Top PDF ap-chemistry-2018-exam-frq-scoring-guidelines.pdf

ap-chemistry-2018-exam-frq-scoring-guidelines.pdf

ap-chemistry-2018-exam-frq-scoring-guidelines.pdf

The amount of heat generated from the combustion of the butane is greater than the amount of heat required to cause the temperature change of the sand, indicating that some of the hea[r]

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ap-chemistry-2019-exam-frq-scoring-guidelines.pdf

ap-chemistry-2019-exam-frq-scoring-guidelines.pdf

The curve for the catalyzed reaction has the reactants and products at the same energy levels as the original curve, and a lower activation energy than the original curve?. A student in[r]

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ap-chemistry-2017-exam-frq-scoring-guidelines.pdf

ap-chemistry-2017-exam-frq-scoring-guidelines.pdf

(b) Glycerol (molar mass 92.09 g/mol) has been suggested for use as an alternative fuel. 1 point is earned for the correct mass of glycerol. Assume that all the heat released by the co[r]

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APES 2005 Rubrics

APES 2005 Rubrics

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 4,700 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three and a half million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT ® , the PSAT/NMSQT ® , and the Advanced Placement Program ® (AP ® ). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.
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The Effect of Professional Development on Middle School Teachers' Technology Integration: An Action Research Study

The Effect of Professional Development on Middle School Teachers' Technology Integration: An Action Research Study

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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ap-physics-1-and-2-course-and-exam-description.pdf

ap-physics-1-and-2-course-and-exam-description.pdf

people learn indicates that providing multiple contexts to which major ideas apply facilitates transfer; this allows students to bundle knowledge in memory together with the multiple contexts to which it applies. Students should also be able to recognize seemingly appropriate contexts to which major concepts and ideas do not apply. After learning various conservation laws in the context of mechanics, students should be able to describe what the concept of conservation means in physics and extend the idea to other contexts. For example, what might conservation of energy mean at high-energy scales with particle collisions, where Einstein’s mass–energy equivalence plays a major role? What does conservation of energy mean when constructing or evaluating arguments about global warming? Another context in which students may apply ideas from physics across vast spatial and time scales is the origin of human life on Earth coupled with the notion of extraterrestrial intelligent life. If one views the age of the Earth in analogy to a year of time (see Ritger & Cummins, 1991) with the Earth formed on January 1, then life began on Earth around April 5; multicellular organisms appeared on November 6; mammals appeared on December 23. Perhaps most amazingly, humans appeared on December 31 just 28 minutes before midnight. What are the implications of this for seeking intelligent life outside our solar system? What is a reasonable estimate of the probability of finding intelligent life on an earthlike planet that scientists might discover through astronomical observations, and how does one go about making those estimates? Although students are not expected to answer these very complex questions after a single AP science course, they should be able to talk intelligently about them using the concepts they learned.
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CALCULUS REMEDIATION AS AN INDICATOR FOR SUCCESS ON THE CALCULUS AP EXAM

CALCULUS REMEDIATION AS AN INDICATOR FOR SUCCESS ON THE CALCULUS AP EXAM

Students are then given the opportunity to remediate on any of the original concepts they misunderstood on the original chapter exam. Based on which question a student missed on the original chapter exam, practice problems are assigned to help the student gain a greater and deeper understanding of the material. Students are encouraged to collaborate with peers to discuss any misconceptions when working on the prepared problems. The instructor is present for all remediation activities to provide any assistance needed. Detailed solutions with multiple representations (graphical, analytical, and numerical) are provided to help each student comprehend the concepts that are being remediated. Once a student is finished with the remediation provided, they may review the original chapter exam to further understand their misconceptions.
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APES 2007 Rubrics

APES 2007 Rubrics

educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT ® , the PSAT/NMSQT ® , and the Advanced Placement Program ® (AP ® ). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.

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AP CHEMISTRY 2011 SCORING GUIDELINES Question 1

AP CHEMISTRY 2011 SCORING GUIDELINES Question 1

© 2011 The College Board. College Board, ACCUPLACER, Advanced Placement Program, AP, AP Central, SAT, SpringBoard and the acorn logo are registered trademarks of the College Board. Admitted Class Evaluation Service is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html.

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2014 FRQ-scoring guidelines.pdf

2014 FRQ-scoring guidelines.pdf

4.89, the pH at the equivalence point in the titration of butanoic acid should be close enough to the pH in the titration of propanoic acid to make the original indicator appropria[r]

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AP Exam Review

AP Exam Review

Oxidation – loss of electrons at anode (both vowels) 2.. Reduction – gain in electrons at cathode (both consonants) C.[r]

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