AP Chemistry Syllabus
Washington-Lee High School
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Instructor: Stacy Brasfield
Room 4005
(703)228-6200
Course Objectives
AP Chemistry is a college level course designed to develop an in-depth understanding of the major
areas of chemistry. The course components are based on the curriculum guides provided by the
College Board which can be viewed at
http://media.collegeboard.com/digitalServices/pdf/ap/IN120085263_ChemistryCED_Effective_Fall_2013_lkd.pdf
The course is structured around the enduring understandings within the big ideas as described in the
AP Chemistry Curriculum Framework.
 Big Idea 1: Structure of Matter --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: Properties of Matter -- 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: Chemical Reactions -- Changes in matter involve the rearrangement and/or
reorganization of atoms and/or the transfer of electrons
 Big Idea 4: Rates of chemical reactions – These rates are determined by details of the
molecular collisions.
 Big Idea 5: Thermodynamics -- The laws of thermodynamics describe the essential role of
energy and explain and predict the direction of changes in matter.
 Big Idea 6: Chemical Equilibrium -- Any bond or intermolecular attraction that can be formed
can be broken. These two processes are in dynamic competition, sensitive to initial
conditions and external perturbations.
The course is a laboratory course. At least 25 percent of instructional time is spent in hands-on
laboratory experiences integrated throughout the course. In the laboratory, students will address the
6 Science Practices for AP Chemistry

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 and across domains.
This course emphasizes chemical calculations and the mathematic formulation of principles,
including the application of significant figures, precision of measured values, the use of logarithmic
and exponential relationships, and critical analysis of the reasonableness of results. Examples of
types of calculation problems are

Percentage composition

Empirical & Molecular formulas from experimental data

Molar masses from gas density, freezing point & boiling point measurements

Gas Laws, including the ideal gas law, Dalton’s law & Graham’s law

Stoichiometric relations using the concept of the mole; titration calculations

Mole fractions, molar and molal solution concentrations

Faraday’s law of electrolysis

Equilibrium constants and their applications, including simultaneous equilibria

Standard electrode potentials, their use & implications

Thermodynamic & thermochemical calculations and their interpretations

Kinetics calculations and their interpretations
Preparing to take the AP Chemistry Exam is another component of this course. The AP Chemistry
test consists of two parts, worth 50% each. Part One consists entirely of multiple choice questions
and calculations that are performed without a calculator. Part Two consists entirely of free response
questions. Calculator use is permitted with a portion of Part Two. To help students score well on
this test, test taking strategies, including mental math strategies are emphasized, reinforced and
practiced throughout this course.
Prerequisites Successful completion of Intensified Chemistry or permission of the instructor
must precede this course.
Requirements
 This course is a double course – 2 consecutive classes which meet every school day for 90
minutes. Students receive 2 credits upon successful completion of the course. The course
includes a laboratory component comparable to college-level chemistry laboratories.
 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. At least 25% of
class time is spent engaged in laboratory work.
 Students are required to maintain a lab notebook or portfolio that includes all of their lab
reports. Students are required to prepare adequately for laboratory work for the safety of
themselves and others. Students who practice unsafe laboratory practices will not be permitted
to continue working in the laboratory. The requirements for the laboratory notebook or
portfolio are listed at the end of this syllabus.
 Students are required to take the AP Chemistry exam that is administered in May. According to
APS policy, students who fail to take the official exam will lose the GPA quality point for the
course.
 Students are required to do an independent project. Seniors who participate in the Senior
Experience satisfy this requirement with the Senior Experience Project.
Teaching Strategies/Conceptual Approaches
1)
Promote a yearning for learning.
To tap into a student’s natural curiosity, the instructor poses timely questions. The questions
“whet the students’ appetite” for learning by linking new ideas to prior learning. They bring
to light misconceptions, and they encourage students to develop critical thinking skills by
taking intellectual leaps into uncharted learning territory.
2)
Develop reasoning skills.
Since students remember things that they find meaningful, great emphasis is placed on
learning for meaning. Labs and class work activities use higher-level questioning to help
students make sense of chemical concepts through use of particle level explanations.
3)
Encourage and support intellectual risk taking.
By working together collaboratively in small groups, students can test out their ideas in a
supportive, emotionally safe climate
4)
Practice, practice, practice with problems from the AP Chemistry Released Tests
These practice sessions take place both during class and after class. Students practice
answering free response questions on Unit Assignments, and they practice answering
multiple choice questions on the online Practice tests. Students explain how to solve
problems in class and the teacher explains how the problems are graded on the AP Test.
5)
Write to learn and learn to write.
Writing lab reports and responses to questions requires that students organize and make
sense of their ideas. As they put their thoughts on paper they learn how to complete the
thought, and they recognize weaknesses in their thinking. To promote better written work,
time is built into the schedule for lab groups to meet again to peer edit their papers before
the submission deadline. Students can share ideas, but all lab work must be an original
composition.
6)
Students can learn from their mistakes.
They are given two weeks after each test to make test corrections. To “correct” an answer,
students must explain in writing why the correct answer is the correct answer. There must be
enough detail that it would make sense to a fellow student.
7)
Hands-on learning is the most memorable.
Labs convey and cement the chemical principles presented in lectures and demonstrations.
They make visual the language of chemistry. Different labs are assigned for different reasons;
some are summative, some formative. The purpose and requirements of each laboratory are
summarized on the lab assignment handout. Some lab reports are “complete lab reports”;
others require fewer sections. Students maintain a lab portfolio of their completed lab
reports.

AP Chemistry Resources
Text: Ebbing & Gammon, General Chemistry, 9th Ed., 2009, Houghton Mifflin Co., NY
Online Classroom: Online practice assignments, additional copies of class handouts, weekly class
calendars and student grades are posted at http://apsva.blackboard.com
Study Guide: Neuss, Geoff. Chemistry for the IB Diploma. Oxford Press, 2007
Labs are taken from several sources. Often they are modified to make them open-ended
investigation. Several labs are student-designed.
Class Policies
 Course Supplies: Students need a scientific calculator, a binder for class notes and assignments,
pens and pencils and a dedicated lab book. The lab book can be a composition book, a sturdy
spiral graph paper notebook or a separate lab binder.




Attendance: Good attendance is critically important. If a student must be absent, they are
responsible for all work missed. Students can stay informed of assignments either by checking
the class calendar or by calling/emailing the teacher at school. Since most work is assigned well
in advance, missed work is due immediately upon return from the absence, within reason.
Students should be ready to take a missed test or make up a missed lab on the day that they
return to school whenever possible. In extreme cases, other arrangements can be negotiated with
the instructor. The student must keep in mind that the course is cumulative, and it moves
quickly, so it is not in their best interest to let the work pile up. If the absence is unexcused, the
missed assignment should be made up, but it may not count for credit.
Late work: Students will be given ample time to do assigned work so they can do excellent,
thoughtful work. Assignments are scheduled well in advance of the due date. That being said,
the work is more meaningful for students if it is completed in a timely fashion in context with
the unit, so the due dates are assigned for the maximum learning benefit of the student.
o
Lab reports that are turned in late will be graded with a late grade penalty until the final
deadline, after which the lab report will receive no points.
o
Unit Assignments are take-home, open-note quizzes with free response questions. The
purpose of the Unit Assignment is to give the students meaningful experience with free
response questions, which is 50% of the AP Chemistry exam. The Unit Assignments are
evaluated during class time for maximum feedback potential, so there will be no points
awarded to students who turn in these assignments after they are evaluated in class.
o
Blackboard Practice tests have a hard deadline since they must be completed the night
prior to the unit test. No points are awarded for Bb Practice Tests completed after the
corresponding test.
o
Test corrections must be completed within 10 school days of the date that the tests are
returned to the class. Test corrections work must be supervised by a science teacher.
Collaboration vs. Cheating: Students are encouraged to work together in this class. Copying work,
however, is not permitted. When students collaborate on laboratories, class work and homework,
they are expected to record their work in their own words and design their own method for
recording, organizing and displaying data even when working with others in a group. It is a
violation of the honor code to use resources without giving proper credit, to pass off another’s
work as one’s own work or to give or to receive help on a test. All honor code violations will be
processed according to the W-L regulations as set forth in the handbook.
I am available for extra help during General’s Period, both lunches on L days, and after school
by appointment.
Grading Policy: Student grades reflect student achievement and not student behavior.
 Quarterly grades are calculated through the accumulation of summative and formative
assessments, specifically laboratory work, Unit Assignments, Blackboard practice tests, quizzes,
tests, exams (midterm, and mock exams), class participation and homework.
 Quarter grades are computed using a point system. Tests are 100 points, labs and Unit
Assignments vary from 10 to 50 points, Blackboard practice tests vary from 10 to 30 points.
According to APS policy, homework will not exceed 15% of any quarter grade. The percentage
of the total points determines the letter grade, according to the chart below.
 Quarterly grades will round to the nearest 1%.
 Quarterly tests and mid-terms are calculated into the quarter grade.
 The Final Exam will count for a maximum of 20%, and the balance of the final grade for the
year is equally divided across the four quarterly grades. Students who take the AP Exam, as

required by APS policy, will be exempt from the W-L AP Chemistry Final Exam, and their final
grade for the year will be an average of the four quarter grades.
The College Board determines the AP Chemistry grade, based on the AP Chemistry test results
alone.
GRADING SCALE
Letter Grade
A
B+
B
C+
C
D+
D
E
Percentages
Quality Points
AP & IB
Quality Points
90,91,92,93,94,95,96,97,98, 99, 100
87, 88, 89
80, 81, 82, 83, 84, 85, 86
77, 78, 79
70, 71, 72, 73, 74, 75, 76
67, 68, 69
60, 61, 62, 63, 64, 65, 66
0 – 59
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
5.0
4.5
4.0
3.5
3.0
2.5
2.0
0.0
Units of Study and Major Assignments:
The Summer Assignment: A review of high school chemistry
As this is a second year course, students should have a sound previous knowledge of
 Molar relationships
 Gas laws
 Electronic structure
 Properties of solutions
 History of Atomic Theory
 Nuclear chemistry
 Periodicity
 Laboratory practices and experimental
design
 Bonding and Intermolecular Forces
 Molecular geometry
This course will take full advantage of this previous knowledge, because although these topics will
be covered again in detail, we will go over them quickly.
Unit 1: Chemistry Fundamentals: Review of 1st Year Chemistry (con’t) & Experimental Design
Lab safety, significant figures and measurement uncertainty, dimensional analysis, separation/
purification techniques, experimental design and data analysis. Writing formulas, computing
oxidation states, nomenclature
Major Assignments:
 Unit Assignment
 Unit 1 Test (Ch 1 & 2)
 Labs #1 – 5
 Class Activity: Turning Point Game (Big Ideas 1& 2)
Unit 2: Stoichiometry & Reaction Types
The mole, molar mass, molecular and empirical formulas, molar volume of gases, reaction types,
Stoichiometry of reactions, percent composition, limiting reactants, percent yield and solution
stoichiometry
Major Assignments:
 Unit Assignment
 Labs 6 - 7
 Unit 2 Test (Ch 3 & 4)
 Class Activity: Electric Solutions (Big Idea 3)
 Class Activity: Turning Point Game (Big Idea 3)
Unit 3: Behavior of Gases and Electronic Structure & the Periodic Table
Laws of Ideal Gases: Boyle’s Law, Charles’s Law, Guy-Lussac’s Law, Ideal Gas Law, Combined Gas
Law, Dalton’s Law of Partial Pressures, Kinetic Molecular Theory of Gases: Interpretation of gas
laws on the basis of this theory, Avogadro’s hypothesis and the mole concept, Molar Volume at
STP, Dependence of kinetic energy of molecules on Kelvin Temperature, Deviations from ideal gas
laws. The history of atomic theory including Laws of Definite Composition and Multiple Proportion
and Conservation of Mass, Dalton’s theory, Rutherford’s Gold Foil experiment, the CR Tube
experiments, and the current model of the atom.
Major Assignments:
 Unit Assignment
 Labs 8 – 11
 Unit 3 Test (Ch 5, 7 & 8)
 Activity: Trends of the Periodic Table (Big Idea 1)
Unit 4: Calorimetry and Thermodynamics: Enthalpy, Entropy and Free Energy
Specific heat, calorimetry determinations, enthalpy of reactions, Hess’s law, heats of formation,
bond energies and heats of reactions, work, endothermic and exothermic reactions, entropy, Laws of
Thermodynamics, and Gibb’s Free Energy
Major Assignments:
 Unit Assignment
 Lab 12
 Unit 4 Test (Ch 6 & 18)
 Class Activity (Big Idea 5) : The Thermodynamics oin Making Ice Cream
 Class Activity (Big Idea 5) : Turning Point Game :Thermodynamics
Unit 5: Chemical Kinetics, Qualitative Analysis and Chemical Equilibrium
Reaction kinetics, rate law expressions, order of reactions, reaction mechanisms, rate constant,
reaction half-life, activation energy, catalysts, reaction intermediates and activated complexes.
Law of Mass Action, equilibrium expressions, calculations of K and equilibrium concentrations from
initial conditions, LeChatelier’s principle and how the equilibrium shifts with changes in
temperature, pressure and concentration.
Major Assignments:
 Unit Assignment
 Labs 14 – 17
 Unit 5 Test (Ch 12 - 14)
 Class Activity: (Big Idea 4) A Simulation of Nuclear Decay using Candy Pieces
 Class Activities (Big Idea 5) Equilibrium Demos: Bucket Demo & Cobalt Chloride Equilibrium Shifting
 Class Activity: Turning Point Game; Kinetics (Big Idea 4)
Midterm Exam
Unit 6: Acids and Bases and Aqueous Equilibria (Buffers, Ion Solubility)
pH, Ka and Kb expressions, titration, ionization, Kw, indicators, equivalence points, buffers,
Henderson-Hasselbach equation, Arrhenius, Bronsted-Lowry and Lewis definitions/theories,
structural aspects of ionization, salt hydrolysis, the pH of salts and Kspexpressions.
Major Assignments:
 Unit Assignment
 Labs 18-20
 Unit 6 Test (Ch 15 & 16)
 Class Activitis: 2 Turning Point Games: Equilibrium (Big Idea 6)
Unit 7: Oxidation-Reduction Reactions & Electrochemistry
Oxidation and reduction, half cells and equations, galvanic and electrolytic cells, standard reduction
potentials, Nernst equation, Faraday’s law, writing and balancing redox equations.
Societal issues of fuels and energies.
Major Assignments:
 Labs 21 – 23
 Unit Assignment: Ksp & Electrochemistry Sample Problems
 Unit 7 Test (Ch 19 & 20)
 Class Activity – Turning Point Game: Electrochemistry (Big Idea 3)
Unit 8: Bonding & Intermolecular Forces, Molecular Geometry, and Complex Ions
Lewis structures, ionic bonding, covalent bonding, polarity, exceptions to octet rule, resonance,
VSEPR theory, molecular geometries, hybridization, molecular orbitals, dipole-dipole interactions,
dispersion forces, hydrogen bonding, network solids, complex ion formation
Major Assignments:
 Labs 24-27
 Unit Assignment
 Unit 8 Test (Ch 9-12, 17)
 Class Activity (Big Idea 2: Molecular Shapes and Bond Angles: Octet Rule and Beyond
 Class Activity (Big Idea 2) – Turning Point Game on Bonding, Geometries & Intermolecular Forces
Unit 9: Organic Chemistry
Hydrocarbons, physical properties and reactions, nomenclature, general formulas, functional groups.
Major Assignments:
 Unit Assignment
 Labs 28 & 29
 Unit 9 Test (Ch 23)
Unit 10: Solutions (Colligative Properties, Redox Titration, Beer’s Law) and Descriptive
Chemistry
Electrolytes and nonelectrolytes, molarity vs. Molality, mole fraction, colligative properties, Raoult’s
law, Henry’s law, freezing point depression & boiling point elevation, osmotic pressure, vapor
pressure, changes of state and phase diagrams
Major Assignments:
 Labs 29 – 32
 Unit Assignment (Ch 12 & 22)
 Class Activity : (Big Idea 2) Tour of US Secret Service Headquarter Laboratories and the International
Ink Library
Course Review
Mock Exam/Final Exam
AP Exam
Independent Project
The Laboratory Program
The Instructor provides this schedule as a guideline, but it is not written in stone. Other laboratories may be substituted, and
timing may change due to availability of resources and field trip opportunities, and the needs and interests of the class.
Laboratory Activity Description
The seven lab titles marked with an asterix* are guided inquiry laboratory
investigations where students make significant decision-making in the process of
satisfying a purpose of the investigation.
1. Investigating Solutions*
A guided inquiry activity to investigate a property of solutions. Students
design a method to collect appropriate data to investigate solutions and
their properties
Big
Idea
Associated
Science
Practice
3&4
AP Chemistry
Brasfield
2. Resolution of Mixtures: Paper Chromatography*
A guided inquiry activity to investigate the separation of dyes using a
variety of mixtures, mobile and stationery phases
3. Resolution of Mixtures: Distillation
Distillation Demonstration with related models, applications and evidence
of success
4. Resolution of Mixtures: Filtration and Recrystallization
A laboratory exploration of the solubility separation, filtration and
recrystallization of an impure benzoic acid mixture with analysis of
evidence and applications to geologic formations in nature.
5. Resolution of Mixtures: Column Chromatography
A laboratory exploration of the separation of dye into components,
involving the collection and analysis of quantitative and qualitative data
6. Precipitation Reactions and Solubility Rules
Collecting reaction data in order to deduce common solubility rules and
write net ionic equations for the reactions that take place
7. Gravimetric Analysis of a Carbonate
Using stoichiomety of a precipitation reactions and mass data to determine
the identity of an unknown carbonate compounds.
8. Boyle’s Law*
To empirically deduce Boyle’s law using open-ended volume and pressure
data.
9. The Molar Volume of a Gas
To quantitatively determine the molar volume of a gas at STP using
empirical data
10. Emission Spectrometry
A hands-on experience with simple spectroscopes and line spectra
11. Flame Tests
To learn and apply the basic principles of emission spectroscopy, including
identification of an unknown
12. Enthalpy of Solution
To determine the enthalpy change associated with 3 reactions and to
empirically verify Hess’s Law
13. Reaction Rates*
Guided Inquiry -- Students determine methods of data collection and
analysis of data to determine the order and rate law of the iodine clock
reaction with respect to the iodate ion concentration.
14. From Reactions to Equations
The descriptive chemistry of 3 gases: Production reactions & Verification
of identity with splint tests
15. Qualitative Analysis of Anions*
Part1: Wet chemistry qualitative analysis techniques using precipitation
reactions
Part 2: A guided inquiry where each student develops a unique
investigation protocol and tests it with 2 unknowns.
16. LeChatelier's Principle
A hands-on experience with shifting equilibrium systems to validate
LeChatelier’s Principle
17. pH of Salts
To predict and verify the acid-base properties of salts
2
4
2
1&3
2
3
2
5
1&3
1&5
1&3
2&3
2
2, 4, 5 & 6
1&2
5&6
1, 2, 3
1&6
1, 2, 3
5&6
3&5
2, 5 & 6
4
4&5
2&3
1
2
3, 4 & 5
6
6
6
6
AP Chemistry
Brasfield
18. Acid-Base Titration
6
The titration with primary standard to standardize a NaOH solution and
then use it to quantitatively determine the molar mass of an unknown solid
acid or the percent composition of an unknown acid solution
19. Determination of Ka for an unknown weak acid*
6
Students devise a method for the determination of the equilibrium
constant, Ka, of an unknown acid
20. Activity Series
3&5
To determine an electrochemical series of metals and nonmetals and write
the net ionic equations for the reactions
21. Models of Covalent Molecules
2
A hands-on inquiry experience with molecular bonding, geometries and
polarity
22. Hydrocarbons Activity
2
An inquiry experience with deducing the structural patterns & properties
of alkanes, alkenes and alkynes
23. Polymer Synthesis
2&3
The synthesis and properties of an organic polymer
24. Complex Ions Lab
2&6
The synthesis and analysis of coordination compounds of copper
25. Beer-Lambert Law *
2
Using spectrophotometric techniques to investigate the concentration of
an unknown solution
26. A Sequence of Copper Reactions
3
A 5-step series of reactions involving the compounds of copper that
demonstrates the characteristics of transition metal compounds.
Optional Field Studies
A tour of the Secret Service forensics lab at the DC Headquarters
A visit to a local stream site for water testing
A tour of the Smithsonian Museum of Natural History’s Gems, Minerals
and Rocks Exhibit
A tour of the National Museum of Medical History
2, 3 & 5
4&5
3, 5 & 6
1&6
1&3
1&6
1&3
2&5
1
The Laboratory Notebook or Portfolio
Traditionally chemists have used a composition book as a lab notebook. This still works. Alternatively you
may use a graph paper spiral notebook, a carbonless copy notebook or you may staple loose leaf pages as a
report and keep them in a dedicated lab binder. Whichever you choose, you will need to hand in the lab
book or binder with all labs in it at each checkpoint. These will occur 2 or 3 times per quarter. At the end
of the course you should save your lab book to take to college because credit for the college chemistry
laboratory courses sometimes requires proof of lab work.
Organizing the new lab book:
Title page Record your name, your teacher’s name, and class information on this
page. You may wish to design an attractive cover on this page.
Table of Contents As you add your labs to the lab book, number the pages and record the lab
in the Table of Contents. If you wish, you may use stick-on tabs to mark the first page of
each lab. Consider using multiple colors or highlighters to emphasize important
information.
Safety Rules This important reference should be at the front where you can refer to it often.
Equipment Activity This early activity will become a reference page for your lab book.
AP Chemistry
Brasfield
This handout is another important reference since it serves as a quick guide for every lab.
The PreLab Assignment:
Before each lab, you must prepare for the experiment by determining and recording the following prelab
information. This is due at the beginning of the class on the designated lab day, before data collection
may begin.
 The title of the lab and the date.
 The purpose (objective) of the lab.
 The prelab assignment (if appl.)
 The lab procedures: 3-5 sentences that describe the intended procedure. Include all the
quantities that need to be measured and the intended analysis in 1-2 sentences
 Safety and disposal issues
 Prepare data tables to organize the data you are expecting to record. (1st draft)
During each experiment: Data & Analysis
 Record all raw data, both quantitative and qualitative. Quantitative data must be organized
in a chart. Record qualitative observations, both before and after changes and anything
that seems odd. They may help you make sense of your results.
 Record measurement units and the proper number of significant figures. Estimate the
uncertainty of all raw data.
 It is okay to reorganize the data in a new way after it is collected. If you do so, leave the
rough draft of the data in the lab book and write where to find the revised table. Do not
remove pages from the book, whiteout or blacken out your data. (You may draw a line
through it.)
 Add notes and observations as qualitative data. A diagram may also be needed in this
section. You know what they say about pictures!
 Record the calculations. The method of calculation must be clearly specified (i.e. show your
work). For repeated calculations, only one sample calculation must be shown. The
calculated data should also be organized in a table with units and significant figures
recorded.
Post Lab work:
Conclusion- 2-5 sentences on what you can conclude from your data
 Note the main points of the experiment. (Write how the purpose of the lab was satisfied.)
 Note any unusual or unexpected results from the experiment, or any other comments that
would explain an unusually large error.
 Conclusions also need a discussion of the possible errors in the lab and suggestions for
improving the lab that would address the errors that occurred. The possible errors listed
should be specific in nature. Instead of saying “human error was possible,” you should
say that the “mass measurements may have been slightly high due to possible
contamination of the sample,” (or some other appropriate statement.) Suggestions
should relate to the errors listed. For example, a suggestion might be that if more trials
were performed, one would be more confident in the conclusions drawn.
 Finally, record any personal comments or interesting experiments to follow up the lab.
See the lab instructions for details on what is expected in the lab report. Each lab has
different specific criteria to satisfy the purpose of the laboratory activity.
AP Chemistry
Brasfield
Detach and return to Ms Brasfield
I have received and read the 2014-2015 AP Chemistry class syllabus. I understand I am
responsible for knowing and complying with the information contained within.
__________________________
Student printed name
______________________________
Student signature
_________
Date
__________________________
Parent printed name
______________________________
Parent signature
__________
Date