Fundamentals of Statistics; Author: Michael Sullivan, III; Pearson Education; ... the
book has a graphing calculator lesson, in which the students will engage in to.
AP Statistics Primary Textbook: Stats: Modeling the World; Author: Bock, Vellam, De Veaux; Pearson Education; Third Edition
Supplementary Textbook: Statistics: Unlocking the Power of Data; Author: Lock, Lock, Lock, Lock, Lock; Wiley; 2013 Fundamentals of Statistics; Author: Michael Sullivan, III; Pearson Education; Third Edition; 2011 Stats: In Your World; Author: Bock, Mariano; Pearson Education Scoring Components SC1: The course provides instruction in exploring data. SC2: The course provides instruction in sampling. SC3: The course provides instruction in experimentation. SC4: The course provides instruction in anticipating patterns. SC5: The course provides instruction in statistical inference. SC6: The course draws connections between all aspects of the statistical process including design, analysis, and conclusions. SC7: The course shows students how to communicate methods, results and interpretations using the vocabulary of statistics. SC8: The course teaches students how to use graphing calculators to enhance the development of statistical understanding through exploring data, assessing models, and/or analyzing data. SC9: The course teaches students how to use graphing calculators, tables, or computer software to enhance the development of statistical understanding through simulations. SC10: The course demonstrates the use of computers and/or computer output to enhance the development of statistical understanding through exploring data, analyzing data, and/or assessing models.
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Technology: Each student will be given a TI-83+ for use at home and school, where they will be able to use the programs on the calculators to compute any statistics. Each chapter of the book has a graphing calculator lesson, in which the students will engage in to deepen their understanding of the uses of their calculator. The students will also use a classroom set of TI-nspire CX to measure and interpret data. The students will use the 1
software to compute data and additional technology used with the TI-nspires. [CS 8] During the school year, the students will also use R, the statistical software, on assignments, in-class work, and projects. This program and online resources will also be used to execute simulations and to help with understanding by displaying data. [CS 9, CS 10] Course Outline: Unit 1: (About 5 weeks) In this unit, the students will learn to construct and interpret graphical displays of distributions of univariate data. The students will also summarize distributions of univariate data, compare distributions of univariate data, explore categorical data, and investigate the normal distribution. The students will also be interpreting statistical results from newspapers, online resources, and other contexts. [SC1, SC 4] Chapter 1: Introduction Chapter 2: Data Chapter 3: Displaying and Describing Categorical Data Chapter 4: Displaying and Summarizing Data Chapter 5: Understanding and Comparing Distributions Chapter 6: The Standard Deviation as a Ruler and the Normal Model Unit 2: (About 4 weeks) In this unit the students will learn to explore bivariate data. This includes scatterplots, linear regression, residual plot, outliers, and influencial points. [SC 1] Chapter 7: Scatter Plots, Association, and Correlation Chapter 8: Linear Regression Chapter 9: Regression Wisdom Chapter 10: Re-expressing Data: Get it Straight! Unit 3: (About 3 weeks) In this unit the students will learn to understand the methods of data collection, plan and conduct a survey, plan and conduct an experiment, generalize results, and draw conclusions. [SC 2, SC 3] Chapter 11: Understanding Randomness Chapter 12: Sample Surveys Chapter 13: Experiments and Observational Studies Unit 4: (About 6-8 weeks) In this unit the students will learn to explore random phenomena using probability and simulation, and combine independent random variables. 2
Students will learn the different rules for probability, such as addition and multiplication rule. They will also understand the difference between independence and dependence. [SC 4] Chapter 14: From Randomness to Probability Chapter 15: Probability Rules! Chapter 16: Random Variables Chapter 17: Probability Models Unit 5: (About 4-5 weeks) In this unit the students will learn to investigate sampling distributions, estimate population parameters and apply statistical inference, and apply tests of significance. [SC 2, SC 4, SC 5] Chapter 18: Sampling Distribution Models Chapter 19: Confidence Intervals for Proportions Chapter 20: Testing Hypothesis About Proportions Chapter 21: More About Tests and Intervals Chapter 22: Comparing Two Proportions Unit 6: (About 3 weeks) In this unit the students will learn to estimate population parameters and apply statistical inference, apply tests of significance, and plan and conduct an experiment. [SC 5] Chapter 23: Inferences About Mean Chapter 24: Comparing Means Chapter 25: Paired Samples and Blocks Unit 7: (About 2 weeks) In this unit the students will learn to estimate population parameters and apply inference, estimate population parameters, and apply test of logic. [SC 5] Chapter 26: Comparing Counts Chapter 27: Inference for Regression Projects: The students will complete two projects; once project per semester. The projects will be completed during class time and outside of class time. The students will be given the access to statistical software for each project using the mobile lab. The projects will require the students to survey, collect data, analyze the data (both numerically and graphically), and draw conclusions. The students will have to do written and/or oral reports showing the methods and results of their data. In the formal reports the students will be required to use statistical vocabulary. [SC 6, SC 7]
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Sample Project(s): (1) Data Analysis Project: First, this project idea was based off and can be credited to a college statistics class project from Duke University. The information for the project can be found at http://www.isds.duke.edu/~jerry/sta103/proj2_instr.htm. In this project a student will collect data over a question that they have, and then analyze it. The students will have to do a formal written report on the project and create a poster board for the project where they present the information in class. The students can do the project over virtually anything they would like, but need to get approval before getting date. Some examples (taken from the Duke website) include “Are men more likely than women to help someone who has dropped his or her books? Does the sex of the book matter?” The report and board will have to include the questions, the data collected, the analysis of data, the results, the conclusions, and discussions on the results. OR (2) Cumulative Project: This idea can be credited and was found on this website http://web.hcpss.org/~Russell_Wentworth/S06B02DB3.31/AP . The students will ask a question, collect the data, analyze it, and present it. The students will present the information both graphically and numerically. The will be expected to present the information using a multimedia source, posters, or some other source. The may form a group of two to do this project. The students will be required to report outliers, a specific spread of datasets, and summaries. They will also need to show sample distribution, test statistic calculation, p-value, and other applicable work. Procedures: 1. Start of Class: a. Enter the classroom and sit in your assigned seat. b. Follow the instructions on the board. Be sure to have the materials you will need for that day. If your pencil is not sharpened, this is the time to do it. c. Work on the bell work quietly and independently, unless the instructions say otherwise. d. Wait for further instructions from the teachers. 2. End of the Class: a. You are to stay seated in your assigned seat until Miss Barr excuses you from class. Classroom Rules/Expectations: 1. Be polite. 2. Be prepared. Consequences: 4
1. 2. 3. 4.
Warning/Conference with Teacher & Student Parent/Guardian Contact (either written/verbal) Detention Further action, if needed.
(All other rules will be adopted from the Student Handbook) Course Materials: 1. 2. 3. 4. 5. 6. 7.
1 ½” Binder Binder Divers (Min. 5 Dividers) Loose-Leaf Paper (College Rule or Wide Rule) Pencils Eraser Calculator Spiral Notebook (optional)
Grading: 1. Each quarterly grade will be determined by the following weighed grade: - Homework: 25% - Participation: 15% - Quizzes: 20% - Tests: 40% 2. Semester and finals exams are given and accounted for 20% of the grade for each semester. “Any student who carries an A or A- average in a subject for the school year may elect to skip the final in that subject (Student Handbook).” 3. Note: Project grades will be put into the homework part of your grade. This is due to the fact that projects are an important part of this class and hold just as much as a weight as your homework. Homework Policy: 1. Students may work together to complete assignments but each student must provide evidence of understanding for each problem. 2. Write your name, date, class period, and assignment in the top right-hand corner of the paper. 3. All assignments must be written in pencil. 4. All of the work must be shown for every problem. 5. The work must be legible. If the teacher is unable to read the work, then you will have to redo the assignment. 6. The assignment will be posted in the beginning of the class period and discussed at the end of the period. Listen to all oral directions given by the teacher and read the directions for assignment.
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7. IMPORTANT: The actual homework is due in the beginning of the period on the second school day after it is assigned and the day after homework is assigned is when students can ask questions on the homework (Miss Barr assigns homework on Monday, then on Tuesday students can ask questions and on Wednesday the homework is due as soon as the bell rings). However, there be a limit of questions that can be asked during the period. Only a third of the questions can be asked for help during class however, more questions can be asked if time permits. 8. Due to the extended period of time to complete homework it is expected to be turned in on time. If a student is unable to turn the homework on time they have may use a homework pass or a late pass, which is given to them during each of the nine weeks. However, a student will be able to turn in a late assignment for half of the credit the following day. Any assignment turned in after the beginning of the period is considered a late assignment. 9. If a student has more than three missing assignment, then the parent/guardian(s) of the student will be contacted and the student must attend a homework boot camp. The parent/guardian(s) and Miss Barr will decide on the date of the homework boot camp. A homework boot camp is for the student to complete their missing assignments and work with Miss Barr. The duration of a homework boot camp will be 30 minutes long. If the student is unable to complete the missing assignments they will either have to attend another homework boot camp or complete a contract with Miss Barr stating they will complete the missing assignments on their own. Participation: 1. The participation grade is based on class discussions, board work, whole groups, small groups, and independent work. This grade is also based on attendance, tardiness, and being prepared for class. 2. A notebook grade will also be included in your participation grade. The notebook will hold all notes, class work, homework, and handouts from this class. On the front of the notebook you must have your name, subject, and period number on the outside of the front cover (optional on the spine). Your notebook will be grade on organization and content. Quizzes/Tests: 1. Both quizzes and tests are a large sum of your grade; be sure to leave adequate time to prepare. Passes: Hall/Restroom, Homework, and Late Passes 1. Hall/Restroom Pass: Each student will receive three hall/restroom passes each nine weeks. The hall passes are only valid for nine weeks and can only be used in the specific nine weeks (i.e. the hall passes are passed out during the 1st nine weeks, then they can only be used during the 1st nine weeks). The students may use the hall pass to go to their locker, the restroom, the office, or any other area outside of the classroom unless they are called down to the office or any other special circumstance. Once they are out of hall passes for that nine weeks they 6
are unable to leave the classroom unless a classmate is willing to let them use their hall pass or it is an emergency. Students still need to ask the teacher for permission to leave the classroom and have their agenda signed. Any hall passes that are not used at the end of the nine weeks can be turned in for bonus points. For each hall pass turned in the student will receive two bonus points. 2. Homework Pass: Each student will receive one homework pass each nine weeks. The homework pass is valid for nine weeks and can only be used in the specific nine weeks; similar to the hall passes. The student will be excused from completing a homework assignment of their choosing. However, if they choose not to use their homework pass they may turn their pass in for two bonus points at the end of the nine weeks. 3. Late Pass: Each student will receive one late pass each nine weeks. The late pass is valid for nine weeks and can only be used in the specific nine weeks; similar to hall passes and homework passes. The student will still have to complete the homework assignment and have it turned in by the beginning of the next class period. However, if the homework is not turned in on the correct date and is late again it will not be eligible to receive half-credit. Therefore, the homework assignment will receive a zero. If the student does not use their late pass they may turn their pass in for two bonus points as the end of the nine weeks. Absence Policy: 1. Students are responsible for collecting their notes, homework, or any other material that they missed while absent. The student has the amount of days they were absent plus one following the first “contact day” (defined in the school rules) to turn in their assignments. Tardy Policy: 1. All students need to be to class on-time, meaning they are sitting in their chair before the bell rings. 2. Any student that is not on-time to class is considered tardy to class. 3. The student will receive two verbal warnings (tracked in the grade book). On the third warning the student will receive a detention, which will be served with Miss Barr.
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