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The Chemistry exam covers material that is usually taught in a one-year college course in general chemistry. Understanding of the structure and states of matter, reaction types, equations and stoichiometry, equilibrium, kinetics, thermodynamics, and descriptive and experimental chemistry is required, as is the ability to interpret and apply this material to new and unfamiliar problems. During this exam, an online scientific calculator function and a periodic table are available as part of the testing software.
To use the calculator during the exam, students need to select the Calculator icon. Information about how to use the calculator is available in the Help icon under the Calculator tab. Students are expected to know how and when to make appropriate use of the calculator.
Visit ETS to learn more and to practice using the scientific calculator.. Students will find the online scientific calculator helpful in performing calculations (e.g., arithmetic, exponents, roots, and logarithms).
Some questions are based on laboratory experiments widely performed in general chemistry and ask about the equipment used, observations made, calculations performed, and interpretation of the results. The questions are designed to provide a measure of understanding of the basic tools of chemistry and their applications to simple chemical systems.
Note: Each institution reserves the right to set its own credit-granting policy, which may differ from the American Council on Education (ACE). Contact your college to find out the score required for credit and the number of credit hours granted.
AP Exams are regularly updated to align with best practices in college-level learning. Not all free-response questions on this page reflect the current exam, but the question types and the topics are similar, making them a valuable resource for teachers and students.
If you are using assistive technology and need help accessing these PDFs in another format, contact Services for Students with Disabilities at 212-713-8333 or by email at [email protected]. Note: versions of these PDFs with enhanced accessibility will be available in the upcoming academic year.
The following are the general chemistry topics examined on the Chemical and Physical Foundations of BiologicalSystems section of the MCAT (30% of the section). The topics below are related to the importance of fluids forthe circulation of blood, gas movement, and gas exchange.
A metal cube with a temperature of 40 C is placed into 25 mL of water in Beaker A where heat is transferred to the water. After the system reaches thermal equilibrium, the metal cube is then placed into 25 mL of water in Beaker B, but no net heat transfer occurs. The cube is then removed, and the beakers are placed together so that the sides are in thermal contact. Which of the following pairs of objects are in thermal equilibrium at the end of each step of the experiment?
When two samples are in thermal contact, atomic and molecular collisions transfer energy (ie, heat) from the sample with higher KE (ie, the warmer sample) to the sample with lower KE (ie, the cooler sample) until the particles in each sample reach thermal equilibrium and have the same average KE (ie, the same temperature). No net transfer of heat occurs between samples at thermal equilibrium.
In this question, the metal cube is initially at a higher temperature than the water in Beaker A until thermal equilibrium is established by the transfer of heat (Number I). When the cube is subsequently placed into the water in Beaker B, no net heat transfers which indicates that the cube and the water are already the same temperature and are immediately in thermal equilibrium on contact (Number II).
Educational objective:
The zeroth law of thermodynamics states that if two systems are in thermal equilibrium, and one of those systems is also in thermal equilibrium with a third system, then all three systems must be in thermal equilibrium with each other.
A solution's acidity is measured by its pH, which depends on the molar concentration of H3O+. The relationship between pKa and pH can be quantitatively described by the Henderson-Hasselbalch equation:
During an oxidation-reduction (redox) reaction, electrons are transferred from one atom to another. The atom that loses electrons is oxidized, and the atom that gains electrons is reduced. The oxidation state of the oxidized atom increases by the number of electrons lost, and the oxidation state of the reduced atom decreases by the number of electrons gained. Oxidation states can be determined using the compound formula and oxidation state rules. The sum of all the oxidation states of each atom in the compound must be equal to the net charge of the compound.
Educational objective:
The oxidation state of each atom in a compound or ion formula can be determined using oxidation state rules. The sum of the oxidation states of each atom must equal the net charge of the compound or ion. An increased oxidation state indicates a loss of electrons (oxidation) whereas a decreased oxidation state results from gaining electrons (reduction).
However, you should keep in mind that the MCAT requires more than just an understanding of science content. The MCAT is primarily a test of critical thinking, and you are required to use four specific Scientific Inquiry and Reasoning Skills. Knowing how to use chemistry and physics information to interpret and solve more difficult problems is the key to a great MCAT score.
Start PreparingMCAT Organic Chemistry LessonMCAT Chemistry: Structure of the Section
The MCAT will present you with ten passages based on chemistry and physics subjects, and then present four to seven questions about each passage. The questions will address the four Scientific and Reasoning Skills listed, although different passages will focus on different skills. You will also be asked 15 discrete questions that are completely separate from the ten passages. These discrete questions test both your science knowledge and application of that knowledge based on these four skills, although they tend more toward Skill 1.
MCAT Chemistry and Physics: What the AAMC Says
The AAMC provides specific descriptions of the topics covered within the Chemical and Physical Foundations of Living Systems section of the MCAT. These topics are subdivided into Foundational Concepts 4 and 5, each of which has several sub-categories.
This foundational concept is about the physical processes that allow complex organisms to transport materials, sense their environment, process signals, and respond to changes. This is further subdivided into five categories:
This foundational concept is about the principles that govern chemical interactions and reactions which form the basis for a broader understanding of the molecular dynamics of living systems. This is further subdivided into five categories:
Many students have said that the exam questions in organic chemistry tend to be different and harder than the ones they find in their textbooks and the ones they cover during their lectures. Those questions are typically what costs them their desired grade, despite hours and hours of studying for the exam.
To help you eliminate exam-day surprises and confidently answer all the questions in your exams, we worked through hundreds of organic chemistry exams and put together 1500+ practice questions, inspired by real-world exams.
The Chemistry Readiness Assessment period has closed. Students who have not taken the assessment and wish to register/maintain registration in general chemistry are required to take the Basic Chemistry Workshop. The sign-up for the workshop can be found here:
For students with extensive conflicts during the available workshop times, please state on the google form link that none of the times work. We do have an asynchronous section available for special cases.
General Chemistry is required for all pre-health students and most of the science majors. High School chemistry is a prerequisite for all our General Chemistry courses (CHEM 104, 107 and 111). Our data show that students with inadequate high school chemistry background struggle in the course and it impacts not only the chemistry course but also the other courses taken in the semester.
The Chemistry Readiness Assessment (CRA) is designed to identify students with a weak high school chemistry background. Students with a poor performance on the assessment will be strongly encouraged to participate in a three-week Basic Chemistry Workshop. Another option to make up this deficiency is to take our Basic Chemistry Course (CHEM 100) offered in the summer and fall semesters. Our experience shows that students that address their background shortcomings by taking the Basic Chemistry Course have a much better chance of success in CHEM 104, 107 and 111.
You have one hour to take the assessment. It is administered online. The assessment has 50 questions. The questions are a combination of short answers and multiple choices. You can only take the assessment once. However, you may assessment your basic chemistry knowledge by taking the practice question module as many times as you want in preparation. Students may use a periodic table and a calculator. The passing grade is 50%, students required to register for the workshop will be contacted via email. The placement assessment can only be taken once.
The chemistry readiness assessment is offered over the summer from 5/20 to 7/15. Incoming students are required to take the placement assessment before registering for CHEM 104, CHEM 107, and CHEM 111.
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