Download Chapter in Zumdahl: Chapter #12 Kinetics (2

AP Chemistry Syllabus
Text: Zumdahl
Chemistry, 7th Revised Edition, Houghton Mifflin Company
ISBN: 02116-3764
Labs
All Labs contain a hand written ( with a copy turned into the teacher lab report including 8
headings:
1. Objective
2. Chemicals
3. Drawing and Apparatus
4. Procedure
5. Chemical Equations
6. Data
7. Questions and Mathematics
8. Conclusion
Labs emphasis the :
*physical manipulation of chemical processes and procedures
* observation
*data manipulation,
*group discussion
Emphasis on chemical calculation
Course Goals
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Students will be able to analyze and form a coherent option on complex scientific,
environmental , and science related social issues upon the completion of this course.
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Students will be able to set up, perform, and analyses basic college chemistry labs and
complete them safely
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Students will gain a knowledge of chemical processes both inside and outside the lab.
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Students will be afforded every opportunity to take and pass the AP Chemistry Test
offered in May.
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Students will, upon the completion of the course, be well prepared to embrace critical and
independent thinking as it is related to the scientific world.
Fall Semester
Chapters 1- 2 are assigned as a summer reading and homework assignment. These chapters
include:
Chapter in Zumdahl: Chapter #1 Introduction: Chemical Foundations
( 1 week)
The students will:
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understand the importance of Chemistry in the modern world
classification of matter and understand the different properties of matter
be able to take, convert, and understand measurements including the English and metric
systems
assign, add, subtract, multiply and divide with sigfigs digits
be able to solve both complex and simple problems using the dimensional analysis
method
Suggested Labs: Chemical Reactions of Copper
Chapter in Zumdahl: Chapter #2 Atoms, Molecules, and Ions ( 1 week)
The students will:
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to recall the Atomic Theory of Matter
recall important discovery with relation to the recent and modern discovery of Atomic
Structure
have basic knowledge of Periodic Table
understand the difference between Molecular and Ionic Compounds
be proficient in the nomenclature of binary ionic, binary covalent, ternary and acid
compounds
Suggested Labs: Unknown Empirical Formula; Decomposition of Potassium Chlorate;
Gravimetric Analysis of a Hydrated Compound
Chapter in Zumdahl: Chapter #3 Stoichiometry: Calculations with
Chemical Formulas and Equations ( 2 weeks)
The students will:
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review of basic mole related calculation covered chemistry one
understand how to balance chemical equations by inspection.
knowledge on how to classify and predict the products of common chemical reactions
including:
o Complete and incomplete combustion of a fuel (oxide formation)
o Decomposition (carbonates and metal oxides).
o Metal halide synthesis
o Single and double replacement reactions.
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use the mole concept, calculate the change in mass of a known chemical reaction.
use the mole concept, calculate the change in mass of a reaction when there is limiting
reactant.
by using appropriate reaction and the correct data, calculate the percent yield of a given
product.
use experimental data to calculate the empirical formula of a hydrocarbon compound in a
combustion reaction.
use experimental data to determine the % composition of a mixture.
Suggested Labs:
Stoichiometry of Two Redox Reactions; Finding the Percent Yield of
Content in a Sample
Chapter in Zumdahl: Chapter #4 types of Chemical Reactions and
Solution Stoichiometry
( 2 weeks)
The students will:
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classify compounds as either strong, weak, or nonelectrolytes in aqueous solution.
know the solubility rules for ionic compounds
understand and recall the formulas and names of common strong acids and bases
predict the products and write net ionic equations for different reactions including:
(a) gas forming reactions
(b) precipitation reactions
(c) acid-base reactions
write balanced, complete ionic, and net ionic precipitation reaction equations
calculate the molarity of a given solution.
be able to prepare a solution of given molarity.
be able to prepare a solution of given molarity by diluting a more concentrated solution of
known molarity.
use solution stoichiometry to find quantitative relationships between reactants and
products in a given reaction.
use experimental data from titrations ( either acid-base or redox) to determine
quantitative relationships between reactants and products.
explain the concept of a standardized solution.
use titrations, be able to calculate the molarity of a standardized reagent in a redox or an
acid-base reaction.
recognize a reaction as a reduction-oxidation reaction.
assign correct oxidation numbers to elements in compounds.
balance redox or acid-base reactions using the “half-reaction method.”
Suggested Labs: Precipitate Lab-Chemical Mixing; Redox Titration
Chapter in Zumdahl: Chapter # 5 Gases ( 2 week)
The students will:
 apply the laws that describe the behavior of gases.
(a) Boyles law
(b) Charles Law
(c) Avogadro’s Law
(d) Gay Lassa’s Law
 apply the ideal gas law.
 apply Dalton’s law of partial pressure.
 by using the assumptions of the Kinetic Molecular Theory, interpret the gas laws on a
molecular level.
 explain how temperature is related to the average kinetic energy of molecules
(Boltzmannn distribution curve).
 solve stoichiometric calculations involving gases at both standard and non-standard
conditions.
 apply Graham’s Law of effusion (diffusion).
 using the van der Waal’s equation of state, explain how molecular volume and
intermolecular forces can result in deviation from ideal gas behavior (qualitative
application).
 predict and explain relative differences between different gas molecules.
Suggested Labs: Molar Mass of a
Vapor; Charles Law Lab; Stoichiometry Gas Acid
Base Lab
Chapter in Zumdahl: :Chapter #6 Thermo chemistry (2 weeks)
The students will:
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define and describe the differences between heat, work, and energy
apply the definitions of heat capacity and specific heat.
explain the significance of the First Law of Thermodynamics and be able to interpret the
signs of q and w in a given situation.
assign the correct sign of q to either an endo-or exo-thermic reaction.
calculate the amount of heat transferred from one substance to another.
calculate the heat change that occurs during a phase change.
use the First Law to calculate E, q, or w.
recognize that h=q p under constant pressure conditions.
calculate the enthalpy change for a given reaction, using appropriate data and using
Hess’s Law.
explain the concept of a state function.
calculate the standard enthalpy of formation of a compound,
know the meaning of thermodynamic standard state conditions.
use standard enthalpies of formation of compounds, calculate the enthalpy change for a
given reaction.
use data from a coffee-cup calorimeter, calculate the enthalpy changes that occur in a
given reaction.
recognize that, under constant volume conditions, ^E=q v, and that no mechanical work
is achieved under these conditions.
Suggested Labs: Hess’s Law Lab; Heat of Neutralization
Chapter in Zumdahl: Chapter #7 Atomic Structure and Periodicity( 2
weeks)
The students will:
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be able to write the correct electron configuration for an atom. Be able to predict the (a)
magnetic effects, (b) number of paired and unpaired electrons, and (c) the number of
valence electrons.
 explain the Pauli Exclusion Principle and how it relates to the structure of an atom.
 be able to predict the relative energy differences of electrons in different orbitals within
the same or different energy levels.
 be able to apply Hund’s rule to a given electron configuration.
 understand how to predict the electron configuration for a cation or anion of a given atom.
 describe and explain why the effective nuclear charge, Zeff, varies across Periods2&3
 describe and explain the periodic trends that occur in Periods 2 & 3 for each of the
following:
 understand differences in metals, nonmetals, and metalloids
 have knowledge of group trends of metals and nonmetals
(a) ionization energy (b) atomic and ionic radii
(c) electron affinity
 understand what and “isoelectronic series” is, and how ionic and atomic radii change with
the series.
 understand electron configurations and quantum numbers.
 calculate energy emitted or absorbed associated with electron.
Suggested Labs: Atomic Spectrum Lab, Flame Test
Chapter in Zumdahl: Chapter #8 Bonding: General Concepts ( 1week)
Chapter in Zumdahl: Chapter #9 Covalent Bonding: Orbitals ( 1week)
The students will:
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describe the basic differences between a covalent bond and an ionic bond with respect to
electron proximity to the atoms.
draw Lewis electron dot structures for main group elements
use Lewis structures to predict oxidation numbers and formal charge on an atom.
explain the relationship between the enthalpy of dissociation of an ionic bond and it’s
bond strength.
predict relative differences in melting point and solubility of ionic salts based on their ∆H
diss.
apply the octet rule in drawing Lewis structures.
distinguish between sigma and pi bonds with respect to energy and location within a
bond.
draw Lewis structures for compounds which are:
(a) exceptions to the octet rule
(b) have expanded octets
predict molecular geometry and polarity using the VSEPR model.
predict the hybridization of a central atom in a molecule using the VSEPR model.
use tabulated bond energies to estimate the enthalpy change in a given reaction.
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given the enthalpy change in a given reaction, use appropriate data to estimate a specific
bond energy.
explain why the values for enthalpy and bond energies obtained in above are only
estimates and not absolute values.
Suggested Labs: Molecular Geometry Lab and Supplement; Molecular Model Lab.
Spring Semester
Chapter in Zumdahl : Chapter #10 Liquids, and Solids. (1 week)
The students will:
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be able to make a coherent comparison of molecular liquids and solids
understand the three basic intermolecular forces and their strengths
how intermolecular forces affect phase changes
be able to read and draw fact from a triple point diagram
understand the relationship between intermolecular forces and vapor pressure
understand structures and bonding of solids
a better understanding of liquid crystals
recognize the basic unit of a polymer
be introduced to biomaterials including biochemistry, ceramics and thin films
Suggested Labs: Evaporation and Intermolecular Attractions;
Chapter in Zumdahl : Chapter #11 Properties of Solutions. (1 week)
The students will:
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Understand the solution process
have knowledge of saturated, unsaturated, and supersaturated solutions
know the factors that affect solubility
recognize and use Raoult’s Law
be able to use and calculate the different ways of expressing concentration
understand the boiling point elevation and freezing point depression (Colligative Properties)
be able to calculate an unknown’s molar mass using colligative properties
understand colloids – Tyndall Effect
Suggested Lab:
Freezing point elevation of p-dichlorobenzene
Chapter in Zumdahl: Chapter #12 Kinetics (2 weeks)
The students will:
 explain how the rate of a reaction is affected by:
(a) temperature changes
(b) concentration changes
(c) surface area
(d) use of a catalyst
 be given experimental data to:
(a) determine the experimental rate law
(b) determine the value of the specific rate constant k, and specify units
(c) calculate new rates or concentrations using the rate law
 determine the relative rate of appearance of a product, or disappearance of a reactant.
 describe the role that activation energy plays in the rate of a reaction. (transition state
theory, activated complex model, etc.).
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determine the order of a reactant; and use the graph to determine the value of k.
apply the concept of half-life to 1st order reactions. Use graphical data to determine the
half-life of a given reaction.
 determine the Eact for a given reaction in both the forward and reverse directions.
 use the collision theory, predict and explain the effect on rate related to:
(a) temperature changes
(b) concentration changes
(c) stearic effects
(d) Eact differences
(e)Using a catalyst
 be given a reaction and the experimental rate law, develop a simple mechanism for the
reaction. be able to justify your mechanism using the relationship between the slow step
and the rate law.
Suggested Labs: Spec 20/Beer’s Law Lab; Crystal Violet Lab; Kinetics Lab
Chapter in Zumdahl: Chapter #13 Chemical Equilibrium (2 weeks)
The students will:
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write a Keq (kc or kp) expression for a reaction.
calculate the numerical value of Keq for:
reactions which include pure solids and pure liquids
reactions with coefficients
reactions that are written in a reverse direction
reactions that are the sum of multiple reaction steps
be able to convert between Kp and Kc when appropriate.
calculate the value of Keq.
calculate equilibrium concentrations or pressures given a Keq and appropriate
experimental data.
 know when to use the quadratic equation and when to make assumptions that reduce the
use of the quadratic.
 calculate a value for Q ( the reaction quotient) and use Q to determine the direction in
which equilibrium lies.
 predict and explain the effect on the direction of equilibrium and the numerical value of
Keq of:
(a) concentrations changes (b) temperature changes
(c) addition of a catalyst
(d) pressure changes
 use LeChatlier’s principle to predict and explain changes in the direction of equilibrium
that may occur if you change the factors listed above.
Suggested Labs: The Equilibrium of Iron Thiocynate
Chapter in Zumdahl: Chapter #14 Acid – Base ( 3 weeks)
Chapter in Zumdahl: Chapter #15 Applications of Aqueous Equilibrium
The students will:
 apply the definition of an acid or base as described by:
(a) Arrhenius
(b) Lowry-Bronsted
(c) Lewis
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be able to illustrate the neutrality of pure water as described by the auto ionization of
water and formation of the hydronium and hydroxide ions.
 apply Kw to determine the [H+] and [OH-] of an aqueous solution.
 calculate the pH of water at temperatures other than 25’C.
 identify acid-base conjugate pairs as defined by Lowry-Bronsted.
 differentiate between the strengths of acid-base conjugate pairs.
 know the names and formulas of common strong acids and bases.
 predict the direction of equilibrium for knowledge of the strength of the acid-base
conjugate pair in water.
 calculate the pH of aqueous solutions of:
(a) strong acids/bases
(b) weak acids/bases
 apply the pH concept to chemical indicators. Describe how a chemical indicator changes
color, based on pH changes.
 explain the “leveling effect”.
 given a weak acid or weak base, write the correct Ka or Kb expression.
 use the Ka or Kb or predict relative strengths of the acid or base.
 calculate a given the pH, calculate the Ka. Given the pOH, calculate the Kb.
 be given a solution of a WA or WB, calculate the equilibrium concentrations and the pH
from knowledge of the Ka or Kb.
 use pOH to calculate pH, given appropriate data.
 predict and explain how an ionic salt will affect the pH of water when dissolved.
 calculate the pH of a solution which involves the hydrolysis of a salt.
 know the names and formulas of common polyprotic acids. Describe how the ionization
of a polyprotic acid differs from a monoprotic acid.
 calculate the pH of a polyprotic acid solution such as sulfuric. Hydrosulfuric, oxalic, or
phosphoric acid.
 explain how the Lewis theory is applied to metal coordination compounds.
 Illustrate the concept of amphoterism with examples of metal hydroxides such as zinc (II)
and aluminum (III).
Additional Aspects of Equilibrium
The students will:
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predict and explain the direction of an acid-base neutralization by writing the “new ionic
equation” for the reaction.
calculate the pH at the equivalence point of reaction between
a strong acid and weak base
a weak acid and a strong base
a strong acid and a strong base
illustrate how the “common ion effect” changes the pH of a solution. Calculate the
resulting pH from such a reaction
describe the components of a buffer solution and explain how a buffer resists a change in
pH
calculate the pH of a given buffer solution.
describe how to prepare a buffer solution of a given pH.
recognize the differences in titration curves for
strong acids titrated by strong bases.
Strong acids titrated by weak bases.
Weak acids titrated by strong bases.
Weak acids titrated by weak bases
calculate the pH at the equivalence point for titrations.
calculate the Ka of a weak acid, of the Kb of a weak base from experimental titration
data.
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choose an appropriate chemical indicator to use in a titration and justify your selection.
know the solubility rules and be able to apply them to given substances.
write a Ksp expression for a slightly soluble salt.
calculate the numerical value of the Ksp, given solubility data.
calculate the solubility of a substance, given the Ksp.
will be given a Ksp, predict the relative solubility’s of different compounds.
be given solutions of salts are mixed to:
predict and justify whether precipitation can occur, using Q.
write a “net ionic equation” for any reaction that can occur.
Calculate the ion concentration required to initiate precipitation.
apply the “common ion effect” to solubility calculations.
describe how ions can be selectively precipitated by differences in solubility. (H2S as a
precipitating reagent)
 perform calculations involving simultaneous equilibrium systems.
 illustrate, by using “net ionic equations”, how salts can be prepared by using:
(a) acid-base reactions, or (b) gas forming reactions
Suggested labs:
Ksp of a slightly soluble salt ( silver chromate) , Weak acid and base titration –
using pH meters, Molar Mass of a solid acid, Hydrolysis of a salt, Buffer Labs
Chapter in Zumdahl: Chapter #16 Spontaneity, Entropy, and Free
Energy ( 2 weeks)
The students will:
 define entropy and how it relates to spontaneity.
 calculate the entropy change that occurs during an:
(a) a phase change (b) the formation of a compound from it’s elements
 determine the sign and magnitude of the entropy change for a given chemical or physical
change and how it relates to the reaction.
 state the Second Law of Thermodynamics and explain how it is used to determine
spontaneous-ness of a chemical or physical change.
 calculate the standard free energy change using enthalpy and entropy data.
 calculate the standard free energy change using standard free energies of formation.
 relate how the sign and magnitude of free energy change affects:
(a) spontaneous-ness
(b) direction to equilibrium
(c) the amount that a product or
reactant forms
 explain how free energy is temperature dependent.
 explain how thermodynamic data can be used to calculate the temperature at which a
phase change occurs; and why this temperature is only an estimate.
 be using standard free energy change, calculate a Keq.
 be using thermodynamic data, calculate a Keq.
Suggested lab:
Vapor pressure and Enthalpy of the vaporization of water,
Chapter in Zumdahl: Chapter #17 Electrochemistry ( 2weeks)
The students will:
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(b)
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be given a redox reaction to identify the oxidizing and reducing agent.
balance a redox reaction using the half-reaction method in both acidic and basic
solutions.
use a table of standard cell reduction potentials, calculate a standard cell potential.
be given a specific voltaic (galvanic) cell,
identify the anode and cathode
show the direction of electron flow in the external wire
write the specific half-cell reactions occurring at each electrode
explain the purpose of the salt bridge
use a table of standard cell reduction potentials to predict the relative strength of
oxidizing or reducing agents.
use the Nernst equation to calculate the cell potential at nonstandard conditions.
apply the appropriate equations to illustrate the relationships between standard free
energy change, the standard cell potential. And the equilibrium constant.
differentiate between an electrolytic cell and a voltaic cell with respect:
identification of anode and cathode
polarity of electrodes
origin of energy required
cell potential
write the appropriate “net ionic equations” which describe the
electrolysis of water
electrolysis of molten halide salts
electrolysis of brine (over voltage)
use the Faraday constant to calculate:
the mass of metal reduced at the cathode
Suggested Lab:
Formation of a voltaic cell out of (copper, lead, zinc)
Chapter in Zumdahl : Chapter #22 Organic and Biological Molecules
( 1week)
The students will:
 know the names and formulas of the first ten alkanes.
 distinguish between alkanes, alkenes, and alkynes with respect to:
(a) general formula (b) degree of saturation
(c) type of bonding (d) structure
 know the names and formulas of common aromatics.
 draw structural formulas and give the systematic names of common hydrocarbons.
 classify common organic compounds belonging to the following functional groups:
(a) alcohols (b) carboxylic acids
(c)aldehydes
(d) ketones
(e) esters
(f)alkyl
halides
(g) amines
 draw and name structural isomers of alkanes.
 draw and name geometric isomers of alkenes.
 predict whether a given compound will exhibit optical isomerism.
 write the formulas and predict the products of simple organic reactions, including,
(a) combustion of hydrocarbons and alcohols
(b) substitution of alkanes and aromatics
(c) addition to unsaturated hydrocarbons
(d) esterification
 illustrate a polymerization reaction. Differentiate between addition polymers and
condensation polymers.
Suggested Lab: esterfication
Chapter in Zumdahl : Chapter # 21 Transition Metals and Coordination
Chemistry : (1 week)
1. Describe the general properties of transition metals.
2. Write the electron configuration of a period 4 metal cation.
3. For period 4 metals, describe the trend in
(a) oxidation states (b) atomic radii (c) density
4. Given a formula, write the name of a coordination compound.
5. Given a name, write the formula of a coordination compound.
6. Given a coordination compound, predict if the compound exhibits geometric and/or optical
isomerism.
7. Using the crystal field model for an octahedral environment,
(a) assign the electrons to specific orbitals
(b) determine the number of unpaired electrons
(c) differentiate between strong field and weak field splitters as indicated by the
spectrochemical series
(d) differentiate between high spin and low spin complexes
(e) predict and explain the color (or lack of color) or a specific coordination compound.
Suggested lab – formation of copper ammine complex