Classroom: 318 Subject: AP Chemistry Quarter 2 Teacher: van Balveren, Suzanne

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1 Livingston American School Quarterly Lesson Plan Concept / Topic To Teach: Week 1 Week 2 Week 3 Week 4 Bonding: General concepts Covalent Bonding: Orbitals Properties of solutions Properties of solutions Standards Addressed: College Board 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. Specific Objectives: explain the distribution of electrons in an atom or ion based upon data. describe the electronic structure of the atom, using PES data, ionization energy data, and/or Coulomb s law to construct explanations of how the energies of electrons within shells in atomsvary. Students can predict properties of substances based on their chemical formulas, and provide explanations of their properties based on particle views. The student can predict the type of bonding present between two atoms in a binary compound based on position in the periodic table and the electronegativity of the elements. The student can draw and/or interpret representations of solutions that show the interactions between the solute and solvent. create or interpret representations that link the concept of molarity with particle views of solutions. apply Coulomb s law qualitatively (including using explain observations regarding the solubility of ionic solids and molecules in water and other solvents on the basis of particle views that include intermolecular interactions and entropic effects. The student can analyze the enthalpic and entropic changes associated with the dissolution of a salt, using particulate level interactions and

2 explain the distribution of electrons using Coulomb s law to analyze measuredenergies. explain why a given set of data suggests, or does not suggest, the needto refine the atomic model from a classical shell model with the quantum mechanical model. rank and justify the ranking of bond polarity on the basis of the locations of the bonded atoms in the periodic table. representations) to describe the interactions of ions, and the attractions between ions and solvents to explain the factors that contribute to the solubility of ionic compounds. representations. General Goal(s): Key Understandings and guiding questions Given information about a particularmodel of the atom, the student is able to determine if the model is consistent with specified evidence. Draw Lewis structures for the common atoms, ions, and molecules. Use periodic trends of electronegativity to predict bond type. Distinguish between polar and nonpolar molecules. Use electronegativity values and bonding concepts to determine oxidation states on atoms. Draw resonance structures. Assign formal charges. Compare and contrast VB theory with MO theory. Name and draw the molecular orbitals resulting from both positive and negative overlap of s and p atomic orbitals. Draw molecular orbital energy level diagrams for all 1st and 2nd period mononuclear diatomic molecules and use it to predict stability, bond order, bond length, and magnetic properties. Define solution vocabulary. Discuss the effect that physical conditions have on solubility. Discuss what is meant by an azeotrope. Use the concepts of intermolecular forces in discussing the dissolving process. Separate compounds into electrolytes and nonelectrolytes; separate electrolytes into ionic salts, Solve problems involving molarity, molality, percent composition, mole fraction, and normality; to 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 nonidealsolution;

3 Name compounds and write chemical formulas. Draw molecular orbital energy level diagrams for selected heteronuclear diatomic molecules. Use the VSEPR model to predict molecular geometry. Relate VSEPR to hybridization. acids, bases, acid anhydrides, and basic anhydrides. discuss the Debye-Huckel theory to explain ion activity. Know the names of the various colloidal systems. Explain Brownian movement. Discuss the cleansing action of soaps and detergents. Assessment Based On Objectives: Informal and Formal Pass a quiz over polyatomic ions with a 95 percent. Pass a quiz over the solubility rules; apply the solubility rules when predicting reaction products LAS CORE VALUES ADDRESSED

4 Livingston American School Quarterly Lesson Plan Week 5 Week 6 Week 7 Week 8 Concept / Topic To Teach: Spectroscopy and Chromatography Spectroscopy and Chromatography Chemical Kinetics Chemical Kinetics Standards Addressed: College board Big idea 4: Rates of chemical reactions are determined by details of the molecular collisions. Big idea 4: Rates of chemical reactions are determined by details of the molecular collisions. Specific Objectives: use data from mass spectrometry to identify the elements and the masses of individual atoms of a specific element. The student can justify the selection of a particular type of spectroscopy to measure properties associated with vibrational or electronic motions of molecules. The student can design and/or interpret the results explain how solutes can be separated by chromatography based on intermolecular interactions. design and/or interpret the results of an experiment regarding the factors (i.e., temperature, concentration, surface area) that may influence the rate of a analyze concentration vs. time data to determine the rate law for a zeroth-, first-, or secondorder use representations of the energy profile for an elementary reaction (from the reactants, through the transition state, to the products) to make qualitative predictions regarding the relative temperature dependence of the reaction rate. The student can translate among reaction energy profile representations, particulate representations,

5 of an experiment regarding the absorption of light to determine the concentration of an absorbing species in a solution. connect the half-life of a reaction to the rate constant of a first-order reaction and justify the use of this relation in terms of the reaction being a firstorder connect the rate law for an elementary reaction to the frequency and success of molecular collisions, including connecting the frequency and success to the order and rate constant, respectively. and symbolic representations (chemical equations) of a chemical reaction occurring in the presence and absence of a catalyst. evaluate alternative explanations, as expressed by reaction mechanisms, to determine which are consistent with data regarding the overall rate of a reaction, and data that can be used to infer the presence of a reaction intermediate. General Goal(s): Key Understandings and guiding questions Correlate the various regions of the electromagnetic spectrum with its effect on matter. Identify characteristic absorption bands in an IR spectrum. Use visible spectroscopy to Understand the concepts of chemical shift and spin-spin coupling. Explain several other areas of spectroscopy such as esp and X-ray. Understand the concept of chromatography as a explain the difference between collisions that convert reactants to products and those that do not in terms of energy distributions and molecular orientation. List the factors that influence the rate of a chemical Use experimental data to determine the rate law, determine the order of the reaction, and to define proper units for the constant. explain changes in reaction rates arising from the use of acid-base catalysts, surface catalysts, or enzyme catalysts, including selecting appropriate mechanisms with or without the catalyst present. Interpret how changing the conditions of the reaction (i.e., temperature, pressure, concentration, and addition of a catalyst) affects both the rate and the rate constant of the Discuss the role of a catalyst in the rate and

6 determine a point of maximum absorption (lmax). Correctly use Beer s law to determine concentration of a solution. Know the meaning of absorption, percent transmittance, absorptivity. Understand how a Spectronic-20 works. Understand the concept of hydrogens in different chemical environments. separation technique. Use column, paper, and thin layer chromatography in the laboratory to separate mixtures. Explain the difference between normal phase and reverse phase chromatography. Vocabulary for Ins 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 Use experimental data to postulate a reaction mechanism. mechanism of a reaction; distinguish between a homogeneous and a heterogeneous catalyst. Interpret data from a first order reaction to determine its half-life. Solve problems involving activation energy and the Arrhenius equation. Interpret the Boltzmann distribution law in light of reaction rates. Correctly derive the structure of simple organic Assessment Based On Objectives: Informal and Formal LAS Core Values Addressed