Augustus Hawkins High School

Community Health Advocates School

AP Statistics
Ms. Samantha Warrick (570) 430-0347 samanthawarrick@gmail.com Room 328
Office Hours:
Monday/ Tuesday 7:30 8
Wednesday after school
Thursday at lunch
By appointment
I. Rationale:
Course Description
Reasoning based on probability and statistics gives modern society the ability to cope with uncertainty. It deals with the
design of how data is collected, the analysis of the data, and the drawing of conclusions from the data.
Statistics has astonishing power to improve decision-making accuracy and test new ideas. It's a key analytical tool used
in education, the social sciences, and business administration and is often a required college subect for maors in those
areas. Statistics is frequently used for data analysis in the sciences and forms the mathematical basis for quality control
in manufacturing.
!" Statistics is a college level class for students who have been highly successful in !lgebra II. It covers the topics
needed for the !merican #ollege $oard !" Statistics e%am. Students passing this test may receive college credit.
Course Content
1. Exploring Data.
Students become familiar with both the graphical and descriptive portrayal of data. &he methods include bo%
and whisker plots, stem plots, histograms, five-number summary, median, mean, variance, and standard
deviation. Samples of graphics and numerical statistics taken from current publications and the web are
reviewed on a regular basis with students evaluating these samples. Students calculate and interpret descriptive
statistics and create graphical displays of data they gather and data sets given to them
. Sampling and Experimentation.
'iven scenarios, students plan and ustify sampling procedures (to include simple random sampling, stratified
sampling, and cluster sampling). Students are required to consider bias in their planning.
Students analy*e problems of e%perimental design reported in publications (newspapers + maga*ines). &he role
of random assignment and the role of blocking must be considered. Suggestions to improve the reported
e%periments must be made.
!. Anticipating Patterns.
Students e%plore random phenomena using probability and simulation. "atterns of outcomes of chance are
studied using statistical methods.
1
". Statistical #n$erence.
Students learn to use sample statistics to make conclusions about the broader population. #onfidence intervals
for a proportion, the difference between two proportions, the mean, the difference between two means, and the
slope of the regression line are e%plored. Students learn to conduct hypothesis tests for a proportion, the
difference between two proportions, the mean, the difference between two means, goodness of fit, homogeneity
of proportions, independence, and the slope of the regression line
!t the end of this course students should be able to do the following,
o!ppreciate the role of statistics in understanding our world.
o-%amine data (univariate and bivariate) both graphically and numerically to determine patterns, make
comparisons, and draw inferences.
o.nderstand density curves in general and the normal distribution in particular.
o.se the standard normal distribution for analysis or comparison.
o-%amine the methods of producing data and understand the elements of good e%perimental design.
o.nderstand the language and laws of probability.
o-%plore sampling and probability distributions.
o.se simulation to replicate e%perimental conditions.
o#onduct significance tests using z-, p-, t-, and chi-square and regression statistics.
o#onstruct confidence intervals with z-, p-, t-, and regression statistics.
o.se calculator and computer technology and software to enhance understanding of statistics.
o!pply statistical methods to a research question.
##. %ormat and &rading Procedures'
/. Students are given the opportunity to develop the data interpretation and decision-making skills that will serve them
in further studies as well as in situations they may encounter later in life.
0. &he students are assessed by using a combination of tests (both e%tended-response and multiple-choice) and proects.
-mphasis is placed on students1 ability to e%press understanding of the problem and mathematical processes used to
obtain a solution or conclusion.
2. #alculators are used to help solve problems, conduct e%periments to help get an intution for concepts, interpret
results, and support conclusions. 3uring the course of the year, the students are instructed on how to use the calculator
to,
- !ppropriately display the data from various situations,
- #alculate the statistical parameters for the situations,
- 3etermine the probabilities for various events occurring.
&hese techniques are incorporated into many assignments and assessments that the students are given. 4owever, use of
calculators is not permitted on all assessments. Students and teachers use &I-5spire calculators. be used during the year.
Students will be issued a calculator to be used during the year. Students are responsible for providing the batteries for
the calculator.
&he overriding e%pectation in the class is respect: respect for yourself, respect for other students, respect for the teacher,
respect for the school, and respect for any guests we may have in our class.
6iolation of these e%pectations will result in,
7irst offense, 8arning
Second 9ffense, "arent contact and conference.
&hird and subsequent offenses, Referral to administrator.
All school rules will (e en$orced. See school discipline policy for consequences for violations of school rules.
2
&rading Procedures
:our overall grade will be based on two main categories,
&he grading scale is as follows,
! ;< =
/<<>
$ ?< = ?;>
# @A = B;>
7 @C> and below
5otebooks will be graded before each e%am and
randomly throughout the semester. 5otice will
be given for notebook checks before e%ams but
not before random checks.
4omework is assessed on whether there is
genuine effort put forth to complete it. -ven if
you do not get an answer you can still earn credit for every assignment by putting forth the effort and showing
evidence of your approach to completing the assignments. D-videnceD includes pictures, drawings,
e%planations, shortened versions of the questions asked, and any mathematical calculations.
)est * +ui, -etaking
-veryone has an occasional bad day and there are ways to compensate for a bad test.
Eui**es may be retaken but any retakes must be completed before the unit test for the corresponding unit.
'rade for the retake will be the grade posted for the latest retake even if lower than the original grade.
&ests may be retaken within 0 weeks of receiving the graded test. 7inal score will be computed as /+2 of
the original score and 0+2 of the retake score.
&he teacher will schedule makeup qui* and test dates.
###. .aterials
Bring all materials to class each day. !t a minimum this includes the course te%t, composition notebook,
completed assignments, a "-5#IF (no pens in math), :ou will not be permitted to retrieve forgotten materials
during class time.
&he te%t for this course is,
:ates, 3aniel S., 3avid S. Goore, 3aren S. Starnes, The Practice of Statistics, 4
th
Edition. 5ew :ork, 8.4. 7reeman,
0</<.
#/. Academic #ntegrity
!ny work submitted by a student in this course for academic credit must be the student's own work. :ou are encouraged
to study together and to discuss information and concepts covered in lecture and the sections with other students. :ou
can give DconsultingD help to or receive DconsultingD help from such students. 4owever, this permissible cooperation
should never involve one student having possession of a copy of all or part of work done by someone else, in the form
of an e-mail, an e-mail attachment file, a diskette, or a hard copy.
Should copying occur, neither the student who copied the work nor the student who gave material to be copied will
receive credit for that particular assignment. 3istrict policy will be followed.
Assessments 012
Includes qui**es, tests, proects,
and presentations
Assignments 12
Includes notebook checks, in-
class assignments, weekly
participation points, and
homework
3
V. Curriculum Map:
Chapter 1
Day Section*)opics
3earning 4(5ectives
Students will be able to H
Suggested
assignment
/ #hapter / Introduction
Identify the individuals and variables in a set
of data.
#lassify variables as categorical or
quantitative.
/, 2, A, B, ?
0
/./ $ar 'raphs and "ie #harts, 'raphs,
'ood and $ad
3isplay categorical data with a bar graph.
3ecide if it would be appropriate to make a pie
chart.
Identify what makes some graphs of
categorical data deceptive.
//, /2, /A, /B
2
/./ &wo-8ay &ables and Garginal
3istributions, Relationships between
#ategorical 6ariables, #onditional
3istributions
#alculate and display the marginal
distribution of a categorical variable from a two-
way table.
#alculate and display the conditional
distribution of a categorical variable for a
particular value of the other categorical variable in
a two-way table.
3escribe the association between two
categorical variables by comparing appropriate
conditional distributions.
/;, 0/, 02, 0A,
0B=20
C
/.0 3otplots, 3escribing Shape,
#omparing 3istributions, Stemplots
Gake and interpret dotplots and stemplots of
quantitative data.
3escribe the overall pattern (shape, center,
and spread) of a distribution and identify any
maor departures from the pattern (outliers).
Identify the shape of a distribution from a
graph as roughly symmetric or skewed.
#ompare distributions of quantitative data
using dotplots and stemplots.
2B, 2;, C/, C2,
CA, CB
A
/.0 4istograms, .sing 4istograms
8isely
Gake and interpret histograms of quantitative
data.
#ompare distributions of quantitative data
using histograms.
A2, AA, A;, @<,
@A, @;=BC
@
/.2 Geasuring #enter, Gean and
Gedian, #omparing the Gean and
Gedian, Geasuring Spread, Range and
IQR, Identifying 9utliers, 7ive-5umber
Summary and $o%plots
#alculate measures of center (mean, median).
#alculate and interpret measures of spread
(range, IQR, standard deviation).
#hoose the most appropriate measure of
center and spread in a given setting.
Identify outliers using the /.AIIQR rule.
Gake and interpret bo%plots of quantitative
data.
B;, ?/, ?2, ?B,
?;, ;/, ;2
B
/.2 Geasuring Spread, Standard
3eviation, #hoosing Geasures of #enter
and Spread, 9rgani*ing a Statistics
"roblem
#alculate and interpret measures of spread
(range, IQR, standard deviation).
#hoose the most appropriate measure of
center and spread in a given setting.
.se appropriate graphs and numerical
summaries to compare distributions of quantitative
variables.
;A, ;B, ;;,
/<2, /<A,
/<B=//<
? #hapter / Review+7R!"":J
#hapter /
Review
-%ercises
; #hapter / &est
hapter ! Pro"ect# #ritical statistical analysis = each student collects data and analy*es it using the techniques learned
in this unit and prepares a written analysis. -valuation using a four-point rubric like the !" 7ree Response questions.
4
#hapter 0
Day )opics 4(5ectives' Students will be able to, Suggested homework
/
0./ Geasuring "osition, "ercentilesK
#umulative Relative 7requency 'raphsK
Geasuring "osition, z-scores
7ind and interpret the percentile of an
individual value within a distribution of data.
-stimate percentiles and individual values
using a cumulative relative frequency graph.
7ind and interpret the standardi*ed score (z-
score) of an individual value within a distribution
of data.
/, 2, A, ;, //, /2, /A
0 0./ &ransforming 3ata
3escribe the effect of adding, subtracting,
multiplying by, or dividing by a constant on the
shape, center, and spread of a distribution of data.
/B, /;, 0/, 02,
0A=2<
2
0.0 3ensity #urves, &he @?=;A=;;.B
RuleK &he Standard 5ormal 3istribution
-stimate the relative locations of the median
and mean on a density curve.
.se the @?=;A=;;.B rule to estimate areas
(proportions of values) in a 5ormal distribution.
.se &able ! or technology to find (i) the
proportion of z-values in a specified interval, or
(ii) a z-score from a percentile in the standard
5ormal distribution.
22, 2A, 2;, C/, C2, CA, CB, C;, A/
C 0.0 5ormal 3istribution #alculations
.se &able ! or technology to find (i) the
proportion of values in a specified interval, or (ii)
the value that corresponds to a given percentile in
any 5ormal distribution.
A2, AA, AB, A;
A 0.0 !ssessing 5ormality
3etermine if a distribution of data is
appro%imately 5ormal from graphical and
numerical evidence.
AC, @2, @A, @@, @B, @;=BC
@ #hapter 0 Review+7R!"":J #hapter 0 Review -%ercises
B #hapter 0 &est
#hapter 2
Day Section*)opics
3earning 4(5ectives'
Students will (e a(le to 6
Suggested
homework
/
#hapter 2 Introduction
2./ -%planatory and response variables,
displaying relationships, scatterplots,
describing scatterplots
Identify e%planatory and response variables
in situations where one variable helps to e%plain
or influences the other.
Gake a scatterplot to display the relationship
between two quantitative variables.
3escribe the direction, form, and strength of
a relationship displayed in a scatterplot and
recogni*e outliers in a scatterplot.
/, A, B, //, /2
0
2./ Geasuring linear association,
correlation, facts about correlation
Interpret the correlation.
.nderstand the basic properties of
correlation, including how the correlation is
influenced by outliers.
.se technology to calculate correlation.
-%plain why association does not imply
causation.
/C=/?, 0/
2
2.0 Feast-squares regression,
interpreting a regression line, prediction,
residuals
Interpret the slope and y intercept of a least-
squares regression line.
.se the least-squares regression line to
predict y for a given $. -%plain the dangers of
e%trapolation.
#alculate and interpret residuals.
0B=20, 2A, 2B,
2;, C/, CA
C
2.0 #alculating the equation of the least-
squares regression line, determining
whether a linear model is appropriate,
residual plots
-%plain the concept of least squares.
3etermine the equation of a least-squares
regression line using technology.
#onstruct and interpret residual plots to
assess if a linear model is appropriate.
C2, CB, C;, A/
5
A
2.0 4ow well the line fits the data, the
role of s and r
0
in regression
Interpret the standard deviation of the
residuals and
0
r
and use these values to assess
how well the least-squares regression line models
the relationship between two variables.
C?, A<, AA, A?
@
2.0 Interpreting computer regression
output, regression to the mean,
correlation and regression wisdom
3etermine the equation of a least-squares
regression line using computer output.
3escribe how the slope, y intercept, standard
deviation of the residuals, and
0
r
are influenced
by outliers.
7ind the slope and y intercept of the least-
squares regression line from the means and
standard deviations of $ and y and their
correlation.
A;, @/, @2, @A,
@;, B/=B?
B #hapter 2 Review+7R!"":J
#hapter Review
-%ercises
? #hapter 2 &est
#hapter C
Day )opics 4(5ectives' Students will be able to,
Suggested
homework
/
C./ Introduction, &he Idea of a Sample
Survey, 4ow to Sample $adly, 4ow to
Sample 8ell, Simple Random Sampling
Identify the population and sample in a
statistical study.
Identify voluntary response samples and
convenience samples. -%plain how these
sampling methods can lead to bias.
3escribe how to obtain a random sample
using slips of paper, technology, or a table of
random digits.
/, 2, A, B, ;, //
0 C./ 9ther Random Sampling Gethods
3istinguish a simple random sample from a
stratified random sample or cluster sample. 'ive
the advantages and disadvantages of each
sampling method.
/2, /B, /;, 0/,
02, 0A
2
C./ Inference for Sampling, Sample
Surveys, 8hat #an 'o 8rongL
-%plain how undercoverage, nonresponse,
question wording, and other aspects of a sample
survey can lead to bias.
0B, 0;, 2/, 22, 2A
C
C.0 9bservational Study versus
-%periment, &he Fanguage of
-%periments
3istinguish between an observational study
and an e%periment.
-%plain the concept of confounding and
how it limits the ability to make cause-and-effect
conclusions.
2B=C0, CA, CB,
C;, A/, A2, AA
A
C.0 4ow to -%periment $adly, 4ow to
-%periment 8ell, #ompletely
Randomi*ed 3esigns
Identify the e%perimental units, e%planatory
and response variables, and treatments.
-%plain the purpose of comparison, random
assignment, control, and replication in an
e%periment.
3escribe a completely randomi*ed design
for an e%periment, including how to randomly
assign treatments using slips of paper,
technology, or a table of random digits.
AB, A;, @/, @2, @A
@
C.0 -%periments, 8hat #an 'o 8rongL
Inference for -%periments
3escribe the placebo effect and the purpose
of blinding in an e%periment.
Interpret the meaning of statistically
significant in the conte%t of an e%periment.
@B, @;, B/, B2
B C.0 $locking
-%plain the purpose of blocking in an
e%periment. 3escribe
a randomi*ed block design or a matched
pairs design for an e%periment.
BA, BB, B;, ?/, ?A
? C.0 #lass -%periments ?2, ?B=;C
; C.2 Scope of Inference, &he #hallenges 3escribe the scope of inference that is ;B=/<C
6
of -stablishing #ausation appropriate in a statistical study.
/< C.2 3ata -thics (optional topic)
-valuate whether a statistical study has been
carried out in an ethical manner.
#hapter C
Review -%ercises
// #hapter C Review+7R!"":J
#hapter C !"
M
Statistics "ractice
&est
hapter 4 Pro"ect# Students work in teams of 0 to design and carry out an e%periment to investigate response bias, write
a summary report, and give a /< minute oral synopsis to their classmates. See r%&ric on page !'
#hapter A
Day )opics 3earning 4(5ectives Students will be able toH
Suggested
homework
/
A./ &he Idea of "robability, Gyths about
Randomness
Interpret probability as a long-run relative
frequency.
/, 2, B, ;, //
0 A./ Simulation .se simulation to model chance behavior.
/A, /B, /;, 02,
0A
2
A.0 "robability Godels, $asic Rules of
"robability
3etermine a probability model for a chance
process.
.se basic probability rules, including the
complement rule and the addition rule for
mutually e%clusive events.
0B, 2/, 20, 2;,
C/, C2, CA, CB
C
A.0 &wo-8ay &ables, "robability, and
the 'eneral !ddition Rule, 6enn
3iagrams and "robability
.se a two-way table or 6enn diagram to
model a chance process and calculate
probabilities involving two events.
.se the general addition rule to calculate
probabilities.
0;, 22=2@, C;,
A/, A2, AA
A
A.2 8hat Is #onditional "robabilityL,
&he 'eneral Gultiplication Rule and
&ree 3iagrams,
#alculate and interpret conditional
probabilities.
.se the general multiplication rule to
calculate probabilities.
.se tree diagrams to model a chance process
and calculate probabilities involving two or more
events.
AB=@<, @2, @A,
@B, B/, B2, BB,
B;
@
A.2 #onditional "robability and
Independence, ! Special Gultiplication
Rule
3etermine whether two events are
independent.
8hen appropriate, use the multiplication
rule for independent events to compute
probabilities.
?/, ?2, ?A, ?;,
;/, ;2, ;A, ;B=
;;
B #hapter A Review
#hapter A
Review
-%ercises
? #hapter A &est
#hapter @
Day )opics
3earning 4(5ectives
Students will be able toH
Suggested homework
/
#hapter @ Introduction, @./ 3iscrete
Random 6ariables, Gean (-%pected
6alue) of a 3iscrete Random 6ariable
#ompute probabilities using the probability
distribution of a discrete random variable.
#alculate and interpret the mean (e%pected
value) of a discrete random variable.
/, 2, A, B, ;, //, /2
0
@./ Standard 3eviation (and 6ariance) of
a 3iscrete Random 6ariable, #ontinuous
Random 6ariables
#alculate and interpret the standard
deviation of a discrete random variable.
#ompute probabilities using the probability
distribution of a continuous random variable.
/C, /A, /B, /?, 0/, 02, 0A
2 @.0 Finear &ransformations 3escribe the effects of transforming a
random variable by adding or subtracting a
constant and multiplying or dividing by a
0B=2<, 2A, 2B, 2;=C/, C2, CA
7
constant.
C
@.0 #ombining Random 6ariables,
#ombining 5ormal Random 6ariables
7ind the mean and standard deviation of the
sum or difference of independent random
variables.
7ind probabilities involving the sum or
difference of independent 5ormal random
variables.
CB, C;, A/, A2, AA, AB=A;, @/
A
@.2 $inomial Settings and $inomial
Random 6ariables, $inomial
"robabilities
3etermine whether the conditions for using
a binomial random variable are met.
#ompute and interpret probabilities
involving binomial distributions.
@2, @A, @@, @;, B/, B2, BA, BB
@
@.2 Gean and Standard 3eviation of a
$inomial 3istribution, $inomial
3istributions in Statistical Sampling
#alculate the mean and standard deviation
of a binomial random variable. Interpret these
values in conte%t.
B;, ?/, ?2, ?A, ?B, ?;
B @.2 'eometric Random 6ariables
7ind probabilities involving geometric
random variables.
;2, ;A, ;B, ;;, /</=/<C
? #hapter @ Review+7R!"":J #hapter @ Review -%ercises
; #hapter @ &est
-N!G R-6I-8, 2 3!:S
S-G-S&-R / -N!G, Simulated !" format with Gultiple #hoice, 7ree Response
#hapter B
Day )opics
3earning 4(5ectives'
Students will be able toH
Suggested
assignment
/
Introduction, 'erman &ank "roblem, B./
"arameters and Statistics
3istinguish between a parameter and a
statistic.
/, 2, A
0
B./ Sampling 6ariability, 3escribing
Sampling 3istributions
3istinguish among the distribution of a
population, the distribution of a sample, and the
sampling distribution of a statistic.
.se the sampling distribution of a statistic to
evaluate a claim about a parameter.
3etermine whether or not a statistic is an
unbiased estimator of a population parameter.
3escribe the relationship between sample
si*e and the variability of a statistic.
B, ;, //, /2, /A,
/B, /;
2
B.0 &he Sampling 3istribution of
O p ,
.sing the 5ormal !ppro%imation for
O p
.
7ind the mean and standard deviation of the
sampling distribution of a sample proportion
O p .
#heck the /<> condition before calculating
O p

.
3etermine if the sampling distribution of
O p
is appro%imately 5ormal.
If appropriate, use a 5ormal distribution to
calculate probabilities involving
O p .
0/=0C, 0B, 0;,
22, 2A, 2B, 2;
C
B.2 &he Sampling 3istribution of $ ,
Gean and Standard 3eviation, Sampling
from a 5ormal "opulation
7ind the mean and standard deviation of the
sampling distribution of a sample mean $ .
#heck the /<> condition before calculating
$
.
If appropriate, use a 5ormal distribution to
calculate probabilities involving $ .
C2=C@, C;, A/,
A2, AA
A B.2 &he #entral Fimit &heorem
-%plain how the shape of the sampling
distribution of $ is affected by the shape of the
population distribution and the sample si*e.
AB, A;, @/, @2,
@A=@?
@ #hapter B Review+7R!"":J
#hapter B
Review
-%ercises
B #hapter B &est
8
#hapter ?
Day )opics
3earning o(5ectives'
Students will be able toH
Suggested
assignment
/
#hapter ? IntroductionK ?./ &he Idea of
a #onfidence Interval, Interpreting
#onfidence Intervals and #onfidence
Fevels
Interpret a confidence interval in conte%t.
Interpret a confidence level in conte%t.
/, 2, A, B, ;
0
?./ #onstructing a #onfidence IntervalK
.sing #onfidence Intervals 8isely
3etermine the point estimate and margin of
error from a confidence interval.
3escribe how the sample si*e and
confidence level affect the length of a confidence
interval.
-%plain how practical issues like
nonresponse, undercoverage, and response bias
can affect the interpretation of a confidence
interval.
/<, //, /2, /A,
/B, /;
2
?.0 #onditions for -stimating p,
#onstructing a #onfidence Interval for
p, "utting It !ll &ogether, &he 7our-Step
"rocess
State and check the Random, /<>, and
Farge #ounts conditions for constructing a
confidence interval for a population proportion.
3etermine critical values for calculating a
> confidence interval for a population proportion
using a table or technology.
#onstruct and interpret a confidence interval
for a population proportion.
0<=0C, 2/, 22,
2A, 2B
C ?.0 #hoosing the Sample Si*e
3etermine the sample si*e required to obtain
a > confidence interval for a population
proportion with a specified margin of error.
2;, C/, C2, CA,
CB
A
?.2 &he "roblem of unknown , 8hen
Is .nknown, &he t 3istributions,
#onditions for -stimating

-%plain how the t distributions are different

from the standard 5ormal distribution and why it
is necessary to use a t distribution when
calculating a confidence interval for a population
mean.
3etermine critical values for calculating a
> confidence interval for a population mean
using a table or technology.
State and check the Random, /<>, and
5ormal+Farge Sample conditions for
constructing a confidence interval for a
population mean.
C;=A0, AA, AB,
A;
@
?.2 #onstructing a #onfidence Interval
for

, #hoosing a Sample Si*e

#onstruct and interpret a confidence interval
for a population mean.
3etermine the sample si*e required to obtain
a > confidence interval for a population mean
with a specified margin of error.
@/, @A, @;, B/,
B2, BA=B?
B #hapter ? Review+ 7R!"":J
#hapter ?
Review
-%ercises
#hapter ;
Day )opics
3earning 4(5ectives'
Students will be able toH
Suggested assignment
/
;./ Stating 4ypotheses, &he Reasoning
of Significance &ests, Interpreting P-
values, Statistical Significance
State the null and alternative hypotheses for
a significance test about a population parameter.
Interpret a P-value in conte%t.
3etermine if the results of a study are
statistically significant and draw an appropriate
conclusion using a significance level.
/, 2, A, B, ;, //, /A
0 ;./ &ype I and &ype II -rrors Interpret a &ype I and a &ype II error in /2, /B, /;, 0/, 02
9
conte%t, and give a consequence of each.
2
;.0 #arrying 9ut a Significance &est,
&he 9ne-Sample z &est for a "roportion
State and check the Random, /<>, and
Farge #ounts conditions for performing a
significance test about a population proportion.
"erform a significance test about a
population proportion.
0A=0?, 2/, 2A, 2;, C/
C
;.0 &wo-Sided &ests, 8hy #onfidence
Intervals 'ive Gore Information, &ype
II -rror and the "ower of a &est
.se a confidence interval to draw a
conclusion for a two-sided test about a
population parameter.
Interpret the power of a test and describe
what factors affect the power of a test.
3escribe the relationship among the
probability of a &ype I error (significance level),
the probability of a &ype II error, and the power
of a test.
C2, CA, CB, A/, A2, AA, AB
A
;.2 #arrying 9ut a Significance &est for

, &he 9ne Sample t &est, &wo-Sided

&ests and #onfidence Intervals
State and check the Random, /<>, and
5ormal+Farge Sample conditions for performing
a significance test about a population mean.
"erform a significance test about a
population mean.
.se a confidence interval to draw a
conclusion for a two-sided test about a
population parameter.
A;=@0, @A, @;, B2, BB, B;
@
;.2 Inference for Geans, "aired 3ata,
.sing &ests 8isely
"erform a significance test about a mean
difference using paired data.
?2, ?A, ?B, ?;=;/, ;2,
;A=/<0
B #hapter ; Review+7R!"":J #hapter ; Review -%ercises
? #hapter ; &est
#hapter /<
Day )opics
3earning 4(5ectives'
Students will be able toH
Suggested
assignment
/
PIs :awning #ontagiousLQ !ctivity, /<./
&he Sampling 3istribution of a
3ifference between &wo "roportions
3escribe the shape, center, and spread of the
sampling distribution of
/ 0
O O . p p
/, 2
0 /<./ #onfidence Intervals for p/ R p0
3etermine whether the conditions are met
for doing inference about
/ 0
. p p
#onstruct and interpret a confidence interval
to compare two proportions.
A, B, ;, //
2
/<./ Significance &ests for p/ R p0,
Inference for -%periments
"erform a significance test to compare two
proportions.
/2, /A, /B, 0/, 02
C
/<.0 P3oes "olyester 3ecayLQ !ctivity,
&he Sampling 3istribution of a
3ifference between &wo Geans
3escribe the shape, center, and spread of the
sampling distribution of
/ 0
. $ $
3etermine whether the conditions are met
for doing inference about
/ 0
.
2/, 22, 2A, A/
A
/<.0 &he &wo-Sample t Statistic,
#onfidence Intervals for
/ 0

#onstruct and interpret a confidence interval
to compare two means.
0A=0?, 2B, 2;
@
/<.0 Significance &ests for
/ 0
,
.sing &wo-Sample t "rocedures 8isely
"erform a significance test to compare two
means.
3etermine when it is appropriate to use two-
sample t procedures versus paired t procedures.
C/, C2, CA, CB,
A2, AB=@<
B #hapter /< Review+7R!"":J
#hapter /<
Review
-%ercises
? #hapter /< &est
#hapter //
Day )opics 3earning o(5ectives' Suggested
10
Students will be able toH assignment
/
!ctivity, &he #andy Gan #an, //./
#omparing 9bserved and -%pected
#ounts, &he #hi-Square Statistic, &he
#hi-Square 3istributions and P-values
State appropriate hypotheses and compute
e%pected counts for a chi-square test for
goodness of fit.
#alculate the chi-square statistic, degrees of
freedom, and P-value for a chi-square test for
goodness of fit.
/, 2, A
0
//./ #arrying 9ut a &est, 7ollow-.p
!nalysis
"erform a chi-square test for goodness of fit.
#onduct a follow-up analysis when the
results of a chi-square test are statistically
significant.
B, ;, //, /A, /B
2
//.0 #omparing 3istributions of a
#ategorical 6ariable, -%pected #ounts
and the #hi-Square Statistic, &he #hi-
Square &est for 4omogeneity
#ompare conditional distributions for data in
a two-way table.
State appropriate hypotheses and compute
e%pected counts for a chi-square test based on
data in a two-way table.
#alculate the chi-square statistic, degrees of
freedom, and P-value for a chi-square test based
on data in a two-way table.
"erform a chi-square test for homogeneity.
/;=00, 0B, 0;,
2/, 22, 2A, 2B,
2;
C
//.0 Relationships between &wo
#ategorical 6ariables, &he #hi-Square
&est for Independence, .sing #hi-
Square &ests 8isely
"erform a chi-square test for independence.
#hoose the appropriate chi-square test.
C/, C2, CA, CB,
C;, A/=AA
A #hapter // Review+7R!"":J
#hapter //
Review
-%ercises
@ #hapter // &est
#hapter /0
Day )opics
3earning 4(5ectives'
Students will be able to H
Suggested assignment
/
!ctivity, &he 4elicopter -%perimentK
/0./ Sampling 3istribution of &K
#onditions for Regression Inference
#heck the conditions for performing inference
about the slope of the population (true)
regression line.
/, 2
0
/0./ -stimating the "arametersK
#onstructing a #onfidence Interval for
the Slope
Interpret the values of a, &, s, S-
&
, and
0
r
in conte%t, and determine these values from
computer output.
#onstruct and interpret a confidence
interval for the slope of the population (true)
regression line.
A, B, ;, //
2
/0./ "erforming a Significance &est for
the Slope
"erform a significance test about the slope
of the population (true) regression line.
/2, /A, /B
C
/0.0 &ransforming with "owers and
Roots
.se transformations involving powers and
roots to find a power model that describes the
relationship between two variables, and use the
model to make predictions.
/;=0C, 2/, 22
A
/0.0 &ransforming with FogarithmsK
"utting it all &ogether, 8hich
&ransformation Should 8e #hooseL
.se transformations involving logarithms to
find a power model or an e%ponential model that
describes the relationship between two
variables, and use the model to make
predictions.
3etermine which of several transformations
does a better ob of producing a linear
relationship.
2A, 2B, 2;, C/, C2, CA, CB=A<
@ #hapter /0 Review+7R!"":J #hapter /0 Review -%ercises
B #hapter /0 &est #umulative !"
M
"ractice &est C
11
!" -N!G R-6I-8 (/< days)
"ractice !" 7ree Response Euestions
#hoosing the #orrect Inference "rocedure
Gock 'rading Sessions
Rubric development by student teams
"ractice Gultiple #hoice Euestions
!" S&!&IS&I#S -N!G (/ 3!:)
!7&-R &4- !" -N!G, 7I5!F "R9S-#& (See r%&ric on page !4)
Purpose' &he purpose of this proect is for you to actually do statistics. :ou are to form a hypothesis, design a study,
conduct the study, collect the data, describe the data, and make conclusions using the data. :ou are going to do it allJJ
)opics' :ou may do your study on any topic, but you must be able to do all @ steps listed above. Gake it interesting
and note that degree of difficulty is part of the grade.
&roup Si,e' :ou may work alone or with a partner for this proect.
Proposal 71 points8' &o get your proect approved, you must be able to demonstrate how your study will meet the
requirements of the proect. In other words, you need to clearly and completely communicate your hypotheses, your
e%planatory and response variables, the test+interval you will use to analy*e the results, and how you will collect the data
so the conditions for inference will be satisfied. :ou must also make sure that your study will be safe and ethical if you
are using human subects. &his should be typed. If your proposal isn1t approved, you must resubmit the proposal for
partial credit until it is approved.
Poster 701 points8'
&he key to a good statistical poster is communication and organi*ation. Gake sure all components of the poster are
focused on answering the question of interest and that statistical vocabulary is used correctly. &he poster should include,
&itle (in the form of a question).
Introduction. In the introduction you should discuss what question you are trying to answer, why you
chose this topic, what your hypotheses are, and how you will analy*e your data.
3ata #ollection. In this section you will describe how you obtained your data. $e specific.
'raphs, Summary Statistics and the Raw 3ata (if numerical). Gake sure the graphs are well labeled,
easy to compare, and help ans*er the +%estion of interest. :ou should include a brief discussion of the graphs
and interpretations of the summary statistics.
3iscussion and #onclusions. In this section, you will state your conclusion (with the name of the test,
test statistic and P-value) and you should discuss why your inference procedure is valid. :ou should also discuss
any errors you made, what you could do to improve the study ne%t time, and any other critical reflections
Five action pictures of your data collection in progress.
Presentation' -ach individual will be required to give a A minute oral presentation to the class.
12
R.$RI# 79R #4!"&-R C "R9S-#&,
Chapter " Pro5ect " 9 Complete ! 9 Su(stantial 9 Developing 1 9 .inimal
#ntroduction
3escribes the conte%t of the
research
4as a clearly stated question of
interest
"rovides a hypothesis about the
answer to the question of interest
Euestion of interest is of
appropriate difficulty
Introduces the conte%t
of the research and has a
specific question of interest
Suggests hypothesis
9R has appropriate
difficulty
Introduces the
conte%t of the research
and has a specific
question of interest
9R has question of
interest and a
hypothesis
$riefly
describes the
conte%t of the
research
Data Collection
Gethod of data collection is clearly
described
Includes appropriate randomi*ation
3escribes efforts to reduce bias,
variability, confounding
Euantity of data collected is
appropriate
Gethod of data
collection is clearly
described
Some effort is made to
incorporate principles of
good data collection
Euantity of data is
appropriate
Gethod of data
collection is described
Some effort is
made to incorporate
principles of good
data collection
Some
evidence of data
collection
&raphs and
Summary
Statistics
!ppropriate graphs are included (to
help answer the question of interest)
'raphs are neat, clearly labeled,
and easy to compare
!ppropriate summary statistics are
included
Summary statistics are discussed
and correctly interpreted
!ppropriate graphs are
included (to help answer the
question of interest)
'raphs are neat, clearly
labeled, and easy to compare
!ppropriate summary
statistics are included
'raphs and
summary statistics are
included
'raphs or
summary
statistics are
included
Conclusions
.ses the results of the study to
correctly answer question of interest
3iscusses what inferences are
appropriate based on study design
Shows good evidence of critical
reflection (discusses possible errors,
shortcomings, limitations, alternate
e%planations, etc.)
Gakes a correct
conclusion
3iscusses what
inferences are appropriate
Shows some evidence
of critical reflection
Gakes a partially
correct conclusion
Shows some
evidence of critical
reflection
Gakes a
conclusion
4verall
Presentation*
Communi:cation
#lear, holistic understanding of the
proect
"oster is well organi*ed, neat and
easy to read
Statistical vocabulary is used
correctly
"oster is visually appealing
#lear, holistic
understanding of the proect
Statistical vocabulary is
used correctly
"oster is unorgani*ed
or isn1t visually appealing,
"oster is not well
done or
communication is
poor
#ommuni-
cation and
organi-*ation
are very poor
13
R.$RI# 79R 7I5!F "R9S-#&,
%inal Pro5ect " 9 Complete ! 9 Su(stantial 9 Developing 1 9 .inimal
#ntroduction
3escribes the conte%t of
the research
4as a clearly stated
question of interest
#learly defines the
parameter of interest and states
correct hypotheses
Euestion of interest is of
appropriate difficulty
Introduces the
conte%t of the research and
has a specific question of
interest
4as correct
parameter+ hypotheses 9R
has appropriate difficulty
Introduces
the conte%t of the
research and has a
specific question
of interest 9R has
question of
interest and
hypotheses
$riefly
describes
the conte%t
of the
research
Data Collection
Gethod of data collection
is clearly described
Includes appropriate
randomi*ation
3escribes efforts to reduce
bias, variability, confounding
Euantity of data collected
is appropriate
Gethod of data
collection is clearly
described
Some effort is made
to incorporate principles
of good data collection
Euantity of data is
appropriate
Gethod of
data collection is
described
Some effort
is made to
incorporate
principles of good
data collection
Some
evidence of
data
collection
&raphs and
Summary
Statistics
!ppropriate graphs are
included (to help answer the
question of interest)
'raphs are neat, clearly
labeled, and easy to compare
!ppropriate summary
statistics are included
Summary statistics are
discussed and correctly
interpreted
!ppropriate graphs
are included (to help
answer the question of
interest)
'raphs are neat,
clearly labeled, and easy
to compare
!ppropriate
summary statistics are
included
'raphs and
summary statistics
are included
'raph
s or
summary
statistics
are
included
Analysis
#orrect inference
procedure is chosen
.se of inference
procedure is ustified
&est statistic+p-value or
confidence interval is
calculated correctly
p-value or confidence
interval is interpreted correctly
#orrect inference
procedure is chosen
Facks ustification,
lacks interpretation, or
makes a calculation error
#orrect
inference
procedure is
chosen
&est
statistic+p-value or
confidence
interval is
calculated
correctly
Infere
nce
procedure
is
attempted
Conclusions
.ses p-value+confidence
interval to correctly answer
question of interest
3iscusses what inferences
are appropriate based on study
design
Shows good evidence of
critical reflection (discusses
possible errors, shortcomings,
limitations, alternate
e%planations, etc.)
Gakes a correct
conclusion
3iscusses what
inferences are appropriate
Shows some
evidence of critical
reflection
Gakes a
partially correct
conclusion (such
as accepting null).
Shows some
evidence of
critical reflection
Gakes
a
conclusion
4verall
Presentation*
Communication
#lear, holistic
understanding of the proect
"oster is well organi*ed,
neat and easy to read
Statistical vocabulary is
used correctly
"oster is visually
appealing
#lear, holistic
understanding of the
proect
Statistical vocabulary
is used correctly
"oster is unorgani*ed
or isn1t visually appealing,
"oster is not
well done or
communication is
poor
#omm
uni-cation
and organi-
*ation are
very poor
14