Download The student will

AP Physics 1 and AP Chemistry
Summer Assignment
Dr. Gary Allen
[email protected]
WELCOME to Physics 1 or AP Chemistry
Both of these courses are among the most difficult of all the AP Courses. In order to be
successful the student must have a personal determination to learn the significant concepts from
all available sources. The syllabus is your key to success and it should be your responsibility to
obtain a working understanding of each of the concepts.
Find your respective class syllabus below. Familiarize yourself with as many of the concepts as
you have time. The more you learn over the summer the better. There is nothing you must turn in
but your work will pay off when classes resume.
Any questions you may email Dr. Allen at the address above.
Click on the following link for the AP Physics 1 syllabus:
http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-audit/ap-physics-1-samplesyllabus-3-id-1066433v1.pdf
Scroll down for the AP Chemistry syllabus.
AP Chemistry Syllabus
Goals of the course
Students are prepared to be critical and independent thinkers who are able to function effectively
in a scientific and technological society.
Students will be able to analyze scientific and societal issues using scientific problem solving.
Students will emerge from this program with an appreciation for the natural world.
Students will be able to make an acceptable score on the AP Chemistry Examination in May.
Students will be able to communicate scientific explanations and hypotheses in a concise and
coherent manner.
Grading
Grades will be calculated with 80% of the grade coming from tests and quizzes and 20% coming
from lab-work.
Class Description
One section of AP Chemistry is offered at our school. AP Chemistry is a course designed to
meet the expectations of a first-year college General Chemistry course. The course is taught in
one year. Students usually come into the course with little experience in Chemistry. Students in
AP Chemistry meet every day for 48 minutes per day. About 80% of the days in class are spent
learning content in the classroom. This learning includes lecture, demonstrations, an emphasis
on problem-solving, and a significant amount of group-work. The remaining 20% of days are
used in the lab.
Group-work
Group-work is considered a vital part of AP Chemistry. Not only do students complete
experiments with partners, but a large percentage of their time outside the lab is spent in
cooperative groups. These groups work together to solve advanced problems, complete projects,
perform inquiry activities, and present information. The formal use of grouping has caused a
significant increase in student-initiated group formation from study sessions.
Lab-work
Experiments are designed to challenge students in various areas. Some of the experiments
require students to work with equipment they would not normally see in a college-preparatory
class. They perform extended labs running multiple trials and analyzing results in the same way
one would be expected to in college. Students work in pairs and frequently discuss results,
validity, and possible error sources with other groups. Unexplained results are further
investigated for repeatability. Many experiments are done with little or no pre-written
procedure. The students are required to make predictions and formulate logical procedures to
verify their hypotheses. Some experiments are completely inquiry-based as students are
introduced to a topic and asked to look for patterns in behavior that would suggest a relationship
between measured quantities.
Students in AP Chemistry are required to keep all work in a formal lab-notebook. For each
experiment, they write purposes, summarize or write complete procedures, organize data and
observations into tables, complete necessary calculations, and discuss results and conceptual
information. On a regular basis, students are also required to submit lab essays in which they
must write full discussions of the principles of chemistry surrounding a particular experiment as
well as an analysis of the sources of error that would be present.
Testing
There are 16 tests given throughout the year in AP Chemistry translating to about once every
two weeks. These tests are designed to simulate the end-of-year AP exam. Each test will
contain a multiple-choice section and a free-response section. Many of these questions are taken
from previous AP Chemistry exams with an emphasis on multiple-step problem solving.
Text
Chemistry by Zumdahl and Zumdahl, 8th ed., Houghton Mifflin Company, 2010.
ISBN: 0-547-16817-9.
Chapter 1-Basics of Chemistry-Primarily completed during the summer
I.
II.
III.
IV.
V.
Scientific Method
Measurement Units
Uncertainty, Significant Figures, Calculations
Dimensional/Unit Analysis
Temperature and Density
VI.
Classification of Matter
The student will:
1) Complete book readings and understand appropriate terminology.
2) Complete problems using significant figures and units appropriately.
3) Complete problems on Temperature and Density.
4) Understand and use a flowchart regarding the classification of matter.
Lab Techniques and Safety-(Not book-based)
I.
Lab Apparatus
II.
Safety Guidelines and Precautions
III.
Chemical Terminology (MSDS)
IV.
Lab Techniques
V.
Experiment Reporting (Lab-report Guidelines)
The student will complete assignments/activities that show they:
1) Know names and functions of lab apparatus (Minimum test score required)
2) Understand and use appropriate lab procedures
3) Understand chemical terminology and safety measures (Test Score) [C5]
Experiments:
1) Significant Figures and Units: Students are given problems ranging from
rudimentary (density of a cube) to advanced (density of a dry grain of sand,
thickness of aluminum foil, etc….) Dry and wet determinations of density
using a variety of materials in different shapes and sizes. Students use
electronic (+/- 0.01g and +/- 0.0001g) balances and triple-beam balances to
measure mass. They use various beakers, graduated cylinders, pipets, and a
buret to measure liquid volume or solid volume by displacement. They also
use a ruler, caliper, and micrometer for solid volume by direct dimensional
measurement.
2) Sugar Content of a Solution by Density Method: Students determine the
density of sugar solutions of various concentrations. They graph results and
use the graph to determine the sugar content of an “unknown.”
3) Chromatography: Students separate components of a mixture of ink and/or
dyes in pens and/or M&M candies using chromatography.
Chapter 2-Atoms, Molecules, and Ions
I.
II.
Fundamental Laws
A. Conservation of Mass
B. Definite Proportions
C. Multiple Proportions
History of the Atomic Theory
A. Thomson-CRT
[C1]
III.
IV.
B. Millikan-Oil Drop Experiment
C. Rutherford-Gold Foil
D. Modern Theory: Particles and structure
Periodic Table
Symbols and formulas
V.
Ionic and covalent bonds
VI.
Nomenclature
The student will complete assignments/activities that show they:
1) Understand and explain the basic history of Atomic Theory
2) Are comfortable with the Periodic Table
3) Use symbols and formulas to describe elements and compounds
4) Use nomenclature appropriately in describing elements and compounds
Experiments:
1) Simulated Millikan: This is an experiment in which students work as a class
with many “black boxes” containing a certain number of identical objects and
must determine the mass of an object by comparing the overall black box
masses. Students must compare/contrast the experiment to Millikan’s Oil
Drop Experiment.
Chapter 3-Stoichiometry
[C3]
I.
Atomic Mass and Molar Mass
II.
Percent Composition
III.
Empirical/Molecular Formulas
IV.
Chemical Equations
A.
Writing equations
B.
Balancing equations
V. Stoichiometric Calculations
A. Limiting Reactant
B. Percent Yield
The student will complete assignments/activities that show they:
1) Understand the relationship between moles, mass, and number of particles.
2) Can calculate percent composition from chemical formulas and vice-versa.
3) Can write and balance chemical equations
4) Can use stoichiometry to predict amounts of products and percent yields.
Experiments:
1) Moles and Molar Mass: Students use various samples and techniques to verify
and reinforce the relationship between moles, mass, and number of particles.
2) Percent Composition: Students use heated decomposition with a manganese
dioxide catalyst to determine the percent composition of oxygen in potassium
chlorate.
3) Percent Hydration: Students use heated decomposition of copper (II) sulfate
pentahydrate to determine the percent hydration. Students design their own
lab to accomplish this.
4) Empirical Formula of the Oxide of Magnesium: Students use the controlled
combustion of magnesium to determine the formula for magnesium oxide.
5) Percent Yield of a Precipitate: Students use a reaction between two soluble
compounds to form a precipitate to understand stoichiometric relationships
between reactants. Students write the balanced equations, predict amount of
product, and determine percent yield of reaction.
Chapter 4: Types of Reactions
[C3]
I.
Precipitation Reactions
A. Formula, complete ionic, and net ionic equations
B. Solubility rules
II.
Acid/Base Reactions
A. Neutralization
B. Titrations
III.
Oxidation/Reduction Reactions
A. Electron exchange
B. Balancing Redox Reactions
The student will complete assignments/activities that show they:
1) Can predict and write all types of equations for the three reactions above.
2) Can verify expectations of reactions given quantities of reactants.
3) Can determine whether certain types of reactions will occur.
Experiments:
1) Where Did the Solubility Rules Come From? Students use microscale
chemistry to form their own solubility rules, mixing drops of many different
solutions and looking for patterns in their results.
2) Standardization of Sodium Hydroxide/Determination of Concentration of
Vinegar: Students use KHP to standardize their own sodium hydroxide
solution and use the solution to titrate vinegar to neutralization.
3) Redox Titration
Chapter 5: Gases
[C2]
I. Gas Units-Pressure, Temperature, Volume
II. Gas Laws-Boyle, Charles, Gay-Lussac, Avogadro, Dalton (partial pressures)
III. Ideal Gas Law and Combined Gas Law
IV. Gas Stoichiometry
V. Kinetic-Molecular (KM) Theory
VI. Effusion/Diffusion-Graham’s Law
VII. van der Waals equation
The student will complete assignments/activities that show they:
1) Can work gas law problems in a variety of ways.
2) Can do Gas Stoichiometry by dry collection and water displacement.
3) Can explain gas behavior using the KM theory.
4) Understand the relationship between gas behavior and particle mass.
5) Can apply principles of gas behavior to atmospheric issues.
Experiments:
1) Boyle’s, Charles’s, and Gay-Lussac’s Laws: Students investigate the
relationships between temperature, pressure, and volume.
2) Molar Mass of a Gas: Students verify the molar mass of isopropanol by
evaporating it in a container of known volume at a known temperature and
pressure.
3) Molar Volume: Students verify the molar volume of a gas at STP by
measuring the volume of hydrogen gas given off at measured conditions via
water-displacement by a reaction of magnesium with hydrochloric acid.
Chapter 6: Thermochemistry
I. Enthalpy-exothermic and endothermic reactions
II. Calorimetry
III. Hess’s Law
IV. Standard Enthalpies of Formation
The student will complete assignments/activities that show they:
1) Understand enthalpy in terms of exothermic and endothermic reactions
2) Can calculate changes in enthalpy of a system using calorimetry
3) Can use Hess’s Law to predict the change in enthalpy of a step-wise reaction
4) Can use standard enthalpies of formation to predict changes in enthalpy
Experiments:
1) Determination of Bunsen Burner Flame Temperature: Students use a metal of
known specific heat to transfer heat from a Bunsen burner to a calorimeter to
determine the temperature of the burner flame.
2) Hess’s Law: Students use calorimeters to measure the change in enthalpy of
individual steps of a reaction to verify the overall change in enthalpy is equal
to the sum of the steps.
Chapter 7: Atomic Structure and Periodicity
I. Electromagnetic Radiation-frequency, wavelength, energy
II. Bohr Model-Spectrum of hydrogen
III. Quantum Numbers
IV. Electron Configurations-Aufbau, Pauli Exclusion, Hund’s Rule
[C1,C4]
V. Periodic Trends
A. Ionization Energy
B. Electron Affinity
C. Atomic Radius
The student will complete assignments/activities that show they:
1) Can solve problems regarding the characteristics of electromagnetic radiation.
2) Can explain the emission and absorption of photons by electrons moving
between energy levels and calculate the wavelengths of the photons.
3) Can make predictions regarding quantum numbers and electron
configurations.
4) Can explain element physical and chemical properties using electronic
structure.
5) Can use electronic structure to predict and explain trends and exceptions of
the above characteristics on the periodic table.
Experiments:
1) Electromagnetic Radiation: Students use a diffraction grating, incandescent
lamps, and a hydrogen lamp to analyze the wave characteristics of light and
the emission lines of hydrogen.
2) Flame Tests: Students analyze the flames for characteristic colors and
wavelengths.
3) Group Properties: Alkaline Earth Metals and Halogens: Students analyze the
chemical properties of alkaline earth metals and halogens, explaining their
observations in terms of electronic structure.
Chapter 8: Bonding
I. Types of Bonds: IonicPolar CovalentNonpolar Covalent
II. Electronegativity and Bond Type
III. Bond Polarity/Molecule Polarity
IV. Energy: Lattice Energy and Covalent Bond Energy
V. Lewis Structures
A. General Shapes
B. Exceptions to the Octet Rule
[C1]
C. Resonance
D. Formal Charge
VI.
VSEPR Model-Shapes and polarity
The student will complete assignments/activities that show they:
1)
2)
3)
4)
Can determine types of bonding in compounds.
Can use bonding to explain physical and chemical characteristics.
Can calculate changes in enthalpy of reactions using bond energies.
Can use lewis structures and the VSEPR Model to predict shapes and physical
and chemical properties of covalent molecules.
Experiments:
1) Physical Properties of Ionic/Covalent Compounds: Students investigate and
analyze the properties (solubility, conductivity, melting point, etc….) of
several samples of ionic and covalent compounds.
2) Molecular Modeling: Students use molecular modeling kits to make models of
various covalent molecules, analyzing them for symmetry and molecular
polarity.
Chapter 9: Covalent Molecular Bonding
I. Hybridization-sigma and pi bonds
[C1]
The student will complete assignments/activities that show they:
1) Can use hybridization to explain the geometric shapes of covalent molecules.
2) Can identify the hybridization of molecules.
Chapter 10: Liquids and Solids
I. Interparticle Forces-Effects on Physical Characteristics
A. Dipole-Dipole
B. Hydrogen “Bonding”
C. London Dispersion Forces
D. Metallic Bonding
E. Covalent Network Bonding
II. KM Theory understanding of Solids and Liquids
[C2]
III. State Changes (enthalpy of fusion and vaporization)
IV. Phase Diagrams
The student will complete assignments/activities that show they:
1) Can identify important forces between particles of any element or compound.
2) Can use interparticle forces to explain physical properties of elements or
compounds.
3) Can calculate changes in enthalpy during state changes using heats of
formation and calorimetry.
4) Can analyze phase diagrams for pertinent information.
5) Can synthesize phase diagrams given information about a substance.
Experiments:
1) Continuation of Molecular Modeling
2) Determination of Molar Heat of Fusion/Vaporization of Water, Molar Heat of
Sublimation of Dry Ice: Students use calorimetry to determine the Molar
Heats of Fusion and Vaporization of water by adding ice and steam and dry
ice respectively to water in a coffee cup calorimeter.
Chapter 11: Solutions
I. Concentration Methods-Molarity, Molality, % Composition, Mole Fraction
[C2]
II. Enthalpy of hydration
III. Solubility Factors-Structure, Pressure, Temperature
IV. Solution Properties
A. Vapor Pressure Depression
B. Boiling Point Elevation
C. Freezing Point Depression
D. Osmotic Pressure
E. Colligative Nature of Solution Properties
The student will complete assignments/activities that show they:
1) Can calculate and use various methods of expressing concentration.
2) Can explain some substances are soluble in others and why some are not.
3) Can explain the relationship between solubility and outside factors.
4) Can predict properties of solutions given concentrations and vice-versa.
5) Can explain how solution properties are colligative properties.
Experiments:
1) Concentration of Solutions: Students make a solution of a certain
concentration and submit it to the teacher, receiving a solution of which to
determine the concentration.
2) Molar Mass Determination by Freezing Point Depression: Students determine
the freezing point and molal freezing point constant of a solvent, then use the
solvent to determine the molar mass of a solute.
Chapter 12: Kinetics
I. Rate of reaction
[C3]
II. Order of the reaction
III. Factors that change the rate of the reaction
A. Temperature
B. Concentration
C. Nature of substance
D. Catalysts
IV. Relationship between the rate-determining step and the reaction mechanism
The student will complete assignments/activities that show they:
1 . Can list the factors that influence the rate of a chemical reaction.
2. Can use experimental data to determine the rate law, determine the order of
the reaction, and to define proper units for the constant.
3. Can compare and contrast zero, first, and second order reactions in terms of the
plot needed to give a straight line, the relationship of the rate constant to the
slope of the straight line, and the half-life of the reaction.
4. Can use experimental data to postulate a reaction mechanism.
5. Can interpret how changing the conditions of the reaction (i.e., temperature,
pressure, concentration, and addition of a catalyst) affects both the rate and
the rate constant of the reaction.
6. Can discuss the role of a catalyst in the rate and mechanism of a reaction;
distinguish between a homogeneous and a heterogeneous catalyst.
7. Can interpret data from a first order reaction to determine its half-life.
8. Can solve problems involving activation energy and the Arrhenius equation.
9. Can create and analyze an energy vs reaction coordinate plot, using it with
collision theory to explain the kinetics of a reaction.
Experiments:
1) Kinetics: Students analyze the reaction between bisulfite and iodate in a starch
indicator to determine the order of the iodate in the reaction. They change
concentration of the iodate ion and record the reaction time for the
characteristic blue color to appear. Students also carry out the reaction under
a range of temperatures to analyze the effect of temperature on the kinetic
constant.
Chapter 13: Equilibrium
I. Concept of dynamic equilibrium including Le Chatelier’s principle
[C3]
II. Equilibrium constants and the law of mass action
The student will complete assignments/activities that show they:
1 . Can describe the meaning of physical and chemical equilibrium, and give real life
examples of each.
2. Can write the law of mass action for any system at equilibrium.
3. Understand the meaning of equilibrium constant and reaction quotient (Q).
4. Can interpret the position of equilibrium from the size of the equilibrium constant.
5. Can use Le Chatelier’s principle to predict the direction a system in equilibrium will
shift in order to re-establish equilibrium.
6. Know that temperature, pressure, and concentration will shift the position of
equilibrium.
7. Understand that a catalyst will not have an effect of the equilibrium constant.
Experiments:
1) Equilibrium in an Esterification Reaction: (adapted from Zumdahl) Students
combine acetic acid and isopropyl alcohol, using acid/base titration to
determine the concentration of acetic acid at the beginning of the reaction and
one week later. The students use sulfuric acid as a catalyst. The reaction is
analyzed using the law of mass action. In a second part, several reactions are
analyzed to verify Le Chatelier’s Principle by changing the conditions of the
reaction and analyzing a color-based shift in equilibrium.
Chapter 14:Acids and Bases
I. Arrhenius theory
[C3]
A. Properties of acids and bases
B. Acid base neutralization
II. Lowry-Brønsted theory
A. Amphiprotic species
B. Relative strengths of acids and bases
C. Polyprotic acids
III. Acid-Base Properties of Salts
III. Lewis acids and bases. Comparison of all three definitions.
The student will complete assignments/activities that show they:
1 .Can distinguish between the various modern theories of acids and bases.
2. Can name and write formulas for normal salts, hydrogen salts, hydroxy salts,
oxysalts, and acids.
3. Can write balanced equations for hydration reactions involving acids, bases,
and salts.
4. Can perform a titration and solve for the appropriate concentration.
5. Can use the concept of conjugate acid-base pairs to predict reaction products.
6. Can define and give examples of amphiprotic species.
7. Can list the six strong acids.
8. Can determine the concentrations of all species in acid/base/salt solutions.
9. Can determine the pH of acid/base/salt solutions.
8. Recognize Lewis acid-base reactions.
Experiments:
1. Strong Acid/Strong Base and Weak Acid/Strong Base Titrations: Students use
pH meters to record the pH throughout the above titrations. They graph the
data and mathematically confirm the pH’s to look at the differences between
the titrations.
Chapter 15: Applications of Aqueous Equilibria
I. Common Ion Effect
[C3]
A. Buffer systems
B. Indicators
II. Solubility Product
A. Factors involving dissolution
B. Molar solubility
The student will complete assignments/activities that show they:
1. Can pick a suitable indicator for a titration.
2. Given the concentration and amount of weak acids or bases and an appropriate
titrant, can calculate data to produce a titration curve.
3. Can write solubility product expressions for slightly soluble compounds.
4. Can solve problems involving: (a) solubility product constants from solubility;
(b) molar solubility from Ksp; (c) concentrations of substances necessary to
produce a precipitate; (d) concentrations of ions involved in simultaneous
equilibrium.
Experiments:
1) Continuation of Weak Acid/Strong Base Titration: Students will analyze their
data from the titration to determine the Ka for their weak acid and verify the
curve is appropriate to their acid and the titrant used.
2) Indicators: Students will use known weak acids and bases to determine the
effective Ka for certain indicators, then use the indicators to determine the
equivalence points for several microscale titrations.
3) Ksp of Calcium Hydroxide: Students will use pH to determine the solubility
product constant for calcium hydroxide at various temperatures.
4) Qualitative Analysis: Students will follow a planned qualitative analysis, then
create their own using solubility product constants.
Chapter 16: Spontaneity, Entropy, and Free Energy
I. State functions
II. Laws of thermodynamics
III. Relationship of change of free energy to equilibrium constants
The student will complete assignments/activities that show they:
1 . Can list and define the meanings and common units for the common
thermodynamic symbols.
2. Can distinguish between a state function and a path function.
3. Can define internal energy, PV work, enthalpy, entropy, and free energy.
4. Can use Hess’s law to solve problems of energy, entropy, and free energy.
5. Can determine the spontaneity of a reaction.
6. Can discuss the laws of thermodynamics (in order).
7. Understand the relationship between free energy change and equilibrium
constants.
Chapter 17: Electrochemistry
I. Galvanic cells and cell potentials
[C3]
II. Electrolytic cells
III. Redox equations
The student will complete assignments/activities that show they:
1 . Can use the half-reaction method to balance redox equations.
2. Can define electrochemical terms: redox, anode, anion, cathode, cation,
oxidizing agent, reducing agent, emf, electrode, etc.
3. Can distinguish between an electrolytic cell and a voltaic cell.
4. Can solve problems using Faraday’s law.
5. Can predict reaction products for both electrolytic and voltaic cells.
6. Can discuss the importance of and draw a diagram of a standard hydrogen
electrode.
7. Can use a table of Standard Reduction Potentials to compute cell voltages.
8. Can solve problems using the Nernst’s equation.
9. Can diagram voltaic cells using proper notation.
10. Can describe the relationship between the free energy change, the cell
potential, and the equilibrium constant.
11. Can discuss and give examples of primary cells, secondary cells, and fuel
cells.
Experiments:
1) Making Galvanic and Electrolytic Cells: Students use various solutions and metals to
make simple galvanic cells. They use voltmeters to measure the potential of these
cells. The students then use power sources to analyze electrolytic cells.
Chapter 18: The Nucleus
I. Radioactive Decay-alpha, beta, gamma
II. Half-life
III. Carbon-dating
IV. Fission and fusion
The student will complete assignments/activities that show they:
[C1]
1) Can write nuclear reactions using the conservation of charge and mass
number.
2) Understand the three major types of decay discussed.
3) Can use kinetics to make calculations regarding half-life.
4) Can explain the concept of carbon-dating.
5) Can compare and contrast fission and fusion
Chapter 21: Transition Metals and Coordination chemistry
I. Names and structures of complex ions
II. Bonding in coordination systems
III. Formation of complex ions (reactions).
IV. Practical applications
The student will complete assignments/activities that show they:
1. Can define the following: central ion or atom, coordination number, ligand, cis
and trans isomers, % transmittance, Absorbance, Beer’s law, spectrometer.
2. Can name coordination complexes.
3. Can write net ionic equations involving complex ions.
Experiments:
1) Spectrophotometric Analysis of Fe(SCN)63-: Students use a spectrophotometer
to obtain data on the absorption of known concentrations of Fe(SCN)63-,
creating a graph and using the graph to determine the concentration of an
unknown sample.
Chapter 22: Organic and Biological Molecules
I. Structure, Nomenclature, Isomerism, and Reactions (combustion, dehydration,
halogenation, etc….)
A. Alkanes
B. Alkenes
C. Alkynes
D. Cycloalkanes
E. Aromatics
F. Alcohols
G. Ketones
H. Aldehydes
I. Carboxylic Acids
J. Ethers
K. Esters
L. Amines
II. Polymers
The student will complete assignments/activities that show they:
1) Can name a variety of organic molecules.
2) Can write simple reactions as listed above.
3) Can predict structural isomers of organic molecules.
Experiments:
1) Molecular Models: Organic Isomerism: Students construct models of isomers
of various simple organic molecules.
2) Synthesis of Organic Molecules: Students synthesize esters, aspirin, and
dehydrate sugars.