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<!DOCTYPE html>
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<title>Stat 134, Spring '23 | Syllabus</title>
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<li><h4><a href=index.html>Stat 134</a></h4></li>
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<li><h4><a href=index.html>134</a></h4></li>
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<header class="container">
<h1 class = "header-xs">Concepts of Probability</h1>
<h5 class = "header-xs" id=subheading>Stat 134 with Adam Lucas, Spring '23.</h5>
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<header class="container">
<h3 class = "header-xs">Syllabus</h3>
</header>
<section class="container">
<div id=syllabus_short>
<div class=row id=syllabus_line>
<b class="col-sm-2">Instructor: </b>
<p class="col-sm-10">Adam Lucas</p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Lectures: </b>
<ul class="col-sm-10">
<li><p>MWF 1:00pm - 2:00pm, 2050 Dwinelle 155</p></li>
</ul>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Email: </b>
<p class="col-sm-10">alucas AT berkeley DOT edu</p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">OH: </b>
<p class="col-sm-10"> M 11-12pm, W 11-1pm in the Student Learning Center Atrium </p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Textbook: </b>
<p class="col-sm-10"><i>Probability</i>, Jim Pitman. Students can view and download the text online at <a href=http://www.springer.com/us/book/9780387979748 target="_blank">FallerLink</a> (campus network access required). An affordable paperback copy may also be purchased through this link.</p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">GSI: </b>
<p class="col-sm-10">Emails, zoom link and office hours of the GSIs available on the <a href=staff.html target="_blank">Staff</a> page.</p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Prerequisites: </b>
<p class="col-sm-10">Mastery of the material in Appendices 1-4 of the text, fluency with calculus (derivatives and integrals) in two variables, and – these are crucial – clear logical reasoning and strong problem-solving skills. Test yourself on some <a href=http://www.stat.berkeley.edu/~ani/s134s17/prereq.pdf target="_blank">practice problems.</a></p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Class Website: </b>
<p class="col-sm-10">The primary class website is <a href=index.html target="_blank">stat134.org</a>. This will contain staff info and HW; lecture notes and videos will be on bcourses. </p>
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<div class=row id=syllabus_line>
<b class="col-sm-2">Ed: </b>
<p class="col-sm-10">There will be a student run Ed site for this class. The top ten student answerers (i.e. students who respond to other student’s questions) will get up to 1% extra credit added to theri final grade total in b-courses. Join <a href="https://edstem.org/us/courses/26101/discussion/">here</a>. </p>
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<div class=row id=syllabus_line>
<b class="col-sm-2">Daily Homework: </b>
<ul class="col-sm-10">
<li><p>Daily assignments (multiple choice) are posted on bCourses/Quizzes after each lecture and are due before the start of the next class.</p>
</li>
<li><p>You are allowed multiple attempts and given the average score of the attempts.</p></li>
<li><p>Your lowest three daliy homework will be dropped.</p></li>
</ul>
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<div class=row id=syllabus_line>
<b class="col-sm-2">Weekly Homework: </b>
<ul class="col-sm-10">
<li><p>Assignments are posted on the Homework tab <a href=homework.html target="_blank">here</a>. They are usually due on Wednesday (noted below) on <b>Gradescope</b>.</p>
</li>
<li><p>Papers will be graded on a 0/1 scale. Each assignment will consist of 8 problems. A good attempt at 6 or more problems will receive the score of 1; anything else will get 0. Course staff will define what constitutes a "good attempt." We will be looking for reasoning and detailed work shown – it is assumed that you will show work or provide reasoning whether or not the question asks for it.</p></li>
<li><p>Your <b>two lowest</b> homework scores will be dropped from the computation of the homework component of your final grade. If you add the class after the first HW is due, you must use one of your drops.</p></li>
<li><p><b>No late homeworks will be accepted and cheating will not be tolerated.</b> While you are encouraged to work with other people, you must write up your own solutions.</p></li>
</ul>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Extra Credit: </b>
<p class="col-sm-10">Be a top 10 Ed answerer. This is also worth one percent EC.</p>
</div>
<div class=row id=syllabus_line>
<b class="col-sm-2">Quizzes: </b>
<ul class="col-sm-10"><li><p>There will also be three quizzes during the term, in section, on dates listed in the calendar below. There will be a convenient time for international students. You must take your quiz in the section in which you are enrolled. Students with DSP accommodationsmust contact Prof. Lucas to make arrangements as necessary.</p></li>
<li><p>Q1: Thursday, February 2
<br>Q2: Thursday, February 16
<br>Q3: Thursday, March 23
<li><p>You may drop your <b>lowest</b> quiz score from the computation of the quiz component of your final grade.</li></p>
<li><p> We will attempt to keep the difficulty of the quizzes uniform but it is out of our control if students do better on one quiz than another and no normalization of quiz scores will be made.</li></p></ul>
</div>
<div class=row id=syllabus_line_note>
<b class="col-sm-2">Exams: </b>
<ul class="col-sm-10">
<li><p>Midterm 1: Wednesday March 1, class time.</p></li>
<li><p>Midterm 2: Friday April 21, take home midterm (details TBA).</p></li>
<li><p>Final: Tuesday May 9 8-11am</p></li>
</ul>
</div>
<div class=row id=syllabus_line_note>
<b class="col-sm-2">Grading: </b>
The final will clobber the first midterm (only if you take it) but not the second midterm.
<ul class="col-sm-10">
<li><p id = syllabus-item><b>Maximum</b> Of:</p></li>
<li id=bullet><p id=syllabus-item>10% Weekly Homework, 5% Daily Homework, 10% Quizzes, 20% Midterm 1, 10% take home Midterm 2, 45% Final</p></li>
<li id=bullet><p>10% Weekly Homework, 5% Daily Homework, 10% Quizzes, 10% take home Midterm 2, 65% Final</p></li>
<p> Your two lowest homework scores and your lowest quiz score will be dropped.</p>
<p> If you don't take the final exam, you will not pass the class.</p>
<p>This class is graded on a curve so approximately 30% A, 30% B, 30% C in the class.</p>
</ul>
</div>
</div>
</section>
<hr>
<section class="container">
<h3 id=level-1>Academic Honesty</h3>
<p id=level-2>Being an online class academic honesty is of particular concern. I will do everything I can to remove incentives for you to feel like you need to cheat. Please know that I take the Berkeley honor code very seriously and have years of experience catching cheaters. If we suspect someone of cheating, we reserve the right to give the student an oral quiz or exam and test if the student understands what they wrote.</p>
<p id=level-2>Please familiarize yourself with UCBs Academic Honesty Policy (see the Center for Student Conduct website: <a href=http://sa.berkeley.edu/conduct target="_blank">http://sa.berkeley.edu/conduct</a>). ). I encourage you to discuss homework problems with other students and to work together, but copying is never appropriate. (You should never write down anything you don't understand!) I strongly encourage you to familiarize yourself with the definition of plagiarism, and to avoid engaging in
it. <b>Violations of the UCB’s Academic Honesty Policy, including instances of plagiarism, will be reported to the University</b> and an appropriate penalty will be implemented. (This may range from a failing grade on an assignment to an “F” for the course, in addition to writing letters of reflection and apology to UCB’s administration.)</p>
</section>
<hr>
<section class="container">
<h3>Resources</h3>
<br>
<h4 id=level-1>Quick Links</h4>
<p id=level-2><b>Homework:</b> <a href=homework.html>stat134.org/homework.html</a> You will also find helpful strategies for attacking the problems -- I highly recommend you read through it at least once.</p>
<p id=level-2><b>Reading Guide:</b> <a href=readings.html>stat134.org/readings.html</a>
<!--<h4 id=level-1>Support</h4>
<p id=level-2>The Student Learning Center (SLC) offers extensive support for Stat 134. Click <a href=http://slc.berkeley.edu/statistics-134 target="_blank">here</a> to learn more.</p>-->
<p id=level-2><b>Students with Disabilities:</b> Students needing accommodations should send me email and/or speak with me during office hours and see <a href=http://dsp.berkeley.edu target="_blank">http://dsp.berkeley.edu</a> to learn about Berkeley’s policy.</p>
<!-- <h4 id=level-1>A Note on Using Solution Manuals</h4>
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<p id=level-2>TL;DR Don't. <a href="javascript:void(0);" id="toggle_tldr">Why?</a></p>
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<p id=level-2>There is a big distinction between understanding a solution and being able to produce it yourself. When you read a solution presented in a solution manual, you will undoubtably understand it; however, this does not mean that you will be able to produce a similar solution yourself at another time. If you don't believe me, just <a href=https://www.quora.com/What-did-Richard-Feynman-mean-when-he-said-What-I-cannot-create-I-do-not-understand target="_blank">ask Richard Feynman</a>. Solution manuals often give the illusion of proficiency; more often than not, this illusion is cruelly shattered by exams.</p>
<p id=level-2>This trap is very easy to fall into and is indeed one that many a good student (myself included) have fallen prey to. In a course like Stat 134 where the problems you face are especially tricky, a large part of the learning process is struggling through problems and confronting the bleak sense of helplessness you might feel when faced with a problem unlike anything you've seen before. It is hard to find many things more rewarding in life than that "Eureka" moment, that arises after hours of hard, fruitless labour, when what seemed so opaque merely seconds prior becomes so suddenly and entirely clear. Don't deprive yourself of the beauty of such moments.</p>
<p id=level-2>Do yourself a favour and don't use solution manuals, even if to just "check your work". If you need help with the homework assignments, please reach out to the GSIs or make use of any one of the SLC's many services.</p>
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