Abstract
The College Board’s recently revised curriculum for advanced placement (AP) chemistry places a strong emphasis on conceptual understanding, including representations of particle phenomena. This change in emphasis is informed by years of research showing that students could perform algorithmic calculations but not explain those calculations using particulate representations. This article provides a discussion of particulate representations in chemistry and specific examples of ways to introduce particulate representations to students and to integrate them throughout the AP chemistry or any introductory chemistry course. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement chemistry course redesign.
Highlights
Throughout AP course and exam development, the College Board gathers feedback from various stakeholders in both secondary schools and higher education institutions. This feedback is carefully considered to ensure that AP courses and exams are able to provide students with a college-level learning experience and the opportunity to demonstrate their qualifications for advanced placement upon college entrance
Hydrogen bonding is a relatively strong type of intermolecular interaction that occurs when hydrogen atoms that are covalently bonded to the highly electronegative atoms (N, O, and F) are attracted to the negative end of a dipole formed by the electronegative atom (N, O, and F) in a different molecule, or a different part of the same molecule
Given the speed with which scientific discoveries and research continuously expand scientific knowledge, many educators are faced with the challenge of balancing breadth of content coverage with depth of understanding
Summary
AP courses and exams are designed by committees of college faculty and expert AP teachers who ensure that each AP subject reflects and assesses college-level expectations. Throughout AP course and exam development, the College Board gathers feedback from various stakeholders in both secondary schools and higher education institutions This feedback is carefully considered to ensure that AP courses and exams are able to provide students with a college-level learning experience and the opportunity to demonstrate their qualifications for advanced placement upon college entrance. The extensive work done by college faculty and AP teachers in the development of the course and the exam and throughout the scoring process ensures that AP Exam scores accurately represent students’ achievement in the equivalent college course. All changes are reflected in this course and exam description
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