Category Archives: AP Chemistry/SAT Subject

AP Chemistry Exam Dates 2014; Course and Exam Description

AP Chemistry Test – May 05, 2014 (Monday Morning)

AP Exam Dates 2014

Week 1 Morning 8 a.m. Afternoon 12:00 p.m.
Monday,  May 5 Chemistry; Environmental Science Psychology
Tuesday,      May 6 Computer Science; Spanish Language and Culture Art History
Wednesday,  May 7 CalculusAB; CalculusBC Chinese Language and Culture
Thursday,  May 8 English Literature and Composition Japanese Language and CultureLatin
Friday,            May 9 English Language and Composition Statistics
Studio Art (portfolios due)

 AP Chemistry Course and Exam Description

Effective Fall 2013

Three Chinese American Students in U.S. Team for International Chemistry Olympiad (15 Chinese American Students among 20 Finalists)

 
Competitions: Four high school students are selected to represent the U.S. in Moscow
Agrawal (from left), Liang, Liu, and Ting pose with the team’s falcon mascot.
Credit: Kelli Slunt

Saaket Agrawal (from left) of Mira Loma High School, in California; David Liang of Carmel High School, in Indiana; a stuffed doll resembling a bird in a hoodie; Runpeng Liu of Ladue Horton Watkins High School, in Missouri; and Stephen Ting of Monta Vista High School, in California.

Not Pictured: Jessica Xu (1st alternate, Watchung Hills Regional High School, NJ, North Jersey Local Section), Stephen Tang (2nd alternate, Solon High School, OH, Cleveland Local Section)

Four high school students have been selected to represent the U.S. at the 45th International Chemistry Olympiad in Moscow on July 15–24.

The U.S. team consists of Saaket Agrawal of Mira Loma High School, in California; David Liang of Carmel High School, in Indiana; Runpeng Liu of Ladue Horton Watkins High School, in Missouri; and Stephen Ting of Monta Vista High School, in California.

“It’s humbling to be one of the top four, to be representing the U.S. internationally,” Liu says.

Two alternates were also chosen: Jessica Xu of Watchung Hills Regional High School, in New Jersey, and Stephen Tang of Solon High School, in Ohio.

The team was selected at the conclusion of an intensive two-week U.S. National Chemistry Olympiad study camp organized by the American Chemical Society  and held at the U.S. Air Force Academy in Colorado Springs, Colo., on June 4–19. Twenty students—16 men and four women—participated in this year’s study camp. They were the top scorers among approximately 14,000 students who took a regional exam, 1,000 of whom went on to take the national exam.

 2013 U.S. Chemistry Olympiad Finalists

The US National Chemistry Olympiad Program is proud to announce the 20 finalists who will attend the Chemistry Olympiad Study Camp at the US Air Force Academy in Colorado, June 4-19, 2013. The students will compete for one of four spots on the USA team, which will participate in the upcoming 45th International Chemistry Olympiad in Moscow, Russia, July 15-24, 2013.

 
Name High School Local Section
Matthew Adrianowycz Brecksville-Broadview Heights High School, OH Cleveland
Saaket Agrawal Mira Loma High School, CA Sacramento
Kevin Gao Los Alamos High School, NM Central New Mexico
Brandon Kao Valencia High School, CA Orange County
Robert Kao Edwin O. Smith High School, CT Connecticut Valley
Sophia Lai Troy High School, MI Detroit
Stephen Li Troy High School, MI Detroit
David Liang Carmel High School, IN Indiana
Runpeng Liu Ladue Horton Watkins High School, MO St. Louis
Alexander Nie Livingston High School, NJ North Jersey
Eric Schneider High Technology High School, NJ Monmouth County
Kalki Seksaria Thomas Jefferson High School for Science
and Technology, VA
Chemical Society of Washington
Jingwei Shi Canyon Crest Academy, CA San Diego
Stephen Tang Solon High School, OH Cleveland
Stephen Ting Monta Vista High School, CA Santa Clara Valley
Derek Wang North Allegheny High School, PA Pittsburgh
Jessica Xu Watchung High School, NJ North Jersey
Suna Zekioglu North Hollywood High School, CA Southern California
Aaron Zeng Detroit Country Day School, MI Detroit
Grace Zhang East Brunswick High School, NJ North Jersey

2013 USNCO top 147 students

http://www.acs.org/content/dam/acsorg/education/students/highschool/olympiad/2013-usnco-top-147-students.pdf

Copyright © 2013American Chemical Society

Cambridge Science Festival

Sat. April 13, 2013, 12:00 PM- 4:00PM, Cambridge Public Library, 449 Broadway

Chemistry will be presented with hands-on excise opportunities.  Colleges supporting the event include MIT, Harvard, and many more. 

Please open the link: Science Festival Sat. April 13 2013

英特尔科学奖: 300名半决赛名单中, 超三分之一为华裔学生(112位)

素有”小诺贝尔奖”之称的美国”英特尔科学奖”半决赛名单近日公布,在300名半决赛名单中,共有112位华裔学生从1700多位参赛者中脱颖而出,创造了华裔学生入围半决赛首次破百的纪录。

创办于1942年的”英特尔科学奖”是美国水平最高的高中科学研究竞赛,其前身是”西屋科学奖”,1998年后由英特尔公司冠名。迄今为止,参赛选手中已产生了7名诺贝尔化学奖和物理学奖获得者、2位菲尔兹奖和6名国家科学技术奖获得者。

…大赛已公布40位决赛学生名单。(Jian Wei’s note: The Intel STS 2013 finalists are listed in the link below in alphabetical order.  http://www.societyforscience.org/sts/intel-sts-2013-finalists

“英特尔科学奖”决赛不仅由美国国家科学院专家亲自评估,获胜者还将受到总统接见。入围决赛的40名小科学家将于3月到华盛顿进行面试,并在美国国家科学院进行公开展示及研究成果说明,角逐前十名,第一名将获得10万美元奖学金。在2008年决赛中,共有 9名华裔学生入选,2010年上升至14人,今年从入围基数来看有望突破这个数字。

分析认为,华裔学生入围人数每年攀升主要是因为美国华裔人口正在不断增长,而且华裔家庭普遍重视教育。据美国CBS电视台报道,17岁的半决赛选手布伦丹·刘在纽约州立大学石溪分校用两个暑假的时间研发了一种新型膜过滤系统,同时去除废水中的重金属和灰尘颗粒等杂质;17岁的塞缪尔·林在接受采访时说,他正在研究太极对心理健康的影响。

美国亚利桑那州立大学国际战略事务副教务长丹尼斯·西蒙教授接受本报记者采访时表示,美国的教育系统虽有许多不足之处,但在鼓励学生进行试验以及”跳出条条框框”想问题方面却很少有国家可以匹敌。美国教师能够在早期就发现孩子的长处和潜能,并且帮助他们把很多创意和想法变成现实。 像通用或者英特尔这样的公司,非常支持年轻人的创造性思维,因为这是他们今后开发产品和创新科技所需要的。并非所有的高中都有评估学生某些先锋创意的条件,而像”英特尔科学奖”这样的比赛可以给贫穷的学生提供机会来展示自己的潜力。

文章来源: 人民日2013-01-13 和 http://www.societyforscience.org/sts/intel-sts-2013-finalists

 

AP Chemistry Exam on May 7, 2012, Monday

On Exam Day

What to Bring

  • Several sharpened No. 2 pencils with erasers for all responses on your multiple-choice answer sheet.
  • Pens with black or dark blue ink for completing areas on the exam booklet covers and for free-response questions in most exams.
  • Your six-digit school code. Home-schooled students will be given a code at the time of the exam.
  • A watch.
  • AP-approved calculatorwith the necessary capabilities if you are taking the AP Calculus, Chemistry, Physics or Statistics Exams.
  • A ruler or straightedge only if you’re taking an AP Physics Exam.
  • A government-issued or school-issued photo ID if you do not attend the school where you are taking the exam.
  • Your Social Security number* for identification purposes (optional). If you provide your number, it will appear on your AP score report.
  • If applicable, your SSD Student Accommodation Letter, which verifies that you have been approved for extended time or another testing accommodation.

What Not to Bring

  • Cell phones, digital cameras, personal digital assistants (PDAs), BlackBerry smartphones, Bluetooth-enabled devices, MP3 players, email/messaging devices, or any other electronic or communication devices.
  • Books, compasses, mechanical pencils, correction fluid, dictionaries, highlighters,**notes or colored pencils.**
  • Scratch paper; notes can be made on portions of the exam booklets.
  • Watches that beep or have an alarm.
  • Portable listening devices** or portable recording devices (even with headphones) or photographic equipment.
  • Computers.**
  • Clothing with subject-related information.
  • Food or drink.**

* Some colleges and universities use Social Security numbers as student identifiers when assigning AP credit or advanced placement for qualifying AP scores. While the College Board does not require you to provide your Social Security number, you may want to check with the college or university where you are sending scores to see if they prefer for you to provide a Social Security number on your AP Exam answer sheet.

**Unless this has been preapproved as an accommodation by the College Board Services for Students with Disabilities office prior to the exam date.

– College Board –

Topics covered

The exam covers common chemistry topics, including:

The exam

The annual AP Chemistry examination, which was administered on May 2, 2011, is divided into two major sections (multiple-choice questions and free response essays). The two sections are composed of 75 multiple-choice questions and 6 free-response essay prompts that require the authoring of chemical equations, solution of problems, and development of thoughtful essays in response to hypothetical scenarios.

  • Section I, the multiple-choice portion, does not allow the use of a calculator, nor does it provide any additional reference material, other than a periodic table. 90 minutes are allotted for the completion of Section I. Section I covers the breadth of the curriculum.
  • Section II, the free response section, is divided into two sections: Part A, requiring the completion of three problems, and Part B, containing three problems. Part A, lasting 55 minutes, allows the use of calculators, while Part B, lasting 40 minutes, does not. The first problem in Part A concerns equilibrium related to solubility, acids and bases, or pressure/concentration. The first question of Part B is a chemical equation question in which 3 scenarios are presented and the student is required to work all 3 scenarios, authoring a balanced net ionic chemical equation for each scenario and answer questions about the equations and scenarios. If time permits, students may edit their responses from Part A during the time allotted for responding to Part B, though without the use of a calculator. The student must complete all six questions.

While the use of calculators is prohibited during Section I and Section II Part B, a periodic table, a list of selected standard reduction potentials, and two pages of equations and conventions are available for use during the entirety of Section II.

Grade distribution

The grade distributions for 2007[2], 2008[3], 2009[4], 2010[5] and 2011[6] were:

Score

2007

2008

2009

2010

2011

5 15.3% 18.4% 18.0% 17.1% 17.0%
4 18.0% 17.5% 17.9% 18.5% 18.4%
3 23.0% 20.0% 20.2% 19.3% 19.5%
2 18.5% 14.3% 14.2% 12.7% 14.6%
1 25.3% 29.9% 29.8% 32.3% 30.4%
Mean 2.79 2.80 2.80 2.76 2.77
Number of Students 97,136 100,586 104,789 115,077 122,651

References

  1. ^ AP Chemistry at collegeboard.com
  2. ^ 2007 Score Distributions
  3. ^ 2008 Score Distributions
  4. ^ 2009 Score Distributions
  5. ^ 2010 Score Distributions
  6. ^ 2011 Score Distributions

From Wikipedia, the free encyclopedia

Chemistry-Focused Contest Launched

Entries must be received by 7 PM PDT on April 1.
Organizations hope to inspire young female scientists with contest named for Rosalind Franklin
Department: Education | Collection: Women in Chemistry
Keywords: science

Middle school and high school students have an opportunity to compete for cash prizes in a new chemistry-focused contest. Science Buddies—a nonprofit organization that provides science fair resources for students, teachers, and parents—and the Astellas USA Foundation have teamed up to sponsor the Rosalind Franklin Chemistry Contest.

Although the contest is open to all U.S. students in grades six to 12, the organizers especially hope to attract aspiring young female scientists. With that goal in mind, the organizers named the contest after Franklin, the crystallographer whose X-ray diffraction data helped lead to the identification of the double-helical structure of DNA.

In naming the contest, “we were looking for a female chemist who had achieved great things,” says Courtney Corda, vice president at Science Buddies. “There are many to choose from, but what’s interesting about Rosalind Franklin is that she probably did not get as much recognition—at least in her lifetime—as she probably deserved.”

The main focus at Science Buddies is helping students who are working on projects for science competitions—any competition. “We’re kind of Switzerland—that is, neutral—when it comes to which competition,” Corda says. And in the new contest, students are welcome to let their projects pull double duty. “It’s perfectly fine for them to send us a project they did for another competition,” Corda says.

Students can come up with their own project, but if they need inspiration, they can start with an idea from the Science Buddies website. The project ideas vary in complexity, but each one provides a scaffold on which students can build their own research. Students need to come up with their own testable hypothesis. Last year, chemistry was the most popular area on the Science Buddies website, which had 12 million visitors, Corda says. “Lots of kids out there have a budding interest in chemistry,” Corda says. “We want to nurture that.”

Jeffrey I. Seeman, visiting senior research scholar at the University of Richmond and creator of the Archimedes Initiative, a website focused on improving science literacy through high school science fairs, says: “Having a science fair focused exclusively on chemistry may well encourage students to do a project in that field rather than in another discipline. What could be better for those of us in the broad field of the molecular sciences than to have more youth interested in joining us?”

Corda encourages chemists who are interested in mentoring students on science fair projects to contact Science Buddies about its expert forum.

For the contest, students must complete a display board describing their projects, and the judges—staff scientists at Science Buddies—will assess entries on the basis of creativity, scientific thought, thoroughness, skill, and clarity of presentation. Entries must be received by 7 PM PDT on April 1.

The top submissions will receive cash awards. The winning high school students will each receive $500; the top middle school students will receive $250. In each grade range, one boy and one girl will be selected. Winners will be announced in May.

 
Chemical & Engineering News
ISSN 0009-2347
Copyright © 2012American Chemical Society

Chemistry And The Premedical Curriculum

By Mary K. Carroll, Cynthia K. Larive

Department: ACS News
Keywords: ACS, education, pre-med

How will proposed changes to the premedical curriculum affect the chemistry curriculum? The Association of American Medical Colleges (AAMC) and Howard Hughes Medical Institute (HHMI) released a report in 2009 entitled “Scientific Foundations for Future Physicians” (full report accessible at www.hhmi.org/grants/pdf/08-209_­AAMC‑HHMI_report.pdf). The report contains recommendations for the scientific competencies deemed essential for medical students as well as students preparing to enter medical school. The report grew out of a concern that premedical course requirements “have been static for decades” and “may not reflect the essential competencies every entering medical student must have mastered, today and in the future.”

The overarching competency at the time of entry into medical school, as articulated in this report, is to “demonstrate both knowledge and ability to use basic principles of mathematics and statistics, physics, chemistry, biochemistry, and biology needed for the application of the sciences to human health and disease” as well as to “demonstrate observational and analytical skills and the ability to apply those skills and principles to biological situations.” The recommendations contained within the AAMC-HHMI report will inform the development of the new Medical College Admission Test (MCAT), due for release in 2015. Any changes to the MCAT and medical school entry requirements have the potential to affect the course of study undertaken by undergraduate premedical students.

After the release of the report, the ACS Committee on Professional Training and the Society Committee on Education formed a joint task force to examine the chemistry-related recommendations embedded in the report. The task force is focused on the premedical chemistry curriculum rather than the medical school curriculum, both of which are addressed in this report. Competency E4: “Demonstrate knowledge of basic principles of chemistry and some of their applications to the understanding of living systems” and Competency E5: “Demonstrate knowledge of how biomolecules contribute to the structure and function of cells” are the premedical competencies most specifically applicable to chemistry. The authors of the report recognize that a new approach to assessment will be needed to evaluate a competency-based approach to premedical education.

The task force has established contacts with AAMC and HHMI, is investigating innovative curricular models designed to meet the needs of preprofessional students in chemistry, and is exploring ways to share information regarding the proposed changes with the chemistry community. In addition to this Comment, symposia are being planned for the 2012 Biennial Conference on Chemical Education and the fall 2012 ACS national meeting in Philadelphia.

AAMC is addressing two major objectives: revising the MCAT and working with medical schools to shift admission requirements from specific courses to competencies. Revision of the MCAT is spearheaded by MR5, a 22-member committee that has drafted preliminary recommendations regarding the content and format of the new exam. The MR5 committee is proposing that the revised exam consist of four sections: molecular, cellular, and organismal properties of living systems; physical, chemical, and biochemical properties of living systems; behavioral and social sciences principles; and critical analysis and reasoning skills. Questions related to all four of these areas will call for the application of scientific reasoning skills, scientific research, and statistical methods.

HHMI is funding curricular innovations at four universities in response to “Scientific Foundations for Future Physicians.” Most relevant to chemistry is a project at Purdue University. The university is adapting an existing prepharmacy curriculum consisting of one semester of general chemistry, two semesters of organic chemistry, and one semester of biochemistry to a competency-based sequence relevant to premedical students.

Several institutions have already introduced variations on the traditional core chemistry curriculum of a two-semester general chemistry course followed by two semesters of organic chemistry. Juniata College, for example, offers bioorganic chemistry as the first-year course, followed by inorganic and analytical chemistry in the sophomore year. General chemistry concepts are integrated throughout the first two years. The University of Memphis has modified its full-year organic chemistry course into a two-semester sequence including Foundations of Organic Chemistry followed by Foundations of Bioorganic Chemistry.

The task force continues to gather information on innovative programs and to identify ways in which ACS can assist chemistry departments in meeting the needs of students intending to enter the health professions, who typically constitute a significant percentage of students in general and organic chemistry courses. If your institution offers a chemistry curriculum for preprofessional students or you have ideas regarding ACS’s role in addressing the recommendations in “Scientific Foundations for Future Physicians,” please contact the task force at sffp@acs.org.

Chemical & Engineering News; ISSN 0009-2347

Copyright © 2012American Chemical Society

The College Board is overhaulin​​​g the AP chemistry curriculum and Exam

Dear Students and parents,

I just received this news from American Chemical Society which I am a member of.  I copied the text of it for your reference.  There are figures, etc., which I will show and discuss with the students in the next class.
The revised course may roll out as soon as the 2013-14 school year, but not before 2013 school year.  However the philosophy in this will impact on the SAT test problems prior to 2013-14 school year – I think.

WWW.CEN-ONLINE.ORG ,  SEPTEMBER 12, 2011.

RESPONDING TO long-standing criticism that its high school Advanced Placement (AP) courses were too broad and that students who took the classes had to rush through overwhelming amounts of mate­rial and didn’t develop a deep conceptual understanding of the subject matter, the nonprofit college preparation organiza­tion College Board is revamping all of its AP curricula and exams. For AP chemistry, the organization has laid out a new cur­riculum framework and is now developing a lab manual, exams, and teacher resource materials. The revised course may roll out as soon as the 2013-14 school year.
Perhaps the biggest change in the AP chemistry course will be the detailed cur­riculum framework itself, says Annis Hap­kiewicz, a retired high school chemistry teacher and member of the College Board’s. AP Chemistry Curriculum Development & Assessment Committee. Previously, the curriculum consisted of a set of broad bul­let points, such as “equilibrium.” Teachers had to look at old exams to figure out what that meant.

The new framework spells out specific learning objectives. For example, “The stu­dent is able, for a reversible reaction that has a large or small K, to determine which chemical species will have very large versus very small concentrations at equilibrium,” says a draft version of the framework pro­vided to C&EN by the College Board. The framework also spells out what will not be resulting from the addition of an acid or a base to a buffer is beyond the scope of this course and the AP Exam,” the draft frame­work says.

The learning objectives themselves are rooted in six “big ideas” of chemistry and seven science practices. The big ideas center on the structure and properties of matter, changes in matter through chemi­cal reactions, reaction kinetics, thermody­namics, and equilibrium. The science practices are the skills that AP chemistry students should develop during the course. The practices include using models such as Lewis dot structures to solve problems or make predictions, de­veloping experiments, and analyzing data. “Really they’re all the skills that a scientist uses,” Hapkiewicz says.

To reduce breadth and allow for deeper learning, some topics have been eliminated from the course. Examples include exceptions to electron configuration rules, con­stant-volume calorimetry, and Lewis acids and bases. Students will no longer have to memorize extensive lists of solubility rules, weak acids and bases, Or crystal structures. Feedback from college faculty also led the curriculum development committee to eliminate nuclear chemistry.

In exchange, students will need to be able to do things such as evaluate differing sci­entific explanations and connect concepts such as kinetics, equilibrium, and thermo­dynamics. “Students haven’t been asked to do that before,” says Serena Magrog-an, director of AP science curriculum and con­tent development at the College Board.

They will also work more with actual data, such as photoelectron spectra, and apply concepts such as weak bonding interactions to proteins, or equilibrium to environmental science. The increased incorporation of actual scientific data is something that Trinna McKay, director of the Advanced Placement Summer Institute in Science & Mathematics at Kennesaw State University and a member of the AP chemistry curriculum development com­mittee, says is her favorite part of the new course. The goal is to get students to make connections between data and concepts, like ionization energies and the rela­tionship between protons and electrons in atoms. Having the data makes students think about the concept in a dif­ferent way, rather than simply memorizing what happens, McKay says.

Additionally, the College Board is adjust­ing the suggested AP chemistry laboratory curriculum. It’s paring the current 22 rec­ommended labs down to 16, six of which will be inquiry-driven exercises in which the students will have to design and evaluate procedures to solve a particular problem.

An example of an inquiry-driven lab, Hapkiewicz says, is one in which she gives her students eight unknown solutions. She tells the students that four are acids, and four are bases, that two of the solu­tions contain NaOH and HCI, and that the concentrations are o.8, O. 0.2, and oa M. The students then have to develop their own experimental approach to determine the identity and concentration of each so­lution. Inquiry-driven labs generally take more time than labs that largely amount to following recipes, but students learn more overall, Hapkiewicz says—and the reduc­tion in the number of labs suggested by the College Board should help to accommo­date the approach.

Likewise, the number of questions on the AP exam will be pared back to allow for more questions designed to test conceptual understanding rather than memorization. The current 75 multiple choice questions will probably be reduced to 6o, says David Yaron, a chemistry professor at Carnegie Mellon University and a member of the AP chemistry curriculum development committee. The exam will also likely have multiple questions related to one situation or set of information, to reduce the amount of time students need to spend reading. “We want to be careful that the questions are set up so that if you miss the first question you don’t necessarily miss the second,” Yaron says, “but we should still save students time by asking about the same situation.”

There will also be a general move toward qualitative rather than quantitative analysis on the exam. Historically, some students could solve problems by memorizing a flow chart or powering through some math but then be completely unable to answer simple qualitative questions. “Math is not the only source of rigor in science,” Yaron says.
THE COLLEGE BOARD first unveiled the revised curriculum to teachers at the AP Annual Conference, held in San Francisco in July. Reaction from teachers was largely positive. Siobhan Julian, a high school chemistry teacher at Webster Schroeder High School in Webster, N.Y., appreciated the shift to emphasize conceptual under­standing, as well as the elimination of some topics. “We won’t feel the same sort of rush to get through the material,” she said. “It’s nice to see the College Board be­ing proactive about inquiry in science by formally making it a requirement for the course,” Julian added. “From what I under­stand, more colleges are moving toward this, so it’s fitting to carry it down to the high school level.”

David Smith, a chemistry teacher at Aiken High School, in Aiken, S.C., liked the new clarity of the curriculum framework. “It will take away a lot of the guesswork,” he said. And even though some topics have been eliminated from the course, as long as college faculty will still accept it for credit or class placement—something the Col­lege Board has tried to ensure through fac­ulty review of the curriculum—he thinks teachers will be fine with the changes.

Having completed teacher and faculty review of the curriculum, the College Board is now working on writing exams and developing resources such as the lab manual, a practice exam, a syllabus devel­opment guide, and teacher professional development courses. A rollout date has not yet been set for the course, the College Board’s Magrogan says, but the organiza­tion wants to have the resources available to teachers two years before implementing the course. That means that the earliest it could start is in the zo13-14 academic year. “This is really a new way of thinking about AP science education, and we want to get it just exactly right,” Magrogan says.