Syllabus
AP Chemistry
2014-2015
Because of the nature of this course and the amount of new material that will be covered, a strong
preparatory background in Pre-AP Chemistry is a requirement. If you had me for Pre-AP Chemistry you
already have a strong background. The topics that I expect that you already know include:


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

atomic structure
electron configurations
bonding
VSEPR theory
acid-base chemistry
nuclear chemistry

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chemical names and
formulas
chemical reactions
(balancing and completing)
periodicity
behavior of gases
mole concept

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

mole calculations
stoichiometry
making and interpretation
of graphs
making observations from
laboratory situations
The nature of Chemistry requires the student to know certain basic facts that MUST be committed to
memory. Mathematics is an integral part of this class. Problem solving strategies will be stressed throughout the year and this course requires the student be able to solve problems WITH and WITHOUT a
calculator.
TEXTBOOK:
Chemistry, Zumdahl and Zumdahl., (publisher Cengage Learning) 9th Edition –©2013
STRUCTURE OF THE COURSE:
AP Chemistry is built around six big ideas and seven science practices. The big ideas are:
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 the 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.
Some of the big ideas will seem very familiar to you. The majority of big idea one, two and three were
covered in Pre-AP Chemistry. However, big idea four, five and six were not covered in any great depth in
Pre-AP Chemistry and will be new to you. Most of the time in this course will be spent working on the last
three big ideas.
The science practices for AP Chemistry are the same for all AP science classes. The science practices are
designed to get the students to think and act like scientists. As you read through this list, the concepts and
practices that are listed below will seem second nature to you, since they were embedded in the laboratory
investigations, problems and projects from Pre-AP Chemistry. The science practices are:
Science Practice 1: The student can use representations and models to communicate scientific phenomena
and solve scientific problems.
Science Practice 2: The student can use mathematics appropriately.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.
Science Practice 4: The student can plan and implement data collection strategies in relation to a particular
scientific question
Science Practice 5: The student can perform data analysis and evaluation of evidence.
Science Practice 6: The student can work with scientific explanations and theories.
Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and
representations in and across domains.
LABORATORY INVESTIGATIONS
The laboratory portion of this class is to be the equivalent of a college laboratory experience. Because some
colleges require proof of the laboratory portion of the course before granting credit, all students will keep a
laboratory notebook, provided by the teacher. Some of the laboratory investigations will require the
students to spend time in tutorials after school. At a minimum, twenty-five percent of instructional time will
be spent in the laboratory.
The laboratory manual that is given to the students is designed to be a complete laboratory experience for
the student. It is designed to be “combed bound” and the students write their laboratory reports in the
notebook. When the students finish AP Chemistry, they are encouraged to take their laboratory notebook
with them to college. The laboratory notebook is 264 pages long. It includes nineteen laboratory
investigations. They are all “wet labs” with one being micro-scale. Seven of the labs are student inquiry
based.
The school is on a block schedule, so class length is approximately 90 minutes, which generally allows
enough time for students to complete the laboratory investigation. Students know that additional time on
the weekend might be required to perform labs.
The laboratory manual has sections on purpose, procedure, equipment needed, data, analysis, questions for
the students to answer and conclusion.
Students must turn in completed laboratory write-ups for each lab. Each student will be required to report
their results once per semester using a method of their choice (PowerPoint, Poster, Article, etc.)
Materials Needed: The following are the materials needed for this class.
1.
2.
3.
4.
Scientific Calculator (a graphing calculator is fine!)
Black or blue pens and #2 pencils with erasers.
Willingness to ask questions and participate in class.
Alert and active human brain.
GRADING:
A typical nine weeks grading period would have:
 Tests 80%,
Tests: Tests will consist of two parts: Part one multiple choice without calculator and Part 2 free response
which can be with or without calculator.
 Labs, quizzes, independent study packets 20%
Within a grading period there will be generally no more than three major tests. There will be daily short
quizzes. Quizzes will be averaged per week and recorded as one grade. All of the tests will be in AP format
and will be graded according to AP standards. The grading procedures for this format will be explained
before the students take the exam.
Course Expectations:
1. ALL students are expected to actively take notes during teacher presentation. Although a textbook
will be given to students, some material will not be found in the book. It is important to pay attention
in class and ask questions when you do not understand. The lecture notes are NOT A
SUBSTITUTE FOR YOUR NOTES. They are an aid to help you, not the be all and end all.
2.
NO WORK-NO CREDIT- NO KIDDING!!!
3. All tests are closed book and notes. As Chemistry is a course that builds upon itself, tests are
cumulative. The only notes are your “AP sheets”.
4. Students are expected to take notes, be attentive, and contribute to the class. Students that honestly
try and cooperate will always be given consideration when borderline grades occur.
5. Labs are very serious and each student is expected to follow the PISD Laboratory Safety policies.
Failure to do so will result in the removal of the student from the lab area and alternative written
work will be assigned for the remained of the semester for each laboratory investigation.
6. Calculator use is a privilege, not a right. Using a calculator to cheat or damaging a calculator will
result in loss of the calculator privilege.
7. Students scoring below “70” on a Major Grade shall be allowed to redo the assignment/test. To
qualify, the student must attend 2 tutorial sessions, turn in any missing assignments, and will be
required to take the make-up outside of normal class time. The higher grade, with a maximum of
“70”, shall be recorded. Retesting/redoing should be completed within five school days of the
original assignment.
8. Students will not be allowed in class if they are not in the door when the tardy bell rings.
9.
It is the student’s responsibility to obtain make-up work. One extra day is given for make-up work
for each day absent. If absent on an A day pick up makeup work on the following B day. If
absent on a B day pick up makeup work on the following A day.
10. If students are absent the day before a scheduled test, they are expected to take the test the same day
they return. In the case of sports or planned absences, work should be completed before leaving
when possible.
Science Department, Room B202
Phone: (512) 594-1268
E-mail: ryan.kubicek@pfisd.net
Website: http://kubchemistry.weebly.com/
Tutorials:
Monday and Wednesday after
school. I am usually here
every day before and after school
Except Wednesday Mornings
Points to Ponder:

WHY ARE YOU IN THIS CLASS?????
o
o
o
o
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Are you here to get college credit?
Are you here to see the material before you get to college and take the class again?
Are you here to get the T-shirt?
What are your priorities?
Please do not be afraid to make mistakes! If you were not supposed to make mistake, the erasers
would not be on the pencils!
 I get paid to answer your questions…PLEASE make me earn my pay.
 This is a college course and as such, IT IS HARD.
 You will be expected to do a great deal of higher level thinking, and yes it will hurt your head
sometimes.
 Please look at this course as a bridge between high school and college. You get college work and
material…with all of the safety nets of high school.

Do you have a STUDY GROUP? It is good to work UT homework together. The UT homework
counts as extra credit because I expect you to have worked together. However, if you just copy
someone else’s UT homework, you may get a good grade, but you will fail the quizzes and/or tests
and the extra credit will do you no good.

To get a FIVE on the AP Chemistry exam  you need 63% correct on the test!

To get a THREE on the AP Chemistry exam  about 45% correct on the test!
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Unlike me, you have a life outside of school. If you have something going on that will interfere with
your ability to turn in work to me…let me know, we will try to work something out.
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My expectation is that ALL of you to take the AP Chemistry EXAM at the end of the year.
 If it wasn’t for people like me, your parents would never know you are normal.
SEQUENCE:
AP Chemistry Curriclulum
First Nine Weeks
Chapter
Topics Covered
Five:
Principles of
Chemistry
Reactivity:
Energy and
Chemical
Reactions
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
Nineteen:
Principles of
Chemical
Reactivity:
Entropy and
Free Energy
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Activities
Energy
Specific Heat
First Law of
Thermodynamics
Enthalpy and
calorimetry
Hess’s Law
Spontaneous versus
non-spontaneous
(thermodynamically
favored versus not
favored)
Entorpy
Free Energy
Three laws of
thermodynamics
Concept of equilibrium

Given a set of conditions
the students will
determine if the situation
is thermodynamically
favored or not favored by
looking at entropy,
enthalpy and Gibb’s Free
Energy (LO 5.13)
Big
Ideas
3
5
2
5
6
Twenty:
Principles of
Reactivity:
Electron
Transfer
Reactions
Topics Covered
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Fifteen:
Chemical
Kinetics: The
Rates of
Chemcial
Reactions
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
Activities
Review redox
reactions
Oxidation versus
reduction
Oxidating and
Reducing agents
Galvanic and volatic
cells
Electrolysis

Reaction rates
Relative rates
Rate law, general form
Determination of rate
law
Graphical methods for
zero, first, and second
order rate laws.
Mechanisms



EK
LO
3.C
5.A
5.B
5.B
5.C
5.E
3.C.2.a – d;
5.A.2.a – f;
5.B.1.a-c;
5.B.2.a, b;
5.B.3.a, b, e, f;
5.B.4.a-c;
5.C.2.c, f, g;
5.E.2.a
3.11
5.3
5.4
5.5
5.6
5.7
2.B
5.A
5.C
6.D
2.B.3.b;
5.A.2.a, b, c, e;
5.C.2.d, e;
5.E.1.a, b, c;
5.E.2.b - f;
5.E.3.a-c;
5.E.4.a-c;
5.E.5.a, b;
6.D.1.a-d
2.15
5.3
5.12
5.13
5.14
5.15
5.16
5.17
5.18
6.25
AP Chemistry Curriclulum
Second Nine Weeks
Chapter
EU
Students will balance by
the half-reaction method
Students will balance by
oxidation number change
method
Students will complete
the worksheets “Simple
Rate Laws” and “Not So
Simple Rate Laws” and
use the given data to
determine the order of
each reactant (LO 4.2)
The students will do the
“candy decay chain”
activity (M&Ms decay
into Skittles which decay
into SweeTarts which
decay into Smarties,
which are stable). They
will construct four graphs,
to show the relationship
over time of the four
candies and the half-life
of each candy will be
determined (this models
nuclear decay – first order
kinetics). (LO 4.3)
Big
Ideas
3
5
6
4
EU
EK
LO
3.A
3.B
3.C
5.E
6.A
3.A.1.a;
3.B.3.a, c, d;
3.C.3.a – f;
5.E.4.a;
6.A.1.b
3.2
3.8
3.12
3.13
5.15
6.1
4.A
4.B
4.C
4.D
4.A.1.a, c
4.A.2.a - c
4.A.3.a - e
4.B.1.a, b
4.B.2.a-d
4.B.3.a-c
4.C.1.a-c
4.C.2.a
4.C.3.a, b
4.D.1.a, b
4.D.2.a-c
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
AP Chemistry Curriclulum
Third Nine Weeks
Chapter
Sixteen:
Principles of
Reactivity:
Chemical
Equilibria
Topics Covered
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
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

Seventeen:
Principles of
Reactivity:
The Chemistry
of Acids and
Bases
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Eighteen:
Principles of
Reactivity:
Other Aspects
of Aqueous
Equilbria
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
Nature of equilibrium
Equilibrium constant
Kc and Kp
Use of ICE tables to
solve Kc, Kp
Conversion between
Kc, Kp
Le Chatelier’s
Principal
Activities
The students will review the
PowerPoint presentation
entitled “Equilibrium Made
Easy” and given a set of
problems, determine the type
of equilibrium problem it is
(i.e. given K or asked to find
K) and then determine the
missing values by using a
RICE table. This activity
focuses on the structure of the
equilibrium questions. (LO
6.5)
Big
Ideas
6
Concepts of acid and
bases
Arrhenius
o BronstedLowry
o Lewis
Strength of acid and
bases
pH and pOH
Ka, Kb
Finding pH of strong
and weak acids and
bases
Auto-ionization of
water and Kw
pH of different salts
6
Acid-base titration
curves
Indications and their
roles
Common ion-effect
Buffers
Solubilty product
constant, Ksp
1
3
6
Relationships
 Relating
thermodynamics to
elctrochemisty
 Relating
electrochemistry to
equilibrium via
thermodynamics
Students will conduct an
investigation into the major
components of acid rain and
write the reactions that occur
between the pollutant and the
compounds naturally present
(i.e. water, oxygen, carbon
dioxide). (LO 3.2)
4
5
6
EU
EK
LO
6.A
6.B
6.A.1.a, b
6.A.2.a-c
6.A.3.a-f
6.A.4.a, b
6.B.1.a, b
6.B.2.a, b
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
3.B
6.A
6.C
2.B.2.a,d
3.B.2.a
3.B.2.b.1-3
6.A.1.a, b
6.C.1(all)
2.1
2.2
3.7
6.1
6.11
6.12
6.14
6.15
6.16
1.E.2.f
3.A.2.c
6.A.1.a, b
6.A.2.b
6.A.3.c
6.C.1.e
6.C.1.e-o
6.C.2.a-d
6.C.3.a, b
6.C.3.e, f
1.20
3.3
6.1
6.12
6.13
6.15
6.16
6.17
6.18
6.19
6.20
6.21
6.22
6.23
1.E
3.A
6.A
6.C
AP Chemistry Curriclulum
Fourth Nine Weeks - Review
Chapter
Topics Covered
Activities
Big
Ideas
1
2
3
EU
EK
LO
1.A
1.B
1.E
2.C
3B
1.A.1
1.B.1(a-e)
1.E.1.a
1.E.2.b
3.B.1
1.1
1.17
2.17
3.5
3.6
1.4
1.17
1.18
2.8
2.9
2.14
3.1
3.2
3.3
3.4
3.8
3.9
3.10
1.1
1.2
1.3
1.4
1.14
1.17
1.18
1.19
3.1
3.3
3.4
3.6
1.5
1.6
1.7
1.8
1.9
1.10
1.12
1.13
1.15
Two: Atoms,
Molecules and
Ions



Atomic structure
Average atomic mass
Isotopes
Three:
Chemical
Reactions

Double Replacement,
single replacement,
combustion,
decomposition,
combination reactions,
gas forming
Solubility rules
Precipitation reactions
Acid-base reactions
Redox reactions
Combustion analysis
1
2
3
5
6
1.A
1.E
2.A
2.B
2.D
3.A
3.B
3.C
5.D
6.C
1.A.3
1.E.1.a
1.E.2.c-f
2.A.3.a
2.A.3.h-j
3.A.1.b-d
3.A.2.a.2
3.A.2.c
3.B.1.a
3.B.3
3.C.1.d
6.C.3.d
Nomenclature
Molar mass of
compounds
Hydrated compounds
Balancing equations
Percent composition
Excess and limiting
reagents
Percent yield
1
3
1.A
1.D
1.E
3.A
3.B
1.A.1
1.A.2
1.A.3
1.D.2.a-c
1.E.1.a-c
1.E.2.a, c-e
3.A.1.a
3.A.2.a.1
3.A.2.a.2
3.B.1
Different models
Quantum view of atom
Electron
Configurations
o Aufbau
o Hund’s Rule
o Pauli
Exclusion
Principle
Periodic Trends
o Coulumb’s
Law
o Different
trends
Photoelectronic
Spectrosopy
1
5
1.B
1.C
1.D
5.E
1.B.1.a-d
1.B.2.a-d
1.C.1.a-d
1.C.2
1.D.1.a, b
1.D.3.a, b
5.E.4.b.1
1
2
5
1.B
1.C
1.D
2.C
1.B.1.A
1.B.1.e
1.B.2
1.C.1.c





Four:
Stoichiometry:
Quantitative
Information
and Chemical
Reactions







Six: The
Structure of
Atoms



Seven: The
Structure of
Atoms and
Periodic
Trends


Eight:
Bonding and
Molecular
Sturcture

Bonding
o Metallic
o Ionic
o Covalent
Student will use a mass
spectrometer printout of the
relative masses of isotopes of
an element to determine (a)
the percentages of the isotopes
and (b) the average atommic
mass of the element. (LO
1.14)
The students will be provided
with Potential Energy Curves
and compare single, double
and triple bonds – looking for
1.7
1.8
1.15
2.1

Nine: Bonding
and Moecular
Structure:
Orbital
Hybridization

Eleven: Gases
and their
Properties
Twelve:
Intermolecular
Forces and
Liquids








Thirteen: The
Chemistry of
Solids

Fourteen:
Solutions and
Their Behavior




Types of energy
associated with
different structures:
o bond
dissociation
energy
o lattice energy
Types of covalent
bonds, sigma, pi,
resonance structures
Lewis Dot Diagrams
Formal Charge
VSEPR Theory
Hybridization
Ideal versus Real
Gas Laws
Kenetic Molecular
Theory
Intermolecular Forces
o London
o Induced
dipole to
dipole
o Dipole to
dipole
Bond versus molecular
polarity
Properties of liquids
Structures of solids
Phase Change
Diagrams
Solution Chemistry
o Supersaturate
d solutions
o Saturated
solutions
o Unsaturated
solutions
2.D
5.C
1.D.3
2.C.1.a-f
2.C.2.b
2.C.4
2.D.1.b.1, 2
5.C.1
5.C.2.a, b
2.17
2.18
2.21
2.23
2.24
5.1
5.8
1
2
3
5
1.A
2.A
2.B
3.A
5.A
1
2
5
6
1.C
2.A
2.B
2.C
2.D
5.B
5.D
6.A
6.C
1.A.2
1.A.3
2.A.2
2.B.2.a, d
2.B.3.c, d
3.A.2.a.2
3.A.2.b
5.A.1.a, b
5.A.1.c
1.C.1.d
2.A.1.a
2.A.1
2.A.3.a-c
2.A.3.g-i
2.B.1.a-c
2.B.2
2.B.2.a.1-3
2.B.2.b
2.B.3.a, b
2.C.2.a
2.C.2.b.2
2.C.3.a-d
2.D.1.a.1-3
2.D.1.a.5
2.D.1.b
2.D.2
2.D.3
2.D.4 a,b
5.B.3.c, d
5.D.1.a-c
5.D.2
5.D.3
6.A.1.a
6.C.3.c
1.3
1.4
2.4
2.5
2.6
2.12
2.15
3.4
5.2
1.11
2.1
2.3
2.8
2.9
2.11
2.13
2.14
2.15
2.16
2.19
2.20
2.22
2.23
2.24
2.25
2.26
2.27
2.28
2.29
2.30
2.31
2.31
2.32
5.6
5.9
5.10
5.11
6.24
patterns and investigation the
strength of the different types
of bonds. (LO 2.17)