Download AP Chemistry Syllabus – Joliet Township High School

AP Chemistry Syllabus – Joliet Township High School
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
CR3b
CR3c
CR3d
CR3e
CR3f
CR4
CR5a
CR5b
CR6
CR7
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 1: Structure of
matter.
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.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 3: Chemical
reactions.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 4: Rates of
chemical reactions.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 5:
Thermodynamics.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 6: Equilibrium.
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.
Students are provided the opportunity to engage in investigative laboratory
work integrated throughout the course for a minimum of 25 percent of
instructional time.
Students are provided the opportunity to engage in a minimum of 16 handson laboratory experiments integrated throughout the course while using
basic laboratory equipment to support the learning objectives listed within
the AP Chemistry Curriculum Framework
The laboratory investigations used throughout the course allows 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.
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.
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AP Chemistry Syllabus – Joliet Township High School
2013-14
COURSE DESCRIPTION
The purpose of Advanced Placement Chemistry is to provide a college level course in chemistry and to
prepare the student to seek credit and/or appropriate placement in college chemistry courses. AP
Chemistry is open to all students that have completed a year of chemistry who wish to take part in a
rigorous and academically challenging course. This course is structured around the six big ideas
articulated in the AP Chemistry curriculum framework provided by the College Board. [CR2] A special
emphasis will be placed on the seven science practices, which capture important aspects of the work
that scientists engage in, with learning objectives that combine content with inquiry and reasoning skills.
Emphasis is placed on depth of understanding of a topic, rather than breadth of topics. In addition,
students will spend at least five hours a week studying outside of class.
LABORATORY PROGRAM
The laboratory activities are comprised of “hands-on” labs so the students can accomplish multiple trials
and can use statistical analysis to derive conclusions. Students are required to have a bound
composition book and a three ring binder, which will be used as their lab portfolio. A minimum of 25
percent of instructional time is dedicated to lab activities. [CR5a]
Inquiry is emphasized in many of the experiments that students complete. The labs completed require
following or developing process and procedures, taking observations, and data manipulation. At
minimum, six of the labs are guided-inquiry based. Students will communicate and collaborate in lab
groups; however, each student will submit for grading a typed laboratory report or a written lab report
in a lab notebook for every lab they perform. [CR7]
Every lab assignment must have a lab report including the following in order to receive maximum credit.
We will require two versions of a lab report. Version I will be for all standard labs and Version II will be
for the guided-inquiry labs. All Version I labs will be in a bound, composition book. All Version II labs
will be typed out.
Version I
I.
II.
Table of Contents of Composition Book
 Date of experiment performed
 Title of experiment
 Page numbers of lab report
Number Pages in Composition Book
 All pages in composition book are numbered
 Do not skip any pages
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AP Chemistry Syllabus – Joliet Township High School
III.
IV.
V.
2013-14
Report Criteria
 Title
 Purpose – State the problem/questions clearly; substantiate the question and explain
the reason for the investigation
 Background – Refer to handout
 Procedure – Refer to handout. Labs must have any procedural changes noted. Give
explicit details of methods and give precise quantitative directions.
Data Table/Pictures
 Data must have numbers with descriptive units in correct significant figures
 Data must be recorded directly into composition book
Discussion and Conclusion
 Explain all calculations which produced data in data table
 Answers to questions should be written in complete sentences with the question stated
in the answer
 Explanation of data and results
Version II
I.
II.
III.
Title
 Title of experiment
 Name(s) of people involved in laboratory experience
 Date of experiment performed
Introduction
 Purpose – state the problem/questions clearly; substantiate the question and explain
the reason for the investigation
 Hypothesis – testable, offers a scientific explanation, & allows predictions to be
generated
 Background Information – written in present tense; concise; summarized from outside
sources and has in-text, name-year citations
Experimental Design
 Text is written in past tense
 Written so that a peer could replicate your experiment if absent
 Include replication and controls
 Safety procedures must be included
 Proper nomenclature is used for all lab equipment and chemicals
 Includes HOW the dependent variable was measured
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AP Chemistry Syllabus – Joliet Township High School
IV.
V.
VI.
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Data and Analysis
 Text is written in past tense
 Data is appropriately analyzed and calculated with descriptive units in correct significant
figures
 Visuals in the form of tables and figures are present, properly constructed, and
referenced in the text
Discussion /Conclusion
 Text is written in past tense
 The purpose of the investigation is restated
 Text points out major trends or differences in the data and includes specific numerical
data that strengthens the argument for the trend
 Data and results are evaluated and interpreted with scientific explanations
 Explanation of calculations involving data
 Exceptions or explanations of negative results are discussed
 Answers to questions should be written in complete sentences with the question stated
in the answer
 Experimental results and interpretations are compared and contrasted to previously
published work
 Future steps or investigations are discussed
References Cited
 Full references are given for all text citations in MLA format
TEXTS
Zumdahl, Steven S. and Zumdahl, Susan A. (2013). Chemistry AP Edition (9th ed.). Brooks Cole. [CR1]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
LABORATORY MANUALS
College Board, AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices Teacher Manual
Vonderbrink, Sally A. (2006). Laboratory Experiments for Advanced Placement Chemistry (2nd ed.). Flinn
Scientific Inc.
Cooper, Melanie M. (2012). Cooperative Chemistry Lab Manual (5th ed.). McGraw-Hill.
DEMONSTRATION RESOURCES
Shakhashiri, Basam. Chemical Demonstrations: A Handbook for Teachers of Chemistry.
CURRICULUM SEQUENCE
CURRICULUM CONTENT MAP – Early September
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. [CR2]
Learning Objectives: 2.7, 5.10
Textbook Chapter(s): Appendix 7.6, 1, 10.8
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Introduction to Chemistry
Meet the Elements
1. Scientific Method
SP 6.1
2. Classification of Matter
 Students are given the opportunity to
3. Separation Science
make observations on many different
a. Distillation
elements on the periodic table and based
b. Chromatography
on their physical characteristics,
4. Physical and Chemical Properties
determine periodic tendencies.
5. Temperature and Density – demos
 Students will research the properties
6. Meet the Elements
using the Internet. Each lab group
7. Math review, Significant Figures, and
member gives a short, 5-minute
Statistical Techniques
presentation on an element.
8. Dimensional Analysis and Proportions
 Resource: www.ptable.com
9. Units of Measurement
10. Conversion of Units
11. Uncertainty in Measurements and
Significant Figures
12. Length and Volume
13. Mass and Weight
14. Density and Specific Gravity
15. Temperature and its Measurement
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AP Chemistry Syllabus – Joliet Township High School
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Laboratory Equipment Technique
SP 3
 Students will identify laboratory
equipment and watch a demonstration
of application.
Guided-Inquiry: Chromatography: Sticky
Question: How Do You Separate Molecules That
Are Attracted to One Another?
SP 1.4, 4.2, 4.3, 5.1, 5.2, 5.3, 6.2, 6.4
 Students will design and/or interpret the
results of a separation experiment
(filtration, paper chromatography,
column chromatography, or distillation)
in terms of the relative strength of
interactions among and between the
components.
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Late September/Early October
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. [CR2]
Learning Objectives: 1.5, 1.6, 1.7, 1.8, 1.12, 1.13, 1.14
Textbook Chapter(s): 3.2, 7.4-7.5, 7.11, 7.12, 8.1, 8.4-8.5, 9.6
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Nuclear and Atomic Structure
Guided-Inquiry: Spectroscopy: What is the
1. Types of Subatomic Particles
Relationship Between Concentration of a Solution
2. The Nucleus
and the Amount of Transmitted Light Through a
3. Mass Spectroscopy and Isotopes
Solution?
4. Stability of the Nucleus
SP 2.2, 4.1, 4.2, 5.1, 6.4
5. Atomic Structure
 Students can justify the selection of a
6. Rutherford Experiment
particular type of spectroscopy to
7. Cathode Ray Experiments
measure properties associated with
8. Atomic Structure Terms
vibrational or electronic motions of
9. Electromagnetic Radiation
molecules.
10. Quantization of Energy
11. Photoelectric Effect
12. PES Data
Flame Test of Salt Solutions
13. Bohr Atom
SP 1.5
14. Spectroscopy
 Emission spectroscopy and electronic
15. Orbital Model of Atom
transition
16. Aufbau Diagram
 Students will predict the color of the
17. Paramagnetism
flame produced when each of your test
18. Quantum Model
solutions is heated in a Bunsen burner.
 Students will calculate the energy of a
photon of a particular color emitted.
Spectroscopy of Gases Using a Discharge Tube
SP 3
 Students will determine the emission
spectrum of various known gases from
given gas discharge tubes.
 Students will determine what elements
are in a fluorescent light bulb.
 Students will determine the energy of
emission.
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Late October
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. [CR2]
Learning Objectives: 1.9, 1.10, 1.11, 2.14, 2.17, 2.19, 2.20, 2.22, 2.23, 2.24, 2.25, 2.26, 2.27, 2.28
Textbook Chapter(s): 2.6-2.7, 4.1, 7.11-7.13, 8.1-8.3, 8.5, 10.3-10.8, 11.2, 20.1-20.14, 21.1
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Periodicity and Introduction to Bonding
Guided-Inquiry: Bonding in Solids: What’s in
1. Atomic Properties
That Bottle?
2. Periodic Law
SP 1.4, 4.2, 4.4, 5.3, 6.2, 6.4, 7.1
3. Elemental Properties
 Students will be able to design or
4. Types of Bonds
evaluate a plan to collect and/or
5. Metallic Bonding
interpret data needed to deduce the type
6. Properties of Group One
of bonding in a sample of a solid.
7. Properties of Period Two
8. Metals vs. Non Metals
Separation and Qualitative Determination of
9. Multiple Oxidation States of Transition
Cations and Anions
Metals
SP 4.3, 5.1, 6.1
10. Ionic Bonding
 Students will analyze known cations and
11. Ionic Bonding and Potential Energy
anions in solution to learn the techniques
Diagrams
of analysis.
12. Energy of Formation of Ionic Compounds
 Students will analyze an unknown
13. Lattice Energy
solution to determine which ions are
present and which are absent.
Student Activity – Students use data and construct graphs to predict, demonstrate, and identify
periodic trends. Students will use graphs and data to justify exceptions to identified trends and
present such information in a class discussion. LO 1.9 [CR3a]
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Early to Mid-November
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. [CR2]
Learning Objectives: 2.11, 2.13, 2.18, 2.20, 2.21, 2.22, 2.29, 2.30, 2.31, 2.32, 5.9
Textbook Chapter(s): 8.2-8.3, 8.10-8.13, 10.1-10.7
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Covalent Bonding and Molecules
Molecular Modeling Using Kits
1. Types of Covalent Bonds
SP 1.4
2. Nonpolar Covalent Bonds
 Students will build models of molecules
3. Polar Covalent Bonds
showing the correct molecular geometry
4. Coordinate Covalent Bonds
caused by shared and lone pairs of
o Lewis Acids and Lewis Bases
electrons around the central atom.
5. Lewis Structures
6. Resonance
7. Hybridization
8. Molecular Geometry
9. Energy Effects on Molecules
10. Isomerism
11. Functional Groups
12. Interactions of Functional Groups
13. Classification of Molecules
14. Intermolecular Interactions
15. Dipole Moments
16. Dielectric Constants
17. Types of Compounds
18. Properties of Metallic, Molecular,
Macromolecular and Ionic Compounds
Student Activity – Students are given structures of various compounds and must explain why they
differ in physical state at various temperatures; then predict the type(s) of bonding present based on
the atom’s position on the periodic table. LO 2.1, 2.13, 2.17, & 2.19 [CR3b]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – End of November
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. [CR2]
Learning Objectives: 1.15, 1.19, 2.10, 2.11, 3.3, 5.11
Textbook Chapter(s): Appendix 7.4, 1.10, 3.10-3.11, 4.8, 7.1, 8.8, 9.6, 10.1, 15.4, 22.6
Lab Activity Title and Science Practice
Unit Topics
Skills Acquired [CR5b] & [CR6]
Organic Chemistry
Synthesis, Isolation, and Purification of
1. Properties and Bonding in Carbon Compounds
an Ester
o Introduction to organic chemistry
SP 2.2, 4.2, 4.3, 5.1, 6.1
o Hydrocarbons and functional groups
 Students will go through the
(structure, nomenclature, chemical
esterification process and will
properties)
identify the completion of such
o Physical and chemical properties of simple
a process through macroscopic
organic compounds
observations.
2. Hydrocarbons
o Petroleum
o Fractional Distillation
o Cracking
o Alkanes
o Alkenes
o Alkynes
o Benzene Series
o General Formulas
o Structural Formulas
o Saturated/Unsaturated Compounds
3. Nomenclature
o Alkyl Groups
o IUPAC Nomenclature
o Isomers
4. Other Organic Compounds
o Alcohols
o Aldehydes
o Ketones
o Acids
o Esters
o Ethers
o Amines
o Polymers
 Addition Polymerization
 Condensation Polymerization
 Natural Polymers
5. Organic Reactions
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Early December
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the
transfer of electrons. [CR2]
Learning Objectives: 2.1, 3.1, 3.2, 3.8, 3.9, 5.10
Textbook Chapter(s): Appendix 7.1, 1.10, 3.8, 4.1-4.10, 8.1-8.13, 10.1-10.8, 11.2, 14.8, 18.1,
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Predicting Reactions
Guided-Inquiry: Physical and Chemical Changes:
1. Naming Compounds
Can the Individual Components of Quick Ache
2. Balancing Chemical Equations
Relief Be Used to Resolve Consumer Complaints?
3. Types of Chemical Equations
SP 1.4, 4.4, 6.1
4. Types of Chemical Reactions
 Students will evaluate the classification
5. Predicting Based on Stability
of a process as a physical change,
6. Predicting Based on Type
chemical change, or ambiguous change
7. Chemical Reactivity and Products of
based on both macroscopic observations
Chemical Reactions
and the distinction between
8. Reaction Types – Organic Functional
rearrangement of covalent interactions
Group Reactions, Acid-Base Reactions;
and non-covalent interactions.
Concepts of Arrhenius, Brönsted-Lowry
and Lewis; Coordination Complexes;
Amphoterism
Oxidation-Reduction Titrations
o Precipitation Reactions
SP 1.4, 2.2, 4.2, 5.1, 6.1, 6.4, 7.1
o Oxidation-Reduction Reactions
 Students will standardize a solution of
o Oxidation Number
potassium permanganate by redox
o Role of Electron in Oxidationtitration.
Reduction
 The standardized potassium
permanganate solution will be used to
calculate the concentration of an oxalic
acid solution.
Student Activity – Students observe a series of chemical reactions using video demonstrations from
websites. For each they will: (1) Classify the type of reaction, (2) Write a balanced net ionic chemical
equation, (3) Write a brief description for each reaction, (4) Determine the driving force towards
thermodynamic favorability for the reaction. LO 3.1 & 3.2 [CR3c]
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Mid-December
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the
transfer of electrons. [CR2]
Learning Objectives: 1.1, 1.2, 1.3, 1.4, 1.17, 1.18, 1.19, 3.4, 3.5, 3.6
Textbook Chapter(s): 2.2-2.3, 3.3-3.11, 4.3, 4.5, 4.8-4.9, 5.2-5.5, 5.7
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Measurement and Stoichiometry
Empirical Formula of Silver Oxide
1. Law of Constant Composition and
SP 1.4, 2.1, 2.2, 4.2, 5.1, 6.1, 6.4
Calculations Based on Law
 Students will use a prescribed procedure
2. Using Moles to Find a Quantity
and series of calculations to determine
3. Stoichiometry
the empirical formula of silver oxide.
4. Limiting Reagents
5. Using Density
6. Solution Terms
Gravimetric Analysis of a Metal Carbonate
7. Stoichiometry – Solutions
SP 2.2, 4.3, 5.1, 6.1
 Students will determine the identity of a
Group 1 metal carbonate by gravimetric
analysis.
Student Activity – Students determine optimum hydrocarbon fuel to oxygen ratio to achieve
complete combustion in a 60 mL volume. LO 3.3 & 3.4 [CR3c]
END OF FIRST SEMESTER
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – Early January
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict
the direction of changes in matter. [CR2]
Learning Objectives: 3.11, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.12, 5.13, 5.14
Textbook Chapter(s): Appendix 7.2, 5.6, 6.1-6.2, 6.4, 8.1, 8.8, 10.8, 17.1-17.6,
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Thermochemistry
Guided-Inquiry: Calorimetry: The Hand Warmer
1. Introduction to Thermodynamics
Challenge: Where Does the Heat Come From?
2. Conservation of Energy
SP 1.4, 2.2, 2.3, 4.2, 5.1, 5.3, 6.4, 7.2
3. State Functions
 Students will design and/or interpret the
4. Potential Energy
results of an experiment in which
5. Kinetic Energy
calorimetry is used to determine the
6. Calorimetry
change in enthalpy of a chemical process
7. Heat of Fusion
(heating/cooling, phase transition, or
8. Heat of Vaporization
chemical reaction) at constant pressure.
9. Specific Heat
10. Heat of Dilution
11. Heat of Solution
12. Hess’s Law – Direct and Indirect
13. Bond Dissociation Energies
14. Gibbs Free Energy Equation
Student Activity – Pre-Lab Activity: Students calculate the needed volume of oxygen to react with
given volume of gases in a reaction, determine the heat of the reaction, and then determine the
amount of work produced using the distance the rocket traveled and heat produced from the
reaction. LO 5.3 & 5.4 [CR3e]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – Late January
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. [CR2]
Learning Objectives: 2.3, 2.4, 2.5, 2.6, 2.12, 2.16, 2.22, 2.29, 2.31
Textbook Chapter(s): 5.1-5.6, 5.8, 10.1-10.7,
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Gas, Liquids and Solids
Determining the Molar Volume of a Gas
1. Real Gases versus Ideal gases
SP 1.3, 1.4, 2.2, 2.3, 5.1, 6.1, 6.2, 6.4, 6.5, 7.2
2. Ideal Gas Equation
 Students will use a prescribed procedure
3. Derivations Based on Ideal Gas Equation
to perform a chemical reaction and use a
4. Gases Collected Over Water
series of calculations to determine the
5. Kinetic Molecular Theory
molecular volume of hydrogen gas at
6. Van Der Waals Equation
STP.
7. Molecular Speeds
8. Diffusion and Effusion
9. Molecular Theory Related to Phase
10. Phase Changes
11. Entropy
12. Heating and Cooling Curves
13. Interfaces
14. Pressure
15. Vapor Pressure
16. Boiling Point and Freezing Points
17. Vapor Pressure Curves
18. Phase Diagrams – Triple Point, Critical
Point
19. Energy Change During Phase Changes
20. Viscosity
21. Surface Tension
22. Types of Solids and Crystal Structure
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Early February
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. [CR2]
Learning Objectives: 1.16, 2.8, 2.9, 2.15
Textbook Chapter(s): Appendix 3, 4.1-4.3, 5.8-5.9, 11.1-11.3, 17.1, 22.6
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Solutions
Molar Mass by Freezing Point Depression
1. Types of Solutions
SP 1.1, 1.2, 1.4, 2.2, 2.3, 5.1, 6.4, 7.1, 7.2
2. Electrolytes
 Students will use freezing-point
3. Miscibility and Immiscibility
depression to find molecular weight of a
4. Process of Dissolution
given substance.
5. Dissolution versus Ionization
6. Solubility Terms
7. Solubility Curves
Spectroscopic Determination of the Percent of
8. Henry’s Law
Salicylic Acid in Aspirin
9. Concentration Terms – Molarity,
SP 4.2, 5.1
Molality, Percent. Mole Fractions
 Students prepare standard salicylic acid
10. Dilution Problems
solutions and use spectroscopy to
11. Stoichiometry Problems with Solutions –
determine percent salicylic acid in
Review
expired aspirin tablets.
12. Raoult’s law
 Given past methods of spectroscopy and
13. Freezing and Boiling Points of Solutions –
preparation of standard solutions,
Colligative Properties
students design an experiment to
14. van’t Hoff Factor
determine percent salicylic acid in
15. Osmosis
expired aspirin tablets.
16. Deviation from Raoult’s Law
17. Colloids
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AP Chemistry Syllabus – Joliet Township High School
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CURRICULUM CONTENT MAP – Late February/Early March
Big Idea 4: Rates of Chemical reactions are determined by details of the molecular collisions. [CR2]
Learning Objectives: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9
Textbook Chapter(s): Appendix, 7.8, Appendix 7.9, 12.2-12.7, 19.2, 19.4,
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Kinetics
Guided-Inquiry: Kinetics: Rate of Reaction: How
1. Rates relationship to Collisions
Long Will That Marble Statue Last?
2. Reaction Mechanisms
SP 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2,
3. Activation Energy
7.1, 7.2
4. Nature of Reactants and Interfacial
 Students will design and/or interpret the
Surface Area
results of an experiment regarding the
5. Temperature and Pressure Effects on
factors (i.e., temperature, concentration,
Rates
surface area) that may influence the rate
6. Catalyst – Homogeneous and
of reaction.
Heterogeneous
7. Potential Energy Diagrams – Review
8. Activated Complex and Intermediates
Kinetics of a Reaction
9. Arrhenius Equation
SP 1.4, 2.2, 4.2, 5.1, 6.1, 6.2, 6.4
10. Maxwell-Boltzman Diagram
 Students will use a prescribed procedure
11. Average Rate
to perform the acid decomposition of
12. Rates Relationship to Stoichiometry
thiosulfate and use a series of
13. Graphical Determination of
calculations to determine the rate law of
Instantaneous Rate
the reaction.
14. Rate Laws
 Students will perform graphical
15. Determination of Rate Laws
determination of order.
16. Determination of Mechanisms
 Students will use differential rate laws to
17. Order of Reactions
determine order of reaction.
18. Calculations Based on Rate Order
 Students will determine the rate constant
from experimental data.
Student Activity – Students orally present the solution to a problem given a set of data of the change
of concentration versus time to the class, indicating the order of the reaction and the rate constant
with appropriate units. LO 4.2 [CR3d]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – Mid-March
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two
processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
[CR2]
Learning Objectives: 5.16, 5.17, 5.18, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.21, 6.22, 6.23,
6.24, 6.25
Textbook Chapter(s): Appendix 7.7, Appendix 7.11, 7.1, 11.2, 13.1-13.7, 14.1-14.12, 15.1-15.5, 16.116.3, 17.6-17.8, 18.3-18.5, 18.7, 20.2
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Equilibrium
The Determination of Keq for FeSCN 2+
1. Reversible Processes and Reactions
SP 2.2, 4.3, 5.1, 6.1
2. Types of Systems
 Students will perform a variety of
3. Kinetics Relationship to Equilibrium
stresses on a given system in equilibrium
4. Equilibrium Expressions
to demonstrate Le Chatelier’s Principle.
5. Equilibrium Constants
6. LeChatelier’s Principle
7. Equilibrium Stresses
8. Equilibrium Calculations
9. Molar Solubility
10. Common Ion Effect
11. Reaction Quotients
Student Activity – Students determine the concentration of reactants and products at equilibrium
given the equilibrium constant and the concentration of other substances in the reaction at
equilibrium. Students will apply LeChatelier’s Principle quantitatively to equilibrium systems that are
altered. LO 6.8 [CR3f]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – End of March/Early April
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two
processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
[CR2]
Learning Objectives: 1.20, 2.2, 3.7, 6.11, 6.12, 6.13, 6.14, 6.15, 6.16, 6.17, 6.18, 6.19, 6.20
Textbook Chapter(s): Appendix 7.10, 14.1-14.9, 15.1-15.5
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Acids, Bases and Salts
Selecting Indicators for Acid/Base Titrations
1. Dissociation versus Ionization
SP 1.4, 2.2, 4.2, 5.1, 6.1, 6.2, 6.4
2. Preparation of Acids, Bases and Salts
 Students select the appropriate
3. Classification of Acids and Bases
indicators for two titrations – a weak
4. Brönsted-Lowry Theory of Acids and
acid/strong base and weak base/strong
Bases
acid.
5. Degree of Ionization
6. Equilibrium Constants for Acids and Bases
7. Weak Acids and Bases
Preparation and Properties of Buffer Solutions
8. Binary Acids versus Oxyacids
SP 2.2, 2.3, 4.2, 5.1, 6.1, 6.4, 7.2
9. Determination of Acid and Base
 Students investigate the properties of
Properties Based on Structure
buffer solutions.
10. Ionization of Water
 The initial pH of each buffer solution is
11. pH and pOH
determined.
12. Acid-Base Stoichiometry Problems –
 A strong acid and strong base are added
Review
to each buffer in a series a steps and the
13. Ionization Calculations of Weak Acids and
resulting pH is determined.
Bases
14. Henderson-Hasselbach Equation
15. Titration Calculations
Guided-Inquiry: Buffering Activity: To What
16. Indicators
Extent Do Common Household Products Have on
17. Types of Salts
Buffering Activity?
18. Dissociation of Salts and Buffers
SP 2.2, 2.3, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4, 7.2
 Students will identify a solution as being
a buffer solution and explain the buffer
mechanism in terms of reactions that
would occur from the addition of an acid
or a base.
Student Activity – Students determine pH of various buffer solutions and describe the mechanism
that would occur within the buffer system upon the addition of an acid or base. LO 6.20 [CR3f]
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AP Chemistry Syllabus – Joliet Township High School
2013-14
CURRICULUM CONTENT MAP – Mid-April
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the
transfer of electrons. [CR2]
Learning Objectives: 3.12, 3.13, 5.14, 5.15, 6.25
Textbook Chapter(s): Appendix 7.11, 17.4, 17.6, 17.8-17.9, 18.3-18.5, 18.8
Lab Activity Title and Science Practice Skills
Unit Topics
Acquired [CR5b] & [CR6]
Electrochemistry and Thermodynamics
Voltaic Cell and Nernst Equation Lab
1. Oxidation and Reduction
SP 2.2, 2.3, 4.3, 5.1, 6.1, 6.4
2. Substances Gaining Potential
 Prepare a list containing all seven
3. Types of Electrochemical Cells
metal/metal ion half-reactions as
4. Voltaic Cells
reduction reactions, using a definition of
5. Cell Potentials
the Ag/AgCl half-reactions as 0.00 volts.
6. Concentration Dependence of E
 List the half-reactions from the most
7. Nernst Equation
positive reduction potential to the most
8. Cell Potentials and Equilibrium
negative reduction potential.
9. Metal Electrodes
 Compare the discovered voltaic order in
10. Reference Electrodes
the lab to a known value on chart in your
11. Indicator Electrodes
reference tables of chemistry.
12. Application of Voltaic Cells
 Sketch an electrochemical cell for all the
13. Electrolysis
cells created. Include each half-cell, the
14. Faraday’s Law
salt bridge, the electrodes and solutions,
15. Electrolytic Cells
the voltmeter leads, the voltmeter, and a
16. Order of Reduction
switch in your drawing.
17. Applications of Electrolytic Cells
18. Gibbs Free Energy Equation (Free Work)
19. Relationship of Equilibrium and Q
Electrolysis
20. Relationship to E
SP 2.2, 2.3, 5.1, 6.4
 Students will set up an electrolysis cell
and use it to electrolyze an acidic solution
of copper (II) sulfate.
 Students will use macroscopic
observations and calculations to generate
a list of all particles (ions and molecules)
present in U-tube before electrolysis.
o Determine which electrode is the
anode and which electrode is the
cathode.
o Determine the value of a
Faraday.
o Determine the value of coulombs
per mole of electrons.
o Determine the value of
Avogadro’s constant.
o Determine Eo
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AP Chemistry Syllabus – Joliet Township High School
2013-14
FINAL EXIT ASSESSMENT
AP Chemistry Poster Board Guidelines and Laboratory Binder Portfolio
All students will generate a laboratory binder portfolio, which will contain a table of contents, all typed
laboratory handouts, and copies of all returned laboratory reports with dividers separating each
laboratory experience.
Each designated lab group will perform a 10-minute poster board presentation on the laboratory
experience of their choice. Poster boards can be the standard poster board used at most science fair
competitions. A 3’x4’ (36” x 48”) board is acceptable. The boards should securely stand on a table and
fold/bend into a 4 foot squared section. The Abstract needs to be placed in the top left corner. The
Title, Student’s Name, AP period, and School Name should be placed in the top center. All other slides
can be placed in a logical manner on the board.
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AP Chemistry Syllabus – Joliet Township High School
2013-14
Example Poster:
Title and Name
Abstract
Methods
Introduction
Project Results
Project Results
Methods
Review of Literature
Review of Literature
Hypothesis
Conclusion
Discussion
Acknowledgments
Abstract: Summary and Summation of Lab
Review of Literature: Provides past research reported in literature and background information.
Introduces the topic historically and scientifically. Presented in a logical order, which will lead to the
statement of purpose or rationale for the work.
Statement of Purpose/Hypothesis: Identifies a clear prediction or outcome to an event. Identifies the
questions that the research seeks to explain.
Methods and Materials: Lists and/or demonstrates the use of equipment and supplies, and describes
procedures to be used to execute the experiment.
Results: Because the experiment has not been conducted yet, write the results you anticipate that
would support your hypothesis. Data tables and graphs must be included.
Analysis and Discussion: The student explains and interprets the rationale regarding their scientific
research area.
Conclusion: States whether or not the results support the hypothesis, suggests future research, and
discusses the importance this research has to the scientific community or society.
Applications: How is this experiment related to everyday world applications, major societal or
technological components (e.g., concerns, technological advances, innovations) such as how
spectroscopy can be used to distinguish real art from a forgery? [CR4]
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AP Chemistry Syllabus – Joliet Township High School
Each group will determine the following responsibilities:


Lab chosen to present
Person designated to purchase the poster board
Each group will determine the person responsible for the following responsibilities:










Poster board layout
Title
Abstract
Review of literature
Statement of purpose/hypothesis
Methods and materials
Results
Analysis and discussion
Conclusion application
All slides must be produced using PowerPoint.
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2013-14