6. Minimum hours per week of independent work done outside of class: 8
Course Preparation – (Supplemental form B required)


7a. Prerequisite(s): (Course and/or other preparation/experience that is REQUIRED to be completed previous to enrollment in this course.)

Completion of MATH D or E with grade of "C" or better; or placement by matriculation assessment process; or equivalent


7b. Corequisite(s): (Courses and/or other preparation that is REQUIRED to be taken concurrently with this course.)



7c. Advisory: (Minimum preparation RECOMMENDED in order to be successful in this course. Also known as “Course Advisory”.)




Catalog Description And Other Catalog Information


8. Repeatability:

Not Repeatable

Please Note: 8. (Repeatability) does not refer to repeating courses because of substandard grades or a lapse of time since the student took the course. A course may be repeated only if the course content differs each time it is offered and the student who repeats it is gaining an expanded educational experience as stipulated in Title 5.
Skills or proficiencies are enhanced by supervised repetition and practice within class periods.
Active participatory experience in individual study or group assignments is the basic means by which course objectives are attained.
Course content differs each time it is offered.
Explanation for above repeatability selection:


9a. Grading Option:

Standard Grade

9b. Catalog Description:

Introduction to the basic concepts of statistics. Emphasis on statistical reasoning and application of statistical methods. Areas included: graphical and numerical methods of descriptive statistics; basic elements of probability and sampling; binomial, normal, and Student's t distributions; confidence intervals and hypothesis testing for one and two population means and proportions; chisquare tests for goodnessoffit and independence; linear regression and correlation; and oneway analysis of variance (ANOVA).



Course Outline Information


10. Course Objectives: (Course
objectives for all credit courses must indicate that students will learn critical thinking and will be able to apply concepts at college level. Course
objectives must be related to items listed in Section 11.)

1. Distinguish among different scales of measurement and their implications; 2. Interpret data displayed in tables and graphically; 3. Apply concepts of sample space and probability; 4. Calculate measures of central tendency and variation for a given data set; 5. Identify the standard methods of obtaining data and identify advantages and disadvantages of each; 6. Calculate the mean and variance of a discrete distribution; 7. Calculate probabilities using normal and student’s tdistributions; 8. Distinguish the difference between sample and population distributions and analyze the role played by the Central Limit Theorem; 9. Construct and interpret confidence intervals; 10. Determine and interpret levels of statistical significance including pvalues; 11. Interpret the output of a technologybased statistical analysis; 12. Identify the basic concept of hypothesis testing including Type I and II errors; 13. Formulate hypothesis tests involving samples from one and two populations; 14. Select the appropriate technique for testing a hypothesis and interpret the result; 15. Use linear regression and ANOVA analysis for estimation and inference, and interpret the associated statistics; and 16. Use appropriate statistical techniques to analyze and interpret applications based on data from disciplines including business, social sciences, psychology, life science, health science, and education.


11. Course Content Outline: (Provides a comprehensive, sequential outline of the course content, including all major subject matter and the specific body of knowledge covered.)

1. Summarizing data graphically and numerically; 2. Descriptive statistics: measures of central tendency, variation, relative position, and levels/scales of measurement; 3. Sample spaces and probability; 4. Random variables and expected value; 5. Sampling and sampling distributions; 6. Discrete distributions – Binomial; 7. Continuous distributions – Normal; 8. The Central Limit Theorem; 9. Estimation and confidence intervals; 10. Hypothesis Testing and inference, including ttests for one and two populations, and Chisquare test; 11. Correlation and linear regression and analysis of variance (ANOVA); 12. Applications using data from disciplines including business, social sciences, psychology, life science, health science, and education; and 13. Statistical analysis using technology such as SPSS, EXCEL, Minitab, or graphing calculators.


12. Typical OutofClass Assignments: Credit courses require two hours of independent work outside of class per unit of credit for each lecture hour, less for lab/activity classes. List types of assignments, including library assignments.)


a. Reading Assignments: (Submit at least 2 examples)

1. Read section of the textbook on standard scores and be prepared to discuss in class. 2. Read section of the textbook on the binomial probability distribution and apply the information in course examinations.


b. Writing, Problem Solving or Performance: (Submit at least 2 examples)

1. A woman wrote to Dear Abby and claimed that she gave birth 308 days after a visit from her husband, who was in the Navy. Length of pregnancies have a mean of 268 days and a standard deviation of 15 days. Is such a length unusual? What do you conclude? 2. Air America has a policy of booking as many as 15 persons on an Airplane that can seat only 14. Past studies have revealed that only 85% of the booked passengers actually arrive for the flight. Find the probability that if Air America books 15 persons, not enough seats will be available. Is this probability low enough so that overbooking is not a real concern for passengers?


c. Other (Term projects, research papers, portfolios, etc.)



13. Required Materials:

a. All Textbooks, resources and other materials used in this course are College Level?

Yes
No

b. Representative collegelevel textbooks (for degreeapplicable courses) or other print materials.

Book 1:

Author:

Triola, Mario F.

Title:

Elementary Statistics, California Edition

Publisher:

Pearson Learning Solutions

Date of Publication:

2011

Edition:

First

Book 2:

Author:

Navidi, William and Monk, Barry

Title:

Elementary Statistics

Publisher:

McGraw Hill

Date of Publication:

2013

Edition:

First

Book 3:

Author:


Title:


Publisher:


Date of Publication:


Edition:


Book 4:

Author:


Title:


Publisher:


Date of Publication:


Edition:


Book 5:

Author:


Title:


Publisher:


Date of Publication:


Edition:


c. Other materials and/or supplies required of students:

A statistically enabled scientific calculator or a computer with a statistical analysis software package installed.

Methods of Instruction


14a. Check all instructional methods used to present course content.

Lecture/Discussion


Laboratory
and/or Activity


Distance Learning (requires supplemental form)


Other:


14b. Provide
specific examples for each method of instruction checked above; include a
minimum of two examples total. Reference the course objective(s) addressed by
instructional method(s). Explain both what the instructor and students are
expected to be doing and experiencing.

1. Instructor will use an interactive lecture style, requesting participation from all students in developing the concepts from the course content (similar to the Socratic Method).
2. The instructor will guide the students in a demonstration of the the Central Limit Theorem by having each student roll a standard six sided die four times. Each student will calculate the mean of their four sample rolls of the die and share their result with the class. The students will work together to construct histograms which will depict the distribution of the combined class sample means and the population results of roll a standard six sided die. Students will also calculate the mean and standard deviation of this population and combined sample means. The instructor will involve the students in a discussion and comparison of the results. The discussion will be concluded by illustrating the relationship between the results of the classroom demonstration and the results of the Central Limit Theorem.
3. After reading about the standard deviation in the textbook, students will write a paragraph on when the standard deviation should be used in statistics and how to interpret the result.
4. Students are expected to take written notes in class for use while working on assignments.





15. Methods of Assessing Student Learning
15a. Methods of Evaluation:
Essay Examinations


Objective Examinations


Problem Solving Examinations


Skill Demonstrations


Projects 

Classroom Discussions 

Reports 

Other
(explain below) 





15b. Based upon course objectives, give examples of how student performance will be evaluated. Provide examples for each method checked above; include a minimum of two examples total.




1. Objective/Problem Solving Exam: In a recent Harris Interactive poll, 51 out of 188 Americans living in the west said that they attend church regularly. Whereas, 58 out of 145 Americans living in the south said that they attend church regularly. Based on these results, can one conclude that the proportion of Americans who attend church regularly is lower in the west than in the south? Justify your answer using statistics.
2. Before the semester began, Professor Wright predicted that 20% of her business students would receive an A, 40% a B, 25% a C, 10% a D, and 5% an F. At the end of the semester, 6 of Professor Wright's business students earned an A, 17 a B, 11 a C, 3 a D, and 1 an F.
Use the ChiSquare test and a 0.05 level of significance to determine if Professor Wright's predicted percentages were accurate. Show your work.








SECTION C


1. Program Information:


In an approved program.


Part of a new program.


Not part of an approved program.

2.
Course TOP Code:

Program title  TOP Code:

Mathematics, General 170100


3.
Course SAM Code:

A
Apprenticeship
B
Advanced Occupational
C
Clearly Occupational
D
Possibly Occupational
E
NonOccupational


4. Faculty Discipline Assignment(s):
Comments:





SECTION D


General Education Information:

1. College Associate Degree GE Applicability:


Communication and Analytic Thinking Math Competency

2. CSU GE Applicability (Recommendedrequires CSU approval):


B4 Mathematics/Quantitative Reasoning

3. IGETC Applicability (Recommendedrequires CSU/UC approval):


2: Mathematical Concepts & Quantitative Reasoning

4. CID:

MATH 110 Introduction to Statistics


SECTION E


Articulation Information: (Required for Transferable courses only)

1.



CSU Transferable.


UC Transferable.


CSU/UC major requirement.


If CSU/UC major requirement, list campus and major. (Note: Must be lower division)



2.

List at least one community college and its comparable course. If requesting CSU and/or UC transferability also list a CSU/UC campus and comparable lower division course.


Sacramento City College: STAT 300 CSU Sacramento : STAT 1 UC Davis : STAT 13


SECTION F


Planning and Resources  Please address the areas below:

1. Evidence of Planning: connection to existing or planned degrees/certificates,
place in general education; relationship to mission (basic skills, transfer,
career technical education, lifelong learning); transfer university requirements;
advisory/regional/national needs; or other planning considerations.

This course is a lower division, degree applicable credit, transfer level mathematics course which meets the requirements of numerous majors and fields of study. This course is also an option to satisfy a requirement of an Associate degree in Mathematics. This course is a lower division, degree applicable credit, transfer level mathematics course which meets the requirements of numerous majors and fields of study. This course is also an option to satisfy a requirement of an Associate degree in Mathematics. Aspects of this course involve each of the four Student Learning Outcomes proposed by the Mathematics Program (Equations and Expressions Visual Models, Applied Problems, and Communication). This course articulates as a lower division, transfer level mathematics course with both the California State University and University of California educational systems and satisfies the General Education requirements for Mathematical Concepts and Quantitative Reasoning as well as Communication and Analytical Thinking.


2. Potential Impact on Resources: faculty, facilities,
computer support/lab, library, transportation, equipment, or other needs. 
Instructors must meet the minimum qualifications in the discipline of Mathematics to teach this course. Instructors should also have adequate academic preparation in Statistics. This course must be taught in a classroom with an instructional presentation system with access to the internet and appropriate statistics enabled software applications.



SECTION G

1. Maximum Class Size (recommended): 35

2. If recommended class size is not standard, then provide rationale:







