Stat 371: Introductory Applied Statistics for the Life SciencesProfessor: Bret LargetOffice: 4390 CSSC (Computer Science and Statistics Center)Phone: 262-7979E-Mail: [email protected]: http://www.stat.wisc.edu/~larget/Office Hours: Monday 1:00 – 2:00 P.M.,Wednesday 2:00 – 3:00 P.M.,Friday 9:00 – 10:00 A.M.,and by appointmentClass Hours: MWF 11:00 – 11:50 A.M.Room: 1240 CSSC (Computer Science and Statistics Center)Textbook: Statistics for the Life Sciences, Second Edition, by Samuels and WitmerPrerequisites:Students should have demonstrated mathematical knowledge of algebra and trigonometry (with Math 112and 113 or Math 114), although the algebra content of the course is small and the trigonometry content ofthe course is nil. One semester of Calculus suffices as an alternative mathematics prerequisite. Freshmenmay enroll in the course. Be aware that credit cannot be given for this course if you have already completedStat 201, 224, 301, or 324.Students will need a scientific calculator with statistical functions. (Programmable calculators are verygood if you have one, but nearly any scientific calculator, including some that sell for around $20 will do.)Some homework assignments require the statistical package R, which may be freely downloaded onto yourWindows PC, Macintosh, or Linux machine. The software’s homepage is http://cran.r-project.org/,but the U.S. mirror, http://cran.us.r-project.org/, will be faster. R is also available on StatisticsDepartment computers.Course Objectives:The primary course objectives are for the students enrolled in the course: (1) to develop mastery of basicstatistical concepts; (2) to develop the ability to apply these concepts correctly, especially in problemsoriginating in the life sciences; and (3) to learn to communicate effectively in writing the results of a statisticalanalysis to a non-statistical audience. Students in the course will also gain some proficiency in using thecomputer to carry out statistical analysis using the statistical package R.Grading:Grades are primarily based on a large number of short exams designed to test mastery of statistical conceptsand their application and the ability to communicate the results. Weekly homework and an optional projectcan also affect your course grade. Grades are assigned according to this scale:Mastery Points Grade9+ A8 AB7 B6 BC4–5 C2–3 D< 2 FEach student may earn up to eight mastery points through mastery exams, up to two points throughhomework, and up to one point for completing an optional course project.Mastery Exams:There are nine opportunities to take a 30 minute mastery exam during the regular semester. Studentsmay attempt as many additional mastery exams as they choose during the final exam period. To pass amastery exam, a student must demonstrate mastery of the tested statistical concept by essentially solvingan extended problem completely correctly, other than very minor calculation or conceptual errors. Therewill be four levels of exams in increasing difficulty. Level one exams are the easiest and test only basicunderstanding. Level four exams are the most challenging. To pass a level four exam, the student must readand understand a problem written in a scientific context, select an appropriate method of analysis, carry outthe analysis (or interpret output from a statistics package), communicate the results clearly, and discuss inwriting the assumptions inherent in the method, the validity and potential weaknesses of the analysis, andthe implications in the context of the scientific problem. Level two and three exams are intermediate.Students begin with level one exams and move up to more difficult levels after passing two exams of theprevious level. (As the semester progresses, not everyone will be taking exams at the same level at the sametime.) It is possible for a student to pass the maximum eight mastery exams prior to the final exam periodand be excused from the final. However, a student cannot earn an A grade through exams alone.There are no make up dates for the mastery exams. If you need to attend a family function, leave early forbreak, stay home ill, or decide to miss an examination for any reason, you are in effect deciding to have yourgrade based on fewer opportunities to exhibit mastery of the subject. Make an adult decision that is mostappropriate for you and accept the consequences.Homework:There will be weekly homework assignments, consisting of exercises from the textbook, exercises from othersources, and problems to solve by computer. Doing homework is the best way to learn statistics and the bestway to prepare for the mastery exams. Each homework problem is worth up to two points. A ‘2’ indicatesthat the student made a serious attempt at solving the problem, getting a substantial part of the problemcorrect. (Note that a ‘2’ does not necessarily mean that the problem was solved correctly . . . similar workon a mastery exam might not pass.) A ‘1’ indicates that the student attempted the problem but is quite farfrom an acceptable solution. A ‘0’ indicates the student did not attempt the problem or did little more thanrestate the problem.Students who get 90% or more of the possible homework points earn two mastery points. Earning 70% ormore of the possible homework points results in one mastery point. Homework will generally be due onFridays. Late homework will not be graded.Your homework solutions should be written up with a Word processor, although you can hand writein graphs, sketches, figures, and mathematical notation. Each problem solution should include a briefdescription of the problem (that may be paraphrased from the actual problem) as well as the solution. Takecare to see that your written homework solutions are clear and easy to read.Optional Project:Students may opt to work alone or in groups of two or three students on an optional project. A successfulproject is worth one mastery point. Students must commit to doing a project within the first three weeksof class. Projects should not be seen as extra credit, but rather as an opportunity to work hard to obtainsomething extra from the course. A project will include finding a biological question of interest, designingan experiment, producing data, analyzing the statistically, and writing a report. Students who choose todo a project should do so under the expectation that the work involved will be substantial. Projects enrichrather than replace learning in the regular course
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