AP Chemistry2015-2016

Course Outline:

AP Chemistry includes the study of quantitative and qualitative analysis of inorganic chemistry and basic principles of organic chemistry. Topics such as structure of matter, kinetic theory of gases, chemical equilibrium, chemical kinetics and basic concepts of thermodynamics will be presented. This course is for those students who plan a future in science or science related fields or those students who would like to satisfy the science requirements for a major in another field. Students who elect to take the AP Chemistry exam upon completion of the course may earn college credit. 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. 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.

Description:

This is an advanced placement course designed to prepare the student for the AP Chemistry exam. The course covers the equivalent of one full year of college level General Chemistry, comparable to a first year course at a college or university. The course is a rigorous math-based course, with a strong laboratory component. It is intended for students who have demonstrated a willingness to commit considerable time to studying and completing assignments outside of class, and who have successfully completed a prior course in chemistry during high school. The course will develop the student's ability to incorporate mathematical skills in the solution of chemistry problems, both through the use of textbook problems and laboratory activities. Students will be required to do extensive writing, and to keep a thorough and accurate ongoing laboratory notebook. Since passing the AP exam may qualify the student to by-pass a first-year college chemistry course, AP Chemistry should not be considered "college prep." Rather, this is a college class, with college level expectations for behavior, participation, and effort.

This syllabus is intended to be a guide for the student outlining the approximate class/lab time spent on specific topics. Lab objectives correlate to course topics. Students will spend approximately 2 class periods per week engaged in lab activities. Labs are chosen to meet specific objectives outlined by the College Board. Timelines given on this syllabus are approximate and assume that all students spend the suggested 5-6 hours per week in outside of class preparation. All lab work in this course is designed to be manipulative, hands-on in nature in order for students to make observations, form hypothesis, test hypothesis, and collect data used to form conclusions and verify hypothesis. Through the lab activities, students will develop skills in using common laboratory equipment and technology, manipulate data, observe and communicate results of lab activities to other students and the teacher.

Materials:

3-ring binder for lab use (containing graded lab reports; this is a requirement of the AP course)Notebook or loose leaf paperScientific Calculator (cell phones or sharing are not allowed)Periodic Table (provided by teacher)PencilGoggles (strongly recommended) or Lysol/Clorox wipesGloves Computer with Internet access and word-processing program

Prerequisites:The AP Chemistry course is designed to be taken only after the successful completion of a first course in high school chemistry. In addition, the recommended mathematics prerequisite for an AP Chemistry class is the successful completion of a second-year algebra course.

Expectations:I expect you to come to class prepared every day. Have a good attitude and be ready to work. Treat other students with respect and courtesy at all times. Attendance is critically important; we will learn something new every day! There will not be any free days, so don’t ask. Late work will be accepted one day late for 75% credit. After that, students must attend Saturday school or lunch tutoring to receive credit. I do not give “extra credit.” Students enrolled in this class should be aware that this class requires a significant amount of time outside of class (approx. 5-6 hrs. per week). In addition to the out of class time this course takes, students should be aware that missed class time will need to be made up. (If you miss one day of class, you will need to spend approximately one hour of your own time reviewing material missed). Missed labs are made up before or after school only. Failure to wear appropriate lab attire on lab days will result in deduction of points on lab participation grades (if you are not dressed appropriately, you cannot complete lab activities).

Grading:Your grade in this class will be determined based on the total # of points you accumulate during the semester. Grades will be based on scores received on homework assignments, lab work, quizzes, and tests. All tests will be cumulative in nature. Homework and tests in pencil only, you will need to erase.

Textbook:

Tro, Nivaldo J. Chemistry: A Molecular Approach, AP Edition. Boston, MA: Pearson Education, 2014.

Lab Books:

Randall, Jack. Advanced Chemistry with Vernier: Experiments for AP, IB, and College General Chemistry. Beaverton, OR: Vernier Software and Technology, 2004.

Slowinski, Emil J., Wayne C. Wolsey, and William L. Masterson. Chemical Principles in the Laboratory, 6 th Edition . Fort Worth, TX: Saunders College Publishing, 1996.

Volz, Donald L., and Ray Smola. Investigating Chemistry through Inquiry. Beaverton, OR: Vernier Software and Technology, 2009.

Vonderbrink, Sally Ann, Ph.D. Laboratory Experiments for Advanced Placement Chemistry. Batavia, IL: Flinn Scientific Company, 2001.

Other Materials:

Princeton Review. Cracking the AP Chemistry Exam, 2014 Edition (College Test Preparation), 2013.

Assistance:

I can be available to help students before or after school. If you have an F in this class you are expected to attend a minimum of one day of after school tutoring or FLEX tutoring with me.

Discipline:

Along with the rules in your student handbook, which you are responsible for knowing, I expect you to conduct yourself as a mature, responsible person at all times. I will not tolerate any disruptive behavior. I expect you to take responsibility for and be accountable for your own behavior. I expect you to be respectful to the teacher, other students, and yourself at all times. Misbehavior will be handled in the following manner: a) first offense—verbal warning; b) second offence—ongoing problems will result in a phone call to discuss the problem with the parent or guardian; c) serious disruptions or chronic disruptions will be referred to the office. Severity of the infraction may lead to accelerated advancement on this scale.

Additional:

Students who are absent when an assignment is made will be allowed one day for each absence (not to exceed one week) to complete work. This is in keeping with the student handbook policy. Students who are absent on the day before an assignment is due, but have prior knowledge of the assignment, will not be allowed extra days for the work. Work missed must be made up outside of class, before or after school. It is the responsibility of the student to obtain all notes/assignments missed due to absences.

Use of cell phones during the administration of a test will be treated as cheating and subject to discipline by the administration in accordance with handbook policies.

Classroom Rules:

Be on time and in your seat when the bell rings or you will be counted tardy.Bring all necessary materials daily (books, paper, pencil, etc.).Treat everyone as you would like to be treated.Be responsible for yourself.Do not leave until dismissed.Do not ask to leave during lecture or class discussion.

Tardy Policy:

1st Tardy: Free2nd Tardy: Free3rd Tardy: Parent Contact and 15 minute detention4th Tardy: Turned into officeSee school handbook for additional information on tardy policy

Additional Information:

As referenced above, AP Chemistry is built around six big ideas and seven science practices [CR 2]. 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. [CR 2] 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.

Unit Plans shown below are divided into 5 major parts with an Exam given at the end of each unit:

1. Unit Objectives and Timeline2. Suggested Problems (for individual work, exam prep, and reinforcement). These problems are not graded.3. Book Assignments (covering relevant chapter problems)/Activities4. Lab Activities (Labs are graded when lab notebooks are turned in approximately once per nine weeks). Students will complete a mixture of lab handout as

well as lab reports.5. Quizzes and Exams (Quizzes for every unit and Exams approximately every 2 units)

Labs

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 in a lab notebook for every lab they perform. A minimum of 25% of student contact time will be spent doing hands-on laboratory activities. [CR5a] A specific format will be given to the student for each lab (attached). 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 lab notebooks will not be accepted. Labs not completed in class must be done at lunch or before/after school by appointment.

All lab reports will be placed into the lab notebook which will be turned in and graded on the dates announced in class (approximately once per 9 week period). A record of lab work is an important document, which will show the quality of the lab work that students have performed.

All “Guided Inquiry” labs will be completed using the provided lab report format. For all “traditional labs” the lab handout and a “Conclusion Statement” will be required.

Laboratory Work:

All of the laboratory experiments in this course are hands-on. Students work individually or in a group of two depending upon the lab. Students will collect, process, manipulate, and graph data from both qualitative and quantitative observations. Inquiry is emphasized in many of the experiments that students complete. The laboratory work requires students to design, carry out, and analyze data using guided inquiry principles. For all labs, students are required to report the purpose, procedure, all data, data analysis, error analysis, results, and conclusions in a lab report that is submitted for grading.

Technology:

All notes as well as many informational handouts are provided for student use via Mrs. Peters’ school website. Due to the amount of information provided to you as a part of this class, it is strongly suggested that students participate in the 1:1 iPad program. Students are required to have a scientific calculator for both their class work and laboratory work. Students use Vernier LabQuest 2’s and probes in laboratory work to gather data. Graphs can be produced using Vernier LoggerPro software. Students must have access to a computer with word-processing capabilities outside of school. Study Island, the school’s online test prep program contains an AP Chemistry section which students may find helpful in accessing and using to further understanding of the concepts presented. All students will be provided an on-line access code to download a digital textbook as well as access additional content from the publisher that may be beneficial. In addition, all students have access to videos over course content via Mrs. Peters’ school webpage. Viewing of these Chemistry II AP related video topics is strongly encouraged.

AP Exam Information

The AP Chemistry Exam consists of two sections: multiple choice and free response. Both sections include questions that assess the students’ understanding of the big ideas, enduring understandings, and essential knowledge, and how they can be applied through the science practices. These may include questions on the use of modeling to explain chemistry principles, the use of mathematical processes to explain concepts, making predictions and justifying phenomena, experimental design, and manipulation and interpretation of data.

The exam is 3 hours long and includes both a 90-minute multiple-choice section and a 90-minute free-response section. The multiple-choice section accounts for half of each students’ exam grade, and the free-response section accounts for the other half.

Section Question Type Number of Questions Timing

I Multiple Choice 60 90 minutes

II Long Free Response 3 90 minutesShort Free Response 4

Section I consists of 60 multiple-choice questions, either as discrete questions or question sets, that represent the knowledge and science practices outlined in the AP Chemistry curriculum framework, which students should understand and be able to apply. Question sets are a new type of question: They provide a stimulus or a set of data and a series of related questions.

Section II contains two types of free-response questions (short and long), and each student will have a total of 90 minutes to complete all of the questions. Section II of the exam will contain questions pertaining to experimental design, analysis of authentic lab data and observations to identify patterns or explain phenomena, creating or analyzing atomic and molecular views to explain observations, articulating and then translating between representations, and following a logical/analytical pathway to solve a problem.

Students will be allowed to use a scientific calculator on the entire free-response section of the exam. Additionally, students will be supplied with a periodic table of the elements and a formula and constants chart to use on both the multiple-choice and free-response sections of the exam.

More information regarding the AP Exam will be presented throughout the course with rigorous preparation for the AP Exam taking place in the days preceding the exam.

Unit Plans—Chemistry II Advanced Placement

Timeline days are a guideline only and are based on the assumption that students will spend the recommended 5-6 hours per week in outside class preparation (reading chapters, reviewing notes, writing lab reports, working problems, etc).

I. Chemical Foundations/Introduction/Stoichiometry Timeline: 10 days (including lab)

AP Chemistry Topic: Atomic Theory & Atomic Structure, Stoiochiometry, Reaction Types (Big Ideas 1, 2, & 3) [CR2]

NOTE: Much of the material in Unit 1 is review and will be covered as part of the summer assignment with the majority of class time devoted to completion of lab activities and quizzes over summer assignment material.

Upon completion of this unit the student will be able to:

1. Distinguish between physical and chemical properties and changes.2. Differentiate between the three states of matter and distinguish between elements, compounds, and mixtures.3. Know and apply the rules for significant digits.4. Make temperature conversions and use the density equation.5. Use conversion factors and make conversions using the English and Metric systems.6. Describe the composition of atoms in terms of protons, neutrons, and electrons and give the approximate size, mass, and charge of each.7. Describe Milikan’s oil drop experiment, Thomson’s cathode ray tube experiment, and Rutherford’s gold foil experiment.8. Use the atomic mass unit in calculations of masses of atoms and calculate the average atomic mass (weight) of an element.9. Define groups and periods and recognize common groups of elements and predict whether an element is a metal, nonmetal, or metalloid.10. Distinguish between empirical and molecular formulas and be able to calculate empirical and molecular formulas.11. Use the periodic table to predict charges of monatomic Group A elements.12. Determine whether a substance is most likely molecular or ionic.13. Name and write formulas for ionic compounds, common polyatomic ions, common acids, and binary molecular compounds.14. Balance chemical equations, predict the products of a reaction, and identify types of chemical reactions.15. Calculate the formula and molecular weight of a substance and use these weights in calculations.16. Calculate the molar mass of a substance from its chemical formula.17. Convert from moles to mass in grams and the reverse.18. Be able to use Avogadro’s number and molar mass in calculations.19. Calculate empirical formula given analytical data or using combustion information

Suggested Problems:Self Assessment pg. 34Pg. 36 #9-18, 24, 30, 33, 37, 39, 43, 45, 47, 51, 59, 65, 67, 69, 71, 77, 81, 83, 87, 91, 95, 101Self Assessment pg. 75-76Pg. 78 3, 4, 5, 8, 10, 29, 33, 37, 45, 51, 53, 57, 61, 61, 73, 75, 77, 81, 83, 87, 93Self Assessment pg. 126-127Pg. 130 5, 10, 11, 18, 19, 23, 29, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 59, 61, 63, 67, 69, 71, 83, 85, 87, 89, 91, 95, 97, 99, 101, 103, 105, 109, 111, 113,

127

Assignments/Activities: pg. 37 #34, 38, 40, 44, 46, 48, 52, 60, 66, 70, 80, 84, 92, 101pg. 79 #12, 13, 19, 20, 21, 30, 34, 38, 46, 52, 54, 58, 62, 68, 70, 72, 74, 78, 82, 84, 88, 94pg. 130 #20, 22, 24, 30, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 60, 62, 64, 68, 72, 84, 86, 88, 90, 92, 96, 98, 100, 102, 104, 106, 110, 112, 114, 128

Laboratory:Laboratory safety and guidelines (part of the summer assignment)Determination of the formula of a compound (Randall) [CR5a, 5b, 7] [SP 1, 2, 5, 6]Progressive Precipitation [Cr5b, 6] [SP 1, 2, 4, 5, 6]

II. Stoichiometry and Aqueous Reactions Timeline: 12 days (including lab)

AP Chemistry Topic: Reaction Types & Stoichiometry (Big Idea 3) [CR2]

NOTE: Some material in this unit is review from Chemistry I.

Upon completion of this unit the student will be able to:

1. Perform mass-mass stoichiometry problems.2. Determine the limiting reactant in a reaction.3. Calculate actual and theoretical yields for chemical reactions.4. Predict whether a substance is a nonelectrolyte, a strong or weak electrolyte and the ions formed by an electrolyte in solution.5. Identify substances as acids, bases, or salts.6. Use solubility rules to predict precipitate formation during a chemical reaction.7. Be able to write net ionic equations and identify spectator ions given molecular equations.8. Determine whether a chemical reaction involves oxidation or reduction.9. Assign oxidation numbers to atoms in molecules and ions.10. Use the activity series to predict whether reactions will occur and write balanced molecular and net ionic equations for the

reactions.11. Calculate molarity, solution volume, or moles given two quantities.12. Be able to perform dilution calculations, titration calculations, and solution stoichiometry calculations.

Suggested Problems: Pg. 186 #25, 27, 33, 35, 47, 48, 53, 59, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 93, 95, 97Self Assessment pg. 182-183

Assignments/Activities:Pg. 186 #2, 4, 6, 7, 8, 12, 14, 16, 17, 18, 19, 21, 22, 23, 24, 26, 28, 34, 36, 54, 60, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 94, 96, 98

Laboratory: Mole Ratios of a Chemical Reaction (Randall) [CR5a, 5b, 7] [SP 1, 2, 5, 6]Determination of Iron Concentration by Reaction with Permanganate (Solwinski) [CR5a, 5b, 7] [SP 1, 2, 3, 5]Guided Inquiry: Complexometric Titration of Calcium in Milk [CR5a, 5b, 6, 7] [SP 1, 2, 3, 4, 5]Standardization of a Basic Solution [CR5a, 5b, 7] [SP 1, 2, 3, 5]

III. Structure of Atoms/Periodic Properties of Elements Timeline: 18 days (including lab)

AP Chemistry Topic: Atomic Theory & Atomic Structure, Descriptive Chemistry (Big Idea 1 & 2) [CR2]

NOTE: Much of the material in Unit 3 is review and will be covered very quickly in class with the majority of class time devoted to completion of lab activities.

Upon completion of this unit the student will be able to:

1. Characterize electromagnetic radiation in terms of wavelength, frequency and speed.2. Calculate changes in energy using Planck’s constant.3. Describe the Bohr model of the hydrogen atom.4. Explain what energy levels, sublevels, orbitals and electron configuration mean.5. Explain the significance of the quantum numbers n, l, m, and s.6. Describe the shapes of orbitals s, p, d, and f and discuss orbital energies.7. State the Heisenberg Uncertainty Principle, Pauli Exclusion Principle, the Aufbau Principle and Hund’s Rule.8. Correlate electron configurations with the structure of the periodic table.9. Write the electron configurations of atoms and ions.10. Explain how valence electrons affect the properties of a substance.11. Use electron configuration and the periodic chart to predict trends in ionization energy, electron affinity, electronegativity, ionic radius and

atomic radius. 12. Using the Periodic Table, identify an element as being a representative element, a transition element, lanthanide, actinide, halogen, noble gas,

alkali metal, alkaline earth metal, metal, nonmetal or metalloid.13. Describe the formation of an ionic compound using the concepts of ionization energy and electronegativity and describe the general properties

of ionic compounds.14. Apply Hess’ Law to obtain ΔH for the formation of an ionic compound (lattice energy).15. Identify and element as a metal, nonmetal, or metalloid based on periodic table or its

properties.16. Predict relative electronegativity’s and metallic character of any two members of a

period.17. Describe important characteristics/properties of:

A. HydrogenB. Noble gasesC. HalogensD. Oxygen and the Oxygen familyE. Nitrogen and the Nitrogen familyF. Carbon and the Carbon familyG. Boron

18. Define terms associated with metallurgy.19. Describe the physical properties of metals and electron arrangement of metals.20. Define alloys and list important alloys.21. Describe the physical properties of transition metals.22. Describe important characteristics/properties of:

a. Chromiumb. Ironc. Copper

Suggested Problems: Self Assessment pg. 327Pg. 329 # 39, 51, 55, 57, 59, 65, 67, 69Self Assessment pg. 371-372Pg. 375 #41, 43, 45, 51, 55, 61, 63, 65, 67, 69, 73, 75, 79, 81, 85, 87, 89

Assignments/Activities: Read Pgs. 294-373 and pg. 1034-1122Pg. 329 #2, 3, 4, 5, 7, 8, 13, 27, 28, 29, 33, 40, 52, 56, 58, 60, 66, 68,70Pg. 375 #6, 9, 16, 17, 18, 26, 27, 28, 30, 31, 32, 37, 38, 39, 40, 42, 44, 46, 52, 56, 62, 64, 66, 68, 70, 74, 76, 80, 82, 86, 88, 90,92, 94, 96, 100

LaboratorySeparation and Analysis of Cations and Anions and Identification of Unknowns (Vonderbrink) [CR5a, 5b, 7] [SP 1, 3, 4, 5, 6, 7]

IV. Thermochemistry Timeline: 6 days (including lab)

AP Chemistry Topic: Thermodynamics (Big Idea 5) [CR2]

Upon completion of this unit the student will be able to:

1. Give examples of different forms of energy.2. Be able to recognize energy units and convert from one unit to another.3. Define the first law of thermodynamics descriptively and mathematically.4. Describe the flow of energy between a system and its surroundings.5. Perform specific heat calculations. 6. Solve problems related to enthalpy and calorimetry.7. Use Hess’s Law to calculate enthalpy changes for a variety of reactions.8. Use standard enthalpies of formation to calculate change in enthalpy for a reaction.9. Calculate the quantity of heat involved in a reaction at constant pressure.10. Calculate the enthalpy change in a reaction occurring at constant pressure.

Suggested Problems: Self-Assessment pg. 283-284Pg. 287 #33, 35, 39, 41, 43, 45, 47, 49, 57, 59, 62, 65, 67, 73, 75, 77, 79, 81, 85, 87, 89, 91

Assignments/Activities:Read pgs. 246-283Pg, 287 2, 3, 4, 8, 12, 25, 26, 34, 36, 40, 42, 44, 46, 48, 50, 58, 60, 62, 66, 68, 70, 74, 76, 78, 80, 82, 86, 88, 90, 92

LaboratoryGuided Inquiry: Fundamentals of Calorimetry (Carolina Biological) [CR5a, 5b, 6, 7] [SP 1, 2, 3, 4, 5]

V. Basics of Chemical Bonding and Intermolecular Forces Timeline: 10 days (including lab)

AP Chemistry Topic: Chemical Bonding (Big Idea 1 & 2) [CR2]

NOTE: Some material in this unit is review from Chemistry I.

Upon completion of this unit the student will be able to:

1. Describe the condition necessary for the formation of covalent bonds using orbital overlap.2. Distinguish among double, single and triple covalent bonds in terms of bond energy and bond length.3. Describe the general properties of molecular compounds.4. Explain what is meant by a Lewis structure and write Lewis structures for atoms, molecules and ions.5. Explain the valence shell electron pair repulsion (VSEPR) theory and its effect on molecular structure.6. Describe linear, bent, trigonal planar, tetrahedral, trigonal bipyramidal, octahedral, t-shaped, and square planar geometries.7. Predict the geometry of molecules and ions using the VSEPR model.8. Explain bond polarity and molecular polarity and predict the polarity of covalent bonds and molecules.9. Use the kinetic molecular theory to explain the differences between the particle motion of solids, liquids, and gases.10. Explain the meaning of the terms viscosity, surface tension, critical temperature, and critical pressure, and account for the

variations in these properties in terms of intermolecular forces and temperature.11. Describe the relationship between the pressure on the surface of a liquid and the boiling point of the liquid.

Suggested Problems: Self-Assessment pg. 415-416Pg. 419 #35, 37, 39, 45, 49, 51, 53, 55, 59, 63, 73, 77, 81, 83, 85, 87, 90, 91, 99Self-Assessment pg. 471-472Pg. 474 #31, 35, 41, 45, 47, 49, 51, 57, 83

Assignment:Read pgs. 380-473Pg. 418 #2, 3, 11, 14, 16, 19, 26, 27, 30, 33, 34, 36, 38, 40, 44, 46, 50, 52, 54, 56, 60, 64, 74, 78, 82, 84, 86, 88, 90, 98Pg. 474 #2, 5, 7,8, 9, 11, 12, 15, 19, 20, 21, 29, 32, 36, 42, 46, 48, 50, 52, 58, 84 Molecular Geometry Activity: Students make drawings of a series of molecules and from those drawings predict geometry, hybridization, and polarity [CR3b, SP 1, 6]

Laboratory

Guided Inquiry: Evaporation and Intermolecular Attractions in Alkanes and Alcohols (Volz) [CR5a, 5b, 6, 7] [SP 1, 3, 4, 5, 6, 7]

VI. Organic (Christmas Break) Timeline: 7 days (including lab)

AP Chemistry Topic: Descriptive Chemistry

NOTE: This unit is a review of materials covered during Chemistry I. Time devoted to this topic in class will be spent as 2 day of review and completion of lab activities.

Upon completion of this unit the student will be able to:

1. Define organic chemistry.2. Explain the major reasons for the existence of the vast number of organic compounds.3. Characterize hydrocarbons and describe their general properties.4. Distinguish between saturated, unsaturated and aromatic hydrocarbons.5. Distinguish among alkanes, alkenes, alyknes, alkadienes, and aromatics hydrocarbons and give the general formula and

structural features of each class.6. Identify the general structure of the classes of organic compounds derived from the hydrocarbons: alkyl halides, alcohols,

amines, esters, ethers, aldehydes, ketones, carboxylic acids, amides.7. Draw the structural formula of any hydrocarbon or hydrocarbon substitution product from its IUPAC name and given a

structure, give the IUPAC name.8. Identify the hydrocarbon class to which a compound may belong from its structural or molecular formula.

Suggested Problems:

Assignment/Activity: Naming Organic Compounds #1Naming Organic Compounds #4

Laboratory:Preparation of Esters (Vonderbronk) [CR5a, 5b] [SP 1, 5]Synthesis and Analysis of Aspirin (Randall) [CR5a, 5b, 7] [SP 2, 5, 7]

VII. States of Matter (Solids, Liquids, and Gases) Timeline: 15 days (including lab)

AP Chemistry Topic: Solids, Liquids, and Gases (Big Ideas 1 & 2) [CR2]

NOTE: The Gas Laws portion of this Unit is mostly review from Chemistry I.

Upon completion of this unit the student will be able to:

1. Describe how barometers operate.2. Define and convert among the various units of pressure.3. Describe the laws that relate volume, pressure and temperature of a gas and perform calculations involving these laws.4. Define the molar volume for an ideal gas.5. Define STP.6. Perform stoichiometric calculations for reactions involving gases.7. Calculate molecular mass of a gas from density data.8. State the basic postulates of the kinetic molecular theory.9. State the relationship between partial pressures, total pressure and mole fraction.10. Calculate and use root mean square velocity.11. Describe effusion and diffusion and explain the relationship between effusion and molecular mass.12. Describe how real gases deviate from ideal behavior and why this deviation occurs.13. Show how Van der Waals’ equation allows for real gas behavior.14. Given heat capacities and enthalpies for phase changes, calculate the heat absorbed or evolved when a given quantity of a

substance changes conditions.15. Draw and use a phase diagram. 16. Distinguish between crystalline and amorphous solids.

Suggested Problems: Self-Assessment pg. 234-235Pg. 238 # 25, 31, 33, 35, 37, 39, 41, 45, 51, 53, 55, 59, 67, 69, 71, 79Pg. 536 # 49, 53, 55, 61, 65, 71, 77, 79, 81, 83, 85, 89, 105

Assignments:Read pgs. 194-236 and pg. 482-531Pg. 238 # 2, 3, 8, 9, 10, 13, 21, 23, 24, 26, 32, 34, 36, 38, 40, 42, 46, 52, 54, 56, 60, 68, 70, 72, 80, 86Pg. 535 # 2, 3, 4, 9, 10, 11, 12, 13, 14, 15, 16, 27, 38, 29, 30, 33, 34, 50, 54, 56, 62, 66, 78, 80, 82, 84, 86, 90, 92, 106

Laboratory:Determination of the Gas Constant and Molar Volume of a Gas [CR5a, 5b, 7] [SP 2, 5, 7] Molar Volume of a Gas [CR5a, 5b, 7] [SP 2, 5, 7]

VIII. Aqueous Reactions – Solutions and their Properties Timeline: 9 days (including lab)

AP Chemistry Topic: Solutions (Big Idea 2) [CR2]

Upon completion of this unit the student will be able to:

1. Describe the energy changes that occur in the solution process in terms of solute-solute, solvent-solvent, and solute-solvent attractive forces.

2. Determine solubility’s of substances in various solvents in terms of molecular structures and intermolecular forces.3. Describe the effects of pressure and temperature on solubility.4. Define mass percentage, ppm, mole fraction, molarity, and calculate concentrations.5. Determine concentration and molar mass of a nonvolatile nonelectrolyte from its effect on the colligative properties of a

solution.6. Describe the effects of solute concentration on the vapor pressure, boiling point, freezing point, and osmotic pressure of a

solution, and calculate these properties.

Suggested Problems: Self-Assessment pg. 585Pg. 588 29, 31, 33, 35, 37, 39, 41, 43, 45, 51, 53, 55, 57, 59, 61, 65, 67, 69, 71, 77, 79, 81, 85, 89, 91

Assignments: Read pgs. 544-587Pg. 589 2, 4, 5, 6, 8, 11, 12, 13, 14, 20, 22, 23, 24, 26, 27, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 52, 54, 56, 58, 60, 62, 66, 68, 70, 72, 78, 80, 82, 86, 90, 92

Laboratory: Using Freezing Point Depression to Find Molecular Weight (Randall)Liquid Chromatography of Kool-Aid [CR5a, 5b, 6, 7] [SP 1, 2, 3, 4, 5, 6, 7]

IX. Chemical Kinetics Timeline: 16 days (including lab)

AP Chemistry Topic: Kinetics (Big Idea 4) [CR2]

Upon completion of this unit the student will be able to:

1. Explain the meaning of reaction rate and give the units in which it is expressed.2. Explain chemical reactions in terms of molecular collisions and how reactant concentration affects reaction rate.3. Explain what is meant by a single step reaction and write the rate equation for the reaction.4. Explain what is meant by a rate law, rate constant, and order of a reaction.5. Determine the reaction rate for a particular time interval from experimental data.6. Use the method of initial rates to determine differential rate laws and rate constants.7. Describe the effect of surface area and temperature change on reaction rate.8. Explain what is meant by activation energy and how it affects the rate of a reaction.9. Explain what a catalyst (both types) and an inhibitor are and how they work.10. Determine the effect of concentration changes on rates of single step reactions.11. Write overall equations for multistep reactions given equations of individual steps.12. Interpret and draw energy diagrams of reactions that show change in enthalpy and in activation energy. 13. Describe the relationship between reaction pathway and the rate law.14. Define: reaction mechanism, intermediate, activated complex, molecularity and rate determining step.

Suggested Problems: Self-Assessment pg. 633-634Pg. 638 # 25, 27, 29, 31, 33, 35, 39, 41, 43, 45, 47, 49, 51, 53, 55, 73, 75, 89, 97, 101

Assignments:Read pgs. 596-633Pg. 637 3, 4, 7, 8, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 74, 76, 90, 98, 102

Laboratory:

Study of the Kinetics of a Reaction [CR5a, 5b, 6, 7] [SP 1, 2, 3, 4, 5, 6] ORGuided Inquiry: Factors Affecting Reaction Rates (Carolina Biological) [CR5a, 5b, 6, 7] [SP 1, 2, 3, 4, 5, 6]

X. Chemical Equilibrium Timeline: 16 days (including lab)

AP Chemistry Topic: Equilibrium (Big Idea 6) [CR2]

Upon completion of this unit the student will be able to:

1. Define chemical equilibrium and discuss how equilibrium is established.2. List characteristics of reactions at equilibrium.3. State the law of mass action.4. Calculate values for the equilibrium constant, K, when equilibrium concentrations are given.5. Solve problems for equilibrium concentrations given the value of K.6. Describe how the value of the equilibrium constant changes when reaction direction or coefficients change.7. Describe the relationship between K and Ksp.8. Write the equilibrium expression for reactions involving pure solids and liquids.9. Define reaction quotient, Q.10. Use reaction quotient to predict the direction of a reaction and solve equilibrium problems.11. Relate the value of Kc or Kp to the extent of a reaction.12. State LeChatelier's Principle.13. Predict the response of an equilibrium system to stress.

Suggested Problems: Self-Assessment pg. 684-685Pg. 688 # 21, 27, 29, 31, 33, 35, 37, 39, 43, 45, 53, 55, 57, 59, 63, 65, 67, 71, 75, 77, 79, 83

Assignments:Read pgs. 648-684Pg. 687 # 3, 4, 7, 8, 9, 11, 12, 13, 14, 17, 18, 19. 20, 22, 28, 30, 32, 34, 36, 38, 40, 44, 36, 54, 56, 58, 60, 64, 66, 68, 72, 76, 78, 80. 84

Laboratory:Properties of Systems in Equilibrium—LeChatlier’s Principle [CR5a, 5b, 7] [SP 2, 5, 6]Calculating an Equilibrium Constant Expression [CR5a, 5b, 7] [SP 2, 5, 6]

XI. Acid-Base Equilibrium/Aqueous Equilibrium Timeline: 16 days (including lab)

AP Chemistry Topic: Equilibrium (Big Idea 6) [CR2]

NOTE: A basic understanding of acids and bases and pH was presented in Chemistry I.

Upon completion of this unit the student will be able to:

1. Describe the general properties of acidic and basic solutions. 2. Define acids and bases according to the three acid-base theories.3. Identify conjugate acid-base pairs.4. Write equilibrium expressions for acid dissociations.5. Compare relative strengths of acids relate strength to position of the dissociation equilibrium.6. Distinguish among monoprotic, diprotic and triprotic acids.7. Solve problems involving the autoionization of water.8. Define pH and convert between pH, pOH, [H+] and [OH-].9. Define amphoteric and provide examples of amphoteric substances. 10. Calculate pH of strong and weak acids and/or bases.11. Calculate equilibrium concentrations from percent dissociation.12. Describe the dissociation equilibra of acids with more than one proton.13. Explain why certain salts give acidic or basic solutions and calculate the pH of the solutions.14. Explain how bond strength and polarity affect acid-base properties.15. Predict whether an oxide will produce an acidic or basic solution.16. Explain the common ion effect on acid dissociation equilibra and perform calculations on solutions involving common ion. 17. Explain the characteristics of buffered solutions and calculate the pH of a buffer solution.18. Demonstrate how to calculate the pH at any point in an acid-base titration.19. Explain how acid-base indicators work and select the proper indicator for a titration.

Suggested Problems: Self Assessment pg. 741-742Pg. 745 # 33, 35, 37, 39, 41, 43, 47, 49, 51, 53, 55, 57, 59, 61, 63, 67, 81, 83, 85, 89, 91, 95, 97, 101, 105, 109, 111, 117, 119, 123, 125Self-Assessment pg. 799-800Pg. 803 # 29, 33, 35, 41, 47, 49, 61, 63, 65, 67, 69, 75, 77, 83, 85, 99, 101, 103, 105, 119

Assignments:Read pgs. 696-799Pg. 745 # 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 18, 20, 21, 23, 25, 29, 30, 34, 36, 38, 40, 42, 44, 48, 50, 52, 54, 56, 58, 60, 62, 64, 68, 82, 84, 86, 90, 92, 96, 98, 102, 106, 110, 112, 118, 120, 124, 126Pg. 803 # 2, 3, 4, 5, 6, 8, 10, 11, 17, 18, 30, 34, 36, 42, 48, 50, 62, 64, 66, 68, 70, 76, 78, 84, 86, 100, 102, 104, 106, 120

Laboratory:

Determining the Ksp of Calcium Hydroxide (Randall) [CR5a, 5b, 7] [SP 2, 5, 6]Guided Inquiry: Using Lemonade as a Buffer (Carolina Biological) [CR5a, 5b, 7] [SP 2, 5, 6]

XII. Chemical Thermodynamics Timeline: 10 days (including lab)

AP Chemistry Topic: Thermodynamics (Big Idea 5) [CR2]

1. Define the terms spontaneous and spontaneity and apply them in identifying spontaneous processes.2. Define the terms reversible and irreversible and apply them to identifying reversible and irreversible processes.3. Discuss the Second Law of Thermodynamics.4. State the importance of exothermic reactions to entropy.5. Calculate the change of entropy from thermodynamic data.6. Relate free energy and spontaneity of a chemical reaction.7. Predict the sign of entropy changes for a particular reaction.8. Calculate the standard free energy of formation and use it to predict spontaneity.

Suggested Problems: Self-Assessment pg. 848-849Pg. 852 27, 31, 33, 35, 37, 41, 43, 47, 51, 53, 55, 57, 63, 65, 69, 71, 75, 77

Assignments:Read pg. 812-851Pg. 852 1, 5, 6, 7, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 21, 22, 26, 28, 32, 34, 36, 38, 42, 44, 48, 52, 54, 56, 58, 64, 66, 70, 72, 76, 78

Laboratory:Dissolution of Urea: Determination of ΔH, K, ΔG, ΔS [CR5a, 5b, 7] [SP 2, 5, 6, 7]

XIII. Electrochemistry Timeline: 14 days (including lab)

AP Chemistry Topic: Reaction Types (Big Idea 3) [CR2]

Upon completion of this unit the student will be able to:

1. Define electrochemistry.2. Define the components of an electrochemical cell – anode, cathode, salt bridge, oxidizing agent, reducing agent.3. Distinguish between a galvanic (voltaic) cell and an electrolytic cell.4. Define cell potentials and describe the unit of cell potential.5. Describe how standard reduction potentials are assigned in terms of the standard hydrogen electrode.6. Demonstrate the combination for half reactions to form the cell reaction.7. Use line notation and schematic diagrams to characterize a galvanic cell.8. Define free energy.9. Define a Faraday.10. Relate the maximum cell potential to the free energy difference between cell reactants and products.11. Use the equation G = nFE to calculate free energy and determine spontaneity of a reaction.12. Describe a concentration cell and discuss the driving force in concentration cells.13. Show how to calculate equilibrium constants from cell potentials.14. Explain a “dead battery” in terms of free energy.15. Discuss the composition and operation of commonly used batteries – lead storage, dry cell, and fuel cell.16. Define electrolysis and ampere.17. Explain the electrochemical nature of corrosion and describe some means for preventing it.18. Describe the stoichiometry of electrolysis reactions.19. Predict the order of electrolysis of the components of a mixture.

Suggested Problems: Self-Assessment pg. 900-901Pg. 904 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 73, 75, 77, 79, 83, 87, 89, 91, 97, 99, 103, 123

Assignments:Read pg. Pg. 903 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 14, 15, 22, 23, 27, 29, 30, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 74, 76, 78, 80, 84, 88, 90, 98, 100, 104, 124

Laboratory:Basic Electrochemistry (Compilation of labs by Vonderbrink, Randall) [CR5a, 5b, 7] [SP 2, 5]

XIV. AP Chemistry Review Timeline: 16 days

AP Chemistry Topic: All Topics (Big Ideas 1-6) [CR2]

Mrs. Peters Chemistry II AP Syllabus Signature Page

Classroom Rules:

1. Be on time and in your seat when the bell rings or you will be counted tardy.2. Bring all necessary materials daily (books, paper, pencil, etc.).3. Treat everyone as you would like to be treated.4. Be responsible for yourself.5. Do not leave until dismissed.6. Do not ask to leave during lecture or class discussion.

Tardy Policy:

1. Free2. Free3. Parent Contact and 15 minute detention4. Turned into office* If you talk during the daily pledges/announcements, you will be asked to wait in the hallway the next day until they are complete and you will be counted tardy.

See school handbook for additional information on tardy policy

Failure to wear appropriate lab attire on lab days will result in deduction of points on lab participation grades (if you are not dressed appropriately, you cannot complete lab activities).

Use of cell phones or other unauthorized devices during the administration of a test will be treated as cheating and subject to discipline by the administration in accordance with handbook policies.

Student _____________________

Parent ______________________ Date __________________