AP Statistics Project II
For this project you will work either individually or with one other person. You may work with a
student from another AP Statistics class, as long as you coordinate tasks equally amongst each
other. You will create an instructional video(s) on a topic listed below. Each topic will have
several components that must be addressed in order to receive full credit on the project. I have
listed these in detail. Notice: You will not present this video to your class, however I may
choose to use your video as a resource for students next year (with your permission/video and
photo release form).
Due Date: The entire project is due on or before Wednesday June 3rd at the beginning of class.
You may turn in the project at any time prior to the exam date. For each hour after your project
is due, I will deduct 7% of the overall grade (this is additive, so after three hours you would be
deducted 21% of the overall grade).
Topics:
•
One and two sample hypothesis tests
o
Proportions (both one and two sample
tests)
o
Means (both one and two sample tests)
o
One-sided vs. two sided tests
o
Steps for successfully completing an AP
problem
o
P-value explained
•
Confidence intervals
o
Proportions (both one and two sample)
o
Means (both one and two sample)
o
The purpose of confidence intervals
o
Steps for successfully completing an AP
problem
o
Confidence level explained
•
LSRL tests, intervals, predictions and
transformations
o
LSRL confidence interval for slope
o
LSRL hypothesis test for slope
o
Purpose of the above two problems
o
Elements of an LSRL explained (slope,
intercept, correlation etc.)
o
Context for LSRL problems and
elements
•
•
Chi-Squared
o
Goodness of Fit Tests (including its
degrees of freedom and expected
values)
o
Association and Homogeneity Tests (df
and expected values as well)
o
Identifying when a Chi-Squared test is
appropriate (and which one)
o
P-value explained
o
Critical value explained
Descriptive statistics
o
Describing distributions
o
Comparing distributions (including
those with different shape)
o
Ways to graph distributions and when
they are more/less useful
o
Finding center and spread from graphs
(including histograms and cumulative
relative frequency graphs)
o
Using graphs and statistics to
determine if conditions are met for
inference
•
Hypothesis tests vs. confidence intervals
o
Similarities/differences between
confidence intervals and hypothesis
tests
o
When a confidence interval can be used
as a hypothesis test
o
The limitations of both confidence
intervals and hypothesis tests
o
How p-value and percent confidence
are related
o
Type I and Type II error explained (in
context of tests and intervals)
•
Probability and binomials
o
Checking for Independence
o
Tree diagram and Venn diagram
problems
o
Binomial distributions explained (with
mean and standard deviation)
o
Binomialpdf and binomialcdf problems
(including binomialcdf compliments)
o
Probability distributions and expected
values/standard deviations
•
Sampling distributions
o
Explain the differences between
standard deviation of a sample,
standard deviation of a sampling
distribution, standard deviation of a
population, and standard error
o
Explain what the Central Limit
Theorem does and where it applies
o
Show how to find Shape, Center, and
Spread for sampling distributions of
proportions
o
Show how to find Shape, Center, and
Spread for a sampling distributions of
means
o
Explain how sampling distributions
relate to hypothesis tests and
confidence intervals
AP Statistics Project II (Scoring Rubric)
Concepts and Material
4
All related concepts from
the topic are covered
within the video(s).
3
2
1
All but one of the related
concepts from the topic are
covered within the
video(s).
All but two related concept
from the topic are covered
within the video(s).
All but three related
concept from the topic are
covered within the
video(s).
0
More than three related
concepts are missing.
Examples
4
Examples are
demonstrated for each of
the topic concepts.
3
2
All but one related concept
has an example.
All but two related concept
has an example.
1
0
All but three related
concept has an example.
More than three related
concepts are missing
examples.
Practice Set (do not have to be in the video portion)
4
A full set of at least 10
practice problems is
provided.
3
2
A partial set of 7-9 practice
problems is provided.
1
An incomplete set of 4-6
practice problems is
provided.
0
A minimal set of 1-3
practice problems is
provided.
No practice problems are
provided
Solutions (do not have to be in the video portion)
4
A full solution set (all 10)
is provided with fully
worked out answers.
3
2
A partial solution set (less
than 10) is provided, with
fully worked out answers.
A full solution set is
provided (10), but the
answers are not fully
worked out or explained.
1
0
A partial solution set is
provided (less than 10) and
the answers are not fully
worked out or explained.
No solution set is provided.
Accuracy
4
There are not errors in the
content of the video or
practice set/solutions.
3
2
There are a few minor
errors within the project,
but the vast majority of the
math is correct.
1
There are many minor
errors, or a few major
errors within the math of
the project.
0
There are many major
errors within the project.
Essentially, this is not
usable for correct
instruction.
No math is provided or
entire concepts are
incorrectly
identified/explained.
English and Grammar*
4
3
2
The correct use of the
English language is present
throughout the project,
including the video,
questions, solutions, and
examples.
There are a few minor
errors that are noticeable
but do not detract from the
overall project.
There are many minor
errors or a few major errors
that are beginning to
detract from the project
and its purpose.
1
0
There are many major
errors that pull attention
away from the project.
The project is riddled with
errors that make it
unreadable/unwatchable.
Spot-checks/Diligence
4
All five spot checks are
successfully completed.
3
2
1
0
All but one check was
successfully completed.
(Missing one check, or two
absences during spot
checks)
All but two checks were
successfully completed.
(Missing two checks or
three absences during spot
checks)
Only two spot checks were
completed.
(Missing three checks or
four absences during spot
checks)
One or fewer spot checks
were completed.
Missing four checks or five
absences during spot
checks.
Workmanship*
4
3
A clear effort was put into
the project. It is easy to
identify that a consistent
and deliberate effort was
put into the project.
There is a high level of
quality in the project, but it
is not clear that a
consistent and deliberate
effort was achieved. This
includes a member of a
team clearly not doing an
equal part of the effort.
2
There is a low level of
quality in the project.
Either the work is not
consistent or there was no
deliberate effort put into
the final project.
1
0
There is a very low level of
quality in the project.
Neither consistent nor
deliberate effort was put
into the project..
No project is completed or
a higher quality project
could be produced within a
few class periods.
Creativity*
4
The student(s) have put a
creative twist on the
project, allowing it to be
more engaging for the
viewer.
3
2
1
0
Students have to
successfully completed the
project but added no major
creative elements, while
still completing all other
requirements.
The student(s) have put a
creative twist on the
project, but fail to provide
all the other requirements.
The student(s) have neither
fulfilled all other
requirements nor added a
creative element to the
project.
The students have provided
a creative element to the
project but it detracts from
the purpose.
Timeliness (measured in hours late): 0
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>15