Download Course Expectation and Syllabus

AP STATISTICS – Ms. Campbell
Hopkinton High School
Email: [email protected]
Phone: 508.497.9820 ext. 1167
OBJECTIVE
AP Statistics is a year-long introductory, non-calculus-based, course in statistics and is designed for student who
have successfully completed Algebra II. Such a course is typically required for college majors such as social
sciences, health sciences, and business. Science, engineering, and mathematics majors usually take an upperlevel calculus-based course in statistics, for which the AP Statistics course is effective preparation. Remember, this
course is considered a one semester college-level math course and as such, will be more demanding so it is
important that you come to each class prepared, ready to learn and having completed the homework.
The purpose of this AP course is to introduce students to the major concepts and tools for collecting, analyzing, and
drawing conclusions from data. Students are exposed to four broad themes: Exploring Data (describing patterns
and departures from patterns), Sampling and Experimentation (planning and conducting a study), Anticipating
Patterns (exploring random phenomena using probability and simulation), and Statistical Inference (estimating
population parameters and testing hypotheses). Statistics is the art of thinking about a problem, showing the math
of the statistics, and clearly communicating results. Communication of the results is just as important as accurate
calculation of the results. As such, there will be a great deal of writing in this course
M ATERIALS
1. Textbook. Bock, Velleman, De Veaux. Stats: Modeling the World. 3rd ed. Addison Wesley; 20010.
2.
3-Ring Binder. All class materials should be kept in a three-ring binder divided into three sections:
Notes/Handouts, Homework, and Assessments/Tables. You must complete all homework on loose-leaf paper.
3. Graphing Calculator. Graphing calculators will be used extensively throughout this
course. All students are required to have a graphing calculator for use in class and at
home. We strongly recommend the TI-83+ or the TI-84. You should bring them to class
each day. You may not share calculators during an assessment. So bring yours!
4. Pencil
5. Highlighter and colored pencils for emphasizing important materials.
6. Any AP Statistics Prep book (like Barron or Pearson)
TEACHING APPROACH
In a typical class we will thoroughly discuss the previous assignment, and then explore new concepts through
lectures, discussions, labs, computer activities, or individual or group work. I expect you to participate actively in
class, and especially expect you to ask lots of questions whenever you don’t fully understand an idea.
ASSESSMENTS
Tests will be given at the end of each unit, though occasionally more often. They will be modeled after the AP
Exam to allow you to assess how well you understand the required statistical concepts and methods. All
tests will be announced a few days prior to the test date. There are no retakes – so study!
Investigative tasks are written assignments that require you to apply the major concepts of the chapter. Tasks are
due at the beginning of the period on the day they are due.
Quizzes may be given on the notes, readings from the text, or homework problems. Quizzes will usually be
announced in class, but not always depending on amount of material covered. For example: a homework
quiz or notebook quiz worth 20 points will not always be announced.
Group projects will give you a chance to put into practice what you have learned thus far in the course. There will
be several group projects in which you will collect and analyze your own data, while demonstrating
your understanding of the major concepts of Statistics. More information will follow.
Problem of the Day (PODs)
Each day, when you arrive to class, you should sit down and start working on that day’s POD question.
You may use your resources (notebook, textbook, study partner) to help you answer the POD; however,
copying will NOT be tolerated! PODs will be left in your classroom folder and each B-day, the PODs will
collected.
HOMEWORK/CLASSWORK/PARTICIPATION

Homework provides practice for mastering skills and understanding concepts. It is very important that everyone
completes his or her own assignments so that each individual and the whole class functions as well as possible.

Homework will be checked for effort and completion. Sometimes it will be collected, other times it will just be
checked in class, and sometimes it may not be graded at all. There may also be a “homework quiz” where I will
ask you to record selected homework problems on a piece of paper to turn in.

Homework is due at the beginning of the period on the day it is due. If you have chosen not to do your
homework, there is no make-up for that assignment. Each assignment should be legible and completed on
loose-leaf paper with a proper heading including name, date, page number and problems. I expect to see
solving methods on all problems; answers alone are unacceptable and will not receive credit.

Classwork – may on occasion be collected for as a graded assignment.

Participation – It is important to participate in your learning. I will keep track of volunteers in the class. You
will earn bonus points for volunteering.
Semester exam You will have a cumulative midterm exam and final exam that will each be worth 10% of your final
grade.
GRADES
Your grades will be based on a weighted percentage basis as follows:
Tests/Projects
Investigative Tasks/Quizzes
Homework/Classwork/PODs
45%
40 - 45%
10 - 15%
Extra Help
Extra help is offered after school every Tuesday. I am also available many other days before and after school for
any assistance you may require. Please check with me for any specific time you may desire.
ACADEMIC INTEGRITY
It is expected that all the materials submitted for this course are the actual work of the individual whose name
appears on the materials. Violations of this policy include but are not limited to cheating, plagiarism, copying
answers and passing off as your own work, storing notes on a calculator, or any communication with another
person other than the teacher during a test, quiz, or investigative task. Students in violation of this policy are subject
to failure for that activity or the course.
AP Exam
The AP Statistics Exam is scheduled for Wednesday, May 10, 2013 at high 12:00 noon. Mark your calendars
now. It is expected that you take the AP Exam.
General Overview
1. Come to class on time and prepared with all required materials listed below.
2. Have respect for me, yourself, your classmates, and the classroom.
3. Be responsible for your learning and seek extra help when needed.
4. You are responsible for work covered in your absence.
Electronic Policy
Ipods and cell phones are not allowed to be visible or used in class. I will take your Ipod or cell phone without
warning if seen or heard during classtime. If there is a second offense, your parents will be notified. If there is a
third offense, the device will go to the office and a detention will be issued.
Classroom Expectations
Attendance:. Students are expected to be in class every day. Outside appointments and other school business
should be rescheduled for other times of the day. Missed classes result in missed material and
will result in poor performance.
Absences: It is the student’s responsibility to make up any work from missed classes, including notes. You
will be held responsible for the materials missed. If you are absent the day of a test, you will be
expected to make arrangements to take the test within a day or two. Failure to do so will result in
a zero for that test score. If you are absent the day before an announced test or quiz (but
present when announced), you are still responsible for taking the quiz/test on the
scheduled day.
Behavior: Students are expected to follow all classroom expectations as noted above and in the Student/Parent
Handbook. Failure to do so will result in appropriate disciplinary action.
General Comment:
Please know that I am approachable, patient and eager to answer all your questions. Let me know if you have
any needs that require accommodations. Do not hesitate to ask me to wait or slow down, to re-word an
explanation or “interrupt” with a question. If you choose to hire a tutor, please continue to seek my assistance
as well. It is important that we communicate...the more we talk, the better the class with work for everyone.
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Signatures
We have read the above syllabus and understand the expectations and policies for AP Statistics at HHS. We
understand that the success in an AP course demands consistent effort both during and after school hours and that
success can only be achieved through diligence in attending class, completing assignments and making up work in
a timely manner, and obtaining teacher/peer assistance when needed.
Student Signature_________________________________________________ Date_____________________
Parent Signature_________________________________________________ Date_____________________
AP Statistics Course Syllabus
Topic Outline (from the College Board AP Statistics Course Description)
I. Exploring Data: Describing patterns and departures from patterns (20%-30%) (about 28 classes)
Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures
from patterns. Emphasis should be placed on interpreting information from graphical and numerical displays and
summaries. This unit covers Chapters 1 – 10.
1. Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot,
histogram, cumulative frequency plot)
1. Center and spread
2. Clusters and gaps
3. Outliers and other unusual features
4. Shape
2. Summarizing distributions of univariate data
1. Measuring center: median, mean
2. Measuring spread: range, interquartile range, standard deviation
3. Measuring position: quartiles, percentiles, standardized scores (z-scores)
4. Using boxplots
5. The effect of changing units on summary measures
3. Comparing distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots)
1. Comparing center and spread: within group, between group variation
2. Comparing clusters and gaps
3. Comparing outliers and other unusual features
4. Comparing shapes
4. Exploring bivariate data
1. Analyzing patterns in scatterplots
2. Correlation and linearity
3. Least-squares regression line
4. Residual plots, outliers, and influential points
5. Transformations to achieve linearity: logarithmic and power transformations
5. Exploring categorical data
1. Frequency tables and bar charts
2. Marginal and joint frequencies for two-way tables
3. Conditional relative frequencies and association
4. Comparing distributions using bar charts
II. Sampling and Experimentation: Planning and conducting a study (10%-15%) (About 10 classes)
Data must be collected according to a well-developed plan if valid information on a conjecture is to be obtained.
This plan includes clarifying the question and deciding upon a method of data collection and analysis. Chapters 12
and 13.
1. Overview of methods of data collection
1. Census
2. Sample survey
3. Experiment
4. Observational study
2. Planning and conducting surveys
1. Characteristics of a well-designed and well-conducted survey
2. Populations, samples, and random selection
3. Sources of bias in sampling and surveys
4. Sampling methods, including simple random sampling, stratified random sampling, and cluster
sampling
3. Planning and conducting experiments
1. Characteristics of a well-designed and well-conducted experiment
2. Treatments, control groups, experimental units, random assignments, and replication
3. Sources of bias and confounding, including placebo effect and blinding
4. Completely randomized design
5. Randomized block design, including matched pairs design
4. Generalizability of results and types of conclusions that can be drawn from observational studies,
experiments, and surveys
III. Anticipating Patterns: Exploring random phenomena using probability and simulation (20%-30%) (About 20
classes).
Probability is the tool used for anticipating what the distribution of data should look like under a given model.
Chapters 11, 14 - 17
1. Probability
1. Interpreting probability, including long-run relative frequency interpretation
2. 'Law of Large Numbers' concept
3. Addition rule, multiplication rule, conditional probability, and independence
4. Discrete random variables and their probability distributions, including binomial and geometric
5. Simulation of random behavior and probability distributions
6. Mean (expected value) and standard deviation of a random variable, and linear transformation of a
random variable
2. Combining independent random variables
1. Notion of independence versus dependence
2. Mean and standard deviation for sums and differences of independent random variables
3. The normal distribution
1. Properties of the normal distribution
2. Using tables of the normal distribution
3. The normal distribution as a model for measurements
IV. Statistical Inference: Estimating population parameters and testing hypotheses (30%-40%) (About 32 classes)
Second Semester - Chapters 18 - 27
4. Sampling distributions
1. Sampling distribution of a sample proportion
2. Sampling distribution of a sample mean
3. Central Limit Theorem
4. Sampling distribution of a difference between two independent sample proportions
5. Sampling distribution of a difference between two independent sample means
6. Simulation of sampling distributions
7. t-distribution
8. Chi-square distribution
Statistical inference guides the selection of appropriate models.
1. Estimation (point estimators and confidence intervals)
1. Estimating population parameters and margins of error
2. Properties of point estimators, including unbiasedness and variability
3. Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties
of confidence intervals
4. Large sample confidence interval for a proportion
5. Large sample confidence interval for a difference between two proportions
6. Confidence interval for a mean
7. Confidence interval for a difference between two means (unpaired and paired)
8. Confidence interval for the slope of a least-squares regression line