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W 10/1/14
E
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Test (100 pts.) on the entire semester to this
point.
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Th
10/2/14
F
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No class.
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F 10/3/14
G
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Optional “redo” test at 7:00 a.m. in MH-102.
This test was originally intended only for those who failed the qualifying
quiz on Tuesday, but fairness dictates that it should be offered to anyone
who wishes to take it. If you would like an estimate of your score from
Wednesday’s test, please check one of these links:
Period 3 test
Period 3 key
Period 4 test
Period 4 key
The “redo” test will be somewhat harder than the original test. If you did
reasonably well on Wednesday’s test, your chance of improving your score is
low, and you should feel free to skip the “redo” test.
In class (Periods 3 and 4): Sampling variability activity. Since no
additional written work is due, please use Thursday night to get caught up on
all previously assigned reading and problems.
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M 10/6/14
A
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HW due (both classes):
1. Read pp. 169-189. Reading notes are required, as always.
2. Write #4.55, 4.56, 4.57, 4.67 and 4.69 on pp. 193-195.
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T 10/7/14
B
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Period 3 HW due: Read pp.
191-192, 199-207.
Period 4: No class.
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W 10/8/14
C
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Period 3: No class.
Period 4 HW due: Read pp. 191-192, 199-207.
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Th 10/9/14
D
(first free-dress day of 2014-15)
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HW due (both classes):
1. Read pp. 210-217.
2. Write #5.12 on p. 210.
3. Write #5.21 and 5.22 on pp. 218-219.
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F 10/10/14
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No school
(teacher professional day).
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M 10/13/14
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No school
(Columbus Day).
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T 10/14/14
E
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HW due (both
periods):
1. Read pp. 221-233.
2. Reread the LSRL Top Ten Facts
and Features handout that we covered in class last Thursday. Make some reading
notes.
3. Write #5.16 on p. 210.
4. Write #5.18 on p. 218.
5. Play the Correlation
Guessing Game until you are reasonably proficient. Note that the
application has the ability to track your performance and will produce scatterplots to help you improve. At the bottom of the
“Track Performance” display, you will see your correlation coefficient,
labeled as “corr = _____.”
(a) Write down the value you obtain for r,
as well as your number of trials.
(b) Mr. Hansen’s results after n =
22 trials were r = 0.963. In order
to beat Mr. Hansen, would you prefer to use a small sample size or a large
sample size? Explain your answer briefly, using terminology from our class.
Note: If you can beat the mark of
0.963 in a sample of size n >
15, and if you can beat Mr. Hansen in a head-to-head competition in class,
then some bonus points will need to be awarded!
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W 10/15/14
F
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No class.
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Th
10/16/14
G
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HW due (both
periods): Use this time to get fully caught up on all previously assigned
problems. If you are already fully caught up, then read pp. 238-252 (reading
notes optional).
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F 10/17/14
A
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HW due (both
periods):
1. Read pp. 238-252 if you have not already done so. Reading notes are
required this time.
2. Prepare an Excel spreadsheet of your two time series. Use two vertical
scales (y-axes) as illustrated in
class. A chart title is required, as are units for each of the y-axes. The y-axes can have their names in the legend (which Excel creates
automatically) or, if you prefer, along with the units in the titles for the y-axes. E-mail your spreadsheet as an
attachment, using one of the following exact formats for your subject line:
__Block
3 HW due 20141017: Smith, Billy
or
__Block
4 HW due 20141017: Smith, Billy
Note: Replace the name “Smith,
Billy” with your own name, with last name first, first name last.
If you do not have access to Excel after school or at home, 10 minutes will
be provided at the start of class for you to finish up this assignment.
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M 10/20/14
B
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Period 3 HW due: Write
#5.52 on p. 252. For part (e), be sure to analyze not only the r or r2 values, but also the residual plots. Sketches of
residual plots must be included for full credit. If you can’t figure out how
to make residual plots on your calculator by using the instructions provided
in the textbook, then make them by hand or on an Excel spreadsheet (printout
required). Remember, residual = 
Period 4: No class.
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T 10/21/14
C
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Period 3: No class.
Period 4 HW due: Write #5.52 on p. 252. For part (e), be sure to analyze not
only the r or r2 values, but also the residual plots. Sketches of
residual plots must be included for full credit. If you can’t figure out how
to make residual plots on your calculator by using the instructions provided
in the textbook, then make them by hand or on an Excel spreadsheet (printout
required). Remember, residual =
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W 10/22/14
D
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Calculator Proficiency Quiz (20 pts.): Given a data set (for example, the set below that
was generated by the Period 3 class and used as grist for the mill), you must
be able to perform, on command, any of the following standard skills.
1. Create a scatterplot with LSRL overlaid.
2. Create a scatterplot with exponential fit
overlaid.
3. Create a residual plot for the LSRL.
4. Create a residual plot for the exponential fit.
5. Create a residual plot for an arbitrary function.
These are timed skills. The time permitted will be Mr. Hansen’s median time
multiplied by 1.5 (then multiplied again by 1.5 if you have extra time). For
skill 5, time needed to enter the arbitrary function as Y1 will
not be counted against you. Each skill is pass-fail. Minor data entry errors
will not be penalized, but you must be proficient enough with your other
skills so that you are not fumbling around, trying to remember commands.
Notes are not allowed.
Note: Shortened instructions below
assume that MODE has been set with Stat Wizards turned off. If your Stat
Wizards are turned on, you will simply need to make a few obvious
adjustments. In other words, follow the menus and fill in Y1 as
the place to “Store RegEQ.”
Skill 1: STAT EDIT to place values in L1 and L2. 2nd
QUIT STAT CALC 8 L1,L2,Y1 [VARS Y-VARS
Function Y1] ENTER, then 2nd STATPLOT to set up scatterplot, then ZOOM 9.
Skill 2: Similar to skill 1, except with STAT CALC 0 instead of STAT CALC 8.
Skill 3: Perform skill 1, except in the scatterplot
setup, put RESID (2nd LIST choose RESID ENTER) as the “Ylist”
setting. Then press ZOOM 9.
Skill 4: Perform skill 2, except in the scatterplot
setup, put RESID (2nd LIST choose RESID ENTER) as the “Ylist”
setting. Then press ZOOM 9.
Skill 5: You will be given time to enter the arbitrary function (e.g., Y1=100+4.6(X-5)^1.28)
into your calculator. The timed skill will not begin until everyone has
entered the Y1 function. Then, you need to store the residuals
into list L3 with either
STAT EDIT [highlight the L3 symbol
itself, not the cell below] ENTER L2-Y1(L1)
ENTER
or
2nd QUIT L2-Y1(L1)
STO L3 ENTER.
Finally, reconfigure your scatterplot with Xlist set to L1 and Ylist
set to L3, and press ZOOM 9.
Note: Be sure that you understand
how the techniques shown for skill 5 are merely implementing the formula
given in the 10/21 calendar entry, namely
residual =
After school, I will be at a cybersecurity conference with Mr. Eagles. Those who were
unhappy with their scores on today’s quizzes should instead see me at 7:45
a.m. on Thursday morning. Sorry for the confusion.
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Th
10/23/14
E
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HW due (both periods):
1. Read pp. 264-267, omitting Activity 5.1.
2. Read the chapter summary on pp. 268-269.
3. Write #5.54 on p. 253.
4. Write #5.74 on pp. 271-272.
In class: Review for test.
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F 10/24/14
F
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No class.
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M 10/27/14
G
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Test (100 pts.) over all material covered in the
semester so far. Recent material on
LSRL and curve fitting will be emphasized more heavily.
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T 10/28/14
A
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HW due (both periods):
1. Read pp. 279-299. Reading notes are required, as always.
2. Write #6.4 on pp. 286-287.
3. Write #6.14 on p. 300.
4. Write #6.24 on p. 302.
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W 10/29/14
B
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Period 3 HW due: Read pp.
300-310; write #6.22, 6.28.
Period 4: No class.
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Th
10/30/14
C
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Period 3: No class.
Period 4 HW due: Read pp. 300-310; write #6.22, 6.28.
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F 10/31/14
X
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HW due (both periods):
Write solutions for the Chest of Drawers
Problems (both versions) and the Monty
Hall Problem.
Note for period 3 students: Version
A of the Chest of Drawers is what I meant
to pose in class on W 10/29. Unfortunately, I posed the problem in a
different way that referred to “at least one quarter,” which was a fumble on
my part. The work we did on the board was all correct, and if you wrote it in
your notebook (Hey! A guy can hope!), you can keep that work, since it is
valid. Our problem was that the work was for a question different from the Chest
of Drawers Version A.
To clarify: The answer for the question P(both
coins are quarters | at least one coin is a quarter) is 0.5, which is exactly
what the students claimed, as well as being exactly what our chalkboard work
proved. The answer to the Chest of Drawers Version A, which is the problem I meant to pose, is 2/3. And no, you
don’t get any credit for writing that. You need to show a solution that
reveals clear understanding, showing your work.
Note for period 4 students: Version
A of the Chest of Drawers has the answer 2/3, and the work is virtually
identical to what we did in class on Th 10/30.
Substitute “gold” for “quarter,” and you should be good to go.
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M 11/3/14
D
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HW due (both periods):
1. Rewrite your solutions from Friday so that they are neat, complete,
correct, and informative. Answers should be circled, and your writeup should probably use several complete English
sentences so that the interpretation does not require an advanced degree in
mindreading. No cryptic writeups, in other words!
Explain yourself.
It counts as an explanation only if it
makes sense to a reader who has not already done the same or similar work.
Note: Time spent on this task does
not count toward your time log, if any, since you were supposed to have done
it last week.
2. Read pp. 313-320, 323-331 (middle). You may omit the Bayes’
Rule box, since it is not an AP topic. More advanced students will want to
read it anyway.
3. Write #6.36 on pp. 311-312.
4. Write #6.42, 6.44, 6.48, and 6.50 on pp. 320-321.
5. Write #6.66abcdefghijkl on pp. 333-334.
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