School Name: Scranton High School

Course: AP Chemistry

Grade: 11-12

Teacher Name: Matthew Loftus

Teacher email: matt.loftus@scrsd.org

District Prerequisites: Chemistry Honors, Algebra II with Trig.

Textbook: Masterton & Hurley Chemistry Principles and Reactions

Course Description:

Chemistry AP is offered in grade 11 for students who have successfully completed Chemistry Honors in grade 10. Students selecting Chemistry AP should have a strong interest in the sciences and must possess excellent mathematical ability. Chemistry AP is the second part of a two year course designed to prepare students for the AP exam in Chemistry. The AP Chemistry curriculum was written to include a brief review of concepts covered in Chemistry Honors and then quickly progress to cover the material presented in the second semester of a college course in Chemistry. Topics include but are not limited to Chemical Equations and Reactions, Aqueous Solutions and Colligative Properties, Advanced Bonding Concepts, Thermochemistry, Rate of Reaction, Gaseous Equilibrium, Acid-Base Equilibria, Precipitation Equilibria, Spontaneity of a Reaction, Electrochemistry, Nuclear Reactions, and Organic Chemistry. The class meets seven periods a week. Students are required to complete weekly lab experiments and lab reports.

Course Evaluation/Assessment Areas:

Exams (minimum 3 per quarter) – 50%

Quizzes and Lab Reports (minimum 10 per quarter) – 25%

Homework – (minimum 10 per quarter) – 25%

Class Rules & Procedures:

Expectations

(1) Everyone is expected to work to the best of his/her ability.

(2) Everyone is expected to be present and on time for all class meetings.

Scranton School District

Course Syllabus

(3) Everyone is expected to be respectful and courteous to one’s peers and teacher, as well as any classroom guests. Inconsiderate, dangerous, or rude behavior will not be tolerated.

(4) Everyone is expected to be prepared for class and participate in all daily activities.

Rules

(1) Everyone must be in his/her assigned seat at the beginning of class. When the bell rings you should be silent and ready to work.

(2) No extraneous materials are allowed in the classroom. These materials include but are not limited to: food, beverages, cosmetics, cell phones, audio/video equipment, and unrelated academic material.

(3) No one will be allowed to go to a locker during class. Do not ask to use the lav unless it is an emergency. If you need to leave the room, take a completed pass with you.

(4) All assigned work must be completed by the posted due date.

(5) If you are absent for a test or quiz you will be required to make it up upon your return. Failure to do so will result in a grade of zero.

(6) You must present a valid excuse for all absences when you return.

(7) Enter and exit the classroom in an orderly fashion.

(8) We work for the entire period. Do not pack up early.

(9) Tests are announced. Quizzes are announced and unannounced.

(10) In case of an emergency evacuation remain with the class and follow the posted procedure as well as all directions given at the time of the evacuation.

Consequences

(1) You will receive one warning.

(2) The second time you will lose 2 points from your quarter average. Additionally, you will write this document two times and have it signed by a parent or guardian.

(3) Ignoring the classroom rules a third time will result in disciplinary action. Six points will be deducted from your quarter grade if you are sent to the office. A conference will be scheduled with a parent or guardian to discuss your aberrant behavior.

Units of Instruction

Instructor: Matthew Loftus

Scranton High School

63 Munchak Way

Scranton, PA 18508

(570)348-3481

AP CHEMISTRY SYLLABUS

Course Overview

The AP Chemistry course is designed around the six “Big Ideas” and seven “Science Practices” identified by the College Board in the AP Chemistry Curriculum Framework.

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.

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.

Schedule

AP Chemistry meets seven periods per week. Each period is 45 minutes. Students will have a minimum of two periods of laboratory investigation per week (a minimum of 28.5% of instructional time), four periods of discussion and problem solving, and one period dedicated to formal evaluations (tests and quizzes).

Evaluation/Requirements

Students will have homework assigned every night. Homework may be collected or checked. Homework assignments will be based on the odd numbered problems from the SSD approved textbook for each chapter listed below and will reinforce class discussions and activities developing the six “Big Ideas” and/or seven “Science Practices.”

Students will have one or two formal exams per unit.

Announced and unannounced quizzes will be given on a regular basis, with at least one per unit.

Students will be required to complete one “extension activity” for each of the 6 “Big Ideas.” Assignment specifics are detailed below. This assignment is a learning extension to take place outside of the classroom/lab environment.

Students will be required to complete a formal lab report (requirements are outlined in this document) for each lab that is completed and keep a lab portfolio containing all lab reports for the year.

Students must also complete one assignment connecting chemistry to major societal or technological components. Details are given below.

Final grades with be determined using the assignments listed above and the Scranton School Board approved grading policy.

Content

Unit I - Chapters 1-4 (pages 3-101 in Chemistry: Principles and Reactions )

Weeks 1-3

I. What is AP Chemistry?

A. Course Policy

II. Laboratory Safety/Equipment Introduction

III. Matter and Measurements (Big Idea 1)

A. Types of Matter - Elements, Compounds, Mixtures

B. Measurement

1. metric, SI, and conventional units

2. significant figures

3. precision and accuracy

C. Properties of Matter

1. intensive and extensive properties

2. chemical and physical properties

IV. Atoms, Molecules, and Ions (Big Idea 1)

A. Development of Modern Atomic Theory1. John Dalton2. law of conservation of mass3. law of constant composition4. law of multiple proportions

B. Components of the Atom1. electrons (Thomson)2. protons (Rutherford)3. neutrons4. atomic number 5. mass number6. isotopes7. nuclear stability and radioactivity

C. Molecules and Ions1. metals, nonmetals, metalloids2. molecule3. covalent bond4. molecular and structural formulas5. cations and anions6. formula unit7. ionic bond8. polyatomic ions9. naming compounds

a. ionicb. binary molecularc. acids

Extension Activity #1 Big Idea 1 (Structure of Matter) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Cations and Anions” CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [LO 1.5, 1.6]

Extension Activity #2 Big Idea 1 (Structure of Matter) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics for Big Idea 1. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

V. Stoichiometry (Big Idea 3)

A. Atomic Masses1. atomic mass and amu2. isotopic abundances3. Avogadro’s number

B. The Mole (conversions)C. Mass Relationships in Chemical Formulas

1. percent compositionD. Mass Relations In Reactions

1. chemical equations2. writing and balancing chemical equations3. mass relationships in balanced equations4. limiting reactants and theoretical yield

5. experimental yield; percent yieldVI. Reactions In Aqueous Solution (Big Idea 3)

A. Solutions

1. molarity

2. saturated, unsaturated, supersaturated

B. Precipitation Reactions

C. Net Ionic Equations

D. Acid-Base Reactions

1. strong and weak acids and bases

2. titrations

3. equivalence point

E. Oxidation-Reduction Reactions

1. oxidation numbers

2. oxidizing agent, reducing agent

3. balancing half-equations

4. balancing redox equations

Extension Activity #1 Big Idea 3 (Chemical Reactions) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Oxidation-Reduction Reactions” CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [LO 3.8, 3.9, 3.13]

Extension Activity #2 Big Idea 3 (Chemical Reactions) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics for Big Idea 3. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

Unit II - Chapters 5-7 (pages 102-108 in Chemistry: Principles and Reactions )

Weeks 4-6

I. Gases (Big Idea 2)

A. State of a gaseous substance (volume, quantity, temperature, pressure)

1. units

B. Ideal Gas Law

C. Final and Initial State Problems

D. Molar Mass and Density

E. Stoichiometry and Gaseous Reactions

F. Gas Mixtures

1. mole fractions

2. Dalton’s law (partial pressures)

3. wet gases

G. Kinetic Theory of Gases

H. Effusion of Gases (Graham’s Law)

I. Real Gases

Extension Activity #1 Big Idea 2 (Properties of Matter) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Molar Mass by Vapor Density” CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [LO 2.5, 2.6]

Extension Activity #2 Big Idea 2 (Properties of Matter) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics for Big Idea 2. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

II. Electronic Structure and the Periodic Table (Big Idea 1)

A. The Wave Nature of Light

1. wavelength

2. frequency

3. electromagnetic spectrum

B. Particle Nature of Light

1. photons

C. Atomic Spectra

D. The Hydrogen Atom

1. Bohr model

2. ground and excited states

3. quantum mechanical model

E. Quantum Numbers (n, l, ml, ms)

1. Pauli Exclusion Principle

F. Atomic Orbitals

G. Electron Configuration

1. ground-state configuration

2. orbital-box notation

a. Hund’s Rule

3. abbreviated configuration

4. arrangements in ions

H. The Periodic Table and Electron Configuration

1. Groups and periods

a. Main group elements

b. transition elements

c. lanthanides and actinides

2. valence and oxidation numbers

3. Mendeleev and Meyer

III. Periodic Trends (Big Idea 1)

A. Atomic Radius

B. Ionic Radius

C. Ionization Energy

E. Electronegativity

IV. Covalent Bonding (Big Idea 2)

A. Writing Lewis Structures

1. octet rule

2. single, double, triple bonds

3. resonance forms

4. formal charge

5. exceptions to the octet rule (electron-deficient molecules and expanded octets)

B. Molecular Geometry

1. VSEPR model

2. orientation of electron pairs (up to 6 electron pairs)

3. bond angles

4. ball and stick models

5. multiple bonds

C. Polarity

1. dipole

2. polar and nonpolar covalent bonds and molecules

D. Atomic Orbitals

1. valence bond model

2. hybrid orbitals

3. sigma and pi bonds

E. Molecular Orbital Theory

Unit III - Chapters 8-9 (pages 194-255 in Chemistry: Principles and Reactions )

Weeks 7-10

I. Thermochemistry (Big Idea 5)

A. Principles of Heat Flow

1. system and surroundings

2. state properties

3. direction and sign of heat flow, magnitude of heat flow

4. heat capacity

5. specific heat

B. Measurement of Heat Flow

1. calorimeters (coffee-cup, bomb)

C. Enthalpy

D. Thermochemical Equations

1. rules of thermochemistry

2. heat of fusion and heat of vaporization

3. Hess’s Law

E. Enthalpies of Formation

1. calculating ΔH0

F. Bond Enthalpy

G. First Law of Thermodynamics

Extension Activity #1 Big Idea 5 (Thermodynamics) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Enthalpy Changes” CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [ LO 5.2, 5.3, 5.7]

Extension Activity #2 Big Idea 5 (Thermodynamics) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics in Big Idea 5. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

II. Liquids and Solids (Big Idea 2)

A. Liquid-Vapor Equilibrium

1. vapor pressure

2. vapor pressure vs. temperature

3. Clausius-Clapeyron equation

4. critical temperature and pressure

B. Molecular Substances and Intermolecular Forces

1. characteristics of molecular substances

2. dispersion (London) forces

3. dipole forces

4. hydrogen bonds

C. Network Covalent, Ionic, and Metallic Solids

1. properties

2. electron-sea model

Unit IV - Chapters 10-11 (pages 256-319 in Chemistry: Principles and Reactions )

Weeks 11-13

I. Solutions (Big Idea 2)

A. Concentration Units

1. molarity

2. mole fraction

3. ppm, ppb

B. Principles of Solubility

1. solute-solvent interactions

2. temperature and solubility

3. pressure and solubility

a. Henry’s Law

II. Rates of Reaction (Big Idea 4)

A. reaction rate

1. measurement of rate

B. Reaction Rate and Concentration

1. rate expression and rate constant

2. order of reaction

a. single reactant

b. more than one reactant

C. Reactant Concentration and Time

1. first, zero, and second order reactions

D. Models For Reaction Rate

1. collision model

2. activation energy

3. transition-state model

E. Reaction Rate and Temperature

1. Arrhenius Equation

F. Catalysis

1. heterogeneous

2. homogeneous

G. Reaction Mechanisms

Extension Activity #1 Big Idea 4 (Rates of Chemical Reactions) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Reaction Rates”

CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [LO 4.2, 4.3, 4.4]

Extension Activity #2 Big Idea 4 (Rates of Chemical Reactions) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics in Big Idea 4. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

Unit V - Chapters 12-13 (pages 321-377 in Chemistry: Principles and Reactions )

Weeks 14-16

I. Gaseous Chemical Equilibrium (Big Idea 6)

A. The N2O4-NO2 Equilibrium System

B. Equilibrium Constant Expression

1. changing the chemical equation

2. adding chemical equations

3. heterogeneous equilibria

C. Determination of K

D. Applying the Equilibrium Constant

1. reaction quotient

2. equilibrium partial pressures

E. Effect of Changes in Conditions on an Equilibrium System

1. adding or removing gaseous reactant or product

2. compressing or expanding the system

3. changing temperature

4. Le Chatelier’s principle

5. van’t Hoff equation

Extension Activity #1 Big Idea 6 (Equilibrium) – Students will complete a concept tutorial, virtual lab simulation, and assessment. The students will use the Neo Science “Equilibrium” CD-ROM to complete the assignment. They will print and submit or e-mail the associated questions, sample data, calculations, graphs, etc. included in the activity. [LO 6.1, 6.2, 6.3, 6.4]

Extension Activity #2 Big Idea 6 (Equilibrium) – Students will read a journal article of their choice from a scientific journal of their choice (suggested journals include: Journal of the American Chemical Society, Journal of Agricultural and Food Chemistry, Science, Nature, Scientific American, Journal of Biological Chemistry). The article must be related to one of the above topics in Big Idea 6. The student will prepare a 2-3 page summary/report on the article. The report must identify/discuss five key areas: (1) The motivation or problem identified in the research (2) The methods or approach used to conduct the research (3) The results or product of the research (4) Conclusions and implications (5) Extensions. The report must include a complete bibliographic citation.

II. Acids and Bases (Big Idea 3)

A. Bronsted-Lowry model

1. conjugate acids and bases

B. Ion Product Constant of Water

C. Arrhenius Model

D. pH and pOH

1. strong acids and bases

E. Weak Acids and Equilibrium Constants

1. percent ionization

2. polyprotic weak acids

F. Weak Bases and Equilibrium Constants

1. molecules

2. anions

3. relationship between Ka and Kb

G. Acid-Base Properties of Salt Solutions

1. cations

2. anions

3. salts

Unit VI - Chapters 14-15 (pages 378-423 in Chemistry: Principles and Reactions )

Weeks 17-20

I. Equilibria in Acid-Base Solutions (Big Idea 6)

A. Buffers

1. determining hydrogen ion concentration in buffer systems

2. adding H+ or OH- to buffer systems

3. buffer capacity

B. Acid-Base Indicators

1. end point

C. Acid-Base Titrations

1. strong acid - strong base

2. weak acid -weak base

3. weak acid - strong base

4. strong acid – weak base

5. equivalence point

II. Complex Ions (Big Idea 2)

A. Composition of Complex Ions

1. ligands

2. coordination number

3. Lewis acids and bases

4. charges of complexes

5. chelating agents

6. geometric isomerism

B. Electronic Structure of Complex Ions

1. crystal field model

2. transition metal cations

3. color

C. Formation Constants of Complex Ions

Unit VII - Chapters 16-17 (pages 424- 473 in Chemistry: Principles and Reactions )

Weeks 21-23

I. Precipitation Equilibria (Big Idea 6)

A. Ksp (solubility product constant)

1. Ksp and equilibrium concentration of ions

2. Ksp and precipitate formation

3. Ksp and water solubility

4. Ksp and common ion effect

5. selective precipitation

B. Dissolving Precipitates

1. strong acid

2. complex formation

II. Spontaneity of Reaction (Big Idea 5)

A. Spontaneous Process

1. energy factor

2. randomness factor

B. Entropy

1. solids, liquids, and gases

2. increasing temperature

3. standard molar enthalpies

4. Δ S0 for reactions (standard entropy change)

5. second law of thermodynamics

C. Free Energy (G)

1. Δ G and spontaneous reactions

2. Gibbs-Helmholtz equation

D. Standard Free Energy Change (Δ G0)

1. calculation at 25 0 C and other temperatures

E. Effect of Temperature, Pressure, and Concentration on Reaction Spontaneity

F. Free Energy Change and the Equilibrium Constant

G. Additivity of Free Energy Changes

Unit VIII – Chapter 18 (pages 474- 505 in Chemistry: Principles and Reactions )

Weeks 24-26

I. Electrochemistry (Big Idea 3)

A. Voltaic Cells

1. Zn-Cu2+ cell

2. half-cells

3. anode (oxidation)

4. cathode (reduction)

5. salt bridge

B. Standard Voltages

1. E0 red and E0 ox

2. standard potentials

3. Calculating E from E0 red and E0 ox

4. Spontaneity of Redox Reactions

C. Relations between E0, Δ G0, and K

1. Δ G0 = - nFE0 (Faraday constant)

2. Δ G0 = - RTlnK

D. Effect of Concentration on Voltage

1. Nernst Equation

E. Electrolytic Cells

F. Commercial Cells

1. Electrolysis of NaCl(aq)

2. Primary Voltaic Cells

3. Storable Voltaic Cells

4. Fuel Cells

Unit IX– Chapter 19 (pages 506 – 526 in Chemistry: Principles and Reactions )

Weeks 27-30

I. Nuclear Reactions (Big Idea 1)

A. Radioactivity

1. Modes of Decay

a. alpha particle emission

b. beta particle emission

c. gamma radiation emission

d. positron emission

e. K-electron capture

B. Rate of Radioactive Decay

1. A = kN

2. age of organic material

C. Mass-Energy Relations

1. Δ E = c2 Δ m

2. nuclear binding energy

D. Nuclear Fission

E. Nuclear Fusion

F. Biological Effects of Radiation

Unit X– Chapter 20, 21 (pages 530 – 575 in Chemistry: Principles and Reactions )

Weeks 31-33

I. Chemistry of Metals (Big Idea 2)

A. Metallurgy

1. chloride ores, oxide ores, sulfide ores, native metals

2. reaction with H2O, hydrogen, and oxygen

B. Redox Chemistry of the Transition Metals

1. transition metals with oxygen, acids

2. equilibria between different cations of a transition metal

a. disproportionate

3. oxoanions of the transition metals

II. Chemistry of Nonmetals

A. Elements and Their Preparation

1. chemical reactivity

B. Hydrogen Compounds of Nonmetals

1. ammonia

2. hydrogen sulfide

3. hydrogen peroxide

4. hydrogen fluoride and hydrogen chloride

C. Oxygen Compounds of Nonmetals

1. molecular structures on nonmetal oxides

2. reactions of nonmetal oxides with water

D. Oxoacids and Oxoanions

1. acid strength

2. oxidizing and reducing strength

3. nitric acid, sulfuric acid, phosphoric acid

Unit XI– Chapter 22- 23 (pages 576-629 in Chemistry: Principles and Reactions )

Weeks 34-37

I. Organic Chemistry (Big Idea 2)

A. Hydrocarbons and Common Features

B. Alkanes (Saturated)

1. structural isomers

2. nomenclature

3. sources and uses of alkanes

C. Alkenes and Alkynes (Unsaturated)

1. nomenclature

D. Aromatics and Their Derivatives

1. nomenclature

2. derivatives of benzene

3. condensed ring structures

E. Functional Groups

1. alcohols

2. ethers

3. aldehydes

4. ketones

5. carboxylic acids

6. esters

7. amines

8. nomenclature

F. Isomerism in Organics

1. geometric (cis-trans) isomers

2. optical isomers (enantiomers)

a. chiral

4. racemic isomers

G. Organic Reactions

1. addition reactions

2. elimination and condensation reactions

3. substitution reactions

II. Organic Polymers (Big Idea 2)

A. Synthetic Addition Polymers

1. polyethylene, PVC, Teflon

B. Synthetic Condensation Polymers

1. polyesters, polyamides

C. Carbohydrates

1. glucose, maltose, sucrose, starch, cellulose

D. Proteins

1. α – amino acids

2. acid-base properties of amino acids

3. zwitterion

4. polypeptides

5. primary, secondary, and tertiary structures

Connecting Chemistry To Society and Technology – Project

Students will make one 7-10 minute presentation to the class. The presentation will be made using Microsoft PowerPoint. Students may choose one of the following options to develop their presentation:

(1) Interview (in person or via video conference) a research scientist in chemistry or a related field. The interview must focus on a research project the scientist recently worked on and future application(s) for the research findings.

(2) Teach a mini-lesson on a topic contained in one of the six “Big Ideas” covered in the class. The lesson must connect a specific topic to a technology or innovation. For example, a student may teach a lesson on the chemical reaction behind automobile air bag deployment. Topics will be pre-approved by the instructor.

AP Chemistry Laboratory Component

In order to further develop and reinforce the concepts and skills contained in the six “Big Ideas” and seven “Science Practices”, students will participate in a minimum of two periods of lab investigation during each of the forty weeks of the course. This represents a minimum of 28.5% of the scheduled

time. Students will answer pre-lab questions and read the experiment critically prior to the scheduled date of the lab. A group discussion will take place before each lab activity. Students will be required to keep a laboratory notebook for data collection. Formal lab reports will be submitted by the student no later than one week following the completion of each laboratory exercise and will count a quiz grade. The formal lab report will place an emphasis on the application of the seven “Science Practices” identified by the College Board. The formal lab report must be typed and will consist of the following components:

Student name

Class period

Date lab was completed

Date lab report was submitted

Title

Statement of purpose

Safety statement

Equipment

Summary of procedure

Data Table(s)

Graph(s) (as needed)

Calculations (a sample calculation may be accepted)

Formal conclusion statement

Answers to enrichment questions/problems

Students will be required to keep a portfolio containing completed lab reports. The instructor will provide a folder for each student for this purpose. All graded lab reports will be kept on file. During the year, students will be allowed to access their lab file for exam preparation. Students will be allowed to keep their portfolio after they have completed the course.

The following list represents the required labs for students taking the AP Chemistry Course. Additional lab topics may be added by the instructor as needed. The six labs marked with * will be completed as guided inquiry labs. All lab descriptions are taken from Flinn Scientific’s web site/reference catalog. Students will complete the lab using the Flinn Scientific Chem Fax documents that accompany each activity kit (these documents will serve as the “lab manual.” SP = “Science Practice” and LO = “Learning Objective”

Determination of the Empirical Formula of Silver Oxide -Students decompose silver oxide by heating a sample in a crucible. By using analytical techniques, the empirical formula of silver oxide is determined. The Law of Multiple Proportions and the Law of Conservation of Mass are demonstrated. Students gain valuable hands-on experience using an analytical balance and a crucible. [SP 1,2,3,4,5,6,7 and LO 3.5]

Analysis of Potassium Aluminum Sulfate - Students analyze aluminum potassium sulfate (alum) using three techniques to determine its exact composition. The following properties are determined: melting point, the moles of hydrated water per mole of alum, and the percent sulfate in the compound. Each of these determinations is compared to the literature or calculated values for alum. Students will gain valuable experience with the analytical process and techniques of gravimetric determinations. [SP 1,2,5,6 and LO 3.5]

Molar Mass by Freezing Point Depression - Students determine the molar mass of an unknown substance by measuring the freezing point depression of a solution of the unknown substance and the compound BHT (2,6-Di-tert-butyl-4-methylphenol). The freezing point of BHT is first determined, followed by the freezing point of a solution of the known substance dissolved in BHT. The freezing depression constant, kfp, for BHT is calculated from these values and used, along with the freezing point depression of a solution of the unknown substance and BHT, to calculate the molar mass of the unknown. Students gain the recommended familiarity with the observation and recording of phase changes. [SP 1, 2, 4, 5, 6 and LO 3.3, 3.5, 2.8]

Determining the Molar Volume of a Gas - In this experiment, students determine the volume of one mole of hydrogen gas at standard temperature and pressure (STP). Hydrogen is generated by the reaction of a known mass of magnesium with an excess of hydrochloric acid in an inverted gas measuring tube filled with water. The volume of hydrogen collected by water displacement is measured and corrected for differences in temperature and pressure in order to calculate the molar volume of hydrogen at STP.

[SP 1, 2, 6, 7 and LO 2.4, 2.6]

Acid-Base Titration - In this three-part laboratory, a basic solution is first standardized against a known solid acid (KHP). This standardized base solution is then titrated against an unknown acid solution to determine the acid solution's molarity. In the third part, the Ka of the solid acid KHP is calculated from the data of the titration curve obtained from plotting the pH of the solution versus the volume of NaOH solution added. The lab provides the recommended familiarity with the process of titration using indicators and pH meters. [SP 1,2,3,4,5,6,7 and LO 1.20, 6.12, 6.13, 6.14]

Oxidation-Reduction Titration - Students standardize a solution of potassium permanganate by redox titration with a standard solution of iron (II) ions. They will then take this potassium permanganate solution and titrate it against a solution of oxalic acid. The data will then be used to calculate the exact concentration of the oxalic acid solution. Students gain experience in the process of titration and standardization, writing half reactions, and calculating molar concentrations and oxidation numbers. [SP 1,2,3,5 and LO 3.9]

Determining the Stoichiometry of Chemical Reactions - Students learn the method of continuous variation to determine the mole ratio of the reactants and predict the chemical formula of the product for specific chemical reactions. In Part 1, the students mix known amounts of iron (III) nitrate and sodium hydroxide in a series of reactions to form a precipitate of iron (III) hydroxide. Each reaction contains a different mole ratio of reactants. The volume of precipitate formed is then graphed versus mole ratio of reactants. The students extrapolate the data to determine the optimum ratio of reactants and predict the correct formula of the precipitated product. The experiment is repeated in Part 2 for copper (II) chloride and sodium phosphate. Students receive a visible reinforcement of the law of multiple proportions. [SP 1,2,4,5,6 and LO 3.3, 3.5]

Determination of Ka for Weak Acids - Students measure the Ka value for the ionization of two unknown weak acids. Solutions containing equal molar amounts of the weak acids and their conjugate bases are prepared by “half-neutralization” of the acid. Their pH values are measured and used to calculate the pKa value for each unknown weak acid. These values are compared to a provided list of weak acid Ka values to determine the identity of each acid. This laboratory challenges the students' understanding of the relationship among Ka, pH, and H3O+ concentration while providing the recommended familiarity with the use of pH meters. [SP 1,2,3,4,5,6,7 and LO 1.20, 6.13, 6.18, 6.20]

Kinetics of a Reaction – This is a microscale laboratory consisting of a comprehensive, quantitative kinetics activity. Students study the kinetics of a clock reaction involving the oxidation of iodide ion by bromate ion in the presence of an acid. First, students study the effect of concentration on the rate of

reaction to determine the order of reaction for each reactant and the rate constant. Second, the activation energy is determined by varying the temperature, measuring the rate, and calculating the rate constant at the different temperatures. Finally, the effect of a catalyst on the reaction rate is studied.

Students gain valuable experience with kinetics calculations. They also understand why the changes in concentration, temperature, and the use of a catalyst are made in each part of the experiment, and how these changes lead to the calculated quantities. [SP 1,2,5,6,7 and LO 4.1, 4.2]

Thermodynamics- Enthalpy of Reaction and Hess’s Law – This is a determination of Enthalpy Change Associated with a Reaction. In this experiment, students verify Hess's Law. Three acid-base reactions, chosen so that the third reaction equation equals the first reaction minus the second, are measured for temperature change by calorimetry. The values of heat change and enthalpy of reaction are calculated for each of the three reactions. The reaction results are then compared to verify Hess's Law. Students gain valuable experience with the process of calorimetric determinations. [SP 4, 5, 6 and LO 5.6, 5.7]

Separation and Qualitative Determination of Cations and Anions - In this semi-microscale laboratory, students analyze two solution sets of four cations and four anions. For each set, a specific qualitative scheme is followed to separately detect each of the four ions present. Once these determinations are completed, students are given two unknown solution sets of cations and anions to analyze. By following the qualitative schemes, students determine which cations and anions are present and which are absent from the two samples. Students become familiar with various laboratory techniques associated with qualitative analysis, with an emphasis on maintaining accurate records of laboratory results. [SP 3, 4, 5 and LO 3.10]

Gravimetric Analysis of a Metal Carbonate -In this laboratory, students determine the identity of a Group 1 metal carbonate by gravimetric analysis. The unknown is weighed, dissolved in water, and precipitated as calcium carbonate. The precipitate is filtered, dried, and weighed. From the data, the formula weight and the identity of the unknown metal carbonate are determined. Students gain valuable experience in the process of gravimetric analysis. [SP 1, 2, 3, 4, 5, 7 and LO 1.16]

Determination of Keq - In this two-part lab, students will determine the equilibrium constant for the reaction of iron (III) ions with thiocyanate ions (SCN-). In Part 1, a series of reference solutions containing the product ion, iron (III) thiocyanate (FeSCN2+), is prepared. Students then make up test solutions containing a fixed amount of iron (III) ions and different amounts of the SCN- ion. These solutions are analyzed in Part 2 using a colorimeter. The first set of solutions is used to generate a calibration curve of absorbance versus the concentration of FeSCN2+ ions. The second set of solutions is then analyzed and the FeSCN2+ ion concentration of each solution is determined. The students use the

data to calculate the equilibrium constant for the reaction of iron (III) ions with thiocyanate ions (SCN-). [SP 1,2,3,4,5,6,7 and LO 6.9]

Electrochemical Cells - Microscale series of half-cells is constructed by placing a piece of metal into a solution of the metal's ions. The half-cells are connected by a salt bridge and the reduction potential of each cell is measured. Students then construct a table of reduction potentials and apply the Nernst equation through further experimentation.

Students learn how to use a voltmeter, determine the anode and cathode of a cell, and calculate net ionic equations. [SP 1, 2, 4, 5, 6, 7 and LO 3.3]

Activity Series - Students study a series of metals and nonmetals to determine their relative reactivity, then rank them according to their reactivity in an activity series. First, the reactivity of the metals is determined by reacting a series of metals with metal salt solutions. Next, the reactivity of the halogens is determined by reacting each of the halogens with a halide solution. Based on the observed reactivity in each case, students develop a separate activity series for the metals and the halogens. [SP 3, 4, 6 and LO 3.3]

*Rate of Decomposition of Calcium Carbonate – The investigation begins with an introductory activity in which students observe and measure the gradual evolution of carbon dioxide gas from the decomposition of calcium carbonate with acid. Special equipment is provided for this purpose. The procedure provides a model for guided-inquiry design of kinetics experiments to determine the rate of reaction with different concentrations of acid. Using a cooperative classroom approach, students compare data obtained from measurements of both mass loss and volume of gas generation versus time. Students also employ graphical analysis to determine initial reaction rates. Other factors, such as the effect of particle size in a heterogeneous reaction, provide opportunities for further inquiry. The lab fulfills key learning objectives relating to experimental measurements and interpretation of results for rate law determinations. Comparing results from two approaches reinforces science practice skills for evaluating sources of data. [SP 1, 2, 3, 5, 6 and LO 4.1]

*Designing A Hand Warmer – Students design an effective hand warmer that is inexpensive, non-toxic, and safe for the environment. The students begin the experiment by familiarizing themselves with the principles of calorimetry and heat of solution calculations. The procedure guides student to the inquiry phase of the lab, where they are given a series of solids, along with their costs and individual MSDSs. Students are challenged to determine the heat of solution for each solid and use all this information to propose a design for the best, all-around hand warmer. [ SP 1, 2, 3, 4 and LO 5.7]

*Analysis of Hydrogen Peroxide - Students begin by standardizing a solution of potassium permanganate using ferrous ammonium sulfate in the introductory activity. This activity provides a model for the guided-inquiry activity, during which students design a titration experiment to determine the precise concentration of hydrogen peroxide in solution. Commercial samples of hydrogen peroxide may be used to allow opportunities for further open-inquiry experiments. The lab fulfills key learning objectives relating to quantitative analysis, stoichiometry calculations, and balancing redox reactions, including half-reactions. [SP 1, 2, 3, 4, 5 and LO 3.9]

*Separation of A Dye Mixture Using Chromatography – The investigation begins with a baseline activity in which students compare the separation or resolution of the seven FD&C dyes using two solvents. Reviewing the evidence provided by the cooperative class data leads students to select a solvent for further study. In the guided-inquiry section of the lab, students design an experiment to find the solvent that will give maximum resolution of a mixture of dyes. Chromatography of colored-candy shells may be incorporated into optional extension activities. The primary learning objectives for this advanced inquiry lab focus on the effects of molecular structure on the nature and strength of intermolecular forces between molecules or ions. The lab also integrates key science practice skills for analyzing data to identify trends. [SP 1, 6 and LO 2.10]

*Acidity of Beverages – This introductory activity serves as a model for the guided-inquiry portion of the lab. Students design an experiment that uses acid–base titration to determine the concentration of acid in common beverages such as orange juice or pineapple juice. The data they collect is used to construct a titration curve for graphical analysis. Experiments may be performed as a cooperative class study or as open-inquiry activities. Three juice samples are provided, but students may also use any other light-colored soft drink or beverage. [SP 1, 2, 4, 5, 6, 7 and LO 1.20]

*Properties of Buffer Solution - Students begin the investigation with an introductory activity to explore the composition and pH of ideal buffers and compare their pH changes when a strong acid and base are added. Understanding the properties of buffers prepares students for the guided-inquiry challenge, to design a buffer that will provide effective protection at a specific pH and that will have the capacity to maintain the pH within a narrow range when prescribed amounts of acid and base are added. This lab provides a culminating activity that ties together essential learning objectives relating to strong and weak acids, conjugate acid−base pairs, equilibrium constants and Ka values for acid−base reactions, and mole ratio and stoichiometry calculations. [SP 1, 4, 6, 7 and LO 6.18]

Primary Text

Masterton, William, L., and Cecile N. Hurley. Chemistry: Principles and Reactions, Updated Fifth Edition. 2006.

Supplementary Text

Chang, Raymond. Chemistry, Seventh Edition.2002.

Laboratory Manuals/Activities

Carmichael, Neil L., et al. Laboratory Chemistry. 1990.

Holmquist, Dan D. Chemistry with Calculators. 2000.

Flinn Scientific, Chem Fax! AP Chemistry Laboratory Series. 2007-2013.

Calculators

TI-83+

Software

Neo Science Corporation AP Chemistry CD-Rom Series – Virtual Labs, Lab Simulations, Tutorials, and Assessment. 2005.