Week One (8/10/11 – 8/19/11) Goals:



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 worked…This 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

o Who, What, When, Where, Why, and How

• Categorical – Display and Describe Chapter 1.1

o Bar graph, pie charts

o Marginal and joint frequencies

o Conditional frequency

o 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

o Display – histograms, dot plots, stem and leaf, cumulative frequency by hand and by calculator (cum frequency will be in section 2.1)

o 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

o Find all quantitative features on calculator

o Box plot (median, Q[pic], Q[pic], max, min)

o 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: President’s Ages

Homework: Finish President’s Ages

2005 B # 1 AP-P3

APMC 2002 #27

August 31st: Discussion/Grade: President’s 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

o Percentiles

o Z-scores

o Changing units (addition and multiplication and change in graph)

o 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

o Compare for association

▪ i.e. height and weight

▪ i.e. shoe size and height

o Scatter plot (calculator)

o DUFFS

▪ Direction- up or down

▪ Unusual Features

▪ Form- linear or curved

▪ Strength – introduction of r

o 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

o Correlation -1 ................
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