Math 121 Elementary Statistics Fall 2000

Click here to see the listing of regular assignments and here to see instructions for the special assignments.

Overview:

Course Principles:

1. Statistics is not number-crunching. Contrary to its popular perception as a black box collection of arcane magic tricks, statistics involves much more than numerical computations. The emphasis of the course will be on understanding statistical concepts and on interpreting and communicating the results of statistical analyses. In other words, you will be expected to learn to construct and analyze numerical arguments. In contrast to most mathematics courses, we will be using phrases such as "there is strong evidence that ..." and "the data suggest that ..." rather than "the exact answer is ..." and "it is therefore proven that ...". To alleviate the computational burden, we will often use the computer program Minitab to perform calculations and produce visual displays.
   
   
2. Statistics involves the analysis of genuine data. Supporting my contention that statistics is applicable in everyday life and in most fields of academic endeavor, you will analyze genuine data from a wide variety of applications throughout the course. Many of these data sets involve information that you will collect about yourselves and your peers; others will come from sources such as almanacs, journals, magazines, newspapers, and books. The contexts for these data will span a wide variety of subject matter; most should be of interest to a general audience.
   
   
3. Understanding results from investigation and discovery. As opposed to passively taking notes while I lecture, you will spend the vast majority of class time actively engaged with the material. You will work through activities carefully designed to lead you to discover fundamental statistical ideas for yourself. You will be encouraged to work collaboratively with a partner on most of these activities, and some will require the use of the computer. My role during class time will be to mill about the classroom, answering your questions and prodding you toward a better understanding of the material. I will also lead class discussions and present explanations where appropriate.

Course Goals:

• the ability to apply and interpret the results of a variety of statistical techniques, including both exploratory and inferential methods;
  
  
• an understanding of many of the fundamental ideas of statistics, such as variability, distribution, association, causation, sampling, experimentation, confidence, and significance;
  
  
• a critical perspective with which to analyze and assess statistical arguments such as one encounters in the popular press as well as in scholarly publications.

Prerequisites:

Grading:

• regular homework assignments (10%)
• two special assignments (5% each)
• two midterm exams (25% each)
• a final exam (30%)

Two special assignments will be given. These will involve more extensive and independent work than regular assignments.  They will ask you to analyze data that you find or collect yourself  and will also require a thorough write-up. No late special assignments will be accepted without a written medical excuse, and no scores on the special assignments will be dropped from the calculation of your score. A listing of assignments and due dates will be available here.

Dates for the exams will be announced in class at least one week in advance. You may use your textbook for the exams; you should also bring a hand calculator. Make-up exams will be given only with a written medical excuse.

The final exam will concentrate  on most recent material but will also have a cumulative component. You should also be aware that most of the course is cumulative in the sense that material presented later in the course builds on earlier material.

Class attendance is strongly encouraged. Due to the interactive nature of the classroom environment, most students find that attending class regularly is essential to learning the material. Naturally, you are responsible for material covered and announcements made during classes that you miss.

Content:

Suggestions:

A common theme emerges from this list: You are responsible for your own learning. As your instructor, I view my role as providing you with contexts and opportunities which facilitate the learning process. Please call on me to help you with this learning in whatever ways I can.