SCC612U: AP Chem (2014-2015)
CURRICULUM PROGRAM: Advanced Placement
COURSE TITLE: AP Chemistry
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 11-12
COURSE LENGTH: 36 weeks
About the Program:
AP Chemistry provides an orderly development of the fundamental concepts and principles of chemistry with an emphasis on inquiry and critical thinking skills, including problem solving, mathematical reasoning, and experimental investigations. Topics of study include structure of matter, states of matter, chemical reactions, and descriptive chemistry. Laboratory work is an integral component of this course. This course uses technology, such as graphing calculators, probe ware, graphing and data analysis software, and chemistry apparatus. Though our system has an open enrollment policy, students should understand that this course is designed to be a second-year Chemistry course, and the equivalent of a yearlong introductory, college level general chemistry course. The course requires a working knowledge of chemistry and second-year Algebra. The breadth, pace, and depth of material covered exceeds the standard high school Chemistry course, as does the college-level textbook, laboratory work, and time and effort required of students. Students are expected to take the AP Chemistry Exam at the end of this course.
Laboratory Requirement: Students who take this course spend a minimum of 30% of their time engaged in hands-on laboratory exercises.
Major Concepts/Content: AP Chemistry is a college-level course which differs from a high school Chemistry course in terms of depth of coverage, the type of laboratory work, and time commitments for study. The topics in AP Chemistry are detailed in the AP Chemistry course description, which is available on AP Central at http://apcentral.collegeboard.com. Course content is organized into six Big Ideas. • Big Idea 1: 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: 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: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. • Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. • Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. • 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
Major Instructional Activities: AP science revisions focus on seven overarching practices that capture important aspects of the work of scientists. Science practices describe the knowledge and skills that students should learn and demonstrate to reach a goal or complete a learning activity. • 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. Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data. • 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. AP science instruction incorporates any teaching method that encourages students to construct and/or discover knowledge with an understanding of how scientists study the natural world. Teaching using the seven science practices expands beyond lab investigations and field experiments, including classroom experiences such as scientific model development and revision and peer-to-peer critique of explanations. The approach to instruction may vary for investigations, field experiments, and classroom experiences, depending on the science practices and content being developed, the amount of necessary content or skills scaffolding, the extent of teacher involvement to support that scaffolding, and student readiness
Major Evaluative Techniques: Evaluation will center on appropriate tools to assess knowledge of the course content and science practices. Teachers are expected to devote a minimum of 25 percent of instructional time to lab investigations and to conduct at least 16 hands-on laboratory investigations to support the learning objectives in the curriculum framework. Additionally, teachers are expected to provide guided inquiry-based labs for at least 6 of the aforementioned 16 lab investigations. Research-based reports and teacher developed assessments will also be used to evaluate learning.
Course Objectives: Understand the fundamental concepts and principles of chemistry through the investigation of chemical phenomena, theories and experimental methods. • Draw connections between concepts and engage in reasoning that combines essential knowledge components from across the curriculum framework. • Align science practices with specific content and use these to demonstrate knowledge and abilities. • Connect knowledge of chemistry and science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.
Course Notes: (Unweighted - Did Not Take AP Exam)