LSP 121 Quantitative Reasoning and Technological Literacy II
Download syllabus
Summary
This course provides more advanced mathematical and computational methods in the analysis and interpretation of quantitative information. Topics include databases, descriptive statistics, measures of association and their interpretation, elementary probability theory, and an introduction to algorithms and computer programming. The course is taught in a hands-on laboratory environment where students are introduced to advanced computer tools for data analysis, including databases and a professional statistical software package. Formerly ISP 121.
Texts
None. All materials are provided via course files or the QRC (see qrc.depaul.edu).
Grading
In-class activities 25%
Homework assignments 25%
Midterm exam 25%
Final exam 25%
Prerequisites
PREREQUISITE(S): LSP 120 or a passing score on the LSP 120 Proficiency Exam. As an alternative to taking LSP 121, this requirement can be met by passing a separate LSP 121 Proficiency Exam (see qrc.depaul.edu). A student whose major requires calculus is exempt from this requirement.
If you feel you already know the materials presented in this course, there is a placement exam you may take. You must take this exam within the first week of classes to waive the course this quarter. If you pass this exam, you will be waived from taking this course. Consult the qrc.depaul.edu website for more details.
Required Materials
Please bring a flash disk (thumb drive) to every class. Label with your name and e-mail address in case it becomes misplaced.
Objectives of the Course
Objectives of Course:
This Quantitative Reasoning and Technological Literacy course is designed to help you to become a more confident, critical, and capable user of quantitative information of all kinds. In particular, it will help you to
- continue to critique quantitative arguments, whether given numerically, graphically, or in written form
- manipulate data via the creation and use of relational databases
- become acquainted with basic descriptive statistics and probability
- understand the basic concepts of algorithm creation
- continue the manipulation of discrete data via compression, error detection, and encryption
Concept Objectives
Statistics: Students will be able to make and interpret frequency distributions; summarize data with measures of center and dispersion; measure and interpret the association between variables; recognize the difference between correlation and causation; solve applied problems involving the normal distribution and z-scores.
Probability and Chance: Students will be able to recognize that seemingly improbably coincidences are not uncommon; evaluate risk from available evidence; and calculate basic, common probabilities.
Algorithms and reasoning: Students will be able to use sequential, logical thinking; develop algorithms to solve problems; use Boolean conditionals and repetition structures to create simple computer programs.
Database tools: Students will be able to enter data into a pre-existing database; import data from a text file or spreadsheet file into a database; filter records based on a single parameter and on multiple parameters; sort records with multiple sort keys; formulate and conduct queries; generate a report from a database; recognize the difference between a flat file and a relational database; create a relational database using two or more tables; construct a query for a relational database using joins; design and implement forms for data entry.
Professional Statistical Package: Students will be able to import data from a spreadsheet or database into a statistics package; use graphical tools in a statistical package to make specialized statistics plots such as box plots and normal probability plots; calculate descriptive summary statistics using a statistical package.
Programming tools: Students will be able to construct the concept of algorithm through experimentation and reflection on everyday activities; articulate an accurate definition of an algorithm; recognize algorithms fitting the definition; construct the notion of a control structure and a repetition structure; acquire the ability to trace simple program listings using control and repetition structures; use control and repetition structures to write simple computer programs to effect a task.
Learning Domain and Learning Outcomes
Learning Domain Description
LSP121- Quantitative Reasoning and Technological Literacy II is included in the Liberal Studies program as a course with credit in the Scientific Inquiry domain. Courses in the Scientific Inquiry domain are designed to provide students with an opportunity to learn the methods of modern science and its impact on the world around us. Courses are designed to help students develop a more complete perspective about science and the scientific process, including: an understanding of the major principles guiding modern scientific thought; a comprehension of the varying approaches and aspects of science; an appreciation of the connection among the sciences; the fundamental role of mathematics in practicing science; an awareness of the roles and limitations of theories and models in interpreting, understanding, and predicting natural phenomena; and a realization of how these theories and models change or are supplanted as our knowledge increases.
Learning Outcomes
1. Students will understand the major principles guiding modern scientific thought. Students will demonstrate a mastery of the science content knowledge of their SID courses.
2. Students will know that science, technology, and math serve as mechanisms for inquiry into the nature of the universe. Students will:
a. identify questions that can be answered through scientific investigations;
b. design and conduct a scientific investigation to test a scientific hypothesis;
c. use appropriate tools and techniques together, analyze, and interpret data to support or refute a scientific hypothesis;
d. develop descriptions, explanations, predictions, and models using evidence;
e. describe relationships between evidence and explanations using critical and logical thinking;
f. recognize and analyze alternative explanations and predictions;
g. communicate scientific procedures and explanations;
h. use mathematics in all aspects of scientific inquiry.
3. Students will understand and appreciate the interrelationships among science, technology and math. Students will:
a. use technology and mathematics to identify a problem or design a solution to a problem;
b. give examples of how science and technology inform and influence each other.
4. Students will understand and appreciate the role of science in society and in their lives. Students will:
a. Provide examples of how science and technology impact our lives, and how social needs and concerns impact our development of technology and scientific investigation;
b. develop positive attitudes towards science, technology, and mathematics;
c. establish an ongoing experiential/service-learning interest in science, technology, and mathematics.
5. Students will understand the nature of science, technology, and mathematics. Students will:
a. provide examples of the abuse of science, including the representation of unfalsifiable claims as science and other forms of pseudoscience;
b. explain the strengths and limits of scientific inquiry;
c. explain the difference between evidence and inference, and the
provisional nature of scientific explanations by providing examples of how our understanding of the workings of the world has changed in the past;
d. explain the difference between probability and certainty, and describe what is meant by uncertainty in the context of science, technology, and mathematics.
This syllabus is subject to change as necessary during the quarter. If a change occurs, it will be thoroughly addressed during class, posted under Announcements in D2L and sent via email.
Evaluations are a way for students to provide valuable feedback regarding their instructor and the course. Detailed feedback will enable the instructor to continuously tailor teaching methods and course
content to meet the learning goals of the course and the academic needs of the students. They are a requirement of the course and are key to continue to provide you with the highest quality of teaching. The
evaluations are anonymous; the instructor and administration do not track who entered what responses. A program is used to check if the student completed the evaluations, but the evaluation is completely
separate from the student’s identity. Since 100% participation is our goal, students are sent periodic reminders over three weeks. Students do not receive reminders once they complete the evaluation.
Students complete the evaluation online in CampusConnect.
This course will be subject to the university's academic integrity policy. More information can be found at http://academicintegrity.depaul.edu/ If you
have any questions be sure to consult with your professor.
All students are expected to abide by the University's Academic Integrity Policy which prohibits cheating and other misconduct in student coursework. Publicly sharing or posting online any prior or current materials from this course (including exam questions or answers), is considered to be providing unauthorized assistance prohibited by the policy. Both students who share/post and students who access or use such materials are considered to be cheating under the Policy and will be subject to sanctions for violations of Academic Integrity.
All students are required to manage their class schedules each term in accordance with the deadlines for enrolling and withdrawing as indicated in the University Academic Calendar. Information on enrollment, withdrawal, grading and incompletes can be found at http://www.cdm.depaul.edu/Current%20Students/Pages/PoliciesandProcedures.aspx.
Students who feel they may need an accommodation based on the impact of a disability should contact the instructor privately to discuss their specific needs. All discussions will remain confidential.
To ensure that you receive the most appropriate accommodation based on your needs, contact the instructor as early as possible in the quarter (preferably within the first week of class), and make sure that
you have contacted the Center for Students with Disabilities (CSD) at:
Lewis Center 1420, 25 East Jackson Blvd.
Phone number: (312)362-8002
Fax: (312)362-6544
TTY: (773)325.7296