ࡱ> g bjbjVV .4r<r<ppppp|,*<,(TTTT///$fφp/////φppTT/lpTpT/u{}Tydž!~J0*k~!|}p}///////φφ|///*///////////// 6: AP Statistics Syllabus Ramsay High School Course and AP Test Overview: The AP Statistics Course covers four main areas of study: exploratory analysis, planning and conducting a study, probability, and statistical inference. Exploratory analysis ( 20-30% of exam) Students will make connections between numerical and graphical techniques. They will look for patterns and work on describing the important characteristics Planning and Conducting a study ( 10-15% of exam)- Students will learn to develop a plan for conducting a study and understand that this is fundamental to gathering valid information Probability (20-30% of exam)- Probability describes a pattern that will emerge over a long time. Probability is fundamental to anticipating a distribution Statistical Inference (30-40% of exam)- Models are used to draw conclusions about data. Inference from data can be thought of as the process of selecting a reasonable model, including a statement in probability language, of how confident one can be about the selection - AP College Board The AP Statistics test is composed of 40 multiple choice questions and 6 free response questions. Students have 90 minutes to complete the multiple choice section and 90 minutes to complete the free response section. Reading and Writing: AP Statistics is not your typical course. In this course, students will be analyzing a variety of data. This course focuses strongly on procedural understanding and the ability to express findings. Statistics have a special language. In order for students to gain a deep understanding of the language, students must read and study the textbook and work practice problems. Students will need to develop a study habit that allows time for deliberate reading of the text. Students will be required to write in complete sentences using the appropriate vocabulary. Communication is extremely important. Students will learn to be questioners and investigators of data. They should asks questions, make decisions, and justify their choices. Throughout the year, we will be collecting a variety of data, creating graphical displays of the data, linking vocabulary to the data, and explaining the data within context. The key is that students learn to formulate their thoughts and express them clearly in a written form. We will also have outside reading from newspapers where statistics are displayed. Students will learn to question the statistics; they will look at the presentation, the design of the study, and the interpretation to determine if they have been manipulated to influence the average reader. Students will apply their writing skills in various Homework and Classwork exercises. The syllabus breaks down the Homework and Classwork for each week. They will be given AP free response questions from previous years tests. Students should complete these using their notes and the text. As students become comfortable with the format, they should be able to complete a free response question in 12-minutes. Students will learn about the grading procedure because we will look at the scoring rubrics associated with the questions. Activities: Various activities will be incorporated into the class to engage students in collecting, displaying, and interpreting data; conducting hands-on simulation; and creating valid studies. Many of these activities will include food such as M& Ms, Skittles, Animal Crackers, and Jelly Beans. For this reason, I will need to know of any food allergies. In addition, many of the activities will include the collection of personal data such as, arm length, head circumference, hours workedThis information is not to be invasive but rather to collect data that will engage students in the learning process. Many of the activities are listed in the syllabus, but more will be added as I collaborate with other teachers of AP Statistics Primary Text: Starnes, Yates, & Moore. The Practice of Statistics 4th ed., W.H. Freeman & Co., 2012. In Homework and Classwork section this will be referred to as TPS Reference Materials: Peck, Olsen, & Devore. Statistics and Data Analysis 4th ed., Brooks/Cole Cengage Learning, 2012 In Homework and Classwork section this will be referred to as POD Technology: Students will be using their calculators to perform many statistical tests. The importance of the technology is for students to be able to explain why they have chosen particular tests and what the calculator output means within context. They should never use calculator- speak, such as I then used two-sample T test and got They should always show the basics of the formula and explain within context. Here are some of the skills with the calculator that students will master during the course, Experimental Design: random number generating Univariate Data: graphical displays including histograms and modified boxplot. They also learn how to calculate one-variable statistics Bivariate Data: scatter plots, least-squares regression calculations, residual plots, the use of lists and formulas, transformation of data using logarithms Random Variables: using lists to calculate expected value and standard deviation Probability Distributions: combinations, binomial probability distributions, binomial cumulative distribution, geometric probability distributions, and geometric probability cumulative distribution. Inference: Z-interval, 1-Proportion Z Interval, 2-Proportion Z-interval, T-Test, 2- Sample T-Test, 1-Proportion Z-Test, 2-Proportion Z-Test, Z-Test, entering a matrix, Chi-squared Test, Linear Regression T-Test. Overview of the Year Assignments are subject to change. Projects and additional assignments will be added at appropriate times. Quizzes will be given as needed on any previously covered material. Midpoint tests, 9-weeks tests, and semester exams are cumulative. *** Special Note: Practice Tests have answers in the back of the book. When I assign a practice test in the book, please follow directions. For all multiple choice, choose an answer and write your explanation for choosing that answer. Upon completing the chapter test, take out another color pen and correct the entire test. For each problem missed, go back to the chapter and indicate why the answer is c rather than b**** Week One (8/20/12 8/24/12) Goals: Categorical Data vs. Quantitative Data Chapter 1 Intro Who, What, When, Where, Why, and How Categorical Display and Describe Chapter 1.1 Bar graph, pie charts Marginal and joint frequencies Conditional frequency Comparing Distributions August 20th: Housekeeping: Sign out books Handouts: syllabus, parent/student letter, policies & procedures, major concepts in statistics, calculator rules, grading scale, formula page, AP statistics outline, stats vocabulary, LTF Box and Whiskers Discussion/Grade: Introductions and expectations Organize Binders Discuss three scenarios from summer assignment 1 Discuss typical income from summer assignment Homework: Read Chapter 1 Intro POD AP- 3 13 TPS Pp 7-8 2, 6, 7, 8 Summer Assignment 1 August 21st: Discussion/Grade: LTF Bar Graph lesson from summer LTF Stem and Leaf lesson from summer 5 Homework Problems Homework: Read Chapter 1.1 pp22-26 10, 14, 16, 17 Summer Assignment 2 August 22nd/August 23rd: Discussion/ Grade: Summer Assignment 3 and 4 4 Homework Problems Activity: LTF Samantha Lesson M & M Activity with Pie Chart and Bar Graph Classwork: TPS Check for Understanding page 14 and 17 Homework: TPS pp22-26 18, 20, 23, 24 POD AP-3 1, 2 Read Section 1.2 and 1.3 (Due Monday) Stem and Leaf Plots August 24th: Discussion/Grade: Example page 696 6 Homework Problems Discuss Quantitative Displays Homework and Classwork: TPS pp 22-26 25, 27 32 POD AP- 2 1, 2, 6 Read Section 1.2 and Section 1.3 (Due Monday) Bar Graphs and Histograms Week Two and Three (8/27/12 9/7/12) Quantitative Data Chapter 1.2, 1.3 Display histograms, dot plots, stem and leaf, cumulative frequency by hand and by calculator (cum frequency will be in section 2.1) Describe CUSS General overview CUSS Center- median appropriate when skewed, mean appropriate when roughly symmetric Spread- range, IQR (use with median), standard deviation (use with mean) [calculate all by hand] Shape unimodal, bimodal, multimodal, skewed, roughly symmetric Unusual features calculating outliers, gaps, clusters and defending interpretation Find all quantitative features on calculator Box plot (median, Q EMBED Equation.3 , Q EMBED Equation.3 , max, min) Quartiles August 27th: Discussion/Grade 10 Homework Problems Describing Distributions CUSS Classwork/Homework: LTF Box and Whiskers TPS pp 42-43 38, 40, 42 August 28th: Discussion/Grade LTF Box and Whiskers and 3 problems Describing Distributions CUSS Focus on center and spread Classwork 2007 B #1- AP-P1 Introduction to EPI Grade first AP Free Response Problem Homework Read 2.1 pp 85-89 TPS pp 45 46, 50, 52 August 29th/August 30th: Discussion/ Grade Cumulative Frequency Graphs Classwork: 2006B #1- AP-P2 Grade Free Response Activity: Presidents Ages Homework: Finish Presidents Ages 2005 B # 1 AP-P3 APMC 2002 #27 August 31st: Discussion/Grade: Presidents Age and Free Response Five Number Summary Boxplots CUSS continued Homework: POD AP-3 3 10, 14, 15 POD AP-4 2, 10, 14 APMC 2002 14, 27 Re-read and Study Chapter 1 pp 1-89 (Test Sept 12th/13th ) September 4th: Discussion/ Grade: 15 multiple choice and 1 free response Modified Boxplots Calculating Outliers Check for understanding page 55 Check for understanding page 61 Homework: Sample AP Questions 1, 2, and 3 LTF pp 64-66 Pp 70 80, 82, 90 September 5th/September 6th: Discussion/ Grade: Calculator Day Cup Stacking Competition Activity Homework: Calculator Practice Worksheet 2004 #1 AP-P4 Pp 70 94, 98, 107-110 September 7th: Discussion/ Grade 2004 #1 Classwork: 2006 #1 AP-P5 Grade and Discuss 2006 #1 Homework: Chapter 1 Practice Test Re-read and Study Chapter 1 pp 1-89 (Test Sept 12th/13th ) Week Four (9/10/11- 9/14/11) Major Test Quantitative Data Chapter 2.1 and 2.2 Percentiles Z-scores Changing units (addition and multiplication and change in graph) Normal curve and interpreting z-scores September 10th: Discussion/ Grade: Chapter 1 Practice Test Percentages Z-Scores Changing units Homework: POD AP-4 1, 4-9, 15 Read pp 85-91 Page 106 1,2, 5, 8, 10, 11 Re-read and Study Chapter 1 pp 1-89 (Test Sept 12th/13th ) September 11th: Discussion/ Grade: Go over Homework Changing units (addition and multiplication and change in graph) Begin normal distributions Homework: Study Chapter 1 September 12th/ 13th: CHAPTER ONE TEST (Use 2009 B #1, 2009 #1 a, b and 2010 B #1) Homework: page 107 13, 14, 16, 19, 20 APMC 2002 #7 Read section 2.2 September 14th: Discussion/ Grade: Go over Homework Normal curve and interpreting z-scores Reading a z-table Using a calculator to find area under curve Homework: Re-read section 2.2 Page 131-133 48, 50, 52, 54, 56 APMC 2002 #3, 6 Week Five (9/17/12 9/21/12) Review Test Bivariate Data Chapter 3.1 Compare for association i.e. height and weight i.e. shoe size and height Scatter plot (calculator) DUFFS Direction- up or down Unusual Features Form- linear or curved Strength introduction of r Linearity September 17th: Review multiple choice and free response from test Activity: Collect data from the Wave activity to introduce linear regression Homework: TPS pp 136-137 R2.1, 2.2, 2.5, 2.8 TPS pp 138-139 1- 13 (AP Stats Test) POD AP-4 3, 11, 12, 13 September 18th: Discussion/ Grade: Go over Homework Association Calculator Entry and Interpretation Homework Read section 3.1 pp 158- 163 3, 6,8 , 18, 20, 24 September 19th / 20th: Discussion/ Grade: Go over Homework DUFFS Activity Age Guessing Activity or Bouncing Ball Activity Homework Read section 3.1 TPS pp 158-163 26 27 32 AP 1998 #2, AP-P6 September 21st: Discussion/ Grade: Go over Homework Linearity Homework POD AP-3 11, 12 POD AP- 5 1 AP 2001 #1 AP-P7 Week Six (9/24/12- 9/28/12) Bivariate Data Continued Chapter 3.1 and 3.2 Correlation -1cG h>cGPJ h>cGh[ h[PJh[h[PJ h[h[h[ht h>cG5 ht5 h8Q5h8Qh}5CJ aJ h8Qh8Q5CJ aJ (*+ ^   >(?@$%&E & Fgd 7$8$H$gd>cG & F7$8$H$gd[ & Fgdt$a$gd8Q2ikI` ,@P.Gc »»»»»»𶱩xh`hj35 hm5 hbS5 h8Qh8Qh8Qh8Q5CJ aJ h8Qhi15CJ aJ h8Qh8Q5 h8Q5 h5 hohohoho5\hi1h/ghdh8Qh}h5hh5hoh~hhH*h-EF @.I$a$gd8Qgdo 7$8$H$gdogd8Qgd & Fgd !;!Q!p!!!!!"""#i######-$$^gd^ & Fgd{~ & Fgdj3 & Fgdj3gdj3 p!!!!!!!!!!!!!! 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