The Other Side of the Coin ™

Project is due Friday, October 5.  No late projects will be accepted.  Please see link for information and rubric.  Project

Chapter 4 Tentative schedule 

10/1      § 4.1 Intro to Transformations Read p. 176 – 188; do 4.2

10/2      §4.1 Transformations                Exponent to log review worksheet; work on projects

10/3      §4.1 Exponential growth & decay activity; handout

10/4      §4.1 Power regression                Read p. 190 – 195; do 4.4

10/5      §4.1 Review                Project due at the beginning of class

10/8      §4.1 Quiz

10/9      §4.2 Interpreting correlation and regressionRead p. 206 – 213; do 4.19 – 4.29

10/10   §4.3 Relations in categorical data: Marginal distributions                Read p. 215 – 217; do 4.30 – 4.32

10/11    §4.3 Describing relationships & Simpson’s Paradox                Read p. 218 – 224; do 4.33 – 4.41

10/15   §4.2-4.3 Practice/Review

10/16   §4.2-4.3 Quiz

10/18   Chapter 4 Review

10/19   Chapter 4 Test

AP Statistics 2006 – 2007 Tentative Schedule: Chapter 3 

9/13         §3.1 Introduction/Interpreting Scatterplots                 Read p. 107 – 120; do 3.1 – 3.3; 3.5; 3.7 – 3.8 

9/14         §3.1 & §3.2 Scatterplot Fun & Correlation                Read p. 128 – 133; do 3.20 – 3.24  

9/17         §3.1 – 3.2 Review                Page 135 – 136 3.25 – 3.26; 3.28 – 3.30 & Worksheet 

9/18         §3.1 – 3.2 Quiz               

9/19       Early Release Day – Assignment TBA 

9/20         §3.3 Least squares regression                Read p. 137 – 142; do 3.31, 3.33 – 3.34 

9/21         §3.3 Least squares regression facts and r²                Read p. 144 – 150; do 3.36 – 3.38  

9/24         §3.3 Residuals, outliers & influential observations                 Read p. 151 – 159; do 3.39 – 3.41   

9/25         §3.3 Review 

9/26         §3.3 Quiz

9/28         Chapter 3 Test

AP Statistics 2007 Tentative Schedule: Chapter 2 

8/29     §2.1 Density curves, mean and median Read p. 66 – 71; do 2.1 -2.4                                                                      

8/30     §2.1 Normal distributions & 68-95-99.7 rule  Read p. 73 – 77; do 2.6 – 2.9; Review worksheet  

8/31      Review/§2.1 Quiz               

9/4        §2.2 Standardizing and the standard normal curve

9/5        Read p. 83 – 91; do 2.20; 2.22 – 2.25 

9/6        §2.2 Assessing normality/Section review                Read p. 92 – 96; do 2.26; 2.30 – 2.33  

9/7        Quiz over §2.2 

9/10      §2.2 Normal distributions & calculations on TI-83/89                AP practice questions 

9/12      Chapter 2 Test

AP Statistics 2007 Tentative Schedule: Chapter 1 

8/13     §1.1: Individuals, variables, analyzing categorical data

            Read p. 4 – 8 do 1.1 – 1.3

8/14     §1.1: Dotplots and histograms/Interpretation

            Read p. 9 – 18; do 1.4 – 1.8

8/15     §1.1: Stemplots and Timeplots/Review

            Read p. 18 – 25; do 1.9 – 1.10

Review problems p. 25 – 28 1.14 – 1.19

8/16     §1.1: Activity   

8/17     Quiz over §1.1

8/20     §1.2: Measuring center: mean v. median

            Read p. 30 – 36; do 1.24 – 1.30

8/21     §1.2: Measuring spread: Quartiles and boxplots

            Read p. 37 – 42; do 1.31 – 1.34

8/22     §1.2: Measuring spread: Standard deviation

            Read p. 43 – 47; do 1.35 – 1.37 

8/23     §1.2: Comparing distributions & Review

            Handout; Review exercises 1.38 – 1.47

8/24     §1.2: Quiz over §1.2/Practice AP questions

            Test Review exercise 1.48 – 1.59

8/27     Chapter 1 Test Review

8/28     Chapter Test

84.1% of CHS AP Stats students made a 3 OR BETTER on the AP exam this year!!!  And NO ONE scored a 1!  Outstanding!!!

Compare this to the national average of about 60.2% who make a 3 or better and CHS has MAJOR bragging rights!

Have a great summer!

Observations of the Chief Reader

The following information about the free-response section was provided by Roxy Peck, the Chief Reader for AP Statistics, after the 2001 AP Reading.

Exam performance this year (and in past years) was strongest in the area of describing data and weakest in the area of statistical inference. This was apparent in both the free-response inference questions as well as in the multiple-choice questions dealing with inference. In general, students were much stronger on the mechanical and computational aspects of problems than on parts that required interpretation or conceptual understanding. Communication of results continues to be a weakness.

Areas that continue to be problematic are listed below.

• Many students failed to read questions carefully and, as a result answered a question different from the one that was asked.
• Many students did not answer questions in context. Explanations and conclusions in context are always required for a complete answer.
• More students than in past years stated assumptions when carrying out a hypothesis test, but few understood that assumptions must also be checked.
• A large number of students seem to believe that it is okay to draw conclusions by “just looking at the data,” and did not seem to understand the need to employ inferential procedures even when asked to provide statistical evidence to support their conclusions.

Parents and Students: Click the link below for The College Board’s official course description.Course Description