ADVANCED PLACEMENT CHEMISTRY
2012-2013
MR. LINARES
ROOM 302
EXT. 221 rlinares@bosco.org
Office Hours: Tue. and Thurs.
3-4pm. Please make an
appointment
GENERAL INFORMATION
The course is designed to be the equivalent of a first year college general chemistry course and
follows the College Board’s AP Chemistry Topic Outline. It is only for high school students who
exhibit high levels of commitment, motivation, and academic maturity.
Pre-requisite: One full year of high school Chemistry. Student should be concurrently enrolled
in Algebra II or a higher-level math.
COURSE OBJECTIVES
 Students will hone their analytical skills through the use of logical reasoning, critical
thinking, written and oral communication, and through using mathematical
applications when problem solving. Expectations are that these skills be applied during
all aspects of class activity. Through the development of the problem-solving strategies
obtained during this course, college-bound students will become better prepared for
careers in medical, engineering, and other areas of natural science.
 Students will gain a greater, and much more in depth perspective and understanding in
concepts covered in general Chemistry; the nature, structure and states of matter,
chemical bonding and reactions, gases, stoichiometry, kinetics, equilibrium,
thermodynamics, electrochemistry, and nuclear chemistry.
GENERAL EXPECTATIONS
You will be required to have read the sections as outlined in the syllabus, PRIOR to their discussion(s)
during instructional time. Instructional time will be devoted to analyzing problems and concepts from
material learned during prior classes, as well as during independent student reading. Independently, you
must be able to successfully complete basic introductory problems, covered in high school Chemistry, so
that class time is devoted to understanding laboratory concepts, as well
as to mastering material (with collegiate-level proficiency).
INSTRUCTIONAL MATERIALS and SUPPLIES REQUIRED BY STUDENTS
1- Textbook- Chemistry, Chang ed. 9. ISBN-13: 978-0-07-330170-9
2- Calculator: scientific or graphing. Basic calculators are not acceptable. You must have
your calculator with you on a daily basis.
3- Writing utensils: only pencil accepted for daily use, pen (black) for labs only.
4- Laboratory manual:
Vonderbrink, Sally. Laboratory Experiments for Advanced Placement Chemistry.
Batavia, IL: Flinn Scientific, 2006. 2nd. Ed.
5- Composition Notebook for laboratory experiments: lined or quadrille acceptable.
Loose-leaf is not acceptable for laboratory use.
6- Kits: Molecular Modeling Kits (**supplied by instructor).
REFERENCE TEXTS MADE AVAILABLE BY INSTRUCTOR
-Zumdahl, Steven S., and Susan A. Zumdahl. Chemistry. 8th ed. Boston, MA: Houghton
Mifflin, 2003.
-Brown, LeMay, Bursten. Chemistry The Central Science, 12th ed. Prentice-Hall, 2011.
-Kotz, Treichel, Townsend. Chemistry & Chemical Reactivity, 8th ed. Brooks/Cole
Cengage Learning, 2012.
**You will be required to invest in at least one of the AP Chemistry course preparation books,
currently on the market. There are several available. You should examine the titles and select
one based upon personal preference. You are required to already have purchased the book(s).
ASSESSMENT
Summative and Formative:
The chapter, and final semester exams simulate the AP exam in that they will consist of a
combination of multiple choice and free-response questions. All tests are designed to ascertain
degrees of your mastery of curricular content, covered throughout the course of the school year.
Quizzes will also follow the AP exam format, and content- wise, will evaluate your knowledge
from; information covered during lecture that day, laboratory experiments, investigative
research, and from the Chemistry in Action and Chemical Mystery sections in the textbook.
Homework is assigned and reviewed regularly. Due to time constraints, it is very likely that not
all homework problems will be answered or worked out during class. You will receive however,
the correct answers to all homework problem-sets submitted.
GRADING
You will be assigned grades based on the following criteria:
Summative Assessment:
60% Chapter Exams*
15% Final Semester Exam
Formative Assessment:
15% Laboratory Experiments (procedures/reports/facilitating)*
10% Classwork and Homework (daily participation/quizzes/research and instrumentation/
review sets/review sessions)
*1-lowest test AND 1- lowest lab score will be dropped per semester. It must be noted that this
does NOT include semester exams and/or zeroes obtained on any test or lab.
Extra credit opportunities will be allowed throughout the course of both semesters.
The points obtained will be assigned to the Classwork and Homework category, listed above.
It MUST BE NOTED that extra credit will NOT be offered to you if you did NOT turn in one or
more assignments, in either semester.
Grade letters will be assigned on the following scale:
A 92-100%
A- 89-91%
B+87-88%
B 82-86%
B- 80-81%
C+ 77-79%
C 72-76%
C- 70-71%
D+ 64-69%
D 60-63%
D- 55-59%
F <55%
Note:
1) Because the letter grades are assigned from a percentage that deviates from the normally
accepted standards, there will be no rounding up of any percentage. In other words, a
88.9% will be a B+, and not rounded to 89% (A-).
2) At any point during the year, should your grade reach a 75%, you will have 2 weeks to
raise it above that percentage. If the grade does not rise above that mark, or dips even
further, parental notification will be made. If the grade still does not come up, within an
appropriate time frame, a student-lead teacher parent conference will take place.
LABORATORY EXPERIMENTATION
The laboratory portion of the course includes challenging and relevant experiments. They are
designed to reinforce topics covered during lecture, and will allow you to obtain a deeper
understanding of chemical theories and principals, which will lead to concept mastery.
Each experiment has been chosen to engage you in practical hands-on skills needed for; making
observations of chemical reactions, designing experiments, following safe practices, recording
data, calculating and interpreting data, predicting and reaching conclusions, and
communicating experimental results. Through lab experimentation and investigative research,
you will learn both the technical and functional operations of instrumentation used in Chemistry
laboratories.
Experiments:
It is anticipated that 26 laboratory experiments will be performed.
You will receive a zero for any lab you do not perform, due to an absence, or any other nonschool related reason. School related reasons must be approved by Mr. Linares. You will not be
afforded the opportunity to make up any lab you miss. Opportunities will be afforded to obtain
extra credit in place of points lost for labs not performed.
Each student will be assigned two labs for “facilitation” purposes.
Students will work in pairs to;
1- Meet with the instructor prior to the lab to go over the procedures as well as required
materials and expected outcomes for their assigned lab.
2- Set-up the lab, including mixing all required chemicals.
3- Conduct pre-lab discussions with the class.
4- Perform the lab, as all other students are required to.
5- Tear down the lab, ensuring that all materials and instruments are returned to their
assigned locations.
6- Conduct post-lab discussions with the class.
MINIMUM
REQUIRED TIME TO
EXPERIMENTS
COMPLETE (MINS)
1. Determination of the Empirical Formula of Silver Oxide
100
2. Analysis of Silver in an Alloy
80
3. Gravimetric Analysis of a Metal Carbonate
50
4. Analysis of, AlK(SO4)2•12H2O Alum
100
5. Finding the Ratio of Moles of Reactants in a Chemical Reaction
50
6. Thermodynamics: Enthalpy of Reaction and Hess's Law
50
7. An Activity Series
100
8. Determining the Molar Volume of a Gas
50
9. Determination of the Molar Mass of Volatile Liquids
45
10. Liquid Chromatography
45
11. Molar Mass by Freezing Point Depression
90
12. Kinetics of a Reaction
100
13. The Determination of Keq for FeSCN+2
100
14. Determination of Ka of Weak Acids
50
15. Acid-Base Titrations
90
16. Selecting Indicators for Acid-Base Titrations
100
17. Preparation and Properties of Buffer Solutions
100
18. Determination of the Solubility Product of an Ionic Compound
45
19. Separation and Qualitative Determination of Cations and Anions 200
20. Oxidation-Reduction Titrations
90
21. Analysis of Commercial Bleach
50
22. Electrochemical Cells
90
23. Electrolysis
100
24. Preparation and Analysis of Tetraamminecopper(II)
75
Sulfate Monohydrate
25. Synthesis, Isolation, and Purification of an Ester
90
26. Predicting the Products of Chemical Reactions
100
and Writing Chemical Equations
Composition Notebook for Experiments:
In preparation for lab, and prior to the lab date, you are expected to have successfully completed
the pre-lab exercises, in your composition notebook. This will include having the title, purpose,
procedure, and raw data tables ready for the collection of data. The pre-lab questions must have
been completed as well. If you do not complete the pre-lab requirement, you will NOT be
allowed to perform the actual lab or, if allowed to perform the lab, a substantial amount of
points will be deducted from the maximum points afforded for that particular lab.
After collecting all pertinent data, you are expected to complete the lab (outside of class time)
and include any graphs, calculations, post lab questions, error analysis, discussion and
conclusion. Lab notebooks are expected to become a portfolio of lab work.
NEATNESS/ORGANIZATION/FOMATTING COUNTS!!!!
Formatting**
a- Blue or black ink only (never pencil). Remain consistent on which color, in other words,
once you use black-stick to it…
b- Cross out mistakes with a single line (no white out or “scribble out”).
c- Never remove pages.
d- On the first page, write your name and student ID, the course, and the date.
e- Leave the next three pages blank, for a table of contents to be inserted/filled in, as each
lab is performed.
For each lab:
Note pre-lab, procedure, data, and analysis.
Each page should be numbered consistently in your notebook, at the bottom/middle.
Pre Lab
(will be checked before you are allowed to proceed with each experiment)
1. Title
2. Introduction ( purpose)
Opening paragraph of the Introduction:
State the scientific concept (principle, theory, law) or laboratory procedure.
Write in sentence form the objectives for this lab—include action verbs that were used to
instruct you on what to procedurally; “measure”, “analyze”, “observe”, “test” something, etc.
Second paragraph:
Describe the purpose of the lab, in how the achievement of the first-paragraph-objectives, are
designed to help you learn about the scientific concept or procedure of the lab.
Include a safety section. The main focus is to know about the chemicals you are using. You
should have a list of the chemicals and their safety information, if not, you may look them up on
the internet.
3. Pre-lab questions
Pre-Lab prepares you to get the most out of your lab. It consists of a series of questions which
you are required to answer, before you perform the experiment. The pre-lab questions, appear
in your lab manual.
4. Methods (procedure)
Using your lab manual, handouts, and notes:
Describe in bulleted form or flow chart how you will do the lab.
*The Methods should only describe what you WILL DO in the lab and NOT what you FOUND.
The point is to demonstrate that you have a solid grasp of the lab procedures. You should also
include a labeled drawing of the set-up for the experiment.
Provide enough detail of the materials you used and the methods you followed so that someone
else could repeat the procedure.
Make sure to note any differences between the procedures presented in the lab manual, and
what you actually did (I suggest noting these changes in a different color ink – blue or black).
This will be very important when you are writing the discussion portion of your report.
Laboratory
5. Raw Data Table (to collect data obtained from procedures)
This is the only section in your lab notebook, that you will be allowed to work on during class,
all other sections, must be completed, outside of class time.
Follow the procedures carefully; collect your data and complete the data table.
Never forget to include units and watch the estimated digits (significant figures).
Everything else must be done outside of class.
Post-Lab
6. Post-lab results
Create appropriate tables, graphs, and other figures to enable you to visualize your lab data.
Doing so will allow you to identify trends, relationships, and other patterns in your data more
easily.
Calculations: show your work on all calculations necessary to complete the results data
table. Include ONLY calculations from post-lab analysis, NOT from any pre-lab questions.
7. Post-lab questions If questions involve calculations, be sure to clearly label and show all
necessary calculations.
Discussion: Interpreting the results of the lab
Step 1: For the opening paragraph of the Discussion, explain what the findings mean in terms
of the scientific concept or laboratory procedure of the lab. In other words, discuss the
connection between the evidence you collected and what you were supposed to be learning
about by doing the lab. If necessary, refer to; graphs, drawings, tables, lists, or other visuals
from the “results” section, to support your explanation.
Step 2: In the final part of your Discussion, write about other pertinent items such as;
a- the sources of uncertainty** in your lab methods that may have led you to unclear or
unexpected answers.
b- how your findings compare to the findings of other students in the lab. Provide an
explanation for any differences.
c- suggestions for improving the lab (what you do differently next time).
**sources of uncertainty 
In science, a source of uncertainty is anything that occurs in the laboratory that could lead to
uncertainty in your results. Sources of uncertainty can occur at any point in the lab, from
setting up the lab to analyzing data, and they can vary from lab to lab. This is why it is so
important to keep detailed notes of everything you do in the lab procedure and any problems
you encounter. Try to be especially aware of any problems in setting up the lab, calibrating
instruments, and taking measurements as well as problems with the materials you are using.
Sources of uncertainty can be classified as:
random--those that cannot be predicted.
systematic--those that are related to personal uncertainty, procedural uncertainty, or
instrumental uncertainty.
When you cite uncertainty be sure to explain in detail EXACTLY how it impacted your
results. If you follow the error through the calculations. Bottom line is that procedural and
random uncertainty in general, is what will be looked for. It is understood that
instrumentation and personal uncertainty are part of the process. You will be evaluated on
your understanding of the chemical process, through your analysis of random and procedural
uncertainties.
***FINAL NOTE***
Deviations from the required formula, as listed above for formatting, will result in poor grades.
DESCRIPTIVE COURSE OUTILNE/PACING GUIDE
QUARTERS 1-4
*AP Topic Outline:
http://apcentral.collegeboard.com/apc/public/repository/ap-chemistry-coursedescription.pdf
Please refer to pages 5-8 of the AP Chemistry Course Description. You will find the concepts, per
percentage of the test, that correspond to each topic covered per chapter/section, as listed in the
syllabus. The outline is designed to be a guide to the breadth and depth of the AP Chemistry
course and not to be viewed as the absolute syllabus.
**California State Standards:
http://www.cde.ca.gov/search/searchresults.asp?cx=001779225245372747843:gpf
wm5rhxiw&output=xml_no_dtd&filter=1&num=20&start=0&q=chemistry%20sta
ndards
Please access document #1 of the Science Content Standards for California Public Schools
Kindergarten through Grade Twelve. You will find the itemized concepts, for each state
standard, that corresponds to each topic covered per chapter/section, as listed in the syllabus.
-COURSE SYLLABI-OUR PLAN FOR THE YEARFirst Quarter August 16 through October 25
Chapter
Section(s)
Week(s)
AP Topic
Outline*
(Major Area
I-V
Specific Area
A-E
Objectives
1.a – 5)
Standard(s)
California
State**
(Major Area
bold print
Objectives
1.a-11.g)
I
B (1.b)
I
A (1-3)
I
B (1.a)
2 (a)
4 (e)
UNIT I (THE BASICS)
1-Chemistry:The
Study of Change
2-Atoms, Molecules,
and Ions
3-Mole
Relationships
in Chemical
Reactions
(Laboratory #1&#2)
(Laboratory #4&#5)
4-Reactions in
Aqueous Solutions
(Laboratory #3)
(Laboratory #7)
(Laboratory #21)
(Laboratory #26)
1.4-1.9
summer school
(theory only)
2.1-2.8
summer school
(theory only)
3.1-3.10
summer school
(theory only)
III
B (2-3)
2 (a-c)
3 (a-f)
Labs to be done
weeks 6-7
4.1-4.8
summer school
(theory only)
Labs to be done
weeks 6-10
II
C (2)
III
A (1-2)
A (3.a-3.b)
III
B (1)
3 (g)
UNIT II (GASES)
5-Gases
(Laboratory #8)
5.1-5.6
5.7-5.8
summer school
(theory only)
1
Lab to be done
week 10
II
A (1.a-1.b)
A (2.a-2.d)
4 (a-i)
UNIT III (THERMODYNAMICS)
6- Thermochemistry
(Laboratory #6)
6.1-6.7
1-3
Lab to be done
week 13
III
E (1-4)
7 (a-c and e)
UNIT IV (ATOMIC STRUCTURE)
7-Quantum Theory
and the Electronic
Structure of Atoms
7.1-7.9
4-6
I
A (4)
IV
2
1 (g-j)
Second Quarter October 25 through December 20
Chapter
8
Periodic Relationships
Among the Elements
Section(s)
Week(s)
UNIT V (BONDING)
8.1-8.
10-11
AP Topic
Outline*
(Major Area
I-V
Specific Area
A-E
Objectives
1.a – 5)
I
A (4-5)
IV
2
I
B (1.c and
2.a-2.b)
9
Chemical Bonding I:
9.1-9.10
12-13
Basic Concepts
10
Chemical Bonding II:
I
Molecular Geometry
10.1-10.8
14-15
B (2.b-2.c)
and Hybridization of
B (3)
Atomic Orbitals
UNIT VI (CHEMICAL FORCES AND STATES OF MATTER)
11
I
Intermolecular Forces
11.1-11.9
16-18
B (1.a)
and Liquids and Solids
II
B (1-4)
Standard(s)
California
State**
(Major Area
bold print
Objectives
1.a-11.g)
1
(b-c, g, and j)
2
(a-b, e and g)
2 (f)
2 (d and h)
7 (d)
Third Quarter January 7 through April 12
UNIT VI (CHEMICAL FORCES AND STATES OF MATTER)
12
Physical Properties of
Solutions
(Laboratory #9-#11)
13
Chemical Kinetics
(Laboratory #12)
12.1-12.8
1-2
Labs to be done
weeks 2-3
UNIT VII (KINETICS)
13.1-13.6
II
C (1 and 3-4)
3-5
Lab to be done
week 4
UNIT VIII (EQUILIBRIUM)
III
D (1-5)
I
C
6 (a-f)
8 (a-d)
14
Chemical Equilibrium
(Laboratory #13)
14.1-14.5
5-7
Lab to be done
week 7
III
C (1 and 2.a)
9 (a-c)
15
Acids and Bases
(Laboratory #14)
15.1-15.12
7-9
Lab to be done
week 8
III
A (1)
III
C (2.b-1)
5 (a-f)
16.1-16.11
9-12
Labs to be done
weeks 11-12,
and 14
III
C (2.b [2 and3])
5 (g)
16
Acid-Base Equilibria
and Solubility
Equilibria
(Laboratory #15-#20)
Fourth Quarter March 11 through May 30
Chapter
18
Entropy, Free
Energy, and
Equilibrium
19
Electrochemistry
(Laboratory
#22&#23)
22
Transition Metal and
Coordination
Compounds
(Laboratory #24)
Section(s)
Week(s)
UNIT VIII (EQUILIBRIUM)
AP Topic
Outline*
(Major Area
I-V
Specific Area
A-E
Objectives
1.a – 5)
Standard(s)
California
State**
(Major Area
bold print
Objectives
1.a-11.g)
18.1-18.7
15-16
III
E (3)
7 (f)
19.1-19.8
15-16
III
A (3.c)
advanced level
exceeds
standards
NA
advanced level
exceeds
standards
UNIT IX (ELECTROCHEMISTRY)
22.3
discussion for
Lab to be done
lab purposes
week 17
only
UNIT X (NUCLEAR)
23
Nuclear Chemistry
24
Organic Chemistry
17
Chemistry in the
Atmosphere
YEAR-LONG
REVIEW- mock tests
College Board
AP Chemistry Exam
I
23.1-23.3
16
C
UNIT XI (ORGANIC AND ENVIRONMENTAL)
11 (a-g)
24.1-24.4
17
IV
3
17.1-17.8
17
NA
Chapters 1-19
and 22-24
4 Saturday Dates
All previously
stated above
All previously
stated above
advanced level
exceeds
standards
All previously
stated above
All previously
stated above
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
May 6, 2013
8am-noon
May 8, 10, 14 and
16 Lab
activities/additional
experiments for all
students
May 20 and 22
Laboratory
activities/additional
experiments for
Juniors
10 (a-f)