Math 301 Introduction to Probability
and Statistics
Fall
2016
Section
001 10:20 to 11:20, M W F
Instructor: Dr. Chris Edwards Phone: 948-3969 Office: Swart 123
Classroom: Nurs Ed 148B Text: Probability and Statistics, 8th
ed., by Devore. Earlier editions of the text are also acceptable.
Recommended Calculator: TI-83, TI-83 Plus, or TI-84 Plus,
by Texas Instruments. Other TI graphics calculators (like the TI-86) do not
have the same statistics routines we will be using and may cause you troubles.
We will also use computer software, such as MINITAB and R, to perform
statistical work.
Catalog Description: Elementary probability models,
discrete and continuous random variables, sampling and sampling distributions,
estimation, and hypothesis testing. Prerequisite: Mathematics 172 with a grade
of C or better.
Course Objectives: The goal of statistics is to gain
understanding from data. This course focuses on critical thinking and active
learning. Students will be engaged in statistical problem solving and will
develop intuition concerning data analysis, including the use of appropriate
technology. Specifically students will develop
¥ an awareness of the nature and value of statistics
¥ a sound, critical approach to interpreting statistics,
including possible misuses
¥ facility with statistical calculations and evaluations,
using appropriate technology
¥ effective written and oral communication skills
Liberal Arts Education: Math 301 is part of the University Studies Program (USP) as an EXPLORE course in the NATURE category, and
contributes to an education in the Liberal Arts. In this sense, ÒLiberalÓ means
ÒbroadÓ, and ÒArtsÓ means ÒskillsÓ, so that someone educated in the Liberal Arts
is able to think critically and make connections to a variety of disciplines
and fields. Someone educated in the Liberal Arts is a responsible member of
society, is engaged in the community, and is able to understand the issues of
the day. They are problem solvers, and have learned how to learn new skills and knowledge. The fields of Mathematics
and Statistics are vital to a Liberal Arts education, as quantitative data is
collected and used to create mathematical models in virtually every discipline.
Statistics is the study of collecting and analyzing data, and making inferences
from samples to populations. Being able to analyze data and draw conclusions
from data through modeling is a vital component of an educated member of
society.
Grading: Final grades are based on these 300
points:
|
|
Topic |
Points |
Tentative Date |
Chapters |
|
Exam 1 |
Summaries,
Probability |
53 pts. |
October 12 |
1, 2, 3.1 to
3.3, 4.1 to 4.2 |
|
Exam 2 |
Distributions |
53 pts. |
November 14 |
3, 4, 5 |
|
Exam 3 |
Inference |
53 pts. |
December 16 |
7, 8 |
|
Group Presentations |
15 Points Each |
60 pts. |
Various |
|
|
Homework |
9 Points Each |
81 pts. |
Mostly Weekly |
|
Attendance is a very important component of success in my class because many of the skills and lessons we will learn will be a direct result of classroom activities that cannot be reproduced easily. Please attend class as often as you can. You are responsible for any material you miss. The Day By Day notes will help you greatly in this regard.
Grades: Grades will be assigned by the
following schedule.
|
Grade |
Points
(Percent) |
Grade |
Points
(Percent) |
Grade |
Points
(Percent) |
|
A |
270 (90 %) |
B- |
231 (77 %) |
D+ |
189 (63 %) |
|
A- |
261 (87 %) |
C+ |
219 (73 %) |
D |
180 (60 %) |
|
B+ |
249 (83 %) |
C |
210 (70 %) |
D- |
171 (57 %) |
|
B |
240 (80 %) |
C- |
201 (67 %) |
F |
170 or fewer |
Homework:
To demonstrate your competency in Statistics via written
communication, I will collect several homework problems about once a week. The
due dates are listed on the course outline below. While I will only be grading
a few problems, I presume that you will be working on many more than just the
ones I assign. I suggest that you work together in small groups on the homework
for this class. I expect is a well thought-out, complete discussion of the
problem. Please donÕt just put down a numerical answer; I want to see how you did the problem. (You wonÕt get
full credit for just numerical answers.) The method you use and your
description is much more important to me than the final numerical answer. Furthermore, as this is your
opportunity to show me what you have learned, your submitted homework should be
neatly written or typed, without crossed out sections or scribbles. Be
professional and make your work products reflect your own professionalism. Important Grading Feature:
If your homework percentage is lower than your exam percentage, I will replace your homework percentage with
your exam percentage. Therefore, your final homework percentage cannot be lower
than your exam percentage.
Presentations: There will be four presentations,
each worth 15 points. The descriptions of the presentations are in the Day By
Day Notes. I will assign you to your groups for these presentations, because I
want to avoid you having the same members each time. I expect each person in a
group to contribute to the work; however, you can allocate the work in any way
you like. If a group member is not contributing, see me as soon as possible so
I can make a decision about what to do. The topics are: 1 – Data Displays
(September 26). 2 – Probability (October 10). 3 – Central Limit
Theorem (November 21). 4 – Statistical Hypothesis Testing (December 14).
ePortfolio
Information: Math 301
is part of the USP and is designated as an EXPLORE
course in the NATURE category. Therefore, you will need to include several work
products from the course in your ePortfolio. I have
designated five problems in the attached Homework Problems as artifacts for
your ePortfolio. You will need to scan each graded
problem and include a paragraph written
to your future self about describing how this problem fits into the overall
purpose of Calculus as a discipline. You may want to compose these reflections
paragraphs later in the course, after you have developed an appreciation of Calculus,
instead of at the time the work is graded. Your CONNECT course that you take as
the final part of the USP program will require you to
look back on these artifacts, so you need to make sure you give yourself good
products with which to work.
Office Hours: Office hours are times when I will
be in my office to help you with the course. You may ask questions about your
homework, about the text, about topics from class, or any other issues you may
have. You will not be bothering me as I have set aside these times in my
schedule solely for talking to students about coursework. There will be many
other times when I am in my office. If I am in and not busy, I will be happy to
help. My office hours for Fall 2016 semester are 10:20 to 11:00 Tuesday, 1:45
to 2:30 Monday and Wednesday, or by appointment.
Early Alert Information: To provide you with early feedback
on your performance in the course, our class will participate in the Early
Alert program. It is common for students to be unaware of or over-estimate
their academic performance in classes, so this will help you be aware early on
of your progress and provide strategies for success in the classroom. The
registrarÕs office will send an email to students with academic and/or
attendance issues during the 5th week of classes. If you receive
such an email, be sure you read it carefully and arrange to meet with me or a counselor to develop an appropriate action plan.
Philosophy: I strongly believe that you, the student, are the only person who can make yourself learn. Therefore, whenever it is appropriate, I expect you to discover the mathematics we will be exploring. I do not feel that lecturing to you will teach you how to do mathematics. I hope to be your guide while we learn some mathematics, but you will need to do the learning. I expect each of you to come to class prepared to digest the dayÕs material. That means you will benefit most by having read each section of the text and the Day By Day notes before class.
My personal belief is that one learns best by doing. I believe that you must be truly engaged in the learning process to learn well. Therefore, I do not think that my role as your teacher is to tell you the answers to the problems we will encounter; rather I believe I should point you in a direction that will allow you to see the solutions yourselves. To accomplish that goal, I will find different interactive activities for us to work on. Your job is to use me, your text, your friends, and any other resources to become adept at the material. The Day By Day notes also include Skills that I expect you to attain.
|
Monday |
Wednesday |
Friday |
|
September
5 |
September 7
Day 1 |
September 9
Day 2 |
|
September
12 Day 3 |
September 14
Day 4 |
September 16
Day 5 |
|
September
19 Day 6 |
September 21
Day 7 |
September 23
Day 8 |
|
September
26 Day 9 |
September 28
Day 10 |
September 30
Day 11 |
|
October
3 Day 12 |
October 5 Day
13 |
October 7 Day
14 |
|
October
10 Day 15 |
October 12 Day
16 |
October 14 Day
17 |
|
October
17 Day 18 |
October 19 Day
19 |
October 21 Day
20 |
|
October
24 Day 21 |
October 26 Day
22 |
October 28 Day
23 |
|
October
31 Day 24 |
November 2 Day
25 |
November 4 Day
26 |
|
November
7 Day 27 |
November 9 Day
28 |
November 11
Day 29 |
November 14 Day 30 |
November
16 Day 31 |
November
18 Day 32 |
|
November
21 Day 33 |
November 23 |
November 25 |
|
November
28 Day 34 |
November 30
Day 35 |
December 2 Day
36 |
|
December
5 Day 37 |
December 7 Day
38 |
December 9 Day
39 |
|
December
12 Day 40 |
December 14
Day 41 |
December 16
Day 42 |
Link to Homework for Fall 2016 semester.
Managed
by: chris edwards
Last
updated August 13, 2016