MATH 2000: Elementary Statistics Spring 2009

Georgia Gwinnett College

MATH 2000: Elementary Statistics Spring 2009

Course Information:

Class Time: MWF 8 – 8:50 am

Class Location: B1200

Contact Information:

Instructor Name: Marty Thomas, Ph.D.

Office Location: A-1681

Email:

Office Phone: 678-407-5648

Cell Phone: 404-734-1135

Course Description: MATH 2000 is a non-calculus introduction to probability, descriptive and inferential hypothesis testing, linear regression and correlation, the normal distribution and estimation.

Course Prerequisites: Adequate score on GGC Placement Test or successful completion of MATH 1111, College Algebra.

GGC General Education Learning Outcomes

This course addresses the following general education learning outcomes:

II. Demonstrate critical and creative thinking

III.Demonstrate science literacy

V.Understand and effectively use information technology

GGC Mathematics Educational Goals:

Consistent with the overall goals of the General Education Program at Georgia Gwinnett College, students enrolled in mathematics courses at GGC should be able to:

Express mathematical ideas in both written and oral form. (*GGCGELO-III)

Demonstrate critical thinking and mathematical creativity (*GGCGELO-II)

Use and apply mathematics to better understand scientific, historical, and current national and global issues (*GGCGELO-II, III, V)

Use information technology effectively to mathematically analyze and solve real world problems (*GGCGELO-V)

The four educational goals are not independent.

*Addresses the GGC General Education Learning Outcome(s) specified.

Course Goals: Statistics is often referred to as the "art & science of data analysis."The purpose of this course is for students to understand statistical analysis by working with data. Statistical thinking involves the appreciation of variation and uncertainty, and their impact on decision-making.Students will apply the scientific method to issues and problems. Students who have completed this course have said the thinking required is similar to that in "critical thinking" or "logic." Studentswill experience the process of formulating questions, gathering data, analyzing the data, and interpreting results.Students will learn these steps by doing each of these parts separately and tying them all together.Throughout the semester, concepts will be stressed. After completing this course, students will be able to:

See statistical analysis as a practical and useful tool in today’s society. (*GGCMEG- 1, 2, 3, 4)
Understand that variability is natural, predictable, and quantifiable (*GGCMEG- 2, 3)
Know the parts of the process through which statistics works to answer questions. (*GGCMEG- 1, 2, 3, 4)
Choose the appropriate graph and analysis technique(s) to address research questions. (*GGCMEG- 1, 2, 3, 4)

Communicate the results of a statistical study in the context of the given scenario, including scope of inference and causality. (*GGCMEG- 1)

Use statistical language appropriately. (*GGCMEG- 1)
Use appropriate technology in the evaluation, analysis, and synthesis of information in problem-solving situations. (*GGCMEG- 4)

* Addresses the GGC Math Educational Goal(s) specified.

Required Text and Supplies:

Textbook, MyMathLab and SPSS package (ISBN: 0-321628748)
Statistics, The Art and Science of Learning from Data, Agresti & Franklin.
Access to MyMathLab (Course ID = thomas29523)
Student version of SPSS
Graphing calculators such as a TI-83 or TI-84.

Lesson Objectives: Students will demonstrate an understanding of the following:

Exploring data with graphs and numerical summaries
Distinguish between the two types of variables -- quantitative and categorical.
Know which graphs are appropriate for both types of variables, and be able to sketch the graphs.
Be able to explain which statistics are appropriate to describe center and spread for both types of variables.
Using sentences, describe the distribution of a data set (shape, center, and variation).These sentences must connect the statistics (the actual numbers AND the name of the statistic) to the interpretative words.
Use the five-number summary to sketch a boxplot.
Use side-by-side boxplots to compare the distributions of one variable divided into two or more groups.
The association between two quantitative variables
Given a set of data, be able to determine which is the explanatory (independent) variable and which is the response (dependent) variable.
Given a set of data, use technology to graph a scatterplot. Describe the relationship between the two variables (form and direction).
Given a set of data, use technology to find the coefficient of correlation and interpret its meaning (strength of the relationship).
Linear regression for two quantitative variables
Assuming a linear relationship, find the linear regression equation and interpret the meaning of the slope.
Use the regression model to make predictions.
Calculate residuals and interpret their meaning in the context of the given scenario.
Interpret r-squared in the context of the given scenario.
Determine the appropriateness of predicted values using r-squared.
Determine the appropriateness of predicted values if extrapolating.
Distinguish between correlation and causation.
Gathering data, including observational studies and experiments
Understand how to take a random sample, and why randomness is important.
Given the description of a study, be able to identify the sample, the population, the explanatory variables and the response variables.
Know the difference between the population and a sample
Given an example, distinguish between a population parameter and a sample statistic.
Determine when a cause and effect inference can be drawn from an association, based on how the data were collected (e.g., the design of the study)
Use probability distributions to find likelihoods for random phenomena
Given a discrete random phenomenon, be able to list the sample space.
Given a discrete probability distribution, calculate specific probabilities for intervals of random variables (e.g., x ≥ 3, or 2< x < 12).
Find and interpret a z-score for a specific observation.
Sketch the normal curve, indicating the mean, the value of interest, and then shade the area of interest.
Know what the Standard Normal Curve is and how it differs from other normal density curves.
Relate probability to a normal distribution (be able to sketch a normal curve, calculate the z-score, and find the probability.
Find the observation that would generate the given area (Inverse normal).
Be able to find the area under a normal curve corresponding to questions about probability. (i.e., apply the Central Limit Theorem).
Construct and interpret confidence intervals
Be able to state the appropriate confidence interval (CI) conditions and explain how they have or have not been met.
Given sample statistics or a data set,be able to construct a confidence interval (CI) for µ. State the meaning of that CI in the context of the given scenario.
Given a fixed confidence level and margin of error, find the minimum number of subjects to sample (solve for n).
Be able to calculate the margin of error for a CI for µ and explain what it means.
Perform and interpret hypothesis tests for categorical and quantitative variables.
Be able to state the appropriate HT conditions and explain how they have or have not been met.
Be able to state the null and alternative hypotheses for one-sample and two-sample tests, for both categorical and quantitative variables, including chi-square tests.
Be able to differentiate the context of when to use various hypothesis tests (e.g., one sample t test, paired t test, independent t test, analysis of variance).
Perform the appropriate statistical analysis via computer.
Explain in “real world terms” computer output.
Calculate test statistics by hand (t-test) or using technology.
Be able to sketch the normal or t model, label the test statistic, and shade the p-value region.
Given a test statistic, find the p-value.
Given a p-value, determine whether to reject or fail to reject the null hypothesis, and interpret the results in the context of the given scenario.
Know the difference between the p-value and the alpha level (or significance level).
Know the difference between statistical significance and practical significance.
Know the connection between two-tailed hypothesis tests and confidence intervals.
Be able to determine if a Type I or Type II error may have been made. Explain the error in the context of the given scenario.
Understand conditions where non-parametric tests are appropriate.
Perform appropriate non-parametric tests.

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Course Content: Students will be engaged in learning activities from the following sections in the textbook:

Chapter 1 Sections 1, 2, and 3
Chapter 2 Sections 1, 2, 3, 4, 5, and 6
Chapter 3 Sections 1, 2, 3 and 4
Chapter 5 Sections 1, 2
Chapter 6 Section 2
Chapter 7 Section 2
Chapter 8 Sections 1,3, 4
Chapter 9 Sections 1, 3, 4, 5 and 6
Chapter 10 Sections 2, 4
Chapter 11: Sections 1, 2
Chapter 12 Sections 1, 2 and 3
Chapter 14 Sections 1 and 2
Chapter 15 Sections 1 and 2

Assessment Tools/ Grading Policy:

A 10-point grading scale is used in calculating the grades.

Test Average40%89.5 – 100 = A

Homework Average10%79.5 – 89.5 = B

Quiz Average10%69.5 – 79.5 = C

“Mini” Project10% 59.5 – 69.5 = D

Final30%< 59.5 = F

Tests/Final: We will have 4 tests and a cumulative final during the semester. Although the tests are not cumulative, the material does build upon itself throughout the semester. In other words, you may need to use concepts from previously tested material. You should “clear up” any misunderstandings you have as early as possible. Problems on the test require you to make calculations as well as understand the meaning of concepts. The first three exams are closed book and closed notes, but you may use 2 sheets of 8.5”x11” paper front and back for notes for each exam. You can use your note sheets from previous exams. For example, on exam 2, you can have 2 new sheets for exam 2 plus the 2 sheets you used for exam 1 as well. As you view old copies of exams over WebCT, you will have a better sense of the exam structure. I will use the chapter objectives (listed at the beginning of the notes for a particular chapter) in developing exams. I do not believe any placing any “surprise” questions on the exam, but note there are many different ways I can state a problem that would test a particular objective.

Homework: Homework will include problems that you will calculate by hand as well as use the computer program: SPSS (Statistical Package for the Social Sciences). You may drop your lowest homework grade.

Quizzes: During the course of the semester, I will post several quizzes on WebCT. I will make the quizzes available for a 24-hour period. These quizzes will consist of 3 or 4 multiple-choice questions. You may drop your lowest three quiz grades.

“Mini” Project: In groups of 2-4 people, you will use SPSS to analyze “real world” data. Your group should select one of the data sets shown on to use during the course of the semester. During the course of the semester, I will ask your group to write periodic reports using SPSS to analyze your data set. In addition, each group member will submit a short reflection (1 page) describing how you might use the techniques to address a problem in your major. Your grade on each mini project is 20 points from your team member’s evaluation of your contribution, 30 points for your individual short reflection and 50 points for your team’s report.

Absence/Make-up Policy: Regular attendance is expected and necessary to understand the material. It is the students responsibility to initial the sign-in sheet every class period. If you are late, you are not allowed to initial the sign-in sheet. In addition, students are responsible for all work whether you attend class or not. The sign-in sheet will be used to assess grades in borderline cases. Student visits to my office (particularly seeking help as early as possible) can also positively affect borderline grades.

Academic Enhancement Center

The Academic Enhancement Center provides free drop-in tutoring for GGC students. Tutoring is available in many subjects including reading college texts, writing assignments, grammar focus, research and citation, college algebra, calculus, chemistry, and physics. The Academic Enhancement Center is located on the 2nd floor of building B in B 2400 and B 2450. The hours for the AEC can be found in Jovo (jovo.ggc.usg.edu) under the Support tab.

College Policies:

Health and Safety Policy:

Certain laboratories include use of strong acids, solvents and preservatives. Any pregnant women, hypersensitive individuals, or immunocompromised would report their condition to the instructor and to their physician, preferably before contact with the materials (see lab exercises). Additional instructions for lab will be presented during the first lab. Students are required to follow all instructions. Students failing to conform to lab rules and safety precautions will be first warned by removal from the lab. On second offense students will be removed from both lecture and lab.

Americans with Disabilities Act Statement

If you are a student who is disabled as defined under the Americans with Disabilities Act and require assistance or support services, Please seek assistance through the Center for Disability Services. A CDS Counselor will coordinate those services.

Equal Opportunity Statement

No person shall, on the grounds of race, color, sex, religion, creed, national origin, age or disability, be excluded from employment or participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity conducted by Georgia Gwinnett College.

Affirmative Action Statement

Georgia Gwinnett College adheres to affirmative action policies designed to promote diversity and equal opportunity for all faculty and students.

Academic Respect

The college exists to foster educational excellence. To this end, a classroom atmosphere that supports learning must be maintained. Students are expected to be active, attentive participants in the class. Students are also expected to abide by class policies and procedures and to treat faculty and other students in a professional, respectful manner. Students are expected to be familiar with the student conduct code published in the Student Handbook.

Academic Integrity

Student Honor Statement: We will not lie, steal, or cheat, nor tolerate the actions of those who do.

Georgia Gwinnett College students are expected to adhere to the highest standards of academic integrityand are expected to encourage others to do the same. Further, students are expected to take responsible actionwhen there is reason to suspect dishonesty on the part of others.

Academic dishonesty carries severe penalties ranging from a grade of “0” on the affected assignment todismissal from Georgia Gwinnett College. Each faculty member at Georgia Gwinnett College bears theresponsibility for assigning penalties for cases of academic dishonesty. Students may appeal a penalty as outlined in the Student Handbook.

School of Science and Technology Policies:

Attendance Policy

You are expected to attend every class. Failure to attend class will affect your grade.

Special arrangements to take a regular exam early must be made in advance in writing. Early exams are available only at the instructor’s discretion and only under extreme circumstances.

IF an emergency arises and you miss an exam you MUST notify your instructor on the same DAY as the exam. Notification by email, text or phone message is acceptable. At the instructor’s discretion, make-up work may have a different format or different content from the regular assignment. Make-up work should be completed within two days of the original due date. Work missed due to unexcused absences will be given a grade of zero.

If you feel that you are unable to complete your courses due to illness or family emergency, contact the Registrar’s Office to attempt to withdraw from your courses without penalty.

Course Changes

This course syllabus provides a general plan for this course. The instructor reserves the right to make changes to the syllabus, including changes to assignments, projects, examinations, etc., in order to accommodate the needs of the class as a whole and fulfill the goals of the course.

Technology Covenant

Technology will be used to deliver content, provide resources, assess learning, and facilitate interaction, both within the classroom and in the larger learning community.

Course materials and Grading

You can expect to access the course materials and grades via WebCT.Students should check WebCT regularly, as course changes will always be announced and recorded on the course WebCT site.

Communication

I want to have face-to-face conversations with you, when possible. However, we may need to establish a time and place via email or by phone.
I prefer e-mail for most situations. Monday through Friday expect me to respond by 5pm. Communications received after 5pm will be returned the next day. On the weekend or while I am away from campus (i.e., at a conference), my response is irregular.
When corresponding by email, I will communicate with you using only your GGC email. You should check your GGC email every day. Emails from other domains (yahoo.com, gmail.com, hotmail.com, etc.) will not receive replies due to the Family Educational Rights and Privacy Act (FERPA).

Expectations of Students

All students at GGC need to have access to a computer. If you do not have one, computer labs are available on campus.
I expect students to access course or individual communications within 1-2 days excluding weekends.

Technology Changes

This covenant provides a general guideline for the course. I reserve the right to make periodic and/or necessary changes to the covenant, including: technology use and communication channels, in order to accommodate the needs of the class as a whole and fulfill the goals of the course.

School of Science and Technology Policies

You are expected to attend every class. Failure to attend class will affect your grade.

Special arrangements to take a regular exam early must be made in advance in writing. Early exams are available only at the instructor’s discretion and only under extreme circumstances.