There will be no formal AP Statistics summer assignment. However, you are expected to do the following:
1. Stay up to date on the blog! I will periodically post information over the summer so be sure to check in.
2. Be ready for day one! We'll get to work as soon as the school year begins, so be ready for homework and AP Stats as soon as you walk into this room! Take this summer to rejuvenate!
3. Explore the blog! Check out what resources this has to offer, maybe even get yourself ahead with some early studying. We'll have a quiz within the first few days of school.
4. MAKE SURE YOU HAVE A GRAPHING CALCULATOR! And further, make sure you know how to use it!
Feel free to email me if you'd like to get ahead and need some direction as to what you should practice/research!
I hope you all enjoy your summer and I look forward to next year! Email me any time with questions! (fred.carofano@gmail.com)
Monday, June 20, 2011
Friday, June 17, 2011
Check out some projects!
New students next year...
My class just finished up with their final presentations; I've included a link to a few of these for you to check out! Take a look at the data, what was done, etc.--this is what we'll be working toward all year! (There is also a chance I base the summer project off of these)...
Summer project will be up Monday/Tuesday, so check back!
http://apstatisticsproject.net16.net/
http://prezi.com/1ck1v-xps_mg/ap-statistics/
http://www.youtube.com/watch?v=nrTzcRXDxfg
My class just finished up with their final presentations; I've included a link to a few of these for you to check out! Take a look at the data, what was done, etc.--this is what we'll be working toward all year! (There is also a chance I base the summer project off of these)...
Summer project will be up Monday/Tuesday, so check back!
http://apstatisticsproject.net16.net/
http://prezi.com/1ck1v-xps_mg/ap-statistics/
http://www.youtube.com/watch?v=nrTzcRXDxfg
Monday, June 13, 2011
2011 - 2012 Summer Assignment
Hello all! I can't believe it's already time to start thinking about next year! I plan on getting a summer assignment posted up here by next Monday, June 21st--be sure to check back sometime after Monday to find out your summer responsibilities.
For now, it'd be a good idea to familiarize yourself with this blog--its layout, and its contents. Scope out what it has to offer; next year it should be one of your primary tools for AP Stat.
For now, it'd be a good idea to familiarize yourself with this blog--its layout, and its contents. Scope out what it has to offer; next year it should be one of your primary tools for AP Stat.
Wednesday, June 8, 2011
Letter to Next Year's Students
DUE FRIDAY!
Please write a ONE PAGE DOUBLE SPACED letter to next year's AP Statistics students--a sort of "survival guide" for success in the course. This will be read by both myself and next year's students, so be sure to keep it APPROPRIATE. Any letter deemed inappropriate will be given a 0.
Content wise, you can really pick and choose. Consider ways to study, difficult topics. tips for the AP exam, comments on the course/content/teacher--whatever you think a student will need to know to do well in this course.
This will be collected on Friday and should be typed.
Please write a ONE PAGE DOUBLE SPACED letter to next year's AP Statistics students--a sort of "survival guide" for success in the course. This will be read by both myself and next year's students, so be sure to keep it APPROPRIATE. Any letter deemed inappropriate will be given a 0.
Content wise, you can really pick and choose. Consider ways to study, difficult topics. tips for the AP exam, comments on the course/content/teacher--whatever you think a student will need to know to do well in this course.
This will be collected on Friday and should be typed.
Wednesday, May 25, 2011
PROJECTS!!!
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.*
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.*
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)
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