A person wants to buy a car but is having a hard time making a decision. What is getting in the way? Learners turn to psychology to explain what is driving the ambivalence using materials from College Board. A second query asks scholars...

Knowing the questions ahead of time should be beneficial. Free-response questions released from the 2007 AP® Statistics tests provide teachers and pupils insight into the types of questions on the exam. The six open-ended questions show...

Provide some practice showing the work. Pupils work through six free-response questions that require them to show their work. They use their knowledge of statistics to develop solutions to problems within context. Scenarios range from...

Develop a complete understanding of the course. Pupils and teachers use the six free-response questions to gather information about aspects of the AP® Statistics course. The resource and test section show how items cover the content. A...

Statistically, prepared classes perform better. Teachers and pupils use the released 2002 AP® Statistics Free-Response questions to gain an understanding of how questions may be worded on the exam. Resources request that teachers put an...

A little communication goes a long way. Free-response questions from the 2000 AP® Statistics exam require pupils to communicate their results—not just perform calculations. The questions ask individuals to explain, discuss, and interpret...

Hypothetically, knowing the structure of a test should help. Pupils use the released free-response questions from the 2003 AP® Statistics exam to become aware of the structure of questions on the test. Half the questions in the set...

Closer to 2010 than expected. Several of the 1999 AP® Statistics free-response questions align to Common Core standards. Items ask pupils to analyze residuals, two-way tables, and calculate expected values to determine the fairness...

Test a significant review of statistical questions. The resource provides pupils and teachers with insight into the way the exam assesses statistical concepts. Half of the released questions from the 2006 AP® Statistics Form B...

Update the statistics in your course using older AP® questions. The 2003 AP® Statistics free-response questions cover several of the concepts in the current statistics standards for all pupils. Items contain questions about...

Develop a deeper understanding of statistics. The six released free-response items from the 2002 AP® Statistics Form B involve several concepts that are currently in the regular statistics standards. Teachers see how...

Over the years, data analysis has been important. Looking back to the 2004 AP® Statistics Form B free-response questions, pupils and teachers see the importance of analysis of data sets. The six questions contain analysis of data on...

Here's another great way to learn from the past. Released free-response questions provide a look into how concepts measured on the 2005 AP® Statistics Exam on Form B. Teachers and pupils review questions that cover concepts such as...

So that is how they do it! Pupils and teachers see how College Board assesses topics using the free-response questions from Form B of the 2007 AP® Statistics test. The six questions are divided in two sections, the first five being...

To know what is on the test would be great. The six free-response question from the second form of the 2008 AP® Statistics gives pupils an insight into the format and general content of the exam. Each question requires the test...

Can you feel that? Can you smell that? Since pupils can't ask worms about their sense of smell and touch, they design and complete an experiment to answer these questions. Individuals expose nematodes to different stimuli using their...

Statistically speaking, the content covers several grades. Featuring all of the statistics typically covered in a college-level Statistics course, the expansive content spans from sixth grade on up to high school. Material...

Learners complete a virtual lab to test for a corn mold that can lead to dangerous toxins. They walk through a detailed step-by-step procedure then see their findings. Throughout the activity, they learn how to use lab tools and practice...

Scholars explore the procedure for bacteria sampling in a virtual lab by first walking through a detailed step-by-step procedure of preparing the samples of raw milk and pasteurized milk, growing the bacteria, and comparing results....

Scholars use a lab simulation to test contaminated yogurt for bacteria by gram staining. They learn proper lab procedures for handling bacteria and for sterilizing equipment, and then walk through the process on their own to try gram...

Food storage matters! Scholars learn how the amount of water in corn can affect its rate of spoilage. They create a control group, then test three corn samples stored in three different locations for water activity. As a result of the...

Teach the class how to use a microscope to identify bacteria in food. Scholars explore the different parts of the microscope and learn how to determine total magnification. They walk step-by-step through the procedure of preparing slides...

How does water activity play a role in food spoilage? First, the learners think about which types of foods would be best to take on a backpacking trip based on the water activity of different foods. It then walks through why water...

What are the different ways to test for pH? First, scholars explore the pH scale and a common way to test for acidity and alkalinity. Then, they learn about the importance of pH in food safety and why variance in pH could potentially...