AP Statistics Syllabus (Arleta High School)
The syllabus outlines the school’s AP Statistics class structure. The outline contains the following:
a) Course Description / Background and Pre-requisites
b) Course Outline and Instructional Materials
c) Teaching strategies
d) Suggested Projects
COURSE OUTLINE:
a. Background and Pre-requisites:
Students on this class will come mostly from Math Analysis classes or Regular Statistics classes who would like to pursue AP class for credit and will run on a 4 x 4 traditional calendar.
b. Course Description:
AP Statistics is the high school equivalent of a one semester (occurring in mesters 1 and 2), introductory college statistics course. In this course, students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Students design, administer, and tabulate results from surveys and experiments. Probability and simulations aid students in constructing models for chance behavior. Sampling distributions provide the logical structure for confidence intervals and hypothesis tests. Students use a TI-83/84 graphing calculator, Fathom, and Minitab statistical software, and Web-based java applets to investigate statistical concepts. To develop effective statistical communication skills, students are required to prepare frequent written and oral analysis of real data.
c. Course Outline
AP Statistics A (August – October, Mester 1)
Week 1 – 5 / Unit 1 Exploring Graphing and Numerical Distributions1. Categorical vs quantitative, discrete vs. continuous
2. spreadsheet software (Excel or Google sheets) for charts and graphs, stem and dot plot (grouped and ungrouped data)
3. Measures of Central Tendency, Spread, Outliners
4. Comparison of distributions graphically
5. Normal Distributions and z scores
Unit 2 Examining Relationships of Two-Variable Data
1. Explanatory vs. Response
2. Scatter plots, correlation, determination
3. Lurking and confounding variables
4. Residual plots
Week 6 -10 / Unit 3 Sampling and Experiments
1. Sampling methods
2. Experimental vs Observational
3. Sample biases
4. Designing Randomized Experiments
5. Placebo effects included
Unit 4 Probability and Distributions
1. Law of Large Numbers
2. Rules of Probability
3. Sample Spaces and conditional probabilities
AP Statistics B (mid October to December, Mester 2)
Week 1- 5 / 4. Probability Distributionsa. Discrete Distributions: Uniform, Geometric, Binomial,
Hyper geometric, Negative Binomial
b. Continuous Distributions
5. Sampling Distributions
a. Mean and Proportions
b. Central Limit Theorem
6. Confidence Intervals
a. Mean and Proportions
Week 6 -10 / Unit 5 Tests of Hypothesis
1. type I and Type II errors
2. Statistical Significance
3. Inferences for Distributions
4. Z-test and t-test for means
5. Inference for Proportions (z and t tests)
6. Inference for Categorical Tables (Chi-square tests)
7. Inference for Regression
Major Assignments and Projects:
All classroom discussions are supported by student presentation of all assignments and projects. The case studies below use graphical calculators and Fathom and Minitab softwares so that they can analyze and interpret the data and make their own conclusions and generalizations about the calculations through the software. These analysis should be done in a way that they will be able to explain the data in the context of the problem:
1. “Performance of stock mutual funds”
Students will access funds data, calculate descriptive statistics and create scatter plots and box plots with Fathom and TI – 84 calculators. Student will analyze 1, 5, 10 year performances and present analysis in report form. Report conclusions must take into account differences in funds per time period and are required to take effect of outliers into considerations
2. “Estimating Rates of Return of Investment”
Students will model original and transformed function in Fathom. Students will analyze various transformational and provide written justification why the log transformation will result in the most appropriate model. Students will need to compare and contrast various transformations.
3. Campus Survey
Student will create a survey exploring a current campus issue. Surveys will be distributed randomly among class. Each student will then write a narrative analysis that addresses the issues of design, implementation and analysis. Appropriate terminology is always required. Students will be graded on a common rubric they will help design. Upon receiving survey back student will alter (if necessary) survey, gather and analyze data and write a report on the process and results.
4. Emergency Calls to the New York Auto Club (Case Study)
AP released questions require students to used analytical and communication skills to formulate cogent answers. Students will need to relate different content areas as they formulate a complete response. The questions stress the ability to integrate statistical ideas and apply them in a new context.
5. Final Course Project
Although projects have been given throughout the semester, this is an extended assignment that includes a reflection of the process and how it can be applied in other settings. Student first must complete a description of the question they wish to investigate. The design of the study/survey/experiment must be adequately explained. Identify any assumption, create a timeline and set out all criteria involved.
After collection of data, the final report must have a clear presentation of all data including tables and graphical representation. This must be computer generated and clearly labeled. Reflect on any bias that may be present and your attempts to minimize it. Comments on any deviations you were forced to make from your original design. Use the appropriate inference procedure to present an answer to your original inquiry. Your interpretation must be in reference to your original hypothesis. Your conclusion must be definitive and understandable to readers outside the statistics community.
Textbooks:
Primary: Statistics in Action: Understanding the World of Data
Key Curriculum Press (2007
Author: Ann E. Watkins and Richard Schaeffer
Secondary: The Practice of Statistics
Freeman
Author: Daniel Yates and David Moore
Other Course Materials
Type: Primary Source:
“A Casebook for a First Course in Statistics and Data Analysis” by Samprit Chatterjee et. Al by John Wilet and Sons
This text present case representing situations and context frokma diverse set of fields, where statisitical analysis is required to arrive at a meaningful conclusion.
Type: Audio Visual Materials
Annenberg/CPB “ Against all Odds: Inside Statistics” 26 thirty minute VHS
Type: Newspaper
Wall Street Journal, print edition
Type: Websites
www.amstat.org
American Statistics Association for teacher resources
www.keypress.com/fathom
Homesite of Fathom Dynamic Data Software available on all computers in Statistics classroom at Arleta High.