AP Statistics Syllabus Part I
Mission Bay students:
Inquire; they develop their natural curiosity. In this statistics course, MB students will acquire the skills necessary to conduct inquiry and research, as well as demonstrate independence in learning.
Are open-minded; they understand and appreciate their own cultures and personal histories, and are open to the perspectives. In this statistics course, MB students will learn how to seek information to evaluate a range of points of view.
Are risk-takers; they approach unfamiliar situations and uncertainty with courage and forethought. In this statistics course, MB students will learn the skills to explore the effectiveness of new ideas and strategies and to use statistics to defend their findings.
Are balanced; they understand the value of intellectual, physical and emotional balance. In this statistics course, MB students will read medical journal synopsis of the effects of leading a life that well balance to achieve personal well-being for themselves and others.
Description:
Please see the 8-page Course Description, Content/Unit & Skills Acquired,
Course Outline and Pacing Schedule posted on the Internet.
Text:
Yates, Dan, David S. Moore, and Daren S. Starnes. The Practice of Statistics: TI-83/89 Graphing Calculator Enhanced, 3rd ed. New York: W. H. Freeman & Co., 2008.
Required Calculator:
A Ti-83 Graphing Calculator is MANDATORY. Ti-84 will work as well. Should you not choose to purchase one, MBHS will provide one to use in the class room. Technology, graphing calculators with statistical capabilities, and Internet simulators are a part of every class.
Objective:
The primary objective of the course is to prepare for the AP Statistics Examination.
To achieve these objectives, students will need to:
Be present at every class meeting, for the entire meeting,
Read and re-read the assigned material,
Amend class notes,
Participate in class to their full potential and show enthusiasm for in-class activities, and
Practice at home to reinforce the concepts and mechanics of Statistics presented.
Credit:
AP Statistics earns college credit to students who earn a “3” or above on the AP Statistics Exam. This course also fulfills the “A to G” math credit for graduation and admission to University of California or California State University.
Grading Policy:
90-100%=A Assessments 60%
80-89%=B Assignments 20%
67-79%=C Participation 10%
NO D’s (Departmental Policy) Class Work 10%
Assignment Policy: Independent Study reinforces math covered in class. Reading the material is essential. Assignments are based on the reading as well as the class work. Practice is necessary for students master the concepts presented in this course.
Scoring of the assignments: 0 pts. = Not turned in
2 pt. = Seriously Lacking
4 pts. = Incomplete
7 pts. = Majority of work complete
10 pts. = Exemplary
Late Assignments: One day (24 hours) late, but complete assignments may earn up to 5 pts.
Classroom Rules:
- Show respect at all times.
- The Golden Rule: do unto others as you would have done to yourself.
- Follow the “no electronics or get a U” policy and use good judgment.
- Follow the “no scented products or get a U” to ensure a safe environment.
- Come to class prepared to learn.
- Bring your pencil, blue pen, black pen, yellow crayon, book, and 3-ring binder.
- Do not talk when I am talking, or when another student is sharing out.
- Whisper if you are helping your neighbor.
- No Food, Gum, or Drink other than Water. We have ants and other insects.
- Smile.
Consequences:
Should you decide to ignore my rules, here are the consequences.
(Please do not let all occur in one day.)
- Verbal Warning
- Separation
- Written Documentation
- Call to Parents – A call home will result in an automatic “U”.
- Referral
Expectations:
- You are expected to use a 3-ring binder (no spiral notebooks) to maintain three sections with dividers. You may include other subjectsin your binder. Three sections: Assignments, Class Notes, Review Journal.
- You are expected to be neat and organized. This includes clearly heading Assignments with the date and page numbers. Class notes should include color, information boxes, diagrams and highlighting to demonstrate that you have reviewed your notes and amended them.
- You are expected to complete all Internet assignments on time.
- You are expected to print-out and to return your signed Schoology grades. Failure to do so will affect your citizenship grade.
- You are expected to initiate your own make-up work.
- You are expected to initiate your own retake assessments within 1 week and you may earn up to 70% credit.
- You are expected to ask for help during the 90 minutes you are inside class, to keep-up with all assigned reading and to re-read your college text book. Many of your questions will be answered by reading and re-reading your text.
I expect my students to show their best effort and to follow my rules. I expect students to improve their math, reading and writing skills and to be successful.
You can expect me, your teacher, to show up every day dedicated to your success. You can expect a safe learning environment, encouragement, fair and consistent grading policies and a thoughtful if not thought provoking lesson.
I expect you, my students, to share your Schoology account with your parents/guardians, so that they will be able to reward you for all of your effort as well as be able to monitor your progress.
I have read and understood the rules and procedures for Mrs. Platt’s class.
A Schoology (Internet) account will be created for this course.
___________________________ _________________________ __________
Student Signature Parent Signature Date
___________________________
Daytime Phone Number
Thank you,
Mrs. Platt
cplatt@sandi.net or 858-273-1313 x 223
AP Statistics Syllabus Part II
Course Description
AP Statistics covers four main areas: exploratory analysis, planning a study, probability, and statistical inference. According to the College Board, upon entering this course students are expected to have “mathematical maturity
and quantitative reasoning ability”. Mathematical maturity may be:a complete working knowledge of the graphical and algebraic concepts through Math Analysis, including linear, quadratic, exponential, and logarithmic functions. This course requires extensive reading and relies on videos outside of class, the daily use of technology such as graphing calculators as well as the use of statistical software packages such as Excel and minitab. This course
includes activity-based lessons to encourage students to construct their own understanding of the concepts and techniques of statistics. This course requires students to arrive in class well-read and prepared to participate.
Course Text and Supplements
Teaching materials for this course come from textbooks, classroom lectures, newspapers, journals, medical newsletters, videos, and the Internet. Students
also have access to a classroom set of TI-83 calculators. Textbooks include:
Yates, Dan, David S. Moore, and Daren S. Starnes. The Practice of Statistics: TI-83/89 Graphing Calculator Enhanced, 3rd ed. New York: W. H. Freeman & Co., 2008.
Allan J. Rossman, Beth L. Chance. Workshop Statistics: Discovery with Data, 4th ed. NJ: John Wiley & Sons, Inc. 2012.
Course Projects
Course projects are in the form of extended formal writing assignments. As a consequence, form and technical adequacy are enforced. The main purpose of course projects is to strengthen student understanding through personal experience. Students will develop statistical studies and make comprehensive connections between the design of the study and the results of the experiment.
Example: (Final Project)
Part 1 (1/3 of project grade) You will revisit the information you collected in your experimental design project. Analyze the data you collected in each project using an appropriate test for inference. Were your original results valid? Were all necessary assumptions for each test met? What can you reasonably conclude from your data?
Part 2 (2/3 of project grade)
The first task is to decide on an appropriate, useful and interesting question to investigate. One component of answering the question must involve an hypothesis test, a confidence interval, and/or a regression. Data may be collected via an observational study, a survey, or an experiment. If you choose a study, you must obtain your data through firsthand Course Projects sources.
Surveys must be representative of the population and must be preapproved.
You must use at least 37 pieces of data.
Complete these steps and submit this part of the report before collecting any data:
• Describe the question you wish to investigate.
• Diagram and explain the design of your observational study, survey, or
experiment. Include all steps taken to reduce confounding and bias. Describe
methodology, specifically explain how you will set up and perform all steps.
• Explain the criteria you will use to draw conclusions. Include any
assumptions you will need to make.
Collect your data as you described in your initial report.
Your final report should include the following:
• Tables and graphical presentations, as appropriate for your study.
Clearly label what data are displayed.
• A description of any deviations you made from your initial description
of the data collection process.
• A description of any bias present and your attempts to eliminate it.
• An appropriate inference procedure, used to answer the initial question
posed, along with an interpretation of the result.
• Conclusions you are able to draw from this procedure.
• If you worked in a pair, list all the specific duties each partner completed.
Each partner is expected to contribute equally.
Format and Style
The report must have the following elements:
• It must be word-processed. Use an application such as Equation Editor or
Math Type for mathematical expressions, equations, and symbols.
• It must have a cover page that includes all pertinent information and a
bibliography and/or list of URLs.
• All symbols used must be defined in context. All formulas employed must be
shown, explained and set up.
• Graphs and tables must be neat, labeled, and accurate. Graphs may be
drawn by hand or be computer generated.
• Avoid “Calculator-Speak”; i.e., “We used LinReg L1, L2 to get the LSRL.”
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.
SC6—The course draws connections between all aspects of the statistical process including design, analysis, and conclusions.
SC7—The course teaches students how to communicate methods, results and interpretations using the vocabulary of statistics.
SC2 The course provides instruction in sampling.
SC6—The course draws connections between all aspects of the statistical process including design, analysis, and conclusions.
SC7—The course teaches students how to communicate methods, results and interpretations using the vocabulary of statistics.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
Exploration of Data
Graphing and Numerical Distributions [SC1]
The student will:
• Identify the individuals and variables in a set of data.
• Identify each variable as categorical or quantitative.
• Make and interpret bar graphs, pie charts, dot plots, stem
plots, and histograms of distributions of a categorical variable.
• Look for overall patterns and skewness in a distribution given
in any of the forms listed above.
• Give appropriate numerical measures of center tendency and
• Recognize outliers.
• Compare distributions using graphical methods.
• Employ graphing calculator to obtain summary statistics,
including the 5-number summary. [SC8]
• Employ spreadsheet software to create pie charts and
histograms. [SC10]
The Normal Distribution
Density Curves and the Normal Distribution; Standard
Normal Calculations
The student will:
• Know that areas under a density curve represent proportions.
• Approximate median and mean on a density curve.
• Recognize the shape and significant characteristics of a
normal distribution, including the 68-95-99.7 rule.
• Find and interpret the standardized value (z-score) of an
• Find proportions above or below a stated measurement
given relevant measures of central tendency and dispersion
or between two measures.
• Determine whether a distribution approaches normality
Examining Relationships
Scatter Plots, Correlation; Least-Squares Regression
The student will:
• Identify variables as quantitative or categorical.
• Identify explanatory and response variables.
• Make and analyze scatter plots to assess a relationship
between two variables.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
Scatter Plots, Correlation; LSR (Continued)
The student will:
• Find and interpret the correlation r between two quantitative
• Find and analyze regression lines.
• Use regression lines to predict values and assess the validity
of these predictions.
• Calculate residuals and use their plots to recognize unusual
Two-Variable Data
Transformation of Relationships; Cautions About Correlation
and Regression; Relations in Categorical Data
The student will:
• Recognize exponential growth and decay.
• Use logarithmic transformations to model linear patterns,
Use linear regression to predict equations for linear data
and transform back to a nonlinear model of the original data.
• Recognize limitations in both r and least-squares regression
lines due to extreme values.
• Recognize lurking variables.
• Explain the difference between correlation and causality.
• Find marginal distributions from a two-way table.
• Describe the relationship between two categorical variables
using percents.
• Recognize and explain Simpson’s paradox.
Production of Data
Designing Samples; Designing Experiments; Simulating
Experiments
The student will:
• Identify populations in sampling situations.
• Identify different methods of sampling, strengths and
weaknesses of each, and possible bias that might result
from sampling issues.
• Recognize the difference between an observational study
and an experiment.
• Design randomized experiments.
• Recognize confounding of variables and the placebo effect,
explaining when double-blind and block design would be
• Explain how to design an experiment to support
cause-and-effect relationships.
Blocks
(85 minutes)
4 blocks
Chapter 1
5 blocks
Chapter 2
5 blocks
Chapter 3
Blocks
(85 minutes)
(Continued)
6 blocks
Chapter 4
6 blocks
Chapter 5
SC1—The course provides instruction in exploring data.
SC8—The course teaches students how to use graphing calculators to enhance the develop-ment of statistical understanding
through exploring data, assessing models, and/or analyzing data.
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.
SC2—The course provides instruction in sampling.
SC3—The course
provides instruction in experimentation.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
Probability
Idea of Probability; Probability Models; General Probability
Rules
The student will:
• Describe and generate sample spaces for random events.
• Apply the basic rules of probability.
• Use multiplication and addition rules of probability
• Identify disjointed, complementary, and independent events.
• Use tree diagrams, Venn diagrams, and counting techniques
In solving probability problems.
Random Variables
Discrete and Continuous Random Variables, Means, and
Variances of Random Variables
The student will:
• Recognize and define discrete and continuous variables.
• Find probabilities related to normal random variables.
• Calculate mean and variance of discrete random variable.
• Use simulation methods using the graphing calculator and the
law of large numbers to approximate the mean of a distribution.
• Use rules for means and for variances to solve problems
involving sums, differences, and linear combinations of
random variables.
Binomial and Geometric Distributions
Binomial Distributions; Geometric Distributions
The student will:
• Verify four conditions of a binomial distribution: two outcomes,
fixed number of trials, independent trials, and the same
probability of success for each trial.
• Calculate cumulative distribution functions, cumulative
distribution tables and histograms, and means and standard
deviations of binomial random variables.
• Use a normal approximation to the binomial distribution to
compute probabilities.
• Verify four conditions of a geometric distribution: two
outcomes, the same probability of success for each trial,
independent trials, and the count of interest must be the
number of trials required to get the first success.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
Binomial and Geometric Distributions (Continued)
Binomial Distributions; Geometric Distributions
The student will:
• Calculate cumulative distribution functions, cumulative
distribution tables and histograms, and means and
standard deviations of geometric random variables.
Sampling Distributions
Sampling Distributions; Sample Proportions; Sample Means
The student will:
• Identify parameters and statistics in a sample.
• Interpret a sampling distribution, including bias and variability
and how to influence each.
• Recognize when a problem involves a sample proportion.
• Analyze problems involving sample proportions, including
Using the normal approximation to calculate probabilities.
• Recognize when a problem involves sample means.
• Analyze problems involving sample means and apply the
central limit theorem to approximate a normal distribution.
Introduction to Inference
Estimating with Confidence, Tests of Significance, Interpreting
Statistical Significance; Inference as Decision
The student will:
• Describe confidence intervals and use them to determine
sample size.
• State null and alternative hypotheses in a testing situation
involving a population mean.
• Calculate the one-sample z statistics and p-value for both
one- sided and two-sided tests about the mean μ using the
graphing calculator.
• Assess statistical significance by comparing values.
• Analyze the results of significance tests.
• Explain Type I error and Type II error and power in
significance testing.
Inference for Distributions
Inference for the Mean of a Population; Comparing Two
Means
The student will:
• Recognize when inference about a mean or comparison of two
means is necessary.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
Inference for Distributions (Continued)
Inference for the Mean of a Population; Comparing Two
Means
• Perform and analyze a one-sample t test to hypothesize a
population mean and discuss the possible problems inherent in
the test.
• Perform and analyze a two-sample t test to compare the
difference between two means and discuss the possible
problems inherent in the test.
• Use the graphing calculator to obtain confidence intervals and
test hypotheses.
Inference for Proportions
Inference for a Population Proportion; Comparing Two
Proportions
The student will:
• Recognize whether one-sample, matched pairs, or two-sample
procedures are needed.
• Use the z procedure to test significance of a hypothesis about a
population proportion.
• Use the two-sample z procedure to test the hypothesis
regarding equality of proportions in two distinct populations.
• Use the graphing calculator to obtain confidence intervals and
test hypotheses.
Inference for Tables
Test for Goodness of Fit; Inference for Two-Way Tables
The student will:
• Choose the appropriate chi-square procedure for a given
• Perform chi-square tests and calculate the various relevant
• Interpret chi-square test results obtained from computer output.
Inference for Regression
Inference About the Model, Predictions, and Conditions
The student will:
• Recognize when linear regression inference is appropriate
for a set of data.
• Interpret the meaning of a regression for a given set of data.
• Interpret the results of computer output for regression.
Content/Unit & Skills Acquired
An assessment follows every unit of study.
AP Exam Review
Analysis of Variance
Inference for Population Spread; One-Way Analysis of
Variance
The student will:
• Recognize the meaning and appropriateness of
comparing means using ANOVA.
• Interpret the meaning of an ANOVA result and its
corresponding components.
Final Project
See example under Course Projects.
Blocks
(85 minutes)
5 blocks
Chapter 6
5 blocks
Chapter 7
6 blocks
Chapter 8
Blocks
(85 minutes)
(Continued)
6 blocks
Chapter 9
6 blocks
Chapter 10
6 blocks
Chapter 11
Blocks
(85 minutes)
(Continued)
5 blocks
Chapter 12
4 blocks
Chapter 13
3 blocks
Chapter 14
Blocks
(85 minutes)
4 blocks
5 blocks
Chapter 15
4 blocks
SC4—The course provides instruction in anticipating patterns.
SC9—The course teaches students how to use graphing calculators, tables, or computer software to enhance the development of statistical
understanding through
performing simulations.
SC4—The course provides instruction in anticipating patterns
SC5—The course provides instruction in statistical inference.
SC8—The course teaches students how to use graphing calculators to enhance the develop-ment of statistical understanding through exploring data,
assessing models, and/or analyzing data.
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.
SC5—The course provides instruction in statistical inference.
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.
SC5—The course provides instruction in statistical inference.
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.
SC6—The course draws connections between all aspects of the statistical process including design, analysis, and conclusions.
SC7—The course teaches students how to communicate methods, results and interpretations using the vocabulary of statistics.