AP Statistics Concept Standards

Harrow 2015-16
Probability
1.1 I can compute simple theoretical and empirical probabilities.
1.2 I can determine if two events are mutually exclusive and/or independent.
1.3 I can compute conditional probabilities as restricted sample spaces and by using formulas as algebraic
descriptions of the restricted sample spaces.
1.4 I can design in context a simulation to approximate a probability scenario and clearly describe its structure so
others can repeat it.
1.5 I can run a simulation and describe its results in context.

Describing Data
2.1 I can the complete context of data using who, what, when, where, why, and how.
2.2 I can describe in context statistical information from the news and published findings.
2.3 I can construct graphical representations of data using single and back-to-back dot plots and stemplots,
boxplots, bar graphs, segmented bar graphs, histograms, Venn diagrams, and pie charts.
2.4 I can interpret in context data from various visual representations and determine the best way to display
specific data sets, including identifying when graphs can be misleading.
2.5 I can describe using appropriate measures the SOCS (Shape, Outliers, Center, and Spread) of a univariate pdf
using appropriate units and terminology.
2.6 I can describe the skew of a data set through the influence of outliers on the datas centers, including
representations of means as centers of gravity to explain the weight of outliers.

Bivariate
3.1 I can identify explanatory and response variables in bivariate situations, and use these to create appropriate
scatterplots, with and without technology.
3.2 I can describe and interpret in context the direction, form, strength, unusual features, and correlation of a
scatterplot.
3.3 I can compute a linear regression/least-squares/best fit line for bivariate data using technology or computer
outputs.
3.4 I 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.
3.5 I can explain how correlation is influenced by outliers and can identify how particular outliers in a data set
affect correlation.
3.6 I 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.
3.7 I 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.
3.8 I can use various algebraic techniques to straighten non-linear data and determine regression models for nonlinear data, including an explanation of how r describes the linearity of the transformed data.

Design
4.1 I can identify and describe the differences between experiments and observational studies, including when it is
appropriate to use each.
4.2 I can identify and describe the significance in context of blinding, a census, control groups, experimental
groups, experimental units, populations, factors, placebos, replication, response variables, samples, subjects,
surveys, and treatments.
4.3 I can describe in context various sampling strategies (SRS, stratified, cluster, convenience, multistage, and
voluntary).
4.4 I can identify and explain in context sources and implications of potential bias in voluntary responses,
convenience samples, non-response, under and over representation, question phrasing, and other scenarios.
4.5 I can describe in context using appropriate vocabulary the four fundamental principles of experimental design
(control, randomization, replication, and blocking).
4.6 I can describe in context various experimental designs (completely randomized, block, matched pair).
4.7 I can design in context plans for randomized sampling and experimental designs, and clearly describe their
structures so others can repeat them.

Probability Distributions
5.1 I can create the probability density function (pdf) of any discrete random variable.
5.2 I can compute probabilities of discrete and continuous random variables using a cumulative distribution
function (cdf) and explain the connections between cdfs, area, and percentiles.
5.3 I can calculate and interpret in context the mean and standard deviation of random variables.
5.4 I can compute and explain in context binomial and geometric probabilities using combinations, CAS
polynomials, pdfs, and cdfs.
5.5 I can compare and contrast general normal distributions and the parent Standard Normal Distribution.
5.6 I can compute and explain in context normal cdf values and the 68-95-99.7 rule.
5.7 I can use z-scores to compare the likelihoods of otherwise difficult-to-compare scenarios.
5.8 I can determine when a pdf reasonably can be assumed to be normally distributed.
5.9 I can determine when normal distributions can be used to approximate other probability pdfs.
5.10 I can transform existing random variables to create a new random variable and describe the SOCS of the new
variables pdf.

Sampling Distributions
6.1 I can compute sample statistics and their approximate distributions via computations on given and simulated
data sets.
6.2 I can compare and contrast the implications of estimating sample statistics with confidence intervals and with
point estimates.
6.3 I can explain why computations of sample standard deviations, t-distribution degrees of freedom, and Chisquare degrees of freedom use a diminished measure of the available data.
6.4 I can explain the fundamental connection between sample proportions and binomial probabilities and, when
appropriate, can approximate the distribution of sample proportions with normal distributions.
6.5 I can analyze the conditions under which sample means from any distribution can be considered approximately
normally distributed (CLT, etc.).
6.6 I can use raw data and statistics to compute and interpret in context confidence intervals and margins of error
for sample proportions.
6.7 I can use raw data and statistics to compute and interpret in context confidence intervals and margins of error
for sample means.
6.8 I can compare and contrast t-distributions and normal distributions, including identifying the conditions under
which one is more appropriate the other.
6.9 I can explain the effect of sample sizes and confidence levels on confidence intervals and margins of error.
6.10 I can compute minimum sample sizes and confidence levels to achieve desired margins of error.

Inference
7.1 I can determine from context appropriate null and alternate hypothesis statements for significance tests on
population parameters.
7.2 I can compare and contrast in context the implications of using p-values and critical values in a significance test.
7.3 I can interpret in context the meaning of a statistically significant result and describe how a result might be
statistical significant, but practically irrelevant.
7.4 I 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.
7.5 I 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.
7.6 I can determine from context when comparisons of two data samples are paired and use that information to
calculate an appropriate significance test.
7.7 I can calculate and interpret in context the differences and relationships between Type I and Type II errors and
the implications of these errors on statistical decisions.
7.8 I 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.
7.9 I can compute and describe in context, when appropriate, tests of goodness of fit, homogeneity, and
independence using Chi-square distributions.
7.10 I can compute and explain in context confidence intervals and, when appropriate, significance tests for
approximations of slopes of a population regression line.