Download AP CHEMISTRY 2005/2006

AP CHEMISTRY 2016/2017
COURSE EXPECTATIONS/OBJECTIVES
The Lake Norman High School AP Chemistry course is designed to meet the
requirements and curriculum of a year-long, two semester general chemistry course
usually taken during the freshman year of college. The course gives the college freshmen
second-year work in chemistry sequence at their institution or to register in other courses
in other fields where general chemistry is a pre-requisite.
This course is structured around the six big ideas articulated in the AP Chemistry
curriculum framework provide by the College Board. A special emphasis will be placed
on the seven science practices, which capture the important aspects of the work that
scientists engage in, with learning objectives that combine content with inquiry and
reasoning skills. AP Chemistry is open to all students that have completed a semester of
chemistry who wish to take part in a rigorous and academic challenging course.
AP Chemistry is built around six Big Ideas and seven Science Practices:
Big Idea 1
Big Idea 2
Big Idea 3
Big Idea 4
Big Idea 5
Big Idea 6
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.
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.
Changes in matter involve the rearrangement and/or reorganization of
atoms and/or the transfer of electrons.
Rates of chemical reactions are determined by details of the molecular
collisions.
The laws of thermodynamics describe the essential role of energy and
explain and predict the direction of changes in matter.
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.
Science Practice 1
Science Practice 2
Science Practice 3
Science Practice 4
Science Practice 5
Science Practice 6
Science Practice 7
The student can use representations and models to communicate
scientific phenomena and solve scientific problems.
The student can use mathematics appropriately.
The student can engage in scientific questioning to extend thinking
or to guide investigations within the context of the AP course.
The student can plan and implement data collection strategies in
relation to a particular scientific question.
The student can perform data analysis and evaluation of evidence.
The student can work with scientific explanations and theories.
The student is able to connect and relate knowledge across various
scales, concepts, and representations in and across domains.
Advanced Placement Chemistry will meet the objectives of a good general chemistry
course. Students in such a course can attain a depth of understanding of fundamentals
and a reasonable competence in dealing with chemistry problems. The course should
contribute to the problem solving development that was learned in their pre-requisite
first-year chemistry class and prepare them for college level classes that require such
skills.
The AP course differs from Chemistry 1:
 Qualitatively: the type of laboratory work
 Quantitatively: number of topics, time spent on the course by students, nature and
variety of experiments done in the laboratory.
Classroom Requirements:
 3 inch three-ring binder for this class only
 1 ½ inch three-ring Laboratory binder/portfolio
 Loose leaf paper
 Pencil and pen
 Graphing Calculator
Provided by School/Required for Class:
 Zumdahl “Chemistry” Textbook
 Zumdahl E-Book
Attendance/Tardies
 Attendance and tardies will be dealt with per the LNHS Student Handbook.
Homework:
Homework assignments must be clearly identified by page number, assigned questions,
and date. Answers must be outlined with a box, excluding theory questions.
Labs/Experiments
Students are expected to abide by all laboratory safety regulations. Safety glasses,
gloves, and aprons will be required for most lab experiments (provided by the school).
Students are engaged in hands-on laboratory work, integrated throughout
the course, which accounts for 25 percent of the course.
For every day that an assigned lab report is late, the student will lose 10 percent. If a
student is missing more than one lab each quarter, they will receive an “incomplete” until
this deficiency is rectified. Once graded labs are returned, late labs will have a 50 percent
reduction in points.
It is very important to attend each chemistry laboratory period well prepared. This well
increase the efficiency of the laboratory time allotted, reduce the number of careless
experimental mistakes, and improve overall safety.
Prepare carefully for each laboratory period. First, read about the entire experiment
(general background, objectives, pre-lab questions, laboratory procedure, etc.) Secondly,
review unfamiliar concepts in your (any) chemistry text. Finally, prepare a brief lab
write-up in your notebook on the experiment (see below). Except for taped in graph paper
or data tables, everything in the laboratory notebook should be handwritten in ink (not
red ink). The lab write-up should include in order:
Pre-Lab Work
Pre-lab work is to be completed and turned in on the day the lab is performed.
I.
Title of the experiment. Note: The title should be descriptive. “pH Titration
Lab” is descriptive, “Experiment 5” is not descriptive. Please include an
actual name for the experiment and underline with straight-edge.
II.
Date. This is the date the student performed the experiment.
III.
Purpose/Objectives of the experiment. Two to four statements of what is to be
accomplished in the experiment is required. Essentially, what is the “point” of
the experiment. If scientific ideals and/or formulas need to be used during the
experiment, they need to be included as background.
IV.
Procedure. A brief outline of the experimental procedure which should be
complete enough that you could do the entire experiment without the given lab
instructions, even if the lab were to be done a year later.
V.
Prelab questions and answers. Write the question or a brief sense of the
question. Then answer the question using the appropriate source. Don't copy
each other's work! The question should be answered in complete sentences and
all work to derive a numerical answer should be shown. You will need to either
re-write the question or incorporate the question in the answer. The idea here is
that when someone (like a college professor) looks at a student’s lab notebook,
they should be able to tell what the question was by merely looking at their
report. Be aware of significant figures and units in your answer. You may be
graded on how clearly you show your work.
VI.
Data Tables. As with the previous four items, the necessary data tables for
recording measurements and observations should be set up in the notebook
before lab. The data tables should be comprehensive enough that you can write
everything into those tables without scratch paper. Please record all
measurements and observations directly into your tables during the experiment.
It is very important to record the units of measurement.
VII.
Calculations/Graphs. The calculations can be determined after the laboratory
time period. However, enough calculations must be done before leaving the lab
to complete the report. All numbers which are used in the report which were
not read directly from a measuring tool must be supported by visible
calculations in the report. Calculations should be clearly labeled with units
and also easily matched to the numbers from the data tables. If you cannot
follow the logic of your derivation, neither can the instructor. Graphs need to
be titled, axes need to be labeled, and units need to be shown on the axis. Also,
titles need to be underlined with a straight edge. To receive credit for any
graphs, they must be at least ½ page in size.
VIII.
Summary/Post-Lab Analysis Questions. Answer the post-lab questions which
are given in the lab instructions. Write in complete sentences and be sure to
support or explain all answers. Once again, the questions must be incorporated
into your answers or re-written as with the pre-lab questions. Show calculations
if applicable to question. Reiterate numbers from experiment. For example,
do not simply indicate that “the temperature increased.” State that the
“temperature increased from 22.0 degrees Celsius to 24.3 degrees Celsius.”
IX.
Conclusions/Sources of Error. The conclusion is a discussion of the results in
the lab, whether the results were as you expected or not. If your results seem to
be entirely misleading, there should be some type of reasonable explanation
offered for the data you obtained. The conclusion should include any difficulties
that you encountered, a discussion of possible experimental error (at least two),
and a conclusion on whether or not you were successful in meeting the
objectives within the confines of reasonable error. Review the objectives you
wrote in Section II, and respond to them in the conclusion.
Advanced Placement Chemistry – The Laboratory Notebook. A record of the lab
work is an important document, which will show the quality of the lab work that students
have performed. This notebook is required by the College Board.
Missed Notes, Homework, Assignments, Labs:
Students are responsible for missed notes, homework, and assignments due to absence.
This make-up work must be completed within (5) school days. Any exemptions will be
dealt with by Administration.
School Rules:
Students are also required to abide by LNHS rules, including but not limited to:
1. Cell phones must be silent and out of sight and are not to be brought out during
class without permission.
2. Laptops will be opened or closed as per teacher directions.
Quest:
Students will be assigned on-line homework through the Quest program provided by the
University of Texas. The student’s link to Quest is: https://quest.cns.utexas.edu/student.
Information
is
also
located
on
Ms.
Carroll’s
website:
http://iss.schoolwires.com/1683204495640550/site/default.asp
E-Book/Owl:
In addition, with our new Zumdahl/Zumdahl textbook (9th edition), we have received
online student resources, including the OWL online learning system, AP Exam Prep, free
study tools, and Mindtap Reader (e-book). The student link is:
https://login.cengagebrain.com/course/E-TWQNLNBDMQUDM
Collaborative Technology (smart phone/lap top): nearpod.com, kahoot.it,
b.socrative.com, todaysmeet.com, http://phet.colorado.edu
Canvas LMS - https://iss.instructure.com
Many assignments, information, and resources will be located at our learning
management system called Canvas. Students need to be active in Canvas regularly.
Canvas will be synched with Powerschool. You will use your school-assigned
Powerschool login to access Canvas. Canvas may be accessed at
https://iss.instructure.com.
Course Evaluation:
Semester One
Reporting Period No. 1
Reporting Period No. 2
Mid-term AP Chemistry Exam
40%
40 %
20 %
50 % Total
Semester Two
Reporting Period No. 3
Reporting Period No. 4
50 %
50 %
50 % Total
Reporting Period Grade Evaluation:
Labs/Lab Notebook
Homework assignments
Online Assignments
Chapter Tests
Quizzes
20 %
12 %
12 %
43 %
13 %
Contact Information:
E-mail Address: [email protected]
Website: http://iss.schoolwires.com//Domain/2854
Phone Number: 704-799-9555, Extension 1411
Teacher Availability: Every morning from 7:15 a.m. to 8:00 a.m., after school from
3:30 p.m. to 4:30 p.m., and at SMART lunch for questions
AP Chemistry Class Structure
Class Profile:
AP Chemistry is a year-long, 90 minute course.
A typical week is organized to provide:
 2-3 days of lecture focused on the key objectives listed in the syllabus, including
teacher demonstrations
 1-2 days of lab activity (25% of class). Labs may exceed one 90 minute class,
depending on the requirements of the specific lab activity. In addition, some
sections/objectives are more conducive to lab activity than others and will have
more lab activity.
 1 day of review, support, and additional activities to enhance the AP Chemistry
experience.
AP Chemistry Topics:
1.
Structure of Matter
(20 percent)
a)
Atomic theory and atomic structure
b)
Chemical bonding
c)
Nuclear chemistry
2.
States of Matter
(20 percent)
a)
Gases
b)
Liquids and solids
c)
Solutions
3.
Reactions
(35 – 40 percent)
a)
Reaction types
b)
Stoichiometry
c)
Equilibrium
d)
Kinetics
e)
Thermodynamics
4.
Descriptive Chemistry
(10 – 15 percent)
a)
Chemical reactivity and products of chemical reactions
b)
Relationships in the periodic table
c)
Introduction to organic chemistry
5.
Laboratory
(5 – 10 percent)
a)
Making observations of chemical reactions
b)
Recording data/Communicating effectively the results
c)
Calculating/interpreting results based on the quantitative data obtained.
Unless otherwise noted, each laboratory will be “hands-on” and will involve:
a)
physical manipulation of equipment and materials in order to
make relevant observations and collect data
b)
use the collected data to form conclusions and verify hypotheses
c)
communicate and compare their results and procedures
(informally to classmates and in a formal, written report to the
teacher)
Resources:
1.
Text – Zumdahl, Steven and Susan Zumdahl. Chemistry, Ninth Edition.
Belmont CA: Cengage Learning, 2012. [CR1], ancillaries and supplements
2.
The College Board Science Achievement Tests/Past AP Exams
3.
Video/Internet Resources (Glencoe, Zumdahl Interactive 6.0)
4.
Additional advanced chemistry texts (Brown et al, Hill et al, Holt Modern
Chemistry, Glencoe Chemistry Matter and Change)
5.
HM Class Prep with HM Testing v6.1
6.
Princeton and Cole AP Chemistry Test Preparation
7.
Quest Learning and Assessment (University of Texas)
AP CHEMISTRY COURSE OUTLINE
This course is given in terms of the Zumdahl Chemistry textbook (6th Edition). The
problems at the end of the chapters are very challenging and serve as an excellent tool for
students to use to truly comprehend the material. The problems also indicate the depth of
coverage required for each topic.
Introduction:
1 day
(Aug 29)
Predictive Assessment:
1 day
(Aug 30)
Unit 1: Review of Chemistry I Honors Topics
(Chapters 1-5, 11)
AUG 31 – OCT 14
Chemical Foundations (Big Idea 2):
Measuring and units
Use of significant figures
Dimensional analysis
Classification of matter
1/2 day
(Aug 31)
Atoms, Molecules, and Ions: (Big Idea 1)
Early history of chemistry
Law of Conservation of Mass
Law of Definite Proportion
Law of Multiple Proportions
Dalton’s Atomic Theory
Avogadro’s Hypothesis
Early experiments to characterize atomic structure
Modern view of the atom
Introduction to the Periodic Table
Nomenclature and formula writing
1/2 day
(Aug 31)
Stoichiometry: (Big Idea 3)
8 days
Atomic mass, moles and molar mass
(Sept 1, 2, 6-9,)
Percent composition of compounds
(12 )
Empirical formula determination
Balancing equations
Chemical equations and stoichiometric calculations
Limiting reagent, theoretical yield, percent yield
Lab: Percent Composition of a Copper Penny (BI 1,2,3) (90 minutes) – Students
will gain an understanding of the relationship between mass of separate
components and percent composition. They will link their knowledge to society
by determining the price of a penny with the current commodity values.
Lab: Determination of the Empirical Formula of a Compound (120 minutes)
(LO 1.1, 3.3, 3.6; SP 1, 2, 3, 5, 6) – Students will gain an understanding of the
relationship between moles, mass, and the chemical/empirical formula of a
compound. The student will better understand the distinction between a chemical
and empirical formula and how they are often the same.
Lab: Stoichiometric Determinations Lab (120 min) (LO 3.1, 3.2, 3.3, 3.4, 3.5,
3.6; SP 1, 2, 3, 4, 5, 6) Students will find the optimum mole ratio, which creates
and precipitate and will be used to determine a chemical formula.
Gases: (Big Idea 2)
6 days
Pressure
(Sep 13-16, 19, 20)
Measurement of gases
Gas Laws of Boyle, Charles, and Gay-Lussac
Ideal Gas Law
Gas Stoichiometry
Dalton’s Law of Partial Pressure
Kinetic Molecular Theory
Effusion and diffusion, Graham’s Law
Real gases and deviation from Ideal Gas Law
Lab: Determination of the Molar Volume of a Gas (120 minutes) (LO 1.3, 1.4,
2.6; BI 1, 2, 3) – Students will learn to obtain and extrapolate data to
confirm/repeat Avogadro’s Law and the volume of 1 mole of any ideal gas at STP
is 22.4 L. Also, using the ideal and combined gas laws, they will adjust
experimentally obtained values to STP.
** Inquiry Lab: Charles’ Law Experiment (90 minutes) (LO 1.3, 1.4, 2.6; SP 1, 2,
3 5, 6) Students will not be given a procedure and will have to develop that
themselves prior to beginning this lab. The student will write a procedure for a
lab to determine the relationships between the volume of a gas and its
temperature in Kelvin. Also, they will have to construct a graph from data to
confirm their results).
Demo: Atmospheric pressure, Boyle’s Law
REVIEW (CHAPTERS 1 – 3, 5)
Sep 21, 22
(All Reviews include past AP questions, Quest questions, and Zumdahl Study
Guide questions)
TEST 1 (CHAPTER 1 – 3, 5)
Sep 23 (Friday)
Types of Chemical Reactions and Solution Chemistry:
(Big Idea 2)
Molarity and preparation of solutions
Composition of solutions
Precipitation reactions and solubility rules
Acid/base reactions, formation of salts
Oxidation/reduction reactions, simple titrations
Gravimetric calculations
Stoichiometry problems involving solution chemistry
8 Days
(Sep 26-30, Oct 3-5)
Predicting Reactions, Net ionic equations**** (continual)
Lab: Analysis of an Unknown Chloride (120 minutes) – students will determine
the % of chloride in an unknown sample by titrating an known molarity of silver
nitrate with an unknown chloride salt. Students will use a mole-to-mole
comparison to arrive at % composition. (BI 3, SP 2, 4, 5 ,6)
Lab: Reactions, Predictions, and Net Ionic Equations (240 minutes) – students
will predict products when combining reactants, and use their observations to
confirm those products. (BI 3, SP 4, 5, 6)
Lab: Oxidation/Reduction Titration (120 minutes) – an oxidizing agent will be
used to determine the number of moles of a reducing agent through titration. (BI
3, SP 2, 4, 5, 6)
Properties of Solution: (Big Idea 2)
4 days
Energies of solvation
(Oct 6, 10-12)
Factors affecting solubility
Vapor pressures and Raoult’s Law
Boiling-point elevation and freezing-point depression
Osmotic pressure
Colligative properties
Colloids
**Inquiry Lab: Colligative Properties Lab (90 minutes) – This is a guidedinquiry lab where students will have the opportunity to add several substances to
ice water/boiling water to determine colligative properties and the effect of nonvolatile solvents (number of particles, not type).
Lab: Determination of Molar Mass by Freezing Point (90 minutes) – (LO 2.15,
2.16, SP 1, 2, 3, 4, 5, 6, 7) Using the skills and knowledge of what they have
learned about colligative properties, students will learn to determine the molar
mass of a compound by the freezing point depression method, where molality is
proportional to change in temperature.
REVIEW (CHAPTERS 4, 11)
TEST (CHAPTERS 4, 11)
Oct 13
Oct 14 (Friday)
Unit 2: Atomic Structure and Bonding:
(Chapter 7, 8, part of 9)
OCT 17 – NOV 4
Atomic Structure and Periodicity: (Big Idea 1)
6 Days
Electromagnetic radiation
(Oct 17-21, 24)
Planck, photon, E=mc2
Dual nature of light
Continuous vs. line spectra
Bohr atom
Modern view of the atom (wave function and probability)
Heisenberg Uncertainty Principle
Orbital shapes and energies
Electron spin, Aufbau Principle, Pauli Principle
Spectroscopy
History of Periodic Table
Periodic trends
Alkali metal properties
** Inquiry Lab: Flame Test for Metals (60 minutes) – students will determine the
color of the flame of metal/cation in various salts.
Dry Lab: Periodic Table (60 minutes) – students will graph values for atomic
radius, electronegativity, and ionization energy to predict trends and explain the
organization of the periodic table. (LO 1.9, 1.10, 1.11; SP 1, 3, 6, 7)
Bonding: General Concepts: (Big Idea 2)
5 Days
Types of bonds
(Oct 25-28, 31,
Electronegativity, electron affinity, & ionization energy
(Nov 1)
Bond polarity and dipole moment
Electron configuration and sizes of atoms and ions
Formations of ionic compounds and lattice energy
Ionic character of covalent bonds
Model of covalent bond energies
Bond energies, enthalpy, and chemical reactions
Localized electron bonding model
Lewis structures
Exceptions to octet rule
Resonance
VSEPR model
Hybridization
Lab: Molecular Model Lab No. 1(building structure using a molecular model kit,
identifying bonding type, drawing Lewis Structure, identifying molecular shape
and molecular force) (60 minutes) (BI 2, SP 1, 6)
Lab: Molecular Model Lab No. 2 (Exceptions to the Octet Rule – uses toothpicks
and Styrofoam balls to create structure)(60 minutes) (BI 2, SP 1, 6)
REVIEW (CHAPTER 7-9)
TEST (CHAPTER 7-9)
November 2/3
November 4 (Friday)
Unit 3: Chemical Equilibrium
(Chapters 13-15)
NOV 7 – DEC 20
Chemical Equilibrium: (Big Idea 6)
5 days
Equilibrium condition
(Nov 7-10, 14)
Equilibrium constant
Kp (pressure)
Heterogeneous equilibria
Solving equilibrium problems
Le Chatelier’s Principle
** Inquiry Lab: Stresses Applied to Equilibrium Systems (Le Chatelier’s
Principle) – Students will observe the effects of stresses placed on equilibria
systems (90 min)(BI 6, SP 3, 4, 5, 6)
Lab: Determination of Equilibrium Constant for a Chemical Reaction (120 min) –
Students will use a spectrophotometer to determine the equilibrium constant of
FeSCN2+ (BI 6, SP 2, 4, 5, 6)
Acids and Bases: (Big Idea 6)
11 Days
Nature of acids and bases
(Nov 15-18, 21, 22
Acid strength
Nov 28-30, Dec 1, 2)
pH scale and K
Calculating pH of strong and weak acid solutions
Bases and base strength
Polyprotic acids
Acid/base properties of salts and oxides
Lewis acid/base
Solving acid/base problems
Lab: Determination of an Acid Dissociation Constant, Ka (60 minutes) – students
will experimentally determine the Ka for acetic acid by using the mole ratio of the
hydrogen ion and acetate ion. (BI 3, 6; SP 2, 4, 5, 6)
Lab: Determination of an Unknown Concentration by Acid/Base Titration (60
minutes) – students will practice a simple acid/base titration to polish their skills
for more complex labs and standardize solutions. (BI 3, 6; SP 2, 4, 5, 6)
** Inquiry Lab: Titration of Weak Acid/Strong Base, Strong Acid/Strong Base,
Weak Base/Strong Acid (4 days) – Students will determine molarities, graphs, and
experimental procedure to create titration curves. (BI 3, 6; SP 2, 4, 5, 6)
**Inquiry Lab: Soda Lab (60 minutes) – students will determine the acidic
molarity of 7-up and Sprite through their own procedure. (BI 3, 6; SP 2, 4, 5, 6,
7)
Application of Aqueous Equilibria: (Big Idea 6)
Acid or base solutions with common ion
Buffered solutions
Buffer capacity
Titrations and pH curves
10 Days
(Dec 5-9, 12-16)
Choosing an appropriate indicator for titrations
Solubility equilibria and solubility product
Precipitation behavior as pH is varied
Equilibria involving complex ions
Inquiry Lab: Oh, What a Buffer it is!!! (60 minutes) – Students will use alkaseltzer tablets with water, an acid, and a base to see how buffers work and
buffering capacity. (BI 3, 6; SP 2, 3, 4, 5, 6, 7)
Lab: Determination of the Dissociation Constant of a Weak Acid (90 minutes) –
Compares the strengths of acid by obtaining their Ka.(BI 3, 6; SP 2, 4, 5, 6)
Lab: Determining the Ka of an Indicator (90 minutes) - The appropriate
indicators are selected for two titrations—a weak acid solution titrated with a
strong base solution and a weak base solution titrated with a strong acid solution.
The indicators are added to the solutions and the solutions are titrated. Titration
curves of pH versus volume of titrant are generated and used to verify the
appropriateness of the selected indicators. (BI 3, 6; SP 2, 4, 5, 6)
Lab: Ksp of Ca(OH)2 (90 minutes) – the Ksp of Ca(OH)2 is determined by serial
dilutions and precipitation. (BI 3, 6; SP 2, 4, 5, 6)
REVIEW (CH. 13-15)
Dec 19
TEST (CH. 13-15)
Dec 20 (Tuesday)
Unit 4: Thermodynamics and Electrochemistry
Chapter 6, 16, and 17)
JAN 2 – FEB 14
Thermodynamics: (Big Idea 5)
6 days
Nature of Energy
(Jan 2 – 6, 9)
Three Law of Thermodynamics
State functions
Work, heat, and internal energy
Enthalpy and calorimetry
Hess’s Law
Standard Enthalpies of Formation
Present and future energy sources
Lab: Observing Heat Changes (30 minutes) – mixing/observation of three
thermochemical reactions, identification of endothermic or exothermic,
identification as physical or chemical change. (BI 3, 5; SP 4, 5, 6)
**Inquiry Lab: Determining the Specific Heat of an Unknown Metal – the
specific heat capacity of a nail will be experimentally determined by measuring
the temperature change of water and of the nail after it has been heated to
approximately 850 degrees Celsius in a Bunsen burner. Calorimetry will be
practiced. (90 minutes) (BI 5; SP 2, 3, 4, 5, 6, 7)
Lab: Thermochemistry and Hess’ Law – three different combinations of acids
and bases are made. All of the reactions are exothermic. The temperature
change of each reaction will be measured and the enthalpy will be calculated.
The reactions are chosen so that subtracting the chemical equation for the second
reaction from that of the first reaction will give the chemical equation for the
third reaction. Consequently, according to Hess’ Law, subtracting enthalpy of
the second equation for the first should lead to the enthalpy of the third;
therefore, verifying Hess’ Law. (120 minutes) (BI 3, 5; SP 2, 4, 5, 6)
Lab: Measuring Energy Changes (Heat of fusion) – to determine the temperature
and heat changes that occur when ice melts. A heating curve will be obtained in
Part A and measurements will be taken in Part B to determine the experimental
heat of fusion (60 minutes) (BI 2, 5; SP 2, 4, 5, 6)
Spontaneity, Entropy, and Free Energy: (Big Idea 5)
Spontaneous processes and entropy
Free Energy
Entropy changes and chemical reactionx
Free energy and chemical reactions
Dependence of free energy on pressure
Free energy and equilibrium
Free energy and work
5 days
(Jan 11-13, 24, 25)
Electrochemistry (Big Idea 3):
11 days
Galvanic cells (spontanecous equations)
(Jan 26, 27, 30, 31
Standard reduction potentials
Feb 1-3, 6-9)
Balancing redox equations
Cell potential, electrical work, and free energy
Cell potential and concentrations
Batteries, Corrosion, Chemical applications
Electrolysis (non-spontaneous equations)
Commercial electrolytic processes
Lab: Electrochemical Cells –several different half-cells are prepared and
connected to find the voltages generated. The values are used to contract a table
of “relative” electrode potentials. Also, the change in concentration of one of the
solutions will be observed to see how this affects cell potential. Thirdly, we will
determine the solubility product of silver chloride. (BI 3, SP 2, 3, 4, 5, 6)
Lab: Determination of Iron by Redox Titration (use potassium permanganate as
a titrant in the analysis of an unknown sample containing iron). (120 minutes)
(BI 3, SP 2, 4, 5, 6)
REVIEW (CHAPTER 6, 16, 17)
TEST (CHAPTER 17)
Feb 10, 13
Feb 14 (Tuesday)
Unit 5: Rate Kinetics (Big Idea 4)
(Chapter 12)
7 days
Reaction rates
(Feb 15-17, 20-24)
Rate laws
Determining rate laws
Integrated rate laws
Reaction mechanism
Catalysis
** Inquiry Lab: Temperature and Reaction Rates – inquiry lab – what effect does
temperature have on the rate of a chemical reaction? (60 minutes) (BI 4, SP 3, 4,
5, 6)
Lab: Introduction to Reaction Rates – investigate how changing the temperature
of the reactants or how changing the concentration of potassium hydroxide will
affect the rate of reaction of methylene blue (60 minutes) (BI 4, SP 3, 4, 5, 6)
Demo: Iodine Clock reaction
Unit 6: Nuclear Chemistry (Big Idea 1)
(Chapter 21)
Nuclear stability and radioactive decay
Kinetics of radioactive decay
Nuclear transformation
Detection and uses of radioactivity
Thermodynamic stability of the nucleus
Nuclear fission and fusion
6 days
(Feb 28, Mar 1-3
6, 7)
Effects of radiation
REVIEW (CHAPTER 12/21)
TEST (CHAPTER 12/21)
Unit 7: Review for AP Exam
Mar 8
Mar 9 and Mar 10
28 days
(Mar 13-17, 20-24,
Mar 27-30, Apr 3-7,
10-13, 24-28)
AP CHEMISTRY YEAR-LONG PLAN
UNIT
Introduction/Safety
DATE
Aug 29
Predictive Assessment
Aug 30
Unit 1:
Review of Chemistry 1 Honors Topics
(Chapters 1-5, 11)
Aug 31– Oct 14
Unit 2:
Atomic Structure and Bonding
(Chapters 7, 8, part of 9)
Oct 17 – Nov 4
Unit 3:
Chemical Equilibrium
(Chapters 13-15)
Nov 7 – Dec 20
Unit 4:
Thermodynamics and Electrochemistry
(Chapters 6, 16, and 17)
Jan 2 – Feb 14
Unit 5:
Rate Kinetics
(Chapter 12)
Feb 15 – Feb 24
Unit 6:
Nuclear Chemistry
Feb 28 – Mar 10
Unit 7:
Review for AP Exam
Mar 13 – Apr 28
AP Chemistry Exam
May 1, 2017
Organic Chemistry/Extra Labs/Forensics
May 2– June 2
Unit 8:
Confirmation:
I have read and understand all of the aforementioned information
I have visited Ms. Carroll’s school website
I have received and read the “Student Safety Contract”!
Me/my child will signup for Quest On-line Homework at
(https://quest.cns.utexas.edu/student)
My child will signup for Quest On-line Homework at
(https://quest.cns.utexas.edu/student)
I understand that assignments will be posted in Powerschool/Canvas
daily, and I may look at my child’s current grades and assignments in
Powerschool or Canvas.
I will tear off the below contact information for Ms. Carroll.
My child/Student will turn in the confirmation to Ms. Carroll.
Student:
Date:
Signature:
Email:
________________________
________________________
________________________
________________________
Parent/Guardian:
Date:
Signature:
Email:
Phone:
________________________
________________________
________________________
________________________
________________________
Lezlie Carroll Contact information
Email address: [email protected]
Web-site: http://iss.schoolwires.com//Domain/2854 (or go to iss.k12.nc.us,
“Schools”, “Secondary schools”, “Lake Norman High”, “Our Staff”, “Lezlie
Carroll”
Phone Number: 704-799-8555 (extension 1411)
Availability:
Every morning from 7:15 to 8:00 a.m., afternoon from
3:30 p.m. to 4:30 p.m., and available at SMART lunch for questions.