Advanced Placement Chemistry
2015-2016
Mrs. Tolentino
Background
Advanced Placement (AP) Chemistry is designed to give students the equivalent of a general chemistry course that is typically taken during their first year of college. Our AP Chemistry course meets the objectives of a good college general chemistry course. Students will attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. Our AP Chemistry course will also provide students with a laboratory experience equivalent to that of a typical college course. Classes will meet every day for one 85 minute block for the entire semester, which is comprised of 90 days over 20 weeks. Students are engaged in hands-on laboratory work, integrated throughout the semester, which accounts for 25 percent of the course. [CR5a]
Since this is a college level course, students are expected to assume all of the responsibility for their learning. Suggestions to students for studying the material include: 1) Reading the assigned material before it is discussed in class, 2) Taking notes and actively participating during class discussions, teacher lectures/presentations, and laboratories 3) Using the text to study and further understand all of the information presented and discussed during lectures and laboratories. Students should implement these suggestions for studying on a daily basis. Students should not fall behind with their preparation and studying of the material.
Prerequisites
Students must have successfully completed a first course in high school chemistry.
Textbook [CR1]
Zumdahl, S. S. & Zumdahl, S. A. (2007).Chemistry, seventh edition. New York: Houghton Mifflin Company.
Supplemental Materials for Students
1. Chemistry: Interactive CD-ROM
2. Ohn-Sabatello, T., Morlan, J., and Knoespel, S., Fast Track to a 5: Preparing for the AP Chemistry Examination
3. Zumdahl, S. S. Solving equilibrium problems with applications to qualitative analysis
4. Hall, J. F. Experimental Chemistry, seventh edition
5. The College Board, AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices
6. Waterman, E., Pearson Education AP Test Prep Series: AP Chemistry
7. Foglino, P., The Princeton Review Cracking the AP Chemistry Exam
Course Outline
AP Chemistry is structured around the six big ideas and the seven science practices described in the AP Chemistry Curriculum Framework provided by the College Board. [CR2] [CR6]
Big Idea 1: The chemical elements are fundamental building materials 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 will facilitate the inquiry process needed for students to acquire scientific knowledge, and develop mathematical and critical thinking skills to solve descriptive, quantitative, and spatial problems.
Science Practice 1: The student can use representations and models to communicate scienific 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 to 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.
The following outline will serve as a guide towards the AP Chemistry exam, which will be administered in May 2014. *Refers to Enduring Understanding (EU) and Leaning Objective (LO) as specified in the AP Chemistry Curriculum Framework.
Chapters and Topics in Zumdahl Chemistry / Classroom Activities, Lab Activity Title and Science Practice Skills Acquired / Big Ideas / *EU / *LOChapter 3 Stoichiometry (8 days)
· Mole and Molar Mass
· Percent Composition of, and Determining Formula of Compound
· Predicting Products and Balancing Equations
· Amounts of Products and Reactants
· Limiting Reactant
TEST Sept 10, 2015
Chapter 4 Types of Chemical Reaction and Solution Stoichiometry (13 days)
· Composition of Solutions: Molarity and Dilutions
· Precipitation Reactions
· Acid-Base Reactions
· Oxidation-Reduction Reactions
· Balancing Redox Equations
· Writing Net Ionic Equations
TEST Oct 2, 2015 / Lab Activity #1: Using the Principle That Each Substance Has Unique Properties to Purify a Mixture: An Experiment Applying Green Chemistry to Purification (College Board) [CR5a] & [CR5b]
Science Practice(s): 3, 4, 5, 7
Guided-Inquiry Lab #2: How much Acid Is in Fruit Juice and Soft Drinks? (College Board) [CR5a], [CR5b], & [CR6]
Science Practice(s): 2, 3, 4, 5, 7
Guided-Inquiry Lab #3: How Can We Determine the Actual Percentage of H2O2 in a Drugstore Bottle of Hydrogen Peroxide? (College Board) [CR5a], [CR5b], & [CR6]
Science Practice(s): 2, 3, 4, 5, 7
Guided-Inquiry Lab #4: What is the Relationship Between the Concentration of a Solution and the Amount of Transmitted Light Through the Solution? (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 1, 2, 3, 4, 5, 6
Students use molecular models to demonstrate chemical reactions and create corresponding particulate drawings. [CR3a]
Science Practice(s): 1, 6 / 1
2
3
5
6 / 1.A
1.D
1.E
2.A
2.B
2.D
3.A
3.B
3.C
5.D
6.C / 1.1
1.2
1.3
1.4
1.14
1.17
1.18
1.19
2.8
2.9
2.14
3.3.2
3.3
3.4
3.6
3.8
3.9
3.10
Chapter 6 Thermochemistry
(5 days)
· Enthalpy and Calorimetry
· Specific Heat
· Hess's Law
· Standard Enthalpies of Formation
TEST Oct 13, 2015
Chapter 12 Kinetics (6 days)
· Concept of Rate of Reaction
· Rate Law Expression
· Use of Experimental Data and Graphical Analysis to determine reactant order
· Integrated Rate Law
· Energy of Activation, Catalysts
· Reaction Mechanisms
TEST Oct 21, 2015 / Guided-Inquiry Lab #5: The Hand Warmer Design Challenge: Where Does the Heat Come From? (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 2, 3, 4, 5, 6, 7
Guided-Inquiry Lab #6: What is the Rate Law of the Fading of Crystal Violet Using Beer's Law? (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 2, 3, 4, 5, 6
Guided-Inquiry Lab #7: How Long Will That Marble Statue Last? (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 1, 2, 3, 4, 5, 6, 7
Students orally present solution to an integrative problem using concentration versus time data and analyzing the graph plotted to determine the rate law and the rate constant. [CR3d]
Science Practice(s): 2, 5, 6 / 3
5
4 / 3.C
5.A
5.B
5.C
5.E
4.A
4.B
4.C
4.D / 3.11
5.3
5.4
5.5
5.6
5.7
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Chapter 5 Gases (4 days)
· Gas Laws, Ideal Gas Law
· Gas Stoichiometry
· Kinetic Molecular Theory of Gases
· Effusion and Diffusion
· Chemistry in the Atmosphere
TEST Oct 27, 2015
Chapter 13 Chemical Equilibrium
(7 days)
· The Equilibrium Condition
· Equilibrium Constant Kc & Kp
· Use of ICE tables to solve Kc,Kp
· Conversion between Kc, Kp
· Le Chatelier's Principle
TEST Nov 13, 2015 / Lab Activity #8: Molar Mass of a Volatile Liquid by the Vapor density Method (Lab Manual by Hall) [CR5a] & [CR5b]
Science Practice(s): 1, 2, 5, 6
Lab Activity #9: Spectrophotometric Determination of an Equilibrium Constant (Iron (III) Thiocyanate complex) (Lab Manual by Hall) [CR5a] & [CR5b]
Science Practice(s): 2, 5, 6
Guided-Inquiry Lab #10:Can We Make the Colors of the Rainbow? An Application of Le Chatelier's Principle (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 3, 4, 5, 6, 7
Students characterize a system at equilibrium with respect to the rates of the forward and the reverse reactions and the overall composition of the reaction mixture. From a given data, students calculate the concentrations of the reactants and products as a reaction approaches equilibrium, plot and interpret the resulting concentration versus time graph. [CR3f]
Science Practice(s): 1, 2, 5, 6, 7 / 1
2
3
5
6 / 1.A
2.A
2.B
3.A
5.A
6.A
6.B / 1.3
1.4
2.4
2.5
2.6
2.12
2.15
3.4
5.2
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
Chapter 14 Acids and Bases
(10 days)
· Nature of Acids and Bases- Arrhenius, Bronsted-Lowry
· Strength of Acids and Bases
· pH and pOH, Ka and Kb
· Calculating ph of strong and weak acids and bases
· Auto-ionization of water and Kw
· Acid-Base Properties of Salts
· Effect of Structure on acid-base properties
· Acid-base Properties of Oxides
· Strategy for solving acid-base problems: A Summary
Chapter 15 Applications of Aqueous Equilibria (8 days)
· Common Ion Effect
· Buffered Solutions
· Titrations and pH Curves
· Acid-Base Indicators
· Precipitation Equilibria Ksp
· Precipitation and Qualitative Analysis
TEST Dec 14, 2015 / Lab Activity #11: Determination of Ka by Half Titration of a Weak Acid, pH of Salt Solutions and Properties of Buffered Solutions (Lab Manual by Hall) [CR5a] & [CR5b]
Science Practice(s): 2, 5, 6
TEST Dec 1, 2015
Lab Activity #12: How do the Structure and the Initial Concentration of an Acid and a Base Influence the pH of the Resultant Solution During a Titration? (Creating and Analyzing Titration Curves using pH Probe and Interface) (College Board) [CR5a] & [CR5b]
Science Practice(s): 1, 2, 3, 4, 5, 6
Lab Activity #13: What Makes Hard Water Hard? (College Board) [CR5a] & [CR5b]
Science Practice(s): 4, 5
Case Study: Given a strong acid titrated with a strong base and a weak acid titrated with a strong base, for each case, students (a) calculate the pH at various points in the titration (b) draw the pH curve and (c) identify the major species at each point by drawing the particle diagram. [CR3f]
Science Practice(s): 1, 2, 6 / 1
3
6 / 1.E
3.A
3.B
6.A
6.C / 1.20
2.1
2.2
3.3
3.7
6.1
6.11
6.12
6.13
6.14
6.15
6.16
6.17
6.18
6.19
6.20
6.21
6.22
6.23
Chapter 16 Spontaneity, Entropy, and Free Energy (4 days)
· Spontaneous Processes and Entropy
· Free Energy and Chemical Reactions; Gibbs-Helmholtz Equation
· Dependence of Free Energy on Pressure
· Free Energy and Equilibrium
Chapter 17 Electrochemistry
(6 days)
· Galvanic and Electrolytic Cells
· Nernst equation
TEST 16&17 Jan 6, 2015 / Students complete a problem set wherein they will predict if a process or reaction is thermodynamically favored or not favored given a set of conditions. [CR3e]
Science Practice(s): 2, 6
Lab Activity #14: Chemical Cells: Electromotive Series, Experimental Voltage, Effect of Concentration on Cell Potential (Lab Manual by Hall) [CR5a] & [CR5b]
Science Practice(s): 1, 2, 5, 6, 7
Students observe teacher's demonstration of different redox reactions and write the appropriate reduction and oxidation half reactions. [CR3c]
Science Practice(s): 1, 6
Students investigate and report how fuel cell provide power for cars. Students should also evaluate its practicality by giving the advantages / disadvantages and challenges faced by scientists in implementing this technology.
[CR4]
Science Practice(s): 1, 3, 6, 7 / 2
5
6
3
5
6 / 2.B
5.A
5.C
6.D
3.A
3.B
3.C
5.E
6.A / 2.15
5.3
5.12
5.13
5.14
5.15
5.16
5.17
5.18
6.25
3.2
3.8
3.12
3.13
5.15
6.1
Chapter 2 Review Atoms, Molecules, Ions
· Atomic Structure
· Isotopes and Average Atomic Mass
Chapter 7 Review Atomic Structure and Periodicity
· Quantum Mechanical Model
· Electron Configuration
· Periodic Trends
· Photoelectron Spectroscopy
(total 7 days) / Students write electron configuration consistent with given photoelectron spectroscopy data. [CR3a]
Science Practice(s): 1, 6 / 1
2
3
5 / 1.A
1.B
1.C
1.D
1.E
2.C
3.B
5.E / 1.5
1.6
1.7
1.8
1.9
1.10
1.12
1.13
1.15
Chapter 8 Review
Bonding: General Concepts
· Types of Chemical Bonds - metallic, ionic, covalent, network covalent
· Electronegativity
· Bond polarity and Dipole Moment
· Bond Dissociation energy and Lattice Energy
· Lewis Structures
· Resonance
· VSEPR Model
Chapter 9 Review
Covalent Bonding: Orbitals
· Hybridization
Chapter 10 Review
Liquids and Solids
· Intermolecular Forces
· Bond versus molecular polarity
· Properties of Liquids
· Structures of Solids
(total 12 days)
TEST Ch 8,9,10 Jan 20, 2015 / Lab Activity #15: What's In That Bottle? Qualitative Analysis and Chemical Bonding (College Board) [CR5a] & [CR5b]
Science Practice(s): 1, 5, 6, 7
Guided-Inquiry Lab #16: Sticky Question: How Do You Separate Molecules That Are Attracted to One Another? (College Board)
[CR5a], [CR5b], & [CR6]
Science Practice(s): 1, 3, 4, 5, 6, 7
Students draw Lewis structures of given molecules and from these drawings predict the geometry, hybridization, and polarity.
[CR3b] Science Practice(s): 1, 6
Students compare/contrast properties of similar compounds and explain these properties in terms of structure and intermolecular forces. [CR3b]
Science Practice(s): 1, 6 / 1
2
5
6 / 1.B
1.C
1.D
2.A
2.B
2.C
2.D
5.B
5.C
5.D
6.A
6.C / 1.7
1.8
1.11
1.15
2.1
2.3
2.8
2.9
2.11
2.13
2.14
2.15
2.16
2.17
2.18
2.19
2.20
2.21
2.22
2.23
2.24
2.25
2.26
2.27
2.28
2.29
2.30
2.31
2.32
5.1
5.6
5.8
5.9
5.10
5.11
6.24
The Laboratory Report [CR7]
For each laboratory activity, students prepare an individual pre-lab report submitted on the day the lab is performed and a final lab report submitted one week after the performance of the lab.