Advanced Placement Chemistry Syllabus Rock Falls High School

CRs Curricular Requirements (CR) descriptions Page(s)

CR1 Students and teachers use a recently published (within last 10 years) college-level chemistry textbook.

2

CR2 The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework.

2,3

CR3a The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 1: Structure of Matter.

5,6

CR3b 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

7,10,11

CR3c The course provides students with opportunities outside with laboratory environment to meet the learning objectives within Big idea 3: Chemical reactions

8

CR3d The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 4: Rates of Chemical Reactions

13

CR3e The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 5: Thermodynamics

12

CR3f The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 6:Equilibrium

14

CR4 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.

2,3,10,16

CR5a Students are provided the opportunity to engage in investigative laboratory work integrated throughout the course for a min. of 25 percent of instructional time.

2

CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on laboratory experiments while using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework.

5,6,7,8,910,11,12,13

14,15,16

CR6 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 guided-inquiry format.

5,6,7,8,910,11,12,13

14,15,16

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 of scientific investigations, and oral, written, and graphic presentations.

2,3,16

Note: CR represents “curricular requirements”, BI represents “big ideas”, LO represents “learning outcomes”, and SP represents “science practices” as outlined by the AP Chemistry Curriculum Framework

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Course Description:

This AP Chemistry course is designed to be equivalent to a general chemistry course typically taken during the first year of college. For most students, completion of this course allows them to enroll in second year work of a chemistry sequence during their freshman year. AP Chemistry is open to all students who have completed a general level chemistry course and two years of math with grades of “C” or better. The course is structured around the six big ideas articulated in the AP Chemistry curriculum framework provided by the College Board (shown below). [CR2] A minimum of 25 percent of instructional time will be devoted to laboratory exercises both in the traditional lab environment and inquiry based research and classroom discussions. [CR5a]

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, inquiry and reasoning skills, and making connections to the real world relevance and importance of these practices. [CR4]

After the review/testing period for the AP Chemistry exam, the remaining week of class will be devoted to further depth of understanding with a research project on a current pharmaceutical chemistry topic. This will be done in APA writing format. [CR4 & 7]

It is expected for students for spend at least four to five hours each week outside of class to be successful in the course. Through great work ethic and motivation the course content can be achieved with measurable success such as (but not required) completion of the AP Chemistry exam.

Textbook:

Chemistry, The Central Science. Brown, Lemay, Bursten. Twelfth Edition. Prentice Hall, 2012 [CR1]

Laboratory Resources:

AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. College Board, 2013

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Big Idea 1: Structure of Matter

Big Idea 2: Properties of matter-characteristics, states, and forces of attraction

Big Idea 3: Chemical Reactions

Big Idea 4: Rates of Chemical Reactions

Big Idea 5: Thermodynamics

Big Idea 6: Equilibrium

Miscellaneous resources:

Laboratory Kits from Flinn Scientific

Journal of Chemical and Engineering News

Required Materials:

Scientific calculator, binder notebook, soft bound laboratory notebook, black/blue permanent ink pens

Grading Policy:

Grades will be on a total point system, where 80 percent of the total points are from labs and tests/quizzes, and 20 percent is from homework and other formative activities. All laboratory reports will be graded on a rubric system that will be provided to the students prior to the required due date for each report.

Laboratory Program Framework and Requirements:

All of the labs completed in this course require forming or following procedures and processes an involved making detailed observations and data manipulation. Students will be required to work in RANDOMLY assigned work groups, HOWEVER each students will be required to complete a laboratory report and maintain a lab notebook for every lab completed. As stated above, 25 percent of the class time is devoted to laboratory work [CR5a]. The experiments are described at the end of the syllabus. Six of the labs completed will be conducted as guided-inquiry labs. [CR6]

Lab Reports [CR7]:

Every lab exercise will begin will a lab lecture day where students are given the format for that lab and any new lab equipment/techniques will be demonstrated by the instructor. A handout describing the details of the lab being performed will be handed out on lab lecture day. If a student misses a lab, it must be made up BEFORE/AFTER SCHOOL BY APPOINTMENT! Lab observations, “rough notes”, are made in the notebook in PEN ONLY. Formal reports are preferred to be submitted electronically through Goggle docs, however if the technology is not available to the student, hand-written reports NEATLY IN INK may be submitted. This way at the end of the year students will have a useful laboratory reference to take with them to their next level of education. The rubric for the desired type of report will be given to the students no later than the day they perform the actual exercise.

The formal lab report format shall include the following component:

1. TitleThe title must be descriptive and written clearly at the top of the page

2. DateInclude the date the actual lab was performed.

3. Lab PartnersInclude the names of partners with whom the lab was performed

4. PurposeThis is the “goal” of the lab. It should be paraphrased from the lab handout by the student

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5. Pre-Lab QuestionsWhen included, these will need to be finished in the rough notes for that lab prior to starting the lab exercise as a “ticket in” to the lab. The question must be included in the answer enough to be clear what the original question was asked.

6. ProcedureThis is an outline of the procedure. It may contain numbered steps of bullets and is a key component of inquiry based labs where the students design the procedure.

7. Date and CalculationsInclude all data collected in an organized fashion. Tables must be clearly labeled with the correct number of significant digits. Calculations should be shown fully carried out with correct labels and significant digits.

8. Error AnalysisAny errors that may/did occur in the lab and/or in calculations should be discussed here.

9. ConclusionThis section must state and show if the purpose of the lab exercise was met. Evidence to support the students claim should come from the students’ data/observations and error sections.

10. Post lab questionsSame as pre-lab questions except these are to be included in the final report format. The pre-lab questions may remain in the students’ rough notes for that lab exercise.

11. Evaluation and ApplicationStudents are expected to perform a confidential evaluation of themselves and their partners for each lab exercise. In addition, students will describe how this experiment relates to everyday world applications. For example, on a gas diffusion lab, students could explain how this relates to gases being used as weapons such as in WWI.

Units of Study [CR2] Class periods: 48 min, one per school day

Topics Covered :Scientific MethodClassification of matterPhysical vs. Chemical changes/properties

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Unit 1: Matter and Measurement Time: 2 weeks

Big Ideas: 1,2 Textbook Chapter(s): 1

Learning Objectives: 2.7, 5.10, 3.1, 5.1

Science Practices: 3, 6.1, 6.2, 1.4, 5.1

Measurements and Significant Figures

Unit 1 cont.Mathmatical Conversions/ Dimensional analysis

Lab Activities [CR5b] & [CR6]

Lab #1 Lab Equipment Review/practicum Lab #2: Physical vs Chemical Changes guided inquiry

Topics Covered:Atomic Theory-past vs modern theoryAtomic structure (protons, neutrons, electrons, atomic number, atomic mass)Isotopes/mass spectroscopyWave nature of light/ E.M. spectrum/c=Bohr models/aufbau diagramsParamagnetism/diamagnetismTypes of ‘light” Blackbody vs photoelectric vs electric emissionPES dataApplications of quantum principles (MRI, neon lights, efficiency of fluorescent vs. filament lighting, pyro techniques, ects)

Student class activity: Students observe a demonstration of light emissions and voltage drop for various LED lights. Graphically determine Plank’s constant. LO 1.7, [CR3a]

Lab Activities [CR5b] & [CR6]Lab #3 PES Lab #4 Spectrophotometric Analysis of Food Dyes

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Unit 2: Atomic Structure Time frame: 2 weeks

Big ideas: 1,4

Learning Objectives: 1.5, 1.6, 1.7, 1.8, 1.12, 1.13, 1.14

Textbook Chapter(s): 2,6, 21.1-21.6

Science Practices: 4.2, 6.2, 1.5, 3, 5.1

Unit 3: Periodic Table Time Frame: 1 week

Big Ideas: 1,2

Learning Objectives 1.7, 1.9, 1.10, 1.11, 2.25

Text book Chapter(s): 2, 7

Science Practices: 1.4, 1.3, 5.1, 6.1, 6.2, 6.4, 7.2

Topics Covered:Discovery of Table Introduction to Table (states of matter, radioactivity, and synthetics)Groups/Periods/Periodic Law (names, location, and properties of groups)Periodic trends

Atomic/ionic radius, ionization energy/electronegativity/effective nuclear charge/electron affinity

Activity:

Students graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. LO 1.9, 1.10 [CR3a]

Topics Covered:Valance electronsIons (cations/anions)Non-polar vs polar covalent bondsPolar/non-polar interactions (like dissolves like)Types and characteristics of ionic vs covalent bondsElectronegativity and bond typeUnit Four cont.Lewis Dot StructureOctet rule, ions, resonance, isomers, ionic bond order (energy and length)VSEPR Theory (geometry)Intermolecular forces

Ion-dipole, dipole-dipole, LDF, hydrogen bondsValance Bond Theory

HybridizationSigma/pi bonds

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Unit 3: Periodic Table Time Frame: 1 week

Big Ideas: 1,2

Learning Objectives 1.7, 1.9, 1.10, 1.11, 2.25

Text book Chapter(s): 2, 7

Science Practices: 1.4, 1.3, 5.1, 6.1, 6.2, 6.4, 7.2

Unit Four: Bonding Time frame: 2 weeks

Big ideas: 1,2,5 Textbook Chapter(s): 8,9,11.7-11.8

Learning Objectives: 1.5, 1.6, 2.11, 2.13, 2.18, 2.20, 2.21, 2.22, 2.29, 2.30, 2.31, 2.32, 5.1, 5.8, 5.9, 5.10, 5.11

Science Practices: 1.1, 1.4,`.5,2.3,4.2, 5.1, 5.3, 6.1, 6.3, 6.4, 7.1, 7.2

Student Activity: Students will construct various ball and stick models of various compounds using VSEPR theory. They will also draw corresponding 2D pictures and Lewis diagrams to predict the shapes and characteristics of various compounds. LO 2.21 [CR3b]

Lab Activities [CR5b] & [CR6]

Lab #5 Bonding Lab guided inquiry

Lab #6 Investigations of Solids guided inquiry

Topics Covered:

Naming Compounds (ionic, covalent, acids, simple organic)

Mole concepts (Avogadro, molar mass, mole conversions)

Percent composition

Empirical and molecular formulas

Activity:

Students will evaluate different food labels and determine the percent composition by converting food label information to proper chemistry context equivalents BI 4, [CR3b]

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Unit 5: Moles and Compounds Time Frame: 1 week

Big Ideas: 1,2 Text Chapter(s): 2

Learning objectives 1.2, 1.3, 2.1

Science Practices: 2.2, 6.1, 6.4, 7.1

Unit 6: Reactions and Stoichiometry Time Frame: 3 weeks

Big Ideas 1,3 Text Chapter(s): 3,4.1-4.4

Learning Objectives: 1.4, 1.18, 3.1, 3.2, 3.3, 3.5, 3.6, 3.10, 5.10

Science Practices: 1.4, 1.5, 2.2, 4.2, 5.1, 6.1, 6.4, 7.1

Topics Covered:

Chemical reactions

Writing equations from context

Balancing reactions

Predicting products

Identifying Reactions

Oxidation/reduction introduced

Stoichiometry

Conversions

Limiting/excess reagent

Percent yield

Activity

Students observe a series of reactions in video clips from various websites. Students will classify reaction, write a balanced chemical equation, and write a brief description of observations for each reaction including the apparent driving force towards the thermodynamic favorability for the reaction.

LO 3.1, 3.2, [CR3c]

Lab Activities [CR5b] & [CR6]Lab #7 Stoichiometry Lab guided inquiry

Lab #8 Gravimetric Analysis of a Carbonate

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Unit 7: Sates of Matter Time Frame: 1 week

Big Ideas: 2,5,6 Text Chapters: 4, 11, 13

Learning Objectives: 2.3, 2.4, 2.16, 5.2, 5.3, 5.6, 5.10, 6.1

Science practices: 1.1, 1.4, 2.2, 2.3, 5.1, 6.2, 6.4, 7.1

Topics Covered

Sates and properties (solids, liquids, gases)

Kinetic molecular theory

Phase changes, heats of fusion/vaporization

Phase diagrams

Lab activities [CR5b] & [CR6]Lab #9 Principles of Chromatography guided inquiry

Topics Covered:

Types of Mixtures (colloids, suspensions, solutions)

Molarity/molality

Dilutions

Solubility (and factors affecting) Solubility Rules

Electrolytes

Saturation

Unit 8 cont.

Colligative Properties: freezing point depression/boiling point elevation, vapor pressure lowering

Activity Series behavior

Neutralization reactions

Oxidation/reduction

Actvity:

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Unit 8: Chemistry in Solution Time Frame: 3 weeks

Big Ideas: 1,2,3

Learning Objectives: 1.4, 1.18, 3.4, 3.5, 3.6, 1.17, 1.18

Textbook Chapters: 3 ,4, 20.1-20.3, 13

Science Practices 1.1, 1.2, 1.4,1.5, 2.1, 2.2, 2.3, 4., 5.1, 6.2, 6.4

Students will observe numerous metals (through various websites) and their uses in society to see impact of the activity series on metal use in everyday life. [CR4], [CR3b]

Lab Activities [CR5b] & [CR6]Lab #10 Qualitative Analysis

Lab #11 Bleach Lab

Topics Covered:

Review characteristic of solid, liquid, gas with reference to Kinetic Molecular Theory

Ideal vs Real Gases

Gas laws calculations

Pressure/vapor pressure

Units and conversions

Dalton’s Law/partial pressures

Mole fractions

Gases collected over water/ vapor pressure

Diffusion/effusion

Unit 9 cont.

Interfaces

Boiling/freezing points

Heating/cooling curves

Activity:

Freezing Point depression: Ice cream in a bag. Students will observe the effect of a solute on the freezing point of a solvent. [CR3b] SP 1.4, 6.4

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Unit 9: Gases Time Frame: 2 weeks

Big Idea: 2, 3 Textbook Chapter(s): 10, 11

Learning Objectives: 2.3, 2.4, 2.5, 2.6, 2.12, 2.16, 2.22, 2.29, 2.31

Science Practices: 1.3, 2.2, 2.3, 5.1, 6.4, 6.5, 7.2

Lab Activities [CR5b] & [CR6]Lab #12 Graham’s Law of Diffusion lab

Topics Covered:Energy

Heat and Temperature

Calorimetry/Heat capacity/specific heat capacity

1st Law of Thermodynamics

Work (pressure times change in voume)

Enthalpy

Endothermic vs. Exothermic

Heat of formation

Stoichiometry and heats of reaction

Bond energy

Hess’s Law

Energy diagrams of reactions (heats of dilution and dissolution)

Unit 10 cont.

Entropy

Spontaneous Reactions

Phase changes

2nd Law of Thermodynamics

Gibbs Free Energy

Free energy equations

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Unit 10: Thermochemistry and Thermodynamics

Big Ideas: 2,5,6 Time Frame: 3 weeks

Learning Objectives: 3.11, 5.1, 5.3, 5.4, 5.6, 5.7, 5.12, 5.13, 5.14

Textbook Chapters: 5, 13.1, 19.4, 19.2, 19.3

Spontaneous reactions

Activity

Given a set of conditions, students determine if the reaction/situation is thermodynamically favored by looking at entropy, enthalpy, and Gibbs Free Energy. LO 5.13 [CR3e]

Lab Activities [CR5b] & [CR6]Lab #12 Fundamentals of Calorimetry/heats of reaction guided inquiry

Topics Covered:

Factors affecting reactions

Collision Model

Activation energy, activated complex (Boltzmann distribution)

Exo/endothermic reactions

Energy of reactions

Reaction Rate (average/instantaneous)

Rate laws (Beer’s law)

Specific rate constant (k)

Writing rate laws

Unit 11 cont.

Integrated rate Laws

Graphing

Solving for rate laws (zero, first, and second order)

Half-life equation

Rate Constant and Temperature (Arrhenius equation)

Catalysis

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Unit 11: Kinetics Time Frame: 3 weeks

Big Ideas: 3,4,5 Text Chapters: 15

Learning Objective: 3.11, 4.1, 4.2, 4.5, 4.6, 4.8, 4.9, 5.3, 5.18

Science Practices: 1.3, 1.4, 1.5, 2.1, 2.2, 4.2, 4.4, 5.1, 6.2, 6.4, 6.5, 7.1, 7.2

Reaction Mechanisms (identifying intermediates and rate determining step)

Activity:

Online Kinetics Activity. Using a web based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. LO 4.1, SP 1,3,6, [CR3d]

Lab Activities [CR5b] & [CR6]Lab #13 Chemical Kinetics

Lab #14 Determining the Rate Law of a Crystal Violet Reaction guided inquiry

Topics Covered:

Concept of Equilibrium

Equilibrium constanst/expression

Heterogeneous vs homogeneous equilibrium

Solving for equilibrium constant

Solving for K

Manipulating equilibrium constant

Kc versus Kp

Equilibrium Calculations (ICE) Reaction quotient (Q)

Le Chatlier’s Principle

Unit 12 cont.

Le Chatlier’s Principle (pressure, volume, concentration, temperature, catalysts)

Solutions, Thermochemistry, Kinetics Equilibrium

Activity:

On line Gas phase Equilibrium Activity-Students will manipulate the environment and produce stresses that verify the tendency of Le Chatelier’s Principle. LO 6.8, 6.9, SP 1,6 [CR3f]

Lab Activities [CR5b] & [CR6}

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Unit 12: Equilibrium Time Frame: 3 weeks

Big Ideas 2,5,6 Text Chapter(s): 15

Learning Objectives: 2.2,5.13, 5.16, 5.18, 6.1-10, 6.21, 6.22, 6.23, 6.25

Science Practices: 1.3, 1.4, 2.2, 2.3, 4.2, 5.1, 6.2, 6.4, 7.2

Lab #15 Determining Kc with various initial concentrations

Topics covered:

Acid/base properties

Definitions (Arrhenius, Lewis, Bronsted-Lowry)

Neutralization reactions (including salt products)

Calculations (pH, pOH)

Factors affecting acid/base strength

Ka, Kb, Kw

percent ionization

Polyprotic Acids

Amphoteric substances

Annhydrids

Common ion effect

Buffers/buffer systems

Titrations (indicators, curves, and calculations)

Organic acids

Lab Activities [CR5b] & [CR6] unit 13 cont.

Lab #16 Concentration of Acetic Acid in Household Vinegar

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Unit 13: Acids and Bases Time Frame: 3 weeks

Big Idea: 1,2,3,6 Test Chapter(s): 16,17

Learning Outcomes: 1.20, 2.2, 3.3, 3.7, 6.11-6.20, 6.23

Science Practices: 1.1, 1.4, 2.2, 2.3, 4.2, 5.1, 6.1, 6.2, 6.4, 7.2

Unit 14: Electrochemistry and Oxidation-Reduction

Time Frame: 3 weeks

Big ideas 3.5,6 Text Chapter(s): 20

Learning Outcomes: 3.8, 3.9, 3.12, 2.13, 5.15, 6.1

Science Practices 2.2, 2.3, 4.2, 5.1, 6.1, 6.2, 6.4

Topics Covered:

Oxidation states

Oxidation vs Reduction

Balancing Redox reactions

Voltaic (Galvanic) Cells

Cell potential

Standard reduction potentials

Standard hydrogen electrode

Equilibrium and Cell potential

Gibbs free energy and cell potential

Electrolytic cells (electroplating and stoichiometry including teacher demonstration)

Lab Activities [CR5b] & [CR6]Lab #17 Vitamin C in Fruit Juices by Redox Titration

Final Exit Assessment:All students will construct a lab binder/notebook portfolio. This will contain a table of contents, all typed lab handouts, lab notebook with rough notes, and copies of all returned lab reports.

Each lab group will present a detailed presentation of the lab of their choice. Included in this will be literature references and real-world applications of the lab concepts the students explored [CR4]. (ex.

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Unit 15: AP Review and Exit Assessment

Time Frame: 3 weeks Textbook Chapter(s): all previously used

4 AP Style Review exams

Electroplating of jewelry from the Electrochemistry unit). This can either be done as a poster presentation or a computer based PowerPoint type presentation.

These presentations will be part of the review for the AP exam of all the laboratory techniques learned in class.

AP Chemistry Laboratory Activities ListLab #1: Laboratory Equipment Practicum: guided inquiry Students will be given a list of different tasks such as determining mass of a particular substance. Students must choose which equipment is appropriate, identify by name, and describe in detail the correct method for using that equipment. Students will have access to all equipment used in previous chemistry course. SP 3, BI 1

Lab #2 Physical vs. Chemical Changes: guided inquiry Students will comprehensively determine whether a process is a chemical or a physical change based on the production of heat, gas evolution, color change, and formation of a precipitate. BI 3 LO 3.10 SP 1.4, 6.1

Lab #3 PES: Students will look at various PES examples and determine the identity of various elements. BI 1, LO 1.15, SP 4.1, 6.4

Lab #4 Spectrophotometric Analysis of Food Dyes: Students will determine the concentration of food dyes of various powdered drink mixes. Students will use Beer-Lambert’s law to evaluated prepared standard solutions of two food dyes and use the plotted data to determine the concentration of an unknown solution. BI 1, LO 1.16, SP 4.2, 5.1

Lab #5 Bonding Lab: guided inquiry Students investigate experimentally various ionic and molecular substances deducing properties of their bonds in the process. BI 2 LO 2.1, 2.17, 2.19, 2.20, 5.1 SP 1,2,4

Lab #6 Investigation of Solids guided inquiry Students test the properties of 4 solids and develop their own set of characteristics to distinguish between each bonding type, then apply their rules to classify 8 more solids. BI 2 LO 2.22, SP 4.2, 6.4

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Lab #7 Stoichiometry Lab guided inquiry Students will prepare various ratios of components to make a sulfur less slow burning gunpowder. Students will prepare a protocol describing what process was most successful by observing the results of the different burns. Students will prepare various calculation demonstrating the molar ratio of reactants in each trial. BI 3, LO 3.3, SP 2.2, 5.1

Lab #8 Gravimetric Analysis of a Carbonate Students determine the identity of two unknown Group 1 metal carbonates using gravimetric analysis. Involves the precipitation of the carbonates using excess calcium so product can be dried and weighed then formula mass of the compound and identity of the unknown Group A metal can be found. BI 1, LO 1.19, SP 4.2, 5.1, 6.4

Lab #9 Principles of Chromatography guided inquiry Students design an experiment to separate food dyes in drink mixes. They must select the proper mobile and stationary phases to produce an efficient separation BI 2, LO 2.10, SP 4.2, 5.1, 6.4

Lab #10 Qualitative Analysis: Students will apply solubility rules and activity series concepts and various observations to correctly identify unknown cations and anions from solutions. BI 3, LO 3.1, 3.2, SP 1.4, 6.1

Lab #11 Bleach Lab: Students will perform redox titrations to determine the concentration of hypochlorite in household bleach. BI 3, LO 1.18, 3.8, 3.9 SP 2,5

Lab #12 Fundamentals of Calorimetry: Students determine the specific heat capacity of a calorimeter and enthalpy of solution of 2 salts. Inquiry component: students then design a hot or cold pack using one of the given salts (no nitrates). BI 5 LO 5.7, SP 4.2, 5.1, 6.4

Lab #13 Chemical Kinetics: Determining order of a reaction-Students mix a food dye with bleach and monitor the solution’s absorbance over time. From Beer-Lambert graph of absorbance vs. time, students will write and integrated rate law and calculate the rate constant. BI 4, LO 4.2, SP 5.1, 6.4

Lab #14 Crystal Violate Reaction: guided inquiry Using colorimetry and Beer’s Law, students determine the order of a reaction and its rate law. BI 4 LO 1.16, 4.2, 4.3, 4.4 SP 2,3,4,5,6

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Lab #15 Determining Kc with Various Initial Concentrations: Using a spectrophotometer, students determine the Kc of a series of reactions. BI 6, LO 5.17, 6.1-6.10, SP 2,5

Lab #16 Concentration of Acetic Acid in Household Vinegar: Students will titrate the acetic acid content in various brands of household vinegar. They will use this date and apply Henderson-Hasselbalch equation to determine the pKa and then the concentration. BI 6, LO 6.13, SP 5.1, 6.4

Lab #17 Vitamin C in Fruit Juices by Redox Titration: Students will determine the concentration of ascorbic acid in commercial fruit juices by redox titration. Known solutions will be titrated to create a standard curve, then two samples of fruit juice will be titrated and compared to determine the acid concentration. BI 3, LO 3.9, SP 4.2, 5.1

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