java applet runs in a separate window, with the small amount of text necessary to describe the applet and its notation (but no mathematical theory). Thus, the applets can be used with the text portion of this project, or by themselves.
Each applet is one or a combination of the following basic types:
A standard graphical interface is used, with command buttons, scroll bars and list boxes, and is very similar for each applet. There is no programming or command language of any form, so students should be able to run the applets with little or no instructions. As noted above, each applet is in a separate window, so that the student can easily move back and forth between the applets and the corresponding hypertext discussion, and so that a student can keep an applet open and running as she browses through the text.
The applet output is displayed numerically and graphically in a set of coordinated tables and graphs. A consistent color-coding is used. Graphical objects that depend only on the distributions or parameters are shown in blue, while graphical objects that depend on data (either simulation or student generated) are shown in red.
The numerical results are displayed in tables. On most platforms, the output of a table can be selected and then copied to the clipboard in standard tab-separated format. The copied data can then be imported into a spreadsheet, statistical, or word processing program for further analysis or use in a student report.
Applets that are simulations of random processes have the following basic buttons on the top toolbar:
The update frequency is selected from the first list box on the top toolbar. This number determines how often graphical and numerical displays are updated in run mode. In most applets, you can select an update frequency of 1, 10, 100, or 1000. In some applets, other update rules are provided. An update occurs automatically if the simulation is stopped by clicking the stop button.
The stop frequency is selected from the second list box on the top toolbar. The stop frequency is the number of runs before the simulation stops in run mode. In most applets you can select a stop frequency of 10, 100, 1000, or 10000. In some applets, other stop rules are provided.
The student can easily vary the parameters, select distributions, and choose among appropriate modeling assumptions using list boxes, scroll bars, and pop-up dialog boxes. These controls appear on toolbars at the top of the applet window.
2. Click on the link to start the simulation of the dice
experiment. Practice varying the
parameters and running the simulation.
Each data set is opened in a separate window with the small amount of text necessary to describe the data and its source. The data set itself is given in a scrollable text area in a standard tab-separated format. The student can easily select the data, copy it to the clipboard, and paste it into a statistical or spreadsheet program. In addition, each data set is linked to the web-based statistical package WebStat, written by Webster West and Tod Ogden. Clicking on the WebStat button will launch WebStat, with the data set automatically loaded.
3. Click on the icon to open the M&M data page.
In addition, each data set gives links to the data in the following special forms: tab-separated text, Minitab, and Excel.
As we have already illustrated, the exercises are of three basic types, each keyed with a special icon.
Mathematical exercises require only paper and pencil (and understanding). These exercises are intended to develop the mathematical theory and provide basic computational drills.
4. Two fair dice
are thrown. Find the probability that the sum of the scores is 7.
Simulation exercises are based on applets. In some cases, the student is only asked to observe the behavior of a simulation or generate and observe data. In other cases, hand computations may also be required. In some cases, a calculator or statistical software will be necessary. In all cases, the applet exercises are intended to demonstrate the mathematical theory in a dynamic and interactive way.
5. In the binomial coin
experiment, vary the number of coins and the
probability of heads. Note the effect on the graph. Practice running the
simulation.
Data analysis exercises are keyed to data sets from real statistical studies. These exercises require statistical software or at least a calculator.
6. Find the mean petal length in Fisher's iris
data.