In this video David quickly explains each concept behind Forces and Newton's Laws and does a sample problem for each concept. Keep an eye on the scroll to the right to see how far along you've made it in the review. Created by David SantoPietro.

In this video David quickly reviews the momentum and impulse topics on the AP Physics 1 exam and solves an example problem for each concept. Created by David SantoPietro.

In this video, David quickly explains each torque and angular concept and does a sample question for each one. Created by David SantoPietro.

In this video David quickly explains each concept for waves and simple harmonic motion and does an example question for each one. Created by David SantoPietro.

Paul Anderson video playlist for videos that can be used in a AP Physics Essentials class

Trata-se de um produto didático do Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB) contou com uma série de etapas e considerou diversos aspectos para garantir que o produto final fosse eficaz, relevante e aplicável no contexto educacional.

Trata-se de um produto técnico de forma complementar a produçãointelectual da Área de Ciências Ambientais (CiAmb). O E-book tem oobjetivo de contribuir e orientar professores e gestores da educaçãobásica que pretendam aplicar a ABP associado Educação Ambiental (EA)crítica ou em qualquer outra área, fazendo as devidas adaptações àrealidade vivida. Ou seja, pode facilitar professores e gestores noentendimento da ABP e de práticas de EA crítica.

A cartilha “Aproveitamento de água de chuva: A água que você precisa vem das nuvens” é um material informativo que tem por objetivo disseminar o aproveitamento da água da chuva como uma técnica alternativa de utilização dos recursos hídricos adequada ambientalmente e socialmente, tendo como alicerce a Educação Ambiental- EA.
Esta cartilha se destina ao publico juvenil, mas também a todos aqueles que se interessem pelo tema, a fim de proporcionar maior familiaridade com a temática através do desenvolvimento de conceitos e levantamento de reflexões.

In the last two decades, research in various aspects of mobile ad-hoc networks, MANETs, has been very active, motivated mainly by military, disaster relief and law enforcement scenarios. More recently, location information has become increasingly available; partially prompted by the emerging trend to incorporate location or position sensing into personal handheld devices. An evolutionary natural step is to adopt such position-based operation in MANETs. This results in what we call position-based MANETs. In such settings, devices are equipped with position-sensing capabilities and rely on position information in their operation. The main distinguishing feature of the envisaged position-based MANET environment is the communication paradigm based not on permanent or semi-permanent identities, addresses or pseudonyms, but on instantaneous node locations or positions. In some application settings, such as: military, law enforcement and search-and-rescue, node identities are not nearly as important as node positions. Such settings have certain characteristics in common. First, node position is very important: knowledge of the physical, as opposed to logical or relative topology, makes it possible to avoid wasteful communication and focus on nodes located within a specific area. Thus, the emphasis is not on the longterm node identity, but rather on current node position. Second, critical environments face security and privacy attacks. Security attacks aim to distribute false location and network ing control information, e.g., routing control messages, or impede the propagation of genuine information. The goal of privacy attacks is to track nodes as they move. Third, when the operating environment is hostile, as is the case in military and law enforcement settings, node identities must not be revealed. We use the term hostile to mean that communication is being monitored by adversarial entities that are not part of the MANET. The need to hide node identities becomes more pressing if we further assume that MANET nodes do not trust each other, due to a suspicious environment where nodes can be compromised. In such an environment, it is natural for node movements to be obscured, such that tracking a given node is impossible or, at least, very difficult. While we do not claim that such suspicious and hostile location-based MANET environments are commonplace, they do occur and require high security and privacy guarantees. While doing all these;there is a challenge for nodes to maintain anonymity protection from outside observers or malicious attackers. Full anonymity protection can be achieved only when ;sources,destinations and routes all are protected. In this work, to offer better anonymity protection, we propose an Anonymous Position-based Security Aware Routing Protocol (APSAR). Experimental results exhibit consistency with the theoretical analysis, and show that APSAR achieves better route anonymity protection compared to other anonymous routing protocols. Also, APSAR achieves comparable routing efficiency to the GPSR geographical routing protocol. The work in this thesis addresses a number of security and privacy issues arising in position-based MANETs. models. We address the problem of position based security aware routing in consideration with better anonymity protection .

This book was created to support Project 677 in APSC 100 in the Faculty of Engineering at Queen’s University during the winter term of 2019, and is being updated and expanded to support Project 725 in Winter 2021. It provides a publicly visible collection of information that will help with this design project. Use of these resources elsewhere under the CC license is encouraged, but not supported. The contents of this book will grow and change over the term. Please fell free to add your comments or questions in any of the sections and I will try to address them.

The resources in this book are not comprehensive and are only intended to provide a starting point to explore design options. In particular, there will be many examples illustrated by single products that are not the only, or even the best solutions for a particular application. You will need to go well beyond the contents of this book to make your independent design decisions.

The models used for building heat transfer are very much simplified for an introduction to the ideas and should be used cautiously. Design of actual building systems should be undertaken in much greater detail. The target here is to use models that don’t require you to learn any new physics.

The secondary reason this book exists is to give me some practice using PressBooks to develop Open Educational Resources (OER). Some of the files that are linked from this book are on Google Drive, and some are on GitHub.

Word Count: 13755

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

THis is an activity that can be used to introduce Linear Regression or the relationship between two numerical variables.  Studetns will do an activity, make graphs, and answer questions about the relationship between hand span and the number of candies grabbed.  Then they will be asked to do an exploration on their own.

A full AP® Statistics curriculum that explores relevant data in social issues, economics, medicine, sports, and more. The sequence works well in conjunction with the course CED and the most widely-used AP® Statistics textbooks.

This assignment helps advanced students to stay connected to the language over the summer. The first document is the assignment with instructions and links. The next two documents are capture sheets for students to use as they complete the work. The documents are in Spanish and the links are to Spanish language sources but everything can be adapted to other languages.

This lesson is a series of videos that cover Cold War fears of the 1940s and 50s. It describers how the American Public were given measures to protect themselves against and invasion or an atomic attack. The lesson also has the student to view several videos on the domestic policies of the United states and a general overview of Cold war policies. Students will have to interpret point of view and argumentation from both sides of the political spectrum.

This course contains five projects that are organized around the following question: “What is the proper role of government in a democracy?” Each project involves political simulations through which students take on roles that help contextualize the content required by the new College Board course framework.

Founders' Intent
Elections
Supreme Court
Congress
Government in Action

Openly licensed PDF unit plans of all the above units are available at this Sprocket Lucas Education Research Platform (scroll to bottom of web page).

Alternately, educators may sign up for free access to the online AP U.S. Government and Politics course that includes additional instructional supports:
https://sprocket.lucasedresearch.org/users/sprocket_access

Created by NHPRC Teacher Participant/Creator: Sean McManamon to meet NYC Social Studies Scope and Sequence  for World History. Adaptable to other grades. Cumulative assignment for the end of the year. Assignment asks students to connect family history interview to World History periodization.

Created by NHPRC Teacher Participant/Creator David Richman for his AP World History course. Adaptable to US History. Adaptable to other grades. Assignments ask students research the effects Executive Order 9066 had on families of Japanese descent, to analyze primary sources, and to create an illustrated story book detailing Ms. Wakatsuki’s time spent at Manzanar, a Japanese internment camp.

The course is designed for students to develop a greater understanding of global processes and interaction between all human societies. The course follows a thematic approach which will highlight the nature of international continuities and changes, their causes and consequences, and comparisons among major societies. The course emphasizes relevant factual knowledge in conjunction with interpretive issues and many types of historical evidence. Beginning with the start of civilization, focusing on the past millennium, the course builds on an understanding of cultural, institutional, and technological precedents that influence developments throughout history. The course begins with the rise of civilizations and extends through the modern world.

This AP world history course was designed based on five themes: Interactions between humans and the environment; development and interaction of cultures; state-building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. The course explores historical events from the 13th century through the 20th century.