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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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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(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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The actual **AP** Physics C Exams are administered in one session, Mechanics first followed by Electricity and Magnetism. Students taking only one of the exams will have the most realistic experience if both sections are completed in one session. Similarly, students taking both Physics C exams will have the most realistic experience if both exams are completed in one session and a complete morning or afternoon is available to administer them. If a schedule does not permit one time period for administration, it would be acceptable to administer Mechanics on one day and Electricity and Magnetism on a subsequent day, or to further break things up and administer Section I and Section II of each **exam** on subsequent days.

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Students are permitted to use four-function, scientific, programmable, or graphing calculators on parts of this **exam**. Review the section “Calculator Policy” on pages 40–42 of the 2011-12 **AP** Coordinator’s Manual. 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 42 of the 2011-12 **AP** Coordinator’s Manual. If a student does not have a calculator or has a graphing calculator not on the approved list, you may provide one from your supply. If the student does not want to use the calculator you provide or does not want to use a calculator at all, he or she must hand copy, date, and sign the release statement on page 41 of the 2011-12 **AP** Coordinator’s Manual. Rulers and straightedges may be used for the entire **exam**. Since graphing calculators can be used to store data, including text, proctors should monitor that students are using their calculators appropriately. Attempts by students to use the calculator to remove **exam** questions and/or answers from the room may result in the cancellation of **AP** **Exam** scores.

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5. Strict rules regarding significant digits are usually not applied to numerical answers. However, in some cases answers containing too many digits may be penalized. In general, two to four significant digits are acceptable. Numerical answers that differ from the published answer due to differences in rounding throughout the question typically receive full credit. Exceptions to these **guidelines** usually occur when rounding makes a difference in obtaining a reasonable answer. For example, suppose a solution requires subtracting two numbers that should have five significant figures and that differ starting with the fourth digit (e.g., 20.295 and 20.278). Rounding to three digits will lose the accuracy required to determine the difference in the numbers, and some credit may be lost.

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During the administration of Section II, students may have no more than two calculators on their desks. Calculators may not be shared. Calculator memories do not need to be cleared before or after the **exam**. Students with Hewlett-Packard 48–50 Series and Casio FX-9860 graphing calculators may use cards designed for use with these calculators. Proctors should make sure infrared ports (Hewlett-Packard) are not facing each other. Since graphing calculators can be used to store data, including text, proctors should monitor that students are using their calculators appropriately. Attempts by students to use the calculator to remove **exam** questions and/or answers from the room may result in the cancellation of **AP** **Exam** scores.

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Before Distributing Exams: Check that the title on all **exam** covers is Physics C: Mechanics. If there are any **exam** booklets with a different title, contact the **AP** coordinator immediately. Students are permitted to use rulers, straightedges, and four-function, scientific, or graphing calculators for this entire **exam** (Sections I and II). 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 49 of the 2016-17 **AP** Coordinator’s Manual. See pages 46–49 of the **AP** Coordinator’s Manual for more information. If a student does not have an appropriate calculator or has a graphing calculator not on the approved list, you may provide one from your supply. If the student does not want to use the calculator you provide or does not want to use a calculator at all, he or she must hand copy, date, and sign the release statement on page 47 of the **AP** Coordinator’s Manual.

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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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posttest method, students were assessed before and after the semester in which students learned Mechanics or Electricity and Magnetism. In Mechanics, students completed the 2015 **AP** Physics C: Mechanics practice **exam**, FCI, and MBT assessments; in Electricity and Magnetism, students completed the 2015 **AP** Physics C: Electricity and Magnetism practice **exam**, BEMA, and EMCA assessments. During each semester, I implemented Modeling Instruction with **AP** Physics C: Mechanics or Electricity and Magnetism content (see Appendices A, B, and C for further information). Each unit of content began with a paradigm laboratory, providing an experience for students to create an initial model. Students moved through the Modeling Cycle by performing practice problems and completing more laboratory activities, adding new information to their initial model. Near the end of each unit, students used a whiteboard to summarize their learning into a fully-constructed model; students shared their whiteboards to compare fully-constructed models. Students finished each unit with a written summative assessment containing multiple-choice and short answer problems; some units also had students perform a summative laboratory practicum. The cycle was repeated with a new unit of content, leading to the development of models in Mechanics and Electricity and Magnetism.

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There are also certain biases that may have detracted from greater student success on the **AP** Calculus AB **exam**. During the eight years of the remediation implementation, the impact of Common Core at the elementary level may have had a negative impact on students’ level of understanding on basic concepts, which would lead to gaps in the mathematical foundation that students develop. These gaps follow the student to high school and may detract from the overall understanding of concepts in prerequisite classes for Calculus as well as in the Calculus class itself. During the last five years of this study the seat time that students had in class dropped by ten minutes per school day, or for a cumulative amount of about two weeks of class time. Less time in class means less time to understand the material presented. Along with the remediation program, these positive and negative biases must be looked at as possible factors that may affect the change in success for the group of students over the eight years of this study.

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Stop working and close your **exam** booklet. Place it on your desk, face up. . . . If any students used extra paper for a question in the free-response section, have those students staple the extra sheet(s) to the first page corresponding to that question in their **exam** booklets. Complete an Incident Report. A single Incident Report may be completed for multiple students per **exam** subject per administration (regular or late testing) as long as all of the required information is provided. Include all **exam** booklets with extra sheets of paper in an Incident Report return envelope (see page 60 of the 2015-16 **AP** Coordinator’s Manual for complete details). Then say:

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A solution of potassium dichromate is added to an acidified solution of sodium sulfite.. What color would you expect to observe.[r]

© 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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This **AP** **Chemistry** Practice **Exam** is provided by the College Board for **AP** **Exam** preparation. Teachers are permitted to download the materials and make copies to use with their students in a classroom setting only. To maintain the security of this **exam**, teachers should collect all materials after their administration and keep them in a secure location. Teachers may not redistribute the files electronically for any reason.

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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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* tricky, watch the wording: This is the second derivative (increasing or decreasing (change) of rate) - Implicitly differentiate and substitute 𝑑ℎ 𝑑𝑡 = − 1. 10 √ℎ into the 2[r]

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

● Oxidizing Reaction: Nitrates, perchlorates or chlorates are used because these compounds have a large amount of oxygen in them, which is used needed in order for the mixture inside t[r]

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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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