Course Description and Objectives s2

Class Syllabus (Updated syllabus for the current text edition will be available and posted in July on my contact site pending DSA website updates) Course #04364 AP Statistics Lyn Davies Room B217 E-Mail: [email protected]

Course Description and Objectives:

The purpose of this course is to provide students with the opportunity to gain college math credit for statistics. The attached syllabus has been approved by the College Board. Students should have a minimum completion level of IMP3 and have had at least a B in their last math course in order to be prepared. The course is writing intensive and requires high level skill at the interpretive level.

Materials: Lined Paper Graph Paper Pencil or Black Pen (no sharpie or felt tip please) TI83+ or TI84+ Calculator

Class Records:

1) Assignments will be posted on my contact site. 2) Daily objectives will be posted on my contact site. 3) It is the student’s responsibility to get information on any missed work when absent. 4) Grades will be updated in IC weekly.

Grading (by percentage) Please see district policy for point value: Scale: 90 and above A (90-92 A-) 80.89 B (87-89 B+; 80-82 B-) 70.79 C (77-79 C+; 70-72 B-) 60.69 D (67-69 D+; 60-62 D-) Below 60 F Rubrics will be provided when needed for constructed response items. Grade Breakdown Assignments 40% Light Assessment (Quizzes, Presentations) 25% Heavy Assessment (Unit Tests) 20% Final Exam 15% Please note that I use a point system and these percentages are approximate based on the minimum possible points in the class. Students who choose to do optional assignments will have a heavier homework weight and lighter assessment weight. In Class Procedures: 1) Most homework is accuracy graded when collected. 2) Late work: a. Students have 48 hours per excused absence to hand in late work. b. Work that is turned in late without prior extension or absence will be penalized in the following way: i. 20% penalty for 1-2 days late ii. 50% penalty for 3+ days late until the unit assessment iii. No late work will be accepted for the unit after the assessment has been given.

Attendance:

If a student has an unexcused absence, he/she will receive a zero for any assignment that is due on that day or assessment given. If a student is tardy unexcused after homework collection, the homework will be given a maximum of 80% credit after accuracy grading. If a student is tardy unexcused on an assessment day, no extended time will be given. If a student is absent, it is his/her responsibility to see me or contact me for notes. Notes will be available from class electronically upon request but will not automatically be sent. I do offer outside tutoring by appointment for students who have given every effort in class, maintained good attendance and need supplemental instruction. Tutoring is in no way a substitute for attending class. Students with unverified absences or an excess of three unverified tardies will be denied tutoring.

Please e-mail [email protected] to confirm that you have read and understand this information (include the student’s name). Feel free to include questions you have. The college board audited syllabus follows. AP Statistics

Text: Yates, Daniel, David Moore and Darren Starnes, The Practice of Statistics, 4e., W.H. Freeman and Company, New York,. 2011. Aligned with College Board Indicators

Optional purchase site: http://www.amazon.com/s?ie=UTF8&rh=n %3A2205237011%2Ck%3A142924559X&page=1 eText ISBN-10 142927185X; ISBN-13 9781429271851 Print ISBN-10 142924559X; ISBN-13 9781429245593

AP released questions are available from the College Board website http://apcentral.collegeboard.com

Other Resources Used: 1) David E. Bock, Velleman, DeVeaux, Stats Modeling the World, Pearson Addison Wesley, New York, 2004. 2) Ron Millard, Turner, Activities and Projects for Introductory Statistics Courses,2nd edition, W.H. Freeman and Company, New York2008. 3) Martin Sternstein, Ph.D., Barron’s AP Statistics, 4th edition, Barron’s Educational Series, New York, 2008.

Course: AP Statistics

Description:

This is a year long class meant to be taught at the introductory college level. The course moves through four basic units including data gathering, data analysis, probability and inference. More specific skill breakdown is provided in the above pacing and standards alignment guide.

Materials: Students will need a TI-83+ or TI-84+ calculator and internet access.

Goals: 1) Students will learn to gather data in using appropriate methods and display that method in multiple ways. 2) Students will use technology to organize, display, simulate and perform appropriate calculations and tests within statistical problems. 3) Students will learn to look at numbers with a new understanding of where those numbers came from and be more aware of both proper and improper production and use of statistical information. 4) Students will learn the essential elements of experimental design and survey methods. 5) Students will understand the idea of randomness with respect to discrete and continuous data sets. 6) Students will learn to draw conclusions about what the data tell them through various types of hypothesis testing. College Board/ Text Section Days Resources Indicator Ref. # (Time) AP Questions; Vocabulary 1.0 Exploring Data Chapters 1-4 44 In addition to the Objectives: 1) Students will text demonstrations become familiar with all major will be made using types of data display including Fathom software in bar charts, pie charts, dot plots, class. line plots, stem and leaf plot, boxplots and histograms. Essential 2) Students will be able to Vocabulary: construct data displays for quantitative Individuals variables and will use Variable TI-84 calculators to (categorical and construct histograms, quantitative) boxplots and scatter Distribution plots. Shape 3) Students will be able to Center choose and justify Spread appropriate summary Outlier (know all statistics for a data set types and how to after commenting on the test for them) shape, center and spread 5 number summary of a distribution based Mean on the raw data and its Standard deviation display. Normal curve 4) Characteristics of LSRL density curves with an Residual emphasis on Normal Correlation Distributions will be Influential point explored including Conditional standardizing data and Distribution the empirical rule. Simpsons’s paradox 5) Students will use normal probability plots to help justify the use of a normal model. 6) Students will assess linearity of bivariate data by looking at a scatter plot, residual plot and calculating the correlation coefficient. 7) Students will use technology to generate models for data including LSRL and comment on those models using the coefficient of determination and other analysis. 8) Students will use models to make predictions about the data. 9) Students will use basic functions to transform  Pacing based on 52 minute periods 5 days per week with approximately 165 prep days before AP Exam. Block scheduling combines two 52 minute classes into 90.