ADVANCED PLACEMENT CHEMISTRY
Instructor:
Mr. Portis
Phone Number: School: 488-5020
Home: 343-5674
E-mail:
bportis@gulllakecs.org
Date:
2014-2015
Textbook:
CHEMISTRY The Central Science
Brown, LeMay, Bursten, Murphy, Woodward, Stoltzfus
Thirteenth Edition - 2015
Pearson Publishing ISBN 0-321-91041-7
Additional Resource Textbooks:
Chemistry & Chemical Reactivity
Kotz, Treichel and Townsend
Seventh Edition - 2009
Thomson – Brooks/Cole Publishing ISBN 0-495-38703-7
Chemistry
Zumdahl and Zumdahl
Houghton Mifflin Publishing
Sixth Edition
ISBN 0-618-22156-5
Chemical Principles
Masterson, Slowinski and Staniski Fifth Edition
Saunders College Publishing
ISBN 03-057804-3
General Chemistry
Ebbing
Houghton Mifflin Company
Fourth Edition
ISBN 0-395-61353-1
Course overview:
This course is designed to prepare the student for the Advanced Placement Chemistry Examination
in May. Even if the student chooses not to take the Advanced Placement Exam offered by The College
Board; this class allows its students the advantage of having previewed the introductory level of college
Chemistry while still in high school. The course is designed to be challenging and demanding.
Students must be able to work at an accelerated pace and read with understanding and
comprehension. Students will be expected to work independently in the laboratory and in problem
solving situations. Students should plan on spending an average of 1-2 hours daily studying Chemistry
outside of class. The College Board has recently changed the curriculum standards for A.P.
Chemistry. The class will now include more critical thinking and lab design content. The Advanced
Placement class at Gull Lake High School has always been very lab oriented. That trend will continue
to the point that 25% of the class will now be lab based and many of the labs will be student inquiry
centered.
Questions and Help:
Students are expected to work ahead on their assignments. Students may call the instructor at
home for help. Calls should be made before 9:00 PM. If the instructor does not answer the phone;
please leave a message. Other questions or requests for help should be made in writing and given to
the instructor before the start of school each day. The instructor is expected to provide a response,
usually written, within 24 hours. So work and plan ahead!!! Chemistry I students will have the
priority of the instructor’s time and attention. Seminar Period may also be utilized for questions and
help.
Next Generation Science Standards:
We will begin a transition to more closely align our Science curriculum to the Next
Generation Science Standards. This alignment will put more emphasis on teaching the process
of Science and actually fits quite well with recent revisions the College Board has made with the
Advanced Placement Chemistry curriculum. The following two Dimensions highlight some of
the major points of this transition.
Dimension 1:
Scientific and Engineering Practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (for science) and defining problems (for engineering).
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using mathematics and computational thinking.
Constructing explanations (for science) and designing solutions (for engineering).
Engaging in argument from evidence.
Obtaining, evaluating and communicating enformation.
Dimension 2:
Crosscutting Concepts that have Common Application Across Fields
1.
2.
3.
4.
5.
6.
7.
Patterns
Cause and Effect: Mechanism and Explanation
Scale, Proportion and Quantity
Systems and System Models
Energy and Matter: flows, cycles and conservation
Structure and Function
Stability and Change
Laboratory Exercises
Labwork will be completed in teams of two. Formal lab reports are almost always required.
Each student will keep a lab portfolio of their lab reports. The contents of your portfolio will be
graded near the end of each semester. Labwork is scheduled periodically throughout the year so
that topics investigated in the lab may closely correspond to material covered in lecture and the
reading. Other labwork will be a review of earlier techniques and will require the student to
design the experiment themselves. Labwork can not be made up due to absence. Lab partners are
expected to work independently when their teammates are absent. Expect an average of one
laboratory day a week. Several of these lab experiences will require more than one day.
Advanced Placement students may also be utilized to make solutions for the Chemistry I classes.
The following laboratory manuals have been utilized:
Chemical Principles in the Laboratory by Slowinski, Wolsey and Masterson
Saunders College Publishing
ISBN 0-03-026234-8
Chemistry introduction to matter laboratory manual by Thomson
Addison-Wesley Publishing
ISBN 0-201-07572-5
Some labs have been developed by the instructor
*These labs will be Inquiry Based Laboratory Activities
Resolution of Matter into Pure Substances:
I. Fractional Crystallization
Students will practice suction filtration and read a solubility curve to accomplish Fractional
Crystallization SP # 5
Resolution of Matter into Pure Substances:
II. Chromatography
Students will practice paper and thin layer chromatography and calculate Rf values SP # 5
Law of Multiple Proportions
Students will analyze two copper-bromide compounds and copper oxide to copper SP # 6
*Thickness of Aluminum Foil Guided Inquiry
Students will use their knowledge of geometry to measure the thickness of Al foil SP # 2, 4-5
Determining the Formula of a Hydrate
Students will use a crucible and cover to remove the water of hydration and use the data to determine
formula for an unknown hydrate SP # 2,5
*The Alkaline Earths and the Halogens Guided Inquiry
Students will investigate solubility properties of the Alkaline Earth Metals and the oxidizing power of
the Halogens and then design an experiment to identify an unknown consisting of an ion from
each family SP # 4
Preparation and Properties of Hydrogen SP # 5
Students will practice collecting a gas by water displacement and then test for properties of hydrogen
Thermochemistry and Hess' Law
Students will conduct coffee cup calorimeter experiments on acid-base reactions and use the data to
demonstrate Hess' Law SP # 2,5
Molecular Mass of a Volatile Liquid
Students will vaporize a volatile liquid and calculate the molar mass of the gas that is left inside a
Florence flask. SP # 2,5
Vapor Pressure and Heat of Vaporization of Liquids
Students will construct a manometer with tubing and water and measure vapor pressure at various
temperatures. They will use the data to construct a graph and then calculate the heat of
vaporization for a volatile liquid. SP # 2,5
*Entropy Guided Inquiry SP # 4
Students will investigate entropy and how it can affect the preparation and separation of mixtures
*Chemical Equilibrium and Le Chatelier's Principle Guided Inquiry
Students will investigate chemical equilibrium for solutions. They will predict the direction of
various equilibria shifts and design experiments to test their hypotheses. SP # 4-5
Molecular Model Lab
Students will make models of various octet and expanded octet molecules. SP # 1
Molecular Mass Determination by Freezing Point Depression
Students will measure the freezing points of a pure solvent and two solutions and then use the data to
calculate the molar mass of a solute. SP # 2
Beer’s Law
Students will learn how to use a spectrophotometer a prepare a series of solutions of various
concentrations and after measuring absorbance at a particular wavelength, they will attempt to
verify Beer's law. SP # 2,5
Preparation of Aspirin
Students will perform an organic synthesis reaction and then test the solubility properties and measure
the melting point of their product. SP # 4-5
Acid - Base Titration
Students will practice an acid-base titration SP # 2,5
*Determining the pH of an Acid Rain Sample Guided Inquiry SP # 2, 4-5
Students will design an experiment to measure the concentration and pH of acid rainwater.
Determining an Equilibrium Constant
Students will practice using a spectrophotometer to measure absorbance and use the data to calculate
an equilibrium constant. SP # 2,5
*Analysis of Lead Contaminated Water Guided Inquiry SP # 2, 4-5
Students will design a gravimetric analysis experiment to measure the amount of lead in a
contaminated water sample.
Determination of Iron by Reaction with Permanganate - A Redox Titration SP # 2,5
Students will perform a titration to determine the percentage of iron in an unknown sample.
The Absorption Spectrum of Cobalt (II) Chloride
Students will measure the absorbance of a calcium chloride solution and graph the data to determine
the wavelength of maximum absorbance. SP # 2,5
*Decomposition of Baking Soda Guided Inquiry SP # 2, 4-5
Students will design an experiment to determine the products in the decomposition of NaHCO3
The Rate of an Iodine Clock Reaction SP # 2, 5
Students will determine the order of reaction and the rate law for the iodine-starch reaction.
Ionic Reactions in Aqueous Solutions
Students will determine the products of ionic reactions in water and write net ionic equations for the
reactions. SP # 1,5
Electrochemistry SP # 2, 5
Students will make several voltaic cells, measure the cell potential then compare it to the
standard values.
*Determination of Percent of Silver in a Necklace Guided Inquiry SP # 2, 4-5
Students will design a volumetric experiment to measure the silver content in a link of a necklace.
Synthesis of Some Coordination Compounds
Students will synthesize some coordination compounds and compare structures. SP # 7
The Partial Degradation of Carbon Dioxide Foamed Saccarides with Protein Inclusions
Students will perform an organic synthesis and taste the results. SP # 7
The Preparation and Properties of Bromine SP # 7
Students will prepare bromine in the laboratory, collect it and study some of its properties.
Preparation of Esters
Students will perform an organic synthesis of ester compounds and smell the results. SP # 1,7
*Heat Content of Proteins and Carbohydrates Guided Inquiry SP # 2, 4-5
Students will design an experiment to test the heat content in proteins and carbohydrates.
*Heat Content of Switchgrass Guided Inquiry SP # 2, 4-5
Students will design an experiment to test the heat content in switchgrass.
*Construction of a Voltaic Cell Guided Inquiry SP # 2, 4-5
Students will design an experiment to construct a voltaic cell and measure its cell potential.
*Preparation of a Buffer Solution Guided Inquiry SP # 2, 4-5
Students will prepare a buffer solution to match a given pH.
*Blue Bottle Lab Guided Inquiry SP # 4-5
Students will prepare two sugar solutions and explain differences in reactions.
Students will then design an experiment to test their hypotheses.
CLASSROOM POLICIES
Grading:
Grades in this class will reflect the student's performance and achievement in Advanced
Placement Chemistry. They do not attest to the student's personality or citizenship. No grades
will be "given". All grades from excellent (A) to failing (E) will be earned. Letter grades will
only be assigned onto report cards. Test, quiz and assignment grades will be the number of
points you have earned out of the number of points which were possible. You may determine a
letter grade by calculating your percentage and referring to the table below.
100 - 93
92 - 90
89 - 87
86 - 83
82 - 80
79 - 77
=
=
=
=
=
=
A
AB+
B
BC+
76 - 73
72 - 70
69 - 67
66 - 63
62 - 60
59 - 0
=
=
=
=
=
=
C
CD+
D
DE
Letter grades will only be assigned onto report cards. For report cards, your percent of the
total possible points will always be rounded down and then assigned the appropriate letter grade.
Final Trimester grades are the most important grades. They determine your grade point
average and whether you receive credit for the class. Each trimester grade will be calculated by
the following formula:
Trimester =
Percentage
0.8 x (Final trimester %) + 0.2 x (Final exam %)
Trimester grades will include (+) and (-) when they are appropriate. A final +/- 1% of the
trimester grade will be reserved for a "Teacher Evaluation" of the student. This will be based
on the student's attitude, effort, participation and attendance. Participation in Advanced
Placement Chemistry is not optional. Each student is expected and required to participate in
classroom discussion and in class work.
IMPORTANT: Currently, Gull Lake High School has a policy of "weighting" the grades of all
Advanced Placement classes. This takes place only at report card time and amounts to a 2/3
grade "bumping up" of the grade the student earned in class. This "weighted grade" appears on
report cards and transcripts. This "weighted grade" is used to determine grade point averages.
This "weighted grade" is assigned by the computer and does not appear in the online gradebook
or in the teacher's record book.
Activities: The following activities may be completed to earn points.
Book Assignments
Variable (10-50 points)
Lab Reports
20 points
Problem Sets
Variable (20-40 points)
Quizzes
If Needed
Participation Activities
Variable (10-50 points)
Practice Problems
Variable (20-40 points)
Tests
Variable (80-200 points)
In A.P. Chemistry your grade is still based on the percentage of accumulated points.
Instead of multiple worksheets; book assignments and problem sets will be graded
on variable range of points.
An approximatepoint distribution follows:
Book Assignments and Problem Sets
40 %
Tests (Practice Problems and Quizzes)
40 %
Participation Activities
10 %
Labs
10 %
If an A. P. Chemistry student has any special needs that may necessitate any changes in timing
or presentation the parents of that student should personally contact the instructor immediately !!!
Late and Missing Assignments and Making Up Assignments:
With all the electronic ways to contact your instructor and your classmates - If there is
something you missed and you cannot find that information; it is YOUR fault!!!
My response will be: "You SHOULD have known!!!"
All Missing Assignments will score a zero.
Late Assignments may be turned in for half credit as long as that assignment has
not been turned back.
Once an assignment has been handed back to the rest of the class; it cannot be accepted late.
Students who are going to miss an assignment due to a planned absence should
arrange to hand the assignment in before they leave.
Students who will be gone for an extended time may need to electronically send or FAX their
assignments into school before they are due.
Students who are in school but who may/will miss class the day an assignment is
due, should still hand the assignment in before they leave school.
If a student is absent the day an assignment is due; the assignment will be due that
student's next day back in school before that next class begins.
If a student misses a quiz, due to a confirmed absence, the student must arrange to
make up the quiz the next day back.
Being absent the day before a test is not a reason for delaying the test.
If a student is absent the day of a test; that student must arrange to take an essay make up test
when he/she returns.
Tests are normally ready to be taken early; but you must meet with the instructor to schedule a
time.
Any labwork that is missed cannot be made up.
If you know about an extended absence ahead of time; explain the situation to
your teacher and work out a make-up schedule in advance.
Rules:
School: Refer to the student handbook. Review the attendance, dress code, phone and
tardy policies.
Mr. Portis’ :
When I talk; you listen
Do not criticize or pick on your classmates.
Take care of the classroom, laboratory and equipment.
Be prepared for class every day.
Be careful and follow directions; especially in the lab.
Students are responsible for obtaining and making up all coursework missed due to absence.
Students may collaborate but not copy book assignments and laboratory assignments.
Any student who even appears to be cheating on an assignment, quiz or test; will receive a
zero on that assignment, quiz or test. That judgment call will be the decision of the
instructor. Be careful if someone asks to “check their answers” with you!!!
If you need to leave the classroom to get or do something after the bell; you are late.
If you have to run or dive into the room in order to beat the bell; you are late.
No gum, food, drink or throwing things in the classroom or in the lab.
Your behavior and language should reflect the fact that you are in a classroom situation.
This is not a locker room. This is not a student lounge. Mr. Portis is very particular about how
you dress (Watch what clothes you pick out to wear! Keep your shoes on!) and the
language used in class.
Do the very best you can. Do your very best every day and keep a positive attitude.
24 Hour Rule: Mr. Portis will not hold a grudge. He will not stay mad at you for more than
24 hours.
iPad Rules/Suggestions: Your iPad is a tool to enhance your learning. Use it!!!
If your instructor catches you using your iPad in a non-approved manner he will:
First Time: confiscate the device and you may get it after class.
Second Time: confiscate the device and you may get it after school.
Third and subsequent Times: confiscate the device and your parents may arrange to pick
it up when a meeting time can be set up.
Use your iPad to photograph an answer key that is posted.
Use your iPad to look up conversion factors, a concept or a vocabulary term that
you are unfamiliar with.
Use your iPad to look up or download tutorial sessions.
Use your iPad to video record a particularly difficult lesson or pre-lab.
Use your iPad to video record a lesson (or even a lab) for a missing classmate.
Make sure you get permission from your instructor if you think he may misinterpret what you
are using your iPad for - especially in the photograph/video record modes.
Laboratory Rules:
The College Board and the Chemistry Advanced Placement Program have placed a great deal of
emphasis on labwork. Labwork should be an integral part of any Chemistry curriculum.
for any reason cannot be made up!!!
Follow all rules and procedures from the Safety Handout!!!
Laboratory Glasses must be worn for all laboratory activities. Lab coats, aprons and/or gloves
are optional; but must be provided by the student.
Students may not wear open toed shoes!!!
If the behavior of the student in the lab demonstrates to the instructor that the student is
excessively careless, reckless, or is incapable of following directions; that student will be
removed from the lab and receive a zero for the assignment.
Always take care of your lab area and equipment.
Make sure that equipment/chemicals are put back correctly
Students are responsible for paying for the replacement cost of any equipment they may break or
damage due to reckless/overly careless use of materials. That student will receive a zero for all
laboratory assignments until that breakage fee is paid. Last year, the Administration picked up
the cost of breakage that was judged to be accidental, not careless, reckless or intentional.
Students will share the responsibility for keeping the laboratory clean and in good order.
Any labwork that is missed cannot be made up.
Your Name
Lab Partners’ Names
Date on which the lab was started
LAB REPORT FORMAT
GENERAL RULES:
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Computers/printers are highly recommended.
Handwriting must be clear and legible.
Handwritten lab reports must be on lined paper.
Markers and felt tip pens are not acceptable.
Lab reports should be printed/written in the same shade of black or blue.
Neatness and spelling will always count.
Lab reports will be due one week after the lab was started.
Lab reports will include the following headings.
All headings will be capitalized, underlined and followed by a colon.
Please follow the rules for each individual heading.
Title:
The Title should be centered on the top line (after names and date) of the front page of the lab report.
Each word of the title must begin with a capital letter.
Purpose:
The Purpose should state the goal of the laboratory activity. The Purpose should be short and specific; not long and vague.
The Purpose need not be a sentence; but will probably begin with the preposition “To”.
Prelab Questions
These questions will force you to focus on the classroom content that is related to the lab. For the Inquiry Based labwork
these questions may help you design an experiment that will measure what you want to accomplish in the lab.
Each Question must be numbered and separated (skip a line). Do not write out the Question; but answer the Questions in
complete sentences.
Procedure:
This will be a requirement for all of the Inquiry Based labwork. Your procedure must be written and include the materials
and equipment you will require. For the Inquiry Based labwork your Procedure is due 24 hours before you may start the
labwork. Your instructor will review your procedure and may ask you to clarify or revise some aspects of your procedure
before you will be allowed to continue.
Observations and Results:
Observations will come first! Observations will include a description of all experiences noted in the lab. If the
observations are lengthy descriptions; they should appear in sentence/paragraph form. If possible, observations should be
presented in Data Table form. Please separate and label observations according to the section of the lab in which they
occurred. Observations should include data obtained through all the senses. (At least all the senses that are safely
applicable to the situation and circumstances.) In reporting observations, please be detailed, descriptive and complete. Stay
away from words like “it” and “stuff”. Choose your words carefully!
Results will come second! Results will include all measurements (not calculations!) made in the lab. Results should be
arranged in a neat and concise Data Table with columns that are clearly labeled. In laboratory activities involving multiple
sections, care should be given to separate and identify data according to section. Separate Data Tables for each section may
be required. Data Tables should not include numbers that were obtained through calculations! (Exceptions: weight by
difference, concentrations of solutions previously made and some others.) As always, make sure all of your measurements
are reported with the proper number of significant figures. Make sure all of your measurements include the correct units.
Calculations:
All Calculations must be numbered and labeled. A written formula without abbreviations must be given for each
Calculation. You must show the numbers correctly inserted (plugged) into the formula. Show your answer to the proper
number of significant figures. Make sure all of your answers include the correct units. Make sure to circle your answers!
Conclusion:
The Conclusion must be written in sentence/paragraph form. The Conclusion must meet the goal described in the Purpose.
Most often, the Conclusion will include the answers that were determined in the Calculations section. The Conclusion
should be detailed and complete. The Conclusion should be specific and concise not vague and wordy. It would be a good
idea to re-read your Purpose before and after you write your Conclusion.
Questions:
If there are Questions for you to answer they must appear after the Conclusion. Each Question must be numbered and
separated (skip a line). Do not write out the Question; but answer the Questions in complete sentences.
Graphs:
If a Graph is required for a lab; it will be the last page(s) in the lab report. You are encouraged to use your computer/printer
to generate your Graphs; but have your instructor proof-read the format of your computer generated Graph before the
Graph is due.
Follow all the rules for Graphing.
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All graphs in Chemistry class must be done on graph paper. (If not computer generated.)
All graphs in Chemistry class must be done in pencil. (If not computer generated.)
The graph must have a label or title that does not interfere with the lines or the curves of the graph.
1. Identify which variable will go on the bottom (x axis - independent variable) and which variable
will go on the side (y axis - dependent variable).
2. Identify the highest value for each of your two variables. Remember each variable on your graph
must start at the origin (zero).
3. Rotate your graph paper to ensure the variable that will need the most room will have the longer
side of your graph paper.
4. Determine a scale for each variable. They need not be the same. Be sure to count the squares and
make sure all your values will fit before you start writing or marking your axes.
5. Label each axis. Use capital letters. Be sure to specify your units.
6. Do not write a number on every line or every other line; but be sure anyone who reads your graph
can tell the scale you are using.
7. Plot your data points. You must plot each data point. Be sure you have a point on your graph for
each pair of data values. Do not write the ordered pair next to the data point.
Be as accurate as possible.
8. Draw a smooth curve that best approximates the relationship your set of data points seems to
indicate.
9. Follow any special instructions your teacher may have given you for each specific graph.
Suggestions:
Do Not Get Behind!
Have a notebook that is just for A.P. Chemistry. The notebook should have pockets
and plenty of paper.
Be organized. Use your agenda. Save past assignments, quizzes and tests.
Do the reading; before the lecture.
Start the homework before it is due so that you can get help when needed.
Ask Questions!
If you need extra help; I can be available before school or after school between
November and March. But you have to ask ahead of time to be sure I'll be there.
Mr. Portis has very little sympathy for students that wait until the morning an
assignment is due and then ask for help. Remember that you can and should call
me at home for help. Individual help can only be given to one person at a time.
Call before 9:00 PM
Leave a message - talk loudly and slowly and leave me your phone number
DO NOT HANG UP ON MRS. PORTIS!!!
Extra help is especially important if you are absent and/or fall behind.
I hope you have a good year. Remember everything always happens only one day at a
time. So try not to feel so pressured or overwhelmed. Ask for help when you need
to. Relax. Just stay caught up, pay attention. Work steadily and consistently.
Keep things in perspective. Take Care and Good Luck!!!
The College Board has structured its new curriculum requirements around six "Big Ideas".
Our course work and lab work is designed to include and emphasize these "Big Ideas".
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
Learning Objective 1.9: Students will be given sets of elements and from their location on
the periodic table; students will rank them from lowest to highest in the following
properties: atomic radius, first ionization energy, electron affinity and electronegativity.
In Unit 2 we will draw atoms and molecules in particular fashion and show how coefficients
in balanced chemical equations match up with the numbers of particles required to
complete the reaction.
In Unit 6 we will construct molecules using model kits that have the shapes and structures
predicted by the VSEPR Model.
Big Idea 2: Chemical and physical properties of materials can be explained by the structure
and the arrangement of atoms, ions, or molecules and by the forces between them.
Learning Objective 2.3: In our Unit 1 classwork/homework we will begin drawing atoms and
molecules in particular fashion. We will show differences between solid-liquid-gases and
differences between homogeneous and heterogeneous materials.
In Unit 3 we will learn about four basic types of substances in a "jigsaw" strategy.
During this activity we will draw at least two of the three types and investigate the types and
strength of the forces holding them together.
In Unit 6 we will see how the Ionic Bonding Process uses Hess' Law to make particles with
electrostatic forces holding them together.
In Unit 6 we will construct molecules using model kits that have the shapes and structures
predicted by the VSEPR Model.
In Chapter 14 we will see how the Solution process uses Hess' Law to make a homogeneous
mixture and how the Enthalpy of Solution from this process can be deduced by the
Solubility Curve.
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms
and/or the transfer of electrons.
Learning Objective 3.2: In Unit 2 students will be given observations from reactions and
then will write molecular and net ionic equations for the same reactions and compare the
information provided by each.
In Unit 2 we will review how Redox Reactions can be balanced by the electron transfer
method. We will continue that analysis in Chapter 17 by balancing redox reactions in acidic
and basic solutions.
In Chapter 20, in preparation for our Inquiry Based Lab Activity on construction voltaic cells,
we will draw voltaic cells and predict the direction of the electron flow and the cell voltage.
Big Idea 4: Rates of chemical reactions are determined by details of the molecular
collisions.
Learning Objective 4.1: At the beginning of Chapter 15 we will look at graphs of lab data to
see that as the concentration of reactants decreases so does the rate of the reaction. The
students are then asked to present reasons for the relationship.
At the beginning of Chapter 15 I discuss the nature of skin cells as they compare to
lycopodium powder. Then I throw some lycopodium powder into a Fisher burner and let the
students come up with ideas as to why they explode into flames but our bodies decompose
cell by cell.
Near the end of Chapter 15 students are given sample data of how the rate constant
changes with temperature. They graph the data and use the slope of log k vs. T-1 to
determine the Energy of Activation.
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain
and predict the direction of changes in matter.
Learning Objective 5.2: In Unit 3 students are given an assignment to use their ipads to
view simulations of molecular motion at various temperatures. They will then predict how
that will change the pressure of the gas sample.
In Unit 4 students are given sets of heating curves and cooling curves and asked to draw
molecular representations of the matter in the plateaus.
In Unit 4 students are given sets of energy diagrams and asked to determine if they are
endothermic or exothermic and then asked which reactions are more likely to occur
spontaneously.
In Chapter 15 students are given sets of energy diagrams and asked to determine if they are
fast or slow reactions.
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.
Learning Objective 6.1: In Unit 3 students are shown a system in dynamic equilibrium and
asked to draw molecular representations of the various phases present. Then they are
asked to provide conditions that would favor the production of each phase.
In Unit 4 students are equations and then asked to calculate the change in the free energy
and then calculate the thermodynamic equilibrium constant. They are then asked to
determine if the reaction is product favored or reactant favored and the temperature of
equilibrium. This is done in class and in homework.
In Chapter 16 I provide my students a fictitious system at equilibrium with Green ions on
one side of the equilibrium and White ions on the other. Then are then given a set of
conditions and asked which direction the equilibrium will shift and which color ion is
favored. I do this as a prelab activity for one of the inquiry based labs.
ADVANCED PLACEMENT CHEMISTRY
SECTION A
Students will be given the opportunity to plan a hands on activity to present to youngsters at the
Kalamazoo Valley Museum for Chemistry Day. This event is sponsored by the American Chemical
Society - Kalamazoo Section.
Anytime Mr. Portis needs to be gone from class you will be given the opportunity to teach some of the
Chemistry I classes in his absence.
course chapters and key topics covered
UNIT 1 (Two Weeks)
Chapter 1: Basic Concepts of Chemistry
Chemistry and its Methods
Classification of Matter
Elements and Atoms
Intensive and Extensive Properties
Chemical and Physical Properties
Chemical and Physical Properties
Units of Measurement
Making Measurements:
Accuracy and Precision
Experimental Error and Standard Deviation
Mathematics of Chemistry
Chapter 2: Atoms, Molecules, and Ions
Atomic Structure – Protons, Electrons and Neutrons
Atomic Number and Atomic Mass
Isotopes
Atomic Weight
The Periodic Table
Molecules, Compounds and Formulas
Ionic Compounds
Molecular Compounds
Atoms, Molecules and the Mole
Describing Compound Formulas
Hydrated Compounds
Unit 2
(Two Weeks)
Chapter 3: Chemical Reactions
Introduction to Chemical Equations
Balancing Chemical Equations
Introduction to Chemical Equilibrium
Chemical Reactions in Aqueous Solution
Ions and Molecules in Aqueous Solution
Precipitation Reactions
Acids and Bases
Gas Forming Reactions
Oxidation-Reduction Reactions
Balancing Oxidation-Reduction Reactions
Classifying Reactions in Aqueous Solution
Chapter 4: Stoichiometry
Mass Relationships in Chemical Reactions
Limiting Reactant Problems
Percent Yield
Chemical Equations and Chemical Analysis
Measuring Concentration
pH
Stoichiometry of Reactions in Aqueous Solutions
Spectrophotometry
Unit 3
(Two Weeks)
Chapter 11: Gases and Their Properties
Pressure
The Gas Laws
The Ideal Gas Law
Gas Laws and Chemical Reactions
Gas Mixtures and Partial Pressures
The Kinetic Molecular Theory of Gases
Effusion and Diffusion
Some Applications of the Gas Laws
Nonideal Behavior: Real Gases
Chapter 12: Intermolecular Forces and Liquids
States of Matter and Intermolecular Forces
Intermolecular Forces Involving Polar Molecules
Intermolecular Forces Involving Nonpolar Molecules
Properties of Liquids
Chapter 13: The Chemistry of Solids
Crystal Lattices and Unit Cells
Structures and Formulas of Ionic Solids
Bonding in Ionic Compounds: Lattice Energy
The Solid State: Other Kinds of Solid Materials
Phase Changes Involving Solids
Phase Diagrams
Unit 4
(Three Weeks)
Chapter 5: Principles of Chemical Reactivity: Energy and Chemical Equations
Energy: Some Basic Principles
Specific Heat Capacity
Energy and its Changes
The Laws of Thermochemistry
The First Law of Thermodynamics
Enthalpy
Enthalpy Changes for Chemical Reactions
Calorimetry
Enthalpy Calculations
Product Favored, Reactant Favored Reactions and Thermodynamics
Chapter 19: Principles of Reactivity: Entropy and Free Energy
Spontaneity and Energy Transfer as Heat
Spontaneous Processes and Entropy
Entropy: Dispersal of Energy
Entropy Measurement and Values
Entropy and the Second Law of Thermodynamics
The Effect of Temperature on Spontaneity
Gibbs Free Energy
Entropy Changes in Chemical Reactions
Free Energy and Chemical Reactions
Free Energy and Work
Calculating and Using Free Energy
Chapter 23: Nuclear Chemistry
(Three Days)
Natural Radioactivity
Nuclear Reactions and Radioactive Decay
Nuclear Stability
Rates of Nuclear Decay
Artificial Nuclear Reactions
Nuclear Fission
Nuclear Fusion
Radiation Health and Safety
Applications of Nuclear Chemistry
ADVANCED PLACEMENT CHEMISTRY
SECTION B
Sometime during this semester; we are planning a field trip to Trine University. Instructors there will
meet with us and share principles of Chemical Engineering through a inquiry activity. We will then
tour the campus and watch students during their lab activities.
course chapters and key topics covered
Unit 5
(Two Weeks)
Chapter 6: Atomic Structure and Periodicity
Electromagnetic Radiation
Quantization: Plank, Einstein, Energy and Photons
The Atomic Spectrum of Hydrogen
The Bohr Model
Particle – Wave Duality
The Quantum Mechanical Model of the Atom
Quantum Numbers
Orbital Shapes and Energies
Electron Spin and the Pauli Exclusion Principle
Chapter 7: The Structure of Atoms and Periodic Trends
Electron Spin and the Pauli Exclusion Principle
Atomic Subshell Energies and Electron Assignments
Electron Configurations of Atoms
Electron Configurations of Ions
The History of the Periodic Table
Periodic Trends in Atomic Properties
Periodic Trends and Chemical Properties
Unit 6
(Two Weeks)
Chapter 8: Bonding and Molecular Structure
Types of Chemical Bonds
Electronegativity
Chemical Bond Formation
Covalent Bonding and Lewis Structures
Atom Formal Charges in Covalent Molecules and Ions
Resonance
Exceptions to the Octet Rule
Molecular Shapes
Bond Polarity, Dipole Moments and Electronegativity
Bond and Molecular Polarity
Bond Properties: Order, Length and Energy
Chapter 9: Bonding and Molecular Structure: Orbital Hybridization and Molecular Orbitals
Orbitals and Theories of Chemical Bonding
Valence Bond Theory
Molecular Orbital Theory
Bonding in Homonuclear Diatomic Molecules
Bonding in Heteronuclear Diatomic Molecules
The rest of the chapters will be covered individually.
Chapter 14: Solutions and Their Behavior (One Week)
Units of Concentration
The Solution Process
The Energies of Solution Formation
Factors Affecting Solubility
Colligative Properties of Electrolyte Solutions
Boiling Point Elevation and Freezing Point Depression
Osmotic Pressure
Vapor Pressure of Solutions
Colloids
Chapter 17: Acids and Bases (One Week)
Acids and Bases: A Review
Acid Strength
The Bronsted-Lowry Concept of Acids and Bases
Water and the pH scale
Calculating the pH of Strong Acid Solutions
Calculating the pH of Weak Acid Solutions
Equilibrium Constants for Acids and Bases
Predicting the Direction of Acid-Base Reactions
Types of Acid-Base Reactions
Calculations with Equilibrium Constants
Polyprotic Acids and Bases
The Lewis Concept of Acids and Bases
Molecular Structure, Bonding and Acid-Base Behavior
Acid-Base Properties of Salts
The Effect of Structure of Acid-Base Properties
Chapter 15: Chemical Kinetics
(Two Weeks)
Rates of Chemical Reactions
Reaction Conditions and Rate
The Effect of Concentration on Reaction Rate
Concentration – Time Relationships
Determining the Form of the Rate Law
The Integrated Rate Law
Reaction Mechanisms
Catalysis
Chapter 16: Chemical Equilibrium (Two Weeks)
Chemical Equilibrium
The Equilibrium Constant and Reaction Quotient
Determining an Equilibrium Constant
Using Equilibrium Constants in Calculations
Disturbing a Chemical Equilibrium
Le Chatelier's Principle
The Common Ion Effect
ADVANCED PLACEMENT CHEMISTRY
SECTION C
Course Overview:
This course is designed to prepare the student to take and pass the Advanced Placement Chemistry
Exam offered by the College Board in May. The student must have successfully completed Chemistry
I and Advanced Placement Chemistry Sections
A and B. This class allows its students the advantage of having explored additional subject matter the
student may encounter in some level of college Chemistry.
It will also enable the student to examine current research literature and explore career options.
Students must be able to work at an accelerated pace and read with understanding and comprehension.
Students will be expected to work independently in laboratory and problem solving situations.
Students should plan on spending an average of 1-2 hours daily studying Chemistry, searching and
examining resources outside of class. Practice tests will be provided for the American Chemical
Society’s Competitive Scholarship Exam and the Advanced Placement Exam. These tests will be
scored and graded as class requirements. Students may be asked to function as tutors for Chemistry I
students. Students may be asked to help teach Chemistry I classes when the regular instructor is
absent. Students will also be utilized as lab assistants. This will involve preparing solutions, cleaning
glassware and keeping the lab in good working order.
Chapter 18: Principles of Reactivity: Other Aspects of Aqueous Equilibria
The Common Ion Effect
Acid-Base Equilibria
Water Dissociation: Acidic, Neutral and Basic Solutions
Acid-Base Properties of Salt Solutions
Ka and Hydrogen Ion Concentration
Relation between Ka and Kb
Controlling pH: Buffer Solutions
Determination of Hydrogen Ion Concentration in Buffer Solutions
Acid – Base Titrations
Acid-Base Indicators
Solubility of Ionic Solids
Precipitation Reactions and Net Ionic Equations
Solubility Rules
Molar Conversions in Precipitation Reactions
Precipitation Titrations
Ksp Expressions, Concentration and Solubility
Ksp and Precipitate Formation
Ksp and the Common Ion Effect
Solubility and Complex-Ion Equilibria
(One Week)
Chapter 20: Electrochemistry
(Two Weeks)
Oxidation-Reduction Reactions
Simple Voltaic Cells and Cell Notation
Commercial Voltaic Cells
Electromotive Force and Standard Electrochemical Potentials
Standard Electrode Potentials
Electrochemical Cells Under Nonstandard Conditions
Nernst Equation
Electrochemistry and Thermodynamics
Electrolysis: Chemical Change Using Electrical Energy
We will cover some topics in Organic Chemistry after the Advanced Placement Chemistry Exam.
How much we are able to accomplish depends on the timing of this semester.
Independent Study Chemistry Students will Review topics from Advanced Placement
Chemistry in preparation for Part II of the American Chemical Society's Competitive
Scholarship Exam. This will include taking Practice Tests as In Class Assignments
Independent Study Chemistry Students will Review topics from Advanced Placement
Chemistry in preparation for the Advanced Placement Chemistry Exam
This will include taking Practice Tests as In Class Assignments
Video Projects: Choose one
By Monday, April 13th: In 50-100 written words, tell me the video project you have chosen
and why. Ten Points
The video is due Tuesday, May 19th and is worth 100 points PLAN AHEAD!!!
The video must be submitted on a DVD disk or thumb (flash) drive that is compatible
with Mr. Portis' school computer. This will then belong to Mr. Portis so that he can use
it with future students.
Video Project I
Students will prepare a video presentation featuring an explanation of some topic they
will choose from their chemical education. The student must be present on screen.
This video will be kept by the instructor to possibly be used as an instructional
tool for future classes.
Video Project II
Students will prepare a video presentation featuring an demonstration of some
laboratory exercise they will choose from their chemical education.
It will include a prelab discussion of safety, materials and procedures and a
postlab discussion of results. The student must be present on screen.
This video will also be kept by the instructor to possibly be used as an instructional tool
for future classes.
Summary - Reaction Papers:
These will be assigned about once every two weeks. You will be given an article from a
current chemical journal. (Most often the Journal of Chemical Education.) You will then type
a two hundred word Summary: of the article; then type one hundred word Reaction: toward
the article. The Reaction should include the parts of the article that you thought were
particularly impressive and intriguing. Also include your opinion toward the theme or main
idea behind the article. You may even want to comment on the relative merits or practicality
of the author's ideas. Each of these assignments will be worth twenty-five points. Include the
headings Summary: and Reaction: before each section.
Each student will choose one of the following four research papers!!!
Chemical Analysis Paper
Choose a chemical. How was it discovered? Who discovered it? When was it
discovered? What is it used for? How does it work? How is it prepared for (commercial)
use? What are some of its key properties? Why is this chemical important? How much does
it cost? How can you obtain this chemical? Are there any warnings, precautions or
regulations concerning the transfer or use of this chemical? What might be some future or
additional uses for this chemical?
First due date: In 50-100 written words, tell me the chemical you have chosen and why you
have chosen this chemical. This project will have more meaning for you and will probably
score higher if there is a special connection or interest in the chemical you choose.
Ten Points
Second due date: The final paper is due. It must be typewritten and double spaced.
It will be organized with headings and will consist of at least five pages. It should include
pictures/diagrams throughout the paper in addition to the five typewritten pages.
The bibliography will be typed at the end and will include at least four sources. 100 Points
Science Career Analysis Paper
Choose a career that is science related. Give the name, address and phone number of
one person who has this career. Interview this person. What are some roles and
responsibilities of this career? What educational and experience background is necessary to
qualify for this vocation? List some colleges that would have degree programs that could
lead toward such employment. What is the range of economic compensation (pay/salary) for
this position? What aspects of this employment opportunity would appeal to you the most?
What aspects of this job do you feel you may dislike? How competitive are positions in this
field now? How stable are these positions likely to be by the time you could be ready to
qualify for one?
First due date: In 50-100 written words, tell me the career you have chosen and why.
Be sure to include the name and contact information for a person who actually has this
career. The primary focus of your paper will be the interview and information you obtain
through the interview. It may be a good idea to provide a follow-up time or method to contact
your person as you are nearing the completion of your paper. Ten Points
Second due date: The final paper is due. It must be typewritten and double spaced.
It will be organized with headings and will consist of at least five pages. It should include
pictures/diagrams throughout the paper in addition to the five typewritten pages.
The bibliography will be typed at the end and will include at least four sources. 100 Points
University Research Project
Locate a Chemistry Professor at a University who will allow you to interview him/her
concerning a research project he/she is currently working on. The interview may (should) be
conducted at more than one time of contact. The interview may be conducted in person, over
the phone, by correspondence or via computer. Give the name, address and phone number
of person you have interviewed. Please include at least the following information: What
problem/inquiry lead to the current level of research? What background information was
necessary to acquire before the research could begin? How is the research being funded?
Estimate a total cost for the project. What is the goal of the project? What is the anticipated
completion date? Will the results be published? If so, where? What are some possible
follow-up questions or investigations the project may lead to? Are there any problems or
surprises so far? List some of the difficulties you have already encountered or anticipate.
What (are there) practical applications could your research lead to?
First due date: In 50-100 written words, tell me the Professor and the project you have
chosen and why. Be sure to include the name and contact information for this person.
The primary focus of your paper will be the interview and information you obtain through the
interview. It may be a good idea to provide a follow-up time or method to contact your person
as you are nearing the completion of your paper. Ten Points
Second due date: The final paper is due. It must be typewritten and double spaced.
It will be organized with headings and will consist of at least five pages. It should include
pictures/diagrams throughout the paper in addition to the five typewritten pages.
100 Points
Business/Industry Research/Product Development Project
Locate a Scientist in the Business or Industry (Commercial) sector who will allow you to
interview him/her concerning a research project or a product development he/she is currently
involved with. The interview may (should) be conducted at more than one time of contact.
The interview may be conducted in person, over the phone, by correspondence or via
computer. Give the name, address and phone number of person you have interviewed.
Please include at least the following information: What problem/inquiry lead to the current
level of research? What background information was necessary to acquire before the
research could begin? What are some of the costs of research project? What is the goal of
the project? What is the anticipated completion date? Will the results be published? If so,
where? What are some possible follow-up questions or investigations the project may lead
to? Are there any problems or surprises so far? List some of the difficulties you have already
encountered or anticipate. What are the practical applications your research should lead to?
First due date: In 50-100 written words, tell me the Scientist, the Business and the project
you have chosen and why. Be sure to include the name and contact information for this
person. The primary focus of your paper will be the interview and information you obtain
through the interview. It may be a good idea to provide a follow-up time or method to contact
your person as you are nearing the completion of your paper. Ten Points
Second due date: The final paper is due. It must be typewritten and double spaced.
It will be organized with headings and will consist of at least five pages. It should include
pictures/diagrams throughout the paper in addition to the five typewritten pages.
100 Points
Your topic will be due on Monday, April 20th. This is the First due date.
Mr. Portis will proof-read your paper if he has it by class time on Monday, May 18th.
Your final draft of your paper is due on Tuesday, May 26th.
This is the Second due date.