AP Chemistry Syllabus
2014-2015
Course Overview
AP Chemistry is designed to provide the student with the equivalent of an introductory first year course
sequence in COLLEGE CHEMISTRY. This course is structured around the enduring understandings within
the six big ideas articulated in the AP Chemistry curriculum framework provided by the College Board. The
course is designed for college-bound students who either would like to earn college credit (by AP examination)
or would like to prepare for college chemistry while in high school. This is accomplished through an intensive,
in-depth approach. It is highly recommended that the student take the College Board's Advance Placement test
in Chemistry. The score on this test will be evaluated by the College Board and the scores reported to the
colleges of the student's choice. Scores of one and two on the test will generally not qualify the student to
receive credit. Scores of three, four, or five (5, the maximum score possible) will generally allow the student to
place out of freshman courses. The amount of credit granted varies by grade and by university. The grade
earned in the classroom at RPHS is independent of the Advance Placement test score. 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.
Because of the nature of this course and the amount of new material that will be covered, a strong preparatory
background in Chemistry-I is a requirement. The topics that I expect that you already know include:
 Atomic structure
 Periodicity
 Electron configurations
 Behavior of gases
 Bonding
 Mole concept
 VSEPR theory
 Mole calculations
 Acid-base chemistry
 Stoichiometry
 Nuclear chemistry
 Making and interpretation of graphs
 Chemical names and formulas
 Making observations from laboratory situations
 Chemical reactions (balancing and completing)
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 through-out the year
and this course also requires the student be able to solve problems WITH and WITHOUT a calculator.
Written communication is also an integral part of Chemistry. Both tests and laboratory reports will require the
students to express scientific concepts in a complete, coherent, and sequential manner.
MATERIALS NEEDED:
The following are the materials needed for this class.
1.
Black or blue pens and #2 pencils with erasers.
2.
3 ring Binder (1 and 2 inches thick)
3.
Scientific Calculator (a graphing calculator is fine)
4.
Willingness to ask questions and participate in class.
REFERENCE MATERIALS:
1. Zumdahl Chemistry 9th Ed. 2013 (Primary Textbook) issued by Ridge Point
2. Chemistry – Second Edition. CK12 Editor. Viewed: July 10, 2013. (Online Supplemental Textbook)
http://www.ck12.org/chemistry/
1
3. ChemPRIME. Viewed: July 10, 2013. (Online Supplemental Textbook)
http://wiki.chemprime.chemeddl.org/index.php/Main_Page
4. Student Guides from AP Chemistry Laboratory Kits (Flinn Scientific Inc) (Laboratory Manual)
5. http://apchemistrynmsi.wikispaces.com/. Viewed: July 11, 2013.
6. http://intro.chem.okstate.edu/2001ACS/Talk.html. Viewed: July 11, 2013.
7. http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html.
Viewed: July 11, 2013.
8. Various online resources most of which have links in my webpage above.
GRADING:
Tests .................................................................................................................50%
Quizzes ............................................................................................................10%
Labs .................................................................................................................25%
Classroom activities and Homework…………………………………………15%
Within a grading period there will be generally 3-4 major tests. Quizzes are given each week. Most 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. Students are required to complete a written lab report for
each of the laboratory investigations. All lab reports are due Fridays in the week the procedure is performed.
Homework will be assigned nearly every day either online from UT Quest or in other form and the due dates
for each assignment will be announced in class.
Teaching Strategies
Students are provided with many independent and collaborative opportunities as well as a variety of learning
modalities to address the concepts, themes, and topics in the AP Chemistry curriculum:
 Students are often provided with pre-learning opportunities to allow them to utilize what they already know
by connecting it to what they are about to learn within the curriculum. This is usually achieved by some
sort of game at the beginning of class.(Board Relay, Flip-Up, Corners) I use techniques developed by Louis
Mangione: Indelible Instruction;
 Students are OFTEN asked to apply themes like periodic trends, theorized behavior of substances, and
simple stoichiometry to complex questions within an activity or a lecture at the end of the class period. This
keeps them aware of the simplicity of chemistry and what few things they must keep in mind to answer a 45 step question. Students are given 10-20 multiple choice questions (after we have covered a particular
chapter) which mainly involve calculations to assess what they have learned during that chapter.
 Students are given MANY opportunities to perform hands on activities to help them in their kinesthetic
ability to learn a particular concept: building molecular models, VSPER Models with animal balloons, good
ole ice cream lab etc.;
 Students will use computational chemistry packages to construct models of molecules, optimize their
geometry and extract various information about their structure to draw conclusions regarding bond energy,
periodic trends, and properties;
 Finally, students are given multiple opportunities to use the internet as its highest ideal form of providing
information for the purpose of increasing understanding of a particular topic such as the possibility of cold
fusion or the development of clean energy and the possibilities therein. Students then create posters to
display in the hallway or classroom, and PowerPoint presentations to be presented in the class like mini
seminars given by Grad students.
2
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.
The science practices for AP Chemistry are designed to get the students to think and act like scientists. 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.
Course Outline
BI= Big Idea, LO = Learning Objectives, SP = Science Practices, EKC = Essential Knowledge Connections
DATE
CONTENT
Text
boo
k
Cha
pter
Curriculum
Framework
Alignment
Cla
ss
Per
iod
s
Lab/Date
Assignmen
ts
1-st Semester: 1-st Nine Week
3
08/2408/27
08/28
08/3109/01
09/0209/03
09/04
09/0809/10
09/1109/16
09/1709/18
Diagnostic/Pre-Test
Introduction to the Course/Chemical
Foundations/ Review of Chem I
Mathematical Tools in Science –
Significant Figures, Scientific
Notation, Accuracy and Precision
Dimensional Analysis
Nature of Matter and Change:
Classifications and Methods of
Separation
1
BI: 1,2
LO: 2.10
Concepts Atoms, Molecules, and
Ions
Formula Writing and Naming of Ionic
and Covalent Compounds
2
Concepts Atoms, Molecules, and
Ions
Organic Compound Naming and
Formula Writing
Isomerism
Coordination Compound Naming and
Formula Writing
21
22
BI: 1,2,3
LO:1.1,
1.17, 2.1,
2.17,3.5,
3.6
BI: 2,3
LO: 2.1
1
2
UT Quest
online
HW
Quiz
UT Quest
online
HW
2
Quiz
Unit Test
Unit Test
UT Quest
online
HW
Quiz
Unit Test
Stoichiometry
Mole Concept Revisited
Atomic Mass (Isotopic Abundance)
and Molar Mass
Mass-Mole-Particle Conversion
Composition Stoichiometry/Empirical
Formula
Chemical Reactions and Equations
Writing and Balancing Chemical
Equations
Stoichiometry
Reaction Stoichiometry: Basic
Scheme, Actual Yield, Theoretical
Yield and Percent Yield
Molarity
Dilution
3
3
3
4
BI: 1,2,3
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
BI: 1,2,3
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
1
3
Lab Safety,
MSDS,
Equipment
UT Quest
online
HW
09/08
Quiz
Zumdahl
text book
problems
4
Determination
of EF of a
compound
UT Quest
online
HW
LO: 3.5
SP 1, 2, 5, 6
Quiz
AP test
FR and
MC
09/15
2
4
09/2109/29
Chemical Reactions
Solution Stoichiometry
Precipitation Reactions
Solubility Rules
Net Ionic Equations
Acid-Base Reactions (with Net Ionic
Equations and Stoichiometry)
Reduction-Oxidation Reactions (with
Net Ionic Equations and
Stoichiometry)
Titration (For any type of reaction)
4
BI: 1,2,
3,5,6
LO 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,
3.13, 3.12
6
* Green
Chemistry
Analysis of a
Mixture
(Flinn#7)
LO:1.18,3.3,
3.5
SP1.4,2.1,4.2,
5.1,6.4
09/22
Gravimetric
Analysis of a
Metal
Carbonate
UT Quest
online
HW
Quiz
Zumdahl
text book
problem
AP test
FR and
MC
09/29
09/3010/01
10/02
10/0510/08
10/9
Organic Reactions
Organic reactions involving different
functional groups
22
BI: 2
LO 1.1,
1.3, 1.17,
2.1, 3.1,
3.2, 3.4,
3.5, 3.6,
Unit Test
Electrochemistry
Electrochemical Cells: Anode,
Cathode, Salt Bridge, Electrode
Potentials (Half-Cell, Cell)
Electrochemical Cell Diagram and
Line Notation
Standard Cell Potential Vs.
Concentration Cell Potential
Cell Potential Vs. Spontaneity
Types of Cells: Galvanic Vs.
Electrolytic Cells
Electrolysis (q=It)
Unit Test
18
BI: 3,5,6
LO 1.4,
1.18, 3.1,
3.2, 3.3,
3.8, 3.9,
3.13, 3.12,
5.15, 6.1
2
UT Quest
online
HW
Quiz
1
4
*Analysis of
Hydrogen
Peroxide
UT Quest
online
HW
(Guided
Inquiry)
Quiz
(Flinn #8)
LO: 1.20,
AP test
3.3,3.9
FR and
SP:2.1,2.2,4.2,5. MC
1,5.2,5.3
10/06
Construction
of a
electrochemica
l cell
(Students will
construct
various
electrochemica
l cells and
measure their
voltages)
SP: 1, 2, 5, 6
10/13
1
5
10/1310/19
Thermochemistry
Endothermic Vs. Exothermic Process
Energy Diagram
First Law of Thermodynamics
State Functions
P-V Work, Internal Energy, Heat
Enthalpy
Calorimetry (Coffee-Cup/Constant
Pressure)
Hess’s Law
6
BI: 3, 5
LO 3.11,
5.2, 5.3,
5.4, 5.5,
5.6, 5.7,
5.8, 5.12,
5.13, 5.14,
5
*Designing a
Hand Warmer
(Guided
Inquiry)
UT Quest
online
HW
(Flinn#12)
Quiz
LO:2.8,3.11,
5.6
Zumdahl
text book
problem
SP:1.4,2.2,4.2
5.3
.
10/20
1-st Semester: 2-nd Nine Week
10/20
10/2110/28
Unit Test
17
Spontaneity, Entropy and Free
Energy
Spontaneity and Entropy
Second Law of Thermodynamics
Effect of Temperature on Spontaneity
Free-Energy and Spontaneity
Entropy Change in Chemical Reactions
Third Law of Thermodynamics
Free-Energy Change in Chemical
Reactions
Predicting Thermodynamics Properties
of Chemical Reactions
BI: 2,5,6
LO 2.15,
3.11, 5.2,
5.3, 5.4,
5.6, 5.7,
5.8, 5.12,
5.13,5.14,
5.15,5.16,
5.17,5.18,
6.25
1
6
Thermochemis
try: Enthalpy
and specific
heat
(determine the
specific heat
of a unknown
solution)
LO: 5.7
SP 1,2,3, 5, 6
10/27
UT Quest
online
HW
Quiz
AP test
FR and
MC
Thermodynam
ics-Enthalpy
of reactionHess’s Law
11/03
10/2910/30
Unit Test
2
6
11/0111/06
11/911/10
11/1111/18
11/1911/20
12
Chemical Kinetics
Reaction Rates
Rate Laws: Differential and Integrated
Determining Rate Laws: Method of
Initial Rates
Order of Reactions: Zero, First, Second
Half Life
Collision Theory
Factors Affecting Reaction Rates
Reaction Mechanism
Potential Energy Diagram
Activation Energy
Rate-Determining Step
Temperature Vs. Reaction Rate
(Arrhenius Equation)
Maxwell-Boltzman Distribution
Catalysis (Acid-Base, Surface,
Enzyme)
BI: 4
LO 4.1,
4.2, 4.3,
4.4, 4.5,
4.6, 4.7,
4.8, 4.9
Unit Test
*Rate of
Decompositio
n of Calcium
Carbonate
UT Quest
online
HW
(Guided
Inquiry)
Quiz
(Flinn#10)
Zumdahl
text book
problem
LO: 4.1,4.2
SP:4.1,4.2,5.1,
6.1,6.2
11/10
AP test
FR and
MC
2
Unit Test
Chemical Equilibrium
Reversible Processes and Reaction
Equilibrium Expressions
Equilibrium Constants
Reaction Quotients
Calculation of Equilibrium Pressure
and Concentrations
Homogeneous and Heterogeneous
Equilibria
Le Chatelier’s Principle
Application of Equilibrium Constant
5
13
BI: 6
LO:
6.1,6.2,6.3
6.4,6.5,6.6
6.7,6.8,6.9
6.10, 6.25
6
Kinetics of
Crystal Violet
Fading
(Flinn#11)
UT Quest
HW
LO: 4.1,4.2
SP:1.4,2.1,2.2,
4.2,5.1,6.4
Zumdahl
text book
problem
11/17
Quiz
AP test
FR and
MC
2
7
11/3012/04
Acids and Bases
Properties of Acids and Bases
Acid-Base theories (Arrhenius,
Bronsted-Lowry)
Acid Dissociation and Strength
Calculation of pH and pOH: Strong
acid solutions, weak acid solutions and
mixture of acid solutions
Acid-Base Properties of
salts(Hydrolysis)
14
BI: 6
LO:
2.1,2.2,3.1
6.1 6.11,
6.12, 6.13,
6.14, 6.15,
6.16, 6.17,
6.18, 6.19,
6.20
5
*Applications
of Le
Chatelier’s
Principle
UT Quest
online
HW
(Guided
Inquiry)
Quiz
(Flinn#13)
LO:3.11,6.3,
6.8,6.9
SP:1.4,1.5,4.2,4.
4,5.1
12/01
Acidity of
Beverages
(Flinn#4)
LO: 1.20,3.3
SP:2.2,3.1,4.2,5.
1,6.4,7.1
12/08
12/0712/08
12/0912/11
12/14
01/0601/16
2
Unit Test
Review of 1-st semester topics
Lab Test
2-nd Semester: 3-rd Nine Week
15
BI: 6
Acid-base Equilibria
Common ion Effects
LO: 6.11,
Buffer solutions and Buffering
6.12, 6.13,
Capacity
6.14, 6.15,
Titrations and pH Curves
6.16, 6.17,
Acid-Base Indicators
6.18, 6.19,
Henderson-Hasselbalch Equation
6.20
8
*Acid-Base
Titrations
UT Quest
HW
(Guided
Inquiry)
Quiz
(Flinn#14)
LO:1.18,1.20,3.
3,3.4,3.7,6.12,6.
13,6.14,6.15,6.1
6,6.17
SP:1.4,2.1, 4.14.4,5.1-5.3,6.1
01/12
01/2001/21
Unit Test
Zumdahl
text book
problem
AP test
FR and
MC
2
8
01/2201/30
Solubility and Complex Ion
Equilibria
Molar Solubility
Solubility Equilibria
Solubility Product Constants
pH and Solubility
Precipitation and Qualitative Analysis
Equilibria Involving Complex Ions
16
BI: 6
LO: 6.6,
6.8, 6.10,
6.21, 6.22,
6.23, 6.24,
6.25
7
Properties of
Buffer
Solutions
(Flinn#16)
UT Quest
HW
LO:3.4,3.7,
6.12,6.16,
6.18,6.19,6.20
SP:2.2,2.3,4.2,5.
1,6.1,6.4,7.2
Zumdahl
text book
problem
01/26
*Buffers in
Household
Products
Quiz
AP test
FR and
MC
(Guided
Inquiry)
(Flinn#15)
LO:3.4,3.7,
6.12,6.16,6.19,
6.20
SP:2.2,2.3,4.2,5.
1,6.1,6.4,7.2
02/02
02/0202/03
02/0402/11
02/1202/13
2
Unit Test
Atomic Structure
Atomic Theory: Dalton’s atomic
theory, Cathode Ray Experiments,
Rutherford Experiment
Types of Subatomic Particles
Atomic Structure
Atomic Structure Terms
The Nucleus
Stability of the Nucleus
Electron Configuration
Electromagnetic Radiation
Photoelectric Effect
Quantization of Energy
Bohr Atom
Orbital Model of Atom
Quantum Model
Mass Spectroscopy and Isotopes
PES data
Spectroscopy
Paramagnetism
Unit Test
7
19
BI: 1
LO: 1.1,
1.3, 1.5,
1.6, 1.7,
1.8, 1.9,
1.10, 1.11,
1.12, 1.13,
1.14, 1.15,
1.16, 1.17,
2.1, 2.17,
2.18, 2.19,
2.20, 2.23,
2.24, 2.25,
2.26, 2.27,
2.28, 3.1,
3.2, 3.4,
3.5, 3.6
6
*Analysis of
Food Dyes in
Beverages
(Guided
Inquiry)
(Flinn#1)
UT Quest
HW
LO: 1.1,1.15
SP:2.2,4.1,4.
5.1,6.4
AP test
FR and
MC
Quiz
02/09
2
9
02/1702/20
Periodicity
Periodicity and the Periodic Table
Periodic Trends
7
BI: 1
LO: 1.9,
1.10, 1.11
4
Separation and
Qualitative
Determination
of cations and
anions 02/23
UT Quest
HW
Quiz
Zumdahl
text book
problem
AP test
FR and
MC
02/23
02/2403/04
03/0503/06
03/1603/20
Unit Test
Bonding
Types of Bonds
Electronegativity and Bond Polarity
Intermolecular Forces
Lattice Energy (Coulomb’s Law)
Bond Energy and Enthalpy
Lewis Structures
Exception to the Octet Rule
Resonance, Bond Order, π and σ
Bonds, Formal Charge
VSEPR Model, Molecular Geometry
Valence Bond Theory (Hybridization)
Molecular Orbital Theory
8
9
BI: 1
LO: 1.6,
1.9, 1.10,
1.11, 1.12,
1.13, 2.7,
2.11, 2.13,
2.14, 2.15,
2.17, 2.18,
2.19, 2.20,
2.23, 2.24,
2.25, 2.26,
2.27, 2.28,
3.1
1
6
*Qualitative
Analysis and
Chemical
Bonding
(Guided
Inquiry)
(Flinn#6)
LO:2.22,2.24,
2.28,2.32
SP1.4,4.4,5.3,
6.2,7.1
03/02
UT Quest
HW
Quiz
Zumdahl
text book
problem
AP test
FR and
MC
2
Unit Test
Gases
Review of Gas Laws
Dalton’s Law and Graham’s Law
Gas Stoichiometry
Determination of molar mass and
molar volume of gas
Kinetic Molecular Theory
Ideal vs. Real Gas
Vander Waals Equation
5
BI: 2
LO: 2.4,
2.5, 2.6,
2.7, 2.8,
2.9, 2.10,
2.11, 2.12,
2.13, 2.16,
3.4, 5.2,
5.5, 5.9,
5.11
5
Discussion of
AP Lab
questions
03/16
UT Quest
HW
Determination
of molar
volume of a
gas
SP 1, 2, 5, 6
03/23
AP test
FR and
MC
Quiz
2-nd Semester: 4-th Nine Week
03/2303/24
Unit Test
2
10
03/2503/30
03/31
04/0104/08
States of Matter: Liquids and Solids
Types of solids, crystal structures, and
their properties
Properties of liquids(surface tension,
viscosity)
Vapor Pressure
Temperature dependence on vapor
pressure
Phase Changes
Phase Diagrams
Unit Test
10
Solutions
Types of solutions
Concentration units
Energies of solution formation
Factors affecting solubility
solubility curve(solids in liquids and
gases in liquids: Henry’s Law)
Colligative properties
Ideal vs. Non ideal solutions
11
BI: 2
LO: 2.3,
2.15, 2.16
SP: 1.4,
6.2, 6.4,
7.1
4
Molar mass of
a volatile
liquid by the
Vapor
Densitry
Method
SP 1, 2, 5, 6
03/30
Quiz
Separating a
Synthetic Pain
Relief Mixture
(Flinn#9)
UT Quest
HW
LO:3.10
SP1.4,4.4,6.1
Zumdahl
text book
problem
Zumdahl
text book
problem
AP test
FR and
MC
1
BI: 2
LO: 1.4,
1.18, 1.20,
2.8, 2.9,
2.15,
3.1, 3.2,
3.3, 3.8,
3.9, 3.13,
3.12
5
Quiz
04/06
AP test
FR and
MC
04/0904/10
04/1305/01
2
Unit Test
Review for AP Chemistry Exam and
Lab Review
All
04/13, 04/20,
04/27
Student research projects:
SP: 7.2 Students will choose current or potential fuel sources. They will research and present in small groups (by the
method of their choice) information about the availability, chemical reactions, energy content, economic and
environmental impact of the chosen fuel source
After the AP Test:
Preparation of Aspirin
Aspirin is prepared from acetic anhydride and salicylic acid. %Yield is calculated and melting point is determined.
LO: 3.5 SP: 2.2,4.3,5.1,6.1
Tie-Dyeing
Students tie-dye items of their choosing with fiber reactive dyes, while investigating the bonding concepts that bind the
dyes to the fibers.
LO: 2.14 SP:7.1
11
Big Idea Activities: The following activities will be performed by the students either individually or in small
groups. Although only one activity is listed for each Big Idea, it should be understood that multiple activities
for each of the six Big Ideas will be performed throughout the school year to enhance student instruction and
learning of the concepts therein.
Big Idea
1
Activity Name, Brief Description, and Resources
“Why do they call it Periodic Table: Investigating and graphing periodic trends” group
activity by Laying The Foundation (Chapter 7). Students will be given a set of cards that
LO: 1.9, contain certain properties. Without referring to the actual Periodic Table, they will attempt
1.10, 1.11 to put the cards in some order that makes sense to them. They will then justify their
arrangement to the class as a group. In doing so, they will learn the trends of the Periodic
Table.
“Bond With Me” individual activity developed by the teacher (Chapter 8-9): Students will
2
use the online molecular modeling program, WebMO, to construct molecular structures of
LO: 2.11, 10 different molecules, optimize their geometry and determine some of their properties
2.13, 2.20, including bond length, molecular energy, bond angle, dipole moment and polarity.
2.21
Students will then compare appropriate molecules establish trends in the properties.
http://jgsramon.gyndns.org/~jgsramon/cgi-bin/webmo/login.cgi.
“AP Chemistry Chemical Equations” group activity by Flinn Scientific (Chapter 4):
Students watch a series of reaction videos by The National Math and Science Initiative at
3
http://apchemistrynmsi.wikispaces.com/ as homework and then work in groups in class to
LO: 3.2
complete 35 net ionic reactions and answer a descriptive chemistry question about each
reaction.
“Kinetics Graphing and Analysis Activity” by Adrian Dingle (Chapter 12): Students will
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LO: 4.1, plot the given kinetic data for a known chemical reaction, analyze the graph and answer
4.2, 4.3, specific questions and solve numerical problems related to Kinetics.
4.4
“Determining the amount of energy found in food using data collection device” group
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activity developed by Laying The Foundation (Chapter 6): Students will determine the
LO: 5.3, amount of energy in a sample of traditional cheese curls and baked or puffed cheese puffs.
5.4, 5.5, Students will calculate the percent yield and percent error in the experiment and evaluate
5.6, 5.7
the sources of error.
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/a
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cid_base.html
LO: 6.11- “Graphing Acid-Base Titrations” individual activity developed by the teacher (Chapter
6.17, 6.19, 15): Students utilize SCAM charts and RICE tables to calculate the pH at various
6.20
positions during an acid-base titration including the original, ½ equivalence, equivalence
and post equivalence volumes. Students then sketch the titration curve and identify these
points on the curve along with any buffer regions (if appropriate). The 2 titrations include
a strong acid-base reaction, a weak acid-strong base reaction.
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Laboratory Program Framework and Requirements
Night Labs
Students are required to attend lab once a week for a 2-3 hour session after school. Most of the labs require the
students to get into 3-4 person groups to perform tasks such as: the assigned lab, gathering data, identifying an
unknown, determining a constant and/or verifying certain chemical phenomena. Some labs allow the students
to create a classic scientific method experiment as an extension that requires them to compose a formal lab
report involving a research question, variables, control, hypothesis, data, analysis, and conclusion. The rest of
the labs require that students turn in a write-up that conforms more to the Objective, Materials, Procedure, Data,
Data Analysis, and Conclusion format. All students are required to maintain a Laboratory Notebook (1 inch
three ring binder) to organize all of their laboratory investigations including the pre-lab discussion notes,
procedural designs and pertinent handouts, as well as the completed laboratory report for each investigation
performed. The lab notebook is designed for the students to present to appropriate staff when enrolled in the
college or university of their choice.
The Lab Report Format
1) Cover sheet: Student name, Investigation name/description, Date performed.
2) Purpose: In one or two well-developed sentences, the purpose, or rationalization, for performing the
investigation must be provided.
3) Safety: Safety regarding the procedure, reagents, and materials. May include pertinent MSDS
information.
4) Pre-lab questions or tasks completed with properly developed sentences and/or calculations that take
into account precision and express the correct units of measure. Logical progression in the calculations
must be thoroughly demonstrated. Qualitative expressions must take place at the particulate level.
5) Procedure: Summarized procedure for traditional format laboratory investigations, complete description
of procedure for inquiry-based investigations. May include sketches of materials and apparatus.
6) Data and Analysis: All data is included in properly formatted data tables. Includes well developed
responses to both quantitative and qualitative aspects of the investigation. All calculations must include
proper precision, units, and logical progression from raw data to calculated analysis. All qualitative
responses must be provided by way of properly developed sentences.
7) Conclusion: A well-developed paragraph that restates the purpose of the investigations describes the
data collected, describes the analysis of quantitative and qualitative summations, and expresses possible
sources of error in investigations that provide for such analysis. In inquiry-based investigations there
must be discussion of modification of procedure and or analysis methods as appropriate.
The laboratory component of the AP Chemistry class is based on the AP Chemistry Guided-Inquiry: Applying
the Science Practices Lab Manual. It is intended that no less than six of these hands-on laboratory investigations
will be conducted in a guided or open-inquiry format with others being modified to a more traditional format.
The laboratory is stocked with all appropriate equipment, lab-wares, and reagents necessary to provide a
college-level laboratory experience. The appropriate curriculum alignment (CR, BI, LO, EK, EU, SP) can be
found within the College Board Published manual. Many of the labs provide students with the opportunity to
connect their knowledge of chemistry and science to major societal or technological components. These labs
will account for 25% of the instructional component of the class.
* Indicates, at minimum, those labs that will be conducted in guided or open-inquiry format. Lab titles not
marked with an * may be modified from the College Board inquiry model to a more traditional format in a
manner designed to maintain the integrity of the investigations underlying concepts.
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