AP Chemistry Syllabus

denise.minor@fayette.kyschools.us

Educator ID: 17185

Denise L. Minor
Henry Clay High School
2017 AP Chemistry Exam: Monday, May 1, 2017

(website) http://staff.fcps.net/dlminor
(educreations)http://www.educreations.com
Class Code: VKJFDHE
859-381-3423

Curricular Requirements
CR1
CR2
CR3a
CR3b

CR3c

CR3d

CR3e
CR3f
CR4

CR5a

CR5b

CR6

Students and teachers use a recently published (within the last 10 years) collegelevel chemistry text book.
The course is structured around the enduring understandings within the big ideas
as described in the AP Chemistry Curriculum Framework.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 1: Structure of matter.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 2: Properties of
matter, characteristics, states, and forces of attraction.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 3: Chemical
reactions.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 4: Rates of chemical
reactions.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 5: Thermodynamics.
The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 6: Equilibrium.
The course provides students with the opportunity to connect their knowledge of
chemistry and science to major societal or technological components (e.g.,
concerns, technological advances, innovations) to help them become scientifically
literate citizens.
Students are provided the opportunity to engage in investigative laboratory work
integrated throughout the course for a minimum of 25 percent of instructional
time.
Students are provided the opportunity to engage in a minimum of 16 hands-on
laboratory experiments integrated throughout the course while using basic
laboratory equipment to support the learning objectives listed within the AP
Chemistry Curriculum Framework.
The laboratory investigations used throughout the course allow students to apply
the seven science practices defined in the AP Chemistry Curriculum Framework.
At minimum, six of the required 16 labs are conducted in a guided-inquiry format.

Page
2
2
8
8

10

7
11
9

4, 5, 6,
7, 8, 9,
10, 11,
12, 13,
14, 15
4, 5, 6,
7, 8, 9,
10, 11,
12, 13,
14, 15

CR7

The course provides opportunities for students to develop, record, and maintain
evidence of their verbal, written, and graphic communication skills through
laboratory reports, summaries of literature or scientific investigations, and oral,
written, and graphic presentations.

Course Description
This AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken
during the first year of college. For most students, the course enables them to undertake, as a freshman,
second year work in the chemistry sequence at their institution or to register in courses in other fields
where general chemistry is a prerequisite. This course is structured around the six big ideas articulated in
the AP Chemistry curriculum framework provided by the College Board [CR2]. A special emphasis will
be placed on the seven science practices, which capture important aspects of the work that scientists
engage in, with learning objectives that combine content with inquiry and reasoning skills. AP Chemistry
is open to all students that have completed a year of chemistry who wish to take part in a rigorous and
academically challenging course.
Big Idea 1:
Big Idea 2:
Big Idea 3:
Big Idea 4:
Big Idea 5:
Big Idea 6:

Structure of Matter
Properties of matter-characteristics, states, and forces of attraction
Chemical Reactions
Rates of Chemical Reactions
Thermodynamics
Equilibrium

Textbooks and Lab Books:

Brown, Theodore L., H. Eugene LeMay, and Bruce Edward Bursten. (2009). Chemistry: The
Central Science (11th ed.). New Jersey: Pearson Education. [CR1]
Jack Randall, Advanced Chemistry with Vernier
College Board, AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices Teacher
Manual
Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001.

Demonstration Resources
Shakhashiri, Bassam. Chemical Demonstrations: A Handbook for Teachers of Chemistry.

Required Materials (IMPORTANT!!!!)

 Graphing calculator
Splash proof goggles (Goggles are available in the classroom)
Carbon capable laboratory notebook. The notebook must be purchased
by the 8th class day.
Sign up for your educreations account ASAP. See the front page of this
syllabus.
Pay Lab Fee ($5)
Getting in Touch:

If you need to reach me outside of school hours, it is best to email me at the

school email listed on the front of the syllabus. If you need to reach me during the school day, please
keep in mind I do not currently have a planning period and do not answer outside calls during
instructional time. If you have an urgent need or an emergency, please leave a message indicating as
much, with the office secretary, and she will relay your message ASAP. I will answer emails as time
allows. If you need to personally speak to me I can also call then. Otherwise,I will contact you by the
end of the day. If calling, please leave your name, your childs name and a phone number where you can
be reached between 3:30 and 7:00 p.m..

Academic and Conduct Grades/Homework:

Tests are announced 1 week in advance of the test day.
Parents can and should check grades using Infinite Campus or request grade reports from me via
email.
Participation grades are based on the students level of cooperation, motivation, attendance,
attitude and respect for self and others.
Homework is traditionally assigned at the beginning of each unit and may be graded for accuracy
or completion.
The lowest test score will be dropped at the end of each semester provided the student takes the
comprehensive Final exam for that semester.
HCHS Grading Scale (A: 92-100%, B: 83-91%, C: 74-82%, D: 73-65%) Academic grades are
based on tests (100 points each), homework, labs, and participation.
o Final Exam (Cumulative each semester) 20%
o Tests 35%
o Daily Work/Homework 15%
o Labs 25%
o Participation 5%

I am available for tutoring and lab make-ups Monday, and Wednesday 3:30-4:30 and
EVERY day at 7:30 a.m. ( I have a school-related meeting EVERY Tuesday and volunteer
elsewhere in the community every Thursday.)
Absences from Class
Excused absence notes should be turned in to the Attendance office before school upon your
return from an absence.
Make-up work for excused absences should be collected immediately upon your return to school.
Seeing me BEFORE school on your first day back is the best time to get your make-up work.
o See Mrs. Minor for worksheets, etc. Make-up tests should be completed on the day you return (if absent
1 or 2 days). Absences of 3 or more days immediately before a test will require special arrangements.
Lab make-ups should be completed before or after school ASAP upon returning from an absence.
o If you missed notes and they are not available on my website, see a trustworthy neighbor to copy notes
and READ YOUR TEXTBOOK!
Absences should be limited as there is a direct correlation between grades and attendance. If
you should be absent for more than 1 day, please have your parent contact me, directly, by phone
or email and I will relay the assignment as best as possible. In case of extended absences please
contact me to create a plan to get assignments to you.

Test Grading Policy for AP Chemistry

I use the 92% A scale for every test. However, your recorded percentage earned is calculated
differently than in most classes. A square root system was devised by a pool of AP Chem teachers and
we believe this best mirrors the curve of the AP Chem test administered in May. I will use this same
grading curve to arrive at your TEST SCORES ONLY. If a student scores a 64% on a testthe raw score
determined by the number of points earned divided by the number of points possiblethe square root of
that raw score is calculated (in this case 8) and the decimal is moved one place to the right (making this
students score 80%). A square root score of 92% is still required to get an A on the exam and mirror as
closely as possible what equates to a 5 .

Goals of the Course:

Strengthen student quantitative reasoning and problem-solving skills
Encourage a knowledge-based positive attitude toward science/technologys influence on society.
Prepare students to be critical and independent thinkers who are able to function effectively in a
scientific and technological society.
In laboratory experiments, allow students to manipulate equipment and materials in order to
make relevant observations and collect data; use the collected data to form conclusions and verify
hypotheses; and communicate and compare results and procedures (informally with classmates
and formally with a written report given to the teacher).
Expose students to the kinds of questions and problems, both in depth and breadth, as those on the AP
Exam.
4

Practice, correct, and revise writing to produce written reports and analyses using accurate and
precise language.

Requirements
Homework: Homework is designed to be practice for quizzes and tests. Chapter syllabi, with homework
questions, will be given well in advance of due dates allowing students the opportunity to work around
sports, clubs, employment, and illness. The homework questions range from conceptual questions to
released AP questions. Homework quizzes will be used to check for understanding (1-2 quizzes per unit).
Homework will be graded for either completion or accuracy but constitutes a small portion of your
overall grade (15%). Completing homework and reading assigned chapters are the educational
responsibility of student and essential for successful performance on quizzes and tests. Homework may
be assigned from the textbook or provided on a handout. In either case, the information regarding HW
will be available on the class website. Homework is graded the day it is due and will be

promptly returned to students. Once homework is returned, no late work will be accepted
no exceptions. Please use your multiple days of advance notice to complete HW on time.
Tests: A test will be administered at the end of each unit. The exam will consist of 2-3 released AP exam
questions (Free-response format) and 10-15 Multiple Choice Questions. The Fall Semester exam is a
cumulative exam with 60 MC questions and 2 Free Response questions administered in our 2-hour Exam
block. The Spring Semester exam is also cumulative with 75 MC and 6-7 Free Response questions. This
exam is administered the week prior to the actual AP Chemistry exam and uses 3 class periods to
complete. The three weeks prior to the exam is devoted entirely to a review of concepts covered over the
course of the two semesters.

** The order and pace of instructional units may change but students will receive sufficient
notice of any changes. Work will continue over snow days and students should check the
class website/educreations.com for instructional notes. Lessons will be posted on
educreations.
Labs: The labs completed require following or developing processes and procedures, taking
observations, and data manipulation. See lab list provided for lab details. Students communicate and
collaborate in lab groups; however, each student writes a laboratory report in a lab notebook for every lab
they perform. A minimum of 25% of student contact time will be spent doing hands-on laboratory
activities. [CR5a]

The 10 Parts of a Laboratory Report [CR7]

A specific format will be given to the student for each lab. Students must follow that format and label all sections
very clearly. AP Chemistry lab reports are much longer and more in depth than the ones completed in the first year
chemistry course. Therefore, it is important that students dont procrastinate when doing pre-lab and post-lab work.
Late labs will not be accepted. Labs not completed in class must be done at lunch or before/after school by
appointment.

Pre-Lab Work
Pre-lab work is to be completed and turned in on the day the lab is performed.

1. Title
The title should be descriptive. For example, pH Titration Lab is a descriptive title and Experiment 5
is not a descriptive title.

2. Date
This is the date the student performed the experiment.

3. Purpose
A purpose is a statement summarizing the point of the lab.

4. Procedure Outline
Students need to write an outline of the procedure. They should use bulleted statements or outline format
to make it easy to read. If a student is doing a guided inquiry lab, they may be required to write a full
procedure that they develop.

5. Pre-Lab Questions
Students will be given some questions to answer before the lab is done. They will need to either rewrite
the question or incorporate the question in the answer. The idea here is that when someone (like a college
professor) looks at a students lab notebook, they should be able to tell what the question was by merely
looking at their lab report. It is important to produce a good record of lab work.

6. Data Tables
Students will need to create any data tables or charts necessary for data collection in the lab. During
the Lab

7. Data
Students need to record all their data directly in their lab notebook. They are NOT to be recording data on
their separate lab sheet. They need to label all data clearly and always include proper units of
measurement. Students should underline, use capital letters, or use any device they choose to help
organize this section well. They should space things out neatly and clearly.

Post-Lab Work
8. Calculations and Graphs
Students should show how calculations are carried out. Graphs need to be titled, axes need to be labeled,
and units need to be shown on the axis. To receive credit for any graphs, they must be at least page in
size.

9. Conclusions
This will vary from lab to lab. Students will usually be given direction as to what to write, but it is
expected that all conclusions will be well thought out and well written.

10. Post Lab Error Analysis Questions

Follow the same procedure as for Pre-Lab Questions.
6

Advanced Placement Chemistry The Laboratory Notebook: A record of lab work is an

important document, which will show the quality of the lab work that students have performed.

AP Chemistry Unit Overview

Unit 1: Chemistry Fundamentals

Chapter: 1-3
Class Periods: 12 (55 min)
Homework Sets Assigned: 10
Quizzes: 2
Tests: 1
Topics Covered:
Scientific Method
Measurement Topics
Classification of Matter
pure substances vs. mixtures
law of definite proportions
law of multiple proportions
chemical and physical changes
Ionic and Covalent Bonds
Nomenclature
Polyatomic ions and other compounds
Determination of atomic masses
Mole Concept
Percent yield
Limiting reagents
Percent composition
Empirical and Molecular formulas
Writing chemical equations and drawn
representations
12. Balancing chemical equations
1.
2.
3.
a.
b.
c.
d.
4.
5.
6.
7.
8.
a.
b.
9.
10.
11.

Learning Objectives:
1. Work comfortably with the metric system.
2. Work problems using dimensional analysis.
3. Understand and work with the proper number of
significant figures.
4. Apply knowledge of significant figures to
laboratory work.
5. Correctly use an analytical balance.
6. Know the name and application of the common
laboratory equipment used in this course.
7. Name the polyprotic ions, given the formula, and
vice versa.
8. Name inorganic compounds, including acids, using
the Stock system.
9. Write formulas for the names of inorganic
compounds.
10. Work problems involving mole concepts, molarity,
percent composition, empirical formulas, and
molecular formulas.
11. Balance equations given both reactants and
products.
12. Solve stoichiometric problems involving percent
yield and limiting reagents.

Labs: [CR5b] and [CR6]

Math and Measurement in Science
Guided Inquiry: Physical and Chemical Properties
Stoichiometry Lab
7

Unit 2: Types of Chemical Reactions

Chapter: 4
Class Periods: 10 (55 mins)
Homework Sets Assigned: 3
Quizzes: 1
Tests: 1
Topics Covered:
Electrolytes and properties of water
Molarity of preparation of solutions
Precipitation reactions and solubility rules
Acid/Base reactions and formation of salt by
titration
5. Balancing redox
6. Simple redox titrations
7. Gravimetric calculations
1.
2.
3.
4.

Learning Objectives:
1. Apply the periodic law to chemical reactivity in
predicting reaction products.
2. Discuss the activity series of the elements.
3. Discuss the structure, nomenclature, and properties
of functional groups.
4. Distinguish between metals and nonmetals
5. Classify compounds as to acids, bases, acid
anhydrides, basic anhydrides, salts, and covalent
molecules.
6. Use the properties of metals and nonmetals to
predict reaction products.
7. Write chemical equations for synthesis,
decomposition, single-replacement, metathetical,
redox, combustion, and acid-base reactions.
8. Use the periodic table to predict common oxidation
states.
9. Use the Activity series of elements to predict single
replacement reactions.

Labs: [CR5b] & [CR6] pH

Titration Lab
Bleach Lab Activity: Online Redox Titration Activity
Utilizing an eduweb lab simulation, students have the opportunity to manipulate various factors that
influence a redox titration. [CR3c]

Unit 3: AP Style Net Ionic Equations

Chapter: AP Notes
Class Periods: 7 (55 mins)
Homework Sets Assigned: 5
Quizzes: recurring every Friday over entire course
Tests:1
1.
2.
3.
4.
5.

Topics Covered:
Redox and Single Replacement reactions
Double Replacement reactions
Combustion reactions
Synthesis reactions
Decomposition reactions

Learning Objectives:
1. Apply the periodic law to chemical reactivity in
predicting reaction products.
2. Discuss the activity series of the elements.
3. Discuss the structure, nomenclature, and properties
of functional groups.
4. Distinguish between metals and nonmetals
5. Classify compounds as to acids, bases, acid
anhydrides, basic anhydrides, salts, and covalent
molecules.
6. Use the properties of metals and nonmetals to
predict reaction products.
7. Write chemical equations for synthesis,
decomposition, single-replacement,
metathetical, redox, combustion, and acid-base
reactions.
8. Use the periodic table to predict common oxidation
states.
9. Use the Activity series of elements to predict single
replacement reactions.

Labs: [CR5b] & [CR6] Copper

Reactions Lab

Unit 4: Gas Laws

Chapter: 10
Class Periods: 10 (55 mins)
Homework Sets Assigned: 4
Quizzes: 1
Tests: 1
Topics Covered:
1. Measurement of gases
1.
2. General Gas LawsBoyles, Charles,
2.
Combined, and Ideal
3. Daltons Law of Partial Pressure
4. Molar Volume of gases and Stoichiometry3.
5. Grahams Law
4.
6. Kinetic Molecular Theory
7. Real Gases and Deviation from Ideal Gas
5.
Law
8. Grahams Law Demonstration

Learning Objectives:
State and discuss the major tenants of the kineticmolecular theory.
Apply the kinetic-molecular theory to liquids and
solids, as well as gases.
Discuss intermolecular forces and relate them to
physical properties such as boiling point.
Discuss the methods and units for measuring
pressure; convert between units.
Work problems using: Charles law, Boyles law,
Gay-Lussacs law. Avogadros law, Daltons law,
Maxwell-Boltzmann distribution law, the ideal gas
law, and Van der Waals equation.

Labs: [CR5b] & [CR6]

Molecular Mass of a Volatile Liquid

Unit 5: Thermochemistry

Chapter: 5
Class Periods: 10 (55 mins)
Homework Sets Assigned: 3
Quizzes: 1
Tests: 1

10

Topics Covered:
1. Law of Conservation of energy, work, and internal1.
energy
2. Endothermic and exothermic reactions
3. Potential energy diagrams
4. Calorimetry, heat capacity, and specific heat
5. Hesss Law
2.
6. Heat of formation/combustion
7. Bond energy

Learning Objectives:
Define/use the following thermodynamic terms:
enthalpy, H, exothermic, endothermic, system,
surroundings, universe, heat of formation, heat of
reaction, calorimetry, heat, calorie, joule, standard
molar enthalpy of formation, and molar heat of
combustion.
Solve calorimetry problems involving

q=mcT.
3. Use Hesss Law to solve for heat of reaction.
4. Use stoichiometric principles to solve for heat
problems.

Labs: [CR5b] & [CR6]

*Guided Inquiry: Hesss Law Lab
Activity: Online Heating and Cooling Curve Simulations
Utilizing the eduweb lab simulation website, students heat an unknown and graph its temperature as it
cools, giving them the ability to calculate the energy released. [CR3e]

11

Unit 6: Atomic and Nuclear Structure

Chapter: 6, 7, 21
Class Periods: 15 (55 mins)
Homework Sets Assigned: 4
Quizzes: 1
Tests: 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Topics Covered:
Electron configuration and Aufbau Principle
Valence electrons and Lewis Dot Structure
Periodic Trends
Table arrangement based on electronic properties
Properties of light and study of waves
Atomic spectra of Hydrogen and energy levels
Quantum Mechanical model
Quantum theory and electron orbitals
Orbital shapes and energies
Spectroscopy

Learning Objectives:
Name the major subatomic particles in an atom.
List the types of radioactive emissions.
Discuss the Bohr model of the atom, and compare
it to the quantum mechanical model of the atom.
Discuss the major differences in the classical
mechanical model and the quantum mechanical
model.
Work problems involving quantum numbers and
energies of electron transitions
Define and discuss the following terms or
concepts: Heisenberg uncertainty principle, Pauli
exclusion priniciple, wave-particle duality of
matter, Wave function of electrons, radial
probability density, orbitals, aufbau process, and
Hunds rule
Draw and name the s, p, and d orbitals
Understand the basis for periodic law, and apply it
to periodic trends such as atomic radii, ionization
energy, electron affinity, density, melting point,
oxidation states, and electronegativity.
Work problems involving binding energy.
10. Predict nuclear stability and mode of decay using
N/Z ratio.
11. Work problems involving half-life.
12. Balance nuclear equations.

Labs: [CR5b] & [CR6] Spectroscopy Lab

Activity: Periodic Table Dry Lab
Students graph values for atomic radius, electronegativity, and ionization energy to predict trends and
explain the organization of the periodic table. [CR3a]

12

Unit 7: Bonding and Molecular Structure

Chapter: 8 and 9
Class Periods: 15 ( 55 mins)
Homework Sets Assigned: 2
Quizzes: 1
Tests: 1
Topics Covered:
1. Lewis Dot Structures
2. Resonance Structure and formal charge
3. Bond polarity and dipole moments
4. VSEPR models and molecular shapes
5. Polarity of molecules
6. Lattice energies
7. Hybridization
8. Molecular orbitals and diagrams

Learning Objectives:
1. Draw Lewis structures for the common atoms, ions,
and molecules.
2. Use periodic trends of electronegativity to predict
bond type.
3. Distinguish between polar and nonpolar molecules.
4. Use electronegativity values and bonding concepts
to determine oxidation states on atoms.
5. Draw resonance structures. Assign formal charges.
6. Identify with 92% accuracy all polyatomic ions.
7. Name compounds and write chemical formulas.
8. Compare and contrast VB theory with MO theory.
9. Name and draw the molecular orbitals resulting
from both positive and negative overlap of s and p
atomic orbitals.
10. Draw molecular orbital energy level diagrams for
selected diatomic molecules.
11. Use the VSEPR model to predict molecular
geometry.
12. Relate VSEPR to hybridization.

Labs: [CR5b] & [CR6]

*Guided Inquiry: Bonding Lab
*Guided Inquiry: Investigation of Solids
Activity: Atomic Theory Dry Lab
Students make drawings of a series of molecules and from those drawings predict geometry,hybridization,
and polarity. [CR3b]

13

Unit 8: Liquids, Solids and Solutions

Chapter: 11 and 12
Class Periods: 15 (55 min)
Homework Sets Assigned: 3
Quizzes: 1
Tests: 1
Topics Covered:
1. Structure and bonding
1.
a. Metals, Network, and molecular
b. Ionic, hydrogen, London, and van der2.
Waals
2. Vapor pressure, and changes in state
3.
3. Heating and cooling curves
4. Composition of solutions
4.
5. Colloids and suspensions
6. Separation techniques
5.
6.
7.
8.
9.

10.
11.

12.

13.

Learning Objectives:
Interpret heating curves as to melting point, boiling
point, and specific heat.
Interpret phase diagrams and correctly define terms
such as triple point, critical temperature, and
critical pressure.
Discuss the phenomena of boiling, and be able to
relate it to pressure.
Carry out a distillation to separate substances with
different boiling points.
Distinguish between crystalline and amorphous
soilds.
Define solution vocabulary.
Discuss the effect that physical conditions have on
solubility.
Use the concepts of intermolecular forces in
discussing the dissolving process.
Separate compounds into electrolytes and
nonelectrolytes; separate electrolytes into ionic
salts, acids, bases, acid anhydrides, and basic
anhydrides.
Apply solubility rules when predicting reaction
products.
Solve problems involving molarity, molality,
percent composition, mole fractions, and normality;
be able to convert between concentration
designations.
List the colligative properties and solve problems
involving depression of freezing point, elevation of
boiling point, lowering of vapor pressure, and
increasing of osmotic pressure.
Distinguish between an ideal and a nonideal
solution.

14

Labs: [CR5b] & [CR6]

Solution Preparation Lab
Vapor Pressure of Liquids Lab
Activity: Effect on biological systems [CR4]
Students examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify
which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the
helical structure. Students then discuss how the increased UV light because of ozone depletion can cause
chemical reactions and thus mutations and disruption of hydrogen bonding.

Unit 9: Chemical Kinetics

Chapter: 14
Class Periods: 10 (55 mins) Homework Sets Assigned: 2
Quizzes: 1
Tests: 1

a.
b.
c.
d.

Topics Covered:
1. Rates of Reaction
2. Factors that change the rate of
reaction/collision theory
3. Reaction Pathways
4. Rate equation determination
Rate constant
Mechanism
Method of initial rates
Integrated rate laws
5. Activation energy and Boltzmann
distribution

Learning Objectives:
1. List the factors that influence the rate of a chemical
reaction.
2. Use the experimental data to determine the rate
law, determine the order of the reaction, and to
define proper units for the constant.
3. Compare and contrast zero, first, and second order
reactions in terms of the plot needed to give a
straight line, the relationship of the rate constant to
the slope of the straight line, and the half-life of the
reaction.
4. Use experimental data to postulate a reaction
mechanism.
5. Interpret how changing the conditions of the
reaction affects both the rate and the rate constant
of the reaction.
6. Discuss the role of a catalyst in the rate and
mechanism of a reaction; distinguish between a
homogeneous and a heterogeneous catalyst.
7. Interpret data from a first order reaction to
determine its half-life.
8. Solve problems involving activation energy and the
Arrhenius equation.
9. Interpret the Boltzmann distribution law in light of
reaction rates.

15

Labs: [CR5b] & [CR6]

*Guided Inquiry: Determining Order of a Reaction
Determining the Activation Energy of a Reaction
Activity: Online Kinetics Activity
Using a web based simulation, students will study the elementary steps of a mechanism and
how it relates to reaction rate and collision theory. [CR3d]

Unit 10: Equilibrium

Chapter: 15
Class Periods: 10 (55 min) Homework Sets Assigned: 3
Quizzes: 1
Tests: 1
Topics Covered:
1. Characteristics and conditions of chemical
equilibrium
2. Equilibrium expression derived from rates
3. Factors that affect equilibrium
4. LeChateliers principle
5. The equilibrium constant
6. Solving equilibrium problems

Learning Objectives:
1. Describe the meaning of physical and chemical
equilibrium, and give real life examples of each.
2. Write the law of mass action for any system at
equilibrium.
3. Understand the meaning of equilibrium constant and
reaction quotient (Q).
4. Interpret the position of equilibrium from the size of
the equilibrium constant.
5. Use LeChateliers principle to predict the direction
a system in equilibrium will shift in order to reestablish equilibrium.
6. Know that temperature, pressure, and concentration
will shift the position of equilibrium.
7. Understand that a catalyst will not have an effect on
the equilibrium constant.

Labs: [CR5b] & [CR6]

Determination of a Kc with Varied Initial Concentrations
Activity: Online Gas Phase Equilibrium Activity
In the online inquiry activity, students are able to manipulate the environment and produce
stresses that verify the tendency of Le Chateliers principle. [CR3f]

16

Unit 11: Acids and Bases

Chapter: 16 and17
Class Periods: 14 (55 min)
Homework Sets Assigned: 3
Quizzes: 1
Tests: 1
Topics Covered:
1. Definition and nature of acids and bases
2. Kw and the pH scale
3. pH of strong and weak acids and bases
4. Polyprotic acids
5. pH of salts
6. Structure of acids and bases

Learning Objectives:
1. The student can generate or use a particulate
representation of an acid (strong or weak or
polyprotic) and a strong base to explain the species
that will have large versus small concentrations at
equilibrium.
2. The student can reason about the distinction
between strong and weak acid solutions with
similar values of pH, including the percent
ionization of the acids, the concentrations needed
to achieve the same pH, and the amount of base
needed to reach the equivalence point in a titration.
3. The student can interpret titration data for
monoprotic or polyprotic acids involving
titration of a weak or strong acid by a strong
base (or a weak or strong base by a strong acid)
to determine the concentration of the titrant and
the pKa for a weak acid, or the pKb for a weak
base.
4. The student can, based on the dependence of K w
on temperature, reason that neutrality requires [H+]
= [OH] as opposed to requiring pH = 7, including
especially the applications to biological systems.
5. The student can identify a given solution as
containing a mixture of strong acids and/or bases
and calculate or estimate the pH (and
concentrations of all chemical species) in the
resulting solution.
6. The student can identify a given solution as being
the solution of a monoprotic weak acid or base
(including salts in which one ion is a weak acid or
base), calculate the pH and concentration of all
species in the solution, and/or infer the relative
strengths of the weak acids or bases from given
equilibrium concentrations.
7. The student can, given an arbitrary mixture of weak
and strong acids and bases (including polyprotic
systems), determine which species will react
strongly with one another (i.e., with K >1) and
what species will be present in large concentrations
17

at equilibrium.
8. The student is able to identify compounds as
Brnsted-Lowry acids, bases, and/or conjugate
acid-base pairs, using proton-transfer reactions
to justify the identification.
Labs: [CR5b] & [CR6]
Determination of a Ka by Half Titration

Unit 12: Buffers, Ksp, and Titrations

Chapter: 17
Class Periods: 10 (55 min)
Homework Sets Assigned: 3
Quizzes: 1
Tests: 1
Topics Covered:
1. Characteristics and capacities of buffers
2. Titrations and pH curves
3. Choosing acid/base indicators
4. pH and solubility
5. Ksp calculations and solubility products

Learning Objectives:
1. The student can generate or use a particulate
representation of an acid (strong or weak or
polyprotic) and a strong base to explain the species
that will have large versus small concentrations at
equilibrium.
2. The student can reason about the distinction
between strong and weak acid solutions with
similar values of pH, including the percent
ionization of the acids, the concentrations
needed to achieve the same pH, and the amount
of base needed to reach the equivalence point in
a titration.
3. The student can interpret titration data for
monoprotic or polyprotic acids involving titration
of a weak or strong acid by a strong base (or a
weak or strong base by a strong acid) to determine
the concentration of the titrant and
the pKa for a weak acid, or the pKb for a weak
base.
4. The student can, based on the dependence of K w
on temperature, reason that neutrality requires [H+]
= [OH] as opposed to requiring pH = 7, including
especially the applications to biological systems.
5. The student can identify a given solution as
containing a mixture of strong acids and/or bases
and calculate or estimate the pH (and
concentrations of all chemical species) in the
resulting solution.
6. The student can identify a given solution as being
18

the solution of a monoprotic weak acid or base

(including salts in which one ion is a weak acid or
base), calculate the pH and concentration of all
species in the solution, and/or infer the

relative strengths of the weak acids or bases

from given equilibrium concentrations.
7. The student can, given an arbitrary mixture of weak
and strong acids and bases (including polyprotic
systems), determine which species will react
strongly with one another (i.e., with K >1) and
what species will be present in large concentrations
at equilibrium.
Labs: [CR5b] & [CR6] Types
of Titrations
*Guided Inquiry: Preparation of a Buffer Molar Solubility and Determination of K sp

19

Unit 13: Thermodynamics

Chapter: 18
Class Periods: 10 (55 min) Homework Sets Assigned: 3
Quizzes: 1
Tests:1
Topics Covered:
1. Laws of thermodynamics
2. Spontaneous processes and entropy
3. Spontaneity, enthalpy, and free energy
4. Free energy
5. Free energy and equilibrium
6. Rate and spontaneity

Learning Objectives:
1. List and define the meanings and common units for
the common thermodynamic symbols.
2. Distinguish between a state function and a path
function.
3. Define internal energy, PV work, enthalpy, entropy,
and free energy. 4. Use Hess law to solve
problems of energy, entropy, and free energy.
5. Define the terms exothermic, endothermic,
exergonic, and endergonic.
6. Determine the spontaneity of a reaction.
7. Discuss the laws of thermodynamics (in order)
8. Understand the relationship between free energy
change and equilibrium constants.

Labs: [CR5b] & [CR6]

Solubility and Determination of H, S, G of Calcium Hydroxide

Unit 14: Electrochemistry

Chapter: 19
Class Periods: 8 (55 min)
Homework Sets Assigned: 2
Quizzes: 1
Tests: 1

20

Topics Covered:
1. Balance redox equations
2. Electrochemical cells and voltage
3. The Nernst equation
4. Spontaneous and non-spontaneous
equations
5. Chemical applications

Learning Objectives:
1. Use the half-reaction method to balance redox
equations.
2. Define electrochemical terms: redox, anode, anion,
cathode, cation, oxidizing agent, reducing agent,
emf, and electrode.
3. Distinguish between an electrolytic cell and a
voltaic cell in terms of function. 4. Solve problems
using Faradays law.
5. Predict reaction products for both electrolytic and
voltaic cells.
6. Discuss the importance of and draw a diagram of a
standard hydrogen electrode.
7. Use a table of Standard Reduction Potentials to
compute cell voltages. 8. Solve problems using the
Nernsts equation.
9. Diagram voltaic cells using proper notation.

Labs: [CR5b] & [CR6] Voltaic

Cell Lab

AP Review

Class Periods (52 minutes): Approximately 16

Homework Sets Assigned: 0
Number of Quizzes: 8
Number of Exams: 1
Topics Covered: Review of ALL topics
1 Mock AP
Labs: [CR5b] & [CR6]
The Green Crystal Lab

AP Chemistry Lab List

The following labs will be completed during the school year. Guided Inquiry Labs are indicated with an
asterisk (*).
Lab: Math and Measurement in Science & Density of an Organic Liquid

21

Description: Students learn how to measure mass and volume with varied pieces of equipment and focus
on the accuracy of those pieces of equipment in their calculation and determination of significant figures.
Students also determine the identity of an unknown organic liquid using density determination.
*GUIDED INQUIRY Lab: Discovery of Physical and Chemical Properties
Description: Students are given the materials to conduct various procedures. They construct a procedure
for each of the eight changes to be observed, have their procedures approved by the instructor, and then
carry out the procedures. The data collected is used to develop a set of criteria for determining whether a
given change is chemical or physical.

Lab: Stoichiometry Lab

Description: Students determine the correct mole ratio of reactants in an exothermic reaction by mixing
different amounts of reactants and graphing temperature changes.

Lab: pH Titration Lab

Description: Students perform a titration and then determine the concentration of an HCl solution by
using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing
program.

Lab: Bleach Lab

Description: Students perform redox titrations to determine the concentration of hypochlorite in
household bleach.

Lab: Copper Reaction Lab

Description: Students perform a series of reactions, starting with copper and ending with copper.
Students then calculate percent recovered.

TEACHER DEMO: Grahams Law of Diffusion

Description: HCl and NH3 are placed in either end of a glass tube. Using distance traveled of each gas by
looking at formation of NH4Cl ring, MM of HCl is calculated.
Lab: Molar Mass of a Volatile Liquid
Description: Students use the Dumas method for determination of the molar mass of an unknown volatile
liquid.
Lab: Hesss Law Lab
Description: Students perform a series of reactions and calculate enthalpy, proving Hesss law.
Lab: Spectrum and Spectroscopy Lab
22

Description: Students look at a series of emission spectra and determine the identity of an unknown.
They will also receive and analyze IR and mass spectroscopy data.

*GUIDED INQUIRY Lab: Bonding Lab

Description: Students experimentally investigate ionic and molecular substances deducing properties of
their bonds in the process.
*GUIDED INQUIRY Lab: Investigation of Solids
Description: Students investigate types of solids using various experimental techniques.
Lab: Preparation of Solutions Lab
Description: Students make solutions of specified concentrations gravimetrically and by dilution.
Solution concentrations will be checked for accuracy using a spectrophotometer.
TEACHER DEMO: Evaporation of Liquids
Description: Using a data collection device, the teacher will show the temperature curves of evaporation
of various liquids and students must deduce the differences based on IMFs.
Lab: Vapor Pressure of Liquids
Description: Students measure the vapor pressure of ethanol at different temperatures to determine H.
*GUIDED INQUIRY Lab: Determining the Rate Law of a Crystal Violet Reaction
Description: Using colorimetry and Beers law, students determine the order of a reaction and its rate
law.
Lab: Determining the Activation Energy of the Crystal Violet Reaction
Description: Students use the same set up as in the crystal violet lab, but this time varying temperature to
calculate the activation energy with the use of the Arrhenius equation.
Lab: Determining Kc with Various Initial Concentrations
Description: Students use a spectrophotometer to determine the Kc of a series of reactions.
Lab: Determining Ka by Half Titration
Description: Students do a titration in which of the weak acid titrated is neutralized (aka midpoint) and
then the Ka is determined.

*GUIDED INQUIRY Lab: Types of Titrations

Description: Students investigate titration curves by doing titrations of different combinations of weak
and strong acids and bases.
*GUIDED INQUIRY Lab: Preparation of a Buffer
23

Description: Given a selection of chemicals, students prepare a buffer of a given pH.

Lab: Molar Solubility and Determination of Ksp
Description: Students find the Ksp of calcium hydroxide doing a potentiometric titration with the
addition of methyl orange indicator for verification.
Lab: Solubility and Determination of H, S, G of Calcium Hydroxide
Description: Students collect and analyze data to determine H, S, and G of calcium hydroxide.
Lab: Voltaic Cell Lab
Description: Students find the reduction potentials of a series of reactions using voltaic cells/multimeters
and build their own reduction potential table. Dilutions will be made and the Nernst equation will also be
tested.
TEACHER DEMO: Lead Storage Battery
Description: Students and teacher will build a battery to solidify knowledge of electrolytic cells in
comparison to voltaic cells.
Lab: GREEN CRYSTAL LAB
Description: A series of labs completed over a 4-week period. Students work at their own pace in pairs.
The goal of this lab is to determine the empirical formula of a ferrooxalato crystal. It includes the
following experiments:
Experiment 1: Synthesis of the crystal,
Experiment 2: Standardization of KMnO4 by redox titration,
Experiment 3: Determination of % oxalate in crystal by redox titration,
Experiment 4: Standardization of NaOH by acid/base titration,
Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double
equivalence point titration,
Experiment 6: Determination of the % water in the hydrated crystal.

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