Advanced Placement Name of Course

Advanced Placement Chemistry

Student Syllabus

Revised 2007

Course Description

The science of Chemistry seeks to understand the structure and composition of matter and the changes that it undergoes. Advanced Placement Chemistry examines the fundamental principles of the science of Chemistry from both macroscopic (descriptive and quantitative) and microscopic viewpoints. Topics include: matter, nomenclature, chemical stoichiometry and reactions, atomic theory and electronic structure, chemical bonding and molecular geometry, kinetic molecular theory, thermochemistry, thermodynamics, chemical equilibria, acids and bases, kinetics, and electrochemistry. Laboratory experiments provide experience in conducting quantitative chemical measurements and illustrate the principles discussed in class. The subject matter, laboratory skills, and expected level of understanding are designed to be roughly equivalent to those in the initial two introductory chemistry courses taken by chemistry or science majors in college. Students enrolling in the course should be responsible, well organized, disciplined, focused academically, and have good time-management skills. Mathematics is used extensively throughout the course.

Prerequisites:completion of Chemistry and Physics; concurrent enrollment in Trigonometry or

higher. (Juniors taking the course are expected to take Physics concurrently).

Course Goals and Student Expectations

Course Goals

·develop an understanding of the knowledge, fundamental principles and concepts of Chemistry

·comprehend the mathematical formulations of physical/chemical principles and recognize the conditions for which each expression is applicable

Student Expectations

·perform and present results of laboratory experiments (individually and in groups)

·physically manipulate laboratory equipment and apparatus and perform basic lab procedures

·make/record quantitative and qualitative observations of physical/chemical properties and chemical reactions.

·solve problems algebraically and graphically

·communicate orally and in writing

·describe, explain, and apply conceptual models

·interpret, manipulate, analyze, and evaluate actual and hypothetical data

·raise questions and learn from mistakes

·be an independent learner/thinker

·think analytically

·seek assistance from the instructor and/or other resources and materials as needed

Course Content

The facts, ideas, inferences, rationalizations, models/theories, and mathematical formulations that make up our understanding of Chemistry and the process of observation, experimentation, and analysis that are the basis of this understanding are the dual themes of AP Chemistry. The first is the focus of the Unit Content presentations/discussions whereas the second is the focus of the laboratory program.

Unit Content

Laboratory Experience

The laboratory program consists of investigations where good results require (1) the proper use and application of laboratory equipment and procedures, (2) accurate quantitative and/or qualitative data/observations, and (3) the manipulation/evaluation of data and/or the application of conceptual models. College-level experiments form the basis of the laboratory experience, see Table 1. Collaborative groups are used to perform, analyze, and report several of the more involved, or lengthy, experiments. The repertoire of skills/techniques developed in the first-year Chemistry laboratory, see Table 2 for selected experiments, are utilized and expanded on in the AP Chemistry course.

Student Evaluation/Assessment

AP Chemistry is a full year course designed to be completed prior to the AP exam at approximately day 165. Students participating in this course meet seven periods a week, with two days consisting of consecutive double periods. The double periods provide additional time for performing and analyzing laboratory experiments. Including pre- and post- lab work/analysis, 15 – 20 percent of the available time is spent on these investigations.

Each six weeks student’s will be evaluated on the basis of performance on assignments, written/oral lab reports, quizzes, and tests. The six grading periods constitute 90% of the course grade, with two semester (1/2 year) exams contributing the remaining 10%.

The course takes advantage of students’ first-year chemistry experience to move quickly through the first several units.

AP courses are weighted courses. Students receive weighted credit only if the grade is an “A” or a “B.” If an “A normally yields four points n a non-AP course, an “A” in an AP course yields five points. This ultimately affects the student QPA calculation.

Sample questions (and answers)

1)A sample of dolomitic limestone containing only CaCO3 and MgCO3 was analyzed. When heated, the limestone decomposes producing CO2 gas and a solid residue.

a)Write the equation for the decomposition of calcium carbonate as described above.

b)When a 0.2800 sample of this limestone was decomposed, it was found to contain 0.0488 g of calcium. What percent of the limestone by mass was CaCO3?

Answers

a)CaCO3 (s)  CaO (s) + CO2 (g)

b)

2)The reaction H2 (g) + I2 (g)  2 HI (g) is exothermic at 298 K and is first order with respect to both hydrogen and iodine. Predict the effects of each of the following changes on the initial rate of the reaction and explain your prediction.

a)Addition of hydrogen gas at constant temperature and volume.

b)Increase in temperature.

Answers

a)Addition of hydrogen gas increases the initial rate of reaction. At constant temperature and

volume, increasing the amount of hydrogen in the container increases the concentration of hydrogen, and since the reaction is first order with respect to hydrogen, the rate of reaction increases.

b)The initial rate of reaction will increase. Increasing the temperature of the system shifts the

energy distribution of the molecules toward higher energies. This increases the fraction of molecules having sufficient energy to overcome the reaction’s activation energy, thus increasing the rate of reaction.

Primary Course Materials

Texts

Ebbing, D.D. and S.D. Gammon. General Chemistry, 6th ed., Boston: Houghton Mifflin, 1999

A published laboratory text is not used; handouts are prepared for each laboratory experiment.

Laboratory Equipment

Ordinary equipment for handling of chemicals (beakers, flasks, test tubes burners, funnels, etc.) and measuring properties or quantities of chemicals (single pan and analytical balances, burets, volumetric pipets/flasks, pH meters, spectrophotometers, etc.)

Supplemental Materials and Suggested Reading List

Internet

References/Resources

Weast, R.C. Ed., CRC Handbook of Chemistry and Physics, 61st. Ed. Boca Raton, CRC Press, 1981

Windholz, M. Ed., The Merck Index, 9th Ed. Rahway, Merck, 1976

Other college level textbooks and lab manuals.

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