Did you start yet? (the remix...added to this post Monday night)

Start your take home test yet? You don't want to have to sit home and do work all day on Wednesday...

Feel free to email with questions! See the post below for one hint..

In about 4 seconds I plan to start making our chapter 13 vocab quiz, which you'll have Friday. Then, you'll get this back Tuesday and we will have our vocab matching test on Wednesday--I also think I'll be adding some multiple choice questions from past AP exams to this test (so it'll be part MC, part vocab). In the meantime (Thursday, Friday, Tuesday) we'll wrap up our learning with experiments. Then, on Thursday and Friday, we'll do a little review/start probability.

As always, this plan is totally open to change, but that's my idea for now...

So, to recap:

• Chapter 13 Vocab Quiz Friday
• Unit Test on Wednesday (vocab matching and some multiple choice)

Need some extra stamps?

Check out the statistics rap songs linked to the right--the "Stat Rap" and the "Stat Rap (Remix)." As you listen, write down any lines (not just one word, write out the entire line of the rap) that reference or are related to statistical concepts we've learned thus far. For every 3 you write down, you'll get a stamp. You can do this to earn up to 10 extra stamps if you like!

Chapter 13 Vocab List (slightly narrowed down...):
Observational Study, Retro/Prospective Observational Study, Experiment, Random Assignment, Factor, Response, Level, Treatment, Principles of Experimental Design, Blocking, Statistically Significant, Control Group, Blinding, Single/Double Blind, Placebo, Confounding, Matching

And here's an email response I wrote to clarify the ideas behind blocking a little...
Blocking is similar to stratifying a sample. With blocking, we want to take our experimental units or participants, and split them into groups based on some characteristic that we know is related to what we're measuring. Let's consider an example...

Suppose you plan to do an experiment testing a new pill to prevent dogs from getting fleas. You have 200 dogs (and dog owners) who have volunteered to participate. One way to do the experiment would be to use a completely randomized design--that is, take the 500 dogs, give 100 the new pill, give 100 no pill, and then measure (over time) how many fleas each dog gets. Then, compare to see if the dogs who took the new pill had a statistically significantly lower number of fleas (if so, then the pill worked).

Now, let's consider a blocked design.

It might not be the best idea to just randomly assign 100 dogs the new pill. For instance, maybe the type of dog (the breed) also affects the number of fleas the dog gets. So, we can block by breed. This means we will first split up our 200 dogs into their breeds. Then, within each block, (or within each breed of dog), we randomly assign some of the breed to get the new pill, and some of the breed to get no pill. We then repeat this process for each block, or each breed.

Breed isn't the only variable that might be related to the amount of fleas a dog gets. Maybe we could instead block by the length of the dogs hair (maybe fleas like longer hair?). Similarly, if we blocked by hair length, we could split the dogs into three blocks--long, medium, and short hair. Then, within each block, we can randomly assign some dogs (some with long hair, for example) the new pill and some (with long hair) no pill. We'd then repeat for each block.

Think--what are some other variables we might block by? What characteristics of dogs might be related to the number of fleas a dog gets?

That's the idea--don't worry, we'll be doing some practice with blocking in class when we get back.

Take Home Test Question...

Here's a question/answer via a student email that you might find useful....

I have a question about part 3 (number 4) of the free response on the take home exam. Can you explain question a & b further?

This is a tough question to answer; I'm not sure how to be helpful without providing the answer itself...

Take a look at the table of sample statistics and population parameters we took in our (chapter 12) notes. If you can't find it, it's at the top of page 276. This table lists each of the options for statistics/parameters, as well as the symbols that represent each.

So, your answer to these questions will be either the "mean ____," or "standard deviation of ____," or the "correlation between ____ and ____," etc. Your job is to choose the appropriate type of "number" that is being calculated/estimated in this scenario. 

For the sample statistic, make sure you define what the sample is as well as what type of statistic is being used. For the population parameter, be sure to clearly define the population (and the parameter being used).

Good luck!

Happy Holidays!

It's winter break! Enjoy it! Rest up, relax, hang out with friends and family, and do a little studying :)

I appreciate all of the hard work you've all put in thus far. Keep it up and we'll be able to have some amazing test scores on the AP Exam! Let's all make it a goal to come back and work even harder, and to continue to improve (and of course, that includes me!)

This break, please complete the take home test provided (yesterday). If you lost yours or prefer it electronically, it's been uploaded under our classroom resources.

And, as always, feel free to email with any questions, any time. I'll post any questions/answers I receive/send on the blog for us all to benefit from.

Again, thanks for your hard work. Get an A on the take home test!

Thursday's HW....

Last textbook homework of the calendar year! (so you know I'm checking it....)

Tonight, please complete....
Page 315: 27b-d, 41, and 43a-g.

Enjoy! See you all tomorrow for one last day of work before a much deserved break!

And don't forget--take home test over break! It's a big deal!

It's......almost.....vacation.....

But not quite! Two more days of hard work on experiments!

Hopefully you're feeling confident about today's ch. 12 vocab quiz!

Tonight, please complete the following for homework: page 313: 3, 7, 9, 23 (for 3,7, and 9 only do b-e).

See you all tomorrow!

Early Dismissal!

More experiments tomorrow!

Tonight, make sure you study for you chapter 12 vocab quiz!

Period B--the homework problems I assigned will not be checked until Thursday; tonight, make sure you study, and then feel free to get a head start on those problems!

Tomorrow's Homework:

page 313: 3,7, 9, 23 (for 3,7,9 do b-e)

Enjoy the snow!

Monday HW....

Tonight, please complete the two AP problems provided in class...(2008#2 and 2004#2)/

Tomorrow I'll hand out some copies of the grading rubrics so we can see how we did! (Or, you can feel free to Google them on your own...)

Tomorrow (or Wednesday, whenever we're here...) we'll start our notes on experimental design (ch. 13)!
Other things to remember...

• Ch. 12 Vocab Test on Wednesday (includes words from ch. 11; 20 total words)
• After break we will have two tests on data collection
• First, we'll have a unit vocab test (matching), likely on either Friday 1/3 or Tuesday 1/7)
• Then, we'll have a unit multiple choice test (either Tuesday 1/7 or Wednesday 1/8).
• Also, don't forget--we have a take home test over break!

28 Point Grade for Homework?!

This weekend, please complete the 28 multiple choice questions provided in class. After you make an upside-down snowman...or do this...

http://www.youtube.com/watch?v=HUb71CVWxYU

I've uploaded the 28 multiple choice questions under our classroom resources (as well as our chapter 12 powerpoint) in case you lost it or were absent. Please complete these for homework. Don't forget--this is a big grade!

Here's some help for your homework...

• When considering bias, remember...
• Voluntary Response Bias is always a concern when we have a voluntary response sample; and if we don't have a voluntary response sample, it's impossible to have voluntary response bias. So consider the sampling method to see if this is even a possible bias. Remember, any time we invite people to be surveyed, those with the strongest opinions are more likely to respond and are thus overrepresented.
• Non-Response Bias is when people are given the opportunity to be in a survey, but some do not respond, AND those who don't respond may have a different opinion. If I randomly select 100 people and hand out a lengthy survey, many people won't respond--this survey suffers from non-response bias. Sometimes I give a survey and many are not returned--I can't just hand out more surveys to fix this, as the original non-response bias still exists.
• Undercoverage, on the other hand, is not the fault of the respondents...this is when our survey design fails to cover part of the population. For instance, if I go to one lunch period and hand out a survey I will have overrepresented one of the grade levels at our school, and I have undercovered the other grade levels. This is different from non-response bias because some people weren't even given the opportunity to respond.
• 
  
• Response Bias is when any part of the survey design influences peoples' responses. This often shows up in the way a question is worded. For example, if I asked, "Considering that AP Statistics is the most applicable mathematics, do you think it should be taught to all students?" The beginning part of the question leads people to answer "Yes," and thus the answer "Yes" will be overrepresented. This suffers from response bias. A better question would ask, "Do you think Statistics should be taught to all students?
• The wording of the question is not the only way we can see response bias. Remember, it's anything in the design that affects a response. If I asked students, face to face, "Do you think I'm an effective teacher?" many people would be inclined to say yes (as they might feel bad or nervous saying no to me, even if they might believe I'm not effective). This design influences responses.

Feel free to email with more questions. I can post any questions I respond to via email on the blog for all of us to use for help.

Enjoy your weekend! Meet up with some friends and do your multiple choice together! See you all Monday for one more week of hard work before break!

Thursday!

Thanks for being so considerate today when I wasn't feeling well! I feel much better now (my migraine pills started to kick in F period)...

Tonight, please complete the two AP Problems provided in class for homework. (2013 and 2011).

We're moving pretty quickly through this unit and won't have as much time in class to practice...that means it's extra important that you work extra hard on your homework and put in the practice time outside of class! Make sure you try the problems, then look up the answers to see how you did (as we likely won't have much time to discuss these in class). Also, take a look to see what the AP graders are looking for...

Here is a link to the scoring guidelines for your AP problems:

http://apcentral.collegeboard.com/apc/members/exam/exam_information/8357.html

7 Classes Until Break...

Only 7? So that means we have to stay focused and work extra hard over the next 7 class days. Keep doing what you've been doing!

Tonight, please complete the following:  Page 290: 11,12,13,15,31
**For 11 and 12, just name the method of sampling: Census, SRS, Stratified, Cluster, or Systematic**

Also, don't forget we have a short quiz tomorrow (just like the homework from the past two nights). Study a little! This also gives me time to walk around and check your homework while you work on the quiz...

PS...I didn't end up using one of the problems 1-10 for your quiz. I made up something different...

Tuesday HW....

Tonight, more practice with sampling...

Page 289: 3, 7, 8

Enjoy your afternoon! See you all for more ch. 12 notes tomorrow! (We have to finish by Friday!!!!)

**Period F...sorry we accomplished nothing...hopefully we can catch up on our notes tomorrow :)

Monday HW!

Tonight, please complete the following in your textbook:
¢Page 289: 1, 5, 9

Here's some more help/clarification for tonight's homework...

1. Population: what's the whole group you're trying to generalize to?
2. Population Parameter of Interest: what number are you trying to estimate? A mean? A percentage? The average what? The percent of what?
3. The sampling frame: who are all the possible people we could've sampled?
4. The sample: who actually was surveyed?
5. The sampling method: how did they collect their sample? Was randomization used? 
6. Sources of bias: what might be some potential problems with this sample or with the way we collected this sample?

It's The Wknd!

Hopefully you all got an A on the quiz today! Great work this week--keep it up!

This weekend, here's your homework:

1. Chapter 12 Reading Quiz. Your answers don't necessarily need to be in complete sentences, but make sure they're thorough. You should be getting 100's on all these quizzes--these are key to boosting your grade. In case you lost the questions they're at the bottom of this post...

2. Chapter 11 Vocab Quiz on Monday. This is how we'll start class. There are 7 words (the 6 on page 265 + pseudorandom). Also, there are additional multiple choice questions--you're given a simulation scenario, and have to identify the component, outcome, trial, and/or response variable. Study!

Chapter 12 Reading Quiz Questions:

1.       Explain the relationship between a sample and a population. (p. 270)

2.       What does it mean for a sample to be biased? (p. 271)

3.       What is a census? What are three reasons it might not be the best possible type of sample? (all on p. 274)

4.       There are four types of samples described from page 276-279. Briefly describe each of these four types of samples.

·         Simple Random Sample:

·         Stratified Sample:

·         Cluster Sample:

·         Systematic Sample:

5.       There are two ways to “sample badly” described on page 282. Describe each of these types of sampling.

·         Voluntary Response Sample

·         Convenience Sample:

6.       Define each of the types of bias below (use the glossary on page 288).

·         Voluntary Response Bias:

·         Non Response Bias:

·         Response Bias:

Quiz Tomorrow! Study!

Study for tomorrow's quiz!

Period B--you're forced to study, because you have tonight's take home quiz to complete. A couple hints...

• In your simulation, it tells you numbers for each coupons; if you use these in your simulation and generate 2 digit numbers, you would just ignore numbers over 50. Make sure you say so in your procedure!
• It also says that coupons are given without replacement--this means that no numbers can repeat--again, make sure your procedure says so!
• Finally, the question does not ask you how many coupons it takes to equal or exceed $300 (this is what most of us initially thought). Instead, it's asking you for the distribution of the number of prize winners. That is, how are these prizes distributed? In other words, how many people (in all of your trials combined) won $50? How many won $100? How many won $200? 
• So, if I finish my three trials and awarded 9 total coupons, I want to find the percentages that were each amount. For instance, maybe 5 of the 9 coupons were for $50--that's about 55%. And if 0/9 are $100, that's 0%. The remaining 4 of the 9 awarded were $200, that's about 45%.

Periods E,F: Finish the multiple choice if you did not do so in class. Also, some of you (in period F) needed to finish the "coupon" problem we started in groups. Please do so!

Here are some practice problems for you to try for your quiz (if you like)...

• Suppose all students donate uniform items to EHHS when they graduate. 30% of students will donate 2 items, 50% of students will donate 3 items, and the rest will donate 4 items. Use a simulation to determine how many students will need to donate in order to collect 20 uniform items.
• Why is the simulation incorrect?
• Generate a number to represent hitting a baseball. Let all the odd numbers represent a homerun, and all the evens represent an out.

Humppppp dayyyy

http://www.youtube.com/watch?v=zCLO9OOMtqE

Great work on the quiz B and quiz C simulations everyone! Hopefully simulations are starting to make a little more sense; tomorrow we'll do some AP problems together, and then it's quiz time on Friday. After our (short) quiz, we'll move onto our next chapter.

Tonight's homework...

Period B: Please complete the driving test simulations on the worksheet provided in class.

Periods E: We ran out of time, so I'm not sure who has what papers...tonight, please write a procedure, simulate, and write a conclusion for whichever problem you did not do with your group.

Period F: Please finish the quiz B/quiz C worksheet--that is, do the simulation on the back (of the one you did in class).

See you all tomorrow! Keep up the good work!

Tuesday....

Period B--great work today! Hopefully the group stuff we did with simulations helped to make you more confident as we push toward our quiz. Toniight, please finish this worksheet we started--that is, write your conclusion, and then do all of Quiz B or C.

Periods E,F--tomorrow we'll get back to our exploration of simulations. You'll be doing some group work, and hopefully it'll help us better understand all this stuff....tonight, please complete the two simulations (on the worksheet) provided in class.

See you all tomorrow!

Simulations...

This stuff is tough...not only do you have to understand the material, but then you have to be able to express your thoughts (clearly) in writing...

Tonight, practice some simulations (I'm checking tomorrow):

Monday's Homework:
Page 266: 5, 7, 11, (5 trials), 13 (5 trials), 19 (5 trials)

*So the book asks for 20 trials--I'm asking for only 5!*

Happy Thanksgiving!

Happy Thanksgiving! Hopefully I'll see some of you tomorrow, but I'm sure many of us are taking a "personal day." Feel free to come say hi though, I'll be here!

Over the Thanksgiving break be sure to complete your take home test. It's not too long, especially given the amount of time you have. It MUST be done for Monday. Take your time, use your notes...email with any questions...do whatever you need to do to get an "A"! You can find it uploaded under our classroom resources if you lost yours (or just prefer to type some of your answers).

**On the take home test it says to use the "computer output" in number 3. Sorry about this...I ended up deleting the computer output to make it a little bit more work...instead, you are given the set of data. Use this to find the equation of the LSRL with your calculator.**

Otherwise, rest up, enjoy your holiday, and come back ready to work on some simulations. We'll finish our "collecting data" unit in the three weeks leading up to our next break.

If you're feeling ambitious, take a peek--here's Monday's homework:

Monday's Homework:
Page 266: 5, 7, 11, (5 trials), 13 (5 trials), 19 (5 trials),

Study Your Vocab!

Tonight--study! We all need to get an "A" on tomorrow's vocab test!

Remember, all of the words are in chapters 7, 8, and 9--except for "re-expressing data" (that's in chapter 10). Also, the definitions are the same as we saw on our chapter quizzes, so use those to study!

Tomorrow we'll do our vocab test and then start to learn how to write and conduct simulations.

If you didn't turn in your chapter 11 quiz today, please make sure you have it tomorrow. You can find an electronic version under our classroom resources (if you need one).

Fresh Start Monday!

I hope you all aced the test today!

***If you were absent today please make up the test during study hall or lunch (Monday or Tuesday) or after school (Monday).***

On Monday we'll begin our new unit--we've been doing tons of work analyzing data--with our next unit, we'll start to explore where all that data comes from and how it should be gathered.

This weekend, please complete the chapter 11 reading questions provided in class. This will count as a quiz grade (and is collected Monday)--get a 100%!

Don't forget we'll really wrap up unit 2 on Tuesday with our matching vocab test.

Here are the questions for the weekend (in case you lost your paper):

Chapter 11 Reading Questions: These will be collected and graded for completion on Monday.

1.       Statistically speaking, what does it mean for something to be random?

2.       What are pseudorandom numbers?

3.       On page 259 there is a sentence highlighted in blue; this is an incredibly important idea—it describes the importance of randomness. Please copy this highlighted sentence in the space below. (On a side note, the tidbit about shuffling below is pretty interesting…check it out if you like!)

4.       Read the outline of a simulation, starting at the bottom of page 259-261. Use this information (and the bolded words on page 260) to complete the table below:

	Definition:	Example (based on the example on page 259):
Simulation
Component
Outcome
Trial
Response Variable

5.       List/describe the 7 steps for creating a simulation (outlined at the bottom of page 260). (We’ll be writing simulations in this chapter so this is pretty important). Read the “step-by-step” example on page 262 to see another example of these steps in action.

6.       Write the steps you will follow (on your calculator to generate random integers (yellow box on page 263!). In other words, what buttons do you press? When you choose randint( what do you have to type in?

On separate paper, please complete page 266: 1,3, and 4 (the questions are written below, so you won’t need your book):

1.        Is a coin flip random? Why or why not, in your opinion?

3.       Many states run lotteries, giving away millions of dollars if you match a certain set of winning numbers. How are those numbers determined? Do you think this method guarantees randomness? Why or why not?

4.       Many kinds of games people play rely on randomness. What are (at least) 3 different ways commonly used to achieve randomness?

In other words, pretend you’re trying to choose who will drive to the movies amongst 5 friends. What are at least 3 different ways you can randomly choose a driver?

Test Tomorrow! Study!

Big test tomorrow (chapters 7-9)....study!

Homework:

Period B: Please complete the two AP problems provided in class (regarding scatterplots).

Periods E,F: Please complete the 3 multiple choice questions provided in class.

Test Topics (by question!)

**There is no re-expression (chapter 10) on tomorrow's test**

• How does correlation change if we...
• switch axes, change units, or convert data to z-scores...
• Interpret r and R^2
• "Which statement about the correlation does not contain an error?"
• Calculate residual 
• Interpret slope!
• Interpret y-intercept
• Interpret R^2
• More about slope....
• Match correlation to a scatterplot
• Residual and Leverage (given a graph)...
• Finding equation of a line algebraically
• Describe an association/correlation
• Is a linear model appropriate? (given residual plot...)
• Find predicted value...
• Find LSRL given a data set
• Interpret correlation (r)...
• Over/underestimates (and residuals)
• Carefully read/examine a scatterplot

Glad to be back!

I hope you're all ready for the onslaught of assessments over the next few days! Check out the blog post below for an outline of what's coming...

Tonight, please complete the following:  page 238: 1,3,5,7,27

Also, don't forget--chapter 9 quiz tomorrow! Here's what's on it...
1. Given data, find the equation of the LSRL and the correlation (r).
2. Identify two points that might be influential (look at a scatterplot)
3. Why might these be influential? (Explain--reference leverage and/or residual)
4. Choose one of the two points you identified to investigate...
5. Is the point you chose influential? Why or why not? 

Enjoy! See ya'll tomorrow!

Can't wait to be back!

Hey everyone! I apologize for missing yesterday and today--I'll be back tomorrow.

Here's an update of what's going on over the next four days...I won't like, it's going to be a busy few days of assessments:

• Tomorrow (Wednesday): Chapter 9 Vocab Quiz and then Chapter 10 notes
• Thursday: Chapter 9 Quiz (12 min)--identifying influential points
• I'll be after school Thursday (as late as necessary) to review for Friday's exam
• Friday: Unit Test (20-22 MC)
• Tuesday: Linear Regression matching vocab test

So, to recap, this week we'll finish up our unit on Linear Regression. Then, on Monday and Tuesday, we'll start to look at methods of data collection--a unit we will finish with a take-home test over the winter break.

Tomorrow I'll sort through all of the work you've done with the subs. Be ready to get back to work!

Again, sorry I wasn't there. I'll do my best to not let it happen again so that we can maximize our time to prepare for the AP exam.

A couple reminders/updates about outstanding or makeup work:

• Be sure to turn in your exploration of outliers and influential points that we started on Friday. I expect this to be turned in tomorrow.
• You may make up the chapter 8 quiz any time before Tuesday (since I was out and messed up the original schedule).
• Any other make up work (this includes quizzes to be made up) should be done before we leave for Thanksgiving break.

Weekend HW!

Great work today everyone! I love seeing you all so focused and sounding so smart as you discuss statistical concepts! Keep it up!

This weekend, please complete the worksheet provided in class--more practice with influential points. Also, if you didn't turn in the classwork, please finish that for Monday. Also, in case you lost today's classwork OR were absent, I've uploaded the assignment (under classroom resources) entitled "Outliers and Influential Points: Age vs. Score

The homework questions are below:

The table below shows the average age at which women get married (in the U.S.) versus year.

Year	1960	1965	1970	1975	1980	1985	1990	1995
Age	20.2	20.6	20.8	21.1	22	23.3	23.9	24.5

1.       Sketch a scatterplot and a residual plot for the data provided in the space below. Label your axes for each.

2.       Calculate the correlation coefficient, coefficient of determination, and the equation of the LSRL.

3.       Add the point  (1977,24) to your data (and your scatterplot above). Now record the correlation, coefficient of determination, and regression equation.

4.       Remove this point (1977,24). Instead, add (2010,22.5). Record the correlation, coefficient of determination, and regression equation.

5.       Remove this point (2010,22.5). Instead, add (1968,18). Record the correlation, coefficient of determination, and regression equation.

6.       Which point had the most influence on the equation of the line of best fit? Explain your reasoning referencing each of the statistics calculated above.  (1977,24) or (2010,22.5) or (1968,18)

Chapter 9 Reading Questions

1.       In your own words, what is extrapolation?

2.       In your own words, define leverage.

3.       What does it mean for a point to be influential?

4.       How can we define an outlier in a scatterplot?

5.       Define lurking variable.

Also, in case you lost today's classwork OR were absent, I've uploaded the assignment (under classroom resources) entitled "Outliers and Influential Points: Age vs. Score."

And finally...don't forget....chapter 9 vocab test Monday!

BOOKwork

Tonight, please complete the following in your textbook:

Page 16: 11-14 and 15a (Period E--you don't really have to do all of 15...just stay in your seats next time!)

Tomorrow you'll do some work in groups with influential points.

Make note of the following dates...

• Chapter 9 Vocab Quiz Monday
• Unit Test (Scatterplots, Correlation, LSRL) tentatively schedule for Monday
• Make-up quizzes must be done by Wednesday! (bring your half-sheet from the original quiz)

PS...I uploaded the ch. 7,8,9, and 10 powerpoints...

See you all tomorrow!

Wed nes day

Tonight, explore some influential points...please complete "The Wandering Point" activity provided in class.

Remember, you should never have more than 5 points in your calculator. So to start you'll add the point (3, 4) and find the new correlation and slope. Then, plot this point on the small graph on the top right (it counts by 2's) to find the size of the residual (small, medium, large, or 0).

When you're done, delete the point (3,4) and replace it with (8,6), and so on....

Then, use the table to answer 3 and 4 at the bottom.

Tomorrow we'll use this to finish our discussion of influential points and outliers! Woo!

Tuesday homework...

No homework tonight! Or, homework tonight! Depends on how you spent your weekend...

Either way, tomorrow I'll be checking the following problems:    Page 213: 1, 7, 9

Tomorrow we'll do some more work with outliers and influential points! Yay!

Enjoy today off...I'll check your homework on Wednesday.

I hope you're all enjoying  your three day weekend. I know we needed the chance to rejuvenate before the push into the winter break. Enjoy your day off today. Get outside, it's beautiful today(at least in Plainville it is). Rest up. Work on some of your college applications. Or study for another class.

We'll worry about Stats again starting tomorrow, for now, just enjoy the day/night before we're back at school. I'll check your homework on Wednesday, so feel free to hold off until tomorrow to do it and do something fun today instead. Or, do it now, and have no AP Stat homework tomorrow. Or, like I said, focus on some other work you likely have.

I know that personally I plan to enjoy today and not worry about working hard until tomorrow. I think we all deserve it.

So now, here's Monday's homework:     Page 213: 1, 7, 9

See you all tomorrow! We'll start/finish chapter 9 and a little of chapter 10 this week; then, next week (aiming for Tuesday, after school review Monday), we'll have our unit test. It will be both multiple choice AND one free response question.

3 Day Weekend? Yes please.

Did you get an A today? I hope so! Keep up the good work!

This weekend, please complete the following in your textbook:   Page 213: 1, 7, 9

These questions have multiple parts--that's why there's only 3. But this is definitely not too much homework for this weekend....I'll definitely be checking Monday....if you want full credit, I expect to see well written, formal (just like my quiz or the AP exam), detailed answers (they probably should be longer than what's in the back of the book, given our writing templates). Practice makes perfect!

On Tuesday we'll start looking at chapter 9--our last full chapter of this unit. We'll finish this unit next week/early the following week, and we can expect our unit test the week-after-next.

Quiz Tomorrow!

Study, study, study! Quiz tomorrow!

There really isn't anything surprising on the quiz...you may have noticed that most of the time you're asked the same questions...same thing happens tomorrow...

So, here's an outline of the quiz--I expect it to take about 3/4 of the period:

• Find the equation of the LSRL algebraically (this was like our protein vs. fat example in class, or #27d on page 192)
• Next, you're given a data set and asked all of the following--so make sure you know how to use your graphing calculator!
• Identify the explanatory and response variables
• Sketch a scatterplot using your calculator
• Sketch a residual plot using your calculator
• Determine if a linear model is appropriate
• Write the equation of the LSRL (using your calculator)
• Use your model to predict--(substitute for x)
• Find a residual (y - yhat)
• Interpret slope
• Interpret y-intercept
• Interpret R^2

A few more things...here's the link to the R^2 video we watched in class...—http://www.youtube.com/watch?v=IMjrEeeDB-Y

And here are the answers to the multiple choice we did in class...

When's day....

Chapter 8 quiz Friday!

Tomorrow we'll practice all this stuff in some groups with some AP multiple choice and free response, all of which will be graded....

Tonight, please complete the (short) homework provided in class...I'll definitely check it!

In case you lost the paper, the questions are below...

The table below provides the amount of formal education (in years) versus the median income for women in 2004, according to InfoPlease.com. Answer each of the following questions based on the data. (Education level is not categorical; I added this information simply to clarify the situation).

Education Level	Median Income
10	$19,162
12 (High School Diploma)	$26,029
13 (1 year of college)	$30,816
14 (Associate’s)	$33,481
16 (Bachelor’s)	$41,681
18 (Master’s)	$51,316
20 (Doctorate)	$75,036

a. Identify the explanatory and predictor variables 

b. Describe the strength and direction of the association. Provide any appropriate statistics. 

c. Find the linear regression. 

d. Interpret the slope with appropriate units in this context. 

e. Interpret the y-intercept in this context. 

Enjoying your day off?

We will go over the groupwork (1998 AP Problem) briefly in class on Wednesday, after your vocab quiz. This WILL NOT count as a classwork grade. You do not need to complete it.

So...I just finished making the vocab quiz for tomorrow...it has 9 new words (from chapter 8) and 3 from our chapter 7 test. Study! It turns out the vocab quiz is a little harder than I expected...just make sure you do some review! Study, study, study!

For homework, please answer the questions below, based on the following data/computer output:

W

1. What is the value of the correlation coefficient (r)? 
2. Describe the correlation shown in the scatterplot above. Be sure to reference r.
3. Write the equation of the least squares regression line. Be sure to define any variables (context).
4. A plane with 350 seats had an operating cost of $6,500. Calculate the residual for a plane with this many seats.
5. Suppose you want to describe the relationship between operating cost per hour and number of passenger seats in the plane for planes only in the range of 250 to 350 seats. Does the line shown in the scatterplot still provide the best description of the relationship for data in this range? Why or why not?
6. Interpret the meaning of the slope, in context.
7. Interpret the meaning of the y-intercept, in context.
8. Interpret the meaning of the coefficient of determination, R^2, in context.
9. Use the scatterplot above to sketch a residual plot (# of passenger seats vs. residual).
10. Use your answer to number 9--does a linear model appear to be a good fit? Explain your reasoning.
11. Estimate the number of seats for the most expensive aircraft to operate.
12. Estimate the number of seats for the least expensive aircraft to operate.
13. Estimate the # of seats of the largest aircraft in this data set--approximately what was its operating cost?
14. Estimate the # of seats of the smallest aircraft in this data set--approximately what was its operating cost?

Weekend Homework!

Grades are on the right...

I'm so proud of all of you after this first quarter! You guys did a great job; you kept up with the pace and continually impressed me with your grades--keep it up! If you can maintain this consistency I have no doubt we can have the best scores of any class on the AP Stats exam!

This weekend, start off on the right foot. The homework will count as double--don't get a 0! Additionally, I will not accept anyone's late homework--it's Monday or never!

Please complete the following problems:      page 192: 31, 33, 34ab

***31 and 33 are based on the same data (given in 31). Some of the numbers are listed twice. For instance, for an age of 1, there are two advertised prices. Make sure that when you enter the data in your calculator, you enter "1" in L1 and "12995" in L2. Then, enter another "1" in L1 and "10950" in L2. Similarly (for example), you'll have to put three 9's in L1 since there are three prices. When you're done there should be 17 data points entered.

***Period F: skip questions about R^2

***If you get stuck on any of the questions where you interpret/explain the meaning of slope, y-intercept, or R^2....use your notes! Use those examples we wrote in class!

Get a head start on your chapter 8 vocab! Vocab quiz is Wednesday!

Thursssssday

Happy Halloween! If you go trick-or-treating tonight make sure you have a legit costume! There's nothing worse than some 17 year old rolling up to your house in a hoodie and a weak mask or facepaint and asking for candy! If you want free candy, dress up!  :)

Tonight, please complete the following:

Page 189: 3, 13,15a, 27

I know that 27 has parts a-g....I expect to see them all! (This is the algebraic stuff we covered in class--we'll have a short quiz like this, so it's good practice!

See you all tomorrow!

DON'T FORGET YOUR STAMPS (IF YOU DIDN'T ALREADY HAND THEM IN! TOMORROW IS YOUR LAST CHANCE!

Is October seriously almost over?

This year is flying by...

Did you get a "100" on today's vocab quiz? I sure hope so! Boost those averages before the quarter closes!

DON'T FORGET--STAMPS ARE DUE TOMORROW!

Tonight, please complete the worksheet provided in class dealing with residual plots. We will discuss each of these tomorrow...good luck! Check out some of the helpful tips below..

• If you need calculator help (for the residual plot), check out page 183 in your textbook 
• For 1,2 you need to check all three conditions:
• Are the two variables quantitative?
• Are there any outliers? 
• Examine a residual plot--does it show a pattern? (Make sure you sketch the residual plot to get credit on your homework
• For 3, think about how the residual plot relates to the scatterplot...this is a tough one...
• For 4, look for a pattern--if there's a pattern in the residual plot, a linear model is not appropriate.
• Number 5 is a tough question...try your best...this uses the same idea as question 3 (we'll talk more about these tomorrow)

If you're interested in getting ahead, here's tomorrow night's homework:

Page 189: 3, 13, 14bc, 15a, 35acdg 

Tonight's Homework:

Page 165: 30, 32, 35

Here are a few other things to keep in mind as we move toward the end of the quarter (Friday):

• STAMPS are due THURSDAY; make sure you write the (correct) total on the front, along with your name. 
• Vocab Quiz (Chapter 7) is coming...tomorrow or Thursday (it'll be a surprise).

Tomorrow we'll get back into chapter 8 and more thoroughly discuss residuals...see you then!

Monday!

Hey! It's Monday! Back to work!

Hopefully you all aced today's multiple choice questions...

Tonight for homework please answer the following four questions based on the data set below:
1. Sketch a scatterplot.
2. Is it appropriate to calculate the correlation? (Is a linear model appropriate?)
3. Describe the association between year and lean.
4. Find the equation for the line of best fit (least squares regression line).

The data set below gives measurements of the "lean" of the Learning Tower of Pisa for various ears. The "lean" represents the difference between where a point on the tower would be if the tower were straight and where it actually is. The data for "lean" are listed as "tenths of a millimeter over 2.9 meters." So, the 1975 lean of 642 means that in that year the lean measurement was 2.9642 (642 tenths over 2.9).

Also, don't forget we have a short quiz tomorrow on chapter 7! Here's what you need to know how to do...

• Create/sketch a scatterplot using your calculator
• Calculate r (on your calculator)
• Describe an associaton/correlation/scatterplot
• Identify mistakes (blunders) in statements about correlation
• Identify a potential lurking variable

Friday!

It's Friday!

Hopefully you all enjoyed seeing your teachers looking ridiculous. Sorry today wasn't a particularly thrilling class as we went over some test issues, but it's important we look at these tough questions and fix our mistakes as we move forward.

This weekend, back to some regression stuff (chapter 7). On Monday we'll do multiple choice in groups and work through the beginning of chapter 8.

This weekend, please complete the following...

Page 164: 17, 19, 25, 29, 31

If you have calculator troubles (to find the correlation), scroll down and look at the prior blog post. This will also help you to see a scatter plot on your calculator. If that doesn't work, feel free to email me.

Since you'll have some time to work on multiple choice I'll be left with plenty of time to check homework.

The quarter closes next Friday. Here are some impending due dates...

• Crossword puzzle is due Monday (homework assignment, no more than 5 blanks)
• Ch. 7 Quiz on Tuesday
• Ch. 7 Vocab Quiz next week (Weds or Thurs)
• STAMPS are due next Thursday. You must count the total number of stamps and staple them/paper clip them/put them in an envelope. Write the total number of stamps on the front. DOUBLE CHECK YOUR COUNTING. If your total does not match the actual number you will be given a "0". I will randomly select students and double check their stamp totals.