spring semester project

In partial fullment of the redesigned ap chem course (2013 - 2014 +)

Curricular Requirement 4  The course provides students with the opportunity to connect their knowledge of chemistry and science to major societal or technological components.  (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.

After the ap chem exam, students will prepare and give a presentation (use e.g. powerpoint, video, white board; duration: 10 - 15 minutes) during the last week or so of the semester on topics that fullfill the preceding course expectation; excerpts from my course syllabus submitted to the College Board:

As all students would have a prior biology course, after the AP exam, students will prepare an oral presentation addressing CR 4, where they would be connecting / integrating their knowledge of chemistry and biology (or physics or math), e.g.  

(i) rational drug design (i.e. VSEPR & IMF), e.g. herceptin

(ii) basis of poisons / inhibitiors (i.e. kinetics, VSEPR, & IMF)

(iii) basis of structure / shape of biological molecules, e.g. proteins (i.e. VSEPR);

(iv) coupled reactions, e.g. sodium pump (i.e. Hess’ law, thermodynamics)

(v) ATP hydrolysis (i.e. bond enthalpy, thermodynamics),

(vi) mitochondrial electron transport system (i.e. redox reaction & electrochemistry)

(vii) blood pH regulation (i.e. pH, buffer, equilibrium, & Henry's law)

(viii)  cell volume regulation (i.e. solution, concentration, & osmosis)

(ix) dissolved oxygen in blood (i.e. gas, Henry’s law, equilibrium)

(x) basis of site-directed mutagenesis as a research tool (ie. IMF, VSEPR; new)

(xi) basis of PCR (i.e. IMF; new)

(xii) basis of DNA sequencer (i.e. IMF, spectroscopy; new)

(xiii) basis of action potential: equivalent circuit model of membrane potential (e.g equation 7-4; Nernst equation; new)

(xiv) amino acid (or glucose) cotransport system (i.e. stochiometry, thermodynamics; new)

(xv) crispr, a genetic enginneering tool (i.e. VSEPR; IMF)

(xvi) other; requires prior teacher approval

students may work in groups (of 2 - 3 students). this assignment would be considered to be "exam points", where your score may not be dropped. one group per topic; organize among yourselves to prevent any redundant presentations.

rubric

clarity of presentation: chemistry

clarity of presentation: biology

organization of presentation

explicit integration of chemistry & biology concepts

response to questions

while your classmates have a chemistry background, they do not necessarily have the appropriate biology background, so ensure that your presentation contains sufficient biology background