Visiting MIT Boston colleges

Visiting MIT Boston colleges Summer is a great time to visit colleges in Boston. There are more than 50 colleges and universities in Greater Boston, making it easy to visit a variety of colleges from one base. Most of the major universities are on subway lines, so renting a car (and trying to navigate Boston roads) is not necessary. And Boston is an exciting, historic city that offers something interesting for the entire family. (I know my parents loved getting to visit me here.) MIT offers information sessions followed by campus tours twice daily, at 10am and 2pm, every weekday throughout the summer. No reservations are necessary. The information sessions are 45 minutes in length and are conducted by admissions officers (I do one or two of these sessions each week). The information session provides an overview of MIT: its culture, academic environment, etc. The admissions officer will also discuss the application process and financial aid. At the conclusion of the tour, student tour guides lead a tour of campus. Stops include the Athletic Center, the Student Center, academic buildings including Main Campus and the Stata Center, Killian Court (have your camera ready), libraries, and, during the summer only, a student dorm room. The tour lasts approximately 75 minutes. After your session and tour, we hope youll explore MIT a bit on your own, visiting departments, labs, food establishments, and more. You can visit the Admissions Reception Center (Room 10-100) to get a campus map, the brochure The Exploration Equation which suggests some interesting places to visit at MIT that arent on the tour, and, of course, some friendly advice. We can also suggest some good places to get lunch or dinner on campus or in the neighborhoods around MIT. Here are my top tips for your summer MIT visit: The busiest sessions/tours here are usually on Mondays and Fridays. If youd like to be at somewhat smaller information sessions and tours, Tuesdays, Wednesdays and Thursdays are good bets. Allow lots of time to get to MIT. There is lots of construction going on around campus and in Boston; our campus can be difficult to navigate for first-time visitors; and parking is notoriously tight. And, if you get here early, you can roam around and check things out before the information session starts. Have lunch in our Student Center. There are lots of very yummy food options, and youll probably meet real students that you can chat with and from whom you can find out the inside scoop. Check out the MIT Museum, open daily until 5pm. Its worth it. Hotels in Boston and near the colleges are often pretty expensive. I generally think, however, that the location of these hotels makes them much more appealing than the cheaper hotels, which are usually quite out of the way. Do your best to find deals for the better hotels on the web. I think youll really appreciate choosing a hotel with a good location. Visit other schools while youre here. Boston really is a great college town. Below, Ive listed the timings for information sessions at MIT and other Boston area colleges frequently visited by our guests. Usually, a session/tour combo will last 2 to 2.5 hours. Check each schools web site for more information. Timings for Boston-area Information Sessions, Summer 2006 MIT Red Line: Kendall/MIT 10am and 2pm, Monday-Friday Harvard UniversityRed Line: Harvard10am and 2pm, Monday-Friday Tufts UniversityRed Line: Davis9am, 10:30am, 1:30pm, Monday-Friday Boston UniversityGreen Line: Kenmore Square9:30am, 10am, 2pm and 2:30pm, Monday-Friday Boston CollegeGreen Line, B Train: Boston College9:30am, 10:30am, 1:00pm, 2:00pm, Monday-Friday Northeastern UniversityGreen Line, E Train: Northeastern9am, 10am, 2pm, 3pm, Monday-Friday Wellesley CollegeCommuter rail, Framingham/Worcester Line: Wellesley Square(best visited by car)9am and 1pm Monday-Friday Olin CollegeCommuter Rail, Needham Line: Needham Center, then taxi(best visited by car)2pm Monday-Friday Brandeis UniversityCommuter Rail, Fitchburg Line: Brandeis/Roberts(best visited by car)10:15am and 2:15pm, Monday-Friday I hope this was helpful! How else can I help with your summer visit? For those of you who plan to visit, please leave your questions in the comments; I will answer them in future entries. For families who have already visited, feel free to leave your advice on visiting MIT and Boston in the comments; I will pass that advice on in the posts to come.

What is an Animal Extinction

The extinction of an animal species occurs when the last individual member of that species dies. Although a species may be extinct in the wild, the species is not considered extinct until every individual—regardless of location, captivity, or ability to breed—has perished. Natural vs. Human-Caused Extinction Most species became extinct as a result of natural causes. In some cases, predators became more powerful and plentiful than the animals on which they preyed; in other cases, severe climate change made previously hospitable territory uninhabitable. Some species, however, such as the passenger pigeon, became extinct due to man-made loss of habitat and over-hunting. Human-caused environmental issues are also creating severe challenges to a number of now-endangered or threatened species. Mass Extinctions in Ancient Times Endangered Species International estimates that 99.9% of the animals that ever existed on earth became extinct due to catastrophic events that occurred while the Earth was evolving. When such events cause animals to die, it’s called a mass extinction. Earth has experienced five mass extinctions due to natural cataclysmic events: The Ordovician Mass Extinction occurred about 440 million years ago during the Paleozoic Era and was likely the result of continental drift and a subsequent two-phase climate change. The first part of this climate change was an ice age that obliterated species unable to adapt to the frigid temperatures. The second cataclysmic event occurred when the ice melted, flooding the oceans with water that lacked sufficient quantities of oxygen to sustain life. Its estimated that 85% of all species perished.The Devonian Mass Extinction that occurred about 375 million years ago has been attributed to several potential factors: diminished oxygen levels in the oceans, the rapid cooling of air temperatures, and possibly volcanic eruptions and/or meteor strikes. Whatever the cause or causes, nearly 80% of all species—terrestrial and aquatic—were wiped out.The Permian Mass Extinction, also known as The Great Dying, occurred about 250 million years ago and resulted in the extinction of 96% of species on the planet. Possible causes have been attributed to climate change, asteroid strikes, volcanic eruptions, and the subsequent rapid development of microbial life that flourished in methane/basalt-rich environments brought about by the release of gases and other elements into the atmosphere as a result of those volcanic activities and/or asteroid impacts.The Triassic-Jurassic  Mass Extinction took place about 200 million years ago. Killing off about 50% of species, it was likely the culmination of a series of smaller extinction events that occurred over the course of the final 18 million years of the Triassic Period during the Mesozoic Era. Possible causes cited are volcanic activity along with its resulting basalt flooding, global climate change, and changing pH and sea levels in the oceans.The K-T Mass Extinction took place about 65 million years ago and resulted in the extinction of approximately 75% of all species. This extinction has been attributed to extreme meteor activity resulting in a phenomenon known as â€Å"impact winter† that drastically altered the climate of the Earth. The Man-made Mass Extinction Crisis â€Å"What is there to life if a man cannot hear the cry of a whippoorwill or the arguments of the frogs around a pond at night?† —Chief Seattle, 1854 While prior mass extinctions occurred long before recorded history, some scientists believe that a mass extinction is taking place right now. Biologists who believe Earth is undergoing a sixth mass extinction of both flora and fauna are raising the alarm. While there have been no natural mass extinctions in the past half-billion years, now that human activities are having a quantifiable impact on the  Earth, extinctions are occurring at an alarming rate. While some extinction occurs in nature, it is not in the large numbers being experienced today. The rate of extinction due to natural causes is on average one to five species annually. With human activities such as the burning of fossil fuels and the destruction of habitats, however, we are losing plant, animal, and insect species at an alarmingly rapid rate. Statistics from the UN Environment Programme (UNEP) estimate between 150 and 200 plant, insect, bird, and mammal species go extinct every day. Alarmingly, this rate is almost 1,000 times greater than the â€Å"natural† or â€Å"background† rate, and according to biologists, more cataclysmic than anything Earth has witnessed since dinosaurs disappeared nearly 65 million years ago.

Causes And Consequences Of Poverty - 1452 Words

Causes of Poverty There are multiple factors that poverty is related to such as having poor health, being involved in crime, and not being able to work (â€Å"Poverty in America,† 2007). Having one or all three of these poverty-causing factors has a snow-ball effect on individuals. Such factors limit the amount of job opportunities an individual may have, which in turn causes them to be stuck initially with low-come. If opportunities worsen, individuals may fall into poverty. â€Å"In the US, poverty rates are based on what is called the poverty threshold (also known as the poverty line), which is updated yearly by the US Census Bureau† (Finley, 2015). Health Studies suggest that there are many impoverished people with poor health because they†¦show more content†¦Freed criminals are deprived educationally, economically, and socially (Morenoff Harding, 2014). The constant flood of people going in and out of jails has increased inequality, mostly by decreasing chances for employment and reducing pay among previous convicts (Morenoff Harding, 2014). â€Å"Collateral consequences† of imprisonment has put prisoners in a position where they are no longer eligible for receiving benefits such as holding certain jobs, and financial penalties and feeds are charged on delinquents (collateral consequences† of imprisonment). The experience of ex-convicts is that they are not able to make ends meet, because of imprisonment, which only widens the gap of people stuck in poverty. Unemployment Many people find themselves in poverty because they lack participation in the labor market. There are many reasons why individuals are not able to work. Each year the Census Bureau workers conduct a representative sample interview on non-working Americans to better understand why they are not working (Haskins, 2016). There were six main categories mentioned in the responses of the adults ages 25-64 interviewed from the years 1969-2014 (Haskins, 2016). The reasons mentioned as to why Americans were not working was because they were retired, going to school, taking care of family/home, ill or disabled, or could notShow MoreRelatedPoverty : Causes And Consequences Of Poverty1484 Words   |  6 PagesGREGORY CAN275NBB (CURRENT CANADIAN ISSUES) TITLE: POVERTY IN CANADA DUE APRIL 12, 2017  SECTION A: Cause and Consequences of Poverty: a) Cause of Poverty: When a country is facing a change in its’ trends such as economy, inadequate education, high rate of divorce, overpopulation, epidemic and spreading diseases such as AIDS, climate and environmental issues such as insufficient rainfall, it could be a potential victim of poverty someday. Poverty is becoming so broad across Canada and approximatelyRead MoreCauses And Consequences Of Poverty1756 Words   |  8 Pageswondered what it would be like to not know where your next meal is coming from or where you’re sleeping at that night? Many people are not aware of how poverty hits them or the effects. Poverty has many causes, types and effects on different people. Although no one understands why, there are different causes and reasons as to why people are in poverty. Poverty is the state or condition of having little or no money or means of support also known as the condition of being poor (Harper). Discrimination- withoutRead MoreCauses And Consequences Of Poverty Essay945 Words   |  4 PagesA) Diversity of the causes of poverty in three different countries. â€Å"The causes of poverty include changing trends in a country s economy, lack of education, high divorce rate which causes feminization of poverty, having a culture of poverty, overpopulation, epidemic diseases such as AIDS and malaria, and environmental problems such as lack of rainfall†. (White, Killick Kayizzi, 2001) Almost half of the world over 3 billion people live on less than $2.50 a day. It is said that â€Å"aRead MoreCauses And Consequences Of Poverty1349 Words   |  6 PagesCauses of Poverty Poverty is always a topic of debate. Do you believe that people are born, inherited, forced, or choose to live in poverty? I have heard that people make wrong choices in life and end up living a life in poverty. I heard that people inherit debt from other family members to help out, but end up losing it all themselves and I heard people blame the government for not helping those in need. There’s many excuses and people to blame for the failures of such a large issue. The questionRead MorePoverty in Pakistan: Causes and Consequences1610 Words   |  6 PagesPoverty, a multidimensional global phenomenon, as defined by World Bank is an income level below some minimum threshold deemed necessary to achieve basic needs. This minimum level is usually called the â€Å"poverty line†. The things required to satisfy basic needs are highly time and society dependent. Therefore, poverty lines vary from country to country as each country defines and sets the poverty line limit acco rding to its own level of development, societal norms and values. But the contents of theRead MoreHunger, Poverty And Economic Development929 Words   |  4 PagesHunger and Poverty â€Å"We think sometimes that poverty is only being hungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty. We must start in our own homes to remedy this kind of poverty†--Mother Teresa. This quote speaks deeply to those who are suffering from hunger due to the fact of the country being in poverty. What actually causes hunger? Most of us assume that it would be the countries poverty level, well most of us would be right, but thenRead MoreArgumentative Response to â€Å"the Singer Solution to World Poverty†682 Words   |  3 PagesSinger’s article â€Å"The Singer Solution to World Poverty,† Singer suggests that Americans should donate all of the money they are spending on luxuries, not necessities, to the world’s poor. His argument seems simple and straight forward, but there are several unanswered questions. What is the cause of world poverty? What would this do to the American economy? America’s economy must be a priority to Americans when it comes to solving the issues of world poverty. Utilitarian philosophers, like Peter SingerRead MorePoverty As A Social Problem1739 Words   |  7 Pages Poverty as a Social Problem Magdalena Brania Mrs. Kropf May 27, 2015 Poverty is inscribed in the history of the world, but it is not inherent fate of every human being. It is also not related to the human nature, which does not mean that it can not be due to its nature. All communities experience it, with a greater or lesser extent way causing psychological and sociological conflicts. 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This essay studies the issue of poverty and classism in todays society. Causes of Poverty One of the main causes of poverty is the lack of education. The U.S. education system denies students in poverty the opportunities and access it affords to most other students. Without

Zeitoun Essay Free Essays

Despite warnings of evacuation, Abdulrahman Zeitoun, a Syrian-American owner of a painting and contracting company in New Orleans, chose to stay when hurricane Katrina hit New Orleans. During his canoe trip journey after Katrina, Zeitoun encountered many people who were trapped in their homes and in need of his help. Risking his life to save others, Zeitoun was falsely accused of stealing and dealing drugs because of his race. We will write a custom essay sample on Zeitoun Essay or any similar topic only for you Order Now In Zeitoun, Dave Eggers portrays the view that America has towards Muslim people and how people are treated unjustly simply because of how they look. A few days after Katrina hit, the levees broke, leaving the trapped civilians in shock and poverty. People who remained in the city had little resources, causing many people to break into other homes and stores to find whatever they can to survive. Zeitoun sailed on his canoe around the city and helped people who were trapped in their homes, including two dogs that were left behind by their owners. He felt that he was unable to leave his business because he felt responsible for the damaged houses throughout the duration of the storm. Also, Zeitoun felt that his home was â€Å"worth fighting for† (70) Zeitoun believed that by staying in New Orleans, he felt as if this opportunity was given to him by God to help the people who were still trapped in the city. The National Guards showed up at Zeitoun’s house with guns, assuming that Zeitoun and his friends were part of the Al Qaeda. The guards forcefully tackled them to the ground and arrested them. The National Guards did not inform them why they were being arrested and taken into custody. Zeitoun was taken to an interrogation room where he was stripped naked and his rectum searched for imported goods. They were forced to sleep on the ground and could not touch the jail bars or there would be consequences. Zeitoun was accused of terrorist activity, thus he and his friends were treated inhumanly. During the brutal treatment in jail, Zeitoun had splinters on his foot and asked for medical attention, but his request was denied without consideration due to his status. Eventually, his splinter got worse and he had to perform a medical procedure by cutting the splinter out himself. The soldiers and police in charge of the city after the hurricane arrested anyone who looked remotely suspicious and even those who did not. Instead of serving the public by helping them in the days following the hurricane, they took the civilians to the Greyhound bus station where they dispensed people into cages. Zeitoun and his companions were denied their rights, including the right to make a phone call. Knowing his constitutional rights, Zeitoun makes desperate pleas to the guards to have the opportunity to call his wife, Kathy, in Arizona. However, Zeitoun is repeatedly met with answers such as, â€Å"Phone’s don’t work. You guys are terrorists. You’re Taliban. † (222) Based on how they looked, they were treated as terrorists and the law seemingly did not apply to them. When Zeitoun’s wife, Kathy, finds out that he was arrested, she did not give up fighting until he was out of jail. Kathy did everything she could to get her husband out of jail. Kathy found a lawyer and found out exactly where Zeitoun was. When Kathy came to see Zeitoun, Raleigh, Zeitoun’s lawyer told her that it would cost $75,000 to bail her husband out. The price would have been lower if Zeitoun was not charged of being a terrorist. Zeitoun was wrongly treated because he seemed to be different from everyone else, due to his ethnicity, heritage, and beliefs. The National Security were afraid that Zeitoun was a terrorists that would put the country into turmoil. The soldiers and police abused their powers and treated people that are different with brutality. Dave Eggers was trying to show the reader how people can be wrongly punished based on their background, race, culture, and religions even if they mean no harm. Dave Egger’s book illustrates how people tend to jump into conclusions and make fast assumptions of others without getting to know them. How to cite Zeitoun Essay, Essay examples

King Lear free essay sample

King Lear is first presented in the first scene as an egocentric man who is ignorant of the many flaws in his personality. Lear has formed himself a personality and defined himself as an individual and utterly refuses to give up this vision of himself, one can only imagine the figure that Lear must have once been considering the absolute dominance and control that he exerts over the others around him. As is revealed in the first act, Lear is drastically unrealistic about what is to happen to him during and after relinquishing the throne, and as the result of this great misunderstanding he banishes his loving daughter, Cordelia, leaving only his unloving, and eventually evil daughters, Goneril and Regan, to care for him. The fact that Lear requires his daughters to express how they love him in words, and his irrational reaction to Cordelia’s response, shows that King Lear needs to feel that he is loved to remain mentally stable. We will write a custom essay sample on King Lear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In Act 2, Lear discovers his great folly as his daughters both remove him from their homes because of his untactful ignorance as to what a disturbance he is causing in both of their homes. Lear finds it incomprehensible that he no longer holds any wealth, authority and political stature, and struggles to maintain his sanity until it eventually breaks loose and Lear flees into the storm on the heath. On the heath, Lear struggles do accept the idea that he is now a weak, old man with no authority; a conflicting view compared to the one that he once had of himself. As Lear falls into madness, his actions start to show more and more of his fury and grief at his Machiavellian daughters and at his own mistake of disowning his only loving daughter, Cordelia. It may be said that only once Lear went mad could he clearly see that of which is happening around him. When Lear eventually comes out of his apparently insane state, the audience is confronted with a completely transformed personality, in which Lear has replaced his egocentrism, arrogance and ignorance with compassion, empathy, and love. It appears that as a result of this great transformation, Lear holds a great remorse for his previous actions, and is thoroughly surprised when Cordelia forgives him for his actions. It seems suitable that this greatly compassionate Lear should die of emotional breakdown over his daughter’s death, as he was so greatly pleased that she had returned to his presence. Edmund: Edmund’s character is one of the more evil and Machiavellian roles in King Lear, one highly comparable to that of Iago in Othello, as both of these characters unashamedly and unremorsefully bring down those around them in order to gain that which they hold most dear. Edmund sees himself as an innocent victim for his illegitimacy, and seeks to gain powers so as to create a world where illegitimate people can hold sway, and his father’s (the Duke of Gloucester) disrespect for Edmund’s illegitimate mother act as to undermine any of the feelings that Edmund may hold. Edmund uses his handsome appearance and quick wit in order to get what he wants, showing no remorse for his evil actions until it comes to the time when he realises that he is going to die and go to hell for his actions. Edmund, however, does hold some qualities that Iago does not, both better and worse. Edmund has great courage when it comes to battling for what he wants, as is shown by his battle with Edgar, and also works his evil in order to achieve something that he see as worth fighting for, rather than the simple revenge that Iago seeks by setting up Othello’s downfall. However, can also be seen as being more rational and intelligent than Iago, and so shows that he does bear and evil inside him, as is shown that his only excuse for his actions is â€Å"I must†, as he sees it simply for his own personal benefit, rather than thinking of the devastation that is happening because of his actions. Cordelia Cordelia is the play’s most virtuous and honest character, though she may be considered to be honest to the point of stupidity. Cordelia’s actions at the beginning of the play, in which she refuses to play Lear’s game of proving oneself to him falsely, is the point at which signifies the beginning of Lear’s downfall, though it may also be viewed that it is also only because of Cordelia that Lear underwent his transformation to become the compassionate man that he is at the end of the play. It seems that the only reason that Cordelia acts the way that she does in the opening scene is because she knows of the false way in which her sisters speak, and before leaving she tells them â€Å"I know what you are†. The constant references to Christianity and Cordelia during the play show that Cordelia epitomises the virtue and love of Christian people. The reunion of Lear and Cordelia at the end of the play symbolises the apparent restoration of order in the Kingdom and the triumph of honesty, love and virtue over evil and spite. However, it is the death of Cordelia and Lear after this â€Å"restoration† that makes the play so much more tragic, showing an unjust and cruel world. Regan and Goneril Regan and Goneril, for the most part of the play, are indistinguishable because of their equal ability at evil and Machiavellian actions towards their father and other people around them. The eldest sisters may be seen as smart, at least for the beginning of the play, in the way that they are capable of fooling their father into believing that they truly love him in order to receive wealth and a higher political status. However, any sympathy that the audience may still be bearing for the sisters and the way in which Lear expects them to treat him quickly disappears as they turn Lear out into the storm, order his death, and then, most cruelly, play a part in gouging Gloucester’s eyes out. Regan and Goneril epitomise evil within the play, showing no conscience and a continual greed for power that allows them to be successful at whatever they may attempt. It is this greed that eventually leads to their undoing, as both share a longing for Edmund and this turns them upon one another, destroying their partnership that was the source of the sisters’ success. Gloucester and Edgar Both Gloucester and Edgar serve the purpose of mirroring the actions of Cordelia and Lear. Through Gloucester, Lear is able to see himself and his own mistakes, as Gloucester has disowned his legitimate and loyal son, leaving only his illegitimate and evil son to care for him. Gloucester in a sense could only see when he became blind, much like Lear, who only became happy with life after he went mad. Edgar plays the role in the play of Cordelia’s male equivalent, as both of them act as characters of extreme virtue and honesty to which all other characters fail to compare. Both Cordelia and Edgar also see the fault and remorse in their fathers and forgive their misguided parents in order to fight a greater evil that resides in their separate siblings. The Fool The Fool serves the play in a great number of ways, though mainly the purpose of serving the King and story as a narrator and conscience to what is happening in the play. By acting as Lear’s conscience, the fool attempts to teach and guide Lear as to understand that is going on around him, though the fool is only able to comprehend what is going on around him through the linguistic devices of which he knows so much. The fact that the Fool instantly recognises Lear’s fault when Lear banishes Cordelia, and still stays with Lear shows that the fool has a greater understanding of what is happening than Lear and also bears a great loyalty to his master. It may also be recognised that as Lear becomes closer and closer to reaching madness, the fool uses stronger and stronger linguistic devices to interpret what is happening in the play. Kent Kent, in part, acts as a commentator in the play, displaying judgement upon most situations in an attempt to guide Lear back to what he believes is the right path in life. The argument that Kent has with Lear at the beginning of the play is perhaps an image of what is to come after the argument, a battle between good and evil, for at this point in the play, Lear could be considered as a representative of evil, and Kent; good. King Lear free essay sample The road to humility that is taken by the King and lessons learned along the way. (more)

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Zygorhiza Facts and Figures

Zygorhiza Facts and Figures Name: Zygorhiza (Greek for yoke root); pronounced ZIE-go-RYE-za Habitat: Shores of North America Historical Epoch: Late Eocene (40-35 million years ago) Size and Weight: About 20 feet long and one ton Diet: Fish and squids Distinguishing Characteristics: Long, narrow body; long head About Zygorhiza Like its fellow prehistoric whale Dorudon, Zygorhiza was closely related to the monstrous Basilosaurus, but differed from both of its cetacean cousins in that it had an unusually sleek, narrow body and a long head perched on a short neck. Strangest of all, Zygorhizas front flippers were hinged at the elbows, a hint that this prehistoric whale may have lumbered up onto land to give birth to its young. By the way, along with Basilosaurus, Zygorhiza is the state fossil of Mississippi; the skeleton at the Mississippi Museum of Natural Science is affectionately known as Ziggy.