JP Taravella High School
Total Page：16
File Type：pdf, Size：1020Kb
JP Taravella AP Chemistry Syllabus 2016-2017 Instructor: David Cowmeadow
Equipment: 1 or 2” Coursework Binder, a lab folder, a bound Lab Notebook/Composition notebook and Scientific Calculator preferably graphing (your new best friend) 4 Total Items
Primary Text: Zumdahl, Steven S. Chemistry Eighth Edition. Brooks/Cole Cengage Learning 2010 (CR1)
Replacement Cost: $110.00
Supplemental Text: Brown, Theodore E., Eugene LeMay, and Bruce E. Burnsten. Chemistry The Central Science. Upper Saddle River, NJ: Prentice Hall, Tenth Addition 2006 (CR1)
Replacement Cost: $96.87
Mandatory- AP Chem. prep-book: (old additions are fine) they allow you to see the information you will be taught from a different perspective. If you cannot afford one, I have lots of extras you can borrow for the year.
At the end of your second year of Chemistry you will be able to understand and interpret a broad array of chemical behaviors and concepts. AP Chemistry has a “snowball” effect that builds off previous knowledge. In order to survive, the Chemistry must be “learned”!
Stay in touch: WEBSITES; www.cowmeadow.pbworks.com (there is no “@” symbol) and www.cowmeadowap.pbworks.com for the solution manuals TEXT MESSAGE; remind 101 will be set up for all students to receive reminder texts, and possible last minute class changes or adjustments
Grade Breakdown (per quarter): Calculating your grade is on a “total point” system. It is as straightforward as it sounds. The number of points you earned throughout the quarter, divided by the total number of possible points available that quarter. Here are the approximate point values: Quizzes/Homework: 10-20points(each) Labs/Projects: 40-60points(each) Test: 60-80points(each) **NEW ** I will be using a series of abbreviations through-out this syllabus to align it with the college- board’s standards as the curriculum and test format for AP Chemistry continues to grow and change. These will align with the AP Chemistry Course Guide below http://media.collegeboard.com/digitalServices/pdf/ap/2013advances/AAP- ChemistryCED_Effective_Fall_2013.pdf We will review these objectives as a class in great detail. The syllabus will provide an outline for how we plan to meet and exceed the rigorous curriculum placed before us by the college board, and we will welcome the challenge!!
We will be structuring your Chemistry knowledge around 6 “Big Ideas” (CR2)
Big Idea 1: Structure of matter 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: Properties of matter-characteristics, states, and forces of attraction 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.
Big Idea 3: Chemical reactions Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
Big Idea 4: Rates of chemical reactions Rates of chemical reactions are determined by details of the molecular collisions.
Big Idea 5: Thermodynamics The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
Big Idea 6: Equilibrium 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.
Abbreviations needed for syllabus interpretation: BI=Big Idea EU=Enduring Understanding EK=Essential Knowledge LO=Learning Objectives CR=Curricular Requirements: SP=Scientific Practices
New AP Chemistry Exam Format: The exam is 3 hours long and includes both a 90-minute multiple-choice section and a 105-minute free-response section. The multiple-choice section accounts for half of your grade, and the free-response section accounts for the other half. Section I consists of 60 multiple-choice questions, either as discrete questions or question sets, that represent the knowledge and science practices outlined in the AP Chemistry curriculum framework, which students should understand and be able to apply. Question sets are a new type of question: They provide a stimulus or a set of data and a series of related questions. Section II contains two types of free-response questions (4 short and 3 long), and each student will have a total of 105 minutes to complete all of the questions. Section II of the exam will contain questions pertaining to experimental design, analysis of authentic lab data and observations to identify patterns or explain phenomena, creating or analyzing atomic and molecular views to explain observations, articulating and then translating between representations, and following a logical/analytical pathway to solve a problem. Students will be allowed to use a scientific calculator on the entire free-response section of the exam. Additionally, students will be supplied with a periodic table of the elements and a formula and constants chart to use on both the multiple-choice and free-response sections of the exam.
Curricular Requirements: CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry textbook. CR2 The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework. CR3a The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 1: Structure of matter. CR3b The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction. CR3c The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 3: Chemical reactions. CR3d The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 4: Rates of chemical reactions. CR3e The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 5: Thermodynamics. CR3f The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 6: Equilibrium. 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. CR5a Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25 percent of instructional time. CR5b 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. 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. LABORATORY REQUIREMENTS & PROCEDURES Lab Safety Each student must complete a lab safety course with a passing quiz score of 85%, and have a SIGNED lab contract. A parent/guardian signature is required as well.
General Lab Procedure(CR5a) Lab information and procedures will be provided for the students prior to the lab date.
Pre Lab : The day before the lab students will complete a pre-lab assignment for each lab, generally a small quiz and lab preparation procedures. The quiz and pre-lab assignments generally take half a period.
Lab: The day of the lab, you must efficiently perform the procedure and follow ALL lab safety requirements. Generally labs can be completed in our fifty five minute time-frame. Any additional time needed to complete the lab will result in staying after school that day. The key to getting through each lab is to understand what the procedure is BEFORE you walk through the door, have it re-written in your own words to help expedite the lab. Students will work in groups of two or three depending on the equipment restrictions. Work as a “team” or the labs will be difficult to complete in the allotted time.
Post-Lab: Assignments and discussion questions will be given in class the day following the lab, and generally take half a period to complete.
This is a “general” procedure, and will be tailored to fit the needs of each lab individually. Occasionally we will have 2-day labs, which are indicated on the lab list, located on the last page of the packet. Lab Notebooks and Binders (CR7) Each student must keep an ORGANIZED bound lab notebook. (ie: composition notebooks work great) You will create a table of contents and record all titles, re-written procedures, observations, and data in this notebook. The lab folder is used to hold the “original” lab packets, instructions and procedures, along with the pre and post lab assignments. This will keep everything in one convenient place.
Heed the following when collecting data in your lab notebook: -Take data and observations only on the front of each page. -Take all data in ink. -Be relatively neat. If an error is made draw a single line through it. If a substantial portion is to be discarded, cross it out with an X. ******* -All entries should be labeled with appropriate units!!!!! -Date each page.
Lab Reports (CR7) It is extremely important to prepare and submit a well written report. The reporting of results and findings is one of the most important phases of carrying out an experiment. Your report must include (IN ORDER):
Title: Include the date,period, and the names of your lab partners.
Purpose/Abstract: 1 or 2 sentences describing the major goals of the experiment.
Procedure: Since in most cases the procedure is already described, you need only cite the reference to the lab packet unless otherwise stated.
Data: This section needs to contain all charts and pertinent data used in calculations. The information needs to be organized, and headings should be self-standing. (needing no explanation)
Calculations: Show all equations and work used to derive any answers requiring you to perform mathematics. If any equations are repetitive, you only need to show your work for ONE of the equations.
Conclusion: Discuss the results of your experiment. Was the purpose achieved? If not, what were the errors? This is a summary of your knowledge of the experiment you performed. The conclusion makes clear that you understood the goals and skills the lab was enforcing. You will answer any discussion questions or exercises in this section as well.
Discussion Questions: These are often asked in the lab packet itself, WHICH YOU MUST RETAIN!! These are worth a lot of points and are typically were some students struggle to come up with logical and reasonable answers. Quarter 1 *Labs*
Chemical Foundations Topics (CR3a) Lab Procedures Measurements and units Dimensional Analysis *Thin-Layer * Classification of matter Chromatography Precision vs. Accuracy (Guided Inquiry Lab) CR6 Separation of Mixtures SIG FIGS!!! History of early chemistry pioneers and fundamental laws
Atoms, Molecules, and Ions (CR3a/CR3b)
Early experiments to characterize an atom *Mole Ratio of Reactants* Atomic characteristics/structure (Explaination Only) Periodicity? Nomenclature (Inorganic) Dalton’s Atomic Theory
Extension Activity (CR4): You will be asked to elaborate both through a class activity and as a free response on your test. The real-world validity and example of one of chemistry’s fundamental laws: ie the law of definite proportions, multiple proportions, The Law of Conservation of mass and/or energy etc. You will be provided a detailed rubric and assignment description.
BI- 1, 2 LO-1.1, 1.2, 1.3 1.4, 1.5, 1.6, 1.7-1.11, 2.7, 2.10 SP- 3.1, 6.1, 6.2, 5.1, 6.4
Test #1: Chapter 1-2 Test (1.5 weeks) ------Gases (CR3b)
Ideal Gas Law/Graham’s Law *Vapor Density and Molar Mass* Ideal vs. real behavior Inquiry Based Effusion vs. Diffusion Chemistry in he atmosphere
BI-2 LO-2.4,.2.5, 2.6 SP- 1.3, 1.4, 2.2, 2.3, 6.4, 7.2
Stoichiometry (CR3c) Mole Conversions *% of Water in a Hydrate* Empirical and Molecular Formulas *Stoichiometry in the Synthesis of Formula Weights an Ionic Compound* Limiting Reactants (CR5a,CR5b)
BI- 3 LO-3.3, 3.4, 3.5 SP- 2.2, 5.1, 6.4
Test# 2: 2.0 weeks (Ch 3 and 5)
(I may break this down into 2 quizzes, if I find it will be a more effective means of testing your knowledge) ------
Reaction Types and Solution Stoichiometry (CR3c) Electrical Properties Acid/ Base Reactions Fundamental Redox Reactions *Oxidation-Reduction Reaction* Replacement Reactions (CR5a,CR5b) Molarity and Solution Stoichiometry *Redox Riot Demo* Nature of solutions (electrolytes) BI- 3 LO-3.1, 3.2, 3.5, 3.6-3.9 SP- 4.2, 5.1, 6.1, 6.4
Test #3: 2.0 weeks (Ch 4)
------Atomic Structure and Periodicity (CR3a) Quantum Mechanics & Quantum Numbers *Spectrum Analysis of* (CR5a,CR5b) Line Spectra (Review) Gases* (Honors Chem Explaination) Electron Configuration (Review) Orbital Shapes (Review) *So whats the formula-General Lab* Periodic Table Development Trends (Ionization Energy, Size, etc..) Effective Nuclear Charge BI-1 LO-1.9-1.12 SP- 3.1, 5.1, 6.1, 6.4
Bonding (CR3b) Lewis Symbols Lewis Structures Bond Strengths and Lengths Molecular Shapes *Construction, Identification, and VSEPR Theory Explanation of 4 Molecules with
Hybridization Molecular Sets* Polarity (Guided Inquiry Lab) CR6 Bond Lengths and Strengths
Extension Activity (CR4): Each lab group will be given a molecule to draw, build, and understand its molecular shape. You will then hypothesize based on your knowledge of VSEPR theory and bonding some practicle applications you may think your molecule possesses. Then you will research the molecule, and see if any of your hypotheses are correct.
BI-2 LO-2.17-2.31 SP- 1.1, 1.4, 4.2, 7.1, 7.2, 6.2, 6.4
Test #4: 2.0 weeks (Ch 7,8,9-1(hybridization)) Quarter 2
EQUILIBRIUM (This section will be broken down into 3 quizzes, and will prove to be very challenging)
Chemical Equilibrium (CR3f) Keq *Equilibrium Constant of an Kp Ionic Compound* (CR5a,CR5b) LeChatelier’s principle Application of Equilibrium Constants *LeChatelier’s Principle* (Guided Inquiry Lab) CR6 BI-6 LO-6.1, 6.2, 6.4-6.9 SP- 1.4,7.4,6.2,6.4,2.2,2.3
Quiz 1: (2.5 weeks)(Ch 13) ------Acid Base Equilibrium (CR3f) Common Ions Buffers *Dissociation Constants of Titrations Weak Acids* (CR5a,CR5b) Ka and Kb Acid Base Indicators **Peparation of an Effective Buffer** BI-6 LO-6.11-6.20 SP- 2.3,5.1,6.4,4.2,2.2
Quiz 2: 2.0 weeks (Ch 15) ------
Additional Aqueous Equilibria (CR3f) Common ion effect Buffers *Peter Piper’s Pickles* (CR5a,CR5b) Precipitation *Acids and Bases* Titrations BI-6 LO-6.21, 6.22 SP- 2.2,2.3,6.4
Quiz 3: 2.0 weeks (Ch 16) Acids and Bases (CR3b) Strengths, pH Properties, and Polyprotic Acids Acid-Base properties of Oxides Lewis Acids and Bases
BI-2 LO-2.2, 2.3 SP- 6.4,7.1,7.2
Intermolecular Forces (CR3b) Phase Diagrams Viscosity and Surface Tension Vapor Pressure *Properties of Metallic/Ionic* Bonding in Solids *VP and Heat of Vaporization* BI-2 LO-2.4,2.5,2.13,2.14 SP- 1.3, 6.4, 7.2, 1.4
Extension Activity (CR4): Over the Christmas break, I want you to observe a solution or alloy whose properties can be related to and explained using intermolecular forces. You will briefly present to the class what your solution/alloy is and how its behavior can be explained based on its bonding type. Please note real-world application as well as pros and cons.
Test #5: 2.0 weeks Ch 10,14 ------Mid-Term Examination Chapter Review: 1-5,7-16) This will occur in a perfect world, if we must we may move Ch.10 and/or Ch.14 to the 3rd quarter ------Quarter 3
Properties of Solutions (CR3b) Solubility Colligative properties *Analysis of Commercial Bleach* Colloids *Case of the drowned Professor* Molarity/molality (CR5a,CR5b) BI-2 LO-2.7-2.10 SP- 1.1, 1.4, 1.2, 5.1, 6.2, 6.4 Test #1: 2.0 weeks Ch. 11 ------Thermochemistry (CR3e) Kinetic and Potential Energy 1st Law of Thermodynamics Enthalpy *Hess’s Law Hess’s Law (Guided Inquiry Lab) CR6 Calorimetry Foods and Fuels BI-5 LO-5.2-5.10 SP- 1.4,4.2,5.1,6.4,2.3,7.1,7.2
Test #2: 2.0 weeks Ch.6 ------Chemical Thermodynamics (CR3e) Spontaneous Processes Entropy, 2nd Law of Thermodynamics Boltzman’s Equation/3rd Law of Thermodynamics Gibb’s Free Energy Free Energy and Equilibrium Free Energy and Work
BI-5 LO-5.13-5.18 SP- 1.3, 7.2, 2.2, 6.4, 6.2, 2.3
Test #3: 2.0 weeks Ch.17 ------Electrochemistry (CR3c) Oxidation States Each group will present one of the following Voltaic/Galvanic Cells *Student Cell (Galvanic) EMF Gibbs Free Energy and Ecell *Chemical Battery (Galvanic) Batteries Corrosion (cathodic protection) *Electroplating (Electrolytic) Electrolysis *Electrolysis (Electrolytic) ALL: (Guided Inquiry Lab) CR6
BI-3 LO-3.8, 3.12, 3.13 SP- 6.1, 2.2, 6.4, 2.3 Test #4: 2.5 weeks Ch.18 ------
Quarter 4 Chemical Kinetics (CR3d) Reaction Rates *Rate os Rxn* (CR5a,CR5b) Activation Energy Diagrams *Thermochromism*? Rate Laws and Rate Constants *Iodine Clock* Collision Theory Mechanisms *Beer-Lambert Law* Catalysts (Guided Inquiry/Expalination Lab) CR6
BI-4 LO-4.1-4.9 SP- 4.2, 5.1, 6.2, 7.2, 1.5, 6.5, 6.4, 1.4
Test #5: 2.0 weeks Ch.12 ------
Nuclear Chemistry Nuclear Stability Rates of Decay Detection of Radio Activity Fission/Fusion Radiation Effects Organic Chemistry Alkanes/enes/ynes Functional Groups Nomenclature Test #6: 2.0 weeks Ch.18, 22 Although these 2 topics are not a part of the 6 big ideas directly, we will tie them into the curriculum and provide you with some bonus descriptive chemistry knowledge, as well as a touch of general background information on these topics. ------Review Calendar Topics: Writing Net Ionic Equations Rev *Solution Stoich/Flame Test* Solutions and solubility Rev Old AP Exam mc and fr 5 –step practice test Diagnostic test to locate weaknesses Final Extension Activity (CR4): As a review we will take the flame test lab that you performed at the end of the first quarter, and review ionic flame color to refresh your memory. We will then let you select other groups of your choice to work with to predict and test solubility of the two aqueous ionic solutions. Finally you will balance and write the chemical reaction to predict the amount of ppt in grams that should be produced if any. It is a GREAT way to review a ton of concepts and learning objectives in a 1 hour activity.