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# AP

## AP US Govt & Politics Tue@10:00 AM EST

with SocSci Instructor (M.A. or PhD)

AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning assess causes and consequences of political events, and interpret data to develop evidence-based arguments. All AP courses are College Board audited (approved) and count from 6-12 hours college credit.

## AP European History Tue@12:30 PM EST

with SocSci Instructor (M.A. or PhD)

The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of the AP program in European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. All AP courses are College Board audited (approved) and count from 6-12 hours college credit.

## AP Calc AB Tue-Thu TBA

with Mark Kover, M.S.

**AP Calculus AB** is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. The AP course covers topics in the areas, including concepts and skills of limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.

Course Content:

- Unit 1: Limits and Continuity
- Unit 2: Differentiation: Definition and Fundamental Properties
- Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
- Unit 4: Contextual Applications of Differentiation
- Unit 5: Analytical Applications of Differentiation
- Unit 6: Integration and Accumulation of Change
- Unit 7: Differential Equations
- Unit 8: Applications of Integration

**Big Ideas** serve as the foundation of the course, enabling students to create meaningful connections among concepts and develop deeper conceptual understanding:

**Change**: Using derivatives to describe rates of change of one variable with respect to another or using definite integrals to describe the net change in one variable over an interval of another allows students to understand change in a variety of contexts.**Limits**: Beginning with a discrete model and then considering the consequences of a limiting case allows us to model real-world behavior and to discover and understand important ideas, definitions, formulas, and theorems in calculus.**Analysis of Functions**: Calculus allows us to analyze the behaviors of functions by relating limits to differentiation, integration, and infinite series and relating each of these concepts to the others.

**Prerequisites**: Before studying calculus, all students should complete the equivalent of four years of secondary mathematics designed for college-bound students: courses that should prepare them with a strong foundation in reasoning with algebraic symbols and working with algebraic structures. Prospective calculus students should take courses in which they study algebra, geometry, trigonometry, analytic geometry, and elementary functions. These functions include linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piecewise-defined functions. In particular, before studying calculus, students must be familiar with the properties of functions, the composition of functions, the algebra of functions, and the graphs of functions.

## AP Chemistry Tue-Thu TBA

with STEM Instructor (M.S. or PhD)

AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through inquiry-based lab investigations as they explore the four Big Ideas: scale, proportion, and quantity; structure and properties of substances; transformations; and energy.

BIG IDEA 1: SCALE, PROPORTION, AND QUANTITY (SPQ) Quantities in chemistry are expressed at both the macroscopic and atomic scale. Explanations, predictions, and other forms of argumentation in chemistry require understanding the meaning of these quantities, and the relationship between quantities at the same scale and across scales.

BIG IDEA 2: STRUCTURE AND PROPERTIES (SAP) Properties of substances observable at the macroscopic scale emerge from the structures of atoms and molecules and the interactions between them. Chemical reasoning moves in both directions across these scales. Properties are predicted from known aspects of the structures and interactions at the atomic scale. Observed properties are used to infer aspects of the structures and interactions.

BIG IDEA 3: TRANSFORMATIONS (TRA) At its heart, chemistry is about the rearrangement of matter. Understanding the details of these transformations requires reasoning at many levels as one must quantify what is occurring both macroscopically and at the atomic level during the process. This reasoning can be as simple as monitoring amounts of products made or as complex as visualizing the intermolecular forces among the species in a mixture. The rate of a transformation is also of interest, as particles must move and collide to initiate reaction events.

BIG IDEA 4: ENERGY (ENE) Energy has two important roles in characterizing and controlling chemical systems. The first is accounting for the distribution of energy among the components of a system and the ways that heat exchanges, chemical reactions, and phase transitions redistribute this energy. The second is in considering the enthalpic and entropic driving forces for a chemical process. These are closely related to the dynamic equilibrium present in many chemical systems and the ways in which changes in experimental conditions alter the positions of these equilibria.

## AP Physics 1 (Algebra-based) Tue-Thu TBA

with Mark Kover, M.S.

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, and waves.

BIG IDEA 1: SYSTEMS (SYS) Objects and systems have properties such as mass and charge. Systems may have internal structure.

BIG IDEA 2: FIELDS (FLD) Fields existing in space can be used to explain interactions.

BIG IDEA 3: FORCE INTERACTIONS (INT) The interactions of an object with other objects can be described by forces.

BIG IDEA 4: CHANGE (CHA) Interactions between systems can result in changes in those systems.

BIG IDEA 5: CONSERVATION (CON) Changes that occur as a result of interactions are constrained by conservation laws

Prerequisites: Students should have completed Geometry and be concurrently taking Algebra II or an equivalent course. Although the Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.

## AP Physics 2 (Algebra-based) Tue-Thu TBA

with Mark Kover, M.S.

**AP Physics 2** is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they explore concepts like systems, fields, force interactions, change, conservation, waves, and probability.\

The course content is organized into seven commonly taught units, which have been arranged in the following suggested, logical sequence: ■ Unit 1: Fluids ■ Unit 2: Thermodynamics ■ Unit 3: Electric Force, Field, and Potential ■ Unit 4: Electric Circuits ■ Unit 5: Magnetism and Electromagnetic Induction ■ Unit 6: Geometric and Physical Optics ■ Unit 7: Quantum, Atomic, and Nuclear Physics Each unit is broken down into teachable segments called topics.

In addition, the following BIG IDEAS serve as the foundation of the course, enabling students to create meaningful connections among concepts and develop deeper conceptual understanding:

■ Systems: Objects and systems have properties such as mass and charge. ■ Fields: Fields existing in space can be used to explain interactions. ■ Force Interactions: The interactions of an object with other objects can be described by forces. ■ Change: Interactions between systems can result in changes in those systems. ■ Conservation: Changes that occur as a result of interactions are constrained by conservation laws. ■ Waves: Waves can transfer energy and momentum from one location to another without the permanent transfer of mass. ■ Probability: The mathematics of probability can be used to describe the behavior of complex systems.

**College Course Equivalent** AP Physics 2 is a full-year course that is the equivalent of a second-semester introductory college course in algebra-based physics.

**Prerequisites** Students should have completed AP Physics 1 or a comparable introductory physics course and should have taken or be concurrently taking pre-calculus or an equivalent course.

## AP Statistics Tue-Thu TBA

with STEM Instructor (M.S. or PhD)

The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.

There are four themes evident in the content, skills, and assessment in the AP Statistics course:(1) Exploring Data, (2) Sampling & Experimentation, (3) Probability & Simulation, and (4) Statistical Inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

**College Course Equivalent** The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics.

**Prerequisites** The AP Statistics course is an excellent option for any secondary school student who has successfully completed a second-year course in algebra and who possesses sufficient mathematical maturity and quantitative reasoning ability. Because second-year algebra is the prerequisite course, AP Statistics is usually taken in either the junior or senior year. Decisions about whether to take AP Statistics and when to take it depend on a student’s plans:

- Students planning to take a science course in their senior year will benefit greatly from taking AP Statistics in their junior year.
- For students who would otherwise take no mathematics in their senior year, AP Statistics allows them to continue to develop their quantitative skills.
- Students who wish to leave open the option of taking calculus in college should include precalculus in their high school program and perhaps take AP Statistics concurrently with precalculus.

## AP English Literature & Comp. Tue@1:30 PM EST

with SocSci Instructor (M.A. or PhD)

The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer's purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. This is a perfect SAT/ACT verbal (English) preparation course. All AP courses are College Board audited (approved) and count from 6-12 hours college credit.