AP Statistics Proposed Syllabus
COURSE DESCRIPTION:
AP Statistics is the high school equivalent of a one semester, introductory
college statistics
course. In this course, students develop strategies for collecting, organizing,
analyzing, and
drawing conclusions from data. Students design, administer, and tabulate results
from surveys
and experiments. Probability and simulations aid students in constructing models
for chance
behavior. Sampling distributions provide the logical structure for confidence
intervals and
hypothesis tests. Students use a TI83/84 graphing calculator or a TI Nspire,
Fathom, statistical
software with a selection of statistics activities, and Webbased java applets
to investigate statistical concepts. The teacher has a SmartBoard and TI
SmartView, TI Nspire software, and Fathom
to use for demonstration purposes and to instruct students how to use the
different forms of technology. To develop effective statistical communication
skills, students are required to prepare frequent written and oral analyses of
real data.
COURSE GOALS:
In AP Statistics, students are expected to learn
Skills
•
To produce convincing oral and written statistical arguments, using appropriate
terminology, in a variety of applied settings.
•
When and how to use technology to aid them in solving statistical problems
Knowledge
•
Essential techniques for producing data (surveys, experiments, observational
studies),
analyzing data (graphical & numerical summaries), modeling data (probability,
random
variables, sampling distributions), and drawing conclusions from data (inference
procedures – confidence intervals and significance tests)
Habits of mind
•
To become critical consumers of published statistical results by heightening
their
awareness of ways in which statistics can be improperly used to mislead,
confuse, or
distort the truth.
Course Materials
Primary Text
TPS4
 Starnes, Yates and Moore. The Practice of Statistics, Fourth Edition.
New York, NY: W H Freeman and Company, 2012. ISBN 9781429262583.
References, Resource Materials and Their Labels
BVD
 Bock, Velleman and DeVeaux. Stats
Modeling the World, Second Edition(AP Edition). Boston, MA: Pearson
Education, Inc., 2007.
TPS TTR
 Tabor and Brown.
The Practice of Statistics, Fourth Edition.
Teacher’s Titanium Resource Binder.
New York, NY: W H Freeman and Company, 2011.
CBWH
 CollegeBoard. AP Statistics, Workshop
Handbook, 20112012.
ABS
 Scheaffer, Gnandesikan, Watkins
and Witmer. ActivityBased Statistics.
New York, NY: Springer – Verlag, 1996.
WKST
 Rossman, Chance and Oehsen. Workshop
Statistics: Discovery with Data and the Graphing Calculator, Third Edition.
Hoboken, NJ: John Wiley & Sons, Inc., 2008.
TPS – FG
 Erickson, Tim. The Fathom Guide for The
Practice of Statistics, Third Edition. New York, NY:
W H Freeman and Company, 2008.
Spiegel and Stephens. Statistics, Fourth
Edition. New York, NY: McGrawHill, 2011.
TPS3
Yates, Moore & Starnes. The Practice of Statistics, 3d edition, W.H.
Freeman, 2006.
TPS2
 Yates, Moore & Starnes. The Practice of Statistics, 2nd edition, W.H.
Freeman, 2003.
KLAPSO
 Kucera, Lee. Instuctor for the
Course:
Y2984: Teaching AP* Statistics (Online) X 394.18 (Summer 2012).
Notes, activities and other instructional materials.
APP
 Internet applets on various university and other sites.
F
 Fathom, Release 2.
Key Curriculum Press, Berkeley, CA.
NB3R
 Curriculum List/Guide to all NUMB3Rs episodes complete with TI Worksheets and
Activities.
TI83+, TI84, TI84+ graphing calculators and Graph View Software.
TI Nspire CAS Teacher Software
Timeline for Fall Semester/Spring Semester
Both semesters are based upon 55 minute class sessions. Because classes are
taught on a college schedule, AP Statistics will only meet class sessions
Monday, Wednesday and Friday. This breaks down into 50 sessions per semester.
Every weekday evening, except Friday, tutorials are held from 79pm. I intend to
schedule review sessions for Midterms/Finals and AP review during evening
tutorials to make up time needed.
SEMESTER 2


Chapter 
Class Sessions 
7 
7 
8 
7 
9 
8 
10 
8 
11 
6 
12 
7 
Review for AP 
10 
TOTAL 
110 
SEMESTER
TWO
Chapter 7
Day 
Topics 
Objectives:
Students will be able to… 
AP Course Obj 
1
ACT
Tech
Jan.4 
Introduction: German Tank Problem
TPS TTR
7.1 Parameters and
Statistics
Technology: Using Fathom to Simulate Sampling Distributions 
·
Distinguish between a
parameter and a statistic. 
IIID. Sampling distributions 
2 
7.1 Sampling Variability, Describing Sampling Distributions 
·
Understand the definition of a sampling distribution.
·
Distinguish between population distribution, sampling distribution,
and the distribution of sample data.
·
Determine whether a statistic is an unbiased estimator of a
population parameter.
·
Understand the relationship between sample size and the variability
of an estimator. 
IIID.
6. Simulation of sampling distributions

3
Tech

7.2 The Sampling Distribution of
, Using the
Technology: Using an Applet to
Simulate the distribution of
ˆp
.
Activity: The Candy Machine. 
·
Find the mean and standard deviation of the sampling distribution of
a sample proportion
for an SRS of
size n from a population having proportion p of
successes.
·
Check whether the 10% and
·
Use
·
Use the sampling distribution of
to evaluate a
claim about a population proportion. 
IIID.
1. Sampling distribution of a sample proportion
2. Sampling distribution of a sample mean
3. Central Limit Theorem

4
Tech 
7.3 The Sampling Distribution of
: Mean and Standard Deviation, Sampling from a Normal
Population
Technology: Using an Applet to
Simulate the distribution of x .

·
Find the mean and standard deviation of the sampling distribution of
a sample mean
from an SRS of size
n.
·
Calculate probabilities involving a sample mean
when the population
distribution is 

5
P
Tech 
7.3 The Central Limit
Theorem
Project:
Sampling Distribution Simulation (CLT Simulation by J Tabor)
Students will submit a typed, doublespaced report which includes
complete responses to all items in the handout and a discussion of
why statisticians prefer the mean as a measure of center instead of
median. 
·
Explain how the shape of the sampling distribution of
is related to the
shape of the population distribution.
·
Use the central limit theorem to help find probabilities involving a
sample mean
. 

6 
Chapter 7 Review
Chapter 7 Review Exercises 

7 
Chapter 7 Test
Cumulative AP Practice Test 2 
Chapter 8
Day 
Topics 
Objectives:
Students will be able to: 
AP Course Obj 
1
Tech 
8.1 The Idea of a Confidence Interval, Interpreting Confidence
Levels and Confidence Intervals, Constructing a Confidence Interval
Technology: Simulating Confidence Intervals with
the Confidence Interval Applet 
·
Interpret a confidence level.
·
Interpret a confidence interval in context.
·
Understand that a confidence interval gives a range of plausible
values for the parameter. 
IV. Statistical Inference: Estimating population parameters and
testing hypotheses (30%40%)
Statistical inference guides the selection of appropriate models.
A. Estimation (point estimators and confidence intervals)
1. Estimating population parameters and margins of error
2. Properties of point estimators, including unbiasedness and
variability

2 
8.1 Using Confidence Intervals Wisely, 8.2 Conditions for Estimating
p, Constructing a
Confidence Interval for p 
·
Understand why each of the three inference conditions—Random,
·
Explain how
practical issues like nonresponse, undercoverage, and response bias
can affect the interpretation of a confidence interval.
·
Construct and interpret a confidence interval for a population
proportion.
·
Determine critical values for calculating a confidence interval
using a table or your calculator. 

3
Tech 
8.2 Putting It All Together: The FourStep Process, Choosing the
Sample Size
Technology: Confidence Intervals
for p on the Calculator 
·
Carry out the steps in constructing a confidence interval for a
population proportion: define the parameter;
check conditions; perform calculations; interpret results in
context.
·
Determine the sample size required to obtain a level
C confidence interval for
a population proportion with a specified margin of error.
·
Understand how the margin of error of a confidence interval changes
with the sample size and the level of confidence
C.
·
Understand why each of the three inference conditions—Random, 
3. Logic of confidence intervals, meaning of confidence level and
confidence intervals, and properties of confidence intervals
4. Large sample confidence interval for a proportion

4
Tech 
8.3 When
Is Known: The
OneSample z Interval for
a Population Mean, When
Is Unknown: The
t Distributions, Constructing a Confidence Interval for
Technology: Inverse t on the
Calculator 
·
Construct and interpret a confidence interval for a population mean.
·
Determine the sample size required to obtain a level
C confidence interval for
a population mean with a specified margin of error.
·
Carry out the steps in constructing a confidence interval for a
population mean: define the parameter;
check conditions; perform calculations; interpret results in
context. 
6. Simulation of sampling distributions
7. tdistribution

5
Tech
F 
8.3 Using
t Procedures Wisely
Activity: Using Fathom to Investigate the Difference between z and t 
·
Understand why each of the three inference conditions—Random, 

6 
Chapter 8 Review 
·
Determine sample statistics from a confidence interval. 
Chapter 8 Review
Exercises 
7 
Chapter 8 Test 


Chapter 9
Day 
Topics 
Objectives:
Students will be able to: 
AP Course Obj 
1 
9.1 The Reasoning of Significance Tests, Stating Hypotheses,
Interpreting Pvalues,
Statistical Significance 
·
State correct hypotheses for a significance test about a population
proportion or mean.
·
Interpret Pvalues in context. 
IVB
1. Logic of significance testing, null and alternative hypotheses;
pvalues;
one and twosided tests; concepts of I and Type II errors; concept
of power 
2
Tech 
9.1 Type I and Type II Errors,
Planning Studies: The Power of a Statistical Test
Technology: Investigating Power with an Applet 
·
Interpret a Type I error and a Type II error in context, and give
the consequences of each.
·
Understand the relationship between the significance level of a
test, P(Type II error), and power. 
15, 19, 21, 23, 25 
3
Tech 
9.2 Carrying Out a Significance
Test, The OneSample z
Test for a Proportion
Technology: One
Proportion z Test on the Calculator 
·
Check conditions for carrying out a test about a population
proportion.
·
If conditions are met, conduct a significance test about a
population proportion. 
IVB
2. Large sample test for a proportion

4
Tech
F 
9.2 TwoSided Tests, Why Confidence Intervals Give More Information
Technology: Tests and Confidence Intervals using Fathom 
·
Use a confidence interval to draw a conclusion for a twosided test
about a population proportion. 

5
Tech 
9.3 Carrying Out a Significance Test for
, The One Sample t
Test, TwoSided Tests and Confidence Intervals
Technology: Computing Pvalues from t Distributions on the
Calculator, One Sample t Test on the Calculator 
·
Check conditions for carrying out a test about a population mean.
·
If conditions are met, conduct a onesample
t test about a population
mean
.
·
Use a confidence interval to draw a conclusion for a twosided test
about a population mean. 
IVB
4. Test for a mean
5. Test for a difference between two means (unpaired and paired)

6 
9.3 Inference for
Means: Paired Data, Using Tests Wisely 
·
Recognize paired data and use onesample t procedures to
perform significance tests for such data. 

7 
Chapter 9 Review
Chapter 9 Review Exercises 

8 
Chapter 9 Test 


Chapter 10
Day 
Topics 
Objectives:
Students will be able to… 
AP Course Obj 
1
ACT

Activity: Is Yawning Contagious?
TPS TTR,
10.1 The Sampling Distribution of a Difference Between Two
Proportions 
·
Describe the characteristics of the sampling distribution of
·
Calculate probabilities using the sampling distribution of

IVB
3. Large sample test for a difference between two proportions

2
Tech 
10.1 Confidence Intervals for
p_{1} – p_{2}
Technology: Confidence Intervals for a Difference in Proportions on
the Calculator 
·
Determine whether the conditions for performing inference are met.
·
Construct and interpret a confidence interval to compare two
proportions. 

3
NB3R
Tech 
10.1 Significance Tests for p_{1}
– p_{2},
Inference for Experiments
TwoProportion Ztest
episode #: 309 "Waste not"
Technology :Significance Tests for a Difference in Proportions on
the Calculator 
·
Perform a significance test to compare two proportions.
·
Interpret the results of inference procedures in a randomized
experiment. 

4
ACT

10.2 Activity: Does Polyester Decay?
TPS TTR,
The Sampling Distribution of a Difference Between Two Means 
·
Describe the characteristics of the sampling distribution of
·
Calculate probabilities using the sampling distribution of

IVB
5. Test for a difference between two means (unpaired and paired)

5
Tech 
10.2 The TwoSample tStatistic,
Confidence Intervals for
Technology: Confidence Intervals for a Difference in Means on the
Calculator 
·
Determine whether the conditions for performing inference are met.
·
Use twosample t
procedures to compare two means based on summary statistics.
·
Use twosample t
procedures to compare two means from raw data.
·
Interpret standard computer output for twosample
t procedures. 

6
Tech 
10.2 Significance Tests for
, Using TwoSample t
Procedures Wisely
Technology: Two Sample t
Tests with Computer Software and Calculators 
·
Perform a significance test to compare two means.
·
Check conditions for using twosample
t procedures in a
randomized experiment.
·
Interpret the results of inference procedures in a randomized
experiment. 

7 
Chapter 10 Review 
·
Determine the proper inference procedure to use in a given setting. 
Chapter 10 Review Exercises 
P 
Project:
Paper Airplanes
TPS TTR
MATERIALS: Two paper airplane pattern sheets, scissors, masking
tape, tape measures,
graphing calculator
Don’t forget that templates are available at the website below!
http://www.funpaperairplanes.com/Plane%20Downloads.html
The purpose of this Activity is to see which of two paper airplane
models—A or B—flies
farthest. Specifically, the object is to determine whether there is
a
significant
difference in the
average distance flown for the two plane models.
1. As a class, design an experiment to determine which of the two
paper airplane models
flies the farthest. Be sure to follow the principles of experimental
design you learned in
Chapter 4.
2. State the hypotheses you are interested in testing.
3. Carry out your plan and collect the necessary data.
4. Compare the flight distances for the two models graphically and
numerically. Does it
appear that the means are about the same, or is one mean different
from the other?
5. Perform a significance test to determine if the difference in
means is significant.
Use “Analyzing
Experiments: A Template”
TPS TTR
Submit a typed report analyzing the experiment, the decisions
made, including answers to the 5 tasks, and a summary of conclusions
with justification. 

8 
Chapter 10 Test
Cumulative AP
Practice Test 3 
Chapter 11
Day 
Topics 
Objectives:
Students will be able to… 
AP Course Obj 
1
ACT
Tech
NB3R

Activity: The Candy Man Can
TPS TTR,
11.1 Comparing Observed and Expected Counts: The ChiSquare
Statistic, The ChiSquare Distributions and
Pvalues
Technology: Finding Pvalues
for ChiSquare Tests on the
Calculator 
·
Know how to compute expected counts, conditional distributions, and
contributions to the chisquare statistic.
·
Chisquare Test for Goodnessoffit Episode #: 315 “End of Watch” 
IVB
6. Chisquare test for goodness of fit, homogeneity of proportions,
and independence (one and twoway tables)

2
Tech 
11.1 The ChiSquare GoodnessofFit Test, FollowUp Analysis
Technology: ChiSquare GoodnessofFit Tests on the Calculator 
·
Check the Random, Large sample size, and Independent conditions
before performing a chisquare test.
·
Use a chisquare goodnessoffit test to determine whether sample
data are consistent with a specified distribution of a categorical
variable.
·
Examine individual components of the chisquare statistic as part of
a followup analysis. 

3
Tech 
11.2 Comparing Distributions of a Categorical Variable, Expected
Counts and the ChiSquare Statistic, The ChiSquare Test for
Homogeneity, FollowUp Analysis, Comparing Several Proportions
Technology: ChiSquare Tests for TwoWay Tables with Computer
Software and Calculators

·
Check the Random, Large sample size, and Independent conditions
before performing a chisquare test.
·
Use a chisquare test for homogeneity to determine whether the
distribution of a categorical variable differs for several
populations or treatments.
·
Interpret computer output for a chisquare test based on a twoway
table.
·
Examine individual components of the chisquare statistic as part of
a followup analysis.
·
Show that the twosample z
test for comparing two proportions and the chisquare test for a
2by2 twoway table give equivalent results. 

4
ACT

11.2 The ChiSquare Test of Association/Independence, Using
ChiSquare Tests Wisely
M&M’s: I Didn’t Get Enough Blues
– Activity 13 from TPS 2^{nd} ed.
X^{2} GoodnessofFit 
·
Check the Random, Large sample size, and Independent conditions
before performing a chisquare test.
·
Use a chisquare test of association/independence to determine
whether there is convincing evidence of an association between two
categorical variables.
·
Interpret computer output for a chisquare test based on a twoway
table.
·
Examine individual components of the chisquare statistic as part of
a followup analysis. 

5 
Chapter 11 Review 
·
Distinguish between the three types of chisquare tests. 
Chapter 11 Review Exercises 
6 
Chapter 11 Test 
TwoProportion
Ztest 

Chapter 12
Day 
Topics 
Objectives:
Students will be able to… 
AP Course Obj 
1
ACT

Activity: The Helicopter Experiment
TPS TTR,
12.1 The Sampling Distribution of
b, Conditions for
Regression Inference 
·
Check conditions for performing inference about the slope
of the population
regression line. 
IVB
7. Test for the slope of a leastsquares regression line

2
Tech 
12.1 Estimating Parameters, Constructing a Confidence Interval for
the Slope
Technology: Regression
Inference using Computer Software and Calculators 
·
Interpret computer output from a leastsquares regression analysis.
·
Construct and interpret a confidence interval for the slope
of the population
regression line. 

3 
12.1 Performing a Significance Test for the Slope 
·
Perform a significance test about the slope
of a population
regression line. 

ACT
Tech

Skittleium
–The decay of radioactive isotopes creates interesting data.
The isotope Skittleium is commonly found in vending machines
throughout the world. The final decay elements of Skittleium
are Skittles. This investigation leads into the reason for
transformation of exponential and power functions. 

4
Tech 
12.2 Transforming with Powers and Roots
Technology: Transforming to Achieve Linearity on the Calculator 
·
Use transformations involving powers and roots to achieve linearity
for a relationship between two variables.
·
Make predictions from a leastsquares regression line involving
transformed data. 

5 
12.2 Transforming with Logarithms 
·
Use transformations involving logarithms to achieve linearity for a
relationship between two variables.
·
Make predictions from a leastsquares regression line involving
transformed data.
·
Determine which of several transformations does a better job of
producing a linear relationship.


6 
Chapter 12 Review
Chapter 12 Review
Exercises 

7 
Chapter 12 Test
Cumulative AP Practice Test 4 
AP EXAM REVIEW: 5 DAYS
SEMESTER 2 EXAM: Simulated AP format with Multiple Choice, Free Response
Final Project
The purpose of this project is for you to actually do statistics. You are to
form a
hypothesis, design a study, conduct the study, collect the data, describe the
data, and make
conclusions using the data. Use “Comments
from Floyd Bullard”.
To get your project approved, you must be able to demonstrate how your study
will meet the requirements of the project. In other words, you need to clearly
and completely communicate your hypotheses, your explanatory and response
variables, the
test/interval you will use to analyze the results, and how you will collect the
data so the conditions for inference will be satisfied. You must also make sure
that your study will be safe and ethical if you are using human subjects. The
proposal should be typed. If your proposal isn’t approved, you must resubmit the
proposal for partial credit until it is approved. Each individual will be
required to give a 5 minute oral presentation to the class.