AP Statistics

Course Design:

Goals:

In offering AP Statistics, the Mathematics Department strives to attain the following outcomes:

• students will be well-disposed towards further mathematics study having seen the breadth of its applications and having experienced competence with the subject;

• students will have developed both numeracy skills and filters with which to evaluate numerical arguments;

• they will have increased their ability to read technical English;

• they will have developed their ability at public speaking; and

• they will have gained familiarity with at least one mathematical software package.

Use of a programmable calculator and graphing utility (with an overhead projector for the teacher) is required for this course. (All math students have TI-83 plus.) While we keep the practice of programming itself to a minimum, we believe that having the student give instructions to the calculator will enhance the student's understanding of the methods or calculations being taught. This is reinforced by distributing a hard copy of the programs to students when linking programs to their calculators as well as by presenting those programs to the class on an overhead projector. Students who write their own programs are asked to do the same.

Students are surprised by the emphasis that is placed on the visual display of data. Accuracy and effectiveness of these displays (choosing scales, colors, and display types sensibly) are essential; in fact, students should be convinced that neatness is a part of accuracy. Homework exercises, therefore, may take quite a bit of time.

Textbook:

The Practice of Statistics
TI-83/89 Graphing Calculator Enhanced
Second Edition

Dan Yates (Statistics Consultant)
David S. Moore (Purdue U.)
Daren S. Starnes (The Webb Schools)

Graphing Utility:

TI-83 plus Graphing Calculator

Electronic Sources:

World Wide Web

Course Outline:

PART I. ORGANIZING DATA: LOOKING FOR PATTERNS AND DEPARTURES FROM PATTERNS

1. Exploring Data 5 days
    1.1 Displaying Distributions with Graphs
    1.2 Describing Distributions with Numbers
New coverage of ogives and linear transformations
New subsection on comparing distributions
Many new examples and exercises using contemporary, real data
Technology Toolbox feature introduced

2. The Normal Distributions 4 days
    2.1 Density Curves and the Normal Distribution
    2.2 Standard Normal Calculations
Revised subsection on normal probability plot
Several technology toolboxes
New exercises

3. Examining Relationships 5 days
    3.1 Scatterplots
New examples and exercises
Several technology toolboxes
    3.2 Correlation
    3.3 Least-Squares Regression
Revised sequence of discussion of r²
Computer output for least squares regression is introduced
New exercises

4. More on Two-Variable Data 5 days
    4.1 Transforming Relationships
Revised and expanded discussion of transforming relationships
New exercises
    4.2 Cautions about Correlation and Regression
    4.3 Relations in Categorical Data

PART II. PRODUCING DATA: SAMPLES, EXPERIMENTS, AND SIMULATIONS

5. Producing Data 5 days
    5.1 Designing Samples
    5.2 Designing Experiments
    5.3 Simulating Experiments
New examples of simulations
New exercises

PART III PROBABILITY: FOUNDATIONS OF INFERENCE

6. Probability: The Study of Randomness 6 days
    6.1 The Idea of Probability
    6.2 Probability Models
    6.3 General Probability Rules

7. Random Variables 4 days
    7.1 Discrete and Continuous Random Variables
    7.2 Means and Variances of Random Variables
Revised treatment of rules for means and variances
New subsection on combining normal random variables

8. The Binomial and Geometric Distributions 5 days
    8.1 The Binomial Distributions
    8.2 The Geometric Distributions
Added derivation of mean and variance of a binomial random variable
Revised and expanded discussion of geometric settings
New exercises.

9. Sampling Distributions 4 days
    9.1 Sampling Distributions
    9.2 Sample Proportions
    9.3 Sample Means

Additional simulations involving sampling distributions for proportions and means

Added derivation of mean and standard deviation of the sampling distribution of p

New contexts for examples and exercises    

PART IV. INFERENCE: CONCLUSIONS WITH CONFIDENCE

10. Introduction to Inference 7 days
    10.1 Estimating with Confidence
    10.2 Tests of Significance
    10.3 Making Sense of Statistical Significance
    10.4 Inference as Decision
New chapter opening activity
Introduction of Inference Toolbox
Expanded treatment of Type I, Type II errors and Power

11. Inference for Distributions 4 days
    11.1 Inference for the Mean of a Population
    11.2 Comparing Two Means

Many new examples and exercises designed for use with the Inference Toolbox

Increased emphasis on distinguishing matched-pairs from two-sample procedures

12. Inference for Proportions 3 days
    12.1 Inference for a Population Proportion
    12.2 Comparing Two Proportions

Many new examples and exercises that use the Inference Toolbox

Added derivation of the mean and standard deviation of the sampling distribution of p1 and p2

13. Inference for Tables: Chi-Square Procedures 3 days
    13.1 Test for Goodness of Fit
    13.2 Inference for Two-Way Tables

New separate treatment of tests of association/independence and homogeneity of populations

Many new examples and exercises using the Inference Toolbox

14. Inference for Regression 2 days
    14.1 Inference about the Model
    14.2 Predictions and Conditions
    POST ExAM TOPIC

15. Analysis of Variance 4 days
    15.1 Inference for Population Spread
    15.2 One-Way Analysis of Variance

    Additional, optional, post-exam chapters on the student and instructor's CDs:

16. Multiple Linear Regression
17. Logistic regression

CONTINOUS SCHOOL IMPROVEMENT:

AFNORTH International High School’s Continous School Progress (CSP) goal is “all students will

improve their written communication skills across the curriculum.” The 6 + 1 Traits is the model

selected to improve school-wide writing in all subject areas. The 6 + 1 Trait writing framework

is a powerful way to learn and use a common language to refer to characteristics of writing as well

as establish a common vision of what strong writing looks like. Teachers and students will use the

6 + 1 Trait model to identify areas of strength and weakness as they continue to strive towards

continued writing improvement. Success of all students requires that the 6 + 1 trait become a

consistent and integral component of each course taught at AFNORTH International High School.

All tests (4 to 5 per semester) will contain at least one problem in which the student will be required

to write a paragraph detailing how they would solve and check that problem. Those problems will

be scored based on a rubric involving content, student understanding and use of one of the 6 + 1

traits. Students will receive in class training and practice in writing the above paragraphs.

COURSE ASSESSMENT:

Marks are cumulative and grades each semester will be based on:

-Homework, Classwork 25%

-Tests and Quizes 50%

-Final Project 25%

After the AP exam, the following topics will be taught: Multiple Linear Regression
and. Logistic regression.

HOMEWORK POLICY: The purpose of homework is to practice the skill learned that day and you can expect to have homework daily. It is YOUR responsibility to stay caught up and review your work regularly. Homework assignments for the entire year are passed out the first week of class. You will often work homework problems on the board and explain your solution to the class. If an unplanned absence occurs, get the notes from another student and work on the assignment. Homework checks will be given on problems assigned.

MAKE-UP POLICY: Students are expected to get assignments PRIOR to planned absences. If your absence is 2 or more class periods, make an appointment to get help before you leave.

I am available by appointment after school or during seminar.