Structure of the Course: Cr2

Curricular Requirements Page(s) CR1 Students and teachers use a recently published (within the last 10 years) college- 4 level chemistry textbook.

CR2 The course is structured around the enduring understandings within the big ideas 2 as described in the AP Chemistry Curriculum Framework. CR3a The course provides students with opportunities outside the laboratory 6,8 environment to meet the learning objectives within Big Idea 1: Structure of matter. 6CR3b The course provides students with opportunities outside the laboratory 6,8 environment to meet the learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction. CR3c The course provides students with opportunities outside the laboratory 6 environment to meet the learning objectives within Big Idea 3: Chemical reactions. CR3d The course provides students with opportunities outside the laboratory 7 environment to meet the learning objectives within Big Idea 4: Rates of chemical reactions. CR3e The course provides students with opportunities outside the laboratory 7 environment to meet the learning objectives within Big Idea 5: Thermodynamics. CR3f The course provides students with opportunities outside the laboratory 8 environment to meet the learning objectives within Big Idea 6: Equilibrium. CR4 The course provides students with the opportunity to connect their knowledge of 9 chemistry and science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens. CR5a Students are provided the opportunity to engage in investigative laboratory work 5 integrated throughout the course for a minimum of 25 percent of instructional time. CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on 9 laboratory experiments integrated throughout the course while using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework. CR6 The laboratory investigations used throughout the course allow students to apply 9 the seven science practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format. CR7 The course provides opportunities for students to develop, record, and maintain 5 evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. 2 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. *CR2—The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum

Summer Homework Students will review general chemistry (pre-AP Chemistry) using Chemistry wikispaces. This summer homework assignment can be done on an independent basis as the student’s summer schedule permits. Students are required to show mastery of their learning by turning in the completed free response questions the first day 3 of class. This summer assignment will be their first assessment grade in the first nine weeks. This material is incorporated in ALL exams given in this class. The summer assignment consists of 5 Units. Students also receive a packet of free response questions to complete.

AP Chemistry Course - Overview Advanced Placement (AP) Chemistry is a “hands-on” course using unique techniques to teach inorganic chemistry on a college level. Students will gain an understanding of matter and its changes, and an appreciation of the various ways chemistry affects our lives. Students will gain skills in problem solving, investigating, interpreting data, communicating, predicting outcomes, chemical safety, and laboratory techniques. Students will take the College Board AP Chemistry Exam at the end of the course in May. Honors high school chemistry and teacher recommendation are a pre-requisite for this course. AP Chemistry is taught for a whole year on a 90 minute class schedule. Classes meet for 90 minutes every day. A 90 minute laboratory activity is scheduled every two weeks. Students perform approximately 16 laboratory exercises with 10 being in a inquiry type format. During the fall semester, students also perform an in-depth, (25 hour), independent research project and produce a formal paper and display board. At the beginning of school students are given a handout with the course objectives and the demands and expectations of the course. Included are laboratory safety regulations, suggestions for supplemental study guides, times and day for after- school help sessions, and a list of homework questions for the year. Course Design This course is designed to provide and academic experience equivalent to first-year college chemistry. The laboratory exercises and laboratory reports serve to supplement learning of topic and provide the laboratory experience of a college course. Problem-solving skills are emphasized in lecture topics, laboratory reports, and inquiry laboratory activities. Previous AP questions are reviewed with each major topic. As a review for the AP Exam, students take 2 graded practice exams. Exams results are discussed to review course material and to develop test-taking strategies. This is a second year course. From their previous chemistry course, students have a sound knowledge of the following topics; o Problem-solving using factor-label method o Writing and naming compounds o Writing equations and predicting products o Composition and reaction stoichiometry o History of atomic theory o States of Matter o Gas Laws o Intramolecular and intermolecular bonding o Periodic properties o Quantum numbers and electron configuration o Lewis dot structures and molecular geometry o Solutions and colligative properties o Nuclear Chemistry 4 The above topics are covered in detail during the first chemistry course and reviewed in the AP Chemistry Course. The following is a list of topics covered in great detail during the AP Course: o Thermodynamics o Kinetics o Writing net ionic equations o Oxidation and reduction reactions and electrochemistry o Atomic Structure and intramolecular bonds o Molecular Structure and intermolecular bonds o Acids and Bases o Equilibrium o Buffer systems o Titrations o Organic chemistry Text Books Brown, Theodore E., LeMay H. Eugene, and Bruce E. Bursten. Chemistry: The Central Science. Upper Saddle River, NJ: Prentice Hall [CR1] Study guide: Moore, Dr. John T., and Dr. Richard Langley. 5 Steps to 5. McGraw-Hill Companies, Inc. Supplies: Scientific Calculator, binder, divider pages, paper, lab notebook, pen and pencils.

Laboratory The labs completed require following or developing processes and procedures, taking observations, and data manipulation. See lab list provided for lab details. Students communicate and collaborate in lab groups; however, each student writes a laboratory report to be filed in their practical assessment folder for every lab they perform. A minimum of 25% of student contact time will be spent doing hands-on laboratory activities. [CR5a]

The 10 Parts of a Laboratory Report [CR7] A specific format will be given to the student for each lab. Students must follow that format and label all sections very clearly. AP Chemistry lab reports are much longer and more in depth than the ones completed in the first year chemistry course. Therefore, it is important that students 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. Pre-Lab Work Pre-lab work is to be completed and turned in on the day the lab is performed. 1. Title The title should be descriptive. For example, “pH Titration Lab” is a descriptive title and “Experiment 5” is not a descriptive title. 2. Date This is the date the student performed the experiment. 3. Purpose A purpose is a statement summarizing the “point” of the lab. 4. Procedure Outline Students need to write an outline of the procedure. They should use bulleted statements or outline format to make it easy to read. If a student is doing a guided inquiry lab, they may be required to write a full procedure that they develop. For student designed experimentation all materials, variables, and controls must be listed 5 5. Pre-Lab Questions Students will be given some questions to answer before the lab is done. They will need to either rewrite the question or incorporate the question in the answer. The idea here is that when someone (like a college professor) looks at a 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. 6. Data Tables Students will need to create any data tables or charts necessary for data collection in the lab.

During the Lab 1. Data Students need to record all their quantitative and qualitative data directly in their lab notebook. They are NOT to be recording data on their separate lab sheet. They need to label all data clearly and always include proper units of measurement. Students should include precision of all equipment used in measurement. Students should underline, use capital letters, or use any device they choose to help organize this section well. They should space things out neatly and clearly.

Post-Lab Work 1. Calculations and Graphs Students should show how calculations are carried out. Graphs need to be titled, axes need to be labeled, and units need to be shown on the axis. To receive credit for any graphs, they must be at least ½ page in size. Students must show calculations for propagations of error. 2. Conclusions/ Evaluations 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. The error/limitations, effect on product, suggestions for improvement may be done in chart form

The Laboratory Folders- A record of lab work is an important document, which will show the quality of the lab work that students have performed. All lab reports will be filled in these folders and may be used for documentation for college level practical work. *CR5a—Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a minimum of 25 percent of instructional time. *CR7—The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations.

Chemistry Unit Overview First Semester ( 90 minute Class/ 10 classes in two weeks) Comprehensive summative assessments will be given at the completion of each unit. 6 Wee Chapter k 1-4 Unit 1 Chapter 1-5

5-6 Unit 2 Chapter 22

7-8 Unit 3 Chapters 4,11

9-12 Unit 4 Chapter 19

13- Unit 5 chapter 6,16 17 7

Second Semester Wee Chapter k

1-3 Unit 6 chapter 12

4-5 Unit 7 Chapter 13 8 6-8 Unit 8 Chapter 7-10

9-13 Unit 9 Chapter 14,15

14- 18

Laboratory Activities [CR5b, CR6]

1. MSDS use and Laboratory Safety

2. Determination of a Chemical Formula and the Percent Water in a Hydrate – Review of reactions and stoichiometry SP1,2,5,6

3. Determination of molarity of HCl solution –Guided inquiry Students given known silver nitrate solution and equipment SP 1,2,3,4,5,6,7 9 4. Molar Mass of a volatile Liquid by the Vapor Density Method SP1,2,5,6

5. Oxidation-Reduction Titration with Potassium Permanganate and Sodium Oxalate – Guided inquiry Students given procedure, students construct data table, perform calculations to determine concentration of potassium permanganate solution, determined sources of error in titration procedures. SP1, 2,4,5

6. Esterification- Make esters and research the use of esters in foods and other products SP7

7. Melting Point Determination of Organic Compounds. Comparing Strength of Intermolecular Forces SP6, SP7

8. Flame test and Spectrum tubes- Students will measure wavelengths and calculate frequency and energy of photon. SP1,2,6

9. Galvanic Cell construction- Student use their galvanic cells to power toys, clocks, and calculators SP 1,SP7

10. Electrolysis – Construction and analysis of 4 cells –Guided inquiry Student are given a diagram of the setup and 4 salts, universal indicator and starch. Student must draw cell, identify the products, and write the half reactions. SP1,2,4,5,6

11. Heat of Reaction (Hess’s Law) SP 2,3,5,6

12. Specific Heat of Metals SP1,2,3,5

13. Molar Heat of Fusion SP 2,5,6

14. Inquiry - Student designed Thermodynamics Lab: Student Instructions: Investigate an aspect of thermochemistry as related to your life. Students must design, perform, and analyze the experiment. SP 2,3,4,5

15. Determination of Rate – Crystal Violet (Spectrophotometry-graphing) SP1,2,5,6

16. Molecular Geometry Lab, Using model kits- Draw Lewis dot structure, build model, determine geometry, bond angle, polarity and IMF SP1,6,7

17. LeChatlier Lab – Different stresses are applied to 4 systems SP 5,6

18. Inquiry -Student Designed Kinetics Lab: Student Instructions: Investigate an aspect of the Rate of a Reaction. Students must design, perform, and analyze the experiment. SP1,2,3,4,5,6,7

19. Hydrolysis of salts SP5,6

20. Determining Ka by ½ Titration SP1,2,5,6

21. Standardization of NaOH Guided Inquiry- Students must construct data table, process data, evaluate procedure and sources of errors SP1,2,4,5

22. Titration Strong Acid /Strong Base-Guided Inquiry –Students are given acid and base solutions. Students must construct data table and graph SP1, 2,4,5

23. Titration Weak Acid/ Strong Base –Guided Inquiry Students are given acid and base solutions. Students must construct data table and graph. SP 1,2,4,5 10 24. Titration to determine the % of Phosphoric Acid in Cola SP2,3,5,7

25. Determining Molar Mass of weak acid by titration – Guided Inquiry – Students are given the procedure of the titration. Students must construct data table and perform all calculations to determine molar mass and precision of their experiment, and evaluate errors and limitations. SP 2,4,5,7

26. Determining Molar Mass by Freezing Point Depression SP2,5

27. Independent Research Project-Investigate an aspect of one of the “Big Ideas” as it is relevant in our world. SP 2,3,4,5

28. Group Research Project- Investigate an aspect of one of the “Big Ideas” as it is relevant in our world. SP 2,3,4,5