Textbooks and Lab Books Supplementary Materials:

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1 Advanced Placement Chemistry is comparable to an introductory course in chemistry on the college level and is for the academically talented student capable of college level work. Following the AP Chemistry course, as college fredshmen, many students will be able to register for courses in which General Chemistry is a prerequisite. The course takes into consideration the six Big Ideas* described in the Collegeboard framework, and the Learning Objectives are met through a combination of content delivery and inquiry. The class is open to students who have successfully completed Honors Chemistry. The AP course in chemistry differs from the first year high school course in the number of topics covered, the depth of understanding, and the nature and variety of experiments done in the laboratory. The course should contribute to the development of the students abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The seven science practices are woven into inquiry-based labs and allowing students to explore concepts and draw inferences from a variety of sources. Students are required to take the AP test in May. * Big Idea 1: Structure of matter Big Idea 2: Properties of matter-characteristics, states, and forces of attraction Big Idea 3: Chemical reactions Big Idea 4: Rates of chemical reactions Big Idea 5: Thermodynamics Big Idea 6: Equilibrium Textbooks and Lab Books The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, [CR1] Demmin, Peter. AP Chemistry, Fifth Edition. New York: D&S Marketing Systems Inc., Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and The Ultimate Book of Chemical Equations (Flinn) Supplementary Materials: Sensors and data collection software allow students collect and analyze experimental data. Many other websites we use employ simulations to create an interactive learning experience. Released AP tests used for practice and review. Supplementary problems and test bank files 1

2 Labs Students have the opportunity to participate in investigative laboratory work for approximately 33% of instructional time. Althought they work in groups, each student is responsible for writing his/her own lab reports (maintained in a lab notebook) which include, where appropriate, graphical analysis, data collection, error analysis, and suggestons for follow-up investigations. As a group, students may plan their investigations and discuss the outcome as a group, however, each student writes a laboratory report in a lab notebook for every lab they perform. Labs are listed below. The Ten 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 clearly. 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. Included in the pre-lab report will be: 1. Title (describing the lab) 2. Date (on which the experiment will be performed) 3. Purpose (the 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 reading the student s lab notebook, they should be able to tell what the question was by merely looking at their lab report. 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. This section should illustrate clear organizaton of data. Post-Lab Work 8. Calculations and Graphs Students must show how a sample calculation was carried out. Graphs need to be titled, axes labeled, and units shown. To receive credit for any graphs, they must be at least ½ page in size; all graphing must be done in excel, no hand-drawn graphs will be accepted. 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. 2

3 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 Course Objectives AP Chemistry Unit Overview Unit 1: Chemistry Fundamentals (Chapters 1-3 in Zumdahl, 8 th ed) Class Periods (41 minutes): 12 Homework Sets Assigned: 10 Number of Quizzes: 2 Number of Tests: 1 1. Scientific Method BI 1.D.1:a 2. Classification of Matter pure substances vs mixtures 1.A.1:b law of definite proportions 1.A.1:c law of multiple proportions 1.A.1:d chemical and physical changes 3.C.1:b, 3.C.1:c, 5.D:2 3. Nomenclature and formula of binary compounds 1.E.2:b 4. Polyatomic ions and other compounds 1.E.2:b 5. Determination of atomic masses 1.A.1:a 6. Mole concept 1.A.3:b, 1.A.3:c, 1.A.3:d, 1.E.2:b 7. Percent composition 1.A.2:a 8. Empirical and molecular formula 1.A.2:b 9. Writing chemical equations and drawn representations 1.E.1:a, 1.E.1:c, 3.C.1:a 10. Balancing chemical equations 1.A.3:a, 1.E.2:c, 1.E.2:d, 3.A.1:a 11. Applying mole concept to chemical equations (Stoich) 1.A.3:a, 1.E.1:b 12. Determine limiting reagent, theoretical and % yield 3.A.2:a *Guided Inquiry Lab: Sticky Question: How Do You Separate Molecules That Are Attracted to One Another? (taken from Collegeboard lab manual investigation #5 L.O. 2.10, S.P. 4.2, 5.1, 6.4; L.O 2.13, S.P. 1.4, 6.4 * Structured Inquiry Lab: How Can Color Be Used to Determine the Mass Percent of Copper in Brass? (taken from Collegeboard lab manual investigation #2 L.O. 1.16, S.P. 4.2, 5.1; L.O. 3.4, S.P 2.2, 5.1, 6.4 3

4 * Structured Inquiry Lab: Determination of Mass-Mole Relationships (Determine Unknown acid sulfuric or hydrochloric- by titration with NaOH and measuring T for a series of concentrations includes graphical analysis of data) Carolina Lab Manual, 2011 L.O. 1.4, S.P. 7.1; L.O. 5.7 S.P. 4.3, Big Idea 1 Activity: Explore the following animation to see the states of matter at the molecular level and what occurs during phase transitions: 1.E.1 Unit 2: Types of Chemical Equations (Chapter 4 in Zumdahl 8 th ed) Class Periods (41 minutes): 9 Homework Sets Assigned: 6 Number of Quizzes: 2 1. Electrolytes and properties of water 2.A.3:h 2. Molarity and preparation of solutions 1.D.3:c, 2.A.3:i, 2.A.3:j 3. Precipitation reactions and solubility rules 6.C.3:d 4. Acid Base reactions and formation of a salt by titration 1.E.2:f, 3.A.2:c 5. Balancing redox 3.B.3:a, 3.B.3:b, 3.B.3:c, 3.B.3:d 6. Simple redox titrations 1.E.2:f 7. Gravimetric calculations 1.E.2:e Writing net ionic equations: 8. Redox and single replacement reactions 3.A.1, 3.B.3:e, 3.C.1:d 9. Double replacement reactions 3.A.1, 3.C.1:d 10. Combustion reactions 3.A.1, 3.B.3:e 11. Addition reactions 3.A.1, 3.B.1:a 12. Decomposition reactions 3.A.1, 3.B.1:a, 3.C.1:d Teacher Demo of Redox: Copper and nitric acid reaction L.O. 3.1,3.2; S.P. 1.4, 6.2 *Structured Inquiry Lab: Analysis of % iron in an ore using oxidation-reduction reactions and titrations L.O. 3.8, 3.9; S.P. 6.1, 5.1, 4.1,4.3 *Guided Inquiry: The Copper Cycle Lab L.O. 3.1, 3.2, 3.10; S.P. 6 *Open Inquiry: Design an experiment to determine the mass % of acetic acid in vinegar L.O. 1.20, S.P. 4.2, 4.3, ; L.O. 3.3, S.P. 2.2, 5.1 4

5 *Guided Inquiry: Exploratory Qualitative Analysis with unknowns L.O. 3.2; S.P. 1.5, 7.1 Students distinguish substances within a group based on evidence of chemical reactions, such as evolution of a gas, precipitation, color change, solubility, ph, flame tests. The students write net ionic equations which correspond to their observations and identificaton of products LO 2.6; SP 1, 6 Activity: Students will be assigned relevant FRQs from released AP exams LO 3.9; SP 1 Big Idea 2 Activity: Investigate the following simulation which illusttrates the dissolution process of ionic compounds in aqueous solution An animation showing the dissolution of an ionic compound on the particulate level can be found on the website Chemistry Experiment Simulations and Conceptual Computer Animations: thermochem/solutionsalt.html The goal of this is for students to identify the particulate-level changes that occur when an ionic salt dissolves in water, to understand that energy must be added to separate the cations and anions in the solid salt and energy is released during the formation of the water ion hydration spheres, and to recognize that the magnitude of the energy changes for these two parts of the dissolution process depends on the identity of the cations and anions in the salt. Big Idea 3 Activity: Explore stoichiometry, coservation of mass, limiting reactants in the following simulation: 3.A.2 Unit 3: The Gas Laws (Chapter 5 in Zumdahl 8 th ed) Class Periods (41 minutes): 7 Homework Sets assigned: 6 Topics Covered: Curriculum Frmaework Articulation: 1. Measurement of gases 2. General gas laws - Boyle, Charles, Combined, and Ideal 2.A.2:a, 2.A.2:c 3. Dalton s Law of partial pressure 2.A.2:b 4. Molar volume of gases and Stoichiometry 3.A.2:b 5. Graham s Law 6. Kinetic Molecular Theory 2.A.2:d, 5.A.1 7. Real Gases and deviation from ideal gas law 2.A.2:e, 2.A.2:f, 2.A.2:g, 2.B.2:c, 2.B.2:d 8. Graham s Law demonstration 2.A.2 TEACHER DEMO: Graham s Law of Diffusion LO 2.6; SP 1, 6 5

6 *Structured Inquiry Lab: Dumas Method Molar Mass of a Volatile Liquid using two unknowns (Carolina Lab Manual, 2011) LO 2.4, 2.5, 2.6, 5.2; SP 1.4, 6.4, 2.2, 2.3 *Open Inquiry Lab: Determining the Molar Mass of butane L.O. 2.4, 2.5, 2.6, 5.2; SP 1.4, 6.4, 2.2, 2.3 Activity: Online interactive simulation illustrates how gases exert pressure, and students observe and graph the relationships between pressure and temperature, then volume and temperature 2.A.2.a Unit 4: Thermochemistry (Chapters 6 and 17 in Zumdahl 8 th ed) Class Periods (41 minutes): 9 Homework Sets Assigned: 9 Number of Quizzes: 2 1. Law of conservation of energy, work, and internal energy 5.B.1, 5.E.2:a 2. Endothermic and exothermic reactions 3.C.2, 5.B.3:e, 5.B.3:f 3. Potential energy diagrams 3.C.2, 5.C.2:c, 5.C.2:d, 5.C.2:e 4. Calorimetry, heat capacity, and specific heat 5.A.2, 5.B.2, 5.B.3:a, 5.B.3:b, 5.B.4 5. Hess s law 5.B.3:a 6. Heat of formation/combustion 5.C.2:g 7. Bond energies 2.C.1:d, 5.C.1, 5.C.2:a, 5.C.2:b 8. Three Laws of thermodynamics 9. Defining and prediciting entropy and criteria for spontaneity 5.E Combining entropy, enthalpy, and free energy 5.E.2:c, 5.E.3, 11. Free energy 5.E.2:d, 5.E.2:e, 5.E.2:f, 6.C.3:c, 6.D.1:a 12. Free energy and equilibrium 5.E.2, 6.D.1:b, 6.D.1:c, 6.D.1:d 13. Rate and Spontaneity 5.E.2:e, 5.E.5 *Open Inquiry Lab: Determine the Heat of Fusion of paraffin wax L.O. 5.6, S.P. 4.2 *Structured Inquiry Lab: Hess s Law Lab LO 3.11, , 5.7, 5.8; SP 2, 5, 3, 4, 6 Big Idea 5 Activity: Explore heating and cooling curves in an online activity: LO 5.6 & SP 1, 2.A.1 Unit 5: Atomic Structure and Periodicity (Chapter 7 in Zumdahl 8 th ed) 6

7 Class Periods (41 minutes): 10 Homework Sets Assigned: 9 Number of Quizzes: 2 1. Electron configuration and the Aufbau Principle 1.B.2:a 2. Valence electrons and Lewis dot structures 1.B.2:c 3. Periodic trends 1.B.1:b, 1.B.1:c, 1.B.2:b, 1.B.2:d, 1.C.1:c, 1.D.1:b, 2.C.1:a, 2.C.1:b 4. Table arrangement based on electronic properties1.c.1:a, 1.C.1:b, 1.C.1:d 5. Properties of light and study of waves 1.C.2:e, 1.D.3:a, 5.E.4:b 6. Atomic spectra of hydrogen and energy levels 1.B.1:d, 1.B.1:e, 1.D.3:b 7. Quantum mechanical model 1.C.2:d 8. Quantum theory and electron orbitals 1.C.2:c 9. Orbital shape and energies 1.C.2:b 10. Spectroscopy 1.D.2:a, 1.D.2:b, 1.D.2:c, 1.D.3:b Activity: Periodic Tabe Dry Lab: Flinn sets of cards, each card representing an element, containing information on atomic radius, ionization energy, electron affinity, empirical formulas for oxides and chlorides etc, are provided tand the student assemble them into a coherent periodic table based on trends L.O. 1.9, 1.10, 1.11, 1.12, 1.13 S.P. 1,5,6 Activity: Part 1: Read Where do chemical elements come from?, ChemMatters, B Part 2: Determine which elements are present in stars based on their spectra: 1B Teacher Demo: activity series of the alkali metals L.O. 1.9, 1.10, S.P. 6.1, 6.4 Unit 6: Bonding: General Concepts) (Chapters 8 and 9 in Zumdahl 8 th ed) 7

8 Class Periods (41 minutes): 8 Homework Sets Assigned: 8 Number of Quizzes: 1 1. Lewis Dot structures 2.C.4:a 2. Resonance structures and formal charge 2.C.4:c, 2.C.4:d, 2.C.4:e 3. Bond polarity and dipole moments 2.C.1:c, 2.C.1:e, 2.C.1:f 4. VSEPR models and molecular shape 2.C.4:b, 2.C.4:e, 2.C.4:f 5. Polarity of molecules 2.C.1:e 6. Lattice energies 1.B.1:a, 1.C.2:a, 2.C.1:d (1-2),.C.2:a, 2.C.2:b, 2.D.1:b 7. Hybridization 2.C.4:g 8. Molecular orbitals and diagrams 2.C.4:h, 2.C.4:i 9. Formulate the bonding in molecules in terms of sigma and Pi bonds 2.C Describe hybridization and the Localized Electron Model 2.C Describe Bond Order 2.C Paramagnetism versus diamagnetism 2.C.4 Activity: Invetigate the tutorial on VSEPR Theory and relationship to Lewis dots, geometry and polarity 2.C.4 *Guided Inquiry: Atomic Theory Dry Lab L.O & SP 1, 6 Students make drawings and build models of a series of molecules and from the drawings/models predict geometry, hybridization, and polarity. [CR3b] Unit 7: Liquids, Solids and Solutions (Chapteres 10 and 11 in Zumdahl 8 th ed) Class Periods (41 minutes): 8 Homework Sets Assigned: 8 Number of Quizzes: 1 1. Structure and bonding a. metals, network, and molecular 2.A.1:a, 2.A.1:d, 2.C.3, 2.D.1:a, 2.D.2:a, 2.D.1:b, 2.D.3, 2.D.4 b. ionic, hydrogen, London, van der Waals 2.A.1:b, 2.B.1:a, 2.B.1:b, 2.B.1:c, 2.B.2:a, 2.B.2:b, 2.B.2:c, 2.B.2:d, 2.B.3:a, 5.D:1 2. Vapor pressure and changes in state 3. Heating and cooling curves 2.A.1:e, 5.B.3:c, 5.B.3:d 4. Composition of solutions 2.A.1:c, 2.A.3:b, 2.A.3:c, 2.B.3:b 8

9 5. Colloids and suspensions 2.A.3:a, 2.A.3:b, 2.A.3:g 6. Separation techniques 2.A.3:e, 2.A.3:f 7. Effect on biological systems 2.B.3:e, 2.D.3, 5.E.4:c Teacher Lab Demo: Evaporation of liquids LO 2.11, 2.18, 5.9, 5.12; SP 1, 6 *Structured Inquiry Lab: Determination of the Heat of vaporization of water L.O. 5.7, S.P. 4.1, 5.1, 5.3 Activity: Effect of UV radiation on hydrogen bonding in DNA CR4, 2.B.3 This can open a discussion on sunbathing and tanning salons Unit 8: Chemical Kinetics (Chapter 12 in Zumdahl 8 th ed) Class Periods (41 minutes): 10 Homework Sets Assigned: 9 Number of Quizzes: 1 1. Rates of reactions 4.A.1:a 2. Factors that effect rates of reactions/collision theory 4.A.1:b, 4.A.1:c, 4.D.1, 4.D.2 3. Reaction Pathways 4.B.3:a, 4.B.3:b 4. Rate equation determination 4.A.2:a a. rate constants 4.A.3 b. mechanisms 4.B.1, 4.C.1, 4.C.2, 4.C.3 c. method of initial rates 4.A.2:c d. integrated rate laws 4.A.2:b, 4.A.3:d 5. Activation energy and Boltzmann distribution 4.B.2, 4.B.3:c Teacher Demo: Factors that Effect Rates of Reaction LO 4.1, 4.8, 4.9; SP 1 *Guided Inquiry Lab: How Long Will That Marble Statue Last? Collegeboard Lab Manual) L.O. 4.1, S.P. 4.2, 5.1; L.O. 4.2, S.P. 5.1, 6.4 Big Idea 4 Activity: To explore reactions and rates L.O. 4.1, *Guided Inquiry Lab: What Is the Rate Law of the Fading of Crystal Violet Using Beer s Law? (Collegeboard Lab Manual investigation # 11) L.O. 4.2, S.P. 5.1, 6.4; L.O. 4.1, S.P. 4.2, 5.1 9

10 Big Idea 4 Activity: Useful simulation to determine orders of reactants and rate constants use in preparation for the crystal violet lab L.O. 4.1, Unit 9: Chemical Equilibrium (Chapter 13 in Zumdahl 8 th ed) Class Periods (41 minutes): 8 Homework Sets Assigned: 8 Number of Quizzes: 1 1. Characteristics and conditions of chemical equilibrium6.a.1, 6.A.3:a, 6.A.3:f 2. Equilibrium expression derived from rates 6.A.3:b 3. Factors that affect equilibrium 6.A.3:c 4. Le Chatlier s principle 6.A.3:b, 6.B.1, 6.B.2, 6.C.3:e, 6.C.3:f 5. The equilibrium constant 6.A.3:d, 6.A.3.e, 6.A.4 6. Solving equilibrium problems 6.A.2 *Structured Inquiry Lab: Determination of an Equilibrium constant with varied initial Concentrations, utilizing light absortion and Beer s Law LO 5.17, , 1.16; SP 2, 5 Big Idea 6 Activity: Online Gas Phase Equilibrium Activity LO 6.8, 6.9; SP 1, 6 In the online activity, students are able to visualize the shift in a reaction when a stress is applied to a system and can verify the tendency of Le Chatelier s principle. [CR3f] Teacher Demo: LeChatlier with glass tubes 2NO 2 N 2 O 4 ;students interpret observations to determine if the reaction is endothermic or exothermic L.O Unit 10: Acids and Bases (Chapter 14 in Zumdahl 8 th ed) Class Periods (41 minutes): 8 Homework Sets Assigned: 8 Number of Quizzes: 1 1. Definition and nature of acids and bases 3.B.2, 6.C.1:c, 6.C.1:d, 6.C.1:e, 6.C.1:f 2. Kw and the ph scale 6.C.1:a, 6.C.1:b, 6.C.1:g 3. ph of strong and weak acids and bases 6.C.1:h 4. Polyprotic acids 6.C.1:n 5. ph of salts 6. Structure of Acids and Bases 10

11 Activity: Interactive acid-base titration virtual lab: students choose acids/bases as titrant and analyte, they choose the indicator and deduce the equivalence point from the titration curve 1.E.2 *Guided Inquiry Lab: Determination of the equivalent mass of a weak acid and its pka LO 2.2, 3.7; SP 2, 5 Students standardize NaOH against KHP, then monitor the ph as a function of incremental addition of NaOH to a solution of the weak acid. From graphical analysis find pka and Ka of the unknown weak acid Unit 11: Acid-Base Equilibria and Solubility and Complex Ion Equilibria (Chapters 15 and 16 in Zumdahl 8 th ed) Class Periods (41 minutes): 12 Homework Sets Assigned: 12 Number of Quizzes: 2 1. Characteristics and capacity of buffers 6.C.2 2. Titrations and ph curves 6.C.1:i, 6.C.1:j, 6.C.1:k, 6.C.1:l,6.C.1:m 3. Choosing Acid Base Indicators 4. ph and solubility 5. Ksp Calculations and Solubility Product 6.C.3:a, 6.C.3:b *Guided Inquiry Lab Buffers, ph and Salt Hyrolysis (students prepare a buffer, determine buffering capacity, predict ph of salts, determine Ka and Kb) from Carolina Lab Manual, 2011 LO 6.18, 6.19, 6.20; SP 2, 3, 4, 5 *Open Inquiry Lab: Molar Solubility and Determination of Ksp Students will design and execute a lab to find the molar solubility and Ksp for sodium chloride LO 6.21, 6.22, 6.23, 6.24; SP 2, 5, 6 11

12 Unit 12: Electrochemistry (Chapter 18 in Zumdahl 8 th ed) Class Periods (41 minutes): 7 Homework Sets Assigned: 7 Number of Quizzes: 1 1. Balancing redox equations 3.B.3:a, 3.B.3:b, 3.B.3:c, 3.B.3:d 2. Electrochemical cells and voltage 3.C.3:a, 3.C.3:b, 3.C.3:c, 5.E.4:a 3. The Nernst equation 3.C.3:d 4. Spontaneous and non-spontaneous equations 3.C.3:e 5. Chemical applications 3.C.3:f Electrochemistry: *Guided Inquiry Lab: Electrochemical Cells Students pair up 4 metals in a salt solution to see which combination has the highest voltage output; compare to the theoretical value; in part 2, students collect 10 ml H 2 gas from electrolysis of water and compare to theoretical volume calculated using Faraday s Law and the Ideal Gas Law (from Carolina Lab Manual, 2011) LO 3.12, 3.13, 5.15; SP 2, 5 Activity: See what happens at the molecular level in this galvanic cell animation L.O. 3.8, 3.9: AP Review Class Periods (41minutes): Approximately 12 Homework Sets Assigned: 12 Number of Quizzes: 5 Review of ALL topics 4 MC practice tests 20 free response questions grouped by topic Lab: [CR5b] & [CR6] *Open Inquiry Lab: The 14 Bottle Problem L.O. 3.1, 3.2, 3.8, 3.8 SP 4, 6 Students are given 14 solutions labelled a,b,c..etc. they are given a list of the contents of the 14 bottles and perform a variety of tests/reactions to match each unknown solution to one on the provided list. Methods of identification must be clearly stated and balnced equations written where appropriate. AP Chemistry Lab List with descriptions The following labs will be completed during the school year.. 12

13 *Guided Inquiry Lab: Sticky Question: How Do You Separate Molecules That Are Attracted to One Another? (taken from Collegeboard lab manual investigation #5) * Structured Inquiry Lab: How Can Color Be Used to Determine the Mass Percent of Copper in Brass? (taken from Collegeboard lab manual investigation #2) * Structured Inquiry Lab: Determination of Mass-Mole Relationships (Determine Unknown acid sulfuric or hydrochloric- by titration with NaOH and measuring T for a series of concentrations includes graphical analysis of data) Carolina Lab Manual, 2011 Teacher Demo of Redox: Copper and nitric acid reaction Students observe evidence of a chemical reaction through color change, evolution of a gas, a solid dissolving, and a change in temperature *Structured Inquiry Lab: Analysis of % iron in an ore using oxidation-reduction reactions and titrations Students standardize a solution of KMnO 4 against Na 2 C 2 O 4, then titrate a dissolved sample containing Fe +2 (samples obtained from Thornton Smith Laboratories) with the KMnO 4 to determine the mass % of iron in the sample *Guided Inquiry: The Copper Cycle Lab Students perform a series of reactions, starting with copper and with copper. Students write the net ionic equations for the reactions which take place. *Open Inquiry: Design an experiment to determine the mass % of acetic acid in vinegar Students write and execute the procedure for determining the mass% of HC 2 H 3 O 2 in vinegar *Guided Inquiry: Exploratory Qualitative Analysis with unknowns Students distinguish substances within a group based on evidence of chemical reactions, such as evolution of a gas, precipitation, color change, solubility, ph, flame tests. The students write net ionic equations which correspond to their observations and identificaton of products Teacher Demo: Graham s Law of Diffusion two cotton balls, one soaked with concentrated HCl and the other with concentrated NH 3 are placed into opposite ends of a glass tube followed by insertion of rubber stoppers at each end; students observe and measure the intersection where the gases meet as evidenced by the solid ring of NH 4 Cl observed in the tube. Given the molar mass of ammonia and measuring the realtive distance travelled by the two gases, they can then estime the molar mass of HCl. *Structured Inquiry Lab: Dumas Method Molar Mass of a Volatile Liquid using two unknowns (Carolina Lab Manual, 2011) Students will use the vapor density method to determine the molar mass of one of two possible unknowns (either ethanol or 2-propanol) *Open Inquiry Lab: Determining the Molar Mass of butane Students are given butane lighters and any other equipment they request; they are asked to write and execute a procedure to determine the molar mass of the butane. *Open Inquiry Lab: Determine the Heat of Fusion of paraffin wax Students are to design an experiment and execute it using principles of calorimetry; they are given chips of paraffin and any other lab equipment they request *Structured Inquiry Lab: Hess s Law Lab 13

14 Students calibrate the calorimeter, then perform experiments to measure directly H for 3 reactions; having measured H for reactoin 3, then use Hess s Law to indirectly determine and compare the H for the third reaction to verify Hess s Law (taken from Vonderbrink experiment #6) Teacher Demo: activity series of the alkali metals *Guided Inquiry: Atomic Theory Dry Lab Students make drawings and build models of a series of molecules and from the drawings/models predict geometry, hybridization, and polarity. Teacher Lab Demo: Evaporation of liquids: Comparison of evaporation rates of several solvents, including hexane, acetone, ethanol and water *Structured Inquiry Lab: Determination of the Heat of vaporization of water Students measure the vapor pressure of water as a function of temperature in order to calculate Hvap for water (taken form the Vonderbrink lab manual experiment #9) Teacher Demo: Factors that Effect Rates of Reaction Demo includes factors such as concentration, temperature, addition of a catalyst (MnO 2 to decompose H 2 O 2 ) and surface area (lycopodium powder) *Guided Inquiry Lab: How Long Will That Marble Statue Last? (collegeboard Lab Manual investigation # 10) The student s task is to investigate how the speed of the chemical reaction between solid calcium carbonate and a solution of hydrochloric acid is affected by changing variables relating to the two reactants, by first constructing, and then testing, a hypothesis. *Guided Inquiry Lab: What Is the Rate Law of the Fading of Crystal Violet Using Beer s Law? (Collegeboard Lab Manual investigation # 11) The lab is in two parts. Part 1 involves the collection of absorbance data using a colorimeter (or spectrophotometer) for crystal violet (CV) to generate a Beer s law calibration curve. Part 2 involves the collection of absorbance data as a function of time for the reaction of CV with NaOH to determine the rate law of the reaction. *Structured Inquiry Lab: Determination of an Equilibrium constant (for the reaction Fe +3 + SCN - FeSCN +2 ) using varied initial concentrations, utilizing light absorption and Beer s Law Teacher Demo: LeChatlier with glass tubes 2NO 2 N 2 O 4 ; students interpret observations to determine if the reaction is endothermic or exothermic Teacher Demo: LeChatlier with glass tubes 2NO2 N2O4 ;students interpret observations to determine if the reaction is endothermic or exothermic *Guided Inquiry Lab: Determination of the equivalent mass of a weak acid and its pka 14

15 Students standardize NaOH against KHP, then monitor the ph as a function of incremental addition of NaOH to a solution of the weak acid. From graphical analysis find pka and Ka of the unknown weak acid *Guided Inquiry Lab Buffers, ph and Salt Hyrolysis (students prepare a buffer, determine buffering capacity, predict ph of salts, determine Ka and Kb) from Carolina Lab Manual, 2011 *Open Inquiry Lab: Molar Solubility and Determination of Ksp Students will design and execute a lab to find the molar solubility and Ksp for sodium chloride *Guided Inquiry Lab: Electrochemical Cells Students pair up 4 metals in a salt solution to see which combination has the highest voltage output; compare to the theoretical value; in part 2, students collect 10 ml H 2 gas from electrolysis of water and compare to theoretical volume calculated using Faraday s Law and the Ideal Gas Law (from Carolina Lab Manual, 2011) 15