RICHLAND COLLEGE DEPARTMENT OF MATHEMATICS

School of Mathematics, Science, and Health Professions

Course Syllabus For Math 2342: Introductory Statistics
3 credit hours

INSTRUCTOR’S INFORMATION
(Instructor reserves the right to amend this information as necessary.)

Semester and Year: Spring 2011

Section: 8501 Class time and days: MW 7:05-8:25pm Room: M206

Instructor: Sue Ashton Contact Info: A110, 972-238-6140, sashton@dcccd.edu

Last date to withdraw: Thursday, April 14, 2011

Final Exam Day and time: Wednesday, May 11, 2011, 7:05-8:55pm

MyMathLab Course ID: ashton15016

Evaluation Procedures:

1. EXAMS: There will be 4 major exams which include 3 mid-terms and 1 final. No make-up
exams are given. If you must miss an exam for any reason, the grade you make on your
comprehensive final exam will count for both your final exam and the exam you miss. All
exams must be taken in pencil. Calculators will be allowed (or needed) on exams.
Tentative exam schedule:
Exam 1 - TBD
Exam 2 - TBD
Exam 3 - TBD
Final - May 11
2. HOMEWORK: Homework will be assigned in MyMathLab. Please submit your homework
promptly before the due date in MyMathLab as the system will not accept late submission.

3. GRADING Information: Grades are not negotiable. You get what you make. The following
system will determine your grade:
MyMathLab 15%
Exam 1 20%
Exam 2 20%
Exam 3 20%
Final exam 25%
4. GRADING Scale: The following grading scale will be used.
A 90 - 100
B 80 – 89
C 70 – 79
D 60 – 69

Revised for Spring 2011 11/27/2010

 F < 60

Attendance Policy:
1. You are expected to be in class on time. If, however, you occasionally need to be late, enter
the classroom quietly as a courtesy to your classmates.
2. Finals must be taken at the scheduled time.

Required Materials:
Several options exist. The book and MyMathLab are required.
MyMathLab Access Code, Pearson Publishing
Fundamentals of Statistics, 3e by Michael Sullivan, III, Prentice Hall, Inc., 2011
• 0-321-70588-2 Three-hole punched package, includes MyMathLab
• 0-321-68806-6 Textbook Package ISBN, includes MyMathLab
• 0-321-64187-6 Standalone book ISBN
• 0-321-19991-X Standalone MyMathLab Student Access Kit ISBN
A graphing calculator. The TI-84 will be supported by the instructor. If you have a different model, you are
responsible for learning its operation.

Units of Instruction/Class Calendar:

Tentative schedule. The instructor reserves the right to amend the syllabus as necessary.

Week Section(s)
1–3 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5
4-6 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, Exam 1
7 – 11 7.1, 7.2, 7.3, 7.5, 9.1, 9.2, 9.3, 9.4, Exam 2
12 - 15 10.1, 10.2, 10.3, 10.4, 10.5, 11.1, 11.2, 11.3, Exam 3
16 -17 4.1, 4.2, 4.3, 12.1, 12.2, 12.3, Review, Final Exam

Instructor Policies and Suggestions for Student Success:

1. There are tutors available in the math lab located in the Center for Tutoring and
Learning Connections, M216. The hours are posted each semester. You must have a
current Richland College ID to use these resources.
2. Classroom policies:
a. Please give proper respect and courtesy to your classmates and instructor by turning
off all beepers or cell phones before entering the classroom.
b. You may use computer to take notes or use e-book. However, you cannot use it for
anything unrelated to the course.
c. In addition, please bring in classroom only bottled water. No food or other drinks,
please.
d. Each violation of any of the above will result in 5 points deduction on an exam.

College Policies and Procedures:

For Institution Policies, please refer to www.richlandcollege.edu/syllabusinfo/syllabiInformation.pdf

CATALOG COURSE DESCRIPTION

This course is a study of collection and tabulation of data, bar charts, graphs, sampling, measures of central
tendency and variability, correlation, index numbers, statistical distributions, probability, and applications to
various fields.

PREREQUISITES
Two years of high school algebra and an appropriate assessment test score or Developmental
Mathematics 0099 or Developmental Mathematics 0093.

COURSE OBJECTIVES
The specific objectives are to:
1. Develop an understanding of basic numerical and statistical concepts.
2. Assist in understanding and applying a limited aspect of descriptive and inferential statistics.
3. Distinguish between observational and experimental study designs.
4. Provide an opportunity to gain experience in analyzing elementary problems of a statistical nature,
choosing the proper methodology, and interpreting the result statistically.

CORE CURRICULUM STATEMENT

The first college level math course that a student takes satisfies the core curriculum math requirement. This is
a Core Curriculum course.
The Core Intellectual Competency met in this course is:
Critical Thinking ---Think and analyze at a critical level.
The Core Area Exemplary Educational objectives covered in this course are:
1. To apply arithmetic, algebraic, geometric, higher-order thinking and statistical methods to
modeling and solving real-world situations.
2. To represent and evaluate basic mathematical information verbally, numerically, graphically,
and symbolically.
3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical
arguments.
4. To use appropriate technology to enhance mathematical thinking and understanding and to
solve mathematical problems and judge the reasonableness of the results.
5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw
inferences from them
6. To recognize the limitations of mathematical and statistical models.
7. To develop the view that mathematics is an evolving discipline, interrelated with human
culture, and understanding its connections to other disciplines.

STUDENT LEARNING OUTCOMES

The student learning outcomes addressed in this course are
1. Communicate effectively
• Read and write at the college level and appropriately for a large audience in professional work
• Speak appropriately for the given audience
2. Solve Problems
• Use critical thinking and ethical reasoning
• Employ creative approaches
• Apply scientific reasoning to appropriate situations
• Determine needed information and use it purposefully to solve problems in new and different
contexts

SPECIFIC CONTENT COVERAGE FOR THIS COURSE

Section Title
1.1 Introduction to the Practice of Statistics
1.2 Observational Studies versus Designed Experiments
1.3 Simple Random Sampling
2.1 Organizing Qualitative Data
2.2 Organizing Quantitative Data: The Popular Displays
2.3 Graphical Misrepresentations of Data
3.1 Measures of Central Tendency
3.2 Measures of Dispersion
3.3 Measures of Central Tendency and Dispersion from Grouped Data
3.4 Measures of Position and Outliers
3.5 The Five-Number Summary and Boxplots
5.1 Probability Rules
5.2 The Addition Rule and Complements
5.3 Independence and the Multiplication Rule
5.4 Conditional Probability and the General Multiplication Rule
5.5 Counting Techniques
6.1 Discrete Random Variables
6.2 The Binomial Probability Distribution
7.1 Properties of the Normal Distribution
7.2 The Standard Normal Distribution
7.3 Applications of the Normal Distribution
7.4 Assessing Normality
7.5 The Normal Approximation to the Binomial Probability Distribution
9.1 The Logic in Constructing Confidence Intervals for a Population Mean when the
Population Standard Deviation is Known
9.2 Confidence Intervals for a Population Mean when the Population Standard
Deviation is Unknown
9.3 Confidence Intervals for a Population Proportion
9.4 Putting it Together: Which Procedure Do I Use?
10.1 The Language of Hypothesis Testing
10.2 Hypothesis Tests for a Population Mean – Population Standard Deviation
Known
10.3 Hypothesis Tests for a Population Mean – Population Standard Deviation
Unknown
10.4 Hypothesis Tests for a Population Proportion
10.5 Putting It Together: Which Method Do I Use?
11.1 Inference about Two Means: Dependent Samples
11.2 Inference about Two Means: Independent Samples
11.3 Inference about Two Population Proportions
4.1 Scatter Diagrams and Correlation
4.2 Least-Squares Regression
4.3 The Coefficient of Determination
12.1 Goodness-of-Fit Test
12.2 Tests for Independence and the Homogeneity of Proportions
12.3 Testing the Significance of the Least-Squares Regression Model