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Course Description
This 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 a 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 structured around the six big ideas articulated in the AP Chemistry curriculum framework
provided by the College Boa rd. A special emphasis will be placed on the seven science practices, which capture important
aspects of the work that scientists engage in, with learning objectives that combine content with inquiry and reasoning
skills. AP Chemistry is open to all students that have completed a year of chemistry who wish to take part in a rigorous and
academically challenging course.
Big Idea 1: Structure of matter
Big Idea 2: Properties of matter-characteristics, states, and forces of attraction
Big Idea 3: Chemical reactions
Big Idea 4: Rates of chemical reactions
Big Idea 5: Thermodynamics
Big Idea 6: Equilibrium
Textbooks and Lab Books
The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science
Practices. 2013.
Required Materials
TI 84 Plus Graphing calculator, splash proof goggles, and a carbon capable laboratory notebook
Labs
The labs completed require following or developing processes and procedures, taking observations, and data
manipulation. See lab list provided for lab details. Students communicate and collaborate in lab groups; however, each
student writes a laboratory report in a lab notebook for every lab they perform. A minimum of25% of student contact
time will be spent doing hands-on laboratory activities.
The 10 Parts of a Laboratory Report
A specific format will be given to the student for each lab. Students must follow that format and label all sections very
clearly. AP Chemistry lab reports are much longer and more in depth than the ones completed in the first year chemistry
course. Therefore, it is important that students don't procrastinate when doing pre-lab and post-lab work. Late labs will
not be accepted. Labs not completed in class must be done at lunch or before/ after school by appointment.
Pre-Lab Work
Pre-lab work is to be completed and turned in on the day the lab is performed.
1. Title
The title should be descriptive. For example, "pH Titration Lab" is a descriptive title and "Experiment 5"is not a
descriptive title.
2. Date
This is the date the student performed the experiment.
3. Purpose
A purpose is a statement summarizing the "point" of the lab.
4. Procedure Outline
Students need to write an outline of the procedure. They should use bulleted statements or outline format to make
it easy to read. If a student is doing a guided inquiry lab, they may be required to write a full procedure that they
develop.
5. Pre-Lab Questions
Students will be given some questions to answer before the lab is done. They will need to either rewrite 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 lab
report. It is important to produce a good record of lab work.
6. Data Tables
Students will need to create any data tables or charts necessary for data collection in the lab.
During the Lab
7. Data
Students need to record all their data directly in their lab notebook. They are NOTto be recording data on their
separate lab sheet. They need to label all data clearly and always include proper units of measurement. Students
should underline, use capital letters, or use any device they choose to help organize this section well. They should
space things out neatly and clearly.
Post-Lab Work
8. Calculations and Graphs
Students should show how calculations are carried out. Graphs need to be titled,
axes need to be labeled, and units need to be shown on the axis.To receive credit for
any graphs, they must be at least 1h page in size.
9. Conclusions
This will vary from lab to lab. Students will usually be given direction as to whatto
write, but it is expected that all conclusions will be well thought out and well written.
10. Post Lab Error Analysis Questions
Follow the same procedure as for Pre-Lab Questions.
Advanced Placement Chemistry-The Laboratory Notebook
A record of lab work is an important document, which will show the quality of the lab work
that students have performed.
AP Chemistry Lab List
The following labs will be completed during the school year. Guided Inquiry Labs are
indicated with an asterisk (*). All are subject to change.
Lab: Math and Measurement in Science & Density of an Organic Liquid
Description: Students learn how to measure mass and volume with varied pieces of
equipment and focus on the accuracy of those pieces of equipment in their calculation
and determination of significant figures. Students also determine the identity of an
unknown organic liquid using density determination.
*GUIDED INQUIRY Lab: Discovery of Physical and Chemical Properties
Description: Students are given the materials to conduct various procedures. They
construct a procedure for each of the eight changes to be observed, have their procedures
approved by the instructor, and then carry out the procedures. The data collected is used
to develop a set of criteria for determining whether a given change is chemical or
physical.
Lab: Stoichiometry Lab
Description: Students determine the correct mole ratio of reactants in an exothermic
reaction by mixing different amounts of reactants and graphing temperature
changes.
Lab: pH Titration Lab
Description: Students perform a titration and then determine the concentration of an
HCl solution by using a potentiometric titration curve and finding the equivalence
point. Data is graphed in a graphing program.
Lab: Bleach Lab
Description: Students perform redox titrations to determine the concentration of
hypochlorite in household bleach.
Lab: Copper Reaction Lab
Description: Students perform a series of reactions, starting with copper and ending
with copper. Students then calculate percent recovered.
TEACHER DEMO: Graham's Law of Diffusion
Description: HCl and NH 3are placed in either end of a glass tube. Using distance
traveled of each gas by looking at formation of NH 4 Cl ring, MM of HCl is calculated.
Lab: Molar Mass of a Volatile Liquid
Description: Students use the Dumas method for determination of the molar mass of an
unknown volatile liquid.
Lab: Hess's Law Lab
Description: Students perform a series of reactions and calculate enthalpy, proving
Hess's law.
Lab: Spectrum and Spectroscopy Lab
Description: Students look at a series of emission spectra and determine the identity of
an unknown. They will also receive and analyze IR and mass spectroscopy data.
*GUIDED INQUIRY Lab: Bonding Lab
Description: Students experimentally investigate ionic and molecular substances
deducing properties of their bonds in the process.
*GUIDED INQUIRY Lab: Investigation of Solids
Description: Students investigate types of solids using various experimental techniques.
Lab: Preparation of Solutions Lab
Description: Students make solutions of specified concentrations gravimetrically
and by dilution. Solution concentrations will be checked for accuracy using a
spectrophotometer.
TEACHER DEMO: Evaporation of Liquids
Description: Using a data collection device, the teacher will show the temperature
curves of evaporation of various liquids and students must deduce the differences based
on IMF's.
Lab:Vapor Pressure of Liquids
Description: Students measure the vapor pressure of ethanol at differenttemperatures
to determine.6.H.
*GUIDED INQUIRY Lab: Determining the Rate Law of a Crystal Violet Reaction
Description: Using colorimetry and Beer's law, students determine the order of a
reaction and it's rate law.
Lab: Determining the Activation Energy of the Crystal Violet Reaction
Description: Students use the same set up as in the crystal violet lab, butthis time
varying temperature to calculate the activation energy with the use of the Arrhenius
equation.
Lab: Determining K, with Various Initial Concentrations
Description: Students use a spectrophotometer to determine the K, of a series of
reactions.
Lab: Determining Ka by HalfTitration
Description: Students do a titration in which 112 of the weak acid titrated is neutralized
(aka midpoint) and then the Ka is determined.
*GUIDED INQUIRY Lab:Types ofTitrations
Description: Students investigate titration curves by doing titrati ons of different
combinations of weak and strong acids and bases.
*GUIDED INQUIRY Lab: Preparation of a Buffer
Description: Given a selection of chemicals, students prepare a buffer of a given pH.
Lab: Molar Solubility and Determination of K sp
Description: Students find the Ksp of calcium hydroxide doing a potentiometric titration
with the addition of methyl orange indicator for verification.
Lab:Solubility and Determination of .6.W, .05°,.6.G 0 of Calcium Hydroxide
Description: Students collect and analyze data to determine .6.H o, .05°, and .6.G o of
calcium hydroxide.
Lab:Voltaic Cell Lab
Description: Students find the reduction potentials of a series of reactions using voltaic
cellsjmulti-meters and build their own reduction potential table. Dilutions will be made
and the Nernst equation will also be tested.
TEACHER DEMO: Lead Storage Battery
Description: Students and teacher will build a battery to solidify knowledge of
electrolytic cells in comparison to voltaic cells.
Lab: GREEN CRYSTAL LAB
Description: A series of labs completed over a 4-week period. Students work at their
own pace in pairs. The goal of this lab is to determine the em pirica l formula of a ferrooxalate crystal. It includes the following experiments:
Experiment 1:Synthesis of the crystal,
Experiment 2:Standardization of KMnO 4
by redox titration,
Experiment3: Determination of% oxalate in crystal by redox titration,
Experiment 4:Standardization of NaOH by acid/base titration,
Experiment 5: Determination of% K+ and Fe 3+ by ion exchange chromatography and a
double equivalence point titration,
Experiment 6: Determination of the% water in the hydrated crystal.
STRUCTURE OF THE COURSE:
[CR2]
AP Chemistry is built around six big ideas and seven science practices. The big ideas are:
Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in
terms of arrangements of atoms.These atoms retain their identity in chemical reactions.
Big Idea 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.
Big Idea 3: Changes in matter involve the rearrangement andjor reorganization of atoms an djor the transfer of electrons.
Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predictthe direction of
changes in matter.
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a
dynamic competition, sensitive to initial conditions and external perturbations.
The science practices for AP Chemistry are designed to get the students to think and act like scientists.The science
practices are:
Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve
scientific problems.
Science Practice 2: The student can use mathematics appropriately.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within
the context of the AP course.
Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific
question.
Science Practice 5: The student can perform data analysis and evaluation of evidence. Science Practice 6: The student
can work with scientific explanations and theories. Science Practice 7: The student is able to connect and relate
knowledge across various
scales, concepts, and representations in and across domains.
Course Outline:[CR2]
Chapters in Zumdahl b nrilitnt
AP Chemistry Topic Covered
1. Chemical Foundations
None
2. Atoms, Molecules, and Ions
Atomic Theory & Atomic Structure (BI 1 & 2)
3. Stoichiometry
Stoichiometry (BI 3)
4. Solution Stoichiometry & Chemical Analysis
Reaction Types & Stoichiometry (BI 3)
5. Gases
Gases (BI 1 & 2)
6. Thermochemistry
Thermodynamics (BI 5)
7. Atomic Structure and Periodicity
Atomic Theory & Atomic Structure (BI 1 & 2)
8. Bonding-- General Concepts
Chemical Bonding (BI 1 & 2)
9. Covalent Bonding: Orbitals
Chemical Bonding (BI 1 & 2)
10. Liquids and Solids
Liquids & Solids (BI 1 & 2)
11. Properties of Solutions
Solutions (BI 2)
12. Chemical Kinetics
Kinetics (BI 4)
13. Chemical Equilibrium
Equilibrium (BI 6)
14. Acids and Bases
Equilibrium (BI 6)
15. Applications of Aqueous Equilibria
Equilibrium (BI 6)
16. Spontaneity, Entropy, and Free Energy
Thermodynamics (BI 5)
17. Electrochemistry
Reaction Types (BI 3)
18. The Nucleus-- A Chemist's View
19. The Representative Elements: Groups 1A
Through4A
20. The Representative Elements: Groups 5A
Through 8A
22. Organic Chemistry
Nuclear Chemistry
AP Chemistry Exam Review
All
Descriptive Chemistry (BI 2)
Descriptive Chemistry (BI 2)
Descriptive Chemistry
(BI) refers to B1g Ideas. B1g Idea 1 -Structure of matter, B1g Idea 2 - Properties of matter- characteristics, states and forces
of attraction, Big Idea 3 - Chemical reactions, Big Idea 4 - Rates of chemical reactions, Big Idea 5 -Thermodynamics, Big Idea
6- Equilibrium.
Assignments:
1
0
CR2-The course is structured around the enduring understandings within the big ideas
as described in the AP Chemistry Curriculum Framework.
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
Chapter 1:
ChemicalFoundations (10 days)
Read:
Problems:
Pages 1-30
16, 18,20,24, 26, 28, 30,34,36,38,40,42,46,50,52,56,59,
60, 64, 66, 70, and 75.
Safety/Lab Skills/Lab Preparation
Ion Chromatography (SP 6.1; LO 2.18) [CR5b] & [CR6]
KoolAid Chromatography (SP 1.4, 6.4; LO 2.13) [CR5b] & [CR6]
Fractional Distillation (SP 4.2, 5.1, 6.4; LO 2.10) [CR5b] &
Labs:
[CR6]
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
1
1
Activity:
Review:
Based on the KoolAid Chromatography lab, students write
an analysis on the GRAS (generally regarded as safe)
requirements, the use of, the chemical structure of, and
problems associated with certain food dyes. [CR4]
Shakashiri #37
Chapter 2:
Atoms, Molecules,and Ions (8 days)
Read:
Problems:
Labs:
Pages 39-69
16, 18,20,24,26,30,32,34,38,40,42,44,46,48,50,52,54,
56, 60, 62, 64, 70, 72, 74, 77, and 82.
Determination of Avogadro's Number (SP 2.2, 6.1; LO 3.6)
Review:
Shakashiri #1
Chapter 3:
Stoichiometry
Read:
Problems:
Pages 77-115
24, 26, 28, 30, 36, 38, 40, 50, 52, 54, 58, 62, 65, 70, 72, 74, 76,
80, 82, 84, 90, 94, 98, 104, and 106.
Guided Inquiry: Determination of the Formula of a Compound (SP
4.2, 5.1, 6.4; LO 3.5) [CRSb] & [CR6]
Guided Inquiry: Finding the Ratio of Moles of Reactants in a
Chemical Reaction (SP 2.1, 2.2, 4.2, 5.1, 6.4; LO 3.3, 3.5)
[CRSb] & [CR6]
Chemical Reactions of Copper and Percent Yield (SP 1.4, 2.1, 2.2,
4.2, 5.1, 6.1, 6.4; LO 1.19, 3.2, 3.3, 3.4, 3.10)
LO 3.6: Use data from synthesis or decomposition of a compound
to confirm the conservation of matter and the law of definite
proportions.
C4-The course provides
students with the
opportunity to connect
their knowledge of
chemistry and science
to major societal or
technological components
(e.g., concerns,
technological advances,
innovations) to help them
become scientifically
literate citizens.
[CRSb] & [CR6]
Labs:
Activity:
Review:
(9 days)
The students present problems to the class in which they
demonstrate how to find the empirical formula of a compound
from data on the percent composition by mass. [CR3c]
Shakashiri #1-4
Chapter4:
Types of ChemicalReactions and Solution Stoichiometry
(11 days)
Read:
Problems:
Pages 127-170
10, 12, 16, 18,20,22,24, 26,30,32,36, 38,40,44,48,52,56,
58, 62, 64, 66, 68, 74, 76, 80, and 81.
Use of a Primary Standard-- KHC 8H 40 4 [CRSb] & [CR6]
Reduction of Permanganate (SP 4.2, 5.1, 6.4; LO 1.20, 3.3)
[CRSb] & [CR6]
Guided Inquiry: Progressive Precipitation (SP 1.5, 2.2, 4.2, 5.1,
6.4; LO 1.19, 2.10, 3.2, 3.3) [CRSb] & [CR6]
Shakashiri #5, 6, & 28
Labs:
Review:
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
CR3c-The course provides
students with opportunities
outside the laboratory
environment to meet the
learning objectives within
Big Idea 3: Chemical
reactions.
1
2
Chapter 5:
Gases (9 days)
Read:
Problems:
Pages 179-216
20,24, 28, 31, 32, 34,42,44,46,52, 58, 60, 62,67, 70, 72,
74, 76, 80, 82, 86, 88, 97, and 99.
Investigating Graham's Law (SP 2.2, 2.3; LO 2.6) [CR5b] &
Labs:
[CR6]
Review:
Ideal Gas Law (SP 2.2, 2.3; LO 2.6) [CR5b] & [CR6]
The Determination of the Molar Mass of a Volatile Liquid (SP 1.3,
1.4, 6.4, 7.2; LO 2.4, 2.5) [CR5b] & [CR6]
Sha kashiri #9
Chapter 6:
Thermochemistry (10 days)
Read:
Problems:
Pages 229-265
10, 12, 19, 22, 26, 28, 32, 34, 36, 38, 42, 46, 50, 52, 56, 58, 62,
64, 68, 79, and 82.
Guided Inquiry: Hess's Law (SP 4.2, 5.1, 6.4; LO 5.6, 5.7)
Labs:
[CR5b] & [CR6]
Activity:
Heat of Combustion of Magnesium (SP 4.2, 5.1, 6.4; LO 5.6, 5.7)
[CR5b] & [CR6]
LO 5.2:Students relate temperature to the motions of particles,
either via particulate representations, such as drawings
of parti des with arrows indicating velocities, an dj or via
representations of average kinetic energy and distribution of
kinetic energies ofthe particles, such as plots of the MaxwellBoltzmann distribution. [CR3e]
Review:
Students are accountable for answering homework questions
about particle motions and kinetic energies of a sample at
different temperatures while viewing a Podcast. The podcast
begins with particulate animations and the narrator interprets
the animations to show how kinetic energy distributions can
explain the effect of temperature on the rate of a chemical
reaction. The questions lead to the interpretation of activation
energy on the distribution curve and eventually the refining of
collision theory.
Shakashiri #8
Chapter 7:
Atomic Structure and Periodicity (10 days)
Read:
Problems:
Pages 275-320
18,20,22,24,26,30,32, 34, 38,40,42,46,55,58,62,66,68,
70, 74, 78, 81, 84, 86, 92, 104, and 112.
Guided Inquiry: Relationship Between the Spectrum and
Absorbance of Light (SP 4.1; LO 1.15) [CR5b] & [CR6]
Poison in the KoolAid-A Spectroscopic Inquiry (SP 4.1, 4.2, 5.1,
6.4; LO 1.15, 1.16) [CR5b] & [CR6]
Beer's Law (SP 4.2, 5.1; LO 3.4) [CR5b] & [CR6]
Labs:
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
CR3e-The course
provides students with
opportunities outside the
laboratory environment
to meet the learning
objectives within Big Idea
5: Thermodynamics.
1
3
Activity:
LO 1.10:Justify with evidence the arrangement of the periodic
table and apply periodic properties to chemical reactivity.
Review:
Students are given severalelements pairing them by families or
by period and are asked to rationalize the change in
electronegativity of each group based on the electronic structure
of the atom [CR3a]
Shakashiri #10-11
Chapter 8:
Bonding:GeneralConcepts (9 days)
Read:
Problems:
Pages 329-381
14, 16, 18,20,22,28,32,36,38,42,46,48,52,54,56,64,66,
68, 70, 74, 75, 77, 80, 86, 90, 92, 96, and 103. Molecular
Geometry (SP 1.4; LO 2.21) [CR5b] & [CR6] Guided Inquiry:
Conductivity of Solids & Metals (SP 4.2, 6.4; LO 2.22)
[CR5b] & [CR6]
LO 2.21: Use Lewis diagrams and VSEPR to predictthe geometry
of molecules, identify hybridization, and make predictions about
polarity.
Lab:
Activity:
Review:
Students construct balloon models of the arrangement of pairs
of electrons a round a central atom. They then draw 20 pictures
of these arrangements and apply these to predicting the shapes
ofmolecules. [CR3b]
Sha kashiri #12-14
Chapter 9:
Covalent Bonding: Orbitals (9 days)
Read:
Problems:
Lab:
Review:
Pages 391-417
8,10, 14, 16,24,26,30,34,36,38,42,44,50,52,and56.
Determination of the Formula of a Hydrate (SP 2.1, 4.2, 6.4;
LO 3.5) [CR5b] & [CR6]
Sha kashiri #14-15
Chapter 10:
Liquids and Solids (8 days)
Read:
Problems:
Pages 425-474
16,20,28,32,34,36,38,39,42,44,48,50,52,54,60,62,64,
72, 80, 82, 84, 86, 88, 89, 90, and 92.
The Structure ofCrystals (SP 1.1, 1.4, 7.1; LO 2.19, 2.23, 2.24)
Labs:
CR3a-The course provides
students with opportunities
outside the laboratory
environment to meet the
learning objectives within
Big Idea 1: Structure of
matter.
CR3b-The course provides
students with opportunities
outside the laboratory
environment to meet the
learning objectives within
Big Idea 2: Properties of
matter-characteristics,
states, and forces of
attraction.
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
[CR5b] & [CR6]
Enthalpy ofVaporization of Water (SP 6.4, 7.1; LO 2.3)
[CR5b] & [CR6]
1
4
Chapter 11:
Read:
Problems:
Lab:
Review:
Chapter 12:
Read:
Problems:
Labs:
Activity:
Review:
Chapter 13:
Read:
Problems:
Lab:
Activity:
Properties of Solutions (8 days)
Pages 485-518
12, 14, 16, 22, 24, 26, 28, 30, 32, 36, 40, 44, 46, 48, 52, 54,
60, 64, 70, 74, 76, 78, 80, 84, 85, and Chapter 11 PowerPoint
problem.
Freezing Point Depression (SP 1.1, 1.2, 6.4; LO 2.8) [CR5b] &
[CR6]
Winter ofTomis (SP 1.1, 1.2, 6.4; LO 2.8) [CR5b] & [CR6]
http://ch em.la peer.org/Ch em2 Docs/APCh em2Ma n ua l.
html#tomis
Shakashiri #6, 7, & 16
ChemicalKinetics (12 days)
Pages 527-566
10, 12, 16, 20, 24, 26, 28, 29, 31, 33, 35, 37, 41, 43, 47, 49, 51,
53, 55, 59, 63, 65, and 67.
Reaction Rates (SP 4.2, 6.4; LO 4.1, 4.2) [CR5b] & [CR6]
Rate Law Determination: Crystal Violet Reaction (SP 5.1, 6.4; LO
4.1, 4.2, 4.4) [CR5b] & [CR6]
Guided Inquiry: Factors that affect reaction rates and
determining reaction rates and reaction mechanisms (SP 6.2,
7.2; LO 4.5, 4.9) [CR5b] & [CR6]
LO 4.8: Translate among reaction energy profile representations,
particulate representations, and symbolic representations
(chemical equations) of a chemical reaction occurring in the
presence and absence of a catalyst.
Students create energy diagrams to explain why catalysts and
raising the temperature can increase the rate of a chemical
reaction. [CR3d]
Shakashiri #23 & 24
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
CR3d-The course provides
students with opportunities
outside the laboratory
environment to meet
the learning objectives
within Big Idea 4: Rates of
chemical reactions.
ChemicalEquilibrium (11 days)
Pages 578-612
13, 17, 18, 20, 22, 26, 28, 30, 32, 36, 38, 40, 44, 46, 48, 54, 58,
64, 67, and 74.
Guided Inquiry: Equilibrium Position (SP 4.2; LO 6.9) [CR5b] &
[CR6]
Equilibrium Constant Determination (SP 4.2; LO 6.9) [CR5b] &
[CR6]
Equilibrium of Ethyl Acetate (SP 4.2; LO 6.9) [CR5b] & [CR6]
LO 6.1: Given a set of experimental observations regarding
physical, chemical, biological, or environmental processes that
are reversible, student is able to construct an explanation that
connects the observations to the reversibility of the underlying
chemical reactions or processes.
1
5
Review:
Chapter 14:
Read:
Problems:
Labs:
Review:
Chapter 15:
Read:
Problems:
Labs:
Review:
Chapter 16:
Read:
Problems:
Labs:
Students view the NO/N2 04 Equilibrium simulation available
on the General Equilibria Animations Index page at Iowa State
University and verbally report and discuss their answers to
teacher supplied questions regarding the number of reactant
and product molecules present at a particular point in the
equilibrium process, the breaking and forming of bonds during
the process, and how the reactant and product molecules
are changing in order to illustrate the dynamic nature of
equilibrium. [CR3f]
Shakashiri #17
Acids and Bases (11 days)
Pages 623-672
17,25,28,30,32,34,38,40,42,44,52,60,64,66, 70, 72, 76,
78, 84, 88, 98, 102, 104, 114, 116, 118, 122, and 124.
Ka Prelab
Determination of Dissociation Constant of Weak Acids (SP 1.1,
1.4, 2.3; LO 6.11) [CRSb] & [CR6]
Guided Inquiry: Hydro lysis of Salts (SP 6.4; LO 6.20) [CRSb] &
[CR6]
Determination of Vitamin C and Aspirin Content (SP 4.2, 5.1, 6.4;
LO 1.20) [CRSb] & [CR6]
Shakashiri #18-20
Applications of Aqueous Equilibria (16 days)
Pages 681-739
22,24,26,32,40,44,46,48,52,56,57,62,66,70, 76,80,86,
92, 94, 98, 100, 104, 108, and 112.
Acid-Base Titration (SP 4.2, 5.1, 6.4; LO 1.20) [CRSb] & [CR6]
Titration of a Diprotic Acid (SP 5.1, 6.4; LO 3.2, 6.13) [CRSb] &
[CR6]
Titration Curves of Strong and Weak Acids and Bases (SP 1.4, 6.2,
6.4; LO 1.18, 6.12) [CRSb] & [CR6]
Determination of a Solubility Product Constant (SP 2.1, 2.2, 2.3,
3.1, 3.2, 3.3, 4.1, 5.1; LO 1.4, 3.3, 6.12, 6.20) [CRSb] & [CR6]
Buffered Solutions (SP 2.3, 4.2, 6.4; LO 1.4, 6.18, 6.20) [CRSb]
& [CR6]
Shakashiri #21-22
CR3f-The course provides
students with opportunities
outside the laboratory
environment to meet the
learning objectives within
Big Idea 6: Equilibrium.
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
Spontaneity, Entropy,and Free Energy (10 days)
Pages 749-782
18, 20, 21, 24, 26, 28, 30, 32, 34, 36, 38, 44, 46, 48, 49, 54, 58,
60, 62, and 70.
Determination of Soluble Chloride (SP 1.4, 2.2, 2.3, 5.1, 6.4, 7.1;
LO 6.22, 6.23, 6.24) [CRSb] & [CR6]
1
6
Review:
Chapter 17:
Read:
Problems:
Labs:
Review:
Chapter 18:
Read:
Problems:
Lab: Review:
Chapter 19:
Read:
Problems:
Labs:
Review:
Percentage Calcium in Calcium Supplements (SP 4.2, 5.1, 6.4; LO
1.19) [CR5b] & [CR6]
Shakashiri #8
Electrochemistry (11 days)
Pages 791-829
17,21,26,28,30,32,36,39,50,56,58,59,64, 72, 76, 80,84,
86, 88, 92, and 95.
A Chemical Activity Series (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO
3.3) [CR5b] & [CR6]
Corrosion (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO 3.3) [CR5b] &
[CR6]
Electroplating (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO 3.3)
[CR5b] & [CR6]
Guided Inquiry: Electrochemical Cells (SP 2.2, 2.3, 5.1, 6.4; LO
3.12, 3.13) [CR5b] & [CR6]
Shakashiri #28-30
The Representative Elements:Groups 1A Through 4A (Chapter
18 & 19 are tested together-8 days)
Pages 875-895
2, 8, 10, 16, 18, 19, 22, 24, 26, 28, 30, 32, 34, 36, 39, 42, 44,
46, 48, 51, 53, 56, 57, and 62.
Using Conductivity to Find an Equivalence Point (SP 1.1, 6.2, 7.1;
LO 2.24, 2.32) [CR5b] & [CR6]
Shakashiri #25-27
CR5b-Students are
provided the opportunity
to engage in a minimum
of 16 hands-on laboratory
experiments integrated
throughout the course
while using basic laboratory
equipment to support the
learning objectives listed
within the AP Chemistry
Curriculum Framework.
CR6-The laboratory
investigations used
throughout the course
allow students to apply the
seven science practices
defined in the AP Chemistry
Curriculum Framework.
At minimum, six ofthe
required 16 labs are
conducted in a guidedinquiry format.
The Representative Elements:Groups SA through SA
Pages 901-935
2, 6, 8, 10, 12, 14, 16, 18, 20, 22, 23, 25, 28, 29, 32, 33, 38, and
46.
Percent Sulfate in a Mixture (SP 6.4, 7.1; LO 2.1) [CR5b] & [CR6]
Shakashiri #25-27
*Refers to Learning Objectives (LO) or Science Practices (SP)
CR4-The course provides
students with the
opportunity to connect
their knowledge of
1
7
chemistry and science
to major societal or
technological components (e.g., concerns, technological advances, innovations) to help them
become scientifically literate citizens.
18