AP Chemistry Syllabus Course description: AP Chemistry is a college level course covering the same chemistry as any university basic Chemistry program. This 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. We will cover in about 15 weeks what is normally done in 32 weeks in college. Because a college class meets only for 3 days a week and for 55 minutes, we actually have more lecture time with our 90 minutes 5 days a week. But a college class will only have lectures with discussion, homework help, labs, etc. done during seminars. So we have to squeeze into our class what is often NOT covered in a college class. This course is designed to provide a solid, first-year college chemistry experience, both conceptually and in the laboratory. The labs serve to supplement the learning in the lecture section of the course. Problem solving skills, both on paper and in the lab, are emphasized. There are labs to be completed over 1-2 days in class over the course of the semester. Even though the class is taught in a high school, you will have to meet college expectations. That means you will give your full attention while in class, and that you are expected to complete a college workload. College Chemistry classes usually only give homework for students to get experience with the concepts and skills, even though often it is not graded. They do not give quizzes and there are often two or three tests, midterms and the final. The final often really determines your grade. Here homework will be very important to your success in the class and you will have more frequent exams. 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. Objectives: Students will: 1. Learn the inquiry process through numerous laboratory investigations. 2. Gain an understanding of the six big ideas as articulated in the AP Chemistry Curriculum Framework. [CR2] 3. Apply mathematical and scientific knowledge and skills to solve quantitative, qualitative, spatial, and analytic problems. 4. Apply basic arithmetic, algebraic, and geometric concepts. 5. Formulate strategies for the development and testing of hypotheses. 6. Use basic statistical concepts to draw both inferences and conclusions from data. 7. Identify implications and consequences of drawn conclusions. 8. Measure, compare, order, scale, locate, and code accurately. 9. Do scientific research and report and display the results of this research. 10. Learn to think critically in order to solve problems. Goals of course: 1. Students are prepared to be critical and independent thinkers who are able to function effectively in a scientific and technological society. 2. Students will be able to analyze scientific and societal issues using scientific problem solving. 3. Students will emerge from this program with an appreciation for the natural world. 4. In each laboratory experiment, students will physically 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 to other experimenters, and also in a formal, written report to the teacher).
AP Exam: The class is designed to examine most of the content for the AP Chemistry test in May each year. You will receive a contract for the test and will need to pay an application fee to the bookstore. The multiple choice and certain sections of the free-response part of the AP Chem exam no longer allow the use of calculators. Due to this, significant emphasis will be placed on developing the student's ability to solve problems through factor-label and estimation. Even if you are not taking the AP exam you will still be prepared to take the exam or to do very well in Freshman College Chemistry. STRUCTURE OF THE COURSE: [CR2] AP Chemistry is built around six big ideas and seven science practices. The big ideas are: 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. The science practices for AP Chemistry are designed to get the students to think and act like scientists. The science practices are: 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. Recommended materials: Materials: Scientific Calculator (must have LOG key), class notebook, pencils at all times, pens for lab work, paper, whiteboard markers and graph paper Text: Masterton, William L., and Cecile N. Hurley. Chemistry: Principles and Reactions. Pacific Grove, CA: Brooks/Cole Thomson Learning. Sixth Edition. Published in 2009. [CR1] Lab Book: The College Board. AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices. New York, NY: The College Board.
Lab Information: Flinn Scientific. Advanced Inquiry Lab Kits. Prerequisites: B or better in Chemistry or AIM Science Homework: Homework is where you gain experience with the concepts and skills in using Chemistry. I will provide a schedule of homework assignments. The assignment for that day will be graded at the next class meeting. To receive credit for the problem you must show a derivation of how you reached that answer if math is involved. Note that the even-numbered problems have the answers in the back of the book. An assignment not done when graded, unless for an excused absence, will receive 50% of earned points if turned in by the grade-in-progress report. No late work will be accepted after the report. Assignments are collected when graded. Exams: Exams will be given at the end of each unit following the format from the AP exam. Part will be multiple choice and the other will be free response. You will only be allowed to use the equations provided by the AP exam. Calculators will only be allowed on the parts indicated. Review sessions and Practice tests: During the semester, students take graded practice AP Exams. The exams are reviewed in class to increase students awareness of test-taking strategies. These tests will also simulate an actual exam and highlight weak areas of understanding. Also, review sessions will be held towards the end of second semester to review topics from the class and cover topics not fully discussed during the semester. Students taking the AP exam are expected to attend to discuss these topics. AP Chemistry Curriculum Concepts: Chapter in book Chapter 1 - Matter and Measurement, pages 1-21. Topics covered and Sample Learning Objectives and Essential Learning Objectives Matter and Measurement Chemistry in our lives, scientific method, measurements, units, significant figures, classification of matter Learning Objective 1.17 The student is able to express the law of conservation of mass quantitatively and qualitatively using symbolic representations and particulate drawings. Students are provided manipulatives (symbols and shapes of reactants and products) to express symbolically the law of conservation of mass. Based on the written and balanced reactions provided, students create associated particulate drawings. AP Chemistry Topic Covered (Big Ideas [CR2]) Matter and Measurement (BI 1 &2) Chapter 2 - Atoms, Molecules, and Ions, pages 25-44. Atoms, Molecules, and Ions Early history, Laws of Conservation of Mass, Definite Proportions/composition, and Multiple Proportions, Dalton s Atomic Theory, Avogadro s hypothesis, scientists and experiments of Atomic structure, modern view of the atom, intro to the PT, molecules, ions, names and formulas Learning Objective 2.1 The student can predict properties of substances based on their chemical formulas, and provide explanations of their properties based on particle views. Atomic Theory & Atomic Structure (BI 1 & 2) [CR3a] & [CR3b]
Students work in groups to connect given substance properties to chemical formulae and express such a connection of a substance property to a chemical formula through a group-drawn particle view. Then students individually predict substance properties based on chemical formula. Chapter 3 - Mass Relationships in Chemistry; Stoichiometry, pages 49-69. Mass Relationships in Chemistry; Stoichiometry Average atomic mass, the mole, molar mass (aka formula mass in grams aka gram formula mass), Percent composition, empirical and molecular formula determinations (simple to complex aka combustion analysis), stoich calculations with bal eq, limiting reactant, percent yield, and percent purity calculations ( aka % by mass of a mixture) Learning Objective 1.4 The student is able to connect the number of particles, moles, mass, and volume of substances to one another, both qualitatively and quantitatively. Students are given a problem set and asked to determine the limiting reagents for a chemical reaction (e.g., interconverts particles, moles, mass, and volume of given substances). Learning Objective 3.2 The student can translate an observed chemical change into a balanced chemical equation and justify the choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances. Students observe a demonstration of a series of chemical reactions and then write appropriately balanced chemical equations. Stoichiometry (BI 1 & 3) [CR3c] Chapter 4 - Reactions in Aqueous Solutions, pages 75-98. Reactions in Aqueous Solutions Nature of aqueous solutions, electrolytes, composition of solutions, solution stoich, precipitation reactions, acid-base reactions, redox reactions (includes balancing in acidic and basic mediums) Learning Objective 3.8 The student is able to identify redox reactions and justify the identification in terms of electron transfer. Students are given a set of reactions from which they will identify the oxidation and the reduction half reactions. Reaction Types & Stoichiometry (BI 3) [CR3c] Chapter 5 - Gases, pages 103-125. Gases Pressure, Boyle s/charles/gay-lussac/avogadro s Gas Laws, ideal gas law and ideal gas constant, Dalton s Law of partial pressure, Kinetic Molecular theory, effusion/diffusion and Graham s Law, and real gases vs ideal gases Essential Knowledge 6.A.1.a: Many readily observable processes are reversible. Students write a report whereby they make claims as to the effects of increased carbon dioxide in the atmosphere on the carbon cycle and climate change, basing their claims on concepts from the chapter on gases, equilibrium, and reaction rates o NOTE: this activity would take place after the other chapters have been taught as a tool to tie all of the Gases (BI 1 & 2 & 6) [CR3a] & [CR3b] & [CR3f]
topics together Chapter 6 - Electronic Structure and the Periodic Table, pages 130-158. Electronic Structure and the Periodic Table Electromagnetic radiation, Dual nature of light, DeBroglie equation, Continuous vs. line spectra, Bohr model of the atom, Quantum mechanical model of the atom, Quantum numbers, Orbital shapes and energies, Electron spin and the Pauli Exclusion principle, Aufbau principle, Periodic trends Learning Objective 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model. Students construct a graph of ionization energy versus atomic number for the first 54 elements. Students then predict trends and justify exceptions in a class discussion. Atomic Theory & Atomic Structure (BI 1 & 2) [CR3a] & [CR3b] Chapter 7 - Covalent Bonding, pages 163-192. Covalent Bonding Electronegativity, electron affinity and ionization energy, Bond polarity and dipole moment, electron configurations and atomic/ionic size, Formation of ionic compounds, Partial ionic character of covalent bonds, Covalent bond energies and chemical reactions, Localized electron bonding model, Lewis structures, Exceptions to the octet rule, Resonance, and VSEPR model Learning Objective 2.17 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. Chemical Bonding (BI 1 & 2) [CR3a] & [CR3b] Given combinations of atoms, students use the periodic table to predict the type of bonding present (i.e., ionic, covalent, metallic). Chapter 8 - Thermochemistry, pages 197-224. Chapter 9 - Liquids and Solids, pages Thermochemistry Nature of energy, Laws of thermodynamics, enthalpy and calorimetry, Hess s Law, standard enthalpies of formation Learning Objective 5.13 The student is able to predict whether or not a physical or chemical process is thermodynamically favored by determination of (either quantitatively or qualitatively) the signs of both ΔH and ΔS, and calculation or estimation of ΔG when needed. Students solve problems in which they qualitatively and quantitatively predict the signs and magnitude of ΔH, ΔS, and ΔG from a set of thermochemical data. Learning Objective 5.7 The student is able to design and/or interpret the results of an experiment in which calorimetry is used to determine the change in enthalpy of a chemical process (heating/cooling, phase transition, or chemical reaction) at constant pressure. As a pre-lab assignment, students calculate the efficiency (joules per gram) of a variety of fuels when given their heats of combustion and the formulae. Liquids and Solids Intermolecular forces, Changes of state and heating curves, and Phase diagrams Thermodynamics (BI 5) [CR3e] Liquids & Solids (BI 1 & 2) [CR3a] & [CR3b]
229-255. Learning Objective 2.16 The student is able to explain the properties (phase, vapor pressure, viscosity, etc.) of small and large molecular compounds in terms of the strengths and types of intermolecular forces. Students are presented with the structure of two similar compounds and then write an explanation as to why they differ in physical state under standard conditions (e.g., why is methane a gas and water a liquid?) Chapter 10 - Solutions, pages 260-284. Solutions Energies of solvating, factors affecting solubility, colligative properties, vapor pressures and Raoult s Law, boiling point elevation and freezing point depression Learning Objective 3.11 The student is able to interpret observations regarding macroscopic energy changes associated with a reaction or process to generate a relevant symbolic and/or graphical representation of the energy changes. Students observe a demonstration and then draw an energy diagram to illustrate what is occurring on a particulate level (e.g., energy transformation of ammonium thiocyanate and barium hydroxide). Solutions (BI 2 & 3) [CR3b] & [CR3c] Chapter 11 - Rate of Reaction, pages 289-316. Rate of Reaction Reaction rates, Rate laws, Determining rate laws, Integrated rate laws, Reaction mechanism, Catalysis Learning Objective 4.6 The student is able to 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. In collaborative groups, students compare and contrast different energy profiles evaluating both the reaction energetics and how a change in temperature alters the rate of the reaction and why. Kinetics (BI 4) [CR3d] Chapter 12 - Gaseous Chemical Equilibrium, pages 323-351. Gaseous Chemical Equilibrium Equilibrium condition, Equilibrium constant, Equilibrium expressions involving pressure, Heterogeneous equilibria, Applications of the equilibrium constant, Solving equilibrium problems, and Le Chatelier s principle Learning Objective 5.16 The student is able to use LeChatelier s principle to make qualitative predictions for systems in which coupled reactions that share a common intermediate drive formation of a product. Students predict the effect of adding carbon dioxide to the hydrogen carbonate ion/carbonic acid system in blood. Learning Objective 6.3 The student can connect kinetics to equilibrium by using reasoning about equilibrium, such as LeChatelier s principle, to infer the relative rates of the forward and reverse reactions. Students determine the concentration of species at Equilibrium (BI 5 & 6) [CR3e] & [CR3f]
equilibrium given the rate constant and the concentration of other species in the reaction at equilibrium. Students will apply LeChatelier s principle quantitatively to equilibrium systems that are altered. Chapter 13 - Acids and Bases, pages 356-380. Acids and Bases Nature of acids and bases, Acid strength, ph scale, Calculating ph for strong and weak acid solutions, Bases, Polyprotic acids, Acidbase properties of salts, Acid-base properties of oxides, Lewis acids and bases, Solving acid-base equilibria problems Learning Objective 6.20 The student can identify a solution as being a buffer solution and explain the buffer mechanism in terms of the reactions that would occur on addition of acid or base. In a written assignment, students identify the components of a buffer solution, identify the species present, and qualitatively predict and explain the changes in concentration of those species on addition of acid or base. Equilibrium (BI 6) [CR3f] Chapter 14 - Acid- Base and Precipitation Equilibria, pages 384-406. Acid-Base and Precipitation Equilibria Acid or base solutions with a common ion, Buffered solutions, Buffer capacity, Titrations and ph curves, Acid-base indicators, Solubility equilibria and solubility product, Equilibria involving complex ions Learning Objective 6.20 The student can identify a solution as being a buffer solution and explain the buffer mechanism in terms of the reactions that would occur on addition of acid or base. In a written assignment, students identify the components of a buffer solution, identify the species present, and qualitatively predict and explain the changes in concentration of those species on addition of acid or base. Equilibrium (BI 6) [CR3f] Chapter 17 - Spontaneity of Reactions, pages 482-505. Spontaneity of Reactions Spontaneous processes and entropy, free energy, entropy changes and free energy in terms of Chemical reactions, dependence of free energy and pressure, free energy and equilibrium, and Free energy and work Learning Objective 4.2 The student is able to analyze concentration vs. time data to determine the rate law for a zero-, first-, or secondorder reaction. Students orally present the solution to a problem given a set of data of concentration against time to the class, indicating the order of the reaction and the rate constant with appropriate units. Learning Objective 4.5 The student is able to explain the difference between collisions that convert reactants to products and those that do not in terms of energy distributions and molecular orientation. Students view a computer animation and provide explanations for effective and ineffective collisions that lead to chemical reactions. Thermodynamics (BI 4 & 5) [CR3d] & [CR3e]
Chapter 18 - Electrochemistry, pages 461-488. Electrochemistry Galvanic cells, Standard reduction potentials, Cell potential/ electrical work/ and free energy, Cell potential and concentration, Batteries, Corrosion, Electrolysis, and Commercial electrolytic processes Reaction Types (BI 3) [CR3c] Chapter 15 complex ions, pages 437 456 Complex ions Composition of complex ions, geometry of complex ions, electronic structure of complex ions, formation constants of complex ions Descriptive Chemistry (BI 2) [CR3b] Chapter 16 Precipitation equilbria, pages 460 476 Chapter 19 Nuclear reactions, pages 547 567 Precipitation equilbria Precipitate formation, Ksp, Dissolving precipitates, Qualitative analysis Learning Objective 6.5 The student can, given data (tabular, graphical, etc.) from which the state of a system at equilibrium can be obtained, calculate the equilibrium constant, K. Students use data to calculate the concentration of either reactant or products or use these quantities to calculate the equilibrium constant. Nuclear reactions Radioactivity, rate of radioactive decay, mass-energy relations, nuclear fission, nuclear fusion Equilibrium (BI 6) [CR3f] Nuclear and Atomic Chemistry (BI 1 & 2) [CR3a] & [CR3b] Chapter 20 Chemistry of metals, pages 573 591 Chemistry of metals Metallurgy, reactions of the alkali and alkaline earth metals, redox Descriptive Chemistry (BI 2) [CR3b] Chapter 21 Chemistry of nonmetals, pages 595 620 Chemistry of nonmetals Elements and their preparation, hydrogen compounds, oxygen compounds, oxoacids, oxoanions Descriptive Chemistry (BI 2) [CR3b] Chapter 22 Organic chemistry, pages 625 646 Organic chemistry Alkanes, alkynes, alkenes, aromatic hydrocarbons, oxygen compounds, isomerism Descriptive Chemistry (BI 2) [CR3b] Please note: Some topics will be covered during review sessions, not during class time.
Laboratory Investigations: The laboratory portion of this class is designed to be the equivalent of a college laboratory experience. At a minimum, 25% of instructional time will be spent in the laboratory. [CR5a] A minimum of six of the labs that we will complete will be are guided inquiry based. [CR6] Many of the labs completed in this course are extensive and require time to setup, calibrate, filter, collect data, cleanup, etc. A typical lab in college is 2 and half hours long; therefore, many of the labs in this class will take two periods. Because some colleges require proof of the laboratory portion of the course before granting credit, all students will keep a laboratory notebook. The labs will be recorded in a Student Composition Notebook with the hardcover. You will prepare your formal lab reports in this notebook and turn in the book for grading. Each formal lab report in the student s laboratory notebook will have sections for purpose, procedure, equipment needed, data, analysis, questions for the students to answer, and conclusion. [CR7] Students will also apply what they have learned in their experiments to relate the experiments to everyday world applications, major societal or technological components ( i.e. concerns, technological advances, innovations). [CR4] Plan for this lab book to be the record of your experiments. This book should be kept at school when not taken home to finish a lab. Many of these labs will require a complete lab report. Some labs will have a modified report as they may be introductions to a lab technique. In addition to turning in completed laboratory reports for each lab, each student is also required to communicate the results of one of the labs one time once during the semester using a method of their choice (PowerPoint, Poster, Article, etc.) Laboratory Equipment The school is equipped with a full range of glassware (beakers, flasks, burets, pipets, etc.), instruments (Spec- 20s, centrifuges, ovens, etc.), and data gathering tools. All of the students have access to a computer with a full range of MS Office products on them. All data will be recorded in the student laboratory notebook. [CR7] Potential Laboratory Investigation Sequence [CR5a] & [CR5b] & [CR6] & [CR7] All of the experiments below will require hands-on work in the laboratory. In collaboration with other students, students will be called upon to collect, process, and manipulate data taken from physical observations, both measured and unmeasured, and then to develop and formally report their conclusions. In each laboratory experiment, students will physically manipulate equipment and materials in order to make relevant observations and collect data; use the collected data to form conclusions and verify hypotheses/purpose; and communicate and compare results and procedures (informally to other experimenters, and also in a formal, written report to the teacher). [CR7] Students will maintain and organize a personal lab notebook according to teacher instructions. Lab Experiments: 1. MSDS and laboratory safety Students read and understand MSDS (and GHS compliant SDS when implemented) Students demonstrate safe laboratory practices for various laboratory situations 2. Analysis of Food Dyes in Beverages (BI 1; LO 1.15; SP 2, 3, 5, 6) [CR3a] Students will use utilize spectroscopy and graphical analysis to determine the concentration of dye in a sports drink 3. Guided Inquiry Lab - Percent Copper in Brass How can color be used to determine the mass percent of copper in brass? (BI 1; LO 1.16; SP 1, 2, 3, 4, 5, 6, 7) [CR3a] Students will design a procedure to analyze the amount of copper in brass using visible spectroscopy Once the introductory activity is completed, students design and carry out an experiment to construct a calibration curve and determine the concentration of copper ions in a solution prepared by dissolving brass in nitric acid. Students must investigate the concentration range over which Beer's law is valid and identify the optimum wavelength for analysis. The mass percent of copper in brass is determined from the results of the analysis. This experiment should be performed in a fume hood or well-ventilated lab.
4. Gravimetric Analysis of Calcium and Hard Water What makes water hard? (BI 1; LO 1.19; SP 2, 3, 5, 6) [CR3a] Students will investigate the suitability of gravimetric analysis for determining the amount of water hardness in the form of calcium carbonate, CaCO3, in various water samples. Student groups will participate as part of a cooperative class investigation to determine the accuracy and sensitivity of gravimetric analysis for water hardness testing. Students will use of gravimetric analysis to determine the amount of calcium in an over-the-counter medication. 5. Guided Inquiry Lab - How much zinc is in a penny (LO 1.16; SP 1, 2, 3, 4, 5, 6, 7) [CR3a] Students design an experiment to determine the amount of zinc in a post 1982 penny 6. Empirical formula of hydrate (LO 3.5; SP 1, 2, 5, 6) [CR3c] Students will find the percentage of water in a hydrate Students will use the MSDS sheets to find information about unknown substances Students will find the empirical formula of an unknown hydrate 7. Acidity of Beverages How much acid is in fruit juice and soft drinks? (BI 1; LO 1.20; SP 2, 3, 5, 6, 7) [CR3a] Students will determine the concentration of acids in various consumer beverages with the use of titration The students will determine the proper indicator to use in the titration of a weak acid The students will complete a titration procedure to obtain titration curve data and calculate the molar concentration of acid in a beverage. 8. Guided Inquiry Lab - Separation of a Dye Mixture Using Chromatography (LO 2.7, 2.10; SP 1, 3, 5, 6, 7) [CR3b] Students translate the technique to thin-layer or column chromatography (students choose which extension to do) Students will separate food colors into their different compounds Students will investigate the various techniques of chromatography 9. Qualitative Analysis and Chemical Bonding What s in the bottle? (BI 2; LO 2.22; SP 2, 3, 5, 6) [CR3b] Students will design a procedure to identify twelve unknown solids based on systematic testing of their physical and chemical properties 10. Qualitative description (LO 2.22; SP 5) [CR3b] To investigate the color of various ions in a flame test To investigate the color of various ions in solution To develop the solubility rules from reactions that produce precipitates and observe their color 11. Stoichiometry of a reaction (LO 6.9; SP 1, 2, 3, 5) [CR3c] & [CR3f] To find the mole ratio of a chemical reaction To identify the soluble and insoluble products of a reaction 12. Green Chemistry Analysis of a Mixture Using the principle that each substance has unique properties to purify a mixture: an experiment applying green chemistry to purification (BI 3; LO 3.5, 3.3; SP 2, 3, 5, 6) [CR3c] Students will design and carry out a green chemistry experiment that can quantitatively measure the weight percent of one compound in a mixture of two compounds. 13. Analysis of Hydrogen Peroxide (BI 3; LO 3.9; SP 1, 2, 3, 5) [CR3c] Students will design an experiment to determine the percent composition of a common "drug store" bottle of hydrogen peroxide using an oxidation reduction titration 14. Guided Inquiry Lab - Separating a Synthetic Pain Relief Mixture Can the individual components of quick ache relief be used to resolve consumer complaints? (BI 3; LO 3.10; SP 1, 2, 3, 4, 5, 6, 7) [CR3c] Students will study the physical properties of ingredients in a synthetic pain relief mixture and determine its percent composition. Students will carry out their own step-by-step experiments and work collaboratively with their peers 15. Guided Inquiry Lab - Rate of Decomposition of Calcium Carbonate How long will that marble statue last? (BI 4; LO 4.1; SP 1, 2, 5, 6, 7) [CR3d] Students learn how reaction rates are measured and how concentration affects the rate of a reaction as they design kinetics experiments for the heterogeneous reaction of calcium carbonate with hydrochloric acid Students will study the kinetics of the reaction between calcium carbonate and hydrochloric acid Students will graph laboratory data and to determine the order of the reaction 16. Kinetics of Crystal Violet Fading What is the rate law of the fading of crystal violet using Beer s Law? (BI 4; LO 4.2; SP 2, 3, 5, 6) [CR3d]
Students will use spectroscopy and graphical analysis to determine the rate law for the color-fading reaction of crystal violet with sodium hydroxide 17. Thermochemistry: Enthalpy and specific heat (LO 5.7; SP 1, 2, 3, 5, 6) [CR3e] To determine the specific heat of an unknown solution To determine the ΔHrxn 18. Guided Inquiry Lab - Designing a Hand Warmer The hand warmer design challenge: Where does heat come from? (BI 5; LO 5.7; SP 1, 2, 3, 5, 6) [CR3e] Students will investigate the energy changes accompanying the formations of solutions for common laboratory salts, and then apply the results to design a hand warmer that is reliable, safe, nontoxic, and inexpensive 19. Applications of LeChâtelier's Principle Can we make the colors of the rainbow? An application of Le Chatelier s principle (BI 6; LO 6.9; SP 2, 3, 5, 6, 7) [CR3f] Students investigate six chemical equilibrium systems to analyze patterns and trends in the principles, concepts, and definitions of equilibrium. 20. Guided Inquiry Lab - Acid Base Titrations How do the structure and the initial concentration of an acid and base influence the ph of the resultant solution during a titration? (BI 6; LO 6.9, 1.20, 6.13, 6.18, 6.20; SP 1, 2, 3, 4, 5, 6, 7) [CR3f] Students will prepare an unknown concentration solution of NaOH and then to standardize it using a standard solution of HCl Students will use the solution of NaOH, now standardized, in Experiment Fourteen to determine the concentration of a weak acid, and in Experiment Fifteen to determine the Ka of an acid Students will use a previously standardized solution to titrate an unknown solution Students will use a ph meter to determine the concentration of an unknown solution Students will construct an acid-base titration curve and determine the pka of a weak acid (LO 1.15, 1.20, 6.13, 6.18, 6.20; SP 1, 2, 3, 4, 5, 6, 7) Students will determine the Ka of acetic acid from an acid-base titration curve Students will determine the Ka of an unknown acid using the (non titration curve) half-equivalence point 21. Buffers in Household Products To what extent do common household products have buffering activity? (BI 6; LO 6.20; SP 2, 3, 5, 6, 7) [CR3f] Students discover the wide range of buffering action in common household products Students will determine the buffering agents in eight different household products, including foods and beverages and over-the-counter drugs 22. Properties of Buffer Solutions The preparation and testing of an effective buffer; how do components influence a buffers ph and capacity? (BI 6; LO 6.18; SP 2, 3, 5, 6) [CR3f] Students will design a buffer solution that will be effective in a specific ph range and to verify its buffer capacity 23. Determination of molar volume of a gas (SP 1, 2, 5, 6) [CR3b] Students will use lab procedures to verify the molar volume of a gas Students will use the techniques of error analysis to determine the validity of your answer 24. Molecular Geometry Lab (SP 1, 6, 7) [CR3b] Students draw Lewis Dot Diagrams and then build the models corresponding to the Lewis Dot Diagrams 25. Construction of an electrochemical cell (SP 1, 2, 5, 6) [CR3c] Students construct various electrochemical cells and measure their voltages Please note: Some of these experiments may be completed during review sessions, not during class time. Also, the labs may not occur in this order and some labs may be eliminated due to time constraints. However, a minimum of 16 lab experiments and 6 guided-inquiry experiments will occur during the time span of the course and the lab experiments will account for a minimum of 25% of the instruction time. [CR5a] & [CR5b] & [CR6]