BASIC INFORMATION

1. Name: Sondra Polan

2. Unit Summary: Hypothesis testing
Students will be introduced to hypothesis testing and how this process is used to
estimate population parameters to draw conclusions about various situations. Students
will presented with different scenarios, datasets, and activities, establish a set of claims
and use statistical procedures to test these claims. Students will decide whether to reject
or fail to reject a claim by using hypothesis testing.

Grade level: This unit is geared for students in grades ten through twelve taking AP
Statistics, AP psychology, or science research.

3. Time required:

Estimated # of hours
Topic # of 39 minute periods
outside of class

Lesson 1: One proportion Z test Two periods 1.5 hours

Lesson 2: Two proportion Z test Two periods 1.5 hours

Lesson 3: One sample t test One period 1 hour

Lesson 4: Matched pair t test Four periods Four to six hours

Lesson 5: Two sample t test Four periods Four hours

4. Subject(s): AP Statistics, AP Psychology, science research

STANDARDS AND KEY CONCEPTS Standards:
5. Understandings: Consider the "big ideas" you want students to take away from this
lesson. The goal of UbD essential understandings has two connotations: 1) making
“meaning” of big ideas, and 2) autonomous “transfer” of learning to new situations.

By the end of the unit, students will be able to understand that:

a) The selection of the appropriate statistical analysis is based on the type of data
and how it was collected,
b) A hypothesis test involves choosing between two competing hypotheses - the null
and alternative hypothesis. They will also be able to develop their own set of
hypotheses.
c) Certain conditions must be present in order to conduct a hypothesis test and to
draw relevant conclusions.
d) The null hypothesis is rejected in favor of the alternative hypothesis if the sample
data provides convincing evidence against the null hypothesis.
e) The p-value is the chance of obtaining the results (or more extreme results) from
the data assuming that the null hypothesis is true.
f) There is a possibility that the results of a hypothesis tests lead to an incorrect decision
(type I and type II errors)
6. Overarching Question(s) (OverArching) Essential questions are arguable and thought-
provoking questions at the heart of a discipline. EQs should stimulate inquiry and
discussion; constantly and appropriately recurs; can be asked and re-asked over time

1.Can mathematics be used to help us interpret data objectively, draw

meaningful conclusions from experiments, and make inferences about
populations?

2. Can technology be used to help us better understand the statistical

process, identify patterns in our data, and draw meaningful conclusions?

7. Essential Question(s) (Topical) Specific with a focus on a particular topic.

1. How can hypothesis testing help us make informed statistical decisions?

2. How does the type of data influence the choice of inference procedure?
3. Prior to conducting a hypothesis test, what are factors should be considered?
4. How do confidence intervals and confidence intervals relate to one another?
5. What inferences can be made about two proportion distributions?
6. What inferences can be made about two mean distributions?
7. Is it possible that the results of a hypothesis test lead to an incorrect decision?
 7. Knowledge and SKills: What knowledge and skills are needed to get at the
understandings and essential questions? What must students know and be able to do in
order to be able to thoughtfully pursue and consider the understandings and questions?
The knowledge and skills presented here should be directly assessed during or after the
activity.

1. Students will need to understand the following concepts and vocabulary to answer the
essential questions

hypothesis testing, significance level, null hypothesis, alternative hypothesis, Type I error, Type II
error, test statistic, p-value, upper tail, lower tail, biased statistic, unbiased statistic, true value of a
parameter, sample size, sampling distribution, z-score, normal distribution, t-distribution, degrees
of freedom.

2. Students will need to learn the procedures: one proportion Z test, one sample t test, 2
proportion z test, two sample t test.

3. Students will need to learn how to calculate and interpret a p-value in the context of the
problem. Students will need to learn how to draw conclusions based on the p-value.

4. Prior to unit, student need to know how to enter data into the TI Nspire calculator and create
appropriate graphical displays based on the type of data.

5. Prior to unit, student need to know the basic characteristics of center, shape, and spread for
both quantitative and qualitative data.

6. Since some of the lessons involve mini experiments, students should know how to state
hypothesis, collect and record data, keep an organized lab notebook. Students should be familiar
with Excel to record data.

7. Since some of the lessons involve final presentations, students should be familiar with
Powerpoint, creating and uploading short videos, Padlet, and Smore.
8. Common Core Mathematics (CCSS: HS: Statistics and Probability
a) S-IC.1. Understand that statistics is a process for making inferences about population
parameters based on a random sample from that population.
b) S-IC.2. Decide if a specified model is consistent with results from a given data generating
process (i.e. simulation, experiment, survey)
c) S-IC.3 Recognize the purposes of and differences among sample surveys,experiments, and
observational studies; explain how randomization relates to each.
d) S-IC.4 Use data from a sample survey to estimate a population mean or proportion; develop
a margin of error through the use of simulation models for random sampling.
e) S-IC.5 Use data from a randomized experiment to compare two treatments; use simulations to
decide if differences between parameters are significant.
f) S-IC.6 Evaluate reports based on data.
PERFORMANCE TASKS AND ASSESSMENT
9. Performance Task:
Describe the performance task for students here. A performance task is meant to be a real-
world challenge in the thoughtful and effective use of knowledge and skill - an authentic test of
understanding. Performance tasks are needed as evidence of understanding because we have
to see if the learners can apply their learning to various issues, problems, situations, and
contexts.
For the first three lessons, student will complete an activity and the corresponding
worksheet. The final step of each worksheet is to conduct a formal hypothesis test
appropriate to the scenario described in the activity. The student (or group) will share
their responses to the activity in the an Office 365 document. The tasks are designed to
master the technique of hypothesis testing that will be used in the final two projects.

In the fourth lesson, students will design an experiment to test whether listening to
music affects how fast a person could complete a maze. In order to design the
experiment so that it can be analyzed, students will need to make sure that they have a
random sample that is large enough to meet the conditions of a statistical test. Students
will perform a statistical analysis on their results and draw conclusions. Students will
create a presentation using either Office 365 PowerPoint or a Padlet to explain their results.
A video of maximum length of ten minutes should be recorded. Once approved the video will
be uploaded onto East Meadow High School’s video channel in office 365.

In the fifth lesson, students will also design another experiment. Students will assume the
role of a quality control engineer of a company that manufactures and designs “pull back”
cars. They will be responsible for evaluating the product based on factor. Students will
conduct experiment and analyze results with either a two sample t test or t interval. Students
will present their research as an interactive poster using the S’more application.

Unit Rubric: Rubric for Lesson 4 and 5 project

Introduction Out of 10 points
● Question stated
● Data collection method stated

Data Collection Out of 10 points

● Randomization clearly described
● Population clearly stated
● Convenience sample?

Data Analysis Out of 25 points

● Raw data
● Summary statistics
● At least 2 Graphical Displays

Hypothesis Test Out of 25 points

● State test
● Ho/Ha Stated
● Conditions checked
● Test Statistic found using formulas
● P-value
● Conclusion in context

Conclusion Out of 10 points

● Strengths/Weaknesses
Future questions to answer

Presentation Out of 20 points

● Creative and Visually appealing
● Organized,
● Contains appropriate content

Final Grade
 10. Other Assessment Evidence:

Topic Assessments

Lesson 1: One proportion Z test 1. TPS page 571 #40 #69-62

(responses should be completed on word
document and shared in office 365 classroom)
2. TI Navigator poll

Lesson 2: One sample t test 1. TPS page 601 Frappy for chapter 8
(responses should be completed on word
document and shared on office 365 classroom)

Lesson 3: Two proportion Z test 1. TPS page 603 # 11, #14 (responses should be
completed on word document and shared in
office 365 classroom)
2. TI navigator poll
3. Edpuzzle- watch video on 2 proportion z tests
and complete questions

Lesson 4: Matched pair t test 1.worksheet for homework

2. Edpuzzle- watch video of match pair t
procedure
3. TI nspire navigator polls
4. Collaborative Office 365 word document and
Excel shared with teacher
5. Presentation

Lesson 5: Two sample t test 1. Edpuzzle- watch video of 2 sample t vidoe

2. TI nspire navigator polls
3. Collaborative Office 365 word document and
Excel shared with teacher
4. Smore poster

LEARNING EXPERIENCES AND RESOURCES

 11. Learning Activities: Directions: Click on Link to access lesson from shared NYIT google
doc or from S’more

Lesson 1: One proportion Z test: AP Stats tackles the Pepsi Coke Challenge
Lesson 2: One sample t test animal cookie lab
Lesson 3: Two proportion Z test Dolphin Therapy
Lesson 4: Matched t test Does listening to music distract or enhance performance?
Lesson 5: Two sample t test https: Can we influence the acceleration of a pullback car?

12. Resources:
Textbook: Starnes, D., Tabor, J., Yates, D, Moore, D. The Practice of Statistics 5th
edition .
Web resources:
1. Notes and activities from TPS
2. Amstat.org
3. Class Website
4. TI Nspire resources
5. Videos of statistical concepts
6. ti navigator tutorials
7. Livebinder notes and videos based on TPS

Exemplary Classroom Technology Plan

Grade/Subject AP Statistics, Research

Introduction – Your Mission Statement

What are your needs? What impact will technology have on learning?

One of my objectives is to incorporate more hands on activities, simulations, and projects

into my classroom.This will help clarify abstract statistical concepts and help students apply
these concepts to real life situations. In order to accomplish this objective, I will need to “flip”
my classroom instruction. Basic content can be introduced through video and assessed with
applications like Office 365 forms or Edpuzzle. The classroom time can then be spent
applying concepts through experimentation and activities designed by the American
Statistical Association (STEW link) and designed by Texas Instruments (TI link). These lessons
are more stimulating and will increase student engagement and collaboration. The TI
Navigator system provides the opportunity for “real time” assessment. Currently, I have
access to technology but need additional training optimize its use in and out of the
classroom. Students also need training on use of the Office 365 applications ideally in 9th
grade.

Goals & Objectives

State the goals that you hope to achieve by using technology.

By incorporating technology into my classroom, students will be able to understand abstract

concepts such as the p-value and power more easily. This can be accomplished by the use of
applets which generate simulations. They will be able to apply the statistical concepts
through student designed experiments and observational studies. As mentioned above, I
need to flip the classroom in order to provide class time to work on projects. Through the use
of Office 365, students can collaborate on in class and out of class assignments.

The Technology like the TI Nspire CX will enable me to assess students’ understanding in “real
time” and differentiate instruction. This will help students improve on academic
performance.
tExisting Resources
List the equipment that your school already has access to. How do these resources help
support your objectives?
Currently I share a classroom with two other teachers. In our classroom, we are fortunate to
have an interactive whiteboard ( A Smart board which is 8 years old but is working well) as
well as a projector which was purchased in late September to replace one that stopped
functioning the first week of school. Teachers share a Dell computer using a Windows 10
operating system. Our district began using the Office 365 platform in the middle of 2016. All
staff and students have access to Office 365 applications at school and home including Excel,
Word, Powerpoint, Classroom, OneNote, OneDrive, Outlook, as well as several others.
Currently many of the students and staff are either unaware of the applications that are
available to them or need additional training to become more comfortable using them.

I also have access to a laptop cart containing 30 computers which is shared among the
teachers in the math department. Sometimes it can be difficult to reserve the computers due
to multiple teachers requesting the cart on the same day. The network does become sluggish
during the day. The school has a technology plan and is taking steps to increase cabling and
access points to address this situation.

This past winter the math and science department purchased The TI Nspire Navigator system.
The system connects the TI Nspire software on the teacher’s computer to each student’s
handheld using a wireless network adapter. The system allows me to quickly send polls,
quizzes, datafiles, and activities to students. I can also collect student data and differentiate
instruction. The system does not rely on the school’s current network or access points.

New Resources
What technology does your school need to support your goals and objectives? (hardware,
software, Internet access, unblocked Websites)
Currently I have access to the equipment and the software to implement my goals and
objectives. The issues with the internet are currently being addressed but it will not be
completed until the fall of 2017. The more critical issue is additional training to learn the software
and hardware more in depth. Professional development focusing on integrating the technology into
the curriculum is also needed. Time is also needed to collaborate with other teachers to help
facilitate this integration.

Training
How will you and your students get the training you need to use the new resources?
I have taken several professional development classes at the school. In order to
learn the the Office 365 platform and the TI Navigator System, I have been
viewing online tutorials and exploring the software and hardware. I am interesting
in pursuing a more formalized training. For my students, I have taken several days
to instruct them on various features of the software. However, I have limited time
due to the amount of content in the AP statistics and other courses. It would be
helpful if students had a formalized program in 9th grade which explored the
Office 365 applications. Currently it is not a requirement for high school
graduation.

Maintenance
How will the new resources be maintained, and who will maintain them?
Teachers are responsible for alerting the business department concerning equipment that
needs maintenance. Nassau Boces is responsible for all repairs and software issues. It has
been my experience that they do try to address these issues as soon as possible. There is a
technology plan in effect that is will increase the amount of cabling and access points to
address network issues.

Costs & Funding

How much will all of this cost? Where will the money come from?
Currently I plan to use the equipment that is shared in the math and science department. Fortunately
my students have access to computers at home. This unit requires no additional hardware or
software. However, a more comprehensive training program needs to be developed which will
require additional funding.

Assessment
How will the effectiveness of technology purchases be measured?
Since the Ti Navigator system can be used for formative assessments, I expect to see an
improvement in scores on the State tests. The real time information provided from the
reports enables me quickly ascertain strengths and weaknesses for each students. It also
allows me to personalize instruction.

The Office 365 Classroom application allows me to communicate easily with my students
outside of the classroom. Students are provided with assignments, answer keys, videos, and
other resources through this site. I am able to easily view students work. Since the
application was released recently, some of the features are not working properly. With
additional training in use of all the features, it can increase the effectiveness of classroom
management. The new features should help me individualize instruction.