AP艺术史课程探讨诸如艺术的本质、用途、意义、艺术制作和对艺术的反应等主题。通过对从史前到现今不同艺术传统的研究，全面深入培养学生从不同角度理解艺术。学生学习和运用视觉、语境和比较分析的技巧，参与各种艺术形式，建立对史上个人艺术作品的理解，以及艺术制作过程和艺术作品在历史上的相互联系。

2019 TEST DATE, TUESDAY (PM), MAY 14, 2019

The AP Studio Art course is for students interested in a rigorous and focused study in art. Students will develop a quality portfolio that demonstrates a mastery of concept, composition and execution in drawing or 2D design. This course is based on a student creating a body of work that demonstrates quality, concentration, and breadth. This portfolio will be submitted to the College Board for college credit. The course will meet for a full year on the academic model (8 meetings every two weeks). Students taking any college-level course will be expected to spend a considerable amount of time outside of class in order to complete homework and sketchbook assignments.

This course provides an overview of the content of the AP Studio Art portfolios in Drawing, Two-Dimensional Design, and Three-Dimensional Design. A variety of course structures will be considered and issues in drawing, 2D and 3D design, color, sculpture, and painting will be addressed in depth. Participants will follow individual course outlines for their own AP Program* syllabus and will, through simulated grading of sample portfolios, become familiar with AP grading standards and procedures. Attention will also be given to the preparation of artwork as well as the digital submission of the portfolio. Participants will leave with several textbooks and cloud access to all the handouts and generated materials. There will be homework after each lesson, culminating in an exhibit of participant artwork. Bring cameras to document the process and the exhibit.

2019 TEST DATE: FRIDAY, MAY 10, 2019

Studio Art — last day for coordinators to submit digital portfolios (by 8 p.m. ET) and to gather 2-D Design and Drawing students for physical portfolio assembly.
Teachers should have forwarded students' completed digital portfolios to Coordinators before this date.

AP生物学是一门难度课程，相当于大学入门的生物难度。 重点是对生物这一概念的理解，而并不是生物知识的累积。 学生应该理解和热爱生物科学，作为科学探究的过程和经历，发展解决问题和批判性思维的能力。

AP生物的学习和考试内容

2013年，AP生物的学习和考试内容进行了改革。改革后，AP生物课程的学习重点从“知识学习”转到“问题探究”和“试验探究”。改革后的课程内容用4个“Big Idea”进行串联。每个“Big Idea”下设置不同的“Enduring understanding”。在“Enduring understanding”下设置不同的“Essential knowledge”。

Big Idea 1

The process of evolution drives the diversity and unity of life.
第一个big idea需要学生理解“进化的过程导致了生命的共性和差异”，其涉及的具体章节及内容包括：selection and evolution（选择和进化）；speciation（物种形成）；origin of life（生命起源）等。

Big Idea 2

Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.
第二个big idea需要学生理解“生物体利用能量和物质来生长，繁殖以及维持其内稳态”，其涉及的具体章节及内容包括：cell membrane（细胞膜）；ecology（生态学）；cell respiration（细胞呼吸）；photosynthesis（光合作用）等。

Big Idea 3

Living system store, retrieve, transmit and respond to information essential to life processes.
第三个big idea需要学生理解“生命体根据生命过程的必须信息进行存储、反馈、运输和相应”，其涉及的具体章节及内容包括：molecules（分子），genetics（遗传），molecular biology（分子生物学），hormones（激素），nervous system（神经系统）等。

Big Idea 4

Biological system interact, and these systems and their interactions possess complex properties.
第四个big idea需要学生理解“生物系统之间可以相互作用，并且这些相互作用具有复杂的特性”，其涉及的具体章节及内容包括：cell biology（细胞生物学)，inheritance（遗传）等。

AP生物的具体章节内容包括：

• cell 细胞
• biochemistry 生物化学
• cell respiration 细胞呼吸
• photosynthesis 光合作用
• cell division 细胞分裂
• molecular biology 分子生物学
• heredity 遗传学
• classificaion 分类学
• plant biology 植物生物学
• animal physiology 动物生理学
• human physiology 人体生理学
• evolution 进化
• ecology 生态学
• animal behavior 动物行为学

改革后的课程和考试强调了对于实验探究能力的培养，通过在课程中安排生物实验，使学生能够获得科学实验设计能力、动手能力和分析能力。AP生物课程要求学生最起码完成12个实验，这12个实验分别是：

• diffusion and osmosis
• enzyme catalysis
• mitosis and meiosis
• plant pigments and photosynthesis
• cell respiration
• molecular biology
• genetics of organisms
• population genetics and evolution
• transpiration
• physiology of the circulatroy system
• animal behavior
• dissolved oxygen and aquatic primary productivity

本课程同时也针对5月的AP生物考试。 AP生物考试满分为5分，3分为通过，学生必须具备学习动力来修读这门有挑战的课程。 我们的这门生物课主要以老师讲课为主，并配合模考和阶段性考试。

2019 TEST DATE, MONDAY (AM), MAY 13, 2019

1. AP微积分的预备知识

在学习微积分之前，学生们应该掌握下面预备知识：

• 实数与数轴（初中知识）
• 绝对值（初中知识）
• 区间和邻域（高中知识）
• 函数的概念（自变量和因变量）；函数表示法（特别是图示法和解析法）；函数的定义域和值域；函数的几何特征：单调性、有界性、奇偶性、周期性（高中知识）
• 基本初等函数（常函数、冥函数、指数函数、对数函数、三角函数和反三角函数）的表达式、定义域和图形（高中知识）
• 复合函数对于定义域和值域的理解（高中知识）
• 初等函数和隐函数的表示法和概念（高中知识）
• 数列的基本性质（高中知识）

利用高中数学总复习资料可以帮助我们巩固微积分预备知识；SAT1数学部分考的是代数、几何，相当于我国初中知识水平，SAT2数学部分主要包括函数、三角、几何。SAT2数学分为数学1和数学2，其中数学1比较简单，数学2比较难，包括三角、矩阵、级数、向量和部分微积分。由于SAT2数学2适用性更广泛，国内考生一般会选考SAT2数学2。考生可以把准备SAT1数学部分和SAT2数学1和数学2考试部分内容作为学习AP微积分和AP统计学的基础。AP微积分基础主要在函数和三角。AP统计学基础主要在概率。

2. AP微积分的学习和考试内容

第一部分：函数和极限（functions and limits）

• 函数（functions）
• 函数图像分析（analysis of graphs）
• 函数的极限（包括单侧极限）[ limits of functions, including one sided limits ]
• 渐进和无穷（asymptotic and unbounded behavior）
• 函数的连续性（continuity as a property of functions）

第二部分：导数（derivatives）

• 导数的概念（concept of the derivative）
• 在一个点处的导数（derivative at a point）
• 导函数（包括中值定理等）（derivative as a function）
• 二阶导数（second derivatives）
• 导数的应用（applications of derivatives）
• 导数的运算（computation of derivatives）

第三部分：积分（integrals）

• 定积分的概念和性质（computation of derivatives）
• 积分的应用（applications of integrals）
• 微积分基本定理（fundamental theorem of calculus）
• 不定积分（techniques of antidifferentiation）
• 不定积分的应用（applications of antidifferentiation）
• 定积分的数值计算（numerical approximations to definite integrals）

第四部分：多项式估算和级数（polynomial approximations and series）

• 级数的定义（concept of series）
• 常数项级数（taylor series）
• 微积分基本定理（fundamental theorem of calculus）
• 泰勒技术（taylor series）

AP微积分AB需要一年的课程学习时间，其内容大约占了美国大学一年的微积分课程内容的三分之二，而微积分BC需要一年多的课程学习时间，其内容包括了美国大学一年的微积分课程内容的全部。微积分BC是微积分AB的延伸和扩展，对共同内容的理解深度和要求是一致的。AP微积分BC的考试内容不仅包括AB中的微分学和积分学内容，还包括微分学和积分学中的一些额外内容，以及多项式估算（polynomial approximations）和级数（series）。

*2017年AP微积分AB与BC考试大纲有所修改。在本课程中，我们的微积分专科老师将用30小时深入讲解AB（BC涵盖全部AB的内容并将在AB的基础上加多15小时），重点在考题题型的理解以及计算技巧，历届满分通过率接近100%。

2019 TEST DATE, TUESDAY (AM), MAY 14, 2019

Calculus AB is a course in single-variable calculus that includes techniques and applications of the derivative, techniques and applications of the definite integral, and the Fundamental Theorem of Calculus. It is equivalent to at least a semester of calculus at most colleges and universities, perhaps to a year of calculus at some. Algebraic, numerical, and graphical representations are emphasized throughout the course.

Students taking this course have completed a solid foundation of mathematical courses that include algebra, geometry, trigonometry, analytic geometry, and elementary functions. Students are familiar with the properties, graphs, algebra, and language of linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, and piece-wise defined functions. S will normally have taken Algebra, Algebra II, Trigonometry, and Pre-Calculus before taking AP Calculus. Attitude prerequisites include a willingness to work both in and out of class, a willingness to collaborate with classmates to foster mutual understanding, and a sincere intent to place out of the first semester of college calculus rather than repeat it.

This course is designed for studentss who have already learned the AB curriculum and are comfortable with the AP program. The AB curriculum will be reviewed, with an emphasis on the topics the students desire. We will look at proofs of the basic theorems of AB calculus, as well as more in depth explorations of differential and integral calculus applications. In addition, we will look at first semester college calculus topics that are not part of the AB curriculum.

These sessions will cover all topics on the Calculus AB syllabus which includes limits and continuity, definition of the derivative, applications of the derivative, rate of change, Mean Value Theorem, Riemann sums, the definite integral by geometric and analytic means, average value, anti-differentiation,, applications of integration, the Fundamental Theorem of Calculus, slope fields, applications of anti-differentiation and separable differential equations.

Sample problems from previous AP exams will be given and solved together to develop an understanding of the material and the College Board philosophy. Students will also receive a variety of classroom tested activities and calculator programs to enhance practicing. We will discuss ways to prepare students for the AP exam. Students will also get several current textbooks and resource materials. Instructors will be sharing their extensive files.

2019 TEST DATE, TUESDAY (AM), MAY 14, 2019

1. AP微积分的预备知识

在学习微积分之前，学生们应该掌握下面预备知识：

• 实数与数轴（初中知识）
• 绝对值（初中知识）
• 区间和邻域（高中知识）
• 函数的概念（自变量和因变量）；函数表示法（特别是图示法和解析法）；函数的定义域和值域；函数的几何特征：单调性、有界性、奇偶性、周期性（高中知识）
• 基本初等函数（常函数、冥函数、指数函数、对数函数、三角函数和反三角函数）的表达式、定义域和图形（高中知识）
• 复合函数对于定义域和值域的理解（高中知识）
• 初等函数和隐函数的表示法和概念（高中知识）
• 数列的基本性质（高中知识）

利用高中数学总复习资料可以帮助我们巩固微积分预备知识；SAT1数学部分考的是代数、几何，相当于我国初中知识水平，SAT2数学部分主要包括函数、三角、几何。SAT2数学分为数学1和数学2，其中数学1比较简单，数学2比较难，包括三角、矩阵、级数、向量和部分微积分。由于SAT2数学2适用性更广泛，国内考生一般会选考SAT2数学2。考生可以把准备SAT1数学部分和SAT2数学1和数学2考试部分内容作为学习AP微积分和AP统计学的基础。AP微积分基础主要在函数和三角。AP统计学基础主要在概率。

2. AP微积分的学习和考试内容

第一部分：函数和极限（functions and limits）

• 函数（functions）
• 函数图像分析（analysis of graphs）
• 函数的极限（包括单侧极限）[ limits of functions, including one sided limits ]
• 渐进和无穷（asymptotic and unbounded behavior）
• 函数的连续性（continuity as a property of functions）

第二部分：导数（derivatives）

• 导数的概念（concept of the derivative）
• 在一个点处的导数（derivative at a point）
• 导函数（包括中值定理等）（derivative as a function）
• 二阶导数（second derivatives）
• 导数的应用（applications of derivatives）
• 导数的运算（computation of derivatives）

第三部分：积分（integrals）

• 定积分的概念和性质（computation of derivatives）
• 积分的应用（applications of integrals）
• 微积分基本定理（fundamental theorem of calculus）
• 不定积分（techniques of antidifferentiation）
• 不定积分的应用（applications of antidifferentiation）
• 定积分的数值计算（numerical approximations to definite integrals）

第四部分：多项式估算和级数（polynomial approximations and series）

• 级数的定义（concept of series）
• 常数项级数（taylor series）
• 微积分基本定理（fundamental theorem of calculus）
• 泰勒技术（taylor series）

AP微积分AB需要一年的课程学习时间，其内容大约占了美国大学一年的微积分课程内容的三分之二，而微积分BC需要一年多的课程学习时间，其内容包括了美国大学一年的微积分课程内容的全部。微积分BC是微积分AB的延伸和扩展，对共同内容的理解深度和要求是一致的。AP微积分BC的考试内容不仅包括AB中的微分学和积分学内容，还包括微分学和积分学中的一些额外内容，以及多项式估算（polynomial approximations）和级数（series）。

*2017年AP微积分AB与BC考试大纲有所修改。在本课程中，我们的微积分专科老师将用30小时深入讲解AB（BC涵盖全部AB的内容并将在AB的基础上加多15小时），重点在考题题型的理解以及计算技巧，历届满分通过率接近100%。

2019 TEST DATE, TUESDAY (AM), MAY 14, 2019

1. AP化学的学习和考试内容

Big Idea 1

是化学学习的基础，讲了原子和元素，并引申到物质的构成。
The Chemical elements are fundamental building mateirals of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.

Big Idea 2

是物质构成的核心，讲了物质构成中的化学键和理想气体。
Chemical and physical properties of materials can be explained by the struceture and the arrangement of atoms, ions, or molecules and the forces between them.

Big Idea 3

是传统考试的重点，讲了化学反应中的电子转移和能量变化。
Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

Big Idea 4

是抽象知识的难点，讲了化学反应的机理和化学反应速率。
Rates of chemical reactions are determined by details of the molecular collisions.

Big Idea 5

是承上启下的关键，讲了物质能量的变化和热力学原理。
The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

Big Idea 6

是计算考查的必考，讲了化学平衡以及相关能量变化。
Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

美国大学理事会CB对所考查知识点的具体范围、深度都做出了较为明确的要求，针对每个知识点（big deal）要求掌握不同的基本知识（essential knowlegde）和达到明确的学习目的（learning objective）。

建议学习中首先弄清楚每个知识点要求达到的学习目的。学习中需要将学习目的、基本知识点6大方向等内容进行串联，形成知识网络才能达到良好的学习效果。

2. AP化学学分兑换

• 耶鲁大学 Yale University AP成绩5分可兑换学分-1学分；课程CHEM 112a，113b,114a,115b
• 斯坦福大学 Stanford University AP成绩5分可兑换学分-4学分；课程CHEM 33
• 加州大学洛杉矶分校 UCLA AP成绩3，4或5分可兑换学分
  1. 8学分；课程Introductory CHEM（最低AP化学3分兑换）
  2. 8学分；课程General CHEM（最低AP化学4分兑换）
• 杜鲁门州立大学 Truman State University AP成绩3，4或5分可兑换学分
  1. 4学分；课程CHEM 100 Chemistry （最低AP化学3分兑换）
  2. 5学分；课程CHEM 120 Chemistry Principles I （最低AP化学4学分兑换）
• 路易斯安那州立大学 LSU AP成绩3，4，5分可兑换学分
  1. 6学分；课程CHEM 1201, 1202 （最低AP化学3分兑换）
  2. 6学分；课程CHEM 1421, 1422 （最低AP化学3分兑换）
• 密西西比州立大学 Mississippi State University AP成绩3，4或5分可兑换学分
  1. 3学分；课程CH 1213 （最低AP化学3分兑换）
  2. 6学分；课程CH 1213 和1223（最低AP化学4分兑换）

本课程将用45小时涵盖AP化学要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, THURSDAY (AM), MAY 9, 2019

This session, designed for both new and experienced AP students, will provide an intensive five-day program that focuses on the experimental portion of our AP chemistry course.

AP Comparative Government and Politics prepares students to become citizens in an increasingly interconnected world. It focuses upon important themes and concepts, including globalization and democratization. Specific case studies include the United Kingdom, the European Union, Russia, the People’s Republic of China, Mexico, Iran, and Nigeria. Cross-country comparisons are made throughout the course. Perhaps more than any other AP course, AP Comparative Government and Politics enables students to analyze world events and broaden their perspectives.

2019 TEST DATE, THURSDAY (AM), MAY 16, 2019

AP计算机A课程讲述的是计算机科学的基本知识，如问题解决、方法和策略设计、数据的组织形式（数据结构）、数据的访问和操作（算法）、分析潜在方案、计算机道德等。学习这门课有助于我们在当代生活中对计算机和用计算机解决问题有更深的认识。美国各大学的计算机入门课程范围很广。AP计算机A的主要内容不一定能完全符合这些课程中的某一门。但是，AP计算机A的教学内容是美国计算机协会（ACM）、电子工程师协会/计算机协会（IEEE/CS）推荐的计算机科学标准范围的子集。这门课不仅适合于相关专业的学生，也适合其他专业想成为当代技术社会信息化公民的学生。

1. AP计算机科学A的学习内容

AP计算机A考试，旨在证明学生的知识、理解和技能都达到了成功修完大学计算机科学入门课程的水平。考试涵盖大学第一学期计算机科学课程中的以Java语言为载体来例证面向对象的问题解决和算法实现的所有重要内容。

学习内容

• 面向对象的程序设计思想（Object-Oriented Programming）
• 程序实现（Program Implementation）
• 程序分析（Program Analysis）
• 标准化数据结构（Standard Data Stuctures）
• 标准操作和算法（Standard Operations and Algorithms）
• 实验室学习（Lab）

学习目标

• 针对问题设计、实现和分析解决方案
• 会使用和实现常用算法
• 会用标准数据结构
• 能开发和选择合适的算法和数据结构解决新问题
• 使用Java程序设计语音编写、运行、测试、调试方案，会使用AP Java子集里的标准Java类和接口
• 能阅读并理解含有几个相互作用的类的程序
• 能阅读并理解上述类型程序的设计和开发过程描述
• 理解使用计算机的伦理道德

2. AP计算机科学A的试卷结构和分数分布

第一部分选择题，共40题，答题时间是75分钟，占考试总分值的50%。选择题部分用于测试大纲中所规定的所有知识点、原理和概念。每道题的答题时间不到2分钟,学生在做此部分题的时候，千万不要纠结于一个题，要保证把所有题做完。第一部分结束后，要收回答题卡和试卷册，休息10分钟，再发答题的试卷册进行第二部分的考试，考生要按规定掌握好答题时间。

单项选择题知识点及分值比例

• 编程基础（Programming Fundamentals）55-75%
• 数据结构（Data Structures）20-40%
• 逻辑思维（Logic）5-15%
• 算法/问题解决（Algorithms/Problem Solving）25-45%
• 面向对象的程序设计（Objective-Oriented Programming）15-25%
• 归递（Recursion）5-15%
• 软件工程（Software Engineering）2-10%

第二部分自由问答题，共4道大题，有的大题会有两个小问题，答题时间是105分钟，占考试总分值的50%。自由问答题部分，要求学生能够解决在基本内容上有更广泛拓展的问题。这部分题目对Java语法没有特别严格要求，更注重的是解决问题的方法。考生要清晰表达自己的算法。

第一部分选择题，共40题，答题时间是75分钟，占考试总分值的50%。选择题部分用于测试大纲中所规定的所有知识点、原理和概念。每道题的答题时间不到2分钟,学生在做此部分题的时候，千万不要纠结于一个题，要保证把所有题做完。第一部分结束后，要收回答题卡和试卷册，休息10分钟，再发答题的试卷册进行第二部分的考试，考生要按规定掌握好答题时间。

考试评分：选择题部分只记答对的分值，答错或不答不倒扣分。自由问答题（Free Response Questions）部分，大学理事会有详细严谨的评分标准，阅卷者接受培训后，按照评分表专来阅卷。每一个步骤和考点都有相应的分值，对于语法格式，都标明了是否扣分以及扣多少分。因此，对于自由问答题，考生即使没有理清完整的解题步骤，也要把向导的部分写下来。

学习特点

• 熟悉基本语法
• 多阅读教材和老师给出例子，从问题的提出、算法讲解到最后转化为程序，每个步骤都要认真阅读，直至理解每一个例子。
• 多上机练习，这是一门实践性很强的课程。
• 最初学习的时候，多画流程图，流程图能帮我们理清算法，按照流程图再写程序，就轻松多了，否则算法、语法搅在一起，容易思路混乱。
• AP计算机A的英语词汇量不大，基本没有生僻词汇，但阅读量大，时间不够，所以，一定要多读多做练习，不仅提高阅读速度，也大大有助于我们掌握出题方式、常考的算法和数据结构。
• 下功夫，无论哪门学科，功夫不到，分数自然不到。

本课程将用45小时涵盖AP计算机A要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, TUESDAY (PM), MAY 10, 2019

这门课程是吸引各式各样的学生群体来初步了解计算机科学。与现有的AP计算机科学A课程相比，它提供了一个更加简单易懂的编程入门课程。计算机科学原理课程中包含了富有创造性的“大概念”，其中包括计算、算法、数据分析，以及计算对社会的影响。这是一个对于将来从事计算机科学职业或学习相关大学学位课程很好的准备，同时也有助于提高学生们学习计算思维。

无论你是否有计算机方面的基础，都能够胜任这门课程，课程中将会向你介绍大学理事会最新的名为AP计算机原理的计算机科学课程。本课程是对计算机科学的大致介绍，旨在提高所有学生的入学机会。我们将重点关注这门课程的7大理念：创造力、抽象、数据、信息、算法、编程、互联网和计算机全球影响。我们将强调具体的实践策略，从而在不同的学习环境中完成每一项任务。我们将详细讨论计算机原理评估课程的框架，其中包括表现性评价任务和多选测试。得分将被用于升学。

2019 TEST DATE, FRIDAY (PM), MAY 10, 2019

很多学生说理工科学习经济是没用的。其实不然。现在世界各国都在说经济增长需要创新，而大部分理工科同学将来学习和科研的结果都需要转化为现实的产品，这样才能具有市场价值。如果学生对市场和经济的一般规律一无所知，研究方向就有可能跑偏，研究结果的市场价值也许就不能达到资源使用的最大化。

对于商科学生来说，经济学是专业基础课，所以商科学生必须学习经济学。对于中国学生来说，在高中教育一般没有经济学，如果不在国内做一些衔接，到国外直接学习外国教授讲的经济学可能会有些吃力。而对于文科学生来说，经济学也是有必要学习的。文科生的主要专业为历史、社会学、心理学等，这些社会科学研究的内容都与经济制度、经济政策和经济行为有关。如果没有经济学基础，文科声的学习就可能偏离社会的方向。

经济学是一门适用于各个专业的应用基础课。AP经济学的课程设置是按照美国大学一年级经济学公共课水平设计的，主要都是阐述基本概念，没有复杂的数学推理，学习难度并不是很大，很适合中国高中生学习。

1. AP经济学的学习内容

AP微观经济主要是围绕基本循环流动图，讨论两类市场（商品和服务市场），两类参与者（消费者和厂商）的各种行为。

• 基本概念和基本图形（basic concept and bsic graph）；
• 供给、需求、弹性及其应用（supply, demand,elasticity and its application）；
• 消费者行为（consumer behavior）；
• 成本与市场结构（cost and market structure）；
• 生产要素市场（factor market）；
• 外部性和政府的作用（externality and the role of government）。

AP宏观经济主要是围绕宏观经济中的四大问题、两个模型、政府两种政策。

• 四大问题为产出（我们主要GDP表示，output and GDP）和经济增长（economic growth）、失业（unemployment）、通货膨胀（inflation）以及国际收支平衡（balance of payment）。
• 两个模型为总支出（aggregate expenditure）模型与总需求和总供给（aggregate demand/aggregate supply）模型。
• 政府两种政策为财政政策（fiscal policy）模型与货币政策（monetary policy）。
• 在研究货币政策时还要学习美国的银行体系（banking system）。

AP宏观经济学和微观经济学重合的部分主要有绝对优势和相对优势、机会成本、边际、稀缺性、供给与需求、弹性等。如果学生同时考两门，则重合部分可以一起复习，这两门的重合部分的出题模式在两份试卷中大体相同。

2. AP经济学的重点和难点知识

边际的概念

在历年的AP微观经济中，不管是单选还是简答题都会考到边际的概念。边际主要是指微小的变量，在数学上是导数的概念。与边际相关的概念在AP经济学考试中常出现。主要有以下内容：

• Marginal Revenue (MR)
• Marginal Benefit (MB)
• Marginal Cost (MC)
• Marginal Private Benefit (MPB)
• Marginal External Benefit (MEB)
• Marginal Social Benefit (MSB)
• Marginal Private Cost (MPC)
• Marginal External Cost (MEC)
• Marginal Social Cost （MSC)
• Marginal Utility (MU)
• Marginal Product (MP)
• Marginal Product of Labor (MPL)
• Margnial Product of Capital (MPc)
• Marginal Product of Cost (MPC)
• Marginal Revenue Product (MRP)

与边际有关的公式：

• 资源分配最有效：MB=MC
• 企业利润最大化的产量：MR=MC
• 企业收益（Total Revenue）最大化：MR=0
• MSC=MPC+MEC
• MSB=MPB+MEB
• Total Utility最大化: MUA/PA=MUB/PB
• 使用资源成本最小化: MPC/PC=MPL/PL
• MRP=MP*P
• 完全竞争的劳动力市场MRP=MRC

成本、收益和利润

我们在考试中经常会看到与经济利润（economic profit）和正常利润（normal profit）有关的题目。

• 经济学中经济利润（economic profit）不同于会计利润（accounting profit）。
• 会计利润（accounting profit）=收入（revenue）-显性成本（explicit cost）
• 经济利润（economic profit）=收入（revenue）-显性成本（explicit cost）-隐性成本（explicit cost）
• 正常利润（normal profit）是指企业主如果把资源用于其它相同风险的事业可能得到的收入，它属于机会成本性质。在西方经济学中，正常利润指厂商对自己所提供的企业家才能的报酬及支付、正常利润是银行成本的一部分。从机会成本的角度说，它是厂商生产成本的一部分，以隐性成本计入成本。
• 利润分为正常利润与超额利润（即经济利润）。正常利润是指企业家才能的价格，也是企业家才能这种生产要素所得到的收入。它包括在成本之中，其性质与工资相类似，也是由企业家才能的需求与供给所决定的。超额利润是指超过正常利润的那部分利润，又称为经济利润。

市场结构

完全竞争市场（perfect competitive market）

垄断（monopoly）

垄断竞争（monopolistic competitive）

寡头（oligopoly）

财政政策和货币政策

财政政策

• 扩张性财政政策（expansionary fiscal）用于解决衰退，增加总需求和总产出。政府实施扩张性财政政策包括增加政府采购（government spending）、减少税收（taxation），或使用以上两种财政工具的组合。
• 紧缩性财政政策（contractionary）用于解决通货膨胀，减少总需求和总产出。政府实施紧缩性财政政策包括减少政府采购、增加税收，或使用以上两种财政工具的组合。

货币政策

• 扩张性货币政策（expansionary monetary policy）主要是为应对经济衰退。当经济出现衰退，美联储使用公开市场业务买政府债券（open market operation-buy bond），降低法定准备金比率（required reserve rate），降低贴现率（discount rate）等政策。扩张性货币政策主要作用为提高货币供应量，降低市场利息率，促进消费和投资，增加实际GDP，最终提高社会总需求。
• 紧缩性货币政策（contractionary monetary policy）是为应对通胀。当经济中的物价总水平超过通胀目标的趋势，使用公开市场业务卖政府债券（open market operation-sell bond），提高法定准备金比率，提高贴现比率等政策。紧缩性货币政策的主要作用为减少货币供应量，提高市场利息率，抑制消费和投资，减少实际GDP，最终降低社会总需求，以便抑制通货膨胀。

考试中比较难的题目是要求学生对货币政策和财政政策能够结合使用，能够用AD/RSAS/LRS曲线画出政策对经济中产出、就业、通货膨胀的确切影响，并分析解决现实中的问题。

本课程将用60小时涵盖AP宏/微观经济（各30小时）的要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, WEDNESDAY/FRIDAY (P/AM), MAY 15/17, 2019

This course offers a rigorous preparation for college level writing and emulates a first-year college composition class by preparing students to “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives” (College Board). Students will read and analyze a wide range of non-fiction texts—from newspaper editorials, to travel writing, to literary non-fiction, to biography, to sermons. Although most of the texts for the course are non-fiction, some works of fiction will be studied. In terms of reading, students will learn how to analyze and critique a wide range of non-fiction texts. Students will become familiar with the rhetorical strategies that make for effective, persuasive writing. Specific attention will be paid to the development and analysis of a written argument. Students will learn how to identify the elements of a strong argument and will grow to improve their own written arguments. Furthermore, in terms of writing, students will improve their mastery of standard written English and will grow in their ability to produce “analytic and argumentative compositions that introduce a complex idea and develop it” through the use of evidence. Students will continue to develop their ability to revise their own writing—improving upon its strengths and removing its weaknesses.

Over the course of the weeks we will fully review the AP English Language and Composition curriculum and exam. Students will review and practice skills of argumentation and rhetorical analysis and share best practices.

APLANG 常考体裁（non-fiction）

• 演讲
• 信件
• 自传
• 回忆录
• 散文

APLANG 写作应掌握的写作手法

• Rhetorical Purposes: Relationship among speaker/audience/message
• Rhetorical Strategies to Achieve Purpose: diciton, imagery, syntax, structure, irony, satire, details, omissions, tropes, and schemes
• Specific to Satire: diret and indirect
• Specific to Argument: appeals, fallacies, Toulmin, Rogerian
• Specific to Synthesis: blending sources, attribution, reading visual images

本课程将用60小时涵盖AP语言与写作要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, WEDNESDAY (AM), MAY 15, 2019

The AP English Literature and Composition course is designed with the goal of enhancing students’ abilities to explore, comprehend, interpret, evaluate, and appreciate complex literary texts. Upon completion of this course a student should be proficient in discussing literature of varied themes, historical contexts, and genres whether it be in an on-demand, timed writing prompt, an in-depth, scrutinized, and revised essay, or in class discussion.

Students entering this course must have the initial expectation that they will read, contemplate, and write about literature extensively. We will write an essay every couple weeks (in analytical, argumentative, and expositional forms) and will read every day (novels, creative nonfiction, short stories, and poems). They must be willing to challenge and justify their understandings, attempt to see other perspectives, and discuss in a mature and lively manner.

As this course also has the goal of preparing all students to pass the AP English Literature and composition exam, it operates in accordance with the information contained in the latest AP English Literature course description (which I ensure by reviewing it at least once per academic year). The course features practice for both free response and multiple choice portions of the test. We attempt to scaffold students’ on demand close reading and writing abilities by repeated practice, group scoring, feedback, and reflection on a variety of sample AP-styled questions and prompts.

Students in this workshop will begin with a broad overview of AP English Literature curricula, and will proceed to examine effective strategies to read and respond to each of the major literary genres. Examples of both familiar canonical texts and works by emerging writers will provide platforms for discussion and collaboration, as students experience and develop practicing methods and materials.

Rather than focus on preparing “to” the AP examination, the workshop will encourage students to prepare “with” it. Even though the workshop is devoted to Advanced Placement, students will find that its approaches and materials are readily adaptable to all levels.

APLIT 常考体裁（fiction）

• 小说
• 诗歌
• 剧本

APLIT 写作应掌握的写作手法

• Literary Elements for All Genres:
• figurative language, symbols, irony, characterization, setting, plot structure, point of view, tone, theme
• Specific to Poetry (Prosody): Rhythm and basic meters, sound devices, images, stanza forms, repetition
• Specific to Prose (including drama): rhetorical strategies, syntax, diction, speaker, audience, purpose

本课程将用60小时涵盖AP文学与写作要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, WEDNESDAY (AM), MAY 8, 2019

This workshop is designed for practicing and aspiring writers who wish to work on their own craft while learning the pedagogy of fiction. It is designed to extend the work that teachers have done at the English Literature sessions by this summer in the past or to include others who may be interested.

All students will read the Best American Short Stories of 2015, edited by T.C. Boyle. In addition, the class will read Tom Averill’s rode.

Sessions will include such topics as –

Pedagogy:
Reading as a writer–how a fiction writer might read differently from a scholar;
Learning “opposing” stories (in terms of character/theme/point of view/plotted vs. not plotted);
Pairing the new selections in the O. Henry with stories generally in this session; Researching the publication history of each piece;
Developing writing exercises from a story;
Learning the elements of fiction through representative stories (the basis for this course).

Writers’ Workshop:
Exercises each day based on one of the stories in the anthology;
Exercises that explore the sentence–the long and short of it;
Exercises that develop non-threatening workshops on writing;
Exercises that involve an entire group of writers;
Exercises in revision and editing;
AND

AP Literature Course Description Summer 2017

The goal of the AP English Literature and Composition workshop help you to customize an AP program that is based upon your strengths and the demands of the examination.
Each day of the workshop, we will have three sessions of approximately 2 hours. we will prepare materials according to the topical outline below, and reserve plenty of time for your questions and concerns, as well as time for sharing your practices.
There are two things you need to do in advance of the workshop:
(1) This year we will be reading and working with The Best American Short Stories of 2015, edited by T.C. Boyle. Please read this collection and be prepared to discuss it. It is easily available on Amazon, either new or used.
(2) Please bring copies of an experienced unit that you have developed which either expands the canon or uses a new approach to learning. Do not worry if the unit/activity was developed for a level other than AP. We will use these units to broaden the range of materials and pedagogical strategies that you get at the workshop.

TENTATIVE SCHEDULE
Monday: Philosophy and Overview of AP English
Selection of Students + Improving Student Writing
Tuesday: AP Units in the Novel, Poetry, and Drama
Novel, Drama in AP, Discussion of the Best Short Stories of 2015
Wednesday: The AP English Literature Exam – Multiple Choice
Writing with Authority for Question Three
Poetry: The work of MacArthur Genius Ellen Bryant Voigt
Thursday: Grading the A.P. Essay Examination
Understanding and Controlling Subtext– Helping Students to do their Best
Friday: Units of new fiction, clusions and Assessment

This workshop will involve a great deal of hands-on work and sharing of all of our electronic materials (bring a thumb drive and your computer), and we hope that you will leave with a file of useful materials and a clear philosophy about using them. We will address additional topics depending upon the needs of our group.

The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them.

Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following themes provide a foundation for the structure of the AP Environmental Science course.

1. Science is a process.
Science is a method of learning more about the world.
Science constantly changes the way we understand the world.

2. Energy conversions underlie all ecological processes.
Energy cannot be created; it must come from somewhere.
As energy flows through systems, at each step more of it becomes unusable.

3. The Earth itself is one interconnected system.
Natural systems change over time and space.
Biogeochemical systems vary in ability to recover from disturbances.

4. Humans alter natural systems.
Humans have had an impact on the environment for millions of years.
Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.

5. Environmental problems have a cultural and social context.
Understanding the role of cultural, social, and economic factors is vital to the development of solutions.

6. Human survival depends on developing practices that will achieve sustainable systems.
A suitable combination of conservation and development is required.
Management of common resources is essential.

This workshop covers the lab/field trips/activities needed to teach APES. The workshop also covers the APES classroom and the nature of the APES exam. Additional, there are four field trips: a soil workshop, a tour of the Ryegate wood chip electrical generating plant, a class and a tour of the STJ Sewer Plant, and an outdoor class covering easy exercises for forestry field work.

本课程将用45小时涵盖AP环境科学要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, MONDAY (PM), MAY 6, 2019

A rigorous course covering European History from the period of the Renaissance to the present. The course contains analysis of primary source documents and discussion. This is a standard first-year college course. Critical thinking and writing skills are emphasized. The student will be expected to do daily reading outside of class.

For Experienced and New teachers. Major changes in the AP European History exam! The main focus will be on the new changes in the structure of the course as well in the new exam. The workshop will also concentrate on teaching strategies, core concepts, recent historiography, alternative assessments, and t grading the A.P. exam – all designed to reflect the new changes in the course. The workshop is also designed to share and discuss student centered teaching strategies and activities. Students will receive numerous PowerPoint’s, and ancillary teaching materials and readings as well the instructor’s 250-page workbook

2019 TEST DATE, WEDNESDAY (PM), MAY 8, 2019

The AP French language and Culture course aims to promote both fluency and accuracy in language use. In order to facilitate the study of language and culture, the instruction is set up to include all aspects of the target language in variety of settings. It will provide to students an integration of the four language skills :

1. Development the ability to understand spoken French in various contexts.
2. Development a French vocabulary sufficient for reading newspaper, magazine articles, literature text and more, without dependence on a dictionary.
3. Development the ability to express oneself in French, both orally and in writing, coherently, resourcefully, and with reasonable fluency and accuracy.

The course will guide the students to explore culture and events in both contemporary and historical settings and to examine products and practices of the target culture with regard to their perspectives. In order to achieve this, the teacher will use French almost exclusively in the teaching of the course and students are encouraged to do likewise. Students are also encouraged to participate in French Club activities at school and outside school.

This course will concentrate on preparing teachers to deliver the new curriculum in French Language and Culture and prepare their students for the new examination format.

2019 TEST DATE, WEDNESDAY (PM), MAY 8, 2019

Advanced Placement Human Geography is a high school course equivalent to a one semester introductory college course in Human Geography. Course topics include the nature and perspectives of geography, population, cultural geography, industrialization and economic geography, agriculture and rural land use, urban geography, and political geography.

2019 TEST DATE, TUESDAY (PM), MAY 14, 2019

AP Physics C: Mechanics is equivalent to a one-semester, calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Introductory differential and integral calculus is used throughout the course.

This workshop will help both new and experienced instructors develop a rigorous and enjoyable calculus-based course targeting the AP Physics C examinations in mechanics and electricity-magnetism. We will discuss fundamental principles, try out the demonstrations that illustrate them, examine past exam problems and review scoring briefly. A large part of our time will be spent doing laboratory experiments, typically three of four per day, and discussing the logistics and options related to a laboratory program. Students should bring a calculator, and, if convenient, a laptop computer for data analysis.

1. AP物理1和物理2的学习内容

在AP物理1和AP物理2考试中，采用“Big Idea”概念，所有教学内容和考试题目都将围绕7个“Big Idea”展开。7大物理概念体系包括：

• 我们周围的物体和由物体组成的体系都具有质量和电荷，物体都具有复杂的内部结构。
• 空间存在“场”这种特殊的物质，物体的相互作用要由“场”来实现。
• 物体之间的相互作用表现为力。
• 系统之间的相互作用，导致了系统的变化。
• 系统的变化遵循守恒定律。
• 波可以传输能量和动量而不传输质量。
• 数学的概率论可以用来描述复杂系统的行为和量子系统的行为。

2. AP物理1考点如下

• 运动学（kinematics）
• 动力学：牛顿定理（dynamics: Newton's laws）
• 圆周运动与万有引力（circular motion and universal law of gravitation）
• 简谐振动：单摆和弹簧振子系统（simple harmonic motion: simple pendulum and mass-spring systems）
• 动量、冲量及动量守恒（impulse, linear momentum, and conservation of linear momentum: collisions）
• 功、能、机械能守恒（work, energy, and conservation of energy）
• 转动：力矩、转动中的运动学和动力学、角动量守恒（rotational motion: torque, rotational kinematics and energy, rotational dynamics, and conservation of angular momentum）
• 静电场：电荷与电场力（electrostatics: electric charge and electric force）
• 直流电路: 只含电阻（DC circuits: resistors only）
• 机械波与声（mechanical waves and sound）

2019 TEST DATE, TUESDAY (PM), MAY 7, 2019

1. AP物理1和物理2的学习内容

在AP物理1和AP物理2考试中，采用“Big Idea”概念，所有教学内容和考试题目都将围绕7个“Big Idea”展开。7大物理概念体系包括：

• 我们周围的物体和由物体组成的体系都具有质量和电荷，物体都具有复杂的内部结构。
• 空间存在“场”这种特殊的物质，物体的相互作用要由“场”来实现。
• 物体之间的相互作用表现为力。
• 系统之间的相互作用，导致了系统的变化。
• 系统的变化遵循守恒定律。
• 波可以传输能量和动量而不传输质量。
• 数学的概率论可以用来描述复杂系统的行为和量子系统的行为。

2. AP物理2考点如下

• 热力学：热力学定律、理想气体（thermodynamics: law of thermodynamics, ideal gases, and kinetic theory）
• 流体力学（fluid statics and dynamics）
• 静电场：电场力、电场、电势（electrostatics: electric force, electric field and electric potential）
• 直流电路和稳定状态的RC电路（DC circuits and RC circuits (steady-state only)）
• 磁场与电磁感应（magnetism and eletromagnetic induction）
• 几何光学与波动光学（geometric and physical optics）
• 量子物理和原子物理（quantum physics, atomic, and nuclear physics）

2019 TEST DATE, FRISDAY (PM), MAY 10, 2019

What is the purpose of the Pre-AP English Program? The purpose of the Pre-AP program is to enable students to read complex texts with understanding and to write prose that is rich enough and complex enough for mature readers.

What is the Pre-AP program? The AP English Language and Composition course is designed to help students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and to become skilled writers who can compose for a variety of purposes. By their writing and reading in this course, students should become 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 effective writing.

This course is devoted to continue the student preparation for upper level classes such Pre-Calculus and AP Statistics. Topics include quadratic functions, polynomials, radicals, rational expressions, and exponential and logarithmic functions. This depth and complexity of this course will prepare students for advanced math courses.

In this session we will review and discuss both the strategies and skills students need to be successful in the different AP Math classes (both AP Statistics and AP Calculus). We will discuss the basic math themes that students can build on to help ensure success at the AP level and future college mathematics classes. Many of these skills are first introduced and developed at the Middle School level and these teachers play an integral role in student’s success at the High School level. We will talk about the Common Core State Standards for Math and how these standards can be incorporated into a successful Pre-AP Math program. The Math SAT’s are being redesigned for March 2016 and we will review what changes are coming and how Pre-AP can again help students succeed on these exams/classes. Pre-AP is not a series of individual math classes but strategies that should be introduced at the Middle School level (or earlier) to all students. All Math teachers from 6th grade through all High School Math classes are welcome to attend and a “team” of teachers from one school would be a wonderful addition to this workshop.

The science course has focused our Pre-AP work on a set of skills and vocabulary that are important for students to acquire as they learn the process AND content of science.

The Pre-AP Biology course emphasizes the integration of content with science practices—powerful reasoning tools that support students in analyzing the natural world around them. This ability is one of t he hallmarks of scientific literacy, and it cultivates a more sustainable pathway to numerous college and career opportunities in science as well as numerous natural and social sciences. This course focuses deeply on the foundational biology knowledge and skills that matter most in preparing students for subsequent coursework in science. This course concentrates on the core areas of ecological systems, evolution, cellular systems, and genetics. Rather than understanding content topics in isolation, students will make meaningful connections between the structures, processes, and interactions that exist across biological systems—from cells to ecological communities.

In Pre-AP Biology, students will:

• Actively participate in analyzing real-world phenomena.
• Apply science practices to construct and revise their knowledge.
• Regularly collaborate with their peers in dialogue, investigations, and problem solving.

Areas of Focus
Pre-AP Biology instructional resources focus on the following key instructional shifts:

• Emphasis on analytical reading and writing: Students engage in analytical reading and writing to gain, retain, and apply scientific knowledge.
• Focus on applying mathematics: Students use mathematics to understand and express the quantitative aspects of biology, to record and interpret experimental data, and to solve problems as they arise.
• Attention to modeling: Students go beyond just labeling diagrams to modeling biological processes to demonstrate and revise understanding of key patterns, interactions, and relationships.

Unit 1: Ecological Systems

Unit 2: Evolution

Unit 3: Cellular Systems

Unit 4: Genetics

These big ideas are addressed across units:

• Biological evolution
• Genetic inheritance
• Biological systems
• Interdependence

AP心理学课程是介绍人类行为和心理过程的系统化的科学研究，课程涵盖普通心理学的主要内容，包含心理学的生物基础、感觉与知觉、学习与认知、动机与工作、情绪、健康、人格、智力、心理障碍、心理治疗、发展心理学与社会心理学。

心理学是令人着迷的科学，它是以哲学为父，生理学为母，生物学为媒人的科学。在大数据时代，当代心理学结合了统计学，兼备了感性与理性，综合了科学的研究与人文宽泛性。所有的理念，学生可以在生活中观察应用。学生可以使用科学的方法分析偏见，评估假设与论据，辨别世界中存在的虚实，进行有效交流，在社会中更好地生活。

1. AP心理学考试内容

• 心理学历史与学派研究方法（history and approaches research methods）
• 生物基础（biological bases of behavior）
• 感觉与知觉（sensation and perception）
• 意识（states of consciousness）
• 学习（learning）
• 认知（cognition）
• 动机与情绪（motivation and emotion）
• 发展心理学（developmental psychology）
• 人格（personality）
• 智力（testing and idividual differences）
• 心理障碍（abnormal behavior）
• 心理治疗（treatment of abnormal behavior）
• 社会心理学（social psychology）

2. AP心理学考试解题思路

单选题解题说明

• AP心理学选择题答错题不扣分，凡是答对的得一分，答错与未答的都不得分，所以应鼓励学生去排除选项，利用技巧去猜对题目。
• AP心理学的选择题部分，以五选一的方式出题，故使用关键词去选择是可取之法。
• 在做选择题的时候，为了减少选项的干扰，最好把选择题作为一个简答题来做，在审题过程中，保证题目分析完毕后，答题方向、答题词汇已在心中。
• AP心理学选择题目共100题，题目的难度是由易到难排列的，但大多数学生是看不出难易的。AP心理学考试是检验学习成果（achievement test），故AP心理学考试的所谓难题可想而知无外乎某些易混淆的知识点罢了。所以学生不需要被所谓的后面的题目难度大这样的心理预期所吓倒，只要踏踏实实应用知识点。

简答题解题说明

• 注意理解问题提示中有下划线的动词，正确理解题目要求将帮助考生准确作答。例如，题目中要求给出5个定义并提出相关例证，那么此题总分为10分，每个定义1分，相关例证1分。
• 花时间写简短的提纲，以保证回答所有被问的问题。
• 不需要写一个导论或者总结。简答题是一个开放式的问题而不是要求写论文，没有必要花时间去回答无关的问题。
• 不需要按照论文写法写成常规的五段式，按问题分开段落是较好的答题方式。
• 为了助考生和评审官理清层次，如果可能，尝试按照顺序回答问题。
• 如果不知道个别问题的答案，请跳过它，不要浪费时间在不可能得分的题目上，多写一些无关的话是不给辛苦分的。
• 所有例证一定围绕着问题中提供的提示。如果例子与问题中的提问无关，不得分。例证要围绕题目中的情况来写，而不是考生已经练习已久的无关例证。
• 如果问答题中有一部分不知道，不要太担心，历年考题拿到高分的文章也只有70%的正确率。评分标准不是绝对的，而是参考所有考生状况进行给分。
• 可以使用下划线去强化涉及的关键词。
• 尽量使用较多的心理学专业词汇答题。
• 请尽量添加所问专业词汇的定义，即使题目中没有要求。因为即使考生给予的例证比较模糊，考生的定义也能帮助阅卷官了解考生已理解这个概念，帮助赢得分数。
• 近年，两道题目中，至少有一题为观点折衷式题目，题目的内容覆盖了众多章节。此外实验设计也是历年较为常见的题型之一。

本课程将用45小时涵盖AP心理学要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, THURSDAY (PM), MAY 9, 2019

The library and the library media specialist have never been more important to our information-driven society and in today’s schools. In this workshop we will look at how the library media center has changed and develop a strategic vision and plan to create a vital information center that will be an indispensable resource for both your students and teachers. Some of the topics we will focus on include advocacy, marketing, social media, makerspaces, the virtual library, apps, technology and ebooks in the library. Students will collaborate with colleagues and have opportunities to select topics for in-depth investigation.

This course is geared towards the high school library media specialist but middle school library media specialists as well as public librarians could benefit from this workshop.

The AP Spanish language and Culture course aims to promote both fluency and accuracy in language use. In order to facilitate the study of language and culture, the instruction is set up to include all aspects of the target language in variety of settings. It will provide to students an integration of the four language skills :

1. Development the ability to understand spoken Spanish in various contexts.
2. Development a Spanish vocabulary sufficient for reading newspaper, magazine articles, literature text and more, without dependence on a dictionary.
3. Development the ability to express oneself in Spanish, both orally and in writing, coherently, resourcefully, and with reasonable fluency and accuracy.

The course will guide the students to explore culture and events in both contemporary and historical settings and to examine products and practices of the target culture with regard to their perspectives. In order to achieve this, the teacher will use Spanish almost exclusively in the teaching of the course and students are encouraged to do likewise. Students are also encouraged to participate in Spanish Club activities at school and outside school.

In May of 2014, the AP Spanish Language Exam was adapted to include culture. This course will address the redesign of the exam, and train experienced and new AP teachers to prepare their students for the exam. Teachers are encouraged to go to this web site to read more about the new course; http://advancesinap.collegeboard.org. All AP Spanish Language and Culture teachers need to submit a syllabus directed to this exam. Throughout the week, students will have the opportunity to share ideas and to work together on preparing for the Course Audit.

We will discuss how to teach for improvement in interpretive communication, and will spend considerable time reviewing strategies for interpersonal writing and speaking, and presentational writing and speaking. Much practice in the workshop will be directed towards the teaching of cultural comparisons, and in activities to strengthen the students’ awareness of cultural diversity.

Throughout the week, students will have the opportunity to share ideas and to work together on preparing for the Course Audit. Patricia Smith is an experienced Spanish Language Consultant who will guide you throughout the week as you prepare this syllabus. Topics to be discussed during the week will include:

Course Description, Planning and Pacing Guide for Course
Standards for Foreign Language Learning
AP Spanish Language and Culture Practice Exam
Three modes of communication
Emphasis on cultures of Spanish-speaking world
Analysis of the six themes on which the course is based
Curriculum framework and learning objectives
Strategies of teaching of listening, speaking, reading, and writing
Cooperative learning
Becoming an AP Reader
AP Equity and Access
Differentiated instruction

2019 TEST DATE, TuesDAY (AM), MAY 7, 2019

This course is intended for those with some experience in teaching the AP Spanish Language and Culture Course. As in the workshop for first-time AP teachers, we will go over the course description, analyze the six course themes, talk about interpersonal speaking and writing, and presentational speaking and writing, but we will do this in much more depth. Since students will already be familiar with components of the exam, we will not practice taking different parts of it.

Our time will be spent discussing strategies for more effective teaching of speaking, listening, reading, and writing. Throughout the week, we will incorporate the cooperative learning methods of David and Roger Johnson so that students can experience for themselves the applicability of cooperative learning to the Spanish classroom. We will discuss how to use the AP scoring guidelines in our own classrooms, and we will evaluate the most recent student samples of directed response. In addition to this, we will explore other methods of assessment, including “Can-Do” statements and the IPA.

The course will be conducted completely in Spanish. Students are encouraged to bring questions and problems with them to the workshop, and together we will work on solving these issues. Please feel free to email the instructor with any questions at patricia.t.smith@comcast.net.

AP Spanish Literature and Culture 2016: Patricia T. Smith

The workshop will review each of the course’s six themes, each students will receive the AP Spanish Literature and Culture Workshop Handbook, and a Curriculum Module. As we use the module in the workshop, we will explore ideas for teaching four works from the new required reading list: Cortes’ Segunda carta de relación,Miguel León-Portilla’s Visión de los vencidos, José Marti’s Nuestra América, and Rubén Darió’s A Roosevelt. The course will also focus on activities to foster opportunities to write analytical essays with language appropriate for literary analysis. Activities will be based on the understanding of literary and cultural texts.

2019 TEST DATE, THURSDAY (AM), MAY 9, 2019

统计学考点

第一部分 探索数据（exploring data）

• 建立于解释图表（constructing and interpreting graphic displays of distributions of univariate data）
  点状图（dotplot），茎叶图（stemplot），直方图（histogram），累计频数图（cumulative frequency distribution），盒式图（boxplot） 中心离散（center and spread），聚类与间隙（cluster and gap），极值（outlier），形状（shape）
• 一元数据分布（distributions of univariate data）
  均值与中位数（mean and median）
  级差、四分位距、方差与表准差 (range, interquartile range, variance and standard deviation）
  四分位数、百分位数、Z值（quartiles, percentiles, z-score）
  变换单位的影响（effect of changing units）
• 数据分布比较（comparing distributions of univariate data）
  比较中心、离散、聚类、间隙、极值与形状（comparing center, spread, clusters, gaps, outlines and shape）
• 二元数据（bivariate data）
  散点图、相关性与线性（scatterplot, correlation and linearity）
  最小二乘回归线（least squares regression line）
  残差图、极值和强影响点（residual plot, outliers, influential points）
  线性转换（transformations to achieve linearity）
• 分类数据（categorical data）
  双向表的边际频数和联合频数（marginal and joint frequencies for two-way tables）
  相对条件频数与关联（conditional relative frequencies and association）

第二部分 抽样和实验设计（sampling and experimentation）

• 数据收集的方法（methods of data collection）
  普查、抽样调查、观察研究（census, sample survey, observational study）
  实验（experiment）
• 调查的规划与实施（planning and conducting surveys）
  设计合理且易于实施的调查的特征（characteristics of a well-designed and well-conducted survey）
  总体、样本、随即选择（populations, samples, random selection）
  调查中偏误的来源（sources of bias in sampling and surveys）
  随机抽样方法（sampling methods）
• 实验的规划与实施（planning and conducting experiments）
  设计合理且易于实施的实验的特征（characteristics of a well-designed and well-conducted experiment）
  处理、对照组、实验单位、随机分配、复制（treatment, control group, experimental units, randomization, replication）
  安慰剂效应、盲法（placebo effect, blinding）
  完全随机设计（completely randomized design）
  随机分组设计，包括配对设计（randomized block design, including matched pairs design）
  结果的一般化（generalizability of results）

第三部分 预测模式（anticipating patterns）

• 概率（probability）
  大数定理（law of large numbers）
  加法法则（addition rule），乘法法则（multiplication rule），条件概率 （conditional probability），独立（independence）
  离散随机变量及其概率分布，包括二项分布和几何分布（discrete random variables and their probability distributions, including binomial and geometric）
  随机行为与概率分布的模拟（simulation of random behavior and probability distributions）
  随机变量的期望值与标准差（mean and standard deviation of a random variable）
• 整合独立随机变量（combining independent random variables）
  独立与非独立（independence and dependence）
  独立随机变量和与差的平均值与标准差（mean and standard deviation for sums and differences of independent random variables）
• 正态分布（normal distribution）
  正态分布的属性（properties of normal distribution）
  使用正态分布表（using tables of normal distribution）
  正态分布作为衡量模型（normal distribution as a model for measurements）
• 抽样分布（sampling distribution）
  中心极限定理（central Limit Theorem）
  样本比例的抽样分布（sampling distribution of a sample proportion）
  两独立样本比例差的抽样分布（sampling distribution of a difference between two independent sample means）
  抽样分布的模拟（simulation of sampling distributions）
  T分布、卡方分布（T-distributions, Chi-square Distribution）

第四部分 统计推断（statistical inference）

• 置信区间（confidence interval）
  置信区间的概念（meaning of confidence interval）
  比例的置信区间（confidence interval for a proportion）
  两比例差的置信区间（confidence interval for a difference of two proportions）
  均值的置信区间（confidence interval for a mean）
  两均值差的置信区间，成对与不成对（confidence interval for a difference of two means, Paired and Unpaired）
  最小乘二回归线斜率的置信区间（confidence interval for the slope of a least squares regression line）
• 显著性检验（test of significance）
  显著性检验的逻辑（logic of significance testing）
  零假设与备择假设、P-值（null and alternative hypotheses, p-value）
  单侧检验与双侧检验（one-and two-sided test）
  第一类错误与第二类错误，显著性检验的效力（Type I and Type II errors, power of the test）
  比例的检验（large sample test for a proportion）
  两比例差的检验（large sample test for a difference between two proportions）
  均值的检验（test for a mean）
  两均值差的检验、成对与不成对（test for a difference between two means, paired and unpaired）
  最小二乘回归线斜率的检验（test for the slope of a least squares regression line）
  拟合度、比例齐性与独立性的卡方检验（Chi-square test for goodness of fit, independence, and homogeneity of proportions）

本课程将用30小时涵盖AP统计学要求的考点并为学生打下坚实的基础顺利通过考试，并为未来赴美生造收获大学学分。

2019 TEST DATE, THURSDAY (PM), MAY 16, 2019

AP United States Government and Politics is a college level course offered to students who wish to be academically challenged and plan to take the AP exam in the spring. It is a survey course that provides an introduction into the operation of American national government. As such, we will examine:

1. The American system of government and its origins
2. Political opinions, interests, and behaviors
3. Political organizations, to include parties, interest groups and mass media
4. The institutions of government and their role in making and enforcing public policy
5. Civil liberties and civil rights
6. Primary source materials and contemporary news analyses

In exposing you to these areas, it is our goal to foster the development of the analytical perspectives for interpreting, understanding, and explaining the political processes and events in this country.

AP United States Government and Politics is an exciting course for both teachers and students. This summer institute course is designed to give new teachers a place to start and to help experienced teachers expand, refine and improve their current courses. We will analyze each unit, discuss the important information and concepts, and consider how to best approach the textbook and cover recent developments. Students will review textbooks and selection criteria (this will include free preview textbooks and other materials) and other resources, including internet sites, supplemental readers, and review guides. In addition, we will review the course curriculum and examine how the AP exam is scored. We will learn tips for improving student performance on multiple-choice questions and practice scoring the 2014 free response questions. Teachers will be provided with teaching materials, including lectures, discussions, simulations, student research projects and current events projects.

2019 TEST DATE, MONDAY (AM), MAY 6, 2019

The course is designed to provide students with a college level experience and the analytical skills and knowledge necessary to prepare them for the AP College Board United States History test in May. The course will examine the growth of the American Republic from its pre-European peoples to present day. The course topics will include colonial America, Revolutionary America, Jeffersonian and Hamiltonian ideology, Jacksonian Democracy, Manifest Destiny, Imperialism, Progressivism, the New Deal, World Wars I & II, the Cold War Era, and Modern America. The course will be divided into time periods and focus on major themes in US History including the social, political, economic, and cultural history.

The course will be a combination of lectures and discussion based upon assigned text readings in addition to teacher provided journal articles, current news events, primary source material, tests, essays, quizzes, and supplementary materials. Further, students will have to analyze and be tested on maps and graphs and other forms of visually presented information.

This workshop is designed for both new and experienced teachers and will focus on the recently redesigned AP US History course and exam. The new curriculum framework establishes a specific set of historical thinking skills and thematic learning objectives which helps teachers organize the content starting in 1491 and ending in the present. The workshop will explore best practices for bringing together skills, themes, and content in the classroom and will provide opportunities for students to work with peers, share ideas, lessons, and best practices. Teachers will learn how they have more freedom to develop courses that challenge their students in their schools.

In addition, the exam includes a new style of multiple choice questions, short answers, a long essay, and a document-based question. Released exam items will be available as models for students who will design appropriate lessons using their own instructional materials. Students may also adapt or create course syllabi that reflect the new course design.

2019 TEST DATE, FRIDAY (AM), MAY 10, 2019

AP World History focuses on developing students’ abilities to think conceptually about world history from approximately 8000 BCE to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance — focusing on the environment, cultures, state-building, economic systems, and social structures — provide areas of historical inquiry for investigation throughout the course. AP World History encompasses the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions.

The institute will provide students with an overview of the course including content, skills, and AP strategies. We will review the new course changes, as well as work to develop materials on teaching the historical thinking skills. Both instructors believe that AP world history is best taught through interactive strategies so students will be actively engaged in doing world history during the institute through discussions, simulations and group activities, similar to what you might choose to do in your classroom. They will share world history content and resources, as well as model lesson plans. Working with AP sample essays, the session will discuss effective teaching techniques for AP essay writing and for AP test-taking. In addition, they will provide tips on how to add new case studies that address less well known topics and challenging subject matter from the required curriculum frameworks to your courses in time efficient ways.

2019 TEST DATE, THURSDAY (AM), MAY 16, 2019