Stephanie Fahey 2013-2014 Syllabus HS3

AP Statistics 2013-2014

Teacher: Stephanie Fahey Room: HS3 Room 405 Email: Stephanie.Fahey@highlineschools.org Phone: 206.631.6235

Welcome to the 2012-2013 school year. I’m excited for the opportunity to explore the beautiful topic of mathematics together! If you have any questions now or at any time during the year, please don’t hesitate to contact me.

Textbook and Course Outline Bock, D. E., Velleman, P. F., De Veaux, R. D. Stats: Modeling the World., Addison-Wesley 2010. 3rd ed.

A textbook will be assigned to each student and students will be responsible for that book throughout the school year.

Content Text and Approximate Pacing

Unit 1: Understanding and Summarizing Data

• Categorical vs. Quantitative Data • Reading, Creating, Comparing, and Critiquing Visual

Representations of Data: frequency tables, bar charts, pie charts, contingency tables, histograms, stem and leaf, dotplots, boxplots

• Visual Representations of Quantitative Data: • 5 number Summaries and descriptive statistics: mean,

median, variance, standard deviation, outliers • Comparing measures of center: mean vs median • Understanding the Standard Deviation • The Normal Model: using standard deviation as a ruler,

shifting/rescaling data, z-scores

Part 1: Chapters 1-6 4 weeks

Unit 2: Relationships Between Data

• Scatterplots and Correlation • Correlation vs. Causation • Linear Regression using line of best fit • Residuals and R2 • Regression Pitfalls • Logarithmic Transformations

Part 2: Chapters 7-10 4-5 weeks

Unit 3: Randomness, Sampling, and Experimental

• What is randomness? Why is it important? • Building simulations: trial, component, response • Sampling to learn about a population: sample size,

Part 3: Chapters 11-13 3-4 weeks

Design census, population parameters and sample statistics • Where might we see bias? How can we avoid it? • What type of sampling is appropriate? Simple random

sampling, stratified, cluster, multistage, systematic • Observational Studies • Designing good experiments, including the ideas of

control groups, randomization, replication, and blocking. • Other elements in experiments: diagrams to organize

thinking, blinding, placebos, and confounding variables

Unit 4: Probability

• Law of Large Numbers • Drawing Probability Diagrams: Venn, tree • Basic Probability Rules • Probability Rules and their relation to statistics: general

addition rule, conditional probability, multiplication rule, independence, and Baye’s formula

• Discrete Random Variables: expected value and deviation/variance

• Continuous Random Variables • Probability Models: geometric, binomial, normal curve

approximation

Part 4: Chapters 14-17 4 weeks

Unit 5: Sampling and Proportions

• Central Limit Theorem and estimating population • Sampling Distribution for Proportions, including

necessary assumptions • Understanding general confidence intervals • Confidence Intervals for Proportions: building intervals

with z values, interpretation, and critical values • Logic of hypothesis testing • Hypothesis Testing: construction and interpretation of

one-proportion z-tests • P-values and α levels • Type I and Type II Errors • Confidence Intervals for Two Proportions: building

intervals, interpretation • Hypothesis testing for two proportions

Part 5: Chapters 18-22 5-6 weeks

Unit 6: Sampling and Means

• Central Limit Theorem applied to means • Student’s t-model for means • One sample t-interval for means • Comparing two unpaired and paired means with two

sample t-interval • One sample t-test for means • Interval for difference between means • Two sample t-test for means

Part 6: Chapters 23-25 4 weeks

Materials and Technology

It is very important that students come to class everyday prepared to learn. Having the right

materials for class is an important component of this. Each day, students should come to class with their planner, math composition book, graphing calculator and sharpened pencils.

The practice of statistics is closely tied to the use of technology. In this course, students will frequently use TI graphing calculators to enhance their understanding of statistical concepts through simulation and assist in computation. The text used includes instruction on their use. The text also will teach students to read standard computer outputs. As a result, a graphing calculator is a requirement for the course. A personal graphing calculator is a great investment that will be used in many classes in both high school and college, including algebra II, pre-calculus, calculus, economics, science classes, and many more!

If you buy a calculator, the TI-83, TI-83+, TI-84, TI-84+ are all good calculators to buy; If you are looking to buy something else, check with me to see if it is compatible with what we do in class. Some calculators, such as the TI-86 or TI-89, cannot be used on some standardized tests or on tests in this class. I would recommend against these.

In lieu of purchasing your own calculator, you may check out one of our yellow TI-84+ calculators. Students will be responsible for any checked out calculator throughout the school year. You will be responsible for bringing your personal or checked out calculator to class each class period.

Assessments and Grading Policy

In this course, standards based grading (SBG) will be used. Instead of the traditional points being assigned to tests, quizzes or assignments, every item that students are assessed on will be linked to a standard. A unit is composed of a set of standards and students are assessed on each standard throughout the unit. At the end of the unit, a unit exam is given that covers all the standards. Example standard:

Standard- I can analyze a data set

Only those standards which will be assessed by the AP Exam will be assessed in this course. You

will have multiple opportunities to show understanding of each standard in the same format as will appear on the AP Exam. Assessments will also mimic the AP Exam consisting of approximately 50% free response and 50% multiple choice questions.

On each standard you will receive a mark that shows your level of understanding. At any time your level of understanding may be beginning (Be), Approaching (Ap), Meeting (M), or Exceeding (E). The final grade is the average of all the core standard scores. It is translated to letter grades by:

3.60-4.00 A 3.00-3.59 B 2.60-2.99 C

2.30-2.59 D < 2.29

Unit 7: Inferences

• Χ2 model: hypothesis testing, homogeneity testing, and

independence • Confidence interval for least-squares regression slope • Hypothesis testing for least-squares regression slope

Part 7: Chapters 26-27 3-4 Weeks

Reassessments Reassessments are a way to demonstrate understanding at any time after a unit test and before the

end of the semester. In order to reassess you must first submit test corrections. Your test corrections (written or typed) must meet the following criteria:

• Identify what your mistakes are and explained – This can include understanding of the question, operational errors, use of the wrong method, or something else. “I didn’t know how to answer the question” is not an acceptable answer. Your gaps/errors must be explained.

• Indicate how to solve the problem – Explain in a few words the process you will use to solve the problem.

• Work out the test problem(s) showing detail and arriving at a correct solution.

Additional reassessment criteria:

• You cannot get help from the teacher on the same day you reassess. Show me you can retain understanding! Test corrections must be received and reviewed prior to reassessing.

• You may reassess during tutorial (Monday-Thursday) or after school at an agreed upon time. • If the teacher is unavailable when you come in for you scheduled time, talk with her to set a new

date. Please be flexible, schedules change!

Homework

Homework will be assigned and collected (approximately) weekly. Students are encouraged to

work together on assignments, but all work should be the students own. Late assignments will be accepted until the end of the unit, marked by the unit test.

Colleges typically state that for every hour spent in class students should spend two hours studying. This is a college level course and students should expect to spend at least 2 hours studying and doing homework for every class period. Everyone can be successful in statistics but hard work will be necessary!

In addition to homework for practice, pre-reading assignments will be given from the text book.

If a reading assignment is given, be sure to complete before the next class in order to be prepared for the class discussion.

AP Test

The AP Statistics test will be in early May- the official date will be released soon. Every student is strongly encouraged to take the test. Information regarding the exam and AP classes can be found at www.collegeboard.org

Electronics Policy Per school policy, cell phones and other electronics are to be completely turned off and put away

during class. A warning will be given on the first day of class. Beyond this, any electronics seen during class will be confiscated for the remainder of the day. If there is an emergency, a student can be reached from the main office at 206.631.6200. Repeated offences of the policy (3+ infractions) will result in the device being turned in to the office and the student referred to Principal MacDonald. Calculators may be used at appropriate times, but cell phones may not be used for this purpose. If a calculator is needed, plenty are available in the classroom.

Teaching Philosophy

In this course, students are encouraged to talk to one another. Structures are put in place in class to encourage students to develop understanding by verbal communication. These structures include group work and guided class discussion. Learning happens when each student can construct their own understanding and these structures are designed to support this. In addition to verbal explanations, students will be expected to develop and demonstrate understanding in writing on assessments, classwork, and homework. All of this is done in a context that supports learning. At HS3, this is outlines by the CARES acronym, practiced by students and staff:

Collaboration Accountability Respect Excellence Safety

Teacher Contact Info (Retain for Reference)

Name: Stephanie Fahey Classes: AP Statistics, Geometry Phone: 206.631.6235 Email: Stephanie.Fahey@HighlineSchools.org

Please don’t hesitate to contact me with any questions or concerns throughout the year!