PERALTA COMMUNITY COLLEGE DISTRICT
COURSE OUTLINE
COLLEGE:
Berkeley City
College
DATE OF OUTLINE
ORIGINATOR: Daniel Najjar
DATE OF
CURRICULUM
COMMITTEE
APPROVAL:
PROPOSED
Spring 2012
START DATE:
ORIGINATION DATE:
06/30/2011
EFF
TERM
DIVISON/DEPARTMENT: MATH
Spring
2012
1. REQUESTED CREDIT CLASSIFICATION:(check one only)
Community
Non-Degree
Services (Fee- Degree Credit
Non-Credit
Credit
based)
[X]
[ ]
[ ]
[ ]
2. DEPT/COURSE NO:
MATH 248UP
3. COURSE TITLE:
Accelerated Mathematics for Statistics
Berkeley
Berkeley
Berkeley
Berkeley
Berkeley Minor
New Fee
Modified
TOP
Course
New
Course
4. COURSE:
Based
Course
NO.
Reactivation[ ]
Course[X] Modification[ ]
Course[ ]
Proposal[ ]
5.
6.
UNITS: HRS/WK LEC: 6 Total: HRS/WK LAB: 0
5
105
Total: 0
HRS/WK TBA: 0 Total:
NO. OF TIMES OFFERED AS SELECTED
AVERAGE ENROLLMENT:
TOPIC:
7. JUSTIFICATION FOR COURSE
Large research studies inside and outside California have established that the more
levels of developmental math courses a student must take, the less likely the student
is to ever complete college courses in Math. High attrition rates are structurally
guaranteed in multi-semester developmental sequences. The more “exit points”
where students can fall away by not passing or not enrolling in the next course, the
smaller the number of students who will complete the final course. By offering
“Accelerated Mathematics for Statistics” the math department aims to shorten the
math 201/203 algebra sequence by one semester. Contextualizing the algebra
curriculum and focusing the instruction on skills, methodologies and ways of
thinking needed for understanding statistical applications is expected to ignite student
interest, increase retention and success, and prepare students better to be successful in
their Statistics course (Math 13) the following semester. This course is designed for
students who do not want to major in math, science, computer science, or business.
8. COURSE/CATALOG DESCRIPTION
Integrated developmental mathematics for statistics: Exploratory data analysis and
principles of data production using ratios, rates, and proportional reasoning; fractions,
decimals and percents; evaluating expressions; analyzing algebraic forms of
statistical measures; modeling bivariate data with linear and exponential functions;
and graphical and numerical descriptive statistics for quantitative and categorical
data. Not intended for students majoring in math, science, computer science, or
business.
9. OTHER CATALOG INFORMATION:
a. Modular: Yes [ ] No [X] If yes, how many modules:
b. Open entry/open exit: Yes [ ] No [X]
c. Grading Policy: Both Letter Grade or Pass/No Pass [ ] Pass/No Pass [ ]
Letter Grade Only [X]
d. Eligible for credit by Exam: Yes [ ] No [X]
e. Repeatable according to state guidelines: Yes [ ] No [X] If yes, number of
allowable repeats:
f. Required for degree/certificate (specify):
g. Meets GE/Transfer requirements (specify):
h. Are there prerequisites/corequisites/recommended preparation for this
course? Yes [X] No [ ]
Date of last prereq/coreq validation:
LIST STUDENT PERFORMANCE OBJECTIVES (EXIT SKILLS):
(Objectives must define the exit skills required of students and include criteria
identified in Items 12, 14, and 15 - critical thinking, essay writing, problem solving,
10.
written/verbal communications, computational skills, working with others,
workplace needs, SCANS competencies, all aspects of the industry, etc.)(See
SCANS/All Aspects of Industry Worksheet.)
Students will be able to:
1. Formulate questions that can be addressed with data, then organize,
display, and analyze relevant data to address these questions and
communicate results.
2. Use the properties of algebra to simplify expressions, solve equations
and answer questions in context.
3. Demonstrate numerical and algebraic reasoning skills to support
statistical analysis.
4. Construct, use, and interpret mathematical models, specifically linear
and exponential functions, to represent relationships in quantitative
data.
COURSE CONTENT: (List major topics in sequence; address objectives listed in
#11 above. Degree applicable course must be taught at college level; see definition.
11A.
List percent of time spent on each topic. Also, differentiate content of each level,
when levels are assigned.) Lecture and lab content are to be listed separately.
LECTURE CONTENT:
10% Review of Relevant Arithmetic
A. Recognizing and generating equivalent forms of fractions, decimals, and
percents
B.
Comparing fractions with the same and different denominators
C.
Comparing fractions, decimals, and percents
D.
Graphing fractions, decimals, and signed numbers on a number line
E.
Unit measure and conversion between units
F.
Ratios and rates
G.
Operations with real numbers, including opposites and absolute values
H.
Exponents and roots
I.
Scientific notation
J.
Use of calculators – especially exponents and roots
15% Introduction to Algebra
A.
Variables and formulas
B. Create and interpret graphs in the Cartesian plane, including sets of points,
line graphs, and probability distributions
C.
Introduction to functions
D. Linear functions and equations; solving quadratic equations; solving
systems of linear equations in 2/3 variables
E.
Exponential functions
F. Solutions of simple rational and square root equations, whose resolvent
polynomial equation is linear
G.
Summation notation, including subscripts
10% Introduction to Logic
A.
Venn Diagrams
B.
The scientific method
15% Categorical Variables
A. Constructing and reading graphs of distributions of categorical data: bar
graphs and pie charts
15% Quantitative Variables
A. Graphs of univariate distributions of quantitative data: histograms and
boxplots
B.
Measures of central tendency: mean, median and mode
C. Descriptions and measures of spread: variance, standard deviation,
skewness, quartiles, percentiles
10% Geometric and Graphical Interpretation of Algebraic Structures
A.
Signed distance from the mean
B. Average of squared distances from the mean — geometric interpretations
relate to why standard deviation is roughly an average distance from the mean and
why positively associated data in a scatterplot gives positive correlation
C.
Symmetry
10% Bivariate Distributions of Quantitative Variables
D.
Creating and analyzing scatterplots
E.
Intuitive understanding of least squares regression using linear and
exponential models
F. Intuitive and graphical understanding of correlation coefficient (r) and rsquared
10% Data Production
A.
Sample surveys
B.
Observation vs. experiment
5% Study/Learning Skills in Mathematics Courses
A.
Study skills
B.
Self-assessment skills
C. Identifying, utilizing, and evaluating the effectiveness of resources in
improving one’s own learning (e.g., peer study groups, computer resources, lab
services)
11B.
LAB CONTENT:
12. METHODS OF INSTRUCTION (List methods used to present course content.)
1. Lecture
2. Discussion
ASSIGNMENTS: 10 hours/week. (List all assignments, including library
assignments. Requires two (2) hours of independent work outside of class for each
13.
unit/weekly lecture hour. Outside assignments are not required for lab-only courses,
although they can be given.)
Out-of-class Assignments: Problem sets including problems equivalent to those
covered in lectures and original problems which require the synthesizing of various
concepts. Paper summarizing statistical findings.
ASSIGNMENTS ARE: (Check one. See definition of college level):
[X] Primarily college level
[ ] NOT primarily college level
STUDENT ASSESSMENT: (Grades are based on): (Check as many boxes as are
14. applicable. Note: For degree credit, AT LEAST ONE of the first three boxes must be
checked. If "ESSAY" is not checked, please explain why here.)
ESSAY (Includes "blue book" exams and any written assignment of
sufficient length and complexity to require students to select and organize
[X]
ideas, to explain and support the ideas, and to demonstrate critical thinking
skills.)
Why "ESSAY" is not checked:
[X] COMPUTATION SKILLS
NON-COMPUTATIONAL PROBLEM SOLVING (Critical thinking
[X] should be demonstrated by solving unfamiliar problems via various
strategies.)
[X] SKILL DEMONSTRATION
[X] MULTIPLE CHOICE
[ ] OTHER (Describe)
15. TEXTS, READINGS, AND MATERIALS:
A.
Textbooks:
Author
Title and Edition
Publisher
Date of
Publication*
Seeing Through Statistics
Brooks Cole,
(2009).
(3rd/e).
Additional class activities and materials for this course are currently under development
by BCC Mathematics department faculty in collaboration with colleagues at other Bay
Area community colleges and a 2011-2012 consortium organized by the Carnegie
Foundation for the Advancement of Teaching.
Utts, Jessica M
*Date is required: Transfer institutions require current publication date(s) within 5 years
of outline addition/update.
B.
Additional Resources:
Library/LRC Materials and Services:
1.
The instructor, in consultation with a librarian, has reviewed the
materials and services of the College Library/LRC in the subject
areas related to the proposed new course
Are print materials adequate?
Yes [X]
No [ ]
Are nonprint materials adequate?
Yes [X]
No [ ]
Are electronic/online resources
Yes [X]
No [ ]
available?
Are services adequate?
Yes [X]
No [ ]
Specific materials and/or services needed have been identified and
discussed. Librarian comments:
2.
Other Resources: Identify types, location, and availability of other
resources and materials required for this course.
Readings listed in A and B above are: (Check one. See definition of college
level):
C.
[X] Primarily college level
[ ] NOT primarily college level
16. Designate Occupational Code (check ONE only):
[
[
[
[
[
]
]
]
]
]
A
B
C
D
E
Apprenticeship
Advance Occupational
Occupational
Possible Occupational
Non-Occupational
SUPPLEMENTAL PAGE
Use only if additional space is needed. (Type the item number which is to be continued,
followed by "continued." Show the page number in the blank at the bottom of the page. If
the item being continued is on page 2 of the outline, the first supplemental page will be
"2a." If additional supplemental pages are required for page 2, they are to be numbered as
2b, 2c, etc.)
1a. Prerequisites/Corequisites/Recommended Preparation:
PREREQUISITE(S):


MATH 253: Pre-Algebra
or
appropriate placement through multiple measures assessment process
Subject course and pre/corequisite is: