### MATH 1431

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.**Credit Hours**3

**Course Title**Introduction To Statistics

**Prerequisite(s)**Successful completion of any college level mathematics course

**Corequisite(s)**

*None Specified*

**Catalog Description**

This course is designed for students whose programs require a course in statistics

as well as for those who wish to elect such a course. Topics to be covered include

descriptive statistics, basic probability, discrete and continuous distributions,

sample estimation of parameters, hypothesis testing, tests on means and proportions, chi-square tests, correlation, and linear regression.

**Expected Educational Results**

As a result of completing this course, the student will be able to:

1. Analyze statistical problems using critical thinking skills, such as

deciding on appropriate statistics to measure and suitable tests

to be performed;

2. Support statistical analyses using the course-required calculator

whenever possible;

3. Define basic descriptive and inferential statistical terms;

4. Select a random sample;

5. Construct frequency and relative frequency tables and histograms,

stem-and-leaf diagrams, boxplots, and scatter diagrams;

6. Determine the mean, median, mode, standard deviation, range, and

quartiles for a set of data;

7. Interpret and apply z-scores;

8. Compute regular and conditional probabilities of events from a

contingency table;

9. Using contingency tables, determine the probability of the compound

event A and B, and the probability of the compound event A or B.

10. Determine the mean and standard deviation for a discrete probability

distribution;

11. Make appropriate checks for normality of distributions and apply the

properties of normal and standard normal distributions;

12. Use the standard normal distribution to determine probabilities.

13. Interpret the Central Limit Theorem and compute the standard error of

the mean and its standard deviation;

14. Determine confidence intervals for the mean and proportion of one population

for large samples or normally distributed populations;

15. Apply the basic model of hypothesis testing and select the appropriate

distribution to make inferences about a population mean and proportion or the

difference between two population means and proportions, including the use

of z-, t-, statistics;

16. Test experimental results against known distributions (goodness-of-fit)

and the statistical independence of two variables in experiments

where results are organized in contingency tables;

17. Write a regression line equation which best represents data relating two

variables and interpret and/or make predictions from the line;

18. Compute the linear correlation coefficient for a regression line and

interpret its significance;

19. Identify components of Statistical Design.

**General Education Outcomes**

I. This course addresses the general education outcome relating to communication

as follows:

A. Students improve their listening skills by taking part in general class

discussions and in small group activities.

B. Students improve their reading comprehension by reading and discussing the

text and other materials. Reading mathematics requires skills somewhat

different from those used in reading materials for other courses and

these are discussed in class

C. Unit tests, examinations, projects, and other assignments provide

opportunities for students to practice and improve mathematical writing

skills. Mathematics has a specialized vocabulary that students are

expected to use correctly.

II. This course addresses the general education outcome related to problem solving

and critical thinking as follows:

Students are assessed in a variety of ways that allow them to demonstrate

individual and group problem-solving skills. Opportunities are also provided

on tests and other assignments for students to employ critical-thinking skills.

III. This course addresses the general education outcome related to using mathematical

skills with quantitative data as follows:

The instructional goals for this course are to provide a sound foundation for

the comprehension and application of statistics. Students completing this

course successfully will be able to interpret, understand, and communicate

fundamental ideas about quantitative data.

**Course Content**

1. Descriptive Statistics (data analysis)

2. Probability and Probability Distributions

3. Inferential Statistics

4. Linear Regression and Correlation

ENTRY LEVEL COMPETENCIES

Upon entering the course, the student should be able to:

1. Analyze mathematical problems using critical thinking skills, such as estimation,

reasonableness of answer, and writing and interpretation of results;

2. Use algebraic symbols and notation to make meaningful statements;

3. Use a calculator to perform arithmetic operations;

4. Write the equation of a line, given the appropriate information, and solve

applications for which linear equations are mathematical models;

5. Solve linear inequalities and relate solutions to intervals on a number line.

**Assessment of Outcome Objectives**

I. COURSE GRADE

The course grade will be determined by the individual instructor using a variety

of evaluation methods such as tests, quizzes, projects, homework, and writing

assignments. A comprehensive final examination is required which must count at

least one-fourth and no more than one-third of the course grade, The final

examination will include items that require the student to demonstrate ability in

problem solving and critical thinking as evidenced by detailed, worked-out

solutions.

II. DEPARTMENTAL ASSESSMENT

This course will be assessed every five years. A committee appointed by the

Academic Group will grade assessment material.

III. USE OF ASSESSMENT FINDINGS

The Math 1431 Committee, or a special assessment committee appointed by the

Academic Group, will analyze the results of the assessment and determine

implications for curriculum changes. The committee will prepare a report for the

Academic Group summarizing the finding.

EFFECTIVE DATE: August, 2002 APPROVED DATE:

Last Revised: Aug. 10, 2011

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