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Q1: Week 1 – 9/1 – 9/2

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*Please Refresh EVERY TIME you visit as I update and make constant changes to these classroom pages. 

Welcome Back! Let me know how your summer was below:

INTRODUCTION –  

 
Grading, Reflection, Assessment, and Feedback
Things I have learned form 10 years of distance/hybrid teaching:
 
                              1. Design – surgical design with your teaching voice that incorporates system thinking–  time spent to                                                                explain and connect rather than just disseminate (providing knowledge or data). 
                             2. Assessment – fair and tied to connected concepts with opportunities to learn from mistakes
                             3. Feedback – immediate, the longer you wait the less you care or learn.
                     4. Connectivity – teacher access and connections between concepts, activities. The course should be                                                                            wrapped tight (with the first day connected to the last and every day in between.)
 
These four constructs above enabled me to Have incredible Educational Momentum in and out the class.
 
Quarter Grade:      10% average of all Quizzes or Homework assignments (Forms)
                                 30% average of all Labs
                                 60% average of all Tests
 
*Please Refresh EVERY TIME you visit as I update and make constant changes to these classroom pages.
 

Introduction:

AP chemistry is notoriously one of the most challenging High School courses that is offered. Most High Schools only allow Juniors and Seniors with Honors Chemistry already taken.  Given the fact that most of my students are sophomores that have not had Regents Chemistry yet,  increases the difficulty.  Given the current pandemic and the remote instruction days that we will have, only increases weight of this course.  
 
I say this to you because YOU MUST BE ALL IN to achieve in this class.  There are only about 15,000 sophomores who take this test out of the 150,000 students who take AP Chemistry word-wide.  You have an amazing opportunity to distance yourself from other college applicants in your graduating class who do not take this course. For those that are Juniors or Seniors you have the same opportunity.  
 
Here is the AP Data from last years test ( which was online and a shortened version of the test):
 
Now you can see that 73.9 % of my students achieved an AP of a 3 or better while the rest of the world (it is an international test) only had 51.3 % of the students get a 3 or higher on the test.   Everyone who signs up for AP Chemistry is an above average student by far so think about this.  Out of a self-selected group that compromises very intelligent students (AP Chem students) only 51.3 % earned a 3 or better on the AP test.  Opportunity to distance yourself! Most of my students are 10th graders so you we did really well as compared to the mostly 11th and 12 graders to take this course internationally.
 
51.3% of 136,016 students = 69,776 students who got a 3 or higher on the AP Chemistry Test
 
There about 2 million applicants to US colleges and Universities thus
 
69,776/2,000,000  x 100 = only 3.4% of all applicants have accomplished this feat.
Of course my goal is always 100% of the class achieves a 3 or better and I have had many years that I had 100% but that depends IF YOU ARE ALL IN!   Everyone of my students who was ALL IN did get a 3 or better this year.  Everyone who was NOT ALL IN did not earn a 3 or better.  
 
So my message is clear.  Take this course and be dedicated to it!  Do not try to “fit this in” to your schedule.
Be one of the very few who takes this course and even the very fewer who exceed at it!
 
Those that were dedicated to this task finished the Summer Institute regardless of how uncomfortable they were in the process (which is normal).  Those that did not get to the finish line may not be in the right class.
 
Now grades and AP tests are not my only focus here and of course my goal is to prepare you for the AP so that you can earn a 3 or better.  My goal is to open up a world around you through your understanding of chemistry and how it was developed through history.  My goal is for you to understand yourself better through my course.  My goal is to give you the possible ability to love chemistry or at least appreciate it and science in general.  All it took for me was one teacher and one science class to change my life. 
 
I will try to do the same for you and it begins and ends with my class website. Everything will be posted here including class worksheets, keys, homework, notes, video lectures and video tutorials, and labs.
 
If you ever have a question please email me or text through REMIND (which you should have already signed up for in the summer).
 
            Email:  grodskib@whbschools.org                   Remind: Link to sign-up to Remind
In my opening letter to you in the summer institute I said lets enjoy the fall.  That was because I asked a lot of you this summer.  We will enjoy the fall because of all the hard work many of you put in to establish or begin the process of learning many chemistry concepts.   I will begin the year where you left off in Redox and start connecting all the individual units together in the process so you can start to see the beauty in this topic.  Another goal of mine is to connect the 1st day of school to the last day and every day in between. EVERYTHING CONNECTS!!   Lets Go!
 
Homework Prior to 9/2:    
 
1. Please have hard copies of your labs that you competed this summer and the redox  
     module. I will collect on your first in person day. If can you can scan them and email them to me     
     that would be a bonus!
 
2.  Please log into your AP Central Account (or create one) and join the AP Chemistry class (AP Classroom). The AP coordinator at our school must use those online accounts to order AP tests in the spring. IF you do not log in or create an account you risk not having an AP test to take in the spring (regardless if you paid for it or not). The Join codes per class are posted below.
 
3.  Also make sure you have a private gmail account that you should of established this summer.   
    School gmail account do not allow any incoming mail that is not from the school server.  That
    means you will not get keys or results from forms if you use the school email account.
 
4.  Complete the Introduction  Form – this will count as your first Quiz Grade.
      It will cover all of the introductory information given above.
 
Please follow the instructions with this link below to join the Ap Classroom:
 
Period 2 Class: 2(A-B) 3(A) Join code: JNNLMW
 
Period 4 Class: 3(B) 4(A-B) Join code:  XNRWEV
 
Introduction Form:

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9/2 – Thursday “A” Day –

 
“The first day of class should connect to the last day and every day in between!”
 
Main focus: 
 
1. To welcome all and review basic components of class, philosophy, contact information, and resources.
 
2. To interconnect all the concepts learned this summer (and last year) for the beginning 
    of the Electrochemistry Unit.  I may not get to get to much of this today but I cant wait to get going!!
 
Period 2, 4:
 
1. Introduction to course (notes above).
 
2. assign seating 😉 , class webpage basics (refresh page every time!)-  Book for the class
 
3. Collect Summer Assignment redox packet – and Labs by Institute students
 
4. Join the AP Classroom – we did not do this yet!
 
5. Whoosh Bottle Demo  –  Only for Period 2 today- 
 
6. Summer Institute/ Assignment Lesson Connections Lesson – (major points below) – Just a start
    – I use the Class notes for this lesson – submenu from week 1  – I will complete this tomorrow! 
       I may not get to this today
     
    a) Biology = proteins
       Chemistry = electrons and Coulombs Law = Everything chemistry is Coulombs Law!
 
              i) properties of elements (atoms) based on Coulombs Law – atomic radii
 
Atomic Radii Chart Flinn.pdf

View Download

 
    b) began discussion of Redox, Big atoms  (metals) vs. Small atoms (nonmetals) and their varying 
        ability to lose (oxidize) or gain (reduce) electrons.
   
   c) cellular respiration 
   
   d) began discussion of Redox, Big atoms  (metals) vs. Small atoms (nonmetals) and their varying 
        ability to lose (oxidize) or gain (reduce) electrons.
 
   e) Coulombs Law: introduction = explains why oxygen is a good oxidizer!!!
                                         
Period 3A Lab: 
 
 1. Lab safety homework explained – due next Wednesday 9/7 – Instructions posted in Friday’s homework.
 
 2. Safety Basics and equipment in the room. 
 
Lab Safety Contract AP – Mr. Grodski.pdf
View Download
 
 3. Play the safety video (from 1950’s) – Did not get to it today!

   

Accidental Explosions – circa 1950’s :

_______________________________

Whoosh bottle Demo Notes:
 
Once the I have the alcohol in the gas phase, which has now mixed with the oxygen in the air inside the container I ignite the flammable mixture by providing a spark and the combustion reaction begins. This is an example of an spontaneous reaction that releases energy exothermically, (exergonic reaction).   Here is the chemical change that takes place:
 

                        2CH3OH(l)   +  3O2(g)  →. 2CO2(g) +   4H2O(g)  + Energy                                                         Alcohol                Oxygen          carbon dioxide       water                  

                                                                        

                                                                          (l) = liquid, (g) = gas

 Why is oxygen needed??

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9/2 –  Thursday  “A” Day Homework:  Homework is the same for all students!
 
1. Personal History Form – Due Tomorrow for everyone.
    You need the use the link below to complete the form.
    AP Chemistry 22/23 Personal History Form: https://forms.gle/oXSVoubXXPTyqixB7
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2.  Please complete the Introduction form post above Thursday in the Introduction Section –
     Due Tomorrow for everyone.
 
End of Thursday..n
 

                                                                                                                                                       Jump to: Homework      __________________________________

9/3 –  Friday – “B” Day  – 
 
Main focus: 
 
1. To interconnect all the concepts learned this summer (and last year) for the beginning 
    of the Electrochemistry Unit.  
 
      a) To write simple half reactions to a redox reaction and identify the oxidizer and reducer.
      b) To connect the oxidizer and reducer to atomic radii and Coulombs law 
      c) Spontaneity of reactions based on allowable pathway based on properties of elements which is                                measured using net potentials (voltages).
 
Period 2, 4: – Homework discussion – forms due by 4:00 am the next morning.  Everyone can complete Thursday’s                                                                           homework , even a second try on the Introduction Form. Going forward zero’s will                                                                   stand.  
 
Period 2 was very condensed due to the assembly – Had 10 minutes to explain through atomic radii to REDOX .  
Need to complete with demos and introduce spontaneity Tuesday.  Students will need to view the classroom lecture posted iin the homework of the NOTES for week 1 to complete the form.
 
Period 3 – 4:  need to demonstrate the NaCl reaction and the Whoosh bottle Tuesday
 
1. Summer institute Connections with REDOX – lesson through Week 1 notes 
     a) Elvira the outermost electron – DID not make an appearance in either class
 
Period 2 – start with Notes
Period 4 – start with Coulombs Law – going down a group = oxidation and reduction
                 end with whoosh before moving to notes.. 
 
2. The Sodium and Chlorine demo. 
 
2008 AP Chemistry Reference Tables.pdf
View Download
 
Period 3B Lab:

 I got carried away with my 3rd period lecture – we will get to this Wednesday..

1. Lab safety homework explained – due next Tuesday – Instructions posted in Friday’s homework.
 
 2. Safety Basics and equipment in the room. 
 
Grodski Safety Contract AP – 2013.pdf
View Download
 
 3. Play the safety video (from 1950’s) –

                                                          

Spontaneous Reaction :

Whoosh bottle :

9/2 –  Friday – “B” Day homework: – Due next Tuesday
 
* If you have a zero in powerschool for an assignment missing from Thursday for whatever reason you can make it up with no penalty by Tuesday 9/6.
 
1. Connections Homework form:    Posted Below – Due next Tuesday 9/6
     The week one notes reviews what we did in class in the last 2 days if you want to read it.
     Also the AP Chemistry Introduction video posted below will also review the last 2 days! You will have 3 total 
     submissions to the form that will be on auto-reply.
2:  Lab Safety Lesson–  (this is due Next Thursday – 9/8) Use the Lab safety contract pdf that is       
     posted below along with the Youtube playlist and Form to complete this activity.
*Please sign both safety contract copies and have your parents sign one  and hand that one in Tuesday. The handed parent signed copy will represent a quiz grade in powerschool.
 
 Period 3/4: I forgot to give Hard copies out to you guys (and gals) of the Lab Safety Contract. If you cannot print I will give this out Next week but you need the file below to complete the Lab Safety Lesson. 
 

 

3:  Join my AP Classroom–  

Please follow the instructions with this link below to join the Ap Classroom:
 
Period 2 Class: 2(A-B) 3(A) Join code: JNNLMW
Period 4 Class: 3(B) 4(A-B) Join code:  XNRWEV

Connect

1: Introductory lesson : Today’s lesson

 
1:  Summer work Form: Based on the lecture posted above.

 

* Please advise that I made an error in number 5. I wrote KF in the choices when I was I meant KI.  Please treat KF as KI. Thanks Mattie

End of Tuesday!

2. Lab Safety Lesson– Use the Lab safety contract pdf that is       
     posted below to complete this activity or the hardcopy I gave you Friday..
 
  Grodski Safety Contract AP – 2013.pdf
   View Download
 
In this activity, you will write the safety rule (just one sentence) ,its number from the safety contract (that I gave you and is posted below),  AND WHERE IN THE VIDEO (: timecode) that is demonstrated in four safety videos.  You need 10 different safety rules and you must use 4 out of the 6 videos. This means if you find 7 in the first video you will need 1 each from the three others to successfully complete the activity.  There are many other combinations but you must use 4 videos and you must have 10 different Safety rules written total.
 
Let me restate: You must find 10 unique safety rules throughout the four of the six videos of your choosing. 
YOU MUST ALSO IDENTIFY BY TIMECODE WHERE IN THE VIDEO THE SAFETY RULE IS BEING 
DEMONSTRATED, DISCUSSED, OR INFERRED.
 
Example of a COMPLETE answer:
                  1: Jefferson High VIDEO – #45. Examine glassware before each use. (3:23)
 I  know what #’s each video covers and where thus will grade your work based on this accuracy.
 
The video playlist is posted above the lab safety form for your convenience.
 
Summer Institute and Summer Assignment Connections Video playlist: 

Click on icon on upper right to view the playlist.

As you may have figured it might be easier to write you responses in a word doc then cut and paste it into the form when you are done. This way you have a record which might come useful if there is a issue with submitting.
 
 
2: Safety Form: