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MATH 1431H

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 (Honors)
Prerequisite(s) Successful completion of any collegiate-level mathematics course and acceptance into the Honors Program
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.  Use computer software to support statistical analyses;

4. Define basic descriptive and inferential statistical terms;

5. Define terms of Experimental Design;

6. Select a random sample;

7. Construct frequency and relative frequency tables, histograms and boxplots, and categorize the shape;

8. Define the mean, median, mode, standard deviation, range, and quartiles and calculate their values for a set of data using the course required calculator or computer software;

9. Identify outliers from a data set;

10. Calculate, interpret and apply z-scores;

11. Understand and apply basic concepts of probability;

12. Compute regular, compound, and conditional probabilities of events from a contigency table;

13. Compute binomial probabilities and their mean and standard deviation;

14. Make appropriate checks for normality of distributions and apply the properties of normal and standard normal distributions;

15. Use the Central Limit Theorem to describe the sampling distribution of the sample mean and sample proportion.

16. Determine confidence intervals for the mean and proportion of one population for large samples or normally distributed populations;

17. 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;

18. Apply hyothesis tests using the chi-squared distribution;

19. Write a regression line equation which best represents data relating two variables and interpret and/or make predictions from the line;

20. Compute the linear correlation coefficient and coefficient of determination for a regression line using the course required calculator or computer software and interpret its significance;

21. Apply techniques for Analysis of Variance (ANOVA);

22. Demonstrate appropriate use of selected statistical techniques through a research project.

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.

Last Revised: May 17, 2011
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