MA 120: Basic Concepts of Statistics
U1T 2007 DLD
Oslakovic, Joseph J.
M.S. Applied MathB.S. Mechanical EngineeringMasters Business Administration
Generally anytime between 5:00 PM and 9:00 PM Central Time
6/4/07 - 7/29/07
Required Text: Elementary Statistics – A Brief Version, 4th Ed. Author: Allan B. BlumanISBN: 0-07-334714-0
Textbooks can be purchased through the MBS bookstore
Additional Resources: It is expected that the student will have access to a scientific calculator.
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Educational Philosophy: The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.
Learning Outcomes: Core Learning Outcomes
Description of MA 120 Core Assessment
One problem with multiple parts for each numbered item, except for item #3, which contains four separate problems.
1. Compute the mean, median, mode, and standard deviation for a sample of 8 to 12 data.
2. Compute the mean and standard deviation of a grouped frequency distribution with 4 classes.
3. Compute the probability of four problems from among these kinds or combinations there of:
a. the probability of an event based upon a two-dimensional table;
b. the probability of an event that involves using the addition rule;
c. the probability of an event that involves conditional probability;
d. the probability of an event that involves the use of independence of events;
e. the probability of an event based upon permutations and/or combinations;
f. the probability of an event using the multiplication rule; or
g. the probability of an event found by finding the probability of the complementary event.
4. Compute probabilities associated with a binomial random variable associated with a practical situation.
5. Compute probabilities associated with either a non-standard normal probability distribution.
6. Compute and interpret a confidence interval for a mean and/ or for a proportion.
Link to Class RubricClass Assessment: Discussion Grading Statistics is a contact sport, not a spectator sport! Therefore, your participation in the Threaded Discussions is crucial. Insightful input is worth more than responding, "I agree”. Please understand that the Threaded Discussion Area is perhaps the single most important component of an on-line course from the standpoint of teaching and learning. Successful online learning depends on networking and interacting with your classmates and your instructor in the threaded discussions. You learn by posting your work, comments, insights, questions and concerns, and by responding to the posts of your classmates. And they learn the same way. You learn by helping others and letting others help you. If you do not post often, then I cannot measure your level of understanding and your growth in this course. If we don't see you in the threads, you have no voice in the course and you contribute nothing. Threaded discussions are more valuable to the class than email: Email is like whispering between the instructor or one student, or two students; threaded discussion posts are like a lively classroom discussion, where everyone can benefit, contribute and learn from questions and answers. Luckily, being in the threads is actually quite addictive because this is where the action is! Because in a statistics class we usually learn from our mistakes and the mistakes of others, it is important to see both the mistakes and the corrections in the threaded discussions. Therefore, the threads are NOT editable in this course. Generally speaking, participation in the threaded discussions (TDA) is a very important component of on-line courses. Students are expected to logon and participate in weekly threaded discussion activity at least every other day. In the majority of courses, participation at least every other day is necessary if students are to meaningfully interact on discussion issues presented in class. In other courses, it is necessary for students to complete readings and problem assignments prior to meaningful participation and thus the every other day requirement may be appropriately interpreted as three days per week. Students are expected to fully participate in the "discussion." This means that, in addition to posting a response to the thread topics presented, students are expected to respond to comments and questions from the instructor and/or other students." You should carefully read, analyze, and respond to the questions and comments from me and the other students - you are required to actively participate in our classroom discussions. While submitting your posts is essential, the quality of your comments will be taken into consideration when determining your level of participation. What I am really looking for is evidence that you are an active participant in the learning experience a minimum of three out of seven days each week. In other words, you must do more than send in your assignments, you must send in messages demonstrating your regular reading of others' notes. I suggest you try to relate "real world" experiences as much as possible to our activities and discussions. I will look for comments that explore the content of the class. Your comments should add significantly to the discussion by building on others' comments, suggesting alternative solutions, pointing out problems, and even at times, constructively disagreeing. Just saying "I agree" is not enough to add to a discussion except on rare occasion when those two words sum it up well. I will make appropriate deductions for failure to meet either the frequency (number of days) or quantity (three posts per week) requirements. I will also deduct points for posts that are not meaningful and substantive contributions to the discussion such as redundant affirmations of what other students have posted or fail to add new analysis or insights to our thread topic. Our discussion goal is to be collaborative, not combative. Experience shows that even an innocent remark in the online environment can be easily misconstrued. I suggest that you always reread your responses carefully before you post them to make certain that in the message you have worded it in a way that will not be seen as a personal attack! Be positive in your approach to others and diplomatic with your words. I will do my best to do the same. Please remember: Respect is the foundation of successful online learning. For grading purposes, the threaded discussion participation will be evaluated in the week in which it occurs. You must participate actively according to the TDA guidelines for that week to positively impact your grade outcome. Participation in the threaded discussions is a very important component of on-line courses. I look for both quality and quantity of responses. I like to see everybody in the TDAs at least 3 times a week and I look for contributions that add value to the discussions at hand. Here is a sampling of potential considerations for a 10-point discussion: · 0 pts= No Participations. At the very low end of the spectrum, no participation gets a "0". If you're not there, you don't earn anything. · 3 pts= Minimal Quality. A "3" means you are barely participating, but we know you are alive and at least reading what is being discussed. You earn a 3 in the TDA by just showing up and making minimal comments like " I agree" without adding any new thought to the discussion. · 6 pts= Fair Quality. A "6" represents adequate participation. If you make at least 2 substantial contributions that add new thoughts to the discussions you'll get a 6. · 8 pts= Average Quality. When you start making 4 comments a week, then I can see you're getting the material and contributing to the class. That's worth an 8. These comments must add value for the other students in the class. · 10 pts= Superior Quality. At the high end of the spectrum, to get a "10", I need to see 6 substantive contributions per week. By that I mean postings that add something more to the discussion than has already been posted. That could be an elaboration on a previous comment, an explanation to help a fellow student, or a point of debate. You can agree or disagree with whatever has been already said in the TDA, as long as you back up your statement. To earn a "10", you need to be making original comments as well as responding to comments by others. By the time you're up in the 6 or more comment range, I can tell you're really into the discussion and taking some ownership in your progress in the class. At this level, you're making some serious contributions to the class as whole. That, to me, is superior performance and rates an "A". There are various shades of gray that come up in the discussions, which is where plusses and minuses come into play. There may be occasions, where someone makes 7 or 8 postings, but they don't add much to the discussion, so it's hard to justify a full "10". On the other hand, there may be someone, who make 4 really incisive comments, and that might go beyond a "7" to a "8" or "9". What exactly is meaningful contribution? Here are some examples. The question is "Who was Pythagoras and what was his greatest contribution to mathematics?" · Answer 1: "Pythagoras appears to have been an ancient Greek cult leader. I found some very interesting info on this man - check it out at this website. And I though he only created a formula to calculate the side length of a right triangle when given the other 2 sides. This site contains a lot of the history on Pythagoras, and other interesting links. What do you think about it?" would be a meaningful contribution and an excellent way to get a discussion started. · Answer 2: "No way, dude" would be utterly meaningless and is really improper language for a college-level discussion site. · Answer 3: "I agree" is nice but quite useless (unless you also tell us why and originate a new insight) · Answer 4: "I don't understand" is too vague and helps no one understand where you are lost - and we won't do your work for you. If you want to see some of ours - show us some of yours! Make sure you download and read the following three files located in each Threaded Discussion area, and in DocSharing, which will help you get used to the posting protocol we use in our mathematics courses. They are: · Most Everything You Must Know About Posting In The TDAs.doc · Fine-Tuning Placement Of Your Responses In The TDAs.doc · How To Speak Math In The Threaded Discussions.ppt These are not active links. If you have any questions to what you are reading, post them to the Open Forum of Week 1. Each threaded discussion closes at the end of the week. Your postings must be in the threads by that time in order to be counted. Each week will be graded with grades posted in the grade book in the following week. I'm always willing to discuss any grade I assign.
Late Submission of Course Materials: All quizzes and homework is due by the end of the week in which it is assigned. Late work is not accepted unless arrangements are made with me in advance. There is a 10% late penalty for each day that an assignment is submitted late.
Course Topic/Dates/Assignments: Welcome to Basic Concepts of Statistics, (MA120) online! This course provides an introduction to statistical concepts and how we use them in our daily life
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Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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Last Updated:5/22/2007 1:16:55 AM