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"honored by Princeton Review as one of the nation’s “300 Best College Professors.”."
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DR. MARTIN STERNSTEIN
Dr. Martin Sternstein retired after 45 years at Ithaca College. He is now “Professor Emeritus” and was honored by Princeton Review as one of the nation’s “300 Best College Professors.” He has strong interests in both national and international educational and social issues concerning equal access to math education for all. Marty spent two years in West Africa as Fulbright Professor at the University of Liberia, after which he developed a popular “Math in Africa” course, and he is the only mathematician to have given a presentation at the annual Conference on African Linguistics. He also taught the first U.S. course for college credit in chess theory. He has been a Reader for 6 years and a Table Leader for 9 years for the AP Statistics exam, and has given over 60 College Board Pre-AP and AP workshops. Marty is the author of the Barron’s AP Statistics review book used by over 20,000 students each year.
Dr. Marty Sternstein can be contacted at martys@ithaca.edu
Dr. Martin Sternstein retired after 45 years at Ithaca College. He is now “Professor Emeritus” and was honored by Princeton Review as one of the nation’s “300 Best College Professors.” He has strong interests in both national and international educational and social issues concerning equal access to math education for all. Marty spent two years in West Africa as Fulbright Professor at the University of Liberia, after which he developed a popular “Math in Africa” course, and he is the only mathematician to have given a presentation at the annual Conference on African Linguistics. He also taught the first U.S. course for college credit in chess theory. He has been a Reader for 6 years and a Table Leader for 9 years for the AP Statistics exam, and has given over 60 College Board Pre-AP and AP workshops. Marty is the author of the Barron’s AP Statistics review book used by over 20,000 students each year.
Dr. Marty Sternstein can be contacted at martys@ithaca.edu
COURSE DESCRIPTION
This AP Statistics workshop will provide an overview of statistical ideas and concepts and give valuable resources and instructional strategies for teaching AP Statistics. We will cover the four principal areas of the AP Curriculum: Exploratory Analysis, Data Collection, Probability, and Statistical Inference. Participants will be given instruction on content, classroom activities, teaching strategies, time management, uses of technology, review for the exam, cumulative projects, and mexposure to previous AP questions. There will be a discussion of AP goals, resources, the CED, the College Board AP Classroom, equity issues, the course audit, and recommended textbooks. This workshop will be valuable not only to teachers planning to teach or already teaching AP Statistics, but also to Pre-AP teachers who through vertical teaming canm help prepare and encourage students to take AP Statistics.
More specifically, the following topics will be covered in some detail:
1) Exploratory Analysis: graphical displays including dotplots, bar charts, histograms, mosaic plots, stemplots, and boxplots; numerical summaries including median and mean, range, interquartile range, variance, and standard deviation; bivariate data including scatterplots, correlation, the least squares regression line, the coefficient of determination, and residuals; and categorical data including frequency tables and Simpson’s paradox.
2) Planning a Study: simple random sampling, sampling error, sources of bias in surveys, and stratification to reduce variation; observational studies vs experiments; blinding, double- blinding, blocking; random sampling vs random assignment.
3) Probability: multistage probability calculations, discrete random variables and their probability distributions, simulation of probability distributions, and means and standard deviations for sums and differences of random variables; normal and binomial distributions; sampling distributions of sample means and sample proportions.
4) Statistical Inference: confidence intervals for means, proportions, and slopes, and difference of two means or proportions; hypothesis tests including null and alternative hypotheses, P-values, one and two sided tests, Type I and Type II errors; tests for a proportion, or a mean, for a difference, and for a slope; chi-square tests for goodness of fit, for
independence, and for homogeneity; the t-distribution and associated single sample and two sample t-procedures.
Much of the above will be presented and illustrated in the context of activity-based examples.
Day 1 agenda
Day 2 agenda
Day 3 agenda
Day 4 agenda
Review
This AP Statistics workshop will provide an overview of statistical ideas and concepts and give valuable resources and instructional strategies for teaching AP Statistics. We will cover the four principal areas of the AP Curriculum: Exploratory Analysis, Data Collection, Probability, and Statistical Inference. Participants will be given instruction on content, classroom activities, teaching strategies, time management, uses of technology, review for the exam, cumulative projects, and mexposure to previous AP questions. There will be a discussion of AP goals, resources, the CED, the College Board AP Classroom, equity issues, the course audit, and recommended textbooks. This workshop will be valuable not only to teachers planning to teach or already teaching AP Statistics, but also to Pre-AP teachers who through vertical teaming canm help prepare and encourage students to take AP Statistics.
More specifically, the following topics will be covered in some detail:
1) Exploratory Analysis: graphical displays including dotplots, bar charts, histograms, mosaic plots, stemplots, and boxplots; numerical summaries including median and mean, range, interquartile range, variance, and standard deviation; bivariate data including scatterplots, correlation, the least squares regression line, the coefficient of determination, and residuals; and categorical data including frequency tables and Simpson’s paradox.
2) Planning a Study: simple random sampling, sampling error, sources of bias in surveys, and stratification to reduce variation; observational studies vs experiments; blinding, double- blinding, blocking; random sampling vs random assignment.
3) Probability: multistage probability calculations, discrete random variables and their probability distributions, simulation of probability distributions, and means and standard deviations for sums and differences of random variables; normal and binomial distributions; sampling distributions of sample means and sample proportions.
4) Statistical Inference: confidence intervals for means, proportions, and slopes, and difference of two means or proportions; hypothesis tests including null and alternative hypotheses, P-values, one and two sided tests, Type I and Type II errors; tests for a proportion, or a mean, for a difference, and for a slope; chi-square tests for goodness of fit, for
independence, and for homogeneity; the t-distribution and associated single sample and two sample t-procedures.
Much of the above will be presented and illustrated in the context of activity-based examples.
Day 1 agenda
- Introductions
- AP Central is invaluable – apcentral.collegeboard.com
- Achieving Equity – Not an achievement gap, but rather an opportunity gap
- AP Course Audit
- College Board AP Statistics CED and the AP Classroom
- Brief History, Growth, Curriculum, and the Exam
- Summer assignment
- Day 1 homework survey
- Two waters
- Distracted driving
- Westvaco
- Bordering state activity
- SOCS and CUSS
- Old Faithful
- Liberia – Canada histogram exercise
- Penny activity on mean and standard deviation
- 2011B AP Exam Question #1, 2015 AP Exam Question #1
- 2016 AP Exam Question #1, 2021 AP Exam Question #1
- The Cuteness Factor and Mosaic Plots
- Midges!
- Barbie bungee drop activity
- Monopoly
- Valentine Day activity
- 2017 AP Exam Question #1, 2018 AP Exam Question #1,
- 2022 AP Exam Question #1
- Outliers, influential points, and leverage
Day 2 agenda
- Part II (Planning a Study - Producing Data)
- Randomization: Lanarkshire milk experiment
- Wording: Largest redwood
- Beyonce: Crazy in Love
- Poor vs good sampling techniques
- Jelly Blubber activity
- Bruno Mars concert exercise
- Observational studies vs experiments
- 2011 AP Question #3, 2011B AP Question #2,
- 2013 AP Question #2, 2021 AP Question #2
- Part III (Probability)
- Tennis Tournament probabilities
- Shooting free throws
- Steroid testing
- Birthday paradox
- Twelve days of Christmas
- 2019 AP Question #3, 2017 AP Question #3, 2021 AP Question #3
- Random variables
- 2013 AP Question #3, 2022 AP Question #3
- Sampling Distributions
- Phone Numbers
- A Tacky activity
- Pi activity
- The German Tank Problem
- Sampling distributions of the sample proportion, mean, and slope
- 2009 AP Question #2
Day 3 agenda
- Part IV (Statistical Inference)
- 2022 AP Question #4, 2013 AP Question #1
- Random Rectangles
- Morbid Math
- 2016 AP Question #5, 2018 AP Question #2
- Evidence to Reject?
- Three-Point Shootout
- Logic of Significance Testing
- 2021 AP Question #4, 2009B AP Question #5
- 2022 AP Question #5
- The Spinning Coin
- Geography activity
- Globe Tossing activity
- Significance of a Kiss activity
- Pi-Day activity
- Chi-square tests of goodness-of-fit, independence, and homogeneity
- 2008 AP Exam Question #5, 2011B AP Exam Question #4
- Linear regression inference
- Tootsie Pops
- 2011 AP Exam Question #5
Day 4 agenda
Review
- The Question Bank
- Which Procedure?
- Frog/Bunny flipping activity
- Statistics Olympics
- The Ultimate List of AP Statistics Tips
- The dreaded #6s are really not bad!
- 2009, 2010, 2011, 2016, 2017, 2018 AP Exam Questions #6
- Wrap-up Final questions???