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Course Schedule
Quarter 1
Chapter 1 - Matter and Measurement (4DAYS)
Objectives:
1. To distinguish between substances and mixtures, chemical and physical properties, and
intensive and extensive properties. [C1], [C2]
2. To convert lengths, masses, and liquid volumes from one metric (SI) unit to another
and in some cases convert from metric to non-metric units. Dimensional Analysis. [C6]
3. To understand the relationship between mass, volume and density.
4. To convert temperatures from one to another using three scales, Fahrenheit, Celsius
and Kelvin.
5. To apply the rules for significant figures.
6. To distinguish between precision and accuracy.
Study Hints:
1. In the textbook, the problems are worked with a calculator and the answer is rounded
to the correct number of significant figures only at the end of the problem. Rounding off
intermediate values may produce slightly different results from those in the text.
2. Don’t underestimate the importance of density. It is a simple concept, but one that will
be important for many problems later in the course, so be sure to remember it.
3. Most of the unit conversions you will do in this course will involve only metric units.
Remember the prefix indicates the magnitude of the conversion factor, and dimensional
analysis will help you decide whether to divide or multiply by the conversion factor.[C6]
4. When working with percentage, the first step is usually to convert the percent into a
fraction (or decimal). Don’t forget the need for this conversion.
Laboratory Activities:
1. Introduction to Course and Laboratory, Books Assigned
2. Group Laboratory Drawer Inventory/Cleaning [C5]
3. Accuracy of Volume Measurement Lab [C5]
4. Density Lab [C5]
Assignments:
1. Read and Sign Lab Safety Contract
2. Get Parent Letter
3. Books Covered and Armored
4. Read 1.1-1.2
SG1-4 SQ 12-18even
5. SQ 13-17odd Read 1.3 - 1.4 SG 5-10 SQ 20-28even
6. SQ 21-29odd Read 1.5 - 1.7 SG 11-18 SQ 30-48even
7. SQ 31-49odd SQ 1-11odd,56,60,66,76
8. SQ 2-10even,55,57,69,71,75
Evaluations:
Concept Test
Examine AP TEST FORMAT
1
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Chapter 2 - Atoms and Elements (3DAYS)
Objectives:
1. To be familiar with the basic assumptions of Dalton's Atomic Theory.
2. To state the Law of Conservation of Matter.
3. To know the relationships among atomic number, mass number, number of protons,
number of neutrons, and number of electrons. [C1]
4. To calculate the average atomic mass of an element from the relative abundances of
the component isotopes. [C6]
5. To use the periodic table to locate the alkali metals, the alkaline earth metals, the
transition metals, the halogens, and the rare gases, and to distinguish among metals,
nonmetals, and metalloids. [C4]
6. To convert among grams, moles, and number of particles.
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C4- Descriptive
Chemistry (Relationships
in the periodic table)
Study Hints:
1. It is imperative that you learn how to convert moles to grams and grams to moles. This
simple conversion is a basic step in a great many problems that will be encountered
throughout chemistry.
2. Remember that a single chemical symbol can have several different meanings. For
instance, Fe can mean a) one atom of iron, b) one mole of iron atoms, or c) one molar
mass of iron. Since all of these interpretations are possible, you must decide which one is
most appropriate in a given case.
3. The terms molar mass, gram molecular mass, gram molecular weight, and gram
formula mass are different names for the same quantity.
Laboratory Activities:
1. Determination of Avogadro's Number Lab [C5]
Assignments:
1. Read Chapter 2
SG 1-5 SQ 20-34even,56
2. SQ 21-35odd,57 SG 6-8 SQ 6-18even, 36-44even
3. SQ 1-5all,7-19odd, 37-45odd,64
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 1 & 2 Test
Chapter 3 - Molecules, Ions, & Their compounds (5DAYS)
Objectives:
1. To know the names (including spelling) and symbols of the common elements. [C1]
2. To determine the charge for monatomic ions and predict formulas of ionic compounds.
3. To know the names, formulas, and charges of the common polyatomic ions.
4. To name ionic compounds and binary molecular compounds. [C1]
5. To distinguish between a molecular formula and an empirical formula. [C1]
6. To calculate the molar mass of a compound.
7. To state the law of constant composition.
8. To calculate the percent composition of a compound from the empirical formula and
vice versa, and the molecular formula from the empirical formula. [C6]
Study Hints:
1. Pay attention to the spelling of the names of elements that frequently cause problems
(commonly confused letters are underlined): beryllium, fluorine, silicon, phosphorus,
2
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
sulfur, chlorine, chromium, nickel, and zinc.
2. Don't confuse the symbols of the elements having names that begin with S (sodium,
sulfur,silicon, and scandium) or those that begin with P (potassium and phosphorus).
3. Remember that under normal conditions pure hydrogen, nitrogen, oxygen, & halogens
exist as diatomic molecules, whereas rare gas elements exist as uncombined atoms. [C2]
4. When working problems related to chemical formulas, always remember that a
formula is basically a mole ratio. Therefore, the initial stage of such a problem often
involves the determination of the number of moles of the components in the formula.
5. Like chemical symbols, chemical formulas can have several different meanings. For
instance, H2O can mean a) one molecule of water, b) two atoms of the element hydrogen
combined with one atom of oxygen, c) one mole of water molecules, or d) one molar
mass of water molecules.
Laboratory Activities:
1. Chromatography Lab *
2. Synthesis and Analysis of Alum [C5]
Assignments:
1. Read 3.1 -3.4
SG 1-8
SQ 10-42even 76,86
2. SQ 11,15,17-35odd,39-43odd,87
3. Read 3.5 -3.7
SG 9-14 SQ 44-64even 80,104
4. SQ 45-63odd, 85,87,97
SQ 1-9odd, 94,98
5. SQ 2-8even, 81,101
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Quizzes: Symbols of Common Elements & Polyatomic Ions
Chapter 4 - Chemical Equations & Stoichiometry (5DAYS)
Objectives:
1. To balance simple chemical equations.
2. To predict the products and balance the resulting equation for some common reactions,
such as the combination of a metal with oxygen or a halogen, the combustion of a
hydrocarbon, and the decomposition of a metal carbonate due to heating. [C3]
3. To use a balanced chemical equation to write the stoichiometric factors for a chemical
reaction and use these values to calculate the relationships between the moles or mass of
products and reactants. [C3]
4. To recognize the limiting reagent in a chemical reaction and use it to perform
stoichiometric calculations. [C6]
5. To calculate percent yield using actual yield and theoretical yield. [C6]
Study Hints:
1. Whenever you begin to work on a stoichiometry problem, your first step should be to
make sure that any equations provided are complete and balanced. In problems like this,
an equation that hasn't been balanced is a mistake waiting to happen.
2. It is very important to realize that the mole ratio in the balanced equation is the key to
doing most of the problems in this chapter. Most of these problems can be thought of in
three steps: first, convert whatever you are given into moles; second, use the
stoichiometric ratio to convert to moles of another substance in the balanced equation;
and third, convert from moles of that new substance to whatever units are requested.
3
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
3. Notice that the limiting reagent is not necessarily the reactant present in the smallest
amount; you must also consider the stoichiometric factor. The reagent present in the
largest amount may be the limiting reagent if there is not enough of it to satisfy the
requirements of the balanced equation.
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Laboratory Activities:
1. Mole Ratios in a Chemical Reaction [C5]
Assignments:
1. Read 4.1-4.3
SG 1-6
SQ 8-18even
2. SQ 9,13,15,19
3. Read 4.4-4.6
SG 7-11
SQ 20-28even, 58
4. SQ 21-25odd,29
SQ 2-6even, 30-42even
5. SQ 1-7odd 31,35,37,53,61
6. WS: Chemical Reactions: Predicting Products
Evaluations:
Concept Test
Chapter 3 & 4 Test
Chapter 5 - Reactions in Aqueous Solution (12DAYS)
Objectives:
1. To describe solutions using the terms solute, solvent and solution. [C2]
2. To distinguish among strong and weak electrolytes.
3. To distinguish among acids and bases.
4. To name and write formulas for the common acids and bases.
5. To predict the solubility of ionic compounds by using general solubility guidelines.
6. To determine which ions will form when an ionic compound is dissolved in water and
to write net ionic equations for chemical reactions involving ionic compounds.
7. To identify the important types of reactions in aqueous solution, including exchange
reactions, precipitation reactions, acid-base reactions, and gas-forming reactions and to
predict the products in many of these reactions. [C3]
8. To write equations for the preparation of compounds using exchange reactions,
precipitation reactions, or acid-base reactions. [C3]
9. To use the definition of molarity to do solution calculations, including those required
to prepare a solution of a given concentration either by dissolving the solute directly in a
solvent or by dilution of a previously known solution.
10. To use a balanced equation and the molarity of the reactants, to perform solution
stoichiometry calculations for titration and precipitation reactions. [C6]
11. To determine the oxidation numbers of the elements in compounds, identify the
oxidized and reduced substances in balanced equations, and to balance oxidationreduction equations in either acidic or basic solutions.
12. To predict products and write net ionic equations for redox reactions.
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
Study Hints:
1. Don't confuse the weak electrolyte ammonia, NH3, with the ammonium ion, NH4+.
2. Objective 7 suggests that you should be able to predict the products of acid-base
exchange reactions. It is also helpful to be able to work backwards, predicting what acid
and base would have to be reacted in order to form a given salt.
4
3. When you learn the definition of molarity, be sure to learn moles of solute per liter of
solution, not just moles per liter. Remember that when preparing a solution, liters of
solvent added is not always the same as the final volume of the solution. If you learn the
complete definition for molarity, you are less likely to confuse it with molality.
4. Dilution problems should be fairly easy once you memorize the formula, but there is
one frequent point of confusion. You must read carefully to distinguish between the
volume of water added and the volume of the final solution.
5. Remember that the oxidized substance is the reducing agent, and the reduced substance
is the oxidizing agent. Also remember that the oxidizing agent and reducing agent in a
chemical equation must both be reactants.
6. When balancing oxidation-reduction equations, it is essential that you follow a
systematic procedure. Some common errors are forgetting to balance electrons in both
half reactions, or forgetting to simplify the final equation. The charges on the ions are
very important, so be sure to write the charges clearly and neatly. Otherwise it's very easy
to overlook an ion in adding up the charges and the balancing will be incorrect.
Laboratory Activities:
1. Activity Series [C4]
2. Solution Conductivity: Strong & Weak Electrolytes [C5]
3. Redox Titration: Analysis of Commercial Bleach [C5]
4. Solubilities of Salts [C5]
Assignments:
1. Read 5.1-5.2
SG 1-7
SQ 20-28even
2. SQ 21,25-29odd
3. Read 5.3-5.6
SG 8-9
SQ 30-42,44,46,50even
4. WS: Chemical Reactions: Predicting Rxns Acid - Base
5. SQ 31,35,37,41,45,51odd
6. Read 5.7
SG 10-14
SQ 52-56even
7. WS: Chemical Reactions: Predicting Rxns - Redox
8. SQ 53-57odd
9. Read 5.8
SG 15-18
SQ 58-64,68,70even
10. SQ 59-65,69,71odd
11. Read 5.9-5.10
SG 19-23
SQ 72,76-80,86,92even
12. SQ 73,75-81,87,93odd
C4- Descriptive
Chemistry (Relationships
in the periodic table)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 5 Test
Quarter 2
CHAPTER 6 - ENERGY & CHEMICAL REACTIONS (8DAYS)
Objectives:
1. To recognize the various forms of energy and understand how the transformations
from one form to another are governed by the conservation of energy principle.
2. To convert energy values from calories to joules and vice versa.
3. To make calculations involving changes in temperature and/or state. [C6]
4. To understand the first law of thermodynamics, and terms related to this concept, [C3]
5
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
including endothermic and exothermic reactions, energy change, and enthalpy change.
5. To use Hess's Law to calculate the enthalpy change for a reaction that is a simple
combination of the given equations. [C6]
6. To understand the meaning of the term standard conditions, be able to predict the
standard states for common substances, and be able to calculate the standard enthalpy
change for reactions based on values from an appropriate table of standard enthalpies of
formation.
7. To describe the basic experimental procedures of calorimetry, the method used to
measure heats of reactions in the laboratory.
Study Hints:
1. Thermodynamic symbols often include subscripts and superscripts that represent
critical information about the conditions, such as temperature and pressure. For example,
the superscript ° on the symbol < H° should tell you the temperature, the pressure, and
the physical state of the substance involved. Don't overlook this valuable source of
information.
2. Be sure that all of the equations are balanced, before you begin to do a
thermochemistry problem. Failure to do this can waste time (if you notice the error later
on) or cause your solution to be incorrect.
Laboratory Activities:
1. Endothermic and Exothermic Reactions [C5]
2. Heat of Combustion: Magnesium (Hess’s Law) [C5]
Assignments:
1. Read 6.1-6.3
SG 1-8
2. SQ 13-17, 21, 25odd
3. Read 6.4-6.5
SG 9-17
4. SQ 27-33
5. Read 6.6
6. Read 6.7
SG 18
7. Read 6.8
SG 19
8. Read 6.9-6.10
SG 20
SQ 12-24even See Sol. Man.
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
SQ 26-32even
SQ 38-48
SQ 50, 52
SQ 54-62
SQ 66
SQ 39,43,47
SQ 51,53
SQ 55,59,61-63
SQ 67
Evaluations:
Concept Test
Chapter 6 Test
Chapter 23 - Nuclear Chemistry Thanksgiving Reading
Chapter 7 - Atomic Structure (9DAYS)
Objectives:
1. To understand the fundamental wave properties of electromagnetic radiation, including
the equation that relates wavelength and frequency.
2. To understand the particle nature of electromagnetic radiation as defined by E = hv.
3. To understand the basic ideas of the atomic theory and the quantum theory. [C1]
4. To use De Broglie's equation to determine the wavelength of an electron and to
understand how it served as a basis for Heisenberg's development of the uncertainty
principle and ultimately for quantum mechanics. [C6]
5. To assign the three of the four quantum numbers (n, l, ml) to electrons. [C1]
6
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
Study Hints:
1. Since many theories and equations carry scientist’s names, it is helpful to understand
the historical development of the atomic theory.
2. Reciprocal time units used for frequencies are sometimes confusing. If a frequency of a
wave is 1,000,000 hertz, it means that 1,000,000 waves per second would go past a
stationary observation point.
3. Is the electron a particle or a wave? Remember that we are not really arguing about the
nature of an electron, but rather about which of two possible explanations works best.
Our problem is apparently that neither explanation works all of the time, that is, the true
nature of the electron is not exactly like either of our theories.
4. It is necessary to memorize the rules that determine the possible quantum number
values. It is impossible to understand atomic structure unless you have thoroughly
learned these rules. In addition, it is essential to memorize the correspondence between
the numerical values of l and the letter values, s, p, d, f.
Laboratory Activities:
1. s, p, d, f Orbitals Review * [C1]
2. Emission Spectra * [C5]
Assignments:
1. Read 7.1
SG 1-4
SQ 20,22
SQ 21,23odd
2. Read 7.2
SG 5-6
SQ 24-30even SQ 25-31odd
3. Read 7.3
SG 7-9
SQ 32-40even SQ 33-41odd
4. Read 7.4-7.7 SG10-15 SQ 42-62even
5. SQ 43-63
6. SQ 66,68,74,86even
SQ 67,69,83,87odd
7. AP Exam Problems: 1987-#9, 1989-#9, 1991-#9
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Combined 7 & 23 Test
Chapter 8 - Electron Configuration/Periodicity (6DAYS)
Objectives:
1. To understand how the quantum numbers and the Pauli exclusion principle are
fundamental to the theory of atomic electronic configuration. [C1]
2. To write the electronic configuration for any element or simple monatomic ion using
orbital box diagrams or spectroscopic notation.
3. To predict trends on the periodic table for properties such as atomic radius, ionization
energy, electron affinity, and ionic size. [C4]
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C4- Descriptive
Chemistry (Relationships
in the periodic table)
Study Hints:
1. The best way to remember the filling order of the atomic orbitals is to understand the
relationship between the periodic table and atomic electronic configurations. Another
way is to construct the diagram with diagonal arrows.
2. Remember that the law of chemical periodicity is based on atomic numbers, not atomic
masses. Throughout most of the periodic chart, the elements seem to be arranged in order
of increasing atomic mass, but this is not always true.
3. Be sure you recognize the difference between electron affinity and ionization energy,
especially the sign on the energy change. It always requires energy to ionize an atom
7
(forming a cation), but energy is always released when an electron is added to form a
stable anion.
Laboratory Activities:
1. Determining the Concentration of a Solution: Beer’s Law [C5]
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Assignments:
1. Read 8.1-3
SG 1-6
SQ 10,14,18,22,26,30 even
2. SQ 15,23,27,31 odd
3. Read 8.4-7
SG 7-12
SQ 34-42 even
4. SQ 35-43 odd, 47,55,65,81
5. AP Exam Problems: 1993-#6, 1990-#6, 1987-#5, 1985-#5
Evaluations:
Concept Test
Chapter 8 Test
CHAPTER 9 - BONDING & MOLECULAR STRUCTURE:
FUNDAMENTAL CONCEPTS REVISED (9DAYS)
Objectives:
1. To identify valence electrons.
2. To recognize the difference between ionic and covalent bonding and between lone pair
and bond-pair orbitals. [C1]
3. To predict ionic character by using electronegativity or position on the periodic table
and to recognize the effect that greater ionic character has on properties such as melting
point and solubility. [C4]
4. To draw Lewis dot structures to describe covalent bonding, including resonance
structures and cases where the octet rule is not followed. [C1]
5. To describe a chemical bond using the terms bond order, bond length, and bond energy
and where appropriate, to estimate bond energies from enthalpies of formation or vice
versa.
6. To determine the polarity of a chemical bond. [C1]
7. To determine the atom formal charge for the atoms in either a molecule or an ion.
8. To use the VSEPR theory to predict molecular shapes. [C1]
9. To predict molecular polarity using the concepts of bond polarity and shape of the
molecule.
Study Hints:
1. When determining the number of sigma and pi bonds, remember that the first pair of
electrons bonding two atoms together will always be sigma. Each additional pair of
bonding electrons will be a pi bond.
2. When no single Lewis structure will adequately represent a molecule, it is sometimes
necessary to use a combination of several structures called resonance structures. The
actual structure may be thought of as a combination of all of these resonance forms.
Remember that these are alternative pictures of the same molecule, so they only differ in
the distribution of electron pairs. All resonance structures of the same molecule must
have the same atoms in the same positions, bonded to the same partners.
3. Work with models if you have trouble visualizing three-dimensional structures.
8
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C4- Descriptive
Chemistry (Relationships
in the periodic table)
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
4. It is important for you to distinguish between the structural-pair geometry and the
molecular geometry. If a molecule has no electron lone pairs, the arrangement of the
atoms in space must be identical with the arrangement of the electron pairs. For
molecules that do have lone pairs, the structural-pair geometry will always be different
form the molecular geometry. Even in this case, however, the two are related since the
position of the atoms must be determined by the position of the bonding electron pairs.
The best approach is to first determine the structural-pair geometry, then determine how
may lone pairs are present, and finally predict the molecular geometry based only on the
arrangement of the bonding electron pairs.
5. It is important to remember that the lone pairs in a trigonal bipyramidal structural-pair
geometry will be in the equatorial positions, otherwise you will have difficulty predicting
the correct molecular geometry for these cases. If you are not sure of the difference
between the axial and equatorial positions, use your molecular models to clarify this
point.
6. Although the VSEPR Theory does an excellent job of predicting the structure of
compounds that have a typical metal or a typical nonmetal as the central atom, it is
frequently incorrect for compounds that have a transition metal as the central atom.
7. Remember that even though some or all of the chemical bonds in a molecule may be
polar, the molecule can still be nonpolar because of the molecular geometry.
Laboratory Activities:
1. Molecular Bonding and Structure of Covalent Compounds [C1],[C5]
2. Tie Dying *
Assignments:
1. Read 9.1-9.3
SG 1-7
2. Read 9.4-9.6
SG 8-12
3. 40even 39,45odd
4. Read 9.7-9.8
SG 13-18
5. 47,49,53-57,63,67odd
6. Read 9.9-9.11 SG 19-25
7. 73,77,81,83,85odd
28-36even
38,42,44even
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
31,37odd
46,48,50,54,62,70even
72,76-84even
Evaluations:
Chapter 9 Test
CHAPTER 21 - MAIN GROUP ELEMENTS WINTER RECESS READING
AP SEMESTER EXAM REVIEW
AP Chemistry Semester Exam (Chapters 1-9,21)
Quarter 3
Chapter 10 - Bonding & Molecular Structure:
Orbital hybridization & molecular orbitals (5DAYS)
Objectives:
1. To use the valence bond theory to identify the type of hybridization and molecular
structure. [C1]
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
Study Hints:
9
1. It is helpful in determining how many atomic orbitals are actually hybridized, to use
the VSEPR Theory to determine structure. Then the corresponding type of hybridization
becomes obvious if you have memorized the relationships between structure and type of
hybridization.
Laboratory Activities:
More molecular models *
Assignments:
AP Exam Part II Rubrics
1. Read 10.1 - 10.2
SG 1-10
22,32,36even
2. Read 10.3 - 10.4
SG 11-17
40,42even
3. AP Exam Problems: 1989-#5, 1990-#5, 1991-#8, 1992-#9
Evaluations:
Concept Test
Chapter 10 Test
CHAPTER 11 - CARBON: ORGANICS (6DAYS)
Objectives:
1. To describe a brief history of the term "organic" chemistry.
2. To describe the chief differences in physical and chemical properties of inorganic and
organic compounds.
3. To distinguish among the major classes of organic compounds and to identify
functional groups.
4. To use the IUPAC system for naming simple compounds.
5. To write structural formulas for simple compounds from their IUPAC names.
6. To explain fractional distillation of petroleum using Raoult’s law.
7. To define polymer and to identify several common ones.
Laboratory Activities:
1. Organic Fold-a-matic *
2. Structure Sets and 3D Modeling
3. Isomers Lab/Demos *
4. Aromatics Labs/Demos *
5. Polymers Labs/Demos *
Assignments:
1. Read 11.1-11.2;
SG 1-4
2. WS: Nomenclature Exercise
3. SG 5-7
4. WS: Naming Saturated Hydrocarbons I
5. WS: Formula Writing- Saturated Hydrocarbons I
6. Read 11.3-11.4
SG 8-9
7. WS: Organic Families
8. WS: Naming Saturated Hydrocarbons II
9. Read 11.5
SG 10-16
10. WS: Naming Saturated Hydrocarbons III
Evaluations:
Concept Test
Organic Quiz
10
CHAPTER 12 - GASES AND THEIR PROPERTIES (11DAYS)
Objectives:
1. To describe how gas pressure is measured using a barometer or manometer.
2. To convert pressure from one unit to another, using millimeters of mercury, torr,
atmospheres, pascals, and kilopascals.
3. To solve problems using the gas laws, including Boyle’s law, Charles’s law,
Avogadro’s law, the general (combined) law, and the ideal gas law. [C6]
4. To do gas law calculations for mixtures of gases based on Dalton’s law of partial
pressure and mole fractions. [C6]
5. To use the kinetic molecular theory to explain gas behavior. [C1]
6. To solve problems related to diffusion or effusion of gases by using Graham’s law.
7 .To use Van der Waals equation to improve on the predictions of the ideal gas law.
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
Study Hints:
1. It is helpful to organize the numerical data given in gas law problems in data tables.
2. The temperature must be in Kelvin in gas law problems!
3. Make sure you memorize the units of the gas constant, R, so that you will use the
correct units when values are inserted into the ideal gas equation.
4. Notice the standard temperature is different for thermodynamics problems (25oC) than
for gas law problems (OoC).
Laboratory Activities:
1. Molecular Mass of a Volatile Liquid [C5]
Assignments:
1. Read 12.1-12.3;
SG 1-7
10-24even, 23odd
2. 15,17,21,25odd
26-30,34even
3. 27,31,33-37odd
4. Read 12.4-12.5;
SG 8-10
42,46even
5. 43,47,49odd
6. Read 12.6-12.7;
SG 11-14
50,52,56,58even
7. 51,53,57,59odd
8. Read 12.8-12.9;
SG 15,16
60,74,96even
9. 61,75,95odd
10. AP Exam Problems: 1986-#3, 1990-#2, 1993-#9, 1994-#3
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 12 Test
CHAPTER 13 - INTERMOLECULAR FORCES, LIQUIDS & SOLIDS (7DAYS)
Objectives:
1. To describe intermolecular attractions, such as ion-ion, ion-dipole, dipole-dipole,
dipole-induced dipole, induced dipole-induced dipole, in terms of the way in which these
forces arise and their relative strengths. [C2]
2. To describe liquid properties such as vaporization, vapor pressure, boiling, critical
point, surface tension, and viscosity.
3. To describe the special characteristics of water.
4. To use a phase diagram to discuss the effects of temperature and pressure changes on
the behavior of a substance. [C2]
11
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
Laboratory Activities:
1. Evaporation and Intermolecular Attractions [C5]
2. Enthalpy of Vaporization of Water [C5]
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Assignments:
1. Read 13.1-13.4
SG 1-3
18-22 even
2. 19-23 odd
3. Read 13.5-13.8
SG 4-11
24-44even
4. 25,29-33,37,41,43 odd
5. Read 13.9-13.10
SG 12-14
46-48 even
6. 47,49 odd
7. AP Exam Problems: 1992-#8, 1988-#5, 1988-#8, 1985-#9
Evaluations:
Concept Test
Chapter 13 Test
CHAPTER 14 - SOLUTIONS AND THEIR BEHAVIOR (6DAYS)
Objectives:
1. To calculate and use the concentration units of mole fraction, molality, and weight
percent. [C6]
2. To discuss the factors that affect solubility and be able to use Henry’s Law and [C2]
LeChatelier’s principle to predict the effects of temperature and pressure and solubility.
3. To use Raoult’s law to calculate the effect of a nonvolatile solute on solvent vapor
pressure.
4. To calculate freezing point depression and boiling point elevation due to the presence
of dissolved solutes. [C6]
5. To explain the process of osmosis and factors that affect it.
6. To recognize how colloids differ from true solutions and to identify some common
emulsifying agents, including soaps and detergents. [C2]
Study Hints:
1. At first glance, molarity and molality seem to be very similar, but notice that molarity
involves the volume (liters) of solution and molality involves mass (Kg) of solvent.
2. Remember that concentration units are intensive properties, that is, the same
concentration value can be true regardless of the amount of solution present. Since the
concentrations are true regardless of how much solution we have, in some problems it
will be necessary to assume a mass or volume of solution. This is permitted as long as no
values are given that limit the quantity of solution and as long as only one such
assumption regarding the quantity of solution is made in a given problem.
Laboratory Activities:
1. Freezing Point Depression to Find Molar Mass [C5]
Assignments:
1. Read 14.1-14.2
2. 17-21,25,29-35 odd
3. Read / Discuss 14.3
4. 37,39 odd
5. Read / Discuss 14.4
6. 41,45,49-53 odd
SG 1-4
16-26,32,34 even
SG 5-10
36,38 even
SG 11-17
40-52 even
12
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
7. Read / Discuss 14.5
SG 18-20 54-70 even
8. 55-71odd
9. AP Exam Problems: 1985-#3, 1991-#2, 1993-#2
Evaluations:
Concept Test
Chapter 14 Test
CHAPTER 15 - CHEMICAL KINETICS (12DAYS)
Objectives:
1. To explain the factors that affect the speed of a chemical process. [C3]
2. To determine the rate expression from experimental data.
3. To use the equation ln[A]/[A]o = -kt to perform rate calculations on simple systems
and know how to determine the rate expression by graphing the time against the natural
logarithm of the concentration and the reciprocal of the concentration to determine in
which case a linear graph results. [C6]
4. To use the transition state theory and the collision theory to explain how chemical
reactions occur.
5. To use the Arrhenius equation to predict effects of temperature on reaction rate. [C6]
6. To describe a reaction mechanism in terms of a reaction intermediate and the rate
determining step.
Study Hints:
1. Although the exponents in the rate expression are not necessarily the same as the
stoichiometric coefficients in the balanced equation, the exponents in the rate expression
for an elementary process are always equal the coefficients of the reactants in that
elementary process.
2. There are three basic types of problems that involve the determination of the overall
rate expression of a chemical reaction. (1) You will be given initial rates and reactant
concentrations from several different experiments. This type of problem is best solved by
inspection. (2) You are told the concentration of a reactant at a number of different times.
A graphical solution is usually best here. (3) You may use a proposed mechanism to
predict a rate expression. Examine the data carefully and that will usually lead you to the
correct method of solution.
3. Read carefully when doing problems that use the integrated rate equation. The
information provided may be either the amount that has reacted or the amount that
remains. Remember that the integrated rate equation requires the concentration at some
specific time, indicated by the value of t. Unless you are cautious; it’s easy to confuse the
amount that reacted with the amount that didn’t react.
4. When using a proposed reaction mechanism to predict a rate expression, remember
that this prediction is only a theory. If it disagrees with the experimental rate expression,
it is necessary to revise the mechanism. On the other hand, the fact that a certain
mechanism does agree with the experimental rate expression doesn’t insure that the
mechanism is correct.
5. Remember that mathematically ln a/b = ln a - ln b. In some problems you will need to
use this relationship to solve for either the initial concentration or the concentration at the
given time.
6. Remember that the R value in the Arrhenius equation has different units (and value)
form that which you have used with the gas laws.
13
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
Laboratory Activities:
1. A Study of Reaction Rates: The Mg/HCl System [C5]
2. Rate Law Determination of the Crystal Violet Reaction [C5]
3. Kinetics of a Reaction [C5]
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Assignments:
1. Read 15.1-15.6;
SG 1-19
2. 16-20,22,24 even
17,19,21,23,25 odd
3. 26,28,32,34 even
31,35 odd
4. 38-44 even
39,43,45 odd
5. 46,48,52 even
49,51 odd
6. 54-58 even
55-59 odd
7. 60,62,66 even
61-67 odd
8. AP Exam Problems: 84#2,85#8,86#6,87#2,89#8,90#7, 91#3, 92#5, 94#2
Evaluations:
Concept Test
Chapter 15 Test
Chapter 22 - Transition Elements SPRING BREAK READING
Quarter 4
CHAPTER 16 - CHEMICAL EQUILIBRIA (9DAYS)
Objectives:
1. To write equilibrium expressions for both homogeneous and heterogeneous equilibria.
2. To convert Kc to Kp and vice versa and to obtain the appropriate form of the
equilibrium constant for a give situation.
3. To determine the reaction quotient and use it to determine whether or not equilibrium
conditions exist, and which direction a reaction will shift to attain equilibrium.
4. To calculate the equilibrium constant from experimental data on the percent of
reaction, the concentration of the reactant that actually undergoes the process, or the
equilibrium concentrations of each species in the system. [C6]
5. To use Le Chatelier’s principle to predict how a given equilibrium system will be
affected by temperature changes, volume changes, changes in concentrations of the
system’s components, or the addition of a catalyst. [C3]
Study Hints:
1. When given the equilibrium constant for one balanced equation, know how to obtain
the new equilibrium constant if the original equation is reversed, multiplied by a constant,
or combined with other balanced equations.
2. Remember that when writing equilibrium expressions, the quantities are multiplied, not
added as they are in the balanced equation.
3. Using LeChatelier’s principle to predict the effects of changing system conditions on a
chemical equilibrium seems easy at first, but it can be tricky. Remember that pure solids,
pure liquids, and solvents in dilute solutions don’t appear in the equilibrium expression.
Therefore, adding more of these substances to (or removing them from) an equilibrium
system will have no effect on the equilibrium. Also notice that the shift in the equilibrium
doesn’t completely eliminate the original stress.
14
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
For example, if I2 is added to the system 2HI(g) --> H2 (g) + I2 (g) the equilibrium does
shift to the left, and the concentrations of hydrogen and iodine gases are less than they
were after the extra iodine was added. It is important to realize that the final
concentration of iodine gas is greater that it was before you added the extra iodine.
4. Remember that an equilibrium expression is not a true equality unless all of the
concentration values used are equilibrium concentrations. As the problems become more
complicated, keep in mind that the ultimate purpose of what we are doing is usually to
obtain equilibrium values so that we can use them in the equilibrium expression.
5. Only concentrations or pressures can be used in the equilibrium expression. In some
problems the number of moles and the volume of the container or the number of moles
and volume of the solution are given rather than concentrations. Don’t forget to convert
these values to concentration units. Whenever a problem statement provides the volume
of the aqueous solution or the volume of a gas container, check to see if a conversion is
necessary to obtain molar concentrations.
6. Make sure you can use the quadratic equation.
Laboratory Activities:
1. Equilibrium and LeChatelier’s Principle [C5]
Assignments:
1. Read 16.1-16.3
SG 1-6
1-7 all
2. 8-12 even
9-13 odd
3. Read 16.4
SG 7-11
4. 14-18,46,72 even
15-19,45 odd
5. Read 16.5-6
SG 12-13
6. 20-30,48 even
21-31,47 odd
7. Read 16.7
SG 14
8. 32,34,66 even
33,35,65odd
9. AP Exam Problems: 1988-#1, 1988-#6, 1992-#1
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 16 Test
CHAPTER 17 - CHEMISTRY OF ACIDS & BASES (12DAYS)
Objectives:
1. To explain the auto-ionization of water and the role it plays in our understanding of
acids and bases. [C3]
2. To explain the Bronsted definitions of acids and bases and to identify the conjugate
acid-base pairs in an acid-base reaction.
3. To use the pH scale to represent relative acidity or basicity.
4. To recognize strong acids and bases.
5. To solve problems based on weak acid and weak base equilibria. [C6]
6. To describe how the Lewis theory of acids and bases differs from the Bronsted theory.
7. To use formation constants of complex ions to determine the extent of reaction.
Study Hints:
1. Although pH values between 1 and 14 are most common, values outside that range are
possible. Consider the pH of a 1 M solution of HCl.
2. Remember the pH of a neutral solution is 7 only when the solution temperature is 25o
C, but it is always true that in neutral solutions hydronium ion concentration equals
15
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
hydroxide ion concentration.
3. Data tables provide an extremely valuable way to organize the information in
equilibrium problems.
4. For many problems in this chapter, the first step is to identify the type of compound
involved. Strong acids and bases are 100% ionized, so there is no equilibrium expression.
Weak acids and bases ionize slightly, so an equilibrium equation and expression are
essential. In order to determine the pH of salt solutions, it is necessary to identify the ion
that undergoes hydrolysis and then write the equilibrium expression and equation for that
species. Failure to determine what type of substance is involved can make this problem
type difficult.
5. It is not possible to make a basic solution by adding a weak acid to pure water, but in
some cases the calculation will seem to indicate that the pH of an extremely weak base is
less than 7 or of an extremely weak acid is more than 7. In these cases, water becomes the
species that controls the pH, and the solution is essentially neutral. Always remember to
check to make sure the answer is reasonable.
Laboratory Activities:
1.Synthesis of a Coordination Compound [C5]
Assignments:
1. Read 17.1-17.2
SG 1-6
1-9 all, 10-16even
2. 11-17odd
3. Read 17.3-17.5
SG 7-11
18-40even
4. 19-29,33-37,41odd
5. Read 17.6
SG 12-15
42-48even
6. 43-45,49odd
7. Read 17.7
SG 16-19
50-64even
8. 51-65odd
9. Read 17.8-17.10
SG 20-21
66-84even
10. 67-83odd
11. AP Exam Problems: 1984-#1, 1986-#7
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 17 & 18 Test
CHAPTER 18 I - REACTIONS W/ACIDS AND BASES (6DAYS)
Objectives:
1. To calculate the pH at the equivalence point in a titration involving a strong acid and a
weak base, a weak acid and a strong base, or a strong acid and a strong base. [C6]
2. To determine characteristics of buffer solutions. [C2]
3. To draw a graph showing the relationship between pH and volume of titrant in an acidbase titration and also to select a proper indicator based on the titration graph.
Study Hints:
1. Most acid-base titration problems consist of three separate components that are usually
accomplished in the following order:
(1) Determine the initial moles of acid and moles of base and determine what
acidic or basic species are present and how many moles of each are present. Be
sure to identify each remaining species as a strong acid, strong base, weak acid,
weak base, or salt. This information is critical in step 3.
16
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
(2) Once the moles of each species present are known, it is necessary to calculate
the concentration of each species. The final volume of the solution is the sum of
the two (or more) components in the titration, and so be sure to use this new
volume to determine the concentrations.
(3) Based on the nature of the species remaining, determine whether the problem
is a strong acid ionization, weak acid ionization, strong base ionization, weak base
ionization, buffer, or hydrolysis problem. This should identify the calculation
necessary in the final step.
2. There are some special cases that can greatly simplify the calculations in acid-base
titrations. Learning to recognize these situations will sometimes save a great deal of
work. (1) The pH is always 7 at the equivalence point for the titration of a strong acid and
a strong base. (2) If a titration is at the end point, and if both reactants have the same
concentration, the concentration of the products will be half as great as that of the original
reactants.
3. The first step in solving a titration or buffer problem is to write the equation for the
equilibrium. It is crucial that the correct equation be selected. In most cases it will simply
consist of a weak acid or base (or a conjugate acid or base) ionizing in water. Don’t try to
make the equations too complicated. This is a case where the simplest approach is almost
always the best.
4. Suppose it may be necessary to set up a problem involving the addition of a strong acid
to a buffer consisting of a weak acid, HA, and its salt, NaA. The equilibrium for the
buffer would be HA Ö H+ + A- . Even though it might appear reasonable to add the
concentration of the strong acid to the hydrogen ion that is already present, it is usually
easier to work the problem by first allowing the acid to react with the conjugate base A-.
Laboratory Activities:
1. Titration: Neutralization of a Weak Acid with a StrongBase [C5]
2. Buffer Systems [C5]
Assignments:
1. Read 18.1-18.2
SG 1-5
1-9all 18-26even
2. 19-25odd
3. Read 18.3
SG 6-12
28-46even
4. 29-33,37,39,43,45odd
5. AP Exam Problems 1986-#1, 1989-#1, 1991-#1, 1993-#1
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 17 & 18 Test
CHAPTER 18 II - PRECIPITATION REACTIONS (6DAYS)
Objectives:
1. To write the solubility product expressions for insoluble salts. [C2]
2. To calculate the solubility product constant based on solubility information, or if given
the value of the solubility product constant for a compound, be able to calculate the
solubility or concentration of ions produced by the compound in aqueous solution. [C6]
3. To determine which of two salts is more soluble and to determine if a salt should
precipitate, based on the Ksp values.
4. To predict the effect of a common ion on the solubility equilibrium.
5. To evaluate the probable effectiveness of proposed methods for selective precipitation
and also to develop new selective precipitation procedures based on solubilities or
17
C2- States of Matter
(Gases, Liquids, and
Solids; Solutions)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
solubility product values.
Study Hints:
1. When working common ion problems, it is sometimes confusing about when to use the
stoichiometric coefficients. To clarify this question, examine where the ion came from.
For example, consider the addition of NaCl to a solution of MgCl2. The chloride ion that
results from the ionization of the magnesium chloride will be twice as great as the
concentration of the dissolved magnesium chloride, but the chloride ion from the sodium
chloride will be equal to the concentration of dissolved sodium chloride. Of course, if it is
stated that the chloride ion concentration has a certain value, it is not necessary to
multiply regardless of the source of the chloride ion.
2. When the same stoichiometric factor is used to both multiply a concentration and raise
to a power, it is a common mistake to omit one or the other of these steps. Remember that
the same stoichiometric factor may need to be used both in the concentrations for the data
table as well as in the solubility product expression.
Laboratory Activities:
1. Solubility Product Determination [C5]
2. Unknown Ion Identification Lab [C5]
Assignments:
1. Read 18.4-18.6
SG 13-18 10-17all
2. 48-52,56,62,66,72,80,82even
3. 49-53,57,63,67,69,73,77,81,83odd
4. AP Exam Problems: 1994-#1, 1990-#1, 1985-#1
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Evaluations:
Concept Test
Chapter 18 II Test
CHAPTER 19 - ENTROPY AND FREE ENERGY (9DAYS)
Objectives:
1. Understand the concept of entropy and how it relates to spontaneity.
2. Predict whether a process is product- or reactant-favored.
3. Use tables of data in thermodynamic calculations. [C6]
4. Define and use a new thermodynamic function, free energy. [C3]
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C3- Reactions (Reaction
types, Stoichiometry,
Equilibrium, Kinetics,
Thermodynamics)
Study Hints: (See Entropy & Enthalpy Packet)
Laboratory Activities:
1. Thermochemistry and Hess's Law [C5]
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
Assignments:
1. Read 19.1-19.4
SG 1-9
2. 12,14even
13,15odd
3. Read 19.5
SG 10-14
4. 16,18,22even 17,19,23odd
5. Read 19.6-19.7
SG 15-22
6. 24,28,32,36,46even 23,29,33,37,47odd
7. AP Exam Problems: 1984#3,1988#2, 1989#3,1992#3,1993#8,1999#6
Evaluations:
18
Concept Test
Chapter 19 Test
CHAPTER 20 - ELECTRON TRANSFER RXNS (12DAYS)
Objectives:
1. To explain how an oxidation-reduction reaction in a voltaic cell can be used to produce
an electric current and to recognize the various components of a cell such as anode,
cathode and salt bridge. [C1]
2. To use a table of standard reduction potentials to predict whether or not a specific
combination of half-reactions will occur spontaneously under standard conditions.
3. To use the Nernst equation to calculate the potential of an electrochemical cell when
conditions are nonstandard. [C6]
4. To use the Nernst equation to determine equilibrium constants from standard reduction
potential values. [C6]
5. To determine the relationship between current flow and the amount of chemical
reaction that can occur.
6. To explain the conditions that are most likely to produce corrosion as well as how
corrosion can be prevented.
Study Hints:
1. Remember that in the Nernst equation, the value of n is determined by the number of
electrons transferred when balancing the net equation. Normally it isn’t possible to
simply look at one half-reaction and determine what the n value will be for a net
equation. Be sure to balance the two half-reactions in the usual way, and then determined
n from the number of electrons that are canceled out when the two half-reactions are
added.
2. In many cases, chemists have agreed to always do certain things the same way when
writing electrochemistry problems. For example, the anode is normally written on the left
on an electrochemical cell, and the table of standard electrode potentials is normally
written with the most negative potentials on the top of the list. Don’t depend too much on
these conventions. It can be a rude shock for those who memorize that the strongest
oxidizing agents are at the top of the reduction potential table, then encounter a table that
lists the half reactions in the opposite order. It’s always better to try to understand rather
than just memorize isolated facts, but that is especially true in electrochemistry.
3. When using the table of standard reduction potentials, don’t forget that the halfreactions listed include both an oxidizing agent and a reducing agent. When asked to
identify the oxidizing agent in a process, don’t respond by giving the entire half-reaction.
Laboratory Activities:
1. Establishing a Table of Reduction Potentials [C4]
2. Electroplating of Copper [C5]
3. Electrochemical Cells: Applications [C5]
4. Ornament Plating * [C4]
Assignments:
1. Read 20.1-20.2 SG 1-5
2. 12,14even; 13,15odd
3. Read 20.3; SG 6-8
4. 16even; 17odd
5. Read 20.4-20.6; SG 9-13
6. 18-28even; 19-25,29odd; SG14-17
19
C1- Structure of Matter
(Atomic Theory and
Atomic Structure,
Chemical Bonding)
C6-The course emphasizes chemical calculations and the mathematical formulation of
principles)
C4- Descriptive
Chemistry (Relationships
in the periodic table)
C5- Laboratory (Physical
manipulations; Processes
and procedures;
Observations and data
manipulation;
Communication, group
collaboration, and the
laboratory report)
7. 30,36,42,46even; 31,37,43,47odd
8. AP Exam: 93-7, 92-2, 91-7, 89-2, 88-3
Evaluations:
Concept Test
Chapter 20 Test
IN CLASS PRE-AP EXAM (ALL STUDENTS MUST TAKE) AP 89 OR 94 EXAM
REVIEW FOR AP CHEMISTRY EXAM:
PTAS PACKETS AND PRACTICE QUESTIONS
APEX ONLINE EXAM REVIEW
AP CHEMISTRY EXAM MORNING TEST
AFTER EXAM ACTIVITIES:
SOLUTIONS, LAB CLEAN-UP,
UNKNOWN ID LAB *
(EACH STUDENT IS ASSIGNED AN UNKNOWN SOLUTION THAT
THEY MUST IDENTIFY.)
20