AP Chemistry Syllabus 2014 – 2015
Loy Norrix High School
Instructor: Claudia Witt
Contact Information:
Email: wittcl@kalamazoo.k12.mi.us or witt1cl@gmail.com
Phone: (269) 337-0220 x2271
Cell: (248) 321-5167
AP Course Description:
This course is structures around six big ideas articulated in the AP Chemistry
curriculum framework provided by the College Board. [CR2] A special emphasis
will be placed on the seven SPs which capture important aspects of the work
that scientists engage in, with learning objectives that combine content with
inquiry and reasoning skills. AP Chemistry is open to all students that have
completed Chemistry A and B who wish to take part in a rigorous and
academically challenging course.
Lab Requirement: Laboratory periods average two to three days each. Students are
engaged in hands-on laboratory work, integrated through the course that accounts for
more than 25% of the class time. [CR5a] Students will complete at least 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. [CR5b] After the AP exam, student will have an opportunity to connect their
knowledge of Chemistry and science to major societal or technological components to
help them scientifically literate citizens. [CR4]
From the 2012-2013 course bulletin:
Description: This course is designed to be a comprehensive college-level
introductory course in physical chemistry. Strong emphasis is placed upon
laboratory work. This course is recommended for Chemistry and Biology majors,
and especially for students planning a career in any health-related or investigative
science field including pre-medicine, pre-nursing, pre-dentistry, engineering (all
types), and careers in biology, chemistry, pharmacology, or health care. Activities
include special projects, field trips, in-depth preparation for the AP exam, and
extended laboratory investigations.
*Due to the rigor of AP courses, students are strongly encouraged to complete
a summer assignment as suggested by the AP teacher. Content from summer
assignments will be included on an assessment during the first trimester.
Prerequisite: Honors Chemistry A and B or Chemistry A and B
1
Weighted Grade Value: All Advanced Placement courses have been designated as
‘weighted’. Students’ grades are not altered, but the point value (quality point) is
increased and is reflected in a student’s GPA and class rank, and appears on the
student’s transcript.
Letter
Grade
A
AB+
B
BC+
C
CD+
D
DF
Weighted Grade Values
Quality points
Percent
Standard
Weighted
93-100
4.0
5.0
90-92
3.7
4.7
87-89
3.3
4.3
83-86
3.0
4.0
80-82
2.7
3.7
77-79
2.3
3.3
73-76
2.0
3.0
70-72
1.7
2.7
67-69
1.3
2.3
63-66
1.0
2.0
60-62
0.7
1.7
0-59
0
0
Required Material – to be brought to class daily:
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Text: Chemistry, Eighth Edition by Zumdahl & Zumdahl (Holt McDougal, Publisher).
2012. Replacement Cost: $153 [CR1]
Periodic Table
Calculator (graphing if you have one)
3 Ring Binder (with dividers if possible)
Planner
Lab Notebook
Grading:
10% Homework
-The AP Chemistry teacher’s guide suggests 5 hours of homework per
week.
50% Tests/Quizzes
40% Labs/Assignments
Final Exam (each trimester): 20% of the final grade in the course
2
Homework: Homework will be given on a chapter basis (to be completed by the end of
the chapter). Students will also be expected to complete work assigned during class.
This may not necessarily occur daily but can include items like worksheets, AP practice
questions, work not completed in class, and lab write ups. Homework is an essential part
of AP Chemistry, as practice is imperative in understanding the process of doing
problems. Students are encouraged to ask when they are having trouble or are stuck
on a particular problem and/or concept.
Attendance: If you are absent, it is your responsibility to find out what has been missed
and make arrangements to make up the work.
One day absence: Assignment(s) that were due the day you missed are
due the day you return. If a test or quiz was scheduled for the day you
missed, plan on taking it the day you return. It is EXTREMELY important that
you do not get behind in this class. Remember you will then be responsible
for getting work from that class period!
Multiple absences: For every day you miss, you will have three days to
make up work you missed. It is YOUR responsibility to turn in assignments
on time. Once the make-up time has passed, you will no longer be able
to make up work. You must also maintain the work currently being
covered in class. Any tests or quizzes that were missed during multiple
absences will be taken after school or during lunch. An alternate
essay/short answer make-up version may be used. If you are absent from
school, it is expected that you continue to complete the assigned
homework on time unless alternative arrangements with the instructor are
made.
Missed Labs: If you are absent when a lab is scheduled, see the teacher
on the day you return to school. You will either be instructed to make up
the lab on a given date after school, be given data to write up a report,
or be assigned another alternative assignment. It is EXTREMELY important
that you make every effort to be in school during lab days – lab concepts
show up on the AP exam and need to be experienced in class whenever
possible.
No Cheating/Copying: Cheating/copying is not allowed. Anyone caught cheating on
a quiz, test, or exam will receive a zero for the score. Please remember that it takes two
to cheat. If any collaboration on individual assignments is suspected, all parties
involved will receive a zero on the assignment. Your parent(s)/guardian and your
assistant principal may be notified. Homework, class work, and lab reports are to be
done individually unless instructed otherwise. Be aware that copying and helping are
different. Study groups are recommended and encouraged!
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Tests/Quizzes: Tests and/or quizzes may consist of multiple choice, equations, freeresponse problems, and memorization. Tests will be given at least once
comprehensively per chapter. Quizzes will always be given with at least one day’s
notice.
Labs: All labs will be kept in an organized lab notebook. Each will require that the
purpose, procedure, data, observations, calculations, and analysis be recorded in a
laboratory notebook, with carbon copies (which will be turned in). A final, typewritten
report will be produced. These full reports are intended to give intensive practice in
technical writing of publishable quality. [CR7]
**Lab notebook: may be required to receive college credit
Quadrille ruled with carbons
Rules:
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no white out, tearing out, scribbling (printing strongly
recommended),
single line cross out, large data tables, permanent pen (not water
soluble)
Carbon copy of data sheet to be turned in at the end of each lab
activity
**Lab reports cannot be turned in late, unless arranged in advance.
Note: Some lab reports will consist of one typewritten summary page with any required
graphs attached. This is intended to introduce the model of an industry-based,
summary report.
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AP Chemistry Lab Report Format
Prelab: Must be completed by the day of the lab!
A. Beginning Questions or ideas
B. Safety considerations
C. Procedure
a. If procedure is given – draw in picture form
b. If procedure is not given – outline a possible procedure.
Observations, Data Table, and Calculations:
A.
B.
C.
D.
Observations of chemicals and the experiment in general
Group data
Class Data
Calculations
Claims: Make a statement that links the observation back to original question. They help
you figure out what the lab actually means. Do not just repeat an observation.
“This is what happened…”
Evidence: Write an explanation to support your claim(s). Answers “How do I know?”
and “Why am I making these claims?”
Your explanation should address two specific things:
a. Use data to defend your claim.
b. The chemistry concepts must be included in your explanation and tied back
to the data.
Reading/Reflection: This section is meant to help you understand your results and
interpretations of the activity in the context of the class data/information. The following
things should be addressed in this section.
a. What is the concept(s) learned or applied in this experiment?
b. How does your groups work compare with other groups? The whole class?
c. What is a possible source of error in this experiment? How was the final result
affected by this source of error (increase or decrease)? Explain your
reasoning.
d. How does this compare to the information in your textbook or class notes?
e. If predictions were made, were your predictions correct? Why or why not?
f. What might be some real world applications related to this work?
g. How have your ideas changed, what new questions do you have or what
new things do you have to think about?
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Questions: Questions should be rewritten in the lab notebook. Answers to each
question should be immediately followed by the corresponding question. All answers
should be written in complete sentences.
General Rules and Hints:
Write all reports in ink (no pencil). Use correct grammar, spelling and
punctuation.
 Use a ruler for making lines
 Use headings on each section
 Use units on all data
 Single line out all errors and initial
 Sign and date all pages of your report at the bottom of the page
 Leave no open spaces
Big Ideas
Big Idea
BIG IDEA 1: Structure of matter
BIG IDEA 2: Properties of matter –
characteristics, states, and forces of
attraction
BIG IDEA 3: Chemical reactions
BIG IDEA 4: Rates of chemical reactions
BIG IDEA 5: Thermodynamics
BIG IDEA 6: Equilibrium
Correlating Chapters
Summer assignment (chapters 1 - 3),
Chapter 5, 7, 8, 9, 10
Chapter 5, 7, 8, 9, 10, 11
Chapter 4, 18
Chapter 12
Chapter 6, 16, 17.3
Chapter 13, 14, 15
Course Objectives
Chapters 1-3: Chemistry and Measurement; Atoms, Molecules, and Ions; Calculations with
Chemical Formulas and Equations
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Know the basic units of measurement and their prefixes
Be able to do mathematical work and express measurements accurately, with the
proper number of significant figures
Understand the principle of dimensional analysis and be able to use it to make unit
conversions
Be able to identify examples of the three laws in section 2.2 (Laws of Conservation of
Mass, Definite Proportions, Multiple Proportions)
Name and characterize the subatomic particles and determine the numbers of each
for any atom and its isotopes
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Distinguish the two types of bonding and show how each relates to atoms,
molecules, ions, and formula units
Identify the major parts of the periodic table and use it to determine the general
characteristics of elements
Memorize the table of polyatomic atoms – see textbook
Be able to write names and formulas for binary ionic compounds, ionic compounds
with polyatomic ions, binary covalent compounds, and the acids
Use given data to calculate the average atomic mass for an element
Be able to convert between moles, mass, and numbers of particles for a given
sample of element or compound
Be able to calculate molar mass
Be able to determine the percent composition of a compound
Calculate empirical and molecular formulas from mass percent data
Interpret a balanced equation in four ways
Be able to write and balance chemical equations
Use the ratio of coefficients in a balanced equation to calculate the masses of
reactants and products = definition of stoichiometry
Know how to recognize a limiting reagent problem, calculate masses of product,
excess reagent, and percent yield
Chapter 4: Chemical Reactions
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Explain why water is such a good dissolver (solvent)
Characterize a substance as a strong, weak, or non-electrolyte
Be able to solve solution concentration and dilution problems using molarities
Be able to recognize, balance, and predict the products of five types of reactions
Be able to predict/identify the products of precipitate reactions
Write solution reaction equations three ways
Use everything you know to solve stoichiometry problems
Understand the meaning of equivalence point and its use in the stoichiometry of
titration problems
Be able to assign oxidation states and identify the parts of a redox reaction
Be able to balance redox equations by the half reaction method in both acidic and
basic solutions
Chapter 18: Electrochemistry
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Be able to balance redox equations by the half reaction method in both acidic and
basic solutions
Be able to identify the parts of a galvanic cell and their operation
Calculate standard cell potentials, E°cell
Completely describe a galvanic cell
Use table 18.1 to predict the results of redox reactions
Memorize and use the Nernst equation
Use electrolysis conversion factors in stoichiometry problems
Use E° values to predict the plating order of a mixture of ions
Chapter 5: Gases
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Define and convert various units of pressure
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Demonstrate how most gas laws follow from the ideal gas law
Calculations for all gas laws (*including ideal)
Solve stoichiometry problems with 22.42 L/mol at STP
Given the density, calculate the molar mass of a gas
Relate Dalton’s Law of Partial Pressures to mole fraction and vapor pressure
Relate the principles of the Kinetic Molecular Theory to observed gas behavior
Calculate root mean square velocity for any gas at any temperature
Use Graham’s Law of Effusion
Describe why real gas behavior deviates from the ideal and relate this behavior to
experimental conditions
Use Van Der Waal’s equation to compensate for real conditions
Chapter 6: Thermochemistry
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Be familiar with the key terms of energy systems (language and concepts)
Calculate ∆E for systems and the work done by expanding gases
Define enthalpy (H) and calculate ∆H for a reaction
Use calorimetry data to calculate changes in enthalpy
Use Hess’s Law to calculate ∆H for a chemical reaction
Use standard enthalpies of formation (∆H°f) to calculate ∆H°rxn
Chapter 7-9: Atomic Theory, Structure, and Bonding
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Calculate wavelength, frequency, or speed of electromagnetic radiation
Calculate the size of a quantum of energy
Calculate the wavelength of a given particle
Calculate the energy of an excited hydrogen electron
Determine electron configuration from the periodic table
Define the four quantum numbers and determine their reasonableness
Predict how five characteristics of atoms change in a periodic way across periods
and down groups
Characterize ionic and covalent bonding
Calculate ∆H°rxn using bond energies
Be able to write Lewis structures for simple covalent molecules and polyatomic ions
Show resonance; distinguish most likely structure with formal charge
Know exceptions
Use VSEPR to predict molecular structure, name shapes, determine polarity, and
bond angles
Relate VSEPR geometry to orbital hybridization
Describe and identify the two main types of covalent bonds
Be able to write the molecular electron configuration, calculate bond order, and
predict magnetism in simple molecules
Chapter 10-11: States of Matter and Solutions
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Describe the three intermolecular forces
Relate the properties of molecular vs. ionic solids to the forces binding them together
Describe the process of vaporization and use the Clausius-Clapeyron equation
Interpret changes of state in terms of vapor pressure and relate them to the ClausiusClapeyron equation
8
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Interpret a phase diagram
Given data, express solution concentration five ways
Describe three physical factors that affect solubility
Explain why the addition of a non-volatile solute lowers the vapor pressure of the
solvent
Use Raoult’s Law to determine the vapor pressure of electrolytic, non-electrolytic and
ideal solutions, and the molar mass of an unknown substance
Explain the effect of a solute on the boiling point, freezing point, and osmotic
pressure of a solvent
Calculate molar mass from colligative properties
Use the van’t Hoff factor in calculations with electrolytic solutions
Chapter 12: Reaction Kinetics
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Appreciate the meaning of reaction rate
Define reaction rate and write rate expressions from data
Define two kinds of rate laws
Use experimental data to establish zero, first, and second order rate laws, and values
for k
Understand and memorize table 12.6
Use the integrated rate laws to solve for k, t, or [A]
Be able to judge the reasonableness of a proposed reaction mechanism in two ways
Use collision theory to explain the effects of several factors on reaction rate
Chapter 13: Chemical Equilibrium
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Write equilibrium expressions and calculate Keq
Be able to convert Keq to Kp
Use Keq to predict the direction in which a reaction will move to reach equilibrium
Be able to calculate equilibrium concentrations
Be able to predict the shifts in equilibrium positions that are stressed
Chapter 14: Acids and Bases
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Recognize and write acid/base neutralization reactions
Write equilibrium expressions for Ka, Kb, and Kw
Distinguish between strong and weak acids/bases and relate terms to the equilibrium
position
Calculate pH, pOH, etc. for various solutions
Calculate pH for a variety of acid/base solutions
Chapter 15: Acid-Base Equilibria
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Calculate pH for solutions containing common ions and for buffers
Calculate the pH at any point in any titration
Be able to select the proper indicator for a titration
Write expressions and solve problems using Ksp
9
Chapter 16, 17.3: Thermodynamics
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Understand the relationship of free energy to entropy, enthalpy, and temperature as
a function of perspective
Be able to calculate ∆G°, ∆S°, and ∆H°
Calculate ∆G as a function of pressure, Ksp, and cell potential
Chapter 22: Organic Chemistry
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Be able to name and write formulas for simple organic substances
Course Outline
Weeks: One – Three
Chapters: 1 - 3
Labs:
Percent Composition of Copper in a Penny: Inquiry Lab [CR6]
SP 3, 4, 5, 6
Finding the Ratio of moles of Reactants in a Chemical Reaction [CR5b]
SP 1, 6
Activities:
Understanding the Meaning of a Balanced Chemical Equation [CR3a]
LO 1.1
Book Questions: [CR3a]
Chapter 1: 16, 21, 24, 25, 27, 28, 29, 31, 33, 34, 36, 37, 39, 43, 45, 49, 51, 53,
59, 63, 65, 67, 73, 75, 77, 80, 83, 90, 91
Chapter 2: 19, 21, 23, 25, 28, 31, 32, 33, 43, 45, 46, 47, 49, 51, 55, 57, 59, 61,
63, 65, 67, 69, 71, 73, 75, 77, 79
Chapter 3: 10, 11, 13, 16, 20, 21, 25, 27, 32, 36, 38, 42, 46, 47, 49, 51, 53, 56,
57, 61, 65, 68, 71, 74, 75, 77, 79, 81, 83, 85, 87, 91, 93, 95, 99, 103, 105, 107,
109, 112, 117, 121, 126, 129, 135, 139, 143
10
Weeks: Four - Five
Chapters: 4
Labs:
How much acid is in fruit juice and soft drinks?: Inquiry Lab [CR6]
SP 3, 5, 6
How can we determine the actual percentage of H2O2 in a drugstore bottle of
hydrogen peroxide?: Inquiry Lab [CR6]
SP 4, 5
Activities:
Book Questions: [CR3c]
Chapter 4: 23, 24, 25, 27, 28, 29, 31, 33, 35, 40, 43, 45, 47, 55, 59, 61, 66, 69,
73, 74, 77, 79, 81, 83, 87bcd
LO 1.1, 1.2, 1.3, 1.4, 1.14, 1.17, 1.18, 1.19, 3.1, 3.3, 3.4, 3.6
Weeks: Five – Seven
Chapter: 18
Labs:
Electrochemical Cells [CR5b]
SP 3, 6
Activities:
The energizer lab part B [CR3c]
LO 3.12, 3.13, 5.16
Book Questions: [CR3c]
Chapter 18: 16, 17, 29, 31, 33, 35, 37, 43, 45, 53, 55, 57, 59, 63, 67, 73ac
11
Weeks: Eight – Ten
Chapter: 5
Labs:
Determining the Molar Volume of a Gas [CR5b]
SP 6, 7
Activities:
Book Questions: [CR3a, CR3b]
Chapter 5: 35, 39, 41, 42, 46, 48, 51, 53, 57, 58, 60, 62, 66, 72, 79, 80, 85, 90,
95, 97, 101, 104, 106, 107
LO 2.5, 2.6
Week: Ten and Eleven
Chapter: 6
Labs:
Specific Heat of a Metal: Inquiry Lab [CR6]
SP 2, 5
The Hand Warmer Design Challenge: Where does heat come from?: Inquiry Lab
[CR6]
SP 4, 7
Activities:
Energy and Phase Change [CR3e]
Probability, Distinguishable Molecular Arrangements, and Mixing [CR3e]
LO 6.24
Book Questions: [CR3e]
Chapter 6: 16, 24, 28, 29, 35, 36, 37, 40, 44, 46, 50, 52, 53, 55, 57, 59, 63, 64,
68, 69, 74, 77, 82
12
Week: Twelve - Fifteen
Chapter: 7, 8 and 9
Labs:
VSEPR Theory Molecular Modeling Lab [CR5b]
SP 1, 3
Activities:
Book Questions: [CR3b]
Chapter 7: 38, 40, 42, 43, 46, 68, 70, 73, 74, 76, 79, 81, 93, 94, 98, 120, 122,
125
LO 1.10, 1.11, 1.12
Chapter 8: 28, 29, 32, 34, 35, 38, 40, 42, 45, 46, 51, 52, 80, 81, 82, 87, 89, 104,
107, 108, 112, 113
LO 1.7, 1.8, 2.13
Chapter 9: 18, 23
LO 2.29, 2.30
Week: Sixteen – Eighteen
Chapters: 10 and 11
Activities:
Book Questions: [CR3a, CR3b]
Chapter 10: 33, 38, 89, 90, 92, 97
LO 1.15, 2.3
Chapter 11: 29, 30, 33, 43, 51, 54, 58, 65, 66, 70, 76, 78, 80, 82, 86
LO 1.16, 1.19
13
Week: Nineteen and Twenty
Chapter: 12
Labs:
Kinetics of a Burning Candle: Inquiry Lab [CR6]
SP 1, 7
How long wills that Marble Statue Lab?: Inquiry Lab [CR6]
SP 3, 4
Activities:
Iodine Clock Demo and Collins writing [CR3d]
LO 4.1, 4.9
Catalyst Student Demo [CR3c]
LO 4.1, 4.9
Book Questions: [CR3d]
Chapter 12: 21, 28, 30, 32, 33, 34, 36, 37, 41, 42, 48, 50, 52, 53, 56, 59, 64, 69
Week: Twenty and Twenty one
Chapter: 13
Activities:
All Things Being Equal [CR3d]
LO 2.2, 6.8
Book Questions: [CR3d]
Chapter 13: 21, 22, 24, 28, 30, 32, 38, 44, 50, 51, 53, 54, 56, 60, 64, 66, 68
14
Week: Twenty two – Twenty four
Chapter: 14
Labs:
An introduction to the pH meter: strong acids and bases [CR5b]
SP 1, 2
More titration curves [CR5b]
SP 2,3
Weak acid vs. Strong base titration curve [CR5b]
SP 2, 6
Identification of a polyprotic acid [CR5b]
SP 2, 5
Acidimetry and alkalimetry lab [CR5b]
SP 2, 5, 7
Activities:
My Acid can beat up your acid [CR3f]
LO 2.2, 6.11
Handout #2: Acid-Base neutralization reactions [CR3f]
LO 6.11, 6.15
Book Questions: [CR3f]
Chapter 14: 34, 36, 37, 39, 40, 41, 42, 43a-c, 44, 47, 48a-c, 49, 50, 51, 52,
53, 54, 55, 56, 58, 61, 62, 63, 64, 65, 67, 71a-c, 72, 73, 74, 79, 81, 82, 83, 87,
89, 90, 91, 92, 94, 95, 98, 104, 106, 107, 109, 111, 112, 116, 118, 134
15
Week: Twenty Four – Twenty Seven
Chapter: 15
Activities:
Book Questions: [CR 3f]
Chapter 15: 18, 19, 22, 24, 30, 33, 34, 36, 49, 52, 54, 56, 62
LO 1.2, 6.20
Week: Twenty Seven – Twenty Nine
Chapter: 16, 17.3
Activities:
Book Questions: [CR 3e]
Chapter 16: 22, 24, 28, 37, 40, 47, 54, 67
LO 6.21,6.22
Chapter 17: 30, 32, 34, 36, 37, 42, 44, 49, 51, 60, 62
LO 5.18
Week: Twenty Nine
Chapter: 22
Week: Thirty – Thirty one
Review for AP Chemistry Exam
AP Exam: Monday May 5th 8 am
***After the AP exam, students will integrate their knowledge of pH and water quality to
complete tests on the “healthiness” of local water sources. They will present their
findings in poster format. [CR4]
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Curricular Requirements
CR1 Students and teachers use a recently published (within the last 10
years) college-level chemistry textbook.
CR2 The course is structured around the enduring understanding within
the big ideas as described in the AP Chemistry curriculum framework.
CR3a The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 1:
Structure of matter.
CR3b The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 2:
Properties of matter – characteristics, states, and forces of attraction
CR3c The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 3:
Chemical Reactions
CR3d The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 4:
Rates of chemical reactions
CR3e The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 5:
Thermodynamics
CR3f The course provides students with opportunities outside of
laboratory environment to meet the learning objectives within Big Idea 6:
Equilibrium
CR4 The course provides students with opportunity to connect their
knowledge of chemistry and science to major technological components
(e.g. concerns, technological advances, innovations) to help them
become scientifically literate citizens.
CR 5a Students are provided the opportunity to engage in investigative
laboratory work integrated throughout the course for a minimum of 25
percent of the instructional time.
CR 5b Students are provided the opportunity to engage in a minimum of
16 hands-on laboratory experiments integrated through the course while
using basic laboratory equipment to support the learning objectives listed
within the AP Chemistry Curriculum Framework.
CR6 The laboratory investigations used throughout the course allow
students to apply the seven SPs defined in the AP Chemistry Curriculum
Framework. At least 6 of the required 16 labs are conducted in a guidedinquiry format.
CR7 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.
Page(s)
2
1, 6
10, 12 – 13
12 – 13
11, 14
14
12, 16
15 – 16
1, 16
1
1, 10 – 15
1, 10 – 15
4–6
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