A Guide to Standardized Testing-NEW-Final
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AP Calculus BC
Mathematics Fairfield Public Schools AP Calculus BC AP Calculus BC BOE Approved 04/08/2014 1 AP CALCULUS BC Critical Areas of Focus Advanced Placement Calculus BC consists of a full year of college calculus. This course is intended for students who have demonstrated exceptional ability and achievement in mathematics, and have successfully completed an accelerated program. To be successful, students must be motivated learners who have mathematical intuition, a solid background in the topics studied in previous courses and the persistence to grapple with complex problems. Students in the course are expected to take the Advanced Placement exam in May, at a fee, for credit and/or placement consideration by those colleges which accept AP credit. The critical areas of focus for this course will be in three areas: (a) functions, graphs and limits, (b) differential calculus (the derivative and its applications), and (c) integral calculus (anti-derivatives and their applications). 1) Students will build upon their understanding of functions from prior mathematics courses to determine continuity and the existence of limits of a function both graphically and by the formal definitions of continuity and limits. They will use the understanding of limits and continuity to analyze the behavior of functions as they approach a discontinuity or as the function approaches ± . 2) Students will analyze the formal definition of a derivate and the conditions upon which a derivatve exists. They will interpret the derivative as the slope of a tangent line and the instantaneous rate of change of the function at a specific value. Students will distinguish between a tanget line and a secant line. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
Curriculum Overview Physics/Pre-AP 2018-2019 1St Nine Weeks
Curriculum Overview Physics/Pre-AP 2018-2019 1st Nine Weeks RESOURCES: Essential Physics (Ergopedia – online book) Physics Classroom http://www.physicsclassroom.com/ PHET Simulations https://phet.colorado.edu/ ONGOING TEKS: 1A, 1B, 2A, 2B, 2C, 2D, 2F, 2G, 2H, 2I, 2J,3E 1) SAFETY TEKS 1A, 1B Vocabulary Fume hood, fire blanket, fire extinguisher, goggle sanitizer, eye wash, safety shower, impact goggles, chemical safety goggles, fire exit, electrical safety cut off, apron, broken glass container, disposal alert, biological hazard, open flame alert, thermal safety, sharp object safety, fume safety, electrical safety, plant safety, animal safety, radioactive safety, clothing protection safety, fire safety, explosion safety, eye safety, poison safety, chemical safety Key Concepts The student will be able to determine if a situation in the physics lab is a safe practice and what appropriate safety equipment and safety warning signs may be needed in a physics lab. The student will be able to determine the proper disposal or recycling of materials in the physics lab. Essential Questions 1. How are safe practices in school, home or job applied? 2. What are the consequences for not using safety equipment or following safe practices? 2) SCIENCE OF PHYSICS: Glossary, Pages 35, 39 TEKS 2B, 2C Vocabulary Matter, energy, hypothesis, theory, objectivity, reproducibility, experiment, qualitative, quantitative, engineering, technology, science, pseudo-science, non-science Key Concepts The student will know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. The student will know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. -
Testing for College Admission
Chapter Testing for College 4 Admission tandardized testing is an important factor in admission decisions, especially at most of the highly selective colleges and universities. While a few institutions have downplayed the importance of scores and some have eliminated test requirements entirely, standardized testing still matters at S some level at most colleges. We want you to understand testing requirements and, just as important, to keep them in perspective. BASIC TEST DESCRIPTIONS 1. PSAT/NMSQT – Preliminary SAT/National Merit Scholarship Qualifying Test This test is given in October to the entire sophomore and junior classes. This test is unique as registration is completed by BB&N’s Testing Coordinator. Scores from the junior year are used for National Merit Scholarship Qualification (NMSQT) and for student and counselor use only. These scores are not sent to colleges. 2. ACT – American College Test The ACT includes four subject areas (English, mathematics, reading, science) along with an optional writing test. Test administration takes approximately four hours, including breaks, and consists of 215 multiple-choice questions, plus the writing section. Scores are based on a 36-point scale. All four-year colleges and universities in the United States accept the ACT. In many cases, students can submit the ACT in exchange for both the SAT and the SAT Subject Tests, depending on the college’s requirements. More information can be found at: www.act.org. 3. SAT The SAT includes a combination of reading, writing and language, and mathematics tests and an optional essay component. Test administration takes approximately four hours, including breaks. The test is scored out of 1600 points with the essay component scored separately. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Should You Take AP Calculus AB Or
Author: Success Pathway Email: [email protected] Calculus AB and BC’s significant distinction lies in the range of what you'll learn, not the difficulty level. Although both AP Calculus classes are intended to be university-level courses, Calculus AB utilizes one year to cover the equivalent of one semester of Calculus in a college semester. Calculus BC covers a total of two semesters. Both courses follow curriculum created by The College Board and requires students to take the AP exam in May. A student cannot take both AP Calculus AB and BC in the same year. AP Calculus AB teaches students Precalculus (A) and the beginning part of Calculus I (B). AP Calculus BC will also cover Calculus I (B) and part of Calculus II (C). Some of the topics covered in Calculus AB include functions, graphs, derivatives and applications, integrals and its application. On the contrary, Calculus BC will cover all of the above topics, along with polynomial approximations, Taylor series, and series of constants. AP Calculus BC Taking Precalculus and Calculus BC can prove to be a hard challenge. If a student is doing well in Precalculus and wants to pursue a degree in any math dominant career such as Engineering, they may want to consider taking Calculus BC. They will need to continue into more advanced math courses and Precalculus is a great prerequisite. They may want to consider taking AP Statistics, if their schedule allows. Taking AP Calculus BC will give students the opportunity to challenge their math skills. Provided a student passes the Calculus BC exam, they can transfer more credits to their future college than if they took Calculus AB. -
AP Physics 2 Student Sample Responses To
2017 AP Physics 2: Algebra-Based Sample Student Responses and Scoring Commentary Inside: R Free Response Question 3 R Scoring Guideline R Student Samples R Scoring Commentary © 2017 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.org AP® PHYSICS 2017 SCORING GUIDELINES General Notes About 2017 AP Physics Scoring Guidelines 1. The solutions contain the most common method of solving the free-response questions and the allocation of points for this solution. Some also contain a common alternate solution. Other methods of solution also receive appropriate credit for correct work. 2. The requirements that have been established for the paragraph length response in Physics 1 and Physics 2 can be found on AP Central at https://secure-media.collegeboard.org/digitalServices/pdf/ap/paragraph-length-response.pdf. 3. Generally, double penalty for errors is avoided. For example, if an incorrect answer to part (a) is correctly substituted into an otherwise correct solution to part (b), full credit will usually be awarded. One exception to this may be cases when the numerical answer to a later part should be easily recognized as wrong, e.g., a speed faster than the speed of light in vacuum. 4. 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 embeds the application of that equation to the problem in other work, the point is still awarded. -
The Relationship Between AP® Exam Performance and College Outcomes
RESEaRch REpoRt 2009-4 The Relationship Between AP® Exam Performance and College Outcomes By Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong VALIDITY College Board Research Report No. 2009-4 The Relationship Between AP® Exam Perfomance and College Outcomes Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong The College Board, New York, 2009 Krista D. Mattern is an associate research scientist at the College Board. Emily J. Shaw is an assistant research scientist at the College Board Xinhui Xiong was a graduate student intern at the College Board. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2009 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. -
The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity by Jennifer L
RESEARCH REPORT 2012-2 The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity By Jennifer L. Kobrin and Brian F. Patterson VALIDITY Jennifer L. Kobrin is a research scientist at the College Board. Brian F. Patterson is an assistant research scientist at the College Board. Acknowledgments The authors would like to thank Suzanne Lane and Paul Sackett for their helpful suggestions on earlier versions of this report. Mission Statement The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. SAT Reasoning Test and SAT Subject Tests are trademarks owned by the College Board. -
AP Biology Flash Review Is Designed to Help Howyou Prepare to Use Forthis and Book Succeed on the AP Biology Exam
* . .AP . BIOLOGY. Flash review APBIOL_00_ffirs_i-iv.indd 1 12/20/12 9:54 AM OTHER TITLES OF INTEREST FROM LEARNINGEXPRESS AP* U.S. History Flash Review ACT * Flash Review APBIOL_00_ffirs_i-iv.indd 2 12/20/12 9:54 AM AP* BIOLOGY . Flash review ® N EW YORK APBIOL_00_ffirs_i-iv.indd 3 12/20/12 9:54 AM The content in this book has been reviewed and updated by the LearningExpress Team in 2016. Copyright © 2012 LearningExpress, LLC. All rights reserved under International and Pan American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Printed in the United States of America 987654321 First Edition ISBN 978-1-57685-921-6 For more information or to place an order, contact LearningExpress at: 2 Rector Street 26th Floor New York, NY 10006 Or visit us at: www.learningexpressllc.com *AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product. APBIOL_00_ffirs_i-iv.indd 4 12/20/12 9:54 AM Contents 1 . .. 11 IntRoDUCtIon 57 . ... A. 73 . ... B. 131 . ... C. 151 . .... D. 175 . .... e. 183 . .... F. 205 . .... G. 225 . .... H. 245 . .... I. 251 . .... K. 267 . .... L. 305 . .... M. [ v ] . .... n. APBIOL_00_fcont_v-viii.indd 5 12/20/12 9:55 AM 329 343 . .... o. 411 . .... P. 413 . .... Q. 437 . .... R. 489 . .... s. 533 . .... t. 533 . .... U. 539 . .... V. 541 . .... X. .... Z. [ vi ] APBIOL_00_fcont_v-viii.indd 6 12/20/12 9:55 AM * . .AP . BIOLOGY. FLAsH.ReVIew APBIOL_00_fcont_v-viii.indd 7 12/20/12 9:55 AM Blank Page 8 APBIOL_00_fcont_v-viii.indd 8 12/20/12 9:55 AM IntroductIon The AP Biology exam tests students’ knowledge Aboutof core themes, the AP topics, Biology and concepts Exam covered in a typical high school AP Biology course, which offers students the opportunity to engage in college-level biology study. -
Suggested Course Sequence for Science
Suggested Course Sequence for Science For On-level Students wanting an Endorsement (other than STEM): 11th 12th Physics, 10th Choice of: Physics, AP 9th Chemistry, or Chemistry Physics 1 (with prior Biology ESS, ES, or CTE or IPC physics), ESS, ES, or CTE Science Credit Science Credit Course* Course* For Struggling Math/Science Students: 10th 11th 12th 9th Integrated Chemistry, Physics, ESS, ES, or CTE Biology Physics and Physics, ESS, ES, Science Course* Chemistry (IPC) or CTE Science Course* For Students wanting a STEM Endorsement: 12th AP Biology, AP 9th 10th 11th Chemistry, AP Physics PAP Biology or PAP Chemistry AP Physics 1 or 1, AP Physics C, ESS, Biology or Chemistry Physics ES, or CTE Science Course* For Advanced and Accelerated Science Students: 10th 11th 12th AP Physics C 9th PAP Chemistry AP Physics 1 and and/or Anatomy & PAP Biology and AP Biology** AP Chemistry** Physiology For students graduating in 2015-2016 on the Recommended or Distinguished High School Plan, MUST take Biology, Chemistry and Physics plus another upper level Science Class. *CTE Science Credit Courses include Anatomy and Physiology (Level 2 Course like Pre-AP), Microbiology with Pathophysiology (1 semester each, taken together), Forensics, and Advanced Plant and Soil Science ESS is Earth, Space Science ES is Environmental Systems **Double enrollment in science classes can begin at any point in the sequence for advanced students. A note about mathematics and science: Many upper division science courses require varying degrees of use of mathematics. For students seeking to get the most out of their science courses, use the following suggested pre- and co- requisites. -
Information About Taking the SAT Subject Tests in Mathematics
Test Basics Multiple Dates Information About Subject Points Minutes Choice Administered Questions Taking the SAT Subject Math Oct., Nov., Dec., 200-800 60 50 Level 1 Jan., May, June Tests in Mathematics Math Oct., Nov., Dec., 200-800 60 50 Level 2 Jan., May, June Tests Offered: Math Level 1 For additional information access: Math Level 2 http://sat.collegeboard.org/practice/sat-subject-test- preparation/mathematics-level-1 http://sat.collegeboard.org/practice/sat-subject-test- preparation/mathematics-level-2 If you have any questions, please feel free to call Ronald Labrocca, Mathematics Chairperson, at 937-6379. [email protected] Who should take the test? We recommend that students enrolled in Honors or AP courses take the SAT subject test. When should you take the test? We recommend that students register to take the exam in June. Why should you take the test? The SAT is an international standardized test that offers a comparison of a student’s subject comprehension. Many of the first-tier colleges recommend that students take at least two subject tests for admission. What students need to do? Students should purchase an SAT subject test review book to prepare for the test. In addition, they should consult with their classroom teachers for areas in which they may need extra help and attend remedial classes. Subject Test Description Math Level 1 Content Math Level 1 The Mathematics Level 1 Subject Test assesses the knowledge Content Approximate you have gained from three years of college-preparatory % of Test mathematics, including two years of algebra and one year of geometry.