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Syllabus 

 

AP® Statistics Syllabus

Course Overview

 

The purpose of this course is to introduce students to the following notions taken from the

Collage Board: Statistics Course Description (2006): (1) Exploring data, (2) Sampling and Experimentation, (3) Anticipating Patterns, and (4) Statistical Inference.The presentation of these concepts will take place in these modes of instruction: (1)Direct Instruction—Lecture, discussion, and dialogue, (2) Technology—Labs and activities, and (3) A Research Project. To ensure students are making progress, continual assessments will also be given in the form of quizzes and tests.

 

Texts

Primary

Bock, D.E., Velleman, P.F., & DeVeaux, R.D.

Stats: Modeling the World. Boston:

Pearson/AddisonWesley.

 

Secondary

 

Larson, R. & Farber, B.

Elementary Stats: Picturing the World. Upper Saddle River:

Prentice Hall

 

Yates, D.S, Moore, D.S., & Starnes, D.S.

The Practice of Statistics. New York:

W.H. Freeman

 

Instructional Modes

 

Direct Instruction

 

While the majority of the instruction will take place in the format of lab activities, a small portion of prerequisite instruction will be essential to maximizing the effects of these various activities. With this in mind, the lectures will take the form of open discussions and dialogues with the students in the class concerning the vocabulary covered in the respective chapters. This type of lecturing will be used only as means of providing background information on the different concepts previously mentioned in the course overview as well as explanation and instructions of using the various types of technology.

 

1.  Technology--Due to the nature of statistics, this class will be technology intensive. Various activities—labs—will involve the use of a calculators and computers programs. Each student will have access to TI83 calculators, SPSS, SAS, Minitab, and Excel computer programs. Projects, activities, and homework assignments will require the use of each of these. The students will—on average—have at least a homework problem that will require the use of this technology per week, and each unit will have a lab to make use of minitab, excel, SPSS, or SAS.

 

Project

The project will require students to assimilate the material presented in the class and apply it to a real world problem. In groups, students must design and conduct a research project on something of interest to them. This project will require a (1)prospectus—due at midterm,

 

(2) written analysis—due at the conclusion of the class, and an (3) oral presentation—due on an assigned date. Firstly, the prospectus will provide insight into the proposed study by describing the purpose, significance, and methodology of the study. Secondly, the written analysis will provide an analysis, conclusion, and implications of the study. Finally, the oral presentation will describe process and voice the conclusion and implications of the study.

 

Course Outline

 

Unit  1, Time--1.5 weeks,  Topics Resources 

Exploring and Understanding Data--The student shall be able to understand the differences between categorical and quantitative data as well as the different ways of describing these different types of data. This Unit contains but is not limited to these concepts: Histograms, stem-and-leaf plots, dot plots, distributions—skewness, uniform, unimodal, bimodal, symmetric distribution, etc.

(1) Introduction to Stats Chapter 1 quiz

Bock, Velleman, & DeVeaux pp. 11-13

(2) Data Chapter 2 quiz

(3) Displaying and Describing Categorical Data

 

Test Chapters 1, 2, and 3

 

4) Displaying Quantitative Data

Chapter 4 quiz

5) Describing Distributions Numerically

Chapter 5 quiz

 

6) The Standard Deviation as a Ruler and the Normal Model

Unit Review/Unit I Test

Exploring Data Lab

 

Unit II--3 Weeks

 

Exploring Relationships Between

 

Variables

 

The student shall be able to understand the relationships between two variables. Also, this unit contains but is not limited to the following concepts: direction, form, and scatter of variable, correlations, least squares fit, residual, variation, etc.

(7) Scatter plots, Associations, and Correlation

Chapter 7 quiz

 

8) Linear Regression

Test Chapter 7 and 8

 

9) Regression Wisdom

Chapter 9 quiz

 

10) Reexpressing Data: It’s Easier Than You Think

 

Unit Review/Unit II Test

Variable Relationship Lab

 

Bock,

 

Velleman, &

 

DeVeaux

 

pp. 115213

 

III 3

 

Weeks

 

Gathering Data

 

The student shall be able to understand the importance sampling

 

has to do with a study. This unit contains but is not limited to the

 

following concepts: random sampling—stratified, systematic,

 

Bock,

 

Velleman, &

 

DeVeaux

 

pp. 215272

 

3

 

cluster, multistage, and simple random sample, bias, etc.

 

(11) Understanding Randomness

 

Chapter

 

11 quiz

(

12) Sample Surveys

 

Chapter

 

12 quiz

(

13) Experiments

 

Unit

 

ReviewUnit

 

III TestData

 

Collection Lab

 

IV 6

 

Weeks

 

Randomness and Probability

 

The student shall be able to understand the Law of Large Numbers

 

and basic rules of probability. Also, the unit contains concepts but

 

is not limited to the following concepts: conditional probabilities,

 

mutually exclusive events, independent and dependent events, etc.

 

(14) From Randomness to Probability

 

Chapter

 

14 quiz

(

15) Probability Rules

 

Test

 

Chapter 14 and 15

(

16) Random Variables

 

Chapter

 

16 quiz

(

17) Probability Models

 

Unit

 

IV reviewUnit

 

IV TestProbability

 

Lab

 

Semester

 

Exam

Prospectus

Due

 

Bock,

 

Velleman, &

 

DeVeaux

 

pp. 274345

 

V 9

 

Weeks

 

From the Data at Hand to the World at

 

Large

 

The student shall be able to understand the following concepts:

 

variances of independent random variables, sampling distribution

 

of the difference between two proportions, twoproportion

 

zinterval,

 

pooling, and twoproportion

 

ztest.

 

Bock,

 

Velleman, &

 

DeVeaux

 

pp. 347441

 

4

 

(18) Sampling Distribution Models

 

Chapter

 

18 quiz

(

19) Confidence Intervals for Proportions

 

Test

 

Chapter 18 and 19

(

20) Testing Hypothesis About Proportions

 

Chapter

 

20 quiz

(

21) More About Tests

 

Chapter

 

21 quiz

(

22) Comparing Two Proportions

 

Unit

 

V ReviewUnit

 

V TestHypothesis

 

Testing Lab

 

VI 6

 

Weeks

 

Learning About the World

 

The student shall be able to understand the following concepts:

 

confidence intervals, hypothesis testing, statistical inference

 

procedures, central limit theorem, and tmodels.

 

(23) Inferences About Means

 

Chapter

 

23 quiz

(

24) Comparing Means

 

Chapter

 

24 quiz

(

25) Paired Samples and Blocks

 

Unit

 

VI ReviewUnit

 

VI TestMeans

 

Comparison Lab

 

Bock,

 

Velleman, &

 

DeVeaux

 

pp. 443516

 

VII 3

 

Weeks

 

Inference When Variables Are Related

 

The student shall be able to understand the following concepts:

 

Chisquare

 

models, homogeneity of variance, and nonparametric

 

statistics.

 

(26) Comparing Counts

 

Chapter

 

26 quiz

(

27) Inference for Regression

 

Test

 

Chapter 26 and 27Unit

 

VII Review

Bock,

Velleman, &

 

DeVeaux

 

pp. 519582

 

5

 

Unit

 

VII Test

(

28) Analysis of Variance

 

(29) Multiple Regression

 

Chapter

 

28 and 29 quizNonparametric

 

Stats Lab

 

Final

 

Exam

Research

paper due—including prospectus and

 

analysis

 

Presentation Due

 

Totals 36

 

weeks

 

6