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? . . . You may begin your break. Testing will resume at .

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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 everything you placed under your chair at the beginning of the **exam** must stay there. You are not allowed to consult teachers, other students, or textbooks about the **exam** 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 could be canceled. Are there any questions? . . .

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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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Indicate all of your answers to the multiple-choice questions on the answer sheet. No credit will be given for anything written in this **exam** booklet , but you may use the booklet for notes or scratch work. After you have decided which of the suggested answers is best, completely fill in the corresponding circle on the answer sheet. Give only one answer to each question. If you change an answer, be sure that the previous mark is erased completely. Here is a sample question and answer.

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4. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a particular concept is worth 1 point, and a student’s solution embeds the application of that equation to the problem in other work, 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 Course and **Exam** Description and the **AP** Physics 2: Algebra- Based Course and **Exam** Description.

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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 47 of the 2015-16 **AP** Coordinator’s Manual. See pages 44–47 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 45 of the **AP** Coordinator’s Manual.

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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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5. Implicit statements of concepts normally receive credit. For example, if use of the 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 sheet. For a

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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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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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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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(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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(iii) Calculate the mean and standard deviation of this data set correct to 1 decimal place.. Question 26.[r]

Position of states and territories; each state will give “full faith and credit” to acts and court actions of the states; privileges and immunities of citizens in the states; fugitive[r]

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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.

For each time interval that a current is present in the coil draw a labeled diagram showing its direction and also.. the direction of the induced magnetic field.[r]

Chapter 6 – Cellular Respiration and Photosynthesis (starting on page 106) Chapter 7 – The Cell Cycle and Cell Division (starting on page 130).. Vocabulary to know: Here are some words [r]

The fact that many in the progressive movement were from the middle class greatly influenced the goals of progressivism. Progressives wanted to improve the life experienced by members o[r]

In action research, the researcher is intimately involved in all aspects of the work. The inspiration for the research comes from a personal problem of **practice** and is a topic that is meaningful for the researcher. I have been someone who enjoys thinking and explaining all my life, though I did not think about teaching as a career until my last year as an undergraduate. Although I excelled in physics research, I loved discussing physics topics with my classmates. This lead to graduate school in education to learn how to effectively teach physics; after graduating, I taught high school physics for two years. I left teaching to work at an engineering firm, preparing to become an electrical engineer. However, something was missing in my life; I realized that I should be teaching students about the beauty of physics, so I returned to the classroom. Feeling like I needed a way to grow as a teacher, I enrolled in the doctoral program. Through the coursework and

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