College Board’s Advanced Placement® Program (**AP**®) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school. Through **AP** courses in 38 subjects, each culminating in a challenging **exam**, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond. Taking **AP** courses demonstrates to college admission officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a 3 or higher on an **AP** **Exam** typically experience greater academic success in college and are more likely to earn a college degree than non-**AP** students. Each **AP** teacher’s syllabus is evaluated and approved by faculty from some of the nation’s leading colleges and universities, and **AP** Exams are developed and scored by college faculty and experienced **AP** teachers. Most four-year colleges and universities in the United States grant credit, advanced placement, or both on the basis of successful **AP** **Exam** scores—more than 3,300 institutions worldwide annually receive **AP** scores.

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”I have read the **course** **description** on the PA Homeschoolers website and many of the student comments about the **course**, and the requirements above in this application, and I understand what this **course** will require from me. I further understand that if I do not participate fully in the **course**, keeping up with required assignments as best I can (I realize the teacher will be very understanding of real emergencies and computer problems, but a ‘busy’ day hanging out at the mall is no excuse for missing a deadline!) I may be dismissed from the **course**. Specifically, once the **course** starts on August 26, 2015, I will be expected to check in weekly with my online Assignment Log, giving an update of my studies. If I do not send in my assignments for two consecutive weeks, or contact the instructor to explain why work is late, I will be on probation, and have exactly two weeks to turn in all back assignments. Parents will be contacted at this point, if work is not turned in. Being on probation twice could be grounds for being dismissed from the **course**, as it would indicate that I just do not have the time or self-discipline to work at the **course** consistently. I understand that if my work is of consistently poor quality, my parents will be contacted with ideas on how to help me upgrade my study and writing skills so that my performance can improve, so I will be set to be as well-prepared as possible for the **AP** **exam** in May.

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3. Implicit statements of concepts normally receive credit. For example, if the use of an equation expressing a particular concept is worth 1 point, and a student’s solution contains the application of that equation to the problem but the student does not write the basic equation, the point is still awarded. However, when students are asked to derive an expression, it is normally expected that they will begin by writing one or more fundamental equations, such as those given on the **AP** Physics **Exam** equation sheets. For a **description** of the use of such terms as “derive” and “calculate” on the exams, and what is expected for each, see “The Free-Response Sections — Student Presentation” in the **AP** Physics **Course** **Description** .

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What we have ahead of us is a demanding task. The **course** **description**, as set forth in the **AP** **course** handbook states: The **AP** **Biology** **course** is designed to be the equivalent of a college introductory **biology** **course** taken by **biology** majors during their first year. As a consequence, we will be covering, on average, a chapter a week out of a college-level textbook for the entire year. The end result will be a much deeper knowledge of **biology** and (hopefully) a passing score on the **AP** **Biology** **exam**, which might lead to receiving college credit for all of your hard work.

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• “Calculate” means that a student is expected to show work leading to a final answer, which may be algebraic but more often is numerical. “Derive” is more specific and indicates that the students need to begin their solutions with one or more fundamental equations, such as those given on the **AP** Physics 1 or **AP** Physics 2 **Exam** equation sheet. The final answer, usually algebraic, is then obtained through the appropriate use of mathematics. “What is” and “determine” are indicators that work need not necessarily be explicitly shown to obtain full credit. Showing work leading to answers is a good idea, as it may earn a student partial credit in the case of an incorrect answer. Strict rules regarding significant digits are usually not applied to the scoring of numerical answers. However, in some cases, answers containing too many digits may be penalized. In general, two to four significant digits are acceptable. Exceptions to these guidelines usually occur when rounding makes a difference in obtaining a reasonable answer.

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3. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a particular concept is worth one point, and a student’s solution contains the application of that equation to the problem but the student does not write the basic equation, the point is still awarded. However, when students are asked to derive an expression it is normally expected that they will begin by writing one or more fundamental equations, such as those given on the **exam** equation sheet. For a **description** of the use of such terms as “derive” and “calculate” on the exams, and what is expected for each, see “The Free-Response Sections Student Presentation” in the **AP** Physics; Physics C: Mechanics, Physics C: Electricity and Magnetism **Course** **Description** or “Terms Defined” in the **AP** Physics 1: Algebra-Based and **AP** Physics 2: Algebra-Based **Course** and **Exam** **Description**.

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If you will also be taking the Physics C: Electricity and Magnetism **exam**, please listen carefully to these instructions before we take a 10-minute break. Please put all of your calculators under your chair. Your calculators and all items you placed under your chair at the beginning of this **exam** must stay there, and you are not permitted to open or access them in any way. You are not allowed to consult teachers, other students, notes, or textbooks during the break. You may not make phone calls, send text messages, check email, use a social networking site, or access any electronic or communication device. If you do not follow these rules, your score will be canceled. Are there any questions? . . .

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Students .are .permitted .to .use .four-function, .scientific, .or .graphing .calculators .to .answer .the . questions .in .Section .II .of .the .**AP** .Physics .C: .Mechanics .**Exam** . .Students .are .not .allowed .to .use . calculators .in .Section .I . .Before .starting .the .**exam** .administration, .make .sure .each .student .has .an . appropriate .calculator, .and .any .student .with .a .graphing .calculator .has .a .model .from .the .approved . list .on .page .45 .of .the .2013-14 **AP** Coordinator’s Manual . .See .pages .42–45 .of .the .2013-14 **AP**

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You have 45 minutes to complete Section II. You are responsible for pacing yourself, and may proceed freely from one question to the next. You must write your answers in the **exam** booklet using a pen or a No. 2 pencil. If you use a pencil, be sure that your writing is dark enough to be easily read. If you need more paper during the **exam**, raise your hand. At the top of each extra piece of paper you use, be sure to write only your **AP** number and the number of the question you are working on. Do not write your name. Are there any questions? . . .

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specifications of **AP** Exams for this subject. Taking this practice **exam** should provide students with an idea of their general areas of strengths and weaknesses in preparing for the actual **AP** **Exam**. Because this **AP** Physics C: Mechanics Practice **Exam** has never been administered as an operational **AP** **Exam**, statistical data are not available for calculating potential raw scores or conversions into **AP** grades.

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You have 45 minutes to complete Section II. You are responsible for pacing yourself and may proceed freely from one question to the next. You must write your answers in the **exam** booklet using a pen with black or dark blue ink or a No. 2 pencil. If you use a pencil, be sure that your writing is dark enough to be easily read. If you need more paper during the **exam**, raise your hand. At the top of each extra sheet of paper you use, be sure to write only your **AP** number and the question number you are working on. Do not write your name. Are there any questions? . . .

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This **course** is web-based. Attendance means staying up to date with the **course** assignments, quizzes, and exams. It is your responsibility to check announcements on Blackboard at least twice a week and follow instructions posted. Due dates for **course** assignments, quizzes, and exams will be posted in the **course** syllabus and also in the announcements on Blackboard. It is your responsibility to ask questions (i.e., by e-m ailing the instructor, etc.) to clarify **course** content that you do not understand.

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unequally shared resulting in a region on the oxygen atom being slightly negative, while the regions about the hydrogen atoms are slightly positive.. Ionic bonds are ones in which two [r]

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a. Pre-**Course** Reading- Students are responsible for reading the assigned chapters indicated below in the **course** schedule section of this document before the first class meeting on January 12, 2009 in order to prepare for the one-week intensive. Students will submit a note on the first day of class informing the instructor that the pre-**course** reading was completed.

Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this **course** has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page.

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The science practices for **AP** Chemistry are the same for all **AP** science classes. The science practices are a continuation of the skills fostered in Chemistry I and are designed to get the students to think and act like scientists. The science practices are: Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

• An aggregate loss distribution has a compound Poisson distribution with expected number of claims equal to 1.25.. • Individual claim amounts can take only the values 1, 2 or 3, with eq[r]

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Although many positive aspects to this study exist, there are several limitations or potential weaknesses of the study. One limitation is related to the action research design. This study used a one-group pretest-posttest method, which means there was no control group of students at the same research location that could be used as a comparison with the group of students receiving Modeling Instruction. Another limitation to the study is using a one-shot case study with the assessment as the **AP** Physics C: Mechanics and Electricity and Magnetism exams. If students did not perform well on the **AP** Physics C: Mechanics and Electricity and Magnetism exams, their score could misrepresent their level of understanding of physics; students could have a variety of reasons for performing better or worse on the **AP** exams relative to their achievement on other assessments. A potential weakness of the study is that students may enter the **course** with a high level of physics understanding, reducing the impact of any pedagogical strategy.

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You will now take the multiple-choice portion of the **exam**. You should have in front of you the multiple-choice booklet and your answer sheet. You may never discuss the multiple-choice **exam** content at any time in any form with anyone, including your teacher and other students. If you disclose the multiple-choice **exam** content through any means, your **AP** **Exam** score will be canceled. Open your answer sheet to page 2. You must complete the answer sheet using a No. 2 pencil only. Mark all of your responses beginning on page 2 of your answer sheet, one response per question. Completely fill in the circles. If you need to erase, do so carefully and completely. No credit will be given for anything written in the **exam** booklet. Scratch paper is not allowed, but you may use the margins or any blank space in the **exam** booklet for scratch work. Rulers, straightedges, and calculators may be used for the entire **exam**. You may place these items on your desk. Are there any questions? . . .

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opportunity to pursue college-level studies while still in secondary school and to receive advanced placement credit (dependent upon taking the **AP** test and achieving an acceptable score for individual colleges/universities) upon entering college. All **AP** courses have received College Board authorization, and each **course** syllabus is available for review on the campus web page. For more information refer to www.collegeboard.com. Students should plan for 1 to 3 hours of homework per day per **course**. Students are expected to take the College Board Advanced Placement Tests in May. **AP** exams cost $87 each (2013). This cost could be reduced pending state funding. Please see your counselor for further details. Financial aid is available for students who sign up and qualify by the published deadline. Academic ability, motivation, and willingness to work are considered in placing students. **Course** credit or advanced placement credit is awarded by many colleges and universities to students who score a 3, 4, or 5 on the advanced placement examination that is given in the late spring of each year. **AP** courses are taught at the college level. Students are encouraged to check with the colleges and universities they are interested in attending to learn more about **AP** score

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