Series of videos that can be used in an AP Biology Labs class created by Paul Anderson- Bozeman Science

These exercises cover the Science Practices for Advanced Placement Biology. They were written by Julie Zedalis and John Eggebrecht, and include alignment information to the College Board AP Biology Course and Exam Description. The exercises are also available directly in the OpenStax AP Biology textbook.

Paul Anderson's video play list of videos that can be used in a AP Biology Science Practices course

Series of videos that can be used in a AP Biology Video Essentials class created by Paul Anderson- Bozeman Science

CSAwesome is a free College Board endorsed curriculum for AP Computer Science A, an introductory college-level computer programming course in Java

Students will understand the importance of the common ion effect when looking for the pH of weak acids.

Students will understand how to make and calculate the pH of a buffered solution.

Students will understand how to calculate the pH during different types of acid-base titrations, including guidelines from determining which indicator to use.

Students will understand how to use the solubility equilibrium constant to calculate the solubility of compounds

Students will understand how to calculate the equilibrium quotient to determine the direction of solubility and solid formation.

Paul Anderson's video playlist of videos that can be used in a AP Chemistry Video Essentials class

A modified version of a Chalk Talk routine in which the educator provides a prompt for students to put forth ideas, questions, and further develop ideas of others in an effort to advance understanding in relation to a topic.

This activity utilizes a Claim-Support-Question framework that allows students to draw on prior knowledge, investigation, and questioning. Designed to be placed within a Java context of enhancing object-oriented programming classes using interfaceses, students will analyze, implement, and support claims regarding three separate interfaces while moving between analysis and program implementation.

This activity is utilized as a method for students to commuincate their current learning, progress their understanding, and then reflect on their current understanding of a topic and share what they now think and the connections they have built.

APEX Calculus is a calculus textbook written for traditional college/university calculus courses. It has the look and feel of the calculus book you likely use right now (Stewart, Thomas & Finney, etc.). The explanations of new concepts is clear, written for someone who does not yet know calculus. Each section ends with an exercise set with ample problems to practice & test skills (odd answers are in the back).

This text was written as a prequel to the APEXCalculus series, a three–volume series on Calculus. This text is not intended to fully prepare students with all of the mathematical knowledge they need to tackle Calculus, rather it is designed to review mathematical concepts that are often stumbling blocks in the Calculus sequence. It starts basic and builds to more complex topics. This text is written so that each section and topic largely stands on its own, making it a good resource for students in Calculus who are struggling with the supporting mathemathics found in Calculus courses. The topics were chosen based on experience; several instructors in the Applied Mathemathics Department at the Virginia Military Institute (VMI) compiled a list of topics that Calculus students commonly struggle with, giving the focus of this text. This allows for a more focused approach; at first glance one of the obvious differences from a standard Pre-Calculus text is its size.

This course contains five projects, plus a course introduction and course closure, that are organized around the following question: “How can we rethink our use of the world’s resources?” Each project involves investigations of sustainability that help contextualize the content required by the new College Board course framework.

This AP Environmental Science class is intended to meet the same objectives as a first-year college-based course.
However, the method of instruction for this course is unique compared to similar courses because we have adopted
a project-based learning (PBL) approach. Although PBL may take many forms, our approach involves student
investigations and simulations that require students to think like scientists, policymakers, farmers, and other adults
in real-world settings. Teachers engage students in collaborative problem solving, argumentation, and deep
exploration of the concepts and principles of the discipline. The goal for student learning is understanding rather
than relying on rote memory to create meaningful learning and knowledge that is actionable, adaptive, and
transferable.