COURSEPACK

SCHE
ME
The scheme is an overview of work-integrated learning opportunities and gets
students out into the real world. This will give what a course entails.
Course Title Probability and Statistics Course Type Theory
Course Code C1UC322T Class
Activity Credits Credit Hours Total Number of Assessment in
3 3 Classes per Semester Weightage
Lecture
Instruction Tutorial 0 0

Practical
Tutorial
Theory
delivery

study
Self-

SEE
Practical 0 0

CIE
Self-study 0 0

Total 3 3
45 0 0 0 50% 50%
Course Lead Dr B P Singh Course Dr B P Singh
Coordinator
Names Theory Practical
Course
Instructors

COURSE OVERVIEW:

● The aim of this course is to enhance student’s skills to analyze ad apply various concepts
of statistics.
● This course contains measures of central tendency and dispersion, curve fitting,
correlation regression, probability, various distributions and test of hypothesis
● In measures of central tendency and dispersion, concept and visualization of mean,
median and deviation of various data involved.
● Correlation and Regression provides concepts of numerical relation between two or
more data.
● Random variables and distributions gives concepts of various discrete and continuous
probability distributions.
● Sampling and test of Hypothesis provides knowledge of small and large samples and
testing of hypothesis.

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PREREQUISITE COURSE
PREREQUISITE COURSE Yes
REQUIRED
If, yes please fill in the Details Prerequisite Prerequisite course name
course code
NA Algebra

COURSE OBJECTIVE:
The objective of the course is to make students to understand, analyze and apply the various
concepts of probability and statistics to meet requirement of industry and society.

COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO No. Course Outcomes

CO1 Explore the basic concept of statistical techniques & probability theory.
CO2 Apply various methods to measure central tendencies, curve fitting and correlation
regression concepts
CO3 Examine the concept of various probability distributions and its hypothetical testing.
CO4 Analyze the concept of sampling theory and its applications.

BLOOM’S LEVEL OF THE COURSE OUTCOMES

Bloom's taxonomy is a set of hierarchical models used for the classification of educational learning
objectives into levels of complexity and specificity. The learning domains are cognitive, affective,
and psychomotor.

THEORY

Rememb Understa Apply Analyse Evaluat Create

CO No. er nd BTL2 BTL3 BTL4 e BTL2 BTL6
BTL1
1 √
2 √
3 √
4 √

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 PROGRAM OUTCOMES (POs): AS DEFINED BY CONCERNED THE APEX BODIES

PO1 Engineering knowledge: Apply the knowledge of mathematics, science,

engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.
PO2 Problem analysis: Identify, formulate, review research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
PO3 Design/development of solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specified
needs with appropriate consideration for the public health and safety, and the
cultural, societal, and environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge
and research methods including design of experiments, analysis and interpretation
of data, and synthesis of the information to provide valid conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources,
and modern engineering and IT tools including prediction and modeling to
complex engineering activities with an understanding of the limitations.
PO6 The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues, and the
consequent responsibilities relevant to the professional engineering practice.
PO7 Environment and sustainability: Understand the impact of the professional
engineering solutions in societal and environmental contexts, demonstrate the
knowledge of, and need for sustainable development.
PO8 Ethics: Apply ethical principles and commit to professional ethics,
responsibilities, and norms of the engineering practice.
PO9 Individual and Teamwork: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities
with the engineering community and with society, such as, being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding
of the engineering and management principles and apply these to one’s own
work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
PO12 Life-long learning: Recognize the need for, and have the preparation and ability
to engage in independent and life-long learning in the broadest context of
technological change.

PSO1: Ability to work with emerging technologies in computing requisite to Industry.

PSO2: Demonstrate Engineering Practice learned through industry internship to solve live
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 problems in various domains.

COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course
Outcomes and Program Outcomes and their expected strength of mapping in
three levels (low, medium, and high).

PSO1

PSO2
PO10

PO11

PO12
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9
COs#/
POs

CO204T1 3 3 1 2 1 2 2

CO204T2 3 3 1 2 1 2 2

CO204T3 3 3 1 2 1 2 2

CO204T4 3 3 1 2 1 2 2

Note: 1-Low, 2-Medium, 3-High

COURSE ASSESSMENT
The course assessment patterns are the assessment tools used both in formative and
summative examinations.

Sno Assessment CI
E
Tools QUIZ MTE QUIZ2 Total
1 CIE
AAT mark SEE
/AAT s
1 Theory X X X
25 50 25 100 10
0

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 COURSE CONTENT

Content

Measures of Central Tendency, Measures of dispersion, Curve Fitting , Method of least squares, Fitting of
straight lines, Fitting of second degree parabola, Exponential curves, Correlation and Rank correlation,
Regression Analysis: Regression lines of y on x and x on y, regression coefficients, properties of
regressions coefficients and non-linear regression.

Probability and Distribution: Introduction, Addition and multiplication law of probability, Conditional
probability, Baye’s theorem, Random variables (Discrete and Continuous Random variable) Probability
mass function and Probability density function, Expectation and variance, Discrete and Continuous
Probability distribution: Binomial, Poisson and Normal distributions.

Sampling, Testing of Hypothesis and Statistical: Introduction, Sampling Theory (Small and Large) ,
Hypothesis, Null hypothesis, Alternative hypothesis, Testing a Hypothesis, Level of significance,
Confidence limits, Test of significance of difference of means, T-test, F-test and Chi-square test, One way
Analysis of Variance (ANOVA). Quality Control.

LESSON PLAN FOR THEORY COURSES (THEORY AND TUTORIAL CLASSES)

L-No Topic for Delivery Theory/ Skill Competency

Practical
1. Introduction Theory Measurement of Students will be
central competent in
2. Mean for grouped and ungrouped data Theory
tendency and Critical thinking
3. Median for grouped and ungrouped Theory
dispersion of ,data analysis
data
data and decision
4. Mode for grouped and ungrouped data Theory making
5. Range, Mean deviation, Standard Theory
deviation , Variance
6. Curve fitting with Least square Theory Fitting various
method curves by least
7. Fitting of Straight line Theory square method
8. Fitting of parabola Theory
9. Fitting of exponential curve Theory
10. Correlation, Karl Pearson coefficient Theory Correlation and
of correlation regression of
11. Rank Correlation (Repeated and Non Theory data
repeated)
12. Regression, Lines of regression Theory
13. Regression continued Theory
14. Non-linear regression Theory
15. Concepts of probability Theory Concept of
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 16. Addition and multiplication Rule Theory probability
17. Conditional probability Theory
18. Bayes theorem Theory
19. Random variables, Discrete Random Theory Concepts of
variables random
20. Continuous Random variables. Theory variables , mass
21. Revision before MTE Theory and density
22. Probability mass function Theory functions
23. Probability density function Theory
24. Expectation of random variable Theory
25. Variance of random variable Theory
26. Joint probability distribution Theory
27. Joint probability distribution Theory
continued
28. Binomial distributions Theory Various discrete
29. Poisson distributions Theory and continuous
30. Normal distributions Theory probability
Normal distributions continued Theory distributions
31.
32. Normal distributions continued Theory
33. Sampling concepts Theory Concepts of
34. Central limit theorem. Theory sampling ,testin
35. Hypothesis testing , basic concepts Theory g of Hypothesis
z-test for single mean Theory and various
36.
tests of samples
37. z-test for difference of means Theory
38. T-test for single mean and difference of Theory
means
39. T-test for large sample. Theory
40. Test for single variance Theory
41. F-test for ratio of variance Theory
42. Chi-square test for goodness of fit Theory
43. Chi-square test for independence of Theory
attributes
44. One way ANOVA Theory
45. Quality Control Theory

IBLIOGRAPHY

Text Books:
1. R. E. Walpole, R. H. Mayers, S. L. Mayers and K. Ye (2007), Probability and
Statistics for Engineers and Scientists, 9th Edition, Pearson Education,
ISBN:978-0-321-62911-1.
2. Sheldon M. Ross (2011), Introduction to Probability and Statistics for
Engineers and Scientists, 4th Edition, Academic Foundation, ISBN:978-8-
190-93568-5.
Reference Books:
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 1. Douglas C. Montgomery (2012), Applied Statistics and Probability for
Engineers, 5th Edition, Wiley India, ISBN: 978-8-126-53719-8.
2. M. R. Spiegel, J. Schiller and R. A. Srinivasan(2010), Probability & Statistics,
3rd Edition, Tata- McGraw Hill, ISBN:978-0-070-15154-3.
3. https://nptel.ac.in/courses/111/105/111105041/
https://nptel.ac.in/courses/111/106/111106112/

PROBLEM-BASED LEARNING
Exercises in Problem-based Learning (Assignments)
SN0 Problems KL
1 Write Addition Law of Probability KL1
2 Define Null and alternate hypothesis KL1
3 Define discrete and continuous random variables and give one example of KL2
each
4 How many sample points are there in the sample space when a pair of dice is KL2
thrown once?
5 On average, a text book author makes two-word processing errors per page onKL3
the first draft of her text
she will make 4 or more errors.

6 A manufacturer of a certain brand of rice cereal claims that the average KL3
saturated fat content does not exceed 1.5 grams per serving. State the null and
alternative hypotheses to be used in testing this claim and determine where the
critical region is located.
7 KL4

Test the hypothesis that σ2 = 0.03 against the alternative that for the
random sample of 10 containers if the contents of a random sample are 10.2,
9.7, 10.1, 10.3, 10.1, 9.8, 9.9, 10.4, 10.3, and 9.8 liters. Use a 0.01 level of
significance and assume that the distribution of contents is normal

8 An article manufactured by a company consist of two parts A and B where 6 out of KL4
100 parts A is defective whereas 2 out of 100 part B is defective. Find the probability
that assembled part will be defective.
9 Find coefficient of correlation when lines of regression are KL5

2x-9y+6=0 and x-2y+1=0

10 A dry cleaning establishment claims that a new spot remover will remove more KL5
than 70% of the spots to which it is applied. To check this claim, the spot
remover will be used on 12 spots chosen at random. If fewer than 11 of the
spots are removed, we shall not reject the null hypothesis that p = 0.7;
otherwise, we conclude that p > 0.7. (a) Evaluate α, assuming that p = 0.7. (b)
Evaluate β for the alternative p = 0.9.
11. Fit a second degree parabola to the following data (y=1.2+1.1x+1.5x2) KL6
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 x 1 2 3 4 5

y 1090 1220 1390 1625 1915

12 An examination was given to two classes consisting of 40 and 50 students, KL6

respectively. In the first class the mean grade was 74 with a standard deviation
of 8, while in the second class the mean grade was 78 with a standard deviation
of 7. Is there a significant difference between the performance of the two classes
at a level of significance of (a) 0.05, (b) 0.01? (c) What is the P value of the test?

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