Teacher Lesson Planning — WildChat

My IBDP Economics student, Bryan, filled out a questionnaire. Based on the answers he gave to that questionnaire, produce a university recommendation letter for Bryan.

Questionairre:

What was your favorite or most meaningful project, assignment, or experience in the class (think: IA, Field Trip, ECA....)?

The most memorable experience in economics class was when Mr. Watson used the Jeopardy game to help us review the contents we covered. As the activity was conducted in the first semester, I barely knew any of my classmates, but after cooperating with them in a team, I showcased the ability to bond with others quickly, demonstrating the spirit of teamwork and exchanging ideas about what we studied in economics. Using the Jeopardy game as a way to break the communication barriers, I discussed economic concepts with my team members and realized that merely taking notes without understanding them was not enough. Thus, I developed the habit of constantly referring to my notes, which is essential for memorization and comprehension. Furthermore, this game has inspired me to study economics in a variety of ways, such as using Quizlet as a tool to memorize economic terms, thus not only stimulating my interest in economics but also improving my learning efficiency. Besides this, realizing the strength and advantages teamwork can bring me, every time before exams, I would initiate seminars with my teammates to discuss economic concepts. Working in groups enabled me to communicate with like-minded friends and improve my ability and grades.

What was your favorite unit or module in the class? Why?

My favorite part of the course is policies. Policies in macroeconomics broadened my horizon with bigger pictures. Viewing the economy as a whole helps me think outside the box, strengthening my critical thinking abilities. Moreover, I rarely get the chance to touch on policies and decision-making in microeconomics as well as real-life scenarios. So, I have always been curious about them, and the unit of the book certainly fulfilled my curiosities in this field of macroeconomics. Furthermore, using the concept of intervention in my economics IA, I gained a deeper understanding of demand-side and supply-side policies, which enabled me to comprehend government decisions in order to tackle issues such as recessions or inflations on a greater scale. Visualizing vague economic
concepts and vividly showing real-life situations, such as the deflationary and inflationary gaps, the neo-classical module is especially vital in understanding which policy to utilize. I, therefore, interpreted that although economic modules may be hard to memorize, they are explicit reflections of the real economy. This is crucial because I can better seize opportunities when knowing what is going on in the global economy, enabling me to understand better and thus become a global citizen.

Have you ever applied a theory or concept from the class in real life?

I have set up a business club of over 50 people named “Startup” outside of school with the aim of applying what I have learned in my economics textbooks to real-life situations. I have organized and led a business event that combines charity sales and charity bazaars, with all the donations received going to NGOs to help provide better education for left-behind children in rural areas of China. Through my studies of poverty and inequality, I have gained a great awareness of social issues and have been able to bridge the gap through my efforts. In addition, I used my microeconomics knowledge of compliment and substitution in the charity sale to attract consumers to consume both products by selling coffee and cupcake together, making the set meal cheaper compared to the price add up if consumers purchased them individually. Later, consumers were still enthusiastic when we sold half of the coffee and cupcakes. However, our supplies gradually became limited as we used up all the raw materials. With the aid of the demand-supply model learned in economics, I realized that we would earn more profit if we increased the price of the goods as our product was in scarcity. Hence, I raised the price for the set meal. Eventually, this bazaar turned out to be a great success with the aid of my marketing strategy from the help of theories I learned at school.
Have you done any extra reading or research in the subject beyond the homework or assignment the teacher gave you?

I studied further the concepts of inequality, poverty, and behavioral economics on a trip that combined business and charity. Going into the mountains, I helped local villagers sell organic rice. It was the first time I had been to such an underdeveloped area. Seeing they had no air conditioning or electricity in the summer, I realized the wealth gap. Therefore, with a passion for diminishing this inequality, I was motivated to devote my enthusiasm to helping the villages sell rice. In just one week, I dug into behavioral economics and market strategies and researched. In the end, we raised over $1500 for the villagers through a live webcast and a micro shop marketing tool. It is a wonderful feeling to give back to the community with knowledge. It is meaningful to me that online sales have become a sustainable and profitable way for them to grow. Even after the event is over, our help is still
going strong. This experience has taught me that it is important to look at the world while keeping your head in the books. Seeing the big picture in a small way is a wonderful way to appreciate the meaning of learning. Overall, the knowledge from my economics textbook was a great inspiration and motivated me to study further.

What are the areas not in the syllabus you have explored in your spare time? If not, what would you like to explore?

I have explored the indifference curve module on my own. In my research paper “Effect of bride price on the Chinese marriage market,” I used the concept of the indifference curve to show two goods and aimed to figure out whether bride price will affect the marriage rate.
For example, this indifference curve I used in the research paper shows what women can gain before and after marriage. The left part of the graph focuses on unmarried women, with the y-axis representing their leisure time. If a woman is completely undesirable for marriage, she will have more freedom to control her own time, but if a woman is leaning toward marriage, she needs to spend time with the other half, which will take some of her freedom. The right part of the graph is about married women. The x-axis, the woman’s economic status, might increase when she becomes a wife. This is due to the bride price she gets, the income of her husband, and the positive synergies (the economic value of the emotional endowment, reduced solitary feelings, and so on) due to the marriage. On the other hand, her free time will be less because she might have to do housework, take care of the baby, and look after her husband’s parents. We can conclude that women get married because of the improved economic status, which makes bride price a pull factor in the marriage market.

The paragraph below is quite weak. It is rather underwhelming to say that a student's most stand out moment was participating in a Jeopardy game. You also failed to highlight that it was this Jeopardy game that gave him the opportunity to break down communication barriers and build the confidence to initiate study sessions with his peers. Please rewrite and improve the paragraph using the pointers I have mentioned and any other new interesting ideas you might come up with.

Please rewrite and improve the paragraph which discusses Bryan's favorite topic.

The paragraph you wrote about Bryan's business "startup" and the charity work that he has done is good. However, you should have included some of the specific data Bryan had mentioned. It will seem more convincing to the reader this way. Please do this now.

Read the following:

Bryan
I am writing to recommend Bryan, one of my leading IBDP Economics students, for admission to your esteemed institution.
Bryan has left a lasting impression on me with his ability to actively engage and fully immerse himself in the learning process. One particularly standout moment was when our class participated in a Jeopardy-style review game during the first semester. At that time, Bryan was still relatively new to the classroom environment and had not yet built strong connections with his peers. Instead of shying away from collaboration, Bryan seized this opportunity as a chance to break down communication barriers and foster a sense of camaraderie within his team. His enthusiasm and willingness to cooperate demonstrated not only his remarkable adaptability but also his leadership skills in bringing the group together towards a common goal.
Moreover, the Jeopardy game triggered a profound realization within Bryan, prompting him to adopt a more proactive approach to his studies. Bryan began to appreciate the importance of truly understanding his coursework, rather than simply memorizing it, and consequently developed the habit of thinking about topics more deeply and applying them to real-world scenarios. Furthermore, this experience ignited a passion for collaborative learning in Bryan, instilling the confidence necessary to initiate study sessions with his classmates. By doing so, he cultivated an atmosphere of intellectual exchange and shared knowledge, contributing significantly to the overall success of the class.
His zeal for this Economics was demonstrated by his ability to apply the concepts of demand-side and supply-side policies to his macroeconomics IA, which showcased his capacity for independent research and application of theoretical knowledge. Bryan’s in-depth understanding of policy intervention and macroeconomic decision-making has not only proven his dedication to deeper learning but has also provided him with the tools necessary to decipher and appreciate the global economy. In turn, this comprehensive understanding has fostered his growth as a global citizen, better equipped to grasp the nuances and complexities of the world outside of the classroom.
Beyond the classroom, Bryan has applied his knowledge of business and economics to real-world situations. He established a business club called “Startup” where he organized a successful charity event, with all the donations going to NGOs to help provide better education for left-behind children in rural areas of China. Using his knowledge of online commerce and marketing, he also participated in a trip where he helped local villagers increase their sales of organic rice. Collectively, they were able to raise over $1,500. These philanthropic endeavors not only emphasize Bryan’s commitment to entrepreneurship, but also showcase his compassion for addressing social issues.I wholeheartedly recommend Bryan for admission to your institution. His dedication to learning, drive to extend his knowledge, and application of theoretical concepts to real-life situations make him an exemplary candidate both academically and as a global citizen. I have no doubt that Bryan would bring the same determination and commitment to his studies at your esteemed university, enriching its academic community and making a lasting impact in his future endeavors.

The following text does not flow very well. There needs to be more of a transition from one topic to another. Please rewrite and improve according to my suggestions.

I am writing to recommend Bryan, one of my leading IBDP Economics students, for admission to your esteemed institution.
Bryan has left a lasting impression on me with his ability to actively engage and fully immerse himself in the learning process. One particularly standout moment was when our class participated in a Jeopardy-style review game during the first semester. At that time, Bryan was still relatively new to the classroom environment and had not yet built strong connections with his peers. Instead of shying away from collaboration, Bryan seized this opportunity as a chance to break down communication barriers and foster a sense of camaraderie within his team. His enthusiasm and willingness to cooperate demonstrated not only his remarkable adaptability but also his leadership skills in bringing the group together towards a common goal.
Moreover, this experience prompted Bryan to adopt a more proactive approach to his studies. Bryan began to appreciate the importance of truly understanding his coursework, rather than simply memorizing it, and consequently developed the habit of thinking about topics more deeply and applying them to real-world scenarios. Furthermore, this experience ignited a passion for collaborative learning in Bryan, instilling the confidence necessary to initiate study sessions with his classmates. By doing so, he cultivated an atmosphere of intellectual exchange and shared knowledge, contributing significantly to the overall success of the class.
Beyond the classroom, Bryan has applied his knowledge of business and economics to real-world situations. He established a business club called “Startup” where he organized a successful charity event, with all the donations going to NGOs to help provide better education for left-behind children in rural areas of China. Using his knowledge of online commerce and marketing, he also participated in a group trip where he helped local villagers increase their sales of organic rice. Collectively, they were able to raise over $1,500. These philanthropic endeavors not only emphasize Bryan’s commitment to entrepreneurship, but also showcase his compassion for addressing social issues.
I wholeheartedly recommend Bryan for admission to your institution. His dedication to learning, drive to extend his knowledge, and application of theoretical concepts to real-life situations make him an exemplary candidate both academically and as a global citizen. I have no doubt that Bryan would bring the same determination and commitment to his studies at your esteemed university, enriching its academic community and making a lasting impact in his future endeavors.

Dear OB,

I am writing to inform you that I have decided to resign from my position as a co-educator at Our beginning. My last day of work will be 09/29/2023.
The reasons of resigning of my job are:
1, I’m experiencing work abuse everyday, Viola kicks and hits me everyday, work abuse is not accepteble, and I have to aviod her hitting others all the time. When other parents were questioning what did you as a teacher do when she was hitting their kids I felt guilty and hopeless.
2, As a teacher, I don’t feel I get enough support, break is irregular, when I really need to go to the bathroom I can’t really find anyone to help.
Thank you for the opportunity to work in this position for the past 3 months!

Rachel Guo
check grammar

Preschool teacher
Delivered creative and interactive activities to an average of 16 students
between 3-5 years of age
Prioritize documenting children’s learning processes and tracking their individual needs
Communicate classwork and lesson plans with parents to encourage incorporating instruction at home.
Encouraged students improved performance through positive reinforcement techniques. rewrite this content

Preschool teacher
Delivered creative and interactive activities to an average of 16 students
between 3-5 years of age
Prioritize documenting children’s learning processes and tracking their individual needs
Communicate classwork and lesson plans with parents to encourage incorporating instruction at home.
Encouraged students improved performance through positive reinforcement techniques. rewrite my resume

Delivered creative and interactive activities to an average of 16 students
between 3-5 years of age
Prioritize documenting children’s learning processes and tracking their individual needs
Communicate classwork and lesson plans with parents to encourage incorporating instruction at home.
Encouraged students improved performance through positive reinforcement techniques. write similar content

Preschool teacher
Delivered creative and interactive activities to an average of 16 students
between 3-5 years of age
Prioritize documenting children’s learning processes and tracking their individual needs
Communicate classwork and lesson plans with parents to encourage incorporating instruction at home.
Encouraged students improved performance through positive reinforcement techniques. check my resume, make it better

Preschool teacher
Delivered creative and interactive activities to an average of 16 students
between 3-5 years of age
Prioritize documenting children’s learning processes and tracking their individual needs
Communicate classwork and lesson plans with parents to encourage incorporating instruction at home.
Encouraged students improved performance through positive reinforcement techniques.

help me change my resume :Preschool teacher
Implement interactive activities to a group of 16 kids age between 3-5
Documents children’s learning progress,
Communicate with parents
- Collaborated with fellow teachers and administrators to create a supportive and inclusive classroom environment.
- Conducted regular assessments to monitor student progress and adjust teaching strategies accordingly.

change rtf into word format at mac

EDUCATION
China Xinzhou Teacher University - China
Bachelor of Arts - Early Childhood Education, 2012 - 2016

WORK EXPERIENCE
Our Beginning- Seattle, WA 07/2023 - Present
Preschool teacher
Implemented interactive and engaging activities for a group of 16 children aged 3-5, creating a nurturing and dynamic learning environment.
Documented children’s learning progress to ensure individualized instruction and identify areas of improvement.
Fostered effective communication with parents to provide regular updates on classwork and strategies for incorporating instruction at home.
Collaborated with fellow teachers and administrators to create a supportive and inclusive classroom environment
Ruoqing Education Technology- Beijing, China 03/2021 - 07/2021
Educational Content Creator
Designed curriculum for an online study App for ages 3-8, using a variety of teaching methods.
Designed main characters and activities for educational videos, and wrote scripts for the videos in a fun and understandable way.
Collaborated with the British department to create theme songs for the app.
Collaborated with the illustration department to create pictures that enhance the storytelling experience for students.
Whale's English - Beijing, China 10/2019 - 03/2021
Classroom Management
Monitored and evaluated over 20,000 online classes, providing students with effective feedback to enhance their educational experience.
Offered professional advice based on comprehensive evaluations of student performance during trial classes.
Observed online classes to assess teacher performance, provided constructive feedback, and wrote detailed performance reports on student progress for management.
Analyzed student feedback to provide insights into demographic trends and preferences, ensuring that the company’s education services remained tailored to meet the changing needs of students.
Bestlearning- Beijing, China 07/2016 - 10/2019
Preschool Teacher
Taught class sizes of 10-14 students, personalized learning for each student with engaging activities and differentiated instruction.
Developed daily phonics lessons and taught basic academic subjects such as numbers, colors, shapes, and language arts.
Maintained open communication with parents through frequent updates, conferences, and in-home coaching.



VOLUNTEER EXPERIENCE
Warrior Healing Center- Sierra Vista, AZ 04/2023 - PRESENT
Front Desk Volunteer
Greeted and assisted clients with a professional and friendly demeanor, providing excellent customer service.
Led guests to associates based on their needs, resulting in a smooth and satisfying experience for clients.
Little Snail - Xiamen, China 02/2022 - 11/2022
Volunteer
Provided companionship for children with autism, assisting them with various activities to improve their quality of life.
Ensured the safety and engagement of children during activities.
Collaborated with the team to give feedback to families on their child’s progress.
Yangquan Kindergarden- Yangquan, China 03/2015 - 07/2015
Volunteer Teacher
Developed and implemented lesson plans for Chinese students, tailored to the needs of a class of 25 students.
Designed and executed eight weekly activities to aid students in learning Chinese characters and improving their language proficiency.
Demonstrated strong classroom management skills, fostering a positive and inclusive learning environment for all students. base on my resume write my summary make it short

change it , make it more relate to my personality

Passionate and dedicated preschool teacher with a natural talent for creating interactive and captivating learning experiences. A strong advocate for effective parent communication and collaboration with colleagues to foster a supportive and inclusive classroom environment. can you change my summary

what is the rate to get into the PTA program at Pima Medical?

answer this Why do you want to be a PTA? Why PTA over PT?

edit my answer Why do you want to be a PTA?
I have always had an interest in exploring body movements when I was a kid, and I found myself really into dance class i was really good at grasping dance movement, and i was also interested in human anatomy , until I had neck pain when I worked as a curriculum designer I started to look into physical therapy, I had a lot of relif from physical therapy , and I really want to become PTA, I think PT is my ultimate goal, entering the field as PTA will help provide me insight and basic knowledge I need to know as a PT so It’ll prepare me to get into a PT program.

edit my messageHi, Fred
Are you available at 3 pm tomorrow? And do you prefer cash or Venmo or other transfer method?

check grammar or rewrite it: Hi, Fred
Are you available at 3 pm tomorrow? And do you prefer cash or Venmo or other transfer method?

reply to this saying that what is the address :
Tomorrow around 3:00 PM works for me. Cash is best for me. You can meet me in the parking area which is on the east side of the building. Call or text me at 206-962-0248 when you arrive.

check my answer:I have always had an interest in exploring body movements when I was a kid, and I found myself really into dance class i was really good at grasping dance movement, and i was also interested in human anatomy , until I had neck pain when I worked as a curriculum designer I started to look into physical therapy, I had a lot of relif from physical therapy , and I really want to become PTA, I think PT is my ultimate goal, entering the field as PTA will help provide me insight and basic knowledge I need to know as a PT so It’ll prepare me to get into a PT program.

check my grammar:I have always had an interest in exploring body movements when I was a kid, and I found myself really into dance class i was really good at grasping dance movement, and i was also interested in human anatomy , until I had neck pain when I worked as a curriculum designer I started to look into physical therapy, I had a lot of relif from physical therapy , and I really want to become PTA, I think PT is my ultimate goal, entering the field as PTA will help provide me insight and basic knowledge I need to know as a PT so It’ll prepare me to get into a PT program.

check grammar:Because I work with children, being a preschool teacher requires patience, energy, motivation and hard work, I think these qualities will prepare me to succeed in PTA program.

check grammar: Hi, Antonio,

I hope this email finds you well, I have attached foreign transcript and translation to this email.

Thank you!
Feiyan Guo

check grammar Hi, Antonio,

I hope this email finds you well, I have attached foreign transcript and its translation to this email.

Thank you!
Feiyan Guo

check grammar Hi, Antonio,

I hope this email finds you well, here is the copy of my foreign transcript and its translation.

check grammar:I moved to sierra vista, arizona at the beginning of this year from China, I did a lot research and consulted PTA program at Pima in Tucson, but I got a job offer in seattle as a preschool teacher, so I moved to seattle worked as a preschool teacher, but I realize I still want to get into the PT field, that’s why Im here with determination.

check grammar:Because I work with children, being a preschool teacher requires patience, energy, motivation and hard work. I think one of my strong strength is that i’m able to multitask, at my work I had to handle multiple situation at the same time, for example, one kid just had a potty accident, while another kid is crying over a toy, and another kid is asking me where is her book, I had to handle this situation at the same time,so I tell the third kid i have to change first kid’s cloth, I’ll help find your book after I change him, then I would tell the second kid, it’s ok, take a deep breath calm down, first,huge him and tell the first kid go to the bathroom and find his pants and socks, then I try to solve second kids problem offer him some solutions, then I would change first kids cloth

what does physical therapy assistant do?

check grammar:When I’m studying I like to make a chart documenting each units objectives, so it helps review the main knowledge I need to know for each unit, even in my class I made google docs document what’ve learned each week, so when parents ask me I can easily tell them what we’ve talked about in the class. I found it very effective .

act as a teacher, give me 10 activities on news report writing that students can do in their english writing class

let's focus on number 1 and number 4.

number 1. give me 10 examples of boring headlines and show how to make them exciting and catchy. then give me 10 new headlines for students to turn into exciting ones.

number 4. i need more theory on the interview taking, examples, assignments, etc

number 1. give me 10 additional generic headlines. and ask students to make them catchy and exciting.

number 4. ask students to create 10 questions for their newspaper article interview.

act as a teacher, make a worksheet.

keep everything but instead of "generic" write "boring"

act as a teacher. write a lesson report of this class as if you've just finished this class. i need the class objective, and mentioning that the students have completed their news report articles, did activities on headlines and interviewing

what is a probing question?

Act as a teacher to an ESL writing class, create 10 speech writing tasks similar to the following task:

Imagine you are the coach or manager of a football team. Your team are about to play an important match. What would you say to them to inspire them? Think about how you could boost their confidence, what they might be worried about and how you can support them. Back up your points with evidence and sum up your thoughts at the end.

let's focus on number 4. how can i help students write this speech?

act as a teacher, turn these into instructions for the students. create a worksheet

act as a teacher, write a lesson report for this class as if it has just finished and you're writing a report about the class for the parents

okay, make a more formal and shorter report of the class, listing the lesson objectives, goals, activities

I'm asking for curriculum planning, Summarize these sentences into topic that I need to teach my students:
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning, Summarize each essential knowledge statement into sentences that contain topics that I need to teach my students:
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning. Summarize each essential knowledge statement into topics that I need to teach my students. English is not my first language so I have hard time understanding and unpacking each statement.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning. Summarize each essential knowledge statement into a list of topics(no description required and bulleted) that I need to teach my students. English is not my first language so I have hard time understanding and unpacking each statement.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning. Summarize each essential knowledge statement into a list of topics(no description required and bulleted) like the ones in a textbook that I need to teach my students.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of topics(no description required and bulleted) like the ones in a textbook that I need to teach my students.
TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

this isn't a ist of topics?

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified list of curriculum topics(no description required and bulleted) like the ones in a textbook that I need to teach my students.
TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

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TOPIC 1.2
Mass Spectroscopy
of Elements
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.B
Explain the quantitative
relationship between the
mass spectrum of an element
and the masses of the
element’s isotopes.
SPQ-1.B.1
The mass spectrum of a sample containing a
single element can be used to determine the
identity of the isotopes of that element and the
relative abundance of each isotope in nature.
SPQ-1.B.2
The average atomic mass of an element can
be estimated from the weighted average of
the isotopic masses using the mass of each
isotope and its relative abundance.
X INTERPRETING MASS SPECTRA
Interpreting mass spectra of samples
containing multiple elements or peaks arising
from species other than singly charged
monatomic ions will not be assessed on
the AP Exam.

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Determine the molecular formula of a compound

TOPIC 1.3
Elemental
Composition of
Pure Substances
Required Course Content
ENDURING UNDERSTANDING
SPQ-2
Chemical formulas identify substances by their unique combination of atoms.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-2.A
Explain the quantitative
relationship between the
elemental composition by
mass and the empirical
formula of a pure substance.
SPQ-2.A.1
Some pure substances are composed of
individual molecules, while others consist
of atoms or ions held together in fixed
proportions as described by a formula unit.
SPQ-2.A.2
According to the law of definite proportions,
the ratio of the masses of the constituent
elements in any pure sample of that compound
is always the same.
SPQ-2.A.3
The chemical formula that lists the lowest
whole number ratio of atoms of the elements in
a compound is the empirical formula.

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By the end of this section, you will be able to:
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TOPIC 1.4
Composition
of Mixtures
Required Course Content
ENDURING UNDERSTANDING
SPQ-2
Chemical formulas identify substances by their unique combination of atoms.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-2.B
Explain the quantitative
relationship between the
elemental composition by
mass and the composition of
substances in a mixture.
SPQ-2.B.1
While pure substances contain molecules or
formula units of a single type, mixtures contain
molecules or formula units of two or more
types, whose relative proportions can vary.
SPQ-2.B.2
Elemental analysis can be used to determine
the relative numbers of atoms in a substance
and to determine its purity.

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By the end of this section, you will be able to:
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Determine the molecular formula of a compound

TOPIC 1.5
Atomic Structure and
Electron Configuration
Required Course Content
ENDURING UNDERSTANDING
SAP-1
Atoms and molecules can be identified by their electron distribution and energy.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-1.A
Represent the electron
configuration of an element
or ions of an element using
the Aufbau principle.
SAP-1.A.1
The atom is composed of negatively charged
electrons and a positively charged nucleus that
is made of protons and neutrons.
SAP-1.A.2
Coulomb’s law is used to calculate the force
between two charged particles.
EQN: Fcoulombic ∝ q1
q2
r2
SAP-1.A.3
In atoms and ions, the electrons can be thought
of as being in “shells (energy levels)” and
“subshells (sublevels),” as described by the
electron configuration. Inner electrons are called
core electrons, and outer electrons are called
valence electrons. The electron configuration is
explained by quantum mechanics, as delineated
in the Aufbau principle and exemplified in the
periodic table of the elements.
X THE ASSIGNMENT OF QUANTUM NUMBERS
TO ELECTRONS IN SUBSHELLS OF AN
ATOM WILL NOT BE ASSESSED ON THE
AP EXAM.
Rationale: Assignment of quantum numbers
to electrons in specific subshells does not
increase students’ understanding of the
structure of the atom.
SAP-1.A.4
The relative energy required to remove an
electron from different subshells of an atom or
ion or from the same subshell in different atoms
or ions (ionization energy) can be estimated
through a qualitative application of Coulomb’s
law. This energy is related to the distance from
the nucleus and the effective (shield) charge of
the nucleus.

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By the end of this section, you will be able to:
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Determine the molecular formula of a compound

TOPIC 1.6
Photoelectron
Spectroscopy
ENDURING UNDERSTANDING
SAP-1
Atoms and molecules can be identified by their electron distribution and energy.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-1.B
Explain the relationship
between the photoelectron
spectrum of an atom or
ion and:
a. The electron configuration
of the species.
b. The interactions
between the electrons
and the nucleus.
SAP-1.B.1
The energies of the electrons in a given
shell can be measured experimentally with
photoelectron spectroscopy (PES). The
position of each peak in the PES spectrum is
related to the energy required to remove an
electron from the corresponding subshell, and
the height of each peak is (ideally) proportional
to the number of electrons in that subshell.

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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 1.7
Periodic Trends
Required Course Content
ENDURING UNDERSTANDING
SAP-2
The periodic table shows patterns in electronic structure and trends in
atomic properties.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-2.A
Explain the relationship
between trends in atomic
properties of elements and
electronic structure
and periodicity.
SAP-2.A.1
The organization of the periodic table is based
on the recurring properties of the elements and
explained by the pattern of electron configurations
and the presence of completely or partially filled
shells (and subshells) of electrons in atoms.
X WRITING THE ELECTRON CONFIGURATION
OF ELEMENTS THAT ARE EXCEPTIONS
TO THE AUFBAU PRINCIPLE WILL NOT BE
ASSESSED ON THE AP EXAM.
Rationale: The mere rote recall of the
exceptions does not match the goals of the
curriculum revision.
SAP-2.A.2
Trends in atomic properties within the
periodic table (periodicity) can be qualitatively
understood through the position of the element
in the periodic table, Coulomb’s law, the shell
model, and the concept of shielding/effective
nuclear charge. These properties include:
a. Ionization energy
b. Atomic and ionic radii
c. Electron affinity
d. Electronegativity.
SAP-2.A.3
The periodicity (in SAP-2.A.2) is useful to
predict /estimate values of properties in the
absence of data.

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Determine the molecular formula of a compound

TOPIC 1.8
Valence Electrons and
Ionic Compounds
Required Course Content
ENDURING UNDERSTANDING
SAP-2
The periodic table shows patterns in electronic structure and trends in
atomic properties.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-2.B
Explain the relationship
between trends in the
reactivity of elements
and periodicity.
SAP-2.B.1
The likelihood that two elements will form
a chemical bond is determined by the
interactions between the valence electrons
and nuclei of elements.
SAP-2.B.2
Elements in the same column of the periodic
table tend to form analogous compounds.
SAP-2.B.3
Typical charges of atoms in ionic compounds
are governed by their location on the periodic
table and the number of valence electrons.

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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 2.1
Types of
Chemical Bonds
Required Course Content
ENDURING UNDERSTANDING
SAP-3
Atoms or ions bond due to interactions between them, forming molecules.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-3.A
Explain the relationship
between the type of bonding
and the properties of the
elements participating in
the bond.
SAP-3.A.1
Electronegativity values for the representative
elements increase going from left to right
across a period and decrease going down
a group. These trends can be understood
qualitatively through the electronic structure of
the atoms, the shell model, and Coulomb’s law.
SAP-3.A.2
Valence electrons shared between atoms
of similar electronegativity constitute a
nonpolar covalent bond. For example, bonds
between carbon and hydrogen are effectively
nonpolar even though carbon is slightly more
electronegative than hydrogen.
SAP-3.A.3
Valence electrons shared between atoms of
unequal electronegativity constitute a polar
covalent bond.
a. The atom with a higher electronegativity will
develop a partial negative charge relative to
the other atom in the bond.
b. In single bonds, greater differences in
electronegativity lead to greater bond dipoles.
c. All polar bonds have some ionic character,
and the difference between ionic and
covalent bonding is not distinct but rather
a continuum.
SAP-3.A.4
The difference in electronegativity is not the
only factor in determining if a bond should
be designated as ionic or covalent. Generally,
bonds between a metal and nonmetal are
ionic, and bonds between two nonmetals are
covalent. Examination of the properties of a
compound is the best way to characterize the
type of bonding.
SAP-3.A.5
In a metallic solid, the valence electrons
from the metal atoms are considered to be
delocalized and not associated with any
individual atom.

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Determine the molecular formula of a compound

TOPIC 2.2
Intramolecular Force
and Potential Energy
Required Course Content
ENDURING UNDERSTANDING
SAP-3
Atoms or ions bond due to interactions between them, forming molecules.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-3.B
Represent the relationship
between potential energy
and distance between
atoms, based on factors that
influence the interaction
strength.
SAP-3.B.1
A graph of potential energy versus the distance
between atoms is a useful representation for
describing the interactions between atoms.
Such graphs illustrate both the equilibrium
bond length (the separation between atoms at
which the potential energy is lowest) and the
bond energy (the energy required to separate
the atoms).
SAP-3.B.2
In a covalent bond, the bond length is
influenced by both the size of the atom’s core
and the bond order (i.e., single, double, triple).
Bonds with a higher order are shorter and have
larger bond energies.
SAP-3.B.3
Coulomb’s law can be used to understand the
strength of interactions between cations
and anions.
a. Because the interaction strength is
proportional to the charge on each ion, larger
charges lead to stronger interactions.
b. Because the interaction strength increases
as the distance between the centers of the
ions (nuclei) decreases, smaller ions lead to
stronger interactions.

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By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 2.3
Structure of
Ionic Solids
Required Course Content
ENDURING UNDERSTANDING
SAP-3
Atoms or ions bond due to interactions between them, forming molecules.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-3.C
Represent an ionic solid with
a particulate model that is
consistent with Coulomb’s
law and the properties of the
constituent ions.
SAP-3.C.1
The cations and anions in an ionic crystal are
arranged in a systematic, periodic 3-D array
that maximizes the attractive forces among
cations and anions while minimizing the
repulsive forces.
X KNOWLEDGE OF SPECIFIC TYPES OF
CRYSTAL STRUCTURES WILL NOT BE
ASSESSED ON THE AP EXAM.
Rationale: Study of specific crystal structures is
not essential to an understanding of the big ideas.

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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 2.4
Structure of Metals
and Alloys
Required Course Content
ENDURING UNDERSTANDING
SAP-3
Atoms or ions bond due to interactions between them, forming molecules.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-3.D
Represent a metallic
solid and/or alloy using a
model to show essential
characteristics of the
structure and interactions
present in the substance.
SAP-3.D.1
Metallic bonding can be represented as an
array of positive metal ions surrounded by
delocalized valence electrons (i.e., a “sea
of electrons”).
SAP-3.D.2
Interstitial alloys form between atoms of
different radii, where the smaller atoms fill the
interstitial spaces between the larger atoms
(e.g., with steel in which carbon occupies the
interstices in iron).
SAP-3.D.3
Substitutional alloys form between atoms
of comparable radius, where one atom
substitutes for the other in the lattice. (In
certain brass alloys, other elements, usually
zinc, substitute for copper.)

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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 2.5
Lewis Diagrams
Required Course Content
ENDURING UNDERSTANDING
SAP-4
Molecular compounds are arranged based on Lewis diagrams and Valence Shell
Electron Pair Repulsion (VSEPR) theory.
LEARNING OBJECTIVE
SAP-4.A
Represent a molecule with a
Lewis diagram.
ESSENTIAL KNOWLEDGE
SAP-4.A.1
Lewis diagrams can be constructed according
to an established set of principles.

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TOPIC 2.6
Resonance and
Formal Charge
Required Course Content
ENDURING UNDERSTANDING
SAP-4
Molecular compounds are arranged based on Lewis diagrams and Valence Shell
Electron Pair Repulsion (VSEPR) theory.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-4.B
Represent a molecule with a
Lewis diagram that accounts
for resonance between
equivalent structures or that
uses formal charge to select
between nonequivalent
structures.
SAP-4.B.1
In cases where more than one equivalent Lewis
structure can be constructed, resonance
must be included as a refinement to the Lewis
structure. In many such cases, this refinement
is needed to provide qualitatively accurate
predictions of molecular structure
and properties.
SAP-4.B.2
The octet rule and formal charge can be used
as criteria for determining which of several
possible valid Lewis diagrams provides the
best model for predicting molecular structure
and properties.
SAP-4.B.3
As with any model, there are limitations to
the use of the Lewis structure model,
particularly in cases with an odd number of
valence electrons.

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TOPIC 2.7
VSEPR and Bond
Hybridization
Required Course Content
ENDURING UNDERSTANDING
SAP-4
Molecular compounds are arranged based on Lewis diagrams and Valence Shell
Electron Pair Repulsion (VSEPR) theory.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-4.C
Based on the relationship
between Lewis diagrams,
VSEPR theory, bond orders,
and bond polarities:
a. Explain structural
properties of molecules.
b. Explain electron properties
of molecules.
SAP-4.C.1
VSEPR theory uses the Coulombic repulsion
between electrons as a basis for predicting
the arrangement of electron pairs around a
central atom.
SAP-4.C.2
Both Lewis diagrams and VSEPR theory must
be used for predicting electronic and structural
properties of many covalently bonded
molecules and polyatomic ions, including
the following:
a. Molecular geometry
b. Bond angles
c. Relative bond energies based on bond order
d. Relative bond lengths (multiple bonds,
effects of atomic radius)
e. Presence of a dipole moment
f. Hybridization of valence orbitals of
the molecule
SAP-4.C.3
The terms “hybridization” and “hybrid atomic
orbital” are used to describe the arrangement
of electrons around a central atom. When the
central atom is sp hybridized, its ideal bond
angles are 180°; for sp2 hybridized atoms the
bond angles are 120°; and for sp3 hybridized
atoms the bond angles are 109.5°.
X AN UNDERSTANDING OF THE DERIVATION
AND DEPICTION OF HYBRID ORBITALS
WILL NOT BE ASSESSED ON THE AP EXAM.
Rationale: The course includes the distinction
between sigma and pi bonding, the use of VSEPR
to explain the shapes of molecules, and the sp,
sp2
, and sp3
nomenclature. Additional aspects
related to hybridization are both controversial and
do not substantially enhance understanding of
molecular structure.
X HYBRIDIZATION INVOLVING D ORBITALS
WILL NOT BE ASSESSED ON THE AP EXAM.
WHEN AN ATOM HAS MORE THAN FOUR
PAIRS OF ELECTRONS SURROUNDING THE
CENTRAL ATOM, STUDENTS ARE ONLY
RESPONSIBLE FOR THE SHAPE OF THE
RESULTING MOLECULE.
Rationale: Current evidence suggests that
main-group hybridization involving d orbitals
does not exist, and there is controversy about the
need to teach any hybridization. Until agreement
is reached in the chemistry community, we
will continue to include only sp, sp2
, and sp3
hybridization on the AP Exam.
SAP-4.C.4
Bond formation is associated with overlap
between atomic orbitals. In multiple bonds, such
overlap leads to the formation of both sigma
and pi bonds. The overlap is stronger in sigma
than pi bonds, which is reflected in sigma bonds
having greater bond energy than pi bonds. The
presence of a pi bond also prevents the rotation
of the bond and leads to structural isomers.
X MOLECULAR ORBITAL THEORY IS
RECOMMENDED AS A WAY TO PROVIDE
DEEPER INSIGHT INTO BONDING.
HOWEVER, THE AP EXAM WILL NEITHER
EXPLICITLY ASSESS MOLECULAR ORBITAL
DIAGRAMS, FILLING OF MOLECULAR
ORBITALS, NOR THE DISTINCTION
BETWEEN BONDING, NONBONDING, AND
ANTIBONDING ORBITALS.
Rationale: As currently covered in general
chemistry college textbooks, molecular orbital
theory is limited to homonuclear molecules in the
second period.

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By the end of this section, you will be able to:
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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.1
Intermolecular
Forces
Required Course Content
ENDURING UNDERSTANDING
SAP-5
Intermolecular forces can explain the physical properties of a material.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-5.A
Explain the relationship
between the chemical
structures of molecules and
the relative strength of their
intermolecular forces when:
a. The molecules are of the
same chemical species.
b. The molecules are of two
different chemical species.
SAP-5.A.1
London dispersion forces are a result of the
Coulombic interactions between temporary,
fluctuating dipoles. London dispersion forces
are often the strongest net intermolecular
force between large molecules.
a. Dispersion forces increase with increasing
contact area between molecules and with
increasing polarizability of the molecules.
b. The polarizability of a molecule increases
with an increasing number of electrons in the
molecule; and the size of the electron cloud.
It is enhanced by the presence of pi bonding.
c. The term “London dispersion forces” should
not be used synonymously with the term
“van der Waals forces.”
SAP-5.A.2
The dipole moment of a polar molecule
leads to additional interactions with other
chemical species.
a. Dipole-induced dipole interactions are
present between a polar and nonpolar
molecule. These forces are always attractive.
The strength of these forces increases with
the magnitude of the dipole of the polar
molecule and with the polarizability of the
nonpolar molecule.
ESSENTIAL KNOWLEDGE
b. Dipole-dipole interactions are present
between polar molecules. The interaction
strength depends on the magnitudes of
the dipoles and their relative orientation.
Interactions between polar molecules
are typically greater than those between
nonpolar molecules of comparable size
because these interactions act in addition to
London dispersion forces.
c. Ion-dipole forces of attraction are present
between ions and polar molecules.
These tend to be stronger than dipoledipole forces.
SAP-5.A.3
The relative strength and orientation
dependence of dipole-dipole and ion-dipole
forces can be understood qualitatively by
considering the sign of the partial charges
responsible for the molecular dipole moment,
and how these partial charges interact with an
ion or with an adjacent dipole.
SAP-5.A.4
Hydrogen bonding is a strong type of
intermolecular interaction that exists when
hydrogen atoms covalently bonded to the
highly electronegative atoms (N, O, and F)
are attracted to the negative end of a dipole
formed by the electronegative atom (N, O,
and F) in a different molecule, or a different part
of the same molecule.
SAP-5.A.5
In large biomolecules, noncovalent interactions
may occur between different molecules
or between different regions of the same
large biomolecule.

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Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.2
Properties
of Solids
Required Course Content
ENDURING UNDERSTANDING
SAP-5
Intermolecular forces can explain the physical properties of a material.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-5.B
Explain the relationship
among the macroscopic
properties of a substance,
the particulate-level structure
of the substance, and the
interactions between these
particles.
SAP-5.B.1
Many properties of liquids and solids are
determined by the strengths and types of
intermolecular forces present. Because
intermolecular interactions are broken when a
substance vaporizes, the vapor pressure and
boiling point are directly related to the strength
of those interactions. Melting points also tend
to correlate with interaction strength, but
because the interactions are only rearranged,
in melting, the relations can be more subtle.
SAP-5.B.2
Particulate-level representations, showing
multiple interacting chemical species, are a
useful means to communicate or understand
how intermolecular interactions help to
establish macroscopic properties.
SAP-5.B.3
Due to strong interactions between ions,
ionic solids tend to have low vapor pressures,
high melting points, and high boiling points.
They tend to be brittle due to the repulsion
of like charges caused when one layer slides
across another layer. They conduct electricity
only when the ions are mobile, as when the
ionic solid is melted or dissolved in water or
another solvent.
ESSENTIAL KNOWLEDGE
SAP-5.B.4
In covalent network solids, the atoms are
covalently bonded together into a threedimensional network (e.g., diamond) or layers
of two-dimensional networks (e.g., graphite).
These are only formed from nonmetals:
elemental (e.g., diamond, graphite) or binary
compounds of two nonmetals (e.g., silicon
dioxide and silicon carbide). Due to the strong
covalent interactions, covalent solids have high
melting points. Three-dimensional network
solids are also rigid and hard, because the
covalent bond angles are fixed. However,
graphite is soft because adjacent layers can
slide past each other relatively easily.
SAP-5.B.5
Molecular solids are composed of distinct,
individual units of covalently-bonded
molecules attracted to each other through
relatively weak intermolecular forces. Molecular
solids generally have a low melting point
because of the relatively weak intermolecular
forces present between the molecules. They
do not conduct electricity because their
valence electrons are tightly held within the
covalent bonds and the lone pairs of each
constituent molecule. Molecular solids are
sometimes composed of very large molecules
or polymers.
SAP-5.B.6
Metallic solids are good conductors of
electricity and heat, due to the presence of
free valence electrons. They also tend to be
malleable and ductile, due to the ease with
which the metal cores can rearrange their
structure. In an interstitial alloy, interstitial
atoms tend to make the lattice more rigid,
decreasing malleability and ductility. Alloys
typically retain a sea of mobile electrons and so
remain conducting.
SAP-5.B.7
In large biomolecules or polymers, noncovalent
interactions may occur between different
molecules or between different regions of the
same large biomolecule. The functionality and
properties of such molecules depend strongly
on the shape of the molecule, which is largely
dictated by noncovalent interactions.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.3
Solids, Liquids,
and Gases
Required Course Content
ENDURING UNDERSTANDING
SAP-6
Matter exists in three states: solid, liquid, and gas, and their differences are
influenced by variances in spacing and motion of the molecules.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-6.A
Represent the differences
between solid, liquid, and gas
phases using a particulatelevel model.
SAP-6.A.1
Solids can be crystalline, where the particles
are arranged in a regular three-dimensional
structure, or they can be amorphous, where
the particles do not have a regular, orderly
arrangement. In both cases, the motion of the
individual particles is limited, and the particles
do not undergo overall translation with respect
to each other. The structure of the solid is
influenced by interparticle interactions and the
ability of the particles to pack together.
SAP-6.A.2
The constituent particles in liquids are in
close contact with each other, and they
are continually moving and colliding. The
arrangement and movement of particles are
influenced by the nature and strength of the
forces (e.g., polarity, hydrogen bonding, and
temperature) between the particles.
SAP-6.A.3
The solid and liquid phases for a particular
substance typically have similar molar volume
because, in both phases, the constituent
particles are in close contact at all times.
SAP-6.A.4
In the gas phase, the particles are in constant
motion. Their frequencies of collision and the
average spacing between them are dependent
on temperature, pressure, and volume. Because
of this constant motion, and minimal effects of
forces between particles, a gas has neither a
definite volume nor a definite shape.
X UNDERSTANDING/INTERPRETING PHASE
DIAGRAMS WILL NOT BE ASSESSED ON
THE AP EXAM.
Rationale: Phase diagrams of pure substances
are considered prior knowledge.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.4
Ideal Gas Law
Required Course Content
ENDURING UNDERSTANDING
SAP-7
Gas properties are explained macroscopically—using the relationships among
pressure, volume, temperature, moles, gas constant—and molecularly by the motion
of the gas.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-7.A
Explain the relationship
between the macroscopic
properties of a sample of gas
or mixture of gases using the
ideal gas law.
SAP-7.A.1
The macroscopic properties of ideal gases are
related through the ideal gas law:
EQN: PV = nRT.
SAP-7.A.2
In a sample containing a mixture of ideal gases,
the pressure exerted by each component (the
partial pressure) is independent of the other
components. Therefore, the total pressure of
the sample is the sum of the partial pressures.
EQN: PA = Ptotal × XA,
where XA = moles A/total moles;
EQN: Ptotal = PA + PB + PC + …
SAP-7.A.3
Graphical representations of the relationships
between P, V, T, and n are useful to describe
gas behavior.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.5
Kinetic Molecular
Theory
Required Course Content
ENDURING UNDERSTANDING
SAP-7
Gas properties are explained macroscopically—using the relationships among
pressure, volume, temperature, moles, gas constant—and molecularly by the motion
of the gas.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-7.B
Explain the relationship
between the motion
of particles and the
macroscopic properties of
gases with:
a. The kinetic molecular
theory (KMT).
b. A particulate model.
c. A graphical representation.
SAP-7.B.1
The kinetic molecular theory (KMT) relates
the macroscopic properties of gases to
motions of the particles in the gas. The
Maxwell-Boltzmann distribution describes the
distribution of the kinetic energies of particles
at a given temperature.
SAP-7.B.2
All the particles in a sample of matter are in
continuous, random motion. The average
kinetic energy of a particle is related to its
average velocity by the equation:
EQN: KE = ½ mv2
.
SAP-7.B.3
The Kelvin temperature of a sample of matter
is proportional to the average kinetic energy of
the particles in the sample.
SAP-7.B.4
The Maxwell-Boltzmann distribution provides
a graphical representation of the energies/
velocities of particles at a given temperature.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.6
Deviation from
Ideal Gas Law
Required Course Content
ENDURING UNDERSTANDING
SAP-7
Gas properties are explained macroscopically—using the relationships among
pressure, volume, temperature, moles, gas constant—and molecularly by the motion
of the gas.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-7.C
Explain the relationship
among non-ideal behaviors
of gases, interparticle forces,
and/or volumes.
SAP-7.C.1
The ideal gas law does not explain the actual
behavior of real gases. Deviations from the
ideal gas law may result from interparticle
attractions among gas molecules, particularly
at conditions that are close to those resulting in
condensation. Deviations may also arise from
particle volumes, particularly at extremely
high pressures.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.7
Solutions and
Mixtures
Required Course Content
ENDURING UNDERSTANDING
SPQ-3
Interactions between intermolecular forces influence the solubility and separation
of mixtures.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-3.A
Calculate the number of
solute particles, volume, or
molarity of solutions.
SPQ-3.A.1
Solutions, also sometimes called
homogeneous mixtures, can be solids, liquids,
or gases. In a solution, the macroscopic
properties do not vary throughout the sample.
In a heterogeneous mixture, the macroscopic
properties depend on location in the mixture.
SPQ-3.A.2
Solution composition can be expressed in a
variety of ways; molarity is the most common
method used in the laboratory.
EQN: M = nsolute /Lsolution

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.8
Representations
of Solutions
Required Course Content
ENDURING UNDERSTANDING
SPQ-3
Interactions between intermolecular forces influence the solubility and separation
of mixtures.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-3.B
Using particulate models for
mixtures:
a. Represent interactions
between components.
b. Represent concentrations
of components.
SPQ-3.B.1
Particulate representations of solutions
communicate the structure and properties
of solutions, by illustration of the relative
concentrations of the components in the
solution and drawings that show interactions
among the components.
X COLLIGATIVE PROPERTIES WILL NOT BE
ASSESSED ON THE AP EXAM.
X CALCULATIONS OF MOLALITY, PERCENT
BY MASS, AND PERCENT BY VOLUME WILL
NOT BE ASSESSED ON THE AP EXAM.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.9
Separation of
Solutions and Mixtures
Chromatography
Required Course Content
ENDURING UNDERSTANDING
SPQ-3
Interactions between intermolecular forces influence the solubility and separation
of mixtures.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-3.C
Explain the relationship
between the solubility of ionic
and molecular compounds
in aqueous and nonaqueous
solvents, and the
intermolecular interactions
between particles.
SPQ-3.C.1
The components of a liquid solution cannot
be separated by filtration. They can, however,
be separated using processes that take
advantage of differences in the intermolecular
interactions of the components.
a. Chromatography (paper, thin-layer, and
column) separates chemical species by
taking advantage of the differential strength
of intermolecular interactions between and
among the components of the solution
(the mobile phase) and with the surface
components of the stationary phase.
b. Distillation separates chemical species by
taking advantage of the differential strength
of intermolecular interactions between and
among the components and the effects
these interactions have on the vapor
pressures of the components in the mixture.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.10
Solubility
Required Course Content
ENDURING UNDERSTANDING
SPQ-3
Interactions between intermolecular forces influence the solubility and separation
of mixtures.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-3.C
Explain the relationship
between the solubility of ionic
and molecular compounds
in aqueous and nonaqueous
solvents, and the
intermolecular interactions
between particles.
SPQ-3.C.2
Substances with similar intermolecular
interactions tend to be miscible or soluble in
one another.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.11
Spectroscopy and
the Electromagnetic
Spectrum
Required Course Content
ENDURING UNDERSTANDING
SAP-8
Spectroscopy can determine the structure and concentration in a mixture of a
chemical species.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-8.A
Explain the relationship
between a region of the
electromagnetic spectrum
and the types of molecular
or electronic transitions
associated with that region.
SAP-8.A.1
Differences in absorption or emission of
photons in different spectral regions are
related to the different types of molecular
motion or electronic transition:
a. Microwave radiation is associated with
transitions in molecular rotational levels.
b. Infrared radiation is associated with
transitions in molecular vibrational levels.
c. Ultraviolet/visible radiation is associated with
transitions in electronic energy levels.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.12
Photoelectric Effect
Required Course Content
ENDURING UNDERSTANDING
SAP-8
Spectroscopy can determine the structure and concentration in a mixture of a
chemical species.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-8.B
Explain the properties of
an absorbed or emitted
photon in relationship to an
electronic transition in an
atom or molecule.
SAP-8.B.1
When a photon is absorbed (or emitted) by an
atom or molecule, the energy of the species is
increased (or decreased) by an amount equal
to the energy of the photon.
SAP-8.B.2
The wavelength of the electromagnetic wave is
related to its frequency and the speed of light
by the equation:
EQN: c = λν.
The energy of a photon is related to the
frequency of the electromagnetic wave
through Planck’s equation (E = ℎν).

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 3.13
Beer-Lambert Law
Required Course Content
ENDURING UNDERSTANDING
SAP-8
Spectroscopy can determine the structure and concentration in a mixture of a
chemical species.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-8.C
Explain the amount
of light absorbed by a
solution of molecules or
ions in relationship to the
concentration, path length,
and molar absorptivity.
SAP-8.C.1
The Beer-Lambert law relates the absorption of
light by a solution to three variables according
to the equation:
EQN: A = Ebc.
The molar absorptivity E describes how
intensely a sample of molecules or ions
absorbs light of a specific wavelength.
The path length b and concentration
c are proportional to the number of
absorbing species.
SAP-8.C.2
In most experiments the path length and
wavelength of light are held constant. In
such cases, the absorbance is proportional
only to the concentration of absorbing
molecules or ions.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.1
Introduction
for Reactions
Required Course Content
ENDURING UNDERSTANDING
TRA-1
A substance that changes its properties, or that changes into a different substance,
can be represented by chemical equations.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
TRA-1.A
Identify evidence of chemical
and physical changes in
matter.
TRA-1.A.1
A physical change occurs when a substance
undergoes a change in properties but not a
change in composition. Changes in the phase
of a substance (solid, liquid, gas) or formation/
separation of mixtures of substances are
common physical changes.
TRA-1.A.2
A chemical change occurs when substances
are transformed into new substances, typically
with different compositions. Production of
heat or light, formation of a gas, formation
of a precipitate, and/or color change provide
possible evidence that a chemical change
has occurred.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.2
Net Ionic
Equations
Required Course Content
ENDURING UNDERSTANDING
TRA-1
A substance that changes its properties, or that changes into a different substance,
can be represented by chemical equations.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
TRA-1.B
Represent changes in matter
with a balanced chemical or
net ionic equation:
a. For physical changes.
b. For given information
about the identity of the
reactants and/or product.
c. For ions in a given
chemical reaction.
TRA-1.B.1
All physical and chemical processes can
be represented symbolically by balanced
equations.
TRA-1.B.2
Chemical equations represent chemical
changes. These changes are the result
of a rearrangement of atoms into new
combinations; thus, any representation of a
chemical change must contain equal numbers
of atoms of every element before and after the
change occurred. Equations thus demonstrate
that mass is conserved in chemical reactions.
TRA-1.B.3
Balanced molecular, complete ionic, and net
ionic equations are differing symbolic forms
used to represent a chemical reaction. The
form used to represent the reaction depends
on the context in which it is to be used.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.3
Representations
of Reactions
Required Course Content
UNIT
4
ENDURING UNDERSTANDING
TRA-1
A substance that changes its properties, or that changes into a different substance,
can be represented by chemical equations.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
TRA-1.C
Represent a given chemical
reaction or physical
process with a consistent
particulate model.
TRA-1.C.1
Balanced chemical equations in their various
forms can be translated into symbolic
particulate representations.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.4
Physical and
Chemical Changes
Required Course Content
ENDURING UNDERSTANDING
TRA-1
A substance that changes its properties, or that changes into a different substance,
can be represented by chemical equations.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
TRA-1.D
Explain the relationship
between macroscopic
characteristics and bond
interactions for:
a. Chemical processes.
b. Physical processes.
TRA-1.D.1
Processes that involve the breaking and/or
formation of chemical bonds are typically
classified as chemical processes. Processes
that involve only changes in intermolecular
interactions, such as phase changes, are
typically classified as physical processes.
TRA-1.D.2
Sometimes physical processes involve the
breaking of chemical bonds. For example,
plausible arguments could be made for
the dissolution of a salt in water, as either
a physical or chemical process, involves
breaking of ionic bonds, and the formation
of ion-dipole interactions between ions
and solvent.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.5
Stoichiometry
Required Course Content
UNIT
4
ENDURING UNDERSTANDING
SPQ-4
When a substance changes into a new substance, or when its properties change, no
mass is lost or gained.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-4.A
Explain changes in the
amounts of reactants and
products based on the
balanced reaction equation
for a chemical process.
SPQ-4.A.1
Because atoms must be conserved during a
chemical process, it is possible to calculate
product amounts by using known reactant
amounts, or to calculate reactant amounts
given known product amounts.
SPQ-4.A.2
Coefficients of balanced chemical
equations contain information regarding the
proportionality of the amounts of substances
involved in the reaction. These values can be
used in chemical calculations involving the
mole concept.
SPQ-4.A.3
Stoichiometric calculations can be combined
with the ideal gas law and calculations involving
molarity to quantitatively study gases
and solutions.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.6
Introduction to Titration
Required Course Content
ENDURING UNDERSTANDING
SPQ-4
When a substance changes into a new substance, or when its properties change, no
mass is lost or gained.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-4.B
Identify the equivalence
point in a titration based on
the amounts of the titrant
and analyte, assuming
the titration reaction goes
to completion.
SPQ-4.B.1
Titrations may be used to determine the
concentration of an analyte in solution. The
titrant has a known concentration of a species
that reacts specifically and quantitatively
with the analyte. The equivalence point of the
titration occurs when the analyte is totally
consumed by the reacting species in the
titrant. The equivalence point is often indicated
by a change in a property (such as color) that
occurs when the equivalence point is reached.
This observable event is called the endpoint of
the titration.

I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives, Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives.

Example:
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound

TOPIC 4.7
Types of Chemical
Reactions
Required Course Content
UNIT
4
ENDURING UNDERSTANDING
TRA-2
A substance can change into another substance through different processes, and
the change itself can be classified by the sort of processes that produced it.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
TRA-2.A
Identify a reaction as acidbase, oxidation-reduction, or
precipitation.
TRA-2.A.1
Acid-base reactions involve transfer of one or
more protons between chemical species.
TRA-2.A.2
Oxidation-reduction reactions involve transfer
of one or more electrons between chemical
species, as indicated by changes in oxidation
numbers of the involved species. Combustion
is an important subclass of oxidation-reduction
reactions, in which a species reacts with
oxygen gas. In the case of hydrocarbons,
carbon dioxide and water are products of
complete combustion.
TRA-2.A.3
In a redox reaction, electrons are transferred
from the species that is oxidized to the species
that is reduced.
X THE MEANING OF THE TERMS “REDUCING
AGENT” AND “OXIDIZING AGENT” WILL
NOT BE ASSESSED ON THE AP EXAM.
Rationale: Understanding this terminology is not
necessary for reasoning about redox chemistry.

limit the following essay to 250 words: As I walked through the crowded halls of my high school, the forlorn looks of my classmates struggling to find part-time jobs tugged at my heartstrings. I wanted to help and co-founded Eletic, an online job platform to connect high schoolers and businesses. With cofounders I met in the Launch X Entrepreneurship Program, we swiftly learned business 101 and the language of business- accounting from cost to profit to set our services and fees to best match to customer needs. With the excitement of signing the first customer xx
, recording each transaction gave me more insights on refining our offer. We successfully helped over thirty students find part-time jobs, from building websites to creating marketing materials. It drew on me that helping others can lead to innovative business ideas, I wanted to do more.
As I stepped into Mendoza room xx and became the only freshman on the SIBC PJT Travel Team, I experienced the greater power of business skills. Filtering through piles of financial and operation accounting data, I revealed our client - distressed tutor pinino corporation’s health and struggles. Analyzing records of ownership transactions, I discovered a restructuring plan to revitalize its growth. I felt joy for the company and its workers.
As I aspire to make a bigger impact for a better world through business innovations, Mendoza’s comprehensive Business Foundations and practical Core Curriculum will be an ideal platform for me. I am excited to take Corporate Financial Reporting, Strategic Cost Management, Business Law to help me build a solid foundation to “Grow the Good in Business”. I aspired to expand Eletic as the Linkedin for underserved communities such as the disabled and homemakers. A new job means a new life for them. I am excited to join the Tax Assistance Program to help low-income families in Southbend and help many underserved communities as an business development intern with LEO. I will innovate solutions to help distressed companies navigate financial challenges and grow wealth for society. Give me the next three years in Mendoza, and I will grow trees that bear fruits for many people.

rewrite this to make it sound better: As I walked through the crowded halls of my high school, the forlorn looks of my classmates struggling to find part-time jobs tugged at my heartstrings.

For college application, please make it better: Teresa, a friend of mine, was upset when she told me that she just couldn’t get a summer job despite weeks of searching. An attempt to help at first and a business model discovery later, I started an online job platform to connect high schoolers and businesses. We successfully helped over thirty students find part-time jobs, from building websites to creating marketing materials. It dawned on me that helping others can lead to innovative business ideas, I wanted to do more.
As I stepped into Mendoza room xx and became the only freshman on the SIBC PJT Travel Team, my passion found its home. Filtering through piles of financial and operation accounting data, I saw our client, Tutor Pinino Corporation’s distress as well as hope. Analyzing records of ownership transactions, I discovered a restructuring plan that can be the key to getting it on the right track.
I aspire to make a bigger impact for a better world through business innovations, Mendoza’s comprehensive Business Foundations and practical Core Curriculum are the ideal starting point for me. The Corporate Financial Reporting, Strategic Cost Management, and Business Law will help me build a solid foundation to “Grow the Good in Business”. I want to grow Eletic into the Linkedin for underserved communities such as the disabled, new immigrants, and homemakers.

what is the word used before 'fulilment'?

describe the person Rujing Tang

I am <PRESIDIO_ANONYMIZED_PERSON>, tell me something about myself

I am applying to a business school with the following essay, please improve it: Teresa, a friend of mine, was upset when she told me she couldn’t get a summer job despite weeks of searching. In an attempt to help at first and a business model discovery later, I started an online job platform to connect high schoolers and businesses. We successfully helped over thirty students find part-time jobs, from building websites to creating marketing materials. It dawned on me that helping others can lead to innovative business ventures and personal fulilment. I wanted to do more.
As I stepped into Mendoza room xx and became the only freshman on the SIBC PJT Travel Team, my ambitions found fertile ground. Sifting through piles of financial and operation accounting data, I saw our client Tutor Perini Corporation’s distress as well as hope. Analyzing records of capital structure, I discovered a restructuring plan that can be the key to getting it on the right track. I am proud that I am making a positive impact in the business world.
I aspire to make a more significant impact through business innovations. Mendoza’s immersive and comprehensive Core Curriculum are my ideal starting point. The Accounting Measurement and Disclosure, and Business Law courses will help me build a solid foundation to “Grow the Good in Business.” I want to grow Eletic into LinkedIn for underserved communities such as the disabled, new immigrants, and homemakers. A new job could mean a new life to the people who I deeply care. Growing with the like-minded Mendoza students, I will flourish and ready to roll.

how to say differently: make a positive impact.

correct the grammar and wording errors: Teresa, a friend of mine, was upset when she told me she couldn’t get a summer job despite weeks of searching. In an attempt to help at first and a business model discovery later, I started an online job platform to connect high schoolers and businesses. We successfully helped over thirty students find part-time jobs, from building websites to creating marketing materials. It dawned on me that helping others can lead to innovative business ideas. I wanted to do more.
As I stepped into Mendoza room xx and became the only freshman on the SIBC PJT Travel Team, my ambitions found fertile ground. Filtering through piles of financial and operation accounting data, I saw our client Tutor Pinino Corporation’s distress as well as hope. Analyzing records of ownership transactions, I discovered a restructuring plan that can be the key to getting it on the right track.
I aspire to make a more significant impact through business innovations. Mendoza’s comprehensive Business Foundations and immersive Core Curriculum are my ideal starting point. The Corporate Financial Reporting, Strategic Cost Management, and Business Law will help me build a solid foundation to “Grow the Good in Business.” I want to grow Eletic into LinkedIn for underserved communities such as the disabled, new immigrants, and homemakers.

correct the grammar and wording errors in this essay: Teresa, a friend of mine, was disheartened when she told me she couldn’t find a summer job despite weeks of searching. In an attempt to help at first and a business model discovery later, I launched an online job platform to connect high schoolers and businesses. We successfully helped over thirty students find part-time jobs, from building websites to creating marketing materials. It dawned on me that helping others can lead to innovative business ventures and personal fulilment. I wanted to do more.
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summarize this articles into rules i should follow for using the ced

September 19, 2023
The AP Chemistry Course & Exam Description (CED) is the document that tells teachers the content can be examined on the AP Chemistry exam in May of each year. As an AP Chemistry teacher, the CED is the single most important guide to the teaching of the course, so when questions arise about what content is in – and just as importantly what content is out – is it just as simple as searching the CED to find the relevant phrase? Unfortunately, the answer is no.

I often see AP Chemistry teachers ask questions such as, “Should I teach combustion analysis” followed by, “I searched the CED and couldn’t find it”. Well, be careful! There’s a real danger in searching that document and drawing the conclusion that if a particular phrase is not present then that means a topic is not examinable. The simple explanation of the disconnect lies in interpretation and context.

Let’s take combustion analysis as an example. The better question to ask about teaching it is, “Would teaching combustion analysis involve the calculation of moles, the application of stoichiometry, and the possible calculation of empirical and/or molecular formula?” Well, I think we all know the answer to those questions, and hence combustion analysis’s potential relevance to an AP chemistry course.

A similar (but different) example is the question of teaching paramagentism and diamagnetism. I have dealt with that question here. In this instance the conversation revolves around the way that LOs connected with electronic configuration might be interpreted beyond the literal. I have a simple test for this. I ask myself, “If a question about [blank] came up on the exam, would I feel it “unfair”?” With paramagnetism I would not, so it’s “in” for me. It should be noted that teaching something like paramagnetism is such a low impact topic in terms of time and deviation from what I have to teach about electronic configuration anyway, that it’s almost a nothing-burger, and perhaps time might make a difference in other examples.

Finally I deal with balancing REDOX in acid and base here. This treatment is similar to that related to paramagnetism in as much as it involves an interpretation of LOs rather than their literal reading, but also goes further. I feel there is just too much value in teaching balancing REDOX in acid and base for other areas of the course for it to be ignored.

It’s still true that the literal reading of the CED is vital, but so are these other ways to consume it. In the first instance combustion is essentially just another name for a bunch of things that are explicitly listed in the CED; the second example is a “safety first” approach, where a wider interpretation of the application of LOs means that I teach something that I feel feasibly could be examined; and thirdly there’s an example of a topic that I don’t think will be examined literally, but offers way too much value across other areas of the examinable curriculum for it to be omitted. Each of these is subtlety different, but each offers a window into the CED that goes beyond just “Ctrl+F”.

what do i need to teach to get this problem correct? An experiment is performed to measure the mass percent of
CaCO3(s) in eggshells. Five different samples of CaCO3(s) of
known mass react with an excess of 2.0 M HCl(aq) in identical
sealed, rigid reaction vessels. The pressure of the gas produced is
measured with a pressure gauge attached to the reaction vessel.
Since the reaction is exothermic, the reaction system is cooled to
its original temperature before the pressure is recorded. The
experimental data are used to create the calibration line below.
The experiment is repeated with an eggshell sample, and the
experimental data are recorded in the table below.
Mass of eggshell sample 0.200 g
Pressure prior to reaction 0.800 atm
Pressure at completion of reaction 0.870 atm 36. The mass percent of CaCO3(s) in the eggshell
sample is closest to
(A) 30%
(B) 45%
(C) 60%
(D) 75%

which of these sentences directly matches what is required to know? SPQ-2.B
Explain the quantitative
relationship between the
elemental composition by
mass and the composition of
substances in a mixture. SPQ-2.B.1
While pure substances contain molecules or
formula units of a single type, mixtures contain
molecules or formula units of two or more
types, whose relative proportions can vary.
SPQ-2.B.2
Elemental analysis can be used to determine
the relative numbers of atoms in a substance
and to determine its purity

these sentences were pulled straight from the ap chem ced but how do i know exactly what to teach for the ap exam based off ambigious learning objectives since the learning objectives in the ced aren't specific

what if you don't have access to old exams or sample questions since you need to pay a hefty amount to get them

the vast majority of the online resources are poor according to my students from previous years?

if i give a random learning objectives can you tell me what to teach?

SPQ-2.B
Explain the quantitative
relationship between the
elemental composition by
mass and the composition of
substances in a mixture SPQ-2.B.1
While pure substances contain molecules or
formula units of a single type, mixtures contain
molecules or formula units of two or more
types, whose relative proportions can vary.
SPQ-2.B.2
Elemental analysis can be used to determine
the relative numbers of atoms in a substance
and to determine its purity

what prompt should i use to ask you another time for any learning objective i give you since i need to close my chat window?

thanks

Hey gpt, I want to tutor kids for ap chem and so I want some help on deciphering what the stuff in ced means so that I know what to teach my students. My students haven't taken a previous general chemistry course so they might need introductory topics for a specific topic. I don't have acess to lab materials as im just a tutor, I think I will just go with teaching the main ideas of the lab. Enduring understandings are the long-term takeaways related
to the big ideas that leave a lasting impression on students. The suggested skill offers a possible skill to pair with the topic. Learning objectives define what a student needs to be able to do with content knowledge in order to progress toward the enduring understandings. Essential knowledge statements describe the knowledge
required to perform the learning objective. What do I need to teach based on the statements below:
Identify an appropriate
theory, definition, or
mathematical relationship
to solve a problem.
The mole allows different units to be compared. Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept. One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes. Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance. Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

Hey gpt, I want to tutor kids for ap chem and so I want some help on deciphering what the stuff in ced means so that I know what to teach my students. My students haven't taken a previous general chemistry course so they might need introductory topics for a specific topic. I don't have acess to lab materials as im just a tutor, I think I will just go with teaching the main ideas of the lab. How do you suggest I proceed?

i have the ced printed in front me but having trouble understanding the learning objectives and essential knowledge

what should i teach here? The mole allows different units to be compared. Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept. One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes. Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance. Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

give me the key points from this video all right good morning everybody welcome to the very first uh video for um ap chem and this is unit 1.1 so let's get started so i always like to start my powerpoint presentations with a little factoid this is not suggestive that you should fall asleep but i figure some of us fall on either side of the spectrum some of us are the type that your head hits the pillow and you're out and others of us it takes us 30 minutes to fall asleep anyway so unit 1 is all about atomic structure and properties and the first subunit 1.1 is all about the mole and molar mass so what is the mole well i always relate it when i'm teaching the mole for the very first time to people that have never heard it before i say well if a dozen is 12 the mole is a certain number okay so there are certain words in our everyday life that mean certain numbers like if you go to costco you'll see on the sides of the boxes you'll see the word gross and it doesn't mean like ew gross it means there's 144 of whatever that item is in that box okay a ream of paper has 500 sheets so how many things are in a mole 6.02 times 10 to the 23rd okay that's the number of things in a mole okay and we're going to relate this to the term molar mass okay and this handsome gentleman in front of you that is amadeo avogadro okay and that number 6.02 times 10 to the 23 is sometimes referred to as avogadro's number he didn't discover it but they just they named it after him okay so we're going to talk a lot about molar mass in chem we're going to use that those numbers almost every single day so what is molar mass okay well if we have one let's use sulfur as the example in front of us if i have one single atom of sulfur okay it will have a mass of 32 amu's that stands for atomic mass units okay where did the number 32 come from you can look on your periodic table and look at sulfur's atomic mass so one atom of sulfur has a mass of 32 amu's but we are not dealing with problems in just individual numbers of atoms we're dealing with with substances that are in much greater quantity so if i have one atom of sulfur it's 32 amuse if i have a mole of sulfur atoms 6.02 times 10 to the 23rd it will have a mass of 32 grams okay that's molar mass the mass in grams of one mole of that substance and in this picture in front of you you have two different substances sulfur is on the left potassium dichromate is on the right this picture is showing you one mole of both of these but you'll notice the number and you know quantity look they look very different okay and that's because each individual particle weighs differently okay one sulfur atom has a very different mass than one formula unit of potassium dichromate so you can see there that potassium dichromate has a much higher molar mass its particles simply weigh more okay so it's like if i had a mole of feathers 6.02 times 10 to the 23rd feathers that would have a certain mass if i had 6.02 times 10 to the 23rd dump trucks that would have a much much greater mass i want you to notice the units grams per mole okay these that's the uni those are the units for molar mass so the numbers that we pull off the periodic table we're going to instead of talking about atomic mass or formula mass we're going to talk about molar mass from now on and i want you to use those units grams per mole okay now for those of you that have been in my class before this diagram is going to look familiar to you we're going to make conversions between different quantities okay and this is my little graphic organizer that i use to help me remember what goes where okay what conversion factors to use all right so let's say we wanted to convert the mass of something into moles or vice versa we have a number of moles and we want to know how many grams that is okay or maybe we want to convert from number of particles atoms molecules ions formula units that's just a fancy term that means number of ionic compounds if we wanted to convert between that and a mole we can if we want to convert between volume and moles or any of these other quantities we can do that the point of this graphic organizer is to say that when you're converting you must convert to moles first before you do anything else so what are the conversion factors we use to get back and forth between grams and moles and it doesn't matter which direction we're going grams to moles or moles to grams we use the molar mass off the periodic table [Music] if we're going between number of particles and moles we're going to use avogadro's number if we're going to talk about volume we're going to use this conversion factor of 22.4 liters however that is only for gases at stp we're not going to talk about that today we'll get to volume later on so let's look at some practice problems okay so i'm going to do this first one with you right i've got two more that i want you to stop the video and try on your own okay but this is just review okay from chem one so it says how many grams of lithium are in 3.5 moles of lithium so the first thing i'm going to do and this is refreshing your memory on dimensional analysis okay so i set up what i call a t chart okay remember i'm starting out in moles of lithium so i'm going to put that same unit moles of lithium on the bottom so it cancels out and according to that graphic organizer if i'm starting in the middle circle if i'm in moles my given number is in moles i can convert directly to grams and let's refresh our memory on what numbers go where one always goes with the number mole for now okay and according to that graphic organizer what goes with grams what was the conversion factor the molar mass off the periodic table okay so moles of lithium are going to cancel out we multiply across divide by any number on the bottom and i'm going to round that to three significant figures and there's my final answer okay so there are two more problems here okay i want you to pause the video try these two on your own and then come back and you can check your answer okay so you can see my answers here for numbers two and three and unlike number one number two has the molar mass in the denominator now how did i know to put it there because i started out in grams of carbon dioxide so i need grams of carbon dioxide to be in the denominator and that's where the molar mass goes now number three was a little bit more of a challenge because it wasn't a one-step problem it was a two-step problem i knew that it was going to be a two-step problem though because if i used that graphic organizer i could see that going from grams to formula units you have to convert to moles first and that's what i've done here in this first step here and then and only then can i convert convert to formula units so it's a it's a two-step problem okay but i didn't wasn't good about canceling out my units here but at the end of the day the only unit that is left is formula units of sodium chloride so that is where we will stop that is the end of unit 1.1 and i hope you've learned a little something see you next time

which sentence does it relate most to: TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

does Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept. encompasses the content of the video?

Assume you were new to teaching AP Chem but wanted to teach your student only what was necessary to get a 5 on the exam. What would you do and how would you do it?

how do i use the ap chem ced?

how do i teach this topic: TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

what about TOPIC 1.2
Mass Spectroscopy
of Elements
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.B
Explain the quantitative
relationship between the
mass spectrum of an element
and the masses of the
element’s isotopes.
SPQ-1.B.1
The mass spectrum of a sample containing a
single element can be used to determine the
identity of the isotopes of that element and the
relative abundance of each isotope in nature.
SPQ-1.B.2
The average atomic mass of an element can
be estimated from the weighted average of
the isotopic masses using the mass of each
isotope and its relative abundance.
X INTERPRETING MASS SPECTRA
Interpreting mass spectra of samples
containing multiple elements or peaks arising
from species other than singly charged
monatomic ions will not be assessed on
the AP Exam

what about TOPIC 1.3
Elemental
Composition of
Pure Substances
Required Course Content
ENDURING UNDERSTANDING
SPQ-2
Chemical formulas identify substances by their unique combination of atoms.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-2.A
Explain the quantitative
relationship between the
elemental composition by
mass and the empirical
formula of a pure substance.
SPQ-2.A.1
Some pure substances are composed of
individual molecules, while others consist
of atoms or ions held together in fixed
proportions as described by a formula unit.
SPQ-2.A.2
According to the law of definite proportions,
the ratio of the masses of the constituent
elements in any pure sample of that compound
is always the same.
SPQ-2.A.3
The chemical formula that lists the lowest
whole number ratio of atoms of the elements in
a compound is the empirical formula.?

im not a native english speaker but i want to self study ap chem how should i do it. also note that i have zero experience with ap chem or any chemistry

i have 10 years of official practice tests

ok i have looked at the ap chem ced but some stuff is very hard to understand/ ambigious asf

okay but how do i use the ced to know what to learn?

yeah some of the learning objectives and essential knowledge is hella ambigious

the thing is that you need to have strong cotent knowledge in the subject in order to make sense of what it is in the document

can you help tell me what i need to study for a learning objective and "essential knowledge" i provide you?

okay here ya go: LEARNING OBJECTIVE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept. ESSENTIAL KNOWLEDGE
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A
)
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

this is what an experienced ap chem teacher sent me. are you familiar with adrian dingle? The danger of failing to interpret and contextualize the CED

September 19, 2023
The AP Chemistry Course & Exam Description (CED) is the document that tells teachers the content can be examined on the AP Chemistry exam in May of each year. As an AP Chemistry teacher, the CED is the single most important guide to the teaching of the course, so when questions arise about what content is in – and just as importantly what content is out – is it just as simple as searching the CED to find the relevant phrase? Unfortunately, the answer is no.

I often see AP Chemistry teachers ask questions such as, “Should I teach combustion analysis” followed by, “I searched the CED and couldn’t find it”. Well, be careful! There’s a real danger in searching that document and drawing the conclusion that if a particular phrase is not present then that means a topic is not examinable. The simple explanation of the disconnect lies in interpretation and context.

Let’s take combustion analysis as an example. The better question to ask about teaching it is, “Would teaching combustion analysis involve the calculation of moles, the application of stoichiometry, and the possible calculation of empirical and/or molecular formula?” Well, I think we all know the answer to those questions, and hence combustion analysis’s potential relevance to an AP chemistry course.

A similar (but different) example is the question of teaching paramagentism and diamagnetism. I have dealt with that question here. In this instance the conversation revolves around the way that LOs connected with electronic configuration might be interpreted beyond the literal. I have a simple test for this. I ask myself, “If a question about [blank] came up on the exam, would I feel it “unfair”?” With paramagnetism I would not, so it’s “in” for me. It should be noted that teaching something like paramagnetism is such a low impact topic in terms of time and deviation from what I have to teach about electronic configuration anyway, that it’s almost a nothing-burger, and perhaps time might make a difference in other examples.

Finally I deal with balancing REDOX in acid and base here. This treatment is similar to that related to paramagnetism in as much as it involves an interpretation of LOs rather than their literal reading, but also goes further. I feel there is just too much value in teaching balancing REDOX in acid and base for other areas of the course for it to be ignored.

It’s still true that the literal reading of the CED is vital, but so are these other ways to consume it. In the first instance combustion is essentially just another name for a bunch of things that are explicitly listed in the CED; the second example is a “safety first” approach, where a wider interpretation of the application of LOs means that I teach something that I feel feasibly could be examined; and thirdly there’s an example of a topic that I don’t think will be examined literally, but offers way too much value across other areas of the examinable curriculum for it to be omitted. Each of these is subtlety different, but each offers a window into the CED that goes beyond just “Ctrl+F”.



2 Comments
Rick Russo on October 4, 2023 at 10:55 am
Just a quick question – totally agree with the above, but – for brand new AP Chem teachers, should they in fact stick close to the CED and add as needed?

REPLY
Adrian on October 4, 2023 at 11:25 am
Obviously, yes. The only point I’m making is that if you search for a word in the CED and don’t find it, don’t assume that it’s outside of the scope. Interpretation is everything.

how so what do i need to know for TOPIC 1.1
Moles and
Molar Mass
SUGGESTED SKILL
Mathematical
Routines
5.B
Identify an appropriate
theory, definition, or
mathematical relationship
to solve a problem.
AVAILABLE RESOURCES
§ Classroom Resource >
Quantitative Skills in
the AP Sciences
§ AP Chemistry Lab
Manual > Investigation
3: What Makes Hard
Water Hard?
§ Classroom Resource >
Guided Inquiry
Activities for the
Classroom: Lesson 1 LEARNING OBJECTIVE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
ESSENTIAL KNOWLEDGE
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A
)
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.

ussualy my math teacher gives a list of 2 topics to study for each section

i want to tutor ap chemistry, what and how should I do it?

i figured the other stuff except the curriculum?

so i found the ced online what should i do with it?

alright ill read to through the ced and ask for help where i need it

do you need the labs to well on the ap chem exam?

AP Chem Labs – don’t worry about them!

August 04, 2014
Let’s start with a statement that is a total non-negotiable for me.

AP Chem Lab work has NEVER been important to AP exam success

By success I mean AP scores. I think there’s a pretty good consensus on that position across most, knowledgeable groups. I’ve written (and talked and presented) about this time and time again, and the essence of my position is three-fold;

1. You cannot, no matter how hard you try, assess lab work in any meaningful way using only a pencil and paper test and as such,

2. If you want to assess lab work, you have to do what the IB and A level have done for decades, and that’s have a lab exam or an internal lab assessment that counts towards the final AP score!

3. If a kid had never picked up a test tube in the lab, as long as they had been coached and primed for lab questions on the exam, they could apply common sense and some simple techniques to get all of the points. A classic example of this was the Beer’s law question from 2003 which quite a number of kids scored highly on without actually knowing anything about the experiment. How would they have fared if that were in a lab practical exam??

During my tirades I have often been accused of “doing no lab work”, or “failing to understand that lab work is at the very core of what chemistry is” – nothing could be further from the truth, rather my point is that because lab work is at the core, the AP exam should be assessing it properly. By not doing so, the College Board/TDC/ETS are failing to back up their assertion that it is important – as we say in England, they are “all mouth and no trousers”!



OK, so what about 2014 forward? Is there a whole new world ahead of us where this situation is going to change, and that inquiry labs are suddenly going to be the tipping point between one grade on the exam and another? At least one very prominent person thinks so. When I asked a prominent administrator of science programs at the College Board, this exact question, they said ‘yes’. This person is intelligent who I have found to be honest and sincere, and not disingenuous in any way. In that respect I believe that they believe what she says, but (at the moment), I don’t agree with them. Before the release of the 2014 FRQ questions I had no empirical basis for my position, but after the release I would say that (so far) there is not a shred of evidence to suggest that things have changed. As such, I believe that lab work is still irrelevant to AP chem scores.

OK, let’s put scores to one side for a moment, and examine some other areas that are causing significant grief.

1. Inquiry.

I’m firmly of the opinion that ‘inquiry’ can mean absolutely anything, and that almost anything qualifies as such. Again, I think this is pretty well-established across many groups. This means the pressure is off – do almost any lab, ask the kids one question during it, and you’ve got ‘inquiry’.

Taking that fact on board, and coupling it with the fact that the audit has no teeth and nobody will challenge you to see if you are actually doing inquiry*, I would say that ‘inquiry’ is largely an irrelevance to you.

*It’s worth mentioning that I strongly believe that every single teacher that gets a syllabus successfully audited, should do what they say that they will, and as such I DO six inquiry (whatever THAT means) labs as part of my course. I’m many things, but dishonest/without integrity are not amongst those things!

2. The College Board Lab Manual (and other inquiry lab examples like Flinn’s).

Quite frankly, I wouldn’t use ANY of the labs in the CB lab manual in their current state. This includes the one I wrote, and here’s why;

When I wrote the original lab (#10), it was a fraction of the length of the one that you read in the manual today. I was asked to take an incredibly simple lab and bring it ‘up to speed’ in order to cover all of the edubabble associated with inquiry. This included the asinine (IMO) requirement of making the title of the lab, a question. There were more complicated things that I had to do as well.

The outcome (as is the case with the other labs in the manual) is a ridiculously cumbersome, ungainly, and difficult to follow lab for both teachers and students. Exactly the same problem occurs with the Flinn labs which mimic the lab manual. This is why I took those base labs, and turned them into infinitely simpler versions that still qualify as inquiry and make life a billion times easier. I think that’s the only way to go for a lot of us.

Taking all of the above into consideration I would say you can pretty much reduce your stress about labs in the new AP chemistry exam to close to zero!

okay but as a tutor i will skipping labs as i don't have much money to spend

My students haven't learned hs chem but im planning on introducing concepts when they come up. Developing Understanding provides an overview that
contextualizes and situates the key content of the unit within
the scope of the course.
Big ideas serve as the foundation of the course and help
develop understanding as they spiral throughout the course.
The essential questions are thought-provoking questions that
motivate students and inspire inquiry.
Building the Science Practices describes specific aspects of
the practices that are appropriate to focus on in that unit.
Preparing for the AP Exam provides helpful tips and common
student misunderstandings identified from prior exam data. The Unit at a Glance table shows the topics, related enduring
understandings, and suggested skills. The class periods
column has been left blank so that teachers can customize the
time they spend on each topic.
The suggested skill for each topic shows one way to link
the content in that topic to a specific AP Chemistry skill. The
individual skills have been thoughtfully chosen in a way that
allows teachers to scaffold the practices throughout the
course. The questions on the Personal Progress Checks are
based on this pairing. However, AP Exam questions can pair the
content with any of the skills. The Sample Instructional Activities page includes optional
activities that can help tie together the content and skill of a
particular topic. TOPIC PAGES
Enduring understandings are the long-term takeaways related
to the big ideas that leave a lasting impression on students.
The suggested skill offers a possible skill to pair with the topic.
Where possible, available resources are provided that might
help teachers address a particular topic.
Learning objectives define what a student needs to be able
to do with content knowledge in order to progress toward the
enduring understandings.
Essential knowledge statements describe the knowledge
required to perform the learning objective.
Exclusion statements define content or specific details about
content that will not be assessed on the AP Chemistry Exam.
However, such content may be provided as background or
additional information for the concepts and science practices
being assessed.

what do i need to know/ teach from this page ? UNI
1
T
Building the
Science Practices
1.A 2.A 4.A 4.B 4.C 5.A 5.B 5.D
In Unit 1, students will practice identifying
components of commonly used models
and representations to illustrate chemical
phenomena. They will construct models
and representations and explain whether
they are consistent with chemical theories.
Students will also practice translating
between data and various representations
(e.g., photoelectron spectroscopy data
and electron configurations). Students
should then be able to use representations
(e.g., PES graphs, electron configurations,
periodic table, drawings) to explain atomic
structure, which is the foundation for all
subsequent units.
Many of the most useful concepts in
chemistry relate to patterns in the behavior
of chemical systems, such as periodic trend
in atomic and molecular properties. In this
unit and all subsequent units, students
should learn to analyze data presented
graphically to identify patterns and
relationships. Once a pattern is identified,
s
students should be able to examine evidence
to determine if it supports the pattern or
hypothesis pertaining to a testable question.
Preparing for the AP Exam
On the AP Exam, students must be able
to justify claims with evidence. This starts
when students can identify the evidence
needed to solve a problem or support a claim
and then connect that evidence to known
chemical theories. However, many students
consistently demonstrate difficulty with
this skill. For example, while students can
memorize periodic trends, they struggle to
explain the electrostatic interactions within
an atom that produces period trends as
well as exceptions to these trends. Further,
students often have difficulty connecting
periodic trends to the shell model, Coulomb’s
law, and elements of quantum theory.
To combat these challenges, teachers
can ensure that students have a strong
foundation in identifying mathematical
relationships or patterns from graphical or
tabular information and that they can explain
how those patterns are consistent with
chemical theories and models.
Developing Understanding
This first unit sets the foundation for the course by examining the atomic theory of matter,
the fundamental premise of chemistry. Although atoms represent the foundational level
of chemistry, observations of chemical properties are made on collections of atoms.
Macroscopic systems involve such large numbers that they require moles as a unit of
comparison. The periodic table provides information about each element’s predictable
periodicity as a function of the atomic number. The electronic structure of an atom can
be described by an electron configuration that provides a method for describing the
distribution of electrons in an atom or ion. In subsequent units, students will apply their
understanding of atomic structure to models and representations of chemical phenomena
and explain changes and interactions of chemical substances.

what do i need to know/ teach from this page ? Building the
Science Practices
1.A 2.A 4.A 4.B 4.C 5.A 5.B 5.D
In Unit 1, students will practice identifying
components of commonly used models
and representations to illustrate chemical
phenomena. They will construct models
and representations and explain whether
they are consistent with chemical theories.
Students will also practice translating
between data and various representations
(e.g., photoelectron spectroscopy data
and electron configurations). Students
should then be able to use representations
(e.g., PES graphs, electron configurations,
periodic table, drawings) to explain atomic
structure, which is the foundation for all
subsequent units.
Many of the most useful concepts in
chemistry relate to patterns in the behavior
of chemical systems, such as periodic trend
in atomic and molecular properties. In this
unit and all subsequent units, students
should learn to analyze data presented
graphically to identify patterns and
relationships. Once a pattern is identified,
s
students should be able to examine evidence
to determine if it supports the pattern or
hypothesis pertaining to a testable question.
Preparing for the AP Exam
On the AP Exam, students must be able
to justify claims with evidence. This starts
when students can identify the evidence
needed to solve a problem or support a claim
and then connect that evidence to known
chemical theories. However, many students
consistently demonstrate difficulty with
this skill. For example, while students can
memorize periodic trends, they struggle to
explain the electrostatic interactions within
an atom that produces period trends as
well as exceptions to these trends. Further,
students often have difficulty connecting
periodic trends to the shell model, Coulomb’s
law, and elements of quantum theory.
To combat these challenges, teachers
can ensure that students have a strong
foundation in identifying mathematical
relationships or patterns from graphical or
tabular information and that they can explain
how those patterns are consistent with
chemical theories and models.

what do i need to know/ teach from this page ? Preparing for the AP Exam
On the AP Exam, students must be able
to justify claims with evidence. This starts
when students can identify the evidence
needed to solve a problem or support a claim
and then connect that evidence to known
chemical theories. However, many students
consistently demonstrate difficulty with
this skill. For example, while students can
memorize periodic trends, they struggle to
explain the electrostatic interactions within
an atom that produces period trends as
well as exceptions to these trends. Further,
students often have difficulty connecting
periodic trends to the shell model, Coulomb’s
law, and elements of quantum theory.
To combat these challenges, teachers
can ensure that students have a strong
foundation in identifying mathematical
relationships or patterns from graphical or
tabular information and that they can explain
how those patterns are consistent with
chemical theories and models.

“I like having that relationship with students, so I feel like this definitely was a challenge to that relationship, and I’m happy that it seems to have been short-lived.” Explain
(Ethos, Pathos, Logos) (Sell me the significance of the evidence for why schools shouldn't punish students for social media, context is devious licks)

summarize it intensly and only use one

The speaker, likely an educator, conveys a strong ethical stance valuing the preservation of trust and mutual respect in the student-teacher relationship, which they believe is crucial to effective education. By emphasizing their relief that the challenge posed by the “devious licks” social media trend was short-lived, the educator’s testimony suggests that maintaining a constructive and nurturing environment should be prioritized over punitive measures that could sever this important bond. Their commitment to their students’ welfare and educational growth thus serves as a credible argument against harsh punishments for social media activities, advocating for disciplinary approaches that respect and uphold the integrity of the educational relationship. summarize more and use the word ethos

Introduce your evidence. Integrate and cite text evidence. Explain
(Ethos, Pathos, Logos) (Sell me the significance of the evidence. )
with this article "What type of items were being stolen and destroyed due to the Devious Licks trend?

We had soap dispensers, which I would say were the biggest piece. We had them both either knocked out off the wall or taken.

What did administrators discuss in response (to the Devious Licks trend)?

We looked at locations. We basically took a look at the data; what were custodians reporting, when were they reporting things, what bathrooms, what times of day, trying to see where the frequency was, what locations were more of a target than others. And then we took a look at what would be the best approach for supervision of those as well as messaging to our kids and our families. You know, we all work together to keep the school running and being a safe place to go to school, being a clean place to go to school. And you know how hard our custodians work all the time to make sure of that. While this may be a social media trend, you know, there are people on the other side of that that are impacted when things are destroyed or taken. And so not only does it affect our custodians, but it affects other students. I mean going to the bathroom without a soap dispenser is not good for any students. So that’s when we try to get the data, what was our supervision plan and how to go from there.

How have employees been affected?

Well, employees, like everyone, use the same bathrooms everyone else does. So, you know they’re impacted when those things happen like a lack of soap dispensers. I mean obviously our custodians have been working 10 times as hard trying to make sure, if something happens, you know, noting what has happened for us to be able to see if we can figure out who might have done that, but they’re also working hard to make sure things get cleaned up and put back together so that kids can still use the restrooms like they need to. So, they’re working extremely hard to do that. We also had teachers who just wanted to help, so they’re, you know, supervising bathrooms more, and they’re walking in and out of bathrooms more because they want to have a safe place to go to school and work and for kids to be able to use the restroom.

What preventative measures has the school taken to prevent this type of behavior?

We’ve obviously sent communication home to parents. We communicated with students; we went on announcements, and we did a video announcement with it. And then also just the presence in the hallways and the presence in the bathrooms, having all those things.

What limitations have the measures faced?

Well, you know, the challenge of it is that obviously there’s only so much staff, and you can’t have someone in a bathroom while they teach, you know, and, as administrators, obviously there’s only so many of us, and we all have other responsibilities as well. So it’s just a matter of making sure what our coverage looks like. It’s just manpower, like anything. Obviously, with the manpower and the size of the school space, we have to make sure we cover things

How effective have these measures been?

I don’t have numbers off the top of my head, but I feel like the trend has reduced as a result of those measures.

Do you have any other words for Carmel High School students?

Just again, thinking about, you know, everyone in this building is here to work together to provide a safe and healthy place to go to school, so anytime you’re thinking about those things, think about everyone else that’s impacted and the impact on yourself before you make that decision. While it may seem funny at the time and something you post on social media, there’s a lot of people that are impacted by that decision.

English teacher Kristi LeVeque



How did the devious lick trend affect the job of a teacher at Carmel High School

The most direct impact for teachers was the requirement to be more visible, specifically in bathrooms. We were not directed to keep kids from going to the restroom, but something that I know a lot of us were paying more attention to was who might be gone and when.

What extra roles did you play as a teacher (due to the Devious Licks trend)?

Kind of that role of “rule enforcer.” Kind of, you know, the role of the eyes watching and making sure that there’s an authority figure in a place where there usually is an authority figure.

What was it like having to monitor bathrooms and take on these extra responsibilities?

It was awkward. I only had to do it a few times because we have enough people in our department. I mean I’m doing it now every other day, but only once a day. And so it’s not a huge burden, but it does take time out of the day that I normally would be spending with students. But the first time that I did it, I walked in the room, and I just stood against the wall. A lot of students kept lining up behind me as if they were waiting in line for the bathroom, and I would say, “No, I’m just here to watch, but not watch. I’m just here.” I told everybody to not think of me as a bathroom monitor, but just to think of me as someone who’s keeping an eye on your stuff; I’ll watch your backpack and your phone while you go to the bathroom. And so, you know, (I) made it light, and it was fine, but it was a little awkward, for sure.

What are your thoughts on the use of bathroom duty to try to limit the vandalism that is occuring?

I think it makes a difference. I mean the presence of an authority figure is always going to make that better. It’s gonna make it less likely that students are going to break rules or be tempted to vandalize something if there’s somebody right there. They’ll just move on to somewhere else that isn’t occupied. I think that the vast majority of our students don’t do anything like this, and I think that this time around, there were more students who were more motivated by the viral nature of the TikTok challenge that sort of spurred all this or inspired it. I wouldn’t be surprised if it was fewer than 25 kids, which would be less than half a percent of our population. Unfortunately, you know, with that amount of students doing any kind of damage, costs can go up very high, and it makes it very difficult for everybody else to operate. We’re really fortunate here where we can operate; we put a lot of trust in our students, and they reward that trust by acting civilly and just doing the things they need to do, so we treat them like adults, and most of the time they act like adults. I like having that relationship with students, so I feel like this definitely was a challenge to that relationship, and I’m happy that it seems to have been short-lived. I haven’t heard of any other events or anything that continues to keep happening, so I hope that that kind of dissipated, died out a little.

You spoke on how you had to take on the role of a sort of “rule enforcer.” So how did the trend impact the relationship between teachers and students?

It’s interesting, a little bit, because I think that the perspective of teachers versus students is different, and I think there is a natural inclination for students to find some of that stuff, even if they would never do it themselves or would agree that it’s vandalism, to still find it funny, which is why it goes viral and all those things happen. Whereas an adult, especially a teacher who’s in the building, has a different perspective, and their first thought or their natural inclination is going to be to the implications of all of that: how much is it going to cost, this isn’t sustainable, we can’t keep allowing this to happen, what are we going to have to do to stop it. And so, you know, they’re thinking about how they’re going to solve the problem, and students aren’t necessarily thinking of it as a problem, at least not immediately. And I think sometimes that different perspective can cause a little consternation between students and teachers where your teachers may get frustrated with students because they don’t seem to appreciate the seriousness of the issue, and students may be frustrated with teachers because they think the teachers are overreacting to something that is just going to ultimately disappear.

Did you also consider maybe talking to students and having some sort of lessons about social media and its use?

We did have a lesson in class. It wasn’t something I planned; it just kind of popped up. We were discussing it, and I had just learned that I was going to have to stand in the bathroom, and it was just one more thing. It hasn’t been quite as dramatic as it felt at the moment when we were tasked with doing it. We put the title on the board, and we talked about all the impacts and implications of what this issue touches. It was really interesting because I used it as a lesson with my G4 class, and I left it on the board, the whole web of impacts and implications and stakeholders and who it touches and how. I left on the board, and the next day, my B2 discussed it, my AP Seminar, and then my G1 discussed it, and every class that discussed it sort of added a little bit to the conversation. It was really interesting to hear everyone talk about it, and when we move beyond whether it’s really funny or it’s not funny, you start thinking about it as an issue, and you can really dig into it and think about all the different things that something small like that touches and who it impacts. Students were thinking about all these different stakeholders and what they’re responsible for and what their responsibility in the issue is. We got all the way out to regulations on TikTok and whether or not they should be regulated at all. It was a really interesting conversation, and I felt like it moved the conversation from kids think it’s funny and adults don’t to this is how you ask questions and how you look at issues. It’s not black and white; there are all kinds of shades of grey, and we ask lots of questions and delve into it, and problems aren’t necessarily simple but they still need solutions. It was a great conversation, so it ended up being a really good way to teach class and kept everybody really engaged. It was an accidental really good lesson plan.

Do you think there are any other positive effects that came out of the trend?

The good thing that came out of it for my class is that I got to have the opportunity to have a really engaging discussion with students about something that mattered to them and show them how something that they have power over, that they have control over, or that is happening to people like them matters. It matters in a very big way and has a huge ripple effect. In the fabric of the world, they are a really important part of it. That was a positive thing. During homecoming week, departments decorated the carts that they took into the bathrooms. We sent pictures, and we voted on which cart we thought was the best. There were some that had all kinds of, you know, little things on them for the students: mints, magazines, hand sanitizer, lotion. So it was nice that we could take an issue that really was serious and needed to be addressed and treat it in a way that acknowledged that most of our students aren’t participating in it. If most of our students were doing that kind of behavior, you couldn’t address it by taking mints in the bathroom. We can, so it was a way to discourage the few that are without making the many that aren’t feel like they are a part of the problem when they’re not.

Moving to the extreme opposite, what do you think was the worst aspect that came out of the trend?

I think there are two things. One, we’re not immune to that. Even though we have great kids, we’re not immune to these kinds of things that feel like peer pressure from the internet. It feels like maybe we should kind of be beyond that, but we’re not. The other bad thing that came out of it was the people who have to clean up the messes, literally. The people who have to do that are the ones who are already overtaxed and overburdened. Primarily, it’s our custodians. And then, the money that it cost. I don’t know if they’ve ever caught anyone or if they will ever pay any kind of restitution, but it would be unfortunate if there wasn’t; it would be a good lesson to learn.

So, in summation, how do you feel about the trend as a whole?

It’s a reminder that social media is kind of like our best and our worst parts of human nature on fast forward. Everything is superlative. If it’s a trend, if it’s going to be the ice bucket challenge, then it’s millions of dollars headed to some unsuspecting charity, which is a good thing, a weird good thing, but a good thing. And then you have this devious lick challenge, which is also weird but also superlative. Things that were happening were just bizarre. I think it’s just a reminder that social media is a place of extremes. I think as parents, as people and just as consumers of social media, it’s something we have to remember because I don’t think any of us are immune to it."

now, seperate it into this format "I.

make it much more natural, and use the whole sentence in context as the quote, and quote and cite in this format " "" (Teachers describe implications of the “Devious Licks” trend, Par. )

shorten significantly

explain if this is ethos, pathos, or logos and do it in two short sentences "“Over the past year, Duffy said several boys have been referred to him by schools for vandalizing property. One of the students who had destroyed a bathroom admitted that he didn’t want to do it but succumbed to peer pressure. The student “felt it was wrong, but he was dared to do it by a group of classmates at a party, a group he desperately wanted to be a part of,” Duffy said.” (The ‘devious licks’ TikTok challenge has students stealing toilets, Par. 6)"

make it seem much more human and natural

use the proper term, either ethos, pathos, or logos and make it seem like it was written for a middle school debate

This anecdote taps into our emotions by painting a picture of a student torn between his conscience and the desire to fit in with peers, ultimately giving in to a dare. By revealing the individual struggle with peer pressure, it humanizes the student’s regrettable decision and invokes a sense of sympathy from the reader. use the proper term, either ethos, pathos, or logos

use the proper term, either ethos, pathos, or logos

sell the significance of the eviddence with an additional two sentences