STEPHEN F. AUSTIN HIGH SCHOOL
│
20 1 4 - 20 1 5
AP STATISTICS
COURSE SYLLABUS & EXPECTATIONS
INSTRUCTOR: Mr. William Kiker
ROOM: 175
GRADE: 11-12
CREDIT: 0.5 each semester
VOICEMAIL: (512) 841-1946
E-MAIL: [email protected]
WEBSITE: http://mrkikermath.org
Mr. Kiker’s
Tutoring Times
MThF
8:00-8:45am
TW
4:15-5:15pm
LUNCH
by invitation only
What is so meaningful about Statistics anyway?
If you cannot easily answer this question for yourself, then wake up and open your
eyes to the world around you! Most everything in your life is related to statistics!
Without it, there would be NO U.S. census, IRS audits (darn!), TV show ratings,
political polls, tax brackets, insurance rates, stock prices, online matchmaking, or
American Idol winner. Facebook would know nothing about your “likes” nor would we
be able to predict the outcome of elections before the polls close. And, there would be
no standardized tests like the SAT or ACT! Amazon.com couldn’t tell us what we want
to buy and ESPN would have nothing to talk about. It would be anarchy! The use of
statistics is common to most fields of inquiry and is applicable to any type of data. If
you can measure it, you can analyze it and make decisions about it using statistics.
“Problems worthy of attack prove their worth by hitting back!” —Piet Hein
ARE YOU UP FOR THE CHALLENGE?
AP Statistics is designed to challenge the academically-able student to pursue a program of mathematical
excellence. This AP course is a rigorous, fast-paced, academic course that requires students to function
at a higher skill level, analyze more complex data to make conclusions, cover material in greater depth,
generalize theorems, abstractions, and problems, and work on a more independent and self-initiated
learning basis. Students who successfully master the concepts will be prepared to take the three-hour AP
Statistics Exam by which they may earn credit for a one-semester introductory college statistics course.
A Discussion on Student-Centered Learning
“Remember when you learned to ride a bike? You
got on it, fell off, got on it, fell off, etc. until you
learned to ride. This class will operate similarly.
The name for it is Inquiry-Based Learning (IBL).
In many if not most of your classes the professor
lectures, you take notes and learn what you were
told. In IBL, you figure it out for yourself. Your
learning will be deep and long lasting. Moreover,
you will develop skills, not just mathematical, that
can last a lifetime. You will learn how to analyze a
problem and come up with a solution. You will
develop confidence in yourself and will learn
how to explain and defend your ideas.”
— Dr. Edward Odell, Professor of Mathematics,
The University of Texas at Austin
Now, our class will not operate solely on IBL, but I
will incorporate the techniques throughout the year.
In general, you won’t have to figure out everything
for yourself as that’s part of my job—to help you!
But, I want you to be responsible for what you learn,
after all, it’s to YOUR benefit. Many people fail to
realize that the purpose of the social construct of the
classroom and the education of many students at
once is so students can benefit and learn from each
other. For that reason, there will be several times
throughout the year where the student will present
his or her work to the class or be asked to explain
concepts to his or her group members. These
presentations will be of an informal nature and the
main goal is for the student to be able to articulate
their mathematical reasoning in a verbal manner.
MR. KIKER
AP STATISTICS │ COURSE SYLLABUS & EXPECTATIONS
PAGE 2/6
Materials that Matter!
Please acquire the following materials to bring to class DAILY:
A three-ring binder size 1.5”
with five dividers labeled:
A generous supply of white
Several mechanical
college-ruled notebook paper
No. 2 pencils
Notes/Handouts, Tasks/Stamp Sheets,
Skill Checks, AP Exam Review, Projects
A three-subject
spiral notebook
(wooden discouraged)
AP ics
ist
at
St
Please bring ONE OR MORE of the following items for our class:
A 4-pack
or more of
AAA batteries
2 or more EXPO markers
The Pythagorean
Presentation Defined
It is commonly stated that the best
way to learn something is to teach it
to someone. You will have several
opportunities to do exactly that in this
class. Every six weeks, you will
receive a Pythagorean Presentation
card which you will submit to me
once you present that six weeks.
The presentation is rather informal
and does not have to be planned.
You may select a “Do Now” or
homework problem to present during
class or even something from class.
The purpose is to practice your ability
to problem-solve and communicate
your ideas to an audience. You will
grow with confidence over time and
your ability to effectively explain your
ideas to other will become shockingly
second-nature. You may notice your
initial score might be below your
expectations at the start— that’s OK!
Revise as much as you like; you’ll be
impressed by how much you’ll grow!
2 or more
boxes of
Kleenex
A ream of
COLORED
copy paper
TEXTUAL INFORMATION
Although The Practice of Statistics, 2nd edition will
be our officially assigned textbook this year, it will
NOT be used in any way throughout this course.
Instead, other useful resources and videos will be
provided to students as alternatives to this text.
GRAPHING CALCULATOR
STRONGLY RECOMMENDED!
TI-84 Plus
Some graphing calculators will
be available in class. Since
much of the work requires the
use of a graphing calculator and
will be done at home, it is
encouraged that the student
have his or her own calculator.
MR. KIKER
AP STATISTICS │ COURSE SYLLABUS & EXPECTATIONS
HOMEWORK POLICY
Homework will be assigned often,
very often.
Your completion of homework will be a
component of your grade for this class.
Late Work Policy
GRADING Policy
Mathematical Inquiry,
Problem-Solving & Reasoning
Blocks Late
Max. Grade
1
80%
2
60%
(such as presentations, projects, exams)
3+
50%
UT Dual-Credit Coursework 10%
Homework/Task Stamp Sheets:
Each student will be furnished with ONE
colored stamp sheet for each particular unit
of homework on which stamps will be
recorded to evaluate the students level of
completion of a particular assignment.
Note: “Blocks Late” means each block
day, not each calendar day. If you
bring in your homework between
classes, you will only receive 10% off.
Stamps range on a point scale of 2-4:
4 = Task is completed in its entirety
3 = Task is mostly complete (or 1 day late)
2 = Task is half complete (or 1+ blocks late)
The world is full of deadlines.
Just think… where would the world be if
none of them were enforced?
Restroom Policy
When you order a sandwich, you
expect it to be made in 2-3 minutes.
You certainly don’t want to come back
to the deli the next day to pick it up.
You are STRONGLY DISCOURAGED
from leaving the room during this class.
However, a short restroom break every
now and then is perfectly alright. Abusers
will be placed on a “No Fly List” thereby
losing privileges for the entire semester.
PAGE 3/6
**IMPORTANT POLICY EXEMPTION**
Stamp sheet assignments or tasks will
not apply to this policy. A deduction of
ONE point will occur for each calendar
day the assignment is late (max. 2 pts).
20%
Performance Assessments 70%
Grades are NON-NEGOTIABLE, though
grading questions are greatly welcomed
if presented in an appropriate manner.
Please send me an e-mail to schedule
an appointment discuss your concerns.
Make-Up Policy
EXCUSED absence? No problem!
You will have:
the number of BLOCK days absent
to turn in the task, get homework stamped,
make-up the exam, take the quiz, etc.
before you face heavy fines/deductions.
UNEXCUSED ABSENCE = ZERO
RETAKE/REASSESSMENT POLICY (I.E. “REMATCH OPPORTUNITY”)
Still haven’t mastered that skill? You will ALWAYS have an OPPORTUNITY to earn a reassessment.
 HOW TO EARN ELIGIBILITY FOR A REASSESSMENT/REMATCH IN THIS COURSE:
1. Student must attend AT MINIMUM ONE tutoring session PRIOR to requesting any type of reassessment.
2. Student must SATISFACTORILY complete corrections/remediation IN TUTORING. (Exams stay in the room.)
3. Student must submit ALL COMPLETED related homework/tasks PRIOR to requesting any reassessment.
PLEASE NOTE: Each EXAM rematch will have a 5-7 DAY window after which the request will be DENIED.
(Extenuating circumstances will be considered when presented appropriately and well in advance of deadline.)
THE MOST IMPORTANT WEBSITE YOU WILL
ACCESS DURING THIS SCHOOL YEAR:
www.mrkikermath.org
Click on “AP Statistics” on the Home Page to be linked to your math class!
From there, you can download PDF versions of class handouts, check homework
answers, watch Kiker Video Lessons, and keep up-to-date with this course!
MR. KIKER
AP STATISTICS │ COURSE SYLLABUS & EXPECTATIONS
The Law of
KIKERL AND
——————————————————————
No Cell Phones EVER
You will visit the AP’s
office and pay $15 if
your cell phone is even
visible. This is a strictly
enforced DISTRICT POLICY in our
classroom. Parents—please wait
until after your child is out of class
to text them vital information.
Your cell phone will be picked up if:
 You’re peaking in your pocket to
“check the time (or date)”
 “It’s the last 2 minutes of class!”
 You’re “checking grades”
 You’re “checking a text from
mom about your appointment”
 You’re “checking a text from
coach about today’s practice”
 You’re “checking an e-mail from
Harvard that says you’re in”
**If you have important business, ask
me first and I will most likely allow it.
PAGE 4/6
Mr. Kiker’s
Expectations
————————————KEEP IT TEXTLESS, TWEETLESS, AND
TOTALLY TURNED OFF.
I NSIST THAT YOU TREAT EVERYONE
WITH DIGNITY.
K INDLY ARRIVE ON-TIME AND
PREPARED EVERY DAY.
E NSURE THAT YOU ARE BEING
PRODUCTIVE AT ALL TIMES.
R EMEMBER KIKER DISMISSES, NOT
THE BELL.
Please make sure you have read these
expectations and are ready to adhere
to them each and every school day.
Students that are disruptive
or belligerent will be swiftly
ejected from our classroom.
Mr. Kiker’s Homework Manifesto
“Homework” is where mistakes can be made and misunderstandings identified WITHOUT penalization.
Personally, I believe it to be counterintuitive to “grade” a student’s homework after the first try since mistakes
and gaps in understanding are expected to surface in the learning process. However, it is the responsibility of
the STUDENT to ask questions and do his or her best to identify where misunderstandings occur in the
homework. To facilitate in this process, there is a NO BLANKS POLICY in this course. For problems you
cannot complete (or otherwise “do not know where to start,” you must write AT LEAST ONE FULL sentence
stating what SPECIFIC piece/concept you do understand or do not understand (i.e., not just “I don’t know”).
For example, here are some potential sentence starters that you might consider using:

I need more information about... (specific concept or learning objective).

I looked at example ____ on page ____ and I understand _____, but I still need help with __________.

I don’t really understand (specific piece of the problem in question), but what I do know how to do is __.

I have watched the video lesson tutorial on (specific concept in question) but still need help with _____.
MR. KIKER
AP STATISTICS │ COURSE SYLLABUS & EXPECTATIONS
PAGE 5/6
About the AP Statistics Exam
Wednesday, May 13, 2015 at 1:00pm
The purpose of AP Statistics is to introduce
students to the concepts and tools for collecting,
analyzing, and drawing conclusions from data.
Students are exposed to 4 conceptual themes:
I. Exploring Data: Describing patterns and
departures from patterns (20%–30%)
II. Sampling and Experimentation: Planning
and conducting a study (10%–15%)
III. Anticipating Patterns: Exploring randomness,
probability and simulation (20%–30%)
IV. Statistical Inference: Estimating population
parameters using hypotheses (30%–40%)
AP Statistics
Course Timeline
1st
Six
Weeks
2nd
Six
Weeks
3rd
Six
Weeks
4th
Six
Weeks
5th
Six
Weeks
6th
Six
Weeks
Exploring Data, Normal Distributions (3 weeks)
Bivariation, Correlation, Regressions (3 weeks)
2 Exams + 1 Mini-Project
Sampling, Surveys, Experiments (3 weeks)
Introduction to Probability (2 weeks)
2 Exams + 1 Project
Remind 101 is a simple way for
you to stay informed and up-todate with what’s happening in your
class. By joining, you’ll receive
class messages via text or e-mail.
Don’t worry, your phone number
will never be shared with the
teacher or any of your classmates.
HOW TO JOIN:
Text @apstatsc
to (512) 961-6328
(Make sure you get a confirmation message.)
-ORVisit the webpage
www.remind.com/join/apstatsc
Student Access Instructions
Step 1: Select “Enroll in a class”
Step 2: Type Class ID/Password
6th Period
th
7 Period
8374433
kiker6
8374439
kiker7
Step 3: Select “Submit”
Random Variables, Binomial/Geom (2 weeks)
Central Limit Theorem, Sampling Dist (2 weeks)
2 Exams + Semester Final
Confidence Intervals (4 weeks)
Introduction to Hypothesis Testing (2 weeks)
2 Exams + 1 Mini-Project
Hypothesis Testing (4 weeks)
Chi-Square, Regression Inference (4 weeks)
3 Exams
AP Exam Review Bootcamp (4 weeks)
Post-AP Projects & Presentations (3 weeks)
1 Exam + 1 Final Project + Semester Final
(can be waived if AP Exam is taken)
@MrKiker
MR. KIKER
AP STATISTICS │ COURSE SYLLABUS & EXPECTATIONS
PAGE 6/6
A SURVIVAL GUIDE FOR
Mr. Kiker’s AP Stats Class!
Helpful tips from those who have pulled off the incredible feat!
If you were asked how to be
successful in this class,
what suggestions or advice
would you provide?
“Don't pass/fail this class! You will regret it.”
“He legitimately wants you to succeed—why
else would he have the most ridiculously
regimented and complete website out of any
teacher at Austin High? Embrace that and
you’ll be fine.”
“Mr. Kiker’s daily tutoring times are
extremely beneficial. He makes himself
obviously accessible so use that resource!”
“Pay attention, a lot goes on in 90 minutes in
this class—keep up with the Kiker speed.”
“You can slack off in all your other classes
BUT NOT THIS ONE.”
“Make an effort to come to EVERY class and
do ALL of your homework ON TIME.”
“Participate in class; if you have a question
don’t be afraid to ask because although he
may give you a patented Mr. Kiker look, he
will go back and explain it until you know it.”
“Take the AP Exam, do your work on time,
and always contribute to class discussions!”
If you were asked about
what to expect about this
class, what would you say?
“This is a Kiker class - rigorous, professional,
demanding. Go in knowing that and you’ll
avoid any jarring adjustment so long as you
put in the effort. Don’t wallow in inability.”
“It’s more rigorous and that’s a good thing.”
“This was by far the best math course I have
taken. There is no doubt in my mind that Mr.
Kiker is a fantastic teacher. This course was
definitely challenging but I learned so much.”
“This class was far more organized and
every day was planned (and the fact that it
was planned was always apparent.)”
“I learned an enormous amount in this class.
I was excited to go every day because I felt
stretched to make myself think and grow.”
“Mr. Kiker has a gift for what he does and he
truly cares about your education and future.
That was apparent in everything we did. I
actually started to like math just by being in
this class compared to other classes where I
would do half the work and effort to get by. I
wanted to do well and to succeed.”
If you were asked about
the teacher of this class,
what would you say?
“Mr. Kiker is an excellent teacher and is by
far the most dedicated to his class. He does
expect a lot from you. All of the people that
don’t like Mr. Kiker seem to be the people
that don’t want to be pushed to the limits.”
“Mr. Kiker will prepare you for real life and
the rigor of college. He is there to push you
and pull out your best, and actually be proud
of what you are capable of accomplishing.
He puts every ounce of himself into helping
you. You will grow; 100% guaranteed.”
“Respect him and he’ll respect you. He’s not
nearly as scary as some students make him
out to be and he’s here to help you. As long
as you work and show effort, the class can
be quite low-stress and he will be very fair.”
“It was nice having a teacher that was
organized, articulate, and dedicated. He
was always trying to take us ahead of the
curve and prepare us for more challenging
math coursework.”
“Don’t get sassy—he’ll always out sass you.”
FROM THE DESK OF MR. KIKER
Welcome! You are embarking on a magnificent journey. Like many of the mathematicians you will learn about,
your journey will range widely in difficulty and you will be challenged at some point along the way. Also like many
of them, your mathematical reasoning and problem solving skills will expand and you will soon be able to examine
the world through a new perspective by recognizing the mathematical connections present in your own life.
Before we pursue this journey together, I want to convey the four goals I have for you. (1) You will gain a sense of
excitement and inquisitiveness about the field of mathematics. (2) You will further develop and refine your mathematical reasoning and analytical skills. (3) You will expand your ability to communicate and explain your reasoning
to your peers. (4) You will cherish each success and learn from each failure you face along your journey.
At the end of your mathematical journey in June 2015, you will join the ranks of your fellow peers as “mathematical
masters” and will exit with a new profound understanding of truly how great a role mathematics plays in our everyday lives. Please feel free to immediately begin investigating our course website at http://www.mrkikermath.org
as I hope you will soon find it immensely helpful as your progress along your mathematical journey this year.
Remember that my door is always open to conversation! (except, of course, when I go home for the day)
Let’s have an outstanding year!
— Mr. Kiker