# Chemistry review **APES 2026-27 notes** **APES 2026-27 notes** HW: 9.4.26 1. the coffee cup you pick up at the coffee shop has three modes of reducing heat loss. describe each with a diagram and explain how each reduces the transfer of heat energy 2. 8.24.26 quiz E 1. How many protons, neutrons and electrons in each of these: C13/6, Sr90/38, U234/92 2. What is the new and old name of these symbols: Pb, Na, Fe, Au 3. If a sample of carbon is found to have 25% of the natural amount of C14/6 in it, how old is it? (C14 half life is about 5000 years) 4. List three anomalies from your 8 countries work **8.19.26 Wednesday** quiz: 1. give an example in your life of a positive feedback loop 2. and a negative feedback loop 3. thinking of your body as a system, is it open or closed? explain 4. name two things you found about the country you chose that surprised you HW notes: stable orbitals pool-joule sun-big bang steady state? negative feedback pos feedback: banana 8 countries summation Chem review: 3 main characters: proton, neutron, electron (they draw on their notes w/ relative size and charge) periodic table (print in color): names columns compounds vs. elements ionic bonds (common) covalent bonds (copilot) isotopes: Sr90/38 half-lives physical properties: 4 states of matter (s, l, g, plasma) ————————— Homework: 8.19.26 1. what is the connection between geysers and pressure cookers? 2. why would brewing tea be weaker up on Mauna Kea summit? 3. what could carbon change in its electron structure to be stable? 4. which conducts electricity better: ionic or covalent compounds and why? (think of salt water) 5. pick three other isotopes we did not cover in class and list their protons, neutrons and electrons 6. pick six elements that have a name that does not match their symbol, and explain why 7. A dish is found at an ancient ruin that has 1/8 of the background level of C14/6. Look up the half life for C14/6 and determine the age of the relic. 8. if you wanted to dissolve CO2 into water, would you warm or cool the water-explain 9. why does an air conditioner drip water out of the back if it is working? 10. what enables a glacier to move along very rough rock? explain. ——————— collgative properties: bp, mp, depression—— reglation geysers—— freeze dried coffee gas->liquid solubility capillary action chemical properties: pH carbonic acid fossil fuels-ocean acidification methionine->acid rain cause and effect 8.17.26 notes-systems-HW [https://www.bozemanscience.com/ap-es-002-environmental-systems](https://www.bozemanscience.com/ap-es-002-environmental-systems) 1. look up the Aral sea on google earth now, how does it compare with the photo in the video? 2. what is the difference between the energy and matter systems on our planet? 3. give an example in your life of an open system and a closed system (could be money, you name it) 4. thermodynamics uses the term “energy tax”, explain 5. what makes elements reactive? 6. why are noble gases stable? 7. a friend tells you that swimmers warm up the pool two ways-is he crazy? 8. go ALL the way back: where does all of our energy come from? 9. before we started burning fossil fuels was earth a steady state? explain. 10. give an example in your life of a positive and a negative feedback loop If any of these are really strange to you, make sure to look over the videos at the bottom of the page: “resources” 8.17 Monday HW: [https://www.bozemanscience.com/ap-es-002-environmental-systems](https://www.bozemanscience.com/ap-es-002-environmental-systems) 8 countries summation quiz: 8 countries periodic table names formulas: MgCl? half lives Sr90 pH capillary action collgative properties: bp, mp, depression reglation geysers freeze dried coffee fossil fuels-ocean acidification carbonic acid gas->liquid solubility methionine->acid rain It is May 2027, and you have been successful in this course. What does success look like? What did you do to be successful? survey questions: 1. what is wrong with this: MgCl 2. explain any of the laws of thermodynamics 3. what is a negative feedback loop? 4. how many protons, neutrons and electrons are in Sr90/38? 5. how many electrons in Na+? 6. how much stronger is pH 3 than pH 5? 7. are these acids or bases? 8. the half life of Sr90 is about 30 years, so how much of an original sample is left after 60 years? 9. what are the boiling point and melting point for water in °C? 10. what gas in the atmosphere causes ocean acidification? 11. you put 1000J of energy into your car gas tank, and get 1200J of energy out of your car-what is wrong with this? 12. is sweating a negative or positive feedback loop? explain 13. if Kona is 60 km away, how many cm is this? 14. what are the names of these symbols: Hg, Na, Fe, K 15. what are the charges on an electron, a neutron and a proton? 16. what is osmosis? 17. if a person’s mass is 220 lb and each kg is 2.2 lb, how many kg are they? 18. what is the square root of 144? 19. what is the log10 of 1000? 20. what is the difference between radiation, conduction and convection? (change for second section) ![science_review_quiz_two_pages.pdf]() 8.13.26 8 countries: how would you pair the countries? why were they chosen? need science base HW survey video: planetary boundaries pie chart: climate change red apes different from other courses: ecological footprint quiz:: 1. from the video, why is apes different from other science courses? 2. what was your global footprint (earths) 3. why do we use “earths” as a measure? what does it mean? 4. create two fictional students at HPA: one with very low footprint, one with very high footprint-explain why class: review video 8 countries-how would you pair them? science survey HW-weekend in-class calculators-show hw: science survey questions (no ai) ============ 1. FedEx sign: can’t NOT see it now, APES will change how you think 2. I will do my best to read everything you write 3. I bring my A game. I know you are busy, but I expect you to bring yours as well, and I'll let you know when I think you are not. 60-30-10 quiz, hw, lab delete one HW per semester AI Policy; research helper, if your name is on it, it has to be YOUR thoughts metaphor: sending a robot to the gym for you vs. robot training partner I read everything and comment Early is better, due date midnight? AP exam-iPad prep cause and effect show your work demonstrate understanding, not canonical learning this course will change how you think: FedEx icon Round grades to whole number, not decimals 34 classes per semester labs: you come up with question, then research it case studies: deepwater horizon How we teach in HS is about recall. college is about synthesis and context derivation… Homework: Email 1. where is home besides HPA? 2. what are you most interested in? 3. tell me something few people know about you HW: bozeman intro. **cause and effect** [elab.hpa.edu](http://elab.hpa.edu) login is hpa/papaya77 [https://elab.hpa.edu/apes/videos/bozeman\_science/Intro.mp4](https://elab.hpa.edu/apes/videos/bozeman_science/Intro.mp4) (ap exam has changed since this video) Your global footprint— 8 countries mystery Aether demo——planetary boundaries seeding project: [https://terraformation.maps.arcgis.com/apps/dashboards/bcd940d84e4b474d96d9f504ab96a555#](https://terraformation.maps.arcgis.com/apps/dashboards/bcd940d84e4b474d96d9f504ab96a555) look up bluetooth icon: why runes? [https://www.livescience.com/planet-earth/nasa-satellite-captures-wave-of-warm-water-hundreds-of-miles-long-that-signals-a-devastatingly-strong-el-nino](https://www.livescience.com/planet-earth/nasa-satellite-captures-wave-of-warm-water-hundreds-of-miles-long-that-signals-a-devastatingly-strong-el-nino) Footprint investigation: [https://data.footprintnetwork.org/#/countryTrends?cn=5001&type=BCtot,EFCtot](https://data.footprintnetwork.org/#/countryTrends?cn=5001&type=BCtot,EFCtot) ![openhagen_countries_extended.pdf]() Questions: - check out the vertical axes - where would be a good place to live when you are 40? - when did they move from surplus to debt? =============== Ask any math professor why hundreds of thousands of STEM majors fail Calculus I every fall, and they’ll share a secret: students aren't actually failing calculus. They're failing algebra. This foundational weakness is one of three systemic hurdles that turn this course into a gatekeeper: **The Algebra Deficit** A typical problem involves one step of actual calculus—such as applying the power rule or the chain rule—followed by multiple steps of algebraic simplification. Students arriving from high school often harbor fundamental weaknesses in factoring, manipulating rational functions, or deploying trigonometric identities. When they encounter a complex derivative, they execute the new calculus concept correctly but lose points on the algebraic mechanics required to finish the problem. **The Rote Memorization Trap** High school mathematics is frequently taught as a set of algorithms to memorize. Students learn how to execute formulas without necessarily understanding the underlying logic. University calculus demands conceptual understanding and mathematical rigor. A student who expects to pass by recognizing patterns and memorizing templates will struggle with university exam questions designed to test the application of concepts to novel, unfamiliar scenarios. **The "Weeder" Environment** Calculus I is often structured as a gatekeeper course for competitive engineering, physics, and computer science programs. Instruction typically occurs in massive lecture halls where the pace is unforgiving. A topic that a high school teacher might spend three weeks covering is often compressed into a few days at the university level. Because the material builds cumulatively, a student who fails to grasp limits in week two is almost certain to fail integrals in week ten. To address these attrition rates, mathematics departments are rethinking how the course operates: - **Co-requisite Remediation:** Instead of diverting students into zero-credit remedial algebra courses, universities place them directly into calculus with a simultaneous "just-in-time" support lab. Instructors review trigonometric identities in the exact week the main lecture covers derivatives of trigonometric functions. - **Active Learning:** Institutions are replacing passive lectures with active learning models. Flipped classrooms—where students watch video lectures as homework and spend class time solving problems in small groups guided by teaching assistants—consistently yield lower failure rates. - **Reformed Assessment:** Exams are being redesigned to test core calculus competencies rather than algebraic stamina. If a question intends to test the quotient rule, instructors simplify the surrounding algebra so that a minor arithmetic error does not obscure the student's grasp of the calculus concept. HW: 9.4.26 1. the coffee cup you pick up at the coffee shop has three modes of reducing heat loss. describe each with a diagram and explain how each reduces the transfer of heat energy 2. 8.24.26 quiz E 1. How many protons, neutrons and electrons in each of these: C13/6, Sr90/38, U234/92 2. What is the new and old name of these symbols: Pb, Na, Fe, Au 3. If a sample of carbon is found to have 25% of the natural amount of C14/6 in it, how old is it? (C14 half life is about 5000 years) 4. List three anomalies from your 8 countries work **8.19.26 Wednesday** quiz: 1. give an example in your life of a positive feedback loop 2. and a negative feedback loop 3. thinking of your body as a system, is it open or closed? explain 4. name two things you found about the country you chose that surprised you HW notes: stable orbitals pool-joule sun-big bang steady state? negative feedback pos feedback: banana 8 countries summation Chem review: 3 main characters: proton, neutron, electron (they draw on their notes w/ relative size and charge) periodic table (print in color): names columns compounds vs. elements ionic bonds (common) covalent bonds (copilot) isotopes: Sr90/38 half-lives physical properties: 4 states of matter (s, l, g, plasma) ————————— Homework: 8.19.26 1. what is the connection between geysers and pressure cookers? 2. why would brewing tea be weaker up on Mauna Kea summit? 3. what could carbon change in its electron structure to be stable? 4. which conducts electricity better: ionic or covalent compounds and why? (think of salt water) 5. pick three other isotopes we did not cover in class and list their protons, neutrons and electrons 6. pick six elements that have a name that does not match their symbol, and explain why 7. A dish is found at an ancient ruin that has 1/8 of the background level of C14/6. Look up the half life for C14/6 and determine the age of the relic. 8. if you wanted to dissolve CO2 into water, would you warm or cool the water-explain 9. why does an air conditioner drip water out of the back if it is working? 10. what enables a glacier to move along very rough rock? explain. ——————— collgative properties: bp, mp, depression—— reglation geysers—— freeze dried coffee gas->liquid solubility capillary action chemical properties: pH carbonic acid fossil fuels-ocean acidification methionine->acid rain cause and effect 8.17.26 notes-systems-HW [https://www.bozemanscience.com/ap-es-002-environmental-systems](https://www.bozemanscience.com/ap-es-002-environmental-systems) 1. look up the Aral sea on google earth now, how does it compare with the photo in the video? 2. what is the difference between the energy and matter systems on our planet? 3. give an example in your life of an open system and a closed system (could be money, you name it) 4. thermodynamics uses the term “energy tax”, explain 5. what makes elements reactive? 6. why are noble gases stable? 7. a friend tells you that swimmers warm up the pool two ways-is he crazy? 8. go ALL the way back: where does all of our energy come from? 9. before we started burning fossil fuels was earth a steady state? explain. 10. give an example in your life of a positive and a negative feedback loop If any of these are really strange to you, make sure to look over the videos at the bottom of the page: “resources” 8.17 Monday HW: [https://www.bozemanscience.com/ap-es-002-environmental-systems](https://www.bozemanscience.com/ap-es-002-environmental-systems) 8 countries summation quiz: 8 countries periodic table names formulas: MgCl? half lives Sr90 pH capillary action collgative properties: bp, mp, depression reglation geysers freeze dried coffee fossil fuels-ocean acidification carbonic acid gas->liquid solubility methionine->acid rain It is May 2027, and you have been successful in this course. What does success look like? What did you do to be successful? survey questions: 1. what is wrong with this: MgCl 2. explain any of the laws of thermodynamics 3. what is a negative feedback loop? 4. how many protons, neutrons and electrons are in Sr90/38? 5. how many electrons in Na+? 6. how much stronger is pH 3 than pH 5? 7. are these acids or bases? 8. the half life of Sr90 is about 30 years, so how much of an original sample is left after 60 years? 9. what are the boiling point and melting point for water in °C? 10. what gas in the atmosphere causes ocean acidification? 11. you put 1000J of energy into your car gas tank, and get 1200J of energy out of your car-what is wrong with this? 12. is sweating a negative or positive feedback loop? explain 13. if Kona is 60 km away, how many cm is this? 14. what are the names of these symbols: Hg, Na, Fe, K 15. what are the charges on an electron, a neutron and a proton? 16. what is osmosis? 17. if a person’s mass is 220 lb and each kg is 2.2 lb, how many kg are they? 18. what is the square root of 144? 19. what is the log10 of 1000? 20. what is the difference between radiation, conduction and convection? (change for second section) ![science_review_quiz_two_pages.pdf]() 8.13.26 8 countries: how would you pair the countries? why were they chosen? need science base HW survey video: planetary boundaries pie chart: climate change red apes different from other courses: ecological footprint quiz:: 1. from the video, why is apes different from other science courses? 2. what was your global footprint (earths) 3. why do we use “earths” as a measure? what does it mean? 4. create two fictional students at HPA: one with very low footprint, one with very high footprint-explain why class: review video 8 countries-how would you pair them? science survey HW-weekend in-class calculators-show hw: science survey questions (no ai) ============ 1. FedEx sign: can’t NOT see it now, APES will change how you think 2. I will do my best to read everything you write 3. I bring my A game. I know you are busy, but I expect you to bring yours as well, and I'll let you know when I think you are not. 60-30-10 quiz, hw, lab delete one HW per semester AI Policy; research helper, if your name is on it, it has to be YOUR thoughts metaphor: sending a robot to the gym for you vs. robot training partner I read everything and comment Early is better, due date midnight? AP exam-iPad prep cause and effect show your work demonstrate understanding, not canonical learning this course will change how you think: FedEx icon Round grades to whole number, not decimals 34 classes per semester labs: you come up with question, then research it case studies: deepwater horizon How we teach in HS is about recall. college is about synthesis and context derivation… Homework: Email 1. where is home besides HPA? 2. what are you most interested in? 3. tell me something few people know about you HW: bozeman intro. **cause and effect** [elab.hpa.edu](http://elab.hpa.edu) login is hpa/papaya77 [https://elab.hpa.edu/apes/videos/bozeman\_science/Intro.mp4](https://elab.hpa.edu/apes/videos/bozeman_science/Intro.mp4) (ap exam has changed since this video) Your global footprint— 8 countries mystery Aether demo——planetary boundaries seeding project: [https://terraformation.maps.arcgis.com/apps/dashboards/bcd940d84e4b474d96d9f504ab96a555#](https://terraformation.maps.arcgis.com/apps/dashboards/bcd940d84e4b474d96d9f504ab96a555) look up bluetooth icon: why runes? [https://www.livescience.com/planet-earth/nasa-satellite-captures-wave-of-warm-water-hundreds-of-miles-long-that-signals-a-devastatingly-strong-el-nino](https://www.livescience.com/planet-earth/nasa-satellite-captures-wave-of-warm-water-hundreds-of-miles-long-that-signals-a-devastatingly-strong-el-nino) Footprint investigation: [https://data.footprintnetwork.org/#/countryTrends?cn=5001&type=BCtot,EFCtot](https://data.footprintnetwork.org/#/countryTrends?cn=5001&type=BCtot,EFCtot) ![openhagen_countries_extended.pdf]() Questions: - check out the vertical axes - where would be a good place to live when you are 40? - when did they move from surplus to debt? =============== Ask any math professor why hundreds of thousands of STEM majors fail Calculus I every fall, and they’ll share a secret: students aren't actually failing calculus. They're failing algebra. This foundational weakness is one of three systemic hurdles that turn this course into a gatekeeper: **The Algebra Deficit** A typical problem involves one step of actual calculus—such as applying the power rule or the chain rule—followed by multiple steps of algebraic simplification. Students arriving from high school often harbor fundamental weaknesses in factoring, manipulating rational functions, or deploying trigonometric identities. When they encounter a complex derivative, they execute the new calculus concept correctly but lose points on the algebraic mechanics required to finish the problem. **The Rote Memorization Trap** High school mathematics is frequently taught as a set of algorithms to memorize. Students learn how to execute formulas without necessarily understanding the underlying logic. University calculus demands conceptual understanding and mathematical rigor. A student who expects to pass by recognizing patterns and memorizing templates will struggle with university exam questions designed to test the application of concepts to novel, unfamiliar scenarios. **The "Weeder" Environment** Calculus I is often structured as a gatekeeper course for competitive engineering, physics, and computer science programs. Instruction typically occurs in massive lecture halls where the pace is unforgiving. A topic that a high school teacher might spend three weeks covering is often compressed into a few days at the university level. Because the material builds cumulatively, a student who fails to grasp limits in week two is almost certain to fail integrals in week ten. To address these attrition rates, mathematics departments are rethinking how the course operates: - **Co-requisite Remediation:** Instead of diverting students into zero-credit remedial algebra courses, universities place them directly into calculus with a simultaneous "just-in-time" support lab. Instructors review trigonometric identities in the exact week the main lecture covers derivatives of trigonometric functions. - **Active Learning:** Institutions are replacing passive lectures with active learning models. Flipped classrooms—where students watch video lectures as homework and spend class time solving problems in small groups guided by teaching assistants—consistently yield lower failure rates. - **Reformed Assessment:** Exams are being redesigned to test core calculus competencies rather than algebraic stamina. If a question intends to test the quotient rule, instructors simplify the surrounding algebra so that a minor arithmetic error does not obscure the student's grasp of the calculus concept.