AP Chemistry
David C. Vernon
Western Alamance HS, Elon, NC
Course Description:
Advanced Placement Chemistry is a college level course designed for the high school
student and can only be taken after successful completion of the first chemistry
course based on North Carolina’s Essential Standards. AP Chemistry will provide
students the opportunity to study college level chemistry, participate in and design
intensive laboratory experiments, investigate applications of chemistry outside the
classroom, and prepare for the College Board AP Chemistry examination. Upon
successful completion of the cumulative AP Exam in May, students may qualify for
college credit or advanced placement in college chemistry courses. Students will be
expected to take the AP Exam.
Lab Disclaimer:
AP Chemistry is a lab-intensive course. Students will be required to keep a separate
lab notebook, do pre-lab assignments, generate detailed lab reports, and design and
complete several inquiry-based labs. Labs will constitute at least 30% of this course,
both in regard to time and grade percentage. The labs are college-level labs.
Students will be required to:
1. Keep a laboratory notebook separate from all other notebooks. Each student will
use the same type of standard notebook to be purchased at the start of the year.
2. Have all pre-lab assignments completed before the lab and the lab report turned
in on time.
3. Follow all lab safety guidelines.
4. Have all homework completed to the best of their ability
5. Study thoroughly for all tests
6. Organize and complete research projects throughout the year
7. Present information from research or data collected to a group
8. Work with other students to reach a common goal.
9. Apply chemistry to study issues beyond the classroom.
In order to be successful, each student should:
1. Be prepared to work everyday for the entire class period.
2. Do homework and study notes for an average of 30 minutes each night.
Grades will be computed based on the following:
Tests
60%
Labs
30%
Homework
10% (occasional quizzes are included here)
The student is responsible for all classwork, labs, tests, and homework even if he or
she is absent from class. I will gladly provide makeup work for students when
needed. Students can find me in my room before and after school if they need
additional help with their assignments. Please sign below to indicate that both
student and parent(s) understand what is to be expected in AP Chemistry.
________________________________
Student
________
Date
_________________________________
Parent
AP Chemistry at Western Alamance HS is organized around the Six Big Ideas of
the AP Chemistry curriculum.
Big Ideas:
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.
2. Property 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.
3. Chemical reactions: Changes in matter involve the rearrangement and/or reorganization of
atoms and/or the transfer of electrons.
4. Rates of chemical reactions: Rates of chemical reactions are determined by details of the
molecular collisions.
5. Thermodynamics: The laws of thermodynamics describe the essential role of energy and
explain and predict the direction of changes in matter.
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.
Over-All Conceptual Outline of AP Chemistry:
Big Ideas
Enduring Understandings
Essential Knowledge
Sciences Practices
Learning
Objectives
Organization of syllabus outline:
The syllabus is arranged in chronological order. On the left side of the syllabus chart
the topics are arranged based on subject matter and there is a corresponding
section in the Zumdahl text referenced. The right side references the Big Ideas and
the corresponding Enduring Understandings/Essential Knowledge of the College
Board by use of a numbering system. The first number is the Big Idea, the letter is
the specific Enduring Understanding, and the last number is the specific Essential
Knowledge standard. Example: 3.B.2 references Big Idea #3, Enduring
Understanding 3B, and Essential Knowledge 3.B.2. The Science Practices are
referenced after the syllabus and apply to specific labs.
Example: 3.B.2
Big Idea
Enduring Understdgs./Essential Knowledge
Syllabus Outline: AP Chem, Western Alamance HS
Text: Chemistry by Zumdahl and Zumdhal, 9th edition, Brooks Cole(Cengage
Learning), 2014, ISBN-13: 978-1-133-61110-3 (distributed by Houghton Mifflin
Harcourt)
Topics
Curriculum
Framework
Covered (without
regard to specific order
of content)
UNIT #1: Foundations in Chemistry
Zumdahl, Chapter #1
Days to Complete = 5
1. Be able to graph data, interpolate, and extrapolate. Find slope
and use accordingly for mathematical purposes.
2. Know the scientific method and associated topics and terms.
3. Be able to use scientific notation.
4. Significant Figures: measure with, count, calculate with, and
the role of exact numbers therein
5. Know the difference between accuracy and precision. Know
about the sources of error in measurements.
6. Be able to complete dimensional analysis problems
(conversions)
7. Density
8. Temperature conversions
9. Be able to classify matter (pure substances, mixture……
physical and chemical properties/changes)
Homework: [16, 20, 23, 25, 27, 28, 29(a,b), 30, 31(a,b,e,g), 33,
35(c), 42, 50(a,b,c), 56, 61(a,b,c), 65, 66, 67, 68, 21, 69, 77]
Alternate assignments: pp. 31-36 [1, 10, 14, 16]
Labs: Density
UNIT# 2: Atoms, Molecules, Ions
Zumdahl, Chapter #2
Days to Complete = 4
1. Know the following concepts:
- Law of Conservation of Mass
- Law of Definite Proportions
- Law of Multiple Proportions
- Diatomic Molecules
- Average Atomic Mass
2. Be able to perform the following functions:
- find the # of protons, neutrons, and electrons in an isotope
given its atomic symbol
- be familiar with group names and some minimal
properties of each
- be able to name and write formulas of compounds
- be able to name an acid
3. Review the history of Modern Atomic Theory.
4. Review the purpose the chromatography
1.D.1
3.C.1
5.D.2
1.A.1, 1.D.2, 1.E.2
Homework: [43, 44, 45, 47, 48, 49, 51, 52, 53, 56, 58, 59, 61, 62,
63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 75, and 27]
Alternate assignments: none
Labs: Chromotography
UNIT # 3: Stoichiometry
Zumdahl, Chapter #3
Days to Complete = 8 days
Topics Covered
1. Finding the average atomic mass
2. Mass Spectroscopy
3. Simple, one-step stoichiometry conversions
4. Multiple step problems
5. Molar Mass problems
6. Percent composition by mass problems
7. Empirical and Molecular Formulas
8. Stoichiometry in chemical reactions
9. Limiting reactants/reagents
10. Percent Yield
Homework:
Set #1: [ 18, 21, 22, 23, 28, 33(a,b),.....for each of the following, do
"a and b" only: (34, 36, 38, 40, 42, 44)...continue working all
parts of problems: 45, 47, 50, 54 (a), 55, 61, 62, 64, 66, 67, 71]
Set #2: [ 75, 77, 79, 86, 88, 93(d,e,f,i), 94 (f, g), 95, 92, 100, 102]
Labs: Empirical Formula Determination
Labs:Limiting Reactant/Percent Yield Lab
UNIT # 4: Gases, Gas Laws, and the Kinetic Molecular Theory
Zumdahl, Chapter #5
Days to Complete = 8
1. Fundamentals of pressure and associated units of measure
2. Charles', Bolye's, Gay-Lussac's, and Avagadro's Laws
3. Ideal Gas Law (PV=nRT)
4. Dalton's Law of partial pressure
5. Mole Fractions
6. Kinetic Molecular Theory
7. Effusion, Diffusion, and Graham's Law
8. Gas Stoichiometry
9. Gas density calculations
10. Kinetic Energy and Root Mean Square Velocity
11. Van der Waals Equation and its relevance
Homework: [ do in this order!!! 31, 33, 35, 38, 39, 41, 40, 42, 29,
63, 64, 65, 68, 70, 61, 59, 62 (also find the answer at STP
conditions), 49, 55 (hint: find limiting reactant), 73, 75, 77, 78,
79, 80, 22, 82, 84]
Labs: Finding the Molecular Mass of a Volatile Liquid
UNIT #5: "Atomic Structure and Periodicity"
Zumdahl Text, Chapter 7
Topics Covered in 5 days:
1. Electromagnetic Radiation
2. Bohr Model and Quantum Mechanical Model
3. Periodic Trends in Atomic Properties: Reactivity of elements,
Ionization Energy, Electronegativity, Atomic Radii……also
1.A.1, 1.A.2,
1.A.3, 1.E.1, 1.E.2
3.A.2.
2.A.2, 2.B.2
3.A.2
5.A.1, 5.B.1,
1.B.1, 1.B.2, 1.C.2,
1.D.1, 1.D.3
isoelectronic species
LABS:
1. Determination of the percent copper in a penny through
spectral analysis (Beer’s Law)
2. Spectrophotometric Analysis of Food Dyes
Homework:
[4,6,12,17,18,28,39,43,47,51,63,69,71,73,79,82,85,86,89]
UNIT #6: General Principles of Bonding
Zumdahl, Chapter #8
Days to Complete = 10 days
-Review Electron Configuration, Periodic Law, Ionization
Energy, and Electronegativity
1. Types of Bonds
2. Dipole Moment
3. Localized Electron Model
4. Lewis Structures and Exceptions to the octet rule
5. Valence Shell Electron Pair Replusion Model
6. Enthalpy with bonds
7. Lattice Energy
Homework: [ 17,19,21,23,27,28,29( use 1s2, 2s2, etc.), 31(a,b),
33, 35(c,e), 37, 61, 62 (a only), 70,71,73 (b, f), 77 (use 61 only),
81, 85, 93, 79, 80, 48 (a), 51]
Alternate Assignments: [ 51, 65 (a), 67, 83, 87]
Labs/Activity:
1. Atomic Theory/Modeling Lab
UNIT # 7: Solutions and Solution Reactions
Zumdahl, Chapter # 4, Pages 138-162
Days to Complete = 6
1. Water , the common solvent : why it dissolves and how it
dissolves
2. Aqueous Solutions and Identifing strong and weak electrolytes
3. Molarity
4. Dilutions
5. Precipitation reactions and general rules of solubility
6. Writing molecular, complete ionic, and net ionic equations
7. Solution Stoichiometry
8. Use of Material Safety Data Sheets
Homework: [2, 10, 11, 15, 17, 19, 21, 22, 23(a,b), 24 (b, e), 25,
29, 30, 31 (a), 33, 34, 36, 37, 40, and 41 ]
Labs:
1. Solubility Determination
UNIT #8: Introduction to Acids and Bases
Zumdahl, Chapter #4 (pages 162-170)
Days to Complete = 6 days
1. General Properties of Acids and Bases
2. Bronsted-Lowry and Arrenhius Acids and Bases
3. Neutralization Reaxns.
4. Titrations (variations of strong and weak acids or bases)
5. Conjugate Acid/Base pairs
6. Self Ionization of Water
7. Proton Transfers with Acid/Base Reaxns.
5.E.4
1.B.1, 1.C.2
2.C.1, 2.C.2,
2.C.4, 2.D.1,
5.C.1
1.D.3, 1.E.2
2.A.3
3.A.1, 3.B.1, 3.C.1,
6.C.3
3.B.2
6.C.1
Homework: [49, 50,52, 53, 54, 56, 45, 46, 47]
Alternate assignments: a review sheet given in class
Labs:
1. Acid/Base Titration with Borax and HCl using conventional
indicators
2. Acid/Base Titration with HCl and NaOH using Vernier
Probeware
UNIT #9: Oxidation and Reduction
Zumdahl, Chapter #4 (pages 170-177)
Days to Complete = 7 days
1. Assigning Oxidation Numbers
2. Identifying Redox Reactions, substances oxidized and reduced
(discuss the terms Reducing and Oxidizing Agents)
3. Balancing Redox Reatcions
4. Reactivity Series of Elements
5. Redox Titrations
Homework: [ 57 (a, b, d, e, h, i, j), 59, 60, 61 (a ,b, c)
Labs: Redox Titrations
UNIT #10: Equilibrium
Zumdahl, Chapter #13
Days to Complete = 9 days
1. Equilibrium Expressions, K, Kn, and K'
2. Heterogeneous Eqilibria
3. Establishing Differences between Equilibrium Postion and
Eqilibrium Constants
4. Eq. Expressions and Pressure
5. Le Chatelier's Principle : changes in concentration, pressure,
or temperature applied to a system at Eq.
6. Finding Eq. Constants (K) or an unknown concentration of
reactant or product
- Extent of reactions, Reaction Quotients, and Use of Quadratic
Equation in Eq. Problems
Homework [must do in this order:
19,21,23,25,20,31,32,22,27,35,37(a,b),11,13,12,57,58,59,60,61,3
9,40,41,43,44,45,46,47,and 53]
Alternate Assignments: Eqilibrium Review Assignment
Labs: Le Chatelier's Principle
UNIT #11: Acid/Base Equilibrium
Zumdahl, Chapter #14
Days to Complete = 7 days
1. Acid Dissociation Constant and related topics{Ka, Kb, and Kw}`
2. pH, pOH, [H+], and [OH-] . Problem solving to determine
concentrations.
3. Percent Ionization
4. Polyprotic Acids
5. Dissociation Calculations involving pH and pOH
Homework:
[group#1:17,19,20,27,29,31,33,34,35,37,39,40,43,44,45,46,47,4
8,49,50,51......group #2: 53,61,62,63(a, b),
65,67,69,60,71,79,82,83,85,93,95 (b only), 97...... group #3:
99,100,101,106,109,112 (don't do equations)
3.A.1, 3.B.3, 3.C.1
6.A.1, 6.A.2,
6.A.3, 6.A.4,
6.B.1, 6.B.2, 6.C.3
3.B.2
6.C.1
Labs: Determining the Ka of a Weak Acid
UNIT # 12 "Thermochemistry"
Zumdahl Text, Chapters 6 and 17
1. Energy, Enthalpy, Calorimetry, and Heat
2. Entropy
3. Gibbs Free Energy
Problems: chap 6 [19, 21(a,b),
23,25,26,27,29,30,31,33,38,39,43,44,46,52,53,54,55,57,61, and
42 (optional)]
Chap 17: [7,15,19,20,22,23,29,30,31,33,35,41(a,b),45, and 12]
Lab:
1. Heat Of Reaxn Incorporating Heat of Solution (Hess’ Law)
2. Commercial Hand-Warmers: most effective, safe, and cheap
UNIT # 13 "Properties of Solutions and Solubility Equlibria"
Zumdahl Text, Chapter 11 and 16
Topics Covered in 8 days:
1. Quantifying Solutions, Energies of Solutions, and Factors
Affecting Solubility
2. Molecular Level Solution Formation
3.Vapor Pressure and related effects on Freezing Points, Boiling
Points, and Osmotic Pressure
4. Defining Solubilty Product Constants
5. Relative Solubilty and Common Ion Effect
6. Precipitation Analysis
Problems:[8,9,11,12(a,b,c),
13,14,25,26,31,37,38,39,43,45,58,59,63,67,70,71,73,75, 84]
LABS: Solubility Product Lab: Determining Ksp
UNIT # 14 "Chemical Kinetics"
Zumdahl Text, Chapter 12
1. Intro to Kinetics
2. Differential Rate Law
3. Integrated Rate Law
4. Reaction Mechanisms
5. Factors affecting rates of reactions, collision theory, catalysts
LABS:
1. Iodine Clock Lab
2. Crystal Violet Lab
Problems: [Differential Rate Law Problems: 17,18,19,21,23 (a
and b only), 24, and 26......Integrated Rate Law Problems: 27, 29,
33, 35, 36, 37, 39, and 40.........remainder of problems: 45, 46, 47,
48, 49, 55, 56, and 53)
UNIT # 15 "Electrochemistry"
Zumdahl Text, Chapter 18, Chapter 4 (p. 170-176), Chapter 17(p.
813-819)
Topics Covered in 11 days:
1. Redox and Half-Reactions
2. Introduction to Electrochemistry
3. Galvanic Cells and Cell Potential
4. Free Energy and Equilibrium
3.C.2
5.A.2, 5.B.1,
5.B.2, 5.C.2, 5.E.1,
5.E.2, 5.E.3, 5.E.5
6.D.1
2.A.3,
5.D.1
6.C.3
4.A.1, 4.A.2,
4.A.3, 4.B.1,
4.B.2, 4.B.3, 4.C.1,
4.C.2, 4.C.3, 4.D.1,
4.D.2
3.B.3, 3.C.3
5.E.4
6.A.1
5. Concentration Cells
6. Nernst Equation
7. Batteries
8. Electroplating: Stoichiometry with Electrochemistry
Homework:
Half-Reactions: [60, 61(a,b,c), 62 (a,b), 63 (a,d,e,) 64 (a,b), 65
(a,b)
Cell Potentials: [13, 14 (a,b,c,d), 16 (a,b), 25,27,31 (25 only), 33
(a), 34 (a), 35, 43, 45, 37, 39 (hint: w= G), and 46 ]
G , K, Nernst, and Electrolysis: [63 (25 only), 67, 69 (work with a
-E, Ksp), 51, 53, 57, 73 (a,b), 75 (a), 87 (a), 83, 77, and 79] and
[50,57].
UNIT # 16 "Buffers"
Zumdahl Text, Chapter 15
Topics Covered in 8 days:
1.Common Ion Effect
2. Introduction to Buffers
3. Henderson-Hasselbach Equation
LABS: Buffer in Commerical Lemonades Lab
Homework: p. [23,25,27,29,31,33,35,37(a,b,c),38,39,41,49]
UNIT # 17 "Hybridization"
Zumdahl Text, Chapter 9
Topics Covered in 3 days:
-review electron configurations and orbital notations
1. Hybridization
2. Molecular Orbitals
3. Bond Order
4. Paramagnetism and Diamagnetism
LABS: None
Homework: [7, 11, 12, 13, 14, 15 (61 only), 17, 19, 21, 31, 33, 35]
UNIT # 18 "Liquids and Solids--- Intermolecular Forces”
Zumdahl Text, Chapter 10
Topics Covered in 4 days:
1. Intramolecular/Intermolecular Forces
- comparing the differences in location, strength, and properties
relating to boiling and melting points
2. Bonding in Liquids
3. Structure and Bonding in Metals
4. Network Atomic Solids
5. Vapor Pressure
6. Phase Changes
LABS: Types of Bonds
Homework: [set 1: 35,36,37,38,39,40,67......set 2: 8,9,10,11,12,13,
30]
UNIT #19: Organic Chemistry:
Zumdahl Text, Chapter 22, section 22.1-22.4
Topics Covered in 2 days:
1. Structure, nomenclature, and chemical properties of basic
organic molecules.
1.E.2
6.C.1, 6.C.2,
1.B.1
2.C.4,
5.C.1
2.A.1, 2.A.3,
2.B.1, 2.B.2,
2.B.3, 2.C.3,
2.D.1, 2.D.2,
2.D.3, 2.D.4
5.B.3, 5.D.1,
5.D.2,
5.D.3
2. Biological and polymer systems
Lab: None
Homework: [23,25,29,31,39,40,48]
Calculator: A scientific calculator is required and a TI-83 (or better) is
recommended.
Laboratory Component of AP Chemistry
The laboratory is a major area of emphasis in AP Chemistry. There will be at
least 20 labs that will account for 30% of the course grade and it is expected to
consume as much or more in time allotment in this course. These hands-on labs use
basic laboratory equipment and will be incorporated throughout the course. In
addition, six or more labs will be inquiry-based labs, which are more studentdirected. These labs expect students to: generate their own questions for
investigation, choose variables to investigate, design and conduct their own
experimental procedures, collect, analyze, interpret, and display data, and
determine how to present their conclusions. Error analysis will also be a point of
emphasis.
A dedicated lab notebook will be required of each student. The class will use
the same type of notebook. The expected general format of each lab report is listed
later in this document.
The labs should cover all of the Science Practices as designated by the AP
Chemistry curriculum.
Science Practices
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. [Note: Data can be collected from many different sources, e.g.,
investigations, scientific observations, the findings of others, historic reconstruction, and/or archived
data.]
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.
AP Chemistry Labs:
Lab Title (**indicates an Inquiry-Based Lab)
1. Density of Salt Water and Salinity Percent: an exercise in lab
procedure, equipment, and safety.
Description: Determination of the density of several salt water solutions
and to graph percent mass and density data to determine the percent
salt in water from two unknowns (Great Salt Lake and the Dead Sea)
2. **Principles of Chromatography (a Carolina Investigations for AP
Chemistry Lab, a product of Carolina Biological)
Description: Students will separate three mixtures using paper
chromatography and identify each. Thin-layer chromatography will be
Science
Practice
5.1, 5.2
1.2, 3.1,
3.2, 3.3,
4.1, 4.2,
4.3, 4.4,
used to separate plant pigments, identify them, and calculate Rf values.
3. **Empirical Formula Lab
Description: Students will design an experiment to determine the
empirical formula of a compound formed from powdered sulfur and
solid copper. The lab also emphasizes error analysis.
4. Limiting Reactant/Percent Yield Lab.
Description: Students will determine the limiting reactant and percent
yield of a lead iodide compound formed from a mixture of lead nitrate
and potassium iodide solutions. This lab emphasizes mathematical
calculations and error analysis.
5. Determining the Molecular Mass of a Volatile Liquid
Description: Students will vaporize a volatile liquid and allow it to
condense to determine its mass. Molar mass will then be determined
from data. This lab emphasizes mathematical calculations and error
analysis. Also, model representations of the process are emphasized.
6. Determining the Percent Copper in a Penny though Spectral Analysis.
Description: Students will determine the best wavelength to study
copper solutions, create a complex copper ion, create a calibration curve,
and analyze a solution derived from a penny to determine the percent
copper present. This lab emphasizes the use of a spectophotometer and
how its data is used and analyzed.
7. **Spectrophotometric Analysis of Food Dyes Kit (a Carolina
Investigations for AP Chemistry Lab, a product of Carolina Biological)
Description: Students design a procedure to determine the
concentration of given food dyes in commercial products (Gatorade,
Mountain Dew, etc.) Students are required to present their procedure
and data to the class. Students are require to connect the experiment
with the molecular characteristics that allow for the absorption of the
different wavelengths of light and its relevance outside of the chemistry
class.
8. Atomic Theory/Modeling Activity.
Description: Students will use physical models of atoms and bonds
(springs) to assemble various molecules. Lewis structure, VSEPR, and
polarity concepts are emphasized.
9. **Solubility-Precipitates Lab.
Description: Students will make solutions as assigned by instructor. The
labels of the six solutions will be removed and students will design a lab
to determine the identities of the six unknown solutions. Net ionic
equations are expected for any solutions that formed precipitates which
must be identified.
10. Acid/Base Titration with Borax and HCl using conventional
indicators. Description: Students will determine the molarity of a weak
base by titration with a strong acid by using methyl red indicator to
locate the end point. This lab emphasizes mathematical calculations and
error analysis.
11. Acid/Base Titration with HCl and NaOH using Vernier Probeware.
Description: Students will determine the molarity of a strong base by
titration with a strong acid by using a pH probe and Vernier software to
discover titration curves. This lab emphasizes the shapes of the titration
5.2
Inquiry
2.1, 2.2,
2.3, 4.1,
4.2, 4.3Inquiry
2.1, 2.2,
5.2
1.1, 1.2,
1.4, 2.1,
2.2, 2.3,
3.1, 4.3,
6.1. 6.2
2.1, 2.2,
2.3, 5.1,
5.2, 5.3
1.2. 1.4,
1.5, 3.1,
3.3, 4.1,
4.2, 4.3,
4.4, 5.1,
5.2, 5.3,
7.1, 7.2
--Inquiry
1.1, 1.2,
1.3, 1.4,
7.1, 7.2
4.1, 4.2,
4.3, 4.4,
5.3-Inquiry
2.1, 2.2,
2.3, 4.3,
5.1, 5.2,
5.3
2.1, 2.2,
2.3, 4.3,
5.1, 5.2,
5.3, 7.1
curves and the ions that are most important as the curves progress.
12. **Redox Titration: Determining the Percent H2O2 in a drugstore
bottle of Hydrogen Peroxide. (AP Chem Lab Manual, Lab #8)
Description: Students will standardize the concentration of potassium
permanganate solution and evaluate how close commercial hydrogen
peroxide solutions are to their labeled concentrations.
13. ** Le Chatelier’s Principle and Equilibrium Shifts. (a Carolina
Investigations for AP Chemistry Lab, a product of Carolina Biological)
Description: Students design an experiment to investigate how
temperature, concentration, and pressure affect chemical equilibrium.
2.1, 2.2,
4.2, 6.1,
6.2-Inquiry
3.1, 3.2,
3.3
4.1, 4.2,
4.3, 4.4,
5.3, 6.1,
6.2, 6.3,
6.4, 6.5,
7.2-Inquiry
14. ** Concentration of Acetic Acid in Household Vinegar (a Carolina
2.1, 2.2,
Investigations for AP Chemistry Lab, a product of Carolina Biological)
3.1, 3.2,
Description: Students will develop their own procedure to determine an 4.1, 4.2,
acid’s concentration in a solution and pKa.
4.3, 4.4--Inquiry
15. **Calorimetry: Hand Warmer Design Challenge: Where does the heat 1.4, 2.2,
come from? (AP Chem Lab Manual, Lab #12)
4.2, 5.1,
Description: Students will determine which substances, and in what
5.3, 6.4,
amounts, to use in the development of hand warmers that cost as little to 7.2-make and are an environmentally safe as possible.
Inquiry
16. Heat of Reaction Incorporating Heat of Solution (Hess’ Law).
2.1, 2.2,
Description: Students will determine the heat of solution of ammonium 2.3, 4.3,
chloride directly and indirectly through the creation of the salt in a
5.1, 5.2,
chemical reaction of aqueous ammonia and hydrochloric acid.
5.3, 7.1
17. Solubility Product Lab: Determining Ksp.
Description: Students will conduct a serial dilution to determine the Ksp
of calcium carbonate.
18. Iodine Clock Lab
Description: Students will study the effects of concentrations on kinetics
of a reaction, determine the rate law, and the rate constant. This lab
emphasizes mathematical calculations and error analysis.
19.** Kinetics Rate Law: What is the rate of fading of crystal violet? (AP
Chem Lab Manual, Lab #11)
Description: Students will determine the rate law for the reaction of
crystal violet and sodium hydroxide.
20. **Evaluating Lemonade as a Buffer Lab (a Carolina Investigations for
AP Chemistry Lab, a product of Carolina Biological)
Description: Students are to design a procedure to evaluate a
commercial lemonade mix’s buffering capacity. Opportunities for
presentations, error analysis, and comparisons of other substances are
provided. They are expected to make links with biological buffer systems
as well.
21. **Types of Bonds (a Carolina Investigations for AP Chemistry Lab, a
2.1, 2.2,
2.3. 4.3,
5.1, 5.2,
5.3
2.1, 2.2,
2.3. 4.3,
5.1, 5.2,
5.3
1.4, 2.1,
4.2, 5.1
--Inquiry
3.1, 3.2,
3.3, 4.1,
4.2, 4.3,
4.3, 5.2,
5.3, 6.1,
6.4
--Inquiry
3.1, 3.2,
product of Carolina Biological)
Description: Students will explore four types of bonds in solids and learn
about intramolecular and intermolecular forces.
3.3, 4.1,
4.2, 4.3,
4.3, 6.1,
6.4, 7.1,
7.2
--Inquiry
Lab Notebook/Reports
As mentioned, lab is an essential part of AP Chemistry. Each student is
required to maintain a standard chemistry lab notebook that will follow the
guidelines below. Some labs will require class presentations using Logger Pro
software, PowerPoint, or Microsoft Excel to communicate to peers in the classroom.
The lab notebook will serve as evidence of your work in the AP Chemistry lab.
Lab Report Format
1. You can only start labs on the “fronts” of the pages only (ie: the right hand side)
2. Your name, the title of the lab, date, and the names of all lab members must be on the first
page of the lab report.
3. Each lab must have the following included:
A. Title
B. Purpose
C. Pre-Lab Questions completed and all work or calculations shown.
D. Procedure: outline only for standard labs, but detailed for guided inquiry labs.
E. List of Materials used (chemicals and equipment)
F. Data Tables, Table of Values, Graphs, and Data Analysis
1. Data Tables include only values (data) you actually measured
2. Tables of Values contain data and/or numerical values you calculated from your data.
3. Include all applicable graphs. All graphs must be properly labeled. (Title, quantities and
units labeled on each axis, points usually connected with best smooth curve (or straight
line).
4. Data analysis includes making conclusions about the data, calculations, or graphs. This is
sometimes achieved in the lab questions.
NOTE: All calculations must be shown… and must be organized and labeled
G. Conclusion/Questions: answer any assigned questions. The “spirit” of the question or most
brief of statement that equals the question must be written. Data analysis and error analysis
are included within this section.
H. New Terms/Concepts
A. Must list any new terms/concepts and define or explain.
B. A brief one-sentence conclusion must be written. This usually is related to the purpose of
the lab, but it contains the lab results.
Labs are used from the following sources:
--- The College Board. AP Chemistry Guided Inquiry Experiments: Aplying Science
Practices. 2013
---Carolina Investigations for AP Chemistry: Guided Inquiry Lab Kits. 2013 (from
Carolina Biological Sciences)
---Vonderbrink, Sally. Lab Experiments for AP Chemistry. Flinn Scientific. 2001.
--- some labs have been written by the author of this course and are modified from
labs offered at area colleges and universities.
Activities Outside of the Laboratory
Students are provided with opportunities to meet the learning objectives within
each of the Big Ideas in the AP Chem Framework. While the laboratory is an
excellent way to meet many objectives, the opportunities listed below are not part
of the laboratory experience and are separate entities. The examples below are only
small samples of activities conducted throughout the course.
From Big Idea #1: Based on Learning Objective 1.14, the student is able to use data
from mass spectrometry to identify the elements and masses of individual atoms of
a specific element.
Mass Spectrometry Activity:
In this analogy of how the structure of a compound can be determined, a word
will be used instead of a chemical compound. The word will be broken down
into all possible combinations of letters that could be produced is the word was
broken into pieces. The pieces consist of single letters or combinations of
adjacent letters. Using the letter(masses) below and the mass of each word
fragment, the student will attempt to discover the original word. The process
used in this experiment is analogous to the process used to determine the
structure of a compound from a mass spectrograph.
This activity was adapted from an article by Gary A. Mabbott in the December
1988 Journal of Chemical Education.
From Big Idea #2: Based on Learning Objective 2.16 , the student is able to explain
the properties (phase, vapor pressure, viscosity, etc.) of small and large molecular
compounds in terms of the strengths and types of intermolecular forces.
Evaporating Liquids Activity:
This activity will have students make conclusions on intermolecular forces
based on rates of evaporation of several liquids. The first portion of this activity is
performed by the instructor as a demonstration. Several Vernier temperature
probes will be covered with identical, miniature cloth “socks”. Each sock will be
soaked in a different liquid. Liquids to be used include: water, ethanol, petroleum
ether, and hexane. The socks are placed on the end of separate temperature probes
and the temperature change and time are recorded for each liquid. The students
are to determine why there were differences in rates of temperature change based
on the structures of the substances. Intermolecular forces will be correlated to
structures in this manner. This activity is an introductory activity.
From Big Idea #3: Based on Learning Objective 3.12, the student can make
qualitative or quantitative predictions about galvanic or electrolytic reactions based
on half-cell reactions and potentials and/or Faraday’s laws.
Electro plating of Copper onto a US coin (quarter) Activity:
In this activity, students will be asked predict the grams of copper to be
plated onto a US coin (quarter). They will choose a current (from a definitive range)
as measured in amps from a dc generator to use in a demonstration. The teacher
will then allow that amount of current to flow for a set period of time (as a
demonstration). One electrode will be connected to a US coin (a quarter) and in a
cell composed of a known concentration of a solution of copper ions. The students
will predict the mass of copper plated onto the coin. The students will compare the
mass of the coin before and after the activity to see how close the process came to
their quantitative prediction. They are then asked to draw a diagram to explain the
movement of electrons and ions in the process as well as a half-reaction to explain
the production of copper atoms on the coin.
From Big Idea #4: Based on Learning Objective 4.2, the student is able to analyze
concentration vs. time data to determine the rate law for a zeroth-, first-, or secondorder reaction.
Integrated Rate Law Activity:
In this activity, students will be given concentrations of a given substance at
specific times during a reaction. They will be asked to use Microsoft Excel to create a
spreadsheet and analyze the data to determine if the reaction is zeroth, first, or
second order. They will be told to generate graphs and produce written
explanations.
Sulfur Clock Demonstration Activity:
In this activity the teacher will mix 5 different volumes of a thiosulfate
solution with a diluted hydrochloric acid solution. Water will be used as well (as
needed) to keep the total volume of the 5 mixtures the same, the hydrochloric acid
concentration the same, but vary the thiosulfate. The students will be told that one
product will be sulfur, which is opaque. As a class, they will record the amount of
time it takes for the sulfur to block an “x” that will be visible before each mixture is
mixed (the students will all be viewing the demo from a class projector). Using the
times (which they could change to relative rates) and concentrations of thiosulfate,
the students are to determine the order of the thiosulfate in the rate law for the
reaction. They could use the method of initial rates or graph concentration-time
data and evaluate the data. A similar technique can be used to identify the order of
the hydrochloric acid (or the hydronium ion) to determine the complete rate law for
the reaction.
From Big Idea #5: Based on Learning Objective 5.2, The student is able to relate
temperature to the motions of particles, either via particulate representations, such
as drawings of particles with arrows indicating velocities, and/or via
representations of average kinetic energy and distribution of kinetic energies of the
particles, such as plots of the Maxwell- Boltzmann distribution.
Kinetic Molecular Theory Activity:
In this activity, the each student is instructed to ball a piece of scrap paper
and at the appointed time, launch it into the air. The paper balls are thrown
harmlessly at others and are never to be thrown in the lab area. The students are
not allowed to throw the paper ball more than once. The teacher then asks the
students to visualize this exercise as a macroscopic representation of the tenets of
the Kinetic Molecular Theory. The balls are atoms, molecules, or ions. They move in
constant random motion (students are asked to imagine the balls never ceasing in
their motion and to understand that to a visitor, the balls would look like they were
thrown randomly). They are asked to imagine they move in straight lines, never
ceasing and having elastic collisions. Finally, that the kinetic energy of the balls
(particles) would be directly related to the temperature in the room (in Kelvin) and
that changes to the temperature would in turn mean more or less kinetic energy.
The students are also questioned as to whether each ball had the same kinetic
energy (obviously they were thrown with different velocities (or kinetic energies)).
This would lead to the Maxwell-Boltzman Distribution. In summary students are
instructed to draw the motions of these particles (with arrows for velocities and
direction) at a given moment in time (a snapshot) and to draw a plot of a potential
distribution of kinetic energies in this simulation. This activity turns the microscopic
into macroscopic where the student is physically inside the environment and
expects them to draw and graph the concepts associated with the kinetic energy
distributions of a sample of gases.
From Big Idea #6: Based on Learning Objective 6.8, the student is able to use Le
Chatelier’s principle to predict the direction of the shift resulting from various
possible stresses on a system at chemical equilibrium.
Le Chatelier’s Principle Activity:
In this activity, students are asked to predict the direction that a given
reaction will shift when certain stresses are applied. The teacher will then carry out
the stresses (in front of the class) and students get the opportunity to visualize the
results. The system will be a cobalt chloride solution with the following reaction:
CoCl4-2 + 6 H2O  Co(H2O)6+2 + Cl-1
Stresses are to include: adding HCl, adding H2O, adding AgNO3 (aq), and the addition
and removal of heat.
Connecting Chemistry/Science to society and/or technology:
Chemistry within Environmental Science:
Students will participate in a hands-on study of the Haw River that runs through our
county. Nine National Sanitation Foundation recommended tests are conducted to
determine the health of our river and to determine what/who affects the quality of
our surface waters. This study incorporates chemistry, biology, and the earth
sciences. The tests include, pH, water temperature (to look for major temperature
changes in short spans of river length), phosphate presence, nitrate presence,
dissolved oxygen, total dissolved solids, turbidity, biological oxygen demand, and
total coliform bacteria. The students will use probeware to collect data and do
community-based research to determine those sources that have an impact on
water quality in our county. They will be asked if the water leaves our county as
clean or better than it entered and to identify reasons for their conclusion in a
research paper and associated presentation.