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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. -
AP Statistics 2021 Free-Response Questions
2021 AP® Statistics Free-Response Questions © 2021 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board. Visit College Board on the web: collegeboard.org. AP Central is the official online home for the AP Program: apcentral.collegeboard.org. Formulas for AP Statistics I. Descriptive Statistics 2 1 ∑ x 1 2 ∑( x − x ) x = ∑ x = i s = ∑( x − x ) = i ni n x n − 1 i n − 1 yˆ = a + bx y = a + bx 1 xi − x yi − y sy r = ∑ b = r n − 1 sx sy sx II. Probability and Distributions PA( ∩ B) PA( ∪ B )()()(= PA+ PB − PA ∩ B ) PAB()| = PB() Probability Distribution Mean Standard Deviation µ = E( X) = ∑ xP x 2 Discrete random variable, X X i ( i ) σ = ∑ − µ X ( xi X ) Px( i ) If has a binomial distribution µ = np σ = − with parameters n and p, then: X X np(1 p) n x nx− PX( = x) = p (1 − p) x where x = 0, 1, 2, 3, , n If has a geometric distribution 1 1 − p with parameter p, then: µ = σ = X p X PX( = x) = (1 − p) x−1 p p where x = 1, 2, 3, III. Sampling Distributions and Inferential Statistics statistic − parameter Standardized test statistic: standard error of the statistic Confidence interval: statistic ± (critical value )( standard error of statistic ) (observed − expected)2 Chi-square statistic: χ 2 = ∑ expected III. Sampling Distributions and Inferential Statistics (continued) Sampling distributions for proportions: Random Parameters of Standard Error* Variable Sampling Distribution of Sample Statistic For one population: µ = p p(1 − p) pˆ (1 − pˆ ) pˆ σ pˆ = -
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. -
College Majors Requiring Statistics Statistics Is Specifically Required in Some Majors, While It Is a Quantitative Methods Requirement in Others
College Majors Requiring Statistics Statistics is specifically required in some majors, while it is a quantitative methods requirement in others. AGRICULTURAL SCIENCES Kinesiology Chemical Engineering Genetics Agricultural and Environmental Plant Movement and Sport Sciences Civil Engineering Geology Sciences Nursing Computer Information Systems Geophysics Agricultural Business Nutrition Computer Science Hydrogeology Agricultural Communication Occupational Health Computer Software Engineering Marine Sciences Agricultural Education Occupational Therapy Construction Science and Mathematical Sciences Agricultural Mechanization Pharmaceutical Sciences Management Mathematics and Business Physical Therapy Electrical Engineering Meteorology Agricultural Systems Management Pre-Pharmacy Engineering Management and Microbiology Protection Agronomy Pre-Rehabilitation Sciences Neuroscience Environmental and Natural Resources Animal and Veterinary Sciences Respiratory Care Physics Environmental Engineering • Animal Agribusiness Speech Language Hearing Planetary Science Industrial Design • Equine Business Pre-Health • Preveterinary and Science BUSINESS Industrial Engineering Accounting Pre-Veterinary Medicine Crop Science Industrial Management Actuarial Science Statistics Culinary Science Industrial Technology and Packaging Advertising SOCIAL STUDIES Dairy Science Landscape Architecture Aviation Management AND THE HUMANITIES Fisheries and Aquatic Sciences Materials Science and Engineering Business Anthropology Food Science Mechanical Engineering Business -
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. -
Graduate School of Education ❖ Department of Learning And
Graduate School of Education Department of Learning and Instruction Teacher Education Institute Math Education For those who hold a valid NYS Initial Teacher Certificate in Mathematics (grades 7-12) and are seeking the Master of Education degree as well as recommendation for the Professional Teacher Certificate in Mathematics (grades 7-12) and the Professional Extension in Mathematics (grades 5-6). Name: ___________________________________________ Person Number: _____________________________________ III. Professional Certification/Master of Education (Grades 7-12, 5-6 extension) Date Credit Gra de EDUCATION ELECTIVES (6 credits ) LAI 514 Adolescent Writing Across Curriculum (Formerly Language, Cognition, and Writing ) NOTE: If you have taken LAI 414 as a UB undergraduate student, please choose a course from one 3 of the Mathematics Education Electives below in place of LAI 514. LAI 552 Mid dle Ch ildh oo d-Adol escent Literacy Methods 3 MATHEMATICS ELECTIVES (Select 12 credits from the following) LAI 544 Teaching of AP Calculus (May also use as Math Ed elective) 3 LAI 545 Problem Solving & Posing in Mathematics (May also use as Math Ed elective) 3 LAI 643 School Math Advanced Standpoint 1 * 3 LAI 644 School Math Advanced Standpoint 2 * 3 LAI 645 School Math Advanced Standpoint 3 * 3 LAI 64 7 School Math Advanced Standpoint 4 * 3 LAI xxx Teaching & Learning of AP Statistics (May also use as Math Ed elective) 3 Any graduate level course (500 or above) in the Department of Mathematics 3-6 Other electives with advisor approval 3 MATHEMATICS -
2020-21 Eagle Ridge Academy School of Rhetoric • Course Catalog
2020-21 Eagle Ridge Academy School of Rhetoric • Course Catalog Eagle Ridge Academy School of Rhetoric 2020-21 Course Catalog | 1 TABLE OF CONTENTS Welcome ........................................................................................................................3 How to Use This Guide ...............................................................................................4 College Readiness, Admissions, & Your Four-Year High School Course Plan .................................................5 College Preparation & Credit Opportunities ........................................................6 Additional Course & Scheduling Information ......................................................7 Course & Credit Requirements for Graduation Credits Required for Graduation......................................................................................8 Sample Four-Year Plan .....................................................................................................8 Resources Course Offerings by Year (2020-2024)..........................................................................9 Course Guide Art History.........................................................................................................................10 Electives.............................................................................................................................11 Fine Arts...........................................................................................................................13 Humanities -
Motivation and Emotion 4
Motivation and Emotion 4 KEY TERMS Motivations Maslow's hierarchy of Management theory Instincts needs Approach-approach Drive reduction theory Self-actualization conflict Need Lateral hypothalamus Avoidance-avoidance Drive Ventromedial conflict Primary drives hypothalamus Approach-avoidance Secondary drives Set-point theory conflict Homeost'asis Bulimia James-Lange theory of Arousal theory Anorexia emotion Yerkes-Dodson law Obesity Cannon-Bard theory of Opponent-process theory Achievement motivation emotion of motivation Extrinsic motivators Two-factor theory Incentives Intrinsic motivators General adaptation syndrome (GAS) KEY PEOPLE Charles Darwin William James Thomas Holmes Abraham Maslow Carl Lange Richard Rahe William Masters Walter Cannon Hans Seyle Virginia Johnson Philip Bard Alfred Kinsey Stanley Schachter OVERVIEW In my psychology class, I often ask students at the beginning of the course why they wanted to take psychology. One of the most common replies is "Because I wanted to figureout why people do what they do:' Motivation theories address this question directly. Motivations are feelings or ideas that cause us to act toward a goal. Some motivations are obvious and conscious, but some are more subtle. In this chapter, we will review the connections between physiology and motivation, general motivation theories, and specific examples of motivation in hunger and sex. Finally, we will review the psychological research and theories about emotion and stress that are closely related to motivation theory. THEORIES OF MOTIVATION If you have pets, you know that differentanimals are born with 'instincts, which are automatic behaviors performed in response to specific stimuli. Your cat did not have to learn how to clean MOTIVATION AND EMOTION 153 itself, it was born with this instinct. -
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. -
AP Psychology Essential Information
AP Psychology Essential Information Introduction to Psychology 1. What is the definition of psychology? a. The study of behavior and mental processes 2. How did psychology as a study of behavior and mental processes develop? a. The roots of psychology can be traced back to the philosophy of Empiricism: emphasizing the role of experience and evidence, especially sensory perception, in the formation of ideas, while discounting the notion of innate ideas.- Greeks like Socrates, Plato and Aristotle. Later studied by Francis Bacon, Rene Decartes and John Locke. 3. What is the historical development of psychology? a. The evolution of psychology includes structuralism, functionalism, psychoanalysis, behaviorism and Gestalt psychology b. Wilhelm Wundt: set up the first psychological laboratory. i. trained subjects in introspection: examine your own cognitive processing- known as structuralism ii. study the role of consciousness; changes from philosophy to a science ii. Also used by Edward Titchener c. William James: published first psychology textbook; examined how the structures identified by Wundt function in our lives- functionalism i. Based off of Darwin’s theory of evolution 4. What are the different approaches to studying behavior and mental processes? a. biological, evolutionary, psychoanalysis (Freud), behavioral (Watson, Ivan Pavlov, B.F. Skinner), cognitive, humanistic (Abraham Maslow, Carl Rogers), social (Bandura) and Gestalt 5. Who are the individuals associated with different approaches to psychology? a. Darwin, Freud, Watson, Skinner and Maslow 6. What are each of the subfields within psychology? a. cognitive, biological, personality, developmental, quantitative, clinical, counseling, psychiatry, community, educational, school, social, industrial Methods and Testing 1. What are the two main forms of research? a. -
STEM Approved Course List SCIENCE TECHNOLOGY
STEM Approved Course List SCIENCE TECHNOLOGY STEM Physical Science HN STEM Computer Programming 1 HN STEM Biology 1 HN STEM Computer Programming 2 HN* STEM Chemistry HN Computer Coding 1 HN Physics 1 HN Computer Coding 2 HN Chemistry 2 HN Cyber Security HN Anatomy & Physiology HN AP Computer Science AP Biology MATH AP Chemistry Pre-Calculus HN AP Physics STEM Geometry HN Human Body Systems HN STEM Algebra 2 HN Principles of Biomedical Science HN AP Calculus AB Medical Interventions & Research HN* AP Calculus BC Biomedical Innovations & Research HN* STEM AP Statistics Health Science Work Based HN* Algebra 1 HN Sports Medicine 3 HN Additional Courses ENGINEERING English 1 HN Intro to Engineering Design HN STEM English 2 HN Principles of Engineering HN STEM English 3 HN Civil & Architectural Engineering HN STEM AP Human Geography Aerospace Engineering HN AP Psychology Clean Energy Systems HN AP Seminar* AP Research* AP Government AP Macro *Courses that count as research credit Bold Classes count as STEM credit Program Requirements: To qualify for recognition as a STEM Scholar, and receive the program designation for recommendations/applications for colleges and scholarships the STEM student shall: 1. Attain eight STEM credits from the approved courses list below. a. Each year-long Honors/AP/dual credit course from the approved list is a single STEM credit. b. The final grade in the class must be 80 or above to count as a STEM credit. 2. Successfully complete a research course from the approved courses list below. 3. Complete and have approved quality credit documentation each year in the program. -
AP Psychology
AP Psychology Course Description: The curriculum for this course is developed from the College Board AP Psychology Curriculum because it is designed to be the equivalent of a one semester introductory college or university Introduction to Psychology course. This is an elective social studies course. Due to the fact that this course is advanced, it is also weighted at 1.0. Students who take Advanced Placement Psychology can earn up to three college credits by taking the AP Exam. Taking the College Board exam is not a course requirement and students must pay the approximately $95 fee associated with the exam. During this class we will explore the following 9 units: Scientific Foundations of Psychology, Biological Base of Behavior, Sensation and Perception, Learning, Cognitive Psychology, Developmental Psychology, Motivation, Emotion and Personality, Clinical Psychology and Social Psychology. We will study the major core concepts and theories of psychology as well as practice the basic skills of conducting and analyzing psychological research. Students will develop their critical thinking skills through reading, writing and discussion. They will also be required to apply psychological concepts to authentic contexts as well as their own lives. The information in this course overview outlines what students should understand and be able to do by the end of the year. Mastery Standards Skill Category 1: Concept Understanding - Students will be able to define, explain, and apply psychological concepts, behavior, theories and perspectives. ● Define and/or apply concepts (1.A) ● Explain behavior in authentic context (1.B) ● Apply theories and perspectives in authentic contexts (1.C) Skill Category 2: Data Analysis - Students will be able to analyze and interpret quantitative data.