AP Chemistry Syllabus
Jocelyn Erickson
Nueva Esperanza Academy
Curricular Requirements
CR1
CR2
Page(s)
1
Students and teachers use a recently published (within the last 10 years) college -level chemistry
textbook.
The course is structured around the enduring understandings within the big ideas as described in the
1, 3
CR3a
AP Chemistry Curriculum Framework.
The course provides students with opportunities outside the laboratory environment to meet the
6
CR3b
learning
objectives
within
Big Idea
Structure of outside
matter. the laboratory environment to meet the
The course
provides
students
with1:opportunities
6
learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of
CR3c attraction.
The course provides students with opportunities outside the laboratory environment to meet the
4
CR3d
learning
objectives
within
Big Idea
Chemical reactions.
The course
provides
students
with3:opportunities
outside the laboratory environment to meet the
7
CR3e
learning objectives within Big Idea 4: Rates of chemical reactions.
The course provides students with opportunities outside the laboratory environment to meet the
5
learning
objectives
Bigwith
Ideaopportunities
5: Thermodynamics.
CR3f The
course
provides within
students
outside the laboratory environment to meet the
learning objectives within Big Idea 6: Equilibrium.
CR4
8
4
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,
help them
scientifically
literate
citizens. laboratory work integrated
CR5a innovations)
Students aretoprovided
thebecome
opportunity
to engage
in investigative
CR5b
1
throughout the course for a minimum of 25 percent of instructional time.
Students are provided the opportunity to engage in a minimum of 16 hands -on laboratory experiments 3, 4, 5, 6, 7, 8, 9
integrated throughout the course while using basic laboratory equipment to support the learning
listedinvestigations
within the AP used
Chemistry
Curriculum
Framework.
CR6 objectives
The laboratory
throughout
the course
allow students to apply the seven science
3, 4, 5, 6, 7, 8, 9
practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs
in a guided-inquiry
CR7 are
Theconducted
course provides
opportunitiesformat.
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.
Course Description:
The purpose of Advanced Placement Chemistry 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. There is one section of AP chemistry each year with juniors and
seniors. All students have had one year of chemistry I prior to taking AP Chemistry. This
course meets five times per week for a single 45 minute period and a 90 minute
laboratory period. Total class time each week will be 315 minutes, which will include 90
minutes of lab time. Little time is spent on lecture since it is my philosophy that
learning is active not passive. Students are engaged in hands -on laboratory work,
integrated throughout the course that accounts for more than 25% of the class time.
2
[CR5a] Emphasis is placed on depth of understanding of a topic, rather than breadth
of topics. One day per week is spent in study groups using old AP Chemistry Free
Response questions/Study Guides for review.
Objectives:
Students will:
1. Learn the inquiry process through numerous laboratory investigations.
2. Gain an understanding of the six big ideas as articulated in the AP Chemistry
Curriculum Framework. [CR2]
3. Apply mathematical and scientific knowledge and skills to solve quantitative,
qualitative, spatial, and analytic problems.
4. Apply basic arithmetic, algebraic, and geometric concepts.
5. Formulate strategies for the development and testing of hypotheses.
6. Use basic statistical concepts to draw both inferences and conclusions from data.
7. Identify implications and consequences of drawn conclusions.
8. Use manipulative and technological tools.
9. Measure, compare, order, scale, locate, and code accurately.
10. Do scientific research and report and display the results of this research.
11. Learn to think critically in order to solve problems.
Text:
-Chemistry Eighth Edition; Zumdahl/Zumdahl
Brooks/Cole Cengage Learning Belmont, CA, 2012
ISBN-13:978-0-547-16829-6 [CR1]
Lab & Review resources:
-Wards AP Chemistry Laboratory Instructions
-Wards Laboratory Kits
-AP Chemistry Guided-Inquiry Experiments; College Board
New York, NY, 2013.
-5 steps to a 5, Fifth Edition; Langley & Moore
McGraw-Hill; ISBN-13: 978-0071803731
-Previous AP Lab questions
Teaching strategies:
1. Summer Assignment - Each student completed a summer assignment that was
designed to review chemistry I and identify what students needed to learn before the start
of AP Chemistry. The assignment covered chapters 1-5, and parts of chapters 8 and 9. It
was designed to include between 5 – 10 questions per topic. Students will be tested on
material approximately two weeks into the year.
2. Classes – Every class period is designed to be interactive with the students. The types
of classes are lecture, questions and answers, use of the Smart Board, video clips,
demonstrations, and group activities.
3. Working Together - During all types of class time, students are encouraged to
participate and help in the process. Students are also encouraged to collaborate with each
other. It is expected that the students work cooperatively to analyze problems
systematically.
4. Homework – Each chapter will have a set of problems that are required for each
student to complete. Students will also be required to complete chapter reviews that will
include questions from past AP Chemistry test to help prepare them for the test.
5. Quizzes – Every chapter will include one quiz (two for the long chapters). The quizzes
will include both multiple choice and free response questions from old AP exams.
6. Tests – Each Unit will end with a multiple-choice test, students will have 90 minutes
to complete the test. A comprehensive, standardized semester exam is administered
at the end of 1 st semester and a final exam at the end of the year.
7. Labs – All of the laboratory experiments in this course are hands-on. One double
period a week will be used for labs. All students will complete at least 16 of the
suggested 22 labs. They will work with a lab partner, and when needed, two lab groups
will work together. They will follow all safety rules and lab directions to collect, process,
manipulate, and graph both quantitative and qualitative data. Students will keep a lab
notebook, where they will set up the lab, record all observations, do calculations, error
analysis, and write their conclusion. Formal lab reports will be typed after the labs are
completed for 6 labs. The back of the lab notebook will have a chemical reference;
students will add one of the chemicals used in the lab experiment. Inquiry is
emphasized in many of the experiments that students complete. The laboratory
work requires students to design, carry out, and analyze data using guided
inquiry principles. For all labs, students are required to report the purpose,
procedure, all data, data analysis, error analysis, results, and conclusions in a
lab report that is submitted for grading. [CR7] All laboratory experiments are
intended to be completed in one double period (95 minutes) except the following
guided-inquiry labs that require two days of work or two double lab periods:
1. Determination of the Formula of a Compound
2. Finding the Ratio of Moles of Reactants in a Chemical Reaction
3. Progressive Precipitation
4. Relationship Between the Spectrum and Absorbance of Light
5. Conductivity of Solids & Metals
6. Factors that affect reaction rates and determining reaction rates and
reaction mechanisms
7. E q u i l i b r i u m P os i t i o n
8. H ydrol ysis of Salt s
9. El ect roch em i cal C el l s
All other labs:
10. Determination of Molar Volume of a Gas
11. Standardization of a Solution using a Primary Standard
12.Determination of Concentration by Oxidation-Reduction Titration
13. Determination of Molar Volume of a Gas
14. Determination of Enthalpy Change associated with a Reaction
15. Determination of Electrochemical Series
16. Electroplating
17. Freezing Point Depression to Determine Molar Mass
18. Determination of Molar Mass by Vapor Density
19. Preparation and the Properties of Buffer Solutions
20. Preparation of Aspirin and Analysis of Product Purity
8. Grading System – Student’s grades are based on categories. Total points earned
divided by points offered for type of assignment then multiplied by the following
percentage: Homework 5%, Classwork 10%, Projects 10%, Lab 25%, Tests/Quizzes
20%, and Midterm/Final 30%. Projects will be an analysis of an old chemical apparatus
in quarter 1, a 5-page Research Paper in quarter 2, a poster on a chemist using the
Chemical Heritage website for quarter 3, and a group lesson/powerpoint on one of the
types of organic compounds for quarter 4.
9. AP review sessions - are held every Tuesday for the school year. Two full AP Practice
exams will be taken, one in February and one in April. The students will also take three
Multiple Choice practice exams through out the school year. In class review will begin 3
weeks before the exam, where students will complete one free response and 5 multiple
choice questions daily and review the topic of the day.
10. AP Exam – all students taking the AP Chemistry class are expected to take the AP
Chemistry Exam in May.
11. After the AP exam – We will work on Organic Chemistry. Students will have a
combination of lecture, group work, and labs for Organic Chemistry.
12. Technology – Students will use Scientific Calculators in both their class work and
laboratory work. Graphs are produced using excel. Students will have access to the
internet and computers for work both in and outside of class. Edmodo and the class
website will be used by the students and teacher to communicate.
13. Lab Notebook - A laboratory notebook is required for the course. All
completed lab reports documenting all lab experiences must be included in
the notebook. The notebook is checked every three weeks with a final check at
the end of the course. [CR7]
14. Quartly Assingments - This course provides students with the opportunity to
connect their knowledge of chemistry and science to major societal or technological
components by looking at the concerns, technological advances, and innovations to
help them become scientifically literate citizens.
Quarter 1 Project: Students will identify older chemistry apparatuses; determine
the uses, who discovered it, and the technological advancements in this chemistry
apparatuses.
Quarter 2 Project: Students will write a 5 page research paper on an everyday object.
In the research paper students will identify who invented this object, how the
innovation was discovered, what was the purpose of the invention, any new
improvements, and the chemistry behind it.
Quarter 3 Project: Students will create a poster on a chemist using the Chemical
Heritage Society website. They will include background on the chemist, what the
discovery was, and how and when it was discovered.
Quarter 4 Project: Students will work in small groups to research and present one of
the functional groups of Organic Chemistry to their classmates.
Pre-Knowledge:
Molar Relationships, Electronic Structure, Periodicity, History of Atomic Theory,
Intramolecular and Intermolecular Bonding, Molecular Geometry, Gas Laws, Solutions
and Colligative Properties, and Nuclear Chemistry
Course Outline: [CR2]
Chapters in Zumdahl Chemistry
AP Chemistry Topic Covered
1 . C hem ical F o un da t io n s
None
2 . Atoms, Molecules, and Ions
Atomic Theory & Atomic Structure (BI 1 & 2)
3 . Sto i ch i om e t r y
Stoichiometry (BI 3)
4 . Solution Stoichiometry & Chemical Analysis
Reaction Types & Stoichiometry (BI 3)
5 . Gases
Gases (BI 1 & 2)
6 . Thermochemistry
Thermodynamics (BI 5)
7 . Atomic Structure and Periodicity
Atomic Theory & Atomic Structure (BI 1 & 2)
8 . Bonding -- General Concepts
Chemical Bonding (BI 1 & 2)
9 . C ovalent Bo nd in g: Orb ita ls
Chemical Bonding (BI 1 & 2)
10. Liquid s and S oli ds
Liquids & Solids (BI 1 & 2)
11. Properties of Solutions
Solutions (BI 2)
12. Chemica l Kin eti cs
Kinetics (BI 4)
13. Chemica l Equ ili brium
Equilibrium (BI 6)
1 4 . Acids and Bases
Equilibrium (BI 6)
1 5 . Applica t ion s o f Aqu e ou s Equ ilibr ia
Equilibrium (BI 6)
1 6 . Spontaneity, Entropy, and Free Energy
Thermodynamics (BI 5)
17. Electrochemistry
Reaction Types (BI 3)
1 8 . The Nucleus -- A Chemist’s View
Nuclear Chemistry
1 9 . The Representative Elements: Groups 1A
Through 4A
2 0 . The Representative Elements: Groups 5A
Through 8A
22. Organic Chemistry
Descriptive Chemistry (BI 2)
AP Chemistry Exam Review
All
Descriptive Chemistry (BI 2)
Descriptive Chemistry
(BI) refers to Big Ideas. Big Idea 1 – Structure of matter, Big Idea 2 – Properties of matter-characteristics, states
and forces of attraction, Big Idea 3 – Chemical reactions, Big Idea 4 – Rates of chemical reactions, Big Idea 5 –
Thermodynamics, Big Idea 6 – Equilibrium.
Syllabus:
Unit 1: (1.0 weeks)
A. Chemical Foundations (Chapter 1)
a. Measurement
b. Significant Figures
c. Density
d. Matter
B. Atoms, moles, and ions (Chapter 2)
a. Structure
b. Naming
C. Stoichiometry (Chapter 3)
a. The mole
b. Molar Mass
c. Percent Composition
d. Formula Determination
e. Chemical Equations
f. Balancing
g. Stoichiometric calculations
h. Limiting Reagants
Problems:
 Chapter 1: 1, 8, 29-32, 41-42, 47-50, 61-61
 Chapter 3: Stoichiometry worksheets 1-3
Activity:
 LO 3.6: Use data from synthesis or decomposition of a compound to confirm
the conservation of matter and the law of definite proportions. The students
present problems to the class in which they demonstrate how to find the
empirical formula of a compound from data on the percent composition by
mass. [CR3c]
Review:
 5 steps to a 5 chapter 5 & 7
Labs:
[CR5b] & [CR6]

Determination of the Formula of a Compound (Guided Inquiry)
 Determination of Molar Volume of a Gas
Essential Knowledge: 1.A.2, 1.B.1, 1.D.3, 2.A-2.D, 2.A.3, 2.B.2, 3.A.1, 3.A.2, 3.B.1,
Learning Objectives: 1.3, 1.5, 1.16, 2.1, 2.10, 2.13, 3.2, 3.3, 3.5,
Unit 2: (2.0 weeks)
A. Types of Chemical Reaction & Solution Stoichiometry (Chapter 4)
a. Electrolytes
b. Composition of Solutions
c. Types of Chemical Reactions
d. Acid-Base Reactions
e. Oxidation-Reduction Reaction
f. Balancing Redox Equations
Problems:
 Chapter 4: 15, 23-42, 45-52, 55, 57-58, 69, 70, 79, 83, 87
Review:
 5 steps to a 5 chapter 6
Labs:
[CR5b] & [CR6]


Standardization of a Solution using a Primary Standard
Finding the Ratio of Moles of Reactants in a Chemical Reaction (GuidedInquiry)
 Determination of Concentration by Oxidation-Reduction Titration
 Progressive Precipitation (Guided-Inquiry)
Essential Knowledge: 1.E.2, 3.A.1, 3.A.2, 3.B.3,
Learning Objectives: 1.19, 1.20, 3.2, 3.3, 3.4, 3.9,
Unit 3: (1.5 weeks)
A. Gas Laws (Chapter 5)
a. The Gas Laws
b. Ideal gas law
c. Gas Stoichiometry
d. Partial Pressures
e. Kinetic molecular theory
f. Effusion and Diffusion
g. Grahams Law
h. Ideal vs. Real Gas behaviors
Problems:
 Chapter 5: 35, 41-43, 45-53, 55, 63-65, 69, 75, 79, 85-87, 103-106, 125
Review:
 5 steps to a 5 chapter 8
Labs:
[CR5b] & [CR6]
 Determination of Molar Volume of a Gas
Essential Knowledge: 1.E.2, 5.D.2,
Learning Objectives: 1.19, 3.10,
Unit 4: (2.5 weeks)
A. Atomic Structure and Periodicity (Chapter 7)
a. Electronic structure and the Periodic table
b. Quantum Numbers
c. Electron Orbital Notation
d. Electron Configuration Notation
e. Lewis Dot Notation
f. Periodic functions
g. Properties of the elements
Problems:
 Chapter 7: 67-69, 79-82, 99, 107, 145, 329-334
 Orbital diagrams of elements 1-20
 Noble Gas Configurations of elements 1-20
 Lewis & Bohr diagrams of elements 1-20
Activity:
 LO 1.10: Justify with evidence the arrangement of the periodic table and
apply periodic properties to chemical reactivity. Students are given
several elements pairing them by families or by period and are asked to
rationalize the change inelectronegativity of each group based on the
electronic structure of the atom [CR3a]
Review:
 5 steps to a 5 chapter 5 & 10
Labs:
[CR5b] & [CR6]

Relationship Between the Spectrum and Absorbance of Light (GuidedInquiry)
Essential Knowledge: 1.C.1
Learning Objectives: 1.9
Unit 5: (2.5 weeks)
A. Bonding: General Concepts (Chapter 8)
a. Types of Chemical Bonds
b. Electronegativity
c. Electron Configurations
d. Lewis Structures
e. Octet Rule
f. Resonance
B. Covalent Bonding: Orbitals (Chapter 9)
a. Hybridization
b. The Molecular Orbital Model
Problems:
 Chapter 8: 15-17, 37, 38, 49-52, 79-83, 85-92, 97, 107, 108, 111-114, 138
 Lewis bonding with CO2, CN Chapter 9: 17, 18, 24, 26, 30, 34, 36, 38, 42, 44, 50, 52, 56
Activity:
 LO 2.21: Use Lewis diagrams and VSEPR to predict the geometry of
molecules, identify hybridization, and make predictions about polarity.
Students construct balloon models of the arrangement of pairs of
electrons around a central atom. They then draw 2D pictures of these
arrangements and apply these to predicting the shapes of molecules.
[CR3b]
Review:
 5 steps to a 5 chapter 11
Labs:
[CR5b] & [CR6]
 Model Kits: Looking at the Geometric Shapes of Covalent Bonds
Essential Knowledge: 2.D, 2.D.1, 2.D.4,
Learning Objectives: 2.22, 2.24, 2.32
Unit 6: (4 weeks)
A. Thermochemistry (Chapter 6)
a. Enthalpy & Calorimetry
b. Hess’s Law
c. Standard Enthalpies of Formation
d. Bond Enthalpy
e. First Law of Thermodynamics
f. Present Sources of Energy
B. Spontaneity, Entropy, and Free Energy (Chapter 17)
a. Spontaneity Process & Entropy
b. Second Law of Thermodynamics
c. Free Energy
d. Standard Fee Energy Change
e. Effects of Temperature
f. Free Energy and Equilibrium
g. Free Energy and Pressure
C. Electrochemistry (Chapter 18)
a. Balancing Redox Equations
b. Galvanic Cells
c. Standard Reduction Potentials
d. Cell Potential, Electrical Work, and Free Energy
e. Voltaic Cells
Problems:
 Chapter 6: 27-30, 43-46, 59-62, 67-74, 77, 78, 81, 82, 89
 Chapter 17: 11, 12, 27-30, 33-35, 37, 38, 41-44, 59-61, 63, 64
 Chapter 18: 29-32, 37-40, 47, 48, 55
Activity:
 LO 5.2: Students relate temperature to the motions of particles, either via
particulate representations, such as drawings of particles with arrows
indicating velocities, and/or via representations of average kinetic energy
and distribution of kinetic energies of the particles, such as plots of the
Maxwell-Boltzmann distribution. [CR3e]
Students are accountable for answering homework questions about
particle motions and kinetic energies of a sample at different
temperatures while viewing a Podcast. The podcast begins with
particulate animations and the narrator interprets the animations to show
how kinetic energy distributions can explain the effect of temperature
on the rate of a chemical reaction. The questions lead to the
interpretation of activation energy on the distribution curve and eventually
the refining of collision theory.
Review:
 5 steps to a 5 chapter 9 & 16
Labs:
[CR5b] & [CR6]
 Determination of Enthalpy Change associated with a Reaction
 Determination of Electrochemical Series
 Measurements using Electrochemical Cells and Electroplating (Guided-Inquiry)
 Electroplating
Essential Knowledge: 5.B.3, 5.B.4,
Learning Objectives: 5.6, 5.7,
Unit 7: (1.5weeks)
A. Liquids and solids (Chapter 10)
a. Intermolecular Forces
b. Liquid State
c. Structure and Bonding of Metals
d. Molecular Solids
e. Ionic Solids
f. Vapor Pressure and Changes of State
g. Phase Diagrams
Problems:
 Chapter 10: 45-52, 67-74, 79, 80, 87, 89-92
Review:
 5 steps to a 5 chapter 12
Labs:
[CR5b] & [CR6]

Conductivity of Solids & Metals (Guided-Inquiry)
Essential Knowledge: 2.A.3, 2.B.2, 2.D, 2.D.1, 2.D.2,
Learning Objectives::2.10, 2.13, 2.22, 2.24, 2.28,
Unit 8: (1 week and Winter Break)
A. Properties of Solutions (Chapter 11)
a. Solution concentration units
i. (M, N, m, %, ppm, ppb, X)
ii. conversions between units
b. Factors Affecting Solubility
c. Vapor Pressure of Solutions
d. Boiling Point Elevation & Freezing Point Depression
e. Colligative Properties
f. Colloids
Problems:
 Chapter 11: 29-31, 37, 49-52, 56, 63, 64, 66, 69, 70, 72, 83, 84
Review:
 5 steps to a 5 chapter 13
Labs:
[CR5b] & [CR6]


Freezing Point Depression to Determine Molar Mass
Determination of Molar Mass by Vapor Density
Essential Knowledge: 5.D.2,
Learning Objectives: 3.10
Unit 9: (5 weeks)
A. Chemical Kinetics (Chapter 12)
a. Reaction Rates
b. Rate Laws
c. Determining the Form of the Rate Law
d. Integrated Rate Law
e. Reaction Mechanisms
f. Catalysis
B. Chemical Equilibrium (Chapter 13)
a. Equilibrium Constant
b. Equilibrium Constant Expression Involving Partial Pressures
c. Solving Equilibrium Problems
d. Determining the value of K
e. Le Chatelier’s Principle
Problems:
 Chapter 12: 27-30, 33-36, 45-50, 55, 56
 Chapter 13: 21, 23, 25-32, 39-48, 51-56, 63, 64, 69, 70
Activity:
 LO 4.8: Translate among reaction energy profile representations, particulate
representations, and symbolic representations (chemical equations) of a
chemical reaction occurring in the presence and absence of a catalyst.

Students create energy diagrams to explain why catalysts and raising the
temperature can increase the rate of a chemical reaction. [CR3d]
LO 6.1: Given a set of experimental observations regarding physical,
chemical, biological, or environmental processes that are reversible, student
is able to construct an explanation that connects the observations to the
reversibility of the underlying chemical reactions or processes.
Students view the NO2/N2O4 Equilibrium simulation available on the General
Equilibria Animations Index page at Iowa State University and verbally
report and discuss their answers to teacher supplied questions regarding
the number of reactant and product molecules present at a particular point
in the equilibrium process, the breaking and forming of bonds during the
process, and how the reactant and product molecules are changing in order
to illustrate the dynamic nature of equilibrium. [CR3f]
Review:
 5 steps to a 5 chapter 14 & 15
Labs:
[CR5b] & [CR6]


E q u i l i b r i u m P os i t i on ( G u i d e d - In q u i r y)
Factors that affect reaction rates and determining reaction rates and reaction
mechanisms (Guided-Inquiry)
Essential Knowledge: 4.A.1, 4.A.3, 4.B.2, 4.D.2,
Learning Objectives: 4.1, 4.2, 4.4, 4.5, 4.9,
Unit 10: (5 weeks)
A. Acids and Bases (Chapter 14)
a. pH Scale
b. Calculating the pH of Strong Acids
c. Calculating the pH of Weak Acids
d. Bases
e. Acid-Base Properties of Salts
f. Solving Acid-Base Problems
g. pH, Kw, Ka, Kb
B. Acid-Base Equilibria (Chapter 15)
a. Buffered Solutions
b. Buffering Capacity
c. Titrations and pH Curves
d. Acid-Base Indicators
C. Solubility and Complex Ion Equilibria (Chapter 16)
a. Solubility Equilibria and the Solubility Product
b. Precipitation and Qualitative Analysis
c. Ksp
d. Concentration of Ions
Problems:
 Chapter 14: 33, 34, 43-45, 47-53, 55, 56, 61, 62, 69, 71-74, 87-90, 93-96, 115,
116, 125, 126
 Chapter 15: 27-31, 33, 35, 36, 53, 55, 56, 61, 63-66
 Chapter 16: 21-28, 35-40, 47-51, 65,
Review:
 5 steps to a 5 chapter 6
Labs:
[CR5b] & [CR6]
 Preparation and the Properties of Buffer Solutions
 Preparation of Aspirin and Analysis of Product Purity
 H ydrol ysis of Salts (Guided -Inquir y)
Essential Knowledge: 3.B.1, 6.B.1, 6.C.1, 1.E.2, 6.C.2,
Learning Objectives: 3.5, 6.9, 6.11, 6.12, 6.13, 6.18, 6.20,
AP Exam Review (2 – 3 weeks)
A. Emphasize writing net ionic equations, knowing the solubility rules, solving
equilibrium problems, and reviewing AP Released Exams.
B. Each day will consist of one free response, 5 multiple choice, and a review of one of
the topics from the year
Unit 11: (2 weeks)
A. Organic Chemistry: Students will have a comprehensive look at the six main
functional groups in Organic Chemistry
Labs: [CR5b] & [CR6]
Synthesis, Purification, & Analysis of an Organic Compound, Banana Ester, Silly Putty