# AP Statistics Curriculum 2007 IntroTools

(Difference between revisions)
 Revision as of 18:30, 14 June 2007 (view source)IvoDinov (Talk | contribs)← Older edit Revision as of 21:36, 19 June 2007 (view source)IvoDinov (Talk | contribs) Newer edit → Line 2: Line 2: ===Statistics with Tools (Calculators and Computers)=== ===Statistics with Tools (Calculators and Computers)=== - Example on how to attach images to Wiki documents in included below (this needs to be replaced by an appropriate figure for this section)! + A critical component in any data analysis or process understanding protocol is that one needs to develop a model that has a compact analytical representation (e.g., formulas, symbolic equations, etc.) The model is used to study the process theoretically. Emperical validation of the model is carried by pluggin in data and actually testing the model. This validation stop may be done manually by computing the model prediction or model inference from recorded measurements. This typically may be done by hand only for small number of observations (<10). In practice, most of the time, we use or write algorithms and computer programs that automate these calculations for better efficiency, accuracy and consistency in applying the model to larger datasets. -
[[Image:AP_Statistics_Curriculum_2007_IntroVar_Dinov_061407_Fig1.png|500px]]
+ - ===Approach=== + There are a number of [http://en.wikipedia.org/wiki/List_of_statistical_packages statistical software tools (programs) that one can employ for data analysis and statistical] processing. Some of these are: [http://www.sas.com SAS], [http://www.systat.com SYSTAT], [http://www.spss.com SPSS], [[http://www.r-project.org R], [[SOCR]]. - Models & strategies for solving the problem, data understanding & inference. + - * TBD + ===Approach & Model Validation=== + Before any statistical analysis tool is employed to analyze a dataset, one needs to carefully review the prerequisites and assumptions that this model demands about the data and [[AP_Statistics_Curriculum_2007_IntroDesign study design]]. - ===Model Validation=== + For example, if we measure the weight and height of students and want to study gender, age or race differences or association between weight and height, we need to make sure our sample size is large enough, these weight and height measurements are random (i.e., we do not have repeated measurements of the same student or twin-measurements) and that the students we can measure are a representative sample of the population that we are making inference about (e.g., 8th-grade students). - Checking/affirming underlying assumptions. + - * TBD + In this example, suppose we record the following 10 pairs of (weight, height): {() ===Computational Resources: Internet-based SOCR Tools=== ===Computational Resources: Internet-based SOCR Tools===

## General Advance-Placement (AP) Statistics Curriculum - Statistics with Tools

### Statistics with Tools (Calculators and Computers)

A critical component in any data analysis or process understanding protocol is that one needs to develop a model that has a compact analytical representation (e.g., formulas, symbolic equations, etc.) The model is used to study the process theoretically. Emperical validation of the model is carried by pluggin in data and actually testing the model. This validation stop may be done manually by computing the model prediction or model inference from recorded measurements. This typically may be done by hand only for small number of observations (<10). In practice, most of the time, we use or write algorithms and computer programs that automate these calculations for better efficiency, accuracy and consistency in applying the model to larger datasets.

There are a number of statistical software tools (programs) that one can employ for data analysis and statistical processing. Some of these are: SAS, SYSTAT, SPSS, [R, SOCR.

### Approach & Model Validation

Before any statistical analysis tool is employed to analyze a dataset, one needs to carefully review the prerequisites and assumptions that this model demands about the data and AP_Statistics_Curriculum_2007_IntroDesign study design.

For example, if we measure the weight and height of students and want to study gender, age or race differences or association between weight and height, we need to make sure our sample size is large enough, these weight and height measurements are random (i.e., we do not have repeated measurements of the same student or twin-measurements) and that the students we can measure are a representative sample of the population that we are making inference about (e.g., 8th-grade students).

In this example, suppose we record the following 10 pairs of (weight, height): {()

• TBD

### Examples

Computer simulations and real observed data.

• TBD

### Hands-on activities

Step-by-step practice problems.

• TBD

• TBD