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1
SYLLABUS
Course Title: Critical Reasoning
Course Number: PHIL 200 Online (Summer 2013)
Ticket Number: 10012
Prerequisites: Completion of GE Analytical Reading/Expository Writing; either GE
Mathematics or MATH 210.
CONTACT INFORMATION:
Instructor: Dr. Weimin Sun
Office: Sierra Tower 505
Phone: 818-677-6461 (voice mail available at this number)
Email: weimin.sun@csun.edu (email checked every day and replied
within 24 hours, except on weekends)
Office Hours: Online or by appointment
CATALOG DESCRIPTION:
Not open to students who have completed PHIL 100. Examination of the relationship
between logic and language. Accelerated introduction to the concepts essential to the
identification, analysis and evaluation of arguments, with attention to deduction, induction
and common fallacies. Emphasis on the application of these concepts. (Available for
General Education, Basic Skills, Critical Thinking)
INSTRUCTOR’S DESCRIPTION:
This course satisfies the Critical Thinking component of the Basic Skill section of the
General Education Program, which recognizes critical reasoning as a fundamental
competence. Courses in this section of General Education take reasoning itself as their focus.
Their goals are to provide students with criteria and methods for distinguishing good
reasoning from bad and to help students develop basic reasoning skills that they can apply
both within a broad range of academic disciplines and outside the academic environment.
Students are expected to acquire skill in recognizing the logical structure of statements and
arguments, the ability to distinguish rational from non-rational means of persuasion, skill in
applying the principles of sound reasoning in the construction and evaluation of arguments,
and an appreciation of the value of critical reasoning skills in the pursuit of knowledge.
Students are expected to analyze information and ideas carefully and logically from multiple
perspectives and develop reasoned solutions to problems.
STUDENT LEARNING OUTCOMES (GE requirements):
Students will:
1. Explain and apply the basic concepts essential to critical examination and evaluation of
argumentative discourse;
mailto:weimin.sun@csun.edu
2
2. Use investigative and analytical thinking skills to examine alternative, explore complex
questions and solve challenging problems;
3. Synthesize information in order to arrive at reasoned conclusions;
4. Evaluate the logic and validity of arguments, and the relevance of data and information;
5. Recognize and avoid common logical and rhetorical fallacies.
COURSE OBJECTIVES: (what we are going to accomplish with this class)
Once finishing this course, students are expected to
1. be able to recognize an argument, identify its components, and evaluate its strength;
2. be able to evaluate the reliability of various sources of belief, including media, expert, and
personal experience;
3. be able to recognize and avoid common logical and rhetorical fallacies;
4. be able to recognize and evaluate deductive reasoning such as propositional logic and
categorical logic;
5. be able to apply the truth table method and Venn diagram to check validity;
6. be able to recognize and evaluate inductive reasoning, statistical reasoning, and causal
reasoning;
7. develop an attitude of critical thinking toward both academic subjects and issues in ordinary
life.
The SLOs are targeted by the corresponding COs as follows:
SLOs (1) (2) (3) (4) (5)
Course
Objectives
1-6 1-7 2, 5, 6 1, 4-7 3
REQUIRED TEXTBOOK:
The Power of Critical Thinking, 4
th
edition, by Lewis Vaughn. Oxford University Press. 2010
ISBN: 978-019537792-7.
The 4
th
edition of the book is the newest one that just came out this year, and is the only one that
the bookstore could order. However, there are no significant changes between this new edition
and the 3
rd
edition of the book. Early editions of the textbook, which are less expensive, are
acceptable for this course. The page references in the syllabus for reading assignments will be
given for both the 3
rd
and the 4
th
edition of the book.
The book can be purchased at the Matador Bookstore, or online at Amazon or other retailers. Do
pay attention to the edition of the book when you buy them online, and pay attention to the
delivery time to make sure you can get the book in time before the semester starts.
Lecture notes are often detailed enough to cover major topics in the book. However, lecture
notes should be considered as supplements to the textbook, rather than replacements. The
textbook is much more detailed and offers more exercises, and it covers more topics than what
we will cover in this course. Keep it in mind that the textbook is required for this course.
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Course format: Online Class
This is a completely Online Course offered on Moodle: all course-related activities will be
completely online, including all course materials, course assignments, and online discussions.
The Moodle site for this course is accessed at http://moodle.csun.edu/. You do not need to come
to campus to take this class (though I am physically available on campus during office hours),
but you do need to have reliable Internet access. Make sure you are comfortable with the online
nature of this class. As you may know, logic (critical reasoning) is a very difficult course, and
many people find it more difficult to learn it online.
The course is divided into 10 units, plus two exams. Treat each unit as an independent entity,
with its own reading assignments, lectures, practice quizzes, real quizzes, and discussion forums.
My lectures and the textbook are complementary, and both are important as they explain the
same materials from different angles. Some people may find the textbooks clearer, and some
people may find lectures more focused. It does not matter how you get to understand the
materials, as long as you understand them in the end. The lectures may not cover everything
covered in the book, and may sometimes cover a little bit more than the book (though such
situations are pretty rare). The quizzes and the exams are more in line with the lectures, and they
will never go beyond the scope of the lectures. That is, what are not covered in the lectures will
not be quizzed or examined on.
Also available on each Monday is a discussion forum for us to share our thoughts or questions,
and to give comments or feedbacks on course-related materials. I will give you some guidelines
for each unit’s discussions, and your contributions are vital to the quality of this forum. You are
required to participate in discussions each week, and your contributions will be graded.
You need stable Internet connections to take the quizzes and exams. Such test items are timed,
and you need to finish the in a limited period of time. If you don’t have reliable Internet access,
reconsider your decision to take this class online. For each quiz, there will be a practice quiz
available that is the same in format and similar in content to the actual quiz. Practice quizzes
don’t count toward your final grade, but they are good to test your understanding of the materials
and are best preparations for real quizzes. Exams are also similar to the collection of the quizzes.
The two exams are not cumulative.
This course will be available to all students who are enrolled in this class. Students who have
registered for the class will be automatically added to Moodle. Students who register later should
be added 24 hours after your registration. Once you log on CSUN Moodle site with your student
ID and password (the same as your portal ID and password), you can see this course under the
name “Phil200: Critical Reasoning.” If you are not familiar with Moodle, please visit
http://www.csun.edu/it/moodle for more information and help. Even if you have used Moodle
before, the campus has just updated Moodle to the current version of Moodle 2.0, so you may
http://moodle.csun.edu/
http://www.csun.edu/it/moodle
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need to catch up with some new features. Moodle is an essential part of this course, and you need
to get familiar with it ASAP.
All communications in this class will be done electronically. You should check our Moodle
course almost every day about any updates. You will receive weekly notices on Moodle, and
such notices will also be sent to your CSUN email addresses automatically by Moodle server. If
you are using a different email account, you should make sure that all your CSUN emails are
forwarded to your regular email accounts. Since there are at least two ways to get notifications
about any Moodle assignments, it is your full responsibility to make sure that you get notices
from the Moodle, and you won’t be able to make up an assignment simply because you do not
get notifications promptly. Taking a class online requires self-discipline, and it takes great
responsibility to succeed in this class.
Course Requirements:
1. Studying the course materials diligently and regularly, as required by the course
schedule;
2. Participating in online discussions;
3. Working at the practice quizzes and relevant exercises in the textbook sets to
master the materials.
4. Finishing all the required assignments, including quizzes, exams, and other
homeworks.
Academic Honesty
Given the online nature of the class, students are allowed to use the textbooks and online lectures
notes while completing quizzes or exams. Students are encouraged to form study groups to study
the course materials together. However, students cannot help each other out in the quir or exam
taking period. In particular, students cannot copy other students’ quizzes/exams or let their
quizzes/exams be copied, and cannot disclose the content of quizzes or exams to other
students under any circumstances. Violation of such policies may result in failing the class and
is subject to further disciplinary actions from the University. Please be reminded that the Moodle
has plenty of tools to identify various ways of cheating. For detailed information on CSUN
policy on academic dishonesty, please refer to catalog:
http://www.csun.edu/catalog/appendices.html#E2.
In this class gives I will give you a lot of flexibility and freedom, and in return I hope you treat
me and other students with respect and honor. After all, college learning (especially with the
learning of critical reasoning skills) is not about grades, but about mastering the skills that are of
crucial importance for your future.
Strategies for Success in this class:
1. This is a Logic class. Logic is a difficult subject that needs a lot of your time and attention to
http://www.csun.edu/catalog/appendices.html#E2
5
details. To take the class online does not imply that you won’t need an equal amount of work;
if anything, it is the contrary: you need to spend more time and to work harder taking this
course online than what you might need taking it on campus. You should be mentally
prepared for the time and effort required for this course.
a. Phil. 200 is one of the high-failure courses on this campus. It is not surprising to see
20% of students fail this class. The reason is that logical reasoning does not come
naturally, and it requires great effort to master such skills.
b. The online aspect of class does have some benefits: it has a more flexible schedule
and is more convenient for students, and it offers more opportunities to study the
materials and gives more chance of practices. Logic is about skill development, and
practices are very important for skill developments.
c. Not all students are fit for online instructions, especially a logic class. Some students
find it much easier to learn logic in person. If that is the case for you, please do
consider taking a regular critical reasoning class, instead of an online one.
i. How fit are you for learning logic online? You may be OK if you have all the
following traits:
1. You have good computer skills (typing, using common software and
browsing Internet, reading on computer screen; etc.)
2. You can understand pretty well from written texts without the need of
teacher’s explanations;
3. You can understand abstract concepts and reasoning by studying them
on your own;
4. You can follow the step-by-step instructions or reasoning without the
need of face-to-face communications;
5. You are not afraid to ask any questions when you have troubles or
concerns with a class.
ii. For a more general online readiness test, you can check the one available at
the entry page of the CSUN Moodle.
iii. Do keep it in mind that our logic class may be different from other online
classes you have taken. Even if you have taken an online class before, you
may find it difficult to take this class online. Many students who have done
well in other online classes have struggled in this class. Almost all of them
found out that this class required a lot of more effort than they initially
thought it would.
d. In order to succeed in this class, be sure to consider the strategies listed below.
2. Carefully plan your study time for every day, so that you can devote a set period of time for
studying this course. This is a 6-week course, which means that it is very intensive and you
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cannot afford to miss any day of work. Some chapters are more difficult than the others, so
you may want to have some free time planned for each week. It is important to know that
critical reasoning courses have a strong degree of continuity – if you are not doing well in the
beginning, it will be very difficult for you to do well on the later materials since they rely on
earlier knowledge.
a. Find your pace of work in the week as soon as possible. Work out your schedule
with this course in the first couple of weeks and stick to it.
b. Finish everything by the end of the week. Do not procrastinate!
3. A typical work plan (for each unit): Study the lecture and textbook first; then work on the
practice quizzes; analyze your answers, and pay particular attention to the parts you have got
wrong. It is very important to be able to learn from one’s own mistakes. If you still could not
understand, email me, come to my office or post your questions to Moodle forum. After you
feel completely confident, attempt the actual quiz.
a. Make sure you finish all the assignments on time. With the online classes, self-
discipline is a necessity for success in this class.
4. Ask for help if you have any questions, concerns, or simply feel that you are struggling
in class.
a. This is a difficult class for many students! Many students have failed in the past. If
you feel you are struggling, you are not alone. You just need to ask for help at the
earliest stage.
b. From my past experiences, it is quite clear that the students who asked for help (e.g.
coming to my office often) had improved significantly. You may struggle with a
question for a couple of hours, yet all you need is a hint to see the light. If you cannot
make it to my regular office hours (see the top of syllabus), you can make an
appointment to see if I am available at other times.
Course Grading:
Participation 10%
o Participations are evaluated weekly online based on contributions to
discussion forums. Such evaluations are mostly based on one’s effort than
performance.
10 Quizzes 30% (3% each)
Two exams 60 % (30% each)
o Exams are not cumulative.
o Quizzes are the best study guide for the exams. There will be no makeups for
quizzes, and missed exams can be made up only when they are caused by
situations completely out of one’s control.
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Final grade is a weighted sum of all the above components calculated by percentage.
The final letter grade will be based on the following table:
Final
%
≥92
90-
91.9
88-
89.9
82-
87.9
80-
81.9
78-
79.9
72-
77.9
70-
71.9
68-
69.9
62-
67.9
60-
61.9
<60
Letter
Grade
A A- B+ B B- C+ C C- D+ D D- F
COURSE SCHEDULE and READING ASSIGNMENTS
We’ll try to follow this schedule as best as we can.
Date Content Reading Assignment–Required
(Chapters refer to the 4
th
edition of
Vaughn Textbook; lectures are online)
Unit 1:
7/10-7/13
Introduction to the course;
Basic Notions of Critical Reasoning
Quiz 1
Course Syllabus;
Ch. 1: The Power of Critical Thinking
Lecture 1;
Unit 2:
7/15-17
Argument Basics & Patterns
Quiz 2
Ch. 3 Making Sense of Arguments –Part I
pp. 62-78; 88-95; (for 3
rd
edition: pp. 67-
82; 88-95)
Lecture 2;
Unit 3:
7/18-7/20
Argument Analysis and Diagramming
Quiz 3
Ch. 3 Making Sense of Arguments –Part II
pp. 78-84; 92-106; (for 3
rd
edition: pp. 82-
88; 96-111)
Lecture 3;
Unit 4:
7/22-7/24
Obstacles to Critical Reasoning
Quiz 4
Ch. 2: Obstacles to Critical Thinking
Lecture 2;
Ch. 4 Reasons for Belief and Doubt
Lecture 4;
Unit 5:
7/25-27
Common Fallacies in the Reasoning
Quiz 5
Ch. 5 Faulty Reasoning
Lecture 5;
Exam I:
7/31
Review
Exam I (Midterm Exam)
Recommended readings: all above
Lecture 6;
Unit 6:
8/1-3
Propositional Logic-1:
Logical connectives and the Truth
table
Symbolization
Quiz 6
Ch. 6 Propositional Logic- Part I: pp. 210-
220; (for 3
rd
edition: pp. 217-228)
Lecture 7;
Unit 7:
8/5-7
Propositional Logic-2:
Validity check
Quiz 7
Ch. 6 Propositional Logic- Part II: pp. 223-
230; (for 3
rd
edition: pp. 231-238)
Lecture 8;
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Unit 8:
8/8-10
Categorical Logic-1:
Categorical Statements
Quiz 8
Ch. 7 Categorical Logic – Part I: pp. 243-
254 (for 3
rd
edition: pp. 251-262)
Lecture 9;
Unit 9:
8/12-4
Categorical Logic-2: Venn Diagram
and Validity check of Syllogism
Quiz 9
Ch. 7 Categorical Logic – Part II: pp. 256-
268 (for 3
rd
edition: pp. 264-276)
Lecture 10;
Unit 10:
8/15-17
Inductive and Statistical Reasoning
Quiz 10
Ch. 8: Inductive Reasoning – Enumerative
Induction: pp. 276-289; (for 3
rd
edition: pp.
284-297)
Lecture 11;
Exam II
8/18-20
Review for Exam II
Exam II
Recommended: everything since Exam I;
Lecture 12;
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Appendix: Some Comments on Phil200OL from Past Students:
1. I never expected this class to be so complicated, though I have read and understood the syllabus
which says that this course is very tough.
2. I feel that I have been working hard on this class but still find it quite difficult and challenging no
matter how many hours I spend reviewing the material.
3. I definitely had plans for this class, but unfortunately they didn’t work out as plan.
a. It was tough for me to understand the material without a teacher present and more explanation to
clear up my questions. It was tough to teach yourself some of these concepts and apply them
correctly. The topics required a lot of deep explanations and consist of very challenging material.
4. You had to be really organized in your notes and be very sharp in applying the concepts to real life
situations. Every topic had it levels of difficulty, ones more than others but I think they were all
challenging.
5. I started this class with a definite plan set out for which days and times I could devote to study as well
as to make sure that I had time allotted for the practice quizzes and the quiz at the end of each week. I
really intended to be able to take the practice quizzes on Wednesday and then review the material
again before taking the quiz again on Friday. I did not think it wise to plan to take the quizzes on
Saturdays, because having an extra day just in case something happened to my Internet connection or
any other unforeseen circumstance could be dealt with in that extra day. If I planned on taking the
quizzes on Saturdays, I would leave myself no room for the unforeseen.
Though I did have specific days planned for study, I kept a goal firmly in my mind for each week,
and that was to get as far ahead in each class as I possibly could, thereby reducing as much pressure
as possible. I did not want to take any day “off” from study or schoolwork, because in my life, and in
my work, I never know when or for how long I’ll be called to do something – with a 16 month old
boy and a freelance job, I never know what the next week will bring. I’ve had a few close calls on
getting work done due to work and a couple of doctor’s trips (and one emergency room visit), but by
cramming every moment of free time with study and work I, you could say, “banked” the time I later
had to withdraw.
6. I always follow the same routine every week. I would print the lecture PowerPoint slides and
highlight them during the week, and would start reading and studying the materials on Thursday night
since I do not have class on Fridays. As I am studying, I would post questions on the discussion
forum or answer other students’ questions if I know them. After doing the practice quiz, depending on
my schedule and my readiness, I would take the quiz on Friday or Saturday.
7. Throughout my years at Csun I have taken many online classes and my study plans for theses classes
have all been similar. Some classes are harder to take online than others and I have learned that you
really do need to alter your study habits to fit each class. Coming into this semester I planned to keep
on top of my assignments and quizzes by checking Moodle regularly. I have learned that this attribute
is a big key to success for online classes. Without doing so it is very easy to miss something that is
due. I planned out my schedule so I knew what day and what time I would dedicate to reading power
points and taking quizzes. Even still by keeping on top of my assignments I have still had a hard time
succeeding in them because in my opinion this class is difficult to take online.
8. When the class began, I didn’t have a study plan exactly, because I wasn’t sure how the class was
going to run. I have had an online class in the past and I went at my own pace with that. But for this
class since we have a lecture every week and a quiz on the weekends, I have to keep up! And being in
college, it’s sometimes hard to keep up and get it all done in a timely manner, as well as study for all
of my classes at once.
a. I think that I have learned a lot from this class, about myself included. I’ve learned not to just
give up if some materials are hard, that’s the easy way out. Once I caught myself slipping, I
decided I needed to turn it around, and fast. So by changing my study patterns and schedule, and
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incorporating different learning mediums into my study plan, I saw a huge improvement in my
quiz scores.
b. From the beginning to the middle of the semester, my plan was to do study and begin the quizzes
before work on Friday and Saturday. I did not realize how busy my schedule would become (I began
teaching flute on Friday mornings) and had to change my study schedule completely. This class has
taken a lot more work than I expected at the beginning. I thought that I had pretty decent critical
thinking skills and did not realize that there was so much more to the subject than I had thought.
9. I feel like I have been working very hard in this class. However, as the concepts became difficult so
did my ability to grasp the concepts. As someone who is a straight A student I find it really hard to be
doing this poorly on quizzes that I have been studying hard for. I believe everyone reads logic in a
different manner. The way I understand concepts differ from how I should be understanding the
concepts.
10. I have tried to manage my time for this class and have learned two things about myself, first being it’s
a challenge and a losing battle for time management (balancing three online classes this semester),
and second being that Philosophy would have been a better class for me to take in person because I’m
having trouble conceptualizing the course.
11. Being my first online class I expected it to be a little less challenging. Throughout the lectures and
quizzes I was confronted with several difficult ideas. Some were easy and understandable while
others took hours to understand.
a. I felt that my study strategy was efficient but after I saw my grade on some of the quizzes I got
upset and felt confused. I felt in such a way because I studied for hours and took notes but did
horribly. And prior to taking notes and studying on Fridays, I reviewed lectures days before and
went through the textbook but in the end I only managed to get 50 or 60 percent in some quizzes.
This was truly frustrating because I thought I had fully understood the material but didn’t.
12. I knew from experience with other online classes the importance of checking in on a regular basis.
There are often new announcements or assignments posted and the sooner students read them, the
better off they usually are. So, right from the beginning I knew that I would be logging in at least
once a day. Also, I was new to Moodle, so I made a special effort to be familiar with it before the
class even started. (It does have its own peculiarities.) Without a doubt, I have been working harder
on this class than I expected. I was even surprised at how much I was struggling with some of the
material. You did warn all of us that an online philosophy class wasn’t for everyone and I think that it
has been an issue for me. I much prefer the interaction one gets in the classroom. Often the other
students’ comments and questions will trigger issues that I may not have thought about. Also, face-to-
face classes allow the professor to better intuit where students might be confused. Having said that, I
feel fortunate to have had the online option without which my work schedule would have been very
complicated.
a. I have some basic learning strategies that I use in all of my classes that work well for me. I
always read the chapter in the book before the lecture. Then I read the power point lecture. At
that point, I start doing the exercises – concentrating on the ones that have the answers and then
moving on to those exercises that don’t. I’ve also gone online to find additional examples.
b. I check the discussion forum at least once a day to see the other students’ questions or comments.
I often learn something new from these. I also found that trying to explain something to another
student is a good opportunity to reinforce what I’ve learned.
c. I don’t attempt the practice quiz until I feel comfortable with the material. This is often where I
see which areas are still weak and need more study or practice. Besides going over these specific
areas, I review the whole chapter by reading the book and the power point one more time and by
doing exercises in those weak areas. Then, if I’m happy with the results of the practice quiz, I’m
ready to take the real quiz.
d. Just a side note: thanks to this class, I’m finally able to win arguments with my husband.
Introductory Statistics On Line
Math140
Summer 2013
Instructor:
Marcos A. Enriquez
marcos.enriquez@csun.edu
Textbook:
Elementary Statistics, California edition by Mario F. Triola. (You are NOT required to purchase the textbook).
You are required to purchase a MMLab access code.
Go to
http://pearsonmylabandmastering.com/
to purchase an access code. If you have already used this website, just sign in, purchase an access code and enter the course id number. If you are new to the system, you have to register as a student, and then enter the course id.
The course id is: enriquez64736.
The Course:
We will study data collection with emphasis on statistical literacy. Through the use of concepts, methods and definitions, we will learn several methods of evaluating real world problems. We will divide the course in four parts.
Grading:
1) Four exams. ( 40% of grade)
2) Quizzes (25% of the grade)
3) Graded homework. (10% of grade)
4) Cumulative Final Exam. (25% of grade).
On-Line Office hours
By email. Use only the email account given above to ask questions. Any other email system, especially the one given by Pearson, will not be monitored.
Scale:
A 90% – 100%
B 80 % – 89.99%
C 70% – 79.99%
D 60% – 69.99%
F 0% – 59.99%
Examination Schedule:
|
Date |
Location |
|||||||||
|
Test # 1 |
July 18 |
online |
||||||||
|
Test # 2 |
July 29 |
|||||||||
|
Test # 3 |
August 7 |
|||||||||
|
Test # 4 |
August 16 |
|||||||||
|
FINAL |
August 20 |
|||||||||
Remarks:
1) The final exam will cover chapters 1 through 11 (no 9.5).
2) Since some students may live in different time zones, the time observed for this class is PDT. (Pacific Daylight Saving Time)
3) Exams will be available the day of the test for 24 hours beginning at 12:01 am PDT. Students will have 4 hours to complete a test within the 24 hour period. Once you start the exam, you cannot pause and continue later.
4) Quizzes will be assigned with a deadline as well. There are 2 attempts per quiz.
5) Once in the website, go to MULTIMEDIA LIBRARY. In this area students will find eight different options for course instruction. These options include video lessons and Problems solved. This is the main form of instruction.
6) A student who scores below 50% on the final exam will be assigned a grade of a
D or an F, that is regardless of the final score for the course.
The Exams
1st Exam. The first exam will cover chapters 1 through 4. Chapters 1 through 3 are mostly concepts and few applications. Chapter 4 is about counting and Probability.
2nd Exam. The second exam will cover chapters 5 and 6. We start working with discrete random variables and conclude working with continuous random variables and normal distributions.
3rd Exam. The third exam will cover chapters 7 and 8. We start working with confidence intervals and hypothesis testing for one population.
4th Exam. The fourth and last exam will cover chapters 9, 10 and 11.
Quizzes.
I will make available 2, 3 or 4 quizzes per exam for a total of 12 quizzes for the semester. Each quiz contains 10 questions, a point each. The total value of all quizzes is 25% of your overall grade. You may submit answers to every quiz up to two times.
Quiz Schedule
Quiz # 1 due Saturday July 13
Quiz # 2 due Sunday July 14
Quiz # 3 due Monday July 15
Quiz # 4 due Tuesday July 16
Quiz # 5 due Monday July 22
Quiz # 6 due Thursday July 25
Quiz # 7 due Saturday July 27
Quiz # 8 due Thursday August 1
Quiz # 9 due Saturday August 3
Quiz # 10 due Monday August 5
Quiz # 11 due Saturday August 10
Quiz # 12 due Tuesday August 13
Technical Requirements:
You need a MAC or a PC not more than 3 years old with current operating system and current browser (Internet explorer and Firefox are the most friendly browsers).
AOL users: once you enter the internet through AOL, minimize but do not close your AOL screen, and then open internet explorer.
A little bit of knowledge of excel and word is necessary.
You are responsible for a secure and dependable internet connection. You are responsible for entering answers to the questions in the system correctly. I will not honor any requests due to technical issues with your computer, internet connection or website requirements.
On-Line Requirements:
You are required to watch the lessons that are available by clicking the MULTIMEDIA LIBRARY link in the Pearson website. There 8 different options for instruction.
How Many Hours per Week is Enough to be Successful?
Past studies reveal that for every hour of instructions, a student will need to spend 2 times more hours working on assignments such as quizzes and homework.
In a summer semester class, we need to work an average of 18 to 24 hours per week.
What Are The Course Objectives?
The successful student, by the end of the semester, will be able to:
1. Collect data appropriately.
2. Identify the instances where data has not been properly collected.
3. Summarize data in graphs and charts.
4. Construct Frequency Distributions.
5. Find the mean, standard deviation, variance and apply the empirical rule.
6. Build a Probability Distribution using a Frequency distribution.
7. Identify a Probability Distribution and a Binomial Distribution.
8. Find probabilities using Normal Distributions.
9. Find probabilities using t distributions.
10. Find estimates using point estimates and error formulas.
11. Answer claims using detailed procedures.
12. Finding linear correlations and regression equations.
13. Apply non-parametric methods
Students completing Math 140 will be able to:
(1) Construct a histogram for a given set of data. This can be done by hand or with a graphing calculator.
(2) Construct a single-sample confidence interval, and draw an appropriate conclusion. This can be done by hand or with a graphing calculator.
(3) Construct a single-sample hypothesis test based on a given claim, and draw an appropriate conclusion.
Good luck this semester!
