Course Description



AP Chemistry

Course Description

AP Chemistry is a rigorous, fast-paced class that follows a college-level general chemistry curriculum. The course prepares students to take the Advanced Placement Examination for Chemistry that may lead to college credit. Many topics from Honors Chemistry are reviewed and studied to greater depth. Those topics include: molar relationships, electronic structure, nuclear chemistry, periodicity, atomic theory, chemical bonding, gas laws, solutions and solubility, colligative properties, acid/base chemistry.

Additional advanced topics that are covered include chemical equilibrium, chemical kinetics, and thermodynamics. [C5] AP Chemistry is a blocked class consisting of two 45 minute periods that meet five times a week for the entire year. Extensive laboratory work is included. Each week, at least one 90 minute period will be devoted to laboratory activities. [C7]

Course Rational

This class will prepare students to take the advanced placement test, which may enable them to test out of general chemistry in college. Even though the test is optional, it is recommend that students set the goal early in the year to take it. A firm commitment will not have to be made until February, but preparing for the test provides a focus that is beneficial to the whole class. It is a difficult test that covers a large amount of material, but a passing score is certainly within reach of most students in this class. Preparation is a year-long commitment. Review materials will be distributed throughout the year to emphasize that it is impossible to study for this test the night before.

Course Design & Management

Supplies: Scientific calculator, three-ring 2 to 3-inch binder, paper and pencils. Please bring writing materials, calculator, notebook and a covered textbook and a solutions manual to class every day.

Calculator:Students are required to have a scientific and/or graphing calculator. Those suggested by the math department will suffice. Most students prefer the very user friendly Texas Instruments (TI) Graphing Calculators. Of these calculators, the TI-83Plus or the TI-84 are by far the most economical and versatile.  All TI-82 and above versions are compatible with both computer software called Graphical Analysis and data collection equipment called Calculator Based Laboratory Devices (CBL's) used in this course.

Grading Scale & Course Breakdown: Your grade will be calculated by cumulative points throughout this course. Weekly grade printouts are made available in class to all students and to parents or guardians on the course web site via students assigned ID’s.

Grading Scale: Course % Breakdown:

90 - 100% A Tests, Quizzes 50%

80 - 89% B Homework, Class Work 20%

70 - 89% C Labs, Lab Reports 25%

60 - 69% D Notebook, Preparedness 5%

0 - 59% F

Course Breakdown:

Tests: Tests will be given at the completion of a Chapter worth between 50 and 100 points. These tests are created and graded in a pseudo AP format.

Quizzes: There will be some topics in a Chapter that require a very detailed evaluation worth between 5 and 50 points.

Concept Tests: These are non-graded papers given the day before a chapter test that focus on the key terms and concepts that will appear on the test. They are usually a half page 10-15 minute in-class assignments discussed immediately after its completion.

Study Questions (SQ): Problems from the text are separated into two groupings. (To Be Seen Problems) are discussed openly in class and used during instruction. These problems are answered in the student solutions manual. (To Be Graded Problems) are BOLDED on schedules and are assigned as Homework, Class Work or Group Work.

Homework: Homework will be collected on designated days. Each assignment will be worth between 5 and 30 points.

Class Work: Class Work, worth the same as homework, is work begun in class and collected before class is over.

Group Work: Group Work is work completed and/or graded by teams or lab partners. All members are responsible for the work. This will be evaluated through assessment rubrics occurring while students are in teams.

Study Guides: Study Guides are given to students prior to assignments covering a topic. They should begin work on the study guides while they read the text to help organize their thoughts.

Laboratory Activities: You will work effectively in a lab group to complete a given experiment in the allotted amount of time. All of the experiments performed, except where noted with *, will require hands-on group work in the laboratory. Students will work together to gather, process and manipulate data taken from observations both measured and unmeasured. Each member of the group will complete data sheets and will be required to submit an individually develop formal lab report of your conclusions. [C5] Labs will be worth up to 50 points and the reports themselves are worth up to 30 of those points each. Meaningful laboratory work is important in fulfilling the requirements of a college-level course of a laboratory science. It is necessary in preparing a student for sophomore-level chemistry courses in college. [C7]

Notebooks: All handouts, resources, homework, class work and group work should be kept in the notebook. A section of the notebook should be reserved for lab sheets and reports. [C5] Notebooks will be checked quarterly. Some institutions request to see a student’s notebook before making a decision about granting credit, placement, or both, in the chemistry program, students should keep their notebooks and most especially their laboratory work so that it can be readily reviewed. [C7]

Preparedness: Students are expected to be in class on time with the required materials. Textbooks must be covered at all times. Textbooks not covered after the first week will cost students 5 homework points each day until the book is covered and students may be issued a detention. Material must be brought to class every day unless otherwise stated.

Extra Credit: Extra Credit can be earned in only four ways:

1. Extra credit either questions or projects given to the entire class.

2. Test Corrections and improvement points.

3. Team activity points may be earned by participation and correctness of answers.

4. Pointing out errors (Text, Teacher, and Fellow Student) in an adult fashion.

Make-Ups: Require an excused absence.

It is your responsibility to check the assignment list for work missed and collected when you were absent.

It is your responsibility to turn in make up work within the same number of days you were absent.

If something was due on the day of your absence it is due the day you return. I will not ask for it.

If you were absent on a lab day, you must either get the data from your lab partner and do the calculations and questions as if you had done the lab or attended Study Sessions to complete the lab. Laboratory Make-Ups are granted at the discretion of the teacher.

Your actions and behaviors shape the atmosphere of this class.

Listen. Ask questions. Be prepared.

Course Website

General course information and year-long schedule is available at the integrated web-site designed and maintained by the AP Chemistry teacher. Information about the AP Program, and the AP Test is also available at the web-site. Students and parents have access to actual class resource sheets, notes, study guides, laboratory activities and worksheets. Both assigned problems and sample problems are listed along with objectives for each chapter on the schedule pages and weekly grades are posted by student Id's.

Course Resources

Text: Chemistry and Chemical Reactivity 5th ed. & CD

John C. Kotz & Paul M. Treichel. ISBN: 003033604x

Publisher: Thomson, Brooks, Cole

Pub. Date: 2003

Student Solutions Manual to Accompany Chemistry & Chemical Reactivity

KOTZ & PURCELL. ISBN: 003053618

Publisher: Saunders College Publishing

Pub. Date: January 1991

Laboratory Manuals:

Laboratory Experiments for Advanced Placement Chemistry

Sally Ann Vonderbrink. Cat.#AP7010

Publisher: Flinn Scientific, Inc.

Pub. Date: 2005

Lab Inquiry in Chemistry

Bauer, Birk, Sawyer. ISBN: 0534376940

Publisher: Brooks and Cole

Pub. Date: 2001

Course Schedule

|Quarter 1 |

|Chapter 1 - Matter and Measurement (4DAYS) |

|Objectives: |

|1. To distinguish between substances and mixtures, chemical and physical properties, and intensive and extensive properties. |

|[C1], [C2] |

|2. To convert lengths, masses, and liquid volumes from one metric (SI) unit to another and in some cases convert from metric to |

|non-metric units. Dimensional Analysis. [C6] |

|3. To understand the relationship between mass, volume and density. |

|4. To convert temperatures from one to another using three scales, Fahrenheit, Celsius and Kelvin. |

|5. To apply the rules for significant figures. |

|6. To distinguish between precision and accuracy. |

| |

|Study Hints: |

|1. In the textbook, the problems are worked with a calculator and the answer is rounded to the correct number of significant |

|figures only at the end of the problem. Rounding off intermediate values may produce slightly different results from those in |

|the text. |

|2. Don’t underestimate the importance of density. It is a simple concept, but one that will be important for many problems later|

|in the course, so be sure to remember it. |

|3. Most of the unit conversions you will do in this course will involve only metric units. Remember the prefix indicates the |

|magnitude of the conversion factor, and dimensional analysis will help you decide whether to divide or multiply by the |

|conversion factor.[C6] |

|4. When working with percentage, the first step is usually to convert the percent into a fraction (or decimal). Don’t forget the|

|need for this conversion. |

| Laboratory Activities:                     |

|     1. Introduction to Course and Laboratory, Books Assigned |

|     2. Group Laboratory Drawer Inventory/Cleaning [C5] |

|     3. Accuracy of Volume Measurement Lab [C5] |

|     4. Density Lab [C5] |

| |

| Assignments: |

|     1. Read and Sign Lab Safety Contract |

|     2. Get Parent Letter |

|     3. Books Covered and Armored |

|     4. Read 1.1-1.2  SG1-4   SQ 12-18even |

|     5. SQ 13-17odd   Read 1.3 - 1.4    SG 5-10  SQ 20-28even |

|     6. SQ 21-29odd   Read 1.5 - 1.7    SG 11-18  SQ 30-48even |

|     7. SQ 31-49odd   SQ 1-11odd,56,60,66,76 |

|     8. SQ 2-10even,55,57,69,71,75 |

| |

| Evaluations: |

|     Concept Test |

|Examine AP TEST FORMAT |

| |

| |

| |

| |

|Chapter 2  - Atoms and Elements (3DAYS) |

|Objectives: |

|1. To be familiar with the basic assumptions of Dalton's Atomic Theory. |

|2. To state the Law of Conservation of Matter. |

|3. To know the relationships among atomic number, mass number, number of protons, number of neutrons, and number of electrons. |

|[C1] |

|4. To calculate the average atomic mass of an element from the relative abundances of the component isotopes. [C6] |

|5. To use the periodic table to locate the alkali metals, the alkaline earth metals, the transition metals, the halogens, and |

|the rare gases, and to distinguish among metals, nonmetals, and metalloids. [C4] |

|6. To convert among grams, moles, and number of particles. |

| |

|Study Hints: |

|1. It is imperative that you learn how to convert moles to grams and grams to moles. This simple conversion is a basic step in a|

|great many problems that will be encountered throughout chemistry. |

|2. Remember that a single chemical symbol can have several different meanings. For instance, Fe can mean a) one atom of iron, b)|

|one mole of iron atoms, or c) one molar mass of iron. Since all of these interpretations are possible, you must decide which one|

|is most appropriate in a given case. |

|3. The terms molar mass, gram molecular mass, gram molecular weight, and gram formula mass are different names for the same |

|quantity. |

| Laboratory Activities:                     |

|     1. Determination of Avogadro's Number Lab [C5] |

| |

| Assignments: |

|     1. Read Chapter 2      SG 1-5     SQ 20-34even,56 |

|     2. SQ 21-35odd,57    SG 6-8     SQ 6-18even, 36-44even |

|     3. SQ 1-5all,7-19odd, 37-45odd,64 |

| |

| Evaluations: |

|     Concept Test |

|Chapter 1 & 2 Test |

| |

|Chapter 3  - Molecules, Ions, & Their compounds (5DAYS) |

|Objectives: |

|1. To know the names (including spelling) and symbols of the common elements. [C1] |

|2. To determine the charge for monatomic ions and predict formulas of ionic compounds. |

|3. To know the names, formulas, and charges of the common polyatomic ions. |

|4. To name ionic compounds and binary molecular compounds. [C1] |

|5. To distinguish between a molecular formula and an empirical formula. [C1] |

|6. To calculate the molar mass of a compound. |

|7. To state the law of constant composition. |

|8. To calculate the percent composition of a compound from the empirical formula and vice versa, and the molecular formula from |

|the empirical formula. [C6] |

| |

|Study Hints: |

|1. Pay attention to the spelling of the names of elements that frequently cause problems (commonly confused letters are |

|underlined): beryllium, fluorine, silicon, phosphorus, sulfur, chlorine, chromium, nickel, and zinc. |

|2. Don't confuse the symbols of the elements having names that begin with S (sodium, sulfur,silicon, and scandium) or those that|

|begin with P (potassium and phosphorus). |

|3. Remember that under normal conditions pure hydrogen, nitrogen, oxygen, & halogens exist as diatomic molecules, whereas rare |

|gas elements exist as uncombined atoms. [C2] |

|4. When working problems related to chemical formulas, always remember that a formula is basically a mole ratio. Therefore, the |

|initial stage of such a problem often involves the determination of the number of moles of the components in the formula. |

|5. Like chemical symbols, chemical formulas can have several different meanings. For instance, H2O can mean a) one molecule of |

|water, b) two atoms of the element hydrogen combined with one atom of oxygen, c) one mole of water molecules, or d) one molar |

|mass of water molecules. |

| Laboratory Activities:                     |

|1. Chromatography Lab * |

|     2. Synthesis and Analysis of Alum [C5] |

| |

| Assignments: |

|     1. Read 3.1 -3.4       SG 1-8      SQ 10-42even 76,86 |

|     2. SQ 11,15,17-35odd,39-43odd,87 |

|     3. Read 3.5 -3.7       SG 9-14    SQ 44-64even 80,104 |

|     4. SQ 45-63odd, 85,87,97        SQ 1-9odd, 94,98 |

|     5. SQ 2-8even, 81,101 |

| |

| Evaluations: |

|     Quizzes: Symbols of Common Elements & Polyatomic Ions |

| |

|Chapter 4  - Chemical Equations & Stoichiometry (5DAYS) |

|Objectives: |

|1. To balance simple chemical equations. |

|2. To predict the products and balance the resulting equation for some common reactions, such as the combination of a metal with|

|oxygen or a halogen, the combustion of a hydrocarbon, and the decomposition of a metal carbonate due to heating. [C3] |

|3. To use a balanced chemical equation to write the stoichiometric factors for a chemical reaction and use these values to |

|calculate the relationships between the moles or mass of products and reactants. [C3] |

|4. To recognize the limiting reagent in a chemical reaction and use it to perform stoichiometric calculations. [C6] |

|5. To calculate percent yield using actual yield and theoretical yield. [C6] |

| |

|Study Hints: |

|1. Whenever you begin to work on a stoichiometry problem, your first step should be to make sure that any equations provided are|

|complete and balanced. In problems like this, an equation that hasn't been balanced is a mistake waiting to happen. |

|2. It is very important to realize that the mole ratio in the balanced equation is the key to doing most of the problems in this|

|chapter. Most of these problems can be thought of in three steps: first, convert whatever you are given into moles; second, use |

|the stoichiometric ratio to convert to moles of another substance in the balanced equation; and third, convert from moles of |

|that new substance to whatever units are requested. |

| |

| |

| |

|3. Notice that the limiting reagent is not necessarily the reactant present in the smallest amount; you must also consider the |

|stoichiometric factor. The reagent present in the largest amount may be the limiting reagent if there is not enough of it to |

|satisfy the requirements of the balanced equation. |

| |

| Laboratory Activities:                     |

|     1. Mole Ratios in a Chemical Reaction  [C5]          |

| |

| Assignments: |

|     1. Read 4.1-4.3          SG 1-6         SQ 8-18even |

|     2. SQ 9,13,15,19 |

|     3. Read 4.4-4.6          SG 7-11       SQ 20-28even, 58 |

|     4. SQ 21-25odd,29                        SQ 2-6even, 30-42even |

|     5. SQ  1-7odd 31,35,37,53,61 |

|     6. WS: Chemical Reactions: Predicting Products |

| |

| Evaluations: |

|    Concept Test |

|Chapter 3 & 4 Test |

| |

|Chapter 5  - Reactions in Aqueous Solution (12DAYS) |

|Objectives: |

|1. To describe solutions using the terms solute, solvent and solution. [C2] |

|2. To distinguish among strong and weak electrolytes. |

|3. To distinguish among acids and bases. |

|4. To name and write formulas for the common acids and bases. |

|5. To predict the solubility of ionic compounds by using general solubility guidelines. |

|6. To determine which ions will form when an ionic compound is dissolved in water and to write net ionic equations for chemical |

|reactions involving ionic compounds. |

|7. To identify the important types of reactions in aqueous solution, including exchange reactions, precipitation reactions, |

|acid-base reactions, and gas-forming reactions and to predict the products in many of these reactions. [C3] |

|8. To write equations for the preparation of compounds using exchange reactions, precipitation reactions, or acid-base |

|reactions. [C3] |

|9. To use the definition of molarity to do solution calculations, including those required to prepare a solution of a given |

|concentration either by dissolving the solute directly in a solvent or by dilution of a previously known solution. |

|10. To use a balanced equation and the molarity of the reactants, to perform solution stoichiometry calculations for titration |

|and precipitation reactions. [C6] |

|11. To determine the oxidation numbers of the elements in compounds, identify the oxidized and reduced substances in balanced |

|equations, and to balance oxidation-reduction equations in either acidic or basic solutions. |

|12. To predict products and write net ionic equations for redox reactions. |

| |

|Study Hints: |

|1. Don't confuse the weak electrolyte ammonia, NH3, with the ammonium ion, NH4+. |

|2. Objective 7 suggests that you should be able to predict the products of acid-base exchange reactions. It is also helpful to |

|be able to work backwards, predicting what acid and base would have to be reacted in order to form a given salt. |

|3. When you learn the definition of molarity, be sure to learn moles of solute per liter of solution, not just moles per liter. |

|Remember that when preparing a solution, liters of solvent added is not always the same as the final volume of the solution. If |

|you learn the complete definition for molarity, you are less likely to confuse it with molality. |

|4. Dilution problems should be fairly easy once you memorize the formula, but there is one frequent point of confusion. You must|

|read carefully to distinguish between the volume of water added and the volume of the final solution. |

|5. Remember that the oxidized substance is the reducing agent, and the reduced substance is the oxidizing agent. Also remember |

|that the oxidizing agent and reducing agent in a chemical equation must both be reactants. |

|6. When balancing oxidation-reduction equations, it is essential that you follow a systematic procedure. Some common errors are |

|forgetting to balance electrons in both half reactions, or forgetting to simplify the final equation. The charges on the ions |

|are very important, so be sure to write the charges clearly and neatly. Otherwise it's very easy to overlook an ion in adding up|

|the charges and the balancing will be incorrect. |

| Laboratory Activities:                     |

|     1. Activity Series [C4] |

|     2. Solution Conductivity: Strong & Weak Electrolytes [C5] |

|     3. Redox Titration: Analysis of Commercial Bleach  [C5] |

|     4. Solubilities of Salts [C5] |

| |

| Assignments: |

|     1. Read 5.1-5.2          SG 1-7            SQ 20-28even |

|     2. SQ 21,25-29odd |

|     3. Read 5.3-5.6          SG 8-9            SQ 30-42,44,46,50even |

|     4. WS: Chemical Reactions: Predicting Rxns Acid - Base |

|     5. SQ 31,35,37,41,45,51odd |

|     6. Read 5.7                SG 10-14        SQ 52-56even |

|     7. WS: Chemical Reactions: Predicting Rxns - Redox |

|     8. SQ 53-57odd |

|     9. Read 5.8                SG 15-18        SQ 58-64,68,70even |

|   10. SQ 59-65,69,71odd |

|   11. Read 5.9-5.10       SG 19-23        SQ 72,76-80,86,92even |

|   12. SQ 73,75-81,87,93odd |

| |

| Evaluations: |

|    Concept Test |

|Chapter 5 Test |

| |

|Quarter 2 |

|Chapter 6  - Energy & Chemical reactions (8DAYS) |

|Objectives: |

|1. To recognize the various forms of energy and understand how the transformations from one form to another are governed by the |

|conservation of energy principle. |

|2. To convert energy values from calories to joules and vice versa. |

|3. To make calculations involving changes in temperature and/or state. [C6] |

|4. To understand the first law of thermodynamics, and terms related to this concept, [C3] including endothermic and exothermic |

|reactions, energy change, and enthalpy change. |

|5. To use Hess's Law to calculate the enthalpy change for a reaction that is a simple combination of the given equations. [C6] |

|6. To understand the meaning of the term standard conditions, be able to predict the standard states for common substances, and |

|be able to calculate the standard enthalpy change for reactions based on values from an appropriate table of standard enthalpies|

|of formation. |

|7. To describe the basic experimental procedures of calorimetry, the method used to measure heats of reactions in the |

|laboratory. |

| |

|Study Hints: |

|1. Thermodynamic symbols often include subscripts and superscripts that represent critical information about the conditions, |

|such as temperature and pressure. For example, the superscript ° on the symbol < H° should tell you the temperature, the |

|pressure, and the physical state of the substance involved. Don't overlook this valuable source of information. |

|2. Be sure that all of the equations are balanced, before you begin to do a thermochemistry problem. Failure to do this can |

|waste time (if you notice the error later on) or cause your solution to be incorrect. |

| Laboratory Activities:                     |

|     1. Endothermic and Exothermic Reactions [C5] |

|     2. Heat of Combustion: Magnesium (Hess’s Law) [C5] |

| |

| Assignments: |

|     1. Read 6.1-6.3         SG 1-8        SQ 12-24even See Sol. Man. |

|     2. SQ 13-17, 21, 25odd   |

|     3. Read 6.4-6.5         SG 9-17      SQ 26-32even     |

|     4. SQ 27-33 |

|     5. Read 6.6                                   SQ 38-48      SQ 39,43,47 |

|     6. Read 6.7               SG 18          SQ 50, 52     SQ 51,53 |

|     7. Read 6.8               SG 19          SQ 54-62      SQ 55,59,61-63 |

|     8. Read 6.9-6.10       SG 20          SQ 66           SQ 67 |

| |

| Evaluations: |

|     Concept Test |

|Chapter 6 Test |

| |

| |

|Chapter 23 - Nuclear Chemistry Thanksgiving Reading |

| |

|Chapter 7  - Atomic Structure (9DAYS) |

| Objectives: |

|1. To understand the fundamental wave properties of electromagnetic radiation, including the equation that relates wavelength |

|and frequency. |

|2. To understand the particle nature of electromagnetic radiation as defined by E = hv. |

|3. To understand the basic ideas of the atomic theory and the quantum theory. [C1] |

|4. To use De Broglie's equation to determine the wavelength of an electron and to understand how it served as a basis for |

|Heisenberg's development of the uncertainty principle and ultimately for quantum mechanics. [C6] |

|5. To assign the three of the four quantum numbers (n, l, ml) to electrons. [C1] |

| |

|Study Hints: |

|1. Since many theories and equations carry scientist’s names, it is helpful to understand the historical development of the |

|atomic theory. |

|2. Reciprocal time units used for frequencies are sometimes confusing. If a frequency of a wave is 1,000,000 hertz, it means |

|that 1,000,000 waves per second would go past a stationary observation point. |

|3. Is the electron a particle or a wave? Remember that we are not really arguing about the nature of an electron, but rather |

|about which of two possible explanations works best. Our problem is apparently that neither explanation works all of the time, |

|that is, the true nature of the electron is not exactly like either of our theories. |

|4. It is necessary to memorize the rules that determine the possible quantum number values. It is impossible to understand |

|atomic structure unless you have thoroughly learned these rules. In addition, it is essential to memorize the correspondence |

|between the numerical values of l and the letter values, s, p, d, f. |

|  Laboratory Activities: |

|      1. s, p, d, f Orbitals Review * [C1] |

|      2. Emission Spectra * [C5] |

| |

|  Assignments:       |

|      1. Read 7.1     SG 1-4      SQ 20,22           SQ 21,23odd  |

|      2. Read 7.2     SG 5-6      SQ 24-30even   SQ 25-31odd |

|      3. Read 7.3     SG 7-9      SQ 32-40even    SQ 33-41odd      |

|      4. Read 7.4-7.7     SG10-15   SQ 42-62even |

|      5. SQ 43-63 |

|      6. SQ 66,68,74,86even    SQ 67,69,83,87odd |

|      7. AP Exam Problems: 1987-#9, 1989-#9, 1991-#9               |

| |

|  Evaluations: |

|     Concept Test |

|Combined 7 & 23 Test |

| |

|Chapter 8  - Electron Configuration/Periodicity (6DAYS) |

| Objectives: |

|1. To understand how the quantum numbers and the Pauli exclusion principle are fundamental to the theory of atomic electronic |

|configuration. [C1] |

|2. To write the electronic configuration for any element or simple monatomic ion using orbital box diagrams or spectroscopic |

|notation. |

|3. To predict trends on the periodic table for properties such as atomic radius, ionization energy, electron affinity, and ionic|

|size. [C4] |

| |

|Study Hints: |

|1. The best way to remember the filling order of the atomic orbitals is to understand the relationship between the periodic |

|table and atomic electronic configurations. Another way is to construct the diagram with diagonal arrows. |

|2. Remember that the law of chemical periodicity is based on atomic numbers, not atomic masses. Throughout most of the periodic |

|chart, the elements seem to be arranged in order of increasing atomic mass, but this is not always true. |

|3. Be sure you recognize the difference between electron affinity and ionization energy, especially the sign on the energy |

|change. It always requires energy to ionize an atom (forming a cation), but energy is always released when an electron is added |

|to form a stable anion. |

| |

|  Laboratory Activities: |

|      1. Determining the Concentration of a Solution: Beer’s Law [C5] |

| |

|  Assignments:       |

|      1. Read 8.1-3       SG 1-6       SQ 10,14,18,22,26,30 even    |

|      2. SQ 15,23,27,31 odd                     |

|      3. Read 8.4-7        SG 7-12      SQ 34-42 even |

|      4. SQ 35-43 odd, 47,55,65,81 |

|     5. AP Exam Problems: 1993-#6, 1990-#6, 1987-#5, 1985-#5 |

| |

|  Evaluations: |

|    Concept Test |

|Chapter 8 Test |

| |

|Chapter 9  - Bonding & Molecular Structure:                      Fundamental concepts Revised (9Days) |

|Objectives: |

|1. To identify valence electrons. |

|2. To recognize the difference between ionic and covalent bonding and between lone pair and bond-pair orbitals. [C1] |

|3. To predict ionic character by using electronegativity or position on the periodic table and to recognize the effect that |

|greater ionic character has on properties such as melting point and solubility. [C4] |

|4. To draw Lewis dot structures to describe covalent bonding, including resonance structures and cases where the octet rule is |

|not followed. [C1] |

|5. To describe a chemical bond using the terms bond order, bond length, and bond energy and where appropriate, to estimate bond |

|energies from enthalpies of formation or vice versa. |

|6. To determine the polarity of a chemical bond. [C1] |

|7. To determine the atom formal charge for the atoms in either a molecule or an ion. |

|8. To use the VSEPR theory to predict molecular shapes. [C1] |

|9. To predict molecular polarity using the concepts of bond polarity and shape of the molecule. |

| |

|Study Hints: |

|1. When determining the number of sigma and pi bonds, remember that the first pair of electrons bonding two atoms together will |

|always be sigma. Each additional pair of bonding electrons will be a pi bond. |

|2. When no single Lewis structure will adequately represent a molecule, it is sometimes necessary to use a combination of |

|several structures called resonance structures. The actual structure may be thought of as a combination of all of these |

|resonance forms. Remember that these are alternative pictures of the same molecule, so they only differ in the distribution of |

|electron pairs. All resonance structures of the same molecule must have the same atoms in the same positions, bonded to the same|

|partners. |

|3. Work with models if you have trouble visualizing three-dimensional structures. |

| |

| |

|4. It is important for you to distinguish between the structural-pair geometry and the molecular geometry. If a molecule has no |

|electron lone pairs, the arrangement of the atoms in space must be identical with the arrangement of the electron pairs. For |

|molecules that do have lone pairs, the structural-pair geometry will always be different form the molecular geometry. Even in |

|this case, however, the two are related since the position of the atoms must be determined by the position of the bonding |

|electron pairs. The best approach is to first determine the structural-pair geometry, then determine how may lone pairs are |

|present, and finally predict the molecular geometry based only on the arrangement of the bonding electron pairs. |

|5. It is important to remember that the lone pairs in a trigonal bipyramidal structural-pair geometry will be in the equatorial |

|positions, otherwise you will have difficulty predicting the correct molecular geometry for these cases. If you are not sure of |

|the difference between the axial and equatorial positions, use your molecular models to clarify this point. |

|6. Although the VSEPR Theory does an excellent job of predicting the structure of compounds that have a typical metal or a |

|typical nonmetal as the central atom, it is frequently incorrect for compounds that have a transition metal as the central atom.|

|7. Remember that even though some or all of the chemical bonds in a molecule may be polar, the molecule can still be nonpolar |

|because of the molecular geometry. |

| Laboratory Activities:                     |

|1. Molecular Bonding and Structure of  Covalent Compounds [C1],[C5] |

|    2. Tie Dying * |

| |

| Assignments: |

|     1. Read 9.1-9.3       SG 1-7            28-36even         31,37odd |

|     2. Read 9.4-9.6       SG 8-12          38,42,44even     |

|     3. 40even 39,45odd |

|     4. Read 9.7-9.8       SG 13-18        46,48,50,54,62,70even |

|    5. 47,49,53-57,63,67odd |

|     6. Read 9.9-9.11     SG 19-25        72,76-84even     |

|     7. 73,77,81,83,85odd |

| |

| Evaluations: |

|     Chapter 9 Test |

| |

|Chapter 21 - main Group Elements Winter Recess Reading |

|AP Semester Exam Review |

|AP Chemistry Semester Exam  (Chapters 1-9,21) |

|Quarter 3 |

|Chapter 10  - Bonding & Molecular Structure:     |

|Orbital hybridization & molecular orbitals (5DAYS) |

|Objectives: |

|1. To use the valence bond theory to identify the type of hybridization and molecular structure. [C1] |

| |

|Study Hints: |

|1. It is helpful in determining how many atomic orbitals are actually hybridized, to use the VSEPR Theory to determine |

|structure. Then the corresponding type of hybridization becomes obvious if you have memorized the relationships between |

|structure and type of hybridization. |

| Laboratory Activities:                     |

|     More molecular models * |

| |

| Assignments: |

|    AP Exam Part II Rubrics |

|     1. Read 10.1 - 10.2         SG 1-10             22,32,36even |

|     2. Read 10.3 - 10.4         SG 11-17           40,42even |

|     3. AP Exam Problems: 1989-#5, 1990-#5, 1991-#8, 1992-#9 |

| |

| Evaluations: |

|Concept Test |

|     Chapter 10 Test     |

| |

|Chapter 11  - Carbon: Organics (6Days) |

|Objectives: |

|1. To describe a brief history of the term "organic" chemistry. |

|2. To describe the chief differences in physical and chemical properties of inorganic and organic   compounds. |

|3. To distinguish among the major classes of organic compounds and to identify functional groups. |

|4. To use the IUPAC system for naming simple compounds. |

|5. To write structural formulas for simple compounds from their IUPAC names. |

|6. To explain fractional distillation of petroleum using Raoult’s law. |

|7. To define polymer and to identify several common ones. |

|    Laboratory Activities: |

|      1. Organic Fold-a-matic *            |

|      2. Structure Sets and 3D Modeling |

|      3. Isomers Lab/Demos * |

|      4. Aromatics Labs/Demos * |

|      5. Polymers Labs/Demos * |

| |

|    Assignments:       |

|      1. Read 11.1-11.2;            SG 1-4     |

|      2. WS: Nomenclature Exercise |

|      3. SG 5-7 |

|      4. WS: Naming Saturated Hydrocarbons I   |

|      5. WS: Formula Writing- Saturated Hydrocarbons I |

|      6. Read 11.3-11.4             SG 8-9 |

|      7. WS: Organic Families |

|      8. WS: Naming Saturated Hydrocarbons II                  |

|      9. Read 11.5                     SG 10-16 |

|    10. WS: Naming Saturated Hydrocarbons III       |

| |

|   Evaluations: |

|Concept Test |

|    Organic Quiz |

|Chapter 12  - Gases and Their Properties (11Days) |

|Objectives: |

|1. To describe how gas pressure is measured using a barometer or manometer. |

|2. To convert pressure from one unit to another, using millimeters of mercury, torr, atmospheres, pascals, and kilopascals.  |

|3. To solve problems using the gas laws, including Boyle’s law, Charles’s law, Avogadro’s law, the general (combined) law, and |

|the ideal gas law. [C6] |

|4. To do gas law calculations for mixtures of gases based on Dalton’s law of partial pressure and mole fractions. [C6]      |

|5. To use the kinetic molecular theory to explain gas behavior. [C1] |

|6. To solve problems related to diffusion or effusion of gases by using Graham’s law. |

|7 .To use Van der Waals equation to improve on the predictions of the ideal gas law. |

| |

|Study Hints: |

|1. It is helpful to organize the numerical data given in gas law problems in data tables. |

|2. The temperature must be in Kelvin in gas law problems! |

|3. Make sure you memorize the units of the gas constant, R, so that you will use the correct units when values are inserted into|

|the ideal gas equation.   |

|4. Notice the standard temperature is different for thermodynamics problems (25oC) than for gas law problems (OoC). |

| Laboratory Activities:                     |

|     1. Molecular Mass of a Volatile Liquid [C5] |

| |

| Assignments: |

|     1. Read 12.1-12.3;           SG 1-7           10-24even, 23odd |

|     2. 15,17,21,25odd                                  26-30,34even |

|     3. 27,31,33-37odd    |

|     4. Read 12.4-12.5;           SG 8-10         42,46even |

|     5. 43,47,49odd          |

|    6. Read 12.6-12.7;           SG 11-14       50,52,56,58even |

|     7. 51,53,57,59odd     |

|     8. Read 12.8-12.9;      SG 15,16      60,74,96even |

|     9. 61,75,95odd          |

|   10. AP Exam Problems: 1986-#3, 1990-#2, 1993-#9, 1994-#3 |

| |

| Evaluations: |

|Concept Test |

|     Chapter 12 Test        |

| |

|Chapter 13  - Intermolecular Forces, liquids & solids  (7days) |

|Objectives: |

|1. To describe intermolecular attractions, such as ion-ion, ion-dipole, dipole-dipole, dipole-induced dipole, induced |

|dipole-induced dipole, in terms of the way in which these forces arise and their relative strengths. [C2] |

|2. To describe liquid properties such as vaporization, vapor pressure, boiling, critical point, surface tension, and viscosity. |

|3. To describe the special characteristics of water. |

|4. To use a phase diagram to discuss the effects of temperature and pressure changes on the behavior of a substance. [C2] |

| |

| Laboratory Activities:                     |

|     1. Evaporation and Intermolecular Attractions [C5] |

|     2. Enthalpy of Vaporization of Water [C5]                        |

| |

| Assignments: |

|     1. Read 13.1-13.4          SG 1-3            18-22 even |

|     2. 19-23 odd |

|     3. Read 13.5-13.8          SG 4-11          24-44even |

|     4. 25,29-33,37,41,43 odd    |

|    5. Read 13.9-13.10        SG 12-14        46-48 even |

|     6. 47,49 odd                                         |

|     7. AP Exam Problems: 1992-#8, 1988-#5, 1988-#8, 1985-#9 |

| |

| Evaluations: |

|Concept Test |

|     Chapter 13 Test |

| |

|Chapter 14  - solutions and their Behavior (6Days) |

|Objectives: |

|1. To calculate and use the concentration units of mole fraction, molality, and weight percent. [C6] |

|2. To discuss the factors that affect solubility and be able to use Henry’s Law and [C2] LeChatelier’s principle to predict the |

|effects of temperature and pressure and solubility. |

|3. To use Raoult’s law to calculate the effect of a nonvolatile solute on solvent vapor pressure. |

|4. To calculate freezing point depression and boiling point elevation due to the presence of dissolved solutes. [C6] |

|5. To explain the process of osmosis and factors that affect it. |

|6. To recognize how colloids differ from true solutions and to identify some common emulsifying agents, including soaps and |

|detergents. [C2] |

| |

|Study Hints: |

|1. At first glance, molarity and molality seem to be very similar, but notice that molarity involves the volume (liters) of |

|solution and molality involves mass (Kg) of solvent. |

|2. Remember that concentration units are intensive properties, that is, the same concentration value can be true regardless of |

|the amount of solution present. Since the concentrations are true regardless of how much solution we have, in some problems it |

|will be necessary to assume a mass or volume of solution. This is permitted as long as no values are given that limit the |

|quantity of solution and as long as only one such assumption regarding the quantity of solution is made in a given problem. |

|    Laboratory Activities: |

|      1. Freezing Point Depression to Find Molar Mass [C5]           |

| |

|    Assignments:       |

|      1. Read 14.1-14.2              SG 1-4        16-26,32,34 even |

|      2. 17-21,25,29-35 odd |

|      3. Read / Discuss 14.3        SG 5-10      36,38 even |

|      4. 37,39 odd  |

|      5. Read / Discuss 14.4        SG 11-17     40-52 even |

|      6. 41,45,49-53 odd                      |

|      7. Read / Discuss 14.5        SG 18-20    54-70 even    |

|      8. 55-71odd |

|    9. AP Exam Problems: 1985-#3, 1991-#2, 1993-#2   |

| |

|   Evaluations: |

|Concept Test |

|    Chapter 14 Test |

| |

|Chapter 15  - Chemical kinetics (12Days) |

|Objectives: |

|1. To explain the factors that affect the speed of a chemical process. [C3] |

|2. To determine the rate expression from experimental data. |

|3. To use the equation ln[A]/[A]o = -kt to perform rate calculations on simple systems and know how to determine the rate |

|expression by graphing the time against the natural logarithm of the concentration and the reciprocal of the concentration to |

|determine in which case a linear graph results. [C6] |

|4. To use the transition state theory and the collision theory to explain how chemical reactions occur. |

|5. To use the Arrhenius equation to predict effects of temperature on reaction rate. [C6] |

|6. To describe a reaction mechanism in terms of a reaction intermediate and the rate determining step. |

| |

|Study Hints: |

|1. Although the exponents in the rate expression are not necessarily the same as the stoichiometric coefficients in the balanced|

|equation, the exponents in the rate expression for an elementary process are always equal the coefficients of the reactants in |

|that elementary process. |

|2. There are three basic types of problems that involve the determination of the overall rate expression of a chemical reaction.|

|(1) You will be given initial rates and reactant concentrations from several different experiments. This type of problem is best|

|solved by inspection. (2) You are told the concentration of a reactant at a number of different times. A graphical solution is |

|usually best here. (3) You may use a proposed mechanism to predict a rate expression. Examine the data carefully and that will |

|usually lead you to the correct method of solution. |

|3. Read carefully when doing problems that use the integrated rate equation. The information provided may be either the amount |

|that has reacted or the amount that remains. Remember that the integrated rate equation requires the concentration at some |

|specific time, indicated by the value of t. Unless you are cautious; it’s easy to confuse the amount that reacted with the |

|amount that didn’t react. |

|4. When using a proposed reaction mechanism to predict a rate expression, remember that this prediction is only a theory. If it |

|disagrees with the experimental rate expression, it is necessary to revise the mechanism. On the other hand, the fact that a |

|certain mechanism does agree with the experimental rate expression doesn’t insure that the mechanism is correct. |

|5. Remember that mathematically ln a/b = ln a - ln b. In some problems you will need to use this relationship to solve for |

|either the initial concentration or the concentration at the given time. |

|6. Remember that the R value in the Arrhenius equation has different units (and value) form that which you have used with the |

|gas laws. |

| |

|    Laboratory Activities: |

|      1. A Study of Reaction Rates: The Mg/HCl System  [C5]       |

|      2. Rate Law Determination of the Crystal Violet Reaction [C5] |

|      3. Kinetics of a Reaction  [C5]       |

| |

|    Assignments:       |

|      1. Read 15.1-15.6;           SG 1-19 |

|      2. 16-20,22,24 even         17,19,21,23,25 odd |

|      3. 26,28,32,34 even        31,35 odd |

|      4. 38-44 even                    39,43,45 odd   |

|      5. 46,48,52 even             49,51 odd |

|      6. 54-58 even                     55-59 odd |

|      7. 60,62,66 even                61-67 odd |

|      8. AP Exam Problems: 84#2,85#8,86#6,87#2,89#8,90#7, 91#3, 92#5, 94#2 |

| |

|   Evaluations: |

|Concept Test |

|    Chapter 15 Test |

| |

|Chapter 22 - Transition Elements SPRING BREAK READING |

|Quarter 4 |

|Chapter 16  - Chemical equilibria (9Days) |

|Objectives: |

|1. To write equilibrium expressions for both homogeneous and heterogeneous equilibria. |

|2. To convert Kc to Kp and vice versa and to obtain the appropriate form of the equilibrium constant for a give situation. |

|3. To determine the reaction quotient and use it to determine whether or not equilibrium conditions exist, and which direction a|

|reaction will shift to attain equilibrium. |

|4. To calculate the equilibrium constant from experimental data on the percent of reaction, the concentration of the reactant |

|that actually undergoes the process, or the equilibrium concentrations of each species in the system. [C6] |

|5. To use Le Chatelier’s principle to predict how a given equilibrium system will be affected by temperature changes, volume |

|changes, changes in concentrations of the system’s components, or the addition of a catalyst. [C3] |

| |

|Study Hints: |

|1. When given the equilibrium constant for one balanced equation, know how to obtain the new equilibrium constant if the |

|original equation is reversed, multiplied by a constant, or combined with other balanced equations. |

|2. Remember that when writing equilibrium expressions, the quantities are multiplied, not added as they are in the balanced |

|equation. |

|3. Using LeChatelier’s principle to predict the effects of changing system conditions on a chemical equilibrium seems easy at |

|first, but it can be tricky. Remember that pure solids, pure liquids, and solvents in dilute solutions don’t appear in the |

|equilibrium expression. Therefore, adding more of these substances to (or removing them from) an equilibrium system will have no|

|effect on the equilibrium. Also notice that the shift in the equilibrium doesn’t completely eliminate the original stress. |

|For example, if I2 is added to the system 2HI(g) --> H2 (g) + I2 (g) the equilibrium does shift to the left, and the |

|concentrations of hydrogen and iodine gases are less than they were after the extra iodine was added. It is important to realize|

|that the final concentration of iodine gas is greater that it was before you added the extra iodine. |

|4. Remember that an equilibrium expression is not a true equality unless all of the concentration values used are equilibrium |

|concentrations. As the problems become more complicated, keep in mind that the ultimate purpose of what we are doing is usually |

|to obtain equilibrium values so that we can use them in the equilibrium expression. |

|5. Only concentrations or pressures can be used in the equilibrium expression. In some problems the number of moles and the |

|volume of the container or the number of moles and volume of the solution are given rather than concentrations. Don’t forget to |

|convert these values to concentration units. Whenever a problem statement provides the volume of the aqueous solution or the |

|volume of a gas container, check to see if a conversion is necessary to obtain molar concentrations. |

|6. Make sure you can use the quadratic equation.  |

|    Laboratory Activities: |

|      1. Equilibrium and LeChatelier’s Principle [C5]           |

| |

|    Assignments:       |

|      1. Read 16.1-16.3        SG 1-6        1-7 all                       |

|      2. 8-12 even                                     9-13 odd |

|      3. Read 16.4                SG 7-11                                      |

|      4. 14-18,46,72 even                         15-19,45 odd  |

|      5. Read 16.5-6            SG 12-13                                |

|      6. 20-30,48 even                              21-31,47 odd       |

|      7. Read 16.7               SG 14          |

|      8. 32,34,66 even                            33,35,65odd              |

|      9. AP Exam Problems: 1988-#1, 1988-#6, 1992-#1 |

| |

|   Evaluations: |

|Concept Test |

|    Chapter 16 Test |

| |

|Chapter 17   - chemistry of acids & bases (12Days) |

|Objectives: |

|1. To explain the auto-ionization of water and the role it plays in our understanding of acids and bases. [C3] |

|2. To explain the Bronsted definitions of acids and bases and to identify the conjugate acid-base pairs in an acid-base |

|reaction. |

|3. To use the pH scale to represent relative acidity or basicity. |

|4. To recognize strong acids and bases. |

|5. To solve problems based on weak acid and weak base equilibria. [C6] |

|6. To describe how the Lewis theory of acids and bases differs from the Bronsted theory. |

|7. To use formation constants of complex ions to determine the extent of reaction. |

| |

|Study Hints: |

|1. Although pH values between 1 and 14 are most common, values outside that range are possible. Consider the pH of a 1 M |

|solution of HCl. |

|2. Remember the pH of a neutral solution is 7 only when the solution temperature is 25o C, but it is always true that in neutral|

|solutions hydronium ion concentration equals hydroxide ion concentration. |

|3. Data tables provide an extremely valuable way to organize the information in equilibrium problems. |

|4. For many problems in this chapter, the first step is to identify the type of compound involved. Strong acids and bases are |

|100% ionized, so there is no equilibrium expression. Weak acids and bases ionize slightly, so an equilibrium equation and |

|expression are essential. In order to determine the pH of salt solutions, it is necessary to identify the ion that undergoes |

|hydrolysis and then write the equilibrium expression and equation for that species. Failure to determine what type of substance |

|is involved can make this problem type difficult. |

|5. It is not possible to make a basic solution by adding a weak acid to pure water, but in some cases the calculation will seem |

|to indicate that the pH of an extremely weak base is less than 7 or of an extremely weak acid is more than 7. In these cases, |

|water becomes the species that controls the pH, and the solution is essentially neutral. Always remember to check to make sure |

|the answer is reasonable. |

|    Laboratory Activities: |

|       1.Synthesis of a Coordination Compound  [C5]        |

| |

|    Assignments:       |

|      1. Read 17.1-17.2            SG 1-6       1-9 all, 10-16even |

|      2. 11-17odd |

|      3. Read 17.3-17.5            SG 7-11           18-40even |

|      4. 19-29,33-37,41odd |

|      5. Read 17.6                    SG 12-15                42-48even |

|      6. 43-45,49odd             |

|      7. Read 17.7                    SG 16-19                50-64even |

|      8. 51-65odd |

|      9. Read 17.8-17.10          SG 20-21                66-84even |

|    10. 67-83odd |

|    11. AP Exam Problems: 1984-#1, 1986-#7   |

| |

|   Evaluations: |

|Concept Test |

|    Chapter 17  & 18 Test |

| |

|Chapter 18 I - reactions w/acids and bases (6DAYS) |

|Objectives: |

|1. To calculate the pH at the equivalence point in a titration involving a strong acid and a weak base, a weak acid and a strong|

|base, or a strong acid and a strong base. [C6] |

|2. To determine characteristics of buffer solutions. [C2] |

|3. To draw a graph showing the relationship between pH and volume of titrant in an acid-base titration and also to select a |

|proper indicator based on the titration graph. |

| |

|Study Hints: |

|1. Most acid-base titration problems consist of three separate components that are usually accomplished in the following order: |

|(1) Determine the initial moles of acid and moles of base and determine what acidic or basic species are present and how many |

|moles of each are present. Be sure to identify each remaining species as a strong acid, strong base, weak acid, weak base, or |

|salt. This information is critical in step 3. |

|(2) Once the moles of each species present are known, it is necessary to calculate the concentration of each species. The final |

|volume of the solution is the sum of the two (or more) components in the titration, and so be sure to use this new volume to |

|determine the concentrations. |

|(3) Based on the nature of the species remaining, determine whether the problem is a strong acid ionization, weak acid |

|ionization, strong base ionization, weak base ionization, buffer, or hydrolysis problem. This should identify the calculation |

|necessary in the final step. |

|2. There are some special cases that can greatly simplify the calculations in acid-base titrations. Learning to recognize these |

|situations will sometimes save a great deal of work. (1) The pH is always 7 at the equivalence point for the titration of a |

|strong acid and a strong base. (2) If a titration is at the end point, and if both reactants have the same concentration, the |

|concentration of the products will be half as great as that of the original reactants. |

|3. The first step in solving a titration or buffer problem is to write the equation for the equilibrium. It is crucial that the |

|correct equation be selected. In most cases it will simply consist of a weak acid or base (or a conjugate acid or base) ionizing|

|in water. Don’t try to make the equations too complicated. This is a case where the simplest approach is almost always the best.|

|4. Suppose it may be necessary to set up a problem involving the addition of a strong acid to a buffer consisting of a weak |

|acid, HA, and its salt, NaA. The equilibrium for the buffer would be HA Ö H+ + A- . Even though it might appear reasonable to |

|add the concentration of the strong acid to the hydrogen ion that is already present, it is usually easier to work the problem |

|by first allowing the acid to react with the conjugate base A-. |

|    Laboratory Activities: |

|       1. Titration: Neutralization of a Weak Acid with a StrongBase [C5] |

|      2. Buffer Systems  [C5] |

| |

|    Assignments:       |

|      1. Read 18.1-18.2           SG 1-5                1-9all 18-26even |

|      2. 19-25odd  |

|      3. Read 18.3                   SG 6-12                         28-46even |

|      4. 29-33,37,39,43,45odd |

|      5. AP Exam Problems 1986-#1, 1989-#1, 1991-#1, 1993-#1 |

| |

|   Evaluations: |

|Concept Test |

|      Chapter 17  & 18 Test |

| |

|Chapter 18 II - Precipitation reactions (6Days) |

| Objectives: |

|1. To write the solubility product expressions for insoluble salts. [C2] |

|2. To calculate the solubility product constant based on solubility information, or if given the value of the solubility product|

|constant for a compound, be able to calculate the solubility or concentration of ions produced by the compound in aqueous |

|solution. [C6] |

|3. To determine which of two salts is more soluble and to determine if a salt should precipitate, based on the Ksp values. |

|4. To predict the effect of a common ion on the solubility equilibrium. |

|5. To evaluate the probable effectiveness of proposed methods for selective precipitation and also to develop new selective |

|precipitation procedures based on solubilities or solubility product values. |

| |

|Study Hints: |

|1. When working common ion problems, it is sometimes confusing about when to use the stoichiometric coefficients. To clarify |

|this question, examine where the ion came from. For example, consider the addition of NaCl to a solution of MgCl2. The chloride |

|ion that results from the ionization of the magnesium chloride will be twice as great as the concentration of the dissolved |

|magnesium chloride, but the chloride ion from the sodium chloride will be equal to the concentration of dissolved sodium |

|chloride. Of course, if it is stated that the chloride ion concentration has a certain value, it is not necessary to multiply |

|regardless of the source of the chloride ion. |

|2. When the same stoichiometric factor is used to both multiply a concentration and raise to a power, it is a common mistake to |

|omit one or the other of these steps. Remember that the same stoichiometric factor may need to be used both in the |

|concentrations for the data table as well as in the solubility product expression. |

|    Laboratory Activities: |

|       1. Solubility Product Determination  [C5] |

|2. Unknown Ion Identification Lab [C5] |

| |

|    Assignments:       |

|      1. Read 18.4-18.6       SG 13-18   10-17all     |

|2. 48-52,56,62,66,72,80,82even |

|      3. 49-53,57,63,67,69,73,77,81,83odd |

|      4. AP Exam Problems: 1994-#1, 1990-#1, 1985-#1    |

| |

|   Evaluations: |

|Concept Test |

|      Chapter 18 II Test |

| |

|Chapter 19  - Entropy and Free Energy (9Days) |

|Objectives: |

|1. Understand the concept of entropy and how it relates to spontaneity. |

|2. Predict whether a process is product- or reactant-favored. |

|3. Use tables of data in thermodynamic calculations. [C6] |

|4. Define and use a new thermodynamic function, free energy. [C3] |

| |

|Study Hints: (See Entropy & Enthalpy Packet) |

|    Laboratory Activities: |

|     1. Thermochemistry and Hess's Law [C5]         |

| |

|    Assignments:       |

|      1. Read 19.1-19.4             SG 1-9 |

|      2. 12,14even    13,15odd |

|      3. Read 19.5                     SG  10-14   |

|      4. 16,18,22even   17,19,23odd  |

|      5. Read 19.6-19.7             SG 15-22                   |

|      6. 24,28,32,36,46even   23,29,33,37,47odd       |

|      7. AP Exam Problems:  1984#3,1988#2, 1989#3,1992#3,1993#8,1999#6     |

| |

|   Evaluations: |

|Concept Test |

|   Chapter 19 Test |

| |

|Chapter 20  - electron transfer rxns (12DAYS) |

|Objectives: |

|1. To explain how an oxidation-reduction reaction in a voltaic cell can be used to produce an electric current and to recognize |

|the various components of a cell such as anode, cathode and salt bridge. [C1] |

|2. To use a table of standard reduction potentials to predict whether or not a specific combination of half-reactions will occur|

|spontaneously under standard conditions. |

|3. To use the Nernst equation to calculate the potential of an electrochemical cell when conditions are nonstandard. [C6] |

|4. To use the Nernst equation to determine equilibrium constants from standard reduction potential values. [C6] |

|5. To determine the relationship between current flow and the amount of chemical reaction that can occur. |

|6. To explain the conditions that are most likely to produce corrosion as well as how corrosion can be prevented. |

| |

|Study Hints: |

|1. Remember that in the Nernst equation, the value of n is determined by the number of electrons transferred when balancing the |

|net equation. Normally it isn’t possible to simply look at one half-reaction and determine what the n value will be for a net |

|equation. Be sure to balance the two half-reactions in the usual way, and then determined n from the number of electrons that |

|are canceled out when the two half-reactions are added. |

|2. In many cases, chemists have agreed to always do certain things the same way when writing electrochemistry problems. For |

|example, the anode is normally written on the left on an electrochemical cell, and the table of standard electrode potentials is|

|normally written with the most negative potentials on the top of the list. Don’t depend too much on these conventions. It can be|

|a rude shock for those who memorize that the strongest oxidizing agents are at the top of the reduction potential table, then |

|encounter a table that lists the half reactions in the opposite order. It’s always better to try to understand rather than just |

|memorize isolated facts, but that is especially true in electrochemistry. |

|3. When using the table of standard reduction potentials, don’t forget that the half-reactions listed include both an oxidizing |

|agent and a reducing agent. When asked to identify the oxidizing agent in a process, don’t respond by giving the entire |

|half-reaction. |

|   Laboratory Activities: |

|      1. Establishing a Table of Reduction Potentials [C4]            |

|      2. Electroplating of Copper  [C5] |

|3. Electrochemical Cells: Applications [C5] |

|      4. Ornament Plating * [C4] |

| |

|    Assignments:       |

|      1. Read 20.1-20.2 SG 1-5     |

|      2.  12,14even; 13,15odd |

|      3. Read 20.3; SG 6-8   |

|      4.  16even;  17odd |

|      5. Read 20.4-20.6; SG 9-13 |

|      6.  18-28even; 19-25,29odd; SG14-17        |

|      7.  30,36,42,46even;  31,37,43,47odd         |

|      8. AP Exam: 93-7, 92-2, 91-7, 89-2, 88-3   |

| |

|   Evaluations: |

|Concept Test |

|    Chapter 20 Test |

| |

|In CLASS PRE-AP EXAM (ALL STUDENTS MUST TAKE) AP 89 or 94 Exam |

|Review For Ap Chemistry Exam: |

|PTAS Packets and practice questions |

|Apex online exam Review |

|AP Chemistry Exam Morning Test |

|After Exam Activities: |

|Solutions, Lab CLean-up, |

|Unknown ID Lab * |

|(each student is assigned an unknown solution that they must identify.) |

|   |

| |

-----------------------

C7- The course includes a laboratory component comparable to college-level chemistry labora-tories. A minimum of one double-period per week or its equivalent is spent engaged in laboratory work. A hands-on laboratory component is required. Each student should complete a lab notebook or portfolio of lab reports. Note: Online course providers utilizing virtual labs (simulations rather than hands on) should submit their laboratory materials for the audit. If these lab materials are determined to develop the skills and learning objectives of hands-on labs, then courses that use these labs may receive authorization to use the “AP” designation. Online science courses authorized to use the “AP” designation will be posted on the AP Central r Web site. (For information on the requirements for an AP Chemistry laboratory program, the Guide for the Recommenced Laboratory Program is included in the Course Description.)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C4- Descriptive Chemistry (Relationships in the periodic table)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C7- The course includes a laboratory component comparable to college-level chemistry labora-tories. A minimum of one double-period per week or its equivalent is spent engaged in laboratory work. A hands-on laboratory component is required. Each student should complete a lab notebook or portfolio of lab reports. Note: Online course providers utilizing virtual labs (simulations rather than hands on) should submit their laboratory materials for the audit. If these lab materials are determined to develop the skills and learning objectives of hands-on labs, then courses that use these labs may receive authorization to use the “AP” designation. Online science courses authorized to use the “AP” designation will be posted on the AP Central r Web site. (For information on the requirements for an AP Chemistry laboratory program, the Guide for the Recommenced Laboratory Program is included in the Course Description.)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C4- Descriptive Chemistry (Relationships in the periodic table)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C4- Descriptive Chemistry (Relationships in the periodic table)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C2- States of Matter (Gases, Liquids, and Solids; Solutions)

C4- Descriptive Chemistry (Relationships in the periodic table)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C3- Reactions (Reaction types, Stoichiometry, Equilibrium, Kinetics, Thermodynamics)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C5- Laboratory (Physical manipulations; Processes and procedures; Observations and data manipulation; Communication, group collaboration, and the laboratory report)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

C1- Structure of Matter (Atomic Theory and Atomic Structure, Chemical Bonding)

C4- Descriptive Chemistry (Relationships in the periodic table)

C6-The course empha-sizes chemical calcula-tions and the math-ematical formulation of principles)

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