What will I learn in AP Physics I?

Explore the AP Physics I curriculum designed to help students master key concepts and essential skills.

What grade levels can take AP Physics I?

AP Physics I is typically offered to Grade 12 students at Duluth High School. Check with your school counselor for specific prerequisites and enrollment requirements.

How can I get tutoring help for AP Physics I?

Varsity Tutors connects students at Duluth High School with expert science tutors who understand the AP Physics I curriculum. 1-on-1 tutoring is available online or in-person, with flexible scheduling.

Is AP Physics I a good class to take at Duluth High School?

AP Physics I is a valuable course for students interested in science. The Science department at Duluth High School provides a rigorous academic experience that prepares students for college-level coursework.

What resources are available for AP Physics I students?

Students enrolled in AP Physics I at Duluth High School have access to practice flashcards, quizzes, and practice tests through Varsity Tutors. Additionally, the school's Science department faculty are available for extra help.

Duluth High School - Ap Physics I

Duluth High School

Grade 12AP Physics I

Duluth High School – AP Physics I

Mar 2026 · 2nd Semester

Grades: 9-12

AP Physics 1 · Duluth High School

Studying Now

Torque & Rotational Motion

Torque, angular momentum, rotational kinematics, and rotational inertia.

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Sukhman

Yale University

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Alexander

Columbia University

I am a researcher who graduated with a Ph.D. in materials science and engineering from Penn State University and a B.S. in applied physics from Columbia University. I have found great passion in teaching and mentoring students in physics and materials science, whether through informal educational training activities at the Discovery Space, assisting in laboratory classrooms for undergraduates, or helping students with difficult problem sets for thermodynamics or quantum mechanics. I've seen the best success when students can interact with a complicated concept in multiple ways and pull on their own experiences as metaphors to the system in question - after all, this is part of how science is actually done! Currently in my spare time, I enjoy reading, strategy games, and learning Mandarin.

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William

MIT

From my experience teaching math to a range of students, from middle school through college, I know that it does not come easily to everyone. However, I firmly believe that everyone has the capability for mathematical reasoning. Everyone has their own strengths and challenges, and my job as a tutor begins with identifying these. I like to have students work through problems while I guide them and make suggestions, so that I can get a sense of what they understand and what they don't. Then we can build on their knowledge and break down the challenging parts of the problem into smaller, more manageable chunks. I hold a bachelor's degree from UChicago and a doctorate from MIT, both in mathematics. I am available to tutor Latin, physics, and all levels of math. Outside of academics, I am an avid tournament chess player, and I enjoy running and cycling.

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Sara

Columbia University

I'm a rising sophomore at Columbia University, majoring in Mechanical Engineering. My journey as a tutor began in 10th grade when I ran volunteer tutoring labs in math, physics, and chemistry. I had classmates struggling with stoichiometry, peers needing an algebra refresher, or a group of panicked kids with a trigonometry test the next morning. With a wide range of needs and urgencies, I learned how to break down complex ideas into approachable steps, fill in gaps in their understanding, and tailor each session to meet individual needs. I've guided high schoolers through personalized ACT and SAT prep, sharing my tips/tricks and improving their current test-taking strategies. I completely understand that tough subjects can be overwhelming when one is confused; the learning journey typically leaves you confuzzled/frustrated. However, I'm here to clear the fog. I focus not just on getting the right answers, but on building real understanding. I'm prone to using odd analogies, clear explanations, and customized study strategies that meet students where they are. My goal is to make students feel confident in their knowledge and problem-solving strategy.

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