Caltrains go electric p.12-13
District spearheads AI conversations p.14
Chromebooks change classrooms p.11-12
VERITAS
Winter 2024 Volume 5 Issue 1
Mission Statement
In Silicon Valley, and specifically in Palo Alto, we are lucky enough to have the opportunity to grow from some of the most progressive minds in assorted STEM fields. Palo Alto High School has a thriving community of students who are ready to share their discoveries. However, at the same time, many students might also feel intimidated by, or disinterested in these fields despite its proximity to and importance in our daily lives.
Veritas hopes to bridge the gap between these students and STEM by repackaging scientific content to be interesting for all, promoting a flexible approach to scientific education, and embracing new approaches to science and technology without hindrance by tradition.
Advertising
The staff publishes advertisements with signed contracts providing they are not deemed by the staff inappropriate for the magazine’s audience. For more advertising with Veritas, please contact palyjournalismincubator@gmail.com
Publication Policy
Veritas, a science and technology magazine published by the students in Palo Alto High School’s Incubator Journalism class, is a designated open forum for student expression and discussion of issues concerning its readers. Veritas is distributed to its readers and the student body at no cost.
Printing and Distribution
Veritas is printed two to three times a school year by aPrintis in Pleasanton, California. All Veritas work is Available at issuu.com/ palyveritas.
Artificial Intelligence Policy
Artificial intelligence and the rise of ChatGPT has brought on discussions of the originality of student writing and art. Veritas prides itself in only publishing work created directly by students. As such, all art, writing, and photos in Veritas are solely produced by students — although we do allow tools such as ChatGPT and Murrow to be used for basic ideation.
Managing
William Xue
Photographers/Artists
Doreen Hou
Alexander Lawson
Letter to the Editors
The staff welcomes letters to the editors. We reserve the right to edit all submissions for length, grammar, potential libel, invasion of privacy, and obscenity. Send all letters for veritaspaly@gmail. com or to 50 Embarcadero Road, Palo Alto, CA 94301. Connect
veritaspaly@gmail.com @veritas.magazine issuu.com/palyveritas palyveritas.com
IN THIS ISSUE
Letter From The Editors
Dear readers,
Welcome back to Veritas! We are excited to return with our Winter 2024 issue.
Since then, there have been a multitude of changes in Palo Alto, such as the electrification of Caltrain. As Palo Alto High School’s science and technology magazine, we have decided to focus on how changes in these industries — big and small — will influence students’ everyday lives.
This December, we present stories about the digitization of Advanced Placement exams (p.16-17), the Chromebook mandate in Paly’s English classes (p.18-19), and California’s new artificial intelligence literacy bill — Assembly Bill 2876 (p.14).
In addition to that, we also give an insight on car culture at Paly (p.10-11), and the ins and outs of Paly’s biology club (p.6-7).
We have also profiled another one of Paly’s science teachers, Samuel Howles-Banerji, and how his passion for teaching has transformed his career and relationships with students over the years.
This addition, like past ones, offers a mere glimpse into all the scientific and technological developments of our world. As these advancements continue to affect our community — situated at the heart of Silicon Valley — in unprecedented ways, we want Veritas to be a guide for you in this ever-changing world.
Enjoy!
— Vivian Tang and Divij Motwani, Editors-in-Chiefs
On the Cover
For this issue’s cover, Veritas chose a photos of commuters waiting to board the Caltrain at a Caltrain Station situated in Mountain View, California on Evelyn Avenue. To learn more about the quality and systems of the newer electric Caltrain, read Caltraingoeselectric (pg. 12-13).
Photo by Alexander Lawson
Connecting minds, investigating life Science glee with HB
Physics with Forrest
Paly’s thoughts on the switch from gas to electric cars
Caltrain goes electric
District spearheads AI conversations
15
16-17 18-19
What does Paly think about AI as a studying tool?
AP Exams go digital Chromebooks change classrooms
SCIENCE GLEE WITH HB
Science teacher Samuel Howles-Banerji
Treflects on his
teaching journey
he final school bell rings, but Palo Alto High School’s science room 1702 fills with a steady stream of students from the Science Olympiad, chemistry classes, and AP Research enter the classroom. They’re waiting for guidance from their teacher — Samuel Howles-Banerji, more widely known as Mr. HB.
Having dedicated the past 10 years to teaching chemistry at Paly, Howles-Banerji has gained years of experience as a teacher. This year, he is taking on an entirely new experience: teaching AP Research, a class designed to allow students to demonstrate critical thinking and research skills on a topic of their choice.
He recalls his early interests in science, initially focusing on biology before developing a passion for chemistry through lab experience. However, he found lab work dull, and soon discovered a love for interacting with people while working as a tutor. Through this, he recognized the apparent dissatisfaction of students with their class experiences, which inspired him to return to the chemistry classroom as a teacher.
torship Program, because of the way it fosters unexpected connections through mentorship.
“In AP Research, the ability to learn from one’s peers is substantially greater than in any course that I’ve ever taught,” Howles-Banerji said. “So there’s that aspect of enjoying students becoming teachers, as opposed to just learners. And, seeing students who tend to silo themselves, like I do, break out of the groups they’ve been in probably long before reaching high school is really nice.”
Howles-Banerji has also served as a SciOly adviser for nine years, but he sees himself less as an advisor. As such, his goals for the team are less focused on winning and more on the team staying well-connected.
“I’m like the responsible adult in the room in the way that the team runs itself, so I don’t necessarily have goals in mind for what I want them to accomplish, it’s more socially,” Howles-Banerji said. “Last year, I felt like I did a better job of connecting with all of those students and getting to know them a lot more, and I think that led to a much greater connection between the students as well.”
“ It was almost painful to me that people were so unhappy with their chemistry class. It [chemistry] is challenging, but it should be also interesting and exciting, and that kind of made me want to get back into the classroom.”
— SAMUEL HOWLES-BANERJI, Science teacher
“It was almost painful to me that people were so unhappy with their chemistry class,” Howles-Banerji said. “It [chemistry] is challenging, but it should be also interesting and exciting, and that kind of made me want to get back into the classroom.”
With his connections to the Palo Alto community through his education and family, he knew Paly was where he wanted to be.
“I was already largely connected with Palo Alto community because my wife and her family were from here,” Howles-Banerji said. “So in terms of why Paly, this was very much where I wanted to be from the get go.”
But while Howles-Banerji has enjoyed teaching chemistry, there is a part of him that hopes to know the broader Paly community. He typically speaks almost exclusively with other teachers in the Science Department, but teaching AP Research gives him an opportunity to know staff from other departments, and also a wider range of students.
“I tend to be pretty siloed,” Howles-Banerji said. “I talk to science teachers, and that’s about it. AP Research has me working with Ms. [Mary] Sano, who is a history teacher, and Ms. [Lucy] Filppu, who’s an English teacher. I also have a much broader group of seniors who are all interested in researching different topics.”
Despite the challenge, Howles-Banerji finds value in the class, especially with the AP Seminar/AP Research Peer Men-
Although SciOly is very student-run, the team still feels Howles-Banerji’s support. Junior Kiara Yoon, a captain of the SciOly team, says that Howles-Banerji’s curiosity contributes to their team community.
“I mean, he [Howles-Banerji] has always been super supportive about SciOly,” Yoon said. “He’s really passionate about his own science, so it’s really helpful to have a mentor.”
Howles-Banerji’s dedication to fostering a connected community at Paly is made evident by the opinions of the students around him. For example, his teaching assistant — senior Angeline Wei — says that Howles-Banerji is a teacher who truly understands students.
“He understands a lot about student culture and people in general,” Wei said. “He’s really professional and a really good teacher. But at the same time, he’s super supportive and lenient. I’m a senior so I have college applications, and he’s been very accommodating about that.”
As a teacher who values both the education and relationships of his students and devotes time to assist them after school, Howles-Banerji exemplifies deep appreciation for his students and the wider Paly community.
“I feel like the students at Paly are generally very gracious and kind,” Howles-Banerji said. “The fact that students say thank you after a lesson, even if I talked at them for 90 minutes makes me feel like there’s still generally an appreciation for what we have here, and that’s a culture that I really enjoy. It’s why I like trying to stay connected with students, because I mean, that’s why we teach.
A HELPING HAND — Science teacher Samuel Howles-Banerji explains ionization energy to a chemistry student (Photo by Alexander Lawson)
Connecting minds,
Biology Club cell-ebrates its return for the school year
Are you looking for more experience in biology?
Did you want to experience labs that are taught outside of the school curriculum? Paly Biology club is a student run club that is dedicated to spreading biology related topics to all interested students.
Palo Alto High School senior Allie Jackson said she took the initiative to run for co-president of Biology Club because many of the members were graduating during her sophomore year. “My main goal [for this club] is to help get people interested in biology and maybe introduce them to new topics
that they might find interesting,” Jackson said.
Because the field of biology is so broad, Jackson tries to use club meetings as a time to introduce more sectional concepts that lie within biology. Club meetings often revolve around lectures or labs to explore these concepts.
“A lot of the time we just do a lecture or a presentation, either me or my co-president [Rasia Yu] [will] prepare some slides about something and occasionally, we do lab experiments,” Jackson said.
In addition to the lab experiments and lectures, one of the best aspects of the Biology club is that members could vote on the topics that they want to do throughout the school year.
“At the start of the year, me and my co-president were thinking about
doing a survey and see what people wants to do,” Jackson said. “Based on members’ preference, the club can focus on lectures, guest speakers, labs or study for the USABO [United States of America Biology Olympiad, a test based, national biology competition, and IBO, International Biology Olympiad’s qualifier].”
Last year, Jackson worked on collaborating with the other clubs to give lectures with similar fields of interest. For example, the Biology Club has given out a lecture about epidemiology with the Paly HOSA (Health Occupation Students of America) club since the topic has correlation between both clubs.
Aside from absorbing information from the club presentations, club members are also encouraged to give presentations on the subjects they are
Photos by ALEXANDER LAWSON
investigating life
interested in.
“We invited all of our club members to present if they wanted to,” Jackson said. “Members could present whatever they are interested in, anything they find cool.”
The presentation could be done in a wide array of topics, and it should be whatever the presenter feels most confident or capable of. Jackson once did a presentation on trees she found interesting, she said.
In addition to presentations, Jackson also looked forward to bringing more guest speakers this year. Jackson invited a beekeeper as one of their guest speakers in her junior year.
“She [the beekeeper] brought in living bees,” Jackson said. “We got to see the bees, we got to taste some honey, and she talked about bees and their life.”
While most of the students in Paly take biology as a class, there’s a difference between what the students can learn from classes compared to what they can learn in the club.
“In biology class, there’s a set curriculum,” Jackson said. “[The teacher dictates] what we are doing everyday, like evolution, and other [like chemistry of life and body systems]. But in the Biology club, we try to pick the topics that are more niche and interesting.”
The club held meetings weekly on Thursday during lunch in 1704. Because of the frequent meeting time, students can develop mutual and close relationships between the members, Jackson said.
Jackson said that she enjoys learning new aspects of biology and sharing it with other people, and she wishes that her effort could positively impact
her members.
“I hope that they’ll learn something new and gain a greater appreciation for biology,” Jackson said. “And to be inspired to pursue biology or investigate certain topics that we talked about further.”
after the presentation. (Photo
TOP RIGHT — Sophomore Darah Katz did a presentation on edible plant. She shared her passion toward this topic. “I’ve been really interested in edible plants for a really, really long time,” Katz said. “I don’t even remember how it started.” (Photo by Alexander Lawson)
TOP LEFT — Darah Katz, Rasia Yu, Jhanvi Damarla and Allie Jackson discuss plants
by Alexander Lawson)
Text by DIVIJ MOTWANI and NATHAN JIANG
Physics with Forrest
A high school senior’s journey into the world of Physics
Forrest Chou’s foray into the world of science began in an unexpected place: the school lunch table. As a young student at Duveneck Elementary School, Chou spent lunch periods poring over science books instead of playing on the playground.
One book in particular, an illustrated guide to the periodic table, became his favorite companion.
“I was really curious and read a bunch of books,” Chou said. “During lunches, I would have this book on the periodic table, and I would read it all the time, to the point to which I had memorized the entire periodic table.”
That early curiosity never faded. Instead, it grew, propelling him into the world of STEM competitions. From Physics Olympiad to Chemistry Olympiad to even Astronomy Olympiad, Chou saw these competitions not only as academic challenges but also as opportunities to connect with like-minded peers.
“Olympiads are a really cool way for me to meet new people and try my best to learn,” Chou said. “If you want to build your passion for science, which is probably the most important, just pursue every opportunity—whether that’s Science Bowl, SciOly [Science Olympiad], or the Olympiads.”
For Chou, physics became the lens through which he understood the world.
“Math is abstract, but I think physics is the deepest,” Chou said. “Physics describes the world at the deepest level to the point where it can do so many things.”
Chou extended this lens to other
aspects of his life. One of his favorite pastimes, figure skating, sparked even more curiosity in physics for him.
“I could use the physics knowledge that I gained to explain things in skating,” Chou said. “But more so, my skating actually made me interested in a bunch of physics. I studied more about rotations and the Euler equations for rotations.”
Despite his clear passion for science, Chou admits that the journey hasn’t been easy.
“I’ve suffered burnout, like ev-
eryone, but I’ve been motivated for a long time,” Chou said. “I’ve definitely tried to push myself a bit more in high school.”
Looking ahead, he sees a future in science, likely continuing through graduate school and beyond.
“There’s an established path for people who are interested in math and physics, that is majoring in it and continuing pursuing it in graduate school,” Chou said. “Then there’s even more opportunities in college for STEM, and I think I’ll probably pursue those.”
TESTING THE LIMITS — Palo Alto High School senior Forrest Chou takes the qualification exam for the Paly SciOly Team. (Photo by Divij Motwani) Photo
Verbatim: Paly’s thoughts on the switch from gas to electric cars
The automotive world is making a rapid transition from the gasoline powered internal combustion engine powertrain to fully electric and hybrid models. To most people, this switch seems beneficial, as electric and hybrid models have vastly reduced carbon emissions and more practical driving characteristics, making them desirable to the average commuter. However, for people who’ve had a passion for automobiles their entire lives, feelings around the transition are mixed and strong.
“I dislike it because most car manufacturers, such as Mercedes, Audi, and Toyota are known for sports cars, supercars and stuff like that. And with engines, turbos and superchargers going away, they don’t provide the same thrill, the same fun factor that you get with the regular internal combustion car. ”
–
HENRY
TIAN 12th grade
“It’s kind of tough I mean, I grew up around internal combustion but yet it’s nice having never evolved. Personally, I like the hybrids better than the all electric ones, because we can just go wherever. And electric cars, even though they’re getting better and that you can go farther, you still have to stop [to charge]. … But once I think that infrastructure becomes better, it’ll be better to have nice bands of electric cars.”
– DOYLE KNIGHT Automotive Technology Teacher
“I think overall, it’s a step in the right direction, considering the environment, because, we all know that cars are huge contributors to global warming through carbon dioxide emissions, and so even though charging, your car will still take power from power plants that burn fossil fuels, it’s still going towards the right technologies that will help save the planet.”
–
ALICE
JAMBON 12th grade
“I mean, full gas cars are pretty cool, but EV cars are okay. I personally don’t like them, but they’re still great. I mean, it’s a vehicle, so it transports you from point A to point B. It doesn’t really matter if it’s an EV, hybrid or any kind of car. If you don’t care about cars, don’t like driving, and you just want a vehicle, electric cars take you from point A to point B.”
– YIYANG GUO 12th grade
Text and photos by ALEXANDER LAWSON and VIVIAN LIN
TIRE-SOME
WORK — Paly Automotive Technology teacher Doyle Knight helps a student confirm battery voltage on a car (Photo by Divij Motwani)
Caltrain Goes Electric
Caltrain’s electric trains bring greener rides to the Bay Area.
Ever since its completion in 1864, the California Rail Transit System has connected cities in the San Francisco Peninsula together, allowing commuters to travel efficiently and safely. Historically, these trains have always been diesel-powered, contributing to excess
In 1999, the Caltrain board of directors first referenced a desire to go electric. In 2016, Caltrain introduced a new electric service plan, detailing a switch to quieter and more efficient electric caltrains. This allows for greener transportation, reducing greenhouse gas emissions into the atmosphere. Additionally, as electric engines produce significantly less noise, the entire ride ends up being much quieter and more peaceful than before.
In September, Caltrain completed its electrification project, converting all trains operating from San José to San Francisco. The new trains are built by the Swiss company Stadler, and have a series of new amenities which improve rider experiences — in addition to their cleaner fuel source.
These changes include a new accessible restroom, power outlets at every fixed seat, and digital screens showing the train’s location. There are also more booth-style seats, which allows for groups of four to sit facing each other. Traveling on the new train, it is clear that these changes are appreciated, with Veritas seeing that more individuals utilized booth seats compared to single seats.
To power these trains, a major part of
the new electric system is a new 25,000volt overhead contact system that connects to a metal pantograph on top of the train, which provides consistent power without a battery.
In an interview with Veritas, Dan Lieberman, Caltrain’s public information officer, explained some of the key safety improvements brought by the electrification project. “One of the big changes is the integration of Positive Train Control (PTC),” Lieberman said. “It’s an extra layer of protection, a software system that tracks where trains are and helps prevent human error.” Recently mandated for trains in the USA, PTC ensures that trains are always where they need to be, so that they can be tracked for safety purposes.
Text by DIVIJ MOTWANI
Photos by DIVIJ MOTWANI and ALEXANDER LAWSON
In addition to PTC, Lieberman explained that Caltrain is exploring the use of artificial intelligence to detect trespassers on tracks more quickly, an issue that has long posed safety concerns. While these AI tools are still in the exploratory phase, they represent Caltrain’s commitment to advancing safety measures.
When asked about safety issues concerning the new overhead contact system, Lieberman explained that the 25,000-volt lines are elevated 22 feet above the tracks to limit access. “We also maintain a proactive approach with tree trimming and inspections to prevent disruptions from fallen branches or other hazards,” Lieberman said. Safety protocols, combined with enforcement and public education campaigns, are designed to mitigate risks associated with the new system.
increases the comfort of riders, but also saves a lot of time. The new and improved electric engines can also accelerate and decelerate much faster, reducing travel time by up to 25%.
Passengers noted that these changes were noticeable in both the interior of the trains and the ride quality.
“ One of the big changes is the integration of Positive Train Control (PTC). It’s an extra layer of protection, a software system that tracks where trains are and helps prevent human error.”
DAN LIEBERMAN, Caltrain Public Information Officer
With the current trains, Caltrain claims that this switch to electric not only
“It’s nicer, [and] it’s a smoother ride,” Burlingame resident Sarah Maddox said. “... it’s nice and clean.”
A Caltrain employee shared similar feedback.
“The ride is more comfortable and less noisy. I love it,” said one employee, who has worked for Caltrain for the past 23 years and wished to remain anonymous.
However the system still poses some issues with the electric trains. Since the new trains only operate in areas with the overhead contact system, riders in Southern Santa Clara County and Gilroy will
continue to take diesel Caltrains, as these tracks are owned by Union Pacific, and not electrified under their current agreement. Passengers from these stations will continue taking diesel trains to San José station, where they will switch to the electric trains. Caltrain claims this will be temporary, and in 2023 received an $80 million grant from the California State Transport Agency to purchase a battery equipped train. This train would charge on the overhead system, before using battery power for trips south of San Jose Diridon station — becoming the first “bi-level” hybrid electric train operating within the USA.
TOP RIGHT — Commuters embark and disembark from the new electric Caltrain at the Palo Alto Caltrain Station (Photo by Alexander Lawson)
TOP LEFT — An electric Caltrain parks next to a diesel train at the San Francisco Caltrain Station (Photo by Divij Motwani)
WRITING
RE-IMAGINED — A sophomore student at Palo Alto High School utilizes Google’s Gemini generative Artificial Intelligence chat-bot to help brainstorm an outline for her English essay. (Photo by Vivian Lin)
District spearheads AI conversations
California Assembly Bill 2876: How does it affect Palo Alto?
In response to Assembly Bill 2876, the new artificial intelligence (AI) literacy bill, Palo Alto Unified School District superintendent Don Austin set the goal of enhancing current AI policies in a meeting with Veritas reporters.
The bill, which was signed by Gov. Gavin Newsom in October, mandates that California’s K-12 curriculum include core concepts of AI, its applications, limitations, and ethical issues. This new curriculum is set to roll out in January 2025.
According to Palo Alto Unified School District superintendent Don Austin, the bill adds too much onto what is expected of school districts from a legislative level. In addition to this, Austin says that AI in education is still too new to be implemented in school curriculum at the moment.
Choe says that since AI is rapidly evolving, the district is not rushing to develop a concrete policy based on the bill.
“We want it broad right now,” Choe said. “If we wrote the [new] policies today, the uses and evolution of AI would be different in two months than the policy we just wrote. So we’re just trying not to box ourselves in. It’s going to just change too fast.”
Austin says the bill will transform how students and teachers perceive responsible AI use in education. For example, it will change what counts as cheating in terms of brainstorming and editing.
“I think in the beginning, people used it [AI] superficially to have it do the writing for them,” Austin said. “I think that’s a terrible use of it. But we can put large data sources in and ask it for takeaway messages, questions, places that we should probe deeper saves us hours. And it’s not cheating, it’s our data.”
Choe says that although the district does not exactly have policies based on the bill, they have been having conversations on how to address it. They hope to underscore a “process over product” mindset, with students encouraged to cite how they used AI in their assignments—although it could look different for each subject.
tions, and we are going to have some conversation around how to recognize or how to teach students to ethically state that I use AI to do x, y, z, and this part was my creation.”
PAUSD has currently been working on training teachers and staff to identify opportunities and challenges with the use of AI in the classroom through the AI Ad-Hoc committee. Last spring, the committee launched the AI Now! initiative, which designs and facilitates AI training sessions for staff. The initiative’s team involves multiple AI teacher leads from each secondary school and leads from most of the elementary sites. According to Jackie Smith — PAUSD’s educational technology coordinator and a member of the initiative’s team — a lot is still under discussion and the committee is deliberating on how the district should respond to legislation.
“Those guys are just clowns when it comes to trying to legislate from the state level school board decisions, including creating graduation requirements and always adding to what’s expected,” Austin said. “I don’t see it as a standalone curriculum. I think it’s got to be something that’s part of the fabric of who we are. And I wish they would just stay out of these things. It’s too new right now.”
“A lot of it is speculation on our part, because we’re waiting for the California Department of Education to fully interpret what as a state we’re expecting from instruction and how it’s integrated as we adopt new curriculum going forward, next year and beyond,” Smith said. “So right now, we know for sure that we need to help our staff and students become more comfortable understanding what is or is not allowed … but a lot of it right now is just kind of waiting for more information to come forward.” Text by VIVIAN
PAUSD assistant superintendent Jeong
“You can take that bill and if you’re an English teacher, that might look very different from a math teacher,” Choe said. “So the teachers are definitely having those conversa-
Verbatim: What does Paly think about AI as a tool for studying?
With the rapid proliferation of artificial intelligence in everyday life, students have begun incorporating AI into their studying habits. For example, many use it as a tool to review before a test or to summarize long texts. We asked Palo Alto High School their thoughts on what AI could be used for in an academic setting and the effectiveness of AI as a studying assistant.
“I would actually say that I haven’t, although I would say that it’s very useful for summarizing long texts that you might not want to read, or for getting starting info if you’re working on some project. I think for tests, it’s very useful if you just want to know general information.”
– CADEN LE 11th grade
“I think it can very useful, but you need to be open with your teacher that you’re using it and how you’re using it. I think it’s definitely here to stay, and so we all need to get used to it. And I see where it has a lot of advantages.”
– DEBBIE HENRY Library Assistant
“I don’t use it to get answers, but I definitely use it as a study guide in some ways. Like, if I have a chemistry test coming up, I would use it to generate questions so I can practice more on my own.
– AUDREY MI 10th grade
“I have asked it [AI] to critique my work. On many occasions I have used it as a Q and A thing. If I had trouble understanding a concept, I would use it to simplify a text, to make me easy, more easily comprehend it. I would say it’s relatively good at everything, excluding math.”
– ZOE MEIXNER 9th grade
“I tried using ChatGPT to study for math, but it miserably failed. Like, I don’t think ChatGPT is really good for doing math. But, I feel like it could be good for summarizing texts or making something more clear in a history class or an English class”
– TONY CHUNG 12th grade
“I have [used AI] for learning purposes, but not for studying. In history class, I used it to like learn important dates faster, and I think artificial intelligence is good and beneficial when it’s used properly.”
– MADDISON LIAO 9th grade
AP Exams
College Board continues digital shift for 2025 AP Exams
Students are bracing for a major shake-up in Advanced Placement testing as the College Board is set to transition 28 AP exams from the traditional paper format to a fully digital setup in May 2025. This shift impacts everything from test-taking logistics to the testday experience, and marks one of the largest changes in AP history.
In May, the College Board faced security issues with its paper AP tests, which led to compromised test content in some schools, according to a July press release. In response to this, the College Board issued a press statement stating that it would be accelerating its digitization plan. By utilizing the Bluebook digital app for exams, the College Board seeks to ensure secure administration and a consistent testing experience for all students.
At Paly, this digital shift means that all AP exams will be administered on school-provided Chromebooks
or personal laptops. With this new format, students will no longer bubble in answers on scantrons; instead, responses will be entered directly into the Bluebook app. This digital format also means students must use scratch paper for calculations and notes, moving away from workspaces in paper test booklets.
The digital format also introduces improvements for students needing accommodations.
“
Bluebook’s customizable settings offer built-in support for a range of needs, such as text enlargement and screen readers, which can provide a more accessible test-taking environment. Paly’s administration is working closely with students requiring accommodations to ensure these settings are configured correctly.
ing 14 different proctors to proctor a kid one on one, we might be able to do all 14 in one room.”
There’s gonna be a lot more efficiencies , such as if a student has accommodations , it’s already embedded in the computer.”
— JERRY BERKSON, AP Coordinator
An important distinction in this transition is that while multiple-choice sections across all 28 tests will be fully digital, some exams will be hybrid, meaning that certain portions of the test will still be completed on paper. For example, AP Calculus and AP Physics exams will have digital multiple-choice questions, but students will handwrite their responses for free-response sections. Additionally, on these STEM exams, students will now get access to Desmos — an online graphing calculator.
According to Assistant Principal and AP Coordinator Jerry Berkson, the online testing format should help streamline the testing process.
“There’s gonna be a lot more efficiencies, such as if a student has accommodations, it’s already embedded in the computer,” Berkson said.
“So instead of us find-
With the May 2025 AP tests quickly approaching, Paly’s counseling and AP coordination teams are encouraging students to familiarize themselves with Bluebook’s features,including the on-screen scratch space for calculations and the lack of a traditional scantron. Practicing with this setup is particularly important for students who have never taken a digital test, as it reduces anxiety and offers a clearer understanding of what to expect on exam day.
go digital
Economics teacher Eric Bloom said the digital tests will make it harder to visualize problems, which is important in economics.
“The way I teach and the way that I do is by drawing and thinking and laying things out,” Bloom said. “It’s harder to conceptualize digitally than it is just to draw it out, or it’ll just be more complex … so I am a little concerned about it. The online part for the multiple choice I don’t think will be a big deal, but once again, on a paper test, you mark it up, you cross things out, you circle and you go back, so it’ll be interesting to see how it works [digitally].”
According to Bloom, he wants to make an online test so students feel comfortable going into the digital AP Macroeconomics test.
“I might try to create an online test so that you could be practicing for our final,” Bloom said. “[We’ll have] practice tests, definitely some prep on what can you expect and what it’s going to be like. They [the College Board] are putting out a ton of materials.”
To help prepare students, the College Board has recently released a preview of AP testing on the Bluebook app. The app includes tools like adjustable text size, highlighting options, and an on-screen timer — features that may help students with time management and focus.
Berkson said that given the school’s previous experience hosting standardized tests online, hosting AP tests digitally shouldn’t be too difficult.
“We’ve already done the SATs and the PSATs, so I know it’s doable,” Berkson said. “We’ve tested having more than 100 kids in the gym for the SAT, so as far as handling the Wi-Fi, I think that’s gonna be fine. Ms. [LaDonna] Butler ran SATs and she said that was great.”
Changes to AP Exams offered at Paly
Fully Digital
• AP Art History
• AP Computer Science A
• AP Computer Science Principles
• AP English Language and Composition
• AP English Literature and Composition
• AP Environmental Science
• AP Psychology
• AP Seminar
• AP United States History Hybrid Digital
• AP Biology
• AP Calculus AB
• AP Calculus BC
• AP Chemistry
• AP Macroeconomics
• AP Physics C: Electricity and Magnetism
• AP Physics C: Mechanics
• AP Statistics With Desmos
• AP Biology
• AP Calculus AB
• AP Calculus BC
• AP Chemistry
• AP Environmental Science
• AP Macroeconomics
• AP Physics C: Electricity and Magnetism
• AP Physics C: Mechanics
Fully Digital: the entire test is taken digitally
Hybrid Digital: free response will be on paper, while multiple choice will be digital
With Desmos: there will be a built-in graphing calculator on the digital part of the exam
Text and photo by WILLIAM
XUE
Chromebooks Change
English Department’s enforcement of district devices comes with benefits and trade-offs
Arriving at her AP English Language class, Palo Alto High School junior Yuna Jeong puts her MacBook away, before taking out her district-issued Chromebook. As she opens the device, a familiar loading screen appears, forcing her to wait as the teacher moves on.
“I feel like I’m slowed down when I use Chromebooks for class because it takes such a long time to even turn
on the device, and even longer to log in to my account,” Jeong said. “If I have to switch back and forth between tabs to reference something, it takes like five seconds to load the tab each time. It might seem like a small time to be complaining about, but in the end, it really adds up, especially when I am trying to keep up in a fastpaced class.”
At Paly, some teachers from the English Department now require students to use district-issued Chromebooks in class, aiming to reduce distractions and academic dishonesty. However, this new policy raises conversations on convenience, speed, and student productivity.
Having a device requirement for certain classes can be inconvenient for some. Suppose a student needs
their personal device for one class but must also bring their district-issued Chromebook to another class. In that case, they can find themselves lugging around two laptops, quickly adding weight to backpacks filled with notebooks, folders, and more.
“I have AP Lang on Mondays, Tuesdays, and Thursdays, which requires school-issued Chromebooks,” Jeong said. “But, I rely heavily on my personal device for the other classes I have that day because it has capabilities for organizing tabs and windows, as well as downloading software which I can’t do on Chromebooks.”
While most of the teachers in the English Department have agreed to start using Chromebooks for assignments and tests, not every teacher has.
ABOVE — Juniors Yuna Jeong and Savannah Taylor discuss the device requirements for their AP English Language class. While Taylor’s Chromebook lets her do standard classwork, Jeong needs her Macbook to download required software for Paly Robotics.
Classrooms
“I don’t think every single person in the English Department is enforcing it yet,” said English teacher Alana Williamson. “But, most of us are really interested in it, and my AP Lang team has agreed to do it for sure.”
On personal devices, students can open multiple apps or easily engage in any notifications that arrive. Williamson said having students use Chromebooks can improve their ability to stay on task.
“When you have a Macbook, even if we ask you to put your cell phones away, which is what most teachers are doing at this point, you can still access iMessage,” Williamson said. “So what’s the point then? Why did I take your phone away?”
Additionally, by requiring Chromebook usage, the English Department aims to cut down on plagiarism and academic dishonesty.
“We’ve had a huge rise of plagiarism and AI when people are taking quizzes and writing essays,” Williamson said. “To mitigate that, we’re trying to use Chromebooks because we can put them in lockdown mode.”
Although Chromebook requirements may bring strong student opinions on inconveniences, the new rule gets the approval of many English teachers, who agree that Chromebooks are good for their students’ learning.
“I feel like students are less distracted,” Williamson said. “This gives me a lot of peace of mind because they [students] can’t open anything else which is really nice.”
COMPUTERS — The art on top displays a Chromebook stuck on the loading screen as it boots up. However, the MacBook below shows how you can open multiple applications at the same time, even if they do not have anything to do with the curriculum.
