Dear Parents and Students,
To stay strongly aligned with college credit
policies and to prepare AP students for college and subsequent careers, the AP
Program has recently redesigned several courses in history, world languages,
and science. Provided below are the course changes for Physics B and Physics C
classes, effective in 2014-2015.
AP Physics 1 and AP Physics 2
2014–15
Guided by National Research
Council and National Science Foundation recommendations, the AP Program spent
several years collaborating with master AP teachers and eminent educators from
universities and colleges to evaluate and revise the AP Physics B course. This
collaboration led to a decision to replace AP Physics B with two new courses,
AP Physics 1: Algebra-based and AP Physics 2: Algebra-based. The new courses
were endorsed enthusiastically by higher education officials and will benefit
all members of the AP community. AP will begin offering the eagerly awaited
courses in the 2014–15 academic year, and it will discontinue the AP Physics B
program following the 2013–14 academic year.
Revisions
at a Glance
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AP
has implemented key recommendations by replacing AP Physics B with two new
courses: AP Physics 1 and AP Physics 2.
An in-depth study by the National Research Council (NRC) concluded that AP Physics B is a very broad course that “encourages cursory treatment of important topics in physics” rather than cultivating a deeper understanding of key foundational principles. The NRC further concluded that students should study Newtonian mechanics, including rotational dynamics and angular momentum, topics not covered in AP Physics B.
An in-depth study by the National Research Council (NRC) concluded that AP Physics B is a very broad course that “encourages cursory treatment of important topics in physics” rather than cultivating a deeper understanding of key foundational principles. The NRC further concluded that students should study Newtonian mechanics, including rotational dynamics and angular momentum, topics not covered in AP Physics B.
The
NRC also emphasized the need for inquiry-based instruction and in-depth
exploration of topics. To achieve these important goals, and to provide the
much-needed time for teachers to accomplish them, the NRC recommended spreading
the course material over two years. After confirming this recommendation
through college curriculum studies, higher education validations, reviews of
state standards, and AP teacher timing trials, the AP Program is replacing AP
Physics B with two separate full-year courses.
The
AP Program will begin offering AP Physics 1 and AP Physics 2 in fall 2014,
followed by the exams in May 2015.
§
Students
have the time needed to explore and deepen understanding.
Splitting the AP Physics B course into two separate, full-year courses allows students to achieve in-depth understanding; they will have more time for hands-on explorations of physics content and inquiry labs. The full year also allows time for inclusion of physics content specified by state standards.
Splitting the AP Physics B course into two separate, full-year courses allows students to achieve in-depth understanding; they will have more time for hands-on explorations of physics content and inquiry labs. The full year also allows time for inclusion of physics content specified by state standards.
The
New Courses
Each course is designed to be taught over a full academic year.
Each course is designed to be taught over a full academic year.
§
AP
Physics 1: Algebra-based
is the equivalent to a first-semester college course in algebra-based physics.
The course covers Newtonian mechanics (including rotational dynamics and
angular momentum); work, energy, and power; mechanical waves and sound. It will
also introduce electric circuits.
§
AP
Physics 2: Algebra-based
is the equivalent to a second-semester college course in algebra-based physics.
The course covers fluid mechanics; thermodynamics; electricity and magnetism;
optics; atomic and nuclear physics.
§
A
new curriculum framework clarifies what knowledge and skills students should
demonstrate to qualify for college credit and placement.
The AP Physics 1: Algebra-based and AP Physics 2: Algebra-based Curriculum Framework was developed in close consultation with college and university faculty and master AP teachers nationwide. The new framework differs from the AP Physics B “list of learning objectives” in significant ways. The curriculum framework is now —
The AP Physics 1: Algebra-based and AP Physics 2: Algebra-based Curriculum Framework was developed in close consultation with college and university faculty and master AP teachers nationwide. The new framework differs from the AP Physics B “list of learning objectives” in significant ways. The curriculum framework is now —
§
Organized
around seven, foundational big ideas in physics that structure the courses.
§
Focused
on a series of learning objectives that clarify what knowledge and skills
students should demonstrate to qualify for college credit and placement. Each
learning objective is a combination of specific physics content and one or more
of seven foundational science practices.
§
The
science practices are emphasized.
The ability to develop and use physics knowledge by applying it to the practice of scientific inquiry and reasoning is at the heart of the new physics courses and exams. Focusing on these skills enables teachers to use the principles of scientific inquiry to promote a more engaging and rigorous experience for AP Physics students.
The ability to develop and use physics knowledge by applying it to the practice of scientific inquiry and reasoning is at the heart of the new physics courses and exams. Focusing on these skills enables teachers to use the principles of scientific inquiry to promote a more engaging and rigorous experience for AP Physics students.
§
Inquiry
investigations are emphasized.
The amount of instructional time devoted to laboratory investigations has increased from 20 to 25 percent. These investigations now foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting, where they direct and monitor their progress toward an academic goal.
The amount of instructional time devoted to laboratory investigations has increased from 20 to 25 percent. These investigations now foster student engagement in the practice of science through experimenting, analyzing, making conjectures and arguments, and solving problems in a collaborative setting, where they direct and monitor their progress toward an academic goal.
§
Exam
questions are based on the learning objectives described in the curriculum
framework.
The new curriculum framework includes measurable learning objectives, each of which combines the science practices with specific content to provide teachers with a clear and detailed description of what knowledge and skills students should demonstrate upon completing the courses.
The new curriculum framework includes measurable learning objectives, each of which combines the science practices with specific content to provide teachers with a clear and detailed description of what knowledge and skills students should demonstrate upon completing the courses.
The New Exams —
§
Emphasize
the ability to use symbolic and proportional reasoning, and the ability to
translate between multiple representations.
§
Reduce
the number of free-response questions, allowing time to articulate qualitative
and quantitative explanations, reasoning, and justifications of answers.
§
Include
an experimental-design question that demonstrates understanding of the science
practices.
§
The
redesigned courses align with the knowledge and skills valued by college
faculty members and department chairs.
Each element of the redesigned courses and exams was reviewed by college department chairs and faculty from across the United States. They identified the key concepts and skills that students should learn, and confirmed that the design of the new AP Physics courses offer students a solid foundation for further science coursework in college.
Each element of the redesigned courses and exams was reviewed by college department chairs and faculty from across the United States. They identified the key concepts and skills that students should learn, and confirmed that the design of the new AP Physics courses offer students a solid foundation for further science coursework in college.
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