- Class Description and Learning Outcomes
- Instructors and Tutors
- Grading – Quizzes, Homework, Participation, Exams, Extra Credit
- Classroom Conduct and Academic Integrity
Introduction to the concepts and interpretation of statistics. Summary graphs and statistics; data production (sampling and experiments); random variables and sampling distributions; inference - introduction, for distributions, for proportions; correlation and regression. Prerequisite: MTH103, ACT math > 17, or SAT math > 470. 4 Credits.
At the end of this class you will be able to …
- describe why statistics is central to scientific inquiry (& your field of interest);
- define basic statistical words and symbols;
- design simple experiments and sampling strategies;
- perform appropriate exploratory data analyses (univariate and bivariate);
- identify the purposes of and conduct and interpret the results of a linear regression;
- construct and interpret confidence intervals for one and two-sample mean and proportion problems;
- identify the appropriate hypothesis test to perform in one- and two-sample quantitative and categorical data situations;
- construct and interpret the results from a hypothesis test for one- and two-sample quantitative and categorical data situations; and
- communicate statistical results and ideas in a succinct and informative manner.
We will focus on the understanding of statistical concepts and proper interpretation of statistical results.
|Dr. Derek H. Ogle|
Professor of Mathematical Sciences
& Natural Resources
Feedback / Suggestions
|Adam Gunnelson||Emily Mader|
|Adam is a chemistry major and math minor. He is a bowtie enthusiast, and enjoys helping people with math.||Emily is a math major and physics minor. She enjoys playing softball, being outdoors, and, of course, mathematics!|
An overall score will be computed from the items and associated weights listed in the table below. To compute your current grade, enter your percentage scores in the boxes for completed assessments. To project your future grade, also include percentages for future assessments. [It is your responsibility to track your scores on the individual assessments.]
Letter grades will be assigned by comparing your overall percentage (rounded to a whole number) to the values shown below:
|A 92-100||A- 90-91|
|B+ 87-89||B 82-86||B- 80-81|
|C+ 77-79||C 70-76|
|D+ 67-69||D 60-66||F 0-59|
A short quiz will be given in the FIRST 8 minutes of EVERY class period. The intent of the quizzes is to encourage you to complete the preparation required for that day’s class. The quizzes are “open notes” (but not “open book” or “open computer”) and will largely follow a module’s preparation guide (here’s an example). I will tell you at the end of each class period about which module will form the next class period’s quiz. Missed quizzes or quizzes not completed in the first 8 minutes of class cannot be made up. Quizzes taken from outside of the classroom will not be accepted.
A homework assigment for each module will be due within one week of completing a module (exact due dates will be announced in class). PRINTED homework assignments are due at the BEGINING of the due date class period. Late assignments (including not being turned in at the beginning of the class period) will be accepted ONLY until I post the answer key and with a 25% deduction in grade. Each assignment should follow the expectations outlined here. An assigment may receive a grade of 0 if it does not follow the required format or is difficult to follow.
Each homework assigment is worth 10 points and will be graded in two parts. The first part is an assessment of completeness and formatting according to the following rubric.
|0-1 points||2-4 points||5 points|
|Very few questions answered completely.||Most questions answered completely. Format for homework may not have been followed.||All questions answered completely. Format for homework followed exactly.|
The second part, also worth 5 points, is an assessment of the quality of the work. In this part, only some (approximately half) of the questions will be assessed. Answer keys will be posted online so that you may check your work.
This course is taught using active learning, peer-instruction, and inquiry-based pedagogies. You will be asked to prepare for each class period, answer questions based on your preparations, work with others in small groups, ask questions, and actively work on in-class exercises. Your full participation is critical to your learning and success in this course. To encourage your full participation, I will assess your level of participation at the end of each class period with the following rubric.
|0 points||1 point||2 points|
|Very little active participation in the day's activities. Left more than 30 mins early.||Participated in many, but not all, of the day's activities. Left between 1-30 mins early.||Fully (see below) participated in the day's activities.|
The following behaviors are indicative of full participation:
- Attended the entire class period.
- Diligently worked on the class exercises (or homework assignments if you have completed the class exercise).
- Asked pertinent questions.
- Worked with others on class material.
- Took notes during lectures.
- Paid attention during lectures.
- Followed the class conduct guidelines.
As a general rule-of-thumb (here, here, here, and here, among many), students are expected to spend between 2-3 hours of time outside of class for each hour in class. This course meets for 4.5 hours per week and, thus, you should dedicate between 9 and 13.5 hours of time outside of class preparing for class, completing homework and other assessments, and studying for exams. The work required for this course can be completed within this expected amount of time, if that time is without distraction). If you feel that you are spending an inordinate amount of time on some assignments because you are “stuck,” then start your assignments early so that you can stop (and do other things) and make plans to see the tutors or me for help.
Exam dates are shown on the Due Dates page. Make-up exams will be provided only if you have a fixed commitment of sufficient importance that was set before the beginning of the semester or a verifiable medical condition. You will not be allowed to make up an exam missed without my prior approval. The final exam and the exam the week before Thanksgiving break will NOT be given early.
If you meet with me in my office before the end of the second week of class, your lowest four quiz, four participation, and three homework grades will be excluded when computing your final grade.
Two options for extra credit are:
Exam Reflection – For each midterm exam, first complete a correction for each question that you missed, along with an explanation of why the answer you originally provided was not correct and why your corrected answer is correct. You will not receive credit for simply correcting your answer, for providing another incorrect answer, or not providing the explanation. You must address every question you missed to receive full credit for this portion. Second, write thoughtful reflections to the following items about the exam (i) what did you do well on the exam (and why), (ii) what did you do poorly on the exam (and why), (iii) what did you do to prepare for the exam (be specific … did you read your notes, read the module readings, watch videos, redo homework problems, redo class exercises, do review exercies, etc.), (iv) what did you do to prepare for the exam that was helpful, (v) what did you do to prepare for the exam that was not helpful, (vi) how will you change (if at all) your preparation strategy for the next exam, (vii) was the exam as you expected (why or why not), and (viii) any other comments or suggestions about the exam. Your answers to these two portions must be typed (though you can leave space to show your work by hand for calculations) and easy to read (e.g., neatly organize your corrections by question number) and must include the original exam. Third, use this online form to further reflect on how you prepared for the exam (and, generally, your study habits prior to the exam). Please provide thoughtful explanations to each question on this form.
A perfect exam correction and reflection will add the lesser of 10% or the amount it would take for your exam score to be 100%, with three-quarters of the overall grade from the correction (first) portion. Corrections and reflections will be due within one week after the corrected exam is returned (exact date shown on the dates page). Late corrections and reflections will not be accepted.
“Statistics in Use” Reports - Report on the use of statistics in your life – e.g., from the news, your other classes, or other work that you have done. If you report on a news item, then you should discuss the background of the information in the report, the use of statistics, how the statistics relate to what you have learned in class, how the statistics were presented, how you feel about that presentation, and any questions that you may have. If you report on statistics used in another class, then you should discuss the background of the project where you used statistics, what the statistics were used for (i.e., purpose), a presentation of your statistical work in the report (i.e., findings), how the statistics relate to what you’ve learned in this class, and any questions that you may have. The FOCUS of your report should be on the statistics used in the news item or class (not just the news item or the topic in the other class). Each report should be typed, at least one page (single-spaced), and include the item being reported on. Your report will be graded on how well it is written and how well you relate the item to class. You may complete up to two reports for as much as 3% extra credit on your final grade. Note that you may not use the same type of news item for more than one report (e.g., you cannot report on presidential race polls more than once). These reports are due before the last day of class before finals week. Late reports will not be accepted.
Under Northland College policy (scroll down to “Incomplete Grades”), an incomplete grade will be given ONLY under extreme circumstances beyond your control, such as a major illness. An incomplete grade will be given ONLY if you have successfully completed the entire course except for the final exam.
Classroom Conduct and Academic Integrity
Your conduct in class should revolve around the idea of being respectful of all others in the class. Adhering to the following behaviors should be considered the minimum requirements to being respectful of others:
- Arrive to class on time. If you arrive late, then take the first available seat as quietly as possible. If you need to leave early, then please sit near the exit.
- You are expected to attend the entire class period. Leaving class early defeats the purpose of the class period, does not take advantage of resources (i.e., the professor) that can significantly help your learning, and does not build statistical stamina. Please take care of your personal needs (e.g., using the restroom) before class so that you can stay focused for the entire class period.
- Turn your computer on immediately so that you can promptly begin the daily quiz.
- Computer use is limited to class work.
- You may note use your own computer unless you clear it with me first at the beginning of the semester.
- Turn off and store out-of-sight cell phones and other electronic devices.
- You may not listen to music (or otherwise wear ear buds) during class.
- Do not engage in side discussions while I or others are speaking to the entire class.
- Do not sleep in class – this behavior is rude and distracting to others (especially the professor).
- Unpack before and pack after class – opening and closing backpacks, rustling of papers or jackets is disruptive and disrespectful to others.
- Do not use disrespectful language when addressing others.
Finally, note that the College’s Academic Integrity Statement & Policy will be followed in this course. Please make sure that you are familiar with its content.
It is the policy and practice of Northland College to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with the Office of Accessibility Resources (OAR), please communicate your approved accommodations to me as soon as possible so that we can discuss your needs in this course. If you have not yet established services through OAR, but have a condition that requires accommodations (e.g., attention, learning, vision, hearing, mental, physical, or other health related concern), you should contact OAR (Ponzio 231 or 715-682-1387) or Donna Jones-Ilsley, Coordinator of Student Accessibility Resources.