Download Northeast High School AP Statistics

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:
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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
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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:
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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:
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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.