# MA120 Basic Concepts of Statistics

## for S1T 2008

**Mission Statement:** The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.**Vision Statement:** Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

| MA 120: Basic Concepts of Statistics |

| S1T 2008 DLD |

| Oslakovic, Joseph J. |

| Adjunct Faculty |

| M.S. Applied Math |

| Generally anytime between 5:00 PM and 9:00 PM Central Time |

| 641-782-6192 |

| 641-202-2345 |

| |

| 8/20/07 - 10/14/07 |

| TBA |

| TBA |

| 3 |

**Textbook:**

** **

**Required Text:** *Elementary Statistics, 10th Ed.*

**Author:** Mario F. Triola

**Publisher****:** Addison-Wesley

**ISBN:**0-321-52291-5

**Order text at: **http://direct.mbsbooks.com/park.htm

Textbooks can be purchased through the MBS bookstore

**Additional Resources:**

It is expected that the student will have access to a scientific calculator.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.

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**Course Description:**

A development of certain basic concepts in probability and statistics that are pertinent to most disciplines. Topics include: probability models, parameters, statistics and sampling procedures, hypothesis testing, correlation, and regression. 3:0:3

**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**

- Compute descriptive statistics for raw data as well as grouped data
- Determine appropriate features of a frequency distribution
- Apply Chebyshev's Theorem
- Distinguish between and provide relevant descriptions of a sample and a population
- Apply the rules of combinatorics
- Differentiate between classical and frequency approaches to probability
- Apply set-theoretic ideas to events
- Apply basic rules of probability
- Apply the concepts of specific discrete random variables and probability distributions
- Compute probabilities of a normal distribution

**Core Assessment:**

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 Rubric**Class 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.

**Grading:**

**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

**Academic Honesty:**

Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Undergraduate Catalog Page 85-86

**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 2007-2008 Undergraduate Catalog Page 85

**Attendance Policy:**

Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

- The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
- Work missed through unexcused absences must also be made up within the semester/term of enrollment.
- Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
- In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
- A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
- Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
- Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

**ONLINE NOTE:**An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

**Disability Guidelines:**

Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Competency | Exceeds Expectation (3) | Meets Expectation (2) | Does Not Meet Expectation (1) | No Evidence (0) |

Evaluation Outcomes 10 | Can perform and interpret a hypothesis test with 100% accuracy. | Can perform and interpret a hypothesis test with at least 80% accuracy. | Can perform and interpret a hypothesis test with less than 80% accuracy. | Makes no attempt to perform a test of hypothesis. |

Synthesis Outcomes 10 | Can compute and interpret a confidence interval for a sample mean for small and large samples, and for a proportion with 100% accuracy. | Can compute and interpret a confidence interval for a sample mean for small and large samples, and for a proportion with at least 80% accuracy. | Can compute and interpret a confidence interval for a sample mean for small and large samples, and for a proportion with less than 80% accuracy. | Makes no attempt to compute or interpret a confidence interval. |

Analysis Outcomes 10 | Can apply the normal distribution, Central limit theorem, and binomial distribution to practical problems with 100% accuracy. | Can apply the normal distribution, Central limit theorem, and binomial distribution to practical problems with at least 80% accuracy. | Can apply the normal distribution, Central limit theorem, and binomial distribution to practical problems with less than 80% accuracy. | Makes no attempt to apply the normal distribution, Central Limit Theorem, or binomial distribution. |

Terminology Outcomes 4,5,7 | Can explain event, simple event, mutually exclusive events, independent events, discrete random variable, continuous random variable, sample, and population with 100% accuracy. | Can explain event, simple event, mutually exclusive events, independent events, discrete random variable, continuous random variable, sample, and population with at least 80% accuracy. | Can explain event, simple event, mutually exclusive events, independent events, discrete random variable, continuous random variable, sample, and population with less than 80% accuracy. | Makes no attempt to explain any of the terms listed. |

Concepts Outcomes 1,6 | Can explain mean, median, mode, standard deviation, simple probability, and measures of location with 100% accuracy. | Can explain mean, median, mode, standard deviation, simple probability, and measures of location with at least 80% accuracy. | Can explain mean, median, mode, standard deviation, simple probability, and measures of location with less than 80% accuracy. | Makes no attempt to define any concept. |

Application Outcomes 1,2,3,8,9 | Compute probabilities using addition multiplication, and complement rules and conditional probabilities. Compute statistical quantities for raw and grouped data. Compute probabilities using combinatorics, discrete random variables, and continuous random variables. All must be done with 100% accuracy. | Compute probabilities using addition multiplication, and complement rules and conditional probabilities. Compute statistical quantities for raw and grouped data. Compute probabilities using combinatorics, discrete random variables, and continuous random variables. All must be done with at least 80% accuracy. | Compute probabilities using addition multiplication, and complement rules and conditional probabilities. Compute statistical quantities for raw and grouped data. Compute probabilities using combinatorics, discrete random variables, and continuous random variables. All are done with less than 80% accuracy. | Makes no attempt to compute any of the probabilities or statistics listed. |

Whole Artifact Outcomes 7,8 | Can apply the concepts of probability and statistics to real-world problems in other disciplines with 100 % accuracy. | Can apply the concepts of probability and statistics to real-world problems in other disciplines with at least 80 % accuracy. | Can apply the concepts of probability and statistics to real-world problems in other disciplines with less than 80% accuracy. | Makes no attempt to apply the concepts to real-world problems. |

Components Outcomes 1 | Can use a calculator or other computing device to compute statistics with 100% accuracy. | Can use a calculator or other computing device to compute statistics with at least 80% accuracy. | Can use a calculator or other computing device to compute statistics with less 80% accuracy. | Makes no attempt to use any computing device to compute statistics. |

**Copyright:**

**Last Updated:***12/13/2007 11:11:52 AM*