AP STATISTICS: Unit 4 Designing Studies
Enduring understanding (Big Idea): Students will understand relationships between two variables including how to describe, analyze, model, and use them.
Also that association does not necessarily mean causation. Moreover, for linear relationships how to make predictions and determine what can be explained.
Essential Questions:
1. .Why must data be collected according to a well-developed plan
5. Why are Control, Randomization and Replication important in
and how does that affect the validity of information for a
designing and implementing an experiment
conjecture?
6. What are the differences between observational studies and
2. Why must this plan include clarifying the question and deciding
experiments?
upon a method of data collection and analysis?
7. What is required to establish a causation relationship?
3. How can we fairly represent a group, so that we can draw
8. When there are known sources of systematic variation, how can we
conclusions from data drawn from a sample of that group?
design experiments to reduce variation in the results?
4. What is the difference between random selection and random
9. When should we Block or use Matched Pairs?
assignment, how are each used and to what purpose?
10. What is the difference between clusters, strata, and block?
BY THE END OF THIS UNIT:
Students will know: (See the AP Statistics Course Description page 7 for details)
II Sampling and Experimentation: Planning and conducting a study (10%–15%)
A Methods of data collection
B How to plan and conduct surveys:
C How to plan and conduct experiments
D Generalizability of results and types of conclusions that can be drawn
from observational studies, experiments and surveys
Vocabulary: Bias, Blocking, Causation
(Cause and Effect), Cluster,
Cluster Sample, Completely Randomized Design, Confounding, Control,
Convenience Sample, Data Ethics, Double-blind, Experiment, Experimental
Units, Lurking Variable (Other Variable), Matched pairs design,
Nonresponse, Observational Study, Placebo, Placebo effect, Population,
Random Assignment, Randomized block design, Replication, Sample, Simple
Random Sample (SRS), Statistically significant, Strata, Stratified Random
Sample, Subjects, Table of Random Digits, Treatment, Undercoverage,
Voluntary Response Sample
Students will be able to…
1. identify: populations, samples, voluntary response samples,
convenience samples, simple random sample, stratified random
sample, cluster sample
2. use a random number table to select a simple random sample
3. avoid bias particularly from undercoverage, nonresponse, and
wording
4. distinguished between observational studies and experiments
5. understand confounding blocking, matched pairs, statistically
significant
6. identify experimental units, subjects, factors, treatments
7. understand the importance of random assignments of treatments
8. describe a completely randomized design for an experiment
9. distinguish between completely randomized design and a randomized
block design
Mathematical Practices in Focus:
Unit Resources: (see Fathom, Applets and Glossary in Unit #3)
1. Make sense of problems and persevere in solving them
Learning Tasks: homework - see page 4-6 & 7 of the Teacher's
2. Reason abstractly and quantitatively
Edition
3. Construct viable arguments and critique the reasoning of others
Performance Task: "FRAPPY" (see Formative Assessments below)
4. Model with mathematics
Project: "Response Bias" page 267 - Highly Recommended!
5. Use appropriate tools strategically
Unit Review Game: Jeopardy and Millionaire (PowerPoints)
6. Attend to precision
http://www.apstatsmonkey.com/StatsMonkey/TPS3e.html
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
Successive pages contain an unpacking of the standards contained in the unit. Standards are listed in alphabetical and numerical order
not suggested teaching order. Teachers must order the standards to form a reasonable unit for instructional purposes.
AP STATISTICS: Unit 4 Designing Studies
CORE CONTENT
Cluster Title: Make inferences and justify conclusions from sample surveys, experiments, and observational studies (S-IC)
Standards:
S.IC.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
NCSCOC 3.02 Use and compare methods of data collection http://www.dpi.state.nc.us/curriculum/mathematics/scos/2003/9-12/72apstatistics
NCSCOC 3.03 Apply statistical principles and methods in sample surveys; identify difficulties.
AP Stats IIA1,2 Overview of methods of data collection, 1 Census, 2 Sample survey…
AP Stats IIB 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
Concepts and Skills to Master (on paper and with technology)
 Sample surveys
 how to sample correctly
 random sample techniques
Section 4.1
[Sampling and Surveys]
 simple, stratified, clustered sampling
 inference for sampling
 sample survey errors
SUPPORTS FOR TEACHERS
Critical Background Knowledge
Many teachers choose to start the course with this chapter and thus there is no prior AP Statistics knowledge needed.
Academic Vocabulary
Bias, Cluster, Cluster Sample, Convenience Sample, Nonresponse, Population, Sample, Simple Random Sample (SRS), Strata, Stratified Random Sample,
Table of Random Digits, Undercoverage, Voluntary Response Sample
Suggested Instructional Strategies




Rely on the Teachers' Edition and the Platinum Resource Binder
The text is excellent and students should have their book (and their calculator) at each
class. The challenge is how to inspire kids to read and study it. There should be class
discussions during each class using material from the book and using the calculator.
Consider assigning the next class' material as a prereading. Especially focus on the boxes
labeled "AP Exam Common Error" in the margins (and also in Appendix A)
With all students on their calculators and you on your projection calculator do
Technology Corner 4.1 on page 214 (or other Technology)
Do Activity on page 206 (except just have cards with questions about basic statistics and
do an Observational Study of the # the student got correct, i.e. an Observational Study"
Resources
 Textbook Correlation:
Section 4.1 (pages 204- 230)
 Most of the PowerPoint slides on the Instructor's
CD are very helpful.
 Use resources at
http://apstatsmonkey.com/StatsMonkey/Statsmonkey.
html
 Monitor the AP Statistics List Serve [see Electronic
Discussion Groups on
Successive pages contain an unpacking of the standards contained in the unit. Standards are listed in alphabetical and numerical order
not suggested teaching order. Teachers must order the standards to form a reasonable unit for instructional purposes.
AP STATISTICS: Unit 4 Designing Studies





Do Activities on pages 215 and 220, followed by a technology simulation of the activity.
Have a Class Discussion of the Auditorium Example on page 218 (Very Important)
Have a Class Discussion of Section 4.1's "Summary" on page 225
The College Board has posted tremendously helpful material (continued)
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2151.html
in particular use:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/8357.html
Useful directories for the released questions are at
http://www.apstatsmonkey.com/StatsMonkey/AP_Review.html
for FR look for AP Index 11_12.xls
for MC look for MC_Index.xls - Daren Starnes
Sample Formative Assessment Tasks
Skill-based tasks



CHECK YOUR UNDERSTANDING (textbook pages 211, 219,
and 224)
Use assessments at http://www.stats4stem.org/
Use Released Multiple Choice questions (see the last Suggested
Instructional Strategy above for a link to the list of MC questions) The
column "% correct " shows the global performance on the AP Exam
for that question. Add a column to the spreadsheet to keep a record of
the questions you used and when used.
http://apcentral.collegeboard.com/apc/public/course
s/teachers_corner/2151.html ] soon to be an AP
community see
https://epl.collegeboard.org/epl/login.do
Problem Tasks
At the End of Section 4.1 do FRAPPY #5a [which uses 2004B #2]:
http://apstatsmonkey.com/StatsMonkey/TPS3e_files/Frappy3.pdf (Or as an
alternate, see the last Suggested Instructional Strategy above for a list of free
response questions that you could alternately use as your FRAPPY. Go to
http://www.apstatsmonkey.com/StatsMonkey/AP_Review.html for the FR
questions. Look for the link AP Index 11_12.xls. Add a column to the
spreadsheet and keep a record of the questions you used and when used.)
To Use Frappies: On the first page at
http://apstatsmonkey.com/StatsMonkey/FRAPPYs.html click on the FRAPPY
Presentation to learn about them and how to use them as Formative Assessments.
(Click on the Frappy Presentation to Advance to a new slide. You may also
download handout notes using the link to the right)
Successive pages contain an unpacking of the standards contained in the unit. Standards are listed in alphabetical and numerical order
not suggested teaching order. Teachers must order the standards to form a reasonable unit for instructional purposes.
AP STATISTICS: Unit 4 Designing Studies
CORE CONTENT
Cluster Title: Interpret linear models (S-ID).
Standards:
S.ID.9 Distinguish between correlation and causation.
NCSCOC 3.04 Apply principles and methods in designed experiments; identify difficulties.
http://www.dpi.state.nc.us/curriculum/mathematics/scos/2003/9-12/72apstatistics
AP Stats IID Generalizability of results and types of conclusions that can be drawn from observational studies, experiments and surveys
Cluster Title: Making inferences and justifying conclusions from sample surveys, experiments, and observational studies (S-IC)
Standards:
S.IC.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each
S.IC.5: Use data from a randomized experiment to compare two treatments … ;
NCSCOC 3.04 Apply principles and methods in designed experiments; identify difficulties.
http://www.dpi.state.nc.us/curriculum/mathematics/scos/2003/9-12/72apstatistics
AP Stats IIA,C,D Sampling and Experimentation: planning and conducting a study
Concepts and Skills to Master (on paper and with technology)
Section 4.2
[Experiments]
 Characteristics of a well-designed and well-conducted
 Understand placebo effect and double blinding
experiment versus an observational study
 Completely randomized design: randomized comparative
experiment
 Treatments, control groups, experimental units, random
assignments, and replication
 Randomized block design, including matched pairs design
 Sources of bias and confounding,
 Control, randomization, and replication
SUPPORTS FOR TEACHERS
Critical Background Knowledge
Previous Skills and concepts in this course from Chapter 1 through Chapter 2
Academic Vocabulary
Blocking, Causation (Cause and Effect), Completely Randomized Design, Confounding, Control, Data , Ethics, Double-blind, Experiment, Experimental
Units, Lurking Variable (Other Variable), Matched pairs, Observational Study, Placebo, Placebo effect, Random Assignment, Randomized block design,
Replication, Statistically significant, Subjects, Treatment


Rely on the Teachers' Edition and the Platinum Resource Binder
Resources
The text is excellent and students should have their book (and their calculator) at each
 Textbook Correlation:
class. The challenge is how to inspire kids to read and study it. There should be class
Chapter 4, Section 2 (pages 231- 260) and
discussions during each class using material from the book and using the calculator.
Chapter 4, Section 3 (pages 261- 279)
Consider assigning the next class' material as a prereading. Especially focus on the boxes
 Most of the PowerPoint slides on the Instructor's
labeled "AP Exam Common Error" in the margins (and also in Appendix A)
Successive pages contain an unpacking of the standards contained in the unit. Standards are listed in alphabetical and numerical order
not suggested teaching order. Teachers must order the standards to form a reasonable unit for instructional purposes.
AP STATISTICS: Unit 4 Designing Studies







With all students on their calculators and you on your projection calculator do
Technology Corner 4.1 on page 214 (or other Technology)
Do Activity on page 206 (except just have cards with questions about basic statistics and
do an Observational Study of the # the student got correct, i.e. an Observational Study"
Do Activities on pages 215 and 220, followed by a technology simulation of the activity.
Have a Class Discussion of the Auditorium Example on page 218 (Very Important)
Have Class Discussions of Section 4.2's "Summary" on page 252 and Sec. 4.3's on 268
The College Board has posted tremendously helpful material (continued)
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2151.html
in particular use:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/8357.html
Useful directories for the released questions are at
http://www.apstatsmonkey.com/StatsMonkey/AP_Review.html
for FR look for AP Index 11_12.xls
for MC look for MC_Index.xls - Daren Starnes
Sample Formative Assessment Tasks
Skill-based tasks





CHECK YOUR UNDERSTANDING (pages 233, 240, and 244)
Use assessments at http://www.stats4stem.org/
Use Released Multiple Choice questions (see the last Suggested
Instructional Strategy above for a link to the list of MC questions) See
suggestion for usage in Unit # 3
Use Quizzes at http://bcs.whfreeman.com/tps4e/#628644__630756__
Do the Chapter 4 AP Statistics Practice Test on page 274

Use ARTIST SCALE - Data Collection
http://ore.gen.umn.edu/artist/tests/index.html

Use Released Multiple Choice questions (see the last Suggested
Instructional Strategy above for a link to the list of MC questions) The
column "% correct " shows the global performance on the AP Exam
for that question. Add a column to the spreadsheet to keep a record of
the questions you used and when used.
CD are very helpful.
 Use resources at
http://apstatsmonkey.com/StatsMonkey/Statsmonkey.
html
 Monitor the AP Statistics List Serve [see Electronic
Discussion Groups on
http://apcentral.collegeboard.com/apc/public/course
s/teachers_corner/2151.html ] soon to be an AP
community see
https://epl.collegeboard.org/epl/login.do
Problem Tasks
Problem Task
At the End of Unit 4 do FRAPPY #5b [which uses 2002 #2]:
http://apstatsmonkey.com/StatsMonkey/TPS3e_files/Frappy5.2.pdf (Or as
an alternate, see the last Suggested Instructional Strategy above for a list of free
response questions that you could alternately use as your FRAPPY. Go to
http://www.apstatsmonkey.com/StatsMonkey/AP_Review.html for the FR
questions. Look for the link AP Index 11_12.xls. Add a column to the
spreadsheet and keep a record of the questions you used and when used.)
 To Use Frappies: On the first page at
http://apstatsmonkey.com/StatsMonkey/FRAPPYs.html click on the
FRAPPY Presentation to learn about them and how to use them as
Formative Assessments. (Click on the Frappy Presentation to Advance
to a new slide. You may also download handout notes using the link to
the right)
Successive pages contain an unpacking of the standards contained in the unit. Standards are listed in alphabetical and numerical order
not suggested teaching order. Teachers must order the standards to form a reasonable unit for instructional purposes.