MATH 1342, Mary Parker, Spring 2013 Page 3 of 13

MATH 1342, Mary Parker, Spring 2013 page 1 of 13

First-Day Handout for Students MATH 1342 Elementary Statistics Spring 2013

Synonym and Section: 1342.013 Office Hours: MW 8:00 – 8:55 a.m. (23941) MW 10:20 – 11:45 a.m. Time: MW 9:00 – 10:20 am MW 2:50 – 3:05 p.m. Classroom: NRG 2245 By appointment: Email to request an appointment at least a Instructor: Dr. Mary Parker day in advance. Please suggest some choice of times. Office Number: NRG 2147 Office Phone: 223-4846 http://courses.bfwpub.com/bps6e.php (StatsPortal) (fax 223-4641) http://acconline.austincc.edu/ (Blackboard Discussion Board Email: [email protected] and main Gradebook.) Web: www.austincc.edu/mparker

Time required: As are most college courses, this course is designed to require about 2 to 3 hours of productive work outside of class for every hour in class. So you should plan to spend about 6-9 hours of productive work on the course outside of class each week. One of my responsibilities is to provide you with enough structure and guidance that you can use those 6-9 hours each week productively.

I hope that you find the particular mix of activities I assign to be helpful. If you want more guidance, or have comments about how you think I should change these, I’d be happy to talk with you in my office, but not in class. (It is helpful to most students to use class time to discuss statistics, not the course policies!) I want to help you learn the material in the course and not waste your time.

Read on through the handout to find the description of the activities and the grading policy and some assignments. Find the quiz assignments and the homework assignments for chapters not included here in Blackboard. Course Description: A first course in statistics for students in business; nursing; allied health; or the social, physical, or behavioral sciences; or for any student requiring knowledge of the fundamental procedures for data organization and analysis. Topics include frequency distributions, graphing, measures of location and variation, the binomial and normal distributions, z-scores, t-test, chi-square test, F-test, hypothesis testing, analysis of variance, regression, and correlation. Skills: S Prerequisites: A satisfactory score on the ACC Mathematics Assessment Test. A second option is an appropriate secondary school course (Algebra II) and completion of any TSI-mandated mathematics remediation.

Note: Texas State University recently changed their Transfer Guide to show that MATH 1342 is no longer considered equivalent to their QMST 2333 (Quantitative Methods). ACC’s BUSG 2371 is the correct equivalent to that course, which is needed for most majors in business.

Statement of Prerequisite Requirements: Students who satisfied the TSI math requirement by passing the THEA, COMPASS, or ASSET, or by ACC courses have satisfied the math prerequisite requirement for this course. Students should also have college-level reading skills. A student who is exempt from TSI or satisfied the TSI requirement in another way must also pass one of those tests unless she has passed high school Algebra II to satisfy the prerequisite. MATD 0385 is specifically designed to prepare students for 1332, 1333, and 1342. Students in MATH 1342 will be expected to: 1. understand material from the text after reading it. 2. do homework using fairly complicated formulas after seeing one example 2

3. do some, but not much, algebraic manipulation of formulas Required Materials:  Access to the textbook: The Basic Practice of Statistics, 6h ed., by David S. Moore  StatTutor. Video tutorials for each chapter, in segments of about 2 minutes to 7 minutes.  Statistical Applets, for students to explore the concepts.  Videos: of demos/mini-lectures (StatClips); of examples (StatClips); statistics in the real world (SnapShots)  Learning Curve. This is an adaptive study tool, by chapter, which helps to build your understanding of concepts through questioning. Wrong answers don’t deduct points from your score; they just lead to suggestions for study and an additional question or two on that idea as you work toward the target score. And when you reach the target score, you have a perfect grade on this activity!  Student Study Guide, with expanded solutions (more than in the back of the book) for about one- quarter of the odd-numbered exercises.  Minitab Manual, with instructions and screenshots solving examples like those in our text, matching it chapter by chapter.  Pretests and Posttests for each chapter which you can use to guide your reading/working.  Crunch-It 2.0 software, which is similar to Minitab. Use it to do some statistical analyses at home. Options for purchasing the required materials: 1. StatsPortal alone includes all these materials. It includes access to an electronic version of the book, which you can use while you are online, and all the other required materials, which are in StatsPortal. Purchase StatsPortal directly from http://courses.bfwpub.com/bps6e.php for about $84 (Jan 2013) and there is a refund period. (Read from the link at the end of the web page.) Purchase from the ACC bookstore ( ISBN 9781429280020) for about $96 (Jan. 2013). No refunds from bookstores on software. 2. Package including a folder with an access code for StatsPortal and a paper copy of the text, hole-punched, so that you can put it in a binder. The cost for this package (Jan 2013) is $116.45 from the ACC bookstore and $109.39 from Amazon (July 2012). ISBN 9781464111259. There are no refunds from the bookstores on opened packages. 3. Separately purchase a book and StatsPortal. Minimum cost: about $170 if you find a used book. 4. Separately purchase an electronic book and StatsPortal. Minimum cost: about $150. 5. Rent a book and purchase StatsPortal. Minimum cost: about $150.

Required Technology: (More information – http://www.austincc.edu/mparker/1342/tf) 1. Scientific calculator 2. Access to MINITAB computer software. You are not required to buy/rent this. Use it in the math labs, IRT labs, and the Learning Labs. http://irt.austincc.edu/CollegeComputers/ Data for our text: http://www.austincc.edu/mparker/software/data/ 3. Internet access to use the material in StatsPortal. Internet access is provided in several computer labs at ACC. Instructional Methodology: This course is taught in the classroom as a lecture/discussion course. Course Rationale: Students will learn to 1. Determine the aspects of a question, if any, for which statistics can provide relevant information. 2. Analyze statistical studies, particularly regarding appropriate sampling and experimental design. 3. Select and use appropriate statistical analyses to get useful information from data. 4. Communicate knowledge using standard statistical language and also interpret it in non-technical language. This course meets the Core Curriculum requirement in mathematics. It meets the requirement for an MATH 1342, Mary Parker, Spring 2013 page 3 of 13 introductory statistics course for students in many majors such as business, health sciences, and social sciences. Course Objectives/Learning Outcomes: Course Learning Outcomes: Upon successful completion of this course, students will: 1. Explain the use of data collection and statistics as tools to reach reasonable conclusions. 2. Recognize, examine, and interpret the basic principles of describing and presenting data. 3. Compute and interpret empirical and theoretical probabilities. 4. Explain the role of probability in statistics. 5. Examine, analyze, and compare various sampling distributions for both discrete and continuous random variables. 6. Describe and compute confidence intervals. 7. Solve linear regression and correlation problems. 8. Perform hypothesis testing using statistical methods.

Learning Objectives: 1. Interpret ideas of population versus sample, random variables, and techniques of descriptive statistics including frequency distributions, histograms, stem and leaf plots, boxplots, and scatterplots. 2. Calculate and interpret measures of central tendency and dispersion, including mean, median, standard deviation, and quartiles. 3. Apply the 68-95-99.7 rule to normal distributions and use the normal tables to answer questions about the proportion of scores in a certain range or find various percentiles. 4. Analyze relationships between two quantitative variables using correlation and linear regression. Analyze residual plots and determine how to handle outliers and influential points. 5. Analyze data presented in two-way and three-way tables to provide information about relationships between categorical variables, including understanding and interpreting situations to which Simpson's Paradox applies. 6. Apply ideas of appropriate sampling techniques and experimental design to data production. 7. Use the basic ideas of probability and apply them to statistics. 8. Use the sampling distributions of sample proportions and sample means to answer appropriate questions. 9. Estimate single means, difference of two means, single proportions and difference of two proportions using confidence intervals. Interpret the results. 10. Demonstrate skills in hypothesis testing for means and proportions, for single populations and comparison of two populations. 11. Demonstrate skills in hypothesis testing using the chi-squared test to compare several proportions and to test independence. 12. Demonstrate skills in inference for regression or ANOVA techniques.

Throughout the course, students will learn to do almost all the calculations by hand with a scientific calculator on small data sets and also students will learn to use a substantial statistical computer software package to do the statistical calculations quickly and on larger data sets. Some of the regression inference analyses will not be done by hand.

Learning the material:

What to do at home. 4

1. Watch short video lectures in StatTutor and use the Vocabulary Flash Cards. 2. Read material in the text. 3. Do the Pre-tests and Post-tests in StatsPortal. 4. Participate in the Blackboard Discussion Board to ask questions about Pre-test, Post-test, and homework and quiz problems and answer other student’s questions about these. You can also ask and answer other questions here, but NO discussion of test problems, test rules, test dates, or anything involving tests is allowed on the Discussion Board. (Email those questions to the instructor instead of posting them.) 5. Do homework and quiz problems. 6. Use statistical software (CrunchIt) at home and at school (CrunchIt and Minitab) to make graphs and do statistical calculations quickly and easily.

What to do at school (in class and outside class) 1. Submit your homework report (Monday) or Quiz (Wednesday) when you arrive in class. Even if you’re late – bring it to the front. You’re counted absent if you don’t submit something each day. 2. Attend class to participate in activities designed to introduce and/or reinforce some concepts. 3. Use Minitab software to make graphs and do statistical calculations. Available in the classroom, the IRT Computer Lab in NRG 1203, and the Learning Lab and IRT lab at other campuses.) 4. Take tests (mostly in Testing Center, but some in class) 5. Get to know other students and explain statistics concepts. 6. Turn in papers.

Graded work. 1. Chapter Post-tests in StatsPortal. These must be completed in the week the chapter is introduced in class. Deadline Sunday evening. No credit for late submissions.

2. Asking and answering questions: Appropriate participation in the Blackboard Discussion Board. There will be 18 forums. Full credit is earned for timely appropriate participation in fourteen of them. See the explanation at the beginning of the Discussion Board.

3. Homework. Assigned by chapter and to be mostly done during the week the chapter is introduced. Submit the report each Monday at the beginning of class. Reports can be submitted by email or in the NRG mailroom on Monday before class. Turn in a folder with the entire set of homework for those chapters just after the test deadline. No late homework is accepted because, of course, it is crucial that you do the homework before taking the test.

4. Quizzes. Assigned weekly and due at the beginning of class each Wednesday over the previous week’s material. No late quizzes accepted, but the lowest four quiz grades are dropped before averaging. Quizzes can be submitted by email or in the NRG mailroom if submitted before the deadline, and a penalty of 20% is deducted for not attending class that day.

5. Chapter Learning Curve assignments in StatsPortal. (optional) For each chapter’s Learning Curve assignment completed no later than the day before taking the relevant test, you can earn 1 point extra credit on that test grade.

6. Tests. The large majority of credit on each test will come from questions similar to those in the sections called “Chapter __ Exercises.” A few multiple-choice questions or short-answer questions will be included. You must receive permission to earn any credit for a test taken late. Typically, it can be only one day late, and receives a 20% penalty. MATH 1342, Mary Parker, Spring 2013 page 5 of 13

Collaboration:

I encourage you to work with other students, tutors, and all the material available to you on homework, quizzes, and all other non-test activities. The work you turn in should be what YOU understand. Tests must be done strictly on your own.

Grading:

Percentage 9% Quizzes 9% Homework 3% Chapter Post-tests in StatsPortal 4% Discussion Board 75% Tests 1-5 (equally weighted)

A: 90-100; B: 80-89; C: 70-79; D: 60-69; F: below 60

Tests.

Several of the first four tests will be in the Testing Center at NRG and the last test will be in class on the last day or two of class. You may prepare some handwritten notes and use them on the test. These will not be comprehensive. Enough room is provided to enable you to write a few formulas or procedures that you are having trouble memorizing. Those notes must be  in your own handwriting  turned in with the test  originals, not copies, particularly not copies that are reduced  include only words and formulas (Do NOT include worked-out examples.) For Test 1, you may take ONE sheet of paper for notes, front only. For Test 2, you may take ONE sheet of paper for notes, front and back. For Tests 3 and 4, you may take TWO sheets of paper for notes, front and back. For Test 5, you may take THREE sheets of paper for notes, front and back. The Testing Center Monitor will not necessarily tell you if your notes are in violation of the class rules. You are responsible. If you violate any of the rules about notes, I will either give you a zero on that test or else deduct some points from your test grade, depending on what I judge to be the severity of the violation.

After the test deadline has passed, the test grades will be posted in Blackboard, and an email sent to you through Blackboard, and you may review your test during my office hours or by appointment.

Tests must be done entirely on your own, with no help from anyone else. Violating the rules of the testing center, or giving or receiving help on tests is scholastic dishonesty, and the punishments are severe. In the Testing Center, you will need your ACC student ID and a picture ID, like your driver’s license, and you will need to know the instructor's name, course number and section number. Also see the section of this handout on “Testing Center.” Tests must be taken in one sitting – no leaving to go to the restroom or any other reason. If you are unable to take tests in one sitting, please tell the instructor at the beginning of the semester so that she can help you make arrangements for the accommodations you need. It will not be possible to make such accommodations if you wait until time for the test to ask. For Tests 1 – 3, a student who misses a test or who makes below 60 on a test may come to me for additional make-up work. This will usually include taking another test. When that 6

work is satisfactorily completed, the test grade will be raised to a 60. Test grades of above 60 can only be earned by taking the regular test on time. Such make-up work can be done on no more than two tests and some part of the make-up work must be turned in within a week of when the test is returned. (No makeup is provided for Test 4 because it is too late in the semester for makeup work to be completed.) The lowest of the grades on Tests 1 – 3, if it is a 60 or higher, will be replaced by the Test 5 / Final Exam grade. Deadlines for the tests will be enforced very strictly. When the test is in the testing center from Thursday through Wednesday, you are expected to take the test by Monday, and then there are a couple of extra days for you to take it late if you had car trouble or babysitter trouble, or some other difficulty getting in earlier.

Course-specific support services:

ACC main campuses have Learning Labs which offer free first-come first-serve tutoring in mathematics courses. Not all mathematics tutors can tutor statistics. Check the lab schedule to see when statistics tutors are available. Students should bring their course handouts and notes when they come to the Learning Lab. The locations, contact information, and hours of availability of the Learning Labs are available from http://www.austincc.edu/tutor

MATH 1342 Lab class: Starting the week of Feb. 11, 2013, we have a weekly tutoring lab for this course, meeting in NRG PB1 on Fridays 12:00 – 2:25 p.m. Register for MATH 0159, section 001, synonym 25891, no later than Feb. 4.

Attendance and withdrawals:

Attendance is required in this course. Students who miss more than 10% the class time (more than 5 class hours) may be withdrawn. The final withdrawal date for Spring 2013 is Monday, April 22, 2013.

Reinstatement Policy:

In order to be reinstated, the student must demonstrate that he is caught up with the required work as of the date on which he wishes to be reinstated. This must be done before the official last date to withdraw for the semester.

General Policies and Information for ACC Students

Attendance/Class Participation: Regular and punctual class and laboratory attendance is expected of all students. If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class. Withdrawal Policy: It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class. The instructor does, however, reserve the right to drop a student should he or she feel it is necessary. If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date. The student is also strongly encouraged to retain their copy of the withdrawal form for their records. Students who enroll for the third or subsequent time in a course taken since Fall 2002 may be charged a higher tuition rate, for that course. State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities. With certain exceptions, MATH 1342, Mary Parker, Spring 2013 page 7 of 13 all course withdrawals automatically count towards this limit. Details regarding this policy can be found in the ACC college catalog.

Incomplete Grade Policy: “Incomplete grades (I) will be given only in very rare circumstances. Generally, to receive a grade of "I", a student must have taken all examinations, be passing, and after the last date to withdraw, have a personal tragedy occur which prevents course completion. An incomplete grade cannot be carried beyond the established date in the following semester. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester. Statement on Scholastic Dishonesty: A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution. Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or expulsion from the college. See the Student Standards of Conduct and Disciplinary Process and other policies at http://www.austincc.edu/current/needtoknow Student Rights and Responsibilities: Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures. Statement on Students with Disabilities: Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD). Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed. Students who have received approval for accommodations from OSD for this course must provide the instructor with the ‘Notice of Approved Accommodations’ from OSD before accommodations will be provided. Arrangements for academic accommodations can only be made after the instructor receives the ‘Notice of Approved Accommodations’ from the student. Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations. Additional information about the Office for Students with Disabilities is available at http://www.austincc.edu/support/osd/

Safety Statement : Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at: http://www.austincc.edu/emergency/ 8

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities. You are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

Use of ACC email : All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php Testing Center Policy : Under certain circumstances, an instructor may have students take an examination in a testing center. Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam. To request an exam, one must have:

1. ACC Photo ID (info at http://www.austincc.edu/support/admissions/student_id.php ) Course Abbreviation (e.g., ENGL) Course Number (e.g., 1301) Course Synonym (e.g., 10123) Course Section (e.g., 005) Instructor's Name

Do NOT bring cell phones to the Testing Center. Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester. ACC Testing Center policies can be found at http://www.austincc.edu/testctr/ Student and Instructional Services : ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at http://www.austincc.edu/s4/ Links to many student services and other information can be found at http://www.austincc.edu/current/ ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored. The tutor schedule for each Learning Lab may be found at: http://www.autincc.edu/tutor/students/tutoring.php For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab: http://www.austincc.edu/tutor/locations.php MATH 1342, Mary Parker, Spring 2013 page 9 of 13

Tentative Schedule for MW class Any changed dates will be announced in Blackboard. Week dates begin end by Friday 1 Jan 14 – 20 8, 9, Data Ethics 2 Jan 22 – 27 1, 2 8, 9, Data Ethics 3 Jan 28 – Feb 3 2, 4 1, 2 Test by Thur. Feb. 7 4 Feb 4 – 10 5 4 5 Feb 11 – 17 6, 7, 3 5 6 Feb 18 – 24 3, 10 6, 7 Test 2 by Thur. Feb. 28 7 Feb 25 – Mar 3 11, 14 3, 10 8 Mar 4 – 10 15, 16 11, 14 9 Mar 18 – 24 17, 18 15, 16 10 Mar 25 – 31 18, 19 17 Test 3 by Mon. Apr. 1 11 Apr 1 – 7 19, 20 18 12 Apr 8 – 14 21, 22 19, 20 13 Apr 15 - 21 22, 23 21, 22 Test 4 by Thur. Apr. 25 14 Apr 22 – 28 24 23 15 Apr 29 – May 5 25 24 16 May 6 – 10 none 25 Test 5 May 6 and 8 10

MATH 1342 Homework, Chapters 1- 10.

Actual homework problems: All the problems listed in bold in the lists on the next pages.

Technology: Many of the problems require you to use technology to do some parts. In the first few chapters we cover, our homework list identifies some problems where you are definitely expected to use some technology. Problems with (M) have some part for which you are expected to use MINITAB, specifically. Problems with (A) require an applet. Find these applets in StatsPortal or on the publisher’s website. You may use MINITAB on additional exercises if you wish. CrunchIt in StatsPortal has menus very similar to Minitab and is available to you wherever you have web access (while Minitab is just at school.) Use CrunchIt when you need to use technology at home and then come to school to re-do the problems you need to turn in in Minitab.

Find the data files for the textbook and some brief suggestions about how to use both Minitab and Crunch-It from http://www.austincc.edu/mparker/software/. This website is used to get the data into both Minitab and into Crunch-It.

On the problems requiring technology, as on all homework, you should spend as much time and thought answering questions about what the results mean as you spend calculating. Your answers should reflect this. During the tests, you will not have computer access and may not even be allowed to use a graphing calculator. Test questions will be adjusted to reflect the tools you have available at that time. Ask your instructor in advance what you will be allowed to use on each test. Plan of work for a chapter (usually two chapters per week.) 1. StatsPortal Pretest (preferably before the material is discussed in class) 2. Attend class for activities and discussion. 3. Use StatTutor, StatsPortal Vocabulary Flashcards, Study Plan from Pretest, to learn enough to mentally work through the “Apply Your Knowledge” exercises that are scattered through the chapter (and listed in non-bold print in brackets in the homework list.) 4. StatsPortal Posttest (by Friday at midnight of the week in which the chapter was first discussed in class.) 5. Do homework (listed in bold print in the homework list.) Ask questions on the Discussion Board as they come up and answer questions for other students. (by Sunday at the end of the week in which the chapter was first discussed in class) 6. Turn in a report of homework - not the homework itself at that time – merely a report of what you have done so far. You will not receive this paper back. (Monday at the beginning of class the next week.) 7. Turn in quiz over the material. Note that you may ask and answer questions about the quizzes on the Discussion Board. (Wednesday at the beginning of class the next week.) 8. (Optional) Complete the StatsPortal Learning Curve for one point extra credit on the test. 9. Take test after approximately five chapters. Note that you may not ask and answer questions about the test on the Discussion Board. Not ANY questions referring to the test! Send those to the instructor privately by email. (Test schedule is given on the first-day handout.) 10. Turn in homework for all the chapters that were covered on this test. (Next class period after the deadline for the test.) MATH 1342, Mary Parker, Spring 2013 page 11 of 13

Chapter 8: When you are asked to find a SRS, your solution should clearly describe your process as well as the result. (It is the process that makes it random, not the result.) Use the random digits table rather than the applet to do Simple Random Sampling in this course. When you look at a line, list all the ID numbers in that line and then circle those that correspond to the individuals you chose. (However, if this gets too long, after you list all of them for awhile, you may just say “etc.” and then keep looking in the same way and just tell me the resulting numbers that you found for your sample.)

[8.1, 8.3, 8.5, 8.7, 8.9, 8.11, 8.13, 8.15, 8.16] 8.27, 8.31, 8.32, 8.33, 8.35, 8.37, 8.39, 8.43, 8.45, 8.47 8.16 and 8.32 are included because they highlight some important ideas and are excellent for students to discuss. 8.16 Since there is an age difference in who has landlines, the question you need to use in part a is some question that you think people aged 25-29 have a different distribution of answers than adults of other ages.

Chapter 9: In this chapter, words and descriptions are much more important than numbers. Be sure to include enough words in your solutions. Notice what each of the diagrams you are asked to draw is different from the other diagrams and what it is intended to communicate.

[9.1, 9.3, 9.5, 9.7, 9.9, 9.11, 9.13, 9.15, 9.17] 9.29, 9.31, 9.35, 9.37, 9.43, 9.44, 9.47, 9.48, 9.49 9.44 and 9.48 are included to give more practice.

Data Ethics (page 256-260): This is a very important section.

Write answers to these in your homework: 1, 3, 7 Participate in discussion of at least two of these on the Discussion Board: Exercises 9 – 18. List on your homework paper which two you participated in and your answers to those two questions after participating in the discussion with others on them. Review for test on this material that will be coming soon: Go to the Chapter 17 Part 1Summary and go through parts A and B.

Chapter 1: For quantitative variables, do not take the time now to make histograms or stemplots by hand. If you need to make a frequency graph of a quantitative variable by hand, make a dotplot. At this point, focus on understanding how to read histograms and stemplots.

[1.1, 1.3, 1.5, 1.7(A), 1.9, 1.11(M, NOT by hand)] 1.23, 1.27, 1.29, 1.31, 1.33, 1.37(M), 1.41, 1.45(M), 1.46(A) 1.7(A) and 1.46(A) are assigned to help you explore how stemplots and histograms work. It is also important to learn to use the applets in StatsPortal so that you can explore the concepts of the course. This is a good problem to start using the applets.

Chapter 2: Be able to compute mean and median “by hand” (with a calculator.) Use CrunchIt or Minitab to compute the standard deviation. Do not compute the standard deviation by hand with a calculator. Know that the standard deviation is “the amount a typical score differs from the mean.” For fairly small data sets, compute median and quartiles by hand. If the dataset has more than 25 values or so, use software to compute median and quartiles. Note that software uses a slightly different method of finding quartiles, so the results may differ slightly from what you find by hand, and that’s OK. 12

The trickiest part of this chapter is using software to compare data from two or more groups. Be sure to ask for help on that well before your quiz/homework is due. Using software to do comparisons like this is very important at several times in the course. Learn to do it now!

[2.1, 2.3, 2.5, 2.7(M), 2.9, 2.11(M), 2.13 (give comparative graphs and comparative numerical summaries] 2.25, 2.30, 2.31, 2.33(A), 2.35(A), 2.37(M), 2.39, 2.47(M), 2.51 2.30 is assigned to help you better understand how to read histograms. If you don’t see how to answer the questions, start making a list of all the 74 observations. You probably won’t need to completely write out that list to understand how to “make the list mentally” to answer this question.

Chapter 4: Make scatterplots by hand and also with software. But NEVER compute a correlation coefficient “by hand” or with a calculator. Use Minitab or CrunchIt. Estimate a correlation coefficient by looking at the scatterplot. (Positive or negative? Near zero or near +1 or -1?)

[4.1, 4.3, 4.5, 4.7, 4.9, 4.11, 4.13] 4.25, 4.27(M), 4.31(M), 4.35(by hand because I don’t want you to try to get software to give you a specific scale), 4.37, 4.39, 4.40(A), 4.41(A), 4.43(M) 4.40 helps you start using the applet to understand the concept of the correlation coefficient. Perhaps some of you will take some screenshots of your results and show them to each other.

►►Test 1 covers the chapters up until this point in the course. For a list of topics to review for Chapters 1, 2, and 4, go to the Chapter 7 Part 1 Summary and find A, B, C, D, and F. Remember that the list of topics to review for Chapers 8 and 9 is in the Chapter 17 Summary A and B. Test 1 will have a small portion to be done in class, in 15 minutes, using Minitab. You will be required to make a histogram, find summary statistics for a single quantitative variable and make a scatterplot to show the relationship (or lack of one) between two quantitative variables.

While I encourage you to collaborate with each other on daily work, homework and quizzes, all test problems must be done on your own, with no help from anyone else.

Chapter 4. The material in Chapter 4 is still very relevant to the material in Chapter 5. Use this to review: [4.12]

Chapter 5: Learn to compute the equation of the regression line both by hand and with software. Learn to interpret the slope, the intercept, and r-squared. Most students work on the homework on this chapter over a period of at least two weeks.

[5.1, 5.3(M), 5.5, 5.8, 5.13, 5.15, 5.17] 5.9(A), 5.11(M), 5.29, 5.31, 5.33, 5.35(M for correlation and equation, the rest by hand), 5.37(M), 5.38(M), 5.39(M), 5.41(M and then draw the lines on the graph by hand), 5.45, 5.49, 5.51(A), 5.53(M), 5.55(M) 5.9(A), 5.11(M), and 5.38(M) are assigned to help you develop your intuition about which points are influential in terms of correlation and in terms of regression.

Chapter 6: DO NOT use software at all in this chapter. (We will use software to analyze two-way table data later in the course.) For now, it is important to develop your intuition and understanding, and that is best done by your deliberately choosing what numbers are being divided at every stage, and software hides that.

[6.1, 6.3, 6.5, 6.7] 6.19, 6.20, 6.21, 6.22, 6.23, 6.25, 6.27, 6.31 6.20 and 6.22. One of the differences between statistics and algebra courses is that sometimes we have rules in statistics that we have to learn to read “flexibly” because they are exact (like those we learned to MATH 1342, Mary Parker, Spring 2013 page 13 of 13 use in algebra) and we are almost always using rounded (approximate) numbers. Explain to each other what that means on these two even-numbered problems.

Chapter 3: It is important to note that not all distributions are normal. Exercise 3.2 is about a different shape - the uniform distribution. Be sure to read the problems carefully to see what distribution they are asking about. We do NOT use software in this chapter to find areas in a normal distribution. Instead we use the Normal table, after drawing appropriate pictures to illustrate how we are using that table. Some problems involving normal calculations can be solved either by the 68-95-99.7 rule or by using the table. In that case, either way is OK. But many require the table.

[3.1, 3.2, 3.3, 3.5, 3.7, 3.9, 3.11, 3.13] 3.25, 3.27 3.29, 3.31, 3.33, 3.35, 3.37, 3.39, 3.43, 3.45, 3.47, 3.49(M), 3.53(A)

Chapter 10: In this chapter we extend the ideas we learned in Ch. 3. In Ch. 3, we talked about finding areas, and now we learn that those areas are called “probabilities.” And we also learn to find probabilities in other situations.

[10.1, 10.3, 10.5, 10.7, 10.9, 10.11, 10.13, 10.15, 10.17, 10.19] 10.31, 10.33, 10.39, 10.41, 10.43, 10.47, 10.49, 10.50, 10.51, 10.52, 10.57(A) 10.50 and 10.52 are included to help you review what you learned in Chapter 3 about how to distinguish between the uniform distribution and the normal distribution from the statement of the problem, and how to calculate probabilities in them.

Chapter 7: Review. You have learned many different techniques by now. Use these problems especially to review how to tell from the statement of the problem itself what you need to do to solve it.

Chapter 7: 7.1 – 7.35 (odd-numbers) 7.37, 7.45, 7.53

►►Test 2 covers the material up to this point in the course. It is more focused on the material covered in Chs 4, 5, 6, 3, and 10, but the subject matter of this course requires that you use the previous material later in the course, so it is important not to forget it. Test 2 will not cover material on Chapters 8 and 9 because they will be covered extensively in Chapters 14-24. It will cover material from Chapters 1 and 2. So your review material is all the material listed in Chapter 7 Part 1 Summary and also the material in the Chapter 17 Part 1 Summary C, which summarizes Chapter 10.

Test 2 will have a small portion to be done in class, in 15 minutes, using Minitab, involving making a scatterplot and finding the correlation coefficient and the regression equation.

While I encourage you to collaborate with each other on daily work, homework and quizzes, all test problems must be done on your own, with no help from anyone else.