NORTHVIEW HIGH SCHOOL SYLLABUS AP Chemistry 1 st Semester

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1 NORTHVIEW HIGH SCHOOL SYLLABUS AP Chemistry 1 st Semester James Haveman Conference Hours: Before/After School jhaveman@nvps.net Room: CATS Hours: Wednesdays 2:45 PM 3:45 PM TEXTS: The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices Brown, Theodore L., H. Eugene LeMay, and Bruce Edward Bursten. (2007). Chemistry: The central science (10 th ed.). New Jersey: Pearson Education. REQUIREMENTS: Materials: Notebook, Graphing calculator, and a laboratory notebook Lab Write-Ups/Presentations: The labs completed require following or developing processes and procedures, taking observations, and data manipulation. Students communicate and collaborate in lab groups; however, each student writes a laboratory writeup each week using the process listed below. AP Chemistry Lab Guidelines Question Is the question doable/testable? (Are materials available, Is there enough time, etc.) Knowledge Probe Write down what you already know about the question/topic (prior knowledge) Write down what others know about the topic/question (outside sources) Properly cite outside sources. Prediction: Is the prediction connected to the question? Is the prediction connected to the information found during the knowledge probe? ]

2 Investigation Plan Numbered steps Each step should start with an action Steps are written in a logical order Includes multiple trials Is replicable (very specific and detailed so that someone else could replicate the investigation). Includes steps/instructions that will help to avoid lab error. Observations Records observations in a neat and organized manner (typically in the form of a data table) Includes units for data (can be done at the top of each column in the data table) Records all raw data (not just averages) Data Analysis If using formula application Givens are listed Equations are listed in variable form Work is clearly shown Answers are labeled with units If using graphical analysis A sketch of the graph is provided or a print out from Excel. Axes are labeled with what was measured (M, t, etc) and also the units it was measured in When linear, a line-of-best fit is drawn (do not connect the dots ) Appropriate calculations are made (slope, r 2, etc.). If these calculations were done using linear regression on your calculator, please state used linear regression on calculator. Units are provided for numbers that are taken from the graph (ex. Units for slope, etc). If using another method work is clearly shown in an organized manner. Explanation Every part of your explanation should include complete sentences. Claim Answers the question being investigated. Evidence Provides data from the lab that supports the claim. In most cases, actual numbers should be provided here. Units are given for any numbers discussed. Does not explain the why behind the evidence at this point (that is done in the reasoning piece) Sentence starter ideas: The data suggests Based on. According to the data. Our data indicates. Reasoning There are two parts to your reasoning section. Part One: Explains the evidence Links the claim with the evidence.

3 Explanation Continued Explains why the evidence justifies the claim explains the why behind your evidence. It is often helpful here to explain how you did your data analysis, explaining why you chose the calculations you did or why graphed what you chose to graph. Typically links back to any scientific theories or prior knowledge that help justify your claim. For us, scientific theories are typically formulas. These should be discussed here. Sentence starter ideas: This evidence supports the claim because The evidence was analyzed by. Part Two: Fair Test: Explains why you think the investigation was a fair test why your data is reliable. Discusses steps you took to avoid error and insure accurate results. Sentence starter ideas: Our investigation was a fair test because This evidence is reliable because Evaluation Answers all questions using complete sentences unless otherwise stated. Example Questions: What further questions do you have that relate to this investigation? If you could conduct this investigation again, what would you do differently? Discuss three possible sources of error. These errors should be unavoidable errors. Errors that mention you measured wrong or calculated incorrectly are avoidable errors and should not be listed as a true source of error. Errors that could have occurred even if you did the lab perfectly are the errors you should discuss here. AP Chemistry Labs/Activities The labs located below will be conducted within the class arranged by the Six Big Ideas. ALL labs will be inquiry based unless otherwise mentioned. The laboratory portion of this class will be AT LEAST 25% of the instructional time. Big Idea 1: Laboratory # Investigation 1 Determination of the width of zinc on a piece of sheet metal. GUIDED INQUIRY 2 Empirical Formula of a Hydrate: Copper (II) Sulfate X H 2 O. GUIDED INQUIRY 3 Periodicity: Periodic Table Design Activity. GUIDED INQUIRY 4 Investigation #1: What is the relationship between the Concentration of a Solution and the Amount of Transmitted Light Through the Solution. GUIDED INQUIRY 5 Investigation #2: How can color be used to determine the Mass Percent of Copper in Brass. GUIDED INQUIRY 5 Investigation #3: What makes water hard? GUIDED INQUIRY 6 Analysis of Mass Spectroscopy Data Activity: Students will use Mass Spectroscopy data to identity elements/compounds/isotopes. ACTIVITY [Scoring Guideline 3a] 7 Analysis of Photoelectron Spectroscopy Data Activity: Students will use Photoelectron Spectroscopy Date to identify different elements. ACTIVITY[Scoring Guideline 3a]

4 Big Idea 2: Laboratory # Investigation 1 Constructing a Conductivity Tester. NON-INQUIRY 2 Determination of the R f Values: M&M, Food Coloring and Marker Chromatography. GUIDED INQUIRY 3 Investigation #5: Separation of a Dye Mixture Using Chromatography. GUIDED INQUIRY 4 Water, Isopropyl Alcohol and Acetone: A look at Intermolecular Forces. GUIDED INQUIRY 5 Lewis Structures and VSPER Theory Activity: Students will use manipulatives and the phet Simulation to Build Molecules and describe their molecular geometry. ACTIVITY [Scoring Guideline 3b] 6 Investigation #7: Using the principle that each substance has unique properties to purify a mixture. GUIDED INQUIRY Big Idea 3: Laboratory # Investigation 1 Classifying Reactions Activities: Students will receive numerous different reactions. Students must classify each reaction and create a poster board of their work. ACTIVITY [Scoring Guideline 3c] 3 A Mole Lab that Really Works. GUIDED INQUIRY 4 Determination of the Percent Mass of Copper in a Post 1982 Penny. GUIDED INQUIRY 5 Standardization of NaOH with a known amount of HCl. NON-INQUIRY 6 Determination of acetylsalicylic acid in various brands of aspirin with a standard solution of NaOH. GUIDED INQUIRY 7 Investigation #8: Analysis of Hydrogen Peroxide. GUIDED INQUIRY 8 Investigation #9: Separating a Synthetic Pain Relief Medication. GUIDED INQUIRY GRADING POLICY: I. Determination of grade: i. Grades will be calculated as an average of total points earned over points possible in each sub category. II. Grades are determined by points earned on the following types of assignments. Type of Assignment % of Total Grade Tests and Quizzes 70% Lab/Activities/HW 30%

5 III. Grading Scale: % A % A % B % B % B % C % C % C % D D D- 59.5% F IV. Semester Grade: Semester Average 80% Final Exam 20% ASSESSMENTS: Formative Assessments will be used within each Big Idea. Formative Assessments will include released AP Chemistry Multiple Choice and Free Response Questions. Students will be asked to work in Groups, as well as, individually on Formative Assessments. Formative Assessments will provide FEEDBACK to the student, but will NOT be placed in the Gradebook. Summative Assessments will be complete at the end of each Big Idea. Students will be asked to complete a Multiple Choice Section and a Free Response Section. Each portion of the assessment will constitute 50% of the overall grade for the summative assessment. A list of the 1 st Semester Summative Assessments are listed below: Big Idea 0: 100 Points Big Idea 1: 100 Points Big Idea 2: 100 Points Big Idea 3: 100 Points SCHEDULE: AP Chemistry Unit Overview Unit 0: Review Textbook Reading: Chapter 1 & 2 Topic 0A: Chemistry/Measurement/Chemical Physical Change Chemistry Scientific Problem Solving Physical/Chemical Properties Physical/Chemical Changes Scientific Notation SI Units Dimensional Analysis Temperature Density Significant Figures/Uncertainty

6 Topic 0B: Atomic Theory History of Atomic Theory Dalton s Atomic Theory Topic 0C: Nomenclature Binary Compounds Binary Acids Oxoacids Molecular Compounds Hydrates Unit 1: Atoms, Elements and Periodicity 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. Enduring understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. Topic 1A: Atoms and Elements Learning Objectives: 1.1, 1.2, 1.3, 1.4 Textbook Reading: Chapter 3 Element/Compound Heterogeneous/Homogeneous Relative Atomic Mass Formulae Compounds Percent Composition Empirical Formulae/Molecular Formulae Avogadro s Number and the Mole Concept Average Atomic Mass Enduring understanding 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. Topic 1B: Electrons Learning Objectives: 1.12, 1.13, Textbook Reading: Chapter 6 Bohr Model of the Atom & Coulomb s Law Electronic Configuration (Atoms/Ions) Orbital Notation Photoelectron Spectroscopy (PES) Paramagnetism/Diamagnetism Isoelectronic Enduring understanding 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. This periodicity can be explained by the regular variations that occur in the electronic structures of atoms. Periodicity is a useful principle for understanding properties and predicting trends in properties. Its modern-day uses range from examining the composition of materials to generating ideas for designing new materials. Topic 1C: The Periodic Table & Periodicity Learning Objectives:

7 Textbook Reading: Chapter 7 Periodicity Ionization Energy Reactivity Atomic & Ion Size Electronegativity Enduring understanding 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. Topic 1D: Mass Spectrometry and Spectroscopy Learning Objectives: Textbook Reading: Supplemental Materials Mass Spectroscopy Infrared Spectroscopy Ultraviolet and Visible Spectroscopy Beer-Lambert Law Enduring understanding 1.E: Atoms are conserved in physical and chemical processes. Topic 1E: Conservation of Atoms Learning Objectives: Textbook Reading: Chapter 3 Conservation of Mass Chemical Equations, Molar Ratios and Analysis of Analytes Gravitational Analysis Titrations Unit 2: Chemical Bonding Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them. Enduring understanding 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. Topic 2A: States of Matter and Solutions Learning Objectives: , 2.12, 2.7, 2.9, 2.10 Textbook Reading: Chapter 4 & 10 States of Matter Heating/Cooling Curves Kinetic Molecular Theory Gas Laws: Boyles/Charles/Avogadro s/gay-lussac s Ideal Gas Law Deviations from ideal behavior Dalton s Law of Partial Pressures Graham s Law Henry s Law Solutions Chromatography

8 Distillation Dilution Enduring understanding 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. Topic 2B: Intermolecular Forces Learning Objectives: 2.11, 2.13, 2.17 Textbook Reading: Chapter 11 Electronegativity/Dipoles Intermolecular Forces: LDF, Dipole-Dipole and Hydrogen Bonding Vapor Pressure, Surface Tension, Capillary Action, Intermolecular Forces Enduring understanding 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. Topic 2C: Intra Bonding Learning Objectives: 2.17, 2.1, , , 2.8, , 2.20, , 2.21, 2.2 Textbook Reading: Chapter 9 Ionic Bonding Covalent Bonding Ionic substance with some covalent character Covalent substance with some ionic character Metallic substances (bonding) Lewis Structures VSEPR Resonance Structures Bond Length Formal Charge Dative/Co-ordinate Bonding Polar Bonds/Molecules Polyatomic Molecules and Hybridization of Orbitals Sigma/Pi Bonds Enduring understanding 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Topic 2D: Bonding and Properties of Solutions Learning Objectives: 2.25, , , 2.22 Textbook Reading: Chapter 12 Alloys Giant Covalent Network Solids Molecular Solids Unit 3: Chemical Reactions and Energy Changes Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.

9 Enduring understanding 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. Topic 3A: Chemical Reactions Learning Objectives: 3.2, 3.1, , Textbook Reading: Chapter 3 & 4 Chemical Equations Reactions in Aqueous Solutions Electrolytes, Nonelectrolytes and Weak Electrolytes Ionic Equations Precipitate Reactions Combustion Reactions Molar Volume and Gas Stoichiometry Limiting Reactants Percent Yield Analysis of Hydrates Enduring understanding 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. Topic 3B: Types of Chemical Reactions Learning Objectives: 3.8, , 3.9, 3.7 Textbook Reading: Chapter 4 & 16 Oxidation Reductions Disproportionation Synthesis Decomposition Single Replacement/Activity Series Acid and Base Reactions Enduring understanding 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Topic 3C: Energy Changes Learning Objectives: Textbook Reading: Chapter 4, 5, 19 and 20 Driving Forces Gas Producing Reactions Energy Changes: Endothermic/Exothermic Electrochemistry o Electric Potential and Half-Cells Electrochemical Series and Electrode Potential Electrochemical Cells Measurement of Electromotive Force (EMF or E cell ) Gibb s Free Energy and E cell Electrolysis Cells Quantitative Aspects of Electrolysis

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