Class Syllabus
Course #04364 AP Statistics
Lyn Davies
Room B217
E-Mail:
Course Description and Objectives:
The purpose of this course is to provide students with the opportunity to gain college math credit for statistics. The attached syllabus has been approved by the College Board. Students should have a minimum completion level of IMP3 and have had at least a B in their last math course in order to be prepared. The course is writing intensive and requires high level skill at the interpretive level.
Materials:
Lined Paper
Graph Paper
Pencil or Black Pen (no sharpie or felt tip please)
TI83+ or TI84+ Calculator
Class Records:
1) Assignments will be posted on my wordpress site.
2) Daily objectives will be posted on my wordpress site.
3) It is the student’s responsibility to get information on any missed work when absent.
4) Grades will be updated in IC weekly.
Grading (by percentage) Please see district policy for point value:
Scale: 90 and above A (90-92 A-)
80-89 B (87-89 B+; 80-82 B-)
70-79 C (77-79 C+; 70-72 B-)
60-69 D (67-69 D+; 60-62 D-)
Below 60 F
Rubrics will be provided when needed for constructed response items.
Breakdown:
Collaborative Work 20%
Assessments 70%
Homework Quizzes (10% of assessment portion)
Announced open note quizzes (20%)
AP RELEASED FRQ’s (20%)
Unit Tests (20%)
Final Exam 10%
Reference:
Collaborative Work: Any work that involves collaboration either inside or outside of class.
Ø Each team write up must contain clear reference to every individual in the team that identifies his/her contribution. Expectations for write ups will be made clear in writing and verbally for each assignment.
Ø All members of the team must participate in presentations.
Homework Quizzes: Quizzes given at the beginning of class over assigned homework.
Ø If a student is absent for a quiz, a blank will be recorded.
Ø If a student has an unexcused absence or tardy, a zero will be recorded.
Ø No extended time will be given for tardy students.
Ø At the end of each quarter, the lowest two homework quizzes will be blanked out unless a student already has two or more blanks due to absence.
Open Note Quizzes: Quizzes given during a unit on which a student may references his/her notes.
Ø No shared notes are allowed.
AP RELEASED FRQ (Free Response Quesiton): Electronically submitted, formally written up (typed or scanned to pdf).
Ø Instructions for electronic submission will be given well in advance.
Ø Student must clearly be identified in the e-mail address and document title for the work to be opened, accepted and graded.
Ø Electronic submission is required for date and time accountability.
Ø Each write up must contain (unless otherwise indicated by the teacher):
Ø Problem Statement (20%)
Ø Process section (50%)
Ø Solution (30%)
Ø Each section will be scored E (essentially correct), P (Partially correct) or I (Incorrect)
Ø More specific rubrics will be available when needed for individual AP RELEASED FRQ’s
Ø Identical papers or portions of papers between two or more students may be subject to questions regarding academic misconduct.
Unit Test: Closed note, in class tests.
Ø Individual free response questions will be scored using the E, P, I designations which will be translated to a 0-4 score for the problem.
Ø Multiple choice problems may be weighted according to level of difficulty. Such weight will be designated on the test.
Ø A test grade will be assigned based on the sum of all possible points on the test.
E, P and I designations:
E: Essentially Correct indicates that minor errors may exist, but a correct understanding of the problem is clearly present.
P: Partially Proficient indicates that the student has demonstrated some understanding of the problem, but needs some follow up instruction.
I: Incorrect indicates the student has little or no understanding of the concepts embedded in the problem. A great deal of follow up instruction is needed.
Most free response questions will be graded in two categories:
Mechanics: This is where a student demonstrates understanding through process and mathematical work.
Solution or Conclusion: This must flow from the mechanics. A student can receive and E in this category even if his/her mechanics are flawed.
Sample Point Assignments based on scores for Mechanics and Conclusion in either order:
4 EE
3 EP
2 PP or EI
1 PI
0 II or blank
In Class Procedures:
1) No outside food or drink except water in container with a cap.
2) Cell phones should be kept in the vibrate position and concealed.
3) Class norms regarding effective teams, communication and listening will be established by students and followed for each class.
4) Minor discipline problems including excessive tardies, class disruptions and off task behavior that interferes with the offender’s learning will be handled on a case by case basis in the following manner:
- (1st offense) Talk to the student(s) involved.
- (2nd -3rd offense) E-mail to the parent
- Repeated offenses may be handled with referral and/or parent conference.
- A student who is habitually absent/tardy or a discipline problem will be denied my outside tutoring services.
5) Severe discipline problems such as bullying, extreme disruption and/or behavior that interferes with the learning process for more than just the offender will be dealt with immediately by referral and possible removal from class via short term suspension if necessary in accordance with DPS tiered discipline ladder.
6) Late work (AP RELEASED FRQ’s and team write ups only):
- Students have two school days per excused absence to hand in late work.
- Work that is turned in late without prior extension or absence will be penalized in the following way:
- 20% penalty for 1-2 days late
- 50% penalty for 3+ days late until the unit assessment
- No late work will be accepted for the unit after the assessment has been given.
Attendance:
If a student has an unexcused absence, he/she will receive a zero for any graded item that is due on that day.
If a student is tardy unexcused after AP RELEASED FRQ collection, the assignment will be given a maximum of 80% credit after accuracy grading.
If a student is tardy unexcused on an assessment day, no extended time will be given.
If a student is absent, it is his/her responsibility to see me or contact me for notes. Notes will be available from class electronically upon request but will not automatically be sent.
Electronic and/or face to face parent conferencing will be used to alleviate habitual attendance problems.
I do offer outside tutoring by appointment for students who have given every effort in class, maintained good attendance and need supplemental instruction. Tutoring is in no way a substitute for attending class. Students with three or more unexcused tardies, and/or two or more unexcused absences will be denied my outside tutoring services. Students with severe numbers of excused absences and tardies may also be denied tutoring from me pending parent conferencing.
Electronic or hard copy acknowledgement of having read this syllabus serves as a contract between myself the student and parents. Please acknowledge by 09.02.11.
AP Statistics
Text: Yates, Daniel, David Moore and Darren Starnes, The Practice of Statistics, 4e., W.H. Freeman and Company, New York,. 2011. Aligned with College Board Indicators
Optional purchase site: http://www.amazon.com/s?ie=UTF8&rh=n%3A2205237011%2Ck%3A142924559X&page=1
eText
ISBN-10142927185X; ISBN-139781429271851
ISBN-10142924559X; ISBN-139781429245593
AP released questions are available from the College Board website http://apcentral.collegeboard.com
Other Resources Used:
1) David E. Bock, Velleman, DeVeaux, Stats Modeling the World, Pearson Addison Wesley, New York, 2004.
2) Ron Millard, Turner, Activities and Projects for Introductory Statistics Courses,2nd edition, W.H. Freeman and Company, New York2008.
3) Martin Sternstein, Ph.D., Barron’s AP Statistics, 4th edition, Barron’s Educational Series, New York, 2008.
Course: AP Statistics
Description:
This is a year long class meant to be taught at the introductory college level. The course moves through four basic units including data gathering, data analysis, probability and inference. More specific skill breakdown is provided in the above pacing and standards alignment guide.
Materials:
Students will need a TI-83+ or TI-84+ calculator and internet access.
Goals:
1) Students will learn to gather data in using appropriate methods and display that method in multiple ways.
2) Students will use technology to organize, display, simulate and perform appropriate calculations and tests within statistical problems.
3) Students will learn to look at numbers with a new understanding of where those numbers came from and be more aware of both proper and improper production and use of statistical information.
4) Students will learn the essential elements of experimental design and survey methods.
5) Students will understand the idea of randomness with respect to discrete and continuous data sets.
6) Students will learn to draw conclusions about what the data tell them through various types of hypothesis testing.
College Board/ Indicator Ref. # / Text Section / Days(Time)
Block / Resources
AP Questions; Vocabulary
1.0 Exploring Data / Objectives: 1) Students will become familiar with all major types of data display including bar charts, pie charts, dot plots, line plots, stem and leaf plot, boxplots and histograms.
2) Students will be able to construct data displays for quantitative variables and will use TI-84 calculators to construct histograms, boxplots and scatter plots.
3) Students will be able to choose and justify appropriate summary statistics for a data set after commenting on the shape, center and spread of a distribution based on the raw data and its display.
4) Characteristics of density curves with an emphasis on Normal Distributions will be explored including standardizing data and the empirical rule.
5) Students will use normal probability plots to help justify the use of a normal model.
6) Students will assess linearity of bivariate data by looking at a scatter plot, residual plot and calculating the correlation coefficient.
7) Students will use technology to generate models for data including LSRL and comment on those models using the coefficient of determination and other analysis.
8) Students will use models to make predictions about the data.
9) Students will use basic functions to transform data in order to improve analytical potential. / 15 / In addition to the text demonstrations will be made using Fathom software in class.
Essential Vocabulary:
Individuals
Variable (categorical and quantitative)
Distribution
Shape
Center
Spread
Outlier (know all types and how to test for them)
5 number summary
Mean
Standard deviation
Normal curve
LSRL
Residual
Correlation
Influential point
Conditional Distribution
Simpsons’s paradox
1.1 a, b, c, d / Introduction pp. 7-26
Displaying data-charts / 0
pp. 27-50
dotplots/stemplots/histograms / .5
(45) / AP: 2001 #6a; 2002B #5; 2003 #1a,b; 2006 #1; 2008B #1
1.2 a, b, c, d, e / pp. 51-81
mean/5 number summary / .5
(45) / AP: 2005 #1a (choice of measure of center)
QUIZ #1-Passing Grade Required. Retake until pass.
2 after school review sessions will be offered. (required for those who fail the quiz) / .5
(45)
1.3 a, b, c, d / pp. 84-109
Describing Location in a Distribution
Percentiles, z-scores, cumulative frequency graphs, data transformation, mean, median, standard deviation / 2.5
(225) / AP: 2000 #3; 2001 #1; 2004B #5a; 2004 #1; 2006 #1
3.3 a, b, c / pp. 110-139
density curves-normal dist.
68-95-99.7 Rule
Standard normal distribution
Normal probability plot / 4
(360) / AP: 2007 #1a
1998 #6a; 1999 #4a,c; 2002 #3a; 2004B #3a,b
Chapter 2 Test / 1
(90)
1.4 a, b, c / pp. 141-157
Bivariate Data (Describing Relationships)
scatterplots-basics / 1.5
(135)
pp. 164-197
LSRL, standard equation, extrapolation, residuals, residual plot, standard deviation of residuals, coef. of determination, influential observations, association v. cause / 4
(360) / AP: 1998 #2; 2000 #1; 2002B #1
Chapter 3 Test / 1
(90)
2.0 Sampling and Experimentation / Chapter 4
Objectives: 1) Students will understand how to gather data effectively by asking the key question: What do we want to discover?
2) Students will learn to construct appropriate survey questions to answer questions about a target population.
3) Students will learn to model situations through simulation techniques using TI-84 calculators and Fathom software.
4) Students will understand the difference between observational studies and experiments.
5) Students will learn how to determine the effects of treatments on a response variable through experimental design. / 7 / Essential Vocabulary:
Observational Study
Experiment
Population
Sample
Sampling
Census
Voluntary Response Sample
Biased
SRS
Probability Sample
Stratified Random Sample
Undercoverage
Nonresponse
Systematic Random Sample
Convenience Sample
Factor
Level
Placebo
Randomize
Control
Replicate
Block
Blinding (double)
Probability Model
Simulation
2.1 a, b, c, d
2.2 a, b, c, d / pp. 206-230
observation v. experiment
population, sample, sample survey, random sampling, SRS, random digits, stratification, strata, cluster sample, bias, voluntary response, convenience, sampling errors, undercoverage, sampling frame, non sampling errors, non response, response bias. / 2
(180) / AP: 2005 #5b,c; 2007 #5a
HW 11: p.285-289 all
2.3 a, b, c, d, e / pp. 231-261
designing experiments:
Units, subjects, treatments, explanatory, response, confounding, lurking, factors, levels, placebo, controls, randomization, replication, significance, single v. double blind, blocks, matched pairs / 3.5
(360) / AP: 2003B #3a; 2007 #2
1998 #3; 1999 #3; 2000 #5; 2001 #4 (blocking); 2002 #2 (match pairs design); 2002B #3; 2003 #4 (randomization); 2004 #2 (blocking); 2004B #2; 2006 #5
2003 #4a,b,d; 2007 #2b
3.1 e, 2.4 / pp. 261-276 Using studies wisely / .5
(90)
Test Chapter 4 / 1
(90)
3.0 Anticipating Patterns / Objectives: 1) Students will explore random behavior and become familiar with the Law of Large Numbers.
2) Students will learn basic probability rules through simulation and formal methods.
3) Students will move from discrete probability calculation to theoretical distribution models including the normal model, geometric model and binomial model. / 24 / Essential Vocabulary:
General Probability Rules
Disjoint
Complimentary