AP Chemistry
Page(s)
CR1 Students and teachers use a recently published (within the last 10 years) college-level
chemistry textbook.
CR2 The course is structured around the enduring understandings within the big ideas as
described in the AP Chemistry Curriculum Framework.
CR3a The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 1: Structure of matter.
CR3b The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 2: Properties of matter-characteristics,
states, and forces of attraction.
CR3c The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 3: Chemical reactions.
CR3d The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 4: Rates of chemical reactions.
CR3e The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 5: Thermodynamics.
CR3f The course provides students with opportunities outside the laboratory environment
to meet the learning objectives within Big Idea 6: Equilibrium.
CR4 The course provides students with the opportunity to connect their knowledge of
chemistry and science to major societal or technological components (e.g., concerns,
technological advances, innovations) to help them become scientifically literate citizens.
CR5a Students are provided the opportunity to engage in investigative laboratory work
integrated throughout the course for a minimum of 25 percent of instructional time.
CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on
laboratory experiments integrated throughout the course while using basic laboratory
equipment to support the learning objectives listed within the AP Chemistry Curriculum
Framework.
CR6 The laboratory investigations used throughout the course allow students to apply the
seven science practices defined in the AP Chemistry Curriculum Framework. At minimum,
six of the required 16 labs are conducted in a guided-inquiry format.
CR7 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.
3
2,5,6,7,8,9,10,
11
5,7,10
5,6,7,8,10
6,8,9,10
9,10
6,8,10
10
10
2
11,12,13
11,12,13
3,8,10
1
AP Chemistry
Course Description:
This course is provided to prepare students for advanced college placement and/or
to receive college credit. This course meets 5 days a week for both lecture and lab
time. Equaling 280 minutes a week. A minimum of 25% of the available time will be
allocated to hands-on laboratory work.
Every student is expected to take responsibility for his or her own learning. There
will be homework each night in the form of practice problems using UTe’s
homework site. Students may work in collaborative groups answering their own
version of the question. There will be reading assignments each night of the chapter
section to be covered the next day. (Be prepared Read ahead)
The Lecture component of the class is to reinforce knowledge from the information
read the night before. Practice problems will be worked and misconceptions will be
cleared up.
Quizzes will be administered during each unit to assess students understanding.
There will be a test after each unit consisting of both old AP Multiple Choice and
Free Response questions. There will be one hour for each section of the test.
A semester final will be given at the end of each semester covering all prior units.
The course is structured around the Big Ideas deepening understanding and
reducing the breath of knowledge needed:
Big Idea 1: Structure of matter
Big Idea 2: Properties of matter-characteristics, states, and forces of attraction
Big Idea 4: Rates of chemical reactions
Big Idea 5: Thermodynamics
Big Idea 6: Equilibrium
The labs will incorporate the Science Practices:
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.
2
Science Practice 7: The student is able to connect and relate knowledge across
various scales, concepts, and representations in and across domains.
Goals:
Students will be able to understand and communicate how all the Big Ideas are
interrelated. They will be proficient in all the science practices and be able to apply
mathematical strategies to demonstrate their knowledge.
Text book:
Chang, Raymond, Chemistry, McGraw-Hill, 2010, 10th Edition
Laboratory Manuals:
We do not have a set manual and will be using original and revised versions of some
labs from the following resources.
AP Chemistry Guided-inquiry Experiments: Applying the Science Practices, The College
Board New York, NY, Teachers Manual,
Hall, James F. Experimental Chemistry. 6th ed.
Wilbraham, Antony, Dennis Staley, Candace Simpson, and Michael Matta. AddisonWesley Chemistry Laboratory Manual.
Vonderbrink, Sally Ann. Laboratory Experiments for Advanced Placement Chemistry.
2nd ed. Batavia, Flinn Scientific
Various labs from: http://dwb4.unl.edu, David W. Brooks, Teaching and Research
Laboratory Notebook:
 A composition notebook with graph paper
 Follow the formal lab rubric and instructions on how to use this notebook. (see
handouts)
 A complete formal lab write -up will be done for each lab
 All laboratory work must be documented directly into the lab notebook
 Questions will be answered by restating the question in the answer.
 Lab notebooks are to be presented to the college of choice for credit. It is the
student’s responsibility to maintain and keep an accurate, legible and neat
notebook.
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 Notebooks will be turned in and graded after each lab. Late work will result in
a 50% grade reduction from the grade earned.
Laboratory Work:
The labs require hands-on work. Students will usually collaborate in pairs, small
groups or as a whole class. They will formally report the purpose, hypothesis,
material, procedure, results, data, calculations, error analysis, and conclusions from
their personal data for each lab. Labs not done in class will need to be made up on
the student’s time.
4
AP Chemistry Curriculum
Instructional
Days
2
4
5
Chapter
Topics Covered
Activities
Students will analyze
Review of
different scenarios
Scientific and determine if they
Methods
follow the Scientific
Properties of
Method
1
matter
Student will
The study of change
States of
determine the
matter
properties/states of
Classify Matter matter represented
Dimensional when given different
scenarios (CR3b,CR7)
analysis
LO2.1,5
Students will be able
to discuss (with
supporting evidence)
with the class the
ionic trends within
the periodic table
(CR3a)
LO 1.8, 12
2
Atomic Theory
Atoms, Molecules
Structure of
and Ions
the atom
Introduction to
Organics
Students will
participate in Atom
Building exercise
http://phet.colorado.
edu/en/simulation/b
uild-an-atom to
indicate stability.
(CR3a, CR3b, CR7)
LO 1.5, 6, 12
Atomic Mass
Students will
Mass
examine a Mass Spec
3
Spectrometry
read-out and
Stoichiometry
Percent
determine the
Mass Relationships
composition
identity of the
Empirical and unknown. They will
Big
Ideas
[CR2]
2
1
2
3
1
3
EU
2A.1, 2
1.A, B, C, E
2.C
3.B
1.A,D, E
3.A
LO
2.1, 5, 6, 7
all of 1
2.17
3.5, 6
1.1, 2, 3, 4, 14
1.17, 18, 19
3.1, 3,4, 6
5
Instructional
Days
5
Chapter
Molecular
Formulas
Limiting
Reagents
be able to identify
the percentage of
isotopes and the
average atomic mass
of a single
element.(CR3a)
LO 1.2,14
Topic Covered
Activities
Students will begin
using
Precipitation
http://dwb4.unl.edu/
reactions
AP2/ For net ionic
Acid Base
4
equations. (CR3c)
Re-dox
Reactions in Aqueous
LO 3.2,3, Screen
Concentrations
Solutions:
shots of results will
of Solutions
be emailed to
Gravimetric
instructor.
analysis
Writing net ionics AP
Titrations
worksheet (CR3c)
LO 3.2, 3
3
Pressure
Students will watch
Gas Laws
demonstrations/simu
Ideal gas
lations and make
Equation
conclusions about
Gas
the properties of
5
Stoichiometry
gases Then apply the
Gases
Daltons Law
mathematics to
Kinetic
prove their
Molecular
conclusions
Theory
(CR3a,CR3b)
Deviation from
LO 2.4,5,6
ideal
15
Nature and Students will use Ute
Types of
home-work site and
6/17
energy
Finishes
in small groups solve
Thermochemistry/
Enthalpy
first nine
the problems on
Entropy, Free energy,
weeks
Calorimetry Enthaply, Entrophy
and Equilibrium
and Gibbs Free
Standard
energy. (CR3e)
enthalpy
LO 5.1, 2, 3, 7
Spontaneity
Big Ideas
[CR2]
1
3
1
2
3
4
5
5
EU
LO
1.A,D,E
3.A
1.1, 2, 3, 4, 14,
17, 18, 19
3.1, 3, 4, 6
1.A
2.A,B
5A.1,2
5B.1,2,3,4,
5C. 1,2
5D.1,2,3
5E.1,2,3,4,5
1.3, 4
2.4, 5, 6, 12, 15
3.4
4.5
5.2
5 all
6
Entropy
Gibbs free
Energy
Instructional
Days
12
8
Chapter
Topic Covered
Activities
Photoelectric
effect
Bohr’s theory
Quantum
Mechanics
Atomic
Orbitals
7/8
Students will analyze
Electron
Quantum Theory and
configurations/ PES and identify the
Electron Structure of
Development element represented.
Atoms/Periodic
(CR3a)
of Periodic
relationships among
table
LO 1.5, 6, 7,
Elements
Classification
of Elements
Trends Omit
quantum
numbers
Lewis Dot
Ionic Bonds
Covalent
Bonds
Metallic bonds
Students will be able
Formal
9/10
to draw a Lewis dot
Charges
Bonding I: Basic
diagram of a
Resonance
concepts
molecule and draw a
Bond Enthalpy
VSEPR model of the
Bonding II: Molecular
Coulomb”s
molecule And
Geometry and
Law
indicate bond type
Hybridization of
Molecular
(CR3b)
Atomic Orbitals
geometry
LO 2.17, 21,23
Dipole
Moments
Valance Bond
Theory
Hybridization
Big Ideas
[CR2]
1
1
2
5
EU
1.B,C,D
5.E
LO
1.5,6,7,8,9,10,
12,13,15
1.7, 8, 15
1.B, C, D 2.1,17,18,21,
2.C, D 2.23,24
5.C
5.1,8
7
Project
outside
of class
presente
d 3 days
All students will
prepare a review
Keynote with practice
problems to present
to the class for
review (CR3a, CR3b,
CR3c, CR3d,
CR3e, CR7) LO all of
the above within
each big Idea
1,2,3,4,5
Semester final
Instructional
Days
6
Chapter
Topic Covered
Kinetic
Molecular
Theory
IMF’s
Properties of
Liquids
Crystal
structures
11/12
Intermolecular
Phase
Changes/
Forces and Liquids
and Solids/
Types of
Physical Properties of Solutions
Solutions
Physical
properties
Molecular view
Concentration
Solubility
Omit
Colligative
property
calculations
6
13
Kinetics
All chapters
prior to this
date
Activities
BI
EU
LO
Students will draw
models representing
IMF’s and relate that
to FP, BP and vapor
pressure.
(CR3b, CR3f)
LO 1.7, 2.15,2.16
1
2
5
6
2A.3
5A-5E
1.7, 8, 15
2 all
5.1, 8
4
4A.1,2,3
4B.1,2,3
4C.1,2,3
4D.1,2,
Rate of
Student will review
reactions
and work problems
Rate law
from NMSI WIKI
notes, AP style
Concentration
4 all
8
and time
Reaction
Mechanisms
Catalysis
10
Finishes
first nine
weeks
14
Equilibrium
Instructional
Chapter
Days
8
problems to
determine rate laws
and k
(CR3d)
LO 4.1, 2, 3, 4,5,6,8
Equilibrium
Students will work
and
with ICE Charts
Equilibrium
solving for
Constants concentrations and K
Expressions values. Students will
What does it be able to model at
the molecular level
tell us and
the concept of
factors that
effect it. Kc, Kp equilibrium. (CR3f)
LO 6.1, 2, 3,
Ksp included.
Topic Covered
Activities
Acid base
types
Properties of
water
pH
Strengths
Ionization
constants
Conjugates
Students will solve
Molecular
acid base problems
structure and
15/16
and Equilibria
strengths
Acid and Bases
problems using the
Salts
Ute homework and
Acid Base Equilibria
Oxides and
discuss in class
and Solubility
hydroxides
(CR3c,CR3f,CR7)
Common ion
LO 6.11-6.23
effect
Buffers
Titrations
Indicators
Fractional
precipitation
Solubility
Qualitative
analysis.
6
6 A, B, D
6 all
BI
EU
LO
3B
6A,C
2.1, 2
3.7
6.1, 11, 12, 14,
15, 16
5
6
9
Instructional
Chapter
Days
10
18
Electrochemistry
Topic Covered
Activities
Redox,
Galvanic cells Using small groups
Standard
students will work
reduction
through the Ute
Potentials Homework problems
Thermodynami and present their
cs of redox thought processes to
Batteries
the class. Problems
Corrosion
include balancing
redox, transfer of
Electrolysis
electrons and line
Nernst
notation of cells.
equation will
be omitted. (CR3f, CR7) LO: 1.9,
3.8,3.9
BI
3
4
5
6
EU
LO
5A.1,2
5.12, 13, 14,
5B.1,2,3,4,
15, 16, 17, 18
5C. 1,2
6.24
5D.1,2,3
5E.1,2,3,4,5
2
19
Nuclear Chemistry
Project
outside
of
instructional
time
Nine week activity
Radioactivity
Nuclear
reactions
5
Students will be able
6
to analyze and
balance nuclear
Nuclear
reactions
Chemist
ry
Once per nine
weeks:
Students will read a
current, peerreviewed article and
write a review and
summary of the topic
presented and
analyze the results.
Articles will have a
societal or
technology chemistry
component.
CR3a, b, c, d, e, f,
CR4, CR7
1-6
Essential Knowledge
1-6 all depending on
10
article/topic chosen
130 days of instructional, testing and lab days
Last
three
weeks
Review for the AP test and Semester Final.
Laboratory Investigation Grouped by Chapter
Chapter
1
Lab
Lab Safety review
Guided Inquiry : Separation of a Dye Mixture Using
Chromatography: Flinn Investigation 5
2
Density of pure liquids and solutions: James Hall #3
Concepts: use density to identify solids liquids and
solutions.
3
Analysis of Alum -% water in a hydrate: #4 Vonderbrink
Identify Alum by both its melting point and mole ratio of
hydrated water to anhydrous aluminum potassium sulfate.
Molar Ratio: #5 Vonderbrink
Method of continuous variations to determine the mole
ratio. Write-up only using given values
Concepts: Stoichiometry, Mole ratio and oxidation reduction
4
Guided Inquiry: How much silver is in a dime?
Students will design a lab to determine the amount of Silver
in a pre-1920 dime. Gravimetric analysis. Revised from
Vonderbrinks # 3
CR5b,
CR6
CR/LO
Cr 6,7
LO 2.7,
10, 13
6.11,13
SP
1.4
4.2, 3
5.1, 2
6.4
3.1, 2, 3
CR5b,
CR6,
CR7
LO 1.1,
2, 4,
CR5b,
CR6,
CR7
LO 3.2,
3.3, 3.4
1.4, 6
2
5
6.1
7.1, 2
1.5,
2.2,
5.1
6.4
7.1
CR5.b,
CR6
LO1.16
2.10,22
1.5,19
2.1,2.2,
2.3,
3
11
Guided inquiry: Six Solutions micro Lab:
Students will develop the procedure, revised from
http://dwb4.unl.edu/Chemistry/MicroScale/MScale35.html
Students will receive six chemicals to study: aqueous silver
nitrate; aqueous sodium chloride; aqueous sodium carbonate;
aqueous nitric acid; aqueous sodium bromide; and water. They
will develop a procedure to identify each known sample. After
studying the reactions of known samples, they will have an
opportunity to analyze an unknown.
5
6/17
7/8
9/10
11/12
13
14
Determination of the Molar Mass of Volatile Liquids: #9
Vonderbrink,
Concepts: Molar Mass and Ideal gas law
Determination of the Molar volume of a gas: #8
Vonderbrink
Concepts: Avogadro’s Law, Dalton’s Law, Ideal gas Law,
Molar Volume
Thermodynamics, Enthalpy of reaction, Hess’s Law #6
Vonderbrink Concepts: Enthalpy of reactions, Hess’s law,
Heat of formation, Calorimetry.
^E, ^H, ^ G lab: UNM –lab 11 Concepts: Same as above.
Atomic Spectroscopy: Choice III # 18 James Hall
Concepts: Emission/Absorption of light by electrons
Model Building : Molecular Geometry
Concepts: 3d configuration of molecular bonds and
geometry
Soap lab
Bonding lab: Inquiry based: Qualitative Analysis and
chemical bonding. Flinn #6
Guided inquiry: Separating a Synthetic Pain Relief Mixture
Flinn #9 with modifications
Melting Point Determination Lab: Identify pure and
mixed substance based on their melting points. If time
Guided inquiry: What Is the Rate Law of the Fading of
Crystal Violet using Beer’s Law. Use rewrite Beer’s law
NMSI Kinetics
LeChatlier’s Principle: # 37 Addison- Wesley Concepts:
3.10
4
5
6
7
CR5b, 6
LO3.6
SP 2.2
6.1
CR
LO 5.7
1
2
3
5
6
LO 1.16
CR5.b,
CR6
LO 2.21
CR5b,
CR6
1
7.1,7.2,7.3
1.4
4.4
6.1
LO 3.10
CR6,
CR7
LO4.2,
4.1
1.4
2.1, 2.2
4.2
5.1
CR5b,6
4.2
12
Demo of
eq using
water and
containers
Cobalt La
Chat
demo
15/16
18
Redox
Titration
Dynamic equilibrium Stress both physical and chemical
systems and explain the effects by application of
LeChatlier’s principle
LO6.9
Guided Inquiry Lab: Determination of Appropriate
Indicators and Preparation and Properties of Buffers- NMSI
Concepts: Buffers, Indicators, pH and titration curves
CR5b,
CR6
Redox Titration using Fe+2 and KMnO4 See labs
LO 1.20
1 all
2 all
3 all
4 all
5 all
7.2
LO 1.20
Guided Inquiry: Titration: Prepare and standardize a NaOH
6.13,
solution using a known KH phalthate solution. Students will 14,15,
produce the procedure, titration curve using Logger Pro,
18, 20
and final concentration of NaOH.
Guided Inquiry: Who is most reactive?
CR5b,
1.3
Creating an Activity Series. Students will design the lab
CR6
2.2, 3
then chose between ionic solutions and metals to create an
LO 6.1,
6.2, 3, 4,
activity series. Adapted from #7 Vonderbrink
2
5
Concepts: Activity series, redox, half-cell reactions
7.2
Guided Inquiry: How Much Vitamin C is in Orange Juice and
EmergenC. A redox reaction. Students will calculate serial
dilutions needed to make a standard graph and do the trials
needed, then test unknowns
Labs if
time
permits
Silver Mirror: Redox and reducing sugars
http://dwb4.unl.edu/Chemistry/MicroScale/MScale42.htm
Separation and Qualitative Determination of Cations and
Anions # 19 Vonderbrink: Concepts: Qualitative analysis
and precipitation reactions
SP 1-6
Soap making: Addison Wesley
Preparation of a Buffer #17 Vonderbrink
Determination of Keq for FeSCN2+ #13 Vonderbrink
13