AP Chemistry Syllabus
Page(s)
Curricular Requirements
CR1 Stud ent s and teachers use a recently published (within the last 10 years) college-level chemistry
textbook.
2
CR2 The course is structured around the enduring understandings within the big ideas as described in the
AP Chemistry Curriculum Framework.
1
CR3a Th e course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 1: Structure of matter.
3, 8
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.
3, 10
CR3c The course provides students with opportunities outside the laboratory environment to meet the learning
objectives within Big Idea 3: Chemical reactions.
3, 6
CR3d The course provides students with opportunities outside the laboratory environment to meet the learning
objectives within Big Idea 4: Rates of chemical reactions.
3, 12
CR3e Th e course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 5: Thermodynamics.
3, 10
CR3f The course provides students with opportunities outside the laboratory environment to meet the learning
objectives within Big Idea 6: Equilibrium.
3, 14
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.
13,
15
CR5a S t u d en t s are provided the opportunity to engage in investigative laboratory work integrated
throughout the course for a minimum of 25 percent of instructional time.
2
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.
2
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.
2, 5, 6, 7,
15
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.
16
Overview of the Advanced Placement Chemistry Course:
The purpose of the class is to provide a college-level course in Chemistry and to prepare the
student to seek credit and/or appropriate placement in college Chemistry courses. This course is
structured around the enduring understandings within the six big ideas articulated in the AP
Chemistry curriculum framework provided by the College Board. [CR2]
The weekly schedule consists of five 100 minute classes per week. This allows time for
classroom lecture, topic discussions, individual practice and a strong laboratory component.
Topics are covered with class discussion based on PowerPoint presentations supplemented with
assignments using AP exam type questions from various sources including the textbook, old AP
exam questions, teacher made assignments and the online assignment site hosted by
Pearson/Prentice Hall. Connections to biological systems will be implemented throughout all
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AP Chemistry Syllabus
units of study as appropriate. Particulate-level modeling and qualitative
explanations/descriptions will be stressed in addition to the necessary quantitative analysis for
each component of the course. For written responses, students are encouraged to be accurate and
succinct in their writing. Student-led review sessions and other classroom activities where
students work in small groups are also used.
Students are engaged in predominantly hands-on laboratory work (17 labs, 6 are inquiry),
integrated throughout the course that accounts for at least 25% of the class time. [CR5a]
Students are exposed to labs designed to emphasize conceptual understanding coupled with
inquiry and reasoning skills. Labs are also chosen to highlight the seven science practices.
[CR6]
All students are required to have successfully completed a Chemistry course prior to taking the
AP class. As a result, several topics that do not constitute a large percentage of the exam are
quickly reviewed so that more time can be spent on areas that make up large portions of the
exam.
Text: Zumdahl, Steven S. and Susan A. (2007). Chemistry 7th ed., Belmont, CA: Brooks/Cole.
[CR1]
Online Assignments: Chemistry: Central Science Live (website to accompany the Brown &
Lemay textbbok),
http://wps.prenhall.com/esm_brown_chemistry_9/2/660/169061.cw/index.html
Study Guide: Students are strongly encouraged to purchase an AP Chemistry Review book
from a well-known publisher (Princeton Review, Kaplan, Barron’s, etc) to use throughout the
year as well as to review for the AP Exam in May. The Zumdahl Study Guide will also be
supplied to each student.
Goals of the Course:
Students are prepared to be critical and independent thinkers who are able to function
effectively in a scientific and technological society.
Students will be able to analyze scientific and societal issues using scientific problem
solving.
Students will emerge from this program with an appreciation for the natural world and the
role that chemistry plays in it.
Students will meet the Learning Objectives within each of the 6 Big Ideas.
AP Chemistry: Six Big Ideas [CR 2]
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.
2) Chemical and physical properties of materials can be explained by the structure and
the arrangement of atoms, ions, or molecules and the forces between them.
3) Changes in matter involve the rearrangement and/or reorganization of atoms and/or
the transfer of electrons.
4) Rates of chemical reactions are determined by details of the molecular collisions.
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AP Chemistry Syllabus
5) The laws of thermodynamics describe the essential role of energy and explain and
predict the direction of changes in matter.
6) Any bond or intermolecular attraction that can be formed can be broken. These two
processes are in dynamic competition, sensitive to external conditions and external
perturbations.
Big Idea Activities: At a minimum the following activities will be performed by the students
either individually or in small groups. Although only one activity is listed for each Big Idea, it
should be understood that multiple activities for each of the six Big Ideas will be performed
throughout the school year to enhance student instruction and learning of the concepts therein.
[CR 3a-f]
Big Idea
1
Activity Name, Brief Description, and Resources
“It’s in the Cards” group activity by Flinn Scientific (Unit 4): The purpose of this activity
is to re-create Mendeleev’s discovery of the classification of the elements and the periodic
LO: 1.9, law using a special deck of element cards. The real properties of the elements, but not
1.10, 1.11 their names, symbols or atomic numbers, are written on these cards. As the cards are
arranged by the students based on logical trends in some of these properties, the nature of
the periodic law reveals itself. Students then predict the placement and properties of an
“unknown” element based on their element arrangement.
“Properties of Substances and Types of Bonding” individual activity developed by the
2
teacher (Unit 6): Students are given a laboratory scenario listing lab tests of several
LO: 2.3, properties of 4 different solids (NaCl, sucrose, sand and iron filings). Based on the
2.16, 2.19, observations of the tests, students identify the solid and the type of interparticle forces
2.20, 2.22 holding the solid structure together. They must include particulate-level drawings and
identify the nature of the force between each lattice point.
“AP Chemistry Chemical Equations” group activity by Flinn Scientific (Unit 2):
Students watch a series of reaction videos by The National Math and Science Initiative at
3
http://apchemistrynmsi.wikispaces.com/ as homework and then work in groups in class to
LO: 3.2
complete 35 net ionic reactions and answer a descriptive chemistry question about each
reaction.
“Extent of a Reaction Computer Simulations” by Abraham and Gelder at
4
http://genchem1.chem.okstate.edu/CCLEIMD09/BCE.html (Unit 8): Students discover
LO: 4.1, important aspects of kinetic mechanisms and factors effecting reaction rates by a student4.4, 4.5, led class discussion and manipulation of the particulate-level simulations of several
4.7
simple reactions.
“Physical vs. Chemical Changes” group activity developed by the teacher (Unit 6):
5
Student groups will investigate one of four common changes (sublimation of dry ice,
LO: 5.10, dissolving of salt, burning of natural gas in Bunsen burner, “unzipping” of DNA during
5.11
transcription) to determine if it is a physical or chemical change. Groups will justify their
determination by a particulate drawing of the change and the nature of the forces (inter or
intra) involved in the change.
“Graphing Acid-Base Titrations” individual activity developed by the teacher (Unit 10):
6
Students utilize SCAM charts and RICE tables to calculate the pH at various positions
LO: 6.11- during an acid-base titration including the original, ½ equivalence, equivalence and post
6.17, 6.19, equivalence volumes. Students then sketch the titration curve and identify these points on
6.20
the curve along with any buffer regions (if appropriate). The 3 titrations include a strong
acid-base reaction, a weak acid-strong base reaction and a strong acid-weak base reaction.
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AP Chemistry Syllabus
Course Schedule:
1. Chemistry I Fundamentals – Chapters 1,2,3,5
Big Ideas: 1, 2, 3, 6
(3.5 weeks)
I. Laboratory Safety
II. Measurement topics
III. Symbols and formulas
IV. Basic Atomic theory & Periodic table
V. Ionic and covalent bonds
VI. Nomenclature
VII. Reactions
VIII. Stoichiometry
A. Percent composition
B. Empirical formulas
C. Solutions
D. Mole relationships
1. % yield
2. Limiting reagents
E. Titrations and other analyses
IX. Gases Laws
A. Ideal gases
B. Boyle’s law
C. Charles’ law
D. Dalton’s law of partial pressure
E. Graham’s law
F. Henry’s law
G. Van der Waal’s equation of state
X. Kinetic-Molecular theory
A. Avocado’s hypothesis and the mole concept
B. Kinetic energy of molecules
C. Deviations from ideality
The student will:
1. Define terms such as matter, energy, element, compound, mixture, solution.
2. Work comfortably with the metric system and work problems using dimensional analysis.
3. Understand and work with the proper number of significant figures.
4. Apply knowledge of significant figures to laboratory work.
5. Correctly use an analytical balance, a vacuum flask, and Buchner funnel.
6. Know the name and application of the common laboratory equipment used in this course.
7. Identify the proper safety rules and procedures to be used in experimental situations.
8. Name the polyatomic ions, given the formula, and vice versa.
9. Name inorganic compounds, including acids, using the Stock system.
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AP Chemistry Syllabus
10. Write formulas for the names of inorganic compounds.
11. Work problems involving mole concepts, molarity, percent composition, empirical and
molecular formulas.
12. Balance equations given both reactants and products
13. Solve stoichiometric problems involving percent yield, and limiting reagents. Apply these
concepts to the laboratory setting.
14. State and discuss the major tenants of the kinetic-molecular theory.
15. Apply the kinetic-molecular theory to gases.
16. Discuss the methods and units for measuring pressure; convert between units.
17. Work problems using: Charles' law, Boyle's law, Gay-Lussac's Law, Avogadro's Law,
Dalton's Law, the Ideal Gas Law, and van der Waal's equation.
Laboratory:
(Hands-On, Inquiry) Density of Plastics – Students will design a laboratory procedure and use
class data and graphing to determine the density relationships of plastics. (100 min) SP: 1.4 2:12; 3:1-3; 4:1-4; 5:1-3; 6:1, 2, 4; 7.2
(Hands-On, Inquiry) % CaCO3 in a Mixture – Students will design a lab procedure to separate
and use gravimetric analysis to determine the % CaCO3 in a mixture with NaCl. (75 min) SP: 1:
2-5; 2:1-2; 3:1-3; 4:1-4; 5:1-3; 6:1-4; 7.1
(Hands-On) Empirical Formula – Students use analytical procedures to determine the mass of
the water of hydration in BaCl2 dihydrate and the empirical formula of the hydrated compound.
(75 min) SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
(Hands-On, Inquiry) Molar Mass of a Volatile Liquid – Students will design a laboratory
procedure to determine the molar mass of cyclohexane by using the Ideal Gas Law. (75 min) SP:
1:1-5; 2:1-3; 3:1-3; 4:1-4; 5:1-3; 6:1-5; 7:1-2
Assessments:
End of Chapter questions
Electronic homework (Pearson/Prentice Hall website)
Lab Quizzes and reports
Chemistry Fundamentals Test
2. Types of Chemical Reactions and Solution Stoichiometry - Chapter 4
Big Ideas: 1, 3
I. Reaction types
A. Acid base reactions
1. Concepts of
a) Arrhenius
b) Lowry-Brønsted
B. Precipitation reactions
C. Oxidation reduction reactions
1. Oxidation number
2. Electron transport
D. 5 Basic Types of inorganic reactions
E. Environmental and societal issues involved with reactions
II. Solution Stoichiometry
III. Net ionic equations
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(3 weeks)
AP Chemistry Syllabus
IV. Balancing equations including redox
V. Mass-volume relationships with emphasis on the mole.
The student will
1. Apply the periodic law to chemical reactivity in predicting reaction products.
2. Discuss the activity series of the elements.
4. Classify compounds as to acids, bases, acid anhydrides, basic anhydrides, salts, and covalent
molecules.
5. Use the properties of metals and nonmetals to predict reaction products.
6. Write chemical equations for synthesis, decomposition, single replacement, metathetical,
redox, combustion, and acid-base reactions.
7. Use the Periodic Table to predict common oxidation states.
8. Use the Activity series of elements to predict single replacement reactions.
9. Know the major components of the atmosphere.
10. Describe physical and chemical properties of reactants and/or products in a reaction.
11. Identify and utilize experimental evidence to determine and describe products of reactions.
12. Understand which ions make water "hard" and know methods of softening water.
Laboratory:
(Hands-On) Redox Titration Lab - Students will use stoichiometry to determine the mass of iron
(II) ion in an unknown salt by redox titration. (115 min) SP:1:2-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:15; 7:1-2
Assessments:
Electronic homework (Pearson/Prentice Hall website)
Solubility Quiz
End of Chapter Questions
AP Chemical Reactions Activity [CR3c]
AP Reaction Quiz
Reactions and Solution Stoichiometry Test
3. Chemical Thermodynamics – Chapters 6 and 17
Big Ideas: 5
I. State functions
A. Enthalpy
1. Thermal energy, heat, and temperature and work
2. Calorimetry
3. Enthalpy changes
4. Hess’s Law
5. Bond Energies
B. Entropy
II. Laws of thermodynamics
III. Gibb’s Free Energy
A. Relationship of enthalpy and entropy to spontaneity of reactions
A. Relationship of change of free energy to equilibrium constants (intro).
B. Relationship of change of free energy to electrode potentials (intro)
6
(2.5 weeks)
AP Chemistry Syllabus
The student will:
1. List and define the meanings and common units for the common thermodynamic symbols.
Understand thermodynamic terms: enthalpy, exo/endothermic, system, surroundings,
universe, heat of formation, heat of reaction, calorimetry, heat, calorie, joule, standard molar
enthalpy of formation, molar heat of combustion, entropy, absolute entropy, free energy.
2. Distinguish between a state function and a path function.
3. Define internal energy, PV work, enthalpy, entropy, and free energy.
4. Use Hess's law to solve problems of energy, entropy, and free energy.
5. Define the terms exothermic & endothermic.
6. Determine the spontaneity of a reaction.
7. Discuss the laws of thermodynamics (in order).
8. Solve calorimetry problems involving specific heat.
9. Use stoichiometric principles to solve heat problems.
10. Use enthalpy changes to calculate bond energies.
Laboratory:
(Hands-On, Inquiry) Discovering Instant Cold Packs Lab – Students will design and carry out a
procedure to determine the enthalpy change that occurs when a solid from a commercial cold
pack dissolves in water. By analyzing class data, they will determine the enthalpy change for the
entire commercial cold pack. (90 min) SP: 1:1-5; 2:1-3; 3:1-3; 4:1-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
Thermodynamics Test
4. Atomic Structure and Periodicity – Chapters 7 and 19
Big Ideas: 1, 2
(3 weeks)
I. Electronic Structure
A. Spectroscopic Evidence for the atomic theory
B. Atomic masses
C. Atomic number and mass number
D. Electron energy levels and orbitals
E. Periodic relationships
II. Nuclear structure
A. Nuclear equations
B. Half-lives
C. Radioactivity
The student will:
1. Identify the major subatomic particles in an atom.
2. List the types of radioactive emissions.
3. Discuss the Bohr model of the atom, and compare it to the quantum mechanical model of the
atom.
4. Discuss the major differences in the classical mechanical model and the quantum mechanical
model.
5. Investigate the spectroscopic evidence for the modern atomic theory: mass spectroscopy,
PES, absorption/emission spectroscopy, IR
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AP Chemistry Syllabus
6. Work problems involving energies of electron transitions and apply to ionization energy and
PES.
7. Define and discuss the following terms or concepts: Heisenberg Uncertainty Principle, Pauli
Exclusion Principle, wave-particle duality of matter, Wave function of electrons (Y), radial
probability, density, orbitals, aufbau process, and Hund's rule.
8. Know the shapes of the s, p, and d orbitals.
9. Understand the basis for the periodic law, and apply it to periodic trends such as atomic radii,
ionization energy, electron affinity, melting point, oxidation states, and electronegativity.
10. Predict nuclear stability and mode of decay using N/Z ratio.
11, Work problems involving half-life.
12. Balance nuclear equations.
Laboratory:
(Hands-On) Quantum Theory Lab – Students will create models by dropping marbles on targets
and compare the probability data of a 1s and a 2s electron and discuss the relationship of orbital
probability and the energy of the electrons. (90 min) SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5;
7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
“It’s in the Cards” Activity” [CR3a]
Atomic Theory Test
5. Bonding and Molecular Structure – Chapters 8 and 9
Big Ideas: 1, 2, 3, 6
I. Binding forces
A. ionic
B. covalent
C. metallic
D. interparticle
II. Relationships to states, structure, and properties of matter
III. Polarity of bonds, Electronegativities
IV. Molecular models
A. Lewis structures
1. Resonance
2. formal charge
B. Hybridization of orbitals
1. sigma and pi bonds
2. bond order
V. VSEPR
A. Geometry of molecules and ions
B. Examples of structural, geometric, isomerism in:
1. Organic molecules
2. Coordination complexes
VI. Polarity of molecules
8
(2 weeks)
AP Chemistry Syllabus
The student will:
1. Draw Lewis structures for the common atoms, ions, and molecules.
2. Use periodic trends of electronegativity to predict bond type.
3. Distinguish between polar and nonpolar molecules.
4. Use electronegativity values and bonding concepts to determine oxidation states on atoms.
5. Draw resonance structures and assign formal charges (to predict best structural model).
6. Use the VSEPR model to predict molecular geometry.
7. Use the hybridization theory to predict molecular geometry.
8. Draw and describe isomerism in organic and coordination complexes.
Laboratory:
(Hands-On) Molecular Geometry – Students will use VSEPR and Hybridization to design and
make models of common molecules and ions using Styrofoam balls and toothpicks. (50 min) SP:
1:1-5; 3; 1-3; 4:3-4; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
Bonding Test
6. The Kinetic-Molecular Theory and States of Matter – Chapter 10
Big Ideas: 1, 2, 5, 6
(2 weeks)
I. Interparticle Forces
A. Covalent network
B. Ion-Ion
C. Metallic
D. Van der Waals
II. Relation of molecular structure to physical properties.
III. Liquids and solids
A. Liquids and solids from the K-M viewpoint.
B. Phase diagrams of one-component systems.
C. Changes of state.
D. Structure of solids including lattice energies
The student will:
1. State and discuss the major tenants of the kinetic-molecular theory.
2. Apply the kinetic-molecular theory to liquids and solids.
3. Discuss intermolecular forces and relate them to physical properties such as boiling point and
vapor pressure.
6. Interpret heating curves as to melting point, boiling point, and specific heat.
7. Interpret phase diagrams and correctly define terms such as triple point, critical temperature,
and critical pressure.
8. Discuss the phenomena of boiling, and be able to relate it to pressure.
9. Distinguish between crystalline and amorphous solids.
10. Explain physical and chemical properties of substance using intra and intermolecular
bonding.
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AP Chemistry Syllabus
Laboratory:
(Hands-On) Intermolecular Forces Lab – Students will measure evaporation rate of organic
liquids and use intermolecular bonding to explain and predict differences among the liquids. (75
min) SP:1:1-5; 2:1-3; 3.3; 4:1,3-4; 5:1-3; 6:1-5; 7:1-2
(Hands-On) Liquid Chromatography Lab – Students will use liquid chromatography to separate
the components of grape Kool-Aid by utilizing different interparticle forces. (90 min) SP: 1:4-5;
2:1-3; 3:1-3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
“Properties of Substances and Types of Bonding” activity [CR3b]
“Physical vs. Chemical Changes” activity [CR3e]
KMT and States of Matter Test
End of 1st Semester/Begin 2nd Semester (approximate)
7. Solutions – Chapter 11
Big Ideas: 2, 3
(1.5 weeks)
I. Types of solutions
II. Factors affecting solubility
III. Concentration Expressions
IV. Raoult’s Law
A. Vapor pressure
B. Non-ideal solutions
VI. Colloids
The student will:
1. Define solution vocabulary.
2. Discuss the effect that physical conditions have on solubility.
3. Use the concepts of intermolecular forces in discussing the dissolving process and heat of
solution.
4. Separate compounds into electrolytes and non-electrolytes; separate electrolytes into ionic
salts, acids, bases, acid anhydrides, and basic anhydrides.
5. Solve problems involving molarity, % composition, and mole fraction; to be able to convert
between concentration designations.
6. Distinguish between an ideal and a non-ideal solution.
7. Explain Brownian movement and the Tyndall Effect.
8. Discuss the cleansing action of soaps and detergents.
Laboratory:
(Hands-On) Determining the Concentration of a Solution: Beer’s Law Lab – Students will
construct a standard absorbance vs. concentration curve by diluting a standard solution of a
colored compound. They will then utilize their curve to determine the concentration of an
unknown solution of the same compound. (100 min) SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5;
7:1-2
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AP Chemistry Syllabus
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
Solutions Test
8. Chemical Kinetics – Chapter 12
Big Ideas: 1, 3, 4, 6
(2.5 weeks)
I. Rate of reaction
A. Differential Rate Law
B. Integrated Rate Law
II. Order of the reaction
III. Factors which change the rate of the reaction
A. Temperature
B. Concentration
C. Nature of substance
D. Catalysts
IV. Relationship between the rate-determining step and the reaction mechanism
V. Arrhenius Equation
The student will:
1. List the factors that influence the rate of a chemical reaction.
2. Use experimental data to determine the rate law, determine the order of the reaction, and to
define proper units for the constant.
3. Compare and contrast zero, first, and second order reactions in terms of the plot needed to
give a straight line, the relationship of the rate constant to the slope of the straight line, and
the half-life of the reaction.
4. Use experimental data to postulate a reaction mechanism.
5. Interpret how changing the conditions of the reaction (i.e. temperature, pressure,
concentration, and addition of a catalyst) affects both the rate and the rate constant of the
reaction.
6. Discuss the role of a catalyst in the rate and mechanism of a reaction; distinguish between a
homogeneous and a heterogeneous catalyst.
7. Interpret data from a first order reaction to determine its half-life.
8. Solve problems involving activation energy and the Arrhenius equation.
9. Interpret a Boltzmann distribution in light of reaction rates.
Laboratory:
(Hands-On) Kinetics of Crystal Violet – Utilizing colorimetry and Beer’s Law students will
determine the order of a reaction with respect to crystal violet and the rate law of a crystal violet
reaction with sodium hydroxide. They will also observe the effect of temperature on the reaction
and graphically determine the activation energy using the Arrehenius equation. (100 min)
SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
“Extent of a Reaction Computer Simulations” activity [CR3d]
Kinetics Test
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AP Chemistry Syllabus
9. General Equilibrium – Chapter 13
Big Ideas: 3, 4, 6
(2 weeks)
I. Concept of dynamic equilibrium including Le Chatelier’s Principle
II. Equilibrium constants and the law of mass action
A. Kc calculations
B. Kp calculations for gases
C. Reaction Quotient, Q
III. Revisit Free Energy and K
The student will:
1. Describe the meaning of physical and chemical equilibrium, and give real life examples of
each.
2. Write the law of mass action for any system at equilibrium.
3. Understand the meaning of equilibrium constant and reaction quotient (Q).
4. Interpret the position of equilibrium from the size of the equilibrium constant.
5. Use Le Chatelier's Principle to predict the direction a system in equilibrium will shift in order
to re-establish equilibrium.
6. Know that temperature, pressure, and concentration will shift the position of equilibrium.
7. Understand that a catalyst will not have an effect of the equilibrium constant.
Laboratory:
(Hands-On) Determination of Equilibrium Constant – Students will use calorimetry and Beer’s
Law to determine equilibrium concentrations of a FeSCN1- complex and to calculate the Keq
value for the equilibrium system. They will investigate shifts in the equilibrium position using
LeChatelier’s Principle. (100 min) SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
Equilibrium Test
10. Aqueous Equilibria – Chapters 14,15,16
Big Ideas: 3, 4, 6
(3.5 weeks)
I. Acid Base Theories
A. Arrhenius theory
B. Lowry-Brønsted theory
1. Amphiprotic species
2. Relative strengths of acids and bases
3. Polyprotic acids
II. Weak Acids and Bases Equilibria
A. pH
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AP Chemistry Syllabus
B. pOH
C. Buffer systems
D. Hydrolysis
E. Titration
III. Solubility Product Equilibria
A. Factors involving dissolution
B. Molar solubility
C. Precipitation
The student will:
1. Distinguish between the various modern theories of acids and bases.
2. Name and write formulas for normal salts, hydrogen salts, hydroxy salts, oxysalts and acids.
3. Perform a titration and solve for the appropriate concentration.
4. Use the concept of conjugate acid-base pairs to predict reaction products.
5. Define and give examples of amphiprotic species.
6. Identify weak electrolytes.
7. Write a law of mass action for any reaction in equilibrium.
8. Know and use the water constant, Kw.
9. Define pH, pOH, pK, Ka, Kb, ionization constant, percent ionization, Ksp.
10. Convert from [H3O+] or [OH-] to pH or pOH.
11. Use a pH meter to determine a titration curve and an ionization constant.
12. Pick a suitable indicator for a titration.
13. Recognize salts that undergo hydrolysis and write a reaction for the ion with water.
14. Given the concentration and amount of weak acids or bases and an appropriate titrant,
calculate data to produce a titration curve.
15. Write solubility product expressions for slightly soluble compounds.
16. Solve problems involving: (a) solubility product constants from solubility; (b) molar
solubility from Ksp; (c) concentrations of substances necessary to produce a precipitate;
(d) concentrations of ions involved in simultaneous equilibrium.
Laboratory:
(Hands-On) Titration of a Diprotic Acid and Determination of an Ionization Constant, Ka –
Students will use a pH probe to experimentally determine a titration curve for a diprotic acid and
determine its concentration. They will also use the ½ titration method to determine the pKa1 and
pKa2 to identify the weak organic diprotic acid. (150 min) SP:1:1-5; 2:1-3; 3:2-3; 4:3-4; 5:1-3;
6:1-5; 7:1-2
(Computer Lab Simulation)Computer Lab Simulation: Inorganic Qualitative Analysis –
Students will utilize their understanding of ionic equilibrium relationships to devise qualitative
schemes and to identify unknown metal ions in polluted river water. Students then write a report
to the EPA reporting their results as part of an initial investigation into the pollution source.
[CR4] Due to the hazards in utilizing mercury and lead compounds, this lab is done as a
computer simulation at http://web.mst.edu/~gbert/qual/qual.html designed by Gary Bertrand.(50
min) SP:1:1-5; 3:1-3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
(Teacher Demo) The Standardization of a NaOH Solution using KHP – Students will calculate
the concentration of the standard NaOH solution to be used in the diprotic acid lab based on data
measurements in the teacher demonstration. This will be also be used as a prelab demonstration
of how to use the equipment (Vernier drop counter and pH probe) in the lab.
Electronic homework (Pearson/Prentice Hall website)
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AP Chemistry Syllabus
End of Chapter problems
“Graphing Acid-Base Titrations” activity [CR3f]
Aqueous Equilibria Test
11. Electrochemistry – Chapter 17
Big Ideas: 1, 3, 5, 6
(2 weeks)
I. Redox equations
II. Galvanic cells and cell potentials
A. Standard Half-Cell Potentials
B. Concentration Cells
C. Nernst Equation
D. Free Energy and spontaneity
III. Electrolytic cells
A. Electrolysis (molten and aqueous salts)
B. Corrosion
C. Electroplating and stoichiometric calculations
The student will:
1. Use the half-reaction method to balance redox equations.
2. Define electrochemical terms: redox, anode, anion, cathode, cation, oxidizing agent, reducing
agent, emf, and electrode.
3. Distinguish between an electrolytic cell and a voltaic cell in terms of function, direction and
ΔG.
4. Solve problems using Faraday's law.
5. Predict reaction products for both electrolytic and voltaic cells.
6. Use a table of Standard Reduction Potentials to compute cell voltages.
7. Solve problems using the Nernst's equation.
8. Diagram voltaic cells using proper notation.
9. Establish the relationship between the free energy change, the cell potential, and the
equilibrium constant.
10. Discuss and give examples of dry cells, batteries and fuel cells.
Laboratory:
(Hands-On) Electrochemical cells – Students will determine half-cell potentials of common
metal ions using the Zn|Zn2+ half cell as a standard. Using different solution concentrations
students will test predictions of cell potentials using the Nernst Equation calculations. (115 min)
SP:1:1-5; 2:1-2; 3.3; 4:3-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Electronic homework (Pearson/Prentice Hall website)
End of Chapter problems
Electrochemistry Test
12. Review for AP Exam
(3 weeks)
At the beginning of the review unit, students will be given a packet of old AP free response
questions (or AP like questions) and will have a group of 3 assigned to be worked as homework
for the next day. Students will be broken into 3 random groups when they begin class and the
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AP Chemistry Syllabus
group will present to the class the correct response to their free response question. The types of
questions will be broken into the following units. The labs and review quizzes will be
interspersed throughout the review.
Unit 1 Review (Reactions, Equilibrium, Acids and Bases, Kinetics,)
Unit 2 Review (Thermodynamics, Electrochemistry, Laboratory Techniques)
Unit 3 Review (Bonding, States of Matter, Stoichiometry)
Unit 4 Review (Atomic Theory, Nuclear Chemistry, Periodic Table)
Laboratory:
(Hands-On, Inquiry) Mystery Liquids – Students will design a qualitative analysis scheme to
identify various ionic solutions based on their reactions. (90 min) SP:1:1-5; 2:1-3; 3:1-3; 4:1-4;
5:1-3; 6:1-5; 7:1-2
(Hands-On, Inquiry) Review Lab – Students will move through 6 lab stations in order to review
some laboratory concepts from the AP class: Le Chatelier’s Principle and enthalpy of the
reaction; flame test colors; colors of solutions and solids; common reactions used as titration
indicators; making a buffer solution from a weak acid and it’s salt; and precipitation reactions.
Each station has a guiding question and students design and complete a simple procedure to
answer them. (50 min)SP: 3:1-3; 4:1-4; 5:1-3; 6:1-5; 7:1-2
Major Assessments:
Lab Quizzes/Reports
Review Quizzes
Student preparation and participation in review
Mock AP Exams Using Released Test (3 full exams – multiple choice and free response).
After the AP Exam
(3 weeks)
Students will do a series of class activities and labs in the few weeks after the exam:
1. Prepare an advertising brochure listing the “Top Ten Reasons” to take AP Chemistry to
be used in the school during course selection next year.
2. Design and decorate ceiling tiles commemorating their class.
3. Complete a class evaluation form and participate in a class discussion on effective
learning strategies used in the school year and suggestions to improve the class.
4. Read a short story “The Catalyst” by G. R. Yohe and discuss the implications of
scientific research and exploration on the earth and earth’s society in small groups. [CR4]
Yohe, G. R. (1973, September). The Catalyst. Chemistry, 46:8,8-11.
5. Laboratory (Hands-On) Silver Test Tube Lab – As the final lab, students perform the
Tollen’s Test for aldehydes on sucrose and plate the inside of test tubes with silver metal.
(50 min)SP: 3.3; 4:3-4; 6.2; 7:1-2
Laboratory Experimentation:
Labs form a foundation for student understanding of the chemical principles discussed in lectures
but are also chosen to reflect the diversity of lab work generally completed in a first year course.
Analysis of data from AP Chemistry examinees shows that increased laboratory time is
correlated with higher AP grades. Depending on the particular lab, students will work
individually or collaboratively to physically manipulate equipment and materials in order to
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AP Chemistry Syllabus
make relevant observations and collect data. The majority of lab work will be hands-on with
simulations used only when the techniques or chemicals cause a hazard. Technology is
integrated into a number of labs in the form of probe ware and data collection software. [CR5b]
Student labs are done by lab groups of two to three students. This allows for collaboration and
cooperative learning during labs. These lab groups often work together outside of class when
writing lab reports.
The keeping of a lab notebook is required and is designed for the students to present to
appropriate staff when enrolled in the college or university of their choice. This is started in
PreAP Chemistry and thus many students have two complete lab notebooks at the end of the AP
course. NCR lab notebooks are used and the copy will be turned in to be graded so that students
can retain a copy of their work. In this notebook students will communicate lab purpose, safety,
procedure, data and observations, calculations, and conclusions. The emphasis in the conclusion
will be in three areas. First, students will summarize the lab and determine how and if their
purpose was achieved. Second, students will discuss results in terms of their reasonability and
how they compare to accepted values (where applicable) and sources of error are identified and
discussion of the impact of the error on the final results. Lastly, students identify the major
chemical principles used in the lab and the lab results that support those principles. [CR7, SP6,
SP7]
Lab assessment comes from a combination of lab preparation, lab skills and participation, lab
quiz questions answered with the use of the completed lab report, and the lab report itself. The
lab quiz questions cover multiple areas including safety, procedure, objectives, calculations, and
error assessment.
A Computer Lab simulation is used for lab procedures with major safety concerns; qualitative
analysis of mercury and lead in polluted water. Although the teacher uses many demonstrations
throughout the year, they do not take the place of laboratory work by the students nor are they
treated as a lab in the course.
Laboratory Resources:
The new AP Chemistry Lab Manual: AP Chemistry Guided Inquiry Experiments: Applying the
Science Practices will be used for the 16 required labs. Additional lab resources include:
Randall, Jack. (2004). Advanced Chemistry with Vernier. Beaverton, OR: Vernier software and
Technology
Volz, Donald, Smola, Ray. (2009). Investigating Chemistry through Inquiry. Beaverton, OR:
Vernier software and Technology
Vonderbrink, Sally Ann. (2006). Laboratory Experiments for Advanced Placement Chemistry.
Batavia, IL: Flinn Scientific, Inc.
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