AP Chemistry Audit Syllabus Aubrey High School Teacher: Timothy Dean Mooney

Transcription

1 AP Chemistry Audit Syllabus Aubrey High School Teacher: Timothy Dean Mooney Textbook: Chemistry: A Molecular Approach AP Edition, 3 rd Edition, by Nivaldo J. Tro ( 2014) [CR1] Course Description: The purpose of Advanced Placement Chemistry is to provide a college level course in chemistry and to prepare the student to seek credit and/or appropriate placement in college chemistry courses. This course meets five times per week with optional outside class meetings. A total of approximately 0 minutes per day is spent on AP Chemistry. Objectives: Students will: 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. [CR2] 3. Apply mathematical and scientific knowledge and skill to solve quantitative, qualitative, spatial and analytic problems. 4. Apply basic arithmetic, algebraic, and geometric concepts.. 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 such as Texas Instrument (TI) 84 calculators (or similar model), TI-Nspire CX CAS Handhelds, Vernier LabQuests, Vernier Probes, and Vernier 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. Laboratory Manual and Study Guides: Student Study Guide for Chemistry: A Molecular Approach AP Edition, 3 rd Edition, by Nivaldo J. Tro ( 2014) Lab manual student for Chemistry: A Molecular Approach AP Edition, 3 rd Edition, by Nivaldo J. Tro ( 2014) CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry textbooks. CR2 The course is structure around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework. CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry textbooks.

2 Laboratory Work: Laboratory work is an integral part of the AP Chemistry course. Including pre-lab discussion, post-lab discussion, and hands-on laboratory time, 2 percent of instructional time is spent in laboratory experiences. [CRa] These experiences help students build laboratory skills, illustrate concepts discussed in the course, and develop conceptual knowledge through guided-inquiry. Additionally, these experiences offer opportunities for students to develop their writing and graphic communication skills and to effectively communicate scientific information to their colleagues in the classroom. All students are required to keep a lab notebook. This notebook is used to report the purpose, hypothesis, materials, safety, procedure, all data, data analysis, error analysis, results, and conclusions in a lab notebook that is submitted for grading. [CR7]. The following is a list of 18 hands-on laboratory experiences. The first seven are guided-inquiry based labs from the College Board AP Chemistry Lab Manual. The other labs include guided-inquiry, structured-inquiry and confirmatory labs that illustrate important concepts as well as allow student to build their laboratory and communication skills. In addition to these, smaller hands-on chemical activities (mini-labs) are incorporated into many of the lessons. (e.g. Hand boiler Distillation, Tetrahedral Bubbles, Le Châtelier s Principle, etc.) Notated after the lab are the science practices that are incorporated into each activity. CRa Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 2 percent of instructional time. CR7 The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Copper in Brass -- How Can Color Be Used to Determine the Mass Percent of Copper in Brass? (SP 2.2, 4.1, 4.2,.1, 6.4) Rainbow -- Can We Make the Colors of the Rainbow? An Application of Le Châtelier s Principle (SP 4.1, 4.2, 4.3,.1, 6.2, 6.4) Water Hardness -- What Makes Hard Water Hard? (SP 1., 2.2, 4.2,.1,.3, 6.2, 6.4, 7.1) Marble Statue What Factors Affect the Decomposition of Marble Statues? (SP 3.1, 3.2, 4.1, 4.2, 4.3,.1,.2,.3, 6.1, 6.2, 6.4, 7.1, 7.2) Crystal Violet Kinetics (SP 1.4, 2.1, 2.2, 4.2,.1, 6.4) Fruit Juice Acid Concentration (SP 1.1, 2.2, 3.1, 4.2,.1, 6.4, 7.1) Green Chemistry (SP 2.1, 2.2, 4.2,.1,.2, 6.1, 6.4)

3 Determining the Formula of a Hydrate (SP 1.1, 2.2, 4.3,.1,.3, 6.1, 7.1) The Six-Solution Problem (SP 1.1, 1.2, 4.2, 4.3,.1, 6.1) Hess s Law and Acid-Base Neutralization (SP 1.1, 2.1, 2.2, 3.1, 4.3,.1, 6.4) Trends in Halogen Reactivity (SP 1.1, 1.2, 4.3,.1,.3, 6.1) Esterification Lab (SP 1.1, 4.3, 6.1, 7.1) What Are the Relationships Among the Pressure, Temperature and Volume of a Gas? (SP 1.1, 1.3, 1.4, 2.2, 3.1, 4.3,.1,.3, 6.1, 7.1) Hydrolysis of Salts Lab (SP 1.1,.1, 6.1, 6.2, 7.1) CR7 The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Measuring the K a of a Weak Acid (SP 1.1, 2.2,.1, 6.1) How Can Electricity Cause Chemical Change? (SP 1.1, 2.2, 3.1, 4.2, 4.3,.1, 6.1, 7.1) Activity of Metals Lab (SP 1.1, 4.3,.1, 6.1, 7.1) The Copper One-Pot Reaction (Microscale) (SP 1.1, 4.3,.1, 6.2, 7.1) Technology: Students use Texas Instrument (TI) 84 calculators (or similar model), or TI-Nspire CX CAS Handhelds in both their class work and laboratory work. Students use Vernier LabQuests, Vernier Probes, and Vernier LoggerPro Software to gather and analyze their data. Tests: A summative unit test is administered for each unit. A comprehensive, standardized semester exam is administered at the end of the first semester and a final exam at the end of the year. AP Exam Review: The final 1 full class days before the AP Chemistry Exam are used for the exam review and practice tests using old AP Chemistry exam materials. Students work in cooperative groups

4 to solve a packet of free response problems from previous exams. Students practice net ionic equations and are quizzed on their progress. Several practice AP Exams are administered as part of the three-week review prior to the AP Chemistry Exam. Course Outline: [CR2] Chapters in Tro Chemistry AP Chem Topic Covered 1. Matter, Measurement, and Problem BI1, BI2, BI3 Solving 2. Atoms and Elements BI1, BI3 3. Molecules, Compounds, and Chemical BI1, BI2, BI3 Equations 4. Chemical Quantities and Aqueous BI1, BI2, BI3 Reactions. Gases BI2, BI3 6. Thermochemistry BI3, BI 7. The Quantum-Mechanical Model of the BI1 Atom 8. Periodic Properties of the Elements BI1, BI2, BI 9. Chemical Bonding I: The Lewis Model BI2, BI 10. Chemical Bonding II: Molecular BI2 Shapes, Valence Bond Theory, and Molecular Orbital Theory 11. Liquids, Solids, and Intermolecular BI2, BI Forces 12. Solutions BI2, BI6 13. Chemical Kinetics BI3, BI4 14. Chemical Equilibrium BI, BI6 1. Acids and Bases BI2, BI3, BI6 16. Aqueous Ionic Equilibrium BI1, BI6 17. Free Energy and Thermodynamics BI, BI6 18. Electrochemistry BI3, BI 19. Radioactivity and Nuclear Chemistry 20. Organic Chemistry BI2, BI 21. Biochemistry BI3, BI 22. Chemistry of the Nonmetals BI2 23. Metals and Metallurgy BI2 24. Transition Metals and Coordination Compounds (BI) refers to Big Ideas. Big Idea 1 Structure of matter, Big Idea 2 Properties of matter, characteristics, states and forces of attraction, Big Idea 3 Chemical reactions, Big Idea 4 Rates of chemical reactions, Big Idea Thermodynamics, Big Idea 6 Equilibrium. Example Assignments or Activities: Big Idea 1: Structure of matter. LO 1.18 The student is able to express the law of conservation of mass quantitatively and qualitatively using symbolic representations and particulate drawings. Using ball and stick models, the student is asked to simulate a chemical reaction and demonstrate that the Law of Conservation of Mass and Atoms is a result of the rearrangement of atoms rather than the creation or destruction of atoms. CR2 The course is structure around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework. CRb Students are provided the opportunity to engage in a minimum of 16 hands-on laboratory experiments integrated throughout the course while using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework. CR6 The laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format. CR3a The course provides Idea 1: Structure of matter.

5 Big Idea 2: Properties of matter-characteristics, states, and forces of attraction LO 2.2 The student is able to explain the relative strengths of acids and bases based on molecular structure, interparticle forces, and solution equilibrium. The student can explain how the strength of an oxoacid increases as the number of oxygen atoms in the formula increases using the ideas of molecular structure, relative pull for electrons, and the distribution of electron density in the molecule. Big Idea 3: Chemical reactions LO 3.7 The student is able to identify compounds as Bronsted- Lowry acids, bases, and/or conjugate acid-base pairs, using proton-transfer reactions to justify the identification. The student can provide examples in which H 2 O is classified as a Brønsted-Lowry acid and as a Brønsted-Lowry base showing whether H 2 O acts as a proton donor or acceptor. Big Idea 4: Rates of chemical reactions LO 4.2 The student is able to analyze concentration vs. time data to determine the rate law for a zero-, first-, or second-order reaction. Given a set of concentration vs. time data, students manipulate and graph the data in various ways to determine the order of the reaction as well as the value of the rate constant, k. Big Idea : Thermodynamics LO.8 The student is able to draw qualitative and quantitative connections between the reaction enthalpy and the energies involved in the breaking and formation of chemical bonds. Using average bond dissociation energies, students determine the number and kind of bonds broken and bonds formed during a chemical change and calculate the enthalpy of the reaction. Big Idea 6: Equilibrium LO 6.8 The student is able to use Le Châtelier s principle to predict the direction of the shift resulting from various possible stresses on a system at chemical equilibrium. Watching a demonstration of an equilibrium system, e.g. 2NO 2 (g) N 2 O 4 (g), students predict the color change that will be observed when changes are made to the temperature or pressure of the gaseous system. CR3b The course provides Idea 2: Properties of mattercharacteristics, states, and forces of attraction. CR3c The course provides Idea 3: Chemical reactions. CR3d The course provides Idea 4: Rates of chemical reactions. CR3e The course provides Idea : Thermodynamics. CR4 The course provides students with the opportunity to connect their knowledge of chemistry and science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens. CR3f The course provides Idea 6: Equilibrium.

6 CR1 CR2 CR3a CR3b CR3c CR3d CR3e CR3f CR4 CRa CRb CR6 CR7 Curriculum Requirements Page(s) Students and teachers use a recently published (within the last 10 years) collegelevel chemistry textbook. 1 The course is structured around the enduring understandings within the big ideas 1, 4 as described in the AP Chemistry Curriculum Framework. The course provides 4 Idea 1: Structure of matter. The course provides Idea 2: Properties of matter-characteristics, states, and forces of attraction. The course provides Idea 3: Chemical reactions. The course provides Idea 4: Rates of chemical reactions. The course provides Idea : Thermodynamics. The course provides Idea 6: Equilibrium. The course provides students with the opportunity to connect their knowledge of chemistry and science to major societal or theological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens. Students are provided the opportunity to engage in investigative laboratory work 2 integrated throughout the course for a minimum of 2 percent of instructional time. Students are provided the opportunity to engage in a minimum of 16 hands-on 4 laboratory experiments integrated throughout the course while using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework. The laboratory investigations used throughout the course allow students to apply 4 the seven science practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format. The course provides opportunities for students to develop, record, and maintain 2, 3 evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. 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.

7 Science Practice 4 The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.) Science Practice 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.