Dr. Denise D’Meo
West Essex Regional High School
Collegeboard Approved Syllabus 2013-2014
Advanced Placement Chemistry is comparable to an introductory course in chemistry on the
college level and is for the academically talented student capable of college level work.
Following the AP Chemistry course, as college fredshmen, many students will be able to register
for courses in which General Chemistry is a prerequisite. The course takes into consideration the
six Big Ideas* described in the Collegeboard framework, and the Learning Objectives are met
through a combination of content delivery and inquiry. The class is open to students who have
successfully completed Honors Chemistry.
The AP course in chemistry differs from the first year high school course in the number of topics
covered, the depth of understanding, and the nature and variety of experiments done in the
laboratory. The course should contribute to the development of the students’ abilities to think
clearly and to express their ideas, orally and in writing, with clarity and logic. The seven science
practices are woven into inquiry-based labs and allowing students to explore concepts and draw
inferences from a variety of sources.
Students are required to take the AP test in May.
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
Textbooks and Lab Books
 The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science
Practices. 2013.
 Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage
Learning, 2012. [CR1]
 Demmin, Peter. AP Chemistry, Fifth Edition. New York: D&S Marketing Systems Inc.,
2005.
 Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific,
2001.
 Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and
 The Ultimate Book of Chemical Equations (Flinn)
Supplementary Materials:
 Sensors and data collection software allow students collect and analyze experimental
data.
 Many other websites we use employ simulations to create an interactive learning
experience.
 Released AP tests used for practice and review.
 Supplementary problems and test bank files
1
Labs
Students have the opportunity to participate in investigative laboratory work for approximately
33% of instructional time. Althought they work in groups, each student is responsible for writing
his/her own lab reports (maintained in a lab notebook) which include, where appropriate,
graphical analysis, data collection, error analysis, and suggestons for follow-up investigations. As
a group, students may plan their investigations and discuss the outcome as a group, however,
each student writes a laboratory report in a lab notebook for every lab they perform. Labs are
listed below.
The Ten Parts of a Laboratory Report (CR7)
A specific format will be given to the student for each lab. Students must follow that
format and label all sections clearly. Late labs will not be accepted. Labs not completed in class
must be done at lunch or before/after school by appointment.
Pre-Lab Work
Pre-lab work is to be completed and turned in on the day the lab is performed. Included in the
pre-lab report will be:
1. Title (describing the lab)
2. Date (on which the experiment will be performed)
3. Purpose (the purpose is a statement summarizing the “point” of the lab)
4. Procedure Outline
Students need to write an outline of the procedure. They should use bulleted
statements or outline format to make it easy to read. If a student is doing a guided
inquiry lab, they may be required to write a full procedure that they develop.
5. Pre-Lab Questions
Students will be given some questions to answer before the lab is done. They will
need to either rewrite the question or incorporate the question in the answer. The
idea here is that when someone reading the student’s lab notebook, they should be able to tell
what the question was by merely looking at their lab report.
6. Data Tables
Students will need to create any data tables or charts necessary for data collection in
the lab.
During the Lab
7. Data
Students need to record all their data directly in their lab notebook. They are not to
be recording data on their separate lab sheet. They need to label all data clearly and
always include proper units of measurement. This section should illustrate clear organizaton of
data.
Post-Lab Work
8. Calculations and Graphs
Students must show how a sample calculation was carried out. Graphs need to be titled,
axes labeled, and units shown. To receive credit for any graphs, they must be at least ½ page in
size; all graphing must be done in excel, no hand-drawn graphs will be accepted.
9. Conclusions
This will vary from lab to lab. Students will usually be given direction as to what to
write, but it is expected that all conclusions will be well thought out and well written.
10. Post Lab Error Analysis Questions
Follow the same procedure as for Pre-Lab Questions.
2
Advanced Placement Chemistry — The Laboratory Notebook
A record of lab work is an important document, which will show the quality of the lab work
that students have performed.
AP Chemistry Course Objectives
AP Chemistry Unit Overview
Unit 1: Chemistry Fundamentals (Chapters 1-3 in Zumdahl, 8th ed)
Class Periods (41 minutes): 12
Homework Sets Assigned: 10
Number of Quizzes: 2
Number of Tests: 1
Topics Covered: Curriculum Framework Articulation:
1. Scientific Method BI 1.D.1:a
2. Classification of Matter
 pure substances vs mixtures 1.A.1:b
 law of definite proportions 1.A.1:c
 law of multiple proportions 1.A.1:d
 chemical and physical changes 3.C.1:b, 3.C.1:c, 5.D:2
3. Nomenclature and formula of binary compounds 1.E.2:b
4. Polyatomic ions and other compounds 1.E.2:b
5. Determination of atomic masses 1.A.1:a
6. Mole concept 1.A.3:b, 1.A.3:c, 1.A.3:d, 1.E.2:b
7. Percent composition 1.A.2:a
8. Empirical and molecular formula 1.A.2:b
9. Writing chemical equations and drawn representations 1.E.1:a, 1.E.1:c, 3.C.1:a
10. Balancing chemical equations 1.A.3:a, 1.E.2:c, 1.E.2:d, 3.A.1:a
11. Applying mole concept to chemical equations (Stoich) 1.A.3:a, 1.E.1:b
12. Determine limiting reagent, theoretical and % yield 3.A.2:a
Labs: [CR5b] & [CR6]
*Guided Inquiry Lab: Sticky Question: How Do You Separate Molecules That Are Attracted to
One Another? (taken from Collegeboard lab manual investigation #5 L.O. 2.10, S.P. 4.2, 5.1,
6.4; L.O 2.13, S.P. 1.4, 6.4
* Structured Inquiry Lab: How Can Color Be Used to Determine the Mass Percent of Copper in
Brass? (taken from Collegeboard lab manual investigation #2 L.O. 1.16, S.P. 4.2, 5.1; L.O. 3.4,
S.P 2.2, 5.1, 6.4
3
* Structured Inquiry Lab: Determination of Mass-Mole Relationships (Determine Unknown
acid—sulfuric or hydrochloric- by titration with NaOH and measuring ∆T for a series of
concentrations—includes graphical analysis of data) Carolina Lab Manual, 2011
L.O. 1.4, S.P. 7.1; L.O. 5.7 S.P. 4.3, 5.1. 5.3
Big Idea 1 Activity: Explore the following animation to see the states of matter at the molecular
level and what occurs during phase transitions: 1.E.1
http://phet.colorado.edu/en/simulation/states-of-matter-basics
Unit 2: Types of Chemical Equations (Chapter 4 in Zumdahl 8th ed)
Class Periods (41 minutes): 9
Homework Sets Assigned: 6
Number of Quizzes: 2
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Electrolytes and properties of water 2.A.3:h
2. Molarity and preparation of solutions 1.D.3:c, 2.A.3:i, 2.A.3:j
3. Precipitation reactions and solubility rules 6.C.3:d
4. Acid Base reactions and formation of a salt by titration 1.E.2:f, 3.A.2:c
5. Balancing redox 3.B.3:a, 3.B.3:b, 3.B.3:c, 3.B.3:d
6. Simple redox titrations 1.E.2:f
7. Gravimetric calculations 1.E.2:e
Writing net ionic equations:
8. Redox and single replacement reactions 3.A.1, 3.B.3:e, 3.C.1:d
9. Double replacement reactions 3.A.1, 3.C.1:d
10. Combustion reactions 3.A.1, 3.B.3:e
11. Addition reactions 3.A.1, 3.B.1:a
12. Decomposition reactions 3.A.1, 3.B.1:a, 3.C.1:d
Labs: [CR5b] & [CR6]
Teacher Demo of Redox: Copper and nitric acid reaction L.O. 3.1,3.2; S.P. 1.4, 6.2
*Structured Inquiry Lab: Analysis of % iron in an ore using oxidation-reduction reactions and
titrations L.O. 3.8, 3.9; S.P. 6.1, 5.1, 4.1,4.3
*Guided Inquiry: The Copper Cycle Lab L.O. 3.1, 3.2, 3.10; S.P. 6
*Open Inquiry: Design an experiment to determine the mass % of acetic acid in vinegar
L.O. 1.20, S.P. 4.2, 4.3, 5.1 6.4; L.O. 3.3, S.P. 2.2, 5.1
4
*Guided Inquiry: Exploratory Qualitative Analysis with unknowns L.O. 3.2; S.P. 1.5, 7.1
Students distinguish substances within a group based on evidence of chemical reactions,
such as evolution of a gas, precipitation, color change, solubility, pH, flame tests. The students
write net ionic equations which correspond to their observations and identificaton of products
LO 2.6; SP 1, 6
Activity: Students will be assigned relevant FRQs from released AP exams LO 3.9; SP 1
Big Idea 2 Activity: Investigate the following simulation which illusttrates the dissolution
process of ionic compounds in aqueous solution An animation showing the dissolution of an
ionic compound on the particulate level can be found on the website Chemistry Experiment
Simulations and Conceptual Computer Animations:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/
thermochem/solutionSalt.html
The goal of this is for students to identify the particulate-level changes that occur when an ionic
salt dissolves in water, to understand that energy must be added to separate the cations and
anions in the solid salt and energy is released during the formation of the water–ion hydration
spheres, and to recognize that the magnitude of the energy changes for these two parts of the
dissolution process depends on the identity of the cations and anions in the salt.
Big Idea 3 Activity: Explore stoichiometry, coservation of mass, limiting reactants in the
following simulation:
http://phet.colorado.edu/en/simulation/reactants-products-and-leftovers 3.A.2
Unit 3: The Gas Laws (Chapter 5 in Zumdahl 8th ed)
Class Periods (41 minutes): 7
Homework Sets assigned: 6
Number of Exams: 1
Topics Covered: Curriculum Frmaework Articulation:
1. Measurement of gases
2. General gas laws - Boyle, Charles, Combined,
and Ideal 2.A.2:a, 2.A.2:c
3. Dalton’s Law of partial pressure 2.A.2:b
4. Molar volume of gases and Stoichiometry 3.A.2:b
5. Graham’s Law
6. Kinetic Molecular Theory 2.A.2:d, 5.A.1
7. Real Gases and deviation from ideal gas law 2.A.2:e, 2.A.2:f, 2.A.2:g, 2.B.2:c,
2.B.2:d
8. Graham’s Law demonstration 2.A.2
TEACHER DEMO: Graham’s Law of Diffusion LO 2.6; SP 1, 6
Labs: [CR5b] & [CR6]
5
*Structured Inquiry Lab: Dumas Method Molar Mass of a Volatile Liquid using two unknowns
(Carolina Lab Manual, 2011) LO 2.4, 2.5, 2.6, 5.2; SP 1.4, 6.4, 2.2, 2.3
*Open Inquiry Lab: Determining the Molar Mass of butane
L.O. 2.4, 2.5, 2.6, 5.2; SP 1.4, 6.4, 2.2, 2.3
Activity:
Online interactive simulation illustrates how gases exert pressure, and students observe and
graph the relationships between pressure and temperature, then volume and temperature
2.A.2.a
http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm
Unit 4: Thermochemistry (Chapters 6 and 17 in Zumdahl 8th ed)
Class Periods (41 minutes): 9
Homework Sets Assigned: 9
Number of Quizzes: 2
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Law of conservation of energy, work, and
internal energy 5.B.1, 5.E.2:a
2. Endothermic and exothermic reactions 3.C.2, 5.B.3:e, 5.B.3:f
3. Potential energy diagrams 3.C.2, 5.C.2:c, 5.C.2:d, 5.C.2:e
4. Calorimetry, heat capacity, and specific heat 5.A.2, 5.B.2, 5.B.3:a, 5.B.3:b, 5.B.4
5. Hess’s law 5.B.3:a
6. Heat of formation/combustion 5.C.2:g
7. Bond energies 2.C.1:d, 5.C.1, 5.C.2:a, 5.C.2:b
8. Three Laws of thermodynamics
9. Defining and prediciting entropy and criteria for spontaneity 5.E.1
10. Combining entropy, enthalpy, and free energy 5.E.2:c, 5.E.3,
11. Free energy 5.E.2:d, 5.E.2:e, 5.E.2:f, 6.C.3:c, 6.D.1:a
12. Free energy and equilibrium 5.E.2, 6.D.1:b, 6.D.1:c, 6.D.1:d
13. Rate and Spontaneity 5.E.2:e, 5.E.5
Labs: [CR5b] & [CR6]
*Open Inquiry Lab: Determine the Heat of Fusion of paraffin wax L.O. 5.6, S.P. 4.2
*Structured Inquiry Lab: Hess’s Law Lab LO 3.11, 5.3-5.5, 5.7, 5.8; SP 2, 5, 3, 4, 6
Big Idea 5 Activity: Explore heating and cooling curves in an online activity:
http://phet.colorado.edu/en/simulation/energy-forms-and-changes
LO 5.6 & SP 1, 2.A.1
Unit 5: Atomic Structure and Periodicity (Chapter 7 in Zumdahl 8th ed)
6
Class Periods (41 minutes): 10
Homework Sets Assigned: 9
Number of Quizzes: 2
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Electron configuration and the Aufbau Principle 1.B.2:a
2. Valence electrons and Lewis dot structures 1.B.2:c
3. Periodic trends 1.B.1:b, 1.B.1:c, 1.B.2:b, 1.B.2:d, 1.C.1:c, 1.D.1:b, 2.C.1:a, 2.C.1:b
4. Table arrangement based on electronic properties1.C.1:a, 1.C.1:b, 1.C.1:d
5. Properties of light and study of waves 1.C.2:e, 1.D.3:a, 5.E.4:b
6. Atomic spectra of hydrogen and energy levels 1.B.1:d, 1.B.1:e, 1.D.3:b
7. Quantum mechanical model 1.C.2:d
8. Quantum theory and electron orbitals 1.C.2:c
9. Orbital shape and energies 1.C.2:b
10. Spectroscopy 1.D.2:a, 1.D.2:b, 1.D.2:c, 1.D.3:b
Labs: [CR5b] & [CR6]
Activity: Periodic Tabe Dry Lab: Flinn sets of cards, each card representing an element,
containing information on atomic radius, ionization energy, electron affinity, empirical formulas
for oxides and chlorides etc, are provided tand the student assemble them into a coherent periodic
table based on trends L.O. 1.9, 1.10, 1.11, 1.12, 1.13 S.P. 1,5,6
Activity:
Part 1: Read “Where do chemical elements come from?”, ChemMatters, 2009 1B
Part 2: Determine which elements are present in stars based on their spectra:
http://www.learner.org/teacherslab/science/light/color/spectra/spectra_1.html 1B
Teacher Demo: activity series of the alkali metals L.O. 1.9, 1.10, S.P. 6.1, 6.4
7
Unit 6: Bonding: General Concepts) (Chapters 8 and 9 in Zumdahl 8th ed)
Class Periods (41 minutes): 8
Homework Sets Assigned: 8
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Lewis Dot structures 2.C.4:a
2. Resonance structures and formal charge 2.C.4:c, 2.C.4:d, 2.C.4:e
3. Bond polarity and dipole moments 2.C.1:c, 2.C.1:e, 2.C.1:f
4. VSEPR models and molecular shape 2.C.4:b, 2.C.4:e, 2.C.4:f
5. Polarity of molecules 2.C.1:e
6. Lattice energies 1.B.1:a, 1.C.2:a, 2.C.1:d (1-2), .C.2:a, 2.C.2:b, 2.D.1:b
7. Hybridization 2.C.4:g
8. Molecular orbitals and diagrams 2.C.4:h, 2.C.4:i
9. Formulate the bonding in molecules in terms of sigma and Pi bonds 2.C.4
10. Describe hybridization and the Localized Electron Model 2.C.4
11. Describe Bond Order 2.C.4
12. Paramagnetism versus diamagnetism 2.C.4
Activity: Invetigate the tutorial on VSEPR Theory and relationship to Lewis dots, geometry and
polarity 2.C.4
http://www.mhhe.com/physsci/chemistry/animations/chang_7e_esp/bom3s2_7.swf
Labs: [CR5b] & [CR6]
*Guided Inquiry: Atomic Theory Dry Lab L.O. 2.21 & SP 1, 6
Students make drawings and build models of a series of molecules and from the drawings/models
predict geometry, hybridization, and polarity. [CR3b]
Unit 7: Liquids, Solids and Solutions (Chapteres 10 and 11 in Zumdahl 8th ed)
Class Periods (41 minutes): 8
Homework Sets Assigned: 8
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Structure and bonding
a. metals, network, and molecular 2.A.1:a, 2.A.1:d, 2.C.3, 2.D.1:a, 2.D.2:a, 2.D.1:b, 2.D.3, 2.D.4
b. ionic, hydrogen, London, van der Waals 2.A.1:b, 2.B.1:a, 2.B.1:b, 2.B.1:c, 2.B.2:a, 2.B.2:b,
2.B.2:c, 2.B.2:d, 2.B.3:a, 5.D:1
2. Vapor pressure and changes in state
3. Heating and cooling curves 2.A.1:e, 5.B.3:c, 5.B.3:d
8
4. Composition of solutions 2.A.1:c, 2.A.3:b, 2.A.3:c, 2.B.3:b
5. Colloids and suspensions 2.A.3:a, 2.A.3:b, 2.A.3:g
6. Separation techniques 2.A.3:e, 2.A.3:f
7. Effect on biological systems 2.B.3:e, 2.D.3, 5.E.4:c
Teacher Lab Demo: Evaporation of liquids LO 2.11, 2.18, 5.9, 5.12; SP 1, 6
Labs: [CR5b] & [CR6]
*Structured Inquiry Lab: Determination of the Heat of vaporization of water L.O. 5.7, S.P. 4.1,
5.1, 5.3
Activity: Effect of UV radiation on hydrogen bonding in DNA CR4, 2.B.3
http://highered.mcgraw-hill.com/sites/dl/free/0072835125/126997/animation32.html
This can open a discussion on sunbathing and tanning salons
Unit 8: Chemical Kinetics (Chapter 12 in Zumdahl 8th ed)
Class Periods (41 minutes): 10
Homework Sets Assigned: 9
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Rates of reactions 4.A.1:a
2. Factors that effect rates of reactions/collision theory 4.A.1:b, 4.A.1:c, 4.D.1, 4.D.2
3. Reaction Pathways 4.B.3:a, 4.B.3:b
4. Rate equation determination 4.A.2:a
a. rate constants 4.A.3
b. mechanisms 4.B.1, 4.C.1, 4.C.2, 4.C.3
c. method of initial rates 4.A.2:c
d. integrated rate laws 4.A.2:b, 4.A.3:d
5. Activation energy and Boltzmann distribution 4.B.2, 4.B.3:c
Teacher Demo: Factors that Effect Rates of Reaction LO 4.1, 4.8, 4.9; SP 1
Labs: [CR5b] & [CR6]
*Guided Inquiry Lab: How Long Will That Marble Statue Last? Collegeboard Lab Manual)
L.O. 4.1, S.P. 4.2, 5.1; L.O. 4.2, S.P. 5.1, 6.4
Big Idea 4 Activity: To explore reactions and rates L.O. 4.1, 4.2
http://phet.colorado.edu/en/simulation/reactions-and-rates
*Guided Inquiry Lab: What Is the Rate Law of the Fading of Crystal Violet Using Beer’s Law?
(Collegeboard Lab Manual investigation # 11) L.O. 4.2, S.P. 5.1, 6.4; L.O. 4.1, S.P. 4.2, 5.1
9
Big Idea 4 Activity: Useful simulation to determine orders of reactants and rate constants –use in
preparation for the crystal violet lab L.O. 4.1, 4.2
http://www.chm.davidson.edu/vce/kinetics/BromateBromideReaction.html
Unit 9: Chemical Equilibrium (Chapter 13 in Zumdahl 8th ed)
Class Periods (41 minutes): 8
Homework Sets Assigned: 8
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Characteristics and conditions of chemical equilibrium6.A.1, 6.A.3:a, 6.A.3:f
2. Equilibrium expression derived from rates 6.A.3:b
3. Factors that affect equilibrium 6.A.3:c
4. Le Chatlier’s principle 6.A.3:b, 6.B.1, 6.B.2, 6.C.3:e, 6.C.3:f
5. The equilibrium constant 6.A.3:d, 6.A.3.e, 6.A.4
6. Solving equilibrium problems 6.A.2
Labs: [CR5b] & [CR6]
*Structured Inquiry Lab: Determination of an Equilibrium constant with varied initial
Concentrations, utilizing light absortion and Beer’s Law LO 5.17, 6.1-6.10, 1.16; SP 2, 5
Big Idea 6 Activity: Online Gas Phase Equilibrium Activity LO 6.8, 6.9; SP 1, 6
http://www.kentchemistry.com/links/Kinetics/LeChatelier.htm
In the online activity, students are able to visualize the shift in a reaction when a stress is applied
to a system and can verify the tendency of Le Chatelier’s principle. [CR3f]
Teacher Demo: LeChatlier with glass tubes 2NO2 ↔ N2O4 ;students interpret observations to
determine if the reaction is endothermic or exothermic L.O. 5.16
Unit 10: Acids and Bases (Chapter 14 in Zumdahl 8th ed)
Class Periods (41 minutes): 8
Homework Sets Assigned: 8
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Definition and nature of acids and bases 3.B.2, 6.C.1:c, 6.C.1:d, 6.C.1:e, 6.C.1:f
2. Kw and the pH scale 6.C.1:a, 6.C.1:b, 6.C.1:g
3. pH of strong and weak acids and bases 6.C.1:h
4. Polyprotic acids 6.C.1:n
5. pH of salts
6. Structure of Acids and Bases
10
Activity: Interactive acid-base titration virtual lab: students choose acids/bases as titrant and
analyte, they choose the indicator and deduce the equivalence point from the titration curve
1.E.2
http://lrs.ed.uiuc.edu/students/mihyewon/chemlab_experiment.html
Labs: [CR5b] & [CR6]
*Guided Inquiry Lab: Determination of the equivalent mass of a weak acid and its pKa
LO 2.2, 3.7; SP 2, 5
Students standardize NaOH against KHP, then monitor the pH as a function of incremental
addition of NaOH to a solution of the weak acid. From graphical analysis—find pKa and Ka of
the unknown weak acid
Unit 11: Acid-Base Equilibria and Solubility and Complex Ion Equilibria (Chapters 15 and
16 in Zumdahl 8th ed)
Class Periods (41 minutes): 12
Homework Sets Assigned: 12
Number of Quizzes: 2
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Characteristics and capacity of buffers 6.C.2
2. Titrations and pH curves 6.C.1:i, 6.C.1:j, 6.C.1:k, 6.C.1:l,6.C.1:m
3. Choosing Acid Base Indicators
4. pH and solubility
5. Ksp Calculations and Solubility Product 6.C.3:a, 6.C.3:b
Labs: [CR5b] & [CR6]
*Guided Inquiry Lab
Buffers, pH and Salt Hyrolysis (students prepare a buffer, determine buffering capacity, predict
pH of salts, determine Ka and Kb) from Carolina Lab Manual, 2011
LO 6.18, 6.19, 6.20; SP 2, 3, 4, 5
*Open Inquiry Lab: Molar Solubility and Determination of Ksp
Students will design and execute a lab to find the molar solubility and Ksp for sodium chloride
LO 6.21, 6.22, 6.23, 6.24; SP 2, 5, 6
11
Unit 12: Electrochemistry (Chapter 18 in Zumdahl 8th ed)
Class Periods (41 minutes): 7
Homework Sets Assigned: 7
Number of Quizzes: 1
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
1. Balancing redox equations 3.B.3:a, 3.B.3:b, 3.B.3:c, 3.B.3:d
2. Electrochemical cells and voltage 3.C.3:a, 3.C.3:b, 3.C.3:c, 5.E.4:a
3. The Nernst equation 3.C.3:d
4. Spontaneous and non-spontaneous equations 3.C.3:e
5. Chemical applications 3.C.3:f
Labs: [CR5b] & [CR6]
Electrochemistry:
*Guided Inquiry Lab: Electrochemical Cells
Students pair up 4 metals in a salt solution to see which combination has the highest voltage
output; compare to the theoretical value; in part 2, students collect 10 ml H2 gas from
electrolysis of water and compare to theoretical volume calculated using Faraday’s Law and the
Ideal Gas Law (from Carolina Lab Manual, 2011)
LO 3.12, 3.13, 5.15; SP 2, 5
Activity: See what happens at the molecular level in this galvanic cell animation L.O. 3.8, 3.9:
http://www.youtube.com/watch?v=J1ljxodF9_g
AP Review
Class Periods (41minutes): Approximately 12
Homework Sets Assigned: 12
Number of Quizzes: 5
Number of Exams: 1
Topics Covered: Curriculum Framework Articulation:
Review of ALL topics
4 MC practice tests
20 free response questions grouped by topic
Lab: [CR5b] & [CR6]
*Open Inquiry Lab: The 14 Bottle Problem L.O. 3.1, 3.2, 3.8, 3.8 SP 4, 6
Students are given 14 solutions labelled “a,b,c..etc.” they are given a list of the contents of the 14
bottles and perform a variety of tests/reactions to match each unknown solution to one on the
provided list. Methods of identification must be clearly stated and balnced equations written
where appropriate.
12
AP Chemistry Lab List with descriptions
The following labs will be completed during the school year. .
*Guided Inquiry Lab: Sticky Question: How Do You Separate Molecules That Are Attracted to
One Another? (taken from Collegeboard lab manual investigation #5)
* Structured Inquiry Lab: How Can Color Be Used to Determine the Mass Percent of Copper in
Brass? (taken from Collegeboard lab manual investigation #2)
* Structured Inquiry Lab: Determination of Mass-Mole Relationships (Determine Unknown
acid—sulfuric or hydrochloric- by titration with NaOH and measuring ∆T for a series of
concentrations—includes graphical analysis of data) Carolina Lab Manual, 2011
Teacher Demo of Redox: Copper and nitric acid reaction Students observe evidence of a
chemical reaction through color change, evolution of a gas, a solid dissolving, and a change in
temperature
*Structured Inquiry Lab: Analysis of % iron in an ore using oxidation-reduction reactions and
titrations
Students standardize a solution of KMnO4 against Na2C2O4, then titrate a dissolved sample
containing Fe+2 (samples obtained from Thornton Smith Laboratories) with the KMnO4 to
determine the mass % of iron in the sample
*Guided Inquiry: The Copper Cycle Lab
Students perform a series of reactions, starting with copper and with copper. Students write the
net ionic equations for the reactions which take place.
*Open Inquiry: Design an experiment to determine the mass % of acetic acid in vinegar
Students write and execute the procedure for determining the mass% of HC2H3O2 in vinegar
*Guided Inquiry: Exploratory Qualitative Analysis with unknowns
Students distinguish substances within a group based on evidence of chemical reactions,
such as evolution of a gas, precipitation, color change, solubility, pH, flame tests. The students
write net ionic equations which correspond to their observations and identificaton of products
Teacher Demo: Graham’s Law of Diffusion two cotton balls, one soaked with concentrated HCl
and the other with concentrated NH3 are placed into opposite ends of a glass tube followed by
insertion of rubber stoppers at each end; students observe and measure the intersection where the
gases meet as evidenced by the solid ring of NH4Cl observed in the tube. Given the molar mass
of ammonia and measuring the realtive distance travelled by the two gases, they can then estime
the molar mass of HCl.
*Structured Inquiry Lab: Dumas Method Molar Mass of a Volatile Liquid using two unknowns
(Carolina Lab Manual, 2011)
Students will use the vapor density method to determine the molar mass of one of two possible
unknowns (either ethanol or 2-propanol)
*Open Inquiry Lab: Determining the Molar Mass of butane
Students are given butane lighters and any other equipment they request; they are asked to write
and execute a procedure to determine the molar mass of the butane.
*Open Inquiry Lab: Determine the Heat of Fusion of paraffin wax
Students are to design an experiment and execute it using principles of calorimetry; they are
given chips of paraffin and any other lab equipment they request
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*Structured Inquiry Lab: Hess’s Law Lab
Students calibrate the calorimeter, then perform experiments to measure directly ∆H for 3
reactions; having measured ∆H for reactoin 3, then use Hess’s Law to indirectly determine and
compare the ∆H for the third reaction to verify Hess’s Law (taken from Vonderbrink experiment
#6)
Teacher Demo: activity series of the alkali metals
*Guided Inquiry: Atomic Theory Dry Lab
Students make drawings and build models of a series of molecules and from the drawings/models
predict geometry, hybridization, and polarity.
Teacher Lab Demo: Evaporation of liquids: Comparison of evaporation rates of several solvents,
including hexane, acetone, ethanol and water
*Structured Inquiry Lab: Determination of the Heat of vaporization of water
Students measure the vapor pressure of water as a function of temperature in order to calculate
∆Hvap for water (taken form the Vonderbrink lab manual experiment #9)
Teacher Demo: Factors that Effect Rates of Reaction
Demo includes factors such as concentration, temperature, addition of a catalyst (MnO2 to
decompose H2O2) and surface area (lycopodium powder)
*Guided Inquiry Lab: How Long Will That Marble Statue Last? (collegeboard Lab Manual
investigation # 10)
The student’s task is to investigate how the speed of the chemical reaction between solid
calcium carbonate and a solution of hydrochloric acid is affected by changing variables
relating to the two reactants, by first constructing, and then testing, a hypothesis.
*Guided Inquiry Lab: What Is the Rate Law of the Fading of Crystal Violet Using Beer’s Law?
(Collegeboard Lab Manual investigation # 11)
The lab is in two parts. Part 1 involves the collection of absorbance data using a colorimeter (or
spectrophotometer) for crystal violet (CV) to generate a Beer’s law calibration curve. Part 2
involves the collection of absorbance data as a function of time for the reaction of CV with
NaOH to determine the rate law of the reaction.
*Structured Inquiry Lab: Determination of an Equilibrium constant (for the reaction
Fe+3 + SCN- ↔ FeSCN+2 ) using varied initial concentrations, utilizing light absorption
and Beer’s Law
Teacher Demo: LeChatlier with glass tubes 2NO2 ↔ N2O4 ; students interpret observations to
determine if the reaction is endothermic or exothermic
Teacher Demo: LeChatlier with glass tubes 2NO2 ↔ N2O4 ;students interpret observations to
determine if the reaction is endothermic or exothermic
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*Guided Inquiry Lab: Determination of the equivalent mass of a weak acid and its pKa
Students standardize NaOH against KHP, then monitor the pH as a function of incremental
addition of NaOH to a solution of the weak acid. From graphical analysis—find pKa and Ka of
the unknown weak acid
*Guided Inquiry Lab
Buffers, pH and Salt Hyrolysis (students prepare a buffer, determine buffering capacity, predict
pH of salts, determine Ka and Kb) from Carolina Lab Manual, 2011
*Open Inquiry Lab: Molar Solubility and Determination of Ksp
Students will design and execute a lab to find the molar solubility and Ksp for sodium chloride
*Guided Inquiry Lab: Electrochemical Cells
Students pair up 4 metals in a salt solution to see which combination has the highest voltage
output; compare to the theoretical value; in part 2, students collect 10 ml H2 gas from
electrolysis of water and compare to theoretical volume calculated using Faraday’s Law and the
Ideal Gas Law (from Carolina Lab Manual, 2011)
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