Smelling Like Data Science

This gallery contains 12 photos.

Originally posted on A Best-Case Scenario:
(Adapted from a panel after-dinner talk for the in the opening session to DSET 2017) Nobody knows what data science is, but it permeates our lives, and it’s increasingly clear that understanding data science, and…

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The Lesson of Grace in Teaching

Yes, I’ve started a new blog.  The platform here at WordPress seems to be nicer and more versatile.  I’ll be blogging here from now on. However, my first blog post was at Blogger, becau…

Source: The Lesson of Grace in Teaching

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My Possible Solutions: 2016 AP Statistics Free Response Questions

Possible responses to the 2016 AP Statistics Free Resposne questions, draft #1.

You can access the questions here.

Note: I construct these as a service for both students and teachers to start discussions. There is nothing “official” about these solutions. I certainly can’t even guarantee that they are correct. They probably have typos and errors. If you catch some, let me know! But if they generate discussion and help others, then I’ve succeeded.

My first draft: possible solutions, APStatistics FR 2016

Please read, critique, and suggest fixes!

Reflection:

I think that these very accessible questions are attempting to give students a chance to explain their reasoning and thinking with appropriate specificity.  I suspect that students can easily falter in the following ways:

#1:  I wonder if we’ll see students failing to be appropriately specific in using measures of center/ spread. I can see kids giving incorrect values for IQR, and not using range as something much more accessible. I can also see the rubric penalize for not quantifying the amount of increase of the mean.  It possible, so students should probably quantify the increase.

#2.  I wonder if we’ll see students not being appropriately nuanced in explaining the effect of the ads on preference.

#3.   I wonder if we’ll see students not identifying the variables correctly – they will probably identify summary statistics instead.

#4. I wonder if we’ll see students not showing mathematical pathways, and giving a surface-level explanation of part c)

#5. I wonder if we’ll see students not explaining thoroughly enough WHY np and n(1-p) must be greater than 10.

#6. I wonder if we’ll see students not being focused enough in answering the specific question posed in each part.

 

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PDEs Course Design (Part 5): Inclusion and Excellence

Source: PDEs Course Design (Part 5): Inclusion and Excellence

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Possible Solutions, 2015 AP Statistics free response questions, Draft 2

Hi Colleagues!   Thanks for the edit suggestions.  Most edits were typos and cleaning up details.  Here is draft #2:  Possible Solutions 2015 AP FRQ

I welcome any critiques, alternate solutions, questions or criticism.

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Possible Solutions to 2015 AP Statistics Exam questions, draft 1

Hi Colleagues! 

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Well, here’s my first draft of possible solutions. 

You can access the questions here at AP Central.

Disclaimer: I construct these as a service for both students and teachers to start discussions. There is nothing “official” about these solutions. I certainly can’t even guarantee that they are correct. They probably have typos and errors. If you catch some, let me know! But if they generate discussion and help others, then I’ve succeeded.

The link to my solutions is here: Possible Solutions 2015 AP FRQ

Thoughts about the questions:

#1. Part a was straightforward. Part b  will require students to construct a pretty sophisticated criterion for preferring either company. It will be interesting to see how “convincing” students’ arguments need to be.

#2. A great, simple question that will require precise communication of how confidence intervals work.  I like how students must explain  why a lack of evidence for  claim does not imply evidence that its negation is true.

#3.  This should, hopefully, be a slam dunk for kids. This is a good indicator of whether your students are understanding the formulas you use, or simply mimicking things that were done in previous problems.

#4. A straight up inference test for the difference in two population proportions.  I anticipate students not being specific enough in stating that volunteers were randomly assigned to treatments. 

#5.  Again a great litmus test to see if students understand the tools they use. This seems almost too simple for  #5.

#6. I think that this was a great, challenging problem. It’s a great problem to use in teaching sampling distributions in the future. It requires students to consider the distribution of a population, the distribution from a sample from that population, and  the distribution of the sampling distribution of the sample means.  I especially like how the oft-ignored requirement of simple random sampling comes to the surface here.  I worry that too many students will overlook the questions posed and write something that is simplistic and irrelevant.

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2015 AP Statistics questions released! Stay Tuned.

Hi colleagues,  The questions were just released. You can get them here!

Upon first glance, many of them seem very simple, but I can see that students will need a high level or precision in their language to give convincing, thorough responses.  #6 was accessible, but takes a lot of thinking about what you are seeing. I can see why some students might think it was “really easy.”  I worry that they may have read those questions too superficially.   But if the questions force students to read, write and think, it’s a good thing.  See you soon!

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