AP Stat Candy Review so far – and a new one!

As of now, I have written 3 AP Statistics review activities centered around candy. You can access them all by clicking here. They are taking us around 2 class periods each, which is a full 160 minutes of class time; not a short commitment by any means, but I’m enjoying the long game connections a LOT.

Here’s a summary of topics I’ve covered so far:
Activity 1 – Skittles
This activity works itself up to chi-square goodness of fit tests (which, when I gave out this activity, we had not actually covered). Along the way we covered:
  • relative frequency tables
  • sample design, including
    • voluntary response sample
    • convenience sample
    • simple random sample
    • cluster sampling
    • stratified sampling
    • multistage sampling
  • collecting a sample and creating frequency and relative frequency tables
  • displaying categorical data with pie charts and bar graphs
  • two-way tables
  • marginal and conditional distributions
  • sampling distribution of sample proportions
  • confidence intervals for population proportions
  • 1 proportion z tests
  • Chi-square GOF tests
Activity 2 – Starbursts
This activity centered around a claim that the proportion of orange Starbursts is the same as the the proportion of orange skittles. We had never done 2-proportion z-tests, so the activity spends a lot of time walking through the logic of them and reviewing symbols and their meaning.
  • power of a test
  • calculating power (as an exercise in reviewing tests and CIs)
  • 1-proportion z tests (again)
  • 2-proportion z-tests
Activity 3 – M&Ms
In this one, we introduce quantitative data by measuring the mass of the M&Ms, while also reviewing some categorical data.
  • gathering data
  • review chi-square GOF with several possible distributions and sample sizes (exploring power, etc, along the way)
  • check percentage of actual rejected hypotheses against alpha
  • represent quantitative data visually and use SOCS
  • confidence interval for sample means
  • effect of sample size and alpha on power
  • 2-sample mean t-test
I honestly don’t know if this sort of long-range, vertical review is better than more traditional review or learning, but the students seem more engaged then I was getting them before, and I think they are grasping some of the big-picture conceptual things better than before, at least, which is satisfying for all of us. No idea if it will translate to AP scores.
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