AP Statistics - Term II Project
Overview
This exciting project which I have very high expectations for all of my students. I am very excited about this project because it is my hope that this project will allow students to:
A) Master a specific AP topic.
B) Give you an opportunity to give back, by helping other students now and in the future both here at BLS and across the world :)
A) Master a specific AP topic.
B) Give you an opportunity to give back, by helping other students now and in the future both here at BLS and across the world :)
Details
Starting today, students will be assigned new seats. This project will involve groups of 2 students. The partner you find yourself next to will be your new partner for the term and for this project. This project will help foster a working relationship with this new individual.
Getting Started
This project will have multiple benchmarks/steps. It is very important that all benchmarks are completed on time.
Objectives
Day 1)
a) Each student will be assigned a partner. It is very important that members exchange ways to communicate (emails/cell #'s) so that the project can move forward each day even if an other member is out. Statements such as, "Jim has the password or I don't have the information, it is stored on hist computer" are UNACCEPTABLE! Stay in touch.
b) Each group will be assigned a chapter from your statistics textbook. This chapter will be your topic for this statistics project.
c) Each group needs to fill out the following information.
Objectives
Day 1)
a) Each student will be assigned a partner. It is very important that members exchange ways to communicate (emails/cell #'s) so that the project can move forward each day even if an other member is out. Statements such as, "Jim has the password or I don't have the information, it is stored on hist computer" are UNACCEPTABLE! Stay in touch.
b) Each group will be assigned a chapter from your statistics textbook. This chapter will be your topic for this statistics project.
c) Each group needs to fill out the following information.
Day 1
Once you have your chapter topic, each group of 2 students must create 20 exam style questions. If students are working alone, they need to create only 10 questions. Here are question expectations:
1) I expect that they all are difficult/challenging enough to find themselves on an exam that I may give. In other words, I do not want a question such as: Calculate the mean of these three numbers. (Much too basic)
2) I expect some thought go into each question.
3) All 20 questions should span ALL topics of your chapter. This means that you have to ask questions about a topic you may not feel completely comfortable with. For example, if you are doing probability, you must have multiple questions pertaining to Bayes Theorem.
4) I expect 3-5 questions to be challenging.
5) Multiple choice questions are allowed, but no more than 5. (Chapter 5 is an exception to this rule due to the heavy reliance on vocabulary & concepts).
6) I have laid out additional textbooks, feel free to use questions found in these, or in other textbooks found online. Make sure to use questions only as a guide. DO NOT PLAGIARIZE! I will give teams a 0 for this project if I find this is the case.
7) If you wish to construct graphs or plots, I expect you to use R to accomplish this. I also recommend using any dataset(s) found on stats4stem. When I make my tests, I frequently create graphs using Rweb.
8) Be creative, and have fun. Also, take this opportunity to MASTER you chapter topic.
9) Useful resources:
a) Find free pictures here - http://commons.wikimedia.org/wiki/Main_Page
b) Chapter 5 - I expect you to reference real-life articles - here are some great articles to use
HW - Create & come to class with a rough outline done out on paper of 10 questions for tomorrow - A total of 20 per group.
1) I expect that they all are difficult/challenging enough to find themselves on an exam that I may give. In other words, I do not want a question such as: Calculate the mean of these three numbers. (Much too basic)
2) I expect some thought go into each question.
3) All 20 questions should span ALL topics of your chapter. This means that you have to ask questions about a topic you may not feel completely comfortable with. For example, if you are doing probability, you must have multiple questions pertaining to Bayes Theorem.
4) I expect 3-5 questions to be challenging.
5) Multiple choice questions are allowed, but no more than 5. (Chapter 5 is an exception to this rule due to the heavy reliance on vocabulary & concepts).
6) I have laid out additional textbooks, feel free to use questions found in these, or in other textbooks found online. Make sure to use questions only as a guide. DO NOT PLAGIARIZE! I will give teams a 0 for this project if I find this is the case.
7) If you wish to construct graphs or plots, I expect you to use R to accomplish this. I also recommend using any dataset(s) found on stats4stem. When I make my tests, I frequently create graphs using Rweb.
8) Be creative, and have fun. Also, take this opportunity to MASTER you chapter topic.
9) Useful resources:
a) Find free pictures here - http://commons.wikimedia.org/wiki/Main_Page
b) Chapter 5 - I expect you to reference real-life articles - here are some great articles to use
HW - Create & come to class with a rough outline done out on paper of 10 questions for tomorrow - A total of 20 per group.
CLICK HERE FOR CHAPTER TESTS
Instructions on how to create questions in Assistments
Important Information - PLEASE READ:
1) In ASSISTments.org, there are Problem Sets and Assistments - When starting this project - Don't concern yourself with problem sets. Just work on creating Assistments.
2) THIS IS VERY IMPORTANT - When problems are related - THEY MUST ALL GO IN 1 ASSISTMENT
For example - If you introduce a problem scenario - The time it takes John to run a mile has the following distribution: time~N(8,0.5)
a) Calculate P(time>8.5)
b) Calculate P(time<7.3)
c) Calculate P(time>8.4)
These three questions all go into ONE assistment - they each are considered 1 "Main Problem" within Assistments. The reason is that students can refer back to previous questions (Main problems) while working on one Assistment. Students only work on 1 Assistment at a time, and can only see the main problems of 1 Assistment at a time. Once students complete an Assistment and move onto a new Assistment, they can not see any information (questions or answers) from a previously worked on Assistment.
3) If you have questions that are unrelated - They all get SEPARATE Assistments. FOR THIS PROJECT YOU SHOULD NOT PUT ALL YOUR QUESTIONS IN ONE ASSISTMENT, AS ALL YOUR QUESTIONS CAN NOT BE RELATED.
4) When you submit your work - It will consist of ONE problem set. Problem sets are made up of a number of different assistments. For example, if I have 10 questions, I may choose to make 10 different assistments (one assistment for each question). The nice thing to remember about making 1 assistment for each question, is that you can change the order of the assistments later when you load them into your problem set. HOWEVER, one thing to remember is that once a student finishes one assistment - it disappears. So, for example, if in question 1 you gave the student code or an important formula - when the student gets to question 2, that information from the first assistment will disappear. So, if you want that student to have that code or formula from the first question - go ahead and make questions 1 and 2 just 1 assistment. That way, the first question will not disappear.
5) Make sure that if your answer is a probability - Always include the following statement:
Round your answer to the nearest hundredth.
Then for under answers, give TWO Answers - for example -> .05 AND 5
Never ask students to round to the nearest thousandths, as we want to be consistent.
6) For all Algebra questions YOU MUST have MULTIPLE hints that tutor students on how to get the correct answer. The last hint MUST be the correct answer.
7) Make sure to use the subscript and superscript features - For example, I don't want to see p^2
1) In ASSISTments.org, there are Problem Sets and Assistments - When starting this project - Don't concern yourself with problem sets. Just work on creating Assistments.
2) THIS IS VERY IMPORTANT - When problems are related - THEY MUST ALL GO IN 1 ASSISTMENT
For example - If you introduce a problem scenario - The time it takes John to run a mile has the following distribution: time~N(8,0.5)
a) Calculate P(time>8.5)
b) Calculate P(time<7.3)
c) Calculate P(time>8.4)
These three questions all go into ONE assistment - they each are considered 1 "Main Problem" within Assistments. The reason is that students can refer back to previous questions (Main problems) while working on one Assistment. Students only work on 1 Assistment at a time, and can only see the main problems of 1 Assistment at a time. Once students complete an Assistment and move onto a new Assistment, they can not see any information (questions or answers) from a previously worked on Assistment.
3) If you have questions that are unrelated - They all get SEPARATE Assistments. FOR THIS PROJECT YOU SHOULD NOT PUT ALL YOUR QUESTIONS IN ONE ASSISTMENT, AS ALL YOUR QUESTIONS CAN NOT BE RELATED.
4) When you submit your work - It will consist of ONE problem set. Problem sets are made up of a number of different assistments. For example, if I have 10 questions, I may choose to make 10 different assistments (one assistment for each question). The nice thing to remember about making 1 assistment for each question, is that you can change the order of the assistments later when you load them into your problem set. HOWEVER, one thing to remember is that once a student finishes one assistment - it disappears. So, for example, if in question 1 you gave the student code or an important formula - when the student gets to question 2, that information from the first assistment will disappear. So, if you want that student to have that code or formula from the first question - go ahead and make questions 1 and 2 just 1 assistment. That way, the first question will not disappear.
5) Make sure that if your answer is a probability - Always include the following statement:
Round your answer to the nearest hundredth.
Then for under answers, give TWO Answers - for example -> .05 AND 5
Never ask students to round to the nearest thousandths, as we want to be consistent.
6) For all Algebra questions YOU MUST have MULTIPLE hints that tutor students on how to get the correct answer. The last hint MUST be the correct answer.
7) Make sure to use the subscript and superscript features - For example, I don't want to see p^2