Data cartoon
From BIM Toolbox
  • Are two variables related?
  • Does the mean differ among groups?
  • Can I develop a useful model for making predictions

What you learn in Biometry will help with these questions.

Syllabus Contents

Learning Outcomes

Outcomes At the end of this class you will be able to …

  1. explain why statistics is central to scientific inquiry (& your field of interest);
  2. perform, including assumption checks, and interpret the results from one-way and two-way analysis of variances;
  3. perform appropriate multiple comparisons following a significant analysis of variance result;
  4. perform, including assumption checks, and interpret the results from simple and indicator variable regressions;
  5. perform, including assumption checks, and interpret the results from simple logistic regression;
  6. use variable transformations and interaction terms where appropriate,
  7. compare and contrast the advantages and limitations of one-factor and two-factor experimental designs; and
  8. write a concise, detailed, accurate, and interesting paper explaining the design and interpreting the results of a statistical analysis.


Don’t be afraid to ask questions. Don’t be afraid to ask for help when you need it. I do that every day. Asking for help isn’t a sign of weakness, its a sign of strength. It shows you have the courage to admit when you don’t know something, and to learn something new. – President Barack Obama

Instructor – Derek Ogle

I will answer to “Derek”, “Doctor Ogle”, “Professor Ogle”, or “Doctor Professor Ogle, Sir” … whichever you prefer. 😀

I am committed to your doing well in this course and see it as my responsibility to help you both in and out of the designated class period. You will soon see that this course is designed in such a way that your learning will depend on your asking questions of me. There are several good ways to do this.

  • Attend class. Most of class time will be allocated to you working on modular assignments. I will be available during these times to answer your questions.
  • Ask questions on the course MS Teams site. There are separate channels for questions regarding module preparation readings, module assignments, and general questions (see quick links on course homepage). Simply start a new conversation with your question and I will answer it ASAP. Other students may also answer your question.
  • I will hold virtual help hours on Teams Monday through Thursday from 830-930 pm. You can simply join the meeting that I open in the Help Hours channel (see quick links on course homepage) at that time.
  • I will also generally be available at my computer during early and late mornings on class days. I will try to respond to queries ASAP during these times.
  • Finally, you may send me anonymous feedback, suggestions, or questions.


I want to create an inclusive and accessible learning environment for those of you that have a condition (e.g., attention, learning, vision, hearing, mental, physical, or other health-related concern) that may require special accommodations. 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 a condition that requires accommodations but you have not yet established services through OAR, then you should contact Linda Saetre as soon as possible (Ponzio 230, x1389, or It is the policy and practice of Northland College to create inclusive and accessible learning environments consistent with federal and state law. More information is available here.

Academic Alerts

If I observe you “struggling” with the course early in the semester then I may file an “Academic Alert,” where you will receive an e-mail from me that suggests steps you can take to improve your performance in the course. Our Academic Success Coordinator, Megan McPeak, will receive the alert and will likely also reach out to you. Academic Alerts are not punitive, they are simply an attempt to help you get back on track in this course as soon as possible.

Course Workflow

Decoration The course is scheduled to meet every weekday from 1230-400pm. However, because of physical distancing guidelines, half of you will meet with me in the classroom from 1230-210 and the other half will meet with me in the classroom from 220-400. Which group you are in is shown on the Dates page.

This course is “flipped,” which loosely means that you are responsible for obtaining factual content prior to coming to class and will then use class time with me to apply and expand upon what you learned prior to class. I organized the course in this format because I believe the research that indicates that deeper learning is achieved with this model, this format allows me to help you more directly when you are applying concepts, and this format allows for teaching face-to-face, on-line, or a hybrid of both as necessary.

The course is composed of daily modules (see link in upper-right) of material. The following is a general workflow that will be followed for each module.

  1. Prepare Module Material – A detailed reading derived from my past lectures notes describes the major concepts of each module. I have worked very hard to make these readings short and readable, but some concepts in this course are subtle and required extensive explanation. As appropriate I have added visuals to explain concepts and highlighted key definitions and concepts in boxes. You need to engage thoroughly with these readings. By this, I mean that you need to be focused (i.e., not distracted) while reading and you need to think hard about concepts that don’t make sense to you after your first read. A cursory reading likely will not be adequate. Here are some quick tips for how to read a math textbook.1

    A “Reading Guide” is provided for each module’s reading. You should prepare preferably (neatly) hand-written,2 answers to the guide questions. Please ask questions you have about the reading on the “Class Preparation Reading Questions” Teams channel or during help hours (quick links on class homepage). Your “Reading Guide” answers will be turned in via GradeScope (quick link on class homepage) by 1100 am on the day that the module is covered in class (see Dates page). The “assignment” on Gradescope will have the module name and “– prep” suffix. I will grade your answers according to the following rubric.
5 points4-1 points0 points
All questions were answered thoughtfully and fully.Various numbers of questions were not answered, were answered incorrectly, or without care or depth of thought.Very few answers were provided or were correct; substantial portions were copied from someone else; or questions were not turned in.
  1. Class Time – The initial part of class time will consist of a short introduction to the module assignment and a quick discussion of any questions that you all had from the preparation reading. Following this you will work on the module’s application assignment. I expect you to attend class to get direct help from me and learn from other students’ questions. If you are diligent and focused, you will likely finish most of the module assignment during this time.
  2. Complete an Applied Assignment – Module assignments should be prepared as described here for handing in on GradeScope (quick link on class homepage). The assignment on Gradescope will have the module name and “– assignment” suffix and is due by 1200 (noon) on the day after the class period dedicated to the module.

    I will grade 50-100% of each module assignment “for content” (i.e., whether the work is done correctly or not). Questions that I did not grade “for content” will be graded “for completeness” (i.e., whether the work was done completely or not). You will receive a short e-mail from me when your graded assignment is available on GradeScope. You are expected to review your grade and comments (how-to video here) to better learn the material and to improve on future assignments. Detailed answer keys will be made available on the module webpage.


An overall grade will be computed from the module reading preparation answers and assignments described in the “Course Workflow” section and a capstone assignment. Module reading preparation answers and assignments not submitted by the due date time will generally not be accepted (but please contact me to let me know the circumstances for not being able to complete the work on time). Your lowest four reading preparation AND assignment scores will be dropped when calculating your overall grade.

The capstone assignment is an opportunity for you to show a synthetic understanding of material from throughout the course. The assignment will focus on larger concepts, applications, and interpretations (rather than specific details) from throughout the semester. I will provide you with an explicit study guide approximately one week before the capstone assignment is due.

An overall score will be computed from the items and associated weights listed in the table below. Grades on individual module reading preparation answers and assignments will be on the class Gradescope page (quick link on class homepage). I will update your percentage grades for the reading preparation answers and assignments on (quick link on class homepage) at the end of each week, which will then show your overall grade as of that time. You can also calculate your overall grade at any time by entering your percentage scores in the boxes below for completed assessments. To project your future grade, also include percentages for future assessments.

Reading Prep Assignments Capstone
Weight 15%
Overall: Grade:

Your letter grade will be assigned from your overall percentage (rounded to a whole number) and the table below.

A 92-100A- 90-91
B+ 87-89B 82-86B- 80-81
C+ 77-79C 70-76
D+ 67-69D 60-66F 0-59

Incomplete Grades

An incomplete grade will be given ONLY in extreme circumstances that are beyond your control, such as a major illness, and will ONLY be given if you have successfully completed the entire course except for the capsone assignment. This is in accordance with Northland College policy (scroll down to “Incomplete Grades”). Please communicate with me immediately if something major happens for which you think an incomplete grade is appropriate.

Midterm Grades

I will submit a “midterm grade” for you approximately half-way through the semester. This grade will by my best guess at your lowest possible final grade (not your overall grade at that time). I assign this “worst-case” midterm grade because I believe that it is better to know the worst rather than the best-case scenario at that point of the semester. Of course, see me if you have questions about your midterm grade.


Ownership of Learning

Decoration This course is designed in a way that you will have to actively, rather than passively, engage in the course content. In this way, it may differ from some of your other courses. In particular, in this course you will need to:

  • Interact with the course material daily.
  • Multi-task material from multiple modules (i.e., you will often be finishing the assignment for one module while doing the reading for the next module).
  • Prepare for some course content on your own prior to class.
  • Use class, Teams, and help hours to ask questions and seek help.
  • Assess your own performance by reviewing your graded work and comparing your answers on assignments to the answer key.
  • Ask for help from me both during and outside of class.
  • Maintain focus for an extended period of time (~2 h for each class period).

Work Outside of Class

Decoration As a general rule-of-thumb3, you will need to work on course material for 2-3 hours outside of class for each 1 hour in class. For this course, you will meet for more than 8 hours per week and, thus, you should dedicate between 16 and 24 hours of time outside of class doing the reading, completing assignments, reviewing your work, and asking questions. The work required for this course can be completed within this amount of time, if that time is without distraction. If monitoring your phone/device is distracting you from getting your work done then you should consider apps (e.g., Forest) designed to reduce distractions from devices.4

If you feel that you are spending too much time on some assignments or readings, then start your work earlier so that you can stop (and do other things) and make plans to seek help).

Classroom Conduct and Academic Integrity

Decoration My intent is to create a classroom environment where learning can occur. One part of this environment is a well-organized course structure built upon relevant learning resources and interesting realistic exercises. Another part is my availability to assist you in learning from these resources and exercises. A third part is your conduct within the classroom. My expectations of you are that you will fully engage in the course (see above) and be respectful of all others in the class. At a minimum, I expect you to adhere to the following behaviors:

  • Please 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.
  • Please 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 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.
  • Please turn your computer on immediately so that you can promptly begin the day’s work.
  • Please limit computer use to class work.
  • Please turn off and store out-of-sight cell phones and other electronic devices (except for your computer).
  • Please do not listen to music (or otherwise wear ear buds) during class.
  • Please do not have side discussions while I or others are speaking to the entire class.
  • Please do not sleep in class – this is rude and distracting to others.
  • Please 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.

Title IX Statement

In accordance with Title IX and other local, state, and federal laws, Northland College is committed to providing an environment free of all forms of discrimination, including sex and gender-based discrimination. This includes, but is not limited to sexual violence, sexual harassment, dating violence, and stalking. If you or someone you know has been affected or is currently being affected by these types of behaviors that are limiting one’s ability to participate in this course or any other Northland College sponsored program or activity, please know that there are options, and resources are available. You can also make a report by contacting the Title IX Coordinator.

I am not a confidential resource. As a College employee I am considered a mandatory reporter and am required to report incidents of sexual- and gender-based discrimination and sexual misconduct to the Title IX Coordinator, as we want to ensure that you are connected with the campus support resources offered by the College and the surrounding community. To learn more, please visit the Northland College Title IX website.

COVID-19 Statement

Decoration As you are aware, the circumstances surrounding COVID-19 are ever-changing. Thus, it is possible that the college may make decisions that will affect how this course is administered. In addition, you may miss some class periods out of an abundance of caution if you are ill. I have designed the course to “work” whether we are face-to-face, remote, or somewhere in between. If you should have to miss class for any reason, please e-mail me promptly to explain to me your situation. I will work with you to help you stay up with class material as best as possible. If face-to-face classes are canceled then I will communicate with you promptly about how we will continue with class. Communication will be key to stay abreast of the current situation and how it relates to our class … so please keep me informed of your circumstances and regularly monitor your Northland e-mail.

Decoration It is my hope that we can maintain a face-to-face classroom for the entire session. You can help with this by doing the following things related to our class.

  • Monitor your temperature and check for symptoms of COVID-19 as described under “DAILY SELF CHECKS” on this page. If your temperature is elevated or you have symptoms please don’t come to class, notify the Office of Health Services, and notify me.
  • Thoroughly wash your hands prior to entering the classroom.
  • Please properly wear your mask at all times when entering the building and the classroom. This is in compliance with Northland’s face covering policy. 😷
  • Please enter the back (south) door and exit the front (north) door to the classroom (the doors will be marked).
  • Maintain proper physical/social distance (six feet) from other students while in the classroom. In our computer classroom, please only sit at a desk that has both a chair and a computer.
  • Wipe down your desk, keyboard, and mouse with the provided wipes. You are also welcome to bring and use your own computer.
  • In general, but especially if you are using the college’s computers, please refrain from touching your face (mouth and eyes) with your hands.
  • Communicate issues to me (see ways to communicate to me above) so that I am aware and can try to address the issues.

I will follow the college’s official policy with respect to COVID-related absences.5


  1. Other tips for reading math books – Brown, North Carolina, and Cuesta

  2. See this for some evidence

  3. General advice for how much time should be spent outside of class for each hour inside of class can be found, among many, here, here, here, and here

  4. Also see the following resources for other apps that may help you eliminate distractions from your devices … here, here, here, or here

  5. If a student feels ill, has an elevated temperature, or a positive symptom check relevant to COVID-19, they should not attend in-person classes or activities, but remain at home (their room if they live on campus). They will not be penalized for their absence(s), as long as they notify their instructors of an illness prior to the beginning of the class session or activity. The student should notify the office of Health Services about their positive temperature or COVID-19 symptom check.

    If the Office of Health Services obtains a positive COVID-19 test from a student or determines that as a result of a known contact a student should be quarantined, the Office will notify instructors of a student’s absence from class for an undetermined duration. Students who miss in-person classes or activities because they have been quarantined, in isolation, or because they are ill, either as a consequence of COVID-19 or otherwise, will not be penalized for their absences.

    When a student is able, they are expected to keep up with class material that is available to them online, complete and submit assignments and to participate in virtual course activities, when such virtual activities are available. Otherwise, the instructor will work with the student to arrange for appropriate extensions for required assignments.