NORTHVIEW HIGH SCHOOL SYLLABUS AP Chemistry 1 st Semester James Haveman Conference Hours: Before/After School jhaveman@nvps.net Room 1243 http://haveman.weebly.com CATS Hours: Wednesdays 2:45 PM 3:45 PM TEXTS: The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. 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? ]
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.
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 4: Laboratory # Investigation 1 Investigation #10: How long will the Statue Last? GUIDED INQUIRY 2 Investigation #11: What is the Rate Law of the Fading Crystal Violet Using Beer s Law? GUIDED INQUIRY 3 phet Simulation: Collision Theory: Reactions & Rates: Students will use the phet simulation to explore collision theory. Students will be able to describe the factors that affect the rate of reaction. ACTIVITY [Scoring Guideline 3d]
Big Idea 5: Laboratory # Investigation 1 Investigation #12: Hand Warmer Design Challenge. GUIDED INQUIRY 2 Determine of a metal by specific heat. GUIDED INQUIRY 3 Students will create a poster that uses a concept map to describe how the learning objectives, essential knowledge and enduring knowledge are interrelated. ACTIVITY [Scoring Guideline 3e] Big Idea 6: Laboratory # Investigation 1 Acid/Base Inquiry Lab: Determination of the Relative ph Strength of 8 Colorless Solutions using Phenolpthalein. INQUIRY 2 Investigation #4: How acid is in Fruit Juices and Soft Drinks? INQUIRY 3 Investigation #13: Applications of LeChâtelier s Principle: Can we make the colors of a Rainbow? INQUIRY 4 Investigation #15: Buffers in Household Products 5 Investigation #16: The Preparation and Testing of an effective Buffer. How Do Components Influence a Buffer s ph Capacity? INQUIRY 6 Students will present one way buffers are used in the real world. Examples could include: The Human Body, Chemical Engineering,...etc. ACTIVITY [Scoring Guideline 3f] 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%
III. Grading Scale: 100-92.5% A 92.4-89.5% A- 89.4-86.5% B+ 86.4-82.5% B 82.4-79.5% B- 79.4-76.5% C+ 76.4-72.5% C 72.4-69.5% C- 69.4-66.5% D+ 66.4-62.5 D 62.4-59.5 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: Unit 4: Chemical Kinetics Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. Enduring understanding 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. Topic 4A: Factors Affecting Rates Learning Objectives: 4.1 Textbook Reading: Chapter 14 Factors Affecting Rates Concentration, Temperature, Solid Particle Size Enduring understanding 4.B:
Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. Topic 4B: Collision Theory Learning Objectives: 4.5, 4.4, Textbook Reading: Chapter 14 Collision Theory QUIZ: Topics 4A-4B Enduring understanding 4.C: Many reactions proceed via a series of elementary reactions. Topic 4C: Reaction Mechanisms Learning Objectives: 4.8, 4.7, 4.2, 4.3, 4.6, 4.4 Textbook Reading: Chapter 14 Reaction Mechanisms Catalysts Intermediates Determining Rate Law by Inspection and Mathematics Determining Rate Law by Graphs and Kinetic Data Plotting Initial Rates against concentration of the reactants Calculating the Rate Constant and Units Arrhenius Equation Enduring understanding 4.D: Reaction rates may be increased by the presence of a catalyst. Topic 4D: Catalysts Learning Objectives: 4.8, 4.9 Textbook Reading: Chapter 14 Catalysts and Activation Energy Types of Catalysts (Homogenous/Heterogeneous) Acid/Base Surface Enzymes Unit 5: Chemical Thermodynamics Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. Enduring understanding 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another is called heat. Topic 5A: Heat, Temperature and Kinetic Energy Learning Objectives: 5.2-5.3 Textbook Reading: Chapter 5 Temperature and Kinetic Energy Specific Heat Capacity Enduring understanding 5.B:
Energy is neither created nor destroyed, but only transformed from one form to another. Topic 5B: Work, Calorimetry and Conservation of Energy Learning Objectives: 5.1, 5.4-5.7 Textbook Reading: Chapter 5 Work Heating and Cooling Curves Calorimetry Enduring understanding 5.C: Breaking bonds requires energy, and making bonds releases energy. Topic 5C: Breaking and Making of Bonds Learning Objectives: 5.1, 5.8, 5.6 Textbook Reading: Chapter 5 Bond Energy Potential Energy and Bond Length Enthalpy Level Diagrams Standard Enthalpy of Formation Standard Enthalpy of Combustion Hess s Law Born Haber Cycles Enduring understanding 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular interactions requires energy. Topic 5D: Physical and Chemical Changing and Bonding Learning Objectives: 5.9, 5.11, 5.10 Textbook Reading: Chapter 11 Intermolecular Forces and Relative Strengths Amino Acids, Peptide Bonds and Proteins Plastics Enduring understanding 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Topic 5E: Enthalpy, Entropy and Free Energy Learning Objectives: 5.18 5.13-5.17 Textbook Reading: Chapter 5, 15, 19 Entropy Gibbs Free Energy Forcing non-thermodynamically favored reactions to occur Unit 6: Chemical Equilibrium 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. Enduring understanding 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. Topic 6A: Equilibrium
Learning Objectives: 6.1, 6.3, 6.6, 6.5, 6.7, 6.4, 6.2 Textbook Reading: Chapter 15 & 16 Dynamic Equilibrium Calculations when equilibrium is established Calculations when equilibrium has not been established Equilibrium in Gas Reactions Relationship between K c and K p Reaction Quotient Enduring understanding 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. Topic 6B: LeChatelier s Principle Learning Objectives: 6.8, 6.10, 6.9 Textbook Reading: Chapter 15 LeChatelier s Principle Enduring understanding 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. Topic 6C: Acid Base Equilibria Learning Objectives: 6.11-6.12, 6.16-6.17, 6.13-6.14, 6.18-6.20, 6.13, 6.21-6.22, 6.23-6.25 Textbook Reading: Chapter 15, 16, 17, 19 Bronsted Lowry Acids and Bases Arrhenius Acids and Bases Conjugate Acid-Base Pairs Strengths of Acids and Bases ph and poh K a : The equilibrium constant for weak acids K a and pk a K b : The equilibrium constant for weak bases K w : The ionic product of water Titration Curves Strong Acid with Strong Base Strong Acids with Weak Base Weak Acid with Strong Base Weak Acid with Weak Base Indicator Choice Buffer Solutions ph of Buffers Buffers and Titrations K sp : Solubility Product G, H, S and Solubility The common ion effect Effect of ph on Salt Solubility Gibbs Free Energy and Equilibrium AP TEST REVIEW:
The remainder of the Instructional time will be devoted to reviewing for the AP Chemistry Test. Students will work to connect the SIX BIG IDEAS by review/studying the Big Ideas, Essential Knowledge and Learning Targets. Students will apply these ideas to AP style test questions (Multiple Choice/Free Response) AP Chemistry Examination Date: May 4 th, 2015