Curricular RequirementsPage(s)
CR1Students and teachers use a recently published (within the last 10 years) college-level chemistry 2
Textbook.
CR2The course is structured around the enduring understandings within the big ideas as described 2, 8, 9, 10, 11, 12, 13, 14,
in the AP Chemistry Curriculum Framework. 15, 16, 17, 18, 19, 20,21
CR3aThe course provides students with opportunities outside the laboratory environment to meet the8, 10, 14, 15
learning objectives within Big Idea 1: Structure of matter.
CR3bThe course provides students with opportunities outside the laboratory environment to meet the9, 20, 21
learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction.
CR3cThe course provides students with opportunities outside the laboratory environment to meet the10, 11
learning objectives within Big Idea 3: Chemical reactions.
CR3dThe course provides students with opportunities outside the laboratory environment to meet the17
learning objectives within Big Idea 4: Rates of chemical reactions.
CR3eThe course provides students with opportunities outside the laboratory environment to meet the12, 13, 14
learning objectives within Big Idea 5: Thermodynamics.
CR3fThe course provides students with opportunities outside the laboratory environment to meet the16, 17, 18, 19, 20
learning objectives within Big Idea 6: Equilibrium.
CR4The course provides students with the opportunity to connect their knowledge of chemistry and11, 15
science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.
CR5aStudents are provided the opportunity to engage in investigative laboratory work integrated2, 4
throughout the course for a minimum of 25 percent of instructional time.
CR5bStudents are provided the opportunity to engage in a minimum of 16 hands-on laboratory experiments2, 4, 5, 6, 7, 8
integrated throughout the course while using basic laboratory equipment to support the learning
objectives listed within the AP Chemistry Curriculum Framework.
CR6The laboratory investigations used throughout the course allow students to apply the seven science2, 4, 5, 6, 7, 8
practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format.
CR7The course provides opportunities for students to develop, record, and maintain evidence of their2, 3, 4
verbal, written, and graphic communication skills through laboratory reports, summaries of literature or
scientific investigations, and oral, written, and graphic presentations.
Page 1 of 23
CHEMISTRYAP
GENERALCURRICULARREQUIREMENTS
INSTRUCTIONALOBJECTIVES:TheAPChemistrycourseisdesignedtobethe equivalentofthegeneralinorganicchemistrycourseusuallytakenduring thefirstyearofcollege.Forsomestudents,thiscourseenablesthemto undertake,asfreshmen,second-yearworkinthechemistrysequenceorto registerinothercourseswherethegeneralchemistrycourseisa prerequisite.TheAPChemistrycourseshouldberigorousenoughto contributetothedevelopmentofthestudents’ abilitiestothinkclearly andtoexpresstheirideaslogicallyandwithclarity.Thecoursecovers chemistrytopicsmoreindepthandwithgreateremphasisonchemical calculations,mathematicalformulation,andthetheoreticalaspects involvedinchemistry.(CollegeBoard,2012).
TheAPChemistrycourseisdesignedandconductedtogivethestudenta deeperunderstandinginchemistry.Studentsareexpectedtotakethe APChemistryexamgiveninMayofeachyear.Passingthisexammayallow thestudenttoenterthecollegechemistrysequenceataknowledgelevel abovethatofthenormalstudent.Studentsareexpectedtoworkatlevels higher(collegelevel)thanthosefoundinaregularclass,including conductingadvancedchemistrylaboratories.Additionally,intensestudying outsideoftheregularclasswillberequiredforthestudenttobe successful.Eventhoughstudentswillbeworkingoncollegelevel material,itisadvantageoustocompletecertaincoursesinhighschool becauseteachersareabletotutorandencourageinamannernotusually foundincollege.
COURSEDESIGN: StudentstakingAPcoursesarerequiredtomake interdisciplinaryconnections.Duetothelargenumberofconnections betweenchemistryandphysics,studentsatourschoolarerequiredtotake boththeAPChemistrycourseandtheAPPhysicscourseconcurrently.The studentsarealsorequiredtotakeaseparate AP laboratoryclassthatmeets everyotherdaywhereAPChemistryandAPPhysicslaboratoriesare alternatedforthefullyear.Thelaboratoriesarecorrelatedtomatchthe lectureconceptsthroughouttheyear. Thisthreecoursepackagehelpsthe studentsmaketheconnectionsbetweenthecurriculaandtherealworld. Additionally,therequiredlabclassallowsthestudentstocompleteover thirtychemistry and thirty physics laboratorieseach duringtheschoolyear.Laboratoriesareconductedby studentsasindividualsorinstudentcenteredgroupsrequiringcritical thinkingoftwotofourstudents.
TEXTBOOK:Chemistry, Zumdahl and Zumdahl, (publisher Brooks/ColeCengage) 9th Edition – AP Edition © 2013[CR 1]
LECTURECOURSE:Thelecturecoursemeetsfor90minuteseveryotherday for a total of 240 minutes in a 10 day block. The lab course also meets for 240 minutes in each block with a minimum of 120 minutes being for chemistry resulting in approximately 33% of the contact time being in the lab setting. [CR5a,b, CR6, CR7]
Lecture istaughtusingacombinationofinteractivelectures,discussions,and problemsolving.Aspartofthelecture,quizzesareperiodicallyusedto assessstudentcomprehensionandtoreviewandreinforce the taught concepts.Notetakingandproblemsolvingskillsareconstantly stressedtohelppreparethestudentforcollege.Comprehensiveexams withbothmultiplechoiceandfreeresponsequestionsaregivenattheend ofeachmajortopic.ReleasedCollegeBoardAPChemistryquestionsand materialsareusedaspartofeverylecture.Studentsarerequiredto solvecomplexmathematicalproblems(i.e.HessLaw,NernstEquation,Van derWaalsEquation,IdealGasLaw,RateLaw,etc.).Studentsmustalso linkproblemsandtopicstogetherbothmathematicallyandconceptionally. ProblemsfromreleasedAPexamsareusedasclassproblems,review problems,andsimilarproblemsareplacedonexams.Thestudentscomplete homeworkassignmentsforeachlecturetopicusingthe University of Texas Quest electronicquestionsystem.TheQuestassignmentseach requirefromoneto threehoursforcompletion.Teacher-createdhandoutsandoutlinesareused toassistthestudents. The APChemistryLecturecourseisgradedwith majorexamscomprisingapproximately 70%ofthegradeandotherassignments(i.e.homework,classwork,quizzes,etc.)countingapproximately 30%.Onehourtutoringsessionsareavailablebeforeandafterschoolthreeto fivetimesperweek.Additional2to3hourlongtutoringsessionsare scheduledduringthespringsemesterasneeded.Threeday longSaturday tutoring sessionsareusedeachyeartohelpreviewfortheAPexam.
STRUCTURE OF THE COURSE: AP Chemistry is built around six big ideas and seven science practices.The big ideas are: [CR 2]
Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements 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:
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 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.
LABORATORY INVESTIGATIONS: The laboratory portion of this class is to be the equivalent of a college laboratory experience. As with most colleges, we have separate lecture and laboratory classes. Because some colleges require proof of the laboratory portion of the course before granting credit, all students will keep a laboratory binder.The laboratory binder given to the students is designed to be a complete laboratory experience for the student. When the students finish AP Chemistry, they are encouraged to take their laboratory binder with them to college. [CR7]
The laboratory binder includes all thirty-one of the laboratory investigations to be completed during the AP laboratory course. They are twenty-eight are “wet labs” and sevenof the laboratories are student inquiry based. Laboratories are selected from college laboratory manuals, commercial laboratory manuals and commercial laboratory pre-designed kits. Students are required to use critical thinking and analysis skills during all laboratories. When possible, complex labs covering multiple topics will be used.
The school is on a block schedule, so class length is approximately 90 minutes, which generally allows enough time for students to complete the laboratory investigation. However, the AP laboratory course is scheduled for the last period each day, so the students know that if there are equipment problems, requiring extra time, they can stay during tutoring time to complete them.Chemistry lab time comprises approximately 33% of contact time.Students must turn in completed laboratory write-ups after each lab. Each student will be required to formally report their results once per semester using a method of their choice (PowerPoint, Poster, Article, etc.).Additionally, at least once each grading period, class data will be compiled prior to completing the lab report.[CR 5a, 5b, 6, 7]
LABORATORY EQUIPMENT:The school is equipped with a full range of glassware (beakers, flasks, burets, eudiometer, pipets, etc.), instruments (Spec-20s, analytical balances, centrifuges, ovens, etc.), and data gathering probes. All of the students have access to computers with a full range of MS Office products on them. In addition, all computers have the Vernier Logger Pro for dataanalysis. Data will be collected (1) by the students, (2) via computer or (3) via data gathering handheld units. All data is recorded in their laboratory binder.[CR 5b]
LABORATORY INVESTIGATION SEQUENCE:
FALL SEMETER:
1.Laboratory Safety and Equipment (L.O. 1.3, 1.4) (S.P. 1.1, 1.4, 2.2, 5.1)
Students will:
- read and understand MSDS
- demonstrate safe laboratory practices
- demonstrate safe data analysis skills
- demonstrate correct lab reporting
Group and Report Size: Individual
2. Eight Solution Problem(L.O. 2.15, 3.1, 3.3, 3.4) (S.P. 3.3, 4.3, 5.1, 6.1)
Students will:
- use chemical and physical properties to identify compounds
Group and Report Size:Groups of Two
3. Ten Solution Problem (L.O. 2.15, 3.1, 3.3, 3.4) (S.P. 3.3, 4.3, 5.1, 6.1)
Inquiry Lab
Students will:
- use chemical and physical properties to identify compounds
Group and Report Size:Groups of Two
4. Determination of the Formula of a Hydrate (L.O. 3.5) (S.P. 2.1, 2.2, 4.3, 5.3, 6.1, 6.4)
Students will:
- use gravimetric techniques to determine the formula for a hydrate by
heating to constant mass
- use stoichiometric analysis to determine the empirical formula
Group and Report Size: Groups of Two
5. Paper Chromotographyfor Ion Determination (L.O. 2.7, 2.8, 2.10) (S.P. 1.4, 3.3, 5.2, 7.2)
Student will:
- use chemical and physical aspects of ions to calculate the rfvalues for known
and unknowns
- use the rf values and color spots to identify unknown ions based on movement in a solvent
Group and Report Size: Groups of Two
6.Forensic Chemistry of Empirical Formulas (L.O. 5.1, 6.4) (S.P. 2.1, 2.2, 4.2, 5.1, 5.3, 6.4, 6.5)
Inquiry Lab
Students will:
- develop a procedure using empirical formulas to identify a series of unknown
substances
- use percent composition data to determine the empirical formulas of
compounds and then use these formulas to solve a complex problem
Group and Report Size:Individual, Class Data Combined
7.Determination of Avagadro’s Number (L.O. 3.6) (S.P. 2.2,4.3, 6.1)
Students will:
- collect data to determine Avagadro’s Number based on molecular volume
Group and Report Size:Groups of Two
8.Titration of a Monoprotic Acid (L.O. 1.20, 6.13, 6.18, 6.20) (S.P. 1.4, 2.3, 3.3, 4.3, 5.1, 5.3, 6.4, 7.1)
Students will:
- collect and plot data using electronic systems
- use constructed curves to calculate values for the unknown acid
Group and Report Size:Groups of Two
9. Titration of Unknown Acids Using Indicators (L.O. 1.20, 6.13, 6.18, 6.20) (S.P. 1.4, 2.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1)
Inquiry Lab
Students. Will:
- develop a set of procedures to identify the unknown acid molarities usingtitration
- use colorimetric titrations to determine molarity of unknown acids
Group and Report Size:Individual
10. A Collection of Reactions (L.O. 1.5, 2.2, 4.3, 5.1, 6.4) (S.P. 1.5, 2.2, 4.3, 5.1, 6.4)
Students will:
- analyze data to predict reaction products
- collect data using chemical and physical methods to determine reaction type
Group and Report Size: Groups of Two
11. Exothermic And Endothermic Reactions (L.O. 3.6, 3.11, 4.6, 5.3, 5.6, 5.8) (S.P. 1.4, 2.2, 3.3, 4.3, 5.2, 6.4, 7.1)
Students will:
- use enthalpy data to identify reactions as endothermic or exothermic
- generate and evaluate enthalpy graphs
Group and Report Size:Groups of Two
12. Which Metal Will Burn the Skin (L.O. 5.7, 5.8) (S.P. 2.3, 3.3, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4)
Inquiry Lab
Students will:
- develop a set of procedures to identify various metals using calorimetry
- use calorimetry to identify various metals
- make comparisons between the microscopic and macroscopic structure of
metals and their observed properties
Group and Report Size: Groups of Two
13. Periodicity (L.O.1.10, 1.11) (S.P. 4.3, 6.1, 6.4)
Students will:
- use physical and chemical properties to predict trends used to develop the periodic
table
Group and Report Size:Groups of Two
14.Qualitative Analysis of Common Unknown Powders (L.O. 2.15, 3.3, 3.4, 3.10) (S.P. 3.3. 4.3. 5.1. 5.2. 6.4. 7.1)
Students will:
- use chemical and physical properties including solubility, pH, gas production, and enthalpy to identify 10 unknown white powders
Group and Report Size:Groups of Two
15. Beer-Lambert Law (L.O. 1.15, 1.16, 3.4) (S.P. 4.1, 4.2, 5.1, 5.3, 6.4, 7.1)
Inquiry Lab
Students will: -
- produce a set of procedures to develop a serial dilution for spectrophotometric
analysis
- use colorimeters to construct concentration curves based on serial dilutions
- use Beers Law to predict concentration and absorbance values for unknowns
Group and Report Size: Groups of Two
16. A Beer’s Law Study (L.O. 1.15, 1.16, 3.4) (S.P. 4.1, 5.1, 5.3, 6.4, 7.1)
Students will:
- use colorimeters to construct concentration curves based on serial dilutions
- use Beers Law to predict concentration and absorbance values for unknowns
Group and Report Size: Groups of Four
SPRING SEMESTER:
17. Pressure-Temperature Relationships in Gases (L.O. 3.4) (S.P. 2.2, 4.3, 5.3, 6.2)
Students Will:
- analyze the collected data to examine the relationships between pressure and temperature in gases
Group and Report Size:Groups of Two
18. Study of the Kinetics of Reactions (L.O. 1.16, 4.1, 4.2, 4.3, 4.4, 5.1) (S.P. 2.1, 2.2, 3.3, 4.3, 5.1, 6.4)
Students will:
- collect data examining the rate of reactions
- use this data to calculate and formulate reactant orders and to develop the rate law
Group and Report Size: Groups of Two
19. Rate Law Determination of a Crystal Violet Reaction (L.O. 1.16, 4.1, 4.2, 4.3, 4.4, 5.1)
(S.P. 2.1, 2.2, 3.3, 4.3, 5.1, 6.4)
Students will:
- collect data on reaction rates graphically
- using the data, determine the reactant orders and the integrated rate law
Group and Report Size: Groups of Two
20. Changing of Equilibrium (L.O. 6.8, 6.9) (S.P. 1.4, 5.2, 6.4)
Students will:
- qualitatively observe the effects of stresses on system equilibrium
Group and Report Size:Groups of Two
21. Equilibrium and LeChatliers Principle (L.O. 6.8, 6.9) (S.P. 1.4, 5.2, 6.4)
Students will:
- qualitatively observe the effects of stresses on system equilibrium
- describe and predict equilibrium changes due to LeChatlier’s Principle
Group and Report Size:Groups of Two
22. Determination of the ka of Indicators (L.O. 2.2, 3.7) (S.P. 2.2, 3.2, 4.3, 5.2, 5.3, 6.1, 6.4)
Students will:
- use serial dilutions and indicator color to determine the indicator ka value
-predict pH of various solutions using the ka of indicators
Group and Report Size: Groups of Two
23. A Study of the pH, Dissociation, Hydrolysis, and Buffering of Solutions (L.O. 1.17, 2.1, 3.2, 3.3, 5.10, 5.16, 6.11) (S.P. 2.2, 3.2, 4.3, 4.4, 5.1, 6.1, 6.3, 7.2)
Students will:
- collect and compare the calculated and measured pH values of different acids
- use the pH data to determineka values for various acids
- collect data from buffered solutions and then compare measured and calculated pH of buffered solutions
Group and Report Size: Groups of Four
24. The Solubility Product Constant of Lead (II) Iodide (L.O. 6.21, 6.22, 6.23, 6.24) (S.P. 2.2, 4.3, 5.1, 6.1)
Students will:
- use measure and collect data used in thedetermination of the ksp for PbI2
- use the ksp to predict the precipitation concentrations of a PbI2solution
Group and Report Size:Groups of Two, Class Data Combined
25. Common Ion Effect and ksp(L.O. 6.21, 6.22, 6.23, 6.24) (S.P. 2.2, 4.3, 5.3, 6.2)
Students will:
- determine the effect of an added common ion on equilibrium and compound solubility
Group and Report Size: Groups of Four
26. Reactions, Predictions, and Net Ionic Equations (L.O. 1.19, 1.2, 2.1, 3.2, 3.3, 3.4, 3.8) (S.P. 1.5, 2.2, 4.3, 5.1, 6.4)
Students will:
- use physical and chemical properties such as precipitation, gas formation, color change, and energy release to predict product formation from reactions
- write and balance net ionic equations using experimental data
Group and Report Size: Groups of Four
27. Qualitative Analysis of Unknown Solutions “The Great Flood” (L.O. 1.14, 2.10, 2.22, 3.10) (S.P. 4.2, 5.3, 6.1, 6.2)
Inquiry Lab
Students will:
- develop chemical and physical procedures to identify unknown solids
- use physical and chemical properties to identify unknown solids
Group and Report Size: Groups of Two.
28. Which Cell Produces the Best Voltage? (L.O. 3.12, 3.13, 5.16) (S.P. 2.2, 3.2, 4.1, 4.2, 5.1, 7.1, 7.3)
Inquiry Lab
Students will:
- develop procedures to determine which combination of electrodes produce the highest voltage
- determine the voltage produced from a cell and its use in a circuit
Group and Report Size: Groups of Two
29. Qualitative analysis of Cations (L.O. 2.15, 3.3, 3.4) (S.P. 1.1, 2.2, 3.3, 4.3, 5.1, 6.4)
Students will:
- use chemical and physical properties to identify a series of unknown cations
- write net ionic equations using collected data
Group and Report Size: Groups of Two
30. Laser Fluorescence and Concentration of Chlorophyll (L.O. 1.16, 1.17) (S.P. 4.2, 5.1, 6.1, 6.4, 7.1, 7.2)
Inquiry Lab
Students will:
- develop the procedures needed to use laser transmittance to determine the concentration of chlorophyll in an extract
Group and Report Size: Groups of Two
31. Evaporation and Intermolecular Force Interaction (L.O. 2.1, 2.3, 2.31, 5.9) (S.P. 1.2, 3.2, 3.3, 5.1, 6.2,7.1)
Students will:
- determine the effect of molecule interaction on the rate of liquid evaporation
Group and Report Size: Groups of Two
LECTURE CLASS
Dueto the 90 minuteblockscheduling,class lecture timeislisted inhours.Examsaregivenaftereachunitconsistingofmultiplechoice questions,mathematicalproblemsandshortessayfreeresponsequestions. ReleasedAPquestions or modified AP questionsareusedin the lecture and ontheexamswhenpossible. Laboratories arereferencedineachchapter,butlistedbeforethe lecturecontentaspartofthelaboratorycoursewithtimespentoneach labnot included in the lecture schedule.
FALLSEMESTER
Chapter1:FoundationsIntroduction (CR3a)1.50Hours
TOPICS COVERED / ACTIVITIES / BIG IDEA / EU / EK / LOStudents Will:
1. Classify a substances properties as chemical or physical.
2. Compare the properties of compounds, mixtures & elements.
3. Perform calculations with numbers written in exponential notation using significant digits and SI units using dimensional analysis.
4. Solve problems using the mass, volume, and density relationship.
5. Distinguish between accuracy and precision.
6. Complete Quest Assignment: Scientific Measurements.
7. Conduct Lab: Laboratory Safety and Equipment Use
8. Conduct Lab: 8 Solution Unknown Problem. / Students will:
1. Complete Quest Assignment: Introduction to Chemistry. / 1
3 / 1.A
1.B
1.E
3.C / 1.A.1a-d
1.B.1a-e
1.E.1.a
1.E.2.b
3.C.1.a-d / 1.1
1.17
3.10
Chapter2and3:Atoms,MoleculesandMoles(CR3a) 2.25Hours
TOPICS COVERED / ACTIVITIES / BIG IDEA / EU / EK / LOStudents Will:
1. Compare and contrast electrons, protons and neutrons in terms of location, charge, relative charge and relative mass.
2. Distinguish among atoms, molecules, ions and isotopes.
3. Determine the atomic mass of an element based on relative isotope
abundance data.
4. Apply the following terms to locations on the periodic table: groups, periods, representative elements, transition elements, inner-transition elements, metals, nonmetals, metalloids, alkali metals, alkaline-earth metals, halogens, noble gases.
5. Describe the general properties of families in the representative elements
and of the transition elements in general.
6. Apply concepts of the mole, gram-atomic mass (molar mass), molar volume at STP and Avogadro's number in problem-solving for elements and compounds.
7. Conduct Inquiry Lab: 10 Solution Unkown Problem.
8. Conduct Lab: Determination of Avagadro’s Number. / Students Will:
1. Complete Quest Assignment Moles and Reactions.
2. Use mass spectrophotometer data of the relative isotope masses and percentages to determine the average mass of elements. (L.O. 1.14) / 1
3 / 1.A
1.B
1.E
3.C / 1.A.1a-d
1.B.1a-e
1.E.1.a
1.E.2.b
3.C.1 / 1.1
1.17
3.10
Chapter2and3:FormulasandNomenclature(CR3b) 5.25Hours
TOPICS COVERED / ACTIVITIES / BIG IDEA / EU / EK / LOStudents Will:
1. Discuss the differences between ionic and molecular (covalent) compounds.
2. Identify and use elements and ions.
3. Write formulas and/or names for ionic compounds, molecular (covalent) compounds, acids and oxyacids, and selected organic compounds including simple alkanes, alkenes, alkynes,alcohols and carboxylic acids containing chains of 1-10 carbons.
4. Calculate the molar mass of a substance; use the molar mass and Avogadro's number to convert among mass, moles and number of particles.
5. Determine the percent composition (by mass) of a compound from its formula
and/or from lab data and determine the empirical and molecular formulas.
6. Conduct Lab: Determination of the Formula of a Hydrate. / Students Will:
1. Complete Quest Assignment Chemical Nomenclature.
2. Given mass spectrophotometer datashowing percent compositions, determine the empirical and molecular formulas for substances. (L.O. 1.1, 1.2) / 1
2
5 / 1.A
2.A
2.B
5.D / 1.A.1.c,d
1.A.2.a-c
1.A.3.a-d
1.E.2.a
2.A.3,e,f
2.B.1.a-c
5.D.3.b / 1.1
1.2
1.3
1.4
1.17
1.18
2.10
2.11
5.11
Chapter22:Organic(CR3a)3.00Hours