2014-2015 AP Chemistry Jarrod G Collins, M.Ed.
Instructor, klein Forest HS
This course is designed to be the equivalent of the general chemistry course taken during the first college year. Students will enhance their understanding of the fundamental principles of chemistry and develop problem solving skills necessary in chemistry. It also develops the students’ abilities in critical thinking, analysis and capabilities in expressing scientific explanation, whether oral and written. This chemistry experience prepares the students for the intellectual and laboratory skills necessary for a second year college chemistry course and also enables them to take courses that require chemistry as a prerequisite.
It is a two-semester course that covers all topics required by the College Board for AP Chemistry. Topics include structure and states of matter, reactions, and chemical calculations. It also covers introductory topics for chemical kinetics, equilibrium, thermodynamics, electrochemistry, nuclear chemistry, organic chemistry, biochemistry and coordination chemistry.
The AP Chemistry schedule/class meets every day and each class period is 49 minutes.
There is, at least one laboratory activity every week.The laboratory works will reinforce what has been learned in the lecture.
Pre-Requisites:
Chemistry 1 and Algebra 1 & 2
Required Text:
Zumdahl, Steven, and Susan Zumdahl. Chemistry. Houghton Mifflin, 2010, 9th Ed.
Supplemental Materials:
Brown, Theodore E., H. Eugene LeMay, and Bruce E. Bursten. Chemistry: The Central Science.
Upper Saddle River, NJ: Prentice Hall.
Chang, Raymond. Chemistry. McGraw-Hill Companies, Inc., 2007, 10th Ed.
Laboratory Manual:
Required: Zumdahl, Steven, and Susan Zumdahl. Chemistry. Houghton Mifflin, 2010, 9th Ed.
Supplement: Flinn ChemTopic Labs, Flinn Scientific Inc., 2003, 2009.
STRUCTURE OF THE COURSE:
AP Chemistry is built around six big ideas and seven science practices. They are:
Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.
Big Idea 2: Chemical/physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
The science practices for AP Chemistry are designed to get the students to think and act like scientists. The science practices are:
Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
Science Practice 2: The student can use mathematics appropriately.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
Science Practice 6: The student can work with scientific explanations and theories.
Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.
The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework.
Academic Expectations:
1. Learn the inquiry process through numerous laboratory investigations.
2. Gain an understanding of the six big ideas as articulated in the AP Chemistry Curriculum Framework.
3. Apply mathematical and scientific knowledge and skills to solve quantitative, qualitative, spatial, and analytical problems.
4. Apply basic arithmetic, algebraic, and geometric concepts.
5. Formulate strategies for the development and testing of hypotheses.
6. Use basic statistical concepts to draw both inferences and conclusions from data.
7. Identify implications and consequences of drawn conclusions.
8. Use manipulative and technological tools including the Vernier Probes and Vernier’s LoggerPro software.
9. Measure, compare, order, scale, locate, and code accurately.
10. Do scientific research and report and display the results of this research.
11. Learn to think critically in order to solve problems.
Organizational Expectations:
Students are expected to:
1. use their agenda in order to organize their tasks;
2. read their book/manual before coming to class;
3. take notes and organize binder. The binder should contain (separated by dividers) all papers required in class such as quizzes, tests, labs, problem sets;
4. answer problems sets/study guide (homework), write laboratory reports and complete projects;
5. spend at least 1 hour a day of independent study outside of the classroom;
6. pass tests and quizzes;
7. take the AP Chemistry test in May and meet their university’s minimum score for the AP chemistry exam (at least a score of 3).
Grading System:
The following grading scale will be used:
A = 90% - 100% B = 80% - 89% C = 70% - 79% D = 60% - 69% F = 59% below
Grades are based on points earned on tests, quizzes, laboratories/projects, homework/problems sets. Each component is weighted as follows:
Tests = 60%; Quizzes = 30% Laboratories/projects = 60%; Problem Sets/Homework = 10%
Evaluation/Assessment:
Tests may include objective questions, essay questions, multiple choice questions, problem-solving and/or proficiency situations. Alternate forms of assessment such as projects may be used to determine developmental progress.
Quizzes will be expected daily so students are encouraged to study always.
Homework - Problem Sets/Study Guide will be assigned everyday for students to practice. All homework will be due the next class. These will consist of end-of-section and end-of-chapter questions and other problems assigned by the teacher.
Laboratory Activities are all hands- on and must be read and studied before coming to the laboratory in order to understand the purpose and procedures of the exercise. Students must learn and follow all safety rules.
Discovery, through inquiry, is woven into all laboratory activities. Laboratory reports must be submitted complete with abstract, hypothesis, method/procedure, observations, data/results (in tables or graphs, whichever is necessary), discussion/analysis/interpretation of results, calculations (by using calculator or computer software-Excel), and conclusions.
HANDING IN ASSIGNMENTS:
1) All assignments must contain a title, name, date, and period in the heading. Delayed papers due to lack of name will be marked late.
2) All homework assignments will be due the following day, unless otherwise specified.
MAKE-UP WORK
1) It is the responsibility of the student to obtain and make up assignments missed due to excused absences
2) Make-up homework is due a day after the student returns to class following an absence. Students are given extensions according to the number of days absent: 2 days for 2 day absence, etc.
3) All scheduled tests must be made up the day a student returns to class after an absence or a zero will be given.
4) Excessive absences on test days may result in a harder make-up test than the original.
5) Due to the nature of labs, it is extremely important that you be here on lab days. Labs involve chemicals and equipment that may be available on lab day only.
Lab Make-up: To make up a missed lab the student must come after school within a week of the original lab.
6) This is a college prep class. Students should be aware that all assignments require a name. Anything turned in without a name is placed into the no-name file at the front of the room. These assignments are considered late and are scored as such.
GENERAL RULES: I strictly follow department, school, and district rules and procedures. There is zero tolerance for disregard of the below listed classroom rules:
1) Be in your seat and ready to work when the bell rings
2) All school rules will be enforced in my classroom (no cheating, no eating, etc)
Cell phones, CD players, I-Pod and mp3 players, electronic game units, and any other electronic devices are not
allowed in the classroom. If I see or hear any of these devices in my classroom I will confiscate them and send
them to your house principal. There are no excuses and no exceptions to this rule.
3) Everyone is expected to have books, utensils, and all due assignments in class
4) You cannot disrupt others from learning or the teacher from teaching
5) Respect yourself, others, personal property, and the teacher at all times
6) It is the student’s responsibility to obtain notes or homework when absent
Textbooks and Lab Books [CR1]
Demmin, Peter E. and Hostage, David. Multiple Choice and Free Response Questions in Preparation for the AP Chemistry Examination, fifth edition, 2005.
Moog, Richard S. Chemistry: A Guided Inquiry, fifth edition. John Wiley and Sons, 2011.
The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013
Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001.
Zumdahl, Steven and Susan Zumdahl, Chemistry, ninth edition. Belmont CA: Cengage Learning, 2013.
Required Materials
Students will use: graphing calculators, splash-proof goggles, carbonless laboratory notebooks.
Laboratory Investigations
Laboratory investigations will be formatted in a more inquiry-based model, with an emphasis on the science practices and learning objectives. Students will spend a minimum of twenty-five percent of class time involved in laboratory investigation and will record their findings in a lab notebook. [CR5a] It is important for students to maintain their notebook as many colleges grant credit only with proof of appropriate lab experiences.
Students will work in groups of two in lab and will maintain a bound carbon-less copy laboratory manual with all lab procedures, data, results and conclusions. [CR7] Data will be communicated within and between groups. Nine of the labs performed in this course will be guided-inquiry in style while the others may include inquiry activities, but will be more traditional in structure, allowing for the time needed to discuss findings and present them in class. All lab investigations will be “wet” labs, with many supported by activities and demonstrations in class.
Students will work with traditional equipment in the lab (such as flasks, beakers, burettes, pipettes, etc.) as well as probeware (Vernier LabQuest handheld devices and corresponding temperature, pressure and pH probes). Students will also use instruments such as ovens, analytical balances, colorimeters, calorimeters and spec-20’s. Collected data using the LabQuest may be stored on flash drives or e-mailed to students using wireless connections and then recorded in their lab notebooks. The classroom contains four student computers linked to a printer for hard copies of titration curves, etc.
Summer Assignments
Students will complete three assignments over the summer to better prepare them for the speed and rigor of the AP Chemistry curriculum. These assignments can be completed at the student’s own pace and answers may be checked using the course web page. They may also contact me through e-mail to ask questions. Their assignment includes:
· Assignment 1: Read and outline chapters 1 and 2 of the textbook.
· Assignment 2: Answer all assigned homework questions from the two chapters mentioned.
· Assignment 3: Practice chapter 1 and 2 skills using the teacher-generated packet.
Course Sequence
Inquiry in the AP Chemistry Classroom
First Six Weeks / Curriculum AlignmentChapter(s) / Topics Covered / Activities / HW/Problems Assigned / Lab Activities
[CR5b] / Big Idea
[CR2] / Enduring Understanding & Essential Knowledge / Learning Objective
One and Two / · The scientific method
· Units of measurement and uncertainty
· Significant figures
· Problem solving methods
· Dimensional analysis
· Classification of matter
· The history of chemistry
· Fundamental laws of chemistry
· Models of the atom
· Molecules and ions
· The periodic table
· Naming compounds / · *Students travel through lab stations and identify chemical and physical changes. [CR3a]
· Students solve a “crime” using paper chromatography and discuss separation of mixtures [CR3b] / CH1: 1, 3, 21, 22, 30, 31-33, 38, 55, 60, 67, 72, 82, 84, 90, 104, 111, 117
CH2: 34, 39, 41, 46, 48, 53, 56, 59, 68, 72, 80, 86, 94, 102, 113, 114, and AP Review Questions 1-16 / “Lab Techniques” SP4
· *Students travel around the room to stations with differing measurement devices and determine what level of accuracy and thus how many significant figures can be attained in each. [CR6]
· Students observe and answer questions using MSDS sheets. / 1
2
3 / 1.A (1.A.1)
1.B (1.B.1)
1.E (1.E.1, 1.E.2)
2.A (2.A.3)
2.C
3.B (3.B.1) / 1.1
1.5
1.6
1.17
1.18
2.7
2.8
2.9
2.10
3.5
3.6
Three / · Atomic mass
· The mole and molar mass
· Percent composition
· Empirical and molecular formulas
· Combustion Analysis
· Chemical equations
· Balancing equations
· Stoichiometric calculations
· Limiting and excess reactants / · Students use a spectrophotometer printout to determine the percent of each isotope and their average atomic mass using the relative masses shown in the printout. [CR3b] / CH3: 18, 25, 30, 38, 44, 52, 54, 56, 60, 70, 74, 78, 81, 84, 88, 93, 94, 96, 102, 106, 108, 114, 116, 119, 124, and AP Review Questions 1-17 / “Determination of the Percent Copper in Pennies” SP3,4,5
· *Students create a method of determining the percent of copper in pre and post 1982 pennies after observing a demonstration of the reaction of a penny with concentrated nitric acid. They test this method and calculate the percent composition of each type of penny. [CR6] / 1
3 / 1.A (1.A.1, 1.A.2, 1.A.3)
1.D (1.D.2)
1.E (1.E.1, 1.E.2)
3.A (3.A.1, 3.A.2)
3.B (3.B.1) / 1.1
1.2
1.3
1.4
1.14
1.17
1.18
1.19
1.20
3.1
3.2
3.3
3.4
3.5
3.6
Four and Eleven / · Water as a solvent
· Strong and weak electrolytes
· Solutions
· Factors affecting solutions
· Molarity
· Mass percent
· Mole fraction
· Molality / · *Students predict solubility of household substances, test them in water and mineral oil, and observe demonstration of conductivity. They will organize their data into charts to be posted around the room. [CR3b] / CH4: 1, 10, 13, 15, 18, 20, 21, 24, 30, 36, 42, 46, 49, 54, 64, 66, 70, 73, 80, 84, 88, 101, 129, and AP Review Questions 1-15