Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Mrs. Pflaum jpflaum@intrinsicschools.org (872) 240-2491

COURSE DESCRIPTION
AP Statistics involves the study of four main areas: exploratory analysis, planning a study,
probability, and statistical inference. According to the College Board, upon entering this
course students are expected to have mathematical maturity and quantitative reasoning
ability. Mathematical maturity could be defined as a complete working knowledge of the
graphical and algebraic concepts through Math Analysis, including linear, quadratic,
exponential, and logarithmic functions. In contrast to many math classes, this course will
require reading of the text. This AP Statistics course is taught as an activity-based course in
which students actively construct their own understanding of the concepts and techniques of
statistics.

COURSE FORMAT
This course will model a college level statistics course. Students will be expected to work in
class on textbook problems, AP exam practice, and other practical application problems
involving statistics. Students will voice questions during direct instruction time and use
independent time to study and complete work. Students are expected to come to class
prepared and they will already have completed any prior reading or homework.

Students will use their textbook as well as online resources such as Kahn Academy and
Learnerator.com. Students will also use their TI-84 calculators, statistical software including
Google Sheets, as well as their chromebooks to aid in the technical components of the course.
Students will refer to AP exam workbooks for practice.

HOMEWORK: Students should be spending approximately 40-60 minutes a night on

homework. This will increase as we approach the AP exam in May.
Students may attend office hours as an additional resource.

COURSE EXPECTATIONS
ATTENDANCE
Please call in all absences to the Attendance Office (See student code of conduct for
more information).
Assignments missed due to an excused absence should be made up within the
number of days the student was absent.

CLASS BEHAVIOR
At Intrinsic, our learning community is defined by four core values:
1. Empathy: the capacity to recognize emotions that are being experienced by another
2. Perseverance: the steady persistence in reaching goals even in the face of difficulties
or obstacles
3. Independence: the willingness to set goals, take initiative, and solve problems on your
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

own and with others.

4. Curiosity: the desire to know, ask questions, and learn new things.

These values are reinforced through our student code conduct. The student code of conduct
outlines specific behavioral expectations and consequences for not meeting them. The
student code of conduct will be strictly enforced in every course.

COURSE MATERIALS
You are required to have the following:
Charged Chromebook
Pencils and pens
Highlighter
Spiral Notebook
Binder or Folder
Graphing Calculator (TI-83 or TI-84) - Highly Recommended
Textbook

Please have all materials by 09/08/2017 and bring them to class daily. Being prepared for
class is the first step in being successful in this course. If you have questions about the
materials, please see me as soon as possible.

GRADE DETERMINATION
Each course at Intrinsic Schools is composed of learning objectives. These objectives are
aligned to the content and skills from the College and Career Readiness Standards and are
measured on the ACT and Interim Assessments. You will be supported until you reach
mastery of all critical learning objectives. Your grade in this course will be determined by the
following categories and percentages:

Category Grade Percentage

Homework/Classwork 5%
FRAPPYs 15%
Projects 10%
Quizzes 10%
Unit Tests 50%
Final Exam 10%

Common Rubrics - In order to be college and career ready, all Intrinsic students will be
assessed on common writing, listening, speaking, and presentation rubrics. More information
will be given in class.

Retake/Redo Policy - Students will have the opportunity to complete test corrections after a
unit test. Students will have two weeks to submit their test corrections and they can earn up
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

to half the points back that they originally missed. In order to complete test corrections,
students will have to attend one office hour and turn in any missing homework from that unit.

COURSE SUCCESS
In order to be successful in this course, you should:
Be present and engaged during each class.
Complete all practice assignments on time and to the best of your ability.
Focus on improvement and making progress in all areas of study.
Actively seek help when needed either from the teacher or a peer.
Participate in discussions.
Study your notes on a daily basis.
Make corrections on all assignments.

COURSE TIMELINE
8/28/2017 First Day of School
9/27/2017 Interim 1
11/9/2017 Student Led Conference
12/6/2017 Interim 2
1/8/2016 - 1/10/2018 Semester 1 Finals
1/19/2018 Report Card Pick Up
2/21/2018 Interim 3
4/13/2018 Student Led Conference
05/17/2018 AP Statistics Exam
6/01/2018 Senior Last Day
6/13/2018 Report Card Pick Up

LEARNING OBJECTIVES and COURSE OUTLINE

Course Objectives:
Students will be able to:
1. Problem solve in a variety of ways. For example, students will work individually and collaboratively
through multiple choice problems, free response questions, and projects.
2. Interpret data given in different forms (i.e. table, word problem, equation). For example, students
will use numerical data from a table to estimate limits of a specific function.
3. Work collaboratively to solve problems.
4. Share their work with others by writing it down and also by expressing it verbally. The use of the
Expert problems and Reworked Problem Notebook will help with this.
5. Organize their mathematical work in an understandable way.
6. Pass the AP Statistics exam with a score of 3 or higher.
Course standards are consistent with the AP standards.

Graphing Calculator
Instruction will be given using primarily the TI-83 or TI-84. A graphing calculator will be used
daily in the class and all chapter tests are divided in two halves: one without the use of any
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

calculator and the other half requiring the use of a graphing calculator. The graphing
calculator allows the student to support their work graphically, make conjectures regarding
the behavior of functions and limits among other topics thus allowing students to view
problems in a variety of ways. For example, students will find derivatives of functions and
then also graph those derivatives alongside the original function thus proving both graphing
and analytically the derivative of the function. Students will also use calculators to discover
rules for derivatives such as the power rule. The calculator helps students develop a visual
understanding of the material. The most basic skills on the calculator: graphing a function
with an appropriate window, finding roots and points of intersection, finding numerical
derivatives and approximating definite integrals, are mastered by all students. For example,
students will use their calculators to support answers that they have found analytically.
Specifically they will be asked to find extrema and concavity of functions analytically and then
also support their answer graphically. Students have their own calculator and programs such
as Riemann sums, slope fields, and Newtons method, to name a few, are used as a teaching
tool.

Expert Problems
Expert problems (problems from a daily assignment) are assigned to individual students or
groups of students and in the event a classmate has a question or concern regarding a
homework problem, he/she, being the expert will come before the class and present the
problem and discuss any areas of concern. Many discussions arise as to what is sufficient
justification and what is not.

Weekly AP Free Response Problem(s)

On a weekly basis, students are given up to six free response questions to solve. Students are
encouraged to work with each other on these, but individual written work is required on the
part of all students. Individual work should include math computation as well as written
explanations using complete sentences. These are graded in class using scoring guidelines
similar to those developed by the College Board. Students grade each others papers.

Daily Warm Up Multiple Choice Questions

At the beginning of each period, students are given up to 3 multiple choice questions to
complete. Differing methods of solution are shared and discussed.

Projects
Course projects are in the form of extended formal writing assignments. As a consequence,
form and technical adequacy are enforced. These assignments are given throughout the year.
The main purpose of these course projects is for students to gain strong experience in
developing statistical studies and making sound connections and judgments between the
design and the results of an experiment. Example: (Final Project) Part 1 (1/3 of project grade)
You will revisit the information you collected in your experimental design project. Analyze the
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

data you collected in each project using an appropriate test for inference. Were your original
results valid? Were all necessary assumptions for each test met? What can you reasonably
conclude from your data? Part 2 (2/3 of project grade) You may work alone or with a partner.
If you work with a partner, this project will count as two quiz grades. If you work alone, you
may choose to count this project as two quiz grades or a test grade. The first task is to decide
on an appropriate and interesting question to investigate. Part of answering the question
must involve a hypothesis test, confidence interval, and/or regression. You may collect your
data via an observational study, a survey, or an experiment. If you choose a study, you must
obtain your data through firsthand sources. School surveys must be preapproved by the
administration and must be done representatively.

You must use at least 40 pieces of data. Complete these steps and submit this part of the
report before collecting any data:
Describe the question you wish to investigate.
Diagram and explain the design of your observational study, survey, or experiment.
Include all steps taken to reduce confounding and bias. Describe how you will conduct this
study. Be specific about how you will set up and perform all steps.
Explain the criteria you will use to draw conclusions. Include any assumptions you will
need to make.
Collect your data as you described in your initial report. Your final report should include the
following:
Tables and graphical presentations, as appropriate for your study. Clearly label what
data are displayed.
A description of any deviations you made from your initial description of the data
collection process.
A description of any bias present, even after your attempts to eliminate it.
An appropriate inference procedure, used to answer the initial question you posed,
along with an interpretation of the result.
Conclusions you are able to draw from this procedure.
If you worked in a pair, include a list of all the specific duties each partner completed.
Each partner is expected to contribute equally to this project.
Format and Style
The report must have the following attributes:
It must be word-processed. Use an application such as Equation Editor or Math Type
for mathematical expressions, equations, and symbols.
It must have a cover page that includes all pertinent information.
All symbols you use must be defined in context. All formulas must be shown and set
up.
Graphs and tables must be neat, labeled, and accurate. Graphs may be either hand
drawn or computer generated.
Do not use or show Calculator-Speak. (For example: I then used LinReg L1, L3 to
find the equation.)
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Tests
Chapter tests are divided into two parts: 1) Multiple Choice and 2) Free Response. All tests
will be worth 100 points. There will be 7 tests and they will occur at the end of each unit.

AP Statistics Course Outline

Primary Textbook
Bock, D., Velleman, P., & DeVeaux R. (2015). Stats: Modeling the World, 4th Edition. Boston,
MA: Pearson Education. ISBN: 978-0-321-85401-8

Other Resources
AP Statistics Course Description
AP Released Exams
Barron Practice Exams
Kahn Academy

Exploring Data:

Exploring and Understanding Data (BVD Chapters 1-6) 5 Weeks

Chapter 1 Stats Starts Here (.5 periods)

Chapter 2 Data (1 period)

Observations, Categorial & Quantitative Variables
Quiz on Chapter 2

Chapter 3 Displaying and Describing Categorical Data (1.5 periods)

Frequency/Relative Frequency Tables
Bar/Relative Frequency Bar Charts
Pie Charts
Simpsons Paradox
Independent Variables

Quiz on Chapter 3

Chapter 4 Displaying Quantitative Data (2 periods)

Histogram/Relative Frequency Histograms, Stem-and Leaf Plots, Dotplots,
Cumulative Frequency plots
Shape, Center, Spread, Clusters, Gaps (SOCS)
Unimodal, Bimodal, Multimodal
Tails/Skewed Distributions
Outliers
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Comparing Distributions of Data

Center, spread, clusters, gaps, shapes, outliers
C. Incorporating Technology (TI-84):
1. Using List Function
2. Using Stat Plot to graph Histograms

Quiz on Chapter 4

Chapter 5 Describing Distributions Numerically (2.5 periods)

Mean, median, mode, range
Quartiles, IQR, 5-number summary
Boxplots
Standard Deviation/Variance
Why n-1?
D. Incorporating Technology (TI-84):
1. Using 1-Var Stats to find 5 number summary, mean, standard
deviation
2. Using Stat Plot to graph Boxplots

Quiz on Chapter 5

Chapter 6 The Standard Deviation and the Normal Model (2 periods)

A. Z-Scores
B. Normal distribution
1. 68-95-99.7 Rule
2. Percentiles
3. Changing center and spread
C. Incorporating Technology (TI-84):
1. Using normalpdf( function to show how changing standard deviation
& mean affect the shape of the normal curve
2. Using normalcdf( to find area under the normal curve

Quiz on Chapter 6

TEST on Chapters 1-6

Exploring Relationships Between Variables (BVD Chapters 7-10) 4 Weeks

Chapter 7 Scatterplots, Association, and Correlation (1.5 periods)

Linearity
Correlation & Correlation coefficient
1. Correlation vs. Causation
Scatterplots
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Explanatory/Response/Lurking Variables
E. Incorporating Technology (TI-84):
1. Using Stat Plot to graph Scatterplots

Quiz on Chapter 7

Chapter 8 Linear Regression (2 periods)

Line of Best Fit/Regression Line
Residuals

Residual Plots
Incorporating Technology (TI-84):
Using LinReg to calculate regression line and correlation coefficient

Quiz on Chapter 8

Chapter 9 Regression Wisdom (1.5 periods)

Extrapolation
Lurking Variables
Influential Points
Incorporating Technology (TI-84):
1. Using LinReg to calculate how one point can affect the regression
line and correlation coefficient

Quiz on Chapter 9

Chapter 10 Re-expressing Data: Get it Straight! (2 Periods)

Exponential, Logarithmic, Power Regressions
Incorporating Technology (TI-84):
1. Using LnReg, ExpReg, and PwrReg to examine situations that may not
be linear

Quiz on Chapter 10

TEST on Chapters 7-10

Gathering Data (BVD Chapters 11-13) 3 Weeks

Chapter 11 Understanding Randomness (1 period)

Simulations
1. Trials, outcomes
2. Response Variables
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Quiz on Chapter 11

Chapter 12 Sample Surveys (2 periods)

Population
Samples
Sample survey
Bias
Sampling Frame
Census
Types of Sampling
Simple Random Sample
Stratified Random Sample
Cluster Sampling
i. Multistage sampling
Systematic Sampling
Convenience Sampling
Undercoverage
Nonresponse

Quiz on Chapter 12

Chapter 13 Experiments and Observational Studies (2 periods)

Observational Studies
Experiments
i. Experimental Units
Treaments
Control, Randomization, Replication, Block
Single-Blind, Double-Blind
Placebo effect
Matching/Matched-Pair Design

Quiz on Chapter 13
Test on Chapters 11-13

Randomness and Probability (BVD Chapters 14-17) 4 Weeks

Chapter 14 From Randomness to Probability (1 period)

Independent vs. Dependant events
Law of Large Numbers
Addition Rule, Multiplication Rule
Complements

Quiz on Chapter 14
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Chapter 15 Probability Rules! (1.5 periods)

Conditional Probability
Independent vs. Disjoint
Tree Diagrams

Quiz on Chapter 15

Chapter 16 Random Variables (2 periods)

Continuous vs. Discrete Data
Expected Value
Variance
Linear Transformations of random variables

Quiz on Chapter 16

Chapter 17 Probability Models (2 periods)

Bernoulli Trials
Geometric probability
Binomial Probability
Success/Failure Condition
Incorporating Technology (TI-84):
Using geometpdf(, geometcdf(, binompdf(, and binomcdf( in the
discussion of Bernoulli trials

Quiz on Chapter 17

TEST on Chapters 14-17

Winter Break

From the Data at Hand to the World at Large (BVD Chapters 18-22) 5 Weeks

Chapter 18 Sampling Distribution Models (2.5 periods)

Sampling error/variability
Central Limit Theorem
Standard Error
Sampling Distribution for a proportion
Sampling Distribution for a mean

Quiz on Chapter 18

Chapter 19 Confidence Intervals for Proportion (2 periods)

 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Margin of Error
Critical Values
i. Using tables of the normal distribution
One-Proportion Z-intervals
Incorporating Technology (TI-84):
Using 1-PropZInt to find confidence intervals

Quiz on Chapter 19

Chapter 20 Testing Hypotheses about Proportions (2 periods)

Null Hypothesis
Alternative Hypothesis
P-value
One Sided vs. Two Sided alternatives
One proportion Z-Test
Incorporating Technology (TI-84):
Using 1-PropZTest to find p-value. Observing how one vs. two tailed
tests affect your p-value

Quiz on Chapter 20

Chapter 21 More about Tests (1.5 periods)

Alpha Level
Significance level
Type I vs. Type II error
Power of tests

Quiz on Chapter 21

Chapter 22 Comparing Two Proportions (2 periods)

Two-proportion z-interval
Two-proportion z-test
Sampling distribution of the difference between two proportions
Incorporating Technology (TI-84):
Using 2-PropZTest & 2-PropZInt

Quiz on Chapter 22

TEST on Chapters 18-22

Learning about the World (BVD Chapters 23-25) 3 Weeks

Chapter 23 Inferences about Means (2 periods)

 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

t-distribution
Sampling distribution model for means
Degrees of freedom
One-Sample t-interval
One-Sample t-test for the mean
Incorporating Technology (TI-84):
Using t-distribution functions (tcdf, invT,TInterval,T-Test)

Quiz on Chapter 23

Chapter 24 Comparing Means (2 periods)

Two-sample t-interval
Two-sample t-test
Sampling distribution for the difference between two means
Incorporating Technology (TI-84):
Use Two-Sample t-functions (2-SampTInt,2-SampTTest)

Quiz on Chapter 24

Chapter 25 Paired Samples and Blocks (1 period)

Paired t-test
Paired t-test confidence intervals

Quiz on Chapter 25

TEST on Chapters 23-25

Inference when Variables are Related (BVD Chapters 26-27) 2 Weeks

Chapter 26 Comparing Counts (2.5 periods)

Chi-Square model/distribution
Goodness of fit
Test of homogeneity
Contingency tables
One-way & Two-way tables
Incorporating Technology (TI-84):
Using Chi-Square-GOF-Test to analyze situations

Quiz on Chapter 26

Chapter 27 Inferences for Regression (1.5 periods)

Sampling distribution for Regression Slopes
T-test for regression slopes
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

Confidence interval for regression slopes

Quiz on Chapter 27

Test on Chapters 26-27

Review & Practice Tests (Barrons & Practice Free-Response Tests) 4 Weeks

Comprehensive Review (4 periods)

Barrons Practice Examinations (4 periods)
Practice Free-Response tests from College Board (4 periods)

Cumulative Project & Presentation 4 Weeks

Each student will be expected to:

I. Proposal - Choose an interesting and socially relevant theme/question to study and

submit a proposal on how and where they plan to survey and conduct their study.

II. Gather and Collect Data Students will provide an explanation of how data was
collected demonstrating they have a thorough understanding of proper sampling
techniques. Students must also address issues of bias and explain why we can be
certain that their sample is representative of the population.

III. Presentation of Data Students will present the data showing knowledge of
statistics. They will present graphical representations of what they have discovered as
well as statistics to back the data up. Also discuss any glaring discoveries.

IV. Analyzing the Data Analyze data using statistically appropriate techniques.
Include a Hypothesis Test with all data and proper conclusions. One can also provide a
confidence interval and regression analysis to ensure full credit.

V. Presentation Students will present, in a clear manner, the question they studied
and how their data was collected. They will also provide a visual display of the data
collected. Each student will also explain the conclusions they arrived at. Students will
be assessed on:
i) Statistical correctness of project Validity of sampling technique, how data
was compiled, arrived at proper conclusions.
ii) Presentation both the quality of explanation, but a heavy emphasis on
using proper and consistent terminology in both a written and oral context.
Also important is the ability to draw connections by synthesizing their design,
analysis, and conclusion.
 Course Name -AP Statistics COURSE SYLLABUS - FALL 2016

OFFICE HOURS
All senior teachers offer office hours at least 45 minutes every week. Office hours are to be utilized for
questions, special help, course concerns, studying, and re-taking assessments for the specific course.
Students must request an appointment via email with instructors at least 24 hours in advance, unless
otherwise indicated by the instructor. Students should state the date and time requested in addition
to the specific question or task on which they intend to work. Students are expected to come
prepared with all necessary materials.

ACADEMIC PROBATION
Students who earn below a 2.0 GPA in a 4-week cycle will be placed on Academic Probation. Academic
probationary status serves as a warning that poor academic performance or failure to complete
requirements in a timely fashion may jeopardize on-time graduation from Intrinsic. Students are
required to enter into an advising agreement that stipulates specific requirements they must meet by
the next 4-week cycle.

Failure to meet the stipulations outlined in the advising agreement will result in additional
consequences that may include but are not limited to: 1) inability to participate in extracurricular
activities, 2) mandatory office hours, 3) regular check ins with the Dean of Students, 4) parent
meetings, etc.

LATE WORK
Any major assignments for an academic course that are not submitted by the deadline will be
deducted one letter grade per school day. Students are responsible for bringing the assignment to the
teacher or submitting electronically.

If a student is absent, he or she has the same number of days missed to complete the work. Ex: If a
student misses Monday, an A day, and returns to school on Tuesday, a B day, he or she is responsible
for turning in ALL late work on Wednesday.

Late homework will earn a maximum of 60% if turned in the following school day. No late homework
will be accepted after 24 hours.

PARTICIPATION
Part of postsecondary success is your ability to meet basic expectations: meeting deadlines, having
necessary materials, attentiveness, appropriate use of time, etc. Grades in academic courses will
reflect students ability to meet these basic behavioral expectations.