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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