environment to meet the learning objectives within Big Idea 2: Properties of matter characteristics, states, and forces of attraction.

Curricular Requirements CR1 CR2 CR3a CR3b CR3c CR3d CR3e CR3f CR4 CR5a CR5b CR6 CR7 Students and teachers use a recently published (within the last 10 years) college-level chemistry textbook. 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 guidedinquiry format. 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. Page(s) 2 4-18 9 10 12 15 7 16, 17 3, 8, 19 2 4-18 4-18 3 1

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. To develop the requisite intellectual and laboratory skills, students have a minimum of 245 minutes (5-49 minute class periods) in a five-day cycle, which is adequate classroom and laboratory time. A minimum of 25 percent of instructional time is dedicated to the lab activities. [CR5a] There will also be two optional Saturdays per semester (TBA) during which time students may come for additional practice or laboratory time. In addition, students will have to spend at least five hours per week studying outside of class. Textbooks and Lab Books Brown, Theodore L., H. Eugene LeMay, Bruce Edward Bursten, Catherine J. Murphy, and Patrick M. Woodward. Chemistry: The Central Science (12 th ed.). Boston: Pearson Prentice Hall. 2012. [CR1] Primary Text Knoespel, Sheldon, Tina Ohn-Sabatello, and Gordon Morlan. Fast Track to a 5: Preparing for the AP* Chemistry Examination (accompanies Kotz 7 th & 8 th editions). Belmont: Brooks/Cole. 2012. Kotz, John C., Paul M. Treichel, and John R. Townsend. Chemistry & Chemical Reactivity (8 th Belmont: Brooks/Cole. 2012. ed. AP ed.). Moog, Richard S. and John J. Farrell. Chemistry: A Guided Inquiry (5 th ed.). Hoboken: John Wiley & Sons, Inc. 2011. Nelson, Kemp, Stoltzfus. Laboratory Experiments (accompanies Brown & LeMay). Pearson Prentice Hall. 2012. The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Vonderbrink, Sally Ann. Laboratory Experiments for Advanced Placement Chemistry (2 nd ed.). Batavia: Flinn Scientific. 2006. Online Reading, Videos, and Assignments Bergman, Jon and Aaron Sams. AP Chemistry Podcasts. Peak Educational Consulting, LLC. Required Materials Graphing calculator, carbonless-duplicate lab notebook, three-ring binder, loose-leaf notebook paper, pencils and pens. Prerequisites Before coming into AP Chemistry, students should have successfully completed a year of General Chemistry and be able to show mastery of the following: (1) Basic math skills, (2) an understanding of the scientific method, (3) matter and its structure, (4) periodicity and nomenclature, (5) the mole and molarity, (6) reaction types and stoichiometry, (7) the gas laws. 2

Laboratory Program and Reporting [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 tend to be much longer and more in depth than the ones completed in the first year chemistry course. Therefore, it is important that students don t 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. Every lab assignment must have a lab report including the following in order to receive maximum credit: Pre-Lab Work Pre-lab work is to be completed and turned in on the day the lab is performed. 1. Table of Contents in front of lab notebook updated with new information Date experiment performed Title of experiment must be descriptive. For example, ph Titration Lab is a descriptive title whereas Experiment 5 is not. Page number (all pages are numbered do not skip pages) 2. Report Criteria Title & Date Purpose A purpose is a statement summarizing the point of the lab. Procedural 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 guided-inquiry lab, they may be required to write a full procedure that they develop. 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 student s 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. Data Table or Pictures Students will need to create any data tables or charts necessary for data collection in the lab. They must have numbers with descriptive units in correct significant figures. During the Lab 3. Data Students must record their experimental data directly into lab book. They are NOT to be recording data on their separate lab sheet. All data must be labeled clearly and always must include proper units of measurement. Students should underline, use capital letters, or any device they choose to help organize this section well. Space things out neatly and clearly. Post-Lab Work 4. 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. Graphs must be at least ½ page in size to receive credit. You must either use straight edges and scale correctly or use a spreadsheet to create graphs. 5. Discussion and Conclusions Varies 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. 6. Post-Lab Error Analysis Questions Follow the same procedure as for Pre-Lab Questions 7. Applications Describe how this experiment relates to everyday world application, major societal or technological components (e.g. concerns, technical advances, innovations) [CR4] *Students will always work in pairs. 3

Course Outline [CR2] Chapters in Brown & LeMay Chemistry AP Chemistry Topic Covered 1. Introduction: Matter & Measurement Properties of matter (BI 2) 2. Atoms, Molecules, and Ions Atomic Theory & Atomic Structure (BI 1 & 2) 3. Stoichiometry: Calculations with Chemical Stoichiometry (BI 3) Formulas and Equations 4. Reactions in Aqueous Solution Reaction Types & Stoichiometry (BI 3) 5. Thermochemistry Thermodynamics (BI 5) 6. Electronic Structure of Atoms Atomic Theory & Atomic Structure (BI 1 & 2) 7. Periodic Properties of the Elements Periodicity (BI 1) 8. Basic Concepts of Chemical Bonding Chemical Bonding (BI 1 & 2) 9. Molecular Geometry and Bonding Theories Chemical Bonding (BI 2) 10. Gases Gases (BI 1 & 2) 11. Liquids and Intermolecular Forces Liquids & Solids (BI 1 & 2) 12. Solids and Modern Materials Liquids & Solids (BI 1 & 2) 13. Properties of Solutions Solutions (BI 2) 14. Chemical Kinetics Kinetics (BI 4) 15. Chemical Equilibrium Equilibrium (BI 6) 16. Acid-Base Equilibria Equilibrium (BI 6) 17. Additional Aspects of Aqueous Equilibria Equilibrium (BI 6) 18. Chemistry of the Environment Reactions & Reaction Rates (BI 3 & 4) 19. Chemical Thermodynamics Thermodynamics (BI 5) 20. Electrochemistry Reaction Types (BI 3) 21. Nuclear Chemistry None 22. Chemistry of the Nonmetals Descriptive Chemistry (BI 2) 23. Transition Metals and Coordination Chemistry Descriptive Chemistry (BI 2) 24. The Chemistry of Life: Organic & Biological Descriptive Chemistry (BI 2) Chemistry (BI) refers to Big Ideas, (SP) refers to Science Practice. 4

Curriculum Content Map Late August thru Early September 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 [CR2]. Learning Objectives: 2.7, 5.10 Textbook Chapter(s): 1 Introduction to Chemistry Scientific Method Classification of Matter Separation Science, example distillation and chromatography Physical and Chemical Properties Temperature and Density Demos Meet the Elements Math Review, Significant Figures, and Statistical Techniques Dimensional Analysis and Proportions Units of Measurement Conversion of Units Uncertainty in Measurements and Significant Figures Length and Volume Mass and Weight Density and Specific Gravity Temperature and its Measurement Guided-Inquiry: The Scientific Method SP 6.2 Students determine the identity of an unknown solution using physical characteristics Construction of an atomic model (including valence) [CR6] Meet the Elements SP 6.1 Students are given the opportunity to make observations on many different elements on the periodic table and based on their physical characteristics, determine periodic tendencies. Students research the properties using the Internet. Each lab group member gives a short 3-minute presentation on an element. Resource: www.ptable.com Laboratory Equipment Technique SP 3 Students identify laboratory equipment and watch a demonstration of application Measurement Labs and Packets Separation of Components of a Homogeneous Mixture Using Simple Distillation and Chromatography SP 1.4, 4.1, 4.2 Use of volumetric glassware Methods of separation science Chromatography Electrolysis and Electrolytic Properties of Liquids SP 4.3 Electrolysis of water 5

Curriculum Content Map Late September/Early October Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons [CR2]. Learning Objectives: 1.1-1.4, 1.17-1.19, 3.4-3.6 Textbook Chapter(s): 2.6, 3.1-3.7, 4.2, 20.2 Measurement and Stoichiometry Law of Constant Composition and calculations based on the Law Using moles to find a quantity Stoichiometry Solution stoichiometry Limiting reactants Theoretical yield and Percent yield Using density Solution terms Dilutions Equations in aqueous reactions Preparation of Molar Solutions SP 2.1, 2.2 Students will practice preparing stock solutions of various molarities Dilutions of stock solutions Percent Oxygen in a Chlorate SP 2.2, 6.1 Students will use a prescribed procedure and series of calculations to determine the percent of oxygen in a chlorate Percent of Water in a Hydrate SP 2.2, 6.1 Students will use a prescribed procedure and series of calculations to determine the percent of water and the formula of a hydrate Empirical Formula SP 2.2, 5.1, 6.4 Students will use a prescribed procedure and series of calculations to determine the empirical formula of a compound Formation of a Precipitate SP 6.1, 6.2 Prediction of precipitate yield and analysis Student Activity Students determine optimum hydrocarbon fuel to oxygen ratio to achieve complete combustion in a prescribed volume. LO 3.3, 3.4 6

Curriculum Content Map Late October Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. [CR2] Learning Objectives: 3.11, 5.1-5.8, 5.12-5.14 Textbook Chapter(s): 5.1-5.8, 7.8, 8.4, 13.1, 19.2 Thermochemistry Introduction to thermodynamics Conservation of energy State functions Potential energy Kinetic energy Calorimetry Heat of fusion Heat of vaporization Specific heat Head of dilution Heat of solution Hess Law direct and indirect Bond dissociation energies Gibbs free energy equation Activity Students will relate temperature to the motions of particles, either via particulate representations, such as drawings of particles with arrows indicating velocities, and/or via representations of average kinetic energy and distribution of kinetic energies of the particles, such as plots of the Maxwell- Boltzmann distribution. [CR3e] Thermodynamics Enthalpy of Reaction and Hess s Law SP 2.2, 2.3, 4.2, 4.3 Calorimetric Determination of Heat Values Graphing of results Determination of heat capacity of coffee cup calorimeter Exothermic & Endothermic Reactions Heat of a Reaction SP 1.1, 1.4, 7.2, 1.5, 4.4, 5.1 Students will use a prescribed procedure to perform a chemical reaction and use a series of calculations to determine the heat of a reaction: Mg-HCl Relate energy changes associated with a chemical reaction to the enthalpy of the reaction, and relate energy changes to PΔV work 7

Curriculum Content Map Early to Mid November Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identity in chemical reactions [CR2]. Learning Objectives: 1.5-1.8, 1.12-1.14 Textbook Chapter(s): 2, 6, 21.1-21.6 Nuclear and Atomic Structure Types of subatomic particles The nucleus Mass spectroscopy and isotopes Stability of the nucleus Atomic structure Rutherford experiment Cathode ray experiments Atomic structure terms Electromagnetic radiation Quantization of energy Photoelectric effect Bohr atom Spectroscopy Orbital model of atom Aufbau diagram Quantum mechanical model Electron configurations Flame Test of Salt Solutions SP 5.2, 5.3, 6.4, 7.1 Emission spectroscopy and electronic transition Predict the composition of a solution when it is heated in the Bunsen burner Guided-Inquiry: Electromagnetic Radiation, SP 2.2, 6.2, 6.5 [CR6] Spectroscopy of Gas Tubes Using handheld spectroscopes to measure position of emission spectral lines Calculations of the emission energy Students relate how spectroscopy is used by laboratories for criminal investigations [CR4] Research Paper SP 1.2, 1.5 Periodic Table and How it Was Developed Mendeleev s Table SP 1.2, 1.5 Given several characteristics of a sampling of elements, students will arrange them in their own tables created according to periodic trends 8

Curriculum Content Map End of November Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identity in chemical reactions [CR2]. Learning Objectives: 1.9-1.11, 2.14, 2.17, 2.19, 2.20, 2.22-2.28 Textbook Chapter(s): 7, 22, 23, 8.1-8.2 Basic Chemical Bonding & Molecular Geometry Atomic properties Periodic law Elemental properties Types of bonds Metallic bonding Properties of individual groups Metals vs. Non-metals Multiple oxidation states of transition metals Ionic bonding Ionic bonding and potential energy diagrams Energy of formation of ionic compounds Lattice energy Polarity of molecules Resonance structures An Activity Series SP 3.1, 3.2, 3.3 Students determine an activity series for metals and for halogens Ionic Reactions (Flinn) VSEPR Drawings Lab SP 6.2, 6.4 Use molecular models to predict geometries and polarities of molecules Guided-Inquiry: Determination of Type of Bonding in Solids SP 1.1, 1.4, 6.2, 6.4, 7.1 [CR6] Student Activity: Students enter data and construct graphs using Microsoft Excel or Numbers to predict, demonstrate, and identify periodic trends. Students will use graphs and data to justify exceptions to identified trends and present such information in a class discussion. [CR3a] 9

Curriculum Content Map Early to Mid December 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 [CR2]. Learning Objectives: 2.11, 2.13, 2.18, 2.20-2.22, 2.29-2.32, 5.9 Textbook Chapter(s): 8, 9, 11.7-11.8 Covalent Bonding and Molecules Types of covalent bonds Nonpolar covalent bonds Polar covalent bonds Coordinate covalent bonds Lewis Acids & Lewis Bases Lewis Structures Resonance Hybridization Molecular geometry Energy effects on molecules Isomerism Functional groups Interactions of functional groups Classification of molecules Intermolecular interactions Dipole moments Dielectric constants Types of compounds Properties of metallic, molecular, macromolecular, and ionic compounds Molecular models kits Guided-Inquiry: Intermolecular Attractions SP 1.1, 6.2, 6.4, 7.1 [CR6] Students will make observations with various solutions to determine the connection between: o Molecular structure and polarity o Hydrogen bonding and structure o Capillary action to polarity o Drop size and IMF Research Activity SP 6.3, 7.1, 7.2 Students are given structures of various compounds and must explain why they differ in physical state at various temperatures; then predict the type(s) of bonding present based on the atom s position on the periodic table [CR3b] 10

Curriculum Content Map Early January 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 [CR2]. Learning Objectives: 1.15, 1.19, 2.10, 2.11, 3.3, 5.11 Textbook Chapter(s): 24, 12.6-12.8 Organic Chemistry & Biochemistry Properties and Bonding in Carbon Compounds a. Introduction to organic chemistry: hydrocarbons and functional groups (structure, nomenclature, chemical properties). Physical and chemical properties of simple organic compounds Hydrocarbons b. Petroleum c. Fractional distillation d. Cracking e. Alkanes, alkenes, alkynes f. Benzene series (pi-bonding) g. General formulas h. Structural formulas i. Saturation of compounds Nomenclature j. Alkyl groups k. IUPAC nomenclature l. Isomers Other organic compounds m. Alcohols i. Primary, secondary, tertiary alcohols ii. Diols and Triols n. Aldehydes o. Ketones p. Acids q. Proteins r. Carbohydrates s. DNA/RNA t. Polypeptides u. Enzymes v. Esters w. Ethers x. Amines Polymer & Organic Reactions y. Addition polymerization z. Condensation polymerization aa. Natural polymers Organic Molecule Construction Organic molecules kids Preparation of Esters (Flinn kit) SP 4.3, 4.4, 7.1 Esterification (Banana oil or oil of wintergreen) SP2 Students will use a variety of solutions to go through the esterification process and will identify the completion of such a process through macroscopic observations Polymerization and Polymer Identification Demo (styrene monomer à polystyrene) SP3 Students watch as a solution goes through the polymerization process and will identify the completion of such a process through macroscopic observations Aspirin Synthesis and Analysis SP 2.2, 4.1, 4.2, 5.1, 6.2, 6.4 Students will perform an esterification synthesis and prove such synthesis with the following procedures and calculations: o Thin layer chromatography o Quantitative analysis o Theoretical yield calculations o Percent yield calculations o Melting point examination 11

Curriculum Content Map Late January Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons [CR2]. Learning Objectives: 2.1, 3.1, 3.2, 3.8-3.10, 5.10 Textbook Chapter(s): 4.2-4.4, 8.5, 16.2, 16.11, 20.1, 20.6 Reaction Types and Predicting Products Naming compounds Balancing chemical equations Types of chemical equations Types of chemical reactions Net ionic equations Predicting based on stability Predicting based on type Chemical reactivity and products of chemical reactions Reaction types organic functional group reactions, acid/base reactions, coordination complexes, amphoterism o Precipitation reactions, oxidation-reduction reactions, oxidation number, the role of the electron in oxidation-reactions Synthesis & Analysis of a Coordination Compound (Flinn) SP 3.1, 3.2, 3.3 Oxidation-Reduction AP Chem Review (Flinn) SP 5 Student research activity: Students will observe a series of chemical reactions using video demonstrations. For each they will: 1) Classify the reaction type, 2) Write a balanced net ionic chemical equation, 3) Write a brief description for each reaction, and 4) Determine the driving force towards thermodynamic favorability for the reaction. LO 3.1 & 3.2 [CR3c] Solubility Rule Development SP 1.4, 6.1 Students will predict double replacement reactions in solutions based on solubility rules. Redox Titration SP 4.2, 5.1 Students will perform a redox standardization of hydrogen peroxide using potassium permanganate 12

Curriculum Content Map Early February 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 [CR2]. Learning Objectives: 2.3-2.6, 2.12, 2.16, 2.22, 2.29, 2.31 Textbook Chapter(s): 10, 11 Gases, Liquids, and Solids Real gases versus Ideal gases Ideal gas equation Derivations based on ideal gas equation Gases collected over water Kinetic molecular theory Van der Waals equation Molecular speeds Diffusion and Effusion Molecular theory related to phase Phase changes Entropy Heating and cooling curves Interfaces Pressure Vapor pressure Boiling point and freezing points Vapor pressure curves Phase diagrams triple point, critical point Energy change during phase changes Viscosity Surface tension Types of solids and crystal structure Guided-Inquiry: The Ideal Gas Law How Do Gases Behave? SP 1.2, 5.1, 7.2 [CR6] Molar Mass of Gas SP 1.3, 2.2, 2.3, 5.1, 6.4, 6.5, 7.1, 7.2 Students will use a prescribed procedure and series of calculations to determine the molecular mass of an unknown gas Determination of Molar Mass by Freezing-Point Depression SP 1.1, 1.2, 1.4, 6.2, 6.4 Students will cover the following concepts: molality, freezing point depression, colligative properties, molar mass 13

Curriculum Content Map Late February Early March 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 [CR2]. Learning Objectives: 1.16, 2.8, 2.9 Textbook Chapter(s): 13 Solutions Types of solutions Electrolytes Miscibility and immiscibility Process of dissolution Dissolution versus ionization Solubility terms Solubility curves Henry s Law Concentration terms Molarity, Molality, % by weight, mole fractions Dilution problems Stoichiometry problems with solutions review Raoult s Law Freezing and boiling points of solutions colligative properties Vant Hoff factor Osmosis Deviations from Raoult s Law Colloids Spectrophotometry SP 4.2, 5.1 Students will use spectrophotometry and Beer s Law to determine the concentration of a given solution Preparation and Analysis of Tetraamminecopper(II) Sulfate Monohydrate SP 4.2, 5.1 Spectroscopic determination Students prepare standard solutions and use spectroscopy to analyze and graph the absorbance of the coordinate compound in 10 nm increments 14

Curriculum Content Map Mid March Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions [CR2]. Learning Objectives: 4.1-4.9 Textbook Chapter(s): 14 Kinetics Rates relationship to collisions Reaction mechanisms Activation energy Nature of reactants and interfacial surface area Temperature and pressure effects on rates Catalyst homogeneous and heterogeneous Potential energy diagrams review Activated complex and intermediates Arrhenius equation Maxwell-Boltzmann diagram Average rate Rates relationship to stoichiometry Graphical determination of instantaneous rate Rate laws Determination of rate laws Determination of mechanisms Order of reactions Calculations based on order Kinetics and Reaction Rates Activities Stations Lab (Flinn) SP 4.1, 4.3 Guided Inquiry: Rates of Chemical Reactions SP 1.4, 5.1, 6.1 [CR6] Student Activity: Students orally present the solution to a problem given a set of data of the change of concentration versus time to the class, indicating the order of the reaction and the rate constant with appropriate units. SP 2.1, 2.2, 5.1, 6.1 [CR3d] 15

Curriculum Content Map Late March Early April 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 [CR2]. Learning Objectives: 5.16-5.18, 6.1-6.10, 6.21-6.25 Textbook Chapter(s): 15 Equilibrium Reversible processes and reactions Types of systems Kinetics relationship to equilibrium Equilibrium expressions ICE charts Equilibrium constants LeChatelier s Principle Equilibrium stresses Equilibrium calculations Molar solubility Common ion effects Reaction quotients Buffering agents Activity Students view the NO 2 /N 2 O 4 Equilibrium Simulation available on the General Equilibria Animations Index page at Iowa State University or the Reversible Reactions PhET Interactive Simulation from University of Colorado, and the student will verbally report and discuss their answers to teacher supplied questions regarding the number of reactant and product molecules present at a particular point in the equilibrium process, the breaking and forming of bonds during the process, and how the reactant and product molecules are changing in order to illustrate the dynamic nature of equilibrium. SP 3.3 [CR3f] Characteristics of Chemical Equilibrium Activities Stations Lab (Flinn) SP 2.1, 4.1 [CR3f] Determination of K eq for FeSCN 2+ Lab SP 1.3, 2.2, 2.3, 6.2, 7.2 Students will use a prescribed procedure to perform a reaction and determine the K eq for a system at equilibrium: o Combination indicators o Micro-titration o ph measurement o Pasco SPARKS technology 16

Curriculum Content Map Mid April 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 [CR2]. Learning Objectives: 1.20, 3.7, 6.11 6.20 Textbook Chapter(s): 16 Acids, Bases, and Salts Dissociation versus ionization Preparation of acids, bases, and salts Classification of acids and bases Bronsted-Lowry Theory of acids and bases Degree of ionization Equilibrium constants for acids and bases Weak acids and bases Binary acids versus oxyacids Determination of acid and base properties based on structure Ionization of water ph and poh Acid-Base stoichiometry problems review Ionization calculations of weak acids and bases Henderson-Hasselbalch Equation Titration calculations Indicators Types of salts Dissociation of salts and buffers Preparation of buffering solutions Use of buffer solutions in the body Guided-Inquiry: Two Definitions of Acids & Bases, and Conjugate Pairs SP 3.1, 6.1, 6.5 [CR6] Buffering Activity: To What Extent Do Common Household Products Have Buffering Activity? SP 7 Synthesis of Nitric Acid Lab SP 4.3, 4.4 Preparation and Properties of Buffer Solutions Lab SP 4.3, 4.4 [CR3f] Neutralization Reactions SP 5.1, 5.2 Students will use a prescribed procedure to perform a series of neutralization reactions and use indicators and macroscopic observations to confirm predictions about such reactions o Hasselbalch equation o Beer s Law o SPARKs 17

Curriculum Content Map Late April - May Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons [CR2]. Learning Objectives: 3.12, 3.13, 5.14, 5.15, 6.25 Textbook Chapter(s): 19, 20 Electrochemistry & Thermodynamics Oxidation and reduction Substances gaining potential Types of electrochemical cells Voltaic cells Cell potentials Concentration dependence of E Nernst Equation Cell potentials and equilibrium Metal electrodes Reference electrodes Indicator electrodes Applications of voltaic cells Electrolysis Faraday s Law Electrolytic cells Order of reduction Applications of electrolytic cells Gibbs Free Energy Equation Relationship of equilibrium and Q Relationship to E Oxidation-Reduction Lab Kit (Flinn) SP 5 Electrochemical Cells Lab SP 1.4, 1.5 Students will construct a standard table listing the reduction potentials of a series of metal ions The Nernst equation will be used in the voltage measurement of a cell Electrochemistry Lab Kit (Flinn) SP 5 Copper Plating Lab SP 6.2 18

Spring Research Project All students will throughout the year be generating a lab report book, which will contain a table of contents, all lab handouts, written lab procedures, and reported data. Each student will also research a particular area of study that is currently ongoing at a university chemistry laboratory somewhere around the country and contact those researchers. They will present their review of this research in a pre-scheduled 10-minute presentation to the class with a poster board presentation. You should know your material well enough to present it simply reading your material is not acceptable. Poster boards should be the standard 2-fold poster board used at most science fair competitions. The boards should securely stand on a table and be presentable to the classroom. An example is shown below, but yours may differ somewhat: Abstract Title and Name Hypothesis Introduction Methods Project Results Project Results Review of Literature Methods Review of Literature Discussion Conclusion Acknowledgements The Abstract needs to be placed in the top left corner. The Title, Student Name, and AP period, School Name, should be placed in the top center. All other slides can be placed in a logical manner on the board. Consider and try to include the following: methods and materials used during the university s experimentation, results, analysis and discussion, conclusions, and applications to the everyday world [CR4]. All slides must be produced using either PowerPoint or Keynote, and it should be graphically appealing (it will go on display). Accompanying the poster board will be a 4-6-page paper, double-spaced (12 pt. font), that summarizes the material in the presentation. It needs to contain proper references and credits given. The paper should summarize the research and focus should be given at the end on the purpose and goals set by those performing the research. Papers will be due the same week as the last presentations are made. The grade for this project will be no less than 2 test grades during the respective six-weeks grading period in which it is presented, and it may also be included as a portion (TBD) of the student s final exam grade. 19

FOUNDATIONS OF THE COURSE 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. 20