AP Statistics Concept Standards

Harrow 2015-16
Unit 1 Probability
1.1I can compute simple theoretical and empirical probabilities using multiple
approaches and interpret those results in context, including the importance of the
Law of Large Numbers.
1.2I can determine if two events are mutually exclusive and/or independent via logic
and computations.
1.3I can leverage mutual exclusivity (addition) and independence (multiplication) to
compute more complicated probabilities.
1.4I can utilize the strong similarity of information in frequency and relative frequency
tables and Venn diagrams to compute more complicated probabilities.
1.5I can compute conditional probabilities as restricted sample spaces using tables,
trees, Venn diagrams, etc. and by using formulas as algebraic descriptions of the
restricted sample spaces.
1.6I can use simulation to approximate simple and complex probability scenarios, with
and without technology, including clear descriptions of the strategy, results, and
contextual interpretations.

Unit 2 Describing Data

2.1I can distinguish between categorical and quantitative data and discuss who, what,
when, where, why, and how with attention to the differences between cases and
random variables.
2.2I can construct (with and without technology) representations of univariate data
appropriately using single and back-to-back dot plots and stemplots, boxplots, bar
graphs, Venn diagrams, pie charts, and histograms.
2.3I can interpret in context data shown in various visual representations and
determine the best way to display specific data sets, including identifying when
graphs can be misleading.
2.4I can describe distributions of univariate data using Shape, Outliers, Center, and
Spread (SOCS) from numerical and graphical representations by using the most
appropriate measures and terminology (bimodal, gaps, IQR, maximum, mean,
median, minimum, multimodal, skew, symmetry, quartiles, range, and uniform).
2.5I can compare and contrast the SOCS of different univariate data sets from multiple
graphical representations.
2.6I can describe the skew of a data set through the influences of outliers on the
datas centers, including representations of means as centers of gravity to explain
the weight of outliers.
2.7I can identify the meaning of the symbols used in and the origins of statistical
formulas and can determine when it is more appropriate to compute these values
by hand or with technology.

Unit 3 Probability Distributions

3.1I can distinguish and explain in context the differences between continuous and
discrete random variables in general, and binomial, geometric, normal, and uniform
situations in particular.
3.2I can create and use a probability density function (pdf) to determine probabilities,
expected values, and standard deviations of the entire sample space of a random
variable, with and without technology.
3.3I can explain in context, estimate, and compute the connections between area,
percentiles, and cumulative distribution functions (cdfs), with and without
technology.
3.4I can explain why the cdfs of random variables can return probabilities of zero
even though the event(s) they describe could happen. [cdf values of continuous
random variables at a single point, extreme tail regions of some cdfs, and any pdf
of a continuous random variable at a single point (unless you happen to know
some calculus)]
3.5I can compute binomial and geometric probabilities using combinations, CAS
polynomial commands, and technology-based pdf and cdf commands.
3.6I can describe the differences between general normal distributions and the parent
Standard Normal Distribution function, including how the 68-95-99.7 values
describe all normal curves.
3.7I can use technology to compute normal cdf values and explain those results in
context.
3.8I can use z-scores to compare the likelihoods of otherwise difficult-to-compare
scenarios, even when different units are involved.
3.9I can use numeric and graphical evidence to determine when a pdf reasonably can
be assumed to be normally distributed.
3.10
I can determine the conditions under which it is appropriate to use binomial
distributions in sampling.
3.11
I can determine when normal distributions can be used to approximate other
probability distributions with particular attention to approximating binomial
distributions.
3.12
I can create new random variables by transforming existing random
variables, and I can identify the effect of a transformation on the SOCS of the
original random variable(s).

Unit 4 Design
4.1I can explain the differences between cases (experimental units), census, control
groups, experimental groups, experiments, observations, population, replication,
samples, surveys, and treatments in statistical settings, including when it is
appropriate to use each.

4.2I can identify and explain in context sources of potential bias in the design of
statistical studies, including voluntary responses, convenience samples, nonresponse, under and over representation, and question phrasing.
4.3I can differentiate between and use randomization to select samples for studies
using simple random sampling (SRS), stratification, clustering, blocking, and
matched pair designs.
4.4I can explain how randomization can minimize or eliminate bias, with attention to
how unintended bias might remain depending on study design, including placebo,
John Henry, and other effects.

Unit 5 Sampling Distributions & Confidence Intervals

5.1I can explain the differences between population and sample standard
deviations/variances.
5.2I can determine sample statistics and their distributions via computations on real
data sets and simulations, and can identify when those estimations are
appropriate.
5.3I can explain and calculate sample size effects on the variability of a sample mean,
including the difference between high variability, bias, and the significance of the
10% sampling condition.
5.4I can explain the fundamental connection between sample proportions and
binomial probabilities and use that connection in appropriate conditions to
approximate the distribution of sample proportions with normal distributions.
5.5I can analyze the conditions under which sample means from any distribution can
be considered approximately normally distributed (CLT, etc.), and I can use normal
distributions to describe the approximate distribution of the sample means.
5.6I can compare and contrast the benefits of estimating sample statistics with
confidence intervals and with point estimates.
5.7I can explain the effect of sample sizes and confidence levels on confidence
intervals and can compute minimum sample sizes and confidence levels to achieve
desired margins of error.
5.8I can use raw data and statistics to compute and interpret in context confidence
intervals and margins of error for sample proportions, with and without
technology.
5.9I can explain the similarities and differences between t-distributions and normal
distributions, including identifying the conditions under which it is more appropriate
to use either.
5.10
I can use raw data
and statistics to compute and interpret in context confidence intervals and margins
of error for sample means, with and without technology.

Unit 6 Bivariate

6.1I can identify explanatory and response variables in bivariate situations, and use
these to create appropriate scatterplots, with and without technology.
6.2I can describe and interpret in context the direction, form, strength, and correlation
of a scatterplot.
6.3I can explain how correlation can be influenced by outliers and can identify
particular outliers in a data set and how those specific outliers affect correlation.
6.4I can use technology to compute a linear regression for a bivariate data set, explain
how the regression is computed, and explain why regressions are often called
least-squares or best fit lines.
6.5I can interpret in context the slope, intercepts, and points on a regression line,
including the influence on each of these of adding or removing additional data or
outliers.
6.6I can explain in context the potential risks involved in extrapolating computational
results of regressions.
6.7I can explain the components used to compute a correlation coefficient, can use
technology to compute its value, and can interpret in context how r and r2 describe
the linearity bivariate data.
6.8I can compute the residuals of a data model, with and without technology, and can
use the residual standard deviation s, r, r2, and three key features of residual
graphs to evaluate in context the quality of the models fit to the given data.
6.9I can use various algebraic techniques to straighten non-linear data and determine
regression models for non-linear data, including an explanation of how r describes
the linearity of the transformed data.

Unit 7 Inference
7.1I can determine from context appropriate null and alternate hypothesis statements
for significance tests on population parameters.
7.2I can compare and contrast in context the differences between using p-values and
critical values in any significance test.
7.3I can interpret in context the meaning of a statistically significant result and
describe how a result might be statistical significant, but practically insignificant.
7.4I can determine and explain in context the statistical significance of population
proportion significance tests at any significance level and with one- or two-tailed
scenarios, identifying when these tests are appropriate.
7.5I can determine and explain in context the statistical significance of population
mean significance tests at any significance level and with one- or two-tailed
scenarios, identifying when these tests are appropriate.
7.6I can determine from context whether or not two-sample data is paired and can use
that information to calculate an appropriate significance test (mean vs. proportion,
t vs. normal, conditions satisfied?) on the differences between those samples.
7.7I can calculate and interpret in context the differences and relationships between
Type I and Type II errors and the implications of these errors on statistically-based
decisions.
7.8I can compute the Power of a statistical test under various assumptions about a
population parameter and can explain how the probabilities of Type I and Type II
errors are related to a tests Power.
7.9I can explain whether appropriate conditions have been satisfied for inference
about the slope of a regression line.
7.10
I can use technology results to compute and explain confidence intervals and
significance tests for approximations of slopes of a population regression line.

Unit 8 Chi-Square Distributions

8.1I can describe Chi-square distributions of categorical data using real or simulated
data including computations, with and without technology, of expected vs. actual
counts, degrees of freedom, p and critical values, and goodness of fit vs.
homogeneity/independence.
8.2I can explain the analytic connections between the computations of sample
standard deviations, t-distribution degrees of freedom, and Chi-square degrees of
freedom (for goodness of fit and two-way), explaining why and how each
calculation uses a diminished measure of the available data.
8.3I can determine in a given scenario whether a Chi-square test of independence or
homogeneity is appropriate.
8.4I can determine from context an appropriate Chi-square test to use, state relevant
hypotheses, calculate chi-square statistic results with and without technology, and
interpret the results in context.