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Northeast High School AP Statistics Robert B. Winborne [email protected] Phone (call or text): 478-216-8599 Course Description: We study the role of statistics to solve problems and make predictions on future outcomes in many different fields: economics, manufacturing, government, science, engineering, public health. Statisticians make forecasts on population growth, economic conditions, or the outcome of elections or work to develop the theories on which statistical techniques are based. We study the data analysis process, methods of collecting data, designing surveys, experimental design, graphical and numerical methods for describing data, summarizing bivariate data, random variables and probability distributions, simulation, sampling variability and sampling distributions, variability, confidence intervals, goodness-of-fit tests, Chi-Squared Tests, simple linear regression, correlation, nonlinear relations and transformations, multiple regression, and hypothesis testing. Course Philosophy: AP Statistics is an advanced mathematics course. A strong emphasis is placed on critical thinking skills, collecting and using real data in applying statistical methods. Students will prepare for taking the AP Exam on the week of May 09, 2015. Students will form hypotheses, collect and analyze data, explain methods, interpret results and communicate effectively orally and written. Students make discoveries through homework, projects and problem solving, and learn to apply critical thinking through the variations in ways to apply statistics and draw conclusions. Materials Required Daily in Class: 1) 2 pencils with erasers, red ink pen 2) Textbook 3) 3-Ring Binder for Classwork, Projects, Notes 4) Spiral Bound Homework Notebook 5) Extra batteries (can be purchased from Wal-Mart or Dollar Tree) Technology: All students will utilize a TI84+ graphing calculator for use in class, at home and on the AP Exam. Students use their graphing calculator extensively throughout the course. Students will utilize the Ti-84 for various calculations, such as computing the least-squares regression line, z-scores, graphing of data, standard deviations, and much more. Extra calculators are available for classroom use if a student forgets their calculator. TI 84+ overhead projection is used to demonstrate calculator methods in class. The students’ calculators are networked to the teacher’s laptop with TI Navigator. “Screen Capture” allow students to view all students’ calculator screens to check homework, compare random samples, graphical displays of data, etc. Students are taught to use Excel for analyzing data, and demonstrate statistical skills on Excel with individual projects. There is one demonstration computer available for use in the classroom. Java Applets are demonstrated in class for confidence intervals, visualizing correlation in scatterplots, and linear regression decomposition. Fathom dynamic data is also demonstrated www.keypress.com/x19559.xml Fathom enables and motivates students to gather, graph, analyze, and animate data of all kinds. Grading: The overall course grade is broken into two parts: SEMESTER GRADE (80%) and FINAL EXAM (20%). The SEMESTER GRADE itself is broken down further based on the percentages seen below: Semester Grade: 10% Homework/Classwork 40% Projects, Quizzes, etc. 50% Summative Assessments Grading Scale: A 90-100 B 80-89 C 70-79 F 0-69 Redemption Policy: Students who score below 70% can retake quiz and test corrections to earn more points in the quiz/test category. HOMEWORK GRADING (1-10 points) – Communication in advanced math is crucial. 1. Answers only are unacceptable. 2. Treat every homework problem as a free response problem. SHOW your method and formula. Write the substitution into the formula; write what you put in the calculator. 3. Completeness, heading in ink, neatness and accuracy! Heading must include name, period, date, page number, problems. Use spiral bound for full credit, loose paper half credit. 4. Zero points if left at home, in locker, car, etc. TERM PROJECT: Overview: Each student will collect several articles from various media sources. Our desired goal is to become more aware of the relevance of statistical knowledge in our world. Hopefully we can begin to recognize where statistics are used as well as learn to judge the accuracy of their use. Monthly Assignment: You will collect TWO ARTICLES PER MONTH (starting with September and running through March) for a total of 12 articles. Each article will involve some statistics. As the semester progresses, so should your level of statistically relevant material. Ideally, the article would tie closely to the concepts we are covering that month. The articles should come from publications dated for the month in which you are collecting them. Five points will be deducted for articles from outside this time frame. You must use at least one magazine article and one newspaper article that are not printed from the internet. You must use a variety of sources (at least 5). In addition to your article, you should have a typed report for each article. Typed Report: Each report should be double-spaced using one-inch margins. At the top, be sure to give the title, author, date, page numbers, and source of the article. A one-paragraph summary of the article should be sufficient. This should be followed by one to two paragraphs discussing the statistics used in the article. Be sure to offer more than a list of what statistics are present. I am looking for your thoughts on the accuracy and insight provided by the statistics included. Final Product: At the end of the semester you will turn in a three prong folder with all of your articles in order from the start of the semester until the end. There should be an attractive cover page. Each article and summary should be glued or attached in some manner so that the article and summary face each other. In addition to having all of your articles included you should have one to two additional typed pages summarizing your statistical progression through the semester. Offer some closing remarks on how your understanding and appreciation of statistics has evolved. Your 1st Semester Final Product is due on or before Friday, December 12th, 2014. Your 2nd Semester Final Product is due on or before Friday, April 24th, 2014. There are absolutely no exceptions to this due date. THE GRADE: This project will count as two project grades. This is a fairly significant portion of your overall grade in the course so please take this assignment very seriously. You are expected to work throughout the term. If you wait until the last minute it is likely this will be reflected in the product as well as your grade. Each article and its summary will be worth 10 points. The remaining 20 points will be based on your physical presentation of the articles along with your summary of the semester Any project turned in after the start of class will have points deducted. Any project turned in after the class period on the same day will get half credit. No project will be accepted after the due date for any reason. There are NO exceptions! QUIZZES: Most quizzes will be group quizzes. You are expected to help your group members master the material. On quiz day, you will each take the quiz on your own. A short period of time (typically 15 minutes) at the end of the class period will be allotted for group collaboration on answers. Each student may only write on his/her own quiz paper. You will number the quizzes 1-5. I will randomly choose one quiz from the group to grade on behalf of the entire group. If you are concerned that your group could be unjustly punished because of your lack of preparation, then you may put “GM” (for “grade mine”) at the top of your paper instead of a number. In this case, I will grade your quiz separately and count it as your quiz grade, provided your group did better than you. Quizzes will be given at the teacher’s discretion. They may or may not be announced. Quizzes will not be made up unless the teacher elects to have the student do so. If you miss a quiz for any reason, your test grade for that unit will also be entered in for missed quizzes in the unit. Every effort should be made to avoid missing a scheduled quiz. If a student is in class, they will always be required to take the quiz. TESTS: A test will be given at the end of each unit as established by the teacher. If a student is absent, it is the responsibility of the student to make arrangements with the teacher for making up the test at the teacher’s convenience. ANY MISSED TEST WHICH IS NOT MADE UP BEFORE THE NEXT TEST WILL AUTOMATICALLY RECEIVE A GRADE OF ZERO! Unit tests are announced well in advance to allow sufficient time for students to be prepared and ask for teacher assistance if they are having difficulty with the material. Any test may be comprised of up to 30% old material and at least 70% new material. During the tests, and on other assignments, the student will fully communicate orally or written their methods necessary to obtain sufficient results and provide full interpretations of what is being asked and analyzed. EXTRA CREDIT: THERE WILL BE NO EXTRA CREDIT. It is my expectation that each student take advantage of the opportunities presented in class each and every day so that they are getting ample “initial” credit for work, eliminating any need for “extra” credit. CHEATING: Anything that can be perceived as cheating will be assumed to be cheating. Cheating will result in a zero on the assignment as well as a discipline referral. DISCIPLINE: My class rules are posted in the classroom. It is my expectation that the students abide by these at all times. Typically, the consequence for not following the rules will be a 30-minute detention. However, other measures may be taken to guarantee the appropriate classroom setting. If you “can’t” serve my detention, then do not ever give me a reason to assign one to you. PARENTAL CONTACT: When I find it necessary I will make an effort to contact parents. It is my expectation that parents will be keeping close tabs on their students. If a student falls below the level that their parents expect them to maintain I ask that the parents initiate contact with me as early as possible to allow ample time to correct the problem. Please do not assume that the student is going to fix the problem on his or her own. It is best to contact me by email at [email protected]. To help establish contact, each parent should email me at the above address with your student’s name in the “subject” area. Primary Textbook and Resources: Yates, D. S., Moore, D., and Starnes, D. The Practice of Statistics. 4th ed. New York: W.H. Freeman, 2012. Brase, C. & Brase, C. Understanding Basic Statistics. 5th ed. Belmont, CA: Brooks/Cole Cengage Learning, 2010. Bock, D., Velleman, P., & De Veaux, R. Stats Modeling the World. 3rd ed. Boston: Addison-Wesley, 2010. Course Outline: Unit 1 3 weeks Unit Test on 8/28 Chapter 1 – Exploring Data 1.1 Displaying Distributions with Graphs 1.2 Describing Distributions with Numbers Chapter 2 – The Normal Distributions 2.1 Measures of Relative Standing and Density Curves 2.2 Normal Distributions Unit 2 4 weeks Chapter 3 – Examining Relationships 3.1 Scatterplots and Correlation 3.2 Least-Squares Regression 3.3 Correlation and Relation Wisdom Chapter 4 – More on Two-Variable Data 4.1 Transforming to Achieve Linearity 4.2 Relationships between Categorical Variables Unit Test on 9/25 4.3 Establishing Causation Unit 3 3 weeks Unit Test on 10/23 Chapter 5 – Probability: The Study of Randomness 5.1 Simulation 5.2 Probability Models 5.3 General Probability Rules Chapter 6 6.1 Discrete and Continuous Random Variables 6.2 Transforming and Combining of Random Variables 6.3 Binomial and geometric Random Variables Unit 4 5 weeks Chapter 7 – Sampling Distributions 7.1 Sampling Distributions 7.2 Sample Proportions 7.3 Sample Means Unit Test on 11/20 Unit 5 3 weeks Chapter 8 – Estimating with Confidence 8.1 Confidence Intervals: The Basics 8.2 Estimating a Population Mean 8.3 Estimating a Population Proportion Unit Test on 12/18 Unit 6 3 weeks Chapter 9 – Testing a Claim 9.1 Significance Test: The Basics 9.2 Tests about a Population Proportion 9.3 Tests about a Population Mean Unit Test on 01/22 Unit 7 4 weeks Chapter 10 – Comparing Two Population Parameters 10.1 Comparing Two Means 10.2 Comparing Two Populations Unit Test on 02/26 Unit 8 5 weeks Unit Test in 04/14 Chapter 11 – Inference for Distributions of Categorical Variables: 11.1 Chi-Square Goodness of Fit Tests 14.2 Inference for Relationships Chapter 12 – More about Regression 12.1 Inference for Linear Regression 12.2 Transforming to Achieve Linearity Unit 9 – If time allows, you will be introduced to Analysis of Variance (ANOVA), which is often used to collegiate research and post-graduate research. *Being a student in this class requires you to take the AP Exam. Failure to take the AP exam will result in you reimbursing the school for the cost of the exam, $90.00. Classroom Rules: All school rules, including dress code, cell phones, I-pods, and tardies will be enforced. These are 5 P’s that will make you a success in my class: Prompt – be in assigned seat when the bell rings Prepared – bring notebook, textbook, pencil, and paper to class everyday Polite – respect yourself and others at all times Positive – we can accomplish so much more when we have a positive attitude Participate – answer questions and ask questions when necessary, stay on task Note to Parents: Warm Classroom environment is fundamental to effective learning. I expect your child to contribute to such an environment. Your child will observe the following: Will be respectful to me and to other students Will not wear pants below the waist. Will not wear any earpiece or use cell phone in class Will not wear hoodies. Progress reports are sent every four and a half weeks. If you have questions or concerns regarding your student’s progress, I can be contacted at the school at [email protected]. Open communication is the best way for us to work together for the benefit of your child, so please let me know about any questions or concerns. Please list your email below. If you do not use email, please include the best way for me to contact you I expect 100% collaboration from you for the benefit of your child. Return this page completed to teacher I have read and understand the Syllabus for AP Statistics Student Name: (print) Parent(s) Name(s): ____ Parent Signature: __________________________________ Cell phone/Telephone/email Date: Disclaimer: The course syllabus is a general plan for the course; all information contained in the course syllabus/calendar is subject to change. Any changes will be announced in class and a revised syllabus distributed to students to be shared with their parents/guardians.