GSMST

COURSE SYLLABUS

COURSE TITLE.... AP Statistics SCHOOL YEAR.......... 2017-2018

TEACHER.............Michael Burbine ROOM # 5.339

michael.burbine@gsmst.org (Arrives at my Phone!)

Email Addresses & michael_burbine@gwinnett.k12.ga.us (Only if you are not in a rush!)
Teacher Web Page Remind: Text @9dfg84a to the number 81010. Now you can text me DIRECTLY 24/7. You can
also go here https://www.remind.com/join/9dg84a and receive contact via email.

Teacher Support
(Help sessions etc.) Office Hours: Tuesday/Wednesday/Thursday: 3:00-4:30 PM. Monday Through
Friday: 7:30-8 AM (Except during Morning Duty or an after school meeting).
COURSE DESCRIPTION:(from College Board)
The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing
conclusions from data. Projects involve planning a study, anticipating patterns, producing models, and confirming models. This is a two-
semester course preparing the student to take the AP Exam in May.

COURSE CURRICULUM CONTENT

COLLEGE BOARD STRANDS UNITS/TOPICS
Students are exposed to four broad conceptual themes: 1. Exploring and Understanding Data
1. Exploring Data: Describing patterns and departures from patterns 2. Exploring Relationships Between Variables
2. Sampling and Experimentation: Planning and conducting a study 3. Gathering Data
3. Anticipating Patterns: Exploring random phenomena using probability 4. Randomness and Probability
and simulation 5. From the Data to the World at Large
4. Statistical Inference: Estimating population parameters and testing
6. Learning About the World
hypotheses
7. Statistical Inference

INSTRUCTIONAL MATERIALS AND SUPPLIES

Text and Websites
Stats: Modeling the World, 3rd Ed. By Bock, Velleman, DeVeaux
How to Lie with Statistics. Huff, D. 1954.
AP STAT: 5 Steps to a Five
Assistments.org (Use during AP Test Prep Time)
CollegeBoard.org
Instructional Supplies
Pens and Pencil; 2-3ring Binder with 6 tab dividers (Organization)
Graph Paper, Regular paper (Because chisel and stone are heavy)
1 ream copy paper (Or you can write and print everything yourself)
1 Box of Tissues (Hey, it is your nose, not mine); 1 Pack of Color Pencils (Sometimes pencil and pen are a bore)
MANDATORY: TI-84+ or TI NSPIRE!!!!! TI-89 also works, but I WILL NOT TEACH WITH THIS CALCULATOR!
TI-86 and CASIO WILL NOT WORK!!!!!!
1 Roll of Pennies. 2 Quarters. 2 Dimes. 2 Nickels. (Hang on to these, I will let you know when you will need them.)
1 Box of Barons AP Stat Flash Cards (Order from Amazon) (Optional)
5 Steps to a 5 AP Stat or Similar AP Prep Publication (Optional)
$4 Donation to the Math Department (Optional)
Donations to the teacher: Computer Paper. Scratch-N-Sniff Stickers.
EVALUATION AND GRADING
Assignments Grade Weights Grading Scale
Homework 5% A: 90 and above
Daily Work (Labs, Project Checks) 10% B: 80 89
Formative (Quizzes) 20% C: 74 79
Interim 5% D: 70 73
Summative (Tests) 40%
Final Exam 20% F: 69 or below

OTHER INFORMATION
For Students Who Need Help Additional Resources to Consider

Online sites
1) Ask Questions in and out of class! Video lectures on YouTube and/or Teacher/Tube
2) Come to Tutoring!
3) Get a Study Buddy! A Private tutor
4) Contact the Instructor! eClASS ( I HAVE Over 1,750 resources in eClass!)

GENERAL HW SCORING RUBRIC

CATEGORY 100% 0%
Not Accurate!
Accurate, Legible and
Accuracy Not Legible!
Complete!
Not Complete!

Other rubrics will be provided throughout the duration of the course. All assignments are rubric based. Please learn the rubric so that
maximum points can be gained.

The Style of HW will vary between eClass usage, instructional videos, group projects, scavenger hunts and a slew of other instructional
tools.

AP STAT ACCORDING TO COLLEGE BOARD

I. Exploring Data: Describing patterns and departures from patterns (20%30%) 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.
Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative
frequency plot)
Summarizing distributions of univariate data
Comparing distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots)
Exploring bivariate data
Exploring categorical data
II. Sampling and Experimentation: Planning and conducting a study (10%15%) 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
Planning and conducting surveys
Planning and conducting experiments
Generalizability of results and types of conclusions that can be drawn from observational studies, experiments, and
surveys
 III. Anticipating Patterns: Exploring random phenomena using probability and simulation (20%30%) Probability
is
the tool used for anticipating what the distribution of data should look like under a
given model.
Probability
Combining independent random variables
The normal distribution
Sampling distributions
IV. Statistical Inference: Estimating population parameters and testing hypotheses (30%40%) Statistical
inference guides the selection of appropriate models.
Estimation (point estimators and confidence intervals)

OTHER IMPORTANT CLASS INFO!

All Projects and Labs are to be typed. Un-typed work of this type will not be
accepted. All Assigned Problems are to be submitted via eClass.
Ask Questions and Participate Daily!
Learn to work with everyone!
Typed work will be checked with Plagiarism software and with the utmost
scrutiny!
FORMAT all papers.
Consult your Agenda Book for policies relating to makeup work due to absence.
This district policy will be firmly adhered to in this class. Work will not be
accepted late without prior teacher approval. If you are permitted to receive
credit for late work the assignment needs to be completed in my classroom
before or after school.
It is your responsibility to know when assignments are due. Your student
calendar is the key!
The primary assumption is that all work submitted is your own. Cheating,
plagiarism, or any attempts to claim someone elses work as your own erodes
this assumption and violates district policy.
Progress Reports will be provided to students and parents after the completion
of 4 , 9, and 13 weeks of the term. Electronic email reports will be sent every
Friday to parents with an active email address on file.
Late Work: Late work will NOT be accepted unless without prior teacher approval
(approval must be obtained in writing via email). Late work accepted on major assignments as
follows: One day late: 89% of the earned grade, Two days late: 79% of the earned grade and Three
Days late: 69% of the earned grade. Late work will not be accepted on homework and classwork
assignments.

OUR CLASS RULES!

1.No Excuses!
2.Mutual Respect!
3.Imagination is more powerful than
knowledge!
 AP EXAM: MAY, CHECKIN 30 TO 60 MINUTES PRIOR TO EXAM
BEGINNING.
The exam is approximately three hours long and has two parts multiple choice and free
response. Each section of the exam is worth 50% of the final exam grade.

The portion of the exam covering each course topic area is:

Exploring Data: Describing patterns and departures from patterns (20%30%)

Sampling and Experimentation: Planning and conducting a study (10%15%)
Anticipating Patterns: Exploring random phenomena using probability and simulation
(20%30%)
Statistical Inference: Estimating population parameters and testing hypotheses (30%
40%)

Section I: Multiple Choice 40 questions; 1 hour and 30 minutes

The multiple choice questions will cover the topics listed above.

Total scores on the multiple-choice section are based on the number of questions
answered correctly. Points are not deducted for incorrect answers and no points are
awarded for unanswered questions.

Section II: Free Response 6 questions; 1 hour and 30 minutes

5 questions asking you to relate two or more different content areas through a response
or solution to a statistics or probability problem

Investigative task asking you to demonstrate your understanding of a variety of topics,

and your ability to integrate statistical ideas and apply them in a new context or an
unusual way.

You'll need a graphing calculator with statistical capabilities to complete the exam.

CLASS HEADING WILL FOLLOWING THE FORMAT! (-5% FOR FAILURE TO ADHERE)
Your Name
Assignments Name
Due Date for Assignment

ELECTRONIC DOCUMENTS(-5% FOR FAILURE TO ADHERE)

Your Electronic Documents should have the following file name.

last name_first initial_assignmentname.doc
Your last name, underscore, your first initial, underscore, the name of the assignment.

For example: smith_j_project1.doc or smith_j_assignedproblem5.docx

IMAGINE: 150 STUDENTS ALL TURN IN A DOCUMENT CALLED HW.DOC!!!!

FORMATIVE & INVESTIGATION MATERIALS

Teaching Statistics: A Bag of Tricks,1st Edition,Gelman & Nolan.
Mathematics: Formative Assessment, Keely and Tobey, 2011.
Activity Based Statistics, Scheaffer, Watkins, 1996.
The Practice of Statistics: Fathom Guide, 4th Edition, Erickson.
Activities and Projects for an Introductory Statistics Course, 2nd Ed, Millard and
Turner.

GENERAL COURSE OUTLINE

UNIT 1/2: UNDERSTANDING RANDOMNESS, SAMPLE SURVEYS, EXPERIMENTS AND

OBSERVATIONAL STUDIES

TIMEFRAME:3 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE
READINGS AND READING GUIDES:CHAPTERS 11, 12, 13 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

1 Convenience samples, selecting an SRS, stratified sampling

2 Exp. vs. obs. study, scope of inference, purpose of random assignment
3 Cluster sampling vs. stratified sampling
4 Simple random sampling and stratified random sampling
5 Random Assignment, Non-random assignment
6 non-response bias
7 Control groups, random assignment, blocking
8 Block design, randomization
9 response, treatments, units, rand., replication, confounding
10 Treatments, randomization, limiting variability, generalizability
11 Randomization, completely rand. design, MP design
12 Selection and response bias
13 Blocking, random assignment within blocks
14 Random assignment, control groups, generalizability
15 Matched pairs experiment, double blind
16 Design of Experiments, blocking
17 Blocking, purpose of randomization
18 Exp. Design, blocking, double-blind
19 Exp. vs. obs. study, confounding variables, cause-effect
20 Design of Experiments, blocking

UNIT 3/4: CATEGORICAL DATA, QUANTITATIVE DATA, UNDERSTANDING AND COMPARING

DISTRIBUTIONS

TIMEFRAME:4 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE, INTERIM
READINGS AND READING GUIDES:CHAPTERS 3, 4, 5 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

21 Cumulative frequency plots

22 Graphing and comparing frequency distributions
23 Cumulative Frequency Plot, median, IQR
24 Estimating median from hist., comparing hist., mean vs. median
25 Stemplots, describing distributions
26 Comparing distributions, variability, center
27 Shape, center, spread of a distribution
28 Boxplots, outliers, properties of boxplots, shape/center
29 Comparing distributions, trends in timeplots, moving averages
30 Comparing boxplots, constructing a stemplot, stemplot vs. boxplot
31 comparing boxplots, rescaling data, mean/median and shape
32 making graphs and comparing distributions
33 Boxplots, median/IQR, linear transformation of data

UNIT 5/6: EXPLORING RELATIONSHIPS BETWEEN VARIABLES

TIMEFRAME:4 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE,
PERFORMANCE FINAL
READINGS AND READING GUIDES:CHAPTERS 7, 8, 9, 10 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

34 Scatterplot, interpret r, r2
35 Treatments, units, response variable; scatterplots and linearity
36 Describing scatterplots
37 Histograms/scatterplots
38 Residual plots, interpreting slope, r-sq, extrapolation
39 Interpreting scatterplot, r-sq, transforming data, res. Plot
40 Regression output, interpret slope+intercept, residuals
41 Regression output, residuals
42 Describing scatterplots, influential points
43 LSRL, residuals, influential points
44 Influential points
45 Regression output, correlation, infl. Points
46 Re-expressing data
47 Outliers

UNIT 7/8: STANDARD DEVIATION, RANDOM VARIABLES, SAMPLING DISTRIBUTIONS

TIMEFRAME:4 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE
READINGS AND READING GUIDES:CHAPTERS 6, 16, 18 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

48 Normal calculation, sum of random variables

49 Discrete probability distributions, expected value, normal calculations
50 Sampling distribution of the sample mean
51 Properties of estimators: bias and variability
52 Combining normal RV's, normal calculations
53 Sampling dist of x-bar, normal dist, CLT
54 Mean and SD of RV, combination of RV's
55 Normal and sampling distribution of xbar
56 Probability rules, expected value
57 Normal Dist, combining RVs
58 Expected Value
59 Simulation using random digit table
60 Sample space, Expected values
61 Sampling distibution of sample mean
62 Normal dist, simulations, expected value
63 expected value/median relationship, sampling variability

UNIT 9/10: RANDOMNESS AND PROBABILITY

TIMEFRAME:3 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE
READINGS AND READING GUIDES:CHAPTERS 14, 15, 17 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

64 Geometric prob, binomial prob, cumulative binomial

65 Binomial distribution, binomial probabilities
66 Conditional Probability, Prob. Rules
67 InvNormal, Binomial, Sampling Dist of x-bar
68 Expected value, probability rules and distributions
69 Probability distributions, binomial, sampling dist of xbar
70 Normal, binomial, inverse normal
71 Normal, Binomial, Outliers
72 Conditional probability
73 Conditional probability, independence
74 Normal, binomial
75 Probability, expected value, conditional prob.
76 Normal, binomial, sampling dist of xbar
77 Comparing stemplots, generalizibility, sampling variability
78 Assessing Normality; calculating, interpreting, and comparing z-scores
79 Conditional probability, independence, segmented bar charts
80 Selecting a SRS, SE(mean) for SRS vs. stratified random sample
81 Mean and SD of binomial, binomial probability, stratified sampling
82 Binomial, probability, interpreting probability, generalizibility

UNIT 11/12: CONFIDENCE INTERVALS AND TESTING HYPOTHESIS BETWEEN A SAMPLE AND
PARAMETER

TIMEFRAME:4 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE, INTERIM
READINGS AND READING GUIDES:CH. 19, 20, 21, 22 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

83 Type I and II errors and consequences

84 Sources of bias, sample size calc, stratified samples
85 Confidence interval for a proportions, applications
86 Interval estimates, precision
87 Comparing dotplots, logic of hypothesis tests
88 Random assignment in blocks, increasing power
89 Experimental Design, Type I, II errors and consequences
90 Random assignment, control groups, test, reducing var.
91 Hypotheses, measuring skewness, sampling dist.
92 Boxplots, variability, choosing hypotheses
93 Graphing and comparing distributions, evaluating and using a new test statistic
94 1 sample CI for a proportion, effect of sampling without replacement
95 CI for 1 prop, int. c-level, sample size calculations
 96 1 sample z interval for a proportion, application
97 1 sample z test for a proportion
98 Interpreting conf. level, assessing a claim with a CI, finding sample size
99 Confidence interval for p, determining sample size
100 Type II errors, conclusion for 1 prop z test, using volunteers
101 1 sample z test for a proportion, binomial, sig. level, test
102 Confidence interval for p, tree diagrams
103 CI for 1 prop, combining normal RV's. indep., ellipse
104 Interpreting SD, comparing center, using CIs
105 Diff of 2 prop. Hypothesis test
106 Two-sample z test (or interval) for proportions
107 Diff of 2 prop, p-value, conclusion, error+consequence
108 2 sample CI for diff in proportions, sig diff?
109 Scope of inference, 2 prop z test conditions, logic of inference
110 Exp. Vs. Obs study, 2 sample z test for proportions
111 Double blind, 2propZint, using relative risk
112 2 sample z test, re-capture technique, random sampling
113 2 sample z test for proportions
114 1 prop z int, interpreting c-level, 2 samp z test, pooling

UNIT 13/14: CONFIDENCE INTERVALS AND TESTING HYPOTHESIS BETWEEN TWO SAMPLES
TIMEFRAME:4 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE,
PERFORMANCE FINAL
READINGS AND READING GUIDES:CHAPTERS 23, 24, 25 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

115 Conditions for 1 sample t-interval

116 1 sample t test, normal, prob rules, simulation
117 One sample z test for proportion
118 Sample size calculations, CI for mean
119 1 sample t test, interval disagreement, one-sided CI
120 Stemplots, 1 sample t interval
121 Hyp Test for a mean, test for SD with simulation
122 Two-sample t test
123 2 sample t test
124 Two sample t test
125 Two sample t interval, matched pairs
126 Scatterplots, describing association, mean and SE of avg of prop
127 2 sample t interval, interaction plot, relationships
128 2 sample t-interval for diff of means, significant diff?
129 Hypotheses, 2 sample t test
130 Boxplots, conditions for t interval, 2 sample t-test
131 CI for diff of 2 means, sig difference?
132 2 sample t test for difference of means, cause effect
133 Comparing histograms, conditions for two-sample t interval
134 Matched Pairs t-test
135 Matched pairs t test
136 Matched pairs t interval, sig diff?
137 Matched pairs t test
138 1 sample t test, matched pairs test, scatterplot
139 Matched pairs t test
140 Exp/Obs Study, hypotheses, conditions for 2 sample z test, interpreting p-value,
 conclusion.

UNIT 15/16: COMPARING COUNTS AND INFERENCES FOR REGRESSION

TIMEFRAME:3 WEEKS
ASSESSMENTS:2 FORMATIVE, 1 SUMMATIVE MC, 1 SUMMATIVE FREE RESPONSE
READINGS AND READING GUIDES:CHAPTERS 26, 27 SPLIT AMONGST SCAVENGER HUNT
GROUPS
DAILY TOPIC CLUSTERS, COVERED USING SCREENCASTOMATIC TO DOUBLE TOPIC
COVERAGE:

141 Chi-square test of independence

142 Chi-square test of independence
143 2 sample t test, chi-square HOP test, changes in distributions
144 Chi-square test of independence, generalizability
145 Hypotheses, chi-square, simulation, power
146 Chi-square test for independence, Type I and II errors
147 Chi-square test for independence
148 Chi-square goodness of fit, largest contribution
149 Two-way tables, conditional probability, independence, chi-square tests
150 Prob. Rules, expected value, chi square goodness of fit
151 Random assignments, chi-square tests
152 Exploring Categorical Data; association, chi-square
153 Regression output, interpret slope, meaning of r^2, test for slope
154 Regression output, interpreting SD(residuals), SE(slope)
155 Scatterplots, matched pairs test, classification
156 Comparing distributions, t test for slope, classification
157 Slope, No intercept models, test for slope = 1, multiple regression ideas
158 2 sample z test, t interval for slope, comparing methods
159 2 sample t test, LSRL from output, test slopes, additional info
160 Slope, residuals, estimating effect of pool, difference of slopes
161 Interpret slope, extrapolation, dist of xbar, optimal design for estimating slope
162 Regression output, interpret slope+intercept, CI for slope

AP EXAM REVIEW PREP: ASSISTMENTS.ORG, TEST PREP WORKBOOKS. RED ASSISTMENT

BOOKS, BARRONS AP STAT FLASH CARDS
TIMEFRAME:2-3 WEEKS
 GSMST
Letter of Accountability and Honor Code

Student Name (please print): __________________________ Class Period: ______

This statement will be kept on the teachers file.

I / We have read Mr. Burbines syllabus for the mathematics course AP Stat SY2016/2017.
I understand that it is my childs responsibility to complete work in this course and consult with the
teacher if (s)he is having problems with the subject matter. I also understand that it is the policy of the
teacher that unexcused late work will receive a zero. If my child is to succeed in this course, then my
child must be willing to take responsibility for his/her learning.

Parent signature: ____________________________ Date: ________________

I / We have read Mr. Burbines syllabus for the mathematics course AP Stat SY2016/2017.
I understand that it is my responsibility to complete work in this course and consult with the teacher if I
am having problems with the subject matter. I also understand that it is the policy of the teacher that
unexcused late work will receive a zero. If I am to succeed in this course then I must be willing to take
responsibility for my learning.

Student signature: __________________________ Date: __________________

Honor Code

As a Gwinnett School of Math, Science and Technology student, I vow not to cheat or to assist others in
cheating. I realize that cheating is taking credit for work that I have not done, such as plagiarizing and
copying someones homework or test answers. I vow to inform teachers of any violations of the honor
code. In addition, I vow to uphold the ideals of:

Honor though honesty

Success within the rules
Respect for self and others.

Student signature: __________________________ Date: __________________