Flashcards
Flashcards
AP Statistics AP Test Review Flashcards
Terms : Hide Images
| 13912195317 | How do you check if there is outliers? | calculate IQR; anything above Q3+1.5(IQR) or below Q1-1.5(IQR) is an outlier | 0 | |
| 13912195318 | If a graph is skewed, should we calculate the median or the mean? Why? | median; it is resistant to skews and outliers | 1 | |
| 13912195319 | If a graph is roughly symmetrical, should we calculate the median or the mean? Why? | mean; generally is more accurate if the data has no outliers | 2 | |
| 13912195320 | What is in the five number summary? | Minimum, Q1, Median, Q3, Maximum | 3 | |
| 13912195321 | Relationship between variance and standard deviation? | variance=(standard deviation)^2 | 4 | |
| 13912195322 | variance definition | the variance is roughly the average of the squared differences between each observation and the mean | 5 | |
| 13912195323 | standard deviation | the standard deviation is the square root of the variance | 6 | |
| 13912195324 | What should we use to measure spread if the median was calculated? | IQR | 7 | |
| 13912195325 | What should we use to measure spread if the mean was calculated? | standard deviation | 8 | |
| 13912195326 | What is the IQR? How much of the data does it represent? | Q3-Q1; 50% | 9 | |
| 13912195327 | How do you calculate standard deviation? | 1. Type data into L1 2. Find mean with 1 Variable Stats 3. Turn L2 into (L1-mean) 4. Turn L3 into (L2)^2 5. Go to 2nd STAT over to MATH, select sum( 6. Type in L3 7. multiply it by (1/n-1) 8. Square root it | 10 | |
| 13912195506 | What is the formula for standard deviation? |  | 11 | |
| 13912195328 | Categorical variables vs. Quantitative Variables | Categorical: individuals can be assigned to one of several groups or categories Quantitative: takes numberical values | 12 | |
| 13912195329 | If a possible outlier is on the fence, is it an outlier? | No | 13 | |
| 13912195330 | Things to include when describing a distribution | Center (Mean or Median), Unusual Gaps or Outliers, Spread (Standard Deviation or IQR), Shape (Roughly Symmetric, slightly/heavily skewed left or right, bimodal, range) | 14 | |
| 13912195331 | Explain how to standardize a variable. What is the purpose of standardizing a variable? | Subtract the distribution mean and then divide by standard deviation. Tells us how many standard deviations from the mean an observation falls, and in what direction. | 15 | |
| 13912195332 | What effect does standardizing the values have on the distribution? | shape would be the same as the original distribution, the mean would become 0, the standard deviation would become 1 | 16 | |
| 13912195333 | What is a density curve? | a curve that (a) is on or above the horizontal axis, and (b) has exactly an area of 1 | 17 | |
| 13912195334 | Inverse Norm | when you want to find the percentile: invNorm (area, mean, standard deviation) | 18 | |
| 13912195335 | z | (x-mean)/standard deviation | 19 | |
| 13912195336 | pth percentile | the value with p percent observations less than is | 20 | |
| 13912195337 | cumulative relative frequency graph | can be used to describe the position of an individual within a distribution or to locate a specified percentile of the distribution | 21 | |
| 13912195338 | How to find and interpret the correlation coefficient r for a scatterplot | STAT plot, scatter, L1 and L2 (Plot 1: ON); STAT --> CALC --> 8:LinReg(a+bx) No r? --> 2nd 0 (Catalog) down to Diagnostic ON | 22 | |
| 13912195339 | r | tells us the strength of a LINEAR association. -1 to 1. Not resistant to outliers | 23 | |
| 13912195340 | r^2 | the proportion (percent) of the variation in the values of y that can be accounted for by the least squares regression line | 24 | |
| 13912195341 | residual plot | a scatterplot of the residuals against the explanatory variable. Residual plots help us assess how well a regression line fits the data. It should have NO PATTERN | 25 | |
| 13912195342 | regression line | a line that describes how a response variable y changes as an explanatory variable x changes. We often use a regression line to predict the value of y for a given value of x. | 26 | |
| 13912195343 | residual formula | residual=y-y(hat) aka observed y - predicted y | 27 | |
| 13912195344 | What method do you use to check if a distribution or probability is binomial? | BINS: 1. Binary: There only two outcomes (success and failure) 2. Independent: The events independent of one another? 3. Number: There is a fixed number of trials 4. Success: The probability of success equal in each trial | 28 | |
| 13912195345 | What method do you use to check if a distribution or probability is geometric? | BITS: 1. Binary: There only two outcomes (success and failure) 2. Independent: The events independent of one another 3. Trials: There is not a fixed number of trials 4. Success: The probability of success equal in each trial | 29 | |
| 13912195346 | n | number of trials | 30 | |
| 13912195347 | p | probability of success | 31 | |
| 13912195348 | k | number of successes | 32 | |
| 13912195349 | Binomial Formula for P(X=k) | (n choose k) p^k (1-p)^(n-k) | 33 | |
| 13912195350 | Binomial Calculator Function to find P(X=k) | binompdf(n,p,k) | 34 | |
| 13912195351 | Binomial Calculator Function for P(X≤k) | binomcdf(n,p,k) | 35 | |
| 13912195352 | Binomial Calculator Function for P(X≥k) | 1-binomcdf(n,p,k-1) | 36 | |
| 13912195353 | mean of a binomial distribution | np | 37 | |
| 13912195354 | standard deviation of a binomial distribution | √(np(1-p)) | 38 | |
| 13912195355 | Geometric Formula for P(X=k) | (1-p)^(k-1) x p | 39 | |
| 13912195356 | Geometric Calculator Function to find P(X=k) | geometpdf(p,k) | 40 | |
| 13912195357 | Geometric Calculator Function for P(X≤k) | geometcdf(p,k) | 41 | |
| 13912195358 | Geometric Calculator Function for P(X≥k) | 1-geometcdf(p,k-1) | 42 | |
| 13912195359 | Mean of a geometric distribution | 1/p=expected number of trials until success | 43 | |
| 13912195360 | Standard deviation of a geometric distribution | √((1-p)/(p²)) | 44 | |
| 13912195361 | What do you do if the binomial probability is for a range, rather than a specific number? | Take binomcdf(n,p,maximum) - binomcdf(n,p,minimum-1) | 45 | |
| 13912195362 | how do you enter n choose k into the calculator? | type "n" on home screen, go to MATH --> PRB --> 3: ncr, type "k" | 46 | |
| 13912195363 | μ(x+y) | μx+μy | 47 | |
| 13912195364 | μ(x-y) | μx-μy | 48 | |
| 13912195365 | σ(x+y) | √(σ²x+σ²y) | 49 | |
| 13912195366 | What does adding or subtracting a constant effect? | Measures of center (median and mean). Does NOT affect measures of spread (IQR and Standard Deviation) or shape. | 50 | |
| 13912195367 | What does multiplying or dividing a constant effect? | Both measures of center (median and mean) and measures of spread (IQR and standard deviation). Shape is not effected. For variance, multiply by a² (if y=ax+b). | 51 | |
| 13912195368 | σ(x-y) | √(σ²x+σ²y) --> you add to get the difference because variance is distance from mean and you cannot have a negative distance | 52 | |
| 13912195369 | calculate μx by hand | X1P1+X2P2+.... XKPK (SigmaXKPK) | 53 | |
| 13912195370 | calculate var(x) by hand | (X1-μx)²p(1)+(X2-μx)²p(2)+.... (Sigma(Xk-μx)²p(k)) | 54 | |
| 13912195371 | Standard deviation | square root of variance | 55 | |
| 13912195372 | discrete random variables | a fixed set of possible x values (whole numbers) | 56 | |
| 13912195373 | continuous random variables | -x takes all values in an interval of numbers -can be represented by a density curve (area of 1, on or above the horizontal axis) | 57 | |
| 13912195374 | What is the variance of the sum of 2 random variables X and Y? | (σx)²+(σy)², but ONLY if x and y are independent. | 58 | |
| 13912195375 | mutually exclusive | no outcomes in common | 59 | |
| 13912195376 | addition rule for mutually exclusive events P (A U B) | P(A)+P(B) | 60 | |
| 13912195377 | complement rule P(A^C) | 1-P(A) | 61 | |
| 13912195378 | general addition rule (not mutually exclusive) P(A U B) | P(A)+P(B)-P(A n B) | 62 | |
| 13912195379 | intersection P(A n B) | both A and B will occur | 63 | |
| 13912195380 | conditional probability P (A | B) | P(A n B) / P(B) | 64 | |
| 13912195381 | independent events (how to check independence) | P(A) = P(A|B) P(B)= P(B|A) | 65 | |
| 13912195382 | multiplication rule for independent events P(A n B) | P(A) x P(B) | 66 | |
| 13912195383 | general multiplication rule (non-independent events) P(A n B) | P(A) x P(B|A) | 67 | |
| 13912195384 | sample space | a list of possible outcomes | 68 | |
| 13912195385 | probability model | a description of some chance process that consists of 2 parts: a sample space S and a probability for each outcome | 69 | |
| 13912195386 | event | any collection of outcomes from some chance process, designated by a capital letter (an event is a subset of the sample space) | 70 | |
| 13912195387 | What is the P(A) if all outcomes in the sample space are equally likely? | P(A) = (number of outcomes corresponding to event A)/(total number of outcomes in sample space) | 71 | |
| 13912195388 | Complement | probability that an event does not occur | 72 | |
| 13912195389 | What is the sum of the probabilities of all possible outcomes? | 1 | 73 | |
| 13912195390 | What is the probability of two mutually exclusive events? | P(A U B)= P(A)+P(B) | 74 | |
| 13912195391 | five basic probability rules | 1. for event A, 0≤P(A)≤1 2. P(S)=1 3. If all outcomes in the sample space are equally likely, P(A)=number of outcomes corresponding to event A / total number of outcomes in sample space 4. P(A^C) = 1-P(A) 5. If A and B are mutually exclusive, P(A n B)=P(A)+P(B) | 75 | |
| 13912195392 | When is a two-way table helpful | displays the sample space for probabilities involving two events more clearly | 76 | |
| 13912195393 | In statistics, what is meant by the word "or"? | could have either event or both | 77 | |
| 13912195394 | When can a Venn Diagram be helpful? | visually represents the probabilities of not mutually exclusive events | 78 | |
| 13912195395 | What is the general addition rule for two events? | If A and B are any two events resulting from some chance process, then the probability of A or B (or both) is P(A U B)= P(A)+P(B)-P(A n B) | 79 | |
| 13912195396 | What does the intersection of two or more events mean? | both event A and event B occur | 80 | |
| 13912195397 | What does the union of two or more events mean? | either event A or event B (or both) occurs | 81 | |
| 13912195398 | What is the law of large numbers? | If we observe more and more repetitions of any chance process, the proportion of times that a specific outcome occurs approaches a single value, which we can call the probability of that outcome | 82 | |
| 13912195399 | the probability of any outcome... | is a number between 0 and 1 that describes the proportion of times the outcome would occur in a very long series of repetitions | 83 | |
| 13912195400 | How do you interpret a probability? | We interpret probability to represent the most accurate results if we did an infinite amount of trials | 84 | |
| 13912195401 | What are the two myths about randomness? | 1. Short-run regularity --> the idea that probability is predictable in the short run 2. Law of Averages --> people except the alternative outcome to follow a different outcome | 85 | |
| 13912195402 | simulation | the imitation of chance behavior, based on a model that accurately reflects the situation | 86 | |
| 13912195403 | Name and describe the four steps in performing a simulation | 1. State: What is the question of interest about some chance process 2. Plan: Describe how to use a chance device to imitate one repetition of process; clearly identify outcomes and measured variables 3. Do: Perform many repetitions of the simulation 4. Conclude: results to answer question of interest | 87 | |
| 13912195404 | What are some common errors when using a table of random digits? | not providing a clear description of the simulation process for the reader to replicate the simulation | 88 | |
| 13912195405 | What does the intersection of two or more events mean? | both event A and event B occur | 89 | |
| 13912195406 | sample | The part of the population from which we actually collect information. We use information from a sample to draw conclusions about the entire population | 90 | |
| 13912195407 | population | In a statistical study, this is the entire group of individuals about which we want information | 91 | |
| 13912195408 | sample survey | A study that uses an organized plan to choose a sample that represents some specific population. We base conclusions about the population on data from the sample. | 92 | |
| 13912195409 | convenience sample | A sample selected by taking the members of the population that are easiest to reach; particularly prone to large bias. | 93 | |
| 13912195410 | bias | The design of a statistical study shows ______ if it systematically favors certain outcomes. | 94 | |
| 13912195411 | voluntary response sample | People decide whether to join a sample based on an open invitation; particularly prone to large bias. | 95 | |
| 13912195412 | random sampling | The use of chance to select a sample; is the central principle of statistical sampling. | 96 | |
| 13912195413 | simple random sample (SRS) | every set of n individuals has an equal chance to be the sample actually selected | 97 | |
| 13912195414 | strata | Groups of individuals in a population that are similar in some way that might affect their responses. | 98 | |
| 13912195415 | stratified random sample | To select this type of sample, first classify the population into groups of similar individuals, called strata. Then choose a separate SRS from each stratum to form the full sample. | 99 | |
| 13912195416 | cluster sample | To take this type of sample, first divide the population into smaller groups. Ideally, these groups should mirror the characteristics of the population. Then choose an SRS of the groups. All individuals in the chosen groups are included in the sample. | 100 | |
| 13912195417 | inference | Drawing conclusions that go beyond the data at hand. | 101 | |
| 13912195418 | margin of error | Tells how close the estimate tends to be to the unknown parameter in repeated random sampling. | 102 | |
| 13912195419 | sampling frame | The list from which a sample is actually chosen. | 103 | |
| 13912195420 | undercoverage | Occurs when some members of the population are left out of the sampling frame; a type of sampling error. | 104 | |
| 13912195421 | nonresponse | Occurs when a selected individual cannot be contacted or refuses to cooperate; an example of a nonsampling error. | 105 | |
| 13912195422 | wording of questions | The most important influence on the answers given to a survey. Confusing or leading questions can introduce strong bias, and changes in wording can greatly change a survey's outcome. Even the order in which questions are asked matters. | 106 | |
| 13912195423 | observational study | Observes individuals and measures variables of interest but does not attempt to influence the responses. | 107 | |
| 13912195424 | experiment | Deliberately imposes some treatment on individuals to measure their responses. | 108 | |
| 13912195425 | explanatory variable | A variable that helps explain or influences changes in a response variable. | 109 | |
| 13912195426 | response variable | A variable that measures an outcome of a study. | 110 | |
| 13912195427 | lurking variable | a variable that is not among the explanatory or response variables in a study but that may influence the response variable. | 111 | |
| 13912195428 | treatment | A specific condition applied to the individuals in an experiment. If an experiment has several explanatory variables, a treatment is a combination of specific values of these variables. | 112 | |
| 13912195429 | experimental unit | the smallest collection of individuals to which treatments are applied. | 113 | |
| 13912195430 | subjects | Experimental units that are human beings. | 114 | |
| 13912195431 | factors | the explanatory variables in an experiment are often called this | 115 | |
| 13912195432 | random assignment | An important experimental design principle. Use some chance process to assign experimental units to treatments. This helps create roughly equivalent groups of experimental units by balancing the effects of lurking variables that aren't controlled on the treatment groups. | 116 | |
| 13912195433 | replication | An important experimental design principle. Use enough experimental units in each group so that any differences in the effects of the treatments can be distinguished from chance differences between the groups. | 117 | |
| 13912195434 | double-blind | An experiment in which neither the subjects nor those who interact with them and measure the response variable know which treatment a subject received. | 118 | |
| 13912195435 | single-blind | An experiment in which either the subjects or those who interact with them and measure the response variable, but not both, know which treatment a subject received. | 119 | |
| 13912195436 | placebo | an inactive (fake) treatment | 120 | |
| 13912195437 | placebo effect | Describes the fact that some subjects respond favorably to any treatment, even an inactive one | 121 | |
| 13912195438 | block | A group of experimental units that are known before the experiment to be similar in some way that is expected to affect the response to the treatments. | 122 | |
| 13912195439 | inference about the population | Using information from a sample to draw conclusions about the larger population. Requires that the individuals taking part in a study be randomly selected from the population of interest. | 123 | |
| 13912195440 | inference about cause and effect | Using the results of an experiment to conclude that the treatments caused the difference in responses. Requires a well-designed experiment in which the treatments are randomly assigned to the experimental units. | 124 | |
| 13912195441 | lack of realism | When the treatments, the subjects, or the environment of an experiment are not realistic. Lack of realism can limit researchers' ability to apply the conclusions of an experiment to the settings of greatest interest. | 125 | |
| 13912195442 | institutional review board | A basic principle of data ethics. All planned studies must be approved in advance and monitored by _____________ charged with protecting the safety and well-being of the participants. | 126 | |
| 13912195443 | informed consent | A basic principle of data ethics. Individuals must be informed in advance about the nature of a study and any risk of harm it may bring. Participating individuals must then consent in writing. | 127 | |
| 13912195444 | simulation | a model of random events | 128 | |
| 13912195445 | census | a sample that includes the entire population | 129 | |
| 13912195446 | population parameter | a number that measures a characteristic of a population | 130 | |
| 13912195447 | systematic sample | every fifth individual, for example, is chosen | 131 | |
| 13912195448 | sampling variability | the naturally occurring variability found in samples | 132 | |
| 13912195449 | levels | the values that the experimenter used for a factor | 133 | |
| 13912195450 | the four principles of experimental design | control, randomization, replication, and blocking | 134 | |
| 13912195451 | completely randomized design | a design where all experimental units have an equal chance of receiving any treatment | 135 | |
| 13912195452 | interpreting p value | if the true mean/proportion of the population is (null), the probability of getting a sample mean/proportion of _____ is (p-value). | 136 | |
| 13912195453 | p̂1-p̂2 center, shape, and spread | center: p1-p2 shape: n1p1, n1(1-p1), n2p2, and n2(1-p2) ≥ 10 spread (if 10% condition checks): √((p1(1-p1)/n1)+(p2(1-p2)/n2) | 137 | |
| 13912195454 | probability of getting a certain p̂1-p̂2 (ex. less than .1) | plug in center and spread into bell curve, find probability | 138 | |
| 13912195455 | Confidence intervals for difference in proportions formula | (p̂1-p̂2) plus or minus z*(√((p1(1-p1)/n1)+(p2(1-p2)/n2)) | 139 | |
| 13912195456 | When do you use t and z test/intervals? | t for mean z for proportions | 140 | |
| 13912195457 | What is a null hypothesis? | What is being claimed. Statistical test designed to assess strength of evidence against null hypothesis. Abbreviated by Ho. | 141 | |
| 13912195458 | What is an alternative hypothesis? | the claim about the population that we are trying to find evidence FOR, abbreviated by Ha | 142 | |
| 13912195459 | When is the alternative hypothesis one-sided? | Ha less than or greater than | 143 | |
| 13912195460 | When is the alternative hypothesis two-sided? | Ha is not equal to | 144 | |
| 13912195461 | What is a significance level? | fixed value that we compare with the P-value, matter of judgement to determine if something is "statistically significant". | 145 | |
| 13912195462 | What is the default significance level? | α=.05 | 146 | |
| 13912195463 | Interpreting the p-value | if the true mean/proportion of the population is (null), the probability of getting a sample mean/proportion of _____ is (p-value). | 147 | |
| 13912195464 | p value ≤ α | We reject our null hypothesis. There is sufficient evidence to say that (Ha) is true. | 148 | |
| 13912195465 | p value ≥ α | We fail to reject our null hypothesis. There is insufficient evidence to say that (Ho) is not true. | 149 | |
| 13912195466 | reject Ho when it is actually true | Type I Error | 150 | |
| 13912195467 | fail to reject Ho when it is actually false | Type II Error | 151 | |
| 13912195468 | Power definition | probability of rejecting Ho when it is false | 152 | |
| 13912195469 | probability of Type I Error | α | 153 | |
| 13912195470 | probability of Type II Error | 1-power | 154 | |
| 13912195471 | two ways to increase power | increase sample size/significance level α | 155 | |
| 13912195472 | 5 step process: z/t test | State --> Ho/Ha, define parameter Plan --> one sample, z test Check --> random/normal/independent Do --> find p hat, find test statistic (z), use test statistic to find p-value Conclude --> p value ≤ α reject Ho p value ≥ α fail to reject Ho | 156 | |
| 13912195507 | Formula for test statistic (μ) |  | 157 | |
| 13912195473 | Formula for test statistic (p̂) (where p represents the null) | (p̂-p)/(√((p)(1-p))/n) | 158 | |
| 13912195474 | probability of a Type II Error? | overlap normal distribution for null and true. Find rejection line. Use normalcdf | 159 | |
| 13912195475 | when do you use z tests? | for proportions | 160 | |
| 13912195476 | when do you use t tests? | for mean (population standard deviation unknown) | 161 | |
| 13912195477 | finding p value for t tests | tcdf(min, max, df) | 162 | |
| 13912195478 | Sample paired t test | state--> Ho: μ1-μ2=0 (if its difference) plan --> one sample, paired t test check --> random, normal, independent do --> find test statistic and p value conclude --> normal conclusion | 163 | |
| 13912195479 | What does statistically significant mean in context of a problem? | The sample mean/proportion is far enough away from the true mean/proportion that it couldn't have happened by chance | 164 | |
| 13912195480 | When doing a paired t-test, to check normality, what do you do? | check the differences histogram (μ1-μ2) | 165 | |
| 13912195481 | How to interpret a C% Confidence Level | In C% of all possible samples of size n, we will construct an interval that captures the true parameter (in context). | 166 | |
| 13912195482 | How to interpret a C% Confidence Interval | We are C% confident that the interval (_,_) will capture the true parameter (in context). | 167 | |
| 13912195483 | What conditions must be checked before constructing a confidence interval? | random, normal, independent | 168 | |
| 13912195484 | C% confidence intervals of sample proportions, 5 step process | State: Construct a C% confidence interval to estimate... Plan: one sample z-interval for proportions Check: Random, Normal, Independent Do: Find the standard error and z*, then p hat +/- z* Conclude: We are C% confident that the interval (_,_) will capture the true parameter (in context). | 169 | |
| 13912195508 | What's the z interval standard error formula? |  | 170 | |
| 13912195485 | How do you find z*? | InvNorm(#) | 171 | |
| 13912195486 | How do you find the point estimate of a sample? | subtract the max and min confidence interval, divide it by two (aka find the mean of the interval ends) | 172 | |
| 13912195487 | How do you find the margin of error, given the confidence interval? | Ask, "What am I adding or subtracting from the point estimate?" So find the point estimate, then find the difference between the point estimate and the interval ends | 173 | |
| 13912195488 | Finding sample size proportions: When p hat is unknown, or you want to guarantee a margin of error less than or equal to: | use p hat=.5 | 174 | |
| 13912195489 | Finding the confidence interval when the standard deviation of the population is *known* | x bar +/- z*(σ/√n) | 175 | |
| 13912195490 | Checking normal condition for z* (population standard deviation known) | starts normal or CLT | 176 | |
| 13912195491 | Finding the confidence interval when the standard deviation of the population is *unknown* (which is almost always true) | x bar +/- t*(Sx/√n) | 177 | |
| 13912195492 | degrees of freedom | n-1 | 178 | |
| 13912195493 | How do you find t*? | InvT(area to the left, df) | 179 | |
| 13912195494 | What is the standard error? | same as standard deviation, but we call it "standard error" because we plugged in p hat for p (we are estimating) | 180 | |
| 13912195495 | a point estimator is a statistic that... | provides an estimate of a population parameter. | 181 | |
| 13912195496 | Explain the two conditions when the margin of error gets smaller. | Confidence level C decreases, sample size n increases | 182 | |
| 13912195497 | Does the confidence level tell us the chance that a particular confidence interval captures the population parameter? | NO; the confidence interval gives us a set of plausible values for the parameter | 183 | |
| 13912195498 | Sx and σx: which is which? | Sx is for a sample, σx is for a population | 184 | |
| 13912195499 | How do we know when do use a t* interval instead of a z interval? | you are not given the population standard deviation | 185 | |
| 13912195500 | Checking normal condition for t* (population standard deviation unknown) | Normal for sample size... -n -n<15: if the data appears closely normal (roughly symmetric, single peak, no outliers) | 186 | |
| 13912195501 | How to check if a distribution is normal for t*, population n<15 | plug data into List 1, look at histogram. Conclude with "The histogram looks roughly symmetric, so we should be safe to use the t distribution) | 187 | |
| 13912195502 | t* confidence interval, 5 step process | State: Construct a __% confidence interval to estimate... Plan: one sample t interval for a population mean Check: Random, Normal, Independent (for Normal, look at sample size and go from there) Do: Find the standard error (Sx/√n) and t*, then do x bar +/- t*(standard error) Conclude: We are __% confident that the interval (_,_) will capture the true parameter (in context). | 188 | |
| 13912195503 | margin of error formula | z* or t* (standard error) | 189 | |
| 13912195504 | When calculating t interval, what is it and where do you find the data? | x bar plus or minus t* (Sx/√n) -get x bar and Sx using 1 Var Stats -t*=Invt(area to the left, df) -population (n) will be given | 190 | |
| 13912195505 | What is it looking for if it asks for the appropriate critical value? | z/t* interval | 191 | |
| 13912203425 | Boxplot | displays the 5-number summary as a central box with whiskers that extend to the non-outlying data values |  | 192 |
| 13912208152 | stem and leaf plot | A method of graphing a collection of numbers by placing the "stem" digits (or initial digits) in one column and the "leaf" digits (or remaining digits) out to the right. |  | 193 |
| 13912217925 | Histogram | A graph of vertical bars representing the frequency distribution of a set of data. |  | 194 |
| 13912221676 | Dot Plot | a graphical device that summarizes data by the number of dots above each data value on the horizontal axis |  | 195 |
| 13912225883 | Scatterplot | a graphed cluster of dots, each of which represents the values of two variables |  | 196 |
AP Practice Flashcards
Terms : Hide Images
| 13491535505 | prosperous | Successful and wealthy | 0 | |
| 13491557745 | perilous | dangerous | 1 | |
| 13491561999 | excursion | a trip or outing | 2 | |
| 13491615791 | cordial | warm and friendly | 3 | |
| 13491615792 | cordiality | sincere affection and kindness | 4 | |
| 13491669728 | bohemian | unconventional (in an artistic way) | 5 | |
| 13491784616 | precedent | an example that may serve as a basis for imitation or later action | 6 | |
| 13491795550 | ichthyology | study of fish | 7 | |
| 13491931432 | pessimistic | seeing the worst side of things; no hope | 8 | |
| 13491931463 | optimistic | hopeful, cheerful | 9 | |
| 13491934924 | meticulous | extremely careful; particular about details | 10 | |
| 13492013666 | garish | (adj.) glaring; tastelessly showy or overdecorated in a vulgar or offensive way; gaudy | 11 | |
| 13492048250 | conservative | traditional | 12 | |
| 13492064292 | malevolent | having or showing a wish to do evil to others | 13 | |
| 13492093165 | lax | careless | 14 | |
| 13492093166 | morally | expressing correct behavior; ethically | 15 | |
| 13492138701 | Anecodote | breif story told to entertain or to make a point | 16 | |
| 13492148827 | inconsitent | not consistent; orderly | 17 | |
| 13492158816 | earnest | Serious and sincere | 18 | |
| 13492164446 | irrefutable | impossible to disprove; beyond argument | 19 | |
| 13492199639 | erratic | (adj.) not regular or consistent; different from what is ordinarily expected; undependable | 20 | |
| 13492219469 | perverse | (adj.) inclined to go against what is expected; stubborn; turned away from what is good and proper | 21 | |
| 13509195466 | benevolent | kindly, charitable | 22 | |
| 13509339370 | couplet | Two consecutive lines of poetry that [last word]rhyme | 23 | |
| 13509383770 | imperceptible | impossible to perceive | 24 | |
| 13509412227 | invigorate | to fill with strength and energy | 25 | |
| 13509446020 | sardonic | grimly or scornfully mocking, bitterly sarcastic | 26 | |
| 13509471517 | surcease | to come to an end | 27 | |
| 13509471518 | Atonement | reparation for a wrong or injury | 28 | |
| 13509502573 | Parody | A work that closely imitates the style or content of another with the specific aim of comic effect and/or ridicule. | 29 | |
| 13509505950 | Allegory | A story in which each aspect of the story has a symbolic meaning outside the tale itself. | 30 | |
| 13509547130 | nostalgia | a longing for something past; homesickness | 31 | |
| 13509553021 | elegy | a sad or mournful poem | 32 | |
| 13509560893 | ravaged | violently destroyed | 33 | |
| 13584386928 | nebulous | vague; cloudy; lacking clearly defined form | 34 | |
| 13584468280 | enthrall | (v.) to captivate, charm, hold spellbound; to enslave; to imprison | 35 | |
| 13584516824 | impute | to attribute to someone | 36 | |
| 13584552636 | opulence | wealth, affluence, abundance | 37 | |
| 13584683207 | Euphemism | An indirect, less offensive way of saying something that is considered unpleasant | 38 | |
| 13584715943 | Apostrophe | A figure of speech that directly addresses an absent or imaginary person or a personified abstraction, such as liberty or love. | 39 | |
| 13584735002 | Assonance | Repetition of vowel sounds | 40 | |
| 13584742550 | Introspection | examination of one's own thoughts and feelings | 41 | |
| 13584745310 | repress | to hold back; to put down or check by force | 42 | |
| 13584942499 | sublime | of such excellence, grandeur, or beauty as to inspire great admiration or awe | 43 | |
| 13585009287 | lofty | (adj.) very high; noble | 44 | |
| 13600589792 | Sestina | a poem with six stanzas of six lines and a final triplet, all stanzas having the same six words at the line-ends in six different sequences that follow a fixed pattern, and with all six words appearing in the closing three-line envoi. | 45 | |
| 13600598365 | Shakespearean sonnet | A 14 line poem with a specific rhyme scheme (ABAB CDCD EFEF GG) | 46 | |
| 13600604623 | Petrarchan sonnet | 14 total Lines poem that has one rhyming octave (8 lines) and one rhyming sestet (6 lines) abbaabba, ut the rhyme scheme of last six lines, or sestet, varies | 47 | |
| 13600632042 | ode | A lyric poem usually marked by serious, respectful, and exalted feelings toward the subject. | 48 | |
| 13600639932 | Ballad | A poem or song narrating a story in short stanzas | 49 | |
| 13600820567 | concession | a thing that is granted, especially in response to demands; a thing conceded. | 50 | |
| 13600845550 | laudatory | expressing praise | 51 | |
| 13600870158 | surreptitious | (adj.) stealthy, secret, intended to escape observation; made or accomplished by fraud | 52 | |
| 13600947295 | profundity | great depth of intellect, feeling, or meaning | 53 | |
| 13601024093 | Consonance | Repetition of a consonant sound within two or more words in close proximity. | 54 | |
| 13601079087 | admonition | warning | 55 | |
| 13601083061 | eulogy | a formal speech praising a person who has died | 56 | |
| 13601086534 | Parable | A simple story used to illustrate a moral or spiritual lesson | 57 | |
| 13711251150 | eulogy | a formal speech praising a person who has died | 58 | |
| 13711255120 | pastoral | A work of literature dealing with rural life; country life | 59 | |
| 13711261827 | Parable | A simple story used to illustrate a moral or spiritual lesson | 60 | |
| 13711268807 | raconteur | witty, skillful storyteller | 61 | |
| 13711268808 | sactimonious | pretending to be righteous | 62 | |
| 13711271589 | satirist | a humorist who uses ridicule and irony and sarcasm | 63 | |
| 13711271590 | satire | A literary work that criticizes human misconduct and ridicules vices, stupidities, and follies. | 64 | |
| 13711278244 | Surrealsim | an art movement that sought to link the world of dreams with real life that was inspired by Freud's ideas | 65 | |
| 13711287912 | thwart | (v.) to oppose successfully; to prevent, frustrate | 66 | |
| 13711287913 | wry | (adj.) twisted, turned to one side; cleverly and often grimly humorous | 67 | |
| 13711292093 | admonition | warning | 68 |
AP terms Flashcards
Terms : Hide Images
| 13050994174 | Diction | Word choice | 0 | |
| 13050994175 | Tone | Writers attitude | 1 | |
| 13050994176 | Mood | Emotional response the reader gets | 2 | |
| 13050994177 | Style | Manner in which an author uses words, shapes, ideas, and sentences to convey ideas | 3 | |
| 13050994178 | Voice | The real or assumed personality by a writer or speaker | 4 | |
| 13050994179 | Apostrophe | A figure of speech that directly addresses an absent or imaginary person or a personified abstraction, such as liberty or love. | 5 | |
| 13050994180 | Euphemism | An indirect, less offensive way of saying something that is considered unpleasant | 6 | |
| 13050994181 | Analogy | A comparison of two different things that are similar in some way | 7 | |
| 13050994182 | Aphorism | a terse statement that expresses a general truth or moral principle; sometimes considered a folk proverb | 8 | |
| 13050994183 | Hyperbole | exaggeration | 9 | |
| 13050994184 | Imagery | The sensory details or figurative language used to describe, arouse emotion, or represent abstractions. | 10 | |
| 13050994185 | Extended metaphor | A metaphor developed at great length, occurring frequently in or throughout a work. | 11 | |
| 13050994186 | Metonymy | Changed label, the name of one object is substituted for that of another closely associated with it | 12 | |
| 13050994187 | Onomatopoeia | A word that imitates the sound it represents. | 13 | |
| 13050994188 | Oxymoron | A figure of speech that combines opposite or contradictory terms in a brief phrase. | 14 | |
| 13050994189 | Paradox | A statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth. | 15 | |
| 13050994190 | Personification | A figure of speech in which an object or animal is given human feelings, thoughts, or attitudes | 16 | |
| 13050994191 | Cliche/idom | Overused expression | 17 | |
| 13050994192 | Epithet | an adjective or descriptive phrase expressing a quality characteristic of the person or thing mentioned. | 18 | |
| 13050994193 | Jargon | the specialized language or vocabulary of a particular group or profession | 19 | |
| 13050994194 | Litotes | A form of understatement that involves making an affirmative point by denying its opposite | 20 | |
| 13050994195 | Pun | A play on words | 21 | |
| 13050994196 | Synecdoche | a figure of speech in which a part is made to represent the whole or vice versa | 22 | |
| 13050994197 | Adage/maxim | A saying or proverb embodying a piece of common wisdom based on experience and often couched in metaphorical language. | 23 | |
| 13050994198 | double entendre | a statement that has two meanings, one of which is dirty or vulgar | 24 | |
| 13050994199 | Invective | An emotionally violent, verbal denunciation or attack using strong, abusive language. | 25 | |
| 13050994200 | Pedantic | An adjective that describes words, phrases, or general tone that is overly scholarly, academic, or bookish. | 26 | |
| 13050994201 | Didactic | intended to teach | 27 | |
| 13050994202 | Sarcasm | the use of irony to mock or convey contempt | 28 | |
| 13050994203 | Wit | intellectually amusing language that surprises and delights | 29 | |
| 13050994204 | Sentiment | A synonym for view or feeling; also a refined and tender emotion in literature. | 30 | |
| 13050994205 | Verisimilitude | the appearance of being true or real | 31 | |
| 13050994206 | colloquial | Characteristic of ordinary conversation rather than formal speech or writing | 32 | |
| 13050994207 | Connotation | The non-literal, associative meaning of a word; the implied, suggested meaning. | 33 | |
| 13050994208 | Denotation | The strict, literal, dictionary definition of a word, devoid of any emotion, attitude, or color. | 34 | |
| 13050994209 | Verbacular | Local language or dialect of common speech | 35 | |
| 13050994210 | High Diction | A sophisticated or educated speaker who uses abstract nouns or complex figures of speech and demands greater intellectual effort from the audience. | 36 | |
| 13050994211 | Low Diction | A simpler, less cultivated speaker who uses literal nouns and less grammatical complexity than high diction. | 37 | |
| 13050994212 | Dialect | a distinct variety of a language that is associated with a certain region | 38 | |
| 13050994213 | Bombast | inflated, pretentious language | 39 | |
| 13050994214 | Semantics | The branch of linguistics that studies the meaning of words, their historical and psychological development, their connotations, and their relation to one another. | 40 | |
| 13050994215 | Allegory | The device of using character and/or story elements symbolically to represent an abstraction in addition to the literal meaning. | 41 | |
| 13050994216 | Alliteration | Repetition of initial consonant sounds | 42 | |
| 13050994217 | Assonance | Repetition of vowel sounds | 43 | |
| 13050994218 | Allusion | A direct or indirect reference to something which is presumably commonly known, such as an event, book, myth, place, or work of art. Allusions can be historical, literary, religious, topical, or mythical. There are many more possibilities, and a work may simultaneously use multiple layers of allusion. | 44 | |
| 13050994219 | Conceit | Extended metaphor with complex logic | 45 | |
| 13050994220 | Consonance | Repetition of a consonant sound within two or more words in close proximity. | 46 | |
| 13050994221 | deus ex machina | In literature, the use of an artificial device or gimmick to solve a problem. | 47 | |
| 13050994222 | Foreshadowing | hint of what is to come in a literary work | 48 | |
| 13050994223 | Foil | A person or thing that makes another seem better by contrast | 49 | |
| 13050994224 | Irony | A contrast between expectation and reality | 50 | |
| 13050994225 | Concrete | Opposed to abstract; quantifiable | 51 | |
| 13050994226 | Anachoronism | an event, person, scene, or language to a time when the event, person, scene, or word that doesn't fit | 52 | |
| 13050994227 | Caricature | A grotesque likeness of striking qualities in persons and things | 53 | |
| 13050994228 | Homily | This term literally means "sermon," but more informally, it can include any serious talk, speech, or lecture involving moral or spiritual advice. | 54 | |
| 13050994229 | In medias res | in the middle of things | 55 | |
| 13050994230 | Elegy | a sad or mournful poem | 56 | |
| 13050994231 | Burlesque | a humorous imitation of a serious work of literature | 57 | |
| 13050994232 | Lampoon | A violent satirical attack against a person or institution | 58 | |
| 13050994233 | Coherence | the clear and orderly presentation of ideas | 59 | |
| 13050994234 | Antithesis | Direct opposite | 60 | |
| 13050994235 | Anaphora | the repetition of a word or phrase at the beginning of successive clauses | 61 | |
| 13050994236 | malapropism | a confused, comically inaccurate use of a long word or words | 62 | |
| 13050994237 | Asyndeton | omission of conjunctions between coordinate phrases, clauses, or words | 63 | |
| 13050994238 | Cadence | the rising and falling rhythm of speech, especially that of the balanced phrases in free verse or in prose. Also the fall or rise in pitch at the end of a phrase or sentence. | 64 | |
| 13050994239 | Circumulocution | an indirect way of speaking; rambling, verbosity | 65 | |
| 13050994240 | Aposiopesis | stopping abruptly and leaving a statement unfinished | 66 | |
| 13050994241 | Periphrasis | elaborate and roundabout manner of speech that uses more words than necessary | 67 | |
| 13050994242 | Assertion | a declaration or statement | 68 | |
| 13050994243 | Ethos | Appealing to ethics | 69 | |
| 13050994244 | Pathos | Appeal to emotion | 70 | |
| 13050994245 | Logos | Appeal to logic | 71 | |
| 13050994246 | nonsequitur | a statement or idea that fails to follow logically from the one before | 72 | |
| 13050994247 | Post hoc | Blaming something that has no connection with the problem. | 73 | |
| 13050994248 | ad hominem | a fallacy that attacks the person rather than dealing with the real issue in dispute | 74 | |
| 13050994249 | inverted syntax | reversing the normal word order of a sentence | 75 | |
| 13050994250 | Antecedent | The word, phrase, or clause referred to by a pronoun. | 76 | |
| 13050994251 | Clause | A grammatical unit that contains both a subject and a verb. | 77 | |
| 13050994252 | Loose sentence | A complex sentence in which the main clause comes first and the subordinate clause follows | 78 | |
| 13050994253 | Homonym | a word that is spelled and pronounced like another word but is different in meaning | 79 | |
| 13050994254 | Homophone | a word that has the same sound but a different meaning as another word | 80 |
Flashcards
Flashcards
Flashcards
AMSCO AP World History Chapter 3 Flashcards
Terms : Hide Images
| 10926073181 | Herodotus | the first great Greek historian; wrote The Histories | 0 | |
| 10926073182 | Homer | a Greek poet who wrote the Iliad and the Odyssey | 1 | |
| 10926073183 | Iliad | an epic written by Homer that describes the events of the Trojan War | 2 | |
| 10926073184 | Odyssey | an epic written by Homer that details the adventures of Odysseus | 3 | |
| 10926073185 | Plato | a student of Socrates, opened the Academy; wrote dialogues and believed that "philosopher kings" should make decisions for the people | 4 | |
| 10926073186 | The Republic | a work by Plato that describes an ideal society ruled by a government that rested upon a concept of justice and ethical values | 5 | |
| 10926073187 | Aristotle | a student of Plato; wrote on a wide range of topics such as ethics, logic, and literature | 6 | |
| 10926073188 | Sophocles | a playwright who used the myths of the gods as convenient literary devices for his plays | 7 | |
| 10926073189 | Parthenon | a great temple in Athens that had been destroyed in war with Persia; rebuilt under Pericles' rule | 8 | |
| 10926073190 | Persepolis | the capital of the Achaemenid Empire | 9 | |
| 10926073191 | Socrates | a Greek thinker who emphasized continually asking questions | 10 | |
| 10926073192 | Socratic Method | continually asking questions to systematically clarify another person's ideas and to identify the core of them | 11 | |
| 10926073193 | Academy | a school opened by Plato; taught students to question the nature of ideas | 12 | |
| 10926073194 | Logic | the science of the formal principle of reasoning | 13 | |
| 10926073195 | Empiricism | trusting what one learns from observation and evidence of the senses rather than emphasizing intuition or religious beliefs | 14 | |
| 10926073196 | Syncretic | combining ideas from different sources | 15 | |
| 10926073197 | Zoroastrianism | One of the first monotheistic religions, particularly one with a wide following. It was central to the political and religious culture of ancient Persia. | 16 | |
| 10926073198 | Zarathustra | A Persian prophet, traditionally dated to the sixth or seventh century B.C.E. (but perhaps much older) who founded Zoroastrianism. | 17 | |
| 10926073199 | Cyrus the Great | led the Persians in 559BC to conquer lands from the Aegean Sea to India; rule ended in 529BC | 18 | |
| 10926073200 | Delian League | Alliance between Athens and many of its allied cities following the first attempted invasion of Perisa into Greece. Caused a lot of wealth to flow into Athens and thus contributed to the Athenian "golden age." | 19 | |
| 10926073201 | Darius I | a ruler of the Achaemenid Empire; divided the empire into provinces, formed a bureaucracy, and constructed many public works projects | 20 | |
| 10926073202 | Xerxes | son of Darius; became Persian king. He vowed revenge on the Athenians. He invaded Greece with 180,000 troops in 480 B.C. | 21 | |
| 10926073203 | Peloponnesian League | Sparta and other city-states in Southern Greece formed this alliance after the peninsula on which the cities were located | 22 | |
| 10926073204 | Philip II | Macedonian king who sought to unite Greece under his banner until his death or murder. He was succeeded by his son Alexander. | 23 | |
| 10926073205 | Alexander the Great | Between 334 and 323 B.C.E. he conquered the Persian Empire, reached the Indus Valley, founded many Greek-style cities, and spread Greek culture across the Middle East. | 24 | |
| 10926073206 | Pericles | ruled over Athens in its Golden Age (461-429BC); rebuilt the Parthenon and reformed the government | 25 | |
| 10926073207 | Polis | Ancient Greek city-state | 26 | |
| 10926073208 | Monarchy | King (or queen) rules the state | 27 | |
| 10926073209 | Aristocracy | Nobles rule the state | 28 | |
| 10926073210 | Oligarchy | A few wealthy landowners and merchants rule | 29 | |
| 10926073211 | Tyrants | leaders who seized power with the people's support | 30 | |
| 10926073212 | Democracy | all citizens participate in government | 31 | |
| 10926073213 | Direct Democracy | a government in which all citizens can vote directly on laws and other issues in a large assembly | 32 | |
| 10926073214 | Representative Democracy | a government in which citizens elect leaders to represent them and give those leaders power to make make laws and govern | 33 | |
| 10926073215 | Crete | An island in the Aegean Sea; home to the Minoans and Knossos | 34 | |
| 10926073216 | Knossos | A beautiful city on Crete, built by the Minoans; for a while the wealthiest city on the Aegean Sea | 35 | |
| 10926073217 | Minoan Civilization | Centered on Crete; grew rich from trade, but little agriculture; no writing from it has been deciphered | 36 | |
| 10926073218 | Persian Wars | 5th-4th centuries BC; conflict between Greek city-states and the Persian Empire resulting from competition | 37 | |
| 10926073219 | Marathon | Site of the famous battle fought between the armies of Persia and the outnumbered Athenians. Athens was victorious and a messenger was sent to run the 26 miles back to the city with the news. | 38 | |
| 10926073220 | Battle of Thermopylae | Battle in which Spartan king Leonidas and his army of 300 Spartans and other Greeks refused to surrender to the numerically superior Persian army at the pass of Thermopylae; they were annihilated to the man but allowed the other Greek forces to prepare for the Persian invasion. | 39 | |
| 10926073221 | Sassanids | A civilization that replaced the Parthians. Right when they were emerging, Rome entered a civil war. Feeling threatened, Valerian attacked them in hopes of uniting Rome. When he lost, the eastern border became even weaker | 40 | |
| 10926073222 | Athens | a powerful polis; known for its political and intellectual achievements | 41 | |
| 10926073223 | Sparta | a powerful polis; known for developing a society organized around producing a powerful military | 42 | |
| 10926073224 | Alexandria, Egypt | One of the cities founded by and named for Alexander the Great; site of ancient Mediterranean's greatest library; center of literary studies | 43 | |
| 10926073225 | Hellenist Period | Culture associated with spread of Greek influence because of Macedonian conquests; Seen as combination of Greek culture with eastern political forms | 44 | |
| 10926073226 | Hoplites | Infantry members recruited by poleis to defend their lands | 45 | |
| 10926073227 | Helots | Slaves in Sparta | 46 | |
| 10926073228 | Satraps | a ruler of a province who was responsible to the emperor, not to local leaders | 47 | |
| 10926073229 | Spartan Women | ran households with greater freedom than other Greek women; received education, owned property, and weren't secluded | 48 | |
| 10926073230 | Common Currency | A form of money that was accepted across the Persian Empire; made trade simpler | 49 | |
| 10926073231 | Royal Road | Spanned 1500 miles across the Persian Empire; built by Darius, encouraged trade | 50 | |
| 10926073232 | Achaemenid | Known as the Persian Empire, biggest empire at the time. Ruled by Cyrus the Great and grew to span 3 continents: Asia, Africa, and Europe. Known for innovaitons in postal systems, road systems, and the usage of an official language. Invaded by Alexander III and afterward collapsed. | 51 | |
| 10926073233 | Solon | A reform-minded aristocrat who lived in the sixth century BCE, became known as a wise ruler who improved life in Athens. He is credited with setting free many Athenians enslaved for debt and limiting the amount of land any one man could own. | 52 | |
| 10926073234 | Mycenae | Never conquered by the Minoans, yet it contained artifacts revealing a number of Minoan cultural ifnluences. | 53 | |
| 10926073235 | Syracuse and Agrigentum | Some of the largest Greek Colonies that was located on the island of Sicily. | 54 | |
| 10926073236 | Merchants | They thought that they should have more of a voice in government and when the aristocrats refused these demands, the merchants joined small farmers to support tyrants. | 55 | |
| 10926073237 | Aristocrats | Nobles who refused merchants demands to have more of a voice in government and was in control. | 56 |
Pages
Need Help?
We hope your visit has been a productive one. If you're having any problems, or would like to give some feedback, we'd love to hear from you.
For general help, questions, and suggestions, try our dedicated support forums.
If you need to contact the Course-Notes.Org web experience team, please use our contact form.
Need Notes?
While we strive to provide the most comprehensive notes for as many high school textbooks as possible, there are certainly going to be some that we miss. Drop us a note and let us know which textbooks you need. Be sure to include which edition of the textbook you are using! If we see enough demand, we'll do whatever we can to get those notes up on the site for you!
