Section FG meets in Pasteur 180 at 1:00-2:15 Mondays and Wednesdays, plus 1:00-1:50 on Fridays.
A. INTRODUCTION
The pedagogy of this course is based on active learning and cooperative groups. It will rely heavily on your efforts, both in and out of class. You will work with a group of other students to do some of the homework and to participate in class discussions. Further, there will be three statistical projects done by the groups. These will be explained in detail below.
Why am I teaching this course with cooperative learning? There are many benefits to working as a team. Working together on homework and during class keeps everyone actively involved, which improves learning. Having a group gives you a great resource when you have questions. And even when you feel you understand a concept, explaining it to others will improve your understanding.
The TI-83 graphing calculators we will use are powerful tools for exploring statistics. They can be a bit intimidating at first but you will soon learn the basics of the calculator and be ready to concentrate on the statistics. The calculators will be used every class, on homework, and on exams.
Talking in class is expected! But try to stay on topic, pay attention to the discussion, and please don’t disturb others.
While I will make every effort to abide by the dates and policies stated in this syllabus, circumstances (such as weather) may require changes as the semester progresses. Any changes will be announced in class.
B. OFFICE HOURS
My office is Pasteur Hall 006-F, phone 452-8430. My office hours are 11:00-12:50 Mondays, plus 11:00-11:50 Wednesdays and Fridays. Other times are possible, and you are welcome whenever I am there. (I expect to be in my office most mornings.)
Messages may be left in my mailbox in Pasteur 006. You can contact me electronically either on the campus network or at wfenton@bellarmine.edu. Feel free to phone me at home at 454-7855 (but not after 9:00 p.m. please).
C. MATERIALS NEEDED
D. PREREQUISITE
There is no prerequisite for this course. I assume that everyone has seen a little algebra. (The fanciest thing we use is a linear equation.)
E. COURSE DESCRIPTION (from the University catalog)
“Descriptive statistics: graphical representations and numerical summaries of data. Elementary probability. Basic concepts of sampling and experimental design. Linear correlation and regression. Interval estimates and hypothesis testing, including chi-square and ANOVA. Two years of high school algebra and one year of high school geometry, or their equivalent, are strongly recommended as preparation for this course.”
F. COURSE OBJECTIVES
Upon completion of MATH 205 Elementary Statistics, the successful student will be able to:
Specifically we will cover most of Chapters 1 - 8 plus Sections 9.1 and 10.1 in the text.
MATH 120 addresses the following goal of General Education (pages 43-44 of the 2007-2009 University catalog):
Learning Objective |
How proficiency will be demonstrated |
General Education Goal 8: Quantitative reasoning using graphical and symbolic representations |
This will be demonstrated in class discussions, on homework, on the projects, and on exams. |
G. GROUP WORK
Much of the work you will do in this course will be with other students. The homework will be done by the groups, three projects will be done by the groups, and presentation of new material in class will rely on group discussions. So it is important that you select a good group. Here are some things to think about while you choose your group:
By the beginning of the third week (September 8) you must choose your group.
H. ATTENDANCE
Part of your grade will be based on group participation in class. If you are absent when your group is called on, you will not get credit. Also, you are responsible for all material discussed in class.
I. COURSE REQUIREMENTS
The discussions in class are primarily responses to questions that I will ask. I will call on a group at random and a reasonable attempt at an answer will earn that group one point. You must be present to earn these points! (30 possible)
Also, each group is expected to meet with me twice during the semester. Each meeting is worth 5 points, but you must be present to earn the points. (10 possible)
In addition, I will ask you a question by email about once a week. Your response is worth 1 point each time. (10 possible)
For roughly each chapter there will be a homework assignment to be done by your group. For each assignment I will grade five problems at 0-2 points apiece, and I will add 0-5 points for completing the assignment. The specific assignments will be posted on my Web page at http://www.bellarmine.edu/faculty/fenton/
Assignment |
Tentative Due Dates |
Sections |
#1 |
Friday September 5 |
1.1, 1.2, 1.3 |
#2 |
Friday September 12 |
2.1, 2.2, 2.3 |
#3 |
Friday September 19 |
2.4, 2.5, 2.6 |
#4 |
Wednesday October 1 |
3.1, 3.2, 3.3, 3.4 |
#5 |
Monday October 20 |
4.1, 4.2, 4.3, 4.4 |
#6 |
Friday October 31 |
5.1, 5.2 |
#7 |
Friday November 7 |
6.1, 6.2, 6.3 |
#8 |
Monday November 17 |
6.4, 7.1, 7.2 |
#9 |
Monday November 24 |
8.1, 8.2 |
#10 |
Friday December 5 |
9.1, 10.1 |
The test is in two parts. The first part is a group test worth 50 points. Your group will work together and turn in one paper. Everyone in the group will get the same grade on the group part. The second part is an individual test worth 100 points.
This test is an individual test worth 100 points. In addition, you will receive half of the mean of the scores in your group.
Each group is required to participate in three statistical projects. Each project includes a written presentation and a presentation to the class. These are discussed in detail later in this syllabus, as is the grading rubric.
This will be a comprehensive open-book exam to be done by you individually, and it will require you to use your graphing calculator.
Make-up exams will be given only in extreme circumstances, and only if I am contacted on or before the date the exam is passed out. You must take all of the exams to pass the course.
J. GRADING
Grades will be assigned as follows:
| A | 92 – 100 % |
| A- | 88 – 91 % |
| B+ | 84 – 87 % |
| B | 79 – 83 % |
| B- | 75 – 78 % |
| C+ | 70 – 74 % |
| C | 60 – 69 % |
| D | 50 – 59 % |
| F | 0 – 49 % |
| Group participation | 50 points |
| Group homework | 150 points |
| Test 1 | 150 points |
| Test 2 | 150 points |
| Projects | 150 points |
| Final exam | 250 points |
| TOTAL = 900 points |
At the end of the semester I will calculate your point total and assign a grade based on this scale.
K. UNIVERSITY POLICIES
Academic Honesty
I strongly endorse and will follow the academic honesty policy as published in Bellarmine’s Catalog 2007-2009 (pp. 48-49) and in the 2008-2009 Student Handbook (pp. 14-15); both documents are available online via the student portal on the University’s intranet. Students must be fully aware of what constitutes academic dishonesty; claims of ignorance cannot be used to justify or rationalize dishonest acts. Academic dishonesty can take a number of forms, including but not limited to cheating, plagiarism, fabrication, aiding and abetting, multiple submissions, obtaining unfair advantage, and unauthorized access to academic or administrative systems or information. Definitions of each of these forms of academic dishonesty are provided in the academic honesty section of the 2006-2007 Student Handbook. All detected instances of academic dishonesty will be reported to the Provost, and sanctions will be imposed as dictated by the policy. Penalties range from failing an assignment or test to dismissal from the University, depending, in part, on the student’s previous record of academic dishonesty. On the second offense during a student’s academic career, as a minimum additional penalty, the Provost will immediately suspend the student for the semester in which the most recent offense took place. On the third offense, the Provost will immediately dismiss the student from the University.
Disability Policy (from the Student Handbook)
“Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Disability Services Coordinator (Room 225 Horrigan Hall or 452-8150). Please do not request accommodations directly from the professor.”
Severe Weather
Refer to the current student handbook for details regarding changes in schedule due to bad weather. Faculty will arrange class schedules to meet learning outcomes in the event classes will be cancelled.
Travel Policy
The University requires students who will be absent from class while representing the University to inform their instructors in two steps. During the first week of the course, students must meet with each instructor to discuss the attendance policy and arrangements for absences related to University-sponsored events. Second, students must provide the instructor with a signed Student Absentee Notification Form, available via the student portal on the University intranet, at the earliest possible opportunity, but not later than the week prior to the anticipated absence. The Student Absentee Notification Form does not serve as an excused absence from class. Your instructor has the final say about excused and unexcused absences and it is the student’s responsibility to know and abide by the instructor’s policy.
Part of your grade will be based on your participation in three statistical studies. Your group is expected to choose the topic, collect and analyze the data, and draw a conclusion. A project includes a brief written report on the study. Your group also is expected to present your project to the class.
The written report should be typed and be three to five pages long (not counting the graphs). Have an introduction that explains what you are trying to do in your study. Tell how you collected your data. Summarize your data, both numerically and graphically. Interpret the results and discuss any factors that might affect the validity of the study. Do not include the calculations, just the results. Include the raw data in an appendix.. Turn in two copies, at the beginning of class on the due date.
*** 5 points off for each day this is late ***
Everyone who participated in the project should sign the first page.
Each group will give a presentation to the class on each project. The presentation should explain what the project was about, what you found out, and what you think it means. Do NOT explain the calculations, for that would be very boring! The presentation should be 5-7 minutes long. (You are welcome to use PowerPoint.)
Project 1 COMPARING TWO QUANTITIES due Wednesday September 24
Collect at least thirty pairs of numerical data on some topic. Graph the data. Compute the regression line and graph it on the same axes. Compute the correlation coefficient. Draw a conclusion about your data.
Project 2 ESTIMATING A MEAN due Wednesday November 19
Select a population and a numerical variable. Design a procedure to get a random sample from this population. Use your procedure to collect at least forty values. Calculate a 95% confidence interval for the mean of the population. Draw a conclusion about your population.
Project 3 TESTING A HYPOTHESIS due Wednesday December 3
State a hypothesis about a population. Design a procedure to collect a random sample from this population. Use your procedure to collect at least forty values if your variable is numerical, or at least sixty values if your variable is categorical. Test the hypothesis at the 0.05 level of significance. Draw a conclusion about your population.
Here are a couple suggestions as you plan Projects 2 and 3:
The projects will be graded according to the following rubrics.
PROJECT |
Statistics (30 points) |
Outstanding (30 points) |
A topic is chosen. The data is found according to the directions. Clear, labeled graphs are drawn. The calculations are correct. Clear conclusion, with explanation of how the data supports it |
Good (24 points) |
A topic is chosen. The data is found according to the directions. The data is graphed. The calculations are correct. A conclusion is drawn from the analysis. |
Minimal (15 points) |
Data is found. The data is graphed. The calculations are done. No conclusion, or an incorrect conclusion |
Not Acceptable (0 points) |
No data is collected. |
Written Report (10 points) |
In-class presentation (10 points) |
|
Outstanding (10 points) |
Graphs and tables are integrated into the report Sources are properly cited. Clear data is included. Well organized, with introduction and conclusion Correct grammar and spelling Two copies are submitted. |
The presentation relates the topic to the audience. Graphs are presented in a way that supports the results. Clear conclusion, related to the data. The entire team is involved. Time requirement is met. |
Good (8 points) |
Graphs and data are included. Sources are given. The report lacks some organization. Only minor difficulties with grammar or spelling Two copies are submitted. |
Graphs and results are clearly presented and explained. A conclusion is stated. The presentation is somewhat engaging. Most of the team is involved. Time requirement is met. |
Minimal (5 points) |
The data or the graph is not included. No sources are given. The report is poorly organized. Difficulties with grammar or spelling Only one copy is submitted. |
Graphs and results are presented. The presentation lacks organization. The presentation is dull. One person does most of the talking. The talk is too short or too long. |
Not acceptable (0 points) |
No report is submitted. |
No presentation is given. |
Some students find this course relatively easy. Unfortunately, many others do not. For those of you who are worried about finding themselves in the second category, here are some suggestions.
1. Work hard at the start of the course.
This seems pretty obvious but is very important. The material in the early chapters will be used all semester and it is essential that you be comfortable with it. If you learn it now the rest of the course will go more smoothly. It is especially important to learn to use the calculator as early as possible so that you can concentrate on the statistics.
2. Emphasize the homework.
You cannot learn the concepts and methods just from watching me during class. Doing mathematics is a lot like playing a musical instrument; to get good at it you have to practice. The homework is your chance to practice.
3. Ask questions in class.
The people in your group are there to help you, and for you to help them. Ask questions! If they can't help you, ask me; there are probably lots of other people with the same difficulty. Please ask; it is the only way I can tell what students need help on.
4. See me after class.
My job is to teach all students, not just the A and B students. If you are struggling I will be glad to help in any way I can.
There is not a lot of memorization in this course, but there is a lot to understand and we will move pretty quickly. This will require a sincere and steady effort on your part. If you need help, please ask.