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Introductory Statistics Honors/STS/AP 2007-2008 Instructor: Susannah Dobson South High School, Room 5 Work Tel: 719-253-6536 [email protected] General Information Introductory Statistics meets Monday - Friday Class times: First Hour: 7:35-8:25 Sixth Hour: 1:10-2:00 On-line Section: Meeting Times TBA Textbooks and Materials Required Textbook: Yates, D. S., Moore, D. S., and McCabe, S.S. (1999). The Practice of Statistics, New York: W.H. Freeman and Company. Supplemental Textbooks: Anderson, Sweeney, and Williams. Statistics for Business and Economics, 9 th edition. Mason, OH: Thomson, South-Western. Bock, Velleman, DeVeaux. Stats, Modeling the World. Boston, MA: Pearson, Addison Wesley. Bohan, James F. AP Statistics, Preparing for the Advanced Placement Examination, New York: Amsco School Publications. Erickson. Fifty Fathoms: Statistics Demonstrations for Deeper Understanding, Peck, Olsen, and Devore. Introductions to Statistics and Data Analysis. Belmont, Calif: Brooks/Cole, 2005. Rossman, A.J., Chance, B., and Lock, R. Workshop Statistics, Discovery with Data and Fathom. Emeryville, CA: Key Curriculum Press. 2001 Watkins, Scheaffer, and Cobb. Statistics in Action: Understanding a World of Data. Emeryville, CA: Key Curriculum Press, 2006. Yates, Daniel S. Teacher’s Resource Binder. New York: W.H. Freeman and Compnay, 2000. Yates, D. S., Moore, D. S., and Starnes, D.S. (2002). The Practice of Statistics, 2nd edition, New York: W.H. Freeman and Company. Other Resources Annenberg/CPB. Against All Odds: Inside Statistics. 26 30-min. Washington, D.C.: The Annenberg/CPB Collection, 1989. Videocassettes. (800) LEARNER. www.learner.org Computers. Students have access to computers in the Math Lab, Media Center, and classroom Software o Fathom, KeyCurriculum o StatCrunch V4.0 internet software through SouthStats Graphing calculators. Students are required to have a Texas Instruments TI-83+/84 or equivalent. A classroom set of TI-83+ silver edition calculators are available for student checkout for those students who are unable to provide their own. Internet access and online resources. o “Oceans of Data”, Collaboration project with Lakenheath HS, UK, at Yahoo Groups, http://tech.groups.yahoo.com/group/Oceansofdata/ o South High Web Site. In progress, details to follow Course Prerequisites The prerequisite for this course is completion of Algebra II. Attendance Tendance Attendance and participation is very important in this class. Students are expected to attend class daily and participate in all classroom activities. South High attendance and tardy procedures will be followed, please see student handbook. Course Goals and Objectives Tendance The purpose of this course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be exposed to four broad concepts in statistics Exploring Data: Observing patterns and departures from patterns (descriptive statistics: graphical, numerical, and curve fitting for prediction of bivariate data) Planning a Study: Deciding what and how to measure (Sampling Designs and Experimental Designs) Anticipating Patterns: Producing models using probability and simulation (Probability models including Normal, Binomial, and Geometric distributions) Statistical Inference: (hypothesis testing, confidence intervals) Students are not only expected to carry out the mathematical analysis of data, but to communicate in writing the meaning of that analysis. Instructional Strategies Tendance A variety of instructional strategies will be used in this course. They include, but are not limited to: o Lecture o Students Investigation (In-class Labs) o Group Work o Student Presentations o Analyzing data using statistical software in the Mathematics Lab/StatsCrunch Assessment Tendance Ongoing student assessment in the AP Statistics classroom is essential to ensure student success. As a guide for instruction and monitoring student progress, multiple methods are employed. Pre- and formative assessments are used to determine both pacing and level of understanding. This is accomplished using Kagan cooperative learning structures, paper and pencil warm-up questions, and student presentation of homework problems. These types of assessments will allow the instructor to make meaningful instructional decisions to ensure all students have the opportunity for success. Student progress for determining grades is measured using both unit tests and performance assessments. While unit tests concentrate mainly on the current unit, questions from previous units are included. Performance assessments for each unit allow students the opportunity to examine a topic in greater detail and use the topic in a “case study” type situation. Communication is an essential piece of the performance assessments. These assignments provide students with an opportunity to use their statistical knowledge in a meaningful way. Long term projects give students the opportunity to draw connections between all aspects of the statistical process, including design, analysis and conclusions. Both written and oral communication of these projects is expected. In all of these methods of assessment students are required to use the language of statistics to communicate about the methods utilized, the analysis, and the results. Students will have an opportunity to display mastery of the concepts in this course in several different ways. Written homework, collected and graded for accuracy (homework will not be accepted for any chapter after the test for that chapter is given) Daily warm-up exercises Chapter Tests Cumulative Final Exam (Worth two chapter exams) Final Project (Students will work alone or with a partner to choose a topic of interest, formulate a research question, gather the data, analyze the data, and present the research in a classroom presentation and a written report. Letter grades are based on an honors scale and are as follows: 93% - 100% A 86% - 92% B 77% - 85% C 70% - 76% D Below 70% F Schedule of Topics Tendance Note: The following timeline is approximate and is subject to change depending on the needs of the students. Exam dates will be announced in class and posted in the classroom. I: Exploratory Data Analysis Chapter 1—Exploring Data YMM Sect. AP Course Description/ Topic Introduction Timeline 4-days Video 1-day 1.1 2-days I: A-1,2,3,4 E-1 Content Curricular Requirements: [C2a] [C3] [C4] [C5] Introductory Activity—Westvaco activity. Working in small groups, students explore a “real-world” age discrimination case. Included in the discussion topics: *graphical displays *numerical descriptions *simulation techniques *probability *inference Classroom discussion will also include how a statistics classroom is different from a traditional mathematics classroom, with emphasis on statistical thinking and the importance of communication. Against All Odds-Video #2 “Picturing Distributions” Graphical and Tabular Displays of Data including: Quantitative Data Displays *Dotplots *Histograms *Stemplots *Timeplots *Cumulative Frequency Plots Assignment *Classroom activities, including constructing dotplots, completing simulation, calculating numerical descriptions and probabilities. *Written group interpretation of simulation results with justification to be presented to class *Note-taking guide for video *Read Sect. 1.1 Pg 4-25 *HW-1.1 *Begin Chapter 1 Performance Video 1-day 1.2 I: B-1,2,3,4,5 2-days Making Connections I: A-1,2,3,4 B-1,2,3,4,5 C-1,2,3,4 2-days Review 1-day Test 1-day *Using S(shape) O (outlier,cluster,gaps) C(center) S(spread) to describe distn Categorical Data Displays *Bar Graphs *Pie Graphs Against All Odds- Video #3 “Describing Distributions” *Describing distn using appropriate Measures of center: mean, median, mode *Measures of spread: standard deviation, IQR, range *5-number summary *Finding outliers numerically *Unit changes *Skills: Summary stats on the TI *Using appropriate graphical and numerical methods to describe and compare distribution(s) using: S (shape) O (outliers,clusters,gaps) C (center) S (spread) *Students will complete problems, grade using rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Review for test using practice multiple choice and free response questions Chapter 1 test: Multiple Choice Free Response Assessment (See Appendix #1) *Note-taking guide for video *Read Sect 1.2 pg 30-51 *HW- 1.2a *AP Free Response Problems 1997 #1 2000 #3 2001 #1 2002B #5 2005B #1 2003 #1a,b 2004 #1 2004B #5a 2005 #1a 2006 #1 *Study for exam *Finish Chapter 1 Performance Assessment *Read Pgs 66-77 III: Anticipating Patterns Chapter 2—The Normal Distribution YMM Sect. AP Course Description/ Topic Density Curve Activity Timeline 2.1 2-days 1-day III: C-1 2.2 III: C-1,2,3 3-days Content Curricular Requirements: [C2c] [C4] [C5] YMM class activity 2B-Roll a Normal Distribution— combine data from each group to create a class histogram. Discuss how a mathematical model (density curve) is used to describe distns *Discuss characteristics of density curves. *Discuss relationship between the shape of the curve, mean and median *Using Geometry and the Empirical Distn (68-95-99.7 Rule) to find area *Using the empirical distn for percentiles *Standard Normal Curve—transforming normal distn onto a standard normal curve N(0,1) *Normal Distn Calculations—finding the percent of observations below, above, and between values and interpreting in context—using normal distn table *Using Table A to find the corresponding value in a distn for area below, above, and between *Assessing normality for a distn using a normal probability plot *Skill: Using TI83/84 to answer normal probability questions Assignment *View Against All Odds- Video #4-Normal Distn and complete video guide *HW-2.1 *Read Pgs 83-97 *View Against All OddsVideo #5-Normal Calc. Complete video guide *HW-2.2 *Begin performance assessment #2 Making Connections 2-days Using AP Free Response questions, use the methods of this chapter to analyze distn and practice communicating information. Students will complete assigned problems, grade using rubrics, and present solutions Review 1-day Note: An emphasis on communication will be stressed in the Free Response questions Review Unit 2 Exam 1-day Unit 2 exam utilizing both MC and FR questions *AP Free Response Problems 2002 #3a 2003 #3a,b 2004B #3a,b 2005B #6b 2006 #3a 2006B #3a *Study for exam *Finish Perf. Assess. #2 *Read pgs 107-122 I: Exploratory Data Analysis Chapter 3—Examining Relationships YMM Sect. AP Course Description/ Topic Data Collection 3.1 Timeline 1-day 1-day I:D-1 3.2 1-day I: D-2 3.3 3-days I: D-2,3,4 Making Connections 2-days Content Curricular Requirements: [C2a] [C3] [C4] [C5] *Collect data for Performance Assessment #3---“BungeeJumpin Barbie” Activity includes students describing the procedure used to gather data, analysis of data, and conclusions based on the experiment. Scatterplots *Constructing and interpreting scatterplots (response variable vs explanatory variable *Describe relationships utilizing Strenth, Type, Direction *Recognizing outliers *Skill: Construction of scatterplots on the TI-83/84 Correlation *Properties of correlation *What affects correlation *Calculating correlation Activity: “guess the correlation”—java applet Least-squares Regression *Interpreting slope and y-intercept in context *Least-squares principle Fathom activity: minimizing SSE *Calculating the LSRL from --summary stats --raw data (TI-83/84, Fathom, StatCrunch) --Reading computer output (Fathom, StatCrunch, Minitab) *Effects of outliers and influential points on LSRL *Residuals and residual plots—interpretation and calculation on the TI-83/84 *Coefficient of determination—calculation and interpretation *Skills: Using computer output to create and interpret LSRL Using AP Free Response questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Assignment *Begin Performance Assessment (PA) #3 *Against All Odds Video #8Describing Relationships *AAO-Video Guide *HW –3.1 *Read Pgs 128 – 135 *Against All Odds-Video #9 - Correlation *AAO-Video Guide *HW—3.2 *Read Pgs 137 – 160 *HW—3.3 *AP Free Response 1998 #2 1998 #4 1999 #1 2000 #1 2002 #4 2002B #1 2003B #1 2005 #3 2005B #5 2006 #2 Free Response questions 2006B #1 Review 1-day Review Unit 3 - analyzing bivariate data *Study for exam Exam 1-day Unit 3-analyzing bivariate data exam –MC and FR *Finish PA #3 *Read Pgs 176-197 I: Exploratory Data Analysis Unit 4—More Bivariate Data YMM Sect. AP Course Description/ Topic Data Collection Timeline 1-day 4.1 3-days 4.2 1-days I: D-4 II: B-3 C-3 D 4.3 I: E-1,2,3,4,5 2-days Content Curricular Requirements: [C2a] [C4] [C5] *Collect data for Performance Assessment #4---“Spaghetti and Skittles” *Re-expressing data to achieve linearity Using logarithms Using the LSRL of the transformed data to find both power and exponential models *Power and Exponential Models using technology Power and Exponential models on TI-83/84, StatsCrunch, Fathom *Determining the “best” model *Lurking Variables *Common Response *Confounding *Causation Making Connections 1-day Review 1-day Exploring Categorical Data *Frequency tables and bar charts *Marginal and Conditional Distributions *Using relative frequency charts to look at association between variables *Simpson’s Paradox *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Review for Unit 4 Exam Exam 1-day Unit 4- Exam –MC and FR Assignment *Against All Odds Video #7 *AAO-Video Guide *Begin PA #4 *HW 4.1 *HW 4.2 *HW 4.3 *Against All Odds Video #12 – Experimental Design *AAO-Video Guide *AP Free Response 1997 #6 2003B #2a,b 2004B #1 *Supplemental problems from AP Practice Books *Study for exam II: Sampling and Experimentation Unit 5 – Producing Data YMM Sect. AP Course Description/ Topic Timeline Content Curricular Requirements: [C2b] [C3] [C4] [C5] Assignment Sampling Activity 1-day 5.1 II: A-1,2,3,4 B-1,2,3,4 D 2-days 5.2 II: C-1,2,3,4,5 3-days 5.3 2-days Making Connections 1-day III: A-5 Activity: Random Rectangles Students will produce data to evaluate as each type of sampling method is discussed *Observational Studies vs Experiments *Census vs Sample *Surveys -Construction of and sources of bias Question Wording Administration of *Sampling Methods Probability Samples including: Simple Random Sample, Stratified Random Sample, Cluster Sampling Systematic Sample, Multi-stage Sample. Non-probability Samples including: Voluntary Response, Convenience Sampling *Skill: Using Technology (Random Digits Table & TI83/84) to choose samples *Sample Surveys---Polls Bias: Undercoverage, nonresponse, response bias question wording *Generalizing to a population *Experimental Design Principles of Experimental Design: control, random assignment, replication Placebo Effect, blinding, double blinding *Completely randomized design, Block design, matched pairs, cross-over design *Activity: Pulse---sitting vs standing Simulating Experiments-Five-step process 1. State problem or experiment 2. State assumption 3. Assign digits to outcomes 4. Simulate 5. State conclusions *Skill: Using the TI-83/84 to generate random digits for simulations *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions *Against All Odds Video #14 – Samples and Surveys *AAO-Video Guide *HW 5.1 *Begin 1st semester project: (Survey Project) *Against All Odds Video #13 – Blocking and Sampling *AAO-Video Guide *HW 5.2 *HW 5.3 *AP Free Resp.-Chosen from: 1997 #2 1998 #3a,b 1998 #6 1999 #3 2000 #5 2001 #3 2001 #4 2002 #2 2002B #3 2003 #4 2003B #4 2004 #2 2004B #2 2005#1b,c 2005 #5a,c 2005B #3 2006 #5 2006B #5 *Study for Exam Exam Review 1-day Review for Unit 5 Exam Exam 1-day Unit 5- Exam –MC and FR *Finish 1st semester project Survey Project Survey Projects 2-days Students will present survey projects *Against All Odds #15 What is Probability AAO-Video Guide III: Anticipating Patterns Unit 6 – Probability (Combined with Unit 7) YMM Sect. AP Course Description/ Topic 6.1 III: A-1,2 Timeline 1-day 6.2 2-days 6.3 3-days III: A-3 III: A-3 B-1 Making Connections Exam Content Curricular Requirements: [C2c] Activity: Spinners and Dice Classroom discussion from activity for probability basics: probability as relative frequency in the long run, outcomes, events, sample space Probability Models Multiplication Principle Basic Probability Rules using: Tree Diagrams Venn Diagrams Contingency Tables More Probability Conditional Probability Independence: Activity: Abby’s Kennels Using tree diagrams to “Reverse the Condition” Assignment *HW 6.1 *Begin practice packet for final exam *HW 6.2 *HW 6.3 *Making connections for Unit 6 combined with Unit 7 *Against All Odds #16 Random Variables AAO-Video Guide *Note: Exam for Unit 6 combined with Unit 7 ------------------------------- III: Anticipating Patterns Unit 7 – Random Variables (Combined with Unit 6) YMM Sect. AP Course Description/ Topic 7.1 III: A-4 7.2 III: A-4,6 B-2 Making Connections Timeline 2-days 3-days 2-days Content Curricular Requirements: [C2c] [C4] Random Variable Basics Discrete vs Continuous Validity of Probability Distn Means and Variances for discrete random variables Law of Large Numbers Rules for combining random variables Activities: Roll the Dice, Rats in a Maze *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Exam Review 1-day Review for Units 6&7 exam Exam 1-day Exam on Units 6 & 7 Assignment *HW 7.1 *HW 7.2 *AP Free Resp.—Chosen From: 1997: #3 2002: #3 1998: #6 2002B: #2 1999: #4 2003: #3a,b 1999: #5 2003B: #2 2000: #6b,c 2003B: #5a,b 2001: #2 2004: #4 *Study for Exam *Work on Review Packet for final Performance Assessment 2-days Final Review 1-day First Semester Final Exam 1-day Students will work with a partner to work through a Casino Lab calculating probabilities experimentally, using simulations, and theoretical Students will present problems from review packet for semester final *Finish Review Packet for Semester Final *Study for Final Students will demonstrate understanding of the topics covered in Units 1-7 by completing a final exam consisting of Multiple Choice/Free Response questions III: Anticipating Patterns Unit 8 – Binomial and Geometric Distributions YMM Sect. AP Course Description/ Topic IntroActivity Timeline Content 8.1 3-days 8.2 2-days Making Connections 2-days Exam Review 1-day Curricular Requirements: [C2c] [C3] [C4] [C5] Activity: Cereal and Tiger Woods: Students will collect data with a hands-on activity for two questions (one binomial/one geometric) Binomial Distributions Conditions (FITS) Simulating Binomial Settings Calculating Probabilities Expected Value--Mean and Standard Deviation for a binomial distn Normal approximation to binomial Skill: Calculator computations for Binomial distn Geometric Distributions Conditions (WITS) Simulating Geometric Settings Calculating Probabilities Expected Value--Mean for a Geometric Distn Skill: Calculator computations Geometric Distn *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Review for Exam on Unit 8 Exam 1-day Unit 8 Exam 1-day III: A-4 III: A-4 Assignment *Against All Odds #17 Binomial Distributions AAO-Video Guide *HW 8.1 *Begin PA for Unit 8 *HW 8.2 *Free Resp.—Chosen From 2003: #3c 2004: #3a *Supplemental problems from AP Review books *Study for exam *Finish PA for Unit 8 III: Anticipating Patterns Unit 9 – Sampling Distributions YMM Sect. AP Course Description/ Topic 9.1 III: D-6 Timeline 2-day Content Curricular Requirement [C2c] [C4] [C5] Activity: The Distribution of Height Students will create a post-it sampling distribution of women’s heights using their calculator’s normal distn. This distn will form the basis of class discussion. Parameter vs Statistic Sampling Variability Assignment *HW 9.1 *Begin PA for Sampling Distn Describing Sampling Distn using SOCS Bias/Variability 9.2 III: D-1,4,6 2-days Making Connections 2-days Exam Review 1-day Activity: The color of Reeses Pieces Collect data on the proportion of Orange Reeses Pieces Create the sampling distn for proportions Mean and Standard Deviation of the sampling distn Conditions for using sampling distn Sampling Distn of the difference in proportions Connections to inference Activity: The Age of Pennies Collect data on the “average” age of pennies from both a uniform distn and a right-skewed distn of pennies Create the sampling distn of x-bar Conditions for using sampling distn Central Limit theorem Law of Large Numbers Sampling Distn for difference in means Connections to inference Computer Activity: Java activity for sampling distn, CLT *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Review for Unit 9 exam 9.3 2-days Exam 1-day Unit 9 Exam III: D-2,3,5,6 *HW 9.2 *Finish PA for Chapter 9 *Against All Odds #18 AAO-Video Guide *HW 9.3 *Free Resp—Chosen From 1998: #1 2004B: #3c,d *Supplemental problems from AP Review books *Study for exam IV: Statistical Inference Unit 10-Introduction to Inference YMM Sect. AP Course Description/ Topic Intro 10.1 Timeline 1-day 2-days IV: A-1,2,3 10.2 3-days 10.3 1-day IV: B-1 Content Curricular Requirements: [C2d] [C3] [C4] [C5] Activity: Pick a Card Introduction to Inference M&M activity to estimate the proportion of blue candies *Point Estimate *Margin of Error *Concept of “95% confidence” *Logic behind creating confidence interval *Pieces of the interval that affect our estimate *Connection of confidence intervals for proportions to sampling distributions Calculator CI activity Survivor Activity:Blood pressure activity?? Does our class differ? *Outline of a significance test *The null and alternative hypothesis *Choosing a procedure/verifying conditions *Test Statistic/P-value *Decision/Conclusion Statistical Significance/Practical significance Hawthorne Effect Assignment *Begin PA for Chapter 10 *Against All Odds - #19 Confidence Intervals AAO-Video Guide *Against All Odds - #20 Significance Tests AAO-Video Guide *HW 10.2 10.4 3-days Making Connections 2-days IV: B-1 EXAM Note Type I and Type II Errors: Activity: Simulation to demonstrate that Type I error does in fact happen at our significance level Power: Activity: Simulations to demonstrate what affects the power of a test *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. *HW 10.4 *Free Resp.---Chosen From: 1997: #4 2003B: #3 2002: #1 2003B: #4c,d 2002: #5 2003B: #6b,c 2003: #1c 2004B: #5b,c 2003: #2 *Finish PA Unit 10 Exam for Unit 10 to be combined with Unit 11 IV: Statistical Inference Unit 11-Inference for Means YMM Sect. AP Course Description/ Topic 11.1 Timeline 3-days III: D-7 IV: A-6,7 B-4,5 11.2 3-days Making Connections 3-days IV: A-7 B-5 Content Curricular Requirements: [C2d] [C3] [C4] [C5] *Hypothesis Tests and Confidence intervals for means -t-distribution -standard error -degrees of freedom -robustness of a test -Construct and interpret a 1-sample confidence interval -Conduct and interpret a 1-sample t-test for means -t-procedures for matched pair data -Skills: HT & CI on the TI-Calculator -Skills: HT & CI from computer output *Hypothesis Test and Confidence intervals for two means. (Independent Samples) -Complete steps for HT & CI -Interpret the results -Skills: HT & CI on the TI -Skills: HT & CI from computer output *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Exam Review 1-day Note: An emphasis on communication will be stressed in the Free Response questions Review for Units 10 & 11 Exam Exam 1-day Exam for Units 10 & 11 Assignment *Against All Odds #21 AAO-Video Guide *HW 11.1 *Begin PA Unit 11 *HW 11.2 *Against All Odds #22 AAO-Video Guide Free Resp.—Chosen From: 1997: #5 2001: #5 1999: #6 2002B: #6a 2000: #2 2004: #6 2000: #4 2004B: #4 Study for Exam Finish PA for Unit 11 IV: Statistical Inference Unit 12-Inference for Proportions YMM Sect. AP Course Description/ Topic Intro Timeline 1-days 12.1 2-days 12.2 2-days Making Connections 2-days IV: A-4 B-2 IV: A-5 B-3 Content Assignment Curricular Requirements: [C2d] [C3] [C4] [C5] Activity: Is One Side of a Coin Heavier Data Collection for inference for proportions *Hypothesis Testing and Confidence Intervals for a single proportion -construct and interpret CI for 1-proportion -perform and interpret HT for 1-proportion -Skills: HT & CI on the TI -Skills: HT & CI from computer output *Hypothesis Testing and Confidence Intervals comparing two proportions -construct and interpret CI for the difference of two proportions -perform and interpret HT for the difference of two proportions -Skills: HT & CI on the TI -Skills: HT & CI from computer output *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Exam Review 1-day Note: An emphasis on communication will be stressed in the Free Response questions Review for Unit 12 exam Exam 1-day Unit 12 exam *Against All Odds #23 AAO-Video Guide *Begin PA Unit 12 *HW 12.1 *HW 12.2 Free Resp.---Chosen From: 1997: #4 2003: #6 1998: #5 2003B: #3 2000: #6a 2003B: #6a 2002: #6 2004B: #6 2002B: #4 Review for test Finish Unit 12 PA IV: Statistical Inference Unit 13-Inference for Distributions Chi-Squared YMM Sect. AP Course Description/ Topic 13.1 III: D-8 13.2 IV: B-6 Timeline 2-days 3-days Content Curricular Requirements: [C2d] [C3] [C4] [C5] Activity: “I didn’t get enough blue m&m’s” *Chi-squared distribution—features of…. *Chi-squared Goodness of Fit -perform and interpret “Goodness of Fit” HT for the differences in more than two proportions. -Skills: Goodness of Fit on TI -Skills: Goodness of Fit from computer output Inference for two-way tables *Chi-squared test for independence and homogeneity of populations -recognizing the difference between a test of independence and homogeneity of populations -perform and interpret HT for independence Assignment *Against All Odds #24 AAO-Video Guide *Begin Unit 13 -14 PA *HW 13.1 *HW 13.2 and homogeneity Making Connections 2-days *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Exam for Unit 13 combined with Unit 14 Note Free Resp—Chosen From: 1999: #2 2002B: #6b,c 2003: #5 2003B: #5c 2004: #5 IV: Statistical Inference Unit 14-Inference for Regression YMM Sect. AP Course Description/ Topic 14.1 Timeline Content Making Connections 2-days Exam Review 1-day Curricular Requirements: [C2d] [C3] [C4] [C5] Inference for Regression: *Hypothesis testing and Confidence intervals for the model -Construct and interpret CI for the slope of the regression line -Perform and interpret HT for the slope of the regression line -Skills: HT & CI on the TI -Skills: HT & CI from computer output *Using AP Free Response and AP-like questions, students will complete the problems, grade using AP rubrics, revise if necessary and present solutions. Note: An emphasis on communication will be stressed in the Free Response questions Review for Unit 13 & 14 exam Exam 1-day Unit 13 & 14 exam 2-days IV: A-8 B-7s Assignment *HW 14.1 *Free Resp.—Chosen From: 2001: #6 2007: #6 *Supplemental problems from AP Review books Study for exam Finish Unit 13& 14 PA Review for the AP® Exam YMM Sect. AP Course Description/ Topic Review Timeline 12-days Content Curricular Requirements: [C2a] [C2b] [C2c] [C2d] [C3] [C4] [C5] *Review for AP exam including both multiple choice and free response problem *Practice with rubrics grading Free Response problems *Practice AP exam---MC and FR (2nd semester final) Assignment *MC and Free Response from prior AP Exams and supplemental AP Review books After the Exam YMM Sect. AP Course Description/ Topic Semester Project Timeline Concurrent With Content Curricular Requirements: [C2a] [C2b] [C2c] [C2d] [C3] [C4] [C5] *Students will begin 2nd semester project during Exam review -Choosing a partner Assignment *2nd Semester project Review After The Exam 7-days After The Exam 3-days -Choosing a Topic -Writing the Research Question *Students will use class time to: -design the study -gather data -analyze the data -write report -develop powerpoint presentation *Analysis of Variance Activity *Student presentations of semester projects Extra Help and Contact Information Tendance School Phone: 253-6536 Home Phone: 544-2972 (Before 9:00pm please) I am available for extra help daily: 7th Hour 2:05 – 2:55 After School by Appointment Email: [email protected] *2nd Semester project