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Week 1 – 9/2 – 9/3 – ARCHIVE 21-22


*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:


Grading, Reflection, Assessment, and Feedback
Things I have learned form 9 years of distance/hybrid teaching:
                              1. Design – surgical design with your teaching voice – 
                             2. Assessment (online)
                             3. Feedback – immediate
                     4. Connectivity – teacher access
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.


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:                   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: VA4RNY
Period 4 Class: 3(B) 4(A-B) Join code:  VNMALL
Introduction Form:

End of Tuesday!

9/2 – Thursday A Day

“The first day of class should connect to the last day and every day in between!”
Main focus: To interconnect all the concepts learned this summer (and last year) for the beginning 
                      of the Electrochemistry Unit.
1: Check AP Classroom! and Pre- school homework.
2 :Collect Summer Assignment redox packet – and Labs by Institute students
3 :assign seating 😉 , class webpage basics – 
4. Summer Institute/ Assignment Lesson Connections Lesson – (major points below)
    a) Biology = proteins
       Chemistry = electrons and Coulombs Law = Everything chemistry is Coulombs Law!
   b) Demos:  Book, Whoosh bottle = Combustion = Live demos for In person- 
   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!!!
5: Book and Whoosh bottle  demonstrations- Combustion (redox reactions)
9/2 –  Thursday  “A” Day Homework:  Homework is the same for all students!
1. Personal History Form Due Tomorrow for everyone.
    Personal History Sheet:  You need the use the link below to complete the form.
         AP Chemistry 21/22 Personal History Form:
2.  Please complete the Introduction form post above in the Introduction Section –
     Due Tomorrow for everyone.
End of Thursday..n


9/3 –  Friday – “B” Day 
1:  Collect Summer Assignment redox packet – and Labs by Institute students
2.  AP Classroom
3. View the NaCl synthesis (redox) reaction and wrote half reactions for Na and Cl2:
     Focused on Coulomb’s Law, Atomic radii chart, dissolving of ions, oxidation, reduction, agents, completed Summer 
     institute review for into to redox.
4.  Whoosh bottle/book demo – period 3/4
Daniell cell Note taking – did not start this in class yet.
   A: Parts of Voltaic Cell; Redox half reactions; Salt Bridge, flow of ions, flow of electrons
        Voltage vs Amperage. Derivation of Energy and Voltage.
        Spontaneity – Directionality of chemical reactions – based on Gibbs Free Energy
       LeChatelier’s Principle as applied to Voltaic Cells
    B: Reduction potentials = Overall best predictor and measure of the ability to oxidize or reduce.
         Determination of net potentials

Daniell Cell Lecture Notes

Spontaneous Reaction :

Whoosh bottle :

Whoosh bottle :

9/2 –  Friday – “B” Day homework: – Due next Thursday
1. Connections Homework form:    Posted Below – Due next Thursday
     The week one notes reviews what we did in class in the last 2 day 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 – 9/9 ) Use the Lab safety contract pdf that is       
     posted below to complete this activity.


3.  View the Daniell Cell Lecture below and Complete the Daniell Cell Lecture Form below
          You have 1 submission due Thursday. You will have more submissions after

           I complete in class next week.

          You may need the standard reduction potential table (voltages for half reactions) – 
           page 2 of your reference tables:
           2008 AP Chemistry Reference Tables.pdf
           View Download
Connections for
1. Connections Video and Form: 

Introductory lesson :

Whoosh bottle :

Summer work Form:

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. 
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.
Safety Form:

End of Tuesday!

Daniell Cell Lecture :

Daniell Cell Lecture Form:

End of week 1!