Lea, Amber - Unit 7 FRQ Reflection

AP Physics 1 Unit 7 FRQ Practice and Reflection How did you do? Question 1 Question 2 Question 3 Question 4 Total Part A: 3 / 5 Part B: 1 / 3 Part C: 1/ 2 Part D: 2/ 2 Part A: 1 / 1 Part B: 2 / 2 Part C: 1 / 3 Part D: 2 / 4 Part E: 2 / 2 Part A: 0 / 2 Part B: 4 / 5 Part C: 1 / 1 Part D: 1 / 2 Part A: 3 / 3 Part B: 2 / 2 Part C: 2 / 2 Add up your scores to give a final score out of 41. This score does not go in the gradebook. It is just for your own knowledge. Total: 7 / 12 Total: 8 / 12 Total: 6 / 10 Total: 7 / 7 Unit 6 Total: 29 / 41 Rough AP Scoring Guideline: 1 : 0% - 25% 2 : 25% - 40% 3 : 40% - 55% 4 : 55% - 70% 5 : 70% - 100% In one document, along with your self-scored practice FRQs and the scoring sheet above, you will submit one- paragraph responses to each of the following prompts. You may include any equations, graphs, pictures, etc. that you may need to explain and justify your answer. Your whole reflection should be less than 2 pages not including images. 1. Glows and Grows: Some glows I had during this unit were being able to construct force diagrams such as in FRQ #4 part a (i), and using reasoning with equations such as in part b. However, some grows I have are that I need to work on reasoning with equations that are purely variables, such as FRQ #2 part d, since I always somehow manage to get the wrong answer even if I am perfectly capable of solving it without the variables. Additionally, I am still having trouble with forming procedures, such as in the first FRQ, just because I feel like I don’t have much experience with looking at lab work for this unit in particular. I will continue to study conceptual ideas in order to improve my reasoning skills with all-variable equations, and I will find resources online to help with coming up with procedures. 2. Build study skills: I really overlooked the importance of torque and its relationship with forces. Or, just how angular units relate to the normal units we have been using for the majority of the course. Like in FRQ #3, I was unable to figure out how to reason with the angular accelerations/ momentum. I could definitely look back at review questions relating to this topic and make sure I know how to identify them, especially for the AP test and the final. 3. Use feedback to make progress toward goals: Specific: What will be accomplished? I will thoroughly review this unit’s content using the notes we’ve received, as well as external resources. Measurable: How will you know if you’ve met the goal? If I get a question relating to this unit on the final or AP test, I hope to fully understand it and get it correct Achievable: Is it realistic? I may not be able to get everything relating to this unit correct at all times, but I could definitely improve on my conceptual skills Relevant: Why is it important? What’s the broader goal? I would like to ensure that I receive a good score on the AP test as well as the final, to prove that I am capable of excelling in this topic, even though it’s difficult for me. Time-Bound: When will you act? Leading up to the AP test, I will make sure to study at least an hour per day.

FRQ completion (2 pts each): ____ / 8 Reflection questions (see rubric): ____ / 12 Total score for this assignment: ____ / 20 Reflection Rubric Developing (1-2) Proficient (3) Advanced (4) Glows and Grows Identifies Glows and Grows that may be overly specific. Does not explain how this knowledge can be utilized. Self-assesses general strengths and areas of growth based on evidence of class performance . May or may not identify how this knowledge is useful for further action. Uses specific evidence from the FRQ assignment and/or other coursework to accurately self-assess strengths and areas of growth. Demonstrates clear understanding of how to use this knowledge to inform future action. Building Study Skills Communicates information about past learning behavior and assessment performance, but may not adequately show how they are related. Relates assessment performance to past behavior using general patterns. Has a plan , though possibly an unclear one, to refine learning practices . Relates assessment performance to past learning behavior, using specific examples , to identify cause and effect . Plans a clear strategy to refine learning practices as needed. Feedback-based Goals States a goal that may relate to progress in the course, but it is unclear why this goal is needed or whether it will lead to desired growth. Articulates a science learning goal that has some SMART characteristics. Articulates a science learning goal based on feedback and/or reflection that is specific, measurable, achievable, relevant, and time-bound .