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Columbia Independent School AP Statistics Room 506 Ms. Krieger Teacher Name: Office Location: Office Phone Number: E-mail: Website: Availability: Ms. Krieger Room 506 (573) 777-9250 [email protected] mskrieger.weebly.com Before school (8:00-8:30), Pride (10:10-10:40), After School (3:30-4:00) About Me: Hello class! I’m Ms. Krieger. This is how I prefer to be addressed. I want to welcome you all to AP Statistics. I am looking forward to getting to know each of you. Here is a little about myself: I am from Moorhead, MN. I went to Concordia College. I majored in Math Education and Psychology. I recently completed my Masters of Education at the University of Missouri. I want you all to feel comfortable with me and be successful in my class. Therefore, if you ever have any questions or need any help, please do not hesitate to come and ask me. Textbook and Supplemental Texts: Yates, Moore, & Starnes. The Practice of Statistics. 4th ed., W.H. Freeman & Co., 2010. Huff, Darrell. How to Lie with Statistics Required Materials: three-ring binder, notebook paper, pencils, planner, TI-83/TI-84 graphing calculator, textbook Course Description: AP Statistics is much more than making graphs and calculating mean, median and mode. Students in this course will learn all steps of statistical processes including conducting experiments and simulations, analyzing and making appropriate graphical displays of collected data, using mathematical methods to analyze the data and reaching supported conclusions about a population or situation. In this course students will become proficient in communicating statistical ideas with proper terminology and will participate in discussions on smart living during an age dominated by statistics. Course Design: This course requires a high-level of classroom participation from each student. Students are expected to read the chapters in the text in preparation for class. All lessons, then, are conducted in an interactive manner that focuses on develop understanding of concepts through investigation and discussion. Formulas, likewise, are developed through reasoning. In this course, students first learn how to perform calculations “by hand” in order to become familiar with complex mathematical notation and to develop a sense of the reasonableness of answers. Students are then taught how to use the calculator applications designed to perform the same tasks. Students are tested over both methods of calculation. Ms. Krieger, AP Statistics Page 1 of 8 Columbia Independent School Homework assignments from the text follow the completion of the notes for each section and are due at the beginning of the following class period. Periodically, students we be assigned reading and response assignments from the book “How to Lie with Statistics” or statistical articles. General Course Goals: Students will assume responsibility for their learning by: 1. Keeping an acceptable notebook consisting of notes taken in class, homework, handouts and graded papers. 2. Coming to class prepared with the required materials every day. 3. Completing all assignments and turning them in on time (see “Late Policy” below). 4. Reviewing class notes, reading the assigned section of the textbook and scheduling tutoring when necessary. 5. Showing their best effort and creating a positive attitude toward learning by participating in class and asking thoughtful questions to help enhance learning. Technology: All students have a TI-83/84 graphing calculator for use in class, at home, and on the AP Exam. Students will use their graphing calculator extensively throughout the course. Various applets on the Internet will be used to illustrate statistical topics. Students will also learn how to read computer output from various statistical software (JMP and MINITAB) Course Outline Introduction to AP Statistics - What is AP Statistics?, Who should take AP Statistics?, Why YOU should take AP Statistics, the four major themes, your textbook, quick overview of the AP statistics exam, reference materials you will have available to you on the AP exam (tables and equations) Chapter 4: Designing Studies Section 1 - Population vs. Sample, Methods of Sampling: Convenience Samples, Voluntary Response Samples, Simple Random Samples, Stratified Random Samples, Cluster Samples, Bias in Sampling Section 2 - Observational Studies vs. Experiments, Designing Experiments, Principles of Experimental Design: Control, Random assignment, Replication, Lurking Variables, Confounding, Treatments, Control Groups, Random Assignment, Double-Blind Experiment, Blocking, Placebo, Matched Pairs, Statistically Significant Section 3 - Scope of Inference, The Challenges of Establishing Causation, Data Ethics Ms. Krieger, AP Statistics Page 2 of 8 Columbia Independent School Chapter 1: Exploring Data (Univariate Data) Section 1 - Categorical vs. Quantitative Data, Displaying Categorical Data: Frequency Tables, Relative Frequency Tables, Bar Graphs, Pie Charts, Good vs. Bad Graphs, Two-Way Tables, Marginal Distributions, Conditional Distributions, Association, Simpson's Paradox Section 2 - Displaying Quantitative Data: Dotplots, Stemplots, Histograms, Describing Distributions: Shape (skewness/modes), Center (by simple observation), Spread (range), and Outliers (by simple observation) Section 3 - Calculating Measures of Center: Mean and Median, Calculating Measures of Spread: Quartiles, Interquartile Range, Standard Deviation, Calculating Variance, Identifying Outliers: 1.5 x IQR Rule, Five-Number Summary, Displaying Quantitative Data: Boxplots, Choosing Appropriate Measures of Center and Spread to Describe a Distribution Chapter 2: Modeling Distributions of Data (Univariate Data) Section 1 - Describing Location in a Distribution: Percentiles, Standard Scores (ZScores), Cumulative Relative Frequency Graphs, Transforming Data and its Affect on the Shape, Center and Spread of a Distribution, Density Curves, Estimating the Median and Mean of a Density Curve Section 2 - Normal Distributions, The Normal Curve, The 68-95-99.7 Rule, The Standard Normal Distribution, Using the Standard Normal Table, Assessing Normality and Normal Probability Plots Chapter 3: Describing Relationships (Bivariate Data) Section 1 - Explanatory and Response Variables, Making and Describing Scatterplots (Direction, Form, Strength, Outliers), Linear Association and the Correlation Coefficient, Facts about Correlation (Does not imply causation, etc.) Section 2 - Least Squares Regression Line, Interpreting the Regression line, Extrapolation, Calculating the LSRL by the Means, Standard Deviations, and Correlation, Residual, Making and Interpreting Residual Plots, Standard Deviation of Residuals, Coefficient of Determination, Outliers and Influential Observations in Regression Chapter 5: Probability Section 1 - The Idea of Probability: Short-Run and Long-Run Behavior, Definition of Probability, Myths About Randomness, Four Step Process: Performing a Simulation Ms. Krieger, AP Statistics Page 3 of 8 Columbia Independent School Section 2 - Definition of Sample Space, Events, and Outcomes, Probability Model, Mutually Exclusive Events (Disjoint), Complement Rule, Addition Rules, Two-Way Tables and Probability Section 3 - Conditional Probability, Independent Events, Tree Diagrams, Multiplication Rules Chapter 6: Random Variables Section 1 - Properties of Discrete Random Variables , Properties of Continuous Random Variables, Mean (Expected Value) of a Discrete Random Variable, Standard Deviation and Variance of a Discrete Random Variable, The Normal Curve as a Probability Distribution Section 2 - Linear Transformations and Linear Combinations of Random Variables Section 3 - Definition of a Binomial Setting, Binomial Random Variables and the Binomial Distribution, Binomial Probability, Mean and Standard Deviation, Definition of a Geometric Setting, Geometric Random Variables and the Geometric Distribution, Geometric Probability and Mean (Expected Value) Chapter 7: Sampling Distributions Section 1 - Definition of Parameter, Statistic, Sampling Variability, Sampling Distribution, Biased vs. Unbiased Estimator, Calculating Variability of a Statistic Section 2 - Sampling Distribution of a Sample Proportion Section 3 - Sampling Distribution of a Sample Mean, Sampling Distribution of a Sample Mean from a Normal Population, The Central Limit Theorem Chapter 8: Estimating with Confidence Section 1 - Properties of Point Estimates, Confidence intervals, Margin of Error, Confidence Level, Using Confidence Intervals Wisely, Conditions for Constructing a Confidence Interval Section 2 - Confidence Interval for a Population Proportion, Standard Error, Four Step Process: Confidence Intervals, Choosing a Sample Size when Estimating the Population Proportion Section 3 - Confidence Interval for a Population Mean, Choosing a Sample Size when Estimating the Population Mean, The t-Distribution, Degrees of Ms. Krieger, AP Statistics Page 4 of 8 Columbia Independent School Freedom, Standard Error of the Sample Mean, Conditions for Inference about a Population Mean Chapter 9: Testing a Claim Section 1 - The Reasoning of Significance Tests, Forming Hypotheses, One-Sided vs. Two-Sided Alternative Hypotheses, P-values, Statistical Significance, Type I and Type II Errors, Power Section 2 - Carrying out a Significance Test, Test Statistics, One Sample z Test for a Proportion, Two-Sided Tests Section 3 - Carrying out a Significance Test for a Population Mean, One-Sample t Test, Checking Conditions, Two-Sided Tests and Confidence Intervals, Inference for Means: Paired Data, Using Tests Wisely Chapter 10: Comparing Two Populations or Groups Section 1 - Sampling Distribution of a Difference between Two Proportions, Confidence Intervals for the Difference of Two Proportions, Significance Tests for the Difference of Two Proportions Section 2 - Sampling Distribution of a Difference between Two Means, TwoSample t Test for the Difference of Two Means, Confidence Intervals for the Difference of Two Means, Using Two-Sample t Procedures Wisely Chapter 11: Inference for Distributions of Categorical Data Section 1 - The Chi-Square Statistic, The Chi-Square Distributions, The Chi-Square Goodness-of-Fit Test Section 2 - Finding Expected Counts, Chi-Square Test for Homogeneity, Checking for Conditions, Comparing Several Proportions, Relationships between two Categorical Variables, Chi-Square Test for Association/Independence, Using Chi-Square Tests Wisely Chapter 12: Inference for Linear Regression Section 1 - Sampling Distribution of Slope, Conditions for Regression Inference, Checking for Conditions, Estimating Parameters, Constructing a Confidence Interval for the Slope of a LSRL, Performing a Significance Test for the Slope of a LSRL Section 2 - Transforming Data to Achieve Linearity with Powers, Roots, and Logarithms Ms. Krieger, AP Statistics Page 5 of 8 Columbia Independent School Class Activities I expect the best out of each and every one of my students. I set my standards high for my students because I believe everyone, if they try their best, can achieve them. It is good to set goals and have something to work for and try to achieve. Therefore, I expect all of my students to be doing their personal best every day. Class Time: During class, you will engage in a variety of activities including note-taking, mathematical discussions, and individual and group problem-solving activities. I encourage you to raise your hand if you would like to ask or answer a question related to the material. If you do not get a question answered in class, or have a question or comment that is not related to the whole class, please save it and find a time to ask me when you are working independently or after class is finished. Homework: Homework will consist of videos or readings about the concepts we will be learning in class the next day. This will be the “lecture” so we can spend class time practicing the concepts in class through simulations, problem-solving, activities, and work through problems. Therefore, daily completion of homework is required for success so you understand what we will be practicing in class. It is expected that the assignment will be completed by the beginning of the next class period. Celebrations of Knowledge Quizzes: Homework is a learning process, so I want to give you an opportunity to demonstrate what you have learned. Occasional quizzes (announced or unannounced) will be given throughout the course. They are meant as a check for understanding, so you will better understand how well you know the material. Tests: At the end of a unit, usually a test will be given. Tests will cover the material from the unit that was just taught as well as a few possible review questions. You will usually be given about three days notice when the test will be. The test will be in the format of an AP exam with some multiple choice questions followed by a few free response questions. Final Exam: There will be a cumulative final exam at the end of a semester. Projects: You will do some projects in this course. Some projects will be done in pairs or in small groups. The purpose of doing projects in this course is to help you get actively engaged in the material and get creative. Math has many real world extensions and projects are a good way to help you see some of these applications. A rubric for each project will be given to you so you understand what is expected and how you will be evaluated for each project. Ms. Krieger, AP Statistics Page 6 of 8 Columbia Independent School Portion of course grade Homework Tests, quizzes, in-class activities, and projects Final 10% 75% 15% Grading scale A 90%-100% B 80%-89% C 70%-79% F Below 70% Tutoring: I am available before school, during Pride, and after school. If you schedule an appointment with me for tutoring, please be sure that you keep your scheduled appointment. I am more than willing to help, but please remember to let me know when you are coming so I can make myself available! Make-up Work: Daily attendance is extremely important in a mathematics class. You will be held responsible for all material missed for any reason. It can be difficult for some students to read the textbook and successfully complete the homework alone. When students are absent it is best to plan on meeting with Ms. Krieger for help with the material. Assignments missed due to unexpected illness or family emergency can be made up according to the handbook’s policy. Students absent from class or extra-curricular activities are required to get the assignment early and turn it in with their class. Late Work: If you do not have an assignment fully completed by the time it is to be turned in at the beginning of class you may use a “Freebie Pass”. You will get one Freebie at the beginning of each semester. This allows you to turn in the assignment late without losing any points. If you use your one Freebie during the semester, additional assignments that are turned in late will receive a 0. Absences: If you are absent on the day an assignment is due, you will be able to turn it in on the day you return to class and not be penalized. If you are absent on the day of a quiz or test, you will be allowed up to one day for each day absent. For instance, if you were gone Wednesday, Thursday and Friday one week and you missed your Friday math test, you would have three days upon your return to class on Monday to make up the exam. Academic Integrity: I expect my students to be honest and only submit work that is their own. If I suspect a student of cheating and/or sharing homework, school policy will be followed for academic misconduct. Students with Disabilities: If a student requires special accommodations due to a disability or other circumstance arrangements will be made to help enhance that student’s learning. Student Expectations: Be willing. Be prepared. Be respectful. Be responsible. Be honest. Ms. Krieger, AP Statistics Page 7 of 8 Columbia Independent School Any student who chooses to be late or unprepared, or chooses to be disrespectful or irresponsible will earn a warning, a phone call home, or an office referral depending on the severity of the situation. In addition, all school policies and procedures will be followed as stated in the student handbook. Emergency Procedures: Emergency procedures are on a sheet near the door. They follow the procedures listed in the CIS Handbook. These emergency procedures will be practiced randomly throughout the year. These procedures include Tornado, lockdown, and fire emergencies. Fire drills Students must line up in the back of the room and quickly and quietly walk out of the building. Go out the door in the back of the school and continue walking away from the building. Tornado drills Students will stay in the room during tornado drills. Lockdown drills Various lockdown procedures will be practiced throughout the year. We will have a discussion about these before and/or after the drill to be sure everyone understands these procedures. To parents: I am here to help your child be successful in mathematics. Please contact me anytime if you have questions or concerns. You can reach me by phone (777-9250) or e-mail. ([email protected]). I prefer you contact me by e-mail. To see our class assignments as wells as notes, downloads, and helpful links go to mskrieger.weebly.com. I look forward to working with you and your child this year. I have read and agree to follow the policies stated in this syllabus: X Student Signature Ms. Krieger, AP Statistics Page 8 of 8