The basic outline of the schedule
Our first day will be a plunge into the analysis of data. We will analyze data sets designed to highlight univariate and bivariate analysis, statistics, and graphs, in the AP Statistics course. The data sets are long on interest and are classroom ready.
• Introduction to the Course, the course framework structure (Big Ideas, Topics, Learning Objectives. The Calculator and Computer software as basic tools – statistical software will be provided for your (and your classroom) use.
• Unit 1: Exploring One-Variable Data. Amphibians, Circadian rhythms, Old pottery, and that age-old question: Are snakes left-handed?
• Unit 2: Exploring Two-Variable Data. Categorical data (Two-way tables) and Correlation and Regression (including outliers, high-leverage points, and influence). Gazelles, Alice in Wonderland, Therapods (e.g. T. Rex), the Beatles, and Lizzie Borden.
On our second day we will focus on teacher issues. We will continue our presentation of the Resources provided by the College Board: Course development, Enrolling Students, and the “AP Classroom.” The course content on the second day will feature Experimental Design (completely randomized design and randomized block design) and Sampling techniques (simple, stratified, cluster, systematic). We will focus on the decisions involved in choosing an experimental design strategy, methods of control of potentially confounding variables, and what factors would lead one to particular choices of an appropriate sampling design.
• Unit 3: Collecting data – sampling and the design of experiments
• Observational studies and Experiments
• Strategies for random sampling: Simple Random Sample, Stratified, Cluster, and Systematic Sampling. Saving apartment dwellers from noise, pedestrians from New York City traffic, and Creatures in Long Island Sound will occupy our attention.
• Strategies for planning experiments: The Completely Randomized Design, the Randomized Block Design. The logic in planning an experiment: Random selection, random assignment, and confounding. Clam dancing, Bambi vs. the World, Fly Fishing and Slot Machines.
On our third day we will begin our extended discussion of the AP Statistics exam. We will discuss the structure of the exam, how it is written, the construction and refining of rubrics, and the Reading experience. Our content focus will be how to refine the idea of chance in statistics: Probability, Random Variables, and Sampling Distributions.
• Unit 4: Probability, Random Variables, and Probability Distributions. Coins, Dice, the Spoon Law of Large Numbers, the likeability of coyotes, the Titanic, and Athenian democracy.
• Unit 5: Sampling distributions: Means, proportions, etc. What is the theory, and how can we teach it via simulation? (Hint: Statkey)
• Unit 6: Inference for Categorical Data: Proportions
Our fourth day will be a smorgasbord! We will amplify our discussion of the exam, with primary focus the Free Response section. What should the students write? What does it mean to be clear, cogent, and correct? What do the rubrics look for in student writing? We will begin by reviewing the general logic about hypothesis testing and estimation (confidence intervals) and then get into the nitty gritty. We will review the week so far, and resolve any remaining teacher questions and content questions. The statistical content will include our final units of inference; the exam topic will be the Investigative Task.
• Unit 7: Inference for Quantitative Data: Means
• Unit 8: Inference for Categorical Data – Chi square
• Unit 9: Inference for Quantitative Data -- Slopes