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AP StatisticsClassroom Policies and ProceduresMrs. Kilpatrick F245E-mail: akilpatrick@scuc. Website: kpat8Tutoring: Mon 4:00 – 4:30, Tues 7:45 – 8:30 & 4:00 – 4:30, Thurs 7:45 – 8:30Course Description: AP Statistics is a college-level course designed to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. The statistical ideas to be studied are important and substantive, and will emphasize reasoning. Students will be expected to understand concepts, interpret results, explain reasoning, and communicate findings much more than to perform computational manipulations and rote memorizations. (A complete list of course standards is given on page 5.)Classroom Rules and Expectations:In addition to the rules, regulations and procedures set forth in the Steele High School Student/Parent Handbook, the following rules will be emphasized in our classroom:Be on time. School tardy policy will be followed.Have your ID on before entering the classroom.You are expected to get your calculator, turn in homework assignments, and sharpen your pencil before class begins.Remain in your seat unless you have permission to be up from your desk. Students may not use the restroom during direct teach, quizzes, or tests or during the first or last 10 minutes of class.Be supplied. You are required to bring the following items to class every day.2-inch binder (for Stats class only)notebook paper – for all notes and book assignmentswriting utensils – must use pencil OR pen with white-outgraphing calculator (If you do not own one, a TI-84 will be issued to you.)Be Respectful of yourself, your peers, your school, all staff and your teacher. Be Responsible. YOU are responsible for your actions and for their consequences. Unauthorized use of electronic devices will result in confiscation. Claiming these items may require a parent conference and/or a fine.Consequences:If a student chooses to break any rule, the following steps will be taken:1st offense: Teacher warning/verbal correction.2nd offense: Teacher D-hall/parent contact.3rd offense: Referral to Counselor/Assistant Principal.Severe Disruption: Automatic referral to Assistant PrincipalGrading PolicySemester Grade1st Quarter2nd QuarterSemester Exam40%40%20%The grading policy will follow the District’s Grading Guidelines and the Advanced Academics Grading Addendum.Quarter GradeFormative AssessmentsHomework, Daily, Quizzes, Labs, Minor Writing AssignmentsAt least 1050%Summative AssessmentsTests, Projects, Extended Labs, Major Writing AssignmentsAt least 350%Formative Assessments: Include but are not limited to…Homework - Because this is an Advanced Placement course that is comparable to a college Statistics course, you should plan on about 45 minutes of work per night. There is usually time to start the assignment in class. Homework might be in the form of a worksheet, book work, or assigned reading. The homework might be graded by your teacher, by you, or using a completion grade. Sometimes the homework will not count as a grade at all. If you are absent on the day an assignment is due, it is your responsibility to figure out if it was counted as a grade and to turn it in when you return to school.Quizzes - You can expect 3-5 quiz grades per quarter. If you are assigned a section to read from the textbook, you can take notes on it and have a notes quiz the following day. If you are assigned homework, I may give a homework quiz the following day. There may also be partner quizzes and individual quizzes in preparation for your Unit Exams. You are responsible for making up your absent quiz within 1 week of your return to school.Summative Assessments: Include but are not limited to…Exams - Most of your exams will be at the end of the unit. They typically have half of the points coming from multiple choice and half of the points coming from free response scenarios. There may or may not be a review given for the exam. You are responsible for making up your absent exam within 1 week of your return to school.Projects - At least one project will be given for each grading period. All project submissions should be professional products. Some class time will be allotted to work on projects, but the majority should be done at home. Late projects are averaged with a 0.*The End-of-Year Project and Note Card Project are due in May. These projects have several check-points that span most of second semester.Advanced Academics Grading Addendum:Objective: ?Students enrolled in advanced courses have chosen an exciting, rigorous path designed to help the student’s achieve graduation with robust preparation for college and more: ?additionally, these courses can potentially earn the student actual college credits for successful course mastery. The grading practices presented here coincide with the collegiate-level expectations of the university courses for which students seek to earn credit and will help establish study skills and the work ethic necessary for their success. For a student to be successful in advanced academics, work must generally be completed in its entirety, to the best of a student’s ability, and on time. Though there will always be exceptions based on extenuating circumstances, these exceptions should be limited. The SCUC Secondary Grading Guidelines will be in effect, with exceptions that are communicated in this addendum. These will also be included through the course syllabus for IB and AP coursework.Procedural Grades: Many assignments will require a certain procedure to be followed, either because it will be expected of college-level work or because that procedure ultimately helps the student understand the overall content better. ?Thus, following specific assignment-based directions provided by the instructor may be factored into student grades for these assignments. Academic Integrity: Academic integrity is vitally important to ensure that a student is genuinely engaged in the learning process and working toward mastery of coursework. ?Authentic efforts and original work completed by a student allow the teacher to accurately assess that student’s progress in the course, whereas if the student submits work that is not authentically his/her own, the teacher ?has no way to gauge the student’s actual progress toward mastery. Specifically, academic dishonesty includes forgery, cheating or copying the work of another student, plagiarism, unauthorized collaboration, unauthorized use of computer translator, or unauthorized use of outside resources or other means to gain an unfair or dishonest advantage. All use of the words, graphics or ideas of other persons, whether written or oral, must be clearly acknowledged. Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Grades resulting from academic dishonesty may not be dropped or made up; further, student will receive an academic referral to his/her administrator, and parents will be notified. ?IB: ?The IB coordinator will be informed and the student will be placed on academic probation. ?A second offense in any class may result in student losing qualification to participate in the IB Diploma program. AP: ?A second offense in one class equals removal from that class. A third overall offense may result in removal from all AP classes for that academic calendar year (except for isolated classes where there is no grade-level version of the course, such as AP Calculus). Re-testing: Successful academic growth comes in part from a student keeping pace with the classroom instruction. Realizing this helps the student learn to be prepared and able to participate fully in the day’s lesson and put forth his/her best efforts on summative assessments. District Grading Guidelines apply, with the following exceptions. The students who have chosen to participate in AP or IB course will have the opportunity to retest on one summative assignment per nine-week/grading period. Teachers may, at their discretion, determine if extenuating circumstances warrant additional opportunities to retest?on additional assignments, and have discretion to establish the time allotted for the student to retest. IB Students: ?Re-testing provisions do not apply to IB-required assessments/components completed as part of the IB Diploma Program (for example, IAs, EEs, Orals, etc.).Make-Up Work for Absences: ?Partial Day Absence - If a student is present on campus for any portion of the day an assignment is due, the student is expected to turn in completed work to the teacher on the due date, prior to leaving or upon return to campus. ?If an extenuating circumstance arises, the teacher should be notified as soon as possible. ??Late Work: To work toward mastery, students benefit greatly from keeping up with the instructional pace of the course. Turning work in on?time allows a student to gain valuable and timely feedback on his/her efforts along with the rest of the?class, and will enable the student to participate in meaningful classroom activities?that build on prior learning/assignments. Simply put, due to the depth and acceleration of the curriculum in AP/IB courses late work can put a student at an academic disadvantage because he/she won’t be able to progress with?the rest of the?class until caught up. ?It is best for the student to turn in all work on time.A student may turn work in one school day late with 70% being the maximum grade possible on the late assignment. Extenuating circumstances may occur that prevent the completion and turning in of assignments on the due date. It is the parent/guardian and/or student’s responsibility to inform the teacher of any such circumstances. The teacher may grant exceptions based on these circumstances. Mathematics Department Calculator ContractByron P. Steele High SchoolTo the parents/guardians,In order to keep up with the changes in curriculum and to help your child become functional in a technological society, it has become necessary to change the focus of mathematical instruction. Teachers will use technology, manipulatives, and realistic applications in order to develop a higher proficiency in math. For this reason, teachers have implemented the use of the Texas Instruments TI-84 Plus Graphing Calculator or the TI-Nspire in their classrooms to analyze and interpret data.The district has made available to each math teacher a classroom set of TI-84 Plus Graphing Calculators or TI-Nspires. For security purposes, certain guidelines for the use of these calculators will be implemented by your child’s teacher. All calculators will have engraved identification numbers. Your child will be assigned his/her own calculator by number to be used by him/her during that class period. They will not be allowed to take the calculator out of the classroom. Some families may choose to purchase a graphing calculator for use at home. For math classes we do not recommend purchasing TI-89, TI-92, Casio98-50, or Casio FX-2. The “TI-84 plus” or the TI-Nspire would be an excellent choice.It is your child’s responsibility to check the calculator before using it to determine that it functions properly and has not been damaged. If the calculator is not in working order, the teacher is to be notified immediately.If it is determined that your child is responsible for damage to the calculator which results in its loss, repair, or replacement, then an obligation in the amount of $100.00 for the TI-84 or $130.00 for the TI-Nspire will be charged to your child.If you have questions, please contact me by email.AP Statistics Course StandardsI.Exploring Data: Describing patterns and departures from patterns (20–30%)Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns. Emphasis should be placed on interpreting information from graphical and numerical displays and summaries. A.Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative frequency plot, and boxplot) Including, but limited to the following:Center and spread Clusters and gaps Outliers and other unusual features Summarizing distributions of univariate data Measuring center: median, meanMeasuring spread: range, interquartile range, standard deviation Measuring position: quartiles, percentiles, standardized scores (z-scores)B.Summarizing the effects of changing units on summary measures. Adding or subtracting a constant to a data set and discussing the changes to the summary statistics without calculation. Multiplying a data set by a constant value and discussing the changes to the summary statistics without calculation. paring distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots):Comparing center and spread: within group, between group variation Comparing clusters and gaps Comparing outliers and other unusual featuresComparing shapes D.Exploring bivariate data by:Analyzing patterns in scatterplots Correlation and linearityLeast-squares regression lineResidual plots, outliers and influential pointsTransformations to achieve linearity: logarithmic and power transformationsE.Exploring categorical data using the following:Frequency tables and bar charts Marginal and joint frequencies for two-way tablesConditional relative frequencies and association Comparing distributions using bar chartsII.Sampling and Experimentation: Planning and conducting a study (10–15%)Data must be collected according to a well-developed plan if valid information on a conjecture is to be obtained. This plan includes clarifying the question and deciding upon a method of data collection and analysis.A.Overview of methods of data collection, which include the exploration and analysis of the following topics:Census Sample survey Experiment Observational studyB.Planning and conducting surveys by analyzing the following:Characteristics of a well-designed and well-conducted survey Populations, samples and random selection Sources of bias in sampling and surveys Sampling methods, including simple random sampling, stratified random sampling and cluster samplingC.Planning and conducting experiments by being able to understand and explain the following:Characteristics of a well-designed and well-conducted experiment Treatments, control groups, experimental units, random assignments and replication Sources of bias and confounding, including placebo effect and blinding Completely randomized design Randomized block design, including matched pairs designD.Generalizability of results and types of conclusions that can be drawn from observational studies, experiments and surveysIII.Anticipating Patterns: Exploring random phenomena using probability and simulation (20–30%)Probability is the tool used for anticipating what the distribution of data should look like under a given model. A.Probability Interpreting probability, including long-run relative frequency interpretation “Law of Large Numbers” concept Addition rule, multiplication rule, conditional probability and independence B.Discrete random variables and their probability distributions, including binomial and geometric C.Simulation of random behavior and probability distributions D.Mean (expected value) and standard deviation of a random variable, and linear transformation of a random variable bining independent random variables Notion of independence versus dependence Mean and standard deviation for sums and differences of independent random variables F.The normal distribution Properties of the normal distribution Using tables of the normal distributionThe normal distribution as a model for measurementsG.Sampling distributions Sampling distribution of a sample proportion Sampling distribution of a sample mean Central Limit TheoremIV.Statistical Inference: Estimating population parameters and testing hypotheses (30–40%) Statistical inference guides the selection of appropriate models. A.Estimation (point estimators and confidence intervals) Estimating population parameters and margins of error Properties of point estimators, including unbiasedness and variability B.Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals C.Logic of significance testing, null and alternative hypotheses; p-values; one- and two-sided tests; concepts of Type I and Type II errors; concept of power D.Large sample confidence interval and inference test for proportions including:One proportion confidence intervalDifference of two proportions confidence intervalInference test for one proportionInference test for difference of two proportionsE.Large sample confidence interval and inference test for means including:One sample confidence interval for means Difference of 2 means confidence interval (paired and unpaired)Inference test for one sample for meansInference test for difference of 2 means (paired and unpaired)F.Confidence interval and inference testing for the slope of a least-squares regression line G.Chi-square test for goodness of fit, homogeneity of proportions, and independence (one- and two-way tables) ................
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