2016-2017 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 WORK1) It is the responsibility of the student to obtain and make up assignments missed due to excused absences2) 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. 2013Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001.Zumdahl, Steven and Susan Zumdahl, Chemistry, ninth edition. Belmont CA: Cengage Learning, 2013.Required MaterialsStudents will use: graphing calculators, splash-proof goggles, carbonless laboratory notebooks.Laboratory InvestigationsLaboratory 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 AssignmentsStudents 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 3 skills using the teacher-generated packet.

Course Sequence

Inquiry in the AP Chemistry Classroom

* Indicates activities or labs that are inquiry based.

First Six Weeks Curriculum Alignment

Chapter(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)

1.11.51.61.171.18

2.72.82.92.10

3.53.6

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)

1.11.21.31.41.141.171.181.191.20

3.13.23.33.43.53.6

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

CH11: 30, 33, 38, 40, 41, 44, 47, 48, 92 and AP Review Questions 1-10

“Reactions in Aqueous Solutions” SP4,5,6

Students observe the products of double replacement reactions, relating the solubility of products formed to class discussion.

“What is the Relationship Between the Concentration of a Solution and the Amount of Transmitted Light Through the Solution?”

Students utilize dilution techniques and learn about the use of the mass spectrometer.

1

2

1.A (1.A.3)1.E (1.E.1, 1.E.2)

2.A (2.A.3)2.B (2.B.2, 2.B.3)2.D (2.D.1)

1.41.171.181.19

2.72.82.92.102.132.142.152.162.22

[CR6]

3

5

6

3.A (3.A.1, 3.A.2)3.B (3.B.1, 3.B.3)3.C (3.C.1)

5.D (5.D.1, 5.D.2)

6.C (6.C.3)

2.23

3.13.23.33.43.53.63.83.93.10

5.95.10

6.216.236.24

Second Six Weeks Curriculum Alignment

Chapter(s) Topics Covered Activities HW/Problems Assigned

Lab Activities[CR5b]

Big Idea

[CR2]

Enduring Understanding

& Essential Knowledge

Learning Objective

Four Double replacement reactions and precipitation, gas formation or liquid formation

Single replacement reactions and the activity series

Anhydride reactions Oxidation-reduction reactions Acid-base neutralization Complex ion reactions Addition and decomposition

reactions

*Students create a layered effect by separating a nail, salt and hydrated copper sulfate with filter paper in a test tube. Distilled water is added and students observe the ensuing changes over the week. They discuss the types of changes (chemical or physical) and try to write equations describing these changes. [CR3c]

Students play a game called “Equation Land” in which they draw cards and write equations to move forward. [CR3c]

Students will utilize teacher-developed worksheets for each type of reaction.

“Seven Solution Mystery” SP3,4,5 *Students are given seven

unknown solutions and are asked to combine them to discover their identities based on ppts. formed. [CR6]

“Reactions of Copper” SP2,3,4,5,6 Students carry out sequential

reactions beginning and ending with solid copper, then determine their percent yield and write equations for the reactions that occurred.

1

2

3

5

1.A (1.A.3)1.E (1.E.1, 1.E.2)

2.A (2.A.1, 2.B (2.B.3)2.D (2.D.1)

3.A (3.A.1, 3.A.2)3.B (3.B.1, 3.B.2, 3.B.3)3.C (3.C.1)

5.D (5.D.2)

1.41.171.181.19

2.12.32.222.23

3.13.23.33.43.53.73.63.83.93.10

5.10

6 6.C (6.C.3) 6.216.236.24

Seven Electromagnetic spectrum The nature of matter The atomic spectrum of

hydrogen The Bohr model The quantum mechanical

model Quantum numbers Orbital shapes and energies Electron spin Polyelectronic atoms The history of the periodic

table Periodic trends and properties Group trends

Students will complete and utilize a flip book of trends and properties as the unit progresses. [CR3a]

Students will practice trends and properties with “What Element Am I?” cards. [CR3a]

Students will complete “The Shell Model” activity (Chemistry: A Guided Inquiry, Moog) [CR3a]

CH7: 29, 31, 40, 42, 45, 51, 58, 60, 64, 74, 82, 86, 90, 94, 100, 106, 108, 119, 122, 126, 130, 140, and AP Review Questions 1-15

“How Can Color Be Used to Determine the Mass Percent of Copper in Brass?” SP2,4,5,6

*Students graphically analyze the absorption spectra of brass solution samples and utilize their redox balancing skills from the last unit. [CR6]

1

5

1.B (1.B.1, 1.B.2)1.C (1.C.1, 1.C.2)1D (1.D.1, 1.D.3)

5.E (5.E.4)

1.51.61.91.101.111.121.131.151.16

5.155.165.17

Eight and Nine

Types of chemical bonds Electronegativity Bond polarity and dipole

moments Ions; configuration and size Localized electron bonding

model Lewis structures Octet exceptions VSEPR Hybridization Molecular Orbital model Photoelectron Spectroscopy

Analyze PES data with students in class. [CR3b]

Students will complete “Photoelectron Spectroscopy” activity (Chemistry: A Guided Inquiry, Moog) [CR3b]

Students will complete “The Shell Model III” activity (Chemistry: A Guided Inquiry, Moog) [CR3b]

Students will complete “Bond Order and Bond Strength” activity (Chemistry: A Guided Inquiry, Moog) [CR3b]

CH8: 15, 18, 28, 30, 32, 36, 40, 44, 46, 50, 52, 54, 58, 66, 68, 84, 86, 94, 101, 114, 118, 150, 160, and AP Review Questions 1-15

CH9: 18, 29, 37, 40, 46, 63, 71, and AP Review Questions 1-11

“Molecular Geometry” SP1,3,6,7 Students build models of atoms

of answer questions about types of bonding, polarity and shape.

1

2

5

1.B (1.B.1, 1.B.2)1.C (1.C.1)1.D (1.D.3)

2.C (2.C.1, 2.C.2, 2.C.4)2.D (2.D.1)

5.C (5.C.1)

1.51.61.71.81.91.101.111.151.16

2.172.182.192.212.222.232.24

5.1

Third Six Weeks Curriculum Alignment

Chapter(s) Topics Covered Activities HW/Problems Assigned

Lab Activities[CR5b]

Big Idea

[CR2]

Enduring Understanding

& Essential Knowledge

Learning Objective

Ten Intermolecular forces Liquids and solids Metallic bonding

Students will observe and take part in demonstrations

CH10: 12, 17, 26, 36, 39, 42, 46, 52, 59, 66, 77, 82, 96, 99, 100,

“Sticky Question: How Do You Separate Molecules That Are Attracted to One Another?” SP4,5,6

1 1.C (1.C.1) 1.91.11

Network solids Molecular solids Ionic solids Vapor pressure and changes of

state

describing intermolecular forces in liquids, properties of molecular and ionic solids and vapor pressure. [CR3b]

102, 111, 118, and AP Review Questions 1-21

*Students discover a way to separate molecules using their understanding of IMF’s. [CR6]

2

5

6

2.A (2.A.1, 2.A.3)2.B (2.B.1, 2.B.2, 2.B.3)2.C (2.C.2, 2.C.3)2.D (2.D.1, 2.D.2, 2.D.3, 2.D.4)

5.B (5.B.3)5.D (5.D.1, 5.D.2, 5.D.3,)

6.A (6.A.1)

2.32.72.82.92.102.112.122.132.142.152.162.192.202.192.242.252.262.272.282.292.302.312.32

5.65.95.105.11

6.1Five The kinetic molecular theory

Pressure Gas laws Gas stoichiometry Effusion and diffusion Real Gases Atmospheric Chemistry

Review gas laws using demonstrations and class discussions. Students will summarize collected data and use it to relate properties of temperature, pressure and volume. [CR3b] & [CR3e]

CH5: 22, 24, 28, 38, 44, 48, 50, 60, 64, 68, 76, 80, 82, 87, 92, 96, 101, 104, 106, 110, 112, an d AP Review Questions 1-16

“Gas Preparation and Properties” SP1,4,5,6

Students will prepare various gas samples and identify the properties of these gases.

“Molar Mass of a Volatile Liquid” SP2,3,4,5,7

Students collect mass, volume and pressure data to find the moles of a gas and identify the gas based on its molar mass.

1

2

3

5

1.A (1.A.2)

2.A (2.A.2)2.B (2.B.2, 2.B.3)

3.A (3.A.2)

5.A (5.A.1)

1.21.3

2.42.52.62.122.132.142.152.16

3.33.4

5.2Six Energy Students will complete CH6: 27, 30, 34, 42, “The Hand Warmer Design 2 2.B (2.B.3) 2.15

Seventeen Enthalpy and calorimetry Hess’s law Enthalpies of formation Energy Sources Spontaneity Entropy and free energy Free energy in chemical

reactions Free energy, equilibrium and

work

“Entropy I and II” activities (Chemistry: A Guided Inquiry, Moog) [CR3e]

Students will complete the inquiry activity “In the Bag” to discover and define endothermic and exothermic reactions. [CR3e]

46, 50, 52, 59, 64, 68, 71, 74, 75, 80, 82, 89, 90 and AP Review Questions 1-15

CH17: 16, 18, 26, 34, 36, 41, 44, 50, 56, 58, 61, 64, 66, 70, 74, and AP Review Questions 1-10

Challenge: Where does the Heat Come From?” SP1,2,4,6,7

*Students utilize their knowledge of energy in chemical reactions to design a hand warmer. [CR6]

“The Heat of Combustion of Magnesium” SP2,4,5,7

Students will utilize Hess’s law to determine the heat of reaction.

3

5

6

3.C (3.C.2)

5.A (5.A.1, 5.A.2)5.B (5.B.1, 5.B.2, 5.B.3, 5.B.4)5.C (5.C.2)5.E (5.E.1, 5.E.2, 5.E.3, 5.E.4, 5.E.5)

6.D (6.D.1)

2.16

3.11

5.15.25.35.45.55.65.75.85.125.135.145.155.165.17

6.25

Fourth Six Weeks Curriculum Alignment

Chapter(s) Topics Covered Activities HW/Problems Assigned

Lab Activities[CR5b]

Big Idea

[CR2]

Enduring Understanding

& Essential Knowledge

Learning Objective

Twelve Reaction rates Rate laws The integrated rate law Reaction mechanisms Catalysis

Students will introduce the concept of kinetics by performing the lab simulations found at http://introchem.chem.okstate.edu/DCICLA/Mechanisms.pdf . [CR3d]

CH12: 13, 20, 24, 29, 30, 31, 32, 36, 37, 40, 42, 45, 48, 57, 59, 60, 61, 63, 64, 68, 76, 80, 82, and AP Review Problems 1-15

“How Long Will That Marble Statue Last?” SP3.4.5.6.7

*Students will investigate the speed of the chemical reaction between calcium carbonate and hydrochloric acid. [CR4] & [CR6]

“The Crystal Violet Reaction” SP1,2,3,4,5,6

Students will examine the relationship between a reaction and the changing concentrations of reactants.

4 4.A (4.A.1, 4.A.2, 4.A.3)4.B (4.B.1, 4.B.2, 4.B.3)4.C (4.C.1, 4.C.2, 4.C.3)4.D (4.D.1, 4.D.2)

4.14.24.34.44.54.64.74.84.9

Thirteen The equilibrium condition The equilibrium constant Equilibrium and pressure Heterogeneous equilibria Solving equilibrium problems Le Châtelier’s principle

Students will observe a series of three demonstrations to establish a general definition of equilibrium, reversible reactions and stress to

CH13: 10, 16, 23, 24, 30, 34, 40, 42, 48, 54, 62, 64, 66, 78, and AP Review Problems 1-16

“Chemical Equilibrium: Finding the Constant, Kc” SP2 4,5,7

Students will utilize Beer’s Law to find the equilibrium constant for a reaction involving iron(III) thiocyanate.

6 6.A (6.A.1, 6.A.2, 6.A.3, 6.A.4)6.B (6.B.1, 6.B.2)

6.16.26.36.46.56.66.7

systems. [CR3f] “Can We Make the Colors of the Rainbow? An Application of Le Châtelier’s Principle” SP4,5,6

*Students will investigate Le Châtelier’s principle. [CR6]

6.86.96.10

FourteenFifteen

Acids and bases Acid strength and the pH scale Calculating pH Polyprotic acids Salt hydrolysis Acids and bases in solution Buffers Titration Indicators

Students observe the titration of a strong acid with a strong base, weak acid and strong base and weak base with a strong acid. They will diagram these titration curves and discuss calculations of quantities along the curve. [CR3c] & [CR3f]

Students will observe the use of different indicators for each titration and make notes of how to figure out appropriate usage of indicators. [CR3c]

*Students will titrate a sample of mustard to discover the mass of acetic acid in a sample. [CR3c]

CH14: 26, 32, 36, 38, 40, 44, 46, 48, 52, 56, 64, 69, 74, 78, 84, 90, 96, 102, 114, 120, 126, 131, 136, 138, 142, 148, 152, and AP Review Problems 1-14

CH15: 12, 13, 18, 22, 24, 32, 34, 36, 42, 44, 52, 55, 56, 57, 58, 59, 60, 69, 73, 74, 80, and AP Review Problems 1-15

“How Much Acid Is in Fruit Juices and Soft Drinks?” SP1,2,3,4,5,6,7

Students will be introduced to the idea of acids and bases in household solutions and will practice the technique of titration.

“To What Extent Do Common Household Products Have Buffering Activity?” SP4,5,6

*Students will investigate a variety of household substances to determine which of them exhibit buffering activity. [CR6]

1

2

3

6

1.E (1.E.2)

2.B (2.B.2)

3.A (3.A.2)

6.A (6.A.1)

1.181.191.20

2.122.132.14

3.33.4

6.1

Fifth Six Weeks Curriculum Alignment

Chapter(s) Topics Covered Activities HW/Problems Assigned

Lab Activities[CR5b]

Big Idea

[CR2]

Enduring Understanding

& Essential Knowledge

Learning Objective

Sixteen Solubility equilibria Precipitation and qualitative

analysis Complex ion equilibrium

Students use an on-line simulation to perform qualitative analysis of a series of solutions. [CR3c]

CH16: 10, 15, 22, 24, 28, 32, 34, 38, 40, 48, 50, 54, 56, 62, 74, and AP Review Problems 1-15

6 6.A (6.A.1)6.C (6.C.3)

6.16.216.226.236.24

Eighteen Balancing oxidation-reduction reactions

Galvanic cells Standard reduction potentials Cell potentials and electrical

work

Students will construct a voltaic cell and diagram it. They will change the concentration of the solutions used and

CH18: 18, 16, 21, 23, 28, 30, 32, 36, 42, 48, 53, 55, 60, 62, 69, 72, 78, 82, 88, 93, 95, 100, 107, 108, and AP Review Problems 1-10

“Electrochemical Cells” SP2,4,5,7 Students construct various

electrochemical cells and measure their voltages. Students also carry out the electrolysis of water.

3 3.A (3.A.1)3.B (3.B.3)3.C (3.C.3)

3.23.83.93.123.13

Cell potentials and concentrations

Batteries Electrolysis

then change the electrodes to view the changes that occur to the voltage of the cell. [CR3c]

“Analysis of Commercial Bleach” SP2,3,4,5

Students utilize their skills to balance a redox equation and stoichiometry to analyze the amount of active ingredient in commercial bleach.

5

6

5.E (5.E.4)

6.A (6.A.1)

5.155.165.17

6.1

Sixth Six Weeks Curriculum Alignment

Chapter(s) Topics Covered Activities HW/Problems Assigned

Lab Activities[CR5b]

Big Idea

[CR2]

Enduring Understanding

& Essential Knowledge

Learning Objective

NineteenTwenty-two

Nuclear stability Radioactive decay and kinetics Nuclear transformations Detection and uses of

radioactivity Fission and fusion Hydrocarbons Hydrocarbon derivatives Polymers

Students will observe the reaction of bromine water with tomato juice to discuss the organic reactions that occur. [CR3c]

CH19: 11, 12, 16, 20, 24, 27, 28, 32, 36, 44, 48, 56, and AP Review Problems 1-10

CH22: 13, 14, 20, 21, 26, 32, 34, 43, 48, 51, 60, 72, and AP Review Questions 1-10

“Preparation and Properties of Aspirin” SP2,3,4,5,7

Students prepare and test the properties of aspirin.

2

4

5

2.B (2.B.2)

4.A (4.A.3)

5.D (5.D.3)

2.13

4.24.34.4

5.D.3

AP Multiple Choice Review Manual by Hostage and Demmin

All AP topics Students will work through this manual during the last six weeks. They will work at home, but review in class.

All questions from each chapter

All All All

The chemistry classroom is exposed to many toxic and potentially dangerous chemicals. Absolutely NO FOOD OR DRINK IS ALLOWED IN THE CLASSROOM! (bottled water in a capped container is allowed at student desks)

REQUIRED SUPPLIES Dark blue and black pens, #2 pencils Composition, spiral or 3-ring notebook (used as an interactive notebook) Scientific calculator (this will be provided by the teacher) Always bring your school issued tablet PC Students will need two hard cover notebooks with sewn in pages to be used as lab notebooks – the type that

contains wide ruled pages called "composition books.”

Possible Activities for Societal or Technological Impact of Chemistry (lab or non-lab)

1. Students solve a stoichiometry problem on the amount of carbon dioxide produced in the burning of a tankful of gasoline (assumed to be octane) with information of the size of the gas tank of the vehicle, the density of octane (0.7028 g mL-1), and a variety of other conversion factors. Following the solution of this problem, a discussion of what happens to this carbon dioxide will ensue encompassing the greenhouse effect, whether the burning of fossil fuels contributes to global climate change, and if something should be done about the burning of fossil fuels (especially given current estimates for the amount of fossil fuel remaining in the earth and the students estimated lifetime).

Laboratory Activities: Students in AP Chemistry will be given many opportunities to apply concepts learned in a hands-on laboratory activity. Most of these activities will be presented as a problem or a question of inquiry for the students. The students will then be required to discuss and in some cases formulate a procedure and/or perform calculations for solving the problem. By answering the question the student will demonstrate knowledge of general experimental procedures and will have incorporated knowledge of prior and present chemistry concepts. During these labs student may be required to work in pairs or individually. Implementation of the procedure, collection of appropriate data, and performance of calculations will guide students to reach a conclusion or resolution to their inquiry. Students will also be required to perform some error analysis and provide suggestions on how to improve the efficiency on data

collected in the lab, recognizing both assumptions made in the calculations and the limitations inherent in the collection of experimental data may have resulted in low accuracy and precision. Students will produce a formal report addressing the following topics:

Descriptive Title

Purpose/Problem

Source of Procedure

Lab documentation including - date of each day‘s work, procedures followed that day, materials used, collection of quantitative and qualitative observations for the day.

Data Table Summary

Evaluation of Data/Calculations

Explanation of the Significance of Results

Sources of Error/Problems Encountered

Suggestions for Improving the Lab/Additional Research needed on the topic

Conclusion

All labs will be written up in student’s lab books which were described in detail in the resource and supplies section. I will pickup, grade and return your lab notebooks.

Inquiry in the AP Chemistry ClassroomThe following list of labs will all utilize the inquiry model, in which students will engage in scientifically oriented questioning to formulate answers that are evidence-based. The student will gather said evidence after determining a logical and plausible way of performing the lab.

1. “Lab Techniques”

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. Students will also reproduce significant digit rules based on their observations.

2. “Determination of the Percent Copper in Pennies”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]

3. “Seven Solution Mystery” Students are given seven unknown solutions and are asked to combine them to discover their identities based on precipitates formed.

4. “How Can Color Be Used to Determine the Mass Percent of Copper in Brass?Students graphically analyze the absorption spectra of brass solution samples and utilize their redox balancing skills from the oxidation-reduction unit. They will write their own procedures and data tables for this lab.

5. “Sticky Question: How Do You Separate Molecules That Are Attracted to One Another?”Students discover a way to separate molecules using their understanding of IMF’s. Students will share their self-generated procedures and data with the class to determine how IMF’s play a role in the states of matter and processes like distillation and chromatography.

6. “The Hand Warmer Design Challenge: Where does the Heat Come From?”Students utilize their knowledge of energy in chemical reactions to design a hand warmer. They will develop a way to gather this information and a way to “market” their product, keeping safety in mind.

7. “How Long Will That Marble Statue Last?”Students will investigate the speed of the chemical reaction between calcium carbonate and hydrochloric acid. They will relate this to the impact acid rain has on the environment and man-made objects like statues and buildings. They will also discuss cave formation.

8. “Can We Make the Colors of the Rainbow? An Application of Le Châtelier’s Principle”Students will investigate Le Châtelier’s principle. They will determine the effect of concentration, temperature and pressure on a chemical equilibrium system. During this lab, students will determine how to test each factor based on demonstrations done in pre-lab activities and classroom demonstrations.

9. “To What Extent Do Common Household Products Have Buffering Activity?”Students will investigate a variety of household substances to determine which of them exhibit buffering activity. Students will design and implement titration strategies from previous units and Pre-AP Chemistry.

According to the new curriculum guide, the AP Chemistry course should contain at least one activity or lab requiring students to connect their knowledge of chemistry and science to issues that have a societal or technological component. To fulfill this requirement, I plan on…

Relating the composition of coins to the stock market via determination of the percent copper in a penny lab. Students will use calculations to determine how much money the government will save due to their switch to copper coated pennies

Performing a demonstration of calorimetry by burning food samples and relating the heat produced in the reaction to the calorie content on the packaging information. This will tie into a discussion of the food pyramid and how biological needs are met by healthy eating of organic compounds.

Having students examine and research their cell phone batteries in relation to electrochemical cells. Having students research how materials like hand-warmers are produced with safety measures in mind and how they are marketed.

August 22, 2016To the Parents:

Awareness and involvement in you son or daughter’s schoolwork is the first step in their achieving success. I encourage you to read over and discuss the course syllabus and expectancies with him/her so that any questions may be answered NOW and taken care of.

As a parent of a student in my class I encourage you to monitor his/her progress during the school year. Some helpful tools include:

Teacher Website This website contains in-depth information for the chemistry classes, including a link to chemistry resources. You can visit the website by visiting http://kleinforest.kleinisd.net/ and click on teacher/class webpages. Then choose Science and pick J. Collins.

Grade reports – We try to post current grades in the classroom weekly. Your student should be able to report his/her grade to you at any time with reasonable accuracy. If you would like a current grade at any time, feel free to call or e-mail us, or please check gradespeed.

Blackboard Blackboard is an online learning software used to facilitate learning. All student assignments will be placed on blackboard, and students will not have any physical textbooks to check out and take home. It is critical that students bring a laptop every day to school in order to complete their work.The school will provide a class set to be used at school only, but online access to the textbook will be provided for use on student laptops.

E-mail – if you would like for email to be a method of communication, please include your e-mail address on the attached signature form.

Our goal, with your help, is for every student to be successful and to pass this course. If we; student, teacher, and parent, can make a commitment to work together than this will be an obtainable goal. Your questions and comments are always welcome. Please feel free to contact us at Klein Forest High School.This information letter is for your reference and records. Please sign the attached page to acknowledge that you have received this information and are aware of the policies and expectancies of your student’s chemistry class. This is the first class assignment and must be returned to me with your son/daughter by Tuesday, September 2nd for full credit.

Thank you,

Jarrod G Collins AP Chemistry InstructorRoom 334(832) 484-4755E-mail: jcollins2@kleinisd.net

Please fill in the following information and provide phone number(s) where we can contact you or leave messages concerning your student. Please include e-mail if available as I use this to communicate with you.

Student’s Name:________________________________

Mother’s Name:________________________________ Contact Phone Number:____________________

Alternate Phone Number:___________________

e-mail:____________________________________

Father’s Name:_________________________________ Contact Phone Number:____________________

Alternate Phone Number:___________________

e-mail:____________________________________

Please state any questions, comments, concerns:

I understand that it is critical that my student has and brings his/her computer to class each and every day. Students who do not have their computer in the classroom will need to make other arrangements after school to make up and turn in assignments.

I have read and discussed the classroom procedures with my son/daughter, and understand the grading policy, classroom rules, assignment procedure, and other information provided on the syllabus.

Student Signature:_________________________________________

Parent Signature:__________________________________________

Date:______________

AP Chemistry Tutoring Schedule

[ 2016-2017 ][42]

    Mon Tue Wed Thur Fri  6 am          

:30

By appointment

By appointmen

t

By appointmen

t

By appointment

By appointment

7 am          

:15

By appointment

By appointmen

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By appointmen

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By appointment

By appointment

2 PM      faculty  By appointment

:30 J. Collins mtg

scheduledJ. Collins

:45    3 PM        

:15 J. Collins:30 J. Collins  By appointment:45  

4 PM          :15 J. Collins J. Collins By appointment:30