AP Chemistry Syllabus
Curricular Requirements Page(s)
CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry
textbook. 3
CR2 The course is structured around the enduring understandings within the big ideas as described in the
AP Chemistry Curriculum Framework. 2
CR3a The course provides students with opportunities outside the laboratory environment to meet
the learning objectives within Big Idea 1: Structure of matter. 5 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.
7
CR3c The course provides students with opportunities outside the laboratory environment to meet
the learning objectives within Big Idea 3: Chemical reactions. 6 CR3d The course provides students with opportunities outside the laboratory environment to meet
the learning objectives within Big Idea 4: Rates of chemical reactions. 8 CR3e The course provides students with opportunities outside the laboratory environment to meet
the learning objectives within Big Idea 5: Thermodynamics. 9 CR3f The course provides students with opportunities outside the laboratory environment to meet
the learning objectives within Big Idea 6: Equilibrium. 8 CR4 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. 10 CR5a Students are provided the opportunity to engage in investigative laboratory work integrated
throughout the course for a minimum of 25 percent of instructional time. 3, 5-9 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. 3, 5-9 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 of the required 16 labs
are conducted in a guided-inquiry format. 3, 5-9
CR7 The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature
Purpose: The purpose of the class is to provide a college-level course in Chemistry and to prepare the student to seek credit and/or appropriate placement in college Chemistry courses. This course is structured around the six big ideas and 7 scientific practices articulated in the AP
Chemistry curriculum framework provided by the College Board. [CR2]
The Six Big Ideas
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.
2) Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
3) Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
4) Rates of chemical reactions are determined by details of the molecular collisions.
5) The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
6) Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
Science Practices
1) The student can use representations and models to communicate scientific phenomena and solve scientific problems.
2) The student can use mathematics appropriately.
3) The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
4) The student can plan and implement data collection strategies in relation to a particular scientific question.
5) The student can perform data analysis and evaluation of evidence.
6) The student can work with scientific explanations and theories.
Goals of the Course
Students are prepared to be critical and independent thinkers who are able to function effectively in a scientific and technological society. Students will be able to analyze scientific and societal issues using scientific problem solving.
Provide students with a college-level course in Chemistry in order to prepare for the AP exam or for appropriate placement in college. In each laboratory experiment, students will:
o physically manipulate equipment and materials in order to make relevant observations and collect data;
o use the collected data to form conclusions and verify hypotheses;
o communicate and compare their results and procedures informally with other students, and formally in a written report to the instructor.
Classroom Schedule
The AP Chemistry class meets for 45 minutes two days each week and for 90 minutes three days each week. The extended class periods are designed to permit time for college-level chemistry laboratory investigations.
The course emphasizes problem solving skills as well as the development of written/verbal communication skills. The course includes a hands-on laboratory component comparable to college-level chemistry laboratories.
Text Chemistry: The Central Science by Brown, LeMay, and Bursten, 10th ed., Pearson Education, Inc., Prentice-Hall, Upper Saddle River, NJ 2006. ISBN: 0-13-193719-7 [CR1]
Course Overview
Content: Topics are covered with class discussion using Powerpoint presentations based on the text and supplemented with activities from various sources. Emphasis is placed on the problem-solving and critical thinking skills students will need for the types of questions they can expect to see on the AP exam. Daily assignments will include readings and problems from the textbook; worksheets; readings of outside resources; on-line activities; etc.
Grading: Grades will be determined as a weighted average.
Tests (60%), Lab Reports and Related Activities (30%), Homework and class activities (10%)
Laboratory: Students engage in hands-on laboratory work, integrated throughout the course that accounts for a minimum of 25% of the class time. [CR5a] Some additional activities and labs will also be available as on-line simulations as needed. Labs develop conceptual and practical understanding of content knowledge, while giving experience with inquiry and the seven science practices. At least six labs utilize inquiry format
[CR6]. Students generally work with a partner to plan and carry out experiments. Most labs utilize traditional equipment and measuring devices. Some of the labs utilize probeware and data collection software. [CR5b] All students are required to maintain a 1.5” three-ring binder to
The Lab Report Format [CR 7]
1) Cover sheet: Student name, Partners, Investigation Title, and Date performed.
2) Purpose/Hypothesis: The purpose, or rationalization, for performing the investigation must be provided.
3) Procedural Summary: Brief description of necessary equipment, steps and safety concerns for the lab. A complete description of procedure must be included for inquiry-based investigations.
4) Pre-lab questions or tasks completed with properly developed sentences and/or calculations that take into account precision and express the correct units of measure. Logical progression in the calculations must be thoroughly demonstrated. Qualitative expressions must take place
5) Data/Observations: All data is included in properly formatted data tables. Qualitative observations must be provided by way of properly developed sentences.
6) Calculations: All calculations must include proper precision, units, and labels. At least one sample of repetitive calculations must be shown. Percent error/percent yield calculations should be calculated as necessary.
7) Analysis: Include graphs, tables, or other data analysis tools as required by the lab.
8) Conclusion: a) restates the purpose of the investigation and describes the how the data was collected b) summarizes the results of the lab and compares data to known values while making connections to chemical principles c) describes and explains possible sources of error which directly relate to the results obtained and provides modification of procedure for minimizing errors
Content:
(Labs denoted with an * will be inquiry based)
Unit Chapter(s) Topics Labs/ Activities
[CR5a,b 6] IdeasBig EU LO
1 1) Introduction: Matter and Measurement 2) Atoms, Molecules, and Ions
1) Classification and properties of matter
2) Units of measurement 3) Uncertainty in measurement 4) Dimensional analysis 5) Atomic structure 6) Periodic Table
7) Molecules and molecular compounds
8) Ions and ionic compounds 9) Naming inorganic Compounds
10)Simple organic Nomenclature
1) Identification of Substances by Physical Properties Lab (SP3)
2) Separation of the Components of a Mixture Lab * (SP4)
3) Who wrote the ransom note? (mini paper chromatography lab)* (SP1)
4) Atomic structure activity
5) Naming and Writing review activity 6) Precision vs Accuracy
Given data (percent composition, density, etc) for various
substances students will determine if it they are pure substances or mixtures. (LO 1.2) [CR3a]
1 2 3 1.A 1.B 1.E 2.A 2.B 2.C 2.D 5.D 1.5 1.13 1.14 1.17 1.18 2.1 2.10 2.14 2.15 2.17 2.19 2 3) Stoichiometry Calculations with Chemical Formulas and Equations
1) Chemical equations 2) Patterns of chemical
reactivity (synthesis, decomp, combustion)
3) Formula weights and % Composition
4) Mole
5) Empirical and Molecular Formulas
6) Stoichiometry
7) Limiting reactants, theoretical and % yield
1 Empirical Formula of Zinc Iodide (mini lab) (SP2)
2) Hydrate Analysis Lab* (SP3)
3) Chemical Reactions of Copper and Percent Yield Lab (SP2)
4) Naming organic compounds activity
5) Production of Lead Iodide* (mini lab) (SP2,3,4)
Given problems sets students are able to identify the limiting and excess reactants for a chemical reaction. (LO 1.4) [CR3a]
3
4) Aqueous Reactions and Solution Stoichiometry
1) General properties of aqueous solutions 2) Metathesis Reactions (including net ionic) 3) Acid-Base Reactions 4) Redox Reactions
5) Solution Concentrations 6) Solution Stoichiometry 7) Titration
1) Chemicals in Everyday Life Lab – Anion Identification (SP6,7)
2) Reactions in Aqueous Solutions Lab* (SP5)
3) Metal Reactivities Lab (SP5)
4) Concentration of Acetic Acid in Vinegar Lab* (SP2,3,4,6)
Reaction DEMOS – Students observe demonstrations of various reaction types and then write appropriately balanced chemical equations. (LO 3.2) [CR3c]
1 2 3 1.E 2.A 3.A 3.B 3.D 1.18- 1.20 2.14 2.15 3.4 3.8 6.3 4 5) Thermo-chemistry
1) Nature of Energy
2) 1st Law of Thermodynamics 3) Enthalpy
4) Calorimetry 5) Hess’s Law
6) Enthalpies of Formation and Reaction Enthalpy
1) Heat of Neutralization Lab (SP2,5)
2) Handwarmer Lab* (SP3,4,5)
3) Energy in Food Lab* (SP2,4,5,7)
5 5.A 5.B 5.C 5.D 5.E 3.11 5.2- 5.8 5.15 5 6) Electronic Structure of Atoms 7) Periodic Properties of Elements
1) Wave Nature of Light
2) Quantized Energy & Photons 3) Line Spectra & the Bohr Model
4) Quantum Mechanical Model 5) Atomic Orbitals
6) Electron Configurations 7) Periodic Trends and Relationships
1) Atomic Spectrum of Hydrogen Lab (SP1,2,3,6)
2) Flame Test Lab* (SP1,6,7)
Given data for ionization energy, melting point, atomic size, etc. Graph the data and explain the reason(s) for the trend. [CR3a]
6
8) Basic Concepts of Chemical Bonding
9) Molecular Geometry and Bonding Theories
1) Chemical Bonds, Lewis Symbols, & the Octet Rule 2) Ionic Bonding
3) Covalent Bonding 4) Bond Polarity & Electronegativiy
5) Drawing Lewis Structures 6) Resonance Structures 7) Octet Exceptions 8) Bond Enthalpy 9) Molecular Shapes 10) VSPER Model 11) Molecular Polarity 12) Hybridization Model 13) Sigma and Pi Bonds 14) Molecular Orbital Model
1) Ionic vs Covalent Solids Group Inquiry Lab* (SP5)
2) Molecular Models Activity (SP1)
Students are able to use Lewis diagrams and VSEPR to predict the geometry of molecules, identify hybridization and make predictions about polarity. (LO 2.21) [CR3b]
2 2.C
2.D 1.7 1.8 2.1 2.13 2.17 -2.24 2.26 2.27 2.29 5.1 5.8
7
10) Gases 1) Characteristics of Gases 2) Pressure
3) Gas Laws
4) Ideal Gas Equation 5) Gas Mixtures and Partial Pressures
6) Kinetic Molecular Theory 7) Molecular Effusion and Diffusion
8) Real Gas & the van der Waals Equation
1) Determination of R Lab (SP2)
2) Molar Mass Of Carbon Dioxide Lab* (SP3,4)
3) Graham’s Law of Diffusion Demo Activity (SP1,2)
2 5
2.A 5.A 5.B 5.D
8 11) Inter-molecular Forces, Liquids and Solids 13) Properties of Solutions
1) Molecular Comparisons of S,L & G
2) Intermolecular Forces 3) Properties of Liquids 4) Phase Changes 5) Vapor Pressure 6) Phase Diagrams
7) Structure & Bonding of Solids
8) Solution Formation 9) Saturation & Solubility 10) Ways of Expressing Concentration
11) Colligative Properties 12) Colloids (Emulsions)
1) IMFs Group Inquiry Lab* (SP5)
2) FPD Lab (SP2,4,5)
2 2.A 2.B 2.C 2.D 2.1 2.3 2.11 2.16 2.25 2.28- 2.32 5.1 5.10 5.11 9 14) Chemical Kinetics
1) Factors that Affect Reaction Rate
2) Reaction Rates
3) Concentration and Rate 4) Change in Concentration with Time (Reaction Order)
5) Temperature and Rate 6) Reaction Mechanisms 7) Catalysis
1) Sulfur Clock Lab (SP2,5)
2) Light Stick Kinetics Lab (optional)
Given reaction data sets students can use graphing calculators to produce appropriate graphs needed to determine the order of a reaction. (LO 4.2) [CR3d]
1 4 1.E 4.A 4.B 4.C 4.D 1.15 1.16 4.9 10 15) Chemical Equilibrium
1) Concept of Dynamic Equilibrium
2) Equilibrium Expression 3) Calculation & Interpretation of Equilibrium Constants 4) Le Chatelier’s Principle
1) Keq FeSCN+2 Lab (SP2,4,5)
2) Le Chatelier group inquiry activity* (SP4,5,6)
Given the stress put on a system at equilibrium, students predict the shift and resultant observations. (LO 6.8) [CR3f]
11 16) Acid-Base Equilibria 17) Additional Aspects of Aqueous Equilibria
1) Arrhenius Theory 2) Bronsted-Lowry Theory 3) Autoionization of Water 4) pH Scale
5) Strong Acids and Bases 6) Weak Acids and Bases 7) Ka & Kb Relationship 8) Acid-Base Properties of Salt Solutions (hydrolysis)
9) Acid-base Behavior/Structure 10) Lewis Theory
11) Common Ion Effect 12) Buffers
13) Acid-Base Titrations 14) Solubility Equilibria 15) Factors that Affect Solubility
16) Complex ions
1) Determination of Dissociation Constant of a Weak Acid Lab (SP2)
2) Hydrolysis of Salts – Indicator Lab* (SP3, SP4, SP5)
1 3 6 1.E 3.A 3.B 6.A 6.B 6.C 1.20 2.1 2.2 3.3 3.7 6.1 6.2 6.8 6.23 12 19) Chemical Thermo-dynamics 20) Electro-chemistry
1) Spontaneous Processes 2) Entropy and the 2nd Law of Thermodynamics
3) Molecular Interpretation of Entropy
4) Entropy Changes in Chemical Reactions
5) Gibb’s Free Energy
6) Free Energy and Temperature 7) Free energy and Equilibrium 8) Balancing Redox Equations 9) Voltaic Cells
10) Cell EMF – Standard 11) Free Energy and Redox 12) Cell EMF – Nonstandard 13) Electrolysis
1) Determination of Ksp, ΔG˚, ΔH˚ and ΔS˚ for Ca(OH)2 (SP2)
2) Electrochemistry Lab (part inquiry?)* (SP2,3,4,5)
3) Gold and Silver Penny Activity 4) Electroplating Activity
Given chemical reactions students are able to calculate ∆H, ∆S, and ∆G for the reactions. Using these values they will be able to determine whether the reaction is thermodynamically favorable.
(LO 5.14-5.15) [CR3e]
13
Optional Unit After AP Test
25) Organic Chemistry
1) General Characteristics of Organic Compounds
2) Structures of Organic Compounds
3) Hydrocarbons 4) Functional Groups 5) Biochemistry
1) Ester Synthesis
2) Shrinky Dink Chemistry
Poster/Powerpoint Project (due after AP exam)
