APSTATISTICS–WESTFIELDHIGHSCHOOLSUMMER2017ASSIGNMENT

Ifyouarereadingthis,youareaccessingthecopyofthesummerassignmentpostedontheWestfieldHSwebsite.Makesureyouhavedonethefollowing:

1. PickupatextbookfrommeinR117(behindSS3,sameroomasAPinfosession).Youwillneedittocompletetheassignment.

2. CheckthatyoucanaccessBlackboard.Afteryoulogin,youshouldseeAPStatisticsat

WestfieldHighSchoolunderMyOrganizations.Youwillneedtosubmitpartofyourassignmentonline.

Ifyouhavequestions,feelfreetostopbymyroombefore/afterschooloremailme.

MissLeegwlee@fcps.edu

APSTATISTICS–WESTFIELDHIGHSCHOOLSUMMER2017ASSIGNMENT

Congratulationsondecidingtotakestatistics!Moststudentsaresurprisedtofindthatstatisticsisverydifferentfromwhattheyexpectedandthatitisaverypracticalcourse.Thoughconsideredamathcourse,itisunlikeanyotheryouhaveevertaken.Oneelementofthecourseworkthatsurprisesstudentsisthatsolutionsrequiregoodwrittencommunication,notjustnumericalanswers.Thisisasmuchawritingcourseasitisamathcourse!

BriefDescriptionofSummerAssignment:Thesummerassignmentconsistsof4parts.Somewillbeturnedin(hardcopy)andotherswillbesubmittedthroughBlackboard.Itintroducesyoutostatisticsandgivesyoupracticeonsomebasicstatisticalconcepts.ObjectivesofSummerAssignment:Forstudentsto…

becomeexcitedaboutthestudyofstatistics, learnthatitisacourserequiringlotsofreadingandwriting, gainunderstandingofbasicstatisticaltopics,and reviewstatisticalconceptsthatyouwereexposedtoduringMath7/8,AlgebraIandAlgebra2.

ResourcesNecessarytoCompleteAssignment:Graphingcalculator,InternetAccess,TextbookDueDate:FIRSTdayofclass.Onlineportionsshouldbesubmittedpriortothestartofclass.Remember,thisisanAPCourse!Donotexpectittobe“easy”.Althoughitmaynotseemasdifficultcomputationallyascalculus,itrequiresagreatdealofoutsidereadingandhomework,andathoroughunderstandingofmanyabstractconcepts.YouarenowanAPstudent.Lesson#1–Donotprocrastinate!Startthesummerassignmentearlyenoughtoallowfortimeforquestionsifnecessary.Ifyouhaveanyquestionsorproblems,youmaycontactmeviae‐mailatgwlee@fcps.edu.Pleasedonotwaituntilthelastminutetobeginortoreceiveclarificationabouttheassignment.Enjoyyoursummer! MissLee gwlee@fcps.edu“Statisticalthinkingwillonedaybeasnecessaryforeffectivecitizenshipastheabilitytoreadandwrite.”

HGWells

SUMMERASSIGNMENTOVERVIEWPart1:Getthenecessarymaterials!Part2:Becomeexcitedaboutthestudyofstatisticsbyviewingsomevideosandwritingaboutthem.

ThiswritingassignmentshouldbesubmittedthroughBlackboard.Part3:Gettoknowyourtextbookandreviewstatisticalconceptsthatyoulearnedinpreviousmathclasses.

Theguidedreadingnotesandsomepracticeproblemswillbeturnedin(onpaper)inclassonthefirstdayofschool.AnswerstotherestofthepracticeproblemsshouldbesubmittedthroughBlackboard.

Part4:Begintothinkaboutadatacollectionprojectyouwillbecompletingthisyearbydoingsome

preliminarythinkingaboutyourtopic.ThisassignmentshouldbesubmittedthroughBlackboard.THEWHSHONORCODEAPPLIESTOTHISASSIGNMENT:DOYOUROWNWORK.DONOTCOPYANSWERSFROMYOURCLASSMATES.Solet’sbegin!

PART1:GETMATERIALSFORCLASSMandatory

YOUMUSTHAVEYOUROWNGRAPHINGCALCULATORANDBRINGITTOCLASSEVERYDAY!!Wewillbeginusingitonthefirstdayofschool.ATI‐83istheminimumcalculatorneededforthiscourse.TI‐84orTI‐84+is(much)better.YoucanfindTI‐84calculatorsnewandusedatmanystoresaswellasonline.Ifyoudonothavethecurrentoperatingsystem,MissLeewillhelpyougetanupdate.TI‐89sandTI‐NspiresareallowedbuthavedifferentmenusandwillNOTbedemonstratedinclass.IfyouhaveaTI‐89,downloadaquickguidehere(http://www.sonoma.edu/users/n/nickleac/ti89.pdf)orbringtheoriginalTI‐89manual.IfyouhaveaTI‐Nspire,IsuggestyougetaTI‐84faceplateorbewillingtolookupstuffonyourown.

Youwillneeda3‐ringbinderorsomeotherefficientmethodoforganizingpapers(e.g.projectsorter–availableonAmazon.com).Trustme,weuseaLOTofpaperinthisclass–you’llneedit.

Youwillneed#2pencils,erasers,andblackorbluepens. Youshouldalreadyhavepickedupacopyofthetextbook(ThePracticeofStatisticsforAP*,byStarnes,

Yates,Moore,4thed).Optional

IrecommendthatyoudownloadtheappforBlackboard,especiallyifyouuseamobiledevicefrequently.Iwillpostnotes,homeworksolutions,andannouncementsonBlackboardduringtheschoolyearandyouareexpectedtocheckitdaily.

Itisnotnecessarytopurchaseareviewbook,butstudentssometimesaskmeforrecommendations.Thetextbookweareusingisexcellent,andIalsopostlinksonBlackboardtofreeonlinereviewresources.However,ifyouwouldliketopurchaseone,Ihaveahighopinionofthefollowing:

Book:5Stepstoa5APStatistics(5Stepstoa5ontheAdvancedPlacementExaminationsSeries)ISBN:125986376X.Toobtainacopyofthebook,Irecommendeitherabookseller(ex.Barnes&Noble)orAmazon(under$14),Amazonalsohasusedcopies.

Flashcards:Barron'sAPStatisticsFlashCards,2ndEdition.ISBN:1438074018.Dittotheabove.

PART2:LEARNTOLOVESTATISTICS.Watchthefollowingvideosandwriteasummary(twoorthreeparagraphs)ofwhatyoulearnedaboutstatisticsthatyoudidnotknowbefore.Includeexamplesfromthevideosinyourwriteup.Thesummaryneedstobetyped.YoushouldsubmityourassignmentthroughBlackboard.IhighlyrecommendthatyoucompleteyourassignmentusingawordprocessoranduploadaWorddocument(orotherword‐processingfileformat,butkeepinmindthatwedonothaveApplecomputersatschool)orPDFdocumentinsteadoftypingdirectlyintheassignmentbox.

(3min)http://www.ted.com/talks/lang/eng/arthur_benjamin_s_formula_for_changing_math_education.html (18min)http://www.ted.com/talks/david_mccandless_the_beauty_of_data_visualization.html Thisoneislong(about1hour)andoptional:http://www.gapminder.org/videos/the‐joy‐of‐stats/

PART3:GETTOKNOWYOURTEXTANDREVIEWTHESTATFROMPREVIOUSMATHCLASSES.Youwillbeusingyourtextbookforthispart.Itnotonlyhascontentbutgreatexamplesaswellascalculatorhelp.Ialsorecommendthefollowingwebsites(nowandduringtheschoolyear)ifyoufindyouneedadditionalhelp.

http://www.stattrek.com/o Providestrainingandtoolstohelpyousolvestatisticsproblems

http://apstatsguy.com/o Entertainingvideos

http://www.khanacademy.org/math/statisticso Introductiontostatisticsvideos–careful,notalloftheseapplytoAPStat

Irecommendyoustartbyreadingchapter1inthetextbookandworkingthroughtheguidedreadingnotes.Asyoufinisheachsection,completethepracticeproblems.Thepracticeproblemsarepartiallypaper‐and‐pencil,partiallyonline(Blackboard).Thispartmostcloselyresembleshowtheclasswillworkduringtheschoolyear,soitshouldhelpyougetafeelforwhatwe’llbedoing.Trustme,thetextbookisagreatresource!DoNOTgetstuckfortoolongonanyoneconcept.Ifthetextbookandonlineresourcesarenothelping,orifyouneedclarification,emailmeatgwlee@fcps.edusowecangetyousorted.

PART4:APPLYINGWHATYOUKNOW:PLANNINGAHEADTOCOLLECTINGDATA.Oneofthewaysyouwill“do”statisticsthisyearistocollectdatafrompeopleintheWestfieldHighSchoolcommunity.Someofyourprojectswillbeselectedforpublicationinthisyear’syearbook.ThisisyourchancetostartthinkingaboutsomethingyouwouldliketoknowaboutpeopleintheWestfieldcommunity.YourchoicenowdoesNOTmeanthatyouaredefinitelycommittedtoit–therewillbetimetochangeandmodifyit.However,norepeatsareallowed,sothecooleryourideaisthesooneryouwanttohaveitfiguredout.

SUMMER ASSIGNMENT CHECK-LIST

Have you completed the following….

Part 1: Get the necessary materials!

Part 2: Writing Assignment about Videos

Part 3: Guided reading notes Part 3: Practice problems (on paper) Part 3: Practice problems (on Blackboard)

Part 4: Submit your preliminary project topic

Bring completed guided reading notes, practice problems, and your calculator on the first day of class!! I cannot wait to meet you and begin this awesome course!

Miss Lee

Name: ____________________________________

Guided Reading Notes Chapter 1: Exploring Data

Key Vocabulary: individual variable – categorical,

quantitative distribution frequency table relative frequency table pie chart bar graph side-by-side bar graph two-way table marginal distributions conditional distributions association

dotplot stemplot histogram SOCS Shape center outlier symmetric skewed spread variability mean Σ

x Median resistant quartiles - Q1, Q3 IQR five-number summary minimum maximum boxplot standard deviation variance

Preface to the Student (pp. xiv) Start before chapter 1. Seriously. Read this page carefully - it points out some of the most useful (and overlooked) features of your textbook. Look for these features as you read the rest of your summer assignment. You can read the rest of the preface pages now, but they won't be as relevant to you. Overview: What is Statistics? (pp.xx-xxiii) 1. In your own words, what is statistics? 2. Why is statistics important?

3. Which of the examples in the overview did you find the most interesting? Why? Data Analysis: Making Sense of Data (pp.2-6) 4. Individuals are… 5. A variable is… 6. When you first meet a new data set, ask yourself:

• Who…

• What…

• Why, When, Where and How…

7. Explain the difference between a categorical variable and a quantitative (or numeric) variable. Give an

example of each.

8. Give an example of a categorical variable that has number values.

9. Define distribution:

10. What are the four steps to exploring data? • Begin by….

• Study relationships…

• Start with a …

• Then add…

11. Define inference. *Answer the practice problems and Blackboard questions on the Introduction now. 1.1 Analyzing Categorical Data (pp.8-22) 12. A frequency table displays…

13. A relative frequency table displays… 14. What type of data are pie charts and bar graphs used for? 15. Categories in a bar graph are represented by ___________ and the bar heights give the category

__________________. 16. What is a two-way table?

17. Define marginal distribution.

18. What are the two steps in examining a marginal distribution? 19. What is a conditional distribution? Give an example demonstrating how to calculate one set of

conditional distributions in a two-way table. 20. What is the purpose of using a segmented bar graph? 21. Describe the four steps to organizing a statistical problem:

• State…

• Plan…

• Do…

• Conclude…

22. Explain what it meant by an association between two variables. *Answer the practice problems and Blackboard questions on §1.1 now.

1.2 Displaying Quantitative Data with Graphs (pp.27-42) 23. What is a dotplot? Draw an example.

24. When examining a distribution, you can describe the overall pattern by its

S__________ O____________ C___________ S__________ 25. If a distribution is symmetric, what does it look like? 26. If a distribution is skewed to the right, what does it look like? 27. If a distribution is skewed to the left, what does it look like? 28. Describe and illustrate the following distributions:

a. Unimodal

b. Bimodal

c. Multimodal 29. When is it beneficial to split the stems on a stemplot?

30. When is it best to use a back-to-back stemplot? 31. List the three steps involved in making a histogram. 32. Follow the instructions starting on page 38 and work through the calculator example to create a histogram

on your calculator. The data are on page 35 (yes, I know it’s really long, but this is a critical skill to learn). Email Miss Lee if you get lost or stuck on a step.

33. Why is it advantageous to use a relative frequency histogram instead of a frequency histogram? 34. How are a stemplot and a histogram similar? *Answer the practice problems and Blackboard questions on §1.2 now. 1.3 Displaying Quantitative Data with Numbers (pp.50-67) 35. What is the most common measure of center? 36. Explain how to calculate the mean, x̅. 37. What is the meaning of ∑?

38. Explain the difference between x ̅ and µ. 39. Define resistant measure. 40. Explain why the mean is not a resistant measure of center. 41. What is the median of a distribution? Explain how to find it. 42. Explain why the median is a resistant measure of center. 43. How does the shape of the distribution affect the mean and median?

44. What is the range? 45. Is the range a resistant measure of spread? Explain.

46. How do you find first quartile Q1 and third quartile Q3? 47. What is the Interquartile Range (IQR)? 48. Is the IQR a resistant measure of spread? Explain. 49. How is the IQR used to identify outliers? 50. What is the five-number summary of a distribution? 51. Explain how to use the five-number summary to make a boxplot. 52. Follow the instructions starting on page 61 and work through the calculator example to create a boxplot

on your calculator. The data are on page 53. Email Miss Lee if you get lost or stuck on a step. (Hint: don’t clear the lists when you have finished – you’ll need to use the same data for #56 below).

53. What does the standard deviation measure? How do we calculate it? 54. What is the relationship between variance and standard deviation? 55. What are the properties of the standard deviation as explained on page 64?

56. Follow the instructions starting on page 65 and work through the calculator example to find one varaiable

statistics on your calculator (just part I, you are not using computer software now). The data are on page 53, if you cleared it from #52 above). Email Miss Lee if you get lost or stuck on a step.

57. How should one go about choosing measures of center and spread? *Answer the practice problems and Blackboard questions on §1.3 now.

Summarize the main points of the chapter in your own words! (Try to use 5 sentences or less – otherwise it’s not a summary. Diagrams are ok.)

AP STATISTICS Name: ________________________________________________

SUMMER ASSIGNMENT: PRACTICE PROBLEMS

Data Analysis: Making Sense of Data (pp.2-6) 1) Answer the two questions for the Check Your Understanding (CYA) on page 5 (Hint: answers to all Check

Your Understandings are in the back of the book). 1. Who are the individuals in Jake’s study?

2. What variables did Jake measure? Identify each as categorial or quantitative. Blackboard: The following questions should be answered on Blackboard. They are reproduced here for your convenience, but answers must be submitted through Blackboard for credit. Make note of anything that you do not understand below and be prepared to ask questions the first day of class. Use the following scenario for #1-2: At the Census Bureau Web site, you can view detailed data collected by the American Community Survey. The table below includes data for 10 people chosen at random from the more than one million people in households contacted by the survey. “School” gives the highest level of education completed. 1. The individuals in this data set

are… 2. How many variables does the

data set contain? How many are categorical?

Determine if the variables listed below are quantitative or categorical. 3. Time it takes to get to school 4. Number of pairs of shoes owned 5. Hair color 6. Temperature of a cup of coffee 7. Gender

8. Whether or not someone uses Facebook

9. Height 10. Amount of oil spilled 11. Age of Oscar winners

12. Type of pain medication 13. Jellybean flavor 14. Country of origin 15. Type of meat 16. Teacher salaries

1.1 Analyzing Categorical Data (pp.8-22) 2) Answer the two questions for the Check Your Understanding on page 14.

1. Use the data in the two-way table on page 12 to calculate the marginal distribution (in percents) of gender.

Weight ( lb) Age (yr) Travel to

work (min) School Gender Income last

year ($) 187 66 0 Ninth grade 1 24,000 158 66 n/a High school grad 2 0 176 54 10 Assoc. degree 2 11,900 339 37 10 Assoc. degree 1 6,000 91 27 10 Some college 2 30,000

155 18 n/a High school grad 2 0 213 38 15 Master’s degree 2 125,000 194 40 0 High school grad 1 800 221 18 20 High school grad 1 2,500 193 11 n/a Fifth grade 1 0

2. Make a graph to display the marginal distribution. Describe what you see. 3) Answer question one for the Check Your Understanding on page 17.

1. Find the conditional distributions of gender among each of the other four opinion categories (we did “Almost certain” earlier).

Blackboard: Again, answers to the following questions must be submitted through Blackboard for credit. Use the following scenario for #1-6: The National Survey of Adolescent Health interviewed several thousand teens (grades 7 to 12). One question asked was “What do you think the are the chances you will be married in the next ten years?” Here is a two-way table of the responses by gender: 1. The percent of females among the respondents was… 2. Is the percent from the previous question part of a

marginal distribution or a conditional distribution? Of which variable(s)?

3. What percent of females thought that they were almost certain to be married in the next ten years?

4. Is the percent from the previous question part of part of a marginal distribution or a conditional

distribution? Of which variable(s)? 5. What percent of those who thought they were almost certain to be married were female?

6. Is the percent from the previous question part of part of a marginal distribution or a conditional

distribution? Of which variable(s)?

Female Male Almost no chance 119 103 Some chance, but probably not 150 171 A 50-50 chance 447 512 A good chance 735 710 Almost certain 1174 756

1.2 Displaying Quantitative Data with Graphs (pp.27-42) 4) Answer questions 1-4 for the Check Your Understanding on page 31.

1. Describe the shape of the distribution.

2. Describe the center of the distribution.

3. Describe the spread of the distribution.

4. Identify any potential outliers. 5) Answer the two questions for the Check Your Understanding on page 39.

1. Construct a histogram that displays the distribution of IQ scores effectively.

2. Describe what you see. Is the distribution bell-shaped?

6) Answer questions 1-4 for the Check Your Understanding on page 41. 1. Draw a correct histogram to replace Billy’s graph of the word langth data from Caution 2.

2. Draw a more meaningful graph of the first name length data from Caution 4.

3. Is this a bar graph or a histogram? Explain.

4. Would it be correct to describe this distribution as right-skewed? Why or why not?

Blackboard: Again, answers to the following questions must be submitted through Blackboard for credit. 1. Refer to p. 35, CYA #2. What percent of Alaska residents are 65 or older? 2. Refer to p. 35, CYA #3. Ignoring the outlier, the shape of the distribution is… 3. Refer to p. 35, CYA #4. The center of the distribution is close to… 4. Here are the amounts of money (cents) in coins carried by 10 students in a statistics class: 50, 35, 0, 97, 76,

0, 0, 87, 23, 65. To make a stemplot of these data, what stems would you use? 5. One of the following 12 scores was omitted from the stemplot:

84 76 92 92 88 96 68 80 92 88 76 96

The missing number is…

6. You look at real estate ads for houses in Naples, Florida. There are many houses ranging from $200,000 to $500,000 in price. The few houses on the water, however, have prices up to $15 million. What will the shape of the distribution of house prices be?

Use the following scenario for #7-9: The histogram shows the distribution of the percents of women aged 15 and over who have never married in each of the 50 states and the District of Columbia. 7. The leftmost bar in the histogram covers percents

of never-married women ranging…

8. The center of this distribution is in the interval…

9. In about what percent of states have at least 30% of women aged 15 and over never married?

1.3 Displaying Quantitative Data with Numbers (pp.50-67) 7) Answer questions 1-4 for the Check Your Understanding on page 55.

1. Based only on the stemplot, would you expect the mean travel time to be less than, about the same as, or larger than the median? Why?

2. Use your calculator to find the mean travel time. Was your answer to Question 1 correct?

3. Interpret your result from Question 2 in context without using the words “mean” or “average.”

4. Would the mean or the median be a more appropriate summary of the center of this distribution of drive times? Justify your answer.

8) Answer questions 1-4 for the Check Your Understanding on page 61. 1. Find the five-number summary for these data by hand. Show your work.

2. Calculate the IQR. Interpret this value in context.

3. Determine whether there are any outliers using the 1.5 x IQR rule.

4. Draw a boxplot of the data. 9) Answer questions 1-4 for the Check Your Understanding on page 64.

1. Find and interpret the mean.

2. Make a table that shows, for each value, its deviation from the mean and its squared deviation from the mean.

3. Show how to calculate the variance and standard deviation from the values in your table.

4. Interpret the meaning of the standard deviation in this setting. Blackboard: Again, answers to the following questions must be submitted through Blackboard for credit. 1. If a distribution is skewed to the right with no outliers, what conclusion, if any, can you draw about the

relative values of the mean and median? 2. You have data on the weights in grams of 5 baby pythons. The mean weight is 31.8 and the standard

deviation of the weights is 2.39. The correct units for the standard deviation are…

3. Here are some measures of center and spread: median, mean, standard deviation, range, maximum. Which is least affected if an extreme high outlier is added to your data?

4. What are all the values that a standard deviation sx can possibly take?

APSTATISTICS Name:______________________________________Per_____

DATACOLLECTIONPROJECT,PRELIMINARYPARTYouaregoingtobecollectingdatafromyourfellowstudentsforaprojectthisyear(andpossiblepublicationinthisyear’sGuardian).Thepartyouarecompletingnowdealswithpickingyourtopicandsubmittingitforapproval.Keepinmindthateventually,youwillbeworkingwithanotherstudent,andyoumayhavetopickwhichofyourtopicstouseorotherwisecompromise.Feelfreetobecreative!Youmaywanttolookatsomeofthequestionsthatwerepublishedinthisyear’syearbook.Themorefunandcreativeyourtopic,themorelikelyyouaretobepublished.Youwillsubmityouranswersonline,butyouwillwanttocollectyourthoughtsonpaperfirst.

1. Whatisyourpopulationofinterest?Bespecificaboutwhoyouareinterestedinfindingoutabout.Usuallythisis“allWestfieldstudents,”butitdoesnotneedtobe.Forinstance,itcanbe“allfreshmen”or“femalefallathletes”or“allcustodians.”

2. Whatisyourvariable(s)?Bespecific.WhatdoyouwanttoknowaboutthepeopleatWestfieldthisyear?Ifyou’rehavingdifficultyputtingitintowords,thinkaboutifyouweretographthedistributionofyourresults–whatwouldthelabelsbe?

3. Isyourvariablequantitativeorcategorical?

4. Givetheexactwordingofthequestionyouwanttouse.Ifyouaregatheringcategoricaldataandplantosuggestcategories,givemetheseaswell.Makeyourwordingclear.Ifyourquestionistoolong,peopleprobablywon’treadit.

5. Whyisthistopicofinteresttoyou?Choosesomethingthat’sactuallyinteresting.Ifit’snot,itwillbeboringforyouandforme,anditprobablywon’tgetprintedintheyearbook.Befunandcreative!Makeitsomethingyouwouldwanttoreadabout,thatotherwisewouldn’tgetintotheyearbook.

Onceyouhavethoughtitthroughandjotteddownyourthoughts,useBlackboardtosubmityouranswer.EventualtopicsaresubjecttoapprovalbybothMissLeeandMs.Naeve.Laterthisyear…Youwillworkwithanotherstudenttofinalizeyourtopic.Youwillbedesigningyoursample,collectingyourdata,andsummarizingandanalyzingyourresults.