AP Chemistry Syllabus
2014-2015
Instructor:
David Cowmeadow
Equipment:
1 or 2” Coursework Binder, a lab folder, a bound Lab
Notebook/Composition notebook and Scientific Calculator
preferably graphing (your new best friend) 4 Total Items
Primary Text:
Zumdahl, Steven S. Chemistry Eighth Edition. Brooks/Cole
Cengage Learning 2010 (CR1)
Replacement Cost:
$110.00
Supplemental Text:
Brown, Theodore E., Eugene LeMay, and Bruce E. Burnsten.
Chemistry The Central Science. Upper Saddle River, NJ: Prentice
Hall, Tenth Addition 2006 (CR1)
Replacement Cost:
$96.87
Mandatory- AP Chem. prep-book: (old additions are fine) they allow you to see the information you
will be taught from a different perspective. If you cannot afford one, I have lots of extras you can
borrow for the year.
At the end of your second year of Chemistry you will be able to understand and interpret a broad
array of chemical behaviors and concepts. AP Chemistry has a “snowball” effect that builds off
previous knowledge. In order to survive, the Chemistry must be “learned”!
Stay in touch: WEBSITE; www.cowmeadow.pbworks.com (there is no “@” symbol)
TEXT MESSAGE; remind 101 will be set up for all students to receive
reminder texts, and possible last minute class changes or adjustments
Grade Breakdown (per quarter): Calculating your grade is on a “total point” system. It is
as straightforward as it sounds. The number of points you earned throughout the quarter,
divided by the total number of possible points available that quarter.
Here are the approximate point values:
Quizzes/Homework: 10-20points(each)
Labs/Projects: 40-60points(each)
Test: 60-80points(each)
**NEW **
I will be using a series of abbreviations through-out this syllabus to align it with the collegeboard’s standards as the curriculum and test format for AP Chemistry continues to grow
and change. These will align with the AP Chemistry Course Guide below
http://media.collegeboard.com/digitalServices/pdf/ap/2013advances/AAPChemistryCED_Effective_Fall_2013.pdf
We will review these objectives as a class in great detail. The syllabus will provide an
outline for how we plan to meet and exceed the rigorous curriculum placed before us by the
college board, and we will welcome the challenge!!
We will be structuring your Chemistry knowledge around 6 “Big Ideas” (CR2)
Big Idea 1: Structure of matter
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: Properties of matter-characteristics, states, and forces of attraction
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: Chemical reactions
Changes in matter involve the rearrangement and/or
reorganization of atoms and/or the transfer of electrons.
Big Idea 4: Rates of chemical reactions
Rates of chemical reactions are determined by details
of the molecular collisions.
Big Idea 5: Thermodynamics
The laws of thermodynamics describe the essential
role of energy and explain and predict the direction of changes in
matter.
Big Idea 6: Equilibrium
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.
Abbreviations needed for syllabus interpretation:
BI=Big Idea
EU=Enduring Understanding
EK=Essential Knowledge
LO=Learning Objectives
CR=Curricular Requirements:
SP=Scientific Practices
New AP Chemistry Exam Format:
The exam is 3 hours long and includes both a 90-minute multiple-choice section and a
90-minute free-response section. The multiple-choice section accounts for half of your
grade, and the free-response section accounts for the other half.
Section I consists of 60 multiple-choice questions, either as discrete questions or question
sets, that represent the knowledge and science practices outlined in the AP Chemistry
curriculum framework, which students should understand and be able to apply. Question
sets are a new type of question: They provide a stimulus or a set of data and a series of
related questions.
Section II contains two types of free-response questions (4 short and 3 long), and each
student will have a total of 90 minutes to complete all of the questions. Section II of the
exam will contain questions pertaining to experimental design, analysis of authentic lab
data and observations to identify patterns or explain phenomena, creating or analyzing
atomic and molecular views to explain observations, articulating and then translating
between representations, and following a logical/analytical pathway to solve a problem.
Students will be allowed to use a scientific calculator on the entire free-response section
of the exam. Additionally, students will be supplied with a periodic table of the elements
and a formula and constants chart to use on both the multiple-choice and free-response
sections of the exam.
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 understandings within the big ideas as described in the
AP Chemistry Curriculum Framework.
CR3a The course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 1: Structure of matter.
CR3b 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.
CR3c The course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 3: Chemical reactions.
CR3d The course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 4: Rates of chemical reactions.
CR3e The course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 5: Thermodynamics.
CR3f The course provides students with opportunities outside the laboratory environment to meet the
learning objectives within Big Idea 6: Equilibrium.
CR4 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.
CR5a Students are provided the opportunity to engage in investigative laboratory work integrated
throughout the course for a minimum of 25 percent of instructional time.
CR5b 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.
CR6 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.
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.
LABORATORY REQUIREMENTS &
PROCEDURES
Lab Safety
Each student must complete a lab safety course with a passing quiz score
of 85%, and have a SIGNED lab contract. A parent/guardian signature
is required as well.
General Lab Procedure(CR5a)
Lab information and procedures will be provided for the students prior to
the lab date.
Pre Lab : The day before the lab students will complete a pre-lab
assignment for each lab, generally a small quiz and lab preparation
procedures. The quiz and pre-lab assignments generally take half a
period.
Lab: The day of the lab, you must efficiently perform the procedure and
follow ALL lab safety requirements. Generally labs can be completed in
our fifty five minute time-frame. Any additional time needed to complete
the lab will result in staying after school that day. The key to getting
through each lab is to understand what the procedure is BEFORE you
walk through the door, have it re-written in your own words to help
expedite the lab. Students will work in groups of two or three depending
on the equipment restrictions. Work as a “team” or the labs will be
difficult to complete in the allotted time.
Post-Lab: Assignments and discussion questions will be given in class
the day following the lab, and generally take half a period to complete.
This is a “general” procedure, and will be tailored to fit the needs of each
lab individually.
Occasionally we will have 2-day labs, which are indicated on the lab list, located
on the last page of the packet.
Lab Notebooks and Binders (CR7)
Each student must keep an ORGANIZED bound lab notebook. (ie: composition
notebooks work great) You will create a table of contents and record all titles, re-written
procedures, observations, and data in this notebook. The lab folder is used to hold the “original”
lab packets, instructions and procedures, along with the pre and post lab assignments. This will
keep everything in one convenient place.
Heed the following when collecting data in your lab notebook:
-Take data and observations only on the front of each page.
-Take all data in ink.
-Be relatively neat. If an error is made draw a single line through it. If a substantial
portion is to be discarded, cross it out with an X.
******* -All entries should be labeled with appropriate units!!!!!
-Date each page.
Lab Reports (CR7)
It is extremely important to prepare and submit a well written report. The reporting of
results and findings is one of the most important phases of carrying out an experiment. Your
report must include (IN ORDER):
Title: Include the date,period, and the names of your lab partners.
Purpose/Abstract: 1 or 2 sentences describing the major goals of the
experiment.
Procedure: Since in most cases the procedure is already described, you need
only cite the reference to the lab packet unless otherwise stated.
Data: This section needs to contain all charts and pertinent data used in
calculations. The information needs to be organized, and headings should be
self-standing. (needing no explanation)
Calculations: Show all equations and work used to derive any answers
requiring you to perform mathematics. If any equations are repetitive, you only
need to show your work for ONE of the equations.
Conclusion: Discuss the results of your experiment. Was the purpose
achieved? If not, what were the errors? This is a summary of your knowledge of
the experiment you performed. The conclusion makes clear that you understood
the goals and skills the lab was enforcing. You will answer any discussion
questions or exercises in this section as well.
Discussion Questions: These are often asked in the lab packet itself, WHICH
YOU MUST RETAIN!! These are worth a lot of points and are typically were
some students struggle to come up with logical and reasonable answers.
Quarter 1
*Labs*
Chemical Foundations Topics (CR3a)
Lab Procedures
Measurements and units
Dimensional Analysis
*Thin-Layer *
Classification of matter
Chromatography
Precision vs. Accuracy
(Guided Inquiry Lab) CR6
Separation of Mixtures
SIG FIGS!!!
History of early chemistry pioneers and fundamental laws
Atoms, Molecules, and Ions (CR3a/CR3b)
Early experiments to characterize an atom
Atomic characteristics/structure
Periodicity?
Nomenclature (Inorganic)
Dalton’s Atomic Theory
*Mole Ratio of Reactants*
(Explaination Only)
Extension Activity (CR4): You will be asked to elaborate both through a class activity
and as a free response on your test. The real-world validity and example of one of
chemistry’s fundamental laws: ie the law of definite proportions, multiple proportions,
The Law of Conservation of mass and/or energy etc. You will be provided a detailed
rubric and assignment description.
BI- 1, 2
LO-1.1, 1.2, 1.3 1.4, 1.5, 1.6, 1.7-1.11, 2.7, 2.10
SP- 3.1, 6.1, 6.2, 5.1, 6.4
Test #1: Chapter 1-2 Test (1.5 weeks)
------------------------------------------------------------------------------------------------------------
Gases (CR3b)
Ideal Gas Law/Graham’s Law
Ideal vs. real behavior
Effusion vs. Diffusion
Chemistry in he atmosphere
*Vapor Density and Molar Mass*
Inquiry Based
BI-2
LO-2.4,.2.5, 2.6
SP- 1.3, 1.4, 2.2, 2.3, 6.4, 7.2
Stoichiometry (CR3c)
Mole Conversions
Empirical and Molecular Formulas
Formula Weights
Limiting Reactants
*Stoichiometry in the Synthesis of
an Ionic Compound*
(CR5a,CR5b)
BI- 3
LO-3.3, 3.4, 3.5
SP- 2.2, 5.1, 6.4
Test# 2: 2.0 weeks
(Ch 3 and 5)
(I may break this down into 2 quizzes, if I find it will be a more effective means of testing
your knowledge)
------------------------------------------------------------------Reaction Types and Solution Stoichiometry (CR3c)
Electrical Properties
*% of Water in a Hydrate*
Acid/ Base Reactions
*Redox Riot Demo*
Fundamental Redox Reactions
*Oxidation-Reduction Reaction*
Replacement Reactions
(CR5a,CR5b)
Molarity and Solution Stoichiometry
Nature of solutions (electrolytes)
BI- 3
LO-3.1, 3.2, 3.5, 3.6-3.9
SP- 4.2, 5.1, 6.1, 6.4
Test #3: 2.0 weeks
(Ch 4)
------------------------------------------------------------------------------------------------------------
Atomic Structure and Periodicity (CR3a)
Quantum Mechanics & Quantum Numbers *Spectrum Analysis of* (CR5a,CR5b)
Line Spectra (Review)
Gases* (Honors Chem Explaination)
Electron Configuration (Review)
Orbital Shapes (Review)
Periodic Table Development
Trends (Ionization Energy, Size, etc..)
Effective Nuclear Charge
BI-1
LO-1.9-1.12
SP- 3.1, 5.1, 6.1, 6.4
Bonding (CR3b)
Lewis Symbols
Lewis Structures
Bond Strengths and Lengths
Molecular Shapes
VSEPR Theory
Hybridization
Polarity
Bond Lengths and Strengths
*Construction, Identification, and
Explanation of 4 Molecules with
Molecular Sets*
(Guided Inquiry Lab) CR6
Extension Activity (CR4): Each lab group will be given a molecule to draw, build, and
understand its molecular shape. You will then hypothesize based on your knowledge of
VSEPR theory and bonding some practicle applications you may think your molecule
possesses. Then you will research the molecule, and see if any of your hypotheses are
correct.
BI-2
LO-2.17-2.31
SP- 1.1, 1.4, 4.2, 7.1, 7.2, 6.2, 6.4
Test #4: 2.0 weeks
(Ch 7,8,9-1(hybridization))
Quarter 2
EQUILIBRIUM
(This section will be broken down into 3 quizzes, and will prove to be very challenging)
Chemical Equilibrium (CR3f)
Keq
Kp
LeChatelier’s principle
Application of Equilibrium Constants
*Equilibrium Constant of an
Ionic Compound* (CR5a,CR5b)
*LeChatelier’s Principle*
(Guided Inquiry Lab) CR6
BI-6
LO-6.1, 6.2, 6.4-6.9
SP- 1.4,7.4,6.2,6.4,2.2,2.3
Quiz 1: (2.5 weeks)(Ch 13)
-----------------------------------------------------------------------------------------------------------Acid Base Equilibrium (CR3f)
Common Ions
Buffers
*Dissociation Constants of
Titrations
Weak Acids* (CR5a,CR5b)
Ka and Kb
Acid Base Indicators
BI-6
LO-6.11-6.20
SP- 2.3,5.1,6.4,4.2,2.2
Quiz 2: 2.0 weeks
(Ch 15)
------------------------------------------------------------------------------------------------------------
Additional Aqueous Equilibria (CR3f)
Common ion effect
Buffers
Precipitation
Titrations
BI-6
LO-6.21, 6.22
SP- 2.2,2.3,6.4
Quiz 3: 2.0 weeks (Ch 16)
*Peter Piper’s Pickles* (CR5a,CR5b)
*Acids and Bases*
Acids and Bases (CR3b)
Strengths, pH
Properties, and Polyprotic Acids
Acid-Base properties of Oxides
Lewis Acids and Bases
BI-2
LO-2.2, 2.3
SP- 6.4,7.1,7.2
Intermolecular Forces (CR3b)
Phase Diagrams
Viscosity and Surface Tension
Vapor Pressure
Bonding in Solids
BI-2
LO-2.4,2.5,2.13,2.14
SP- 1.3, 6.4, 7.2, 1.4
*Properties of Metallic/Ionic*
*Heat of Vaporization*
Extension Activity (CR4): Over the Christmas break, I want you to observe a solution or
alloy whose properties can be related to and explained using intermolecular forces. You
will briefly present to the class what your solution/alloy is and how its behavior can be
explained based on its bonding type. Please note real-world application as well as pros
and cons.
Test #5: 2.0 weeks
Ch 10,14
-----------------------------------------------------------------------------------------------------------Mid-Term Examination Chapter Review: 1-5,7-16) This will occur in a perfect world,
if we must we may move Ch.10 and/or Ch.14 to the 3rd quarter
------------------------------------------------------------------------------------------------------------
Quarter 3
Properties of Solutions (CR3b)
Solubility
Colligative properties
Colloids
Molarity/molality
BI-2
LO-2.7-2.10
SP- 1.1, 1.4, 1.2, 5.1, 6.2, 6.4
*Analysis of Commercial Bleach*
*Case of the drowned Professor*
(CR5a,CR5b)
Test #1: 2.0 weeks
Ch. 11
------------------------------------------------------------------------------------------------------------
Thermochemistry (CR3e)
Kinetic and Potential Energy
1st Law of Thermodynamics
Enthalpy
Hess’s Law
Calorimetry
Foods and Fuels
BI-5
LO-5.2-5.10
SP- 1.4,4.2,5.1,6.4,2.3,7.1,7.2
*Hess’s Law
(Guided Inquiry Lab) CR6
Test #2: 2.0 weeks
Ch.6
-----------------------------------------------------------------------------------------------------------Chemical Thermodynamics (CR3e)
Spontaneous Processes
Entropy, 2nd Law of Thermodynamics
Boltzman’s Equation/3rd Law of Thermodynamics
Gibb’s Free Energy
Free Energy and Equilibrium
Free Energy and Work
BI-5
LO-5.13-5.18
SP- 1.3, 7.2, 2.2, 6.4, 6.2, 2.3
Test #3: 2.0 weeks
Ch.17
-----------------------------------------------------------------------------------------------------------Electrochemistry (CR3c)
Oxidation States
Each group will present one of the following
Voltaic/Galvanic Cells
*Student Cell (Galvanic)
EMF
Gibbs Free Energy and Ecell
*Chemical Battery (Galvanic)
Batteries
Corrosion (cathodic protection)
*Electroplating (Electrolytic)
Electrolysis
*Electrolysis (Electrolytic)
ALL: (Guided Inquiry Lab) CR6
BI-3
LO-3.8, 3.12, 3.13
SP- 6.1, 2.2, 6.4, 2.3
Test #4: 2.5 weeks
Ch.18
------------------------------------------------------------------------------------------------------------
Quarter 4
Chemical Kinetics (CR3d)
Reaction Rates
Activation Energy Diagrams
Rate Laws and Rate Constants
Collision Theory
Mechanisms
Catalysts
*Rate os Rxn* (CR5a,CR5b)
*Thermochromism*?
*Iodine Clock*
*Beer-Lambert Law*
(Guided Inquiry Lab) CR6
BI-4
LO-4.1-4.9
SP- 4.2, 5.1, 6.2, 7.2, 1.5, 6.5, 6.4, 1.4
Test #5: 2.0 weeks
Ch.12
------------------------------------------------------------------------------------------------------------
Nuclear Chemistry
Nuclear Stability
Rates of Decay
Detection of Radio Activity
Fission/Fusion
Radiation Effects
Organic Chemistry
Alkanes/enes/ynes
Functional Groups
Nomenclature
Test #6: 2.0 weeks
Ch.18, 22
Although these 2 topics are not a part of the 6 big ideas directly, we will tie them
into the curriculum and provide you with some bonus descriptive chemistry
knowledge, as well as a touch of general background information on these
topics.
-----------------------------------------------------------------------------------------------------------Review Calendar Topics:
Writing Net Ionic Equations Rev
*Solution Stoich/Flame Test*
Solutions and solubility Rev
Old AP Exam mc and fr
5 –step practice test
Diagnostic test to locate weaknesses
FIX any chemical misunderstandings
Final Extension Activity (CR4): As a review we will take the flame test lab that you
performed at the end of the first quarter, and review ionic flame color to refresh your
memory. We will then let you select other groups of your choice to work with to predict
and test solubility of the two aqueous ionic solutions. Finally you will balance and write
the chemical reaction to predict the amount of ppt in grams that should be produced if
any. It is a GREAT way to review a ton of concepts and learning objectives in a 1 hour
activity.
2.5 weeks
----------------------------------------------AP Exam-------------------------------------------------Post Exam Lab Work, and Final Project
*Determination of Water Hardness* (CR5a,CR5b)
*Thermochromism* (CR5a,CR5b)
2.5 weeks