AP Chemistry



AP Chemistry

2015-2016

Ms. Ashley Zappitell

Ashley_zappitell@gwinnett.k12.ga.us

Course Description

The AP Chemistry course is designed to cover topics equivalent to a first year college chemistry course. The college course differs from high school chemistry in the kind of textbook used, topics covered, speed, emphasis on mathematical manipulation, and the detail of laboratory work done by the students. In order to be successful in an AP Chemistry class, students must work hard to maintain reasonable competence and understanding of the fundamentals covered. This can be done by being an active participant in class discussions, laboratory work, and individual preparation and studies.

Labs

The labs completed in this course require following or developing processes and procedures, taking observations, and data manipulation. Students will communicate and collaborate in lab groups; however EACH student is responsible for writing their own lab report in a lab notebook for every lab they perform. A minimum of 25% of class time will be spent in the lab setting.

Lab Reports & Lab Notebooks

Your lab notebook is a permanent record of the laboratory work that you have completed in AP Chemistry. You should keep it somewhere safe because some colleges require it as proof of completion of the lab component prior to extending credit for the General Chemistry laboratory class. This notebook will be purchased through class, and it is to remain intact with no pages torn out of it.

Each lab report must be written as an individual effort, but you are allowed to discuss data, calculations, and conclusions with your lab partner. Academic integrity applies to the laboratory as well as on quizzes and tests. Although the experiments and lab reports are completed in a group setting, the laboratory report is to be completed individually. Be clear and concise in your writing; avoid the use of terms such as “it”, “stuff”, and “thing”. Your handwriting should be as neat as reasonably possible and you may only use a BLUE or BLACK pen only – no pencil. DO NOT REMOVE PAGES OR USE WHITE-OUT TO ERASE MISTAKES. In the event you do make a mistake, draw a single line through the mistake.

Each of your lab reports will be completed in this lab notebook and you will turn it in after each laboratory exercise. Prepare a table of contents on the first several pages. The following elements are required for EACH lab report. Each section should be clearly labeled.

Pre-Lab Work:

Title – The title should be descriptive. For example, “Acid Base Titration” is preferred over “Experiment 3”.

Purpose – A brief statement over what you are attempting to do in the experiment.

Procedure – A few sentences describing the experimental methods you will be using in the lab. DO NOT copy the original procedures verbatim. The procedures written here should be complete enough to carry out the lab without referring to the original instructions. Safety information should also be listed here.

Pre-Lab Questions – Answer any questions that are to be done before the lab is begun. You will either need to copy the question and then answer it in complete sentences OR rewrite the question in the answer.

Data Tables – If quantitative data is to be collected, the blank data table should be constructed in the notebook prior to class. Make the tables big – better to have extra space left over than not enough.

During the Lab:

Data – Record data directly in your data tables. Label all data properly including units and measurements that are appropriate. Underline, use capital letters, or use any device you can to help organize this section well. Keep your data neat and orderly for further use later.

Observations – Record all observations directly into your lab notebook at the time of observation. Several forms of observations can be used – charts, graphs, lists, illustrations, or even precise written descriptions.

Post Lab Work:

Calculations and Graphs – All calculations are included here. You should show how calculations are carried out – give the equation(s) used and show how your values are substituted in. Remember to use correct units for each answer. If necessary, data should be plotted here in a graph. All graphs and tables should have appropriate titles, labels, and be sized appropriately. Computer generated tables/graphs should be neatly taped to the page and positioned so that they can be easily read. If there is no quantitative data in an experiment, this section may be omitted. To receive credit for any graphs, they must be at least ½ page in size.

Conclusions

This should be a simple statement that interprets the results of the experiment. Provide reasons for your interpretations. This will vary from lab to lab, be sure to follow instructions.

Post Lab Error Analysis Questions – Follow the same procedure for pre lab questions.

AP Chemistry Big Ideas

Big Idea 1: The chemical elements are fundamental building materials of matter, and all

matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.

Big Idea 2: Chemical and physical properties of materials can be explained by the structure

and the arrangement of atoms, ions, or molecules and the forces between them.

Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms

and/or the transfer of electrons.

Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.

Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and

predict the direction of changes in matter.

Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These

two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

Big Idea Activities

The students will perform the following activities either individually or in small groups. Although only one activity is listed for each Big Idea, it should be understood that multiple activities for each of the six Big Ideas would be performed throughout the school year to enhance student instruction and learning of the concepts therein. While some of these activities may relate to laboratory experiences, they are not a specific component of any laboratory exercises and they will be conducted in the regularly scheduled instructional component of the course

Unit Overview

(EU-Enduring Understanding; LO- Learning Objective; SP- Science Practices)

Laboratory Titles from AP Chemistry Guided-Inquiry: Applying the Science Practices [CR6] [CR5a] [CR5b] *- modified versions of these inquiry labs will be used in the class!

1) What is the Relationship between the Concentration of a Solution and the Amount of Transmitted Light through the Solution?

2) How Can Color Be Used to Determine the Mass Percent of Copper in Brass? *

3) What Makes Water Hard?

4) How Much Acid Is in Fruit Juices and Soft Drinks?*

5) Sticky Question: How do You Separate Molecules That are Attracted to One Another?

6) What’s in That Bottle?

7) Using the Principle That Each Substance Has Unique Properties to Purify a Mixture: An Experiment Applying

Green Chemistry to Purification *

8) How Can We Determine the Actual Percentage of H2O2 is a Drugstore Bottle of Hydrogen Peroxide?

9) Can the Individual Components of Quick Ache Relief Be Used to Resolve Consumer Complaints?

10) How Long Will That Marble Statue Last?

11) What is the Rate Law of the Fading Crystal Violet Using Beer’s Law?

12) The Hand Warmer Design Challenge: Where Does the Heat Come From?

13) Can We Make the Colors of the Rainbow? An Application of Le Chatelier’s Principle*

14) How Do the Structure and the Initial Concentration of an Acid and a Base Influence pH of the Resultant Solution

during Titration?*

15) To What Extent Do Common Household Products Have Buffering Activity? *

16) The Preparation and Testing of and Effective Buffer: How Do Components Influence a Buffer’s pH and

Capacity?

Laboratory Resources

AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. College Board, 2013. Nelson, John N., Kemp Kenneth C., Laboratory Experiments to accompany Chemistry: The Central Science – 11th ed. Pearson Prentice Hall, 2009.

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|Big Idea |Activity Name and Brief Description |

|1 |“Periodic Trends” Students enter data and construct graphs using Microsoft Excel to predict, demonstrate, and |

| |identify periodic trends. Students will use graphs and data to justify exceptions to identified trends and |

| |present such information in a class discussion [CR3a] |

|2 |“Density of a Gas Activity”-Alka-Seltzer when dissolves in water produces a gas (CO2). This activity allows |

| |students to determine the density of the gas produced and they draw particle diagram of the CO2 gas produced in |

| |reaction that is consistent with the value of density. [CR3b] |

|3 |“Investigating Acid Rain and Environmental Pollution”-Students will use concepts related to aqueous equilibria |

| |and acid-base chemical reactions to investigate an environmental science issues: acid rain and environmental |

| |pollution. a. Students will carry out computer-based research to document recorded statistics, dating back to the|

| |last 20 years, on pH levels of acid rain concentrations in 5 major American cities.b. From this data, students |

| |will write chemical equations and make calculations of the concentrations of Ca2+ in aqueous solutions formed |

| |when these acid rain levels are saturated with calcium carbonate (a chemical that is normally only slightly |

| |soluble). c. Each student will write a 3-page report to discuss how the solubility of calcium carbonate |

| |(limestone) is affected by the levels of acid rain found in our environment. [CR3c] and [CR4] |

|4 |“Extent of a Reaction Computer Simulations” by Abraham and Gelder at |

| |: Students discover important aspects of kinetic mechanisms |

| |and factors effecting reaction rates by a student-led class discussion and manipulation of the particulate-level |

| |simulations of several simple reactions. [CR3d] and [CR4] |

|5 |“Physical vs. Chemical Changes” Student groups will investigate one of four common changes (sublimation of dry |

| |ice, dissolving of salt, burning of natural gas in Bunsen burner, “unzipping” of DNA during transcription) to |

| |determine if it is a physical or chemical change. Groups will justify their determination by a particulate |

| |drawing of the change and the nature of the forces (inter or intra) involved in the change. [CR3e] |

|6 |“How does CO2 affect the environment and How do chemical systems respond to stress?”: Students learn to write |

| |equilibrium expression, apply Le Chateliers principle and understand the dynamic nature of equilibria by using |

| |various colored beans (30 red beans, 30 black beans, 30 white beans) in a cup. [CR3f] |

|Science Practice 1 |The student can use representations and models to communicate scientific phenomena and solve |

| |scientific problems. |

|Science Practice 2 |The student can use mathematics appropriately. |

|Science Practice 3 |The student can engage in scientific questioning to extend thinking or to guide investigations |

| |within the context of the AP course. |

|Science Practice 4 |The student can plan and implement data collection strategies in relation to a particular scientific|

| |question. |

|Science Practice 5 |The student can perform data analysis and evaluation of evidence. |

|Science Practice 6 |The student can work with scientific explanations and theories. |

|Science Practice 7 |The student is able to connect and relate knowledge across various scales, concepts, and |

| |representations in and across domains. |

|Big Ideas 1, 2, 3 |EU: 1.A, 1.B, 1.E, 2.A, 2.B, 2.C, 2.D, 5.D |LO: 1.1, 1.2, 1.5, |SP: 1, 3, 4 |

| | |1.13, 1.14, 1.5, 1.7,| |

| | |1.18, 2.15, 2.17, | |

| | |2.19, 2.1, 2.10, 2.14| |

|Unit |Chapter |Topics |Labs |

|1 |1)Introduction: Matter |1) Classification and properties of matter 2) Units |1) Basic Lab Techniques 2) Percentage |

| |and Measurement 2) |of measurement 3) Uncertainty in measurement 4) |of copper in Penny 3) Separation of the|

| |Atoms, Molecules, and |Dimensional analysis 5) Atomic structure 6) Periodic|Components of a Mixture Lab by various |

| |Ions |Table 7) Molecules and molecular compounds 8) Naming|techniques 4) Paper chromatography lab |

| | |Ions and ionic/ inorganic compounds | |

|Big Idea: 1,2,3 |EU: 1.A,1.E,3.A,3.B,3.C |LO: |SP: 2, 3, 4 |

| | |1.14,1.171.19,3.1,3.2 | |

| | |3.5,3.6,5.10 | |

|Unit |Chapter/s |Topics |Labs |

|2 |3) Stoichiometry |1) Chemical equations 2) Patterns of chemical |1. Determine the Limiting reactant in a|

| |Calculations with |reactivity (synthesis, decomposition, combustion) |salt mixture. |

| |Chemical Formulas and |3) Formula weights and % Composition 4) Mole 5) | |

| |Equations |Empirical and Molecular Formulas 6) Stoichiometry | |

| | |7) Limiting reactants, theoretical and % yield | |

|Big Idea: 1 |EU: 1.B,1.C,1.D |LO: |SP: 1, 3, 6, 7 |

| | |1.51.10,1.12,1.13,1.15| |

|Unit |Chapter/s |Topics |Labs |

|3 |6) Electronic |1) Wave Nature of Light 2) Quantized Energy & Photons 3) |1) Flame Test Lab 2) Periodicity lab |

| |Structure of |Line Spectra & the Bohr Model 4) Quantum Mechanical |-Given data for ionization energy, |

| |Atoms 7) Periodic|Model 5) Atomic Orbitals |melting point, atomic size, etc. |

| |Properties |6) Electron Configurations 7) Periodic Trends and |students will graph the data and |

| |of Elements |Relationships |explain the reason(s) for the trend. |

|Big Idea: 1,2,3 |EU: 1.E,2.A,3.A,3.B,3.D |LO: 1.181.20,2.14,2.15, |SP: 2,3,4,5, 6,7 |

| | |3.1-3.4,3.8,6.3 | |

|Unit |Chapter/s |Topics |Labs |

|4 |4) Aqueous Reactions |1) General properties of aqueous|1. Oxidation-Reduction Reactions: students will study |

| |and Solution |solutions 2) Metathesis |typical oxidation-reduction reactions and will determine the|

| |Stoichiometry |Reactions (including net ionic) |relative strengths of some oxidizing and reducing reagents. |

| | |3) Acid-Base Reactions 4) Redox | |

| | |Reactions 5) Solution | |

| | |Concentrations 6) Solution | |

| | |Stoichiometry 7) Titration | |

|Big Idea: 5 |EU: 5.A,5.B,5.C,5.D,5.E |LO: 3.11,5.25.8,5.15 |SP: 2,3,4,5,7 |

|Unit |Chapter |Topic |Labs |

|5 |5) Thermochemistry |1) Nature of Energy 2) 1st Law |1. Specific Heat of a Metal:- Students will determine the |

| | |of Thermodynamics 3) Enthalpy |specific heat of a metal and compare it to the actual value |

| | |4) Calorimetry 5) Hess’s Law 6)| |

| | |Enthalpies of Formation and | |

| | |Reaction Enthalpy | |

|Big Idea: 2 |EU: 2.C, 2.D |LO: 1.7, 1.8, 2.1, 2.13, 2.172.24,|SP: 1,5 |

| | |2.26, 2.27, 2.29, 5.1,5.8 | |

|Unit |Chapter |Topic |Labs |

|6 |8) Basic Concepts of |1) Chemical Bonds, Lewis |1. Molecular Geometries of Covalent Molecules: Lewis |

| |Chemical Bonding 9) |Symbols, & the Octet Rule 2) |Structures and the VSEPR Model |

| |Molecular Geometry and|Ionic Bonding 3) Covalent | |

| |Bonding Theories |Bonding 4) Bond Polarity & | |

| | |Electro negativity 5) Drawing | |

| | |Lewis Structures 6) Resonance | |

| | |Structures 7) Octet Exceptions | |

| | |8) Bond Enthalpy 9) Molecular | |

| | |Shapes 10) VSPER Model 11) | |

| | |Molecular Polarity 12) | |

| | |Hybridization Model 13) Sigma | |

| | |and Pi Bonds 14) Molecular | |

| | |Orbital Model | |

|Big Idea: 2 |EU: 2.A,2.B,2.C,2.D |LO: 2.1,2.3,2.72.11,2.16, |SP: 2,4,5 |

| | |2.25,2.282.32,5.1,5.10,5.11 | |

|Unit |Chapter |Topic |Labs |

|7 |and Solids 13) |1) Molecular Comparisons of S,L &|1. Freezing point depression lab –adapted from Adrian |

| |Properties of |G 2) Intermolecular Forces 3) |Dingle |

| |Solutions |Properties of Liquids 4) Phase | |

| | |Changes & diagrams 5) Vapor | |

| | |Pressure 6) Structure & Bonding | |

| | |of solids 7) Solution Formation | |

| | |8) Saturation & Solubility 9) | |

| | |Ways of Expressing Concentration | |

| | |10) Colloids (Emulsions) | |

|Big Idea: 2 |EU: 2.A,5.A,5.B,5.D |LO: 2.1,2.42.6,2.12,5.2,5.6 |SP: 1,2,3,4 |

|Unit |Chapter |Topic |Labs |

|8 |10) Gases |1) Characteristics of Gases 2) |1. Molar Mass of a Volatile Liquid – Students will |

| | |Pressure 3) Gas Laws 4) Ideal |determine the molar mass of cyclohexane by using the Ideal |

| | |Gas Equation 5) Gas Mixtures |Gas Law. |

| | |and Partial Pressures 6) | |

| | |Kinetic Molecular Theory 7) | |

| | |Molecular Effusion and | |

| | |Diffusion 8) Real Gas & the van| |

| | |der Waals Equation | |

|Big Idea: 1, 4 |EU: 1.E, 4.A, 4.B, 4.C, 4.D |LO: 1.15, 1.16, 4.1-4.9 |SP: 2, 5 |

|Unit |Chapter |Topic |Labs |

|9 |14) Chemical Kinetics |1) Factors that Affect Reaction|1. Rates of chemical reactions lab-Given reaction data sets |

| | |Rate 2) Reaction Rates 3) |students can use graphing calculators to produce appropriate|

| | |Concentration and Rate 4) |graphs needed to determine the order of a reaction |

| | |Change in Concentration with | |

| | |Time (Reaction Order) 5) | |

| | |Temperature and Rate 6) | |

| | |Reaction Mechanisms 7) | |

| | |Catalysis | |

|Big Idea: 1,3,6 |EU: 1.E,3.A, 6.A, 6.B |LO: 1.16, 5.165.18,6.1-6.10 |SP: 2,4,5,6 |

|Unit |Chapter |Topic |Labs |

|10 |15) Chemical |1) Concept of Dynamic |1. Equilibrium and LeChatlier’s principle: - Students will |

| |Equilibrium |Equilibrium 2) Equilibrium |perform different stresses on systems and will have to |

| | |Expression 3) Calculation & |observe how equilibrium systems react to stress |

| | |Interpretation of Equilibrium | |

| | |Constants 4) Le Chatelier’s | |

| | |Principle | |

|Big Idea: 1,3.6 |EU: 1.E, 3.A,3.B,6.A,6.B,6.C |LO: 1.20,2.1,2.2,3.3,3.7 |SP: 2,3,4,5 |

| | |6.1,6.2,6.8,6.116.23 | |

|Unit |Chapter |Topic |Labs |

|11 |16) Acid-Base |1) Arrhenius Model 2) |1. Acid-Base Titrations:-students will determine the |

| |Equilibrium |Bronsted-Lowry |concentration of a base by finding out exactly how much acid|

| |17) |3) Auto ionization |of known concentration is required to |

| |Additional |of Water |neutralize it. |

| |Aspects of |4) pH Scale | |

| |Aqueous |5) Strong / Weak | |

| |Equilibrium |Acids and Bases 6) Ka & Kb | |

| | |Relationship 7) Acid-Base | |

| | |Properties of Salt Solutions | |

| | |(hydrolysis) 8) Acid-base | |

| | |Behavior/Structure 9) Lewis | |

| | |Theory 10) Common Ion Effect | |

| | |11) Buffers 12) Acid-Base | |

| | |Titrations 13) Solubility | |

| | |Equilibria 14) Factors that | |

| | |Affect Solubility 15) Complex | |

| | |ions | |

|Big Idea: 3,5,6 |EU: 3.C,5.A,5.B,5.C,5.E,6.A |LO: 2.15,3.1,13.12,5.2,5.125.18 |SP: 2,3,4,5 |

| |6.B,6.C,6.D |6.2,6.24,6.25 | |

|Unit |Chapter |Topic |Labs |

|12 |19)Chemical |1) Spontaneous Processes 2) |1. Electrolysis of water Lab |

| |Thermodynamics 20) |Entropy and the 2nd Law of | |

| |Electrochemistry |Thermodynamics 3) Molecular | |

| | |Interpretation of Entropy 4) | |

| | |Entropy Changes in Chemical | |

| | |Reactions & Gibb’s Free Energy | |

| | |6) Free Energy& Temperature | |

|Big Idea: 1,2,3,4,5,6 |EU: All |LO: All |SP: 1-7 |

|Unit |Chapter |Topics |Labs |

|AP EXAM REVIEW |1,2,3,4,5,6,7,8,9, |Review of all the topics |Review of all the labs covered |

| |10,11,13,14,15,16,17, 19,20, |covered in the entire year! |in the entire year |

| |22,23 | | |

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