AP Chemistry Syllabus 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 Board. 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
Textbook and Supplemental Materials
Brown, Theodore L., H. Eugene LeMay, Bruce Edward Bursten, and Linda Sue Brunauer. Chemistry: The Central Science, 10th Edition, Upper Saddle River, NJ: Pearson Prentice Hall, 2006
AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. The College Board. 2013
Hague, George R., and Jane D. Smith. The Ultimate Chemical Equations Handbook. Batavia, IL: Flinn Scientific, Inc.
Moog, Richard S. Chemistry: A Guided Inquiry. Wiley, 2008.
Vonderbrink, Sally. Laboratory Experiments for AP Chemistry, 1st Edition. Batavia: Flinn Scientific, 2001 Vonderbrink, Sally. Laboratory Experiments for AP Chemistry, 2nd Edition. Batavia: Flinn Scientific, 2006
Required Materials
3-ring binder or comparable material to organize notes, problem sets, etc., paper, pencils Calculator
Goggles
Lab Notebook (composition notebook) Grading:
25%-Labs- A lab report is completed with every lab. Lab technique will be considered in the lab grading.
25%- Classwork, Homework, Quizzes- Includes problem sets (1 per unit), quizzes (1-2 per unit), any other graded classwork.
Class Days:
Three or four days a week will be devoted to lecture, discussion, and problem solving. It is made very clear to students that they will have to put in extra study time to keep pace with an AP level class. Homework, if any, will be collected and checked at the beginning of class before going over any problems. Students are encouraged to come to the teacher for extra help if needed before school or after school.
Labs
The labs completed require following or developing processes and procedures, making observations, and data manipulation, both using traditional laboratory experiments and using guided inquiry. Students work together in lab groups and communicate as a group; however, each student writes a lab report in a lab notebook for every lab they perform. A minimum of 25% of student contact time, usually 1-2 days per week, will be spent doing hands-on laboratory activities.
Requirements for Lab Reports
A specific format will be used by students for each lab. Students must follow that format and label all sections very clearly. Labs turned in late will receive a 20 points per day deduction in maximum points possible. Labs not completed in class must be done before or after school by appointment.
Pre-Lab Work- Pre-lab work is to be completed and checked off the day the lab is performed. 1. Title
The title should be descriptive. 2. Date
This is the date the student performed the experiment. 3. Purpose
A purposed is a statement summarizing the reason for doing the lab. 4. Background/Introduction
Students describe background information necessary to understand the purpose of doing this lab.
5. 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. Procedures should be detailed enough that someone reading the lab report would be able to replicate the lab. If a student is doing a guided inquiry lab, they may be required to write a full procedure that they develop.
6. 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 into the answer.
7. Data Tables
Students will need to draw any data tables or charts that they will need during the course of the lab.
8. Students need to record lab data directly into their lab notebook. If mistakes are made, students should cross through their mistakes rather than erasing material. Data must be clearly labeled and include correct units of measurement. Data should be clear and easy to read. Post –Lab Work
9. Calculations and Graphs
Students should show all work for mathematical calculations. Formulas should be labeled. Graphs must be properly titled, have axes labeled, and units should be on axes. Graphs must be at least ½ page in size.
10. Conclusions
Conclusions will vary from each lab. Students will be given some direction as to what they need to write. Conclusions must be in complete sentences and contain concise statements of
answers obtained during the lab. 11. Post lab Error Analysis Questions
As well as explaining reasons for error, this section may also contain guided questions from the teacher to answer as well.
All labs will be kept in a laboratory notebook throughout the year. Class Work:
Students are given a syllabus for each unit that is a listing of which topics will be covered, reading, and homework assignments. Students are expected to keep their classwork and notes organized in a notebook.
At the beginning of each unit a problem set with 4-6 old AP problems and essays is assigned. Students must complete the problem set and turn in at the end of the unit to be graded for accuracy.
Homework problems from the textbook will be given just about every day. Students will be assigned a particular problem to show the class how they worked it using the document camera. Eventually every student will present at least one problem.
Students will also select an article once per semester about a scientific innovation based on chemistry, environmental concerns, or technological components from a reputable scientific journal or news article to summarize on a poster or written report. The report or poster must include a description of the innovation and how it affects society. (CR 4)
AP Chemistry Unit Overview Unit 1: Chemistry
Class Periods (90 minutes): 10 days Main Big Ideas: 1, 2, 3
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook
1. Scientific Method BI 1.D.1:a 1
2. Classification of Matter a. Pure substances vs
mixtures b. Law of definite
proportions
1.A.1:b 1.A.1:c
c. Law of multiple proportions d. Chemical and
physical changes
1.A.1:d
3.C.1:b, 3.C.1:c, 5.D:2 3. Nomenclature and
formula of binary compounds
1.E.2:b 2.6-2.8
4. Polyatomic ions and other compounds
1.E.2:b 2.6-2.8
5. Determination of atomic masses
1.A.1:a 2.4
6. Mole concept 1.A.3:b, 1.A.3:c, 1.A.3:d, 1.E.2:b 3.4
7. Percent composition 1.A.2:a 3.3
8. Empirical and molecular formula
1.A.2:b 2.6
9. Writing chemical equations and drawn representations
1.E.1:a, 1.E.1:c, 3.C.1:a 3.1
10. Balancing chemical equations
1.A.3:a, 1.E.2:c, 1.E.2:d, 3.A.1:a 3.1 11. Applying mole concept
to chemical equations (Stoichiometry)
1.A.3:a, 1.E.1:b 3.1-3.7
12. Determine limiting reagent, theoretical and percent yield
3.A.2:a 3.3,3.7
Labs [CR5b] and [CR6]
*Guided Inquiry: (AP Chemistry Guided Inquiry Experiments #1) What is the Relationship Between the Concentration of a Solution and the Amount of Transmitted Light Through the Solution
SP 2, 3
Ionic Bonding Empirical Formula Lab Students determine the empirical formula of silver oxide.
SP 2, 3, LO 1.1, 1.2, 1.4
Determining the Stoichiometry of Chemical Reactions
(Vonderbrink 2001 #2) Students will find the coefficients for two chemical reactants that appear in a balanced chmical equation. The products of the reaction are
not known to the student. The method used is the continuous variations method.
Unit 2: Types of Chemical Equations Class Periods (90 minutes): 9 days Main Big Ideas: 1, 3
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Electrolytes and
properties of water
2.A.3:h 4.1
2. Molarity and
preparation of solutions
1.D.3:c, 2.A.3:I, 2.A.3:j 4.5 3. Precipitation reactions
and solubility rules
6.C.3:d 4.2
4. Acid base reactions and formation of a salt by titration
1.E.2:f, 3.A.2:c 4.3
5. Balancing redox 3.B.3:a, 3.B.3:b, 3.8.3:c, 3.8.3:d 4.4
6. Simple redox titrations 1.E.2:f 4.6
7. Gravimetric calculations 1.E.2:e Labs [CR5b] and [CR6]
Analysis of a Commercial Bleach (Vonderbrink 2001 #10) Students will determine the amount of sodium hypochlorite in a commercial bleach by reacting it with sodium thiosulfate in the presence of iodide ions and starch using a redox titration.
LO 1.18, 3.8, 3.9, SP2, 5
Activity Series
(Vonderbrink 2001 #5) Students will determine an activity series for five metals and three halogens
SP 1, 5, 6, LO 1.9, 1.10
Activity: Online Redox Titration Activity Using an online simulation, students complete a redox
titration to determine the concentration of an unknown.
Unit 3: AP Style Net Ionic Equations Class Periods (90 minutes): 8 days Main Big Ideas: 3
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Redox and single
replacement reactions
3.A.1, 3.B.3:e, 3.C.1:d 4.4 2. Double replacement
reactions
3.A.1, 3.C.1:d 4.4
3. Combustion reactions 3.A.1, 3.B.3:e 3.2
4. Addition (synthesis) reactions
3.A.1, 3.B.1:a 3.2
5. Decomposition reactions
3.A.1, 3.B.1:a, 3.C.1:d 3.2 Activity: Students are
given a set of reactions from which they will ID the oxidation and reduction half reactions
LO 3.8
Labs [CR5b] and [CR6] Reactions in Aqueous Solutions
Students react various chemicals to make observations, write molecular equations, ionic, and net ionic equations.
SP 2, 5 , LO 3.2
Copper Cycle Lab Students will perform a series of reactions involving copper and copper compounds in which the recover the copper at the end and determine percent yield.
SP 2, 5 LO 1.1-1.4, 3.3
Unit 4: Gas Laws
Class Periods (90 minutes): 9 days Main Big Ideas: 1, 2, 5
Topics Covered Curriculum Framework
Articulation
1. Measurement of gases 10.1-10.2 2. General gas laws- Boyle,
Charles, Combined, and Ideal
2.A.2:a, 2.A.2:c 10.3-10.4
3. Dalton’s law of partial pressure
2.A.2:b 10.6
4. Molar volume of gases and stoichiometry
3.A.2:b 10
5. Graham’s Law 10.8
6. Kinetic molecular theory 2.A.2:d, 5.A.1 10.7 7. Real gases and deviation
from ideal gas law
2.A.2:e, 2.A.2:f, 2.A.2:f, 2.B.2:c, 2.B.2:d
10.9 8. Graham’s law
demonstration
LO 2.6; SP1, 6 10.8
Labs [CR5b] and [CR6] Determining the Molar Mass of Butane
A lighter is weighed before and after the butane gas is withdrawn. Volume, temperature, and pressure of butane gas is determine, and molar mass of the gas is calculated.
SP 2, 5, LO 2.6, 3.4
Molecular Mass of a Volatile Liquid
(Vonderbrink 2001 #7) Students calculate the molecular mass of a volatile liquid using ideal gas law
SP 2, 5, LO 2.6, 3.4
Unit 5: Thermochemistry (Thermo Part 1) Class Periods: 9 days
Main Big Ideas: 5, 3
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Law of conservation of energy, work,
and internal energy
5.B.1, 5.E.2:a 5.1, 5.2 2. Endothermic and exothermic reactions 3.C.2, 5.B.3:e, 5.B.3:f 5.2 3. Potential energy diagrams 3.C.2, 5.C.2:c, 5.C.2:d,
5.C.2:e
5.2 4. Calorimetry, heat capacity, and specific
heat
5.A.2, 5.B.2, 5.B.3:a, 5.B.3:b, 5.B.4
5.3-5.5
5. Hess’s Law 5.B.3:a 5.6
7. Bond energies 2.C.1:d, 5.C.1, 5.C.2:a, 5.C.2:b
5.2, 8.2 Labs: [CR5b] and [CR6]
Thermochemistry and Hess’s Law (Vonderbrink 2001 #6) Students determine the enthalpy changes that occur when sodium hydroxide and hydrochloric acid solutions are mixed, when sodium hydroxide and
ammonium chloride are mixed, and when ammonia and hydrochloric acid are mixed.
LO 3.11, 5.3-5.5, 5.7, 5.8, SP 2, 5, 3, 4, 6
Activity: Online Heating and Cooling Curve Simulations
Utilizing the Virtual Chem Lab available at
www.chm.davidson.edu/vce/index.htm l students will heat an unknown
substance, graph the temperature while cooling, and calculate energy released. [ CR3e]
LO 5.6 and SP 1
Unit 6: Atomic Structure and Periodicity Class Periods: 12 days
Main Big Ideas: 1, 2
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Electron configuration and the Aufbau
principle
1.B.2:a 6.8
2. Valence electrons and Lewis dot structures
1.B.2:c 6.8-6.9, 8.1
3. Periodic Trends 1.B.1:b, 1.B.1:c, 1.B.2:b, 1.B.2:d, 1.C.1:c, 1.D.1:b, 2.C.1:a, 2.C.1:b
7.2-7.8
4. Table arrangement based on electronic properties
1.C.1:a, 1.C.1:b, 1.C.1:d 7.2-7.8 5. Properties of light and study of waves 1.C.2:e, 1.D.3:a, 5.E.4:b 6.1 6. Atomic spectra of hydrogen and
energy levels
1.B.1:d, 1.B.1:e, 1.D.3:b 6.3-6.4
7. Quantum mechanical model 1.C.2:d 6.5
8. Quantum theory and electron orbitals 1.C.2:b 6.5-6.7
9. Orbital Shape and energies 1.C.2:b 6.6
10. Spectroscopy (including PES) 1.D2:a, 1.D.2:b, 1.D.2:c, 1.D.3:b
6.3 Labs: [CR5b] and [CR6]
Quantitative Spectroscopy of the Hydrogen Emission Spectrum Students will use
spectroscopes to observe the spectra of hydrogen and mercury
Flame Test Lab Students will observe the colors produced by various ions and determine the identity of unknowns.
SP 4, 5, 6
Activity: Periodic Table Dry Lab
Students graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table [CR3a]
LO 1.9, 1.10, 1.11, 1.12, 1.13; SP1, 5, 6
Activity: Moog PES Inquiry Activity
Students interpret given PES data and are able to analyze said data to look for trends.
SP 1, 2, 3, 4, 5, 6
Unit 7: Chemical Bonding Class Periods: 12 days Main Big Ideas: 2
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook
1. Lewis Dot structures 2.C.4:a 8.1, 8.3, 8.5
2. Resonance Stuctures and formal charge
2.C.4:c, 2.C.4:d, 2.C.4:e 8.5-8.6 3. Bond polarity and dipole moments 2.C.1:c, 2.C.1:e, 2.C.1:f 8.4 4. VSEPR models and molecular shape 2.C.4:b, 2.C.4:e, 2.C.4:f 9.1-9.2
5. Polarity of molecules 2.C.1:e 9.3
6. Ionic bonding and Lattice energies 1.B.1:a, 1.C.2:a, 2.C.1:d (1-2), 2.C.2:a, 2.C.2:b, 2.D.1:b
8.2
7. Hybridization 2.C.4:g 9.5
8. Molecular orbitals and diagrams 2.C.4:h, 2.C.4:i 9.7 Labs: [CR5b] and [CR6]
Guided Inquiry AP Chemistry Guided Inquiry Experiments #6: Qualitative Analysis and Chemical Bonding “What’s in That Bottle?”
LO 2.1, 2.17, 2.19, 2.20, 5.1, 5.10, SP 1, 3, 4 Atomic Theory Dry Lab
Students use molecular model kits to build molecules. They then make drawings of those molecules and from those drawings predict geometry, hybridization, and polarity. [CR3b]
LO 2.21 and SP 1&6
Activity: Students are given combinations of atoms, and use the periodic table to predict the type of bonding present (ionic, covalent, metallic)
LO 2.17
Unit 8: Liquids, Solids, and Solutions (LO Class Periods: 7 days
Topics Covered Curriculum Framework Articulation
Chapters in Textbook 1. Structure and bonding
a. Metals, network, and molecular b. Ionic, hydrogen, London, van der
Waals
(a) 2.A.1:a, 2.A.1:d, 2.C.3, 2.D.1:a, 2.D.2:a, 2.D.1:b, 2.D.3, 2.D.4 (b) 2.A.1:b, 2.B.1:a,
2.B.1:b, 2.B.1:c, 2.B.2:a, 2.B.2:b, 2.B.2:c, 2.B.2:d, 2.B.3:a, 5.D:1
(a)11.1, 11.7, 11.8 (b) 11.2
2. Vapor pressure and changes in state 11.4, 11.5
3. Heating and cooling curves 2.A.1:e, 5.B.3:c, 5.B.3:d 11.4 4. Composition of solutions 2.A.1:c, 2.A.3:b, 2.A.3:c,
2.B.3:b
13.1-13.4 5. Colloids and suspensions 2.A.1:c, 2.A.3:b, 2.A.3:g 13.6
6. Separation Techniques 2.A.3:e, 2.A.3:f 1.3
7. Effect on biological systems 2.B.3:e, 2.D.3, 5.E.4:c 13.6, 13.3 Activity: Students are given structures
of various compounds and must explain why they differ in physical state at various temperatures. Then students will predict the types of bonding present based on the atom’s position on the periodic table.
LO 2.1, 2.13, 2.17, 2.19, Big idea 2
Labs: [CR5b] and [CR6]
Vapor Pressure and Enthalpy of Vaporization of Water (Vonderbrink 2001 #9) Experiment is designed to find the vapor pressure of water at temperatures between 50⁰C and 80⁰C
SP 2, 5, LO 5.8
Chromatography Lab Students will separate the various components of different colors of ink using chromatography and calculate Rf values.
SP 2, 5,
Unit 9: Kinetics Class Periods: 14 days Main Big Ideas: 4
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook
1. Rates of reactions 4.A.1:a 14.1-14.2
2. Factors that affect rates of reactions/collision theory
4.A.1:b, 4.A.1:c, 4.D.1, 4.D.2
14.1-14.5
3. Reaction Mechanisms 4.B.3:a, 4.B.3:b 14.6
4. Rate equation determination a. Rate constants
b. Mechanisms
c. Method of initial rates
4.A.2:a (a.) 4.A.3
(b.) 4.B.1, 4.C.1, 4.C.2, 4.C.3
d. Integrated rate laws
5. Activation energy and Boltzmann distribution
4.B.2, 4.B.3:c 14.5
Activity: Given sets of data, students must determine the order of reaction for each data set. Then students determine k for the reaction at that temperature. Given sets of data for the same reaction at different
temperatures, students will find the k value at each temperature and draw conclusions as to how temperature affects the rate constant value.
SP 2, 5, LO 4.2, Big idea 4
Labs: [CR5b] and [CR6]
Guided Inquiry: (AP Chemistry Guided Inquiry Experiments) How Long Will That Marble Statue Last?
LO 4.1, 4.2, SP 3, 4, 5, 6, 7
Guided Inquiry: (AP Chemistry Guided Inquiry Experiments) What is the Rate Law of the Fading of Crystal Violet Using Beer’s Law?
LO 4.2, 4.9, SP 2, 5
Unit 10: General Equilibrium Class Periods: 11 days Main Big Ideas: 6
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Characteristics and conditions of
chemical equilibrium
6.A.1, 6.A.3:a, 6.A.3:f
15.1 2. Equilibrium expression derived from
rates
6.A.3:b 15.1
3. Factors that affect equilibrium 6.A.3:c 15.3-15.7
4. Le Chatelier’s principle 6.A.3:b, 6.B.1, 6.B.2, 6.C.3:e, 6.C.3:f
15.7 5. The equilibrium constant 6.A.3:d, 6.A.3:e, 6.A.4 15.2
6. Solving equilibrium problems 6.A.2 15.3-15.6
Activity: Students use given data sets to calculate the concentration of either reactant or products or use these quantities to calculate the equilibrium constant.
LO 6.5
Labs: [CR5b] and [CR6]
Guided Inquiry: (AP Chemistry Guided Inquiry Experiments #13) Can We make the Colors of the Rainbow? An Application of Le Chatelier’s Principle
Determination of the Equilibrium Constant for the Formation of FeSCN2+
(Vonderbrink 2006 #13) – the
equilibrium constant for the formation of the thiocyanate iron (III) complex ion is determined. Absorbance of a
standard series of solutions is measured using a spectrophotometer. A
calibration curve is made relating absorbances to their concentrations. Stoichiometry is also used to determine the concentration of various species in solution.
SP 1, 2, 5, LO 1.16, 6.2)
Unit 11: Acids and Bases Class Periods: 9 days Main Big Idea: 6
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Definition and nature of acids and
bases
3.B.2, 6.C.1:c, 6.C.1:d, 6.C.1:e, 6.C.1:f
16.1-16.2
2. Kw and the pH scale 6.C.1:a, 6.C.1:b, 6.C.1:g 16.3-16.4
3. pH of strong and weak acids and bases
6.C.1:h 16.5-16.8
4. Polyprotic acids 6.C.1:n 16.6
5. pH of salts 16.9
6. Structure of Acids and bases 16.10
Labs: [CR5b] and [CR6]
Determination of Ka of Weak Acids
(Vonderbrink 2006 #14)
Unit 12: Buffers, Ksp, and Titrations Class Periods: 13 days
Main Big Idea: 6
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Characteristics and capacity of
buffers
6.C.2 17.2
2. Titrations and pH curves 6.C.1:I, 6.C.1:j, 6.C.1:k, 6.C.1:l, 6.C.1:m
17.3 3. Choosing acid base indicators
4. pH and solubility 17.4-17.5
5. Ksp calculations and solubility products
Activity: Using an online PHET
simulation, students add different salts to water, watch them dissolve, and achieve dynamic equilibrium with solid precipitates. They are able to compare the number of ions in solution for highly soluble compounds to other slightly soluble compounds. They are also able to calculate Ksp values.
6.C.3:a, 6.C.3:b
Labs: [CR5b] and [CR6]
Acid Base Titrations (Vonderbrink 2006 #15) Students will titrate a monoprotic acid with a base and create a graph of the titration curve.
SP 2, 4, 5
Guided Inquiry: Acid Base ID
Challenge- Students are given 100 mL of 1.0 M, 0.5 M, and 0.1 M NaOH and 1.0 M, 0.5 M, 0.1 M HCl in beakers ID’ed as A-F. The CL solutions have phenolphthalein added to them. Students must develop their own procedure to determine the ID of each of the unknown solutions. Students must explain qualitatively and
quantitatively how they reached their conclusions.
LO 3.7, LO 6.19, SP 2, 4, 5
Guided Inquiry: (AP Chemistry Guided Inquiry Experiments #16) The
preparation and Testing of an Effective Buffer: How Do Components Influence a Buffer’s pH and Capacity?
SP 2, 4, 5
Unit 13: Thermodynamics (Thermo Part 2) Class Periods: 11 days
Main Big Ideas: 5, 6
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook
1. Laws of thermodynamics 19.1-19.3
2. Spontaneous process and entropy
5.E.1 19.1-19.2
3. Spontaneity, enthalpy, and free energy
5.E.2:c, 5.E.3 19.4
4. Gibbs’ Free Energy 5.E.2, 6.D.1:b, 6.D.1:C, 6.D.1:d
19.7
5. Rate and spontaneity 5.E.2:e, 5.E.5 19.5
Between Enthalpy and Entropy (Brown and LeMay Media Pak)
Activity: Students solve problems in which they qualitatively and quantitatively predict the signs and magnitude of ΔH⁰, ΔS⁰, and ΔG⁰ from a set of thermochemical data.
LO 5.13
Labs: [CR5b] and [CR6]
Guided Inquiry: (AP Chemistry Guided Inquiry Experiments #12) The Hand Warmer Design Challenge: Where Does the Heat Come From?
LO 5.7, 5.6, SP 1, 2, 4, 5, 6, 7)
Determination of Ksp, ΔH⁰, ΔS⁰, and ΔG⁰ of Calcium Hydroxide- Saturated solutions of calcium hydroxide at two different temperatures are prepared and titrated with standardized
hydrochloric acid solution. Using these data, Ksp and ΔG⁰ for the dissolution of calcium hydroxide are determined. ΔH⁰, ΔS⁰, and ΔG⁰ for the reaction are determined from the temperature dependence.
SP 2, LO 6.25
Unit 14: Electrochemistry Class Periods: 9 days Main Big Ideas: 3, 5
Topics Covered Curriculum Framework
Articulation
Chapters in Textbook 1. Balancing Redox equations 3.B.3:a, 3.B.3:b,
3.B.3:c, 3.B.3:d
20.1-20.2 2. Electrochemical cells and
voltage
3.C.3:a, 3.C.3:b, 3.C.3:c, 5.E.4:a
20.3 3. Spontaneous and
non-spontaneous
3.C.3:e 20.5
4. Chemical applications 3.C.3:f 20.5, 20.7-20.9
Labs: [CR5b] and [CR6]
Electrochemical Cells (Vonderbrink 2006# 22) Students will create galvanic cells. They will measure and predict cell potentials. Concentration will also be varied to show how concentration can affect cell potential.
SP 1,2,5, LO 3.13
Big Ideas 1-6
Class Periods: ~18 days
Review of ALL AP topics, calculations without calculators, test taking strategies, time management, practice AP exams.
Students will also select an article about a scientific innovation based on chemistry, environmental concerns, or technological components from a reputable scientific journal or news article to summarize on a poster or written report. The report or poster must include a description of the innovation and how it affects society. (CR 4)
