Weekend = TAKE HOME TEST!

Any outstanding/missing/late homework assignments from the past week can/must be turned in by TUESDAY for credit. ALL homework must be graded using the keys on the blog for credit. (See past blog posts for each assignment). 

This weekend please complete the "Collecting Data: Take Home Exam" provided in class or linked below.

• Collecting Data Take Home Exam
• Use your notes, textbook, and other resources! Take advantage of this opportunity to start the quarter with a strong test average!
• There is especially NO reason to get any of the vocab matching wrong!
• Also, as you do this, use the take home test as a means to STUDY FOR TUESDAY'S TEST!
• Be sure to look over/use all of the FR/MC/Examples we've completed in class this past week to prepare for our test!

Extra Credit FR (due Monday):

• You can complete question 2 (on the back of last night's homework) for extra credit!
• AP Classroom FR
• You must have the correct answers for extra credit!
• Part A = create a segmented bar graph!
• The "relative frequency" is the same as the "%" (look at how the y axis is labeled numerically)
• Part B = math question!
• Use proportional reasoning to determine how many people we should sample that said "yes" if we're sampling from the 300 ppl who said "yes" or "no."
• Your answer is a #! "_____ people."

Notes/Resources for Weds-Fri:

• Friday: we completed the 2011 FR (linked below) in class; take a look at some sample answers too!
• All of you should definitely read this!
• Sample Responses for 2011 FR! Read this!
• Thursday: we completed the linked classwork assignment; this was collected and graded. If you were absent, use the notes below to complete this and turn it in tomorrow. You can print it or write your answers on separate paper.
• ID Types of Bias and AP MC
• Here are Thursday notes--definitions for each type of bias:

• Here is another resource we used Thursday--definitions for the "parts of an experiment" and the example from our midterm exam--this is definitely something to use for Tuesday:

• And here are our examples from Wednesday's class/discussion/note: writing about bias

Thursday HW!

Thursday HW:

• Please complete QUESTION 1 ONLY of the AP Classroom Free Response provided in class (or linked below).
• AP Classroom FR (Collecting Data)
• Question A is asking you to describe what population, or what "larger group" we can generalize to for each method
• For example, in question 1 we based on study on volunteers who were willing to participate in an exercise program--so what larger group of people can we generalize our results to?
• Can we generalize to every person in the US? (No....)
• Question B might be easier than A for some of us
• Don't get too caught up in/distracted by the "statistically significant" idea. 
• This question is asking what we can conclude in method 1 that we can't conclude if we use method 2....
• AP Exam Strategy/Tip: you can answer question B without answering A!

• Always grade your answers!
• AP Classroom FR #1 KEY

Notes and Stuff --> Read if you were out yesterday or today!

• Today in class we completed the linked classwork assignment; this was collected and graded. If you were absent, use the notes below to complete this and turn it in tomorrow. You can print it or write your answers on separate paper.
• ID Types of Bias and AP MC
• Here are today's notes--definitions for each type of bias:

• Here is another resource we used today--definitions for the "parts of an experiment" and the example from our midterm exam--this is definitely something to use for Tuesday:

• And here are our examples from yesterday's class/discussion/note: writing about bias

Wednesday HW

1.) Tonight's HW: Please complete the 2013 AP FR provided in class (or linked below).

• 2013 and 2014 Free Response (Click Me!)

2.) Check your answers! Always!

• Part A: Score It
• Essentially correct you need each of the following:
• 1. Provides a reasonable explanation for why the sample might not be representative of the population; 
• 2. Mentions a link between the nonrepresentative nature of the convenience sample and the variable of interest (opinion about appearance of university buildings and grounds); CONTEXT 
• 3. Indicates a plausible direction for the bias of the estimator by: o Explicitly identifying the direction of the bias in the estimate of the population proportion of students satisfied with the appearance of the buildings and grounds, OR o Stating or implying that the students in the sample were more (or less) likely to be satisfied with the appearance of the buildings and grounds than those not in the sample. 
• Partially Correct P = 2 of these 3 components
• Part B: Score It
• Essentially Correct (E):
• 1. Assigns numbers to the student names; 
• 2. Uses a random number generator to randomly generate 500 distinct/unique numbers between 1 and 70,000; 
• 3. Selects students whose names correspond to the 500 random numbers for the sample. 
• Partially correct (P) if the response correctly includes two of the three components listed above (with the exception of the second reason given for an (I) below). 
• Incorrect (I) if the response correctly includes no more than one of these three components; OR if the response proposes implementing a sampling method other than simple random sampling (for example, systematic sampling)
• Part C: Score It
• Essentially correct (E) if:
• Response states that "if students' opinions about the appearance of buildings vary/differ more based on campus than they would based on gender it would be better to stratify by campus (than gender)."

Writing About Bias:

• Today we focused on writing about bias (AP FR)--check out some of the different responses below!

Tuesday HW!

Vote! When's our test!

• Ok, so I didn't consider that I scheduled a test for the day after the Super Bowl....some of you may care about that, some maybe not.
• Monday is truly the day that fits best for our test, but I'll leave it up to you all to vote. You can only vote tonight, I will close the poll tomorrow.
• If people vote more than one time I will ignore the poll results and our test will be Monday.
• We can have the test this Friday, but that will cut out one full day of practice/classwork/review to prepare
• Or we can have the test Monday
• Or we can have the test next Tuesday; if this is the case we'll still finish the unit on Friday and we'll start some "new stuff" next Monday
• Vote for Test Day! Click Me!

Here's Tuesday night's homework if you want to get ahead:

• Since this is our first homework of the third quarter it's going to count double!
• Half HW grade = DO IT
• Other half HW grade = grade it and make corrections!
• If something is wrong don't just mark it wrong--fix it!
• (And use a different color so I can see your corrections)
• Sampling Methods Tuesday HW (Click Me!)

• For #'s 11 and 12 you just have to provide the name of the sampling method (no need for a sentence)
• For 13a name the method (again)
• For 13b I need some WELL WRITTEN, NOT LAZY sentences here--think realistically--what might be a problem with this sampling design?
• Remember, the goal in taking any sample is to collect a sample that represents the population
• For 15a name the sample
• For 15b write me a sentence, thinking similarly to 13b (getting us to consider bias)
• For 13c:
• Sampling Frame = all people/things that could have been sampled
• Sample = the people/things that we actually collected data from
• Population = the "whole group" of people/things we are trying to draw conclusions about based on our sample
• For 27a you need to write a detailed procedure
• This is extra important because many of us underperformed on the midterm in describing how to randomly assign treatments; this SRS is essentially the same way you randomly assign treatments
• For 27b you need to write another procedure!
• Always check your work!
• Sampling Methods Tuesday HW KEY (Click Me!)

Want to start off Q3 with 3 extra stamps?

1. Open the 2019-20 Midterm Scoring and Data Link
• 2019.20 Midterm Scoring and Data
2. Calculate and interpret the z-score for your RAW SCORE.
• To get your raw score:
• Look up your (curved) score in PowerSchool
• Use the conversion chart (in the link above) to work backwards and see your raw score
• Use the table of summary statistics for the mean and standard deviation for calculating the zscore
3. Use your notes for calculating/interpreting z score: You ONLY EARN STAMPS IF you CORRECTLY CALCULATE and INTERPRET the z-score (in context). 

What should we take away from this midterm experience?

• The majority of us need to do a better job preparing for the exam; we can't show up and wing it
• The midterm was a practice round--we definitely need to do better in May, and we CAN do better in May
• We're projected at 54.5% qualifying scores; this isn't terrible, but it isn't great. We will strive for great.

Midterm Exam Reflect (and Tuesday's HW)

First off, here's Tuesday night's homework if you want to get ahead:

• Sampling Methods Tuesday HW (Click Me!)

• For #'s 11 and 12 you just have to provide the name of the sampling method (no need for a sentence)
• For 13a name the method (again)
• For 13b I need some WELL WRITTEN, NOT LAZY sentences here--think realistically--what might be a problem with this sampling design?
• Remember, the goal in taking any sample is to collect a sample that represents the population
• For 15a name the sample
• For 15b write me a sentence, thinking similarly to 13b (getting us to consider bias)
• For 13c:
• Sampling Frame = all people/things that could have been sampled
• Sample = the people/things that we actually collected data from
• Population = the "whole group" of people/things we are trying to draw conclusions about based on our sample
• For 27a you need to write a detailed procedure
• This is extra important because many of us underperformed on the midterm in describing how to randomly assign treatments; this SRS is essentially the same way you randomly assign treatments
• For 27b you need to write another procedure!
• Always check your work!
• Sampling Methods Tuesday HW KEY (Click Me!)

Alright, now let's get into that midterm and look at lots of data:

How was the exam scored? 

• I used historical data to determine "cut scores"--what raw % corresponded to what AP score.
• Based on these cut scores I determined if you would be projected to earn a 1, 2, 3, 4, or 5
• 1 = F
• 2 = D
• 3 = C
• 4 = B
• 5 = A
• Then, I listed all scores in order to start to determine what would end up in PowerSchool (see the link).
• Lastly, if your score is a 79, you're projected to get a 3 but you know you're close to a 4. If you earned a 90 you earned a projected 5 but you know you were close to a 4, and so on.
• Here's all the data, cut scores, and a conversion chart:
• 2019-20 Midterm Exam Scoring and Data

Want to start off Q3 with 3 extra stamps?

1. Open the 2019-20 Midterm Scoring and Data Link
2. Calculate and interpret the z-score for your RAW SCORE.
• You'll need to work backwards from the conversion chart; find your curved score in PowerSchool, then use the table (colored in green/yellow/red) to find your raw score
• Use the table of summary statistics for the mean and standard deviation for calculating the zscore
3. You ONLY EARN STAMPS IF you CORRECTLY CALCULATE and INTERPRET the z-score (in context). 

My Takeaways:

• WE HAVE WORK TO DO.
• To me, there is clear evidence that we did not study/prepare well for this test. The free response, in particular, was not a hard section in comparison to what we’ve done in class. Many of these questions were directly based on what we learned in class; we HAVE to get those right.
• Please read this!
• Midterm Exam Takeaways: Why is Mr. Carofano kinda disappointed? READ ME

STUDYYYYYY!

**If you forgot to give me your stamps get on it! Send me a Remind or bring them exam day!

STUDY FOR YOUR MIDTERMS! 

• This is a tough test--it's a practice AP exam! 
• This is a great opportunity for us to project how we might do in May; take your preparation for this test as seriously as you'll take your prep for the AP exam!
• Midterm structure:
• 28 multiple choice = 50% of exam score
• 5 free response = 50% of exam score
• Exams will be scored roughly based on the same scoring as an AP exam!
• Your goal: earn at least 55% correct to earn a 3!
• Projected 5 = A, 4 = B, 3 = C, 2 = D, 1 = F for your exam
• What's on the midterm exam?
• 2019-20 Midterm Topics (Click Me!)
• How can I study for the exam?
• How to Study for the AP Stat Midterm! (Click Me!)
• I have assigned a "Midterm Review" assignment in AP Classroom!
• Many of these questions have appeared on pasts quizzes and tests (it's hard to find unique ones because I use so many for our classroom assessments), but they're still great practice!

If you're not sure where to start, here's how I would study for this midterm...

• First I would start by reviewing my notes; looking through to refresh my memory on vocab, formulas, and generally the "stuff we just have to remember" (I would read my notebook)
• Next I would look over each of the unit tests from past units; these tests summarize the majority of the main ideas/things we have to know from each unit
• Try to re-do any questions you got wrong!
• If you can't figure it out; take out your notebook, or use the AP Stats Guy, or any other resources you have to construct some learning!
• If I felt I wanted more of this type of review I would also look over some past quizzes
• Remember, all of our past tests/quizzes consisted of many AP free response and multiple choice--so this is the same level of difficulty you'll see on the midterm
• Now I would look over all of the review stamps we had this past week
• Then, I would go to the AP classroom assignment; I would try to complete some questions each day, rather than trying to sit down and do this all at once
• After finishing I would look at my results and go back to any questions I got wrong and try to figure out the solution
• Still need more practice? 
• Use the links on the right!
• Don't forget about Khan Academy!
• If that's your style, Khan has an AP Stat aligned course with videos and practice--it's a great place to look!
• Be sure to enter the class code next to the link on the top right so I can see your progress (and so you're linked to our AP Stat class!)

Thursday Classwork/Homework

Today in class we worked in groups to write a procedure for each of the 7 sampling methods that we need to know (how to carry out)--tonight, please finish any procedures you did not get to in class today.

• If you were out, here's the classwork assignment:
• Developing Sampling Methods Classwork
• Remember, your sampling method must be detailed enough that I can read it and carry out the exact same procedure
• For example, you can't write, "randomly select 33 lakes." You need to explain HOW to randomly select 33 lakes!
• Look at our notes about "random assignment of treatments" for a sample of the level of detail we need.
• Check your answers!
• Read this document!
• These aren't answers to your same context, but the link below shows sample procedures for each sampling method using a different context
• Use these examples to decide if you think you have enough detail! If not, add it!
• It might even be a good idea to print this in the library and keep it as more notes!
• Sampling Methods Examples

2.) STAMPS ARE DUE! You're running out of time to get them in!

• Get all of your stamps (blue smiley faces) together. Use whatever works for you--a bag, folder, staple them all together, glue/tape all the stamps to one paper, or whatever other method you like...
• Count all of your stamps and write your total on the front (with your name)
• Double check your count
• I will choose 5 random names from each period to double check; if your count is incorrect you will be given a 0
• I don't know how many stamps you will need total, you just have to give me all of them! (next quarter it's a different stamp and a different color)

3.) STUDY FOR YOUR MIDTERMS! 

• This is a tough test--it's a practice AP exam! 
• 28 multiple choice = 50% of exam score
• 5 free response = 50% of exam score
• Exams will be scored roughly based on the same scoring as an AP exam!
• Your goal: earn at least 55% correct to earn a 3!
• Projected 5 = A, 4 = B, 3 = C, 2 = D, 1 = F for your exam
• What's on the midterm exam?
• 2019-20 Midterm Topics (Click Me!)
• How can I study for the exam?
• How to Study for the AP Stat Midterm! (Click Me!)
• I have assigned a "Midterm Review" assignment in AP Classroom!
• Many of these questions have appeared on pasts quizzes and tests (it's hard to find unique ones because I use so many for our classroom assessments), but they're still great practice!

When's Day HW

1.) Homework = Brainstorm!

• Tomorrow in class you will write procedures to outline various (specific) sampling methods we can use to collect a random sample
• Tonight, work with the context for tomorrow's classwork and brainstorm at least 6 ways we can select 100 bodies of water to record the pH of! 

2.) STAMPS ARE DUE! You're running out of time to get them in!

• Get all of your stamps (blue smiley faces) together. Use whatever works for you--a bag, folder, staple them all together, glue/tape all the stamps to one paper, or whatever other method you like...
• Count all of your stamps and write your total on the front (with your name)
• Double check your count
• I will choose 5 random names from each period to double check; if your count is incorrect you will be given a 0
• I don't know how many stamps you will need total, you just have to give me all of them! (next quarter it's a different stamp and a different color)

3.) STUDY FOR YOUR MIDTERMS! 

• This is a tough test--it's a practice AP exam! 
• 28 multiple choice = 50% of exam score
• 5 free response = 50% of exam score
• Exams will be scored roughly based on the same scoring as an AP exam!
• Your goal: earn at least 55% correct to earn a 3!
• Projected 5 = A, 4 = B, 3 = C, 2 = D, 1 = F for your exam
• What's on the midterm exam?
• 2019-20 Midterm Topics (Click Me!)
• How can I study for the exam?
• How to Study for the AP Stat Midterm! (Click Me!)

Tuesday HW!

1.) Tonight, please complete the "Intro to Data Collection (HW)" worksheet provided in class or linked below.

• Intro to Data Collection (HW) (Click Me!).
• For question #6 you are asked to define whether each value is a parameter or statistic, AND to provide the correct symbol notation...
• Remember:
• parameter = a value that refers to an entire population
• statistic = a value that refers to/is based on a sample
• We did not use the symbols or provide them in today's notes! Use the table below, or this is on page 276 of your textbook:

• Always check your answers! 
• Intro to Data Collection KEY

2.) STAMPS ARE DUE!

• Get all of your stamps (blue smiley faces) together. Use whatever works for you--a bag, folder, staple them all together, glue/tape all the stamps to one paper, or whatever other method you like...
• Count all of your stamps and write your total on the front (with your name)
• Double check your count
• I will choose 5 random names from each period to double check; if your count is incorrect you will be given a 0
• I don't know how many stamps you will need total, you just have to give me all of them! (next quarter it's a different stamp and a different color)

3.) STUDY FOR YOUR MIDTERMS! 

• This is a tough test--it's a practice AP exam! 
• 28 multiple choice = 58% of exam score
• 5 free response = 50% of exam score
• Exams will be scored roughly based on the same scoring as an AP exam!
• Your goal: earn at least 55% correct to earn a 3!
• Projected 5 = A, 4 = B, 3 = C, 2 = D, 1 = F for your exam
• What's on the midterm exam?
• 2019-20 Midterm Topics (Click Me!)
• How can I study for the exam?
• How to Study for the AP Stat Midterm! (Click Me!)

Monday......

Tonight's HW = count your stamps and bring them in tomorrow!

• Get all of your stamps (blue smiley faces) together. Use whatever works for you--a bag, folder, staple them all together, glue/tape all the stamps to one paper, or whatever other method you like...
• Count all of your stamps and write your total on the front (with your name)
• Double check your count
• I will choose 5 random names from each period to double check; if your count is incorrect you will be given a 0
• I don't know how many stamps you will need total, you just have to give me all of them! (next quarter it's a different stamp and a different color)

Make sure you "know what you need to know" about experimental design! I will accept any/all experimental design homework tomorrow for full credit! 

• Weekend HW:
• First, complete the "experiments wrap up" worksheet!
• Experiments Wrap Up HW!
• Next, for some midterm review, complete the 4 MC questions also provided in class (or below)
• 4 AP MC = Midterm Review!
• Weekend HW Answer Keys:
• Experiments Wrap Up KEY (Click Me)
• 4 More Review MC KEY
• Scroll down a couple blog posts for Thursday's HW and any other experimental design hw

Experimental Design: What do I need to know for the midterm?

• We will not have a test on experimental design/sampling before the midterm, but these topics will be included in the midterm, so be ready. 
• We may (or may not) have a test on data collection after midterms, as we'll (quickly) finish this unit that week. We'll see/discuss.
• Identify factor (explanatory variable), treatments, response variable, experimental units/subjects
• Explain a process to randomly assign treatments (random # generator or #'s in a hat)
• Determine if a given context represents is an experiment or observational study.
• Can we determine cause and effect from a given study? (determine if it's an experiment or not; if it's an experiment we can establish cause + effect; if it's not an experiment, we can't)
• Identify a potential confounding variable/explain why a variable might be a confounding variable
• Choose a variable to block by and explain why
• Create blocks based on this criteria
• Explain how to randomly assign treatments in a blocked design
• Explain if there is/is not a control group, how you know, and explain why it is/would be useful to have a control group
• Determine if a study is single/double blinded OR explain how a study could be single/double blinded

Weekend HW!

This weekend please....

1.) Finish Thursday night's homework if you didn't!

• Thursday's HW is super important because it summarizes most of what we need to know about blocking!
• Check your answers!
• Look at the blog post below for everything Thursday HW.

2.) Weekend HW:

• First, complete the "experiments wrap up" worksheet!
• Experiments Wrap Up HW!
• Next, for some midterm review, complete the 4 MC questions also provided in class (or below)
• 4 AP MC = Midterm Review!
• I'll post answers on Monday for you to grade your work....for now, you're on your own!

3.) STAMPS DUE WEDNESDAY!

• You know the drill...
• Get them all together somehow (folder, envelope, paper clip, bag), count them up, write the total on the front.

Thursday HW

Tonight, please complete the "Experiments Wrap Up: Blocking" homework provided in class (or linked below). This homework summarizes pretty much everything we need to know about blocking, so it's an extra-important one! 

• Experiments Wrap Up: Blocking (Click Me for HW!)
• For question 2 your task is to identify the item numbers that would make up each block; you don't need to write any sentences here, simply list the item numbers that would be used for each block.
• For example, in a, researchers believe the effectiveness of the detergent might be different based on the color of clothes--so we would first want to group our clothing items by color (we can ignore any info about type and water temp).
• Which items (by #) create each block? (you should have 2 blocks)
• For the back side (2007 free response)
• For a, your job is again to create the blocks, identified by window number
• You want to block by some variable that we would expect to be related to what's being measured--"heat gain"
• For b, you have to write a procedure--use your notes from Friday/Tuesday (or the blog post below)...
• But, we don't want a completely randomized procedure, we want a blocked design, so we'll have to randomly assign treatments within our blocks!
• Always Check Your Answers!
• 1.) Factor: type of detergent
• 1.) Response Variable = cleanliness rating on a scale of 0 (very dirty) to 10 (very clean)
• 1.) Experimental Units = the clothes we are washing
• 2a.) Blocks:
• Dark: 1, 2, 3, 4, 9, 10, 15, 16
• Light: 5, 6, 7, 8, 11, 12, 13, 14
• 2b.) Need 3 blocks
• 2b.) Warm Block: 1, 2, 5, 10
• 2b.) Cold Block: 4, 7, 8, 9, 11, 12, 15, 16
• 2b.) Hot Block: 3, 6, 13, 14
• 2c.) Need 4 blocks...
• Pants/Light: 6, 7, 13, 14
• Pants/Dark: 2, 10, 15, 16
• Shirt/Light: 5, 8, 11, 12
• Shirt/Dark: 1, 3, 4, 9
• Hot/Light: 6, 13, 14
• Hot/Dark: 3
• 2007 Free Response Part A:
• *Note: be sure to state the variable you will block by and explain why you chose that variable--to explain, suggest how your blocking variable might be related to the response variable (what we're measuring).
• We could block by the "side of the house" (North/South/East/West) because windows on different sides of the house are exposed to different amounts of sunlight; since they are exposed to different amounts of sunlight windows on different sides of the house may vary in terms of their amount of heat gain.
• In this case we use 4 blocks:
• North = 1, 12
• West: 11, 10, 9, 8
• South: 6, 7
• East: 2, 3, 4, 5
• OR...
• We could block by whether or not the window is next to a door or not. Windows that are near a door may see less heat gain since the door is another opening (for potentially cold air) in the house. 
• In this case we use two blocks.
• Windows by door: 1, 12, 6, 7
• Windows not by door: 2, 3, 4, 5, 8, 9, 10, 11
• 2007 Free Response Part B:
• If blocked by "side of the house"
• 1.) Write the # of each window in the West block on a piece of paper.
• 2.) Put these papers in a hat and mix them up to randomize.
• 3.) Choose 2 papers without replacement; the windows with these two numbers will have window type A installed.
• 4.) The other two windows will have window type B installed.
• 5.) Repeat this process for the East block.
• 6.) For the North and South blocks you repeat steps 1 and 2. Then, choose one paper without replacement; this window will have window type A installed and the other window will have B installed.
• If blocked by "window is next to a door or not"
• 1.) Write the number of each of the 8 windows that are not by a door on pieces of paper.
• 2.) Put these papers in a hat and mix them up (to randomize).
• 3.) Choose 4 papers without replacement; the windows with these 4 numbers will have window Type A installed.
• 4.) The remaining 4 windows will have window Type B installed.
• 5.) Now, write the numbers of the 4 windows that are next to doors on pieces of paper.
• 6.) Repeat step 2.
• 7.) Choose 2 papers without replacment; the windows with these 2 numbers will have type A installed.
• 8.) The remaining 2 windows will have type B installed.

Experimental Design Free Response: Common Questions

• Identify factor (explanatory variable), treatments, response variable, experimental units/subjects
• Explain a process to randomly assign treatments (random # generator or #'s in a hat)
• Determine if a given context represents is an experiment or observational study.
• Can we determine cause and effect from a given study? (determine if it's an experiment or not; if it's an experiment we can establish cause + effect; if it's not an experiment, we can't)
• Identify a potential confounding variable/explain why a variable might be a confounding variable
• Choose a variable to block by and explain why
• Create blocks based on this criteria
• Explain how to randomly assign treatments in a blocked design
• Explain if there is/is not a control group, how you know, and explain why it is/would be useful to have a control group
• Determine if a study is single/double blinded OR explain how a study could be single/double blinded

Tuesday HW/Sub Plans

Tuesday's HW (due Thursday):


1.) First, please complete questions a, b, and c on the "Alzheimer's" slide/context provided in class or below.

• For a and be try to be detailed, but concise! k.
• For question c:
• A confounding variable is a variable that "confuses us." In this context we want to examine the impacts of smoking on whether or not a person develops Alzheimer's. This question is asking us to explain how "exercise status" may "confuse us" in determining how smoking relates to the development of Alzheimer's or not.
• To answer part c, consider:
• How might exercise status relate to smoking?
• How might exercise status relate to a person developing Alzheimer's (or not)? 
• And then, as a result, why might "exercise status" prevent us from determining if smoking is related to a person developing Alzheimer's or not?

2.) SCORE YOUR RESPONSE!

• Read the entire section about question 3--sample answers and scoring and notes--before you even look at your own answer
• Now, read the scoring rubric and determine your own score--give yourself an E, P, or I for each part (a, b, c)
• Then, give yourself an overall score of 1-4!
• I'll be looking for completion AND scoring when I check HW on Thursday!
• 2016 Scoring Rubric! (Click Me and Scroll to Question 3!)

Wednesday's Sub Plans:

• You will need the full period so please ask the sub (nicely) for your work immediately and get started!
• You have 18 multiple choice questions: most are based on experimental design, but some are based on review
• You may use your notes and work individually, with a partner, or with a small group (no more than 4)
• Show work for any questions with a ** (there are only a couple of them)
• Read carefully!
• Do your best and use your full time! You would have approximately 40.5 minutes to complete 18 multiple choice on the AP exam, so you are absolutely expected to finish
• Turn in all work to the sub! If you do not turn in your "packet" to the sub you will be given a 0!

Monday's Notes:

• If you were out Monday (or Friday from period A) you missed some important stuff about random assignment of treatments--here you go!

Weekend HW = Take Your Experiment Notes!

Assignment Due Tuesday, January 7th:

• Your job is to take your own notes on experimental design!
• These are YOUR notes. Be thorough. We will discuss experimental design for 3 class periods with a quiz next Friday! The more thorough your notes, the better prepared you'll be!
• I will collect the (19) multiple choice questions at the start of class Tuesday; this will be graded as a quiz. Use your notes to help with these!

• Here's everything you need for the assignment:
• First, read chapter 13 and answer the questions linked below in your notes. (I also gave these to you in class on Friday).
• There is a link to a slightly newer version of our book on the blog (top right); you can use this to take your notes, but the page numbers listed may not match up.
• You don't have to write the question--do what works for you, these are your notes. Use bullets, use complete sentences, whatever works best for you.
• Try to avoid just copying stuff from the book; if you put ideas in your own words it makes you think about what you're writing, and ultimately develop a better understanding
• Jot down any questions that come up--for instance, if you don't understand what a "confounding variable" is, make a note of that! Your questions will guide our discussions in class.
• Chapter 13 Reading Questions (Guided Notes) Click Me!
• Question 7: .
• 7.) An experiment is the ONLY method of data collection that allows us to establish a cause and effect relationship.

• Then complete the multiple choice linked below (or provided by the sub yesterday):
• These questions are based on your notes/reading in chapter 13!
• These will be collected and graded as a quiz on Tuesday!
• Chapter 13 MC: Due Tues, 1/7 (Click Me!)

• Another helpful resource:
• The link below has answers to a bunch of questions students asked last year after their reading. If you were confused about anything you read, take a look here and you'll likely find some more info about that topic/idea!
• Common Questions After Reading (Answered) (Click Me!)
• READ THIS!