如果你也在 怎样代写AP统计这个学科遇到相关的难题，请随时右上角联系我们的24/7代写客服。
AP 统计主要是介绍收集、分析和从数据中得出结论的主要概念和工具。
statistics-lab™ 为您的留学生涯保驾护航 在代写AP统计方面已经树立了自己的口碑, 保证靠谱, 高质且原创的统计Statistics代写服务。我们的专家在代写AP统计方面经验极为丰富，各种代写AP统计相关的作业也就用不着说。
我们提供的AP统计及其相关学科的代写，服务范围广, 其中包括但不限于:
- Statistical Inference 统计推断
- Statistical Computing 统计计算
- Advanced Probability Theory 高等楖率论
- Advanced Mathematical Statistics 高等数理统计学
- (Generalized) Linear Models 广义线性模型
- Statistical Machine Learning 统计机器学习
- Longitudinal Data Analysis 纵向数据分析
- Foundations of Data Science 数据科学基础
统计代写|AP统计作业代写代考|Quartiles
In a hurry? On the run? Hungry as well? How about an ice cream bar as a snack? Ice cream bars are popular among all age groups. Consumer Reports did a study of ice cream bars. Twenty-seven bars with taste ratings of at least “fair” were listed, and cost per bar was included in the report. Just how much does an ice cream bar cost? The inflation adjusted data, expressed in dollars, appear in Table 3-4. As you can see, the cost varies quite a bit, partly because the bars are not of uniform size.
\begin{tabular}{llllll}
TABLE 3-4 & \multicolumn{4}{l}{ Cost of Ice Cream Bars (in dollars) } \
\hline $1.29$ & $1.37$ & $1.30$ & $0.80$ & $0.67$ & $1.333$ \
$1.27$ & $0.93$ & $0.63$ & $0.80$ & $0.27$ & $1.38$ \
$1.53$ & $0.55$ & $0.80$ & $0.70$ & $0.36$ & $0.65$ \
$0.50$ & $0.48$ & $0.46$ & & & \
\hline
\end{tabular}
(a) Find the quartiles.
SOLUTION: We first order the data from smallest to largest. Table $3-5$ shows the data in order. Next, we find the median. Since the number of data values is 27 , there are an odd number of data, and the median is simply the center or 14th value. The value is shown boxed in Table 3-5.
$$
\text { Median }=Q_{2}=0.80
$$
There are 13 values below the median position, and $Q_{1}$ is the median of these values. It is the middle or seventh value and is shaded in Table 3-5.
First quartile $=Q_{1}=0.63$
There are also 13 values above the median position. The median of these is the seventh value from the right end. This value is also shaded in Table 3-5.
Third quartile $=Q_{3}=1.30$
(b) Find the interquartile range.
SOLUTION:
$$
\begin{aligned}
I Q R &-Q_{1}-Q_{1} \
&=1.30-0.63 \
&=0.67
\end{aligned}
$$
This means that the middle half of the data has a cost spread of $67 \notin$.
统计代写|AP统计作业代写代考|Box-and-Whisker Plot
Using the data from Guided Exercise 7, make a box-and-whisker plot showing the calories in vanilla-flavored ice cream bars. Use the plot to make observations about thẻ distribütion of callơries.s.
(a) In Guided Exercise 7, we ordered the data (see Table 3-7) and found the values of the median, $Q_{1}$, and $Q_{3}$. From this previous work we have the following five-number summary:
$$
\text { low value }=111 ; Q_{1}=182 ; \text { median }=221.5 ; Q_{3}=319 ; \text { high value }=439
$$
(b) We select an appropriate vertical seale and make the plot (Figure 3-7).
(c) Interpretation A quick glance at the box-and-whisker plot reveals the following:
(i) The box tells us where the middle half of the data lies, so we see that half of the ice cream bars have between 182 and 319 calories, with an interquartile range of 137 calories.
(ii) The median is slightly closer to the lower part of the box. This means that the lower calorie counts are more concentrated. The calorie counts above the median are more spread out, indicating that the distribution is slightly skewed toward the higher values.
(iii) The upper whisker is longer than the lower, which again emphasizes skewness toward the higher values.
COMMENT In exploratory data analysis, hinges rather than quartiles are used to create the hox Hinges are computed in a manner similar to the method used to compute quartiles. However, in the case of an odd number of data values, include the median itself in both the lower and upper halves of the data (see Applications, Basics. and Computing of Exploratory Data Analysis by Paul Velleman and David Hóaglin, Duxburry Presss). This has thé effect of shrinking thé box and moving thé ends of the box slightly toward the median. For an even number of data, the quartiles as we computed them equal the hinges.
统计代写|AP统计作业代写代考|Writing Projects
Discuss êach of thẻ folllowing topiçs in classs ôr reviê thẻ tōpics òn your own. Thèn write a brief but complete essay in which you summarize the main points. Please include formulas and graphs as appropriate.
- An average is an attempt to summarize a collection of data into just one number. Discuss how the mean, median, and mode all represent averages in this context. Also discuss the differences among these averages. Why is the mean a balance point? Why is the median a midway point? Why is the mode the most common data point? List three areas of daily life in which you think the mean, median, or mode would be the best choice to describe an “average.”
- Why do we need to study the variation of a collection of data? Why isn’t the average by itself adequate? We have studied three ways to measure variation. The range, the standard deviation, and, to a large extent, a box-and-whisker plot all indicate the variation within a data collection. Discuss similarities and differences among these ways to measure data variation. Why would it seem reasonable to pair the median with a box-and-whisker plot and to pair the mean with the standard deviation? What are the advantages and disadvantages of each method of describing data spread? Comment on statements such as the following: (a) The range is easy to compute, but it doesn’t give much informa$\mathrm{~ t i o n ̃ ; ~ ( b ) ~ a ̉ l t h o ̄ u g h ~ t h e ́ ~ s t a n ̃ a ̆ r u ̀ ~ đ e v i a ̀ t i o ̄ n ~ i s ~ m o}$ has some significant applications; (c) the box-and-whisker plot is fairly easy to consinuct, and it gives a lot of information at a glance
- Why is the coefficient of variation important? What do we mean when we say that the coefficient of variation has no units? What advantage can there be in having no units? Why is relative size important?
Consider robin eggs; the mean weight of a collection of robin eggs is $0.72$ ounce and the standard deviation is $0.12$ ounce. Now consider elephants; the mean weight of elephants in the $z 00$ is $6.42$ tons, with a standard deviation $1.07$ tons. The units of measurement are different and there is a great deal of difference between the weight of an elephant and that of a robin’s egg. Yet the coefficient of variation is about the same for both. Comment on this from the viewpoint of the size of the standard deviation relative to that of the mean.
- What is Chebyshev’s theorem? Suppose you have a friend who knows very little about statistics. Write a paragraph or two in which you describe Chebyshev’s theorem for your friend. Keep the discussion as simple as possible, but be sure to get the main ideas across to your friend. Suppose he or she asks, “What is this stuff good for?” and suppose you respond (a little sarcastically) that Chebyshev’s theorem applies to everything from butterflies to the orbits of the planets! Would you be correct? Explain.
AP统计代写
统计代写|AP统计作业代写代考|Quartiles
匆忙？在运行？也饿了？冰淇淋棒作为零食怎么样？冰淇淋棒在各个年龄段都很受欢迎。消费者报告对冰淇淋棒进行了研究。列出了 27 条口味评级至少为“一般”的酒吧，报告中包括了每条酒吧的成本。冰淇淋棒的价格是多少？以美元表示的通货膨胀调整数据见表 3-4。如您所见，成本差异很大，部分原因是条形尺寸不统一。
\begin{tabular}{llllll} 表 3-4 & \multicolumn{4}{l}{ 冰淇淋棒成本（美元）} \ \hline $1.29$ & $1.37$ & $1.30$ & $0.80$ & $0.67$ & $1.333$ \ $1.27$ & $0.93$ & $0.63$ & $0.80$ & $0.27$ & $1.38$ \ $1.53$ & $0.55$ & $0.80$ & $0.70$ & $0.36$ & $0.65$ \ $0.50$ & $0.48$ & $0.46$ & & & \ \hline \end{表格}\begin{tabular}{llllll} 表 3-4 & \multicolumn{4}{l}{ 冰淇淋棒成本（美元）} \ \hline $1.29$ & $1.37$ & $1.30$ & $0.80$ & $0.67$ & $1.333$ \ $1.27$ & $0.93$ & $0.63$ & $0.80$ & $0.27$ & $1.38$ \ $1.53$ & $0.55$ & $0.80$ & $0.70$ & $0.36$ & $0.65$ \ $0.50$ & $0.48$ & $0.46$ & & & \ \hline \end{表格}
(a) 找出四分位数。
解决方案：我们首先将数据从小到大排序。桌子3−5按顺序显示数据。接下来，我们找到中位数。由于数据值的数量为 27 ，因此存在奇数个数据，中位数只是中心值或第 14 个值。该值显示在表 3-5 中。
中位数 =问2=0.80
中间位置以下有 13 个值，并且问1是这些值的中位数。它是中间值或第七值，在表 3-5 中用阴影表示。
第一个四分位数=问1=0.63
中间位置上方也有 13 个值。这些的中位数是从右端算起的第七个值。该值也在表 3-5 中用阴影表示。
第三四分位数=问3=1.30
(b) 求四分位距。
解决方案：
一世问R−问1−问1 =1.30−0.63 =0.67
这意味着数据的中间一半的成本分布为67∉.
统计代写|AP统计作业代写代考|Box-and-Whisker Plot
使用指导练习 7 中的数据，制作一个盒须图，显示香草味冰淇淋棒中的卡路里。使用该图对 callơries.s 的分布进行观察。
(a) 在指导练习 7 中，我们对数据进行了排序（见表 3-7）并找到了中位数的值，问1， 和问3. 从之前的工作中，我们得到以下五个数字的总结：
低价值 =111;问1=182; 中位数 =221.5;问3=319; 高价值 =439
(b) 我们选择一个合适的垂直密封并绘制图（图 3-7）。
(c) 解释 快速浏览一下盒须图会发现以下内容：
(i) 盒子告诉我们数据的中间部分在哪里，所以我们看到一半的冰淇淋棒在 182 和 319 之间卡路里，四分位数范围为 137 卡路里。
(ii) 中位数稍微靠近盒子的下部。这意味着较低的卡路里计数更集中。高于中位数的卡路里计数更加分散，表明分布略微偏向较高的值。
(iii) 上晶须比下晶须长，这再次强调了向较高值的偏斜。
评论 在探索性数据分析中，使用铰链而不是四分位数来创建 hox 铰链的计算方式类似于用于计算四分位数的方法。但是，在数据值为奇数的情况下，将中值本身包括在数据的下半部分和上半部分（参见应用程序、基础知识和探索性数据分析的计算，Paul Velleman 和 David Hóaglin，Duxburry Presss）。这具有缩小盒子并将盒子的末端稍微移向中间的效果。对于偶数个数据，我们计算它们的四分位数等于铰链。
统计代写|AP统计作业代写代考|Writing Projects
在课堂上讨论以下主题中的每个主题，或在您自己的主题中讨论主题。然后写一篇简短而完整的文章，总结要点。请酌情包括公式和图表。
- 平均值是将一组数据汇总为一个数字的尝试。讨论在这种情况下，均值、中位数和众数如何代表平均值。还要讨论这些平均值之间的差异。为什么均值是平衡点？为什么中位数是中间点？为什么众数是最常见的数据点？列出日常生活的三个领域，您认为平均值、中位数或众数是描述“平均值”的最佳选择。
- 为什么我们需要研究一组数据的变化？为什么平均值本身不够？我们研究了三种测量变异的方法。范围、标准差以及在很大程度上的盒须图都表明了数据集合中的变化。讨论这些测量数据变化的方法之间的异同。为什么将中位数与盒须图配对并将均值与标准差配对似乎是合理的？描述数据传播的每种方法的优缺点是什么？评论以下陈述： (a) 范围很容易计算，但没有提供太多信息̉đ 吨一世这ñ; (b) 一种̉一世吨H这̄你GH 吨H和́ s吨一种ñ一种̆r你̀ D和v一世一种̀吨一世这̄n 一世s 米这有一些重要的应用；(c) 盒须图相当容易连接，并且一目了然地提供了很多信息
- 为什么变异系数很重要？当我们说变异系数没有单位时，我们的意思是什么？没有单位有什么好处？为什么相对大小很重要？
考虑知更鸟蛋；一组知更鸟蛋的平均重量是0.72盎司，标准差为0.12盎司。现在考虑大象；大象的平均体重和00是6.42吨，有标准偏差1.07吨。计量单位不同，大象的重量和知更鸟蛋的重量有很大的不同。然而，两者的变异系数大致相同。从相对于平均值的标准偏差大小的角度对此进行评论。
- 什么是切比雪夫定理？假设你有一个对统计知之甚少的朋友。写一两段，为你的朋友描述切比雪夫定理。让讨论尽可能简单，但一定要把主要想法传达给你的朋友。假设他或她问：“这东西有什么用？” 并假设您（有点讽刺地）回应切比雪夫定理适用于从蝴蝶到行星轨道的所有事物！你会是正确的吗？解释。
Course Overview
AP Statistics is an introductory college-level statistics course that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students cultivate their understanding of statistics using technology, investigations, problem solving, and writing as they explore concepts like variation and distribution; patterns and uncertainty; and data-based predictions, decisions, and conclusions.
- AP Statistics Course OverviewThis resource provides a succinct description of the course and exam.PDF180.39 KB
- AP Statistics Course and Exam Description Walk-ThroughLearn more about the CED in this interactive walk-through.
- AP Statistics Course at a GlanceExcerpted from the AP Statistics Course and Exam Description, the Course at a Glance document outlines the topics and skills covered in the AP Statistics course, along with suggestions for sequencing.PDF585.66 KB
- AP Statistics Course and Exam DescriptionThis is the core document for this course. Unit guides clearly lay out the course content and skills and recommend sequencing and pacing for them throughout the year. The CED was updated in March 2021.PDF17.9 MB
- AP Statistics CED Errata SheetThis document details the updates made to the course and exam description (CED) in March 2021.PDF934.27 KB
- AP Statistics CED Scoring GuidelinesThis document details how each of the sample free-response questions in the course and exam description (CED) would be scored. This information is now in the online CED, but was not included in the binders teachers received in 2019.PDF245.87 KB
Course Content
Based on the Understanding by Design® (Wiggins and McTighe) model, this course framework provides a clear and detailed description of the course requirements necessary for student success. The framework specifies what students must know, be able to do, and understand, with a focus on three big ideas that encompass the principles and processes in the discipline of statistics. The framework also encourages instruction that prepares students for advanced coursework in statistics or other fields using statistical reasoning and for active, informed engagement with a world of data to be interpreted appropriately and applied wisely to make informed decisions.
The AP Statistics framework is organized into nine commonly taught units of study that provide one possible sequence for the course. As always, you have the flexibility to organize the course content as you like.
| Unit | Exam Weighting (Multiple-Choice Section) |
| Unit 1: Exploring One-Variable Data | 15%–23% |
| Unit 2: Exploring Two-Variable Data | 5%–7% |
| Unit 3: Collecting Data | 12%–15% |
| Unit 4: Probability, Random Variables, and Probability Distributions | 10%–20% |
| Unit 5: Sampling Distributions | 7%–12% |
| Unit 6: Inference for Categorical Data: Proportions | 12%–15% |
| Unit 7: Inference for Quantitative Data: Means | 10%–18% |
| Unit 8: Inference for Categorical Data: Chi-Square | 2%–5% |
| Unit 9: Inference for Quantitative Data: Slopes | 2%–5% |
Course Skills
The AP Statistics framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like statisticians.
| Skill | Description | Exam Weighting (Multiple-Choice Section) |
| 1. Selecting Statistical Methods | Select methods for collecting and/or analyzing data for statistical inference. | 15%–23% |
| 2. Data Analysis | Describe patterns, trends, associations, and relationships in data. | 15%–23% |
| 3. Using Probability and Simulation | Explore random phenomena. | 30%–40% |
| 4. Statistical Argumentation | Develop an explanation or justify a conclusion using evidence from data, definitions, or statistical inference. | 25%–35% |
统计代写请认准statistics-lab™. statistics-lab™为您的留学生涯保驾护航。统计代写|python代写代考
随机过程代考
在概率论概念中，随机过程是随机变量的集合。 若一随机系统的样本点是随机函数，则称此函数为样本函数，这一随机系统全部样本函数的集合是一个随机过程。 实际应用中，样本函数的一般定义在时间域或者空间域。 随机过程的实例如股票和汇率的波动、语音信号、视频信号、体温的变化，随机运动如布朗运动、随机徘徊等等。
贝叶斯方法代考
贝叶斯统计概念及数据分析表示使用概率陈述回答有关未知参数的研究问题以及统计范式。后验分布包括关于参数的先验分布，和基于观测数据提供关于参数的信息似然模型。根据选择的先验分布和似然模型，后验分布可以解析或近似，例如，马尔科夫链蒙特卡罗 (MCMC) 方法之一。贝叶斯统计概念及数据分析使用后验分布来形成模型参数的各种摘要，包括点估计，如后验平均值、中位数、百分位数和称为可信区间的区间估计。此外，所有关于模型参数的统计检验都可以表示为基于估计后验分布的概率报表。
广义线性模型代考
广义线性模型（GLM）归属统计学领域，是一种应用灵活的线性回归模型。该模型允许因变量的偏差分布有除了正态分布之外的其它分布。
statistics-lab作为专业的留学生服务机构，多年来已为美国、英国、加拿大、澳洲等留学热门地的学生提供专业的学术服务，包括但不限于Essay代写，Assignment代写，Dissertation代写，Report代写，小组作业代写，Proposal代写，Paper代写，Presentation代写，计算机作业代写，论文修改和润色，网课代做，exam代考等等。写作范围涵盖高中，本科，研究生等海外留学全阶段，辐射金融，经济学，会计学，审计学，管理学等全球99%专业科目。写作团队既有专业英语母语作者，也有海外名校硕博留学生，每位写作老师都拥有过硬的语言能力，专业的学科背景和学术写作经验。我们承诺100%原创，100%专业，100%准时，100%满意。
机器学习代写
随着AI的大潮到来，Machine Learning逐渐成为一个新的学习热点。同时与传统CS相比，Machine Learning在其他领域也有着广泛的应用，因此这门学科成为不仅折磨CS专业同学的“小恶魔”，也是折磨生物、化学、统计等其他学科留学生的“大魔王”。学习Machine learning的一大绊脚石在于使用语言众多，跨学科范围广，所以学习起来尤其困难。但是不管你在学习Machine Learning时遇到任何难题，StudyGate专业导师团队都能为你轻松解决。
多元统计分析代考
基础数据: $N$ 个样本， $P$ 个变量数的单样本，组成的横列的数据表
变量定性: 分类和顺序；变量定量：数值
数学公式的角度分为: 因变量与自变量
时间序列分析代写
随机过程，是依赖于参数的一组随机变量的全体，参数通常是时间。 随机变量是随机现象的数量表现，其时间序列是一组按照时间发生先后顺序进行排列的数据点序列。通常一组时间序列的时间间隔为一恒定值（如1秒，5分钟，12小时，7天，1年），因此时间序列可以作为离散时间数据进行分析处理。研究时间序列数据的意义在于现实中，往往需要研究某个事物其随时间发展变化的规律。这就需要通过研究该事物过去发展的历史记录，以得到其自身发展的规律。
回归分析代写
多元回归分析渐进（Multiple Regression Analysis Asymptotics）属于计量经济学领域，主要是一种数学上的统计分析方法，可以分析复杂情况下各影响因素的数学关系，在自然科学、社会和经济学等多个领域内应用广泛。
MATLAB代写
MATLAB 是一种用于技术计算的高性能语言。它将计算、可视化和编程集成在一个易于使用的环境中，其中问题和解决方案以熟悉的数学符号表示。典型用途包括：数学和计算算法开发建模、仿真和原型制作数据分析、探索和可视化科学和工程图形应用程序开发，包括图形用户界面构建MATLAB 是一个交互式系统，其基本数据元素是一个不需要维度的数组。这使您可以解决许多技术计算问题，尤其是那些具有矩阵和向量公式的问题，而只需用 C 或 Fortran 等标量非交互式语言编写程序所需的时间的一小部分。MATLAB 名称代表矩阵实验室。MATLAB 最初的编写目的是提供对由 LINPACK 和 EISPACK 项目开发的矩阵软件的轻松访问，这两个项目共同代表了矩阵计算软件的最新技术。MATLAB 经过多年的发展，得到了许多用户的投入。在大学环境中，它是数学、工程和科学入门和高级课程的标准教学工具。在工业领域，MATLAB 是高效研究、开发和分析的首选工具。MATLAB 具有一系列称为工具箱的特定于应用程序的解决方案。对于大多数 MATLAB 用户来说非常重要，工具箱允许您学习和应用专业技术。工具箱是 MATLAB 函数（M 文件）的综合集合，可扩展 MATLAB 环境以解决特定类别的问题。可用工具箱的领域包括信号处理、控制系统、神经网络、模糊逻辑、小波、仿真等。