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AP Physics 1 Exam Prep

Course Description

AP Physics 1 cannot be compared to the pre-2015 AP Physics B course, and certainly not to most "honors" or "college prep" courses. The primary difference is the incessant demand for verbal explanations. A student who is skilled at "plugging and chugging" mathematics can easily pass any state standards exam, is likely getting an A or B in a typical introductory college or college- equivalent course, and could probably pass the old AP Physics B exam. Such a student cannot succeed in AP Physics 1.

Questions on the AP Physics 1 exam probe a student's understanding of the entire scientific process. In Physics 1 you don't just predict an answer, but you must explain the reasoning behind the prediction, and discuss how that prediction would change as the conditions of the problem change. And you don't stop there: you describe how you would set up an experiment to verify that prediction, how to analyze the data collected from such an experiment, how that experiment might turn out. In other words, our students are expected to acquire and demonstrate the same skills that professional physicists use in their work.

In this workshop, we will discuss in detail the content and structure of the AP Physics 1 exams. More importantly, we will talk about how to teach students the physics skills that will be tested on these exams, and which are useful at all levels of physics.

We'll be sharing teaching ideas within the group, especially including creative laboratory activities. I encourage attendance from those who have a year or two under their belts - their input will be especially useful to new AP Physics 1 teachers, and to other somewhat-veterans. We want to hear specifics about what has worked for you, and what has not.

The overarching goal of the day will be to communicate and share physics teaching ideas that, while focused on the AP Physics 1 exam, can be applied to any level of physics. In particular, we will discuss:

· Quantitative use of demonstrations… whenever students can be asked to predict the result of a demonstration, that demonstration has served a purpose beyond simply attention-grabbing.

· Laboratory activities in the style of AP lab questions… We will discuss how to create activities that are not only pedagogically valuable, but which also directly prepare the students for the types of exam questions they will face.

· Ways of structuring laboratory activities like a video game, in which students get quick (but not instant) feedback on their work, and in which students level up to progressively different activities. We will discuss activities that bring students beyond focusing on an abstract answer, but on to experimentally verifiable predictions. We'll talk about specific ideas that will help get students writing, communicating, and experimenting.

Number of Seat(s) Available: There are 27 openings remaining at this time.

Code:APS1918
Dates:February 16, 2019
Meets:Sa from 8:30 AM to 3:30 PM
Hours:6.00
Instructor:Greg Jacobs
Fee: $175.00Fee Breakdown
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