Rubric (New Classroom)
(MTH/216) Analytic Rubric Template
Course ID: MTH/216
Course Title: Quantitative Reasoning II
Signature Assignment Title: Week 5 Final Presentation
Total Number of Points: 100
Signature Assignment Description/Directions to students.
You have worked on one topic and question for the duration of this course that focused on numbers and their meaning and drawing appropriate conclusions.
Instruction: Create a PowerPoint® presentation that includes speaker notes. Length must be 5- to -7 minutes (consider this when writing your speaker notes).
Your presentation must include:
Introduction (approximately 1 minute):
o Introduce your topic and question.
o Why did it interest you? How does it relate to your degree program?
o What should the audience learn from your presentation?
Visuals/Evidence (approximately 4- to -5 minutes):
o Show your tables, scatterplot, graphs, calculations, and any other evidence to support your conclusion(s)
o Discuss why you selected each visuals/evidence.
Conclusion (approximately 1 minute)
o Restate your topic and question and give your answer to the question.
o How confident are you that your conclusion is sound?
o What work would need to be done to increase your confidence?
o Discuss what you learned from this project.
1
PSLO:
CLO#
Dimensions
or
Assignment
Criteria
Does Not Meet
Expectations
Approaches
Expectations
(1.00)
(2.00)
Meets Expectations
Exceeds Expectations
(3.00)
(4.00)
Demonstrate exceptional ability
in the use of visuals to show
their ability to use mathematical
principles to interpret math
forms.
Weight:
CLO# 2.2
Numbers and
Meaning
CLO# 2.2.1
Students will use
mathematical
principles to
interpret various
math forms.
CLO# 2.2
Numbers and
Meaning
CLO# 2.2.2
Students will use
mathematical
principles to
represent
information in
various math forms.
CLO# 2.2
Numbers and
Meaning
CLO# 2.2.3
Students will
perform
mathematical
Computations.
Weight:
25%
Weight:
25%
Weight:
25%
Does not demonstrate
evidence with the use of
visuals that show the
ability to use
mathematical principles
to interpret math forms.
Demonstrate some
evidence with the use of
visuals of ability to use
mathematical principles
to interpret math forms,
however there are major
data errors contained in
the visuals.
Demonstrate sound skill in
the use of visuals to show
their ability to use
mathematical principles to
interpret math forms, even
though there may be minor
data errors contained in
the visuals.
There is little or no
demonstration of the
student’s ability to
gather and use
mathematical principles
to represent information
in various math forms
such as in support of a
topic.
Demonstrates limited
ability to gather and use
mathematical principles to
represent information in
various math forms such
as in support of a topic.
Work may not have been
collected from appropriate
sources, referenced
incorrectly, or utilized
inappropriate types of
data.
Demonstrates sound
ability to gather and use
mathematical principles to
represent information in
various math forms such
as in support of a topic.
Work is collected from
appropriate sources,
referenced correctly, and
types of data are
appropriate.
There is little or no
demonstration of ability
to perform mathematical
computations, in
particular the
summarization of data.
There is limited
demonstration of ability to
perform mathematical
computations however
the summarization of data
includes major errors.
There is a sound
demonstration of ability to
perform mathematical
computations and the
summarization of data
might include only minor
errors.
Demonstrates exceptional
ability to gather and use
mathematical principles to
represent information in
various math forms
insightfully. Work is collected
from appropriate sources,
referenced correctly, and
types of data are appropriate.
There is an exemplary
demonstration of ability to
perform mathematical
computations and the
summarization of data is
accurate and clear.
2
CLO# 2.1
Composition
and Rhetoric
CLO#2.1.2
Students will
demonstrate
fundamentals of
rhetoric in the
development of
formal workplace
communication,
including written
reports, and faceto-face and online
presentations.
Weight:
25%
There is little or no
demonstration of
rhetorical skills in the
development or
presentation of the
chosen question.
Communication was not
clearly stated, focused,
and/or the question
chosen was trivial.
There is limited
demonstration of
rhetorical skills in the
development or
presentation of the
chosen question.
Communication had
deficits in either its clarity,
focus, and/or the import
of the question chosen.
The presenter was not
sensitive to the
suggested time limit.
There is a sound
demonstration of rhetorical
skills in the development
or presentation of the
chosen question.
Communication was clear,
focused, the chosen
question was truly
important and the
presentation kept within
the suggested time limit.
There is an exemplary
demonstration of rhetorical skills
as evidenced in the
development or presentation of
the chosen question.
Communication was extremely
clear, well focused, the chosen
question was truly important
and was perfectly timed.
3
Running Head: SIGNATURE ASSIGNMENT
Signature Assignment Stage 1
Ana Henriquez
MTH/216
September 19th.2016
Professor Manoj Gupta
1
SIGNATURE ASSIGNMENT
2
The topic I have chosen for my signature assignment is alcoholism. The topic of alcoholism
is interesting because of the impact it has on an individual, family and the society. Alcoholism
negatively affects the life of a person and his or her relationships with other people. In recent
years, many lives have been destroyed and families broken due to alcoholic tendencies. There are
several factors that contribute to a person’s drinking habits. According to Hiremath, Mohite,
Naregal, & Chendake (2016), some of these social factors include the level of education, marital
status and family background (p. 785).
These factors may influence drinking habits both positively and negatively. For instance, a
well educated person is less likely to engage in drinking behavior because he is knowledgeable
concerning the consequences of alcoholism. However, well educated people with well paying
jobs may engage in alcoholic behavior because they have enough money to spend on alcohol. A
person raised in family of alcoholic people is more likely to engage in alcoholic tendencies than
a person raised in a family with no alcoholic background (Hiremath, Mohite, Naregal, &
Chendake, 2016). In some cases however, people raised in non-alcoholic families may desire to
experiment with alcohol. As a result, they may develop alcoholic tendencies. The marital status
of a person influences the alcoholic habits of a person. For instance, a happily married person is
less likely to spend many hours drinking with friends than a single person. However, the some
spouses cause their partners to become stressed and resort to alcoholic tendencies as a result. For
this assignment, I plan to collect data and carry out an analysis on these factors. I hope discover
the extent to which these factors influence a person’s drinking behavior.
SIGNATURE ASSIGNMENT
3
References
Hiremath, P., Mohite, V. R., Naregal, P., & Chendake, M. (2016). Factors affecting alcohol
relapse among alcoholic clients at Tertiary care Hospital, Karad. Indian Journal of Applied
Research, 5(6). Retrieved from http://worldwidejournals.in/ojs/index.php/ijar/article/view/8672
Running Head: SIGNATURE ASSIGNMENT
Signature Assignment Stage 2: Calculations and Visuals
Ana Henriquez
MTH/216
September 26th.2016
Professor Manoj Gupta
1
SIGNATURE ASSIGNMENT
2
Factors Affecting Alcoholism
Introduction
Alcoholism has varying impacts on different individuals, family and the society. It negatively
affects the life of a person and his or her relationships with others. In recent years, it has
destroyed many lives and families. However, it is worth to note that several factors contribute to
a person’s drinking habits. According to Hiremath, Mohite and Naregal, some of these social
factors include the level of education, marital status and family background (p. 785). In this
regard, this study seeks to determine the type of relationship between these factors and the
amount of alcohol consumed.
Questions 1: Between the married people and the unmarried people, who have higher
levels of alcohol consumption?
Scatter plot of drinking level Vs Marital Satus
60
drinking level
50
high
40
medium
30
20
y = -21x + 44
R² = 1
10
low
y = x + 21
R² = 1
Linear (high)
y = -52x + 108
R² = 1
Linear (medium )
Linear (low)
0
0
0.5
1
1.5
Marital status
2
2.5
SIGNATURE ASSIGNMENT
3
SIGNATURE ASSIGNMENT
4
From the scatter plot above, there is a negative correlation between high levels of drinking and
marital status. The R2 value for this relationship is 1, indicating the correlation is strong. There
exists a positive correlation between medium levels of alcohol consumption and marital status.
Finally, there is a negative correlation between low alcohol consumption and marital status.
These results clearly show that as people get married, they tend to reduce alcohol consumption.
On the other hand, many single individuals tend to consume high levels of alcohol. Thus, the
two pie charts clearly indicate that the number of unmarried people is high; hence, there is high
level of alcohol consumption. The bar chart clearly indicates that a total of 56 single people
consume high levels of alcohol and only 4 married people consume alcohol. Therefore,
unmarried individuals consume alcohol in large amounts
Question 2: Do people raised from families with alcohol history consume higher levels of
alcohol?
SIGNATURE ASSIGNMENT
5
Alcohol Level Vs Family History
60
y = 46x - 39
R² = 1
y = 29x - 21
R² = 1
Alcohol Level
50
40
30
High
Medium
Low
20
Linear (High)
y = x + 11
R² = 1
10
Linear (Medium)
0
0
0.5
1
1.5
Family History
2
2.5
Linear (Low)
SIGNATURE ASSIGNMENT
6
No
High
Medium
Low
26%
44%
30%
Yes
High
Medium
Low
13%
51%
36%
From the scatter plot above, there is a positive correlation between all alcohol levels and family
history. Thus, it means that as the family history changes from alcoholic to non-alcoholic, the
level of consumption increases. The bar chart clearly shows that majority of individuals who
SIGNATURE ASSIGNMENT
7
drink low, medium and high levels of alcohol come from families with alcoholic histories. From
the pie chart, majority of individuals from families with non-alcoholic histories (No) consume low
levels of alcohol. The number of people who consume high levels in these families is the lowest.
From the pie chart for the families with alcoholic history (Yes), majority of these people consume
high levels of alcohol. The least number of people consume low levels of alcohol. Therefore,
people from families with alcohol history consume higher levels of alcohol.
Question 3: Is there a relationship between education levels and levels of drinking?
Number of Cosumers
Consumers with Degrees Vs Alcohol Levels
50
y = 4x + 26.333
R² = 0.1579
40
30
20
Degrees
10
Linear (Degrees)
0
0
0.5
1
1.5
2
2.5
3
3.5
Alcohol Levels
The scatter plot clearly shows a weak, but positive correlation between Alcohol levels and
consumers with degree. The value of R2 shows a weak correlation. Therefore, there exists a
weak relationship between the two variables.
Question 4: Among the least and highly educated people, who consumes higher levels of
alcohol?
SIGNATURE ASSIGNMENT
8
With No Degrees
High levels of alcohol
100%
SIGNATURE ASSIGNMENT
9
With Degrees
High
Medium
Low
0%
24%
32%
44%
From the bar chart and pie charts, all people without degrees consume high levels of alcohol.
The first pie chart shows that 100% of the least educated individuals consume high levels of
alcohol. However, only 32% of the highly educated consume high levels of alcohol. Majority of
the highly educated people consume medium levels of alcohol.
Descriptive Statistics
Statistics
Valid
Drinking
college
marital
family
level
degree
status
history
130
130
130
130
0
0
0
N
Missing 0
Mean
2.27
.79
.22
.79
Median
2.00
1.00
.00
1.00
Mode
3
1
0
1
SIGNATURE ASSIGNMENT
Sum
295
103
Frequenc
Percent
10
29
103
Drinking level
y
low
Valid
Cumulative
Percent
Percent
25
19.2
19.2
19.2
medium 45
34.6
34.6
53.8
High
60
46.2
46.2
100.0
Total
130
100.0
100.0
Valid
college degree
Frequenc
Percent
y
No
Valid Yes
Total
Valid
Cumulative
Percent
Percent
27
20.8
20.8
20.8
103
79.2
79.2
100.0
130
100.0
100.0
marital status
Frequenc
Percent
Valid
Cumulative
Percent
Percent
77.7
77.7
77.7
22.3
22.3
100.0
y
Single
101
Valid
married 29
SIGNATURE ASSIGNMENT
Total
130
100.0
11
100.0
family history
Frequenc
Percent
y
No
Valid Yes
Total
Valid
Cumulative
Percent
Percent
27
20.8
20.8
20.8
103
79.2
79.2
100.0
130
100.0
100.0
The tables above show the mean, mode and median of the data analyzed. Since the data used
is nominal, median is the best measure of central for this case.
In conclusion, various factors affect alcohol consumption. For example, married people
consume lesser amounts of alcohol compared to unmarried. People raised in alcoholic families
tend to consume more alcohol compared to those in families with no alcohol history. Finally,
less educated people consume dangerous levels of alcohol compared to the highly educated.
SIGNATURE ASSIGNMENT
12
References
Hiremath, P., Mohite, V. R., Naregal, P., & Chendake, M. (2016). Factors affecting alcohol
relapse among alcoholic clients at Tertiary care Hospital, Karad. Indian Journal of Applied
Research, 5(6). Retrieved from http://worldwidejournals.in/ojs/index.php/ijar/article/view/8672
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