1. Chemistry For All By PresenterMedia.com PresenterMedia.com

2. Teachers that teach several levels of chemistry courses (physical science, chemistry, honors chemistry, AP Chemistry) Save time in lab prep by using the same prep for multiple courses Session Focus

3. PS1A Structure and Properties of Matter How do particles combine to form the variety of substances one observes? Intermolecular Forces 3 Key Chemistry Areas from Framework

4. PS1B Chemical Reactions How do substances combine or change to make new substances? How does one characterize and explain these reactions and make predictions about them? Reaction Rates 3 Key Chemistry Areas from Framework

5. PS3D Energy in Chemical Processes and Everyday Life How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used? Thermochemistry 3 Key Chemistry Areas from Framework

6. “Stand-alone” topics are easiest (Kinetics & Thermochemistry) Topics that rely on development of foundational knowledge require more planning (Intermolecular Forces) Scheduling Approach

7. Same Basic Lab – Differentiate in data analysis (Kinetics) Same Basic Lab – Differentiate in post lab activities (Thermochemistry) Same basic lab – Differentiate in scaffolding and depth of questions (Intermolecular Forces) Differentiation Approach

8. Variety of ways to collect data (mass loss, water displacement) that are suitable for all levels. Same method used for all classes. Non-AP courses: Focus on Collision Theory and factors affecting reaction rate (more inquiry, group whiteboard presentations of results) AP: In addition to conceptual focus, use data to determine order of reaction and suggest a rate law (method of initial rates). Calculate activation energy Reaction of Sodium Bicarbonate and Citric Acid Kinetics

9. All courses Specific heat of water with candle (plot m ∆T vs. time, slope ~ 4.18 to lead into Q=ms ∆T) Flaming Cheetos Lab: burn food (Cheetos and peanuts work well) use data to calculate fat content and compare to nutritional label Energy of fuels lab: burn different fuels (spirits burners) and calculate energy content; draw conclusions comparing data with chemical structure Soda Can Apparatus Thermochemistry

10. AP follow-up For each of the fuels: - use data to calculate ∆H rxn - write combustion equation and use ∆H f ° to calculate ∆H rxn to compare with experimental data - JCE ethanol conversion problem Soda Can Apparatus Thermochemistry

11. Students make a variety of observations and explain them in terms of attractive forces between particles All courses make same observations and are asked same general questions. Non-AP courses receive some scaffolding at each station and are allowed more general responses. Lab Stations Intermolecular Forces