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It provides guidance on selecting resources, designing laboratory investigations, and using formative and summative assessments. 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Hood  \nMAST Academy Miami, Florida  \n© 2014 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on [the Web: www.collegeboard.org](the Web: www.collegeboard.org).  \nAbout the College Board  \nThe 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 over 6,000 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](www.collegeboard.org).  \nAP Equity and Access Policy  \nThe College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.  \nWelcome to the AP® Physics Course Planning and Pacing Guides  \nThis guide is one of four course planning and pacing guides designed for AP® Physics 1 teachers. Each provides an example of how to design instruction for the AP course based on the author’s teaching context (e.g. , demographics, schedule, school type, setting) .  \nThese course planning and pacing guides highlight how the components of the AP Physics Curriculum Framework—the learning objectives, conceptual understandings, and science practices—are addressed in the course. Each guide also provides valuable suggestions for teaching the course, including the selection of resources, instructional activities such as laboratory investigations, and formative and summative assessments. The authors have offered insight into the why and how behind their instructional choices—displayed in boxes along the right side of the individual unit plans—to aid in course planning for AP Physics teachers.  \nThe primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school year. However, they can also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus Development Guide and the four Annotated Sample Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting curricular requirements.  \nAP Physics 1: Algebra-Based ■ Course Planning and Pacing Guide  \nii  \nJulie A. Hood © 2014 The College Board.  \nContents  \nInstructional Setting  .................................................. 1  \nOverview of the Course  ...............................................3  \nCourse Planning and Pacing by Unit  \nUnit 1: Kinematics ...........................................................4  \nUnit 2: Newton’s Laws of Motion .............................","cbCaivHyIlfRKayo","https://ap.wps.com/l/cbCaivHyIlfRKayo","pdf",820923,44,"English","# Instructional Setting\n# Overview of the Course\n# Course Planning and Pacing by Unit\n## Unit 1: Kinematics\n## Unit 2: Newton’s Laws of Motion\n## Unit 3: Work, Energy, and Power\n## Unit 4: Linear Momentum\n## Unit 5: Torque, Rotational Motion, and Angular Momentum\n## Unit 6: Circular Motion and Gravitation\n## Unit 7: Oscillations, Mechanical Waves, and Sound\n## Unit 8: Introduction to Electric Circuits\n# Resources","[{\"question\":\"What is the purpose of the AP Physics 1 course planning and pacing guide?\",\"answer\":\"It models approaches to planning and pacing the AP Physics 1 curriculum throughout the school year, and can also support syllabus development aligned with AP Course Audit resources.\"},{\"question\":\"Which curriculum components does the guide help teachers address in their course?\",\"answer\":\"It highlights how the AP Physics Curriculum Framework components—learning objectives, conceptual understandings, and science practices—are addressed in the course.\"},{\"question\":\"What types of teaching support does the guide provide for unit instruction?\",\"answer\":\"It includes suggestions for resource selection, instructional activities such as laboratory investigations, and formative and summative assessments, along with explanations of the rationale behind instructional choices.\"}]","AP Physics 1 - Algebra-Based Course Planning and Pacing Guide | PDF",1789901200,111]