Ap Statistics Answers
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- You're expected to spend about 12 minutes on each short-answer question. This is the most in-depth question on the test, and you should spend about 30 minutes answering it. It will have multiple parts you need to answer and require multiple...
- The grading rubric for each free-response question is: 4: Complete Response: Shows complete understanding of the problem's statistical components 3: Substantial Response: May include arithmetic errors, but answers are still reasonable and show...
AP Statistics Exam Free-Response Question And Scoring Information Archive
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- The Challenge for Students As students work through the free-response questions on an AP Statistics exam, they are asked to respond in a variety of ways. Some of the questions are fairly straightforward, but other, more difficult questions challenge students to turn their perceptive insights into effective solutions. This article explains why these questions are challenging, and suggests some strategies that can help students express their ideas more clearly and successfully. A common type of question asks students to reach a conclusion or make a decision based on the statistical evidence presented.
- The writing needed to complete a response to these types of questions is not like a typical essay assignment where students have to develop a thesis, offer supporting evidence from a number of sources, and wrap up their work with a concluding paragraph. It is also not quite like the typical short answer question where a few words or a phrase might suffice to answer a very directed question. The writing task is somewhere in between, more than a single idea, but not needing the extensive development of an essay. Practical Steps for Students As the first step, students should formulate a clear and unambiguous answer to the question posed before they begin to write. Tell students to read the problem carefully, reach a conclusion, think again about their conclusion, and write it down. It may be helpful at this point to underline or circle the key phrases or clues that lead them to their conclusions. The next step is to present evidence that supports the conclusion, using the facts in the problem that support it.
- The underlined words or phrases often provide the correct language. There may be several facts presented in the problem that are pertinent. If so, it is best to decide which are the most relevant and quote those first. There may also be some parts of the problem that push towards a different conclusion. It may be a judgment call as to which wins out; if there is contradictory evidence, it is helpful to mention this as well. The final and indispensable step is to connect the facts—which have been written down as supporting evidence—to the conclusion reached.
- Students should also state why the given facts led them to their conclusion. If they state some contradictory evidence, then part of the explanation should be why the chosen conclusion wins out. At least some part of this connection, if not all, is usually some statistical concept that you introduce into the solution that provides necessary linkage. It is this unveiling of the necessary concept that really brings home their point forcefully to the delight of the Reader! This final step—making the necessary connection—is where many students lose credit in a situation in which they fully understand the problem, have identified a correct conclusion, and have presented the correct supporting evidence. The Reader will judge the response complete when it also contains an explanation of why the facts that are quoted support the conclusion. Too many students leave the conclusion and the evidence disconnected, and most scoring rubrics will demand that they be explicitly connected to receive full credit.
- Two Common Question Prompts Among the most common question prompts are two variations on the type of question discussed above. The first asks students to make a choice between two alternatives. Some students will make a correct judgment and write eloquently about the strengths of the favored alternative, addressing the three parts outlined above: They state their choice, they present sound evidence, and they explain why the evidence supports their chosen alternative using a valid statistics concept. But in these comparison problems, a common mistake is to only address one of the alternatives. If faced with a comparison and choice, students must do two things: 1 explain why their choice is strong, and 2 explain why the other alternative is inferior. Scoring rubrics consistently demand both alternatives be considered to get full credit, and the format above can be used to guide the response to each part.
- The final linking step must also relate this answer to the key statistical concept of the problem if full credit is to be awarded. Do you know the correct answer? Are you sure? Do not second-guess yourself, but be careful not to jump to conclusions, either. Write down your conclusion in a single, straightforward sentence. What evidence do you find in the problem that supports your answer? In several sentences at most, provide the details of the problem setting that are relevant. Why does the evidence you state support the conclusion? Using an appropriate statistical concept, show the connection between your evidence and the conclusion you reached. I also make an analogy based on how criminal prosecutors operate on various popular television shows. As a prosecutor makes his or her case, there are similar stages to go through. First comes an opening statement where the lawyer will claim that the defendant is guilty, then a stage where evidence which incriminates the defendant is presented, and finally, a closing statement where the prosecutor makes sure that the jury sees how the evidence presented affirms the claim of guilt that began the trial.
- These are the same three parts of the method discussed above. Colleagues Can Help Along with the difficulty that students often face in making their writing clear and succinct, there is a second challenge: Many teachers of AP Statistics are not accustomed to teaching students to write. Most have come to teaching statistics from teaching mathematics. They are often not very experienced in teaching students how to write and may not themselves be confident writers.
- If you find yourself in this category, I hope that you can find colleagues at your school who may be able to help you. Think of successful history, social studies, or science teachers. Their tests and quizzes more routinely include examples of questions that demand writing similar to that used in AP Statistics, and they can often be useful coaches and allies for you.
- Students who didn't have a strong background in college-level math, however, found the AP Calculus program inaccessible and sometimes declined to take a math course in their senior year. Since the number of students required to take statistics in college is almost as large as the number of students required to take calculus, the College Board decided to add an introductory statistics course to the AP program. Since the prerequisites for such a program doesn't require mathematical concepts beyond those typically taught in a second-year algebra course, the AP program's math offerings became accessible to a much wider audience of high school students.
- The AP Statistics program addressed a practical need as well since the number of students enrolling in majors that use statistics has grown. Course[ edit ] If the course is provided by their school, students normally take AP Statistics in their junior or senior year and may decide to take it concurrently with a pre-calculus course. Appointed by the College Board, the committee consists of three college statistics teachers and three high school statistics teachers who are typically asked to serve for terms of three years. Students are expected to use graphical and numerical techniques to analyze distributions of data, including univariate , bivariate , and categorical data. Students must be aware of the various methods of data collection through sampling or experimentation and the sorts of conclusions that can be drawn from the results.
- With the help of other college professors, the committee creates a large pool of possible questions that is pre-tested with college students taking statistics courses. The test is then refined to an appropriate level of difficulty and clarity. Moreover, tables for the normal , Student's t and chi-squared distributions are given as well.
- The sixth question consists of a broad-ranging investigative task and may require approximately twenty-five minutes to answer.
- Some states are very tax friendly to retirees. Other states are much less tax friendly to retirees. As a member of the Oregon state legislature, you wonder if Oregon's tax policies are driving older, retired people to move to other states. You have a cousin in Florida with the opposite idea-that the tax-friendly nature of Florida attracts more retirees. Each of you takes a random sample of the adults in your respective states and finds the statistics in the table below. Does this interval provide convincing evidence that the mean ages of adults in the two states differ? Yes, because 0 is in the interval. No, because 0 is in the interval. Yes, because the mean ages are different in the two samples. No, because the mean ages of the samples are less than one standard deviation apart.
- Yes, because this is a t-interval for a difference in means. Show Answer Correct Answer: D Explanation: B Since zero is contained in the interval, zero representing no difference in the means is a plausible value. So, we do not have convincing evidence that there is a difference.
- Here, a number of community members provide a view into their new world and offer practical advice for navigating it. Forrester: Everything has gone digital. We can still have web chats and talk via technology but we are not able to talk face-to-face, so questions can take longer to get answered. Testing security has also been something I have been trying to wrap my head around. Maddox: My job has mostly been affected by the need to connect with teachers digitally and provide support to them on digital resources. Also, the AP Statistics mock exam, an annual event for our PLC [professional learning community], will likely have to be cancelled. This will necessitate a transition for our members to utilize the mock exam with their students in a way that is not a large gathering of students working under College Board test circumstances. Tolbert: Missing the face-to-face interaction and the hands-on activities we had grown to love from Stats Medic.
Teaching Students How To Write AP Statistics Exam Responses - AP Central | College Board
Wallace: I am no longer seeing my students face-to-face, and I do not know when if ever I will see them again in a traditional classroom setting. Dillon: Not being able to be in the classroom with my students or in the hall with my peers each day. Abney: Transitioning my classes to distance learning. Franklin: Mentoring K—12 teachers to deliver statistics curriculum as online remote instruction. COVID got me interested in online teaching practically overnight! What do you see as the biggest challenges for both students and teachers as schools close throughout the country?- Forrester: Communication. Some homes do not have internet access. Some students are also taking this as an extended break and not completing work by deadlines. They think they can just complete it when they want and still get full credit. Maxwell: Relationships that were formed with students to help them get through tough times are being challenged; reaching out to them is more difficult now due to time constraints for me. Time challenges for both teachers and students in completing the assignments, knowing how much is too much to assign or how much is too little.
- Maddox: The distance teaching and learning is quite the challenge. Too many students still are without internet access, and then some students lack the motivation to come to the digital classroom. Working from home is quite distracting with other family members nearby, as well as other entertainment options. Possibly the biggest challenge is to engage students in conceptual understanding through discourse. It is also necessary for teachers to create almost all new resources for their students. This puts them under an incredible pressure to produce and provide feedback and keep track of every student, even though not physically present. Assessments present a great challenge, too, in that test security and authenticity of student answers cannot be guaranteed.
- Tolbert: The unknown. I am now teaching as if we will not return, so if we do, it will be yet another difficult adjustment. Wallace: The biggest challenge is checking in with the students and making sure they are understanding the material, as well as addressing any misconceptions they may have. Dillon: The students will not have learned the material expected for the next course. Not only does this impact the student, but it impacts the teachers teaching those courses. The teachers will need to be prepared to teach prior concepts before they can teach the current topics. Will students take this type of instruction seriously? How do you carry out a secure assessment? How do you ensure all students have equitable instruction; for example, technology needs. How do you change from an active group learning environment that is in-class pedagogy in a few shorts days to remote online? How have teachers come together to support each other in this time of crisis?
- Maxwell: Many teachers have shared resources such as documents, videos, websites, etc. It has actually been a great time of coming together for teachers. Maddox: True collaboration can be a great support for teachers. Several groups of teachers who have the same course preparation have divided up the pacing guide to distribute the load of preparing videos and gathering supportive websites. Tolbert: In amazing ways! Sharing resources, opening up for pay resources at no cost, having happy hours at the end of a long teaching day, walking together when possible 6 feet apart! Wallace: My coworkers and I are working more collaboratively in content-specific areas to share the burden of creating videos and online lectures.
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