Class Room Units Math 15 CRN Introductory Statistics AC Attendance Days (Hybrid Course)

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1 Class Room Units Math 15 CRN Introductory Statistics AC Prerequisite Math 03 with a grade of C or better. Attendance Days (Hybrid Course) Wednesday, 7:00 PM to 8:50 PM Math 15 CRN is a hybrid course. Class orientation: Wednesday, August 21, 7:00 PM in AC-304. On-campus class sessions: Wednesday, 8/21, 8/28, 9/4, 9/18, 9/25, 10/2, 10/16, 10/23, 10/30, 11/13, 11/20, 11/27, and 12/11 in AC-304, 7:00 PM - 8:50 PM. On-campus examinations: Wednesday, 9/11, 10/9, 11/6, 12/4, and 12/18(FE), 7:00 PM - 8:50 PM. Instructor Course Website Richard Kick Login to MyVCCCD and click on the Desire2Learn link. Professor site: Course Description This course explores the nature of statistical methods, including the description of sample data, probability, theoretical frequency distributions, sampling, estimation, testing hypothesis, and special topics. Various problemsolving techniques will be presented and discussed. Textbook Elementary Statistics, 12 th Ed., M. F. Triola, Pearson 2014, ISBN Course Philosophy Mathematics is a powerful problem solving tool that requires that you actively do the math in order to develop your own capabilities. You are expected to initiate and participate in online discussions, work presented problems, do all homework, post questions as they arise, and positively support others in their pursuit for greater understanding. While many quote the saying practice makes perfect, I instead support the Tommy Lasorta version of the quote: perfect practice makes perfect. Working hard while doing things incorrectly may make you less capable. Obtain feedback on what you have learned to insure that you are practicing how to correctly solve problems, rather than practicing how to generate mistakes. This feedback can come from your instructor, your peers, your textbook, various websites, and the tutors in the Learning Center. I encourage you to use all of these resources. If you are not getting the support that you need, please let me know and I will work to help you obtain that support. Read the sections of the text before they are presented online. Take notes on questions that you have. This will better help you prepare for successfully obtaining the problem solving skills offered in this course. Calculators The use of graphing calculators is required in this class. Technology allows you to apply your problem solving knowledge to realistic problems that involve values that are not reasonable to compute by hand. It also allows you to expand the number of problem solving techniques from which you can choose. I will frequently post screen captures and videos of the calculator and its use in order to better guide you on the effective use of the calculator as a mathematical problem-solving tool. The TI-83 will be used for classroom demonstrations. You may use the TI-83 or TI-84. On-Line Participation The online portion of this class that will allow you to ask questions related to this course and interact with your peers. The online portion of this course will be conducted using Desire2Learn. Instructions for accessing and using the site are at In particular, a tutorial on how to effectively use Desire2Learn can be found at Access the course by entering your WebStar username and password (Your username is your student id number a 9 digit number that begins with a 9. Never write down your password or give it to anyone else. I will provide (if asked) algorithms for creating secure passwords that are easy to remember. Click on the link for this course. If you encounter any online technical problems, access the Help Desk. It is available to you 24 hours/day, 7 days/week. Helpdesk URL: Phone: , available during the day between 8am-5pm, M-F, call (805) X 7777.

2 General student resources can be found at On-Line Resources Your text may have been shrink-wrapped with a MyMathLab packet. If so, you will be able to use an online program to help you study for this course and take practice tests. To see how to use the online program, go to the following web page: and follow the directions. You will need the following external information: Your Course Name: Elementary Statistics Fall 2013 Your Course ID: kick03802 Moorpark College zip code: You will also need the student access code from your packet included with your book. To register, you will need the web page: Each time you use MyMathLab, you will log in using the course compass web page. If you would like to buy the packet online, go to the mylab and mastering webpage listed above, enter the course ID, and click the Create option. Course Objectives Upon successful completion of the course, a student should be able to: 1 display data using methods from descriptive statistics by using histograms, frequency distributions, box-and whisker (five-number summary); find measures of central tendency for data sets: mean, median, and mode; find measures of variation for data sets: standard deviation, variance, and range; and distinguish between populations and samples. 2 find simple probabilities and probabilities of compound events and compute probabilities using the complement, discrete probability distributions and the binomial probability distribution. 3 standardize a normally distributed random variable, use normal distribution tables to find probabilities for normally distributed random variables and use the Central Limit Theorem to find probabilities for sampling distributions. 4 compute confidence intervals for proportions and means. 5 find and use p-values when performing hypothesis testing and perform hypothesis testing for means, proportions, standard deviations, difference of means, and difference of proportions. 6 find linear least-squares regression equations for appropriate data sets, graph least-square regression equations on the scatter plot for the data sets, and find and apply the coefficient of correlation. 7 use the Chi-Square distribution to test independence and to test goodness of fit. Students completing Math M15 or M15H will be able to: 1. Construct a histogram for a given set of data. This can be done by hand or with a graphing calculator. 2. Construct a single-sample confidence interval, and draw an appropriate conclusion. This can be done by hand or with a graphing calculator. 3. Construct a single-sample hypothesis test based on a given claim, and draw an appropriate conclusion. This can be done by hand or with a graphing calculator. 70% of students enrolled in Math M15 and M15Hwill correctly answer 70% of these problems during or after the 13th week of class. A stratified sample of the student responses will be selected from each section and graded.

3 Homework and Classwork Regular participation in class discussions, as well as participation in small group work is expected. Absences negatively effect your education, as well as the education of your peers. Absences will result in zeros those days missed. Three or more absences can result in a student being dropped from the course. HOMEWORK WILL BE COLLECTED AND RETURNED ON EACH EXAM DAY. Quizzes A short quiz will be given for each textbook chapter. Each quiz will be timed, but students have more than enough time to complete all questions provided they do all homework before taking quizzes. Quizzes cannot be made up. Projects A two-part project will be assigned during the semester. The first part will require that you collect and present data using both graphical and computational methods. The second portion of the project will require that you use statistical inference to draw conclusions about the data collected in the first part of the project. Projects provide opportunities for you to apply your knowledge of statistical methods to real life settings. Appropriate uses of technology are expected. Extra credit may be given for projects that exceed traditional expectations. Exams Four exams and a final exam will be given on campus throughout the semester. Chapter exams will cover three chapters of material from the textbook. The final exam will be cumulative, and will be given on Wednesday, December 18, Your final exam score will be used to replace your lowest exam score if that final exam score is higher than your lowest exam score. No makeup exams will be given. Suggestions for Success Do the homework and ask questions, both in class and online, about topics that you don t fully understand. This course is very dependent on knowledge of vocabulary and experience with specific processes. It will be very difficult to solve problems on exams if you have not practiced solving similar problems on your own and in small groups. Grading Policy Homework Class / Online Participation Chapter Quizzes Exams Project Final Exam 120 points 160 points 120 points 400 points 100 points 200 points Important Dates Last day to add class: 30 Aug 2013 (Fri) Last day to drop without a "W": 06 Sep 2013 (Fri) Last day to drop with a "W": 22 Nov 2013 (Fri) Project Part 1 DUE: Project Completed DUE: 27 Oct 2013 (Sun) 08 Dec 2013 (Sun) Chapters 1 through 3 test 11 Sep 2013 (Wed) Chapters 4 through 6 test 09 Oct 2013 (Wed) Chapters 7 through 9 test 06 Nov 2013 (Wed) Chapters 10, 11, and 13 test 04 Dec 2013 (Wed) Final Exam 18 Dec 2013 (Wed) Course Documents All documents for this course, including the one you are reading, will be stored within the Desire2Learn course shell. Electronic documents will be provided on the site to help support your understanding of the course material. These documents will be in the form of PDF files, videos, web pages, and Java Applets. Learning Resources Students enrolled in this course are encouraged to use The Learning Center, The Math Center, and the Writing Center services to support their efforts in this class. The Learning Center, Math Center, and Writing Center, located in Library 322, will provide tutorial services and supplemental instruction based on course goals. When using these services, students need to state their instructor s name for tracking and reporting purposes. Students will also need to provide their student ID numbers when receiving tutorial services. For further information call The Learning Center (805) , the Math Center (805) ext 1775 or the Writing Center (805) ext 1696.

4 Academic Integrity The following statement comes from Moorpark College s Academic Policies and Standards Cheating or Plagiarism Moorpark College takes academic honesty very seriously, since ethical behavior and integrity are vital components of ensuring mutual respect across campus. Instructors, accordingly, have the responsibility and authority for dealing with any cheating or plagiarism that may occur in their classes. Such activities could include stealing tests, using cheat sheets copying off another s tests, or turning in someone else s work as his/her own. It is the policy of the Ventura County Community College District and Moorpark College that the instructor may dismiss a student involved in such dishonest behavior from class with a grade of F. In addition, the faculty member may direct the matter to the Executive Vice President of Student Learning for further disciplinary action. Student Due Process If a problem or complaint arises, students have the right to have the matter of disciplinary action investigated as noted in the official Student Grievance Policy. Most problems of this type involve misunderstandings, human error or lack of information about the rules. To address such problems, it is often best to speak with the teacher involved. If the matter is not clarified or resolved, it may be useful to talk next with the responsible Division Dean. If the concern still persists, then contact the Office of Student Learning for further review. On-line Behavior Students are expected to treat the on-line classroom as they would an on-site classroom. Students should respect diversity of both thought and personal background, and should use written and spoken language that reflects that level of respect. Codes of conduct expected on-campus will be enforced in the on-line environment. Work submitted to the course shell must meet the same expectations of originality as on campus assignments. Plagiarism will not be tolerated. If students honestly do not know how to acknowledge sources, they should ask the instructor for help in this area. Please respect the following norms of Netiquette as proposed by Virginia Shea: 1. Remember the human: would you say it to the person s face? Would you send it in a handwritten letter? 2. Adhere to the same standards online that you would adhere to in real life: be ethical, and obey the law (obey copyrights, observe the right of privacy). 3. Know where you are: are you in a chat with friends or are you at work [or in class]? 4: Respect other people s time and bandwidth: Select content for a reason; send only to those who need the information; consider how much time it will take others to read the information; be prepared not to be answered not everyone checks work after work hours not everyone has time to check work during the work day. 5: Make yourself look good on-line: You might be seen and heard (well, read) by many people outside your daily contacts. Use this opportunity to network literally. You will be judged by the quality of your writing. Use standard grammar, correct punctuation, and appropriate/professional word choices. Do not swear online. Know what you are talking about and make sense. 6. Share knowledge: share what you know or what you have learned. Share quality information. 7. Avoid flame wars: Flaming is when you pontificate about a strongly held position. A flame war is when two or more parties use s, chat rooms, or blogs to battle back and forth with their positions and actually have no intention of listening to each other s positions or ideas. 8. Respect other people s privacy: Do not read someone else s Do not abuse your power: If you have system administration talent, do not use that talent to invade other s privacy. 10. Be forgiving: Forgive the occasional spelling or grammar error. Anyone can make a mistake. Source: Shea, Virginia. Netiquette. Cited in NET EtiquetteTM The Core Rules of Netiquette. Albion.com The instructor reserves the right to modify this document as needed.

5 MOORPARK COLLEGE Accessibility Coordination Center & Educational Support Services The Office of Civil Rights requires the college to inform students with disabilities of the services available to them. They strongly suggest that class announcements and syllabus statements are the most effective method. Please include one of the following statements on each of your syllabi. If you prefer, you are welcome to develop your own statement. It should inform your students that accommodations are available for students with disabilities, you are willing to provide those accommodations, and how they can get the ball rolling to receive the accommodations. Be sure it is clear, preferably in writing or when they contact you, that they should register with ACCESS as well as speak to you personally in order to use academic or testing accommodations. This is for your protection as well as the protection of the student and the college. Recommended Sample Statement Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact ACCESS as soon as possible to ensure that such accommodations are implemented in a timely fashion. Authorization, based on verification of disability, is required before any accommodation can be made. The phone number for ACCESS is and they are located on the ground floor of the LMC Building. Other Options If you have a disability, you are encouraged to contact ACCESS at Their office is on the ground floor of the LMC Building. They will help you determine what assistance is available for you. If you have a hidden or visible disability, which may require classroom or test accommodations, please see me as soon as possible during a scheduled office hour. If you have not already done so, please register with ACCESS at Their office is on the ground floor of the LMC Building. If you have specific physical, psychiatric or learning disabilities and require accommodations, please let me know early in the semester so that your learning needs may be appropriately met. You will also need to provide documentation of your disability to ACCESS at Their office is on the ground floor of the LMC Building. This institution abides by Section 504 of the Rehabilitation Act of 1973 that stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." Disabilities covered by law include, but are not limited to, learning disabilities and hearing, sight, or mobility impairments. If you have a disability that may have some impact on your work in this class and for which you may require accommodations, please see me and register with ACCESS at so that such accommodations may be arranged. It is also suggested that instructors make a similar verbal statement at the beginning of each course to set a positive tone of acceptance for student diversity. If you have any questions or concerns about working with students who have disabilities, or if you would like more information about a specific disability or an accommodation request, please stop by or call the ACCESS Center at

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