AP Chemistry Syllabus Mr. Cramer Fall 2015

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1 AP Chemistry Syllabus Mr. Cramer Fall 2015 Course Overview: AP Chemistry is designed to be the equivalent of a freshman level chemistry course in undergraduate studies. This intense, fast-paced course covers the spectrum of chemical concepts. Many concepts will be reviewed and expanded on from your previous chemistry courses while other topics will be brand new to you. Higher level thinking skills will be utilized as we move through the content. You will be introduced to advanced laboratory techniques that are often used at the college level. Before committing to the class, you should make sure you have successfully completed (B or better) Chemistry I, Chemistry II, and Algebra II. This course will meet every day. We will have approximately 85 class between the start of the course and the AP exam. A minimum of 25% of this instructional time will be dedicated to hands-on laboratory exercises which will vary in content and depth of inquiry. AP Chemistry will be a challenging experience and you must be willing to commit yourself to the challenge. This course is structured around the 6 Big Ideas articulated in the AP Chemistry curriculum framework provided by the College Board, which encompass the core scientific principles, theories, and processes governing chemical systems. 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 5: Thermodynamics Big Idea 6: Equilibrium A special emphasis will be placed on the seven science practices which capture important aspects of the work that scientists engage in, with learning objectives that combine content with inquiry and reasoning skills. 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. Studies have shown that students that take the AP Exam are much better prepared for college than those who choose not to. It is for this reason that students are expected to take the AP Chemistry Exam in May. The course will be taught with that expectation in mind. Course Textbook: Brown, T. L., H. E. LeMay, Jr, B. E. Bursten, and Murphy, C.J. Chemistry: The Central Science, 13 th ed. Upper Saddle River, NJ: Prentice Hall, Each student will be assigned a textbook and will be allowed to keep it at home. You will have homework assignments from each chapter and you will need it to look up information. When a chapter is assigned for reading, you are expected to read the entire chapter. You may be tested on material in the reading that I do not cover in class. You will be asked to outline many of the chapters as part of your homework.

2 Topic/Course Outline: (Chapters reference the above textbook being supplied to the student) Unit Chapters Big Key Topics Activities Lab Experiments Ideas 1 1. Matter & 1,2 Matter, Measurement, Spectroscopy Measurement Sig.Figs, Conversions 2. Atoms, Molecules, Ions 1,2 Atomic Theory & Structure, Periodic Table, Mass Spectrometer, Compounds, Naming 3. Stoichiometry 1,3 Equations, Mole, Formulas, Limiting Reactants 4. Aqueous Reactions 1,2,3 Types of Reactions, Balancing, ion solubility, net-ionic reactions, concentration Separation of Matter Essay (BI 2) Stoichiometry Practice Exercises & Chapter probs. (BI 3) Spectrophotometry Stoichiometry Gravimetric Analysis Titration Redox Titration 20 class 2 15 class 5. Thermochem 3,5 Exo & Endothermic Reactions, Enthalpy, Hess s Law 6. Electronic Structure 1 Photoelectric Effect, Line Spectra, Electron Configuration (P- Chem), PES 7. Periodic Properties 1, 2 Effective Nuclear Charge, Shielding, Coulomb s Law, Ionization Energy, Electron Affinity, Family Trends, Chemical Reactivity of Metals and Non-metals, Radii 8. Chemical Bonding 1,2,3 Lewis Structure, Octet Rule, Ionic and Covalent Bonding, Polarity, Metallic Bonding, Resonance 9. Molecular Geometry 2 VESPR, Shape, hybrid orbitals, molecular orbitals, magnetism Hess s Law & Enthalpy of reaction practice sheet (BI 5) Photoelectric effect wksht (BI 1), Spectral Analysis Diagram (BI 1) Period Trend research presentation (BI 1) VSEPR Modeling (GI)-AP Chem Module (BI 2) Physical and Chemical Changes Calorimetry Bonding in Solids

3 3 10 class 4 20 class 5 10 class 10. Gases 2,3 KMT, Gas Laws, Applications of the Laws 11. IMF, Liquids, Solids 2, 5 IMF, Properties of Solids, Phases of Matter 13. Solutions 2 Solubility, Properties of Solutions, Particle Interactions 14. Kinetics 1,4 Reaction Rate, Mechanisms, Catalysts, Rate Order 15. Equilibrium 5,6 K vs Q expressions, LeChatelier 16. Acid/Base Equilibria 3,6 Acids, Bases, ph, Ka,Kb, 17. Additional Aqueous Equilibria IMF Essay and MC practice probs (BI 2) Interactive Clicker response questions and Airbag Kinetics application problem (BI 4) Q vs K practice worksheet (BI6) 1,6 Titrations, Buffers, Ksp Special Equilibrium worksheet & Problem set- Chpt 15,16,17 Brown- Lemay (BI 6) 19.Thermodynamics 5 Entropy, Free Energy, Thermodynamically favorable 20.Electrochemistry 3 Redox, Voltaic & Electrolytic Cells, Reduction Potentials, Applications of Redox Predicting Spontaneity Intro.Scenarios (BI 5) Chromatography Kinetics-Rate of Reaction Kinetics-Rate Laws Decomposition of H 2O 2? Equilibrium Acid-Base Titration Buffering Activity Buffer Design Voltaic Cells? The activities listed in this chart are not exhaustive; they serve merely as an overview of expected assignments. Students will also do chapter problem sets for most of the chapters covered. Laboratory: A minimum of 25% of class time (22-85min class ) will be devoted to hands-on laboratory experiences. The lab grade will be based on Formal lab reports, lab essays, and occasional lab book checks. A lab notebook will be kept to record the details of every lab performed. This can be a continuation of the book used in Honors Chemistry II. Certain colleges will grant lab credit if you supply evidence of college level lab work. This note book is meant to serve that purpose and should follow the guidelines established for the lab book format. The general format of this lab notebook includes the following sections: Background & Abstract, Purpose, Hypothesis, Safety, Materials, Procedure, Data, Data Analysis & Calculations, Error, and Conclusion. The Conclusion must also address a real world/societal implication of the lab skills and processes. Lab Manuals: No set manual will be distributed for students. A variety of sources, including those listed below, will be drawn from to provide the students with a well-rounded laboratory experience. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. New York, NY: CollegeBoard, Holmquist, Dan. & Don Volz. Chemistry with Computers. Beaverton, Oregon: Vernier, Vonderbrink, Sally Ann. Laboratory Experiments for Advanced Placement Chemistry. Batavia, IL: Flinn Scientific, 2001 Randall, Jack. Advanced Chemistry with Vernier. Beaverton, Oregon: Vernier, 2010.

4 STEM/Societal Connection: Students will explore advanced chemical topics in depth and connect them to current societal applications in science, technology, engineering, and mathematics. ALL laboratory conclusions will be required (in the scoring rubric) to address a real world application of the skills and objectives of that laboratory experiment. Current Events: Students will submit one Journal review that explores current applications or advances in chemical research. Students must choose an article from a peer-reviewed journal. Core requirements of the review include: article summary, personal reaction to article, and response to its importance and future impact, and a relation paragraph connecting the chemical concepts presented to society. Grading System: Grades will be determined using a weighted percentage system. The following scale can be used to determine your class letter grade from the percent: % A % B % C % D Below 59.4% F Grade reporting will occur in two cycles. First quarter grades will be calculated using assignments collected during the first quarter. Second quarter grades will be calculated using assignments collected during the second quarter. Final grades will be calculated using the following breakdown: Quarter 1 45% Quarter 2 45% Cumulative Final Exam 10% Quarter grade percentage will be determined using the following weighted percentage distribution: Formative Assignments 30% Summative Assignments 70% Assignments: *Tests (Summative Assignment) There will be a comprehensive test at the end of each unit and a midterm after unit 2. Tests will be formatted like a mini-ap Exam (approximately 26 multiple-choice questions (40 minutes) and 2 or 3 timed free-response questions) Laboratories (Summative or Formative Assignment) As described above, there will be a big focus on lab work in this course. Some of the lab work will count as a summative assignment and some will count as a formative assignment. *Quizzes (Formative Assignment) Open-note reading quizzes will be given before the start of a new chapter or chapters. These quizzes will cover basic definitions and concepts presented in the chapter(s). They are meant to encourage students to read the material before it is covered in class. Traditional quizzes will also be given to assess student progress between tests. Comprehensive Problems (Formative Assignment) Comprehensive problems will be assigned frequently and will be modeled after AP Exam items. Occasionally, these problems will be collected and graded. Chapter Assignments (Formative Assignment) Problems will be assigned from the textbook for every chapter. It is expected that students will read and attempt assigned questions before the start of the new chapter. These assignments will be occasionally collected and graded. *Cell phone and ipod calculators will not be permitted during a test or quiz. Westminster High School Honor Code: Students will be asked to pledge their academic honestly by signing the Westminster High School Honor Statement on every quiz and test.

5 Absences/Make-up Work: Because of the 80-minute class schedule, it is imperative that students attend class every day unless legally excused (illness, etc.). It is the student's responsibility to arrange with the teacher any work, which must be made up due to a legal absence. Students have 1+ the number of days that they were absent to make up any missed work. Any student who is aware of a coming absence (due to school activity [band, sports, etc], or legally excused family trip) should see the teacher before missing school to get any assignments that will be given that day(s) and to turn in any assignments due on the day(s) missed. Tests must be made up the day they return from absence. Lab write-ups will be accepted one day late, but at 50% of the point value. No other work will be accepted late except in the case of an excused absence. Second-Chance Learning: Students will have a second-chance to demonstrate mastery of key concepts by completing the midterm and final for the course. Students that score better on the midterm than one or both of the two unit tests leading up to it will have their score(s) on the test(s) raised to the percentage earned on the Midterm. This practice will be repeated the second quarter for the tests leading up to the final. Under certain circumstances, additional assignments/assessments may qualify for second-chance learning at the discretion of the teacher. If the redo/retake grade is higher than the original grade, it will replace the original grade. Second-chance learning is not meant to be used as a regular practice by a student or as a substitute for lack of preparation. Office Hours: Wednesday is Mod 2 s scheduled FLEX day. I will be requiring that most students meet with me on most of those days. Students may also arrange to meet with me during FLEX on another day or after school. If you are having trouble with any aspect of the course, I urge you to come see me. I will try to offer assistance in any way that I can. Contact Information: If you have any questions, feel free to contact me at the school, (410) , or via , gacrame@carrollk12.org. The best time to reach me is between 1:00 and the end of the school day.

6 AP CHEMISTRY TEST: It should be the intention of students who sign up to take AP Chemistry to also register and take the accompanying AP Chemistry Test. Students at Duke with AP credit have a head start. They move more quickly through required courses and sign up earlier for challenging research projects with faculty. Susan Rodger Associate Professor of the Practice Department of Computer Science Duke University Format: Section I (90 minutes) o Accounts for 50% of Total Score o 60 Multiple Choice Questions o No Calculator o Periodic Table and Equations and Constants list provided Section II (90 minute) o Accounts for 50% of Total Score o Consists of 3 long free-response questions and 4 short free-response questions o Calculator Permitted o Periodic Table and Equations and Constants list provided AP Chemistry Exam to be given on the morning of Monday, May 2?

7 Name (Last, First) Mr. Cramer s AP Chemistry Course Outline Agreement: I acknowledge that I have read over and understand the information contained within the course outline developed for Mr. Cramer s AP Chemistry class. Student Signature: Parent Signature: Date: Date: *If you have any questions, feel free to contact me at the school, (410) , or via , gacrame@carrollk12.org. Permission to use Edmodo: Please indicate whether or not you give permission for your student to use Edmodo for this class by placing an X next to the applicable statement below. I do give permission for my student to use this tool. I do not give permission for my student to use this tool. Parent Signature: Date:

8 CCPS Science Safety Acknowledgement High School ACKNOWLEDGEMENTS Teacher: I, (teacher s name) agree to follow all of the safety guidelines set forth in this document. I believe that safety is the #1 priority in a science classroom and that it is my responsibility to ensure the safety of my students at all times. Teacher Signature Date Student: I, (student s name), have read and understand each of the above safety rules set forth in this acknowledgement. I agree to follow them to ensure not only my own safety but also the safety of others in the science classroom or laboratory. I also agree to follow the general rules of appropriate behavior for a classroom at all times to avoid accidents and to provide a safe learning environment for everyone. I understand that if I do not follow all the rules and safety precautions, I may not be allowed to participate in science labs but will instead have to complete an alternate assignment and I may also face disciplinary action. Student Signature Date Dear Parent or Guardian: We feel that you should be informed regarding the school s effort to create and maintain a safe science classroom/ laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. We encourage you to read the list of safety guidelines provided. Your signature below indicates that you are aware of the importance of safety in a science classroom. Parent/Guardian Signature Date

9 This document is a resource from Flinn Scientific with modifications made by CCPS 7/30/2015