UNIVERSITY OF MINNESOTA, MORRIS
DIVISION OF SCIENCE & MATHEMATICS
MATHEMATICS DISCIPLINE
TOPICS IN STATISTICS: DESIGN, DATA ANALYSIS & MODEL BUILDING
COURSE OUTLINE & SYLLABUS
MATH. 3690 

SPRING, 1998 

COURSE WEB SITE 
http://mnstats.morris.umn.edu//introstat 
# OF CREDITS: 
4 
PREREQUISITE: 
MATH. 1150 OR 3605 OR 3610 or # 
DESIGNATION: 
C2 
DAYS & TIME: 
MTThF Noon12:50 pm 
BUILDING & ROOM: 
MRC. 10 COMPUTER CLASSROOM 
INSTRUCTOR: 
Dr. Engin A. Sungur 
OFFICE: 
253 SCIENCE 
TELEPHONE: 
x6325 
OFFICE HOURS: 
MTWThF, 1011 

sungurea@caa.morris.umn.edu 
COURSE DESCRIPTION: Nature and objectives of statistical data analysis, exploratory and confirmatory data analysis techniques. Some types of statistical procedures; formulation of the models, examination of the adequacy of the models. Some special models; analysis of variance, oneway, twoway designs and multiway designs, factorial designs.
COURSE MATERIALS: Box, G.E.P., Hunter, W.G., and Hunter, J.S., Statistics for Experimenters: An Introduction to Design, Data Analysis, and Model Building, John Wiley Interscience.
EXAMINATION POLICY: Two midterm examinations and one final exam will be given. The timetable for the examinations are given below:
TIME TABLE:
FIRST EXAMINATION 
APRIL 23, 1998 (Thursday) 

SECOND EXAMINATION 
MAY 21, 1998 (Thursday) 

FINAL EXAMINATION 
JUNE 9, 1998 (Tuesday) 
2:304:30 pm. 
COURSE PROJECT: Students will be asked to work on a data set, and write a report on their results. The students are required to present their results in the class (June 15, 1998). Students should get the approval of the instructor on the project topic by April 24, 1998 (Friday). Final project report should include the following:
I. INTRODUCTION I.1. DESCRIPTION OF THE PROBLEM I.2. DESCRIPTION OF THE DATA SET (DATA COLLECTION METHODOLOGY) II. DESCRIPTIVE STATISTICAL ANALYSIS OF DATA II.1. NUMERICAL SUMMARY OF THE DATA II.2. GRAPHICAL SUMMARY OF THE DATA III. INFERENTIAL STATISTICAL ANALYSIS OF DATA: GENERALIZED LINEAR MODELS (ANOVA) (THIS SECTION WILL INCLUDE MODEL BUILDING, MODEL CHECKING AND INFERENCE) IV. CONCLUSION 
To locate appropriate data sets for the course the students should search the following Data and Story Library located at http://lib.stat.cmu.edu/DASL/DataArchive.html, and find data sets that includes at least one categorical variable and at least one quantitative variable by April 20, 1998 (Monday).
HOMEWORKS: Eight homeworks will be assigned. No late homeworks will be accepted without a valid excuse. Solutions will be discussed in the class.
COURSE GRADE:
HOMEWORKS: 
20% 
PROJECT: 
10% 
MIDTERM EXAMS: 
40% 
FINAL EXAM: 
30% 
PLEASE FEEL WELCOME TO SEE ME OUTSIDE OF THE CLASS, ANY TIME, IF YOU HAVE QUESTIONS, PROBLEMS, OR COMMENTS PERTAINING THE COURSE WORK.
TOPICS IN STATISTICS
COURSE SYLLABUS

READINGS 

BOX, HUNTER & HUNTER 
I. SCIENCE AND STATISTICS 
PG. 114 


II. COMPARING TWO TREATMENTS 
PG. 21152 
II.1. INDEPENDENT SAMPLES 

II.2. PAIRED SAMPLES 



III. COMPARING MORE THAN TWO TREATMENTS 
PG. 165203 
III.1. RANDOMIZED BLOCK DESIGN 

III.2. TWOWAY FACTORIAL DESIGN 

III.3. LATIN SQUARE DESIGN 

III.4. GRAECOLATIN SQUARE DESIGN 

III.5. INCOMPLETE BLOCK DESIGN 



IV. MEASURING THE EFFECTS OF VARIABLES 
PG. 291268 
IV.1. FACTORIAL DESIGNS 

IV.2. FRACTIONAL FACTORIAL DESIGNS 



V. BUILDING MODELS AND USING THEM 
PG. 510581 
MATH 3690: TOPICS IN STATISTICS DR. ENGIN SUNGUR 
GENERAL INFORMATION AND POLICIES 
ORGANIZATION OF INCLASS ACTIVITIES 
The organization of the inclass activities are summarized in the following flowchart. The main components of the organization structure are:
(i) Summaries and Outline: These two components, hopefully, will provide a smooth transition between the topics and lectures. These will answer three basic questions: Where have we been?, Where are we going?, and What have we learned?
(ii) Student Evaluators: Class participation and discussion are very important on the learning process. Students are encouraged to ask questions in the class. Questions, comments could help the instructor to set up his/her pace. The input from the students should be constant. If you point out the weaknesses of the instructor, and the problems with the course in general as soon as possible your learning process will be enhanced. To formalize and promote active learning, each inclass activity will be evaluated by the two students. These students will be responsible to point out all the problems that might affect the learning of the rest of the class. For example, the topics that are not clearly covered, pace of the lecture, use of the blackboard, problems with taking notes, etc. Student evaluators will be asked to make a summary of the previous class.
EVALUATOR 
DATE 1 
DATE 2 
Barbara Baratto 
3/30,31 
5/4,5,6 
Eugen Barbu 
4/1,2,3 
5/7,8 
Eric Bass 
4/6,7 
5/11,12,13 
Jason Corley 
4/8,9,10 
5/14,15 
Timothy Donelon 
4/13,14 
5/18,19,20 
Gina Garding 
4/15,16,17 
5/21,22 
Michael Goblirsch 
4/20,21 
5/26,27 
Shanene Haywood 
4/22,23,24 
5/28,29 
Shawtan Howell 
4/27,28,29 
6/1,2,3 
Debra Kielhold 
4/30,5/1 
6/4,5 
Cory Loxtercamp 
5/4,5,6 
3/30,31 
Deanne Nordberg 
5/7,8 
4/1,2,3 
Abigail Rossing 
5/11,12,13 
4/6,7 
Jared Schmillen 
5/14,15 
4/8,9,10 
Matthew Soukup 
5/18,19,20 
4/13,14 
Lyndee Warren 
5/21,22 
4/15,16,17 
Brian Wuertz 
5/26,27 
4/20,21 
Bradley Zarn 
5/28,29 
4/22,23,24 

6/1,2,3 
4/27,28,29 

6/4,5 
4/30,5/1 
(iii) Minute paper: Time to time you will be asked to answer the following three questions:
1. What was the most important thing you learned today?
2. What was the most important thing you learned yesterday?
3. What questions are uppermost in your mind as we conclude this class session?
Answers to these questions will help the instructor on setting up her/his pace, pinpoint the topics that the students are having problems on understanding, to correct misunderstanding etc. The questions are related with effectiveness of the lecture, retention of the information delivered, and effectiveness of the teaching in general.
The topics that will be covered are mostly in the text book. If a topic is not in your textbook, then it will be pointed out in the lecture and/or handouts will be provided.
Solutions to the Homeworks and Exams questions will be discussed in the class by the students. Discussion leaders are given below.
DISCUSSION LEADER 
DATE 1 
DATE 2 
Barbara Baratto 
HW. 1 
HW. 6 
Eugen Barbu 
HW. 2 
EXAM 1 
Eric Bass 
HW. 4 
HW. 5 
Jason Corley 
HW. 5 
EXAM 2 
Timothy Donelon 
HW. 3 
EXAM 2 
Gina Garding 
HW. 6 
EXAM 1 
Michael Goblirsch 
HW. 1 
HW. 4 
Shanene Haywood 
HW. 1 
HW. 6 
Shawtan Howell 
HW. 2 
EXAM 1 
Debra Kielhold 
HW. 4 
HW. 5 
Cory Loxtercamp 
HW. 5 
EXAM 2 
Deanne Nordberg 
HW. 3 
EXAM 2 
Abigail Rossing 
HW. 6 
EXAM 1 
Jared Schmillen 
HW. 1 
HW. 4 
Matthew Soukup 
HW. 2 
EXAM 1 
Lyndee Warren 
HW. 4 
HW. 5 
Brian Wuertz 
HW. 5 
EXAM 2 
Bradley Zarn 
HW. 3 
EXAM 2 

HW. 6 
EXAM 1 

HW. 1 
HW. 4 