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AP Chemistry
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AP Chemistry
Course Syllabus
AP Chemistry Course Outline
Course Content: AP Chemistry Instructor: Bryan Keenan
Text: Chemistry, AP edition, Zumdahl email: bkeenan@onteora.k12.ny.us
Advance Placement Chemistry Grading Policy:
1. Homework and Quizzes: 10 % of quarterly average
2. Laboratory Investigations and write ups: 25 % of quarterly average (see attached rubric)
3. Unit Exams: 65 % of the quarterly average
Final Grade: Each quarter = 20 % the midterm = 5 %, and Final Exam = 15 %
Course materials: Each student requires two pocket folders, pen, and pencil. Lab notebooks will be provided by Onteora and will be used for all lab reports. There are calculators in class, but you may want to have your own to improve calculator confidence. Graphing calculators may be used, but the memory must be cleared before exams.
Advance Placement Chemistry Homework:
Chapter homework (homework problems are typically from Zumdahl, 2012). Each unit is comprised of 2 or more chapters and is to be followed by an exam in AP format. Suggested homework problems need to be completed and checked with the solutions manual (except for chapter 1-3 which you can try and check the answers (on coursesites), but we are completing the summer mole review packet instead of these problems). Students should try more than the suggested problems if confidence in the problem solving techniques/content is not achieved after completion of the assignment.
Chapter 1 Homework problems: 31, 34, 37, 39, 45, 47, 62, 67, 71, 73, 75, 77, 79, 80, 81, 83, 84, 91, 96
Chapter 2 Homework: 11, 17, 19, 23, 27, 28, 29, 33, 43, 47, 50, 51, 54, 55, 57, 60, 63, 64, 65, 67, 68, 69, 71, 76, 77, 83, 86, 91
Chapter 3 HW: 12, 13, 14, 16, 18, 21, 25, 33, 34, 39, 41, 42, 44, 45, 46, 48, 50, 52, 56, 58, 61, 62, 65, 68, 69, 71, 76, 77, 83, 89, 90, 93, 96, 99, 100, 103, 109, 110, 114, 117, 119, 122
Unit: 1 Test: Atomic Structure History, Naming compounds, Stoichiometry
Chapter 4 HW: 1, 4, 5, 6, 9, 10, 13, 12, 15, 18, 23, 27, 29, 30, 32, 33, 39, 43, 44, 46, 48, 52, 55, 59, 61, 66, 67, 75, 79, 82, 88a, 87c, 98, 124 a&b
Chapter 5 HW: 4, 5, 6, 7, 11, 16, 18, 20, 28, 35, 41, 44, 49, 50, 55, 56, 59, 63, 64, 69, 70, 75, 80, 81, 85, 92, 92, 95, 102, 111, 114
Unit 2 Test: Chemical Reactions in solutions, Gas Laws
Chapter 6 HW: 1, 4, 8, 12, 16, 24, 25, 29, 39, 40, 42, 43, 46, 49, 50, 61, 64, 69, 72, 73, 79, 80, 85, 86, 94, 97
Chapter 7 HW: 3, 5, 6, 14, 16, 17, 19, 20, 24, 27, 37, 40, 47, 48, 67, 69, 70, 79, 82, 85, 86, 92, 93, 96, 98, 99, 100, 101, 102, 104, 108, 109, 110, 120, 122, 125, 126, 130.
Chapter 8 HW: 6, 8, 11, 15, 17, 18, 20, 25, 27, 28, 29, 30, 33, 34, 39, 41, 44, 48, 49, 50, 51, 53, 54, 61, 63, 64, 107, 111, 115, 116. 118, 121, 122, 128, 129, 138
Chapter 9 HW: 17, 22, 29, 33, 34, 38, 39, 43, 55, 59
Unit 3 Test: Energy, Atomic Structure, Periodicity, Bonding Theory
Chapter 10 HW: 12, 13, 14, 20, 25, 26, 27, 33, 35, 37, 39, 41, 43, 85, 89, 91, 95, 98, 99, 101, 103, 105, 108, 109, 111, 113
Chapter 11 HW: 11, 13, 15, 19, 21, 24, 28, 29, 33, 37, 39, 43, 45, 47, 49, 51, 53, 55, 57, 61, 64, 65, 68, 69, 71, 73, 77, 79, 78, 81, 83, 88, 89
Midterm Exam
Chapter 12 HW: 10, 11, 12, 13, 16, 17, 18, 19, 20, 21,23,25, 27, 29, 32, 33, 34, 35, 37, 40, 41, 43, 45, 49, 53, 55, 56, 57, 59, 69, 70, 72, 75
Chapter 13 HW: 1, 11, 13, 16, 19, 20, 21, 23, 26, 27, 29, 33, 35, 37, 39, 42, 43, 47, 49, 51, 54, 60, 65, 69, 72, 77
Unit Test 4: Kinetics and Chemical Equilibrium
Chapter 14 HW 5, 7, 12, 13, 14, 16, 19, 27, 31, 33, 35, 39, 44, 47, 49, 58, 64, 73, 77, 78, 81, 88, 92, 95, 101, 103, 107, 109, 111, 113, 123, 127, 131, 133, 135, 137, 139, 143
Chapter 15 HW: 11, 3, 4, 6, 8, 9, 11, 14, 15, 17, 19, 21, 25, 31, 35, 38, 40, 45, 49, 51, 59, 61, 63, 66, 73, 77, 82, 105
Chapter 16 HW: 1-8, 9, 12, 15, 17, 19, 21, 23, 25, 27, 34, 37, 44, 59, 63, 75
Unit 5 Test: Acid/Base and Solution Equilibria
Chapter 17 HW: 23, 27, 28, 29, 31, 32, 36, 37, 49, 55, 68, 73, 77, 78
Chapter 18 HW: 1-14, 19, 23, 28, 29, 35, 37, 39, 40, 43, 45, 49, 51, 53, 57, 59, 63, 65, 66, 73, 75, 81, 89, 93, 97, 101, 107, 109
Unit Test 6: Thermochemsitry and Electrochemistry
Review
AP Chemistry Exam: Monday, May 6th, 2019: 8:00am in 121 CD
Final Exam(June)- 15% of final average
2018-19 Extra Help - period 6 or after school Thursday until 4:15. Monday, Tuesday, Wednesday, and Friday available upon request until 3:15 pm
See lab report rubric on the next page in order to familiarize yourself with the expectations for lab reports
Laboratory Report Rubric
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Laboratory Report Rubric |
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Criteria |
1-2 |
3-4 |
5 |
6 |
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Title, Purpose, & Support
State the problem/ questions and clearly substantiates the question and explains the reason for the investigation |
Minimal statement with little or no support /explanation. |
States the problem/ question without much substantiation - a short insufficient explanation of the lab. |
States the problem/ question with more substantiation - a short explanation of the investigation. |
States the problem/ question clearly with ample substantiation and details. Explains the reason for the lab. |
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Description and Method
Gives explicit details of methods and precise quantitative directions. Handout must be attached and modifications stated in the lab report. |
Steps are missing or materials not specified to size or quantity. |
Method may be hard to follow, steps unclear. Measurements and materials are not specific enough. |
Method is clearly defined(not perfect, but can be followed). Materials are all listed and measurements are acceptable. |
Method is clearly and completely detailed, logical, and easily followed. All materials and measures are exact. |
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Quality and Quantity of Observations
Includes properly labeled data table(s) and graphs. |
Data (with incorrect significant figures) is inaccurate and formulas are incorrectly used. Data tables and graphs are missing or used inappropriately. |
Data is acceptable, but may have problems with formula calculations. Data table and graphs are present, but in error. (ex. missing a title and labels) |
Data is accurate. Correct formula application and significant figures. Data table and graphs are good, but contain slight errors (ex. graph scale). |
Data is accurate. Correct formula usage. Good data table and selection of graphic display. All labels and scales are correct. |
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Conclusion Discussion Experimental Limitations (error)
All questions and research from the handout is addressed and good sources of error. |
Missing any part of conclusion questions and does a poor job relating concepts. No mention of sources of error/limitations. |
Data use is neat, but conclusion is not well supported. Sources of error/limitations are weak. |
Acceptable us of data in order to support conclusions. Comments are limited, but acceptable. Sources of error are acceptable. |
Uses data to support and deduce a logical conclusion. Includes personal thoughts and comments. All conclusion questions answered correctly. Good explanation of limitations. |
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Style/Format
Report must be neat, concise and written in the third person (no we or I can be used) |
Third person is not used with consistent misuse of scientific terms or lack of terminology. Is poorly written, wordy and not concise. |
Mostly written in third person with a few errors. Is more concise, but not neatly written or typed |
Written in third person and uses correct terminology 90 % of the time. Report is concise and neatly written or typed. |
Uses third person and correct terminology and is very concise and clearly, neatly written or typed. |
Assignments
Study Guides
Presentations
Regents Chemistry
Course Syllabus
Regents Chemistry/Course Outline
Course Content: Chemistry Instructor: Bryan Keenan
Text: Prentice Hall Chemistry email: bkeenan@onteora.k12.ny.us
1st Quarter (20% of final average)
Unit 1: Chap 1-3 Matter and Change/Measurement/Dimensional Analysis (Test)
Unit 2: Chap 4-6 Atomic Structure/Electron Arrangement/Periodic Table/Trend and Structure (Test)
Unit 3: Chap 7 Ionic and metallic bonding
2nd Quarter (20 % of the final average)
Unit 3: Chap 8 Covalent Bonding (Test)
Unit 4: Chap 9-10 Chemical Names/ Formulas/ Chemical Quantities (Test)
Unit 5: Chap 11-12 Chemical Reactions/Stoichiometry (Math of Chemistry) (Test)
Unit 6: Chap 13 States of Matter
Mid Term Exam - 5% of the final average (chapter 1-12 only)
3rd Quarter (20% of final average)
Unit 6: Chap 14 Behavior of Gases (Test)
Unit 7: Chap 15 & 16 Water/Aqueous Systems & Solutions (Test)
Unit 8: Chap 17-18 Thermochemistry/Kinetics/Reactions Rates & Equilibrium (Test)
Unit 9: Chap 19 Acids, Bases, Neutralization, and Salts (Test)
4th Quarter (20% of final average)
Unit 10: Chap 20-21 Redox/Electrochemistry (Test)
Unit 11:Chap 22 & 23 Organic Chemistry (Chap 24 biochemistry not part of State Curriculum for chemistry) (Test)
Unit 12: Chap 25 Nuclear Chemistry (possible quiz)
Review for final exam: 8 Regents Review Quizzes, final exam, and Regents exam begins with the start of unit 12
Final Exam - Regents Exam: Tuesday June 6/20 @ 8:00am -15% of final average.
Note: This exam score carries more weight with colleges and universities than the final average.
Regents Chemistry/Course Outline
1st -------> This is the Big time!!!!!
2nd --------> Attendance is extremely important!!!!!
3rd --------> Paying attention and good listening skills go very far !!!!!
4th --------> Math skills of general algebra are essential
5th --------> Cooperation and collaboration with classmates is extremely beneficial
Materials needed: two pocket folders, a highlighter, pen, pencil (mechanical preferred), and a scientific calculator would be helpful (contains scientific notation); however they are provided in class
Grading policy
1. Unit tests are 60% of the quarterly average.
2. 20% of the grade will be based upon lab and quiz performances (the lowest quiz/lab grade in a quarter will be dropped).
3. 20% of the grade will be based on homework completion.
- All homework/class work must be promptly made up in the event of an absence.
b. Late homework assignments will only be able to get a maximum score of 70% for perfect papers
c. Homework will be assigned regularly, but not every night.
4. Class preparation will affect your grade. This involves coming to class on time with all of your materials.
- For every "illegal" tardiness recorded beyond 3 in a quarter, the main office will be notified in writing and consequences will follow.
Expectations
1. Come to class on time
2. Respect your Environment, including your classmates and teacher
3. Participate
4. Be prepared for class
Lab Requirement: 1200 Lab minutes must be documented in order to "sit" for the Regents Exam. All labs will be kept in lab folders in the classroom.
2018-19 Extra Help - period 6 all days, after school on Tuesday until (4:20) late bus. Other days are available until 3:15 pm upon request.
Assignments
Class Notes
Study Guides
Presentations
Robotics
Course Syllabus
Robotics Curriculum/Syllabus Instructor: Bryan Keenan (room 200) email: bkeenan@onteora.k12.ny.us
Office hours: Period 6 and 7 (and after school Wednesdays until 4:15)
Course focus:
Use robotics in order to consider problems analytically and use real time data/feedback in order to inform problem solving strategies and solutions. The main emphasis of the curriculum is programming a variety robots to complete many different tasks.
Big Ideas:
1. Programming Precision: Robot task completion requires communication of ideas with mathematical and logical precision.
2. Sensors, Programs, and Actions: Robots communicate with their environment through sensors, a program uses sensor data to inform decisions that lead to specific actions.
3. System Modeling: Mental models are constructed in order to understand how a system functions. They can then be utilized or applied to various situations in order to predict potential outcomes.
4. Problem Analysis: Difficult problems are most easily solved by breaking the problem down into smaller problems. Solutions to smaller problems are used to construct solutions to larger, more difficult problems.
5. Acquired Skills of Computational Reasoning are Universal: Mathematical and logical skills garnered through mental modeling and problem solving may be used for a large variety of other problems in a myriad of disciplines.
Grading Policy
Participation: 40% This course requires good attendance and motivation in order to build robots and program them in order to complete various tasks. A participation grade will be posted weekly.
Quizzes 25% There will be short weekly quizzes regarding the programming, action, and flow command blocks.
Challenges 25% After building robots and acquiring programming skills, robot action challenges are assigned and ultimately assessed.
Housekeeping 10% Workstations and robot kits must be kept clean and organized. A housekeeping grade will be posted weekly.
Course expectations:
1. Come to class on time and prepared.
2. Participate and do your best.
3. Respect your classmates and environment.
4. Work well and productively collaborate with classmates.
5. Have fun !
Topics: EV3 Robotic Brick with EV3 robot (bot)
Unit 1: Movement and flow blocks
1. Straight move: Motors, Sequence of Commands, Block settings, downloading and running programs
2. Curve moves: Turning, types of turns, move steering vs move tank blocks
Unit 2: Sensor blocks
1. Touch - move until touch/wait blocks
2. Ultrasonic - move until near
3. Gyro - turn for angle and compensating for gyro error
4. Color - move until color
5. Infrared sensor and beacon - remote control bot
Unit 3: Robot Decisions
1. Loops - looping block/pattern of behavior
2. Switches - switch blocks/conditional reasoning
3. Switch-Loops: obstacle detection behavior, repeated decision patterns
4. Line Following - repeated decision pattern behavior
Unit 4: Final Challenge - Combine all skills
Search and Rescue mission
Unit 5: Robot Arm
1. Construct Robot Arm
2. Robot arm challenge (science olympiad rules- remote control)
Unit 6: Construct a robot build challenge
1. Demonstrate robot function to challenge
2. Create and perform a challenge for your robot
Unit 7: EV3 brick with Tetrix bot
1. Construction of Tetrix Robot designs
2. Application of EV3 models to Tetrix bot
3. Introduction to Robot C computer programming and action code
* see below for common core math and ELA standards, next generation standards, and computer science standards
Common Core Mathematics Practices - Standard (CCSS.Math.Practice)
MP1 - Make sense of problems and persevere in solving them
Chapters are all based around solving real-world robot problems; students must make sense of the problems to inform their solutions.
MP2 - Reason abstractly and quantitatively
Programming requires students to reason about physical quantities in the world to plan a solution,
then calculate or estimate them for the robot.
MP4 - Model with mathematics
Many processes, including the process of programming itself, must be systematically modeled on both explicit and implicit levels.
MP6- Attend to precision
Robots require precise (and accurate) input, or their output action will be correspondingly sloppy.
MP7 - Look for and make use of structure
Understanding the structure of the physical environment, the interrelated components of robot hardware and software, and commands within a program are vital to successful solutions.
MP8 - Look for and express regularity in repeated reasoning
Any programmed solution to a class of problems relies on the programmer recognizing and exploiting important patterns in the problem structure. There is also an emphasis throughout the module on recognizing common programmatic patterns, as well as patterns within a solution that invite the use of Loops.
Common Core Mathematics Content Standard (CCSS.Math.Content)
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities
Students use ratio language to describe and make use of the relationship between quantities such as Wheel Rotations and Distance Traveled.
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b!=0, and use rate language in the context of a ratio relationship.
The relationship between Wheel Rotations and Distance Traveled is a rate, customarily understood through a unit rate such as “# cm per rotation”.
6.R.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems
Students are required to apply ratios and rates when they build their prototype examples of their real world robots.
7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems.
Comparisons between rate-derived quantities are common during robot navigation tasks.
Common Core English Language Arts Standard (CCSS.ELA-Literacy)
WHST.6-8.1 Write arguments focused on discipline-specific content. [See also: WHST.6-8.1.a to WHST.6-8.1.e]
Reflection Questions ask students to analyze, evaluate, and synthesize arguments in response to robotics and programming problems.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Reflection Question tasks include composing technical critiques, technical recommendations, and creative synthesis.
Next Generation Science Standards (NGSS)
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Solving challenges requires students to create and evaluate both hardware and software designs according to scenario scoring criteria. Some Reflection Questions require students to make recommendations between competing alternatives based on criteria that they define.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
When solving more difficult and complex challenges, students are guided toward iterative testing and refinement processes. Students must optimize program parameters and design.
HS-ETS1-2. Design a solution to a complex realworld problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Problem Solving methodology for challenges directs students to break down large problems into smaller solvable ones, and build solutions up accordingly; challenges give students opportunities to practice, each of which is based
on a real-world robot.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural,
and environmental impacts.
Some Reflection Questions require students to make recommendations about real-world policies (e.g. requiring sensors on automobiles)based on the impact of that decision.
Computer Science Principles Framework (CSP)
1.1.1 Use computing tools and techniques to create artifacts.
Challenge activities result in the creation of a (simple) algorithmic solution and an accompanying program that implements it.
1.1.2 Collaborate in the creation of computational artifacts.
Students work in teams to accomplish tasks.
1.1.3 Analyze computational artifacts.
Students perform debugging on their own code, as well as analyze and evaluate others’ code and suggested code in Reflection Questions.
1.3.1 Use programming as a creative tool.
Students use programming to solve model challenges based on challenges real robots face.
2.2.1 Develop an abstraction.
Robots gather information about the world through sensors, which turn physical qualities of the world into digital abstractions. Students must understand and work with this data to develop then implement their solution algorithms.
2.3.1 Use models and simulations to raise and answer questions.
Students construct and use a “program flow” model of programming itself to understand how the robot uses data to make decisions and control the flow of its own commands.
4.1.1 Develop an algorithm designed to be implemented to run on a computer.
Students develop solution algorithms to each challenge and mini-challenge problem before implementing them as code. Reflection Questions also ask students to evaluate algorithms expressed as pseudocode.
4.2.1 Express an algorithm in a language.
Students develop code to robotics challenges in the EV3 Programming Language.
5.1.1 Explain how programs implement algorithms.
Students must communicate solution ideas within groups and as part of class discussion, as well as in Reflection Questions.
5.3.1 Evaluate a program for correctness.
Students test and debug their own code, and evaluate others’ in the Reflection Questions.
5.3.2 Develop a correct program.
Programmed solutions to challenges must work.
5.3.3 Collaborate to solve a problem using programming.
Students develop solutions in teams.
5.4.1 Employ appropriate mathematical and logical concepts in programming.
Relationships such as “distance per wheel rotation” are important to making solutions work.
7.4.1 Connect computing within economic, social, and cultural contexts.
Reflection Questions ask students to make evaluative recommendations based on the impacts of robotic solutions in context.