. Learners will be able to express the law of conservation of mass quantitatively and qualitatively. They will be able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model. They will connect the number of particles, moles, mass, and volume of substances to one another, both qualitatively and quantitatively.

. They will predict the properties of substances based on their chemical formulas, and provide explanations of their properties based on particle views. They can predict the type of bonding present between two atoms in a binary compound based on position in the periodic table and the electronegativity of the elements. The learner can explain the properties of molecular compounds in terms of the strengths and types of intermolecular forces.

. They will translate an observed chemical change into a balanced chemical equation and justify the choice of equation type in terms of utility for the given circumstances. They should be able to identify redox reactions and justify the identification in terms of electron transfer. That will interpret observations regarding macroscopic energy changes associated with a reaction or process to generate a relevant symbolic and/or graphical representation of the energy changes.

. The learner will use representations of the energy profile for an elementary reaction to make qualitative predictions regarding the relative temperature dependence of the reaction rate. The student will be able to determine the rate law for a zeroth-, first-, or second-order reaction. The student is able to explain the difference between collisions that convert reactants to products and those that do not in terms of energy distributions and molecular orientation.

. They would be able to predict whether or not a physical or chemical process is thermodynamically favored by determination of (either quantitatively or qualitatively) the signs of both ΔH° and ΔS°, and calculation or estimation of ΔG° when needed. They will be able to use LeChatelier’s principle to make qualitative predictions for systems in which coupled reactions that share a common intermediate drive formation of a product. They will be able to interpret the results of an experiment in which calorimetry is used to determine the change in enthalpy of a chemical process.

. The student will understand a system at equilibrium and will be able to calculate the equilibrium constant, K. The student can connect kinetics to equilibrium by using reasoning about equilibrium, such as LeChatelier’s principle, to infer the relative rates of the forward and reverse reactions.  can identify a solution as being a buffer solution and explain the buffer mechanism in
terms of the reactions that would occur on the addition of acid or base.

I have many years of experience teaching AP, SAT courses in Biology, Chemistry, and Physics.

宿題が提供されます
Multiple-choice and free-response questions will be given to confirm the proper comprehension of the material. I will check their answers in the following class.
授業以外に週あたり 1 - 2 時間の学習が期待されます
評価が提供されます
Student knowledge will be assessed through problem set assignments, tests, and exams. Exams are modeled that include multiple-choice and free-response questions. 
成績が提供されます

AP chemistry from publishers such as Barron's, Kaplan...etc. I will provide PPT or PFD’s of the material for each class.