Advanced Placement Chemistry (826)
AP Chemistry: Grades 11 & 12
AP Standards
Objectives
Resources
Time
Allotment
WHRHS Student
Expectations
The student will be able to:
 Summarize the experiments that
characterized the structure of the
atom.
 Describe features of subatomic
particles.
The student will be able to:
 Describe the modern atomic mass
scale and explain how atomic
masses are determined
experimentally.
 Show how to calculate values for
molar mass.
The student will be able to:
 Explain the use of the symbol AZX
to describe a given atom.
The student will be able to:
 Characterize electromagnetic
radiation in terms of wavelength,
frequency, and speed.
 Explain the concept of quantized
energy.
 Show that light has both wave and
particle properties.
 Explain how the line spectrum of
hydrogen demonstrates the
quantized nature of all matter.
 Describe the development of the
Bohr model for the hydrogen atom.
 Explain the quantum numbers n. l,
ml, and ms.
Video: The Mechanical Universe – The
atom
Zumdahl: ch. 2 pgs. 40-47
4 days
1, 3, 5
Zumdahl ch. 2 pgs. 42-54
1 day
1, 3, 5
Zumdahl ch. 2 pgs. 52-54
1 day
1, 3, 5
Lab: Spectroscopy
Worksheet: Quantum Theory Challenge
Transparencies: continuous line spectra,
nature of waves, classification of
electromagnetic radiation, order of
orbital filling, radial probability
distribution, hydrogen 1s, 2s, 3s orbitals;
probability distribution cross section of
3p orbital, boundary surface of the 2p
orbitals, boundary surfaces of all 3d
orbitals, boundary surfaces of the 4f
orbitals, periodic table with partial
electron configurations
8 days
1, 3, 5
Learning Standard #1
Atomic theory and atomic structure
Learning Standard # 1.1
Evidence for the atomic theory
Learning Standard # 1.2
Atomic masses; determination by chemical
and physical means
Learning Standard # 1.3
Atomic number and mass number;
isotopes
Learning Standard # 1.4
Electron energy levels; atomic spectra,
quantum numbers, atomic orbitals
Zumdahl ch. 7 pgs. 287-312
Learning Standard # 1.5
Periodic relationships including, for
example, atomic radii, ionization
energies, electron affinities, oxidation
states
 Explain the Aufbau principle.
The student will be able to:
 Trace the development of the
periodic table.
 Show general trends in ionization
energy, electron affinity, and atomic
radius in the periodic table.
 Show what types of information can
be obtained from the periodic table.
Transparencies: electron affinity values,
first ionization energy values, atomic
radii for selected atoms
3 days
1, 3, 5
Zumdahl ch. 7 pgs. 312-332
1, 3, 5
Learning Standard # 2
Chemical bonding
Learning Standard # 2.1
Binding forces: ionic, covalent, metallic,
hydrogen bonding, van der Waals
(including London dispersion forces)
Learning Standard # 2.2
Binding forces: relationship to states,
structure, and properties of matter
Learning Standard # 2.3
Binding forces: polarity of bonds,
electronegativities
The student will be able to:
 Explain why an ionic bond is
formed.
 Explain why a covalent bond is
formed.
 Define lattice energy.
 Define dipole-dipole forces,
hydrogen bonding, and London
dispersion forces.
 Describe the effects forces have on
the properties of liquids and solids.
The student will be able to:
 Show how bonding accounts for the
widely different properties of
compounds.
 Describe the bonding in molecular
solids.
The student will be able to:
 Discuss the nature of bonds in terms
of electronegativity.
 Define the relationship between
bond polarity and molecular
polarity.
 Show the relationship between
electronegativity and the ionic
character of a bond.
Demo: Suspended paper clip
Demo: Great marble race
Lab: Rate of ice cube melting
3 days
1, 3, 5
1 day
1, 3, 5
3 days
1, 3, 5
Zumdahl ch. 10 pgs. 444-470
Lab: Separation by chromatography
Zumdahl ch. 10 pgs. 462-492
Transparencies: dipole moment for
water, dipole moment for ammonia,
Pauling electronegativity values,
canceling bond dipoles for XeF4,
molecular structure of PCl6-, molecular
structure of NH3, molecular structure of
H2O, interaction of two H atoms and the
energy profile
Zumdahl ch. 8 pgs.344-363
Learning Standard # 2.4
Molecular models: Lewis structures
Learning Standard # 2.5
Molecular models: valence bond:
hybridization on orbitals, resonance,
sigma and pi bonds.
Learning Standard # 2.6
Molecular models: VSEPR
Learning Standard # 2.7
Geometry of molecules and ions,
structural isomerism of simple organic
molecules and coordination complexes;
dipole moments of molecules; relation
of properties to structure
Learning Standard # 3
Nuclear chemistry: nuclear equations,
half-lives, and radioactivity; chemical
applications
The student will be able to:
 Demonstrate how to write Lewis
structures.
The student will be able to:
 Illustrate how to write resonance
structures.
 Predict the hybridization of an atom
in a molecule.
 Identify sigma and pi bonds.
The student will be able to:
 Explain how molecular geometry
can be predicted from the number of
electron pairs.
The student will be able to:
 Predict the isomers of organic and
coordination complexes.
 Recognize polar and nonpolar
molecules.
The student will be able to:
 Relate the stability of a nucleus to
the number of protons and neutrons.
 Classify types of radioactive decay.
 Define and show how to calculate
the half-life of a radioactive nuclide.
 Show how objects can be dated
using radioactive decay.
 Show how radiation damages
human tissue.
Lab: Lewis Structures
Zumdahl ch. 8 pgs. 370-378
Transparencies: formation of sp hybrid
orbitals, formation of sp2 hybrid orbitals,
an sp2 hybridized C atom, formation of
sp3 hybrid orbitals, orbitals of N2, sigma
and pi bonding, sigma bonding in C2H4,
orbitals for CO2, hybrid orbitals for
various electron pair arrangements
Zumdahl ch. 8 pgs. 378-384, ch. 9 pgs.
407-420
Worksheet: Molecular shapes
Transparencies: Possible electron
arrangements for I3- ion, octahedral
electron arrangement for Xe
Zumdahl ch. 8 pgs. 384-396
Zumdahl ch. 22 pgs. 1034-1040, ch 20
pgs. 959-965, ch. 8 pgs. 349-353, 384396
Game: Nucleogenesis
Zumdahl ch. 21 pgs. 996-1026
2 days
1, 3, 5
1 day
1, 3, 5
2 days
1, 3, 5
2 days
1, 3, 5
2 days
1, 3, 5
1, 3, 5
Learning Standard # 4
Gases
Learning Standard # 4.1
Laws of ideal gases: equation of state for
an ideal gas
Learning Standard # 4.2
Laws of ideal gases: partial pressures
Learning Standard # 4.3
Kinetic molecular theory: interpretation
of ideal gas laws on the basis of this
theory
Learning Standard # 4.4
Kinetic molecular theory: Avogadro’s
hypothesis and the mole concept
The student will be able to:
 Use the ideal gas law.
 Define the molar volume for an
ideal gas.
 Define STP.
The student will be able to:
 State the relationship between
partial pressures and total pressure
and between partial pressure and
mole fraction.
The student will be able to:
 Present the basic postulates of the
kinetic molecular theory.
The student will be able to:
 Do stoichiometric calculations for
reactions involving gases.
 Calculate molar mass from gas
density.
Lab: Determination of the molar volume
of a gas
Transparencies: Torricellian barometer,
simple manometer, plotting Boyle’s law
data, plot of V vs. T, decreasing V at
constant T, increasing T at constant V,
increasing T at constant P, increasing
moles at constant T and P
Zumdahl ch. 5 pgs. 188-201
Demo: Pop your top
Demo: The incredible shrinking balloon
Demo: Balloon and marshmallow in bell
jar
Demo: Crushing cans
Zumdahl ch. 5 pgs. 196-201, 205-210
Video: Julius Sumner Miller #10
Demo: Paint can explosion
Videodisc: Chemistry Alive: Wok and
Balloons, Crushing Cans, Easter
Bunnies
Videodisc: Chemistry at Work: Boyle’s
Law, Charles’ Law, Gas Law
Animation, Collapsing Can, Raoult’s
Law, Hindenberg and Goodyear
Zumdahl ch. 5 pgs. 210-218
Lab: Determination of molar mass by
vapor density
Zumdahl ch. 5 pgs. 201-204
2 days
1, 3, 5
1 day
1, 3, 5
1 day
1, 3, 5
3 days
1, 3, 5
Learning Standard # 4.5
Kinetic molecular theory: dependence of
kinetic energy of molecules on
temperature
Learning Standard # 4.6
Kinetic molecular theory: deviations
from ideal gas laws
The student will be able to:
 Define temperature.
 Calculate and use root mean square
velocity.
 Describe effusion and diffusion.
The student will be able to:
 Describe how real gases deviate
from ideal behavior.
 Show how the van der Waal’s
equation allows for real conditions.
Demo: Smelly balloons
Demo: The White ring
Videodisc: Chemistry at Work: Rate of
Effusion
Transparencies: Distribution of O2
velocities at STP, distribution of N2
velocity at three temperatures
Zumdahl ch. 5 pgs. 210-220
Zumdahl ch. 5 pgs. 220-224
1 day
1, 3, 5
1 day
1, 3, 5
1, 3, 5
Learning Standard # 5
Liquids and Solids
Learning Standard # 5.1
Liquids and solids from the kinetic
molecular viewpoint
Learning Standard # 5.2
Phase diagrams of one-component
systems
Learning Standard # 5.3
Changes of state, including critical
points and triple points
Learning Standard # 5.4
Structure of solids; lattice energies
The student will be able to:
 Explain the difference between
liquids and solids at the molecular
level.
The student will be able to:
 Analyze a phase diagram in terms
of phase at a given temperature.
 Predict the conditions for phase
changes of a given substance given
the phase diagram.
The student will be able to:
 Discuss the features of phase
diagrams.
The student will be able to:
 Contrast crystalline and amorphous
substances.
 Predict the relative magnitudes of
lattice energies of different
compounds.
Transparencies: flowchart of molecular
forces, structure of diamond, sodium
chloride and ice, structures of diamond
and graphite
1 day
Zumdahl ch. 10 pgs. 444-450
Transparencies: phase diagram for
carbon, general phase diagram, phase
diagrams of H2O and CO2, phase
diagram of carbon dioxide, phase
diagram for sulfur
Zumdahl ch. 10 pgs. 482-492
Transparency: Heating curve for water
Zumdahl ch. 10 pgs. 474-492
Transparencies: Several unit cells and
their lattices, net spheres and faces and
corners of unit cells
Zumdahl ch. 10 pgs. 450-455
1, 3, 5
1, 3, 5
2 days
1, 3, 5
2 days
1, 3, 5
1, 3, 5
Learning Standard # 6
Solutions
Learning Standard # 6.1
Types of solutions and factors affecting
solubility
Learning Standard # 6.2
Methods expressing concentration (The
use of normalities is not tested.)
Learning Standard # 6.3
Raoult’s law and colligative properties
(nonvolatile solutes); osmosis
Learning Standard # 6.4
Non-ideal behavior (qualitative aspects)
The student will be able to:
 Show how molecular structure,
pressure, and temperature affect
solubility.
The student will be able to:
 Define various ways of describing
solution composition.
The student will be able to:
 Show how a solution’s vapor
pressure is affected by the
concentration of solute and the
interactions of solute and solvent.
 Predict and calculate the effect of a
solute on the boiling and freezing
points of a solvent.
 Explain osmosis and describe its
application
 Show how the colligative properties
of electrolyte solutions can be used
to characterize the solute.
The student will be able to:
 Explain the requirements of ideal
solutions.
Transparencies: An aqueous solution
and pure water in a closed environment,
the steps in the dissolving process,
temperature dependence of solubility for
various solids
Zumdahl ch. 11 pgs. 515-520
Demo: Is it Full?
Zumdahl ch 11 pgs. 506-510
Lab: Determination of molar mass by
freezing point depression
Transparencies: Development of
osmotic pressure, osmosis
1 day
1, 3, 5
3 days
1, 3, 5
7 days
1, 3, 5
1 day
1, 3, 5
Zumdahl ch. 11 pgs. 520-540
Zumdahl ch. 11 pgs. 523-526
1, 3, 5
Learning Standard # 7
Reaction types
Learning Standard # 7.1
Acid-base reactions; concepts of
Arrhenius, Bronsted-Lowry, and Lewis;
coordination complexes, amphoterism
The student will be able to:
 Discuss the Arrhenius, BronstedLowry, and Lewis models of acids
and bases.
 Predict whether an oxide will
produce an acidic or basic solution.
 Predict coordination products of the
transition metals.
Lab: Synthesis of a coordination
compound and its chemical analysis.
Demo: A voice activated reaction
Demo: A use for the superintendents
memos
Demo: MOM to the rescue
Zumdahl ch. 14 pgs. 648-656, ch. 20
pgs. 954-959
5 days
1, 3, 5
Learning Standard # 7.2
Precipitation reactions
Learning Standard # 7.3
Oxidation-reduction reactions: oxidation
number
Learning Standard # 7.4
Oxidation-reduction reactions: the role
of the electron in oxidation-reduction
Learning Standard # 7.5
Electrochemistry: electrolytic and
galvanic cells; Faraday’s laws; standard
half-cell potentials; Nernst equation;
prediction of the direction of redox
reactions
The student will be able to:
 Predict whether a solid will form in
a solution reaction.
 Write complete ionic and net ionic
equations.
 Demonstrate stoichiometric
calculations involving precipitation
reactions.
The student will be able to:
 Characterize oxidation-reduction
reactions.
 Assign oxidation states.
The student will be able to:
 Identify oxidizing and reducing
agents.
 Use the half-reaction method for
balancing oxidation-reduction
reactions.
The student will be able to:
 Define the components of an
electrochemical cell.
 Distinguish between a galvanic and
an electrolytic cell.
 Demonstrate the combination of
half-reactions to form the cell
reaction.
 Relate the maximum cell potential
to the free energy difference
between cell reactants and products.
 Discuss the driving force in
concentration cells.
 Quantify how to calculate the
relationship between cell potential
and cell concentration.
 Calculate equilibrium constants
Lab: Separation and qualitative analysis
of cations and anions
Lab: Analytical gravimetric analysis
Worksheets: Equation sets from
previous AP exams
Zumdahl ch. 4 pgs. 148-157, ch. 15 pgs.
744-760
Lab: Determination of electrochemical
series
Demo: The can ripper
Video: World of Chemistry: The Busy
Electron
Videos: Heath #25-27
Zumdahl ch. 4 pgs. 164-178
Lab: Determination of concentration by
oxidation-reduction titration
7 days
1, 3, 5
1 day
1, 3, 5
3 days
1, 3, 5
5 days
1, 3, 5
Zumdahl ch. 4 pgs. 164-178
Lab: Measurements using
electrochemical cells and electroplating
Demo: Hot dog salt bridge
Zumdahl ch. 17 pgs. 822-853

from cell potentials.
Describe the stoichiometry of
electrolysis reactions.
1, 3, 5
Learning Standard # 8
Stoichiometry
Learning Standard # 8.1
Ionic and molecular species present in
chemical systems; net ionic equations
Learning Standard # 8.2
Balancing equations including those for
redox reactions
Learning Standard # 8.3
Mass and volume relations with
emphasis on the mole concept, including
empirical formulas and limiting
reactants
The student will be able to:
 Characterize strong electrolytes,
weak electrolytes, and
nonelectrolytes.
 Describe reactions in solution by
molecular, complete ionic, and net
ionic equations.
The student will be able to:
 Write a balanced equation to
describe a chemical reaction.
 Use the half-reaction method for
balancing oxidation-reduction
reactions.
The student will be able to:
 Perform stoichiometric calculations
involving precipitation reactions.
 Show how to perform calculations
involved in acid-base volumetric
analysis.
 Calculate masses of reactants and
products using the chemical
equation.
 Demonstrate the use of limiting
reactant in stoichiometric
calculations.
Zumdahl ch. 2 pgs. 54-57, ch4 pgs. 153155
3 days
1, 3, 5
Demo: Instant rust
Demo: Electrolysis of Water
Video: Heath #4-8
2 days
1, 3, 5
8 days
1, 3, 5
Zumdahl ch. 3 pgs. 100-107, ch. 4 pgs.
171-178
Lab: Determination of mass and mole
relationships in a chemical reaction
Lab: Determination of the percentage of
water in a hydrate
Demo: 500+500=1018
Demo: Black magic
Zumdahl ch. 3 pgs. 80-100, 107-122
1, 3, 5
Learning Standard # 9
Equilibrium
Learning Standard # 9.1
Concept of dynamic equilibrium,
physical and chemical; LeChatelier’s
principle; equilibrium constants
The student will be able to:
 Discuss how equilibrium is
established.
 Calculate equilibrium constants.
 Show how the equilibrium constant
is used to predict the direction a
system will move to reach
Lab: Determination of the equilibrium
constant for a chemical reaction (done
by spectrophotometric analysis)
Demo: Equilibrium with pennies
Transparencies: H2O and CO begin to
react and reach equilibrium, the
ammonia synthesis equilibrium
8 days
1, 3, 5
equilibrium.
Predict the changes that occur when
a system at equilibrium is disturbed.
The student will be able to:
 Show how Kc and Kp are related.
 Calculate equilibrium
concentrations given initial
concentrations.
The student will be able to:
 Define pH, pOH, and pK and use
general methods to solve acid-base
problems.
 Calculate percent dissociation.
 Solve equilibrium problems of weak
acids and weak bases.
 Calculate the pH of acidic and basic
solutions.
 Explain the characteristics of
buffered solutions.
 Calculate the pH at any point in an
acid-base titration.

Learning Standard # 9.2
Equilibrium constants for gaseous
reactions: Kp, Kc
Learning Standard # 9.3
Equilibrium constants for reactions in
solutions: constants for acids and bases;
pH, pKa
Learning Standard # 9.4
Solubility product constants and their
application to precipitation and the
dissolution of slightly soluble
compounds
Learning Standard # 9.5
Common ion effect; buffers, hydrolysis
The student will be able to:
 Calculate the solubility product of a
slat given its solubility and viceversa.
 Predict relative solubilities based on
Ksp values.
 Predict if precipitation will occur
when solutions are mixed.
The student will be able to:
 Explain the effect of a common ion
on equilibrium.
Zumdahl ch. 13 pgs. 602-637
Zumdahl ch. 13 pgs. 605-630
4 days
1, 3, 5
Lab: Standardization of solution using a
primary standard
Lab: Determination of concentration by
acid-base titration including a weak acid
or weak base
Lab: Determination of appropriate
indicators for various acid-base titrations
Lab: Preparation and properties of buffer
solutions
Demo: The tortoise and the hare
Transparencies: The pH ranges of
various common indicators, Titration
curve for NH3 with HCl, the shape of the
titration curve as a function of Ka, pH
curves for the titration of a strong acid
with a strong base, acid and base forms
of phenolphthalein, comparison of
strong and weak acid titration curves,
titration curve for a weak acid
10 days
1, 3, 5
6 days
1, 3, 5
2 days
1, 3, 5
Zumdahl ch. 14 pgs. 658-683
Demo: Now you see it now you don’t
Zumdahl ch. 15 pgs. 744-767
Zumdahl ch. 15 pgs. 760-767, 708-724,
683-689

Explain the effect of pH and a
common ion on the solubility of a
salt.
1, 3, 5
Learning Standard # 10
Kinetics
Learning Standard # 10.1
Concepts of rate of reaction
Learning Standard # 10.2
Use of experimental data and graphical
analysis to determine reactant order, rate
constants, and reaction rate laws
Learning Standard # 10.3
Effect of temperature change on rates
Learning Standard # 10.4
Energy of activation; the role of
catalysts
Learning Standard # 10.5
The relationship between the ratedetermining step and the mechanism
The student will be able to:
 Define reaction rate and show how
rates can be measured from
experimental data.
The student will be able to:
 Describe two types of rate laws.
 Determine the rate law of a reaction
from experimental data.
The student will be able to:
 Discuss the temperature dependence
of reaction rate.
 Describe the collision model.
The student will be able to:
 Define and show how to calculate
activation energy.
 Explain how a catalyst speed up a
reaction.
The student will be able to:
 Explain the relationship between the
reaction pathway and the rate law.
Lab: Determination of reaction rate and
its order
Zumdahl ch. 12 pgs. 551-554
Transparency: Summary of kinetics for
reactions
Zumdahl ch. 12 pgs. 554-572
Game: Depletion
Demo: Plop plop fizz fizz
Transparency: Collision energy variation
with temperature
Zumdahl ch. 12 pgs. 576-589
Demo: Paper clip catalyst
Demo: Lycopodium powder
Transparencies: Collision energy
distribution vs. activation energy,
catalyzed and uncatalyzed reaction
profiles
Zumdahl ch. 12 pgs. 582-589
Demo: Funneling ahead
2 days
1, 3, 5
3 days
1, 3, 5
2 days
1, 3, 5
1 day
1, 3, 5
2 days
1, 3, 5
Zumdahl ch. 12 pgs. 573-576
1, 3, 5
Learning Standard # 11
Thermodynamics
Learning Standard # 11.1
State functions
The student will be able to:
 Define a state function.
Zumdahl ch. 6 pg. 241
1 day
1, 3, 5
Learning Standard # 11.2
First law: change in enthalpy; heat of
formation; heat of reaction; Hess’s law;
heats of vaporization and fusion;
calorimetry
Learning Standard # 11.3
Second law: entropy; free energy of
reaction; dependence of change in free
energy on enthalpy and entropy changes
Learning Standard # 11.4
Relationship of change in free energy to
equilibrium constants and electrode
potentials
The student will be able to:
 Discuss the first law of
thermodynamics.
 Define enthalpy and demonstrate
calculations of the change in
enthalpy in a chemical reaction.
 Show how a change in enthalpy is
measured by calorimetry.
 Show how to use standard
enthalpies of formation to calculate
H for a reaction.
The student will be able to:
 State the second law of
thermodynamics in terms of
entropy.
 Apply the relationship between S,
H, and T.
 Define free energy and relate it to
spontaneity.
 Calculate free energy change in a
chemical reaction.
The student will be able to:
 Define equilibrium in terms of
minimum free energy.
 Show how K is related to G.
 Relate cell potential to free energy.
 Calculate equilibrium constants
from cell potentials.
Lab: Determination of enthalpy change
associated with a reaction
Demo: Boil water in a paper cup
Transparencies: coffee cup calorimeter,
bomb calorimeter, PV work, pathway
for combustion of ammonia, pathway
for combustion of methane, schematic
for energy changes of reaction
5 days
1, 3, 5
Zumdahl ch. 16 pgs. 779-804
7 days
1, 3, 5
Zumdahl ch. 16 pgs. 804-808, ch. 17
pgs. 831-841
4 days
1, 3, 5
Zumdahl ch. 6 pgs. 246-265
1, 3, 5
Learning Standard # 12
Descriptive chemistry
Learning Standard # 12.1
Chemical reactivity and products of
chemical reactions
The student will be able to:
 Predict the products of chemical
reactions.
 Write complete, balanced chemical
equations for chemical reactions.
AP reaction sets are used throughout the
course.
Videodisc: Chemistry Alive: methane
bubbles, elephant toothpaste, burning
magnesium, thermite reaction, Ira
Remsem story
Zumdahl ch. 4 pgs. 133-178
4 days
1, 3, 5
Learning Standard # 12.2
Relationships in the periodic table;
horizontal, vertical, and diagonal with
examples of from alkali metals, alkaline
earth metals, halogens, and the first
series of transition elements
Learning Standard # 12.3
Introduction to organic chemistry:
hydrocarbons and functional groups
The student will be able to:
 Explain the Aufbau principle.
 Show general trends in ionization
energy, electron affinity, and atomic
radius in the periodic table.
 Show what types of information can
be obtained from the periodic table.
The student will be able to:
 Name simple alkanes, alkenes, and
alkynes.
 Discuss isomerism in organic
molecules.
 Recognize basic organic functional
groups.
Learning Standard # 13
Laboratory
Learning Standard # 13.1
Making observations of chemical
reactions and substances
Learning Standard # 13.2
Recording data
Learning Standard # 13.3
Calculating and interpreting results
based on the quantitative data obtained
Learning Standard # 13.4
Communicating effectively the results of
experimental work
The student will be able to:
 Observe chemical reactions in the
laboratory.
The student will be able to:
 Record accurate and precise data.
The student will be able to:
 Perform calculations describing
laboratory experiments.
 Interpret the data and calculations
of an experiment to reach
conclusions about that experiment.
The student will be able to:
 Write a conclusion summing up the
laboratory results and explaining the
chemical implications of an
experiment.
Zumdahl ch. 2 pgs. 57-59, ch. 7 pgs.
312-333
5 days
1, 3, 5
Zumdahl ch. 22 pgs. 1034-1048
3 days
1, 3, 5
All of the labs listed above pertain to
this standard. Students keep a laboratory
notebook of all of their labs.
All labs
1, 3, 5
Continual
1, 3, 5
All labs
Continual
1, 3, 5
All labs
Continual
1, 3, 5
All labs
Continual
1, 3, 5
1, 3, 5