AP Statistics Syllabus
School Profile
The school is an urban multi-racial school located in a middle income neighborhood on the
far north side of city of Chicago. Twenty-two percent of the students can read at “grade
level” (meet or exceed the standards of the PSAE exam of Illinois) and thirty-three percent
can write at grade level. Eighty-five percent of the students qualify as coming from lowincome households, and the graduation rate is about sixty-eight percent. The course is
offered to any Junior or Senior. The diversity of the student population opens the door for
interesting discussions on the myriad topics AP statistics problems are based on.
Grades
9-12
Type
Comprehensive neighborhood public high school
Total Enrollment
1,742
Ethnic Diversity
Hispanic, 37 percent; Asian, 26 percent; Black, 14 percent; Other, 13 percent
College Record
Among our graduates, 57 percent go on to college.
Personal Philosophy
I earned my undergraduate degree in mathematics but it was not until my junior year of
college that I was exposed to statistics. It was completely different from any math course I
had ever experienced in that the answers were rarely ever definitive. Solutions to statistics
problems give predictions that are accurate to a specific level, but there will always be
room for interpretation. Being a math student who also spends a large amount of time
writing, this open ended-ness is something that attracted me. Also, I encourage discussion
and writing into my math classes. This course provides students the opportunity to be
challenged with rigorous content and demanding deadlines. The course gives students a
chance to utilize mathematics for a clearer purpose than many of them have ever
experienced.
Class Profile
We currently offer one section of AP Statistics as a junior and senior elective. The average
enrollment is 30 students, and the class meets daily for 46 minutes. We operate on a
traditional semester system (four quarters), with school running from September to midJune.
THIS ALL BUILDS UP TO FRIDAY MAY 9TH!!!!!
Course Overview
AP Statistics is for juniors and seniors who wish to earn college credit through a thorough
academic program. The course covers the topics you would encounter in an introductory
college statistics semester course.
Course Description
Throughout this course we will be collecting, analyzing and describing data using the
statistical methods we learn. The vast majority of class time will be spent in whole or small
group discussions on the current statistics topics. We will frequently be exposed to
example multiple choice and free response questions that mirror what students can expect
to see on the AP exam.
Students will use their TI calculators throughout the course to enter data into lists, create
graphical representations, run simulations, conduct tests of significance, determine
confidence intervals and many other things. Students will be expected to understand how
topics are solved by hand as well but the calculator will serve to facilitate understanding of
complex statistical methods. Other uses of technology will include Minitab displays and
various internet applets.
Textbook
Starnes, Daren S., Yates, Daniel S., Moore, David S. "The Practice of Statistics, Fourth
Edition." The Practice of Statistics, Fourth Edition. W.h. Freeman and Company, 15 Sept.
2012.
Additional Resources
Hinders, Duane C. AP Statistics, 2010-2011. Dubuque, IA: McGraw-Hill Contemporary
Learning, 2010.
Sternstein, Martin. Barron's AP Statistics. Hauppauge, NY: Barron's Educational Series,
2010.
Mulekar, Madhuri S. Cracking the AP Statistics Exam. Framingham, MA: Princeton Review,
2011.
"Barron's AP Statistics Flash Cards." Barron's AP Statistics Flash Cards (Barron's: The Leader
in Test Preparation): Martin Sternstein Ph.D.: 15 Sept. 2012.
Peck, Olsen, and Devore. Introduction to Statistics and Data Analysis, Second Edition.
Belmont, California.: Brooks/Cole, 2005.
Various released AP free response and multiple-choice questions from the College Board.
My website
iselinmath.weebly.com
This should be one of the most helpful parts of the class. I will use this to post powerpoints
from each section (which I highly suggest printing out with 4 slides on each page and
bringing to class). I will also have links to the online textbook and other helpful websites. At
the end of each section I will post homework solutions as well. Finally, depending on how
we feel as a class, I might post practice chapter tests and solutions at the end of the chapter.
Grading Scale
A
B
C
D
F
92 – 100
83 – 91
74 – 82
65 – 73
0 – 64
Class Breakdown
Tests (35%)
Your tests will be based on what you will see on the AP exam. There will be between 9-11
multiple-choice questions and 2-3 free response questions on each test. Tests can ONLY be
made up if you have an excused absence on the test day. They must be made up within two
days of your absence either before or after school (by appointment) in room 106. The free
response test questions are based off of problems we do in class and the multiple choice
questions are to see how well you understand the concepts in the chapter.
Group Activities (15%)
We will have group activities as much as possible, which will probably be one or two times
per week. You will be assessed based on the group-work rubric 8-point scale.
Quizzes (15%)
Quizzes will be written to take no more than half of a class. Quizzes may or may not be
announced and can only be made up by appointment before or after school. One type of
quiz will be free response and will come from the homework problems. The other type will
be vocabulary or formula based and will be used to make sure you have a complete
understanding of the concepts.
Homework (35%)
Homework will be assigned for each section of the chapter and students will have until the
chapter test to finish it. Homework will be graded randomly and answers will be provided
on iselinmath.weebly.com after we finish each section. HOMEWORK IS WORTH AS MUCH
AS TESTS BECAUSE YOU WILL NOT BE ABLE TO GET A 4 OR 5 ON THE AP TEST
WITHOUT KNOWING HOW TO DO THE HOMEWORK. It is so important that I will try to
allow time in class once per week (depending on how our pace is) to complete homework
in cooperative groups. Your first prerogative is to finish on your own because the
discussions that you will have with your group will be where you learn the most.
Homework class-time should be used wisely.
Other
The ultimate goal in AP stats is to give you a preview into your first year of college and
hopefully have some AP credits when you begin. We will be working on individual study
skills, time budgeting, and self-motivation. Throughout the year we will prepare for the AP
exam with the goal that everyone gets a 3, 4, or 5.
Most of you are former students that have been recruited by me for your intelligence and
your work ethic and because I have truly enjoyed having you in class previously. Others
have come with strong recommendations from my fellow teachers. I do not foresee
behavior or attendance issues with any of you. However, I will put a quick stop to any
actions that are unbecoming of an AP student and will keep you on track towards
maximizing your potential.
There is one situation that will result in immediate action and it is academic misconduct. I
will not tolerate cheating in any form in this class. You are expected to do your own work
whether it is a homework assignment or a semester exam. Cheating will be dealt with
harshly which could mean removal from class even on a first offence. You have the
resources I have provided for you in addition to your classmates. I am available for help at
any time day or night through the blog. You will only succeed in this class with hard work.
Group Project Explanations
Project Type 1:
Two times during the course our cooperative groups will be using the research process we
learn to plan, conduct, interpret and ultimately present their own research project.
Students will use these projects to show me that they understand the aspects of the
statistical process (exploring data, sampling and experimentation, anticipating patterns
and statistical inference) and how they relate to one another. The presentation must
contain each of the following:
1. Clear explanation of your project.
2. Description of how you came about your idea.
3. Description of how you sampled and why you chose that method.
4. Description of how you measured your results.
5. Description of how you planned to analyze your data.
6. Discussion of confounding variables or bias relating to your plan.
7. Final analysis
8. Interpretation of your results in context
9. Ability to field questions from classmates or your teacher.
Project Type 2:
One time during the year each student is required to find an example of research in a newspaper,
news magazine or academic journal and either write a paper or give a presentation on it. The
article must be approved before you begin the project. The student will then describe in detail
each of the following:
1. How the data was collected.
2. How the data was analyzed.
3. Your own interpretation of the results within the context of the problem.
This paper or presentation must contain statistics vocabulary throughout.
Chapter 1
Day
Objectives: Students will be able to…
Topics

1
Chapter 1 Introduction


2
1.1 Bar Graphs and Pie Charts,
Graphs: Good and Bad



3
1.1 Two-Way Tables and Marginal
Distributions, Relationships
Between Categorical Variables:
Conditional Distributions,
Organizing a Statistical Problem




4
1.2 Dotplots, Describing Shape,
Comparing Distributions, Stemplots


5
1.2 Histograms, Using Histograms
Wisely
6
1.3 Measuring Center: Mean and
Median, Comparing Mean and
Median, Measuring Spread: IQR,
Identifying Outliers
7
1.3 Five Number Summary and
Boxplots, Measuring Spread:
Standard Deviation, Choosing
Measures of Center and Spread
8
Chapter 1 Review
9
Chapter 1 Test









Identify the individuals and variables in a set of
data.
Classify variables as categorical or quantitative.
Identify units of measurement for a quantitative
variable.
Make a bar graph of the distribution of a
categorical variable or, in general, to compare
related quantities.
Recognize when a pie chart can and cannot be
used.
Identify what makes some graphs deceptive.
From a two-way table of counts, answer questions
involving marginal and conditional distributions.
Describe the relationship between two categorical
variables by computing appropriate conditional
distributions.
Construct bar graphs to display the relationship
between two categorical variables.
Make a dotplot or stemplot to display small sets of
data.
Describe the overall pattern (shape, center, spread)
of a distribution and identify any major departures
from the pattern (like outliers).
Identify the shape of a distribution from a dotplot,
stemplot, or histogram as roughly symmetric or
skewed. Identify the number of modes.
Make a histogram with a reasonable choice of
classes.
Identify the shape of a distribution from a dotplot,
stemplot, or histogram as roughly symmetric or
skewed. Identify the number of modes.
Interpret histograms.
Calculate and interpret measures of center (mean,
median)
Calculate and interpret measures of spread (IQR)
Identify outliers using the 1.5  IQR rule.
Make a boxplot.
Calculate and interpret measures of spread
(standard deviation)
Select appropriate measures of center and spread
Use appropriate graphs and numerical summaries
to compare distributions of quantitative variables.
Suggested
Homework
1, 3, 5, 7, 8
11, 13, 15,
17
19, 21, 23,
25, 27-32
37, 39, 41,
43, 45, 47
53, 55, 57,
59, 60, 6974
79, 81, 83,
87, 89
91, 93, 95,
97, 103,
105, 107110
Chapter 1
Review
Exercises
Chapter 2
Day
Topics
1
2.1 Introduction, Measuring
Position: Percentiles, Cumulative
Relative Frequency Graphs,
Measuring Position: z-scores
Objectives: Students will be able to…




2
2.1 Transforming Data, Density
Curves


3
2.2 Normal Distributions, The 6895-99.7 Rule, The Standard
Normal Distribution


4
2.2 Normal Distribution
Calculations


5
2.2 Assessing Normality


6
Chapter 2 Review
7
Chapter 2 Test
Use percentiles to locate individual values within
distributions of data.
Interpret a cumulative relative frequency graph.
Find the standardized value (z-score) of an
observation. Interpret z-scores in context.
Describe the effect of adding, subtracting,
multiplying by, or dividing by a constant on the
shape, center, and spread of a distribution of data.
Approximately locate the median (equal-areas
point) and the mean (balance point) on a density
curve.
Use the 68–95–99.7 rule to estimate the percent
of observations from a Normal distribution that
fall in an interval involving points one, two, or
three standard deviations on either side of the
mean.
Use the standard Normal distribution to calculate
the proportion of values in a specified interval.
Use the standard Normal distribution to determine
a z-score from a percentile.
Use Table A to find the percentile of a value from
any Normal distribution and the value that
corresponds to a given percentile.
Make an appropriate graph to determine if a
distribution is bell-shaped.
Use the 68-95-99.7 rule to assess Normality of a
data set.
Interpret a Normal probability plot
Suggested
Homework
5, 7, 9, 11, 13,
15
19, 21, 23, 31,
33-38
41, 43, 45, 47,
49, 51
53, 55, 57, 59
63, 65, 66, 68,
69-74
Chapter 2
Review
Exercises
39R, 40R, 75R,
76R
Chapter 3
Day
Objectives: Students will be able to …
Topics
Suggested
homework

1
Chapter 3 Introduction
Activity: CSI Stats
3.1 Explanatory and response
variables
3.1 Displaying relationships:
scatterplots
3.1 Interpreting scatterplots
2
3.1 Measuring linear
association: correlation
3.1 Facts about correlation
3
3.2 Least-squares regression
3.2 Interpreting a regression
line
3.2 Prediction
4
3.2 Residuals and the leastsquares regression line
3.2 Calculating the equation
of the least-squares regression
line
5
3.2 How well the line fits the
data: residual plots
3.2 How well the line fits the
data: the role of r2 in
regression
6
3.2 Interpreting computer
regression output
3.2 Correlation and regression
wisdom
7
Chapter 3 Review
8
Chapter 3 Test
Describe why it is important to investigate
relationships between variables.
 Identify explanatory and response variables in
situations where one variable helps to explain or
influences the other.
 Make a scatterplot to display the relationship
between two quantitative variables.
 Describe the direction, form, and strength of the
overall pattern of a scatterplot.
 Recognize outliers in a scatterplot.
 Know the basic properties of correlation.
 Calculate and interpret correlation.
 Explain how the correlation r is influenced by
extreme observations.
 Interpret the slope and y intercept of a least-squares
regression line.
 Use the least-squares regression line to predict y for
a given x.
 Explain the dangers of extrapolation.
 Calculate and interpret residuals.
 Explain the concept of least squares.
 Use technology to find a least-squares regression
line.
 Find the slope and intercept of the least-squares
regression line from the means and standard
deviations of x and y and their correlation.
 Construct and interpret residual plots to assess if a
linear model is appropriate.
 Use the standard deviation of the residuals to assess
how well the line fits the data.
 Use r2 to assess how well the line fits the data.
 Identify the equation of a least-squares regression
line from computer output.
 Explain why association doesn’t imply causation.
 Recognize how the slope, y intercept, standard
deviation of the residuals, and r2 are influenced by
extreme observations.
1, 5, 7, 11, 13
14–18, 21, 26
27–32,
35, 37, 39, 41
43, 45, 47, 53
49, 54, 56, 58–
61
63, 65, 68, 69,
71–78
Chapter Review
Exercises
33R, 34R, 79R,
80R, 81R
Chapter 4
Day
Objectives: Students will be able to…
Topics

1
4.1 Introduction, Sampling and
Surveys, How to Sample Badly,
How to Sample Well: Random
Samples



2
4.1 Other Sampling Methods
3
4.1 Inference for Sampling,
Sample Surveys: What Can Go
Wrong?


4
4.2 Observational Studies vs.
Experiments, The Language of
Experiments, How to Experiment
Badly



5
4.2 How to Experiment Well,
Three Principles of Experimental
Design


6
4.2 Experiments: What Can Go
Wrong? Inference for
Experiments



7
8
9
4.2 Blocking, Matched Pairs
Design
4.3 Scope of Inference, the
Challenges of Establishing
Causation
4.2 Class Experiments
or
4.3 Data Ethics* (*optional topic)
10
Chapter 4 Review
11
Chapter 4 Test

Identify the population and sample in a
sample survey.
Identify voluntary response samples and
convenience samples. Explain how these bad
sampling methods can lead to bias.
Describe how to use Table D to select a
simple random sample (SRS).
Distinguish a simple random sample from a
stratified random sample or cluster sample.
Give advantages and disadvantages of each
sampling method.
Explain how undercoverage, nonresponse,
and question wording can lead to bias in a
sample survey.
Distinguish between an observational study
and an experiment.
Explain how a lurking variable in an
observational study can lead to confounding.
Identify the experimental units or subjects,
explanatory variables (factors), treatments,
and response variables in an experiment.
Describe a completely randomized design for
an experiment.
Explain why random assignment is an
important experimental design principle.
Describe how to avoid the placebo effect in
an experiment.
Explain the meaning and the purpose of
blinding in an experiment.
Explain in context what “statistically
significant” means.
Distinguish between a completely
randomized design and a randomized block
design.
Know when a matched pairs experimental
design is appropriate and how to implement
such a design.

Determine the scope of inference for a
statistical study.

Evaluate whether a statistical study has been
carried out in an ethical manner.
Suggested
Homework
1, 3, 5, 7, 9, 11
17, 19, 21, 23, 25
27, 28, 29, 31, 33,
35
37-42, 45, 47, 49,
51, 53
57, 63, 65, 67
69, 71, 73, 75*
(*We will analyze
this data again in
an Activity in
chapter 10)
77, 79, 81, 85,
91-98, 102-108
55, 83, 87, 89
Chapter 4 Review
Exercises
Cumulative AP
Practice Test 1
Chapter 5
Day
Objectives: Students will be able to…
Topics
1
5.1 Introduction, The Idea of Probability,
Myths about Randomness
2
5.1 Simulation



3
5.2 Probability Models, Basic Rules of
Probability


4
5.2 Two-Way Tables and Probability, Venn
Diagrams and Probability


5
5.3 What is Conditional Probability?,
Conditional Probability and Independence,
Tree Diagrams and the General
Multiplication Rule




6
5.3 Independence: A Special Multiplication
Rule, Calculating Conditional Probabilities

7
Review
8
Chapter 5 Test
Interpret probability as a long-run
relative frequency.
Use simulation to model chance
behavior.
Describe a probability model for a
chance process.
Use basic probability rules,
including the complement rule and
the addition rule for mutually
exclusive events.
Use a Venn diagram to model a
chance process involving two
events.
Use the general addition rule to
calculate P(A  B)
When appropriate, use a tree
diagram to describe chance
behavior.
Use the general multiplication rule
to solve probability questions.
Determine whether two events are
independent.
Find the probability that an event
occurs using a two-way table.
When appropriate, use the
multiplication rule for independent
events to compute probabilities.
Compute conditional probabilities.
Suggested
Homework
1, 3, 7, 9, 11
15, 17, 19, 23,
25
27, 31, 32, 43,
45, 47
29, 33-36, 49,
51, 53, 55
57-60, 63, 65,
67, 69, 73, 77,
79
83, 85, 87, 91,
93, 95, 97, 99
Chapter 5
Review
Problems
61R, 62R, 107R,
108R, 109R
Chapter 6
Day
Objectives: Students will be able to…
Topics

1
2
Chapter 6 Introduction, 6.1 Discrete
random Variables, Mean (Expected
Value) of a Discrete Random Variable
6.1 Standard Deviation (and Variance)
of a Discrete Random Variable,
Continuous Random Variables





3
6.2 Linear Transformations

4
6.2 Combining Random Variables,
Combining Normal Random Variables


5
6.3 Binomial Settings and Binomial
Random Variables, Binomial
Probabilities
6
6.3 Mean and Standard Deviation of a
Binomial Distribution, Binomial
Distributions in Statistical Sampling
7
6.3 Geometric Random Variables
8
Chapter 6 Review
9
Chapter 6 Test




Use a probability distribution to answer
questions about possible values of a
random variable.
Calculate the mean of a discrete random
variable.
Interpret the mean of a random variable.
Calculate the standard deviation of a
discrete random variable.
Interpret the standard deviation of a
random variable.
Describe the effects of transforming a
random variable by adding or subtracting
a constant and multiplying or dividing by
a constant.
Find the mean and standard deviation of
the sum or difference of independent
random variables.
Determine whether two random variables
are independent.
Find probabilities involving the sum or
difference of independent Normal random
variables.
Determine whether the conditions for a
binomial random variable are met.
Compute and interpret probabilities
involving binomial distributions.
Calculate the mean and standard deviation
of a binomial random variable. Interpret
these values in context.
Find probabilities involving geometric
random variables.
Suggested
Homework
1, 5, 7, 9, 13
14, 18, 19, 23,
25
27-30, 37, 3941, 43, 45
49, 51, 57-59,
63
61, 65, 66, 69,
71, 73, 75, 77
79, 81, 83, 85,
87, 89
93, 95, 97, 99,
101-103
Chapter 6
Review
Exercises
31R-34R
Chapter 7
Day
1
Objectives: Students will be able to…
Topics
Introduction: German Tank
Problem, 7.1 Parameters and
Statistics

Distinguish between a parameter and a
statistic.

Understand the definition of a sampling
distribution.
Distinguish between population distribution,
sampling distribution, and the distribution of
sample data.
Determine whether a statistic is an unbiased
estimator of a population parameter.
Understand the relationship between sample
size and the variability of an estimator.
Find the mean and standard deviation of the
sampling distribution of a sample proportion
p̂ for an SRS of size n from a population
having proportion p of successes.
Check whether the 10% and Normal
conditions are met in a given setting.
Use Normal approximation to calculate
probabilities involving p̂ .

2
7.1 Sampling Variability,
Describing Sampling Distributions



3
7.2 The Sampling Distribution of
p̂ , Using the Normal

Approximation for p̂ ,



4
7.3 The Sampling Distribution of
x : Mean and Standard Deviation,
Sampling from a Normal
Population


5
7.3 The Central Limit Theorem

6
Chapter 7 Review
7
Chapter 7 Test
Use the sampling distribution of p̂ to evaluate
a claim about a population proportion.
Find the mean and standard deviation of the
sampling distribution of a sample mean x
from an SRS of size n.
Calculate probabilities involving a sample
mean x when the population distribution is
Normal.
Explain how the shape of the sampling
distribution of x is related to the shape of the
population distribution.
Use the central limit theorem to help find
probabilities involving a sample mean x .
Suggested
Homework
1, 3, 5, 7
9, 11, 13, 17-20
21-24, 27, 29,
33, 35, 37, 41
43-46, 49, 51,
53, 55
57, 59, 61, 63,
65-68
Chapter 7
Review
Exercises
Cumulative AP
Practice Test 2
Chapter 8
Day
Topics
1
8.1 The Idea of a Confidence
Interval, Interpreting Confidence
Levels and Confidence Intervals,
Constructing a Confidence
Interval
Objectives: Students will be able to:



Interpret a confidence level.
Interpret a confidence interval in context.
Understand that a confidence interval gives a
range of plausible values for the parameter.

Understand why each of the three inference
conditions—Random, Normal, and
Independent—is important.
Explain how practical issues like
nonresponse, undercoverage, and response
bias can affect the interpretation of a
confidence interval.
Construct and interpret a confidence interval
for a population proportion.
Determine critical values for calculating a
confidence interval using a table or your
calculator.
Carry out the steps in constructing a
confidence interval for a population
proportion: define the parameter; check
conditions; perform calculations; interpret
results in context.
Determine the sample size required to obtain
a level C confidence interval for a population
proportion with a specified margin of error.
Understand how the margin of error of a
confidence interval changes with the sample
size and the level of confidence C.
Understand why each of the three inference
conditions—Random, Normal, and
Independent—is important.
Construct and interpret a confidence interval
for a population mean.
Determine the sample size required to obtain
a level C confidence interval for a population
mean with a specified margin of error.
Carry out the steps in constructing a
confidence interval for a population mean:
define the parameter; check conditions;
perform calculations; interpret results in
context.
Understand why each of the three inference
conditions—Random, Normal, and
Independent—is important.

2
8.1 Using Confidence Intervals
Wisely, 8.2 Conditions for
Estimating p, Constructing a
Confidence Interval for p



3
8.2 Putting It All Together: The
Four-Step Process, Choosing the
Sample Size




4
8.3 When  Is Known: The
One-Sample z Interval for a
Population Mean, When  Is
Unknown: The t Distributions,
Constructing a Confidence
Interval for 
5
8.3 Using t Procedures Wisely
6
Chapter 8 Review
7
Chapter 8 Test




Determine sample statistics from a
confidence interval.
Suggested
homework
5, 7, 9, 11,
13
17, 19–24,
27, 31, 33
35, 37, 41,
43, 47
49–52, 55,
57, 59, 63
65, 67, 71,
73, 75–78
Chapter 8
Review
Exercises
79 R, 80R
Chapter 9
Day
1
2
Objectives: Students will be able to:
Topics
9.1 The Reasoning of Significance Tests,
Stating Hypotheses, Interpreting P-values,
Statistical Significance
9.1 Type I and Type II Errors, Planning
Studies: The Power of a Statistical Test





3
9.2 Carrying Out a Significance Test, The
One-Sample z Test for a Proportion
4
9.2 Two-Sided Tests, Why Confidence
Intervals Give More Information



5
9.3 Carrying Out a Significance Test for
 , The One Sample t Test, Two-Sided
Tests and Confidence Intervals



6
9.3 Inference for Means: Paired Data,
Using Tests Wisely
7
Chapter 9 Review
8
Chapter 9 Test
State correct hypotheses for a
significance test about a population
proportion or mean.
Interpret P-values in context.
Interpret a Type I error and a Type II
error in context, and give the
consequences of each.
Understand the relationship between
the significance level of a test, P(Type
II error), and power.
Check conditions for carrying out a
test about a population proportion.
If conditions are met, conduct a
significance test about a population
proportion.
Use a confidence interval to draw a
conclusion for a two-sided test about a
population proportion.
Check conditions for carrying out a
test about a population mean.
If conditions are met, conduct a onesample t test about a population mean
.
Use a confidence interval to draw a
conclusion for a two-sided test about a
population mean.
Recognize paired data and use onesample t procedures to perform
significance tests for such data.
Suggested
homework
1, 3, 5, 7, 9, 11,
13
15, 19, 21, 23,
25
27–30, 41, 43,
45
47, 49, 51, 53,
55
57–60, 71, 73
75, 77, 89, 94–
97, 99–104
Chapter 9
Review
Exercises
105 R -108R
Chapter 10
Objectives: Students will be able to…
Day
Topics
1
Activity: Is Yawning Contagious?, 10.1 The
Sampling Distribution of a Difference
Between Two Proportions
2
10.1 Confidence Intervals for p1 – p2

Describe the characteristics of the
ˆ1  pˆ 2
sampling distribution of p

Calculate probabilities using the
ˆ1  pˆ 2
sampling distribution of p

Determine whether the conditions
for performing inference are met.
Construct and interpret a
confidence interval to compare
two proportions.
Perform a significance test to
compare two proportions.
Interpret the results of inference
procedures in a randomized
experiment.
Describe the characteristics of the
sampling distribution of x1  x2


3
10.1 Significance Tests for p1 – p2, Inference
for Experiments
4
10.2 Activity: Does Polyester Decay?, The
Sampling Distribution of a Difference
Between Two Means



Calculate probabilities using the
sampling distribution of x1  x2

Determine whether the conditions
for performing inference are met.
Use two-sample t procedures to
compare two means based on
summary statistics.
Use two-sample t procedures to
compare two means from raw
data.
Interpret standard computer output
for two-sample t procedures.
Perform a significance test to
compare two means.
Check conditions for using twosample t procedures in a
randomized experiment.
Interpret the results of inference
procedures in a randomized
experiment.
Determine the proper inference
procedure to use in a given
setting.

5
10.2 The Two-Sample t-Statistic, Confidence
Intervals for 1  2



6
10.2 Significance Tests for
1  2 , Using
Two-Sample t Procedures Wisely



7
Chapter 10 Review
8
Chapter 10 Test
Suggested
Homework
1, 3, 5
7, 9, 11, 13
15, 17, 21, 23
29-32, 35, 37, 57
39, 41, 43, 45
51, 53, 59, 65, 6770
Chapter 10 Review
Exercises
Cumulative AP
Practice Test 3
Chapter 11
Day
Topics
1
Activity: The Candy Man Can, 11.1 Comparing
Observed and Expected Counts: The ChiSquare Statistic, The Chi-Square Distributions
and P-values
Objectives: Students will be able to…



2
11.1 The Chi-Square Goodness-of-Fit Test,
Follow-Up Analysis



3
11.2 Comparing Distributions of a Categorical
Variable, Expected Counts and the Chi-Square
Statistic, The Chi-Square Test for
Homogeneity, Follow-Up Analysis, Comparing
Several Proportions





4
11.2 The Chi-Square Test of
Association/Independence, Using Chi-Square
Tests Wisely


5
Chapter 11 Review
6
Chapter 11 Test

Know how to compute expected
counts, conditional distributions, and
contributions to the chi-square
statistic.
Check the Random, Large sample
size, and Independent conditions
before performing a chi-square test.
Use a chi-square goodness-of-fit test
to determine whether sample data are
consistent with a specified
distribution of a categorical variable.
Examine individual components of
the chi-square statistic as part of a
follow-up analysis.
Check the Random, Large sample
size, and Independent conditions
before performing a chi-square test.
Use a chi-square test for
homogeneity to determine whether
the distribution of a categorical
variable differs for several
populations or treatments.
Interpret computer output for a chisquare test based on a two-way table.
Examine individual components of
the chi-square statistic as part of a
follow-up analysis.
Show that the two-sample z test for
comparing two proportions and the
chi-square test for a 2-by-2 two-way
table give equivalent results.
Check the Random, Large sample
size, and Independent conditions
before performing a chi-square test.
Use a chi-square test of
association/independence to
determine whether there is
convincing evidence of an
association between two categorical
variables.
Interpret computer output for a chisquare test based on a two-way table.
Examine individual components of
the chi-square statistic as part of a
follow-up analysis.
Distinguish between the three types
of chi-square tests.
Suggested
Homework
1, 3, 5
7, 9, 11, 17
19-22, 27, 29,
31, 33, 35, 43
45, 49, 51,
53-58
Chapter 11
Review
Exercises
59R, 60R
Chapter 12
Day
Topics
1
Activity: The Helicopter Experiment, 12.1
The Sampling Distribution of b,
Conditions for Regression Inference
Objectives: Students will be able to…


2
12.1 Estimating Parameters, Constructing
a Confidence Interval for the Slope
3
12.1 Performing a Significance Test for
the Slope



4
12.2 Transforming with Powers and Roots



5
12.2 Transforming with Logarithms

6
Chapter 12 Review
7
Chapter 12 Test
Check conditions for performing
inference about the slope  of the
population regression line.
Interpret computer output from a leastsquares regression analysis.
Construct and interpret a confidence
interval for the slope  of the
population regression line.
Perform a significance test about the
slope  of a population regression
line.
Use transformations involving powers
and roots to achieve linearity for a
relationship between two variables.
Make predictions from a least-squares
regression line involving transformed
data.
Use transformations involving
logarithms to achieve linearity for a
relationship between two variables.
Make predictions from a least-squares
regression line involving transformed
data.
Determine which of several
transformations does a better job of
producing a linear relationship.
Suggested
Homework
1, 3
5, 7, 9, 11
13, 15, 17, 19
21-26, 33, 35
37, 39, 41, 45-48
Chapter 12
Review
Exercises
Cumulative AP
Practice Test 4