AP Audit - AP Chemistry - 2013
Curricular Requirements
CR1
CR2
CR3a
CR3b
CR3c
CR3d
CR3e
CR3f
CR4
CR5a
CR5b
CR6
CR7
Students and teachers use a recently published (within the last ten years)
college-level chemistry textbook
The curse is structured around the enduring understandings within the
big ideas as described in the AP Chemistry Curriculum Framework
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 1:
Structure of Matter
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 2:
Properties of matter-characteristics, states, and forces of attraction.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 3:
Chemical Reactions
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 4: Rates of
Chemical Reactions
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 5:
Thermodynamics
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 6:
Equilibrium
The course provides students with the opportunity to connect their
knowledge of chemistry and science to major societal or technological
components. (e.g., concerns, technological advances, innovations) to
help them become scientifically literate citizens.
Students are provided the opportunity to engage in investigative
laboratory work integrated 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 integrated throughout the course while
using basic laboratory equipment to support the learning objectives
listed within the AP Chemistry Curriculum Framework.
The laboratory investigations used throughout the course allow students
to apply the seven science practices defined in the AP Chemistry
Curriculum Framework. At minimum, six of the required 16 labs are
conducted in a guided-inquiry format.
The course provides opportunities for students to develop, record, and
maintain evidence of their verbal, written, and graphic communication
skills through laboratory reports, summaries of literature or scientific
investigations, and oral written, and graphic presentations.
1
Syllabus Index
(page #)
3
3,4,5,6,7,
8,9,10,11
4, 9,10
4, 9, 10, 11
4, 8
6
5
7, 8
2
2,4,5,6,7,
8,11,12
4,5,6,7,8,
9,11,12
4,5,6,7,8,
9,11,12
2
Course Overview
Advanced Placement Chemistry is taught as a second year course to 11th and 12th grade students who
have completed Chemistry 1-2 or Honors Chemistry 1-2. These first year courses provide a strong
background in both content and hands-on laboratory experience (a minimum 25% of instructional
time). All course requirements for AP Chemistry (listed below) are introduced during the first year of
chemistry. A number of topics (stoichiometry, relationships in the periodic table, mole concept,
electronic structure of atoms, molecular shapes, gases, and data acquisition, manipulation, and
communication in written reports) as well as basic chemistry laboratory skills and safety are covered
extensively during the first year of chemistry, providing a sound base for AP Chemistry. The summer
assignment immediately preceding AP Chemistry provides focused review of these topics.
AP Chemistry is designed to provide a first-year college chemistry experience, especially in terms of
the application of chemical concepts to problem-solving and laboratory experiments. During class
time chemical concepts are introduced, and practice problems presented, analyzed and solved.
Laboratory exercises provide practical applications of the lecture material and practice problems and
an opportunity to explore these concepts and applications through inquiry.
Laboratory
Laboratory exercises are generally performed during one of the two block periods available per week
(a minimum 25% of total instructional time). The laboratory exercises are designed to allow students
to apply the seven science practices defined in the AP Chemistry Course Description.
Students are provided instructions, modeling and time to master basic laboratory techniques such as
organizing their bench space, preparing solutions, conducting titrations and analyzing data. In the
laboratory, students generally work in pairs. Students complete pre-laboratory questions and
procedure development prior to entering the laboratory. Group discussion of data and error analysis is
an integral part of the laboratory work. Laboratory reports are completed for every laboratory exercise
in a college-type laboratory notebook. Students submit carbon copies of their laboratory reports and
their analytical skills are additionally assessed by laboratory quizzes. Six of the sixteen laboratory
exercises can be described as inquiry or guided inquiry. [CR5a,6,7; SP 1-7]
Components of Laboratory Reports:
Purpose
Materials
Pre laboratory preparation
Procedures
Results - Data Tables/Graphs/Written Descriptions
Analysis
Conclusions
[CR7]
Second Semester Project
Students will select a Chemical & Engineering News article to present to the class, with a poster,
PowerPoint and/or oral format. The articles include a wide variety of everyday products that involve
innovations based on chemistry, environmental concerns and technological components including
careers in chemistry. [CR4]
2
Assessments
Assessments for AP Chemistry include quizzes, laboratory reports and laboratory quizzes, and written
examinations. Most examination questions are reproduced from old AP exams both multiple choice
and free response.
Approximate weighting of types of assessments:
Labs/Classwork/Project
Tests
HW/Quizzes
Final/Practice Test
25%
35%
20%
20%
Course Requirements – Big Ideas of AP Chemistry [CR2]
Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter
can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical
reactions.
Big Idea 2: Chemical and physical properties of materials can be explained by the structure and
the arrangement of atoms, ions, or molecules and the forces between them.
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or
the transfer of electrons.
Big Idea 4: Rates of chemical reactions are determined by details of their molecular collisions.
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and
predict the direction of changes in matter.
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two
processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
Class Prerequisites
Completion of Chemistry 1-2 or Honors Chemistry 1-2 and Advanced Algebra 1-2 with grades of “C”
or better.
Bibliography
Textbook: [CR1]
 Brown, T.L., LeMay Jr., H.E., Bursten, B.E. and Burdge, J.R. Chemistry: The Central Science,
Prentice-Hall, 11th Edition, 2009.

Brown, T.L. and Waterman, Edward. AP Exam Workbook for Chemistry: the Central Science – 11th ed.,
Prentice Hall. 2009.
Laboratory manuals:
 Cesa, Irene (senior editor). Flinn Scientific ChemTopic Labs, Flinn Scientific Inc., 2002-2006.
 Morrison, Duncan and Scodellaro, Darrel, Essential Experiments for Chemistry, SMG Lab
Books, 2005.
 Nelson, John H. and Kemp, Kenneth C. Laboratory Experiments, Chemistry: The Central
Science, Prentice-Hall, 11th Edition, 2009.
 Randall, Jack. Advanced Chemistry with Vernier, Vernier Software and Technology, 2nd
edition, 2007.
 The College Board. AP Chemistry Guided-Inquiry Experiments: Applying the Science
Practices, 2013
 Volz, Donald L. and Smola, Ray. Investigating Chemistry through Inquiry, Vernier Software
and Technology, 2009.
Other materials:
 Vernier Logger Pro graphing and analytical software, LabQuest and probe ware
 Chem Ed 2001, 2005, 2011, 2013 workshop and plenary session materials
3
Course Plan by Unit
Unit 1 (Chapters 1-4): Review of Formulas, Reaction Type, Stoichiometry and
Solution Stoichiometry
Big Ideas: 1,2,3
Chemistry or Honors Chemistry, Summer Assignment and Fall Semester – 5 weeks
Topics
Laboratory Exercises
1. The Determination of the Percent
LO1.1,1.2,1.3,1.4,1.17,1.18,1.19,1.20
Water in a Compound – Vernier #2
LO2.1,2.2
LO3.1,3.2,3.3,3.4,3.5,3.6,3.8,3.9,3.10,3.11
(SP2,3,5,6; LO1.2,1.3,3.5,3.6)
 Write/name ionic and covalent formulas,
 Students will use a prescribed
including common acids
procedure and series of
calculations to determine the
 Calculate % composition
percent of water and formula
 Calculate empirical formulas
of a hydrate.
 Represent substances and chemical reactions
using particulate drawings
2. What makes hard water hard
 Balance chemical equations
(gravimetric analysis)? (CB
 Identify reaction types (synthesis,
Investigation 3) INQUIRY
decomposition, acid-base, precipitation,
(SP1,2,4,5,6,7; LO 1.19, 2.10,3.2,3.3)
oxidation-reduction), predict products of
 Students will perform and
reactions and write chemical equations,
perfect the separation
including net ionic equations where appropriate
technique of filtering a mixture
 Distinguish between chemical and physical
to collect a precipitate, proper
changes
rinse and dry the precipitate
 Identify whether a reaction is exothermic or
until a constant mass is
endothermic and indicate this in a chemical
reached.
equation

Students will design an
 Use stoichiometry to solve for theoretical yield,
experiment that will
limiting reactants, and percent yield and percent
appropriately use equipment
error
for gravimetric analysis,
 Describe general properties of aqueous
collect data and calculate the
solutions – electrolytes, non-electrolytes,
concentration of an analyte.
solubility
 Calculate concentrations of solutions (molarity)
3. Reactions Lab: Brown, LeMay et al.
 Perform titration calculations
#4 (SP3,6; LO3.2,3.9)
Non-laboratory activities:
Students are given practice problems which require
them to calculate empirical and molecular formulas;
solve for limiting reactants based on stoichiometry;
determine the concentration of an analyte in a
solution using titration data; identify oxidationreduction pairs in a chemical equation
(LO1.2,1.4,1.20,3.4,3.8)
[CR3a,c]

Students will follow a prescribed
procedure to perform a series of
chemical reactions whereby the
students will predict the results.
4. Classic titration of a strong acid with
strong base, with appropriate indicator
and no pH sensor (SP1,2,4,5; LO1.20)
 Students conduct and evaluate the
results of an acid-base titration.
[CR5b]
4
Unit 2 (Chapters 5 and 19): Thermochemistry and Thermodynamics
Big Idea 5
Fall Semester – 6 weeks
Topics
LO5.1,5.2,5.3,5.4,5.5,5.6,5.7,5.8,5.12,5.13,5.14,
5.15,5.16,5.17,5.18
 Use and create graphs that show the relationship
between distance between atoms under difference
circumstances which influence interaction strength
 Relate temperature to the motions of particles in
graphical form and particulate drawings
 Define and use heat capacity to convert between
temperature and heat
 Relate magnitude of energy changes in different
situations
 Distinguish between heat and work
 Relate energy changes to heat capacity, enthalpy of
fusion/vaporization, chemical reactions and work
 Use calorimetry to determine changes in enthalpy
 Define enthalpy and be able to calculate enthalpy
during a temperature change and during a change of
state
 Use bond energies to calculate enthalpy change in a
chemical reaction
 State and use Hess’s Law to calculate enthalpy
change in a process
 Use standard heats of formation to calculate the
heats of reaction
 Define and apply the Second Law of
Thermodynamics (entropy)
 Predict whether a process is thermodynamically
favored (spontaneous) using the signs of Ho, So
and/or Go
 Coupled reactions
Non-laboratory activities:
Students are given practice problems which require
them to interpret graphs of energy diagrams and
Maxwell-Bolton distributions; calculate energy
changes from calorimetry data
(LO5.1,5.2,5.7)
[CR3e]
5
Laboratory Exercises
5. The hand warmer design
challenge: where does the heat
come from? (CB Investigation
12) INQUIRY
(SP2,4,5,6; LO5.6,5.7)
 Students devise a plan for
using calorimetry to
determine the heat
generated by different
mixtures of solute and
solvent combinations.
 Students do calculations to
determine heat of reaction
for dissolving processes.
[CR5b]
Unit 3 (Chapter 14): Chemical Kinetics
Big Idea 4
Fall Semester – 3 weeks
Topics
Laboratory Exercises
6. What is the relationship
LO1.16
between the concentration
LO4.1,4.2,4.3,4.4,4.5,4.6,4.7,4.8,4.9
of a solution and the
 Identify the factors that affect reaction rates
amount of transmitted light
 Measure and calculate reaction rates
through the solution
 Apply stoichiometry to calculations of reaction rates
(using Vernier technology)
 Analyze the effect of change in reactant concentrations
(CB Investigation 1)
on reaction rates
INQUIRY
 Determine exponents in the rate law
(SP2,4,5,6; LO 1.15,1.16)
 Determine rate orders – change in concentration over

Students will design a
time
procedure/data
 Calculate half-life and relate it to the rate constant of a
collection strategy to
first-order reaction
determine the
 Relate temperature to reaction rate
concentration of dye in
 Describe and apply the collision model
an unknown solution.
 Represent a reaction using an energy profile,
 Students will use
particulate representation and chemical equations,
Vernier technology and
including activation energy and the differences
Logger pro to plot and
between catalyzed and non-catalyzed reactions
analyze the linear
 Identify and evaluate reaction mechanisms
relationship of
 Explain catalysis, including enzymes, acid-base and
transmittance vs molar
surface catalysts
concentration.
7. Kinetics of dye fading of
Non-laboratory activities:
phenolphthalein – Flinn
Students are given practice problems which require them to
ChemTopic Lab, modified
analyze concentration vs. time data to determine the rate law
to use Vernier LabQuest
for zero, first or second order reactions; calculate rate
and colorimeters and
constants; interpret energy profiles.
incorporate techniques and
(LO4.2,4.6,4.8)
questions in CB
[CR3d]
Investigation 11
INQUIRY
(SP1,2,4,5; LO4.1,4.2
 Students will plan out
the details of how to
perform the Beer’s law
calibration experiment
and the reaction of
phenolphthalein with
NaOH in such a way to
determine the rate law
of the reaction.
[CR5b]
6
Unit 4 (Chapters 15-17): Equilibrium
Big Idea 6
Fall and Spring Semesters – 8 weeks
Topics
Laboratory Exercises
8. The Determination of an
LO2.2; LO3.7; LO6.1,6.2,6.3,6.4,6.5,6.6,6.7,6.8,6.9,6.10,
Equilibrium Constant –
6.11,
Vernier #10 (SP2,4,5,6,7;
6.12,6.13,6.14,6.15,6.16,6.17,6.18,6.19,6.20,6.21,6.22,6.23,
6.24,6.25
LO6.1,6.6)
 Explain that equilibrium occurs when forward and
 Students will use a
reverse rates are equal for a chemical reaction.
prescribed procedure to
perform a chemical
 Calculate an equilibrium constant (K) or reaction
reaction and use a series
quotient (Q) given component concentrations
of calculations to
 Knowing K, calculate initial and equilibrium
determine the equilibrium
concentrations of reactants and products
constant for a system at
 Apply equilibrium constants (K) and Q to predict the
equilibrium.
direction of the reaction.
9. Titration Labs –
 Apply LeChâtelier’s Principle, especially effects of
Standardizing a Solution
volume, pressure and temperature changes.
of Sodium Hydroxide  Interpret K in terms of relative concentrations of
Vernier #6 and Acid-Base
products vs. reactants.
Titration - Vernier #7
 Identify Brønsted-Lowry acids and bases and
(SP2,4,5,6; LO6.12,6.13)
conjugate acid-base pairs
 Students will use titration
 Draw and interpret particulate diagrams representing
technique using Vernier
strong, weak, polyprotic acids and strong bases
technology, pH probes and
 Compare strong and weak acids and bases in terms
Logger pro (data analysis)
of relative pH, dissociation (ionization) and how
10. Titration: How Much
they behave in titrations
Acid is in Fruit Juice and
 Relate weak acids and bases to equilibrium
Soft Drink? (CB
 Calculate Ka and Kb
Investigation 4)
 Solve problems using Ka and Kb, including titrations
INQUIRY
of strong acids with strong bases, strong acids with
(SP1,2,3,4,5,6,7; LO1.20,
weak bases and weak acids with strong bases.
3.3,6.13)
 Identify acidic and basic salts
 Students will devise a plan
 Explain the common ion effect
for collecting data from an
 Calculate the pH of buffered solutions, calculate
acid-base titration in order
required concentrations of all species to reach a
to determine the acid in
particular pH
fruit juice and soft drinks.
 Explain how buffers work, especially with regard to
 Students will determine
addition of a strong acid or a strong base
the appropriate lab
 Relate Ksp to solubilities of salts
equipment, tolls, and
 Solve problems using solubility equilibria - Ksp,
indicator to use in
including those for solubility
performing a titration
 Relate Q to Ksp – solubilities of mixtures of salts
including which
measurements are needed
 Use particulate diagrams to help analyze the
thermodynamic changes associated with dissolving
and how to obtain them.
7


salts
Describe the formation of complex ions
Relate free energy (Go) with K
Non-laboratory activities:
Students are given practice problems (largely old AP
Chemistry exam questions) which require them to find Ka,
Kb, Ksp or initial or equilibrium concentrations of reactants
and/or products or pH; calculate molarity of analytes at
different points in a titration and represent the species
present with particulate diagrams.
(LO6.13,6.16,6.21,6.22)
[CR3f]
11. The preparation and
testing of an effective
buffer: how do
components influence a
buffer’s pH and capacity?
(Buffers – Vernier #19)
(SP1,2,4,6,7; LO1.4,6.20)
 Students devise a
procedure for identifying
buffering activity for a
solution. Students will
determine which
measurements are needed
and how to obtain them.
[CR5b]
Unit 5 (Chapter 20): Electrochemistry
Big Idea 3
Spring Semester – 4 weeks
Laboratory Exercises
Topics
LO3.12,3.13
 Define oxidation and reduction
 Identify oxidized and reduced species in a
chemical equation and write half-reactions.
 Balance oxidation/reduction reactions.
 Diagram voltaic and electrolytic cells
 Understand and apply the relationships among
Gibbs Free Energy, equilibrium constants, and
the EMF of a cell.
 Calculate work done by a voltaic cell.
Non-laboratory activities:
Students are given practice problems which require
them to identify oxidation-reduction pairs in a
chemical equation and balance it using the halfreaction method; identify the components of
galvanic and electrolytic cells on a diagram
(LO3.12,3.13)
[CR3c]
8
12. Electrochemistry: Voltaic Cells
(Vernier #20)
(SP1,2,3,4,5,6,7; LO3.12,3.13)
 Students will prepare a variety
of semi-microscale voltaic
cells in a 24-well test plate and
measure the potential of
different metals.
 Test two voltaic cells that use
unknown metal electrodes and
identify the metals.
13. Electrochemistry Inquiry
Lab: Orange Juice Clocks
(Talesnick, ChemEd)
INQUIRY
(SP1,2,3,4,5,6,7; LO3.12,3.13)
 Students will devise a procedure
using different juices to illustrate
oxidation-reduction reactions that
drive a clock.
 Students will evaluate the
effectiveness of the different
juices.
[CR5b]
Unit 6 (Chapters 6 – 9): Atomic Structure, the Periodic Table, Basic Chemical
Bonding and Molecular Geometries
Big Ideas 1,2
Chemistry or Honors Chemistry, Summer Work and Spring Semester - 2 weeks
Topics
Laboratory Exercises
14. Molecular geometries –
LO1.5,1.6,1.7,1.8,1.9,1.10,1.11,1.12,1.13,1.14,1.15,1.16
Brown, LeMay et al. #11
LO2.14,2.17,2.18,2.19,2.20,2.21,2.22,2.23,2.24,2.25,2.26,
2.27,2.28,2.29, 2.30,2.31,2.32
(SP1,5,6,7; LO2.21)
 Describe the quantum mechanical model of the
 Students will predict the
atom and explain why it is better than the shell
shapes of molecules by
model of the atom (Bohr)
building a model of the
molecule with foam balls
 Use Coulomb’s Law as a basis to understand trends
and sticks and applying
in the periodic table, especially ionization energy
Valence Shell Electron Pair
 Use photoelectron spectroscopy (PES) to deduce
Repulsion theory.
the structure of a particular element and to identify
elements
 Identify core and valence electrons in multielectron atoms
[CR5b]
 Apply electron configurations to explain the set-up
of the periodic table and the properties of elements
 Write electron configurations for atoms and ions,
using position on the periodic table
 Describe, predict and explain periodic trends in
atomic and ionic radii, ionization energy,
electronegativity, typical ionic charges and
properties based on Coulomb’s Law, the concepts
of core and valence electrons, and position on the
periodic table
 Mass spectrometry and its application to the
calculation of average atomic mass
 Use absorbed or emitted radiation to find the
concentration of a solution (Beer-Lambert Law) or
probe the electronic structure of a particular
element or compound
 Distinguish among ionic, covalent and metallic
bonding
 Predict the type of bonding based on position of the
elements on the periodic table
 Apply the general trends for electronegativity in the
periodic table to predictions of types of chemical
bonding (bond polarity)
 Calculate and explain lattice-energies
 Justify the electron sea model of metallic bonding
 Draw Lewis Structures for compounds – octet rule
9









and exceptions, resonance structures
Describe the shapes of molecules using VSEPR
Theory
Identify hybrid orbitals
Sigma and pi bonds
Predict polarity of molecules using bond polarities
and VSEPR
Associate type of bonding with properties of a
given solid substance
Draw and explain representations of ionic bonding
Compare properties of metal alloys with their
constituent elements
Draw and explain representations of pure metals
and alloys
Draw and explain representations of molecular
solids, including covalent networks
Non-laboratory activities:
Students are given practice problems which require them to
identify particular elements using PES data; calculate
average atomic mass from mass spectrometry data; draw
Lewis structures
(LO1.6,1.14)
[CR3a,3b]
10
Unit 7 (Chapters 10, 11 and 13)
Gases, Intermolecular Forces and Properties of Solutions
Big Idea 2
Chemistry or Honors Chemistry, Summer Work and Spring Semester - 2 weeks
Topics
Laboratory Exercises
15. The Molar Volume of a
LO2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,2.15,2.16
Gas – Vernier #5 and
LO5.9,5.10,5.11
The Molar Mass of a
 Compare the properties of gases, liquids and solids
Volatile Liquid –
using particulate models and the kinetic molecular
Vernier #3 (SP2,3,4,5,7
theory
LO2.6)
 Apply the Gas Laws – Boyle’s, Charles’, Avogadro’s,
 Students will use a
Ideal Gas law, Dalton’s Law, Graham’s
prescribed procedure
 Apply the Kinetic Molecular Theory to explain
and series of
properties of gases
calculations to collect
 Describe and explain the behavior of ideal gases vs. real
gas samples over water,
gases (i.e. deviation from ideal at high pressure, low
atmospheric pressure,
temperatures, effects of intermolecular forces)
and room temperature:
 Use IM forces to explain properties of solutions –

Determine the molar
viscosity, surface tension, volumes of mixing (liquids)
volume of a gas under
and hardness and macroscopic crystal structures (solids)
these conditions.
 Calculate and explain enthalpy changes for phase
 Students will use a
changes
prescribed procedure
 Describe the properties of solutions
and series of
 Methods to separate components of solutions
calculations to
(chromatography, distillation)
determine the
 Explain energetics of solution formation using relative
molecular mass of an
strengths of intermolecular/interparticle interactions
unknown liquid
 Explain solubilities in terms of particle structure and
16. Sticky question: How
intermolecular forces
do you separate
 Calculate molarity and prepare solutions of particular
molecules that are
molarities
attracted to one another
 Represent different types of solutions using particle
(chromatography)? (CB
diagrams
Investigation 5)
 Identify types and characteristics of different IMFs
INQUIRY
 Compare properties of different substances based on
(SP1,4,5,6;
their structure and IMFs
LO2.7,2.10,2.13)
Non-laboratory activities:
Students are given practice problems which require them to
apply the gas laws, draw particulate models of gas behavior,
interpret chromatography patterns
Students are given short essay questions requiring them to
compare properties of different substances based on their
intermolecular forces
(LO2.5,2.6,2.15,2.16)
[CR3b]
11


Students will design an
experiment that tests
the solvents that they
believe will provide the
best separation of food
dyes
Students will evaluate
the use of the solvent in
terms of “greenness”.
[CR5b]
List of Laboratory Exercises
The Determination of the Percent Water in a Compound – Vernier #2
What makes hard water hard (gravimetric analysis)? (CB Investigation 3) INQUIRY
Reactions Lab: Brown, LeMay et al. #4
Classic titration of a strong acid with strong base, with appropriate indicator and no pH sensor
The hand warmer design challenge: where does the heat come from? (CB Investigation 12)
INQUIRY
6. What is the relationship between the concentration of a solution and the amount of transmitted light
through the solution (spectrophotometry)? (using Vernier LabQuest instead of Spec 20) (CB
Investigation 1) INQUIRY
7. Kinetics of dye fading of phenolphthalein – Flinn ChemTopic Lab, modified to use LabQuest and
incorporate techniques and questions in CB Investigation 11 INQUIRY
8. The Determination of an Equilibrium Constant – Vernier #10
9. Titration Labs – Standardizing a Solution of Sodium Hydroxide -Vernier #6 and Acid-Base
Titration - Vernier #7
10. Titration: How Much Acid is in Fruit Juice and Soft Drinks? (CB Investigation 4) INQUIRY
11. The preparation and testing of an effective buffer: how do components influence a buffer’s pH and
capacity? (Buffers – Vernier #19)
12. Electrochemistry – Voltaic Cells (Vernier #20)
13. Electrochemistry Inquiry Lab: Orange Juice Clocks (Talesnick, ChemEd 2001) INQUIRY
14. Molecular geometries – Brown, LeMay et al. #11
15. The Molar Volume of a Gas – Vernier #5 and The Molar Mass of a Volatile Liquid – Vernier #3
16. Sticky question: How do you separate molecules that are attracted to one another
(chromatography)? (CB Investigation 5) INQUIRY
1.
2.
3.
4.
5.
12