Department of Mathematics and Computer Science

SPRING SYLLABUS 2014

MATH 210: Elementary Statistics - 4 CREDITS
MATH210 01 9:15 am 10:20 am MWF Russell Hall 327 CRN:21010
MATH210 02 10:30 am 11:35 am MWF Russell Hall 327 CRN:21011
MATH210 03 1:00 am 2:05 pm MWF Russell Hall 327 CRN:21012

MATH 210 Elementary Statistics

I. A non-calculus based introductory course in statistics.
II. Covers descriptive and inferential statistics with probability and decision-making skills for
today's complex living.
III. Includes the following topics: frequency, probability, binomial, normal, chi-square and
sampling distributions, estimation, hypothesis testing for one and two populations, linear
correlation and regression, multiple regression, analysis of variance, nonparametric tests,
and quality control charts.
IV. Uses the TI-83/TI-84 Plus graphing calculator; EXCEL 07.
PROFESSOR: CANDACE H. TODD, PH.D
OFFICE: RUSSELL 318
OFFICE HOURS: 11:40 12:30 MW; 10:00 - 11:00 TTR
EMAIL: chtodd@samford.edu NO GRADE DISCUSSION - prefer visit to office
TEXT: Understandable Statistics , 10th ed., Brase Brase
WEBSITE FOR TEXT: http://www.cengage.com/statistics/brase
PROGRAMS: TI-83 or TI-84 Plus graphics calculator, Excel 2007
REQUIRED FOR COURSE:
(1) Text
(2) The TI-83 or TI-84 Plus graphing calculator
(3) Bound homework book/Notebook for daily class worksheets
(4) Class materials will be posted on the web using MOODLE. You are required to
print out the worksheet for the day before entering the classroom.

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COURSE CONTENT OUTLINE:
Chapter 1: Getting Started Chapter 6: Normal Curves and Sampling Distributions
Chapter 2: Organizing Data [optional] Chapter 7: Estimation
Chapter 3: Averages and Variation Chapter 8: Hypothesis Testing
Chapter 4: Elementary Probability Theory Chapter 9: Correlation and Regression
Chapter 5: Binomial Probability Distribution Chapter 10: Chi-Square and F Distributions
and Related Topics Chapter 11: Nonparametrics [optional]

HOMEWORK:
This TEXT is to be READ thoroughly and BEFORE the discussion in class on the
assigned sections. DO homework in a standard composition book. READ ALL OF
THE TEXTBOOK sections. No excuse will be allowed for homework not present with
you in the class it is due. You may be required to turn in your homework/composition
notebook of homework from entire semester any day for a grade.

COOPERATIVE LEARNING:
Groups may be assigned to work on more involved statistical problems. All
assignments are due at the beginning of the class period. If the assignment is turned
in after this time a 5% reduction in grade will be the penalty. No makeups will be
given for these assignments. If you have to be absent, it is your responsibility to turn in
any assigned work on or BEFORE the due date to me or in the Math Office on the
entry floor of Russell.

ACADEMIC INTEGRITY IS EXPECTED AND FOLLOWS THE RULES OF THE STUDENT

HANDBOOK.

ASSIGNMENT OF EVALUATION OF POINTS:

60% 3 tests 20% each
30% Comprehensive Final Exam
[CUMULATIVE AND LAST WEEKS MATERIAL]
10% Project/Quizzes/Homework/Attendance/Subjective
If Project does not materialize, all 10% will come from the other portions listed.
The grading scale will follow the +/- process outlined in the catalog.
93-100 A 73-76 C
90-92 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ BELOW 60 F

MAKEUP POLICIES:
No makeup tests will be given. It is your responsibility to notify the professor IN WRITING before a
test date to explain the reason for missing a test. One test only may be missed the FINAL EXAM
SCORE will count for this proportion of the missed exam.

ATTENDANCE POLICY [Elementary Statistics MATH 210]:

You are permitted 6 absences for MWF/4 for TTR classes. Thereafter, at my discretion, a penalty on
the final course grade will be assessed by the professor.
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EXPECTED TIME INVESTMENT:
You should expect to spend 2 to 3 times the number of class hours per week [8 - 12
hours/week for this course alone] learning-preparing for class each week. Your effort
in this course is expected to be of the highest professional quality.

If you are registered with Disability Resources (DR) and have your accommodation letter, please make an
appointment with me as soon as possible to confidentially discuss accommodations that may be necessary. If you
have a disability but have not contacted Disability Resources, please call 726-2980/4078 or visit DR located
within Career Development, Room 205 of the University Center.

Students who may need course accommodations are welcome to make an appointment to see me during office
hours. Students with disabilities must be registered with Disability Resources, 726-2980/4078, and I must have
received an accommodation letter before you begin receiving academic adjustments.

MARK YOUR CALENDAR NOW for your FINAL EXAM!

MATH210 01 Wednesday 8:0010:00 May 14, 2014 Russell 327
MATH210 02 Monday 10:3012:30 May 12, 2014 Russell 327
MATH210 03 Monday 1:003:00 May 12, 2014 Russell 327

Math 210, Elementary Statistics

(3)(c)3.(i). In the various applications of statistics students will gain knowledge of the role that
mathematics plays in everyday life.
(3)(c)3.(ii). By using the natural numbers in counting problems, rational numbers in probability problems,
and real numbers in statistical inference students will demonstrate knowledge of the concepts and
relationships in number systems.
(3)(c)3.(iii). With the emphasis on descriptive statistics, probability, and statistical inference students will
increase their knowledge of the appropriate use of various types of reasoning, including inductive,
deductive, spatial and proportional, and understanding of valid and invalid forms of reasoning.
(3)(c)3.(iv). Students must use knowledge of both metric and customary measurement and fundamental
geometric concepts, including shapes and their properties and relationships to successfully understand
the formulation of problems in the course as well as to properly interpret the results.
(3)(c)3.(v). In this course students will improve their ability to solve problems using different strategies,
to verify and interpret results, and to draw conclusions.
(3)(c)3.(vi). Through class discussions, written and group assignments, and performance on exams
students will be able to sharpen their ability to communicate with others about mathematical concepts,
processes, and symbols.

Note: For the purposes of those pursuing secondary teacher certification in the State of Alabama, the
following Alabama Standards/Rules are covered; the reference numbers refer to section 290-3-3-.13,
Mathematics, of the Standards/Rules for Teacher Education:
Students will demonstrate knowledge of Number and operations concepts, including:
o Estimation and approximation (2)(h)4.(iii)
Students will demonstrate knowledge of Data analysis, statistics, and probability, including:
o Measures of central tendency and dispersions (2)(h)9.(i)
o Misuses of statistics and invalid conclusions from probability (2)(h)9.(ii)
o Combinations and permutations (2)(h)9.(iii)
Students will demonstrate knowledge of Measurement, including:
o Error analysis (2)(h)10.(i)
o Appropriate techniques, tools, and formulas to determine measurements and their
application in a variety of contexts (2)(h)10.(ii)

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 OBJECTIVES
1. KNOWLEDGE:
The student will
DEFINE
descriptive and inferential statistics, discrete and continuous random variables,
random sample, population parameter, qualitative and quantitative data,
elementary probability concepts, range, null and alternative hypotheses,
significance level, critical value, decision rule, rejection and acceptance regions,
and test statistic
STATE
why samples are used to infer information about a population
RECOGNIZE
the limitations of statistical data
LIST
properties of distributions: binomial, normal, t-distribution, Poisson [optional],
sampling, chi-square
DESCRIBE
a data set with a frequency distribution, a relative frequency distribution, and a
cumulative frequency distribution, the sampling distribution
2. COMPREHENSION:
The student will
FIND
measures of central tendency, variation, probabilities of simple and compound
events, conditional probability, probabilities for the binomial, normal, t and
sampling distributions, linear correlation and regression analysis
CONVERT
raw scores to z scores
ACQUIRE
understanding of simple random sampling, cluster, stratified, sequential,
systematic sampling
STATE
the central limit theorem and explain its importance for making statistical
inferences
ILLUSTRATE
a sampling distribution on a statistics computing system
EXPLAIN
the advantages/disadvantages of using a frequency distribution to describe data
DISTINGUISH
between discrete and continuous random variables; descriptive and inferential
statistics; simple random, stratified, systematic, cluster, and sequential sampling
techniques
INTERPRET
measures for raw and grouped data for samples and populations;
central tendency: mean, median, mode; variation: standard deviation, variance,
quartiles, percentiles; computer output for sample statistics; computer output for
estimation and hypothesis testing; computer output for histograms, frequency
polygons, ogives, boxplots, dotplots, pie charts, stem and leaf graphs; a
confidence interval for the mean of a population; a confidence interval for a
population proportion; conclusions of hypothesis testing
ESTIMATE
confidence intervals for means of populations,
population parameters using sampling concepts
INFER
conclusions from hypothesis testing procedures: one-sample and two-sample tests;
analysis of variance test; nonparametric tests
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 PREDICT the effects of a change of sample size or a confidence level on the length of the
confidence interval
3. APPLICATION:
The student will
DEMONSTRATE
writing, computing, critical thinking and decision making skills using statistical
analysis
COMPUTE
mean, median, mode, standard deviation, variance and the z scores for a set of
data; probabilities for simple and compound events; the linear correlation
coefficient by using a scientific calculator and statistical computer software;
linear regression analysis; test statistics for the normal, binomial, sampling,
ANOVA and chi-square distributions; the maximum error with confidence; the
sample size necessary to attain a given level of confidence that the error does
not exceed a given magnitude; standard error of the mean; a p-value for a test
for the mean and proportion; a one-way and two-way ANOVA test statistic on a
computer and interpret the results; [optional] nonparametric tests: sign test,
Wilcoxon-Mann-Whitney rank sum,
DEVELOP
an understanding of sampling concepts; an understanding of statistical process
control tools
USE
the computer to generate a random numbers table and the central limit theorem;
the calculator and computer to compute statistical measures
IDENTIFY
random variables; distributions
DIFFERENTIATE
among different types of variables and different types of measurement
4. ANALYSIS:
The student will
DISTINGUISH
between probability distributions
IDENTIFY
TYPE I and TYPE II errors
PLOT
the scatter diagram for paired data; the box and whisker graph, stem and leaf
graph, histogram, frequency polygon, pie chart, bar chart, ogive, quality control
charts; quality control graphs for variable and attribute data using a computer
and interpret the meaning
5. SYNTHESIS:
The student will
EXPLAIN
hypothesis testing procedures for one-sample and two-samples
WRITE
interpretations of data and graphs
GENERATE
random sampling on a statistical computer program
6. EVALUATION:
The student will
INTERPRET
computer printouts for predictions and estimations of data
DESCRIBE
statistical graphs and data with integrity