A Primer Getting In: on the MCAT and the Medical School...

A Primer

on the MCAT and the Medical School Admissions Process

Getting In:

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A PRIMER ON THE MCAT & THE MEDICAL SCHOOL ADMISSIONS PROCESS

GETTING IN:

TABLE OF CONTENTS

Preface .................................................................................................................................................................... 3

New MCAT Scoring Scale .................................................................................................................................. 4

2015 MCAT Pre-Requisites.............................................................................................................................. 5

Visualizing the 2015 MCAT Test Change .................................................................................................... 6

How Should You Start on the MCAT?............................................................................................................ 7

How To Register For The MCAT ..................................................................................................................... 9

MCAT Cost ............................................................................................................................................................ 10

Re-taking the MCAT ......................................................................................................................................... 11

First, Do I Have Time To Prep For The Test? .................................................................................................... 12

Second, What Will I Change This Time Around? ............................................................................................. 12

Doing The Same Thing Will Get You The Same Results. ............................................................................... 12

Finally, How Will The Admissions Committees View Multiple Scores? ................................................. 13

When Should You Schedule Your MCAT? ................................................................................................. 15

Coursework ................................................................................................................................................................... 15

Prep Work ...................................................................................................................................................................... 15

Deadlines and Retakes .............................................................................................................................................. 16

Understanding Your Hard Numbers .......................................................................................................... 18

Are You Prepared For The MCAT? .............................................................................................................. 21

Ready To Take The MCAT? ............................................................................................................................ 24

Memorizing Equations .................................................................................................................................... 26

Study Sheets .................................................................................................................................................................. 26

How Should You Use Practice MCATS? ...................................................................................................... 27

The Most Common Mistake MCAT Students Make ................................................................................ 28

Getting Started On The MCAT!? ................................................................................................................... 30

How is the Personal Statement Used? ....................................................................................................... 31

Percentage Of Accepted Applicants (2007-2009) .......................................................................................... 31

The Separator ............................................................................................................................................................... 31

The Interview Starting Point .................................................................................................................................. 32

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How to Write the Personal Statement ....................................................................................................... 33

The First Steps .............................................................................................................................................................. 33

Writing as Brainstorming......................................................................................................................................... 33

How Many Drafts? ....................................................................................................................................................... 33

Avoiding Writer’s Block ............................................................................................................................................ 34

Getting the Right Proofreaders and Reviewers ............................................................................................... 34

Medical School Interview Sample Questions .......................................................................................... 36

Next Step MCAT 2015 Transition Guide ................................................................................................... 38

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GETTING IN:

PREFACE

Thank you for downloading Next Step Test Preparation’s MCAT E-Book. This work will be valuable to students who are both starting out in preparing for the MCAT and those who are looking to sharpen their skills. In this book, we’ll start by covering some of the basics associated with taking the MCAT, then discuss planning your prep, and finally go over interpreting your scores and the admissions process.

Why are we offering this content for free?

The largest test prep companies have long labored under the assumption that they have secret methodologies for which you should have to pay thousands of dollars. That’s not the case. Every prep company and many publishers of prep books have more or less the same methodologies. Next Step sells one-on-one tutoring for the MCAT with experienced experts. There’s no way you can get what we sell out of a book – so we’re happy to give as much information away for free as we can. If you’d like to learn more about how you can receive a complete course of one-on-one MCAT tutoring for the same price as a lecture course, please see our site here: http://nextsteptestprep.com/tests/mcat-tutor/

If you have questions after reading this document, please contact us:

[email protected]

888-530-NEXT

www.nextsteptestprep.com/mcat

http://nextsteptestprep.com/tests/mcat-tutor/

mailto:[email protected]

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GETTING IN:

NEW MCAT SCORING SCALE

The new version of the MCAT has 4 scored sections:

Chemical and Physical Foundations of Biological Systems

Biological and Biochemical Foundations of Living Systems

Critical Analysis and Reasoning (an updated version of the verbal section)

Psychological, Social, and Biological Foundations of Behavior — a completely new section

The AAMC recently released information about the scoring scale for the new exam. Each section will be

scored from 118 to 132, with 125 as the median score. (Note that this is still a “15 point scale” it’s just

instead of going 1 to 15 it goes 118 to 132). Your section scores will be added up to an overall score,

which can range from 472 to 528, with 500 as the new median score. Under this new scoring scale a

score of 510 is approximately equivalent to a 30. This means that in order to be competitive as US based

medical schools you should be shooting for at least a 510 on the test as whole.

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GETTING IN:

2015 MCAT PRE-REQUISITES

The first place to look, as always, is to the AAMC. Their official list of MCAT science topics is posted to

their website. You can get a copy for free:

https://www.aamc.org/students/download/377882/data/mcat2015-content.pdf

The thing to keep in mind about the new test is that it’s going to be MUCH longer (including check-in

time, waiting around, and breaks, you’re looking at an eight to nine hour day) and that it’s going to

require much more coursework. Here’s our recommendations about the course work you should

complete prior to taking the new MCAT:

Biology: 2 semesters (3 recommended) Chemistry: 2 semesters Organic Chemistry: 1 semester (2 recommended) Physics: 2 semesters Biochemistry: 1 semester Psychology: 1 semester Sociology: 1 semester Statistics (or some other course that focuses on experimental design and how to interpret the significance of data): 1 semester recommended Humanities: 1-3 semesters recommended

Compare that to the old MCAT, which simply required one year each of bio, chem, orgo, physics. You’ll

see that the overall time investment required to get ready for the MCAT is quite a bit higher. You used

to be able to get ready for the exam in about a year and a half. Now it’s more like a solid two years (if

not more), before you even begin your test prep.

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GETTING IN:

VISUALIZING THE 2015 MCAT TEST CHANGE

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GETTING IN:

HOW SHOULD YOU START ON THE MCAT?

The MCAT tests your critical thinking skills, active

reading skills, and mastery of basic science

content. In fact, there’s no data to demonstrate

that upper-level biology, chemistry, or physics

courses will improve your score. In the end,

success on the MCAT is not about studying vast

quantities of facts – it’s about practice.

To make the most use of that practice, you need

to start by taking a full practice MCAT to see how

you do. The best practice test is the one available

directly from the test maker themselves. The AAMC offers this official practice exam on their site at

www.e-mcat.com.

Once you’ve taken that test and seen what your strengths and weaknesses are, you can take a look at

the AAMC’s summary of all the science topics and cognitive skills that are tested on the exam. You can

find that outline here:


In addition, Next Step has produced a content outline that summarizes and re-organizes the AAMC’s

outline. We’ve set it up into a much easier-to-follow format based on each of the major sciences. You

can see our outline here:

http://forums.studentdoctor.net/threads/mcat-2015-science-content-outline.1101112/

After taking a practice test and looking over those documents, you’ll have a good sense of what the test

expects of you. At that point, you’ll need to get started with your prep.

Fundamentally, you need to do two things: decide on resources to help you review basic science

content and decide what you will use to practice test-taking skills.

http://www.e-mcat.com/

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GETTING IN:

To review the content, you could go back to your science textbooks from your undergraduate classes,

but that’s likely to be cumbersome, time-consuming, and unproductive. Instead, you’ll want to purchase

a complete set of MCAT prep books from any one of the companies that offer them. Read reviews online

to find something you feel comfortable investing in. Next Step has produced our own set of content

review books with the goal of keeping them very lean – ONLY what you need to know on the MCAT is in

our books. We’ve also included thousands of review questions to test your understanding.

To practice your test-taking skills you will want to practice with any official AAMC materials that have

been released, including full practice tests and any additional questions available. Since the AAMC isn’t

offering lots of practice tests like they used to for the old MCAT, you’ll need to get practice tests from

prep companies. Next Step has several full practice tests available, as do other major companies.

Finally, you’ll need to decide what sort of guidance you

need to navigate this maze. If you’re a very strong

student and used to tackling challenges on your own,

you may need nothing more than a good set of books

and the AAMC practice questions. A big group lecture

course may also help, but it’s important to remember

that those courses rarely offer any intensive, focused

help that’s tailored to your individual needs.

If you have any questions about getting started, you can schedule a free consultation with one of our

MCAT tutors.

The AAMC currently offers one full

length practice test for $25.

You can access it here

https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=A989862D-11E9-40C2-B745-9DF7FB4D269B

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GETTING IN:

HOW TO REGISTER FOR THE MCAT

To register for the MCAT exam, you need to create an account with the AAMC. Begin by going to this link

and following the prompts on the screen:

https://services.aamc.org/30/ssoLogin/home/login?stakesLvl=high&goto=https://services.aamc.org/20/mcat

Once you’ve created an account (or if you already have one), you may register for the MCAT by logging

in with your AAMC username and password here:

https://services.aamc.org/20/mcat/

Then, on the right side of the screen under “MCAT

Registration” hit the link that says “click here” and

follow the prompts on the screen. You’ll be asked to

select a test date, a state, and then a testing location

within the state.

If your state isn’t listed, then all of the testing seats

for that test date have been filled. It is very

important to register as early as possible because

seats fill up fast. This is even more important now

than in past years because the AAMC is not

permitting wait-lists for the MCAT.

There’s an off chance that a seat may open up if other test takers cancel, so you can also re-check the

registration site every day to see if a spot opens up. That’ll be a tedious and stressful process, however,

so register early to avoid putting yourself in that position.

You need to do two things

1. Decide on resources to help you

review basic science content and

2. Decide what you will use to practice

test-taking skills.

https://services.aamc.org/30/ssoLogin/home/login?stakesLvl=high&goto=https://services.aamc.org/20/mcat

https://services.aamc.org/20/mcat/

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GETTING IN:

MCAT COST

You will have to pay the registration fee by MasterCard or VISA when you first register at AAMC.org.

Regular Registration: $300

Additional Fees:

International Test Site: $85

Late Registration $75

Date Reschedule $90

Change Test Center $90

The AAMC has a fee assistance program (FAP) for students who would otherwise be unable to take the

exam or apply to medical schools. If you qualify for the program, your fee is reduced to $100. Keep in

mind, though, that you must apply for and be accepted into the program before registering for the exam.

If you think you’d qualify, contact the AAMC right away.

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GETTING IN:

RE-TAKING THE MCAT

Sometimes things don’t work out the first time

around. The MCAT will permit you to take the test

again – up to three times a year. If you have to retake

the test, you’re not alone. According to the most

recent data released by the AAMC, over ten thousand

students retake the test every year.

Unfortunately, if you don’t prepare thoroughly for

the second try, you risk getting a score that’s the

same or lower than your original score.

Initial Score Same or Lower Score Improve 1-3 Points Improve 4+ Points

Below 485 32.00% 33.00% 35.00%

485-500 34.00% 40.00% 26.00%

Above 500 35.00% 41.00% 24.00%

The full version of this chart with a breakdown of each score and change can be found here:

https://www.aamc.org/students/download/271680/data/retestertotalscorechange.pdf

Note that for the overwhelming majority of retakers, there’s nearly a 1/3 chance that you’ll get the same

or lower score. This emphasizes how important it is to

prepare thoroughly for a retake MCAT.

It’s not enough to “just study harder” when you take

the exam again. You need to carefully analyze, often

with outside help, what study patterns produced the

results you got the first time. Then you’ve got to craft

an approach that will:

build on past success

correct past failure, and

According to the most recent data released by

the AAMC over ten thousand

students retake the test every year.

https://www.aamc.org/students/download/271680/data/retestertotalscorechange.pdf

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GETTING IN:

lead to a strong performance on the next test.

The decision about whether or not to re-take is easy if your

score is well below the average for the programs you’re

applying to – of course you retake it! Similarly, if your score

is comfortably at or above the “average” range for your

target schools, then you certainly don’t retake the test.

The question becomes tough if you’re on the edge. If your

score is below your target by only a handful of points, it can

be tricky to decide whether or not to risk a lower score on

another test. The solution is to ask yourself a few fundamental questions:

FIRST, DO I HAVE TIME TO PREP FOR THE TEST?

It’s important to remember that when you sit for the MCAT a second time, you’re not just brushing up

quickly. You have to start over from scratch. All the study and practice you did months ago isn’t stored

up in a bank of MCAT points you can just withdraw from. You’ve got to prep to get yourself back into

shape. Then you’ve got to prep even harder to push your performance beyond your first test.

So start by looking at your calendar. What other time commitments do you have? School? Job? Family?

Volunteer work? If you’re going to retake the MCAT, you’ll need to allocate anywhere from 20 to 40

hours a week of prep time for two to four months. It’s a huge undertaking, but one that has huge payoffs.

SECOND, WHAT WILL I CHANGE THIS TIME AROUND?

Doing the same thing will get you the same results.

This is an incredibly simple idea, but it’s so easy to lose sight of it.

DOING THE SAME THING WILL GET YOU THE SAME RESULTS.

How did you prepare the first time? Books? A classroom course? Online materials? Did you take any full

practice exams under test-like conditions? If so, how many?

By far the most common mistake students make the first time around is simply not allocating enough

time and resources to the MCAT. While classroom courses promise big results, you can be left flat if the

Make sure you’re practicing with

full length exams as well as

shorter tests and quizzes.

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GETTING IN:

instructor and materials didn’t provide you with the

kind of intensive and individualized feedback you need

to succeed.

The second most common mistake students make is

treating the MCAT as if it were just another science test.

By now, you know that’s not true. The actual science

content on the exam isn’t that advanced – often just

what would be covered in freshman-level courses. You

can’t study your way to a better MCAT score; you need

to practice. Make sure you’re practicing with full length

exams as well as shorter tests and quizzes.

Finally, you may have found that you just weren’t prepared for the psychological pressure of the exam

itself. When it comes to the MCAT, it’s not what you know, it’s what you show. And that ability to show

your best performance can be hampered by test anxiety in a variety of shapes and forms. All of the books

and classes in the world won’t help if you don’t have some expert guidance to diffuse all of that test

anxiety.

FINALLY, HOW WILL THE ADMISSIONS COMMITTEES VIEW MULTIPLE SCORES?

When you submit your applications, all MCAT scores after April 2003 will be included. If you are going to

be sending multiple scores to a medical school, the admissions committee will do one of the following:

Take the most recent scores, regardless of which scores are the highest

Average all scores to generate a single overall MCAT score

Take the highest single test administration

Take the highest section scores from each test administration

Each med school will have its own policies, so it’s a good idea to contact each school directly to find out

how they treat individual scores.

All of the books and classes in the world

won’t help if you don’t have some expert

guidance to diffuse all of that test anxiety.

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GETTING IN:

Ultimately, retaking the test is only a good idea

if you know you can work hard and see a

significant improvement. Admissions

committees see students with a low first score

and a high second score all the time. The key is

not to be one of those unfortunate folks whose

second score is actually lower than the first one.

. The key is not to be one of

those unfortunate folks whose

second score is actually lower

than the first one.

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GETTING IN:

WHEN SHOULD YOU SCHEDULE YOUR MCAT?

Every single MCAT is “equated” against a

standard scale. This means that a score of

“510” on one test is comparable to a

“510” on another test, even if one test is

slightly harder than another. You’re not

being graded against the other people

taking that particular MCAT, so there’s no

need to worry about the MCAT having an

“easier curve” during one time of the year

or another. The idea that it’s better to

take the MCAT later in the summer

because it’s easier is nothing more than a

myth.

So if all MCATs are essentially the same, which one should you take?

There are four major considerations to think about: Coursework, Prep, Deadlines, Retakes

COURSEWORK

First, your coursework. The MCAT covers material equivalent to a year of physics, a year of chemistry, a

year of organic chemistry, one to two years of biology, and one semester each of biochemistry, sociology,

and psychology. It’s generally not a good idea to take the MCAT until you’ve finished most or all of this

work. Students will occasionally take the test during their

second semester of organic chemistry or their second

semester of physics. That’s usually okay, although if it’s

possible to wait until you’re done, you probably should.

PREP WORK

Next, your prep work. The most important factor to consider

in deciding when to take the test is your schedule. When will

you have a solid three to four months during which you can

The idea that it’s better to

take the MCAT later in the

summer because it’s easier is

nothing more than a myth.

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GETTING IN:

spend at least an hour or two (or more like three to five) every single day on MCAT prep? If you’re still

in school, think of MCAT prep as a semester long class that’s worth 8-10 credits all by itself.

While it’s quite common to take the MCAT during the spring semester of junior year, if you’re already

taking 18 credits and doing volunteer work, you should probably wait until the summer. On the other

hand, if you have a demanding internship lined up for the summer, it might be a good idea to free up

your schedule in the spring so that you can focus intensely on the MCAT.

By contrast, if you’re already out of school and are working, there may not be a time when you can dive

into the MCAT full-time. In that case, you’ll need a longer window of time: 5-6 months rather than 3-4.

And instead of working 3 or 4 hours a day on MCAT, you may only do an hour or so.

DEADLINES AND RETAKES

The final two considerations — Deadlines and Retakes — go

hand in hand. You’ll want to make sure you’ve finished the

MCAT well before the application deadlines, and chances are

you’ll want to give yourself time to retake the test if

necessary.

The vast majority of test takers (85%) only take the test one

time, but it’s better to be safe than sorry. You may find that

the prepping is harder than you expected, or life may throw a

curveball your way. Better to plan on getting the test done

early so that you have breathing room. If you schedule the

test for the last possible minute, you’ll be creating lots of

unnecessary stress.

So what’s the best choice? Usually the best way to balance these considerations is to aim to take the

test during one of the May test dates. If you stick to your New Year’s Resolution to work hard on the

MCAT, a May test date gives you a solid 4 or 5 months of prep. If things aren’t working out the way you

planned, you can pay the reschedule fee and push your date back to late May or early June.

If you schedule the test for the last

possible minute, you’ll be creating

lots of unnecessary stress.

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By taking the test on, say, April 27th or May 11th, you’ll have your scores back by early June. If everything

has gone well, then you’re off to the races with your applications. If not (knock wood), you’ve still got

plenty of time through June and July to do an intensive summer prep and retake the test in mid-August.

Having to retake the test in August or September can certainly hurt your admissions chances. By

September the schools are well underway interviewing (or selecting for interviews) their first round of

candidates. By the time you get your scores back at the end of September, schools have already started

filling their classes. In a rolling admissions cycle, that means you’ll be competing for fewer slots later in

the year. Nevertheless, there are still spots available so you’re not totally out of the game.

When should you not take the MCAT? The short answer is simple: before you’re ready. If you haven’t

completed the prerequisite coursework, or haven’t prepared thoroughly, you won’t do well. The MCAT

is a grueling and expensive process, so there’s no reason to do it “just to see how it goes”.

Finally, don’t put the MCAT off. Pushing the test back to the end of the summer for no good reason does

you a real disservice. If you absolutely have to take the MCAT in September, then it’s nice to have that

safety net there. But don’t plan from the start on waiting until the very last minute. It’s a risky approach.

If you have specific questions about your own individual scheduling concerns, set up a time for a free

consultation with one of our academic advisors.

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GETTING IN:

UNDERSTANDING YOUR HARD NUMBERS

The MCAT’s only role is to predict your grades during

your first year or two of medical school. For admissions

officers to make that prediction, they fundamentally

rely on two numbers: GPA and MCAT scores. While

your undergraduate grades correlate strongly with

grades in med school, when admissions committees

combine your GPA with your MCAT score, they get a

much more accurate prediction.

You can see a strong correlation between your

combined GPA and MCAT numbers and your odds of

getting into med school in the following chart:

GPA/MCAT 501-503 504-506 507 – 509 510 – 512 513-515 516-518 519+

3.8-4.0 25% 42% 67% 82% 86% 90% 92%

3.6-3.79 18% 29% 52% 72% 80% 85% 86%

3.4-3.59 17% 23% 36% 56% 67% 73% 80%

3.2-3.39 13% 18% 26% 39% 51% 61% 62%

3-3.19 11% 16% 23% 30% 42% 42% 44%

2.8-2.99 1% 15% 16% 24% 33% 28% 57%

NOTE: MCAT scores below 500 and GPAs below 2.8 are not listed, as the odds of admission for such

applicants are generally quite low. This data is taken from the old version of the MCAT since

data is not yet in for the new exam. To make a rough comparison, 25 is about a 500 and 30 is

about a 510.

Chances are there’s not much you can do about your GPA by the time you start prepping for the MCAT

– you’re either near the end of your college career, or already past it. The good news is that even though

your GPA is almost set in stone, this chart shows that you can have a huge impact on your chances with

even modest gains in your MCAT performance.

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Take, for example, the typical med school matriculant – someone with a GPA that falls in the 3.6-3.79

range. If you were such a student, and you took an MCAT practice test and got a 496 or 498, you’d be

pretty concerned. Your odds of getting to a med school are only 18%! But starting with practice scores

in the high 400’s is quite common. Our tutoring students often struggle at first.

With a bit of practice, you could bring that score

up a few points (to a 29% chance of admission).

If, however, you’re the kind of hard worker who

has managed to get such a good GPA, chances

are you’ll also want to work hard on the MCAT.

If you put in plenty of time and effort, you can

reasonably expect to see that initial score of 496

jump 8 to 10 points or more. That’d put you

solidly in the group that has a comfortable 70-

80% chance of admission – a pretty safe bet!

On the other hand, you may have struggled as an undergrad and have a GPA that’s closer to a B than an

A. All is not lost! While a 3.2 GPA does put you at a disadvantage, that just means you’ll have to work

extra-hard on your MCAT prep.

A below-average MCAT score will mean slim chances of getting in (13% to 26%), but if you invest heavily

in prep, you can get yourself into a solid position. The right combination of practice tests, thorough study

materials, and expert guidance can help get that MCAT score well above the coveted 510. With a score

of 514, you’re now above the halfway mark in your chances of getting in. While it’s not a slam dunk, it’s

still a pretty solid bet – and more than worth the investment of time prepping. Combine that 3.2 GPA

and 514 MCAT with some excellent work experience or activities, and suddenly you’re in pretty good

shape.

Speaking of work activities, it’s also important to remember that med schools place a strong emphasis

on the “soft factors” in the admissions process. Common factors they consider include:

While your undergraduate grades

correlate strongly with grades in med

school, when admissions committees

combine your GPA with your MCAT score,

they get a much more accurate prediction

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It’s important to take the MCAT/GPA chart with a grain of salt when considering your own situation. It

provides a useful, but very rough, guide to seeing what your chances are of getting in.

Breadth and Depth of Coursework

Selectivity of Undergraduate Institution

InterviewLetters of Recommendation

Extra-curricular Activities, Work, Volunteer Work, Research

Personal Statements, Essays

Life Experience Diversity

If you put in plenty of time and effort, you

can reasonably expect to see that initial

score in the high 400’s jump 20 to 30

points or more.

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GETTING IN:

ARE YOU PREPARED FOR THE MCAT?

One of the most common questions MCAT students face is: “The MCAT is in a week, but I don’t feel like

I’m ready. Should I reschedule or should I just take

it?”

This is certainly an understandable reaction to have.

The MCAT is one of the hardest and most important

tests you’ll ever take. Getting a case of the nerves a

week or two before Test Day is extremely common.

To really understand this question, then, we’ve got

to strip some of the emotions away and look at cold,

hard numbers.

If you’re like most MCAT students, you’ve taken

anywhere from 5-10 (or more!) practice tests as a

way to get ready for the exam. If you haven’t taken several practice tests then the answer to the question

is simple – you’re NOT ready. This doesn’t happen often, but every now and again we hear from someone

who says, “Oh I only ever took one practice test and it seemed fine.”

So with Test Day looming, you’ve got a half-dozen or so scores to look back at. As long as you’ve been

using material from a reputable source (the AAMC and Next Step are your best bets here) you’ll have a

fairly decent sense of how you’re going to do on Test Day. Scores rarely end up significantly higher or

lower than practice test performance.

The real trick, though is to look at your sections scores, not your overall performance. It’s the scores on

the individual section that give you a real sense of your skill level. The question to ask yourself is this: “If

I got my best ever section scores all on Test Day, would I take the test again, or not?” If the answer is,

“Even if I had my best day ever, I would still re-take the test” then you should NOT take the MCAT. If,

instead, the answer is, “Well, if I had my best day ever, I wouldn’t be thrilled, but I wouldn’t re-take the

test.” then you SHOULD take the MCAT.

Let’s look at two examples to illustrate the idea:

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Our first student is Trevor. He’s new to the MCAT and is looking to go to his state med school. His grades

and EC’s are great, and he’d be fine with hitting a 510. Let’s say his practice tests are as follows:

Test 1: 495: PS 124, CARS 125, BS 122, PSY 124





Looking at these scores, if Trevor asked, “Should I take the MCAT?” we’d see the following: his best

Physical Sciences score is a 127, his best CARS is a 126, his best Biological Sciences is a 127 and his best

Psychological Sciences section is 126. That means if he has his “best day ever” he’d be getting a 506.

Keep in mind, this is not an unrealistic Pollyanna Fantasy Land idea – these are actual scores he’s been

able to achieve. I’d ask Trevor, “If you got a 506, would you apply with that score, or would you just take

the test again?” While Trevor might be kind of disappointed – he really wanted that 510 – if he’s willing

to apply with a 506 then he should go take the test.

Our second student is Melissa. She’s already been prepping for the MCAT for five months before she

began tutoring because she’s absolutely committed to getting a top score on the exam. She’s not

interested in going anywhere other than a really competitive school. Her practice test scores are:





Test 5: 509: PS 129, CARS 126, BS 128 PSY 126

For Melissa, her “best day ever” would be getting a 129 in Physical Sciences, a 126 in CARS, a 130 in

Biological Sciences and a 126 in the Psychological Sciences. This gives her the very impressive score of

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GETTING IN:

511. Chances are Melissa would be perfectly happy with

this score and she should definitely take the test.

The fundamental reason this is important advice is that if

you let yourself keep pushing your Test Day back over and

over, you’ll end up either really hurting your applications

chances, or you’ll end up never taking the test. You have to

hold your feet to the fire and really push yourself to work

hard towards Test Day and then get it done. Constantly

pushing back to get “just two more weeks to study” is a

quick way to ensure you never hit that level of intensity that

the MCAT requires.

If you haven’t taken several

practice tests then the answer to the

question is simple – you’re NOT ready.

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GETTING IN:

READY TO TAKE THE MCAT?

When considering whether you're ready to

take the MCAT, you've got to ask yourself

one really big question:

If you push back your Test Date, what’s going

to change?

Usually when panic sets in, there’s a

temptation to reschedule the test just to buy

yourself more time. It’s certainly an

understandable feeling, but it’s also a big

mistake.

If you’ve set up a particular study schedule and kept to that schedule then chances are you should simply

take the test when you were originally registered for it. Two more weeks of the same sorts of study

habits are just going to get you the same results. So when considering whether to push back Test Day,

ask yourself that question, “If I have three more weeks, what’s going to be different about the way I

spend those three weeks? Why do I think I’ll get different results with a bit more time?”

Phrasing the question this way forces us to look very carefully at specifics about how we’ve been studying

and what we could do differently. Here are a few of the most common examples of the sorts of situations

that would merit pushing back the test:

1. I was sick and lost three weeks of study time (or something else unexpected happened).

2. I was spending lots of time studying as if it was a science test, but not taking enough practice

exams.

3. I’ve been working through my MCAT books but still have 10 chapters to review – I haven’t read

them at all!

4. My scores on practice tests have been low enough that even if I have my best day ever, I wouldn’t

bother applying to med school.

5. I’ve really been slacking off and I’ve only gotten through like 50% of my study plan.

By contrast, you should not reschedule just because you’re feeling one of these:

http://www.nextstepmcat.com/am-i-ready-to-take-the-mcat-part-1/

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GETTING IN:

1. I went through all the chapters in my MCAT books, but I just want to go through them all twice

2. I still feel really uncomfortable with buoyancy (or electrochemistry, or nephrons, etc.) even

though I went through that chapter.

3. My practice test scores are okay, but still a couple of points shy of what I want.

4. I get test anxiety, and I’ve been feeling really, really nervous about the exam.

Ultimately, the decision about whether or not to take the

test is a pretty big one and the most important thing you

can do is get advice from knowledgeable folks, consider

that advice, and make the decision that you know is right

for you. If your gut instinct is telling you, “DO NOT DO

THIS” then you’ve gotta listen to your instincts. But don’t

mistake test jitters for real gut instinct.

If your gut instinct is telling you,

“DO NOT DO THIS” then you’ve

gotta listen to your instincts.

But don’t mistake test jitters for

real gut instinct.

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GETTING IN:

MEMORIZING EQUATIONS

Physics is one of the toughest things on the MCAT for a whole bunch of reasons, but one of the ones we

hear most often here at Next Step is the lament, “I just can’t seem to memorize all those equations!”

To that end, we’re producing a small workbook that students can use to make the equation memorizing

process much more manageable.

The key to memorizing equations is to stop trying to memorize them! Instead, try to understand the

equation. Even though it looks like a mish-mash of abstract symbols, in truth an equation is a sentence

about how the world works. It tells you about important relationships that exist in the physical world.

Take a really simple one – Newton’s Second Law. Sure, we could write it in the normal abstract way,

“F=ma”. But we could also think of it as a sentence that says, “the harder you push on something (F), the

faster it’s going to speed up (a)”. Or something like,

“If you want to move a really heavy object (m) at the

same rate (a) as a really light object, you’re going to

have to push harder (F) on the heavy object”.

Stated that way, it makes much more sense. Of

course you have to push harder on a heavy object.

Imagine trying to push a dining room chair vs. trying

to push the whole table. The table’s got a lot more

mass, so you need a greater force to get the same

acceleration.

STUDY SHEETS

So how do you go about learning the most important equations in this deeper way? Make study sheets!

(or if you don’t have the time to do it yourself, buy our forthcoming workbook)

To make the study sheet, fold a piece of paper in half. On the left side of the paper write down a bunch

of questions to quiz yourself on an equation. On the right side, put the answer. Then fold over the right

side of the page so the answers are hidden. It’s like making 15 flashcards in a single sheet of paper.

The key to memorizing equations is to stop trying to memorize

them! Instead, try to understand the

equation.

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GETTING IN:

HOW SHOULD YOU USE PRACTICE MCATS?

MCAT students know that the best way to get ready for Test Day is

to take practice tests. You want to hone your skills until the real

exam “feels just like another practice test”.

However, you can definitely get too much of a good thing!

You don’t actually raise your score by taking a practice test. You

raise your score by:

analyzing a practice test after you’ve taken it,

studying additional content based on your test results, and

fine-tuning your strategy after each exam.

That means that you should be spacing your tests out to once a

week. There’s a lot of nonsense out there with people making

outlandish claims about taking three, four (or even five!) tests a

week in some sort of super-cramming two week period, and then rocking the real MCAT. Don’t buy it!

It’s the standard braggadocio nonsense you read on chat boards.

Instead, your plan should be to take a full day to review and analyze each practice MCAT you take. Go

over every single question, whether you got it right or wrong. Figure out why you got it right, and how

you’ll do that again. Figure out why you got it wrong, and how you’ll avoid that mistake next time.

Then spend the next four days studying content from your books, doing practice problems online, or

doing timed sections.

Once you feel like you’ve gotten enough practice in to really hone your skills and actually improve your

performance, then take another test.

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GETTING IN:

THE MOST COMMON MISTAKE MCAT STUDENTS MAKE

MCAT students overwhelmingly make one common mistake that hurts them more than any other.

Simply put, they don’t adequately review their practice

exams.

Usually, when a student is reviewing a practice test, the

temptation is to just click through the test quickly,

thinking, “okay, got that right, got that right, got that right,

okay that was a silly mistake but whatever, oh okay now HERE’s

one I had trouble with…”

A good rule of thumb to follow is this: when reviewing

MCAT material, it should take anywhere from 1.5x to 2x as much time to review something as it took to

do it. So if you take a 95 minute timed physical sciences

section, you can easily spend two to three hours

reviewing it.

That sounds like a lot, and it is. But it’s also absolutely

essential to improving your score.

As we mentioned previously, simply doing practice

problems by themselves doesn’t raise your score. If

you’re not learning from your practice, then you’re just

spinning your wheels in neutral.

You have to be very self-disciplined, methodical, and

thoughtful when you review your work. Review every single question. I can’t say that enough: REVIEW

EVERY SINGLE QUESTION. It doesn’t matter if it was easy or hard, whether you got it right or wrong. The

question itself (and whether you got it right or wrong) is irrelevant – what matters is the lesson behind the

question.

Ferreting out that lesson takes time. Whenever you do MCAT practice questions, go back through each

of them carefully. Re-read the problem. Re-solve it. Ask yourself, okay if I thought this was easy, why did

I think it was easy? How will I get a question like this right again when it matters on the real exam?

You have to be very self-disciplined,

methodical, and thoughtful when you

review your work.

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GETTING IN:

If you got a question wrong, don’t just dismiss it with a

thought, “Oh well whatever that was a dumb mistake.”

You’ve got to stay focused and ask yourself why you made

that mistake and how you’ll avoid making it when it matters

on the real exam. This is the one place where being well-

prepped can help. A prep course, or better yet a one-on-one

tutor can help guide you through that thought process if

you’re getting stuck on your own.

Simply put, the most common mistake MCAT students

make is that they fail to thoroughly review every single

problem when they’re going over their work. Don’t fall into that trap yourself.

MCAT students overwhelmingly

make one common mistake that

hurts them more than any other.

Simply put, they don’t adequately

review their practice exams.

http://nextsteptestprep.com/tests/mcat-tutor/mcat-tutor-rate/

http://nextsteptestprep.com/tests/mcat-tutor/mcat-tutor-rate/

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GETTING IN:

GETTING STARTED ON THE MCAT!?

The MCAT is a huge and daunting topic. Companies put

out multi-thousand-page sets of books just dealing with

it.

Faced with that kind of obstacle, it can be very easy to get

overwhelmed right away.

Fear not! Getting started is a simple matter of

following three basic steps:

1. Buy the official guide to the MCAT. Read it all the way

through (it’s really boring, but just push through

it), solve the questions in it, and then skim through a

second time to make sure you’ve got the fundamentals

down.

2. Take a practice test! The AAMC used to offer 8 full length practice tests. Currently they only offer one.

When you are just starting out it will be a better idea to start with a truncated MCAT practice test. For

instance, our MCAT 2015 diagnostic test will take you about four hours to complete instead of eight or

nine. You will receive projected section scores based on the new scoring scale, an in depth analysis of

your performance on the science topics tested by the MCAT, and a full set of explanations. Once you are

closer to your test day take the AAMC’s practice test. You can access it here.

3. Check out the lists of topics that are on the test: AAMC topic outline. These documents can be pretty

intimidating, but your goal here is just to skim through them to get a sense of what’s actually on the MCAT.

Once you’ve done those three things, you’ll know more about the MCAT than 90% of pre-med students

out there.

Your next step is to decide how to prepare. Some students choose to go it alone and others choose a

classroom course, but the gold standard for education – in literally any subject – has always been one-

on-one tutoring. Most of the big companies will offer some sort of tutoring packages, but your best bet

is to go with a company that specializes solely in one-on-one tutoring.

http://www.amazon.com/dp/1577541332/?tag=nexstetespre-20

http://nextsteptestprep.com/mcat-diagnostic/

https://members.aamc.org/eweb/DynamicPage.aspx?Action=Add&ObjectKeyFrom=1A83491A-9853-4C87-86A4-F7D95601C2E2&WebCode=PubDetailAdd&DoNotSave=yes&ParentObject=CentralizedOrderEntry&ParentDataObject=Invoice%20Detail&ivd_formkey=69202792-63d7-4ba2-bf4e-a0da41270555&ivd_prc_prd_key=A989862D-11E9-40C2-B745-9DF7FB4D269B


http://nextsteptestprep.com/tests/mcat-tutor/

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GETTING IN:

HOW IS THE PERSONAL STATEMENT USED?

[This article is brought to you by our med school admissions partners at

Med School Coach. You can check out their website at

www.medschoolcoach.com.]

PERCENTAGE OF ACCEPTED APPLICANTS (2007-2009)

As an example, for an MCAT score between 510 – 513 and a GPA between

3.40 - 3.59, there was a 56.9% acceptance rate.

What separated the half that was accepted from the half that was not? The

personal statement plays a large part in this. Applicants with similar stats

are differentiated by the personal statement

The personal statement is just one part of your entire medical school

application. Your GPA, MCAT, extracurricular activities, letters of recommendation and interview make

up the rest. The important thing to remember is that the personal statement is one of the most

important parts of your application. This is not something that schools toss to the side. Your personal

statement will be read over multiple times during the admissions process by multiple people.

THE SEPARATOR

Your personal statement can get you in, or leave you out, of medical school. A great personal statement

can set you apart from your peers. Many applicants are coming in with similar MCAT scores and GPAs,

so the deciding factor is intangibles like the personal statement.

Similarly, a poor personal statement can eliminate you from the mix. When a medical school committee

has a few hundred applicants, seeing typos, spelling mistakes or bad content will quickly move you to

the bottom of the pile. The personal statement is a quick way to “weed out” similar applicants. With two

similar applications, the personal statement can decide who gets an interview and who does not.

As mentioned, your personal statement will also be used to decide whether a school wants to invite you

for an interview or not. Schools only accept students who have been invited for interviews, so getting to

this step is a huge part of the process.

http://www.medschoolcoach.com/

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GETTING IN:

THE INTERVIEW STARTING POINT

The personal statement is also the starting point for

many interview discussions and questions. When

committee members sit down to interview an applicant,

they often have just a few minutes to skim the

application. The personal statement provides the

perfect amount of information for them. They can pick

out a few key points and use it as the starting ground for

your interview. If this is the only part of the application

that they may read, you need to make it perfect.

The important thing to remember

is that the personal statement is

one of the most important parts of

your application.

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GETTING IN:

HOW TO WRITE THE PERSONAL STATEMENT

[This article is brought to you by our med school admissions partners at Med School Coach. You can check

out their website at www.medschoolcoach.com.]

We’ve now covered what your goals are with the

personal statement, what you should and should

not do, and some pointers on what should be

included in your essay. So now it is time to write!

THE FIRST STEPS

The first thing you should do is think about what

you want to get across in your personal

statement. What is it that you want to tell the

admissions committee about yourself? Then,

think of the stories and anecdotes you will use as

examples. Will it be the story about being in the

OR with a surgeon or the one about helping the

elderly lady who was in the hospital? Perhaps it

will not be in the healthcare setting, but rather something you have done outside of it that solidified

your interest in medicine. Or maybe it will be your research interest. Think about the supporting stories,

then pick two of them to write about in your personal statement. Bogging the reader down will tons of

examples will not prove your point. Show passion through a few examples. Once you know what you are

going to talk about, start writing!

WRITING AS BRAINSTORMING

It is important to write as much as possible. Sometimes people think and brainstorm an idea for too long.

Brainstorming is very helpful, but if you think you have an idea for your personal statement, get out your

computer and just start typing. It is easy delete, but hard to add. Even if your idea is completely different

from the one you’ve had before or what your earlier personal statement was about, just type. You can

always combine ideas into your final draft.

HOW MANY DRAFTS?

http://www.medschoolcoach.com/

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GETTING IN:

A strong personal statement is not written in one draft. It

takes many revisions. We’d suggest writing a draft, then

thinking about it for a few days, and writing a completely

new, fresh draft. This will basically give you two personal

statements to work with. You can then combine the best of

both. Often you’ll look back at your first draft and wonder

what you were thinking when you were writing it. A

minimum of two distinctly different drafts will give you a

great starting place. The more drafts you write, the better

your final essay will be.

AVOIDING WRITER’S BLOCK

If you get into a situation where you just cannot think of anything more to write, take a break. You may

have to do this a dozen times during your initial draft. It is okay. Taking a break will help you clear you

mind. Come back to the personal statement after you’ve worked on something completely different for

a while. This is also why it is important to start your essay as early as possible.

GETTING THE RIGHT PROOFREADERS AND REVIEWERS

This is one piece of work you do not want to do yourself. Have multiple people review the essay. You

want your reviewer to look at it not just for grammar, spelling and typos, but for content as well. We

recommend having the following people look at your essay:

1. A family member – they know you best and can often provide great insight

2. A friend – again, someone who knows you well and can help you develop your thoughts

3. A professional editor (not an English major or a PhD, but someone who has sat on the admissions

committee and knows what to look for) – the editor can help you really nail down the content of

the essay

a. Of course, we recommend you hire MedSchoolCoach to look over your essay. Whether you

do or not is your prerogative, but the important thing is not to hire someone who does not

know about medical school admissions. Ask yourself what an English major really knows

about being a doctor. How does a science PhD know anything about medicine? Find someone

who knows about medicine, has sat on admissions committees, and has gone through the

process themselves.

This is one piece of work you do not want

to do yourself. Have multiple people

review the essay.

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GETTING IN:

b. Do not hire grammar services – anyone can check for grammar. Rather find an editor who

will look at your essay for content first.

c. Avoid paying per edit. You do not want your essay to be edited twice and then left alone. A

great essay is not made over two edits. MedSchoolCoach offers unlimited edits with our

advisors. We work with you until the essay is where it needs to

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GETTING IN:

MEDICAL SCHOOL INTERVIEW SAMPLE QUESTIONS

The medical school interview can be a

daunting process, but it does not have to

be. Medical schools use the interview to

really get to know you as a person.

Doctors, after all, need to be “people

people” before they are scientists.

Medical schools can teach you the science

you need to know, but they cannot teach

you how to be a caring, humble person.

The interview really tries to separate

those who have spent their premed years

in a library versus those who have gone

out into the community and made a real

difference.

One of the best ways to prepare for the medical school interview is to go over some sample questions.

These sample questions will hopefully give you a feel for the types of questions medical schools will ask

you. An important point to understand is that you should not memorize answers to these questions, but

rather be familiar with them. Medical schools and their interviewers can see through pre-scripted

answers, but having a general idea of the questions they may ask is a great start.

Below are some medical school interview sample questions for you to look through, courtesy of UC

Merced Pre-Health Advising:

1. Why do you want to be a physician?

2. What do you do in your spare time?

3. What are your specific goals in medicine?

4. What stimulated your interest in medicine?

5. What do you think about HMO’s and the changes taking place in medicine?

6. What schools have you applied to?

7. What do you intend to gain from a medicine education?

8. What do you think about euthanasia?

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GETTING IN:

9. Why do you think so many people want to be physicians?

10. Do you think a physician should tell a patient he/she has eight months to live?

11. There are 1,000 applicants as qualified as you. Why should we pick you?

12. What steps have you taken to acquaint yourself with what a physician does?

13. How would your plans differ if you knew that all physicians would be working in HMO’s in the

future?

14. What do you think is the most pressing issue in

medicine today?

15. What will you do if you don’t get into medical l

school?

16. What are your positive qualities and what are

your shortcomings?

17. What is your relationship with your family?

18. How do you think your role as a physician fits in

with your role as a member of the community?

19. Describe your personality.

20. What do you have to offer our school?

21. What are the best and worst things that have ever happened to you?

22. What do you see yourself doing in medicine 10-15 years from now?

23. Is medicine a rewarding experience? Why?

24. Would you practice in the inner city? What do you think happens to people who practice

medicine there (attitude changes, etc.)?

25. If there was an accident on the highway, would you stop and help the victims, knowing that doing

so might lead to a malpractice claim against you?

26. What aspects of your life’s experiences do you think make you a good candidate for medical

school?

If your best friends were asked to describe you, what would they say?

27. How do you plan to finance your medical education?

28. What do you think about (some current event)?

29. Discuss a book that you have recently read for pleasure. Why does this book interest you?

Doctors, after all, need to be “people

people” before they are scientists.

Medical schools can teach you the

science you need to know, but they

cannot teach you how to be a caring,

humble person.

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GETTING IN:

NEXT STEP MCAT 2015 TRANSITION GUIDE

With so much of the MCAT1 changing, it can feel like you’ve got to start from scratch when thinking about the new test. Not so! The overwhelming majority of material from the old MCAT will still be on the new test. In the following guide, we go through the old AAMC MCAT outline point by point and show you where that topic is on the new MCAT. We list the topics that are off the test in bold, italic text. Next to each topic you’ll see a code, such as 1D or 5C. The new MCAT has concepts that are categorized as follows: MCAT 2015 Hard Sciences Biological Biochemical Foundations of Living Systems (the Biological Sciences Section) 1A: Amino Acids, Proteins, Enzymes 1B: DNA, Replication and Repair, Transcription, Translation, Gene Expression, DNA Biotech 1C: Classical Genetics, Meiosis, Mutation, Evolution 1D: Bioenergetics, Carbs, Cell Respiration, Gluconeogenesis, Metabolism 2A: Membranes, Organelles, Cytoskeleton, Epithelial, Connective Tissue 2B: Prokaryotes, Viruses 2C: Mitosis, Reproduction, Development 3A: Nerve Cells, Nervous System, Lipids, Endocrine System 3B: Physiology Chemical and Physical Foundations of Biological Systems (the Physical Sciences Section) 4A: Translation, Force, Work, Energy, Periodic Motion 4B: Fluids, Circulatory, Gas 4C: Electrostatics, Magnetism, Circuits, Electrochem, Nerve Cells 4D: Sound, Light, Spectrometry, Optics 4E: Nuclear Chem, Electronic Structure, Periodic Table, Stoichiometry 5A: Acid/Base, Solutions 5B: Covalent Bonding, Intermolecular Forces 5C: Separations and Purifications 5D: Nucleotides, Amino Acids, Proteins, Lipids, Carbs, Carbonyls, Alcohols, Acids, Phenols 5E: Enzymes, Bioenergetics, Thermochemistry, Thermodynamics, Kinetics, Equilibrium

Finally, note that the new MCAT is a work in progress and is likely to evolve rapidly over the first few years of its use. Thus,

this guide should not be taken as an absolute – it is simply our best estimate based on what the AAMC has released so far.

1 MCAT is a registered trademark of the AAMC. The AAMC has not reviewed this document and does not endorse any test prep company.

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GETTING IN:

“OLD MCAT” Science Topic Outline

BIOLOGY MOLECULAR BIOLOGY: ENZYMES AND METABOLISM

A. Enzyme Structure and Function 1A, 5E

1. Function of enzymes in catalyzing biological reactions 1A 2. Reduction of activation energy 1A 3. Substrates and enzyme specificity 1A

B. Control of Enzyme Activity 1A

1. Feedback inhibition 1A 2. Competitive inhibition 1A 3. Noncompetitive inhibition 1A

C. Basic Metabolism 1D

1. Glycolysis (anaerobic and aerobic, substrates and products) 1D 2. Krebs cycle (substrates and products, general features of the pathway) 1D 3. Electron transport chain and oxidative phosphorylation (substrates and products, general features of the

pathway) 1D 4. Metabolism of fats and proteins 1D

MOLECULAR BIOLOGY: DNA AND PROTEIN SYNTHESIS

DNA Structure and Function

A. DNA Structure and Function 1B

1. Double-helix structure 1B 2. DNA composition (purine and pyrimidine bases, deoxyribose, phosphate) 1B 3. Base-pairing specificity, concept of complementarity 1B 4. Function in transmission of genetic information 1C

B. DNA Replication 1B

1. Mechanism of replication (separation of strands, specific coupling of free nucleic acids, DNA polymerase,

primer required) 1B 2. Semiconservative nature of replication 1B

C. Repair of DNA 1B

1. Repair during replication 1B 2. Repair of mutations 1B

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GETTING IN:

D. Recombinant DNA Techniques

1. Restriction enzymes 1B 2. Hybridization 1B 3. Gene cloning 1B 4. PCR 1B

Protein Synthesis A. Genetic Code

1. Typical information flow (DNA → RNA → protein) 1B 2. Codon–anticodon relationship, degenerate code 1B 3. Missense and nonsense codons 1B 4. Initiation and termination codons (function, codon sequences) 1B

B. Transcription 1B

1. mRNA composition and structure (RNA nucleotides, 5′ cap, poly-A tail) 1B 2. tRNA and rRNA composition and structure (e.g., RNA nucleotides) 1B 3. Mechanism of transcription (RNA polymerase, promoters, primer not required) 1B

C. Translation 1B

1. Roles of mRNA, tRNA, and rRNA; RNA base-pairing specificity 1B 2. Role and structure of ribosomes 1B

MOLECULAR BIOLOGY: EUKARYOTES

A. Eukaryotic Chromosome Organization 1B

1. Chromosomal proteins 1B 2. Telomeres, centromeres 1B

B. Control of Gene Expression in Eukaryotes 1B

1. Transcription regulation 1B 2. DNA binding proteins, transcription factors 1B 3. Cancer as a failure of normal cellular controls, oncogenes, tumor suppressor genes 1B 4. Posttranscriptional control, basic concept of splicing (introns, exons) 1B

MICROBIOLOGY

A. Fungi OFF THE TEST

1. General characteristics OFF THE TEST 2. General aspects of life cycle OFF THE TEST

B. Virus Structure 2B

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GETTING IN:

1. General structural characteristics (nucleic acid and protein, enveloped and nonenveloped) 2B 2. Lack of organelles and nucleus 2B 3. Structural aspects of typical bacteriophage 2B 4. Genomic content (RNA or DNA) 2BSize relative to bacteria and eukaryotic cells 2B

C. Viral Life Cycle 2B

1. Self-replicating biological units that must reproduce within specific host cell 2B 2. Generalized phage and animal virus life cycles 2B 3. Attachment to host cell, penetration of cell membrane or cell wall, entry of viral material 2B 4. Use of host synthetic mechanisms to replicate viral components 2B 5. Self-assembly and release of new viral particles 2B 6. Retrovirus life cycle, integration into host DNA, reverse transcriptase 2B 7. Transduction, transfer of genetic material by viruses 2B

D. Prokaryotic Cell: Bacteria Structure 2B

1. Lack of nuclear membrane and mitotic apparatus 2B 2. Lack of typical eukaryotic organelles 2B 3. Major classifications: bacilli (rod-shaped), spirilli (spiral-shaped), cocci (spherical); eubacteria,

archaebacteria 2B 4. Presence of cell wall 2B 5. Flagellar propulsion 2B

E. Prokaryotic Cell: Growth and Physiology 2B

1. Reproduction by fission 2B 2. High degree of genetic adaptability, acquisition of antibiotic resistance 2B 3. Exponential growth 2B 4. Existence of anaerobic and aerobic variants 2B

F. Prokaryotic Cell: Genetics

1. Existence of plasmids, extragenomic DNA, transfer by conjugation 2B 2. Transformation (incorporation into bacterial genome of DNA fragments from external medium) 2B 3. Regulation of gene expression, coupling of transcription and translation 2B

GENERALIZED EUKARYOTIC CELL A. Nucleus and Other Defining Characteristics 2A

1. Defining characteristics (membrane-bound nucleus, presence of organelles, mitotic division) 2A 2. Nucleus (compartmentalization, storage of genetic information) 2A 3. Nucleolus (location, function) 2A 4. Nuclear envelope, nuclear pores 2A

B. Membrane-bound Organelles 2A

1. Mitochondria 2A

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2. Site of ATP production 2A 3. Self-replication; have own DNA and ribosomes 2A 4. Inner and outer membrane 2A 5. Lysosomes (vesicles containing hydrolytic enzymes) 2A 6. Endoplasmic reticulum 2A 7. Rough (RER) and smooth (SER) 2A 8. RER (site of ribosomes) 2A 9. Role in membrane biosynthesis: SER (lipids), RER (transmembrane proteins) 2A 10. RER (role in biosynthesis of transmembrane and secreted proteins that cotranslationally targeted to RER

by signal sequence) 2A 11. Golgi apparatus (general structure; role in packaging, secretion, and modification of glycoprotein

carbohydrates) 2A

C. Plasma Membrane 2A

1. General function in cell containment 2A 2. Protein and lipid components, fluid mosaic model 2A 3. Osmosis 2A 4. Passive and active transport 2A 5. Membrane channels 2A 6. Sodium–potassium pump 2A 7. Membrane receptors, cell signaling pathways, second messengers 2A 8. Membrane potential 2A 9. Exocytosis and endocytosis 2A 10. Cell–cell communication (general concepts of cellular adhesion) 2A 11. Gap junctions 2A 12. Tight junctions 2A 13. Desmosomes 2A

D. Cytoskeleton 2A

1. General function in cell support and movement 2A 2. Microfilaments (composition; role in cleavage and contractility) 2A 3. Microtubules (composition; role in support and transport) 2A 4. Intermediate filaments (role in support) 2A 5. Composition and function of eukaryotic cilia and flagella 2A 6. Centrioles, microtubule organizing centers 2A

E. Cell Cycle and Mitosis 2C

1. Interphase and mitosis (prophase, metaphase, anaphase, telophase) 2C 2. Mitotic structures and processes a. centrioles, asters, spindlesb. chromatids, centromeres,

kinetochoresc. nuclear membrane breakdown and reorganization d. mechanisms of chromosome movement 2C

3. Phases of cell cycle (G0, G1, S, G2,M) 2C

4. Growth arrest 2C

F. Apoptosis (Programmed Cell Death) 2C

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SPECIALIZED EUKARYOTIC CELLS AND TISSUES

A. Nerve Cell/Neural 3A

1. Cell body (site of nucleus and organelles) 3A 2. Axon (structure, function) 3A 3. Dendrites (structure, function) 3A 4. Myelin sheath, Schwann cells, oligodendrocytes, insulation of axon 4C 5. Nodes of Ranvier (role in propagation of nerve impulse along axon) 4C 6. Synapse (site of impulse propagation between cells) 4C 7. Synaptic activity 3A 8. Transmitter molecules 3A 9. Synaptic knobs 3A 10. Fatigue 3A 11. Propagation between cells without resistance loss 3A 12. Resting potential (electrochemical gradient) 4C 13. Action potential 4C 14. Threshold, all-or-none 4C 15. Sodium–potassium pump 4C 16. Excitatory and inhibitory nerve fibers (summation, frequency of firing) 3A

B. Muscle Cell/Contractile 3B

1. Abundant mitochondria in red muscle cells (ATP source) 3B 2. Organization of contractile elements (actin and myosin filaments, cross bridges, sliding filament model)

3B 3. Calcium regulation of contraction, sarcoplasmic reticulum 3B 4. Sarcomeres (“I” and “A” bands, “M” and “Z” lines, “H” zone—general structure only) 3B 5. Presence of troponin and tropomyosin 3B

C. Other Specialized Cell Types 2A

1. Epithelial cells (cell types, simple epithelium, stratified epithelium) 2A 2. Endothelial cells 2A 3. Connective tissue cells (major tissues and cell types, fiber types, loose versus dense, extracellular matrix)

2A NERVOUS AND ENDOCRINE SYSTEMS

A. Endocrine System: Hormones 3A

1. Function of endocrine system (specific chemical control at cell, tissue, and organ levels) 3A 2. Definitions of endocrine gland, hormone 3A 3. Major endocrine glands (names, locations, products) 3A 4. Major types of hormones 3A

B. Endocrine System: Mechanisms of Hormone Action 3A

1. Cellular mechanisms of hormone action 3A

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2. Transport of hormones (bloodstream) 3A 3. Specificity of hormones (target tissue) 3A

C. Nervous System: Structure and Function 3A

1. Major functions 3A 2. High-level control and integration of body systems 3A 3. Response to external influences 3A 4. Sensory input 3A 5. Integrative and cognitive abilities 3A 6. Organization of vertebrate nervous system 3A 7. Sensor and effector neurons 3A 8. Sympathetic and parasympathetic nervous systems (functions, antagonistic control) 3A 9. Reflexes 3A 10. Feedback loop, reflex arc, effects on flexor and extensor muscles 3A 11. Roles of spinal cord, brain 3A 12. Efferent control 3A

D. Nervous System: Sensory Reception and Processing 6A

1. Skin, proprioceptive and somatic sensors 6A 2. Olfaction, taste 6A 3. Hearing 6A 4. Ear structure 6A 5. Mechanism of hearing 6A 6. Vision 6A 7. Light receptors 6A 8. Eye structure 6A 9. Visual image processing 6A

CIRCULATORY, LYMPHATIC, AND IMMUNE SYSTEMS – All 3B

A. Circulatory System

1. Functions (circulation of oxygen, nutrients, hormones, ions, and fluids; removal of metabolic waste) 2. Role in thermoregulation 3. Four-chambered heart (structure, function) 4. Systolic and diastolic pressure 5. Pulmonary and systemic circulation 6. Arterial and venous systems (arteries, arterioles, venules, veins) 7. Structural and functional differences 8. Pressure and flow characteristics 9. Capillary Beds:

i. Mechanisms of gas and solute exchange ii. Mechanism of heat exchange

10. Composition of blood

i. Plasma, chemicals, blood cells

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ii. Erythrocyte production and destruction (spleen, bone marrow) iii. Regulation of plasma volume

11. Coagulation, clotting mechanisms, role of liver in production of clotting factors 9. Oxygen and carbon

dioxide transport by blood 12. Hemoglobin, hematocrit 13. Oxygen content 14. Oxygen affinity 15. Details of oxygen transport: biochemical characteristics of hemoglobin a. modification of oxygen affinity

B. Lymphatic System

1. Major functions

i. equalization of fluid distribution ii. transport of proteins and large glycerides

iii. return of materials to the blood 2. Composition of lymph (similarity to blood plasma; substances transported) 3. Source of lymph (diffusion from capillaries by differential pressure) 4. Lymph nodes (activation of lymphocytes)

C. Immune System: Innate and Adaptive Systems

1. Cells and their basic functions 2. Macrophages, neutrophils, mast cells, natural killer cells, dendritic cells 3. T lymphocytes 4. B lymphocytes, plasma cells 5. Tissues

i. Bone marrow ii. Spleen

iii. Thymus iv. Lymph nodes

6. Basic aspects of innate immunity and inflammatory response 7. Concepts of antigen and antibody 8. Structure of antibody molecule 9. Mechanism of stimulation by antigen; antigen presentation

DIGESTIVE AND EXCRETORY SYSTEMS – All 3B

A. Digestive System

1. Ingestion

i. Saliva as lubrication and source of enzymes ii. Epiglottal action

iii. Pharynx (function in swallowing) iv. Esophagus (transport function)

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2. Stomach i. Storage and churning of food

ii. Low pH, gastric juice, protection by mucus against self-destruction iii. Production of digestive enzymes, site of digestion iv. Structure (gross)

3. Liver

i. Production of bile ii. Roles in nutrient metabolism, vitamin storage

iii. Roles in blood glucose regulation, detoxification iv. Structure (gross)

4. Bile

i. Storage in gallbladder ii. Function

5. Pancreas

i. Production of enzymes, bicarbonate ii. Transport of enzymes to small intestine

iii. Structure (gross)

6. Small Intestine

i. Absorption of food molecules and water ii. Function and structure of villi

iii. Production of enzymes, site of digestion iv. Neutralization of stomach acid v. Structure (anatomic subdivisions)

7. Large Intestine

i. Absorption of water ii. Bacterial flora

iii. Structure (gross)

8. Rectum (storage and elimination of waste, feces) 9. Muscular control

i. Sphincter muscle b. peristalsis

B. Excretory System

1. Roles in homeostasis

i. Blood pressure

ii. Osmoregulation

iii. Acid–base balance

iv. Removal of soluble nitrogenous waste

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2. Kidney structure

i. Cortex ii. Medulla

3. Nephron structure

i. Glomerulus ii. Bowman’s capsule

iii. Proximal tubule iv. Loop of Henle v. Distal tubule

vi. Collecting duct

4. Formation of urine

i. Glomerular filtration ii. Secretion and reabsorption of solutes

iii. Concentration of urine iv. Countercurrent multiplier mechanism (basic function) 5. Storage and elimination (ureter,

bladder, urethra)

MUSCLE AND SKELETAL SYSTEMS – All 3B

A. Muscle System

1. Functions

i. Support, mobility ii. Peripheral circulatory assistance

iii. Thermoregulation (shivering reflex)

2. Structural characteristics of skeletal, smooth, and cardiac muscle; striated versus nonstriated

3. Nervous control

i. Motor neurons ii. Neuromuscular junctions, motor end plates

iii. Voluntary and involuntary muscles iv. Sympathetic and parasympathetic innervation

B. Skeletal System

1. Functions

i. Structural rigidity and support ii. Calcium storage

iii. Physical protection

2. Skeletal structure

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i. Specialization of bone types; structures

ii. Joint structures

iii. Endoskeleton versus exoskeleton

3. Cartilage (structure, function) 4. Ligaments, tendons

5. Bone structure

i. Calcium–protein matrix

ii. Bone growth (osteoblasts, osteoclasts)

RESPIRATORY SYSTEM – All 3B

A. Respiratory System

1. General structure and function

i. Gas exchange, thermoregulation ii. Protection against disease, particulate matter

2. Breathing mechanisms

i. Diaphragm, rib cage, differential pressure ii. Resiliency and surface tension effects

SKIN SYSTEM – All 3B

A. Skin System

1. Functions in homeostasis and osmoregulation 2. Functions in thermoregulation

i. Hair, erectile musculature ii. Fat layer for insulation

iii. Sweat glands, location in dermis iv. Vasoconstriction and vasodilation in surface capillaries

3. Physical protection

i. Nails, calluses, hair ii. Protection against abrasion, disease organisms

4. Structure

i. Layer differentiation, cell types, tissue types (epithelial, connective) ii. Relative impermeability to water

REPRODUCTIVE SYSTEM AND DEVELOPMENT

A. Reproductive System 3B

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1. Male and female reproductive structures and their functions 3B 2. Gonads 3B 3. Genitalia 3B 4. Differences between male and female structures 3B 5. Gametogenesis by meiosis 2C 6. Ovum and sperm 2C

i. Differences in formation 2C ii. Differences in morphology 2C

iii. Relative contribution to next generation 2C

7. Reproductive sequence (fertilization, implantation, development, birth) 2C

B. Embryogenesis 2C

1. Stages of early development (order and general features of each) 2C

i. Fertilization 2C ii. Cleavage 2C

iii. Blastula formation 2C iv. Gastrulation 2C v. First cell movements 2C

vi. Formation of primary germ layers (endoderm, mesoderm, ectoderm) 2C vii. Neurulation 2C

2. Major structures arising out of primary germ layers 2C

C. Developmental Mechanisms 2C

1. Cell specialization 2C

i. Determination 2C ii. Differentiation 2C

iii. Tissue types 2C

2. Cell communication in development 2C 3. Gene regulation in development 2C 4. Programmed cell death 2C

GENETICS

A. Mendelian Concepts 1C

1. Phenotype and genotype (definitions, probability calculations, pedigree analysis) 1C 2. Gene 1C 3. Locus 1C 4. Allele (single, multiple) 1C

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5. Homozygosity and heterozygosity 1C 6. Wild type 1C 7. Recessiveness 1C 8. Complete dominance 1C 9. Codominance 1C 10. Incomplete dominance, leakage, penetrance, expressivity 1C 11. Gene pool 1C

B. Meiosis and Genetic Variability 1C

1. Significance of meiosis 1C 2. Important differences between meiosis and mitosis 1C 3. Segregation of genes 1C

i. Independent assortment 1C ii. Linkage 1C

iii. Recombination 1C iv. Single crossovers 1C v. Double crossovers 1C

4. Sex-linked characteristics 1C

i. Very few genes on Y chromosome 1C ii. Sex determination 1C

iii. Cytoplasmic inheritance, mitochondrial inheritance 1C

5. Mutation 1C

i. General concept of mutation 1C

ii. Types of mutations (random, translation error, transcription error, base substitution, insertion,

deletion, frameshift) 1C iii. Chromosomal rearrangements (inversion, translocation) 1C iv. Advantageous versus deleterious mutation 1C v. Inborn errors of metabolism 1C

vi. Relationship of mutagens to carcinogens 1C

C. Analytic Methods 1C

1. Hardy–Weinberg principle 1C 2. Testcross (backcross; concepts of parental, F1, and F2 generations) 1C

EVOLUTION

A. Evolution 1C

1. Natural selection 1C 2. Fitness concept 1C 3. Selection by differential reproduction 1C

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4. Concepts of natural and group selection 1C

5. Evolutionary success as increase in percent representation in the gene pool of the next generation 1C

6. Speciation 1C i. Definition of species 1C

ii. Polymorphism 1C iii. Adaptation and specialization 1C iv. Concepts of ecological niche, competition 1C v. Concept of population growth through competition 1C

vi. Inbreeding 1C vii. Outbreeding 1C

viii. Bottlenecks, genetic drift 1C ix. Divergent, parallel, and convergent evolution 1C

x. Symbiotic relationships i. Parasitismii. Commensalism iii. Mutualism 1C

7. Relationship between ontogeny and phylogeny 1V 8. Evolutionary time as measured by gradual random changes in genome 1V 9. Origin of life OFF THE TEST 10. Comparative Anatomy OFF THE TEST

B. Chordate features OFF THE TEST

1. Notochord OFF THE TEST 2. Pharangeal pouches, brachial arches OFF THE TEST 3. Dorsal nerve cord OFF THE TEST 4. Vertebrate phylogeny (vertebrate classes and relations to each other) OFF THE TEST

ORGANIC CHEMISTRY

THE COVALENT BOND

A. Sigma and Pi Bonds 5B

1. Hybrid orbitals (sp3

, sp2

, sp, and their respective geometries) 5B

2. Valence shell electron-pair repulsion (VSEPR) theory, predictions of shapes of molecules (e.g., NH3, H2O,

CO2) 5B

3. Structural formulas 5B 4. Delocalized electrons and resonance in ions and molecules 5B

B. Multiple Bonding 5B

1. Its effect on bond length and bond energies 5B 2. Rigidity in molecular structure 5B

C. Stereochemistry of Covalently Bonded Molecules 5B

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1. Isomers 5B

i. Constitutional isomers 5B ii. Stereoisomers (e.g., diastereomers, enantiomers, cis and trans isomers) 5B

iii. Conformational isomers 5B

2. Polarization of light, specific rotation 5B 3. Absolute and relative configuration 5B

i. Conventions for writing R and S forms 5B ii. Conventions for writing E and Z forms 5B

4. Racemic mixtures, separation of enantiomers 5C

MOLECULAR STRUCTURE AND SPECTRA

A. Absorption Spectroscopy 4D

1. Infrared region 4D

i. Intramolecular vibrations and rotations 4D ii. recognizing common characteristic group absorptions, fingerprint region 4D

2. Visible region 4D

i. Absorption in visible region yielding complementary color 4D ii. Effect of structural changes on absorption 4D

3. Ultraviolet region 4D

i. Electron and nonbonding electron transitions 4D ii. Conjugated systems 4D

B. Mass Spectrometry 4E

1. Mass-to-charge ratio (m/z) 4E 2. Molecular ion peak 4E

C. 1

H NMR Spectroscopy 4D

1. Protons in a magnetic field, equivalent protons 4D 2. Spin–spin splitting 4D

SEPARATIONS AND PURIFICATIONS All 5C

A. Extraction (Distribution of Solute Between Two Immiscible Solvents) B. Distillation C. Chromatography (Basic Principles Involved in Separation Process)

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1. Gas–liquid chromatography 2. Paper chromatography 3. Thin-layer chromatography

D. Recrystallization (Solvent Choice from Solubility Data)

HYDROCARBONS

A. Alkanes OFF THE TEST

1. Description OFF THE TEST

i. Nomenclature OFF THE TEST ii. Physical properties OFF THE TEST

2. Important reactions OFF THE TEST

i. Combustion OFF THE TEST ii. Substitution reactions with halogens, etc. OFF THE TEST

3. General principles OFF THE TEST

i. Stability of free radicals, chain reaction mechanism, inhibition OFF THE TEST ii. Ring strain in cyclic compounds OFF THE TEST

iii. Bicyclic molecules OFF THE TEST

OXYGEN-CONTAINING COMPOUNDS

A. Alcohols 5D

1. Description 5D

i. Nomenclature5D ii. Physical properties5D

2. Important reactions 5D 3. Substitution reactions (SN1 or SN2, depending on alcohol and derived alkyl halide) 5D

4. Oxidation 5D 5. Pinacol rearrangement in polyhydroxyalcohols, synthetic uses OFF THE TEST 6. Protection of alcohols 5D 7. Reactions with SOCl2 and PBr3 OFF THE TEST

8. Preparation of mesylates and tosylates 5D 9. Esterification 5D 10. Inorganic esters 5D 11. General principles 5D

i. Hydrogen bonding 5D ii. Acidity of alcohols compared to other classes of oxygen-containing compounds 5D

iii. Effect of chain branching on physical properties 5D

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B. Aldehydes and Ketones 5D

1. Description 5D

2. Nomenclature 5D 3. Physical properties 5D 4. Important reactions 5D

i. Nucleophilic addition reactions at C=O bond 5D 1. Acetal, hemiacetal 5D 2. Imine, enamine 5D

ii. Reactions at adjacent positions 5D 1. Haloform reactions 5D 2. Aldol condensation 5D 3. Oxidation 5D

5. 1,3-dicarbonyl compounds, internal hydrogen bonding 5D 6. Keto–enol tautomerism 5D 7. Organometallic reagents 5D 8. Wolff–Kishner reaction OFF THE TEST 9. Grignard reagents OFF THE TEST 10. General principles 5D

i. Effect of substituents on reactivity of C=O; steric hindrance 5D ii. Acidity of α hydrogens; carbanions 5D

iii. Unsaturated carbonyl compounds, their resonance structures 5D

C. Carboxylic Acids 5D

1. Description 5D

i. Nomenclature 5D ii. Physical properties and solubility 5D

2. Important reactions 5D

i. Carboxyl group reactions 5D 1. Nucleophilic attack 5D 2. Reduction 5D 3. Decarboxylation 5D 4. Esterification 5D

3. reactions at α position 5D

i. Halogenation 5D ii. Substitution reactions 5D

4. General principles 5D

i. Hydrogen bonding 5D

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ii. Dimerization 5D iii. Acidity of the carboxyl group 5D iv. Inductive effect of substituents 5D v. Resonance stability of carboxylate anion 5D

D. Acid Derivatives (Acid Chlorides, Anhydrides, Amides, Esters) 5D

1. Description

i. Nomenclature 5D ii. Physical properties 5D


i. Preparation of acid derivatives 5D ii. Nucleophilic substitution 5D

iii. Hofmann rearrangement OFF THE TEST iv. Transesterification 5D v. Hydrolysis of fats and glycerides (saponification) 5D

vi. Hydrolysis of amides 5D


i. Relative reactivity of acid derivatives 5D ii. Steric effects 5D

iii. Electronic effects 5D iv. Strain (e.g., -lactams) 5D

E. Keto Acids and Esters 5D

1. Description

i. Nomenclature 5D


i. Decarboxylation 5D ii. Acetoacetic ester synthesis 5D


i. Acidity of α hydrogens in keto esters 5D ii. Keto–enol tautomerism 5D

AMINES

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A. Description 5D

1. Nomenclature 5D 2. Stereochemistry, physical properties 5D 3. Important reactions 5D 4. Amide formation 5D 5. Reaction with nitrous acid OFF THE TEST 6. Alkylation OFF THE TEST 7. Hofmann elimination OFF THE TEST 8. General principles

i. Basicity 5D ii. Stabilization of adjacent carbocations 5D

iii. Effect of substituents on basicity of aromatic amines 5D

BIOLOGICAL MOLECULES

A. Carbohydrates 1D

1. Description 1D i. Nomenclature, classification, common names 1D

ii. Absolute configurations 1D iii. Cyclic structure and conformations of hexoses 1D iv. Epimers and anomers 1D

2. Hydrolysis of the glycoside linkage 1D 3. Reactions of monosaccharides 1D

B. Amino Acids and Proteins 5D

1. Description 5D

i. Absolute configuration(s) 5D ii. Amino acids classified as dipolar ions 5D

iii. Classification 5D 1. Acidic or basic 5D 2. Hydrophobic or hydrophilic 5D


i. Peptide linkage 5D ii. Hydrolysis 5D


i. 1o structure of proteins 5D ii. 2o structure of proteins 5D

4. Lipids 5D

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5. Description, structure 5D i. Steroids 5D

ii. Terpenes 5D iii. Triacyl glycerols 5D iv. Free fatty acids 5D

C. Phosphorus Compounds OFF THE TEST

1. Description OFF THE TEST

2. Structure of phosphoric acids (anhydrides, esters) OFF THE TEST

3. Important reactions OFF THE TEST

i. Wittig reaction OFF THE TEST

GENERAL CHEMISTRY

ELECTRONIC STRUCTURE AND PERIODIC TABLE – All 4E

A. Electronic Structure

1. Orbital structure of hydrogen atom, principal quantum number n, number of electrons per orbital 2. Ground state, excited states 3. Absorption and emission spectra 4. Quantum numbers l, m, s, and number of electrons per orbital 5. Common names and geometric shapes for orbitals s, p, d 6. Conventional notation for electronic structure 7. Bohr atom 8. Effective nuclear charge

B. The Periodic Table: Classification of Elements into Groups by Electronic Structure; Physical and Chemical Properties of

Elements

1. Alkali metals 2. Alkaline earth metals 3. Halogens 4. Noble gases 5. Transition metals 6. Representative elements 7. Metals and nonmetals 8. Oxygen group

C. The Periodic Table: Variations of Chemical Properties with Group and Row D. Electronic structure

1. Representative elements 2. Noble gases 3. Transition metals

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E. Valence electrons F. First and second ionization energies

1. Definition 2. Prediction from electronic structure for elements in different groups or rows 4. Electron affinity 3. Definition 4. Variations with group and row 5. Electronegativity 5. Definition 6. Comparative values for some representative elements and important groups 6. Electron shells and the

sizes of atoms

BONDING – All 5B

A. The Ionic Bond (Electrostatic Forces Between Ions)

1. Electrostatic energy q1q2/r

2. Electrostatic energy lattice energy

3. Electrostatic force q1q2/r2

B. The Covalent Bond C. Sigma and pi bonds

1. Hybrid orbitals (sp3

, sp2

, sp, and respective geometries)

2. Valence shell electron-pair repulsion (VSEPR) theory, predictions of shapes of molecules (e.g., NH3, H2O,

CO2)

D. Lewis electron dot formulas

1. Resonance structures 2. Formal charge 3. Lewis acids and bases

E. Partial ionic character

1. Role of electronegativity in determining charge distribution 2. Dipole moment

PHASES AND PHASE EQUILIBRIA

A. Gas Phase – All 4B

1. Absolute temperature, K 2. Pressure, simple mercury barometer 3. Molar volume at 0°C and 1 atm = 22.4 L/mol

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4. Ideal gas

a. definition b. Ideal gas law (PV = nRT) c. Boyle’s law d. Charles’s law

i. Avogadro’s law

B. Kinetic theory of gases

C. Deviation of real-gas behavior from ideal gas law

1. Qualitative 2. quantitative (van der Waals equation)

i. Partial pressure, mole fraction ii. Dalton’s law relating partial pressure to composition

D. Intermolecular Forces 5C

1. Hydrogen bonding 5C 2. Dipole interactions 5C 3. London dispersion forces 5C

E. Phase Equilibria 5E

1. Phase changes, phase diagrams 5E 2. Freezing point, melting point, boiling point, condensation point 5A

F. Molality 5A G. Colligative properties 2A H. Vapor pressure lowering (Raoult’s law) OFF THE TEST I. Boiling point elevation (ΔTb = Kbm) OFF THE TEST

J. Freezing point depression (ΔTf = Kfm) OFF THE TEST

K. Osmotic pressure 2A L. Colloids OFF THE TEST M. Henry’s law 3B

STOICHIOMETRY – All 4E

A. Molecular weight B. Empirical formula versus molecular formula C. Metric units commonly used in the context of chemistry D. Description of composition by percent mass E. Mole concept, Avogadro’s number F. Definition of density G. Oxidation number

1. Common oxidizing and reducing agents 2. Disproportionation reactions 3. Redox titration

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H. Description of reactions by chemical equations

1. Conventions for writing chemical equations 2. Balancing equations including redox equations 3. Limiting reactants 4. Theoretical yields

THERMODYNAMICS AND THERMOCHEMISTRY – All 5E

A. Energy Changes in Chemical Reactions: Thermochemistry

1. Thermodynamic system, state function 2. Endothermic and exothermic reactions

i. Enthalpy H, standard heats of reaction and formation ii. Hess’s law of heat summation

3. Bond dissociation energy as related to heats of formation

4. Measurement of heat changes (calorimetry), heat capacity, specific heat capacity (specific heat capacity of

water = 4.184 J/g·K) 5. Entropy as a measure of “disorder,” relative entropy for gas, liquid, and crystal states 6. Free energy G 7. Spontaneous reactions and ΔGo

B. Thermodynamics

1. Zeroth law (concept of temperature) 2. First law (ΔE = q + w, conservation of energy) 3. Equivalence of mechanical, chemical, electrical, and thermal energy units 4. Second law (concept of entropy) 5. Temperature scales, conversions 6. Heat transfer (conduction, convection, radiation) 7. Heat of fusion, heat of vaporization 8. PV diagram (work done = area under or enclosed by curve)

RATE PROCESSES IN CHEMICAL REACTIONS: KINETICS AND EQUILIBRIUM – All 5E

A. Reaction rates B. Rate law, dependence of reaction rate on concentrations of reactants

1. Rate constant 2. Reaction order

C. Rate-determining step D. Dependence of reaction rate on temperature

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1. Activation energy 2. Activated complex or transition state 3. Interpretation of energy profiles showing energies of reactants and products, activation energy, ΔH for the

reaction 4. Arrhenius equation

E. Kinetic control versus thermodynamic control of a reaction F. Catalysts, enzyme catalysis G. Equilibrium in reversible chemical reactions

1. Law of mass action 2. The equilibrium constant 3. Application of Le Châtelier’s principle

H. Relationship of the equilibrium constant and ΔGo

SOLUTION CHEMISTRY – All 5A

A. Ions in Solution

1. Anion, cation (common names, formulas, and charges for familiar ions; e.g., NH4+

, ammonium; PO43–

,

phosphate; SO42–

, sulfate)

2. Hydration, the hydronium ion

B. Solubility C. Units of concentration (e.g.,molarity) D. Solubility product constant, the equilibrium expression E. Common-ion effect, its use in laboratory separations F. Complex ion formation G. Complex ions and solubility H. Solubility and pH

ACIDS AND BASES – All 5A

A. Acid–Base Equilibria

1. Bronsted–Lowry definition of acids and bases 2. Ionization of water

3. Kw, its approximate value (Kw = [H3O+

][OH–

] = 10–14

at 25°C)

4. pH definition 5. pH of pure water

B. Conjugate acids and bases C. Strong acids and bases (common examples; e.g., nitric, sulfuric) D. Weak acids and bases (common examples; e.g., acetic, benzoic)

1. Dissociation of weak acids and bases with or without added salt

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2. Hydrolysis of salts of weak acids or bases 3. Calculation of pH of solutions of weak acids or bases

E. Equilibrium constants Ka and Kb (pKa and pKb)

F. Buffers

1. Definition, concepts (common buffer systems) 2. Influence on titration curves

G. Titration

1. Indicators 2. Neutralization 3. Interpretation of titration curves

ELECTROCHEMISTRY – All 4C

A. Electrolytic cell

1. Electrolysis 2. Anode, cathode 3. Electrolytes

4. Faraday’s law relating amount of elements deposited (or gas liberated) at an electrode to current

B. Electron flow, oxidation and reduction at the electrodes C. Galvanic (voltaic) cell

1. Half-reactions 2. Reduction potentials, cell potential 3. Direction of electron flow

PHYSICS

TRANSLATIONAL MOTION – All 4A

A. Dimensions (length or distance, time) B. Vectors, components C. Vector addition D. Speed, velocity (average and instantaneous) E. Acceleration F. Freely falling bodies

FORCE AND MOTION, GRAVITATION – All 4A

A. Center of mass B. Newton’s first law (inertia)

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C. Newton’s second law (F = ma) D. Newton’s third law (forces equal and opposite) E. Concept of a field

F. Law of gravitation (F = –Gm1m2/r2

)

G. Uniform circular motion

H. Centripetal force (F = –mv2

/r) I. Weight J. Friction (static and kinetic) K. Motion on an inclined plane L. Analysis of pulley systems M. Force

EQUILIBRIUM AND MOMENTUM – All 4A

A. Equilibrium

1. Concept of force, units 2. Translational equilibrium ( Fi = 0)

3. Rotational equilibrium ( τi = 0)

4. Analysis of forces acting on an object 5. Newton’s first law (inertia) 6. Torques, lever arms 7. Weightlessness

B. Momentum

1. Momentum = mv 2. Impulse = Ft 3. Conservation of linear momentum 4. Elastic collisions 5. Inelastic collisions

WORK AND ENERGY – All 4A

A. Work

1. Derived units, sign conventions 2. Path independence of work done in gravitational field 3. Mechanical advantage 4. Work–energy theorem 5. Power

B. Energy

1. Kinetic energy (KE = mv2

/2, units)

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2. Potential energy i. Gravitational, local (PE = mgh)

ii. Spring (PE = kx2

/2) iii. Gravitational, general (PE = –GmM/r)

3. Conservation of energy 4. Conservative forces 5. Power, units

WAVES AND PERIODIC MOTION – All 4A

A. Periodic Motion

1. Amplitude, period, frequency 2. Phase 3. Hooke’s law (F = –kx) 4. Simple harmonic motion, displacement as a sinusoidal function of time 5. Motion of a pendulum 6. General periodic motion (velocity, amplitude)

B. Wave Characteristics

1. Transverse and longitudinal waves 2. Wavelength, frequency, wave speed 3. Amplitude and intensity 4. Superposition of waves, interference, wave addition 5. Resonance 6. Standing waves (nodes, antinodes) 7. Beat frequencies 8. Refraction and general nature of diffraction

SOUND – All 4D

A. Production of sound B. Relative speed of sound in solids, liquids, and gases C. Intensity of sound (decibel units, log scale) D. Attenuation

1. Doppler effect (moving sound source or observer, reflection of sound from a moving object) 2. Pitch 3. Resonance in pipes and strings 4. Harmonics 5. Ultrasound

FLUIDS AND SOLIDS

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A. Fluids – All 4B

1. Density, specific gravity 2. Archimedes’ principle (buoyancy) 3. Hydrostatic pressure

i. Pascal’s law ii. pressure versus depth (P = ρgh)

4. Poiseuille flow (viscosity) 5. Continuity equation (Av = constant) 6. Concept of turbulence at high velocities 7. Surface tension 8. Bernoulli’s equation

B. Solids

1. Density 2. Elastic properties (elementary properties) 3. Elastic limit 4. Thermal expansion coefficient 5E 5. Shear 6. Compression

ELECTROSTATICS AND ELECTROMAGNETISM – All 4C

A. Electrostatics

1. Charges, conductors, charge conservation 2. Insulators

3. Coulomb’s law (F = kq1q2/r2

, sign conventions)

4. Electric field i. Field lines

ii. Field due to charge distribution

A. Potential difference, absolute potential at point in space B. Equipotential lines C. Electric dipole

1. Definition of dipole 2. Behavior in electric field 3. Potential due to dipole

D. Electrostatic induction E. Gauss’s law F. Magnetism

1. Definition of the magnetic field B 2. Existence and direction of force on charge moving in magnetic field

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G. Electromagnetic Radiation (Light)

1. Properties of electromagnetic radiation (general properties only) 2. Radiation velocity equals constant c in vacuum 3. Radiation consists of oscillating electric and magnetic fields that are mutually perpendicular to each

other and to the propagation direction 4. Classification of electromagnetic spectrum (radio, infrared, UV, X-rays, etc.)

ELECTRONIC CIRCUIT ELEMENTS – All 4C

A. Circuit Elements

1. Current (I = ΔQ/Δt, sign conventions, units) 2. Battery, electromotive force, voltage 3. Terminal potential, internal resistance of battery 4. Resistance

i. Ohm’s law (I = V/R) ii. Resistors in series

iii. Resistors in parallel iv. Resistivity (ρ = RA/L)

5. Capacitance

i. Concept of parallel-plate capacitor ii. Energy of charged capacitor

iii. Capacitors in series iv. Capacitors in parallel v. Dielectrics

6. Discharge of a capacitor through a resistor 7. Conductivity theory

B. Circuits

1. Power in circuits (P = VI, P = I2

R)

C. Alternating Currents and Reactive Circuits

1. Root-mean-square current 2. Root-mean-square voltage

LIGHT AND GEOMETRICAL OPTICS – All 4D

A. Light (Electromagnetic Radiation)

1. Concept of interference, Young’s double-slit experiment

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B. Thin films, diffraction grating, single-slit diffraction C. Other diffraction phenomena, X-ray diffraction D. Polarization of light E. Doppler effect (moving light source or observer)

F. Visual spectrum, color a. energy b. lasers.

G. Geometrical Optics H. Reflection from plane surface (angle of incidence equals angle of reflection) I. Refraction, refractive index n, Snell’s law (n1sin 1 = n2sin 2)

J. Dispersion (change of index of refraction with wavelength) K. Conditions for total internal reflection L. Spherical mirrors

1. Mirror curvature, radius, focal length 2. Use of formula (1/p) + (1/q) = 1/f with sign conventions 3. Real and virtual images

M. Thin lenses

1. Converging and diverging lenses, focal length 2. Use of formula (1/p) + (1/q) = 1/f with sign conventions 3. Real and virtual images 4. Lens strength, diopters 5. Lens aberration

N. Combination of lenses O. Ray tracing P. Optical instruments

ATOMIC AND NUCLEAR STRUCTURE – All 4E A. Atomic Structure and Spectra

1. Emission spectrum of hydrogen (Bohr model) 2. Atomic energy levels

i. Quantized energy levels for electrons ii. Calculation of energy emitted or absorbed when an electron changes energy levels

B. Atomic Nucleus C. Atomic number, atomic weight D. Neutrons, protons, isotopes E. Nuclear forces F. Radioactive decay (α, β, γ, half-life, stability, exponential decay, semilog plots) G. General nature of fission H. General nature of fusion I. Mass deficit, energy liberated, binding energy

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A Primer Getting In: on the MCAT and the Medical School...

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