COURSE PROPOSALFORM
REVISED 1/3/2015
We recommend that you begin the course development process by engaging in meaningful conversations with your departmental colleagues. Newcourses may require additional resources and/or internal review; please be sure to work closely with thesponsoring department chair to ensure that all requirements have been met.
The course developer and/or the sponsoring department chair should attend and be prepared to address questions at the appropriate department meeting, Curriculum Committee meeting and Faculty Council meeting.
ADMINISTRATIVE INFORMATION
COURSE PREFIX AND NUMBER: MAT101Q
COMPLETE COURSE TITLE: Quantitative Literacy II
DATE: 03-03-17 COURSE DEVELOPER: Math Department
SPONSORING DEPARTMENT: Mathematics
THE PROPOSED COURSE IS A TOPICS COURSE.
WILL THIS COURSE INCLUDE A LAB OR STUDIO COMPONENT? no
WEEKLY CONTACT HOURS FOR COURSE: LECTURE HOURS:3
LAB/STUDIO HOURS:0
TOTAL CONTACT HRS: 3
COURSE EFFECTIVE DATE: spring 2018
WILL THIS COURSE BECOME A SUNY GENERAL EDUCATION COURSE?
IF YES, PLEASE CONTACT THE GENERAL EDUCATION PROJECT COORDINATOR.
yes, it will satisfy the Mathematics General Education Requirement
WILL THIS COURSE REQUIRE SPECIAL FACILITIES AND/OR EQUIPMENT?
IF YES, PLEASE CONTACT THE VICE PRESIDENT OF ACADEMIC AFFAIRS.
Yes, large desks for daily group work and a smart classroom.
WILL THIS COURSE BE TRANSFERABLE? EXPLAIN.
As a Quantway II course, we anticipate that this course will be transferable as math and/or free elective credit.
DEPARTMENT OF MATHEMATICS COURSE INFORMATION SHEET FOR
MAT101Q - QUANTITATIVE LITERACY II
All members of the Math Department at Clinton Community College use the respective course template as a basis for their course syllabi. Faculty may, at their discretion, change the order of the course content or add course content.
COURSE NUMBER AND TITLE: MAT101Q – Quantitative Literacy II
COURSE SECTION: TBA
CONTACT HOURS: 3CREDIT HOURS: 3
SEMESTER AND YEAR: TBA
INSTRUCTOR’S NAME, TELEPHONE NUMBER, EMAIL ADDRESS, OFFICE NUMBER, AND OFFICE HOURS: TBA
I. COURSE DESCRIPTION:
In this course, mathematical and statistical reasoning are explored through topics in everyday life. Students will integrate quantitative literacy with mathematical concepts such as percents, probability, mathematical modeling, and statistical thinking.Concepts are investigated with hands-on activities using medical, environmental, and financial examples. Near the end of the course, students will complete a comprehensive, departmental final exam. This is the second of two courses that follow the Quantway curriculum. The Quantway sequence of courses is intended for non-STEM (math, science, computer science and technology) students and non-business transfer students. After successful completion of this course, students can take MAT161 – Elementary Statistics.
II. PREREQUISITES:
- PREREQUISITE: MAT100Q – Quantitative Literacy I or MAT100 - Introductory Algebra, equivalent or placement
III. OBJECTIVES FOR QUANTWAY SEQUENCE:
Quantitative with Multiple Literacies Goal: Students will develop their quantitative reasoning abilities through learning and practicing other essential literacies and reasoning skills. In particular, students will practice and make explicit connections with the following reasoning skills and literacies:
L.1 Quantitative Literacy: Students will demonstrate the Quantitative Literacy “habit of mind.” In particular, students will:
L.1.1 Demonstrate an appreciation for QL by reading about and discussing the importance of QL in the world both globally and in their lives.
L.1.2 Show confidence in quantitative reasoning through perseverance in quantitative thinking and ability to transfer prior knowledge from one context to the next.
L.1.3 Check the reasonableness of quantities that have been presented to them or numbers that they calculate or estimate.
L.1.2 Use correct units when using numbers based on the context.
L.2 Critical Reading: Students will be able to read and interpret quantitative information from a variety of real-world sources. Students will be able to recognize and evaluate quantitative assumptions.
L.3 Communication: Students will communicate quantitative results by:
L.3.1 Writing and orally presenting their work using appropriate language, symbolism, data and graphs.
L.3.2 Analyzing and using quantitative information to support an argument.
L.4 Information Literacy: Students will be develop critically thinking skills about quantitative information by:
L.4.1 Evaluating sources of information.
L.4.2 Locating reliable and appropriate quantitative data.
L.5 Visual/Graphical Literacy: Students will be able to read, interpret, and make decisions based on visual displays of data including line graphs, bar graphs, scatter plots, histograms, and maps with multiple parameters.
L.6 Technology Literacy: Students will be able to use technology appropriately as a tool including:
L.6.1 Knowing when and how to use calculators appropriately.
L.6.2 Using computers and the Internet to gather, research and analyze quantitative information.
L.6.3 Questioning and evaluating the output from a computer application.
L.6.4 Using spreadsheets to create and/or investigate mathematical models whenever possible.
L.6.5 Facility with other appropriate technologies, such as: math or statistical applications on smartphones, or java applets.
L.7 Spatial/Geometric Reasoning: Students will be able to apply spatial reasoning to solve geometric problems involving area, perimeter, and volume of basic shapes including using and translating between different units of measurement.
Numeracy Skills Goal: Students will develop and apply the concepts of numeracy to investigate and describe quantitative relationships and solve problems in a variety of contexts. Students will be able to:
N.1Demonstrate operation sense and communicate verbally and symbolically the effects of common operations on numbers.
N.2Demonstrate an understanding of and competency in using magnitude in the context of place values, fractions, and numbers written in scientific notation.
N.3Use estimation skills, knowing how and when to estimate results and to what precision, to solve problems, detect errors, and check accuracy.
N.4Demonstrate measurement sense including units, precision, accuracy and error.
N.5Be able to use and distinguish between statements involving absolute change and relative change.
N.6Be able to use and interpret percentages in a variety of contexts including but not limited to: Parts to whole comparisons, decimal representations of percentages, quantifying risks and other probabilities, rates, change, and margins of error.
Proportional Reasoning Goal: Students will represent proportional relationships and solve problems that require an understanding of ratios, rates, proportions, and scaling. Students will be able to:
P.1Recognize proportional relationships from verbal and numeric representations.
P.2Compare proportional relationships represented in different ways.
P.3Apply quantitative reasoning strategies to solve real-world problems with proportional relationships based on an understanding that derived quantities can be described with whole numbers, fractions, or decimals, or in a combination of these, and that to fully explain these relationships, units must be used.
Algebraic Reasoning Goal: Students will reason using the language and structure of algebra to investigate, represent, and solve problems.
A.1Understand various uses of variables to represent quantities or attributes.
A.2Describe the effect that a change in the value of one variable has on the value(s) of other variables in the algebraic relationship.
A.3Construct and use equations to represent relationships involving one or more unknown or variable quantities to solve problems.
Mathematical Modeling Goal: Students will reason using the language and structure of mathematics to investigate, represent, and solve problems. Students will be able to:
M.1Create models of authentic contextual situations, including:
M.1.1 Using multiple representations of mathematical models such as tables, graphs, equations, and words.
M.1.2 Using multiple variables to represent quantities or attributes.
M.1.3 Describing why these tools are a useful strategy for understanding the world.
M.1.4 Describing limitations present in these models.
M.2Demonstrate an extensive understanding of linear models by:
M.2.1 Creating and using linear models of real world situations.
M.2.2 Describing the behavior of linear models using words, algebraic symbols, graphs, and tables.
M.2.3 Identifying when a linear model or trend is reasonable for given data or context.
M.2.4 Determining a reasonable domain of the model based on the scenario.
M.2.5 Using appropriate terms and units to describe rate of change. (For example: Describe the rate of change using appropriate units: slope for linear relationships or average rate of change over an interval for nonlinear relationships.)
M.3Demonstrate an understanding of exponential models by:
M.3.1 Creating and using exponential models of real world situations including growth and decay models beyond financial concepts.
M.3.2 Describing the behavior of exponential models using words, algebraic symbols, graphs, and tables.
M.3.3 Identifying when an exponential model or trend is reasonable for given data or context.
M.3.4 Determining a reasonable domain of the model based on the scenario.
M.4Develop mathematical modeling skills in personal finance that move beyond basic exponential models.
M.5Understand and describe models beyond linear and exponential models. Students will be able to:
M.5.1 Identify when a linear and/or exponential model is not reasonable.
M.5.2 Identify important characteristics of models (e.g. increasing/decreasing, cyclic, piecewise, etc.) that represent real world contexts.
M.5.3 Identify multiple parameters in a scenario.
M.6Identify important characteristics of models in various representations.
M.7Understand that abstract mathematical models used to characterize real-world scenarios or physical relationships are not always exact and may be subject to error from many sources, including variability.
Statistical Thinking Goal: Students will reason using the language and structure of statistics to investigate, represent, and solve problems. Students will be able to:
S.1Critically evaluate statistics being presented in a media report including:
S.1.1 Identifying the reference value for a reported percentage.
S.1.2 Evaluating the sampling strategy.
S.1.3 Determining sources of bias.
S.1.4 Describing the difference between correlation and causation.
S.1.5 Identifying confounding variables.
S.2Use the language of probability to describe and evaluate statements involving risk.
S.3Calculate and interpret measures of center including mean, median, expected value, and weighted average.
S.4Use and interpret measures of spread and position including standard deviation, quartiles, percentiles, and range.
IV. REQUIRED TEXTBOOK AND MATERIALS:
Online homework platform: MyQuantway
Students are required to have access to a computer and internet outside of class. There is a
computer lab available to students each Monday through Friday in our Tutoring Center (room 412
of the main building.)
Access to an electronic spreadsheet (Excel or Google Sheets)
Three-ring binder
A TI-83 or TI-84 graphing calculator
V. METHODS OF INSTRUCTION & ATTENDANCE PROCEDURE (INCLUDING MAKEUP POLICY): To be determined by the respective instructor.
VI. METHODS OF EVALUATION (INCLUDING THE CALCULATION OF COURSE GRADE): To be determined by the respective instructor. The methods of evaluation shall include tests (test types, length and weight of each), papers (weight of each), projects (weight of each), and other forms of evaluation (weight of each).
Departmental Grading Policies: A minimum of 70% of the course final average must be from in-class assessments/assignments and a maximum of 10% extra credit points can be issued per assignment.
Departmental/Course Final Exam Grading Policies: The departmental/course final exam must be given as an in-class exam and its score cannot be dropped; the departmental/course final exam must count as a minimum of 20% in the student’s final average.
VII. GRADING SCALE: To be determined by the respective instructor. The grading scale shall indicate what numerical scores correspond to the following grades: A, A-, B+, B, B-, C+, C, C-, D+, D, and F.
VIII. GENERAL TOPICS OUTLINE:
5.0Module 5
5.1 Numbers, Numbers, Everywhere
5.2 Millions, Billions, or Trillions?
5.3 The Great Pacific Garbage Patch
5.3-S Supplemental: The Great Pacific Garbage Patch
5.4 A Trillion Dollars of Student Loans
5.5 Counting and Interpreting Percentages
5.6 Measuring Risk and Changes in Risk
5.7 Reading a Scientific Study
5.8 Investigating Causes of Homelessness
5.9 Measuring Success
5.10 Reviewing the Toolkit—Policing Piracy
5.R Review
6.0 Module 6
6.1 Screening Tools: How Effective Are They?
6.2 Rising Gasoline Prices
6.3 At Risk for Homelessness
6.4 A Closer Look at Screening Tools
6.5 Tax Targets
6.6 Average Expectations
6.7 Weighted Averages
6.8 Rising Temperatures Across the United States
6.9 Gender Differences in Science and Math
6.RReview
7.0 Module 7
7.1 Mathematical Models: What’s Best?
7.2 Overview of Linear Models
7.3 Four Equations . . . Two Models
7.4 Data is Trendy
7.5 Remembering Exponential Models
7.6 Social Security for Me
7.7 There’s No Place Like Home
7.RReview
8.0Module 8
8.1 Body Mass Index and other Health Numbers
8.2 400 Guilders Becomes a Trillion
8.3 Modeling Car Loan Payments
8.4 How Did You Sleep?
8.R Review
CRCourse Review and Common Assessment (Final Exam)
IX. COLLEGE POLICIES TO INCLUDE:
ACADEMIC INTEGRITY: Academic honesty is expected of all Clinton Community College students. It is academically dishonest, for example, to misrepresent another person’s work as one’s own, to take credit for someone else’s work or ideas, to accept help on a test, to obtain advanced information on confidential test materials, or to intentionally harm another student’s chances for academic success.
COURSE CONTINUITY PLAN: In the case that the college officially closes because of an emergency which causes a short-term disruption of this course, we will utilize e-mail to continue this course in the short term (1-3 weeks). All students need to utilize their campus email to receive course related information.
ACCOMMODATIVE SERVICES STATEMENT: If you have, or suspect you may have, any type of disability or learning problem that may require extra assistance or special accommodations, please speak to me privately after class or during my office hours as soon as possible so I can help you obtain any assistance you may need to successfully complete this course. You should also contact Laurie Bethka, Room 420M in the Accommodative Services Office, for further assistance.
TECHNOLOGY STATEMENT: A CCC student should expect that any class may require some courseactivity that uses a computer and the internet. Activities couldinclude, but are not limited to, accessing the course syllabus,schedule, or other handouts on the website, completing homework online,taking quizzes or submitting written work, participating in a discussionor sending/receiving e-mail.
revised 3/17