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Unformatted text preview: Various Useful Comments
on Lectures, Homework and Exams
Statistics 371, Fall Semester, 2011,
My webpage and the course webpage are, respectively,
I do not have all of the course materials prepared. I will prepare the m as the semester progresses. My
goal is to always have at least two weeks’ material ready if you want to work ahead. If you need to have
some idea of where the course is going, click on last semester’s course webpage and look at the names of
the chapters in its Course Notes.
Below I will describe the key components of the course materials.
1. I will post Course Notes (CN) on the course webpage. The CN will provide a development of the
material covered in Stat 371. In many cases the CN will present much more sophisticated math than
you will need to be successful in the course.
I expect you to read the CN before lecture. (I will announce and post the sections to be read before
2. At lecture I will assume that you have read and attempted to understand the assigned material in the
CN. In lecture I will focus mostly on showing you how to use the material presented in the CN. I
will do this by spending most of the lecture time working out detailed examples of how to use the
material. These examples will be posted on my website as Lecture Examples. You should bring the
Lecture Examples to lecture so that you can follow what I am doing; i.e. I won’t be writing the Lecture
Examples on the board.
I have used this system for several semesters and it has worke d well. Usually, I will need to spend
some lecture time reviewing the major ideas of the day’s chapter—thus, it is ok if your understanding
is not very good when you come to lecture—but for the most part I will spend lecture time working
3. There will be 12 weekly Homework Assignments that will be due on Thursdays. Some Thursdays—
for example, the week of the midterm exam—will not have homework due. The homework problems
will be similar to some of the Lecture Examples; thus, attending lecture should make the homework
easier. Also, you are enrolled in a weekly discussion. In discussion, the TA will show you how to do
the Homework Assignment. From my point-of-view, the ideal is that you try to do the homework and
then get help at discussion. If you don’t need help then you can skip discussion that week.
After each homework is submitted I will email solutions to the homework to the class. I also will be
emailing and posting solutions to the Lecture Examples, in case you miss lecture or my presentation
needs supplementation. 1 4. Exams. We will have one midterm and a ﬁnal. The dates of the exams are:
• Midterm: Date to be announced, during lecture.
• Final: Thursday, December 22, 5:05 PM–7:05 PM for Lecture 2;
Wednesday, December 21, 10:05 AM–12:05 PM for Lecture 3.
The midterm exam will be given in the lecture room. The rooms f or the ﬁnal will be announced and
posted when they are known.
Note that the ﬁnal is not cumulative. The midterm will cover the ‘ﬁrst half’ of the course and the
ﬁnal will cover the ‘second half’ of the course.
The exam questions will be very similar to the Lecture Examples and homework exercises. Also, I
will post practice exams, with solutions, to help you to prepare for the exams.
Here are the rules for taking the exams:
• The exams will be closed book. You will be allowed the following materials only on the desk in
front of you during the exams:
Your writing instruments; your exam paper; the four pages of formulas provided
by me (see below); and your calculator.
You may not use a cell phone or similar device as a calculator. If you violate these rules or if
the proctor sees you using a cell phone or similar device, you will be charged with academic
• I will provide four pages of formulas, deﬁnitions, etc. for y our use during each exam. Unless
something unforeseen happens, I will email these pages to the class a week before the exam;
this will help you know what you don’t need to memorize/learn. You must not bring the emailed
pages to the exam; I will hand out the ﬁnal ‘formula pages’ with the exam.
A note on cheating on the exams. Don’t do it. If I catch anyone cheating, I might choose to pursue it
to the full extent through the university’s system for handling cheating, which could result in an expulsion
At the cost of extra work to me, I use a system that makes successful cheating much more difﬁcult for
the student. I offer its details now because my goals are to dissuade cheating and to reassure honest students.
Entrapping people is not my goal.
My system is described below.
Each exam consists of a number of problems. I create two or thr ee versions of each problem. The versions are, by my design and in my opinion, of equal difﬁculty and cover exactly the same material/concepts.
They simply have somewhat different numbers in them. I mix the different versions of each question in
many ways to create 15 or more distinct exams. The people sitting around you possibly have no problems
in common with you or, at most, a small number of problems in common. Thus, if you copy answers from
a neighbor, chances are you will be writing down numbers that are not on your exam. When I ﬁnd such
answers, I give them no partial credit.
Here is a simple example of what I mean. Exercise 1 asks you to calculate the area of a rectangle (base
times height). Version 1 has a base of 5 and a height of 12. Version 2 has a base of 7 and a height of 18. If
a person with Version 2 writes on his/her paper: 5(12) = 60, then the person will receive 0 points for this
wrong answer. If I ﬁnd several such ‘borrowed’ answers on an e xam I might choose to pursue charges of
academic misconduct against the student.
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This note was uploaded on 12/10/2011 for the course STATS 371 taught by Professor Hanlon during the Fall '11 term at Wisconsin.
- Fall '11