Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
Rates of chemical reactions are determined by the details of the molecular collisionsRates of chemical reactions are determined by the details of the molecular collisionshRates of chemical reactions are determined by the details of the molecular collisionshb Learning Objectives: Learning objective 3.12 The student can make qualitative or quantitative predictions about galvanic or electrolytic reactions based on half-cell reactions and potentials and/or Faraday’s laws. Learning objective 3.13 The student can analyze data regarding galvanic or electrolytic cells to identify properties of the underlying redox reactions. Reminders: Chapter 18 Open Notes Quiz, Tuesday, April 7 AP Exam Review Wednesday's 3-4 pm, Saturday's TBA Electrochemistry Exam Wednesday, April 15th Classwork: ***SMART board slides: Week 28 (4/6-4/10) [.pdf] Chapter 18 Quiz [.doc] Half-Reactions Worksheet [.doc] Oxidation Numbers Packet [.pdf], Key [.pdf] Exit Tix [.doc] Electrochem Note Packet, p. 6-17 [.pdf] Homework: Finish Classwork Review Book- Topic A due Monday, April 13th Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
Rates of chemical reactions are determined by the details of the molecular collisionsRates of chemical reactions are determined by the details of the molecular collisionshRates of chemical reactions are determined by the details of the molecular collisionshb Learning Objectives: Learning objective 5.13 The student is able to predict whether or not a physical or chemical process is thermodynamically favored by determination of (either quantitatively or qualitatively) the signs of both ΔH° and ΔS°, and calculation or estimation of ΔG° when needed. Learning objective 5.14 The student is able to determine whether a chemical or physical process is thermodynamically favorable by calculating the change in standard Gibbs free energy. Learning objective 5.14 The student is able to determine whether a chemical or physical process is thermodynamically favorable by calculating the change in standard Gibbs free energy. Learning objective 5.15 The student is able to explain how the application of external energy sources or the coupling of favorable with unfavorable reactions can be used to cause processes that are not thermodynamically favorable to become favorable. Learning objective 5.9 The student is able to make claims and/or predictions regarding relative magnitudes of the forces acting within collections of interacting molecules based on the distribution of electrons within the molecules and the types of intermolecular forces through which the molecules interact. Reminders: Chapter 17 Quiz Friday, 3/27 Classwork: ***SMART board slides: Week 27 (3/23-3/28) Free Energy Notes [.PPT] Entropy and Free Energy Worksheet [.doc] Concept Map Vocab [.doc] Exit Tix '06 [.doc] Thermodynamics of Rubberbands article [.doc] Bond Dissociation Energy Worksheet [.pdf] Thermo Quiz [.doc] Homework: Due Tuesday... 17.1: p. 808 #28, 29, 30, 32, 35 (text p. 772-786) Due Thursday... 17.2: p. 808 #50, 53, 57, 59, 69 (text p. 786-806) Spring Break Assignments [.doc] 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.
Rates of chemical reactions are determined by the details of the molecular collisionsRates of chemical reactions are determined by the details of the molecular collisionshRates of chemical reactions are determined by the details of the molecular collisionshb Learning Objectives: Learning objective 6.4: The student can, given a set of initial conditions (concentrations or partial pressures) and the equilibrium constant, K, use the tendency of Q to approach K to predict and justify the prediction as to whether the reaction will proceed toward products or reactants as equilibrium is approached. Learning objective 6.6: The student can, given a set of initial conditions (concentrations or partial pressures) and the equilibrium constant, K, use stoichiometric relationships and the law of mass action (Q equals K at equilibrium) to determine qualitatively and/or quantitatively the conditions at equilibrium for a system involving a single reversible reaction. Reminders: Lab 12 Questions due Wednesday, 3/11 by 11:59 pm Chapter 13 Quiz Monday, 3/9 Kinetics Exam Tuesday, 2/24 *Quizzes: Any quiz can be retaken once on your time (not in class) Classwork: Equilibrium Notes [.PPT] Club Equilibrium Video ***SMART board slides: Week 23 (2/23-2/27), Week 24 (3/3-3/9) Exit Ticket: AP Exam Question [.doc] Equilibrium Worksheet 1 [.doc], 2 [.doc], extra credit [.doc] LeChatelier's Principle Notes [.PPT] LeChatelier's Principle Worksheet [.pdf] Keq and ICE Problems Worksheet [.doc] [.pdf] Acids Notes [.PPT] Bases Notes [.PPT] Salts Notes [.PPT] Buffers Notes [.PPT] Acids/Bases in a Nutshell Packet [.pdf], KEY [.pdf] Exam Study Sheet [.doc] Big Idea: Rates of chemical reactions are determined by the details of the molecular collisions. Rates of chemical reactions are determined by the details of the molecular collisionsRates of chemical reactions are determined by the details of the molecular collisionshRates of chemical reactions are determined by the details of the molecular collisionshb
Learning Objectives: Learning objective 4.1 The student is able to design and/or interpret the results of an experiment regarding the factors (i.e., temperature, concentration, surface area) that may influence the rate of a reaction. Learning objective 4.3 The student is able to connect the half-life of a reaction to the rate constant of a first-order reaction and justify the use of this relation in terms of the reaction being a first-order reaction. Learning objective 4.4 The student is able to connect the rate law for an elementary reaction to the frequency and success of molecular collisions, including connecting the frequency and success to the order and rate constant, respectively. Learning objective 4.7 The student is able to evaluate alternative explanations, as expressed by reaction mechanisms, to determine which are consistent with data regarding the overall rate of a reaction, and data that can be used to infer the presence of a reaction intermediate. Learning objective 4.5 The student is able to explain the difference between collisions that convert reactants to products and those that do not in terms of energy distributions and molecular orientation. Learning objective 4.6 The student is able to use representations of the energy profile for an elementary reaction (from the reactants, through the transition state, to the products) to make qualitative predictions regarding the relative temperature dependence of the reaction rate. Learning objective 5.2 The student is able to relate temperature to the motions of particles, either via particulate representations, such as drawings of particles with arrows indicating velocities, and/or via representations of average kinetic energy and distribution of kinetic energies of the particles, such as plots of the Maxwell-Boltzmann distribution. Learning objective 5.3 The student can generate explanations or make predictions about the transfer of thermal energy between systems based on this transfer being due to a kinetic energy transfer between systems arising from molecular collisions. Reminders: Kinetics Quiz Thursday Lab #11: Due Monday, 2/16 by midnight *Quizzes: Any quiz can be retaken once on your time (not in class) Classwork: SMART Board slides for Week 22 [.pdf] Lab #11: Reaction Rates and Order [.doc] Reaction Mechanisms Notes [.PPT] Video Links: Multistep Reactions and Rate-Determining Step Simulation: Reaction Rates Capture Sheet [.doc] PhET Simulation: Link Kinetics Quiz [.doc] Homework (assignments for unit): [.doc] Big Idea: Rates of chemical reactions are determined by the details of the molecular collisions. Rates of chemical reactions are determined by the details of the molecular collisionsRates of chemical reactions are determined by the details of the molecular collisionshRates of chemical reactions are determined by the details of the molecular collisionshb
Learning Objectives: Learning objective 4.3 The student is able to connect the half-life of a reaction to the rate constant of a first-order reaction and justify the use of this relation in terms of the reaction being a first-order reaction. Learning objective 4.4 The student is able to connect the rate law for an elementary reaction to the frequency and success of molecular collisions, including connecting the frequency and success to the order and rate constant, respectively. Learning objective 4.7 The student is able to evaluate alternative explanations, as expressed by reaction mechanisms, to determine which are consistent with data regarding the overall rate of a reaction, and data that can be used to infer the presence of a reaction intermediate. Reminders: *Quizzes: Any quiz can be retaken once on your time (not in class) Classwork: NEW! >>> SMART board slides for the week [.pdf] Mon 2/2 (D) 1 - Review Midterm HW: 12.1 (chapter 12, problem set 1) Tues 2/3 (A) New Unit: Kinetics and The Nucleus (Chapters 12 and 19) 1/2 - LAB 10: Reaction Rates (No formal write up) [.pdf] Wed 2/4 (B) 1 - Finish Lab HW: 12.2 (chapter 12, problem set 2) Thurs 2/5 (C) 1 – Reaction Rates and Integrated Rate Law Notes [.PPT] 2 – Connect notes to lab Fri 2/6 (D) 1 – Reaction Mechanisms HW: LAB #11 Pre-Lab Questions for Monday [.doc] Homework (assignments for unit): [.doc] RESOURCES FOR MIDTERM
-Preparing for your Midterm Sheet [.doc] -Midterm multiple choice practice questions [.doc] -AP Chemistry Exam Reference Tables [.pdf, pages 2-4] -Stuff you should know 1 [.pdf] and 2 [.pdf].... focus on ions list, solubility rules, shape and hybridization, and intermolecular forces -Polyatomic Ions list [.doc] Preparing for your AP Chemistry Midterm Test Information Date: Friday, January 30th, 2015 Time: 1st and 2nd period (Begins at 7:30 am sharp) Test Time: 90 minutes Section I: 30 Multiple Choice Questions (45 minutes) *Section I will be collected before Section II begins. Section II: 2 Long Free Response Questions and 2 Short Free Response Questions (45 minutes) *Long FR should take about 15 minutes each *Short FR should take about 7 minutes each *You may use a scientific calculator and your AP Chemistry reference tables for the whole exam. *You will not receive extra time on this exam, so DO NOT BE LATE. Daily Studying o Focus on 2 or 3 topics each day for a few hours (I suggest a minimum of 2 hours a day) o Prioritize topics that are most prevalent on this exam. o Review and Redo old exam and quiz questions. o Read the textbook sections to relearn/remember concepts. o Use the following online resources for supplemental reviewing: § Short Videos by topic: http://www.bozemanscience.com/ap-chemistry/ § Predicting reactions guide: http://www.chemmybear.com/preactions.html § AP practice questions by topic: http://www.sciencegeek.net/APchemistry/APtaters/directory.shtml Day before the exam o Attend the review session from 12-2 pm on Thursday (with $5 for pizza if you want any) o Review polyatomic ions, solubility rules, and common ions (element oxidation states). o Before you go to bed, make sure you are prepared for school the next day with your complete reference tables, a pencil, an eraser, and a scientific calculator (you can borrow one from me if necessary). o Get a good night’s sleep. Seriously. Big Idea: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
Learning Objectives: Learning objective 2.3 The student is able to use aspects of particulate models (i.e., particle spacing, motion, and forces of attraction) to reason about observed differences between solid and liquid phases and among solid and liquid materials. Learning objective 2.8 The student can draw and/or interpret representations of solutions that show the interactions between the solute and solvent. Learning objective 2.9 The student is able to create or interpret representations that link the concept of molarity with particle views of solutions. Learning objective 2.11 The student is able to explain the trends in properties and/or predict properties of samples consisting of particles with no permanent dipole on the basis of London dispersion forces. Learning objective 2.15 The student is able to explain observations regarding the solubility of ionic solids and molecules in water and other solvents on the basis of particle views that include intermolecular interactions and entropic effects. Learning objective 2.16 The student is able to explain the properties (phase, vapor pressure, viscosity, etc.) of small and large molecular compounds in terms of the strengths and types of intermolecular forces. Learning objective 2.23 The student can create a representation of an ionic solid that shows essential characteristics of the structure and interactions present in the substance. Learning objective 2.24 The student is able to explain a representation that connects properties of an ionic solid to its structural attributes and to the interactions present at the atomic level. Reminders: *Thermochemistry & Liquids and Solids Test Friday *Midterm next Friday, January 30th *Quizzes: Any quiz can be retaken once on your time (not in class) Classwork: Mon 1/19 NO SCHOOL - MARTIN LUTHER KING, JR DAY Tues 1/20 (A) 1/2 - Stations: Solubility [.PPT], Capture Sheet [.doc] HW: Textbook HW Wed 1/21 (B) 1 - Vapor Pressure of Solutions Lesson Raoult's Law Video HW: Textbook HW Thurs 1/22 (C) 1/2 – Review for Test [.doc] HW: Study for Test tomorrow Fri 1/23 (D) 1 – Thermochemistry & Liquids and Solids Test [.doc] HW: Study for Midterm next Friday Homework (assignments for rest of marking period): [.doc] Big Idea: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
Learning Objectives: Learning objective 2.3 The student is able to use aspects of particulate models (i.e., particle spacing, motion, and forces of attraction) to reason about observed differences between solid and liquid phases and among solid and liquid materials. Learning objective 2.8 The student can draw and/or interpret representations of solutions that show the interactions between the solute and solvent. Learning objective 2.9 The student is able to create or interpret representations that link the concept of molarity with particle views of solutions. Learning objective 2.11 The student is able to explain the trends in properties and/or predict properties of samples consisting of particles with no permanent dipole on the basis of London dispersion forces. Learning objective 2.15 The student is able to explain observations regarding the solubility of ionic solids and molecules in water and other solvents on the basis of particle views that include intermolecular interactions and entropic effects. Learning objective 2.16 The student is able to explain the properties (phase, vapor pressure, viscosity, etc.) of small and large molecular compounds in terms of the strengths and types of intermolecular forces. Learning objective 2.23 The student can create a representation of an ionic solid that shows essential characteristics of the structure and interactions present in the substance. Learning objective 2.24 The student is able to explain a representation that connects properties of an ionic solid to its structural attributes and to the interactions present at the atomic level. Reminders: *NO SCHOOL NEXT MONDAY, JAN 19 Quizzes: Any quiz can be retaken once on your time (not in class) Classwork: Mon 1/12 (B) 1 – Hess's Law Notes [.PPT] 1 - Hess's Law Worksheet [.doc] HW - Textbook HW Tues 1/13 (C) 1/2 - Stations: Intermolecular Forces [.PPT], Capture Sheet [.doc], IMF Questions and Key [.PDF] Bozeman video link Polarity and IMF video link HW: Textbook HW, Study for Quiz Wed 1/14 (D) 1 - Chapter 6 Quiz (Thermochem), 25 min [.doc] 1 - Review Quiz Thurs 1/15 (A) 1/2 – Liquids and Solids: Properties and Structures Class Research Project [.doc], Solid Notes [.PPT], Liquids Notes [.PPT] **Class Research Project Student Work [.PPT]** HW: Textbook HW, Formal Lab Write Up + self-graded rubric due tomorrow [.doc] Fri 1/16 (B) 1 – Vapor Pressure [.PPT] & Solution Formation [.PPT] Notes 1 – Liquids and Solids Practice Test with Key [.pdf] HW: Textbook HW (due Tues) Homework (assignments for rest of marking period): [.doc] |
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