AP Chemistry Period 1
Instructor: Ms. Mj Utley
Advanced Placement Chemistry Ward Room 216
Ms. Maryjane Utley
COURSE SYLLABUS 2017-2018 School Year
The AP Chemistry curriculum underwent extensive changes beginning with the 2013-2014 academic year.
A detailed description of the redesigned AP Chemistry curriculum as per the College Board may be found by following this link:
The purpose of Advanced Placement Chemistry is to provide a college level course in chemistry and to prepare the student to seek credit for and/or appropriate placement in college chemistry courses. This course meets 5 times within a rotating schedule cycle during PERIOD 1. There is a greater emphasis on lab experiments and activities because I believe that active minds and hands are more fertile ground for learning. Laboratory work will comprise not LESS THAN 25% of class time. [CR5a] The value of depth of understanding versus breadth of topics has been widely accepted and is recognized as a best practice in AP Chemistry.
1. Learn methods of scientific inquiry through laboratory investigations
2. Gain an understanding of the six big ideas as articulated in the AP chemistry Curriculum Framework
3. Apply mathematical and scientific knowledge and skills to solve quantitative, qualitative, spatial and
4. Apply basic arithmetic, algebraic and geometric concepts to chemistry
5. 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 to collect and display data
9. Engage in scientific research; report and display findings
10. Learn to think critically in order to solve problems (4 C’s of 21st Century Learning)
Zumdahl, Steven S. et al, Chemistry 10th edition Boston, New York, Houghton Mifflin Company 2018 [CR1] AP Edition
Ancillary materials (study guides, student notes and lab handouts) will be distributed as needed
All of the experiments in this course are hands-on. There are several virtual investigations that are used to supplement in-class activities. Students will generally work in groups of two but will be assessed individually through lab practical activities and written reports. Students will collect, process, manipulate, and graph data from both qualitative and quantitative observations. Inquiry is emphasized in many of the experiments that students will perform. Laboratory work requires students to design, carry out, and analyze data using guided inquiry principles. For all labs, students are required to maintain a bound laboratory notebook that follows the established format for laboratory investigations that is posted under class files.
Some suggested labs:
1. Accuracy and Precision in the Lab
2. Identification of Ions in Solution *
3. Percent of Acetic Acid in Vinegar (Weak Acid with Strong Base)*
4. KoolAid Column Chromatography
5. TLC – Thin Layer Chromatography of Analgesic Drugs*
6. Electrochemical Cells
7. Use of a Primary Standard (KHP)
8. Acid Base titration (Strong acid with Strong Base)
9. Iron in Vitamin Tablets (SCENARIO: Vitameatavegamin on Trial)*
10. Graham’s Law of Effusion
11. Molar Mass of Butane
12. Finding the Gas Law Constant “R”
13. Hess’s Law Heat of Neutralization (NaOH and HCl)*
14. Hess’s law Heat of Combustion for Magnesium
15. Molecular Geometry
16. Determining the Formula of a Hydrated Salt
17. Crystal Structures
18. Rate Law Determination : Crystal Violet Reaction
19. The Hydrolysis of Salts*
20. Vitamin C in Fruit Juices*
21. Enthalpy of Vaporization of Water
22. Equilibrium Constant Determination
23. Ka of a Weak Acid
24. Ksp of Calcium hydroxide
25. Making and Testing a Buffer Solution*
26. Neutralization of Barium hydroxide using Conductivity
THERE ARE 16 REQUIRED LABS, 6 OF WHICH MUST BE “GUIDED INQUIRY”. Guided inquiry labs are marked with an (*) above.
USE of technology in the classroom:
Students will utilize handheld Vernier Data Collection sensors interfaced to computers or other electronic devices via LabQuests or Go!Links. Graphs will be produced using Vernier LoggerPro software program.
A separate, bound composition notebook is required for this course. All laboratory investigations, wet or dry labs and virtual activities, will be recorded using the established format for notebooks. These guidelines will be found under class files on the webpage.
Grade Weighting for the 78% of coursework
Product / Proficiency Summative Assessments…The evaluation of student learning at the end of an instructional unit by comparing it against some standard(s) or benchmark(s). (Examples: summative assessments, formal and informal lab reports [one full formal per semester], projects, anchor tasks, presentations) 60 Progress Interim Assessments…The evaluation of student learning at different points within an instructional unit that measures progress toward some standard(s) or benchmark(s). (Examples: quizzes, short writing tasks, minor presentations/performances, minor graded assignments) 30% Formative Some classwork will consist of formative assessments (example: “Do-Now”) which will not be “graded” but will be corrected for feedback. 0%"Do-Over" Policy: students have a total of 4 opportunities to redo assignments within a semester according to the Science Dept "Do-over" policy
- Students have the opportunity to “do over” ONLY four graded assignments/assessments per semester on which they scored below 80% within one week of receiving the scored assessment.
- Students must sign the "Request to Retest" contract with their me to clarify the procedures within two days of receiving the scored assessment.
- The “retest” score is your final score, up to 80%
- It is expected that all classwork be turned in by the established due date (see student handbook). Any work that has not been received will be assigned a grade of zero. Students may defer to the do-over policy to recover a grade up to a maximum of 80%.
School-wide rubrics will be used to assign ratings for anchor tasks.
For each semester the following weighting applies:
10%... End of Semester Exam (A comprehensive, cumulative & summative assessment aligned to discipline specific standards that require students to demonstrate their achievement of content knowledge and skills.)
12%... Anchor Task (A performance-based, cumulative & summative assessment aligned to one of five 21st Century skills that require students to apply their learning to a new, discipline specific context)
78%... Coursework (Includes varied assessments that measure student progress and achievement of subject area standards, which include discipline specific knowledge and skills, and an assessment of student work habits.) The following formula is used to calculate this portion of the semester grade in Skyward:
60%... Summative Assessments [The evaluation of student learning at the end of an instructional unit by comparing it against some standard(s) or benchmark(s).]
30%... Interim Assessments [The evaluation of student learning at different points within an instructional unit that measure progress towards some standard(s) or benchmark(s).]
10%...End of semester exam
0%...Formative assessments [Checks for understanding]
The final grade for the course is an average of both semester grades.
Work Habits [Aspects of behavior that enable a student to meet the demands of a course in accordance to standards.] Will be assessed separately outside of the numerical average
AP EXAM REVIEW:
8-10 class periods will be devoted to review of released AP Chemistry exam items. It is the expectation that all students enrolled in Advanced Placement Chemistry sign up for and sit for the AP exam in May.
BIG IDEA (S)
Atomic theory and structure; stoichiometry
1, 2 & 3
4. Solution Stoichiometry and Chemical Analysis
Reaction types and stoichiometry
1 & 2
7. Atomic Structure and Periodicity
Atomic Theory and Structure
1 & 2
8. General Bonding Concepts
1 & 2
9. Covalent Bonding : Orbitals
1 & 2
10. Liquids and Solids
Liquids and Solids
1 & 2
11. Properties of Solutions
12. Chemical Kinetics
13. Chemical Equilibrium
14. Acids and Bases
15. Applications of Aqueous Equilibria
16. Spontaneity, Entropy and Enthalpy
Reaction types (REDOX)
18. The Nucleus
19. Representative Elements
20. Representative Elements
22. Organic Chemistry
AP EXAM Review
1. Structure of Matter
2. Properties of Matter-characteristics, states and forces of attraction
3. Chemical Reactions
4. Rates of Chemical Reactions
Weekly assignments will be posted on the class web page under announcements and homework.
Science Practices for AP Chemistry
A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. These science practices capture important aspects of the work that scientists engage in, at the level of competence expected of AP Chemistry students.
#1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.
1.2 The student can describe representations and models of natural or manmade phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.
#2: The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
#3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
# 4: The student can plan and implement data collection strategies in relation to a particular scientific question.
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question
# 5: The student can perform data analysis and evaluation of evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
#6: The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.
#7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big idea
A day Block 1
B day Block 3
C day Block 1
D day No class meeting
E day Block 1
F day Block 2
G day No class meeting