Posts in January, 2011
Units 3-4; Chapter 12-14
December << | >> February

Monday January 31, 2011

Thanks everyone for making me wait until after Sunday night to grade things......
  • Don't ask me if I've graded your projects, chances are I haven't
  • Nothing has been moved to your folders
  • Future Projects: If you want to improve your "grade", you must do something no
    • Going back and fixing doesn't necessarily show mastery
    • It's also impossible to keep track of
Collect data - Ch. 14 & 15 Data Collection
  • Results will be published: Ch. 14 & 15 Data
  • Basic Probability calculation - (Skill 14.2)
    • P(A), P(B)
    • P(A or B) - Conservative OR Liberal
    • P(A and B)
    • Disjoint vs. Non-Disjoint events
      • Conservative, Liberal, Moderate
      • Keep the Penny and Moderate
    • Know and be able to correctly use the terms "sample space", "disjoint events", and "independent events"
  • Create Venn diagrams - Liberal & Keep, Conservative & Abolish (Skill 14.3)
    • P(Liberal and Keep), P(Conservative and Abolish)
    • P(Liberal or Keep), P(Conservative or Abolish)
  • Conditional Probability
    • P(A|B) = P(A "given" B)
    • Given someone is a moderate, what's the probability that they will be in favor of keeping the penny?
  • Generate a sample space for all possible outcomes of randomly selecting two people (14.2, 14.4)
    • Create the sample space
    • Translate to a tree

Friday January 28, 2011

Homework: Organize your Google Documents

Wednesday January 26, 2011

14.2: Know the basic definitions and rules of probability
14.3: Know how and when to apply the Addition Rule/General Addition Rule
14.4: Know how and when to apply the Multiplication Rule
14.5: Understand the concept of conditional probability as redefining the Who of concern, according to the information about the event that is given

Jeans and Gender Data Collection
  1. Working with determining some basic probability from data that was collected
    1. Familiarize with some notation
  2. Construct a Venn diagram for counting data from the Jeans vs Gender chart
  3. Events that can't overlap (mutually exclusive) - "Male" and "Female"
  4. Events that can overlap (not mutually exclusive) - "Male and Jeans"
Homework: Enter your answers for the Unit III test by tonight

Monday & Tuesday January 24-25, 2011

1. Work on Unit III Projects (have these completed by Friday January 28)
2. Answers from Unit III test (enter by tonight please)
3. Data Collection: Gender and Jeans - done on the board at some point
4. Make sure you are keeping track of the # of sheets of paper you've been receiving
Homework: Enter your answers for the Unit III test by tonight

Friday January 21, 2011

Reassessment Day (complete the Reassessment Form if you are reassessing)
Work on Unit III Projects (have these completed by Friday January 28)
Homework: Complete Unit III test (given in class on Wednesday)

Thursday January 20, 2011

Skill 13.2 and 13.3
Other ideas/principles in experimental design
  • Factors, treatments, response variable
  • Single and double-blind
  • Control group and the need for a placebo

Skill 14.1: Be able to state, explain, understand, and explain the Law of Large Numbers
Probability Intro:Law of Large Numbers
  1. Explanation from the movie 21
  2. Let's Make a Deal Applet - play this a bunch
    1. Strategy 1: Never switching
    2. Strategy 2: Switching always
    3. After playing each strategy a lot, enter data: Let's Make a Deal Data Collection
    4. Illustration of the Law of Large Numbers

Wednesday January 19, 2011

Skill 13.3: Be able to design an experiment in which blocking is used to reduce variation
Design a randomized blocked experiment
  • How does it reduce variation <simulate>

Friday January 14, 2011

Unit III Projects

Thursday January 13, 2011

Skill 13.2 - Be able to design a completely randomized experiment to test the effect of a single factor
Multiple Factors w/ Multiple Levels Experiment: With the groups you were working with on Tuesday, design an experiment to test the effect of sending short and long text messages as well as listening to an iPod on a person's ability to walk.
  1. Diagram your experiment
  2. Know the 4 basic principles of sound experiment design:control, randomize, replicate, and block, and be able to explain each
  3. Be able to recognize the factors, treatments, and the response variable in a description of an experiment
  4. Understand the essential importance of randomization in assigning treatments to experimental units
  5. Understand the importance of replication to move from anecdotes to general conclusions
  6. Understand the importance of a control group and the need for a placebo treatment in some studies
  7. Understand the importance of blinding and double-blinding in studies on human subjects, and be able to identify blinding and the need for blinding in experiments
  8. Understand the value of a placebo in experiments with human participants
  9. Understand that your description of an experiment should be sufficient for another researcher to replicate the study with the same methods
Conduct the "Can you walk and text?"(single factor) experiment
  1. Randomly assign students to one of two treatment groups - walking, walking & texting
  2. One person to time & record (time recorded in seconds)
  3. The sentence to text...
    1. "The quick brown fox jumped over the lazy dogs"
    2. "How many licks does it take to get to the center of a tootsie pop?"
  4. The text must be done correctly, if there are errors, go back and fix them (at any point on the course)

Tuesday January 11, 2011

Skill 13.2 - Be able to design a completely randomized experiment to test the effect of a single factor
Working in groups(4) to design a completely randomized experiment for "Can you walk and text?"
  • Once it's planned, conduct your experiment using your classmates as all possible subjects

Monday January 10, 2011

Laptops will run slowly as Firefox is downloading today (false alarm regarding Friday)
Today is a day for productive work on Unit III Assessment (use the ideas on this page)
Some suggestions for what you can be doing:
1. If producing a video, it's not a bad idea to create a Google doc to start scripting
  • Make sure it presents information creatively and in-depth
  • Do not just wing it, it is much easier to create a video that is planned and scripted
2. Creating and editing pages of the Wiki in the Unit III Skills Page
  • Same rules apply, don't just put down information we can get from the textbook, make it better
  • Don't just copy Wikipedia or whatever page comes up from a Google search
  • You need to create pages that are a quality synthesis of information that anyone should be able to understand
  • Provide additional links and resources
3. Collect data for conducting an observational study
  • Be sure to highlight all elements of conducting an observational study
4. Begin to design a sample survey (Skills 12.1-12.4)
5. If you are confused or need to learn more regarding certain skills, use Learning Resources
6. You are to use the laptops productively and related to AP Stat
  • Not cool: Home Access staring, Google Image searches, games(we've discussed this), working on things for another class(do I really have to say that?)
    • If you're reading news on another website (ESPN, CNN, Yahoo, etc) then think of a way to make a Stat project from what you're interested in
  • Please take advantage of 46 minutes to further your own learning/understanding of AP Stat

Friday January 7, 2011

Skill 13.1 - Design and conduct a retrospective and prospective observational study
Read the following articles by section of the room
One person per section to create a Google Doc (title: Observational Studies - Article Title) and share with everyone else in the same section as well as with Mr. C
All in section will collaborate to discuss (in a Google Doc)
  • Subjects - who were the subjects of the study?
  • How data was gathered
    • So what did the people conducting the study actually do?
    • Were there biases or flaws in the method of data collection?
  • Factors known and revelations from study
    • What did they know would have an impact?
    • What did they find out had an impact?
  • Could we have experimented and found this out?
    • Conjectures about doing the experiment
  • Retrospective or prospective
    • Retrospective - looking back to past data that already exists
    • Prospective - collect data over the next 5 years
  • Results - what was measured, what was concluded?

Display each doc on board <Link on 13.1 page after all classes>
Experiment - applying treatments to subjects
  • Can you walk and text?

Thursday January 6, 2011

2010 Free Response Form B Scoring Guidelines

Wednesday January 5, 2011

Spaghetti Sauce - on the ideas of experimental design

Tuesday January 4, 2011

Rolling Down the River Wrapup
  • Convert Part II to text and import that into Fathom
  • Make histograms for all 3 methods
Video to learn experimental design ideas: Spaghetti Sauce
Begin planning your assessment for Unit III
  • Conducting a survey, simulation, experiment, observational study, etc...

Monday January 3, 2011

Setup two documents in Google Docs
Rolling Down The River into Fathom (make 2 separate files)

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