AP® STATISTICS
Chapel Hill High School
Syllabus 2012-2013
Mrs. Shirley Baugher
770-651-6380
I. COURSE INFORMATION
A. Objective: This class is offered by the College Board Advanced Placement Program as an opportunity for students to earn a semester of college credit for an introductory statistics course. Accordingly, the curriculum for this course must include all topics, skills, materials, and instructional practices that colleges and universities have identified as equivalent to a college course in statistics.
B. Goals: In AP Statistics, students are expected to learn…
Skills
· To produce convincing oral and written statistical arguments, using appropriate terminology, in a variety of applied settings.
· When and how to use technology to aid them in solving statistical problems
Knowledge
· Essential techniques for producing data (surveys, experiments, observational studies, simulations), analyzing data (graphical & numerical summaries), modeling data (probability, random variables, sampling distributions), and drawing conclusions from data (inference procedures – confidence intervals and significance tests)
Habits of mind
· To become critical consumers of published statistical results by heightening their awareness of ways in which statistics can be improperly used to mislead, confuse, or distort the truth.
C. Description: In this course, students are introduced to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes, with
appropriate emphasis given to each:
· Exploring Data: Describing patterns and departures from patterns (20-30%)
· Sampling and Experimentation: Planning and conducting a study (10-15%)
· Anticipating Patterns: Exploring random phenomena using probability and simulation (20-30%)
· Statistical Inference: Estimating population parameters and testing hypotheses (20-25%)
AP Statistics is a course in which students interpret graphical displays of distributions, summarize distributions, compare distributions, and explore bivariate data. Students study methods for collecting data, planning and conducting surveys and experiments. Probability is explored through simulations, probability rules, random variables, normal distributions, binomial distributions, geometric distributions, and the Central Limit Theorem. Statistical inference is studied through confidence intervals for means and proportions and through tests of significance. To develop effective statistical communication skills, students are required to prepare frequent written and oral analyses of real data. Students learn how to communicate methods, results, and interpretations using the vocabulary of statistics. Class discussion is encouraged to develop students’ ability to communicate statistically.
D. Philosophy: Statistics is unlike any other math class you have ever taken. It may even be the most practical course you will ever take. Statistics are so prevalent in our world today that I have even seen this called the “statistical era.” This is because of the vast amounts of data now made readily accessible through computers. Every single day in the news we are bombarded with statistical information about health, politics, sports, consumer issues, and a plethora of other topics. Students with an interest in careers related to medicine, genetics, bioinformatics, business, mathematics, architecture, engineering, any of the sciences, or the social sciences including psychology, sociology, political science, and education will all need to have some formal study in the area of statistics.
E. Prerequisites: You only need a basic familiarity with some concepts from advanced algebra to do the mathematical work we will face this semester. What makes statistics difficult is not in the “math,” but in the application of what we learn. Some of the concepts can be very confusing and the class can be quite difficult at times.
F. Format: This is a year-long course on an alternating block schedule. A summer assignment is given to help students begin thinking about statistical ideas.
II. RESOURCES
A. Primary Textbook
Yates, Moore, Starnes [YMS]. The Practice of Statistics, 3rd edition.
New York, NY: W. H. Freeman and Company, 2008.
B. Calculator
Calculators are allowed on the AP Statistics exam and will be used extensively in this class. Students are expected
to have a graphing calculator with statistics capabilities. The TI-84 is the preferred model.
C. Additional Resources
1. Students are urged to purchase Barron's AP Statistics, 6th Edition.
They will be allowed to use this resource on the mid-term exam!
2. Supplemental Texts
The Practice of Statistics, Fourth Edition (TPS 4e), by Daren Starnes, Dan Yates, and David Moore,
W. H. Freeman and Company, 2012.
Introduction to Statistics & Data Analysis, 4th edition (POD 4e) by Roxy Peck, Chris Olsen, and Jay Devore, Cengage Learning, 2012.
Statistics in Action, 2nd edition (SIA 2e), by Ann Watkins, Dick Schaeffer, and George Cobb, Key Curriculum Press, 2008.
Stats: Modeling the World, 3rd edition (BVD 3e), by Dave Bock, Paul Velleman, and Dick DeVeaux, Pearson Education, 2010.
3. Other Printed Resources
Free-Response questions from previous AP Statistics exams that have been released by the
College Board (and other materials available on their website)
AP Statistics: Preparing for the Advanced Placement Examination, 2nd edition, by James Bohan in
collaboration with Beth Chance
BARRON’S AP STATISTICS FLASH CARDS, by Martin Sternstein
5 Steps to a 5 AP Statistics, 2012-2013 Edition, by Duane Hinders
The Cartoon Guide to Statistics, by Larry Gonick, Woollcott Smith (Contributor), Woolcott Smith,
Harper Collins
4. Technology
Class demonstrations of calculator activities will be done using TI-Smartview software as well as the
TI-ViewScreen with overhead projector. Web-based java applets will be used to investigate statistical concepts.
Many internet sites will be used whenever applicable. Some examples include:
Against All Odds: Inside Statistics (video series) http://www.learner.org/resources/series65.html
American Statistical Association http://www.amstat.org/education/
Stats4Stem web site http://www.stats4stem.org/
Rossman and Chance’s java applets www.rossmanchance.com/applets
www.khanacademy.com
www.brightstorm.com
III. CLASS STRUCTURE
A. General Procedure: One of the greatest differences between statistics and other mathematics courses is that statistical instruction takes on a variety of forms. Because of the application-oriented nature of statistics, we will often use an activity-based approach to the course. Traditional lecture will be supplemented by group activities that are designed to help you get a firm grasp on the concepts that we uncover. Students will often work in groups to gather, analyze, and discuss conclusions drawn from data. Classroom discussion pertaining to statistical topics is encouraged as it is an integral part of developing an understanding of the methodology, practical application, and inferences drawn from the subject.
B. Schedule (subject to change as needed)
Time Frame / Chapter / TOPIC4 days / Preliminary / What Is Statistics?
Part I - Analyzing Data: Looking for Patterns and Departures from Patterns
4 days / 1 / Exploring Data
1.1 Displaying Distributions with Graphs
1.2 Describing Distributions with Numbers
4 days / 2 / Describing Location in a Distribution
2.1 Measures of Relative Standing and Density Curves
2.2 Normal Distribution
Test 1
5 days / 3 / Examining Relationships
3.1 Scatterplots and Correlation
3.2 Least Squares Regression
4 days / 4 / More about Relationships between Two Variables
4.1 Transforming to Achieve Linearity
4.2 Relationships between Categorical Variables
4.3 Establishing Causation
Test 2
Part II - Producing Data: Surveys, Observational Studies, and Experiments
6 days / 5 / Producing Data
5.1 Designing Samples
5.2 Designing Experiments
Test 3
Part III – Probability and Random Variables: Foundations for Inference
5 days / 6 / Probability and random Variables: Foundations for Inference
6.1 Simulation
6.2 Probability Models
6.3 General Probability Rules
Test 4
3 days / 7 / Random Variables
7.1 Discrete and Continuous Ransom Variables
7.2 Means and Variances of Random Variables
4 days / 8 / The Binomial and Geometric Distributions
8.1 The Binomial Distributions
8.2 The Geometric Distributions
Test 5
6 days / 9 / Sampling Distributions
9.1 Sampling Distributions
9.2 Sample Proportions
9.3 Sample Means
Test 6
Part IV – Inference: Conclusions with Confidence
6 days / 10 / Estimating with Confidence
10.1 Confidence Intervals: The Basics
10.2 Estimating a Population Mean
10.3 Estimating a Population Proportion
6 days / 11 / Testing a Claim
11.1 Significance Tests: The Basics
11.2 Carrying Out Significance Tests
11.3 Use and Abuse of Tests
11.4 Using Inference to Make Decisions
Test 7
5 days / 12 / Significance Tests in Practice
12.1 Tests about a Population Mean
12.2 Tests about a Population Proportion
4 days / 13 / Comparing Two Population Parameters
13.1 Comparing Two Means
13.2 Comparing Two Proportions
Test 8
3 days / 14 / Inference for Distributions of Categorical Variables: Chi-Square Procedures
14.1 Test for Goodness of Fit
14.2 Inference for Two-way Tables
8 days / 15 / Inference for Regression
Test 9
7 days / Preparation for AP Exam
1 day / AP EXAM – Friday, May 10 12:00 noon
3 days / Projects / Review
1 day / Final Exam
C. Evaluation: Your grade in this course will be determined using the following criteria:
45% Tests/Projects
15% Quizzes
20% Daily Work -- Homework, Reading, In-Class Activities
20% Mid-Term and Final Exams
D. Academic Integrity: It is permissible to discuss problems with other students, relatives, tutors, etc. It is not permissible to copy another student’s work or try to take credit for someone else’s effort. Students who are suspected of cheating will either be given a zero or alternative assessment, the parent will be contacted, and he/she may be reported to an administrator for disciplinary action.
E. Lost Book Policy: Board Policy Descriptive Code: IFAD
The student will be charged full replacement cost for any textbook lost, regardless of condition. The amount to be charged for a textbook damaged by a student will be the responsibility of the principal.
The Douglas County Board of Education does not discriminate on the basis of sex, race, religion, national origin, disability or age in educational programs or activities, or employment practices.