Download ap chemistry syllabus 2013-2014

AP CHEMISTRY SYLLABUS 2013-2014
COURSE DESCRIPTION:
The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken
during the first year of college. For most students, the course enables them to undertake, as freshman,
second year work in the chemistry sequence at their institution or to register in courses in other fields
where general chemistry is a prerequisite. This course is available to students who have completed the
first year of chemistry and have met the requirements established by the school.
TEXTBOOK:
Chemistry and Chemical Reactivity, Kotz, Treichel and Townsend (publisher Brooks/Cole Cengage) 7th
Edition-copyright 2009
LABORATORY MANUALS:
Advanced Chemistry with Vernier, Jack Randall
AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices Teacher Manual, College Board
Laboratory Experiments for AP Chemistry, Flinn Scientific Inc.
DEMONSTRATION RESOURCES:
Chemical Demonstrations: A Handbook for Teachers of Chemistry (volumes 1, 2, 3, and 4), Shakhashiri,
Bassam.
Demo a Day (volumes 1 and 2), Flinn Scientific Inc.
STRUCTURE OF THE COURSE:
AP Chemistry is built around six big ideas and seven science practices. The big ideas are:
1.)
The chemical elements are fundamental building materials of matter, and all matter can be
understood in terms of arrangement of atoms. These atoms retain their identity in chemical
reactions.
2.)
Chemical and physical properties of materials can be explained by the structure and the
arrangement of atoms, ions, or molecules and the forces between them.
3.)
Changes in matter involve the rearrangement and/or reorganization of atoms and/or the
transfer of electrons.
4.)
Rates of chemical reactions are determined by details of the molecular collisions.
AP Chemistry Syllabus 2013-14
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5.)
The laws of thermodynamics describe the essential role of energy and explain and predict the
direction of changes in matter.
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.
The science practices for AP Chemistry are designed to get the students to think and act like scientists.
The science practices are:
1.)
The student can use representations and models to communicate scientific phenomena and
solve scientific problems.
2.)
The student can use mathematics appropriately.
3.)
The student can engage in scientific questioning to extend thinking or to guide investigations
within the context of the AP course.
4.)
The student can plan and implement data collection strategies in relation to a particular
scientific question.
5.)
The student can perform data analysis and evaluation of evidence.
6.)
The student can work with scientific explanations and theories.
7.)
The student is able to connect and relate knowledge across various scales, concepts, and
representations in and across domains.
LABORATORY INVESTIGATIONS:
The laboratory portion of this class is designed to be the equivalent of a college laboratory experience.
Because some colleges require proof of the laboratory portion of the course before granting credit, all
students will keep a laboratory notebook. At a minimum, twenty-five percent of instructional time will
be spent in the laboratory.
When students finish AP Chemistry, they are encouraged to take their laboratory notebook with them to
college. It will include 18 laboratory investigations. 8 of the labs are guided inquiry based. Each report
in the student’s laboratory notebook will include sections on purpose, procedure, equipment, data,
analysis, questions for students to answer and conclusion.
Students must submit completed a completed lab report or assessment for each lab. Students will be
required to communicate their results a minimum of once per semester using a method of their choice
(PowerPoint or Prezi, Poster, Video/Movie, Article, etc.)
LABORATORY EQUIPMENT:
The school is equipped with a full range of glassware (beakers, flasks, burets, pipets, graduated
cylinders, etc.), instruments (analytical balances, centrifuges, ovens, etc.), and various Vernier data
AP Chemistry Syllabus 2013-14
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collection probes (temperature, pH, total dissolved solids, conductivity, etc.). All students have access
to a computer with a full range of MS Office products on them. In addition, all computers have
LoggerPro software on them so students can use that program to analyze laboratory data. Data can be
collected (1) by the students, or (2) via computer with Vernier probes. All data is recorded in the
laboratory notebook.
LABORATORY INVESTIGATION SEQUENCE:
First Nine Weeks
1. MSDS and laboratory safety


Students read and understand MSDS (and GHS compliant SDS).
Students demonstrate safe laboratory practices for various laboratory situations.
2. GUIDED INQUIRY #1-Determination of Mole Ratios (Science Practices: 1, 2, 3, 4, 5)


Students work collaboratively to develop procedures to collect data needed to determine the
mole ratios of reactants using the method of continuous variations.
Students use graphical analysis to determine mole ratios for selected solutions and present
findings to the class.
3. Standardization of Sodium Hydroxide solution (Science Practices: 2, 4, 5)


Students work collaboratively to determine the concentration of a solution of sodium hydroxide
using KHP (potassium hydrogen phthalate) as a primary standard.
Students compare accuracy of their group data to accepted value.
4. Analysis of Commercial Bleach (Science Practices: 1, 2, 3, 5, 7)



Students will perform a redox titration to analyze various brands of commercial bleach.
Students will determine the mass percent of sodium hypochlorite in various commercial brands
of bleach.
Students will research the average consumer cost of the different brands of bleach to
determine which brand is most cost effective.
5. GUIDED INQUIRY #2-The Hand Warmer Design Challenge: Where Does the Heat Come From?
(Science Practices: 1, 2, 3, 4, 5, 6, 7)

Students will design and interpret results of an experiment in which calorimetry is used to
determine the change in enthalpy of a chemical process at constant pressure.
Second Nine Weeks
6. GUIDED INQUIRY #3-What’s in That Bottle (Science Practices: 1, 4, 6, 7)
AP Chemistry Syllabus 2013-14
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
Students will design a plan to collect data needed to determine the type of bonding in a sample
of a solid.
7. GUIDED INQUIRY #4-Organic Chemistry Inquiry Activity (Science Practices: 1, 6, 7)



Students will create models for various organic molecules and use the models to determine
how molecular structure relates to various properties of the organic molecules.
Students will create structural formulas for various organic molecules.
Students will identify various functional groups associated with organic compounds.
8. GUIDED INQUIRY #5-Air Bag Challenge (Science Practices: 1, 2, 3, 4, 5, 6, 7)



Students will work in teams to design a plan to construct a simulated airbag.
Students will develop a finalized plan after performing several experimental tests.
Students will determine their success by participating in a competition against other teams in
the class.
9. Qualitative Analysis of Ions (Science Practices: 3, 4, 5, 7)


Students will perform various chemical reactions to identify the ions present in an unknown
sample.
Students will perform various separation techniques.
10. Evaporation of Organic Alcohols (Science Practices: 1, 4, 5)

Students will graphically explain how the relative strength of attraction for various
intermolecular forces affect various physical properties.
Third Nine Weeks
11. GUIDED INQUIRY #6-7-UP Challenge (Science Practices: 1, 2, 3, 4, 5, 6, 7)


Students will devise and carry out an experiment to determine the percent by mass of sugar in a
sample of 7-Up.
Students will compare accuracy of their group data to the class accepted value.
12. Determining the Concentration of a Solution: Beer’s Law (Science Practices: 2, 4, 5, 6)

Students will determine the concentration of an unknown solution using spectrophotometry.
13. GUIDED INQUIRY #7-What is the Rate Law of the Fading of Crystal Violet Using Beer’s Law? (Science
Practices: 4, 5, 6)

Students will analyze concentration versus time data to determine the rate law for a zeroth-,
first-, or second-order reaction.
AP Chemistry Syllabus 2013-14
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
Students will design and/or interpret the results of an experiment regarding the factors (ie.
temperature, concentration, surface area) that may influence the rate of a reaction.
14. GUIDED INQUIRY #8-Can We Make the Colors of the Rainbow? An Application of Le Chatelier’s
Principle (Science Practice: 4)

Students will apply Le Chatelier’s principle to design a set of conditions that will optimize a
desired outcome such as product yield.
15. Titration Curves (Science Practices: 2, 5, 6)

Students will create and analyze titrations curves for various reactions between strong and
weak acids and bases.
Fourth Nine Weeks
16. GUIDED INQUIRY #9-What is the Identity of the Unknown Acid? (Science Practices: 1, 2, 3, 4, 5, 6, 7)

Students will work in teams to design and interpret the results of an experiment to determine
the identity of an unknown acid (ie. monoprotic or polyprotic).
17. Buffers and Buffer Capacity (Science Practices: 2, 4, 5)


Students will create a buffer solution.
Students will determine the buffer capacity of their buffer solution.
18. Conductimetric Titration and Gravimetric Determination of a Precipitate (Science Practices: 1, 2, 3,
4, 5, 6, 7)



Students will use conductivity to determine the equivalence point of a precipitation reaction.
Students will measure the mass of a product of the reaction as a means of determining the
equivalence point of the reaction gravimetrically.
Students will calculate the molar concentration.
19. GUIDED INQUIRY #10-Battery Challenge (Science Practices: 1, 2, 3, 4, 5, 6, 7)


Students will work in teams to design and create a battery which will produce a minimum
voltage.
Students will compete against other teams to see if they can develop the most cost effective
battery using both financial and material resources provided.
AP Chemistry Syllabus 2013-14
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SEQUENCE:
AP Chemistry
Curriculum
First Nine Weeks
Chapter
THREE:
Chemical
Reactions
Topics






FOUR:
Stoichiometry:
Quantitative
Information
and Chemical
Reactions










FIVE: Principles
of Chemistry
Reactivity:
Energy and
Chemical
Reactions



NINETEEN:
Principles of
Chemical
Reactivity:
Entropy and
Free Energy







Activities
Big
Ideas
EU
LO
1.4
1.17
1.18
2.8
2.9
2.14
3.1
3.2
3.3
3.4
3.8
3.9
3.10
1.1
1.2
1.3
1.4
1.14
1.17
1.18
1.19
1.20
3.1
3.3
3.4
3.6
Double replacement,
single replacement,
combustion, combination,
gas forming reactions
Solubility rules
Precipitation reactions
Acid-base reactions
Redox reactions
Combustion analysis

Students research
and present to
the class common
everyday
examples of the
various chemical
reactions and
demonstrate how
to write the net
ionic form of the
reaction.
1
2
3
5
6
1.A
1.E
2.A
2.B
2.D
3.A
3.B
3.C
5.D
6.C
Nomenclature
Molar mass of
compounds
Hydrated compounds
Balancing equations
Percent composition
Excess and limiting
reactants
Percent yield
Molar concentrations
pH calculations
Titrations

Students present
problems to the
class in which
they demonstrate
how to determine
the percent yield
of a reaction for a
given set of
conditions.
1
3
1.A
1.D
1.E
3.A
3.B
Energy
Specific heat
First Law of
Thermodynamics
Enthalpy and calorimetry
Hess’s Law

3
5
3.C
5.A
5.B
5.C
5.E
3.11
5.3
5.4
5.5
5.6
5.7
Spontaneous versus nonspontaneous
(thermodynamically
favored versus not
favored)
Entropy
Free energy
Three laws of
thermodynamics
Concept of equilibrium

Students compare
the caloric
content of various
food sources and
their impact on
dietary
consumption.
Given a set of
conditions, the
students
determine if the
situation is
thermodynamically
favored or not by
looking at
entropy, enthalpy
and free energy.
2
5
6
2.B
5.A
5.C
6.D
2.15
5.3
5.12
5.13
5.14
5.15
5.16
5.17
5.18
6.25
AP Chemistry Syllabus 2013-14
Page 6
AP Chemistry
Curriculum
Second Nine Weeks
Chapter
SIX:
The Structure
of Atoms
Topics



SEVEN:
The Structure
of Atoms and
Periodic Trends


EIGHT:
Bonding and
Molecular
Structure
NINE:
Bonding and
Molecular
Structure:
Orbital
Hybridization
ELEVEN:
Gases and their
Properties










Different models
Quantum view of
atom
Electron
configurations
(Aufbau, Hund’s rule,
Pauli Exclusion
Principle)
Periodic trends
(Coulomb’s Law,
different trends)
Photoelectron
Spectroscopy
Bonding (metallic,
ionic, covalent)
Types of energy
associated with
different structures
(bond dissociation
energy and lattice
energy)
Types of covalent
bonds, sigma, pi,
resonance structures
Lewis structures
Formal charge
VSEPR Theory
Hybridization
Ideal versus real
Gas laws
Kinetic Molecular
Theory
AP Chemistry Syllabus 2013-14
Activities

Students are
given the
physical and
chemical
properties of
several mystery
elements and
instructed to
place them into
an arrangement
which simulates
the periodic
table.

Students are
asked to create
Lewis structures
for various
molecules and
from these Lewis
structures
predict:
molecular
geometry,
hybridization and
polarity.
Big
Ideas
1
5
EU
LO
1.B
1.C
1.D
5.E
1.5
1.6
1.7
1.8
1.9
1.10
1.12
1.13
1.15
1
2
5
1.B
1.C
1.D
2.C
2.D
5.C
1.7
1.8
1.15
2.1
2.17
2.18
2.21
2.23
2.24
5.1
5.8
1
2
3
5
1.A
2.A
2.B
3.A
5.A
1.3
1.4
2.4
2.5
2.6
2.12
2.15
3.4
5.2
Page 7
AP Chemistry
Curriculum
Third Nine Weeks
Chapter
TWELVE:
Intermolecular
Forces and
Liquids
THIRTEEN:
The Chemistry
of Solids
FOURTEEN:
Solutions and
Their Behavior
FIFTEEN:
Chemical
Kinetics: The
rates of
Chemical
Reactions
Topics












SIXTEEN:
Principles of
Reactivity:
Chemical
Equilibria





Activities
Big
Ideas
EU
LO
1.11
2.1
2.3
2.8
2.9
2.11
2.13
2.14
2.15
2.16
2.19
2.20
2.22
2.23
2.24
2.25
2.26
2.27
2.28
2.29
2.30
2.31
2.32
5.6
5.9
5.10
5.11
6.24
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
Intermolecular forces
(dispersion, dipoledipole, hydrogen
bonding)
Bond versus molecular
polarity
Properties of liquids
Structures of solids
Phase change diagrams
Solution chemistry
(saturated, unsaturated
and supersaturated
solutions)

Students are given
a set of selected
chemicals and
instructed to place
them in increasing
or decreasing order
with respect to
their melting or
boiling points and
provide a brief
explanation.
Students then
research the actual
values for the
boiling and melting
points and present
to the class why
they were correct
or incorrect.
1
2
5
6
1.C
2.A
2.B
2.C
2.D
5.B
5.D
6.A
6.C
Reaction rates
Relative rates
Rate law, general form
Determination of rate
laws
Graphical methods for
zero, first, and second
order rate laws.
Reaction mechanisms

Students orally
present the
solution to a
problem given a set
of data of the
change of
concentration vs.
time to the class,
indicating the order
of the reaction and
rate constant with
appropriate units.
4
4.A
4.B
4.C
4.D
6
6.A
6.B
Nature of equilibria
Equilibrium constants Kc
and Kp
ICE tables
Conversion between Kc
and Kp
Le Chatelier’s principle
AP Chemistry Syllabus 2013-14
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
Page 8
AP Chemistry
Curriculum
Fourth Nine Weeks
Chapter
SEVENTEEN:
Principles of
Reactivity: The
Chemistry of
Acids and
Bases
Topics






EIGHTEEN:
Principles of
Reactivity:
Other Aspects
of Aqueous
Equilibria
TWENTY:
Principles of
Reactivity:
Electron
Transfer
Reactions













Concepts of acids and
bases (Arrhenius,
Bronsted-Lowry,
Lewis)
Strength of acids and
bases
pH and pOH
Ka and Kb
Finding the pH of
strong and weak acids
and bases
Auto-ionization of
water and Kw
pH of different salts
Acid-base titration
curves
Indicators and their
roles
Common-ion effect
Buffers
Solubility product
constant, Ksp
Review of redox
reactions
Oxidation versus
reduction
Oxidizing and
reducing agents
Galvanic and voltaic
cells
Electrolysis
Relating
thermodynamics to
electrochemistry
Relating
electrochemistry to
equilibrium
AP Chemistry Syllabus 2013-14
Activities

Students will be
asked to explain
the how acidbase equilibria
can be applied to
acid rain and its
effect on
geological
structures in our
world.

Students
determine the pH
of various buffer
solutions and
describe the
mechanism that
would occur
within the buffer
system upon the
addition of an
acid or a base.
Big
Ideas
6
EU
LO
3.B
6.A
6.C
2.1
2.2
3.7
6.1
6.11
6.12
6.14
6.15
6.16
1
3
6
1.E
3.A
6.A
6.C
3
4
5
6
3.A
3.B
3.C
5.E
6.A
1.20
3.3
6.1
6.12
6.13
6.15
6.16
6.17
6.18
6.19
6.20
6.21
6.22
6.23
3.2
3.8
3.12
3.13
5.15
6.1
Page 9
FINAL EXIT ASSESSMENT:
AP Chemistry Poster board Guidelines and Lab Binder Portfolio
All students will generate a lab binder portfolio which will contain (1) a table of contents, (2) a brief
abstract for each lab performed throughout the year, (3) a statement identifying the specific chemistry
curriculum concepts associated with the lab and (4) an explanation as to how the lab related to
everyday world applications, major societal or technological components (ie. concerns, technological
advances, innovations) such as how spectroscopy can be used to distinguish real art from fake art. Each
lab group will also perform a 10 minute poster board presentation on the lab of their choice. Poster
boards can be the standard poster board used at most science fair competitions. A 3’ x 4’ (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 names and AP
Period, School Name should be placed in the top center. All other slides can be placed in a logical
manner on the board.
Abstract
Introduction
Title and Name
Results
Results
Hypothesis
Methods
Methods
Review of
Discussion
Literature
Conclusion
Acknowledgements
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 question 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 the scientific
research area.
AP Chemistry Syllabus 2013-14
Page 10
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 (ie. concerns, technological advances, innovations)?
All slides used for the poster board layout must be created using PowerPoint.
AP Chemistry Syllabus 2013-14
Page 11