Math 170 - Introduction to Statistics Math 171 - Concepts of Statistics | |

Summer Term 1998 Sect 01: 10:00 - 11:50 am, MTWR, S137 Instructor: James Jones Phone: 875-7211, ext 490 |
Office: C223 in the Occupational & Technical Career Programs West
(OTCPW) office suite (formerly known as the Industrial Technology &
Mathematics Division) that is nowhere near the west end of the building, but is
situated at the north end of the second floor as you come up the stairs by the LRC. email: james@richland.edu Web: http://people.richland.edu/james/ |

**Text:***Elementary Statistics: A Step by Step Approach, 3*Allan G. Bluman. Copyright 1997, McGraw-Hill Companies, Inc. (Required)^{rd}ed.*Student Solutions Manual for use with Elementary Statistics: A Step by Step Approach, 3*Prepared by Sally Robinson. Copyright 1998, McGraw-Hill. (Optional)^{rd}ed.*Student Study Guide for use with Elementary Statistics: A Step by Step Approach, 3*Prepared by Pat Foard. Copyright 1998, McGraw-Hill. (Optional)^{rd}ed.**Student Audience:**- Students in business programs transferring to certain schools should take Math 170, Introduction to Statistics. Students not in business programs, or those in business programs transferring to certain schools should take Math 171, Concepts of Statistics. See the instructor or a counselor to know which class is appropriate for you.
**Prerequisite:**- The prerequisite for Math 170 is successful completion of Math 160, Finite Mathematics, with a "C" or better or the consent of the Academic Director, Transfer Career Majors Division.
- The prerequisite for Math 171 is successful completion of Math 116, College Algebra, with a "C" or better or the consent of the Academic Director, Transfer Career Majors Division.
**Course Description:**- Mathematics 170, Introduction to Statistics, and Mathematics 171, Concepts of Statistics, include instruction in mathematics topics common to the standard college non-calculus based Elementary Statistics course. It is the beginning level course for students in the business, social, or behavioral sciences or for anyone who can use a working knowledge of statistics.
- General objectives in the course are to increase the student's mastery of the deductive nature of reasoning, to understand the nature of critical thinking, to increase the student's ability in problem solving, and to increase the student's ability to work with others towards a common goal.

- Applicable toward graduation where program structure permits:
- Certificate or Degree - All Certificates, A.A.S., A.L.S., A.A., A.S.
- Group Requirement - Mathematics
- Area of Concentration - Not Applicable

**Illinois Articulation Initiative (IAI)**- The mathematics component of general education focuses on quantitative reasoning to provide a base for developing a quantitatively literate college graduate. Every college graduate should be able to apply simple mathematical methods to the solution of real-world problems. A quantitatively literate college graduate should be able to:

- interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them;
- represent mathematical information symbolically, visually, numerically, and verbally;
- use arithmetic, algebraic, geometric, and statistical methods to solve problems;
- estimate and check answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results; and
- recognize the limitations of mathematical and statistical models.

- Courses accepted in fulfilling the general education mathematics requirement emphasize the development of the student's capability to do mathematical reasoning and problem solving in settings the college graduate may encounter in the future. General education mathematics courses should not lead simply to an appreciation of the place of mathematics in society, nor should they be merely mechanical or computational in character.
- To accomplish this purpose, students should have at least one course at the lower-division level that emphasizes the foundations of quantitative literacy and, preferably, a second course that solidifies and deepens this foundation to enable the student to internalize these habits of thought.
*Math 170, Introduction to Statistics, and Math 171, Concepts of Statistics, satisfy the Illinois Articulation Initiative Definition of a General Education Mathematics Course. They correspond to M1 902, General Education Statistics.***Course Objectives:**- Upon successful completion, the student will demonstrate proficiency and understanding in the following topics:

- Descriptive statistics for univariate and bivariate cases
- Basic probability including simple and compound events
- Discrete probability distributions
- Normal probability distribution
- Central Limit Theorem and variability
- Inferential statistics for one and two populations
- Analysis of Variance

**Attendance Policy:**- By its very nature, mathematics is a cumulative subject. For this reason it is imperative that you attend all class sessions.
- If, for some reason, you are unable to attend a session, it is your responsibility to keep up with the lecture and assigned work. Arrange with another student to get notes, or use the lecture notes that are available on the Internet.
- Make up exams may be arranged on a case-by-case basis by contacting the instructor
*before*the date of the exam. **Grading Policy:**- Grades will be assigned on the basis of performance, attendance, and attitude. Performance will be measured by exams, quizzes, homework, writings, and application projects. Any student who stops attending without dropping will either be dropped administratively or receive a grade of "F".
- The grading scale is: A: 90% - 100%; B: 80% - 89%; C: 70% - 79%; D: 60% - 69%; F: 0 - 59%
- Exams are worth 100 points. Miscellaneous assignments may be given. In general, homework will not be collected, but many of the questions on the exams will come from the problems in the book. A notebook should be kept which contains every problem worked in class as well as any comments that are appropriate. In general, it should contain everything written on the chalkboard. Be sure to bring your notebook if you come to the instructor or a tutor for help. Students will be able to use the notebook during part of the final exam, so it is strongly recommended that the notebook be complete and well organized.
**Type of Instruction:**- Lecture, discussion, problem solving, and group work will be used. Students should come to class with a prepared list of questions. The material will be covered very quickly because of the limited time. It is unlikely that if students don't have questions, the instructor will be able to take much time to review.
**Topics to be covered:**

- Introduction - The nature of probability and statistics including types of random variables, types of data, techniques of data collection and sampling.
- Descriptive Statistics - Organizing data and presenting graphically using histograms, frequency polygons, ogives, stem and leaf plots; Describing statistics using measures of central tendency, measures of variation, and measures of position.
- Counting and Probability - Multiplication rules for counting, permutations, combinations, and tree diagrams; Sample spaces and probability rules for addition, multiplication, conditional probability, complementary events.
- Probability Distributions - Mean, variance, expected value of a probability distribution; Binomial probabilities, Multinomial probabilities, Hypergeometric probabilities, Poisson probabilities, Normal probabilities and applications, Central Limit Theorem, and the Normal Approximation to the Binomial distribution.
- Confidence Intervals and Sample Sizes - For means, proportions, and variances.
- Inferential Statistics - Single and two-population testing for means, proportions, and variances using the normal, student's t, chi-square, and F distributions.
- Correlation and Regression - Scatter plots, correlation, regression and estimation, multiple regression.
- Inferential Statistics - Single population variance using chi-square distribution. Applications of the chi-square including "goodness of fit" and tests for independence.
- Analysis of Variance - F test, One-way and two-way ANOVAs, Scheffé and Tukey tests.
- Non-parametric Statistics - Median test, Runs test

**Calculator:**- The TI-82 graphing calculator will be incorporated into the class. Use of this calculator will help aid the student in concentrating on the concepts of the material instead of the mechanical steps. Use of the calculator will allow the student to solve more problems in less time, and more difficult problems which would be too time consuming by hand.
- There are several programs which the instructor has written which will aid in the calculations. These programs will be given to the students during class. There are calculator usage notes available on the Internet at http://people.richland.edu/james/ti82/
**Miscellaneous:**- Help is available from the instructor during office hours or by appointment. Walk-ins are welcome whenever I am in my office. Many of the class activities will be group, use the other members of your group as a resource. There is help available through the Study Assistance Center (S116). If you need help, please get it as soon as possible, rather than waiting until it is too late.

Last updated: Wednesday, May 27, 1998 at 8:48 AM

Send comments to james@richland.edu.