So...no homework, but remember that the countdown to your project is on...we currently have 11 more class periods until exams!
Tomorrow in class (half day) we'll take our 21 quiz; then, we'll arrange our seats so that you're sitting with your project group (or individually). On Friday we'll be in the computer lab for research/typing up projects/working on powerpoints, and Tuesday you will have class time to work on your project as well (no cpu lab though).
*I have no problem giving you time in class to get the project done; however, if you do not use this time accordingly, we will look at some other topics in class and your project will be done entirely on your own. Be productive. More productive = more class time.*
Wednesday, May 25, 2011
Thursday, May 19, 2011
DISCUSSION QUESTIONS DUE MONDAY!
Your discussion questions regarding the case United States vs. Kristen Gilbert will be due on Monday, May 23rd.
Hopefully you check the blog and notice this!
Enjoy the weekend!
Hopefully you check the blog and notice this!
Enjoy the weekend!
Monday, May 16, 2011
Fighting Crime With Statistics
Fighting Crime with Statistics 101
This assignment is scored out of 60points. You may do as many parts of as many questions as you like in order to earn these 60 points. Your answer should be typed. The question must be written above the response. This assignment is to be handed in on Thursday, May 4. These are short essay questions. Your answers should be well written, complete, and in detail. Not only should you reference content from the article, but also your own statistical insight and
vocabulary.
1.) In detail, explain the difference between statistics and Statistics, and discuss the origin of each. Additionally, provide at three specific examples of each, referencing our studies this year. (14 points)
2.) The graph on page 16 is a simple type, one you have used many years prior to this course—what type is it? Does it display categorical or quantitative variables? Explain what this graph shows in relation to United States v. Kristen Gilbert. (8 points)
3.) On page 17, the author uses tossing a coin to explain hypothesis testing, and references the calculation that tossing 6 heads out of 10 flips is .38. Is this a binomial or geometric probability? Show how we could calculate this by hand or using the graphing calculator. (6 points)
4.) On page 18, the author outlines the statistical process used to analyze the data. What type of data is presented in the table above, categorical or quantitative? How many variables are there and what are they? Name the graphical display used, as well as the name of the test used to conduct the analysis. Finally, what are/name each of these statistics: “40 out of 74, .045, 11.6, <1 in 1 million? (12 points)
5.) Cobb argued that these statistics did not prove Gilbert committed any murders; he references an example comparing mortality rates among smokers/nonsmokers. Explain why we cannot establish cause, and only can show correlation; support your argument with a detailed example from the text, and use appropriate statistical vocabulary. (8 points)
6.) Diagram the experiment outlined on page 20, providing the following details: explain why we randomize and suggest one method of randomization that could be used, explain the meaning of double-blind, and explain treatment vs. placebo. Finally, explain the statistical advantages of experimental data vs. observational data. (14 points)
7.) Discuss the role statistics played in this case. Provide background information about the case, its participants, and how statistics were used, as well as its conclusion. Finally, reflect on United States v. Kristen Gilbert. You only saw the statistical evidence—are you convinced Gilbert was guilty? Why or why not? Elaborate! (10 points)
8.)On page 18 the author provides a table with numbers of deaths in regard to Gilbert's presence. Which type of significance test would be appropriate for this data? State the name of the test, the appopriate hypotheses, and check the conditions. Then, show the mathematics (with correct test statistic, picture, and p-value), and write your own conclusion based on this information. (14 points)
9.) The intro to the "Policing the Police" article outlines the idea behind Simpson's Paradox. In your own words, define Simpson's Paradox, and provide a detailed summary of the explanation provided in the article. (6 points)
This assignment is scored out of 60points. You may do as many parts of as many questions as you like in order to earn these 60 points. Your answer should be typed. The question must be written above the response. This assignment is to be handed in on Thursday, May 4. These are short essay questions. Your answers should be well written, complete, and in detail. Not only should you reference content from the article, but also your own statistical insight and
vocabulary.
1.) In detail, explain the difference between statistics and Statistics, and discuss the origin of each. Additionally, provide at three specific examples of each, referencing our studies this year. (14 points)
2.) The graph on page 16 is a simple type, one you have used many years prior to this course—what type is it? Does it display categorical or quantitative variables? Explain what this graph shows in relation to United States v. Kristen Gilbert. (8 points)
3.) On page 17, the author uses tossing a coin to explain hypothesis testing, and references the calculation that tossing 6 heads out of 10 flips is .38. Is this a binomial or geometric probability? Show how we could calculate this by hand or using the graphing calculator. (6 points)
4.) On page 18, the author outlines the statistical process used to analyze the data. What type of data is presented in the table above, categorical or quantitative? How many variables are there and what are they? Name the graphical display used, as well as the name of the test used to conduct the analysis. Finally, what are/name each of these statistics: “40 out of 74, .045, 11.6, <1 in 1 million? (12 points)
5.) Cobb argued that these statistics did not prove Gilbert committed any murders; he references an example comparing mortality rates among smokers/nonsmokers. Explain why we cannot establish cause, and only can show correlation; support your argument with a detailed example from the text, and use appropriate statistical vocabulary. (8 points)
6.) Diagram the experiment outlined on page 20, providing the following details: explain why we randomize and suggest one method of randomization that could be used, explain the meaning of double-blind, and explain treatment vs. placebo. Finally, explain the statistical advantages of experimental data vs. observational data. (14 points)
7.) Discuss the role statistics played in this case. Provide background information about the case, its participants, and how statistics were used, as well as its conclusion. Finally, reflect on United States v. Kristen Gilbert. You only saw the statistical evidence—are you convinced Gilbert was guilty? Why or why not? Elaborate! (10 points)
8.)On page 18 the author provides a table with numbers of deaths in regard to Gilbert's presence. Which type of significance test would be appropriate for this data? State the name of the test, the appopriate hypotheses, and check the conditions. Then, show the mathematics (with correct test statistic, picture, and p-value), and write your own conclusion based on this information. (14 points)
9.) The intro to the "Policing the Police" article outlines the idea behind Simpson's Paradox. In your own words, define Simpson's Paradox, and provide a detailed summary of the explanation provided in the article. (6 points)
Thursday, May 5, 2011
Thursday HW
Tonight complete the 1997 #4 and 2002 #5 Free Response questions on the sheet of 6 provided in class.
Tuesday, May 3, 2011
Tuesday HW
We'll treat tonight as a "catch up" day as we push toward the exam. I need ALL of the following from you by tomorrow:
- "Stat Rap" Assignment
- Graded 2010 AP FR Exam (to grade this you will also need to complete 2010 #6 from this weekend if you have yet to)
- Monday's in-class multiple choice (if you were absent)
AP CALC STUDENTS--WE'LL WORRY ABOUT THIS STUFF TOMORROW! STUDY FOR YOUR EXAM! (and if you also have English on Thursday, we'll figure it out...)
Monday, May 2, 2011
Monday HW
I hope all of you who took AP Psych/Chem are feeling confident!
For tonight, please complete the following:
AP Stat HW: 5/2/11
Task: Your job is to use the AP rubrics provided at apcentral.collegeboard.com (go to AP Courses and Exams, Exam Information, Statistics, 2010 Scoring Guidelines) to grade the FR we have worked on over the past week.
On a separate paper, please provide each question number with the appropriate grade (E,P, or I) for each part. Along with each grade of E,P, or I, I should see a 1-2 sentence (minimum) explanation why you received this grade. (Identify what you missed, what you did wrong, etc.).
Further, for each number you should give yourself a grade of 1-4 as outline by the rubric.
This will be checked as 18 point project grade—this will be entirely graded on your level of detail.
Also, if you haven't handed it in yet, I need your "Stat Rap" activity!
For tonight, please complete the following:
AP Stat HW: 5/2/11
Task: Your job is to use the AP rubrics provided at apcentral.collegeboard.com (go to AP Courses and Exams, Exam Information, Statistics, 2010 Scoring Guidelines) to grade the FR we have worked on over the past week.
On a separate paper, please provide each question number with the appropriate grade (E,P, or I) for each part. Along with each grade of E,P, or I, I should see a 1-2 sentence (minimum) explanation why you received this grade. (Identify what you missed, what you did wrong, etc.).
Further, for each number you should give yourself a grade of 1-4 as outline by the rubric.
This will be checked as 18 point project grade—this will be entirely graded on your level of detail.
Also, if you haven't handed it in yet, I need your "Stat Rap" activity!
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