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Cox Mill High School Hunter ThompsonAP Statistics hunter.thompson@cabarrus.k12.nc.us (704) 260-6600 ext. 41113While Remote Learning:Students are expected to log in and be a part of every synchronous lesson on Microsoft Teams M-Th. They will also be expected to complete the asynchronous lesson in Canvas on Fridays. Stats A day will meet in person on Mondays and Wednesdays, and B day will meet on Tuesdays and Thursdays.Attendance will be taken daily during the synchronous meetings and entered into Powerschool.Assignments will be appointed, and grades will be taken. This is not an extension of the process we had in the spring.Assessments will be given at home. We are still ironing out the specifics, but this information will be relayed to students as soon as we have figured out the best method.Canvas will be the platform used for notes and assignments to be turned in. Collegeboard assignments will be also be given based on topics. Check every day to see if there is an assignment. Be prompt in turning it in. The late policy is still in effect.While in class Learning:Classroom Guidelines / Expectations Obey all school-wide rules.Participate in class. Stay awake and alert.Homework will be assigned every night. Do it.Show integrity. Do your own work. Do not copy another person’s work or give your work/answers to someone else.During quizzes, tests, or at the teacher’s discretion students will have assigned assessment seats and their phone will be put on a table in the front of the room until everyone in the class has finished, or until the bell rings.No Cheating. If a student is caught cheating, or suspected of cheating on an assessment of any kind, they will receive an immediate zero without being able to make up the grade in any way. This includes having your phone when it is supposed to be in the front.Course Description This AP Statistics course is taught on an A/B day structure for the duration of the school year. It is paired with AP Psychology and your student will alternate between the 2 courses each day. With this being said the course is taught at a brisk pace and broken into 12 chapters. During this time we will look into and interpret graphs, calculate probability, work to understand statistical inference through confidence intervals and hypothesis testing, as well as much more.Materials Three-ring binder with notebook paper, graph paper, section dividersPen, pencil, highlighterA graphing calculator (TI-84 or TI-89) is necessary for homework and class workThere is a course fee for stats. In lieu of me collecting this money, I would instead rather each of you buy a review book. It is not required, just extremely helpful.?????????????????????? 5 steps to a 5: AP Statistics????????????????????????????? By: McGraw HillAssessment / GradesYour performance will be evaluated through various means of assessment including group work, projects, and other written assignments.Study for assessments. “A’s” are only achieved through hard work, so be prepared on test day!The AP Statistics Exam Save the Date: Thursday May 13th at 12:00pmThis will be the day that your statistical knowledge will be put on display, so be ready! With a good enough score, you will receive college credit. The score needed is a 3 for most state schools.Exam ContentThe exam is three hours long and covers a one-semester introductory non-calculus-based college course in statistics. In Section I of the exam, students are given 90 minutes to answer 40 multiple-choice questions on a wide variety of topics. In Section II, they must answer several free-response questions; each exam contains four to seven open-ended questions designed to be answered in about 10 minutes each, and a longer investigative task for which 30 minutes is allotted. The following major topics are covered: Absences / Make-Up Work On a day when you are absent from school, email me before noon, call a classmate, or check the website to get your assignment.Do your own make-up work within five days. Do not copy someone else’s work.Copy the notes you missed from a classmate.If you are absent on a test day, you will make up that test during class the first day you return to school.Discipline Follow directions and exhibit good behavior at all times.Failure to comply will result in parent contact, detention, referral to an administratorExtra Help Have integrity when working together on assignments. Ask your classmates for help, but do not copy some else’s work or allow others to copy your work.Tutoring will be during intervention as well as Monday’s and Thursdays afterschool from 2:15-2:45.Class Content DetailsUnit InformationUnit Name or Timeframe:Chapter 1: Exploring DataTime: 4 daysContent and/or Skills Taught:? Exploring Data? Types of Data? Graphical Displays of Data by Type? Graphical Displays to Include:? Pie Chart? Bar Graph? Histogram? Line Plot? Boxplot? Stemplot? Dotplot? Ogives? Comparing Data? Density Curves? Standard Deviation? Describing: Shape, Outliers, Center (mean and median), Spread (range and interquartile range, andstandard deviation)? Variance? PercentilesChapter 2: The Normal DistributionsTime: 4 DaysContent and/or Skills Taught:? Normal Distributions? Empirical Rule? Standard Normal Calculations? Standardized Scores? Assessing NormalityChapter 3: Examining Relationships with Two-Variable DataTime: 3 DaysContent and/or Skills Taught:? Exploring Data? Anticipating Patterns? Explanatory/Response Relationship? Causation? Scatterplots? Form, Direction, and Strength of a Relationship? Correlation? Coefficient of Determination? Least-Squares Regression Line? Extrapolation? Influential Observations? Residuals? Residual PlotsChapter 4: Producing DataTime: 2 DaysContent and/or Skills Taught:? Sampling and Experimentation? Designing Samples? Designing Experiments? Simulating Experiments? Population? Simple Random Sample? Bias? Undercoverage? Non-response? Stratified Random Sample? Random Assignment? Observational Study? Experiments? Factors/Explanatory Variables? Response Variables? Treatments? Levels? Experimental Units? Placebo Effect? Block Design? Matched Pairs? Double-blind? Lurking Variables? Confounding Variables? CausationChapter 5: Probability; Foundations for InferenceTime: 7 daysContent and/or Skills Taught:Sampling and experimentationProbability? Inference? Sample Space? Independent Events? Disjoint/Mutually Exclusive Events? Venn Diagrams? Multiplication Principle for Independent Events? Addition Principle for Disjoint Events? Unions? Intersections? Complementary Events? Probability of Complex Events? Conditional Probability? Joint Probability? Use Tree Diagrams to Solve Complex Problems with ProbabilityChapter 6: Random VariablesTime: 5 daysContent and/or Skills Taught:? Random Variables? Sampling and Experimentation? Discrete Random Variables? Continuous Random Variables? Probability Distribution Table? Probability Histogram? Density Curves with Probability? Standard Normal Distribution Curves and Probability? Mean and Variance of Discrete Random Variables? Find Payout Values? Law of Large Numbers? Use Simulations and Law of Large Numbers to Approximate Mean? Find Mean and Variances for Sums, Differences, and Linear Combinations of Random VariablesChapter 7: The Binomial and Geometric DistributionsTime: 4 daysContent and/or Skills Taught:? Binomial Random Variable? Binomial Probability Tables and Histograms? Cumulative Distribution Functions, Tables, and Histograms, for Binomial Distributions? Calculate Means and Standard Deviations for Binomial Random Variables? Geometric Random Variables? Construct Geometric Distribution Tables and Histograms? Calculate Cumulative Distribution Functions, Tables, and Histograms for Geometric Distributions? Calculate Expected Values and Standard Deviations for Geometric Random VariablesChapter 8: Sampling DistributionsTime: 6 daysContent and/or Skills Taught:? Statistical Inference? The students will be able to use Statistical Inference to draw conclusions about a population or a process. They will be able to identify parameters of a sample or experiment, describe the bias and variability of a statistic in terms of mean and spread, and realize that to control variability we use larger sample sizes. Students will also work with sample proportions. They will be able to recognize when to use p-hat, find the mean and standard deviation of a sample proportion, know that the standard deviations/spread gets smaller as the sample size gets larger, and know when to use the normal approximation for p-hat.? Students will also recognize when a problem uses the mean of a sample (x-bar). They will be able to find the mean and standard deviation of x-bar when the mean (?) and the standard deviation (σ) are known, know that the standard deviation of a sample distribution gets smaller as the sample size increases, and use the central limit theorem to calculate probability for x-bar.?Chapter 9: Estimating with ConfidenceTime: 7 days?Content and/or Skills Taught:? Statistical Inference? Students will be able to work with confidence intervals to explain statements of confidence, calculate a confidence interval for mu and sigma, recognize when to use a confidence interval for a population and understand the margin of error does not account for many biases, understand how the margin of error changes with sample size and the level of confidence, and find the sample size necessary to create a confidence interval for a specified margin of error.? Students will also work with significance tests to state the null and alternative hypotheses as they relate to mu, explain in simple terms the p-value when given the numerical value of p for a test, complete a one-value z-test and the p-value for both one-sided and two-sided tests of ?, determine statistical significance when compared to alpha, know when using a z-test is appropriate, and recognize and explain type 1 error, type 2 error, and the power of a test.Chapter 10: Inference for DistributionsTime: 5 daysContent and/or Skills Taught:? Statistical Inference? Students will be able to recognize when problem deals with inference about one mean or compares two means and whether one-sample, matched pairs or two-sample procedures are needed.? For one-sample procedures, students will be able to use a t-procedure to construct a confidence interval for mu, conduct a t-test for one-sided or two-sided problems, recognize when t-tests are robust against slight-skewness but not resistant to outliers, recognize matched-pairs design and how to perform at t-test for these.? For two-sample procedures, students will be able to give a confidence interval for the difference of the means, use a t-test to determine if two populations have the same mean versus being one-sided or two-sided, know when a two-sample t-test is the correct test to use.Chapter 11: Inference for ProportionsTime: 3 daysContent and/or Skills Taught:? Statistical Inference? Students will be able to recognize when to use a one-sample, matched pairs, or two-sample procedure for a study, when to use inference for a mean or proportion, and when it is appropriate to compare two means or proportions.? Students will be able to calculate sample proportion(s) to estimate a parameter of interest, use the z-procedure to determine the confidence interval for a sample proportion, use a z-test of significance to test Ho: p = p0 versus one-sided or two-sided when appropriate, use a two-sample z-test to estimate the confidence interval for p1 = p2 for two independent samples from two populations, and us a z-test to test Ho: p1 = p2.?Chapter 12: Inference for Tables; Chi-Squared ProceduresTime: 5 daysContent and/or Skills Taught:? Statistical Inference? Students will be able to distinguish between and know when to use the chi-squared test of goodness of fit, homogeneity of a population, and the test of association/independence.? For each test, students will be able to give the appropriate null hypotheses, calculate the expected counts, calculate the appropriate chi-squared value(s), give the degrees of freedom, use the chi-squared critical values to approximate the p-value(s), read computer generated information to be able to draw conclusions regarding chi-squared tests.Chapter 13: Inference for RegressionTime: 2 daysContent and/or Skills Taught:? Statistical Inference for Two-Variable Data? Students will know the difference between statistics and parameters for linear relationships.? Students will be able to find a confidence interval for the slope of a linear relationship (β), find the standard error, and calculate the degrees of freedom.? Students w ill be able to conduct a hypothesis test to determine if there is a relationship between two variables including the ability to give an appropriate null hypothesis, calculate their test statistic, analyze the results, and check the conditions. ................
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