ADVANCED PLACEMENT CHEMISTRY SYLLABUS
Course Description and Overview:
This Advanced Placement (AP) Chemistry course has been designed to follow the
guidelines set forth by the College Board and covers the topics listed in the AP
CHEMISTRY COURSE DESCRIPTION handbook. The course is designed to give 11th and
12th grade students the most comprehensive coverage possible of a university-level general
chemistry course. The course relies heavily upon the conceptual, laboratory, and problemsolving foundations laid in first-year chemistry.
Great emphasis is placed on linking topics/chapters/units together as material is
covered in order to provide students with a ‘big picture’ idea of the fundamental principles
of chemistry. Great emphasis is also placed on problem-solving and graphical analysis.
All students who enroll in this course must have successfully completed a first-year
college preparatory chemistry class. Our school offers the students two options for that
first-year course: Honors Chemistry or College-Preparatory Chemistry. Students who
meet that requirement, along with our school district’s mandated mathematical
prerequisite of successful completion of second-year algebra. All AP Chemistry students
are enrolled in either trigonometry-math analysis or calculus.
All units in AP Chemistry are covered by means of lecture, class discussion, small
group problem-solving, and laboratory experiences. Students are provided with teacherprepared notes for each chapter studied. Lectures in AP Chemistry involve frequent
question-and-answer dialogue between the teacher and students. Frequent references to
what the students were introduced to in first-year chemistry are made. After the
students are taught a particular type of problem-solving, they will be given a ‘warm up’
problem the following class session.
Course Goals:
Over 75% of our school’s seniors advance to college or university-level work
following graduation; many of them pursue pre-medical, pre-engineering, or other sciencerelated majors. There is therefore a strong emphasis in AP Chemistry to prepare those
students as thoroughly as possible for the work that lies ahead of them. In short, the
goals of this course include the development in students of:
 a comprehensive foundation and conceptual framework in the science of chemistry
 an advanced level of critical thinking, data analysis, and problem solving
 an advanced skill level in using various laboratory techniques and equipment
 an appreciation for the impact of chemistry in their everyday lives, and
 an awareness of selected ethical and environmental issues associated with
chemistry
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Course Schedule:
Our school operates on a traditional school day, with 55-minute periods. AP
Chemistry officially meets five days a week. The academic calendar is based on a fourquarter system from early September until mid June. Extra time is allotted and provided
before school, at lunch, and after school as needed for the completion of the laboratory
portion of the course (that is not completed during the normal school day). A minimum of
an average two days per week is assigned to laboratory work. A two-hour review session
before major exams is scheduled outside of the school day. During the three weeks
leading up to the AP exam itself, twenty hours of extra teacher-led review time is
scheduled for students.
Course Materials:
PRIMARY TEXT (up until June 2007):
Kotz, John C., Paul M. Treichel,
Gabriela C. Weaver. Chemistry &
Chemical Reactivity. Pacific Grove, CA:
Brooks/Cole Thomson Learning
PRIMARY TEXT (beginning September 2007): Zumdahl, Steven, and Susan Zumdahl.
Chemistry. Boston: Houghton Mifflin
PRIMARY LABORATORY MANUAL:
Beran: Laboratory Manual for Principles
of General Chemistry, 7th Edition
SUPPLMENTAL PROBLEM SOLVER:
AP Chemistry Practice Problem Book
SUPPLEMENTAL DATA TABLES:
AP Chemistry Data Tables
(I wrote and assembled this five years back and
have the school district Print Shop produce these
for each student each year. It is a sixty-four page
manual that tracks our textbook and offers the
students practice problems for all primary and
supplemental equations covered in the course. It is
fashioned after a similar problem-solver that a
former student of mine brought back from a
summer chemistry course at Harvard University.
The practice problems are used both for lecture
examples and for supplemental homework
assignments)
(I assembled this also five years ago as a handy
resource for students to use throughout the year.
Again, it is provided to each student at the start
of the year. It is a twenty-six page compilation of
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necessary charts and tables, including such things
as density data, thermodynamic data, ionization
constants for acids and bases, vapor pressure
tables, VSEPR molecular geometry and shapes,
equation prediction guidelines as used on the AP
Chemistry exam, and so on.)
AUDIOVISUAL MATERIALS:
The Mechanical Universe (video series)
COMMONLY ACCESSED/ASSIGNED WEB SITES:
Unitedstreaming by Discovery Education
www.unitedstreaming.com
Web-Based High School Chemistry
Simulations
cse.edc.org/products/simulations/catalo
g.asp#periodictablereactions
Chemistry Experiment Simulations and
Conceptual Computer Animations
http://www.chem.iastate.edu/group/Gr
eenbowe/sections/projectfolder/animati
onsindex.htm
Course Requirements:
Students who enroll in AP Chemistry expect and are assigned homework each
evening. They spend an average of one to hours per night on homework assignments.
Homework comprises:
 daily reading from the textbook
 daily problem sets taken from the primary text
 biweekly essays (which allow them to practice AP-type essay questions related to
each chapter or unit)
 biweekly laboratory reports (which, when graded, are placed by students into a
portfolio and kept for the duration of the school year)
 weekly special problems (which are challenging applications of what we have been
learning in class; often these are problems taken from old AP exams)
 one final investigative project (completed after the AP exam) which is written in
the style of a traditional chemistry abstract
Students are given quizzes (a short selection of multiple choice questions) almost
every week. At the end of each unit (or sometimes at the end of two combined chapters
or units), comprehensive exams are given. The tests are modeled very much after AP
exams in that the students are required to complete (1) multiple choice questions, (2)
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answer equation prediction problems, (3) solve problems, and (4) respond to essay
questions.
At the end of each grading period, the student’s grade is determined by a weight
percentage: 75% test scores, 10% homework, and 15% laboratory reports.
To better delineate how the various assignments work in conjunction with each
other, please refer to the sample calendar which is included below. Calendars such as
these are distributed to the students on a monthly basis.
CHEMISTRY II – February 2007 Calendar
January 29
- Welcome to the
2nd semester!
- Begin ch. 15 –
CHEMICAL
KINETICS
January 30
- Determine factors
that affect
reaction rates
- Discuss rate laws
and rate orders
February 5
- Continue lab work,
as needed
- Work on group
problem
February 6
- Complete lab work
- Discuss
experiment results
and calculations
ESSAY 1
February 12
PS 1
February 13
- Begin ch. 16 –
EQUILIBRIUM
- Review dynamic
aspects of equilibrium systems
LAB REPORT
February 20
- Discuss Kc lab and
begin solution
making
Abraham
Lincoln’s
Birthday
February 19
George
Washington’s
Birthday
PS
PS
PS
PS
PS
PS
1:
2:
3:
4:
5:
6:
ch.
ch.
ch.
ch.
ch.
ch.
ESSAY 2
15
15
15
15
16
16
January 31
- Work on problems
- Discuss
integrated rate
laws
February 1
- Discuss
temperature and
the Arrhenius
equation
February 2
- Discuss rate law
experiment and
begin lab work
SP 1a
February 7
- Work on problems
- Discuss
mechanisms and
rate- determining
steps
PS 2
February 14
- Define K
expressions –
K, Kc, Kp and G
- Work on problems
SP 1b
February 8
- Review PE
diagrams
- Discuss
reversibility of
reactions
PS 3
February 15
- Work on sample
problems
- Discuss special
cases of equilibrium
SP 1c
February 9
- QUIZ – Kinetics
PS 4
February 21
- Continue lab work
PS 5
February 22
- Complete lab work
- Discuss write-up
computations
SP 3
February 23
- Work on
thermodynamics
equilibrium
problems
PS 6
SP 4
SP 2
February 16
- Discuss Le
Chatelier’s
Principle
(#5,6,8,11,12,19,22,23,24,25,27,28,31-34)
(#40,42,43,46,47,61,65,79)
(#13,35,36,48-51,54,56,58,60,63)
(#66,68,70,73,81-86)
(#10,12,14,18,19,21,23-25)
(#28,30,32-34,36,38,40,42,44,45,50,59,62,63)
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Course Laboratory Experiments:
Laboratory experiments and classroom demonstrations are a vital and integral part
of the AP Chemistry course. Often to introduce a new chapter or unit, I will perform a
demonstration or two.
We are fortunate indeed to have a spacious and safe laboratory facility; our
science department was modernized just four years ago. Our school district supports the
purchase of a wide variety of equipment. Our science building has a computer lab
associated with it that is frequently used by students for internet work or plotting and
analyzing of data.
During their first-year college-preparatory chemistry course, students will have
completed the following experiments that are either a part of the recommended list of lab
experiences in the AP CHEMISTRY COURSE DESCRIPTION handbook or which are
fundamental to the ability of the students to better perform the labs that will be
required of them at the second-year, Advanced Placement level:
1. Determination of the mass and mole relationship in a chemical reaction
- A single displacement reaction occurs between copper wire and silver nitrate
2. Demonstration of the conservation of mass in a chemical reaction
- Honors Chemistry students perform the classic “copper recovery cycle”
laboratory, involving an overview of single displacement, precipitation,
decomposition, and oxidation-reduction reactions
3. Determination of the molar volume of a gas
- Hydrogen gas is generated in a gas-collecting buret over water when magnesium
ribbon reacts with hydrochloric acid
4. Determination of the waters of hydration in a chemical compound
- Done as a class demonstration, followed by student computations, copper sulfate
pentahydrate is slowly heated and dehydrated, then rehydrated
5. Establishment of a cooling and heating curve
- Paradichlorobenzene is heated and then cooled in a water bath; time and
temperature are tabulated. Then a solidified pdB sample is warmed in a water bath;
again, time and temperature data are gathered.
6. Determination of the enthalpy change associated with a reaction
- Three separate reactions involving the dissolving and subsequent neutralizing of
sodium hydroxide and hydrochloric acid allow the students to use Hess’ Law to
compute the enthalpy of reaction
7. Separation and qualitative analysis of cations and anions
- Solubility data is gathered as students prepare a 10 x 10 grid of ionic
combinations; the data is subsequently used to separate an unknown sample
8. Synthesis of an organic compound
- Again completed as a classroom demonstration, methyl alcohol and salicylic acid
are combined to form methyl salicylate
9. Determination of the molarity of a weak acid by means of acid/base titration
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- Samples of fruit juice, vinegar, and carbonated beverages are titrated against a
dilute sodium hydroxide solution
10.
Determination of the effect of concentration and temperature on the
rate of a reaction
- The classic starch/iodine clock reaction is run – in the first half, students vary
concentration and measure time, in the second half, they vary temperature and
measure time
It should also be noted that all first-year chemistry students complete an
independent, individualized spring chemistry project involving both laboratory work and
extensive research. These projects certainly help develop the laboratory skills of
students who then subsequently enter the AP Chemistry course. Some of the topics
assigned include:
- the determination of an ionization constant for acetic acid
- the determination of the strength of a bleach
- the synthesis of alum, chrome alum
- the determination of products formed when various solutions are electrolyzed
- the determination of the Avogadro number by electrochemical means
During the second-year Advanced Placement course, then, students complete
additional formal experiments, as well as information activity-demonstrate labs which
more quickly give a visual understanding of a particular chemical reaction. Following each
experiment a formal lab report is completed. Students are asked frequently to employ
Excel (or other spreadsheet/graphing programs) and to use graphing calculators to analyze
data. Lab reports are formatted in this manner:
I.
II.
III.
IV.
V.
STATEMENT OF PURPOSE
SUMMARY OF PROCEDURE
DATA TABLE
RESULTS, CALCULATIONS, AND QUESTIONS
CONCLUSION AND ERROR ANALYSIS (a minimum one page in
length)
Advanced Placement Chemistry laboratory experiments include:
11.
A Study of Density of Solids, Liquids and Solutions
Students use direct measurement of mass, length, and volume, as well as water
displacement, to study the density of aluminum foil, another metal solid, salt water
solutions of varying percentage strength, water and another unknown liquid
12.
Determination of the Empirical Formula of a Hydrated Compound
Students determine the formula of a hydrated copper chloride salt
13.
Determination of the Wavelength of Visible Spectral Lines of Hydrogen
and Rydberg Constant
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Students employ Young’s Law and a diffraction grating/gas discharge tube set up to
measure the wavelengths of hydrogen’s spectral lines and graphically determine the
value of the Rydberg constant
14.
Construction of Styrofoam Models of a Variety of Molecules
Students use Styrofoam balls, toothpicks and map tacks to construct models of 10
different molecules or ions, determining geometry, shape, polarity, resonance
structures, bond order for each model
15.
Survey of Oxidation-Reduction Reactions
Students perform about fifty separate redox experiments, including the burning of
magnesium and testing the pH of the oxide added to water, the establishment of an
activity series of metals, the observation of a number of reactions of potassium
permangnate, hydrogen peroxide, sodium nitrite, and potassium dichromate
16.
Determination of the Molecular Weight of an Unknown Iron(II)
Compound
Students standardize a potassium permanganate solution using sodium oxalate, and
then subsequently use that permanganate solution to determine the molecular
weight of an unknown iron(II) compound by means of oxidation-reduction titration
17.
Determination of the Molecular Weight of a Volatile Compound (Dumas
Method)
Students use the Dumas method of vaporizing an unknown liquid in a boiling water
bath to determine its molecular weight.
18.
Determination of the Molecular Weight of an Unknown Compound
(Freezing Point Depression Method)
A known mass of powdered sulfur is added to a sample of paradichlorobenzene, and
the difference in freezing temperature between the sample (and that of pure pdB)
is used to determine the molecular weight of sulfur.
19.
Determination of a Rate Law
The classic starch-iodine clock reaction is performed, varying the concentrations of
the reactants. Graphical analysis reveals the rate order of both the iodide ion and
the hydrogen peroxide used in the reaction.
20.
Determination of an Equilibrium Constant
Students spectrophotometrically measure absorbances and prepare a standard
reference graph of absorbance v. concentration for the iron(III) thiocyanate
equilibrium system. They then use that graph to determine the equilibrium
constant for the reaction by preparing solutions of varying composition and color.
21.
Determination of a Ka
Students first determine the volume of standardized hydroxide solution needed to
titrate a sample of dilute acetic acid. They then establish buffer solutions,
measure their pH values, and use those values to determine an average ionization
constant for acetic acid.
22.
Determination of a Ksp
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Students prepare a solution of calcium hydroxide (and also a solution of calcium
hydroxide containing some addition calcium chloride as a common ion). They titrate
the solution against hydrochloric acid, determine the Ksp and observe the impact of
the common ion effect.
23.
Survey of Electrolysis Reactions
Students use 9-volt batteries to electrolyze solutions of potassium iodide, sulfuric
acid, and lead nitrate. They also prepare and electrolyze with iron nails a gel
containing phenolphthalein, potassium ferricyanide.
FOLLOWING THE AP EXAM:
24.
Synthesis of a Coordination Compound
Students synthesize and then analyze for ion content the potassium iron oxalato
coordination compound.
25.
Individual Chemistry Projects
Each student has the opportunity individually or with a partner to perform a
demonstration or experiment.
Course Outline:
Although not an exhaustive list of topics covered, the following outline identifies
the primary concepts and problems that are covered in each chapter or unit.
ADVANCED PLACEMENT CHEMISTRY – First Semester Outline
o [Chapter references which are given refer to the primary text. Students
are also encouraged to work through Practice Problems Book . . . pages 1-39]
o During the summer before the AP Chemistry course begins, students are
assigned the task of memorizing a large group of ions and common
compounds. They are also given a variety of problems to solve, based on
algebraic formulas they would have learned in their first-year courses.
1. Introduction (1 week)
CHAPTERS 1,2
 safety
 density
 intensive vs. extensive properties
 atomic weight and isotopes
[NOTE: This chapter draws significantly on the experience of the students from firstyear chemistry.]
CHAPTER TO CHAPTER LINK:
Now that students know the ‘bits and pieces’ of matter in nature, we
begin to investigate their interactions.
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2. Stoichiometry (2 weeks)
CHAPTERS 3,4
 ions and formulas for ionic compounds
 empirical formulas (from percentages, for hydrates, and also from
combustion data)
 molecular formulas
 balancing chemical equations
 types of chemical reactions
 limiting reactant problems
 percentage yield v. theoretical yield
 chemical analysis and percentage purity
[NOTE: This chapter draws significantly on the experience of the students from firstyear chemistry.]
CHAPTER TO CHAPTER LINK:
Now that students know the rudiments of the relationships that exist when
substances interact and react, we begin to investigate why various
substances demonstrate the properties that they do.
3. Atomic Structure and Quantum Mechanics (2 1/2 weeks)
CHAPTERS 7,8
 energy and photons, the electromagnetic spectrum
 spectral line evidence
 photoelectric effect
 cathode ray tube evidence
 gold foil scattering experiment
 deBroglie wavelength of particles
 wave mechanical view of the atom – Schrodinger equation
 electron configurations and the Aufbau process
 orbitals and their shapes
 hybridization
 periodic trends of electron configurations
 quantum numbers
 descriptive chemistry – applying the Periodic Table to reaction tendencies
CHAPTER TO CHAPTER LINK:
Now that students know how electrons behave and how they populate various
orbitals within energy levels within atoms, we now move to investigate how
those electron populations allow atoms to link together.
4. Chemical Bonding (2 1/2 weeks)
CHAPTERS 9,10
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






Lewis structures (with instruction in resonance, formal charge, molecules
that do and do not obey the octet rule)
VSEPR
types of interatomic bonds: nonpolar covalent, ionic, polar covalent
bond polarity v. molecular polarity
valence bond theory and hybridization
MO theory, sigma and pi bonds, bonding and antibonding orb itals
types of crystal lattices – density calculations
CHAPTER TO CHAPTER LINK:
Now that students know how atoms link together to become molecules, and
that those molecules have polarity tendencies, we begin to investigate how
the reactivity of molecules is revealed in aqueous solution.
5. Reactions in Solution (3 weeks)
CHAPTERS 5,21
 oxidation reduction reactions
o balancing redox equations
o equivalents, equivalent weight
o predicting results of redox reactions
o redox titrations
• acid/base reactions
o Arrhenius v. Bronsted-Lowry theories
o weak v. strong acids/bases
o acid and base anhydrides
o writing acid/base equations
o acid/base titrations
 precipitation reactions
o solubility rules
o identifying common gases (CO2, NH3 ) produced in reactions
o net ionic equations
 descriptive chemistry – applying Periodic Table position/family to types of
chemical reactions
[NOTE: Once the students are given instruction is how to identify types of reactions
and then to predict the products of chemical reactions, each test they subsequently
take for the rest of the year includes a sample of equation prediction problems.]
CHAPTER TO CHAPTER LINK:
Now that students know that many chemical reactions occur in aqueous
solution where particles are mobile, we begin to investigate the overall
kinetic activity and energy of particles.
6. Gases (2 weeks)
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CHAPTER 12
 individual gas laws (Boyle’s, Charles’, Gay-Lussac’s)
 general gas law
 absolute zero and its significance
 Graham’s law of diffusion – molecular weight v. molecular speed
 gas stoichiometry
 ideal gas equation v. real gas equation
 applications of PV=nRT
 rms velocity of molecules (derivation of Boltzmann equation)
CHAPTER TO CHAPTER LINK:
Now that students know the principles of kinetic-molecular theory and that
there is a temperature v. volume relationship, why don’t real materials follow
the Charles Law all the way down to absolute zero? We begin to investigate.
7. Intermolecular Forces (2 weeks)
CHAPTER 13
 dispersion forces, dipole interactions, hydrogen bonds
 calorimetry calculations
 phase diagrams
 cooling and heating curves
 types of solids (molecular, ionic, metallic and covalent)
CHAPTER TO CHAPTER LINK:
Now that students know that intermolecular forces really determine the way
that particles behave in a physical sense, what types of physical properties
do various types of solutes impart to solutions? We begin to investigate.
8. Colligative Properties (2 weeks – this chapter is primarily done by students
on their own over our Winter Break/Christmas Vacation)
CHAPTER 14
 calculations of concentrations
 Henry’s Law (gas solubility)
 Raoult’s Law (vapor pressure)
 freezing point depression/boiling point elevation
 osmotic pressure
 van’t Hoff factor
 ideal solutions
 fractional distillation
CHAPTER TO CHAPTER LINK:
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Now that students know so many varied properties of substances and
solutions in nature, we begin to investigate the true driving forces or
unifying and energizing principles behind the behavior of chemicals.
9. Thermodynamics (2 1/2 weeks)
CHAPTERS 6,20
 0th, 1st, 2nd and 3rd Laws of Thermodynamics
 state functions (and significance of positive and negative values)
 enthalpy calculations (calorimetry, heats of formation, Hess’ Law, bond
energies)
 entropy
 Gibbs’ free energy and determination of spontaneity of reactions
 Gibbs-Helmholtz equation
ADVANCED PLACEMENT CHEMISTRY - Second Semester Outline
o [Practice Problems Book . . . pages 40ff]
CHAPTER TO CHAPTER LINK:
As the new semester unfolds, we begin to apply those principles of
thermodynamics (and the “before and after” aspects of chemical reactions
they teach) to investigate how chemical reactions really proceed. What
factors determine how fast or slow reactions proceed?
10.
Chemical Kinetics (2 weeks)
CHAPTER 15
 collision theory
 rate orders and rate laws (emphasis on first- and second-order)
 half-life
 equations which relate concentration to time
 Arrhenius equation (relationships between temperature and rate)
 catalysts
 reaction mechanisms
CHAPTER TO CHAPTER LINK:
Now that the principles of factors that determine reaction rates are
established, we begin to investigate what happens to reactions happening in
closed systems as time goes by and the reverse reaction begins to affect
the overall success of a reaction.
Chemical Equilibrium (2 1/2 weeks)
CHAPTER 16
 Kc and Kp
 G = -RTlnK
11.
12


LeChatelier’s Principle
variety of problems
CHAPTER TO CHAPTER LINK:
Now that we understand the basic premises of chemical equilibrium, we
begin to investigate the complex applications of equilibrium to water and to
aqueous solutions.
Acid-Base Equilibrium (3 1/2 weeks)
CHAPTERS 17,18
 definitions of acids and bases (Arrhenius, Bronsted, and Lewis)
 weak v. strong acids and bases
 KA and KB
 pH and the role of water (KW)
 conjugate acids and bases
 polyprotics acids
 hydrolysis
 buffers
 titrations (strong v. strong and weak v. strong)
 titration graphs/curves
 indicators
12.
CHAPTER TO CHAPTER LINK:
Now that we understand the basic premises of chemical equilibrium and
their applications to water and to aqueous solutions, we begin to investigate
equilibrium as it relates to slightly soluble materials.
Solubility Equilibrium (1 1/2 weeks)
CHAPTER 19
 Ksp
 common ion effect
 complex ions
 simultaneous equilibria
13.
CHAPTER TO CHAPTER LINK:
One important aspect of acid-base equilibrium is its dependence on proton
exchange between substances. We begin to investigate the chemical
reactions are related to electron exchange.
Electrochemistry (2 weeks)
CHAPTER 21
 oxidation reduction reactions
 galvanic cells (anode, cathode, etc.)
14.
13




electrolytic cells and prediction of electrolysis reactions
Nernst equation
practical applications of electrolytic cells
relationships among G, Eo and K
CHAPTER TO CHAPTER LINK:
The remaining chapters are indeed not so closely interlinked, but simply
chapters which help students survey special topics within chemistry.
Organic Chemistry (1 week)
CHAPTER 11
 fundamental nomenclature of hydrocarbons
 common functional groups (including alcohols, carboxylic acids, amines,
esters, aldehydes, ketones, ethers, etc.)
 isomers (structural, geometric and optical)
 common reactions (including addition, substitution, esterification and
oxidation)
15.
Nuclear Chemistry (1 week)
CHAPTER 23
 types of nucleons
 transmutations (predicting products of equations)
 binding energy and E = mc2
 mass defect
 half-life and decay rates
 common decay reactions (238U)
16.
Transition Metal Chemistry (as time allows)
CHAPTER 22
 ligands and coordination number
 nomenclature for coordination compounds
 enantiomers and optical isomerization
17.
I schedule the year so as to allow somewhere between two and three weeks of
concentrated review time before the AP exam comes in May. I have accumulated more
than thirty years of old AP chemistry exams, and I selectively use them to prepare a study
manual for the students. The manual contains about 16 years of exams. Each night during
our intense review period, I assign the students theme-based homework problems. For
example, one night might emphasize a review of thermodynamics, the next a review of
kinetics. I use this time with the students to develop their ability to relearn material in a
short period of time. We often will work in small study groups.
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I have been teaching (and loving) AP Chemistry since 1983, and I have attended
more than ten workshops during that time. I have also had the privilege of mentoring
eight other teachers who are new to the world of teaching an advanced placement course,
a number of them are my own former students who have found placement as teachers in
local high schools. I have also had the privilege of working to develop teaching materials
and coauthor books, both for first-year and AP chemistry courses. I continue to try to
find new and better ways to more thoroughly, interestingly, accurately, and effectively
teach the science of chemistry to my students.
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