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AP Chemistry Syllabus

Curricular Requirements Page(s)

CR1 Students and teachers use a recently published (within the last 10 years)

college-level chemistry textbook. 1

CR2 The course is structured around the enduring understandings within the big

ideas as described in the AP Chemistry Curriculum Framework. 1 - 9

CR3a The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 1: Structure of matter. 3, 4, 5, 6

CR3b The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 2: Properties of matter-

characteristics, states, and forces of attraction.

3, 4, 5, 7, 8, 9

CR3c The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 3: Chemical reactions. 3, 5, 7, 8

CR3d The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 4: Rates of chemical reactions. 6

CR3e The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 5: Thermodynamics. 5, 6, 9

CR3f The course provides students opportunities outside the laboratory environment

to meet the learning objectives within Big Idea 6: Equilibrium. 6, 7

CR4 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.

4

CR5a Students are provided the opportunity to engage in investigative laboratory

work integrated throughout the course for a minimum of 25 percent of

instructional time.

2

CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on

laboratory experiments integrated throughout the course while using basic

laboratory equipment to support the learning objectives listed within the

AP Chemistry Curriculum Framework.

4 – 9

CR6 The laboratory investigations used throughout the course allow students to

apply the seven science practices defined in the AP Chemistry Curriculum

Framework. At minimum, six of the required 16 labs are conducted in a

guided-inquiry format.

4 – 9

CR7 The course provides opportunities for students to develop, record, and

maintain evidence of their verbal, written, and graphic communication skills

through laboratory reports, summaries of literature or scientific investigations,

and oral, written, and graphic presentations.

10 – 11

chool

page - 1 -

AP Chemistry Syllabus Mrs. Ligeski e-mail: [email protected]

TEXTBOOK:

Chemistry and Chemical Reactivity, Kotz, Treichel and Weaver (publisher Thomson/Brooks/Cole)

6th

Edition – 2012 [CR1]

STRUCTURE OF THE COURSE: [CR2]

AP Chemistry meets daily for one 55-minute period. This course is designed to provide a solid, first-year

college chemistry experience. Problem-solving and laboratory skills will be emphasized throughout the

course of study. Emphasis will be placed on qualitative and quantitative analysis, and descriptive

chemistry. Students who elect to take this course are strongly encouraged to take the AP Chemistry Exam,

and should therefore anticipate the need for a significant time commitment required for homework, study,

and preparation of post-laboratory analysis work.

AP Chemistry is built around six big ideas and seven science practices. The big ideas are:

Big Idea 1: The chemical elements are fundamental building blocks of matter, and all matter can be

understood in terms of arrangement of atoms. These atoms retain their identity in chemical reactions.

Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the

arrangement of atoms, ions, or molecules and the forces between them.

Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the

transfer of electrons.

Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.

Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the

direction of changes in matter.

Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two

processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

The science practices for AP Chemistry are designed to get the students to think and act like scientists.

The science practices are:

Science Practice 1: The student can use representations and models to communicate scientific

phenomena and solve scientific problems.

Science Practice 2: The student can use mathematics appropriately.

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide

investigations within the context of the AP course.

Science Practice 4: The student can plan and implement data collection strategies in relation of a

particular scientific question.

Science Practice 5: The student can perform data analysis and evaluation of evidence.

Science Practice 6: The student can work with scientific explanations and theories.

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts,

and representations in and across domains.

mailto:[email protected]

page - 2 -

ADDITIONAL RESOURCES

Textbook Supplement

Chemistry – Structure & Dynamics, 5th

Edition. Spencer, Bodner, Rickard.

John Wiley & Sons, 2012.

Chemistry – A Guided Inquiry, 4th

Edition. Richard S. Moog., John J. Farrell

John Wiley & Sons, 2007.

POGIL – Activities for High School Chemistry, Laura Trout, Editor

Publisher: Flinn Scientific, Inc.

http://www.chm.davidson.edu/ChemistryApplets/kinetics/index.html - kinetics virtual labs

Textbook Support

http://now.brookscole.com/kotz6e

General Chemistry Now Interactive CD. Thomson/Brooks/Cole. Version 4.0

Online Homework Website

https://www.webassign.net

LABORATORY INVESTIGATIONS:

The laboratory portion of this class is designed to be the equivalent of a college laboratory experience.

Because some colleges require proof of the laboratory portion of the course before granting credit, all

students will keep a laboratory portfolio. At a minimum, twenty-five percent of instructional time will be

spent in the laboratory. [CR5a]

When students finish AP Chemistry, they are encouraged to take their laboratory portfolio with them to

college. It includes nineteen laboratory investigations. They are all ‘wet labs’. Nine of the labs are guided

inquiry based. Each report in the student’s laboratory portfolio has sections on purpose, procedure,

equipment needed, data, analysis, questions for the students to answer, and conclusion. See attached

Laboratory Report Rubric. [CR7]

Each student must turn in a completed laboratory report for all labs. Student lab groups are required to

communicate their results for one lab per trimester using a method of their choice – PowerPoint, Poster,

Article, etc.) The Lab Report Rubric can be found on pages 10 and 11 of this document. [CR7]

Laboratory Equipment [CR5a]

Our classroom is equipped with a full range of glassware (beakers, flasks, burets, pipets, etc.), instruments

(Spec-20s, analytical balances, centrigfuges, etc.) and data gathering probes. All students have access to a

Vernier LabQuest handheld data collection device and a computer with Logger Pro software and a full

range of MS Office products. Data can be collected by the student or via the handheld units.

Laboratory Resources

AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices

Jack Randall. Advanced Chemistry with Vernier – Experiments for AP, IB, and College General

Chemistry. Second Edition. Vernier Software and Technology. 2007.

Flinn Chem Topic Labs – Experiments and Demonstrations in Chemistry. Flinn Scientific, Inc. 2003.

Volumes 1 – 18.

Flinn Classic Lab Transition Guides - inquiry guidance and curriculum alignment to the new AP

Chemistry framework.

AP Chem Solutions. 2008. www.apchemsolutions.com

http://www.chm.davidson.edu/ChemistryApplets/kinetics/index.html

http://now.brookscole.com/kotz6e

https://www.webassign.net/

page - 3 -

SEQUENCE:

Trimester One AP Chemistry

Curriculum Unit One – The Basic Tools of Chemistry (Summer Assignment)

Chapter Topics Covered – Section No.

Activities or Labs

(An asterisk indicates a guided

inquiry lab.)

Big

Ideas [CR2]

EU LO

1 Matter and

Measurement

Apply the kinetic-molecular theory to the properties of matter – 1.1

Classify matter – 1.1

Recognize elements, atoms, compounds, and molecules – 1.2, 1.3

Identify physical and chemical properties and changes – 1.4, 1.5

Use metric units and significant figures correctly – 1.6, 1.7

Understand and use the mathematics of chemistry – 1.8

Activities [CR3a, CR3c, SP2]

Study Questions, p. 48 #1 – 47 (ODD) and #59:

This written assignment will be collected at the start of school, and will be assessed by means of a written test.

1

3

1.A

3.C

1.1

3.10

2 Atoms and

Elements

Describe atomic structure and define atomic number and mass number – 2.1, 2.2

Understand the nature of isotopes and calculate atomic weight from the isotopic masses and abundances – 2.3, 2.4

Explain the concept of the mole and use molar mass in calculations – 2.5

Know the terminology of the periodic table 2.6, 2.7, 2.8

Activities [CR3a, SP2, SP6]


This written assignment wll be collected at the start of school, and will be assessed by means of a written test.

1

1.A

1.2

1.4

1.14

3 Molecules,

Ions, and Their

Compounds

Understand molecular models – 3.2

Interpret & write formulas for ionic & molecular compounds, and hydrates – 3.1, 3.3, 3.4, 3.7

Name compounds – 3.3, 3.4

Understand some properties of ionic and molecular compounds – 3.3

Calculate and use molar mass – 3.5

Calculate percent composition for a compound – 3.6

Formulas from experimental data – 3.6

Activities [CR3a, CR3b, SP2]


This written assignment will be collected at the start of school, and will be assessed by means of a written test.

1

2

1.A

1.2

1.4


Curriculum Unit Two – Stoichiometry

Chapter Topics Covered – Section No. Activities Big

Ideas [CR2]

EU LO

4 Chemical

Equations and

Stoichiometry

Balance equations for simple chemical reactions – 4.1, 4.2

Perform stoichiometry calculations using balanced chemical equations – 4.3

Understand the meaning of a limiting reactant – 4.4

Calculate the theoretical and percent yields of a chemical reaction – 4.5

Use stoichiometry to analyze a mixture of compounds or to determine the formula of a compound.

Activities [CR3a, CR3c] Create particulate drawings for Study

Questions 7, 9, 11 to illustrate the law of conservation of mass

Study Questions, p. 166: #5,7,11,12, 15,19,23,27,29,31,33,37,39,41

WebAssign: Chapter 4

1

3

1.A

1.E

3.A

3.B

3.C

1.3

1.17

1.18

3.1

3.2

3.4

3.5

3.6

5 Reactions in

Aqueous

Solution

Understand the nature of ionic substances dissolved in water – 5.1, 5.2

Recognize common acids and bases and understand their behavior in aqueous solution – 5.3, 5.4, 5.9

Recognize and write equations for the common types of reactions in aqueous solution – 5.4, 5.5, 5.6, 5.7

Recognize common oxidizing and reducing agents and identify oxidation-reduction reactions – 5.7

Define and use molarity in solution stoichiometry – 5.8, 5,10

Activities [CR3a, b, c] Draw a representation of aqueous

solutions of 0.01M & 0.04M CaCl2 showing the interactions of ions & water molecules.

Study Questions, p. 223: #5,7,11,12,15,19,23,27,29,31,33,37,39, 41


1

2

3

1.A

1.E

2.B

3.A

3.B

3.C

1.4

1.19

1.20

2.10

2.14

2.8

2.9

3.1

3.2

3.3

Unit Two Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Guided Inquiry – Using the Principle That Each Substance Has Unique Properties to Purify a

Mixture: An Experiment Applying Green Chemistry to Purification – Students will first design their

own procedure to conduct a gravimetric analysis in which they will separate two substances using green chemistry principles. They will then participate in a peer-review process to evaluate three different lab write-ups.

3 2.1

2.2

5.1

5.2

4.2

6.1

3.3

3.5

Leftover Aluminum Wire(Flinn) – Student will use gravimetric analysis to determine the percent yield and percent error of a reaction.

3 2.1

2.2

2.3

3.2

3.3

3.4

Guided Inquiry – Preparing a Standard Solution of NaOH – Students will write and conduct a

procedure to prepare a solution of 0.1M NaOH from NaOH(s) and titrate against a primary standard acid to determine the precise concentration.

3 2.2

4.2

4.3

1.20

Guided Inquiry – What Makes Hard Water Hard? – Students will analyze six samples of water for

their quantities of water hardness through principles of metal ion precipitation and separation, and rank the samples in order of increasing hardnesss.

1

3

1.5

2.2

4.2

5.3

6.2

6.4

7.1

7.2

1.19

2.10

3.2

3.3


Curriculum Unit Three – The Structure of Atoms and Molecules


Ideas [CR2]

EU LO

7 Atomic

Structure

Describe the properties of electromagnetic radiation – 7.1, 7.2

Understand the origin of light from excited atoms and its relationship to atomic structure – 7.3

Describe the experimental evidence for wave-particle duality – 7.4

Describe the basic ideas of quantum mechanics – 7.6, 7.7

Activities [CR3a] Study Questions, p. 326:

#2,3,7,13,17,23,27,31,33,45,49,65,69


1 1.B 1.13

8 Atomic

Electron

Configurations

and Chemical

Periodicity

Understand how PES reveals atomic structure – supplement

Understand effective nuclear charge and its role in determining atomic properties – 8.3

Write the electron configuration for elements and monatomic ions – 8.5

Understand the fundamental physical properties of the elements and their periodic trends – 8.6, 8.7

Activities [CR3a] PES - Identify electron configurations from

simulated photoelectron spectra Study Questions, p. 366:

#1,5,13,15,17,19,25,27,29,31,33


1 1.B 1.5

1.6

1.7

1.8

1.9

1.10

1.11

1.12

9 Bonding and

Molecular

Structure:

Fundamental

Concepts

Metallic

Bonding -

pgs. 643 – 645

Understand the difference between ionic and covalent bonds – 9.1, 9.2, 9.3

Draw Lewis electron dot structures for small molecules and ions – 9.4, 9.5, 9.6

Use VSEPR theory to predict the shapes of simple molecules and ions and to understand the structures of more complex molecules – 9.7

Use electronegativity to predict the charge distribution in molecules & ions to define the polarity of bonds – 9.8

Predict the polarity of molecules – 9.9

Understand the properties of covalent bonds and their influence on molecular structure – 9.10, 9.11

Activities [CR3b, CR4]

* WebMO [CR4] also [CR3b,SP 1,5,6] Students will use computational science modeling (CSM) to relate molecular shape and polarity to chemical bonding.

In addition, students will research and give a verbal report to classmates regarding:

1.) current scientific research in which molecular shape is being explored or modified to achieve a desired outcome.

2.) innovations in science in which computer science modeling is used.

WebMO server – Hope College, Holland, MI

2 2.A

2.B

2.C

2.1

2.13

2.17

2.18

2.19

2.21

2.22

2.23

2.24

2.28

2.32

page - 5 -

Understand metallic bonding and explain how it relates to the properties of solid metals

Diagram a crystal of NaCl and explain how the structure relates to physical properties

Study Questions, p. 427: #1 – 7,9,10,11,13(a,b),15,16,17,18; a,b,c for 19,20,23,25; 33,43,45


10 Bonding and

Molecular

Structure:

Orbital

Hybridization

Understand the differences between valence bond theory and molecular orbital theory – 10.1, 10.2

Identify the hybridization of an atom in a molecule or ion – limited to sp, sp

2,

and sp3 – 10.3

Activities [CR3a, CR3b]

Study Questions, p. 468: #1 – 13 (ODD)


1

2

2.A

2.C

1.D

1.5

1.13

2.1

2.21

2.22

Unit Three Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Guided Inquiry – What’s in That Bottle? – Students will identify the type of bonding in unlabeled

chemicals using physical and chemical properties of substances with ionic, molecular, and metallic bonds.

2 1.1

4.2

5

6.2

6.4

7.1

2.22

2.24

2.28

2.32


Curriculum Unit Four – Thermodynamics


Ideas [CR2]

EU LO

6 Principles of

Reactivity:

Energy and

Chemical

Reactions

Assess heat transfer associated with changes in temperature and changes in state – 6.1, 6.2, 6.3

Apply the first law of thermodynamics – 6.4

Define and understand the state functions enthalpy and internal energy – 6.5

Calculate energy changes occurring in chemical reactions and learn how these changes are measured using: calorimetry – 6., Hess’s Law – 6.7 Standard Enthalpies of Formation – 6.8

Molar Enthalpy of Vaporization – 13.5

Activities [CR3c, CR3e]

POGIL Activity – Bond Energy: [LO 5.8] Students will evaluate three

models of enthalpy change in chemical reaction to draw qualitative and quantitative connections between the reaction enthalpy and the energies involved in the breaking and formation of bonds.

Study Questions, p. 293: #3,7,9,13,17,19,21,23,25,27,31,33,35,43,45,47,51,53,59,60,61,63,65,66,71,78


3

5

3.C

5.A

5.B

3.11

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

19 Principles of

Reactivity:

Entropy and

Free Energy

Understand the concept of entropy and its relationship to spontaneity – 19.1, 19.2, 19.3

Predict whether a process will be spontaneous – 19.4, 19.5

Understand and use free energy – 19.6

Activities [CR3e]

Study Questions, p. 934: #1 – 11(ODD), 13,15,17,19, 21 – 31(ODD),33,35,37

Exercise 20.11, p.993


5 5.E 5.12

5.13

5.14

5.15

5.18

Unit Four Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Enthalpy of Vaporization of Liquid Nitrogen – Students will use a simple coffee-cup calorimeter to collect appropriate data for calculation of enthalpy of vaporization of liquid nitrogen and compare it to the accepted value.

5 2.1

2.2

4.3

5.3

6.2

5.4

5.5

5.6

5.7

Heats of Reaction and Hess’s Law Students will use a simple calorimeter to collect data for three

reactions for which Hess’s law can be applied. 5 1.4

2.1

2.2

4.3

5.1

5.4

5.6

5.7

page - 6 -

Trimester Two AP Chemistry

Curriculum Unit Five – Kinetics


Ideas [CR2]

EU LO

15 Principles of

Reactivity:

Chemical

Kinetics

Understand rates of reaction and the conditions affecting rates – 15.1, 15.2

Derive the rate equation, rate constant, and reaction order from experimental data – 15.3

Use integrated rate laws – 15.4

Understand the collision theory of reaction rates and the role of activation energy – 15.5

Relate reaction mechanisms and rate laws – 15.6

Activities [CR3d]

Kinetics Experiments Simulation

Study Questions, p. 744: #1,3,5,7,9,11,17,19,21,23,25,27,29 31,33,37,39,35,41,43,45,47,49,51,53,67

Exercise 15.13


4 4.A

4.B

4.C

4.D

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Unit Five Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Guided Inquiry – What is the Relationship Between the Concentration of a Solution and the

Amount of Transmitted Light Through the Solution? – Students will formulate their own answer to

the question, “How can light be used to study color and determine concentrations of chemical species in solution?

1 2.2

4.1

4.2

5.1

6.4

1.15

1.16

Guided Inquiry – What is the Rate Law of the Fading of Crystal Violet Using Beer’s Law? –

Students will determine the rate law for the reaction of crystal violet and sodium hydroxide by graphical analysis of data obtained via spectroscopy.

4 1.4

2.1

2.2

4.2

5.1

6.4

4.1

4.2


Curriculum Unit Six – Chemical Equilibria

Chapter Topics Covered – Section No. Activities or Labs Big

Ideas [CR2]

EU LO

16 Principles of

Reactivity:

Chemical

Equilibria

Understand the nature and characteristics of chemical equilibria – 16.1

Understand the significance of the equilibrium constant, K,and the reaction quotient,Q – 16.2, 16.3

Understand how to use K in quantitative studies of chemical equilibria – 16.4, 16.5

LeChatelier’s principle and disturbing a chemical equilibrium – 16.6, 16.7

Activities [CR3f] *Graduated Cylinder Equilibrium –

introductory activity that allows students to address misconceptions about equilibrium

Study Questions, p. 789: #1,2,3,5,7,9,11,13,15,17,19,21,23,25,26,27,


1

5

6

1.D

5.E

6.A

6.D

1.15

1.16

5.15

5.16

5.17

6.1

6.2

6.3

6.4

6.5

6.6

6.7

6.8

6.9

6.10

6.25

18 Other Aspects

of Aqueous

Equilibria

Understand the common ion effect – 18.1

Apply chemical equilibrium concepts to the solubility of ionic compounds – 18.4, 18.5,18.6,18.7

Activities [CR3f] Study Questions, p. 894:

#33,35,37,39,41,43,45,47,49,51,5355,59,61,65,67

WebAssign: Chapter 18a

6 6.B

6.C

6.8

6.9

6.21

6.22

6.23

6.24

Unit Six Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Guided Inquiry – How Can Color Be Used to Determine the Mass Percent of Copper in Brass?

Students will explore the relationships between color, wavelength, absorbance, and concentration in order to design an experiment that can quantitatively measure the absorption of light by a colored solution and then determine the concentration of the absorbing species in that solution.

1

3

2.2

4.1

4.2

5.1

6.4

1.16

3.4

Determination of an Equilibrium Constant – Students will apply LeChatelier’s principle to force an

equilibrium system to completion, and utilize spectrophotometry to construct a calibration curve in order to identify equilibrium concentrations of reactants and products in a reaction between Fe

3+ and SCN

-.

They will calculate the equilibrium constant from this data.

6 1.4

2.2

4.1

4.3

5.1

6.4

7.2

6.2

6.5

6.8

6.9


Curriculum Unit Seven – Acid/Base Chemistry


Ideas [CR2]

EU LO

17 Principles of

Reactivity:

Chemistry of

Acids and

Bases

Acids, Bases, and the Equilibrium Concept – 17.1

Bronsted-Lowry Concept of Acids and Bases – 17.2

Apply the principles of chemical equilibrium to acids and bases in aqueous solution – 17.3, 17.4, 17.5

Predict the outcome of reactions of acids and bases – 17.6, 17.7

Understand the influence of structure and bonding on acid-base properties – 17.8, 17.10

Activities [CR3b, c, f] *An Introductory Activity for Acids and

Bases – Exploring Neutralization Reactions

*Ions as Bronsted Acids and Bases – Exploring Hydrolysis Equilibria

Identifying an Acid from its pKa

Study Questions, p. 839: #1 – 5,7,9,11,13,15,17 – 23,25,27,29,31, 41,43,45,47,49,51,53,55

Exercises: 17.3; 17.4; 17.10; 17.11; 17.15; 17.16; 17.17; 17.18; 17.19


2

3

6

2.A

3.B

6.C

2.2

3.7

6.11

6.12

6.14

6.15

6.16

6.17

18 Other Aspects

of Aqueous

Equlibria

Understand the Common Ion Effect – 18.1

Understand the control of pH in aqueous solutions with buffers – 18.2

Evaluate the pH in the course of acid-base titrations – 18.3

Activities [CR3f] Evaluation of an Acid-Base Titration Curve

Study Questions, p. 894: #1,3,5,7,9,11,13,15,17,19,21,23,25 27,29,31,45,47,49,51,53,55,57

Exercises: 18.5; 18.6; 18.17; 18.18; 18.19; 18.20

WebAssign: Chapter 18b

6 6.C 6.13

6.18

6.19

6.20

Unit Seven Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Titration Curves of Strong and Weak Acids and Bases (Vernier) – Students will conduct and analyze a series of titrations of combinations of weak and strong acids and bases using pH probes and graphing software to obtain curves showing the relationship of pH versus added titrant.

6 1.4

4.3

5.1

5.2

5.3

6.1

2.2

6.12

6.13

Guided Inquiry – The Preparation and Testing of an Effective Buffer: How Do Components

Influence a Buffer’s pH and Capacity? Students prepare and test a series of buffers and then share and compare the results of a given assignment. Students will use evidence to argue whether they completed the assignment or need to rely on the product of another group.

1

6

1.4

2.2

2.3

4.2

4.3

4.4

5.2

5.3

6.4

7.1

1.4

6.18

page - 8 -

Trimester Three AP Chemistry

Curriculum Unit Eight – Electrochemistry


Ideas [CR2]

EU LO

20 Principles of

Reactivity:

Electron

Transfer

Reactions

Balance equations for oxidation-reduction reactions using the half-reaction approach – 20.1

Understand the principles underlying voltaic cells – 20.2, 20.3

Understand how to use electrochemical potentials – 20.4, 20.5

Understand the relationship of the standard cell potential and the standard free energy of a reaction – 20.6

Explore electrolysis, the use of electrical energy to produce chemical change – 20.7, 20.8

Activities [CR3c]

*Construct a Voltaic Pile[SP1]

Diagram a Voltaic Cell [SP1]

Diagram an Electrolytic Cell [SP1]

Study Questions, p. 293: #1,3,5,7, 9, 25,27,29,39,41,43,45,4749

Exercises: 20.6; 20.7; 20.8


3 3.B

3.C

3.8

3.9

3.12

3.13

Unit Eight Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

REDOX Titration – Students will standardize a potassium permanganate solution using a primary standard, and then determine the concentration of hydrogen peroxide in a solution.

3 2.2

4.3

1.20

3.3

3.8

3.9 Determination of an Electrochemical Series – Students will use voltage probes to determine the half-cell potentials for five different metals and use this information to organize them into an electrochemical series.

3 1.4

4.3

5.1

6.1

3.12

3.13

Exploring Electrolysis Reactions in Aqueous Solution – Students will make observations and measure the voltage of three aqueous electrolytic cells, use their data to identify the half-reactions occurring in each, and write balanced net-ionic equations to describe each cell.

3 1.4

3.1

4.3

5.1

6.1

6.2

3.12

3.13

Trimester Three AP Chemistry

Curriculum Unit Nine – States of Matter

Chapter Topics Covered – Section No. Activities or Labs Big

Ideas [CR2]

EU LO

12 Gases and

Their

Properties

Describe the properties of gases – 12.1

Understand the basis of the gas laws and know how to use those laws (Boyle’s, Charles’s, Avogadro’s, Dalton’s) – 12.2

Use the ideal gas law – 12.3

Apply the gas laws to stoichiometric calculations – 12.4, 12.5

Understand the Kinetic molecular theory as it applies to gases – 12.6, 12.7, 12.8

Recognize why real gases do not behave like ideal gases – 12.9

Activities [CR3b, CR3c]

POGIL Activity – Gas Variables:

Students will evaluate models of gases in rigid containers and predict the effect of macroscopic changes on T, P, V, and n.

Study Questions, p. 580: #3,5,7,9,11,15,17,19,21,23,25,27, 29,31,33,35,37,39,41,43,45,47–49, 51


2

3

2.A

2.B

3.A

2.4

2.5

2.6

2.12

3.4

page - 9 -

13 Intermolecular

Forces,

Liquids, and

Solids

Describe the intermolecular forces and their effects – 13.1, 13.2, 13.3, 13.4

Understand the importance of hydrogen bonding – 13.3

Understand the relationship of intermolecular forces to the properties of a liquid – 13.5

Understand the relationship of intermolecular forces to the properties of a solid – 13.6 (p. 616, 617),13.8, 13.9

Activities [CR3b]

Exploring the Relationship of Intermolecular Forces to the Properties of Substances – Students will examine sets of substances and make inferences regarding the type and strength of intermolecular forces present. They will be required to draw representations that connect the observed properties of each substance to interactions at the atomic level.

Study Questions, p. 634: #1 – 9 (ODD); 11 – 21 (ODD)


2

5

2.A

2.B

2.C

2.D

5.D

2.3

2.7

2.10

2.11

2.13

2.15

2.16

2.20

2.25

2.26

2.27

2.28

2.29

2.30

2.31

2.32

5.9

5.10

5.11

Unit Nine Labwork [CR5, CR6, CR7] Big

Ideas [CR2]

SP LO

Determining the Molar Mass of a Volatile Liquid – Students will determine the molar mass of a volatile liquid by vapor density, and calculate their percent error.

1

2

1.4

2.2

4.1

4.3

6.4

7.1

7.2

1.2

1.4

2.4

2.5

2.6

Determination of the Molar Volume of a Gas in a Reaction Between Bleach and Hydrogen Peroxide – Students will collect, over water, oxygen gas produced by the reaction between bleach and hydrogen peroxide, and apply Dalton’s law of partial pressures and the combined gas law to determine molar volume. They will calculate their percent error.

1

2

1.4

2.1

2.2

4.1

4.3

6.4

7.1

1.4

2.4

2.6

Guided Inquiry – Sticky Question: How Do You Separate Molecules That Are Attracted to One

Another? – Students will develop a method utilizing chromatography to separate three similar molecules.

2 1.4

4.2

4.3

5.1

5.2

5.3

6.4

2.10

2.13

Equations on pages

page - 10 -

Chemistry Lab Report Rubric – 100 points

Title Page – typed or neatly printed on a full sheet of paper in the following format:

Page 1 [15 points]

Purpose – Identify the problem which you are seeking to solve by conducting the experiment. This can be

written in the form of a statement or question.

Hypothesis – State your proposed solution to the problem (what you believe will be the outcome of the

experiment) using an ‘If…, then…, because…’ format.

Justification for Procedure – Justify the selection of the type of data that will be collected to answer the

question. If you have been asked to design your own procedure, list or explain the steps here.

Page 2 [15 points]: Data and/or Observations Table; Results Table

Appropriate data and/or observations are recorded; results are documented in a table or list.

Tables or lists are correctly labeled (headings; units of measure)

Decimal places are handled appropriately based on measuring devices and significant digit rules.

Your Name 2 points

Class Period: ___ 2 points

Date of Lab 2 points

Lab Partner: __________________ 2 points

Lab Title 2 points

(centered on page) [10 points]

(1 inch

margin)

(1 inch margin)

SCORING (points may be deducted for missing headings, incomplete sentences, or sloppy work):

typed or neatly written in complete sentences

1 inch margins

Subject headings are underlined or in boldface type

Subject content will be scored according to the following scale:

5 4 3 0 well thought-out; mostly correct; incorrect or missing

complete; correct mostly complete; not justified;

or reasoning is justified; significant effort is evident lack of effort

evidence of deep thought evident

SCORING (points may be deducted for sloppy work): 5 4 3 0 always usually occasionally missing

Note: Data tables may be typed in advance, but must be filled in by hand during the lab.

page - 11 -

Page 3 [15 points]: Calculations

Each calculation is clearly identified and appropriate formulas are written before showing work.

Work is shown for each calculation and significant digit rules are appropriately followed.

Accuracy – Answers are correct.

Page 4 [15 points]: Graphing

includes appropriate title and labeling (of axes) – this includes headings and units of measure

graph type and scales (of axes) are appropriate for data

data is correctly graphed, and any required work is correctly shown directly on the graph

Page 5 [15 points]: Post-Lab Questions

Each question is rewritten, or preferably, the answer begins by rephrasing the question as a statement.

Independent thinking and depth of thought are evident.

Accuracy – Answers are complete and correct and/or are justified by evidence.

Page 6 [15 points]: Conclusion and Error Analysis

The first paragraph is a summary of student learning and should include a discussion of core concepts

and vocabulary. It should provide clear evidence that the student understands the chemistry involved in

the experiment. This is NOT a summary of the procedure.

A second paragraph describes how the student’s results relate to the core concept(s); whether or not the

data supports the student’s hypothesis; and what conclusion(s) he/she has reached based on the results.

A final paragraph describes how procedural error may have produced unreliable data and invalid results.

The student should discuss the direction of error and provide evidence or reasoning for the effect(s) of

these errors.

SCORING (points may be deducted for sloppy work) 5 4 3 0 always usually occasionally missing

Note: Other than headings (see bullet one) this page may NOT be typed!

SCORING (points may be deducted for sloppy work) 5 4 3 0 always usually occasionally missing

Note: This page must be completed by hand – unless otherwise instructed printed versions using a computer or graphing calculator will not be accepted.

SCORING (points may be deducted for sloppy work and/or incomplete sentences) 5 4 3 0 always usually occasionally missing

Note: This page may be typed, however, duplicate copies among several students will not be accepted.

SCORING (points may be deducted for sloppy work and/or incomplete sentences) 5 4 3 0 well thought-out, some errors incomplete, missing valid reasoning, in reasoning, fair shallow thought deep understanding evident understanding evident insufficient effort

Note: This page may be typed, however, duplicate copies among several students will not be accepted.

Documents

AP Chemistry Syllabus - Lapeer East High Schooleast.lapeerschools.org/UserFiles/Servers/Server_3099604/File...AP Chemistry Syllabus ... IB, and College General Chemistry. ... 1.3 Identify