Is it a crutch? Maybe, but they realize pretty quick that every situation is unique and they need to be adaptable to be successful. (I teach all AP, so weird and novel situations abound.)

I emphasize the problem solving structure - oh, this is a force problem? Best start with a FBD. Single object or system? Well, that depends. Energy question? Let's do some bar charts and see how energy is transformed or enters/leaves the system. Once we've got big picture, start setting up math.

I had to look up PRIMM - neat! I'd love to hear more on how you implement it. I make my AP Physics C class dip their toes into coding for air resistance on a projectile. I've had new AP 1 teachers with me the past couple years, so that's a battle I'm not willing to fight, but I'd like to do more!

AP Physics C is wrapping up momentum with 2 options: a ballistic pendulum lab, or investigating how m & v affect the amount of kinetic energy dissipated in a completely inelastic collision. AP 1 is determining an unknown mass with a mod Atwood machine. Quizzes and tests on days we aren't labbing!

Yes! We use that all the time to randomize our quizzes. We've split most of our banks (initially divided by learning standard) further into easy, medium, or hard questions to try and keep the difficulty the same for all students.

This is the method I used for my few classic question banks. I switched over to the new quizzes pretty early, thankfully. (It's funny how they've been threatening to end support for classic quizzes for literally years but still haven't managed to work out all the kinks with the new ones.) Good luck!

Moments from a tea disaster, we have the curious China cat. OJ (for orange juice) has no sense of personal space and no tolerance for late breakfast.