AP Statistics

- Term 1 Assignment -

Ms. Han
shan@daltonschool.kr
HS Room 214
INTEREST PACKET

Students will consider relationships between two quantitative variables, such as the amount of time between eruptions
of Old Faithful and the duration of the previous eruption. As the Old Faithful example illustrates, knowing the
distribution of interval times isnt very helpful if you are trying to predict when the next eruption will occur. Instead,
we look for relationships among variables to help explain patterns and to make predictions. Students will use a
scatterplot to display the relationship between two variables, correlation to measure the strength and direction of a
linear association, and a least-squares regression line to model a linear relationship.

Topic Overview
Scatterplots and Correlation
Least-Squares Regression
Sampling and Surveys
Experiments,
Using Studies Wisely

Essential Questions
Chapter 3: How can we describe the relationship between two quantitative variables?
Chapter 4: How can we design studies: sampling and surveying, performing experiments and how to use
studies wisely?

Reference Materials
The Practice of Statistics (5th edition), by Starnes, Tabor, Yates, and Moore, W. H. Freeman & Co., 2014
Skills List

12. ED. Exploring Data: Describing patterns and departures from patterns
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.

Exploring bivariate data

12.ED.14. Analyzing patterns in scatterplots
12.ED.15. Correlation and linearity
12.ED.16. Least-squares regression line
12.ED.17. Residual plots, outliers and influential points
12.ED.18. Transformations to achieve linearity: logarithmic and power transformations
Exploring categorical data
12.ED.19. Frequency tables and bar charts
12.ED.20. Marginal and joint frequencies for two-way tables
12.ED.21. Conditional relative frequencies and association
12.ED.22. Comparing distributions using bar charts

12. SE. Sampling and Experimentation: Planning and conducting a study

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.

Overview of methods of data collection

12.SE.1. Census
12.SE.2. Sample survey
12.SE.3. Experiment
12.SE.4. Observational study

Planning and conducting surveys

12.SE.5. Characteristics of a well-designed and well-conducted survey
12.SE.6. Populations, samples and random selection
12.SE.7. Sources of bias in sampling and surveys
12.SE.8. Sampling methods, including simple random sampling, stratified random sampling and cluster
sampling
Planning and conducting experiments
12.SE.9. Characteristics of a well-designed and well-conducted experiment
12.SE.10. Treatments, control groups, experimental units, random assignments and replication
12.SE.11. Sources of bias and confounding, including placebo effect and blinding
12.SE.12. Completely randomized design
12.SE.13. Randomized block design, including matched pairs design
Generalizability
12.SE.14. Generalizing the results and types of conclusions that can be drawn from observational studies,
experiments and surveys
LESSON OVERVIEW
Day Topics
1 Chapter 1 Quiz
2 Course Introduction
3 Chapter 2 Review
4 Chapter 2 Quiz
Chapter 3 Introduction
Activity: The Case of the
Missing Cookies
5 3.1 Explanatory and
response variables,
displaying relationships:
scatterplots, describing
scatterplots
3.1 Measuring linear
association: correlation,
facts about correlation
6 1418, 21
Activity: Correlation and
Regression Applet
3.2 Least-squares
regression, interpreting a
regression line, prediction,
residuals
3.2 Calculating the
7 equation of the least-
squares regression line,
determining whether a
linear model is
appropriate: residual plots
Activity: Investigating
Properties of the LSRL
3.2 How well the line fits
the data: the role of s and
r2 in regression
8 3.2 Interpreting computer
regression output,
regression to the mean,
correlation and regression
wisdom
Learning Objectives
Homework
Students will be able to
Picture of what is required for the course and
the AP exam preparation.
Identify explanatory and response variables in
situations where one variable helps to explain or
influences the other.
Make a scatterplot to display the relationship 1, 5, 7, 11, 13
between two quantitative variables.
Describe the direction, form, and strength of a
relationship displayed in a scatterplot and
recognize outliers in a scatterplot.
Interpret the correlation.
Understand the basic properties of correlation,
including how the correlation is influenced by
outliers.
Use technology to calculate correlation.
Explain why association does not imply
causation.
Interpret the slope and y intercept of a least-
squares regression line.
2732, 35, 37, 39,
Use the least-squares regression line to predict y
for a given x. Explain the dangers of 41, 45
extrapolation.
Calculate and interpret residuals.
Explain the concept of least squares.
Determine the equation of a least-squares
43, 47, 49, 51
regression line using technology.
Construct and interpret residual plots to assess if
a linear model is appropriate.
Interpret the standard deviation of the residuals
and r 2 and use these values to assess how well 48, 50, 55, 58
the least-squares regression line models the
relationship between two variables.
Determine the equation of a least-squares
regression line using computer output.
59, 61, 63, 65, 69,
Describe how the slope, y intercept, standard
7178; FRAPPY
deviation of the residuals, and r 2 are
influenced by outliers.
Find the slope and y intercept of the least-

9 Chapter 3 Review
10 Chapter 3 Quiz
4.1 Introduction, The Idea
of a Sample Survey, How
to Sample Badly, How to
11 Sample Well: Simple
Random Sampling
Activity: Who Wrote the
Federalist Papers?
4.1 Other Random
Sampling Methods
Activity: Sampling
Sunflowers
12
4.1 Inference for
Sampling, Sample
Surveys: What Can Go
Wrong?
4.2 Observational Study
versus Experiment, The
Language of Experiments
13 4.2 How to Experiment
Badly, How to
Experiment Well,
Completely Randomized
Designs
4.2 Experiments: What
14 Can Go Wrong? Inference
for Experiments
15 4.2 Blocking
4.3 Scope of Inference,
16 The Challenges of
Establishing Causation
17 Chapter 4 Review
18 Chapter 4 Quiz
squares regression line from the means and
standard deviations of x and y and their
correlation.
Identify the population and sample in a statistical
study.
Identify voluntary response samples and
convenience samples. Explain how these 1, 3, 5, 7, 9, 11
sampling methods can lead to bias.
Describe how to obtain a random sample using
slips of paper, technology, or a table of random
digits.
Distinguish a simple random sample from a 13, 17, 19, 21, 23,
stratified random sample or cluster sample. Give
the advantages and disadvantages of each 25
sampling method.
Explain how undercoverage, nonresponse,
27, 29, 31, 33, 35
question wording, and other aspects of a sample
survey can lead to bias.
Distinguish between an observational study and
an experiment. 3742, 45, 47, 49,
Explain the concept of confounding and how it 51, 53, 55
limits the ability to make cause-and-effect
conclusions.
Identify the experimental units, explanatory and
response variables, and treatments.
Explain the purpose of comparison, random
assignment, control, and replication in an
57, 59, 61, 63, 65
experiment.
Describe a completely randomized design for an
experiment, including how to randomly assign
treatments using slips of paper, technology, or a
table of random digits.
Describe the placebo effect and the purpose of 67, 69, 71, 73
blinding in an experiment.
Interpret the meaning of statistically significant
in the context of an experiment.
Explain the purpose of blocking in an
experiment. 75, 77, 79, 81, 85
Describe a randomized block design or a
matched pairs design for an experiment.
83, 8794, 97
Describe the scope of inference that is
appropriate in a statistical study. 104; FRAPPY
 19 Term Test Review

20 Term Test

21-22 Response Bias Project

23 Project Presentation

*The schedule above is tentative. Please check the classroom board and Google classroom for the updates.
Expansion Pack: Please speak to Ms. Han if you are interested in additional exercises.
ASSESSMENT

Grading Breakdown

Chapter Quizzes 30%

Term Tests (cumulative) 30%
Homework and Homework Quizzes 20%
Response Bias Project 10%
Group Work and In-Class Participation 10%

Grading Rubric

Chapter Quizzes: The purpose of chapter tests is to keep all students on top of their learning throughout the term,
and also to provide guideline to study for the term test as well as AP exam. Work needs to be shown for each
problem. Incorrect answers but well-written work with simple calculation mistakes will earn partial credit. We
will follow AP exam grading rubric.
Term Tests: At the end of each term, there will be a cumulative term test. Work needs to be shown for each
problem. Incorrect answers but well-written work with simple calculation mistakes will earn partial credit. We
will follow AP exam grading rubric.
Homework and Homework Quizzes: Students will be assigned homework every class and they are to have
completed it by the following class unless specific instructions are given. Students should take an average one
hour to complete their homework. Homework will be mostly graded by completion-based. Complete work earned
full point, incomplete work earns half point, and no or little work earns zero point. Late homework will be not
accepted. Students who are absent on the due date of an assignment, they must turn their homework in on the next
following class day to be accepted for credit. Homework must be done independently in which no show of work
will be considered incorrect. In addition, there will be Homework Quizzes on one of the previous night
homework.
Group Work and In-Class Participation: A typical class will be combination of whole class instruction led by
the teacher and group work led by students. Students are expected to pay undivided attention to teacher during
whole class instruction, and active involvement with group mates during group work time. Failure to meet these
expectations will result penalty in participation points.

Important Dates
Chapter 1 Quiz on Wednesday, August 16th
Chapter 2 Quiz on Wednesday, August 23rd
Chapter 3 Quiz on Wednesday, September 6th
Chapter 4 Quiz on Monday, September 26th
Term 1 Test on Friday, September 29th

PROGRESS MONITOR
Use below table to keep track of your progress throughout the school year.
Accomplishment Table
Assessment Title Weight Due Date Points Earned
/ Points Possible
Chapter Quizzes 30%

Term Test 30%

Homework and Homework
20%
Quizzes
Response Bias Project 10%
Group Work and In-Class
10%
Participation
Overall