AP Chemistry Syllabus
School year of 2013-2014
Course Description:
The Curriculum for AP Chemistry is representative of a first-year college Chemistry course.
Students will cover in depth a wide range of concepts important in the typical College
Chemistry classroom. Students will be challenged to develop critical thinking skills during
the course of this class. Laboratory experiments and analysis will be a very important
section of this course as well. Students will spend 25 % of the total instructional time in the
laboratory on hands-on laboratory work. Students will perform a minimum of 16 labs and
at least 6 of these labs will be inquiry –based labs.
There are 6 big ideas and 7 science practices that must be addressed in this course:
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 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 inn a dynamic competition, sensitive to initial conditions and
external perturbation.
Science Practices 1: The students can use representations and models to
communicate scientific phenomena and solve scientific problems.
1.1 The student can create representations and models of natural or man-made phenomena
and systems in the domain.
1.2 The student can describe representations and models of natural or man- made
phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made
phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve
problems qualitatively and quantitatively.
1.5 The student can re-express key elements of natural phenomena across multiple
representations in the domain.
Science Practice 2:The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural
phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
Science Practice 3:The student can engage in scientific questioning to extend
thinking or to guide investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
Science Practice 4:The student can plan and implement data collection strategies in
relation to a particular scientific question.
4.1 The student can justify the selection of the kind of data needed to answer a particular
scientific question
4.2 The student can design a plan for collecting data to answer a particular scientific
question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
Science Practice 5:The student can perform data analysis and evaluation of
evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a
particular scientific question.
Science Practice 6:The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced
through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and theories are
refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on
scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7:The student is able to connect and relate knowledge across
various scales, concepts, and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate
in and/or across enduring understandings and/or big ideas.
Course Outline:
Unit I: Atomic Structure and Periodicity
Time 2.0 Week
Big Idea # 1 and 2
Aug. 13- Aug 27
Learning Objectives: 1.5, 1.6, 1.7, 1.8, 1.12, 1.13,
Chapters: 1, 2, 7 & 8
1.14, 1.19, 2.7, 5.10,
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Atomic theory and atomic models
Atomic mass, atomic number, mass number, isotopes
Chemical and physical properties, states of matter
Electron energy levels; atomic spectra, quantum numbers, atomic orbital, and electron
configuration
Periodic table, periodic trends (atomic radii, ionization energy, electronegativity)
Plank’s Constant
Absorption and emission of photons
Photoelectric Effect
Beer-Lambert law
Diamagnetism and Paramagnetism (Demo)
The Aufbau Principle
The Pauli Exclusion Principle
Hund’s Rule
Coulomb’s Law Theory and applications
Review significant figures, Dimensional analysis, Mixtures versus pure substances
Lab: Gravimetric Analysis of Calcium and Hard water (inquiry based lab) L.O. 1.19
Analysis of Food Dye (inquiry based lab) L.O 1.5
Flame Test of salts solutions SP 1.5
Determine what elements are in a fluorescent light bulb SP 3
Student Activity: Students will listen to a podcast from NPR discussing the use of atomic
radius in creating a very tough glass, Gorilla Glass, for cell phones. Students will create a
model of their interpretation of the podcast’s explanation.
L.O. 1.17 Students will be able to predict and justify trends in the periodic table based on the
location in the periodic table and shell models.
Assessments: Quiz on key terms and principles.
Unit I test: multiple choice questions and Free Open Response Questions.
Lab Report
Unit II: Chemical Bonding and Ionic Nomenclature.
Time 3.0 weeks
Big Idea # 1 and 2
Aug 28- Sept. 18
Learning Objectives: 1.9, 1.10, 1.11, 2.14, 2.11, 2.13,
Chapters: 9 and 10
2.17, 2.19, 2.20, 2.22, 2.23, 2.24, 2.25, 2.26, 2.27, 2.28, 2,30, 2.32, 5.9.
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Lab:
Binding forces (ionic, covalent, metallic, hydrogen bonding, Vander Waals)
Bond Polarity
Structure and Function of many biological systems
Substrate interactions with the active site in enzymes catalysis
Hydrophilic and hydrophobic regions in proteins
VSEPR Models
Potential Energy Diagrams
Lewis Structures, resonance, hybridization (only sp, sp2, sp3 don’t include
“d”hybridization)
sigma and pi bonds (More emphasis delocalized, use benzene examples)
Nomenclature (ionic, covalent and acids)
Qualitative Analysis and Chemical Bonding (inquiry based lab) L.O 2.22
Lab Report
Student Activity: Construction of VSEPR models (Ball and Stick Models) and Predict shapes
Identify periodic trends and predict physical properties of materials based
on these trends. L.O 2.1, 2.13, 2.17 and 2.19.
Students will work on a carousel activity in groups of 2 to form, classify and
name compounds so that they can have extensive practice and become
fluent with the art of nomenclature of compounds. Students will use QR
codes to check their answers for accuracy.
Assessments: Quiz on key terms and principles.
Unit I test: multiple choice questions and Free Open Response Questions.
Lab Report
Unit III: Chemical Equations and Stoichiometry
Time 2.0 weeks
Big Idea # 3
Sept. 19-Oct. 3rd
Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.17, 1.18, 1.19, 2.1, Chapter: 4
3.1, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10, 5.10
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Writing equations, identifying types of equations
Balancing equations including redox equations
Mole conversions, atomic weight, molecular and empirical formulas, percent
composition, Stoichiometry, percent yield, limiting reactants.
Solubility Rules
Demo: Determine the total volume of sodium hydroxide and hydrochloric acid demo to
produce water (discrepancy event)
Lab: Analysis of Hydrogen Peroxide (inquiry based lab) L.O. 3.9
Separating a Synthetic Pain Relief Mixture (Inquiry based lab) L.O 3.10
Percent of water in a hydrate S.P. 2.2 and 6.1
Students Activity: Student will predict products of double replacement reactions based on
solubility rules. Students will also be able to write and balance net ionic reactions.
L. O. 3.8 Students will be able to identify redox reactions and justify the identification in terms
of electron transfer.
Students will reflect on the synthesis of aspirin from the previous Chemistry I class. Review
lab practices, Stoichiometric calculations and percent yield calculations
Assessment: Quiz on writing, balancing and predicting Chemical reactions
Unit III Test with Multiple choice questions and Free Open responses.
Lab Report
Unit IV: Thermodynamics
Time 2.0 weeks
Big Idea # 5
Oct. 3- Oct. 17th
Learning Objective: 3.11, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7,
Chapters: 6 & 19
5.8, 5.12, 5.13, 5.14.
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Heat, temperature, the Max-Boltzmann distribution
Enthalpy, entropy, free energy, energy and work
Thermo chemical equations (endothermic / exothermic reactions)
Heat of formation
Hess’s Law
Heat Capacity and Specific heat
Pressure calorimetry
Heat of reactions
Gibbs free energy
State Functions
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Lab:
ΔG, ΔH and ΔS
Standard Free Energy Change and the Equilibrium Constant
Read Chapters 6 and 19
Designing a Hand Warmer (inquiry based lab) L.O. 5.7
Student Activity: Students will have in-class discussions about applications for calorimetry
and Specific heat measurements when engineering desired materials.
L. O. 5.13 Students will be able to predict whether or not a physical or chemical process is
thermodynamically favored by examining the signs of ΔH°, ΔS° and calculation or estimation
ΔG° when needed.
Assessments: Quiz on key terms and calculations.
Unit IV test Multiple choice questions and Free Open Response Questions.
Lab Report
Unit V: Liquids and Solids
Time 1.5 weeks
Big Idea # 2
Oct. 28- Nov. 6th
Learning Objectives: 2.3, 2.7, 2.8, 2.9, 2.11, 2.13,2.14, 2.16 Chapter: 13
2.19, 2.22, 2.29, 2.31
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Lab:
Molecular structure of liquids and solids
Naming the phase changes
Phase diagrams
Network solids (diamonds, graphite, SiO2 and Silicon carbide)
Allotropes
Doping and modern electronics
Heat of fusion
Heat of vaporization
Changes of states (critical points and triple points)
Types of bonding/attractive forces (dipole-dipole interactions, London forces,
hydrogen bonding and metallic bonding)
Determination of Molar Mass and Volatile Liquids (Flinn Scientific AP Lab #3)
Properties of Water Demo (surface tension, cohesion, adhesion and capillary action)
Student Activities: Students will reflect on the implications of H-bonding on nature and the
ecosystem. How would the world be different without H-bonding?
L.O. 2.16 students will be able to explain the properties of small and large molecular
compounds in terms of the strengths and types of intermolecular forces.
Assessments: Quiz on key terms and calculations
Unit V Test multiple choice and Free Open Response Questions.
Unit VI: Solutions
Time 2.0 weeks
Big Idea # 2
Nov. 6th- Nov. 20th
Learning Objectives: 1.16, 2.8, 2.9.
Chapter: 14
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Lab:
Types of solutions
Factors that affect solubility
Electrolytes and non-electrolytes
Molarity
Raoult’s Law and Henry’s Law
Freezing point depression, boiling point elevation and osmotic pressure
Solubility Product (Ksp)
The common ion effect
Solubility rules and solubility of gases.
Molar Mass by Freezing Point Depression (Flinn Scientific AP Lab #4)
Student Activities: L.O 2.8 students will be able to draw and interpret representations of
solutions that show the interactions between the solute and solvent.
L.O. 2.9 students will be able to create or interpret representations that link the concept of
molarity with particle view of solutions.
Assessments: Quiz on Key terms and calculations.
Unit VI test multiple choice questions and Free Open Response Questions.
Unit VII: Chemical Equilibrium
Time 3.0 weeks
Big Idea # 6
Nov. 21- Dec. 20
Learning Objectives: 5.16, 5.17, 5.18, 6.1, 6.2, 6.3, 6.4, 6.5, Chapters: 16 & 18
6.6, 6.7, 6.8, 6.9, 6.10, 6.21, 6.22, 6.23, 6.24, 6.25.
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Equilibrium concept (include biological examples such as: binding of oxygen to
hemoglobin and attachment of molecules to receptor sites)
Equilibrium expressions
Equilibrium constants
Reaction Quotient Q
Le Chatelier’s Principle
Factors that affect equilibrium
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Common Ion Effect
Lab: Application of LeChatelier’s Principle (Inquiry based Lab) L.O. 6.9
Student Activities: Students will make prediction on the shift of the direction of equilibrium
based on a variety of stresses given on a system.
L. O. 6.3 Students will be able to connect kinetics to equilibrium by using reasoning about
equilibrium, such as LeChatelier’s principle, to infer the relative rates of the forward and
reverse reactions.
Students will determine the concentration of species at equilibrium given the equilibrium
constant and the concentration of other species in the reaction at equilibrium.
Assessement: Quiz on key terms and calculations.
Unit VII test multiple choice and Free response questions.
Lab Report
Unit VIII: Acids and Bases
Time 3.0 weeks
Big Idea # 6
Jan 6-Jan 27
Learning Objectives: 1.20, 3.7, 6.11, 6.12, 6.13, 6.14, 6.15, Chapter: 17
6.16, 6.17, 6.18, 6.19, 6.20
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Lab:
Acids-Base reactions
Acid Definitions (Arrhenius and Bronsted-Lowry)
Amphoterism
pH, pOH, Ka, Kb, Kw expressions
Titrations
Degree if ionization
Equivalence points
Buffer and buffer systems.
Acid-Base Titratios (inquiry-based Lab) L.O. 6.13
Buffers in Household Products (inquiry-based lab) L.O 6.20
Properties of Buffer Solutions (inquiry-based Lab) L.O 6.18
Student Activities: Learn how to use pH probes (vernier) to collect data.
Learn how to select indicators and buffer for specific solutions.
Students will read two articles of opposing views about the levels of Carbon
Dioxide in the oceans and its effect on the pH and ecology of the oceans.
Students must defend one view point providing valid evidence.
L. O. 6.20 students will be able to identify a solution as being a buffer solution
and explain the buffer mechanism in terms of the reactions that would occur on
addition of acid or base.
Class discussion about CO2 levels and coral bleaching.
Assessment: Quiz on Key terms and calculations.
Unit VIII test multiple choice and Free response questions.
Unit IX: Kinetics
Time 3.0 weeks
Big Idea # 4
Jan. 28– Feb. 18th
Learning Objectives: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9. Chapter: 15
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Lab:
Reaction Rates
Rate Law Expressions
Order of reactions
Rate constants
Collision Theory
Kinetics and Equilibrium
Activation Energy
Catalyst (Acid-base catalyst, surface catalyst & enzyme catalysis)
Reaction Mechanisms
Rate of Decomposition of Calcium Carbonate (Inquiry based lab) L.O. 4.1
Student Activities: Students will reflect upon the Kinetics lab they designed in Chemistry I.
Students will focus on the outcome of the reactions and their implications.
L.O 4.2 Students will be able to analyze concentration vs. time data to determine the rate law
for a zeroth-, first-, or second-order reaction.
L.O. 4.6 Students will be able to use representations of the energy profile for an elementary
reactions to make qualitative predictions regarding the relative temperature dependence of
the reaction rate.
Assessements: Quiz on Key terms, graphs and calculations.
Unit IX test Multiple choice and Free open response questions.
Lab Report and Unit XI test
Unit X: Electrochemistry
Time 3.0 week
Big Idea # 3
Feb. 19-March 12
Learning Objectives: 3.8, 3.12, 3.13, 5.14, 5.15, 6.25
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Lab:
Chapter: 20
Oxidation-reduction reactions (don’t need to know the terms oxidizing agent or
reducing agent)
Reduction potentials
Voltage and Spontaneity
Voltage and Equilibrium
Voltaic cells
Galvanic cells
Faraday’s Law
Nerst equation
Electrochemical cells (Flinn Scientific AP lab #21)
Oxidation Reduction Titration (Flinn Scientific AP lab #8)
Student Activities: Students will practice reading, evaluating and using the stardardreduction reference tables given for this unit.
L. O 3.8 Students will be able to identify the oxidation and reduction half reactions for given
reactions.
Sketch an electrochemical cell for all the cells created. Include each half-cell, the salt bridge,
the electrodes and solutions, and the voltmeter.
Assessment: Quiz over key terms, redox reactions, and calculations.
Unit X test multiple choice and free open response questions.
Unit XI: Gases
Time 2.0 weeks
Big Idea # 2
March 13-March 28
Learning Objectives: 2.4, 2.5, 2.6, 2.12, 2.16.
Chapter: 12
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Kinetic Molecular Theory
Ideal Gas Law
Avogadro’s Law
Charle’s, Boyle’s, Dalton’s, Gray Lussac Laws and Graham’s Law
Van der Waals equation
Density
Lab: Elasticity of gases Lab
Molar volume of a Gas Lab
Assessment: Lab Report
Student Activities: L.O. 2.4 students will be able to use KMT and concepts of
intermolecular forces to make predictions about the macroscopic properties of gases,
including both ideal and nonideal behaviors.
Unit XII: Organic Chemistry
Time 1.5 weeks
Big Idea # 2
March 31- April 8
Learning Objectives: 1.15, 1.19, 2.10, 2.11, 3.3, 5.11
Chapter: 11
This unit includes work during spring break.
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Lab:
Hydrocarbons
Functional groups
Structure, nomenclature and chemical properties
Synthesis of Esters
Student Activities: Students will be able to identify the noncovalent interactions within and
between large molecules, and/or connect the shape and function of the large molecule to the
presence and magnitude of these interactions.
Assessment: Organic Chemistry Quiz
Unit XIII:
Nuclear Chemistry
Time: 1week
Big Idea #
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April 9- April 15
Nuclear Equations
Half-lives
Radioactivity
Fission and Fusion
Carbon-dating
Review for the AP Exam
April 16-May 5
Review main concepts and do sample tests by practicing old AP exams
AP Exam Date:
Monday May 6th
8:00 am
Supplies Needed for the Class:
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A graphing calculator
A 3 ring binder for notes
A separate notebook for chapter outlines and reading assignment notes
Writing utensils including black ink
Lab Composition notebook
AP textbook. The textbook needed for this class will be provided by the school the
first day of school. (Kotz, John C., and Paul Treichel, Jr. Chemistry & Chemical
Reactivity, 5th edition)
Resources:
Primary Text: Kotz, John C., and Paul Treichel, Jr. Chemistry & Chemical Reactivity, 5th
edition
Supplementary resources:
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Zumdahl, Stevens. Chemistry, 5th edition
Brandy, James E., and Holum, John R. Chemistry: The study of Matter and Its Changes.
Thorpe, Gary. AP Cliffnotes: Chemistry, 3rd edition.
Moore, Hoyn T., & Langley, Richard. 5 Steps to a 5: AP chemistry.
Vinderbrink, Sally A. Laboratory Experiments for Advanced placement Chemistry.
Hague, George R., & Smith, Jane D. The Ultimate Chemical Equations Handbook.
Chang, Raymond, and Brandon Cruikshank. Chemistry. New York: McGraw-Hill
Cracking the AP Chemistry Exam , The Princeton Review, 2011 Edition.
AP Chemistry Guided Inquiry Experiments: Applying the Science Practices.
Grading:
Students’ grade will be calculated from the following:
Test and quizzes: 50% of the total grade. The format of the test will be similar to the
format of the AP exam.
Midterm and Final Exam: 20% of the total grade.
Lab activities/ Lab reports: 20% of the total grade. Students will be expected to
participate in group lab experiments and to write individual lab reports in a composition
notebook. The lab report must include title, purpose, materials, procedures, Pre-lab
questions (if applicable), data, graphs, data analysis, conclusions, discussion of theory,
sources of error and post-lab questions.
Homework: 10% of the total grade. Students will be expected to complete homework
assignments at home. In order for students to receive credit for the homework assignment
the homework must be turned in at the beginning of each class period. Students will be
expected to be prepared to share and discuss answers to their assignments in class for
class discussion. Students are expected to show all of their work for the calculations.
Make up work:
Students who have excused absences will have the number of days missed plus an
additional day to turn in missed assignments. Test or quizzes missed must be made up
during the next available ESS session. It is the responsibility of the student to contact the
teacher before or after school to ask for missed assignments. No late work will be graded.
Students with excused absences will have to do an alternative assignment during ESS or
Saturday School because chemicals have to be tossed after a certain period of time.
Parents please encourage your child to attend class on the regular basis. Students who
come to class regularly do better than students who have a lot of absences. Please try to
schedule doctor’s appointments, college visits and other types of appointments after school
if at all possible.
Study Suggestions/ Strategies for Success:
1. Be willing to put effort and time: Just putting in time in the classroom alone is not
enough to do well in this class. Students must be willing to spend time outside the
classroom to devote AP Chemistry (about 1-2 hours a day). Students should give
their best effort to try to grasp some of the difficult concepts that we have to cover
in this class.
2. Practice, Practice, Practice: In order for students to master a skill practice is
imperative. If you were a basketball player you would not give up playing
basketball just because you missed the first basket. Instead you would to go the
gym and practice shooting the basketball several times until you managed that skill.
Same principle applies here, you can get the skill if you are willing to practice.
3. Be a team player: You can learn a great deal of information from your peers. Let’s
create an atmosphere in which we help one another and encourage one another
instead of competing against each other. We can get a lot more accomplished that
way.
4. Become a self-learner: Remember with the large curriculum that we have to cover
and the limited amount of time I can’t possibly teach you all you need to know so
you need to learn to rely not only on what you can learn on your own but also on
what you can learn from your peers.
Availability for Extra Help:
I will offer help sessions every Tuesday and Thursday from 7:55 to 8:25 for students who
need extra help, would like to check their homework with me before class or to study for a
test or quiz.
I strongly suggest that if you find yourself struggling in this class that you take advantage of
these help sessions. I also strongly suggest that you form study groups with your peers to
help one another learn and study.
Contact Information:
Phone:
502-228-0158 ext. 615
E-mail:
[email protected]
Note to parents:
In order to keep you informed about your child’s progress in my class I would like to have
the following contact information. Please provide an e-mail address. That is the most
efficient way for me to communicate with you considering the high number of students in
my classroom.
Name of child’s parent of legal guardian: _______________________________________
Best time to reach you: ________________________
Phone number: _____________________________
e-mail: __________________________________________
Please sign and date this form to indicate that you have read and understand this
document.
Student Signature __________________________________________ Date _____________
Parent/Legal guardian Signature __________________________ Date _____________
Please use the following space to write any information and/or comments you would like
to share with me about your son or daughter.