Math 191: Fall 2006 - Winter 2007

Top Objectives Weekly Outline Grading Gen Ed Philosophy

DEVRY UNIVERSITY
NORTH BRUNSWICK, NEW JERSEY
PHONE: (732) 435-4880 Ext:3916
FAX: (732) 435-4861
E-Mail: dchelst@devry.edu
Course Materials On the Web: www.devryu.net, www.chelst.com, and www.nj.devry.edu/~dchelst/

COURSE SYLLABUS MATH 191: Fall 2006 - Winter 2007

Course: Probability & Statistics for Engineers
Instructor: Dr. Dov Chelst
Course Number: Math 191
Contact Hrs: 3
Prerequisite: Math 180 (Algebra & Trigonometry)
Credit Hrs: 3

Office Hours in Room 916: Monday 1pm, Tuesday 12pm, and Wednesday 8:20 p.m.

COURSE SPECIFICS (Very Important!)

Required Textbook: Applied Statistics for Engineers and Scientists (Using Microsoft Excel and Minitab), David M. Levine et al., Prentice-Hall, NJ 2001

Reference Books:

Elementary Statistics: Picturing the World, 2nd ed., R. Larson and E. Farber, Prentice-Hall, NJ 2002
Statistics for Engineering and the Sciences, 4th ed., W. Mendenhall and T. Sincich, Prentice-Hall, NJ 1995
Data Analysis Using Microsoft Excel: Updated for Office Xp, 3rd ed., Michael Middleton, Duxbury Press, 2003

Free tutoring is available at Educational Services, Room 240.
Video tapes for Statistics review are available from the DeVry library.

Course Overview:

Course Description

This course provides tools used for statistical analysis and decision making in engineering settings. The course includes both descriptive statistics and inferential concepts used to draw conclusions about a population. Research techniques, such as sample designs are included for both single sample groups. Attention will be focused on engineering applications. The topics which may be discussed include frequency distributions, design and interpretation of statistical graphs, measures of central tendency and variation, probability distributions, sampling, confidence interval estimation, hypothesis testing, linear regression and correlation, and statistical process control.

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(Terminal) Course Objectives:

By the end of the course, students should be able to:

Collect, organize, present and analyze a set of data
Present statistical data in graphical and tabular formats
Calculate measures of central tendency, dispersion and position
Understand and apply the Empirical Rule and Chebyshev's Theorem
Apply the concepts of basic probability including conditional probability to predict simple outcomes
Utilize well-known discrete and continuous probability distribution such as the binomial, Poisson and normal distributions to solve a variety of engineering problems
Set up and analyze the confidence interval of means (and proportions)
Develop hypothesis testing methodology for single populations
Forecast using linear regression and correlation
Use statistical process control to minimize variation within a manufacturing (or other business) setting

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(Tentative) Weekly Outline

Week	Section(s)	Description
1	Chapter 1	Introduction to Statistics
2	Chapter 2	Tables and Charts I
3	Chapter 2	Tables and Charts II
4	Chapter 3	Descriptive Statistics
5	Exam #1
5	Chapter 4	Basic Probability
6	Chapter 4	Discrete Probability Distributions
7	Chapter 5	Continuous Random Variables I: Normal Distribution
8	Chapter 5	Continuous Random Variables II: Other Distributions
9	Chapters 5 & 6	Sampling and Statistical Process Control I
10	Exam #2
10	Chapter 7	Statistical Process Control II
11	Chapter 8	Confidence Interval Estimation
12	Chapter 9	Hypothesis Testing
13	Chapter 12	Linear Regression and Correlation
14	Exam Review and Overflow
15	Review & Exam #3

Homework

All homework assignments will be posted at the Course Web Page (http://www.devryu.net). Check the page at least once a week for the latest information about quizzes, homework, and exams. Textbook Exercises are assigned weekly from the textbook and will not be graded. In additional, students will be given a number of homework assignments to complete using Microsoft Excel. All homework can be discussed within the online discussion threads.

Threaded Discussions

Students will be required to use eCollege to participate in online threaded discussions. The basic requirement will be to post twice to the weekly threads on two separate days. The first post must take place by midnight on Friday each week to earn full credit. Posts will only be considered if they contain substantial new information that was not yet supplied by another student. Students are expected to use proper grammar, correct spelling and to formulate coherent sentences and paragraphs. These threaded discussions will be graded weekly and no missed work can be made up.

Quizzes

There will be short weekly quizzes (15-20 minutes) during the semester. Quiz problems will closely resemble text exercises of moderate difficulty. The lowest quiz grade(s) will be dropped. Up to two quizzes may be taken late subject to the following two rules:

A student must have a reasonable excuse and/or have informed the instructor of an expected absence.
A student may NOT make up a quiz after the next class period has begun.
A student must contact the instructor as early as possible and arrange a time to make-up a quiz before the deadline.

Exams

There will be 3 major one-hour exams during the semester (week 5, 10, and 15). Make-up exams will not be allowed unless the instructor is notified in advance and a valid written excuse is provided. Any indication that a student did not act swiftly to explain a missed exam, will disqualify him/her from receiving a make-up.

Technology

Each student is expected to bring his/her own calculator to each class
Each student will be required to access the internet to use both the course's eCollege website and to read and send e-mail.
Students will be required to use Microsoft Excel or another equivalent spreadsheet to complete graded homework assignments

Academic Integrity

Students are expected to behave in a manner that maintains the honesty and integrity of the classroom. Consequently, students should not attempt to gain an advantage by lying to the instructor. Students must refrain from all attempts to benefit unfairly from another student's work. While students are encouraged to discuss homework problems and course material together, they must share only ideas. The following examples illustrate what constitutes academic dishonesty:

Involvement in fabricating an excuse to obtain a new or late exam.
Buying another student's assignment and handing it in as your own work. (Both students are considered responsible)
Using another student's computer file to hand in as your own work, EVEN IF IT IS PERSONALIZED AFTER IT IS ORIGINALLY COPIED.
Copying the answers to any problem from another student on an exam or quiz.
"Cooperating" in the solution of an assignment that results in two or more students generating multiple copies of (essentially) a single document attributed to the entire "team."

There will be NO FURTHER WARNINGS regarding this issue. Students who do not follow these guidelines may incur a severe penalty that may include: no credit on a particular assignment, failing the course, and dismissal from DeVry (at the discretion of the appropriate deans). While the reasons for this policy appear obvious, I would be happy to discuss/clarify this issue with any concerned student BEFORE an actual problem arises.

School Policies

All school policies will be followed in the class:

School attendance policy will be followed.
Students are responsible for all work missed due to absences and tardiness.
No food or beverages are allowed in the classroom.
All cellular phones and beepers must have their ringers turned off during all classes.
Students are expected to be in class on time. Also, students are expected to remain for the duration of the class unless they have given the instructor notice at the beginning of class. Students who wish to be disruptive will be asked to leave and counted absent.

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Grading

Online Discussion	10 pts
Homework Assignments	10 pts
Quizzes (10+)	20 pts
Exam 1	20 pts
Exam 2	20 pts
Exam 3	20 pts
Total	100 pts

The final grade will be determined as follows:

90 and above	A
80-89 pts.	B
70-79 pts.	C
60-69 pts.	D
Below 60 pts.	F

Keys To Success

Attend class regularly
Work diligently on each assignment. This will allow you to recognize what topics you have already mastered, and which ones still require more practice.
Seek help from your instructor at the FIRST sign of trouble.
If you have problems with homework assignments send an email message to me (dchelst@devry.edu) briefly describing the problem and I will respond with hints about the assignments. I read my email several times a day.
Make Friends!!! - This cannot be overstated.

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A Philosophy of General Education for DeVry

As an institution of higher education, DeVry integrates strong general education with a basic emphasis on specialty studies. Students acquire essential skills and concepts from each of the general education course areas – communications, humanities, social sciences, and natural sciences-mathematics. Through exposure to representative content of these areas, students gain knowledge that they use to create their own perspectives on the human experience. A strong general education also helps students to achieve their own integration of general and specialty learning to support continuing personal and professional development, and to strengthen contributions to family, community, society, and their future.

To ensure that students benefit from both a strong general education and strong emphasis on specialty studies, DeVry’s general education is oriented toward the challenges and issues of the contemporary world. General education courses teach the fundamental principles and skills of their fields but freely use applications drawn from students’ technical and career-related interests. Specialty courses, in turn, reinforce general education competencies through assignments requiring applied research, teamwork, written and oral communication, and consideration of ethics. This well-rounded education prepares DeVry graduates to live full and satisfying lives, at work and at home, and to participate meaningfully as citizens in a diverse and dynamic society.

General education competencies expected from a DeVry education include the following:

Communicate clearly with particular audiences for particular purposes.
Work collaboratively to help achieve individual and group goals.
Apply critical thinking skills in learning, conducting applied research, and defining and solving problems.
Develop tolerance of ambiguity and mature judgment in exploring intellectual issues.
Build on intellectual curiosity with fundamental concepts and methods of inquiry from the sciences, social sciences, and humanities to support life-long learning.
Apply mathematical principles and concepts to problem solving and logical reasoning.
Use study and direct experience of the humanities and social sciences to develop a clear perspective on the breadth and diversity, as well as the commonality, of human experience.
Connect general education to the ethical dimensions of issues and to responsible, thoughtful citizenship in a democratic society.

To help achieve general education goals, faculty and administrators throughout DeVry use the following strategies and approaches.

Incorporate meaningful writing and oral presentation assignments across the curriculum, including applied research as part of the assignments and leading to evaluative feedback by instructors in both general education and program-specific courses.
Implement a capstone general education course (Technology, Society, and Culture [HUMN-432]) that integrates general education and specialty learning and requires a high level of critical thinking applied to the broader aspects of technology.
Use collaborative approaches, such as project teams, to strengthen learning, provide direct experience, and build on diversity of backgrounds and viewpoints.
Offer co-curricular activities – such as service learning, artistic and cultural presentations, speakers, and student publications – to reinforce general education competencies addressed in courses.
Provide a coherent structure and organization of general education across all programs consisting of well-designed combinations of courses that are sequenced properly, adjusted to various levels of learning, coordinated with each other, and that interact synergistically with the majors without being directly related to specialty learning or career preparation. A common configuration of general education courses is shown in the following chart of course requirements across baccalaureate programs, with some programs including additional requirements above the common levels.

General Education Semester Credits Required

GenEd Area	Common Core	EET/CET	CIS	BTCM	BSBA
Communications	15	15	15	15	15
Humanities	9	9	9 (or 12)*	12 (9+3)	12 (9+3)
Social Sciences	9	9	12 (or 9)*	12 (9+3)	12 (9+3)
Science + Math	12	26 (12+14)	12	12	12
Personal/Professional Development	3	3	3	3	3
	48	62	51	54	54

*CIS requirements allow either 9 semester credits of humanities and 12 semester credits of social sciences or 12 credits of humanities and 9 credits of social sciences.