As part of the Advanced Placement (AP) Program's commitment to continually enhance alignment with current best practices in college-level learning, the AP Program is currently evaluating and redesigning courses and exams, one of which launched during the 2013-2014 academic school year: AP chemistry. The history of the AP chemistry course and…

Describes a semistructured approach to the laboratory situation in organic chemistry. (Author/PEB)

Described is a method of instruction in organic chemistry designed to promote the concept of learning for mastery. (PEB)

Describes a sequence of experiments developed at Texas A&M University for use in one-semester and two-semester (nonmajors) organic chemistry courses to teach a maximum number of separation and purification techniques such as distillations, recrystallization, liquid-liquid extraction, and chromatography. (SK)

Traces the historical development of the university instructional laboratory. Describes the basic components of a problem-oriented laboratory program and identifies four forces that may dictate instructional change in the future. (GS)

Intended to help foreign students in their study of chemistry in the United States, this guide begins with an overview of chemical education at primary, secondary, and college levels, typical curriculum for undergraduate chemistry degrees (including calculation of honor point average), and an overview of graduate training (admissions,…

Described is an inorganic chemistry course based on the premise that a balanced understanding of inorganic chemistry requires knowledge of the experimental, theoretical, and technological aspects of the subject. A detailed description of lectures and laboratories is included. (KR)

The content of introductory chemistry courses in the Australian universities is described from an analysis of notebooks provided by students who had taken the courses. Variations in content and treatment in physical, inorganic, and organic chemistry are described. (AL)

The facilities, course offerings, and opportunities in chemistry at Royal Holloway College are described. (TS)

Presented are the results of a study of the effects of peer-led tutoring groups on achievement in college chemistry. Supplemental instruction was effective in increasing students' achievement in chemistry as measured by final grades in chemistry and responses to a questionnaire. (CW)