Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Kenneth Beath
Contact via ken.beath@mq.edu.au
E4A 507
Friday 2-4
Other Staff
Kehui Luo
Contact via kehui.luo@mq.edu.au
E4A532
Thursday 10-12pm
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Admission to GCertSc
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
STAE270
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Unit description |
Unit description
This unit aims to extend and broaden statistical experience from 100-level statistics units. It focuses on relationships between categorical or continuous explanatory variables and a continuous response variable using the techniques of one-way and two-way analysis of variance and simple and multiple linear regression. Data management, graphical presentation of results, and power analysis are also investigated. The unit has a strong practical component built around a substantial collaborative project planned and carried out during the semester, and graduate capabilities such as communication, teamwork, problem solving and ethics are addressed in this context.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Assignment 1 | 13% | 11 April |
Assignment 2 | 13% | 6 June |
Class Test | 14% | Week 7 |
Final exam | 60% | to be decided |
Due: 11 April
Weighting: 13%
Due: 6 June
Weighting: 13%
Due: Week 7
Weighting: 14%
Class test covers first 5 weeks material.
Due: to be decided
Weighting: 60%
There is no prescribed textbook.
You will be expected to use MINITAB to perform data analyses. We will have some supervised lab sessions during tutorials, and you can use the software in the E4B labs when they are not booked for classes. You can find more information on Minitab at their web site: http://www.minitab.com. A free copy is available to Macquarie students. From the student portal http://students.mq.edu.au/home/ go to Software Downloads (top right) and follow the instructions for Minitab.
These are available in Reserve.
Moore, D.S., McCabe, G. P. and Craig, B.A. (2012) Introduction to the Practice of Statistics, Seventh Edition (W.H. Freeman) HIGHLY RECOMMENDED
De Veaux, R.D., Velleman, P.F. and Bock, D.E. (2004) Stats Data and Models (Pearson) HIGHLY RECOMMENDED
Ramsay, F.L. and Schafer, D.W. (2002) The Statistical Sleuth (Wadsworth) HIGHLY RECOMMENDED
Anderson, J. and Poole, M. (2002) Thesis and Assignment Writing (Wiley)
Chatterjee, S. Hadi, A. and Price, B. (2006) Regression Analysis By Example (Wiley)
Devore, J. and Peck, R (2005) Statistics The Exploration and Analysis of Data (Brooks/Cole)
Ryan, B.F. , Joiner, B.L. and Cryer, J.D. (2005) Minitab Handbook (Duxbury)
Utts, J.M. and Heckard, R. F. (2004) Mind on Statistics, (Duxbury Press)
Utts, J.M. and Heckard, R. F. (2006) Statistical Ideas and Methods, (Duxbury Press)
SurfStat at http://surfstat.anu.edu.au/surfstat-home/surfstat.html is a complete introductory statistics course, with a useful section on Statistical Inference with a sub-section on correlation and regression (but no ANOVA).
HyperStat Online at http://davidmlane.com/hyperstat/index.html is at an intermediate level, chapter 12 and first part of 13, and chapter 15 cover the material (with background in chapter 1). Chapter 5 contains the best online table of the normal distribution (see http://davidlane.com/hyperstat/normal_distribution.html - try it!)
StatSoft Electronic Textbook at http://www.statsoft.com/textbook/stathome.html is more advanced, and material is covered in sections called ANOVA/MANOVA and Linear Regression (with Elementary Concepts and Basic Statistics for background).
Removed marks allocated to homework.
Week (begins) |
Lectures | Work due |
1 (3 March) |
Review One sample tests + One sided tests |
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2 (10 March) |
Review two sample tests + assumptions; Report writing |
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3 (17 March) |
One way ANOVA | |
4 (24 March) |
One way ANOVA Multiple comparisons | |
5 (31 March) |
Transformations, and Non-parametrics; Power and Sample Size |
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6 (7 April) |
Data collection and management | Assn 1 |
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Midsemester Break | |
7 (28 April) | Simple linear regression and transformations | Class Test |
8 (5 May) |
Multiple regression | |
9 (12 May) |
Multiple regression continued; Ethics |
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10 (19 May) |
Two-way ANOVA | |
11 (26 May) |
Two-way ANOVA continued and Multiple comparsions | |
12 (2 June) |
ANOVA - Regression connection |
Assn 2 |
13 (9 June) |
Revision |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Late submission of assignments will be only accepted by prior arrangement or in accordance with the special consideration policy. All other late submissions will incur a penalty of 10% per day or part day.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by: