Carolina Resources for Teaching AP Chemistry · PDF fileAll Carolina Investigations™ for AP Chemistry kits offer: • Two teaching approaches: a guided activity and an inquiry activity

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AP* Chemistry

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Call: 800.334.5551 • • • Fax: 800.222.7112 • • • Online: www.carolina.com

The new AP Chemistry curriculum launches in academic year 2013–14, with the first version of the new examination administered in May 2014. To meet the challenges of this revised curriculum, we offer Carolina Investigations™ for AP Chemistry.

Carolina Investigations™ for AP Chemistry kits are specifically designed to meet the goals of the changed AP Chemistry cur-riculum framework. That framework and our new kit series center on 6 overarching BIG ideas:

• Big Idea 1: Atoms

• Big Idea 2: Chemical and Physical Properties

• Big Idea 3: Changes in Matter

• Big Idea 4: Rates of Chemical Reactions

• Big Idea 5: Thermodynamics

• Big Idea 6: Chemical Equilibrium

These Big Ideas provide the themes for an enhanced laboratory experience focused on inquiry-based, student-directed learning that challenges students to develop mas-tery of the content. To help you teach these Big Ideas, each Carolina Investigations™ for AP Chemistry activity includes Big Idea assessment questions that combine labo-ratory data with essential knowledge. The result is an assessment tool that builds problem-solving skills and prepares students for the free-response questions on the AP Chemistry exam.

The College Board requires 6 of the 16 AP Chemistry labs to be taught using inquiry. Each of our kits includes guided-inquiry and inquiry procedures, allowing you to choose which teaching style to use.

All Carolina Investigations™ for AP Chemistry kits offer:

• Two teaching approaches: a guided activity and an inquiry activity

• Big Idea assessment questions modeled on the AP Chemistry exam’s free response questions

• Detailed inquiry activity preparation and procedure steps

• Inquiry activity grading rubric

• Inquiry activity experimental design template based on the scientific method

The AP Chemistry Curriculum Is Changing—

What’s the Big Idea?

Save 15% on Your Next $100+ Order of Kits for AP Chemistry! Save 15% on any combination of our kits for AP Chemistry when your order totals $100 or more. Choose from kits on pages 3–12.

Then be sure to give us Promotion Code DA when placing your order by phone, fax, or mail. For online orders, type the code in the Promotion Code box in your shopping cart. Offer expires December 31, 2013; cannot be com-bined with any other offer or contract pricing; and is limited to the products specified and to 1 order per customer.

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Classroom Tested, Teacher Approved Carolina Investigations™ for AP Chemistry kits have been reviewed by your peers and field-tested in their classrooms.

Carolina Investigations™ for AP Chemistry Complete Laboratory Package The laboratory component of AP Chemistry is a significant part of the new curriculum. Help your students succeed, make your teacher prep easier, and save money with a complete set of Carolina Investigations™ for AP Chemistry.The set includes 16 separate laboratory investigations

aligned with the College Board’s 6 Big Ideas of Chemistry, and supports the essential knowledge and learning objectives for AP Chemistry. Each investigation provides 2 options, a guided activity and an inquiry activity where students develop their own procedure that follows the scientific method. Materials in each are sufficient for a class of 30 students. Package includes all kits in the table below.

840565 Per pkg $625.00

Carolina Investigations™ for AP Chemistry

Carolina Investigations™ for AP Chemistry

CatalogNo.

Page No. Kit Title

Big Idea 1

BigIdea 2

BigIdea 3

BigIdea 4

BigIdea 5

BigIdea 6

840566 4 Molecular Spectroscopy Kit ✓ 840568 4 Spectrophotometric Analysis of Food Dyes Kit ✓ 840570 5 Gravimetric Analysis of a Carbonate Kit ✓ 840572 5 Complexometric Titration of Calcium in Milk Kit ✓ 840574 6 Principles of Chromatography Kit ✓ 840576 6 Types of Chemical Bonds Kit ✓ 840578 7 Stoichiometry of Chemical Reactions Kit ✓ 840584 7 Vitamin C in Fruit Juices by Redox Titration Kit ✓ 840586 8 Chemical and Physical Changes Kit ✓ 840588 8 Chemical Kinetics Kit ✓ 840590 9 Factors Affecting Reaction Rates Kit ✓ 840592 9 Fundamentals of Calorimetry Kit ✓ 840594 10 Le Châtelier’s Principle and Equilibrium Shifts Kit ✓ 840596 10 Concentration of Acetic Acid in Household Vinegar Kit ✓ 840598 11 Preparation of a Buffered Solution Kit ✓ 840600 11 Evaluating Lemonade as a Buffer Kit ✓


Carolina Investigations The laboratory component of AP Chemistry is a significant part of the new curriculum. Help your students succeed, make your teacher prep easier, and save money with a complete set of Carolina Investigations

aligned with the College Board’s 6 Big Ideas of Chemistry, and supports the essential knowledge and learning objectives for AP Chemistry. Each investigation

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Big Idea 1: Atoms

840566 Molecular

Spectroscopy Kit

Molecular Spectroscopy Kit This kit addresses AP Chemistry Big Idea 1 and Learning Objective 1.15. Introduce students to the mechanics of molecular spectros-

copy and how electromagnetic radiation interacts with molecular compounds. Teach this laboratory experience using either the guided activity or the inquiry activity. For guided inquiry, students graphically determine the optimum wavelength (lambda max, λmax) for primary-color food dyes and identify these dyes in mixtures using percent transmittance and absorption measurements. They also investigate if the concentration of a compound(s) in solution affects emission and absorption spectra. In the inquiry activity, students develop a procedure for graphically identifying the optimum wavelength for maximum absorbance and minimum transmittance for primary-color food dyes. They also develop a procedure for determining if dye concentration affects percent transmittance and absorption measurements, and a procedure for identifying 2 or more dyes in a mixture of primary dyes. The inquiry activity provides opportunity for students to present their experiment design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea Assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea Assessment, students receive various types of transmission and absorption spectra, both in the visible and near visible range (UV and IR), for analysis and conclusions. This kit provides the following AP Chemistry experiences: design a procedure to analyze data, justify the selection of the kind of data needed to answer a scientific question, use theoretical models to explain observed data, evaluate sources of data to answer a scientific question, and justify claims with evidence. Materials are suf-ficient for 30 students.

840566 Per kit $29.95

840568 Spectrophotometric Analysis of Food Dyes Kit

Spectrophotometric Analysis of Food Dyes Kit Addresses AP Chemistry Big Idea 1 and Learning Objective 1.16.

Determine the concentration of food dyes in powdered drink mixes using Beer-Lambert’s law. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students prepare solutions of known concentra-tion for each of 2 food dyes, measure each solution’s absorbance, and graph a cali-bration curve for each food dye. Students then use their data and curve to determine the concentration of food dye in unknown solutions containing a single food dye. The inquiry activity allows students to design a procedure to determine the con-centration of each food dye in its unknown solution. Students must choose the concentrations of the standard solutions that will allow them to interpolate the con-centration of food dye in the drink mix and prepare the solutions. It also provides opportunity for students to present their experiment’s design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the AP Chemistry exam free-response question format. In the Big Idea assessment, students are given absorbance data for a complex ion, asked to identify the wavelength of maximum absorbance, plot provided data to generate a calibration curve, and determine the concentration of the complex ion. This kit provides the following AP Chemistry experiences: design a procedure to collect data; analyze data; perform error analysis; plot calibration curves, and inter-polate data from the curves. Because the experiment uses food dyes rather than thiocyanate salts, it is safer and generates no hazardous waste. Materials are suf-ficient for 30 students working in teams of 3.

840568 Per kit $14.95

Big Idea 1: Atoms Molecular Spectroscopy Kit This kit addresses AP Chemistry Big Idea 1 and Learning Objective New

Spectrophotometric Analysis of Food

Addresses AP Chemistry Big Idea 1 and Learning Objective 1.16. Determine the concentration of food dyes in powdered drink mixes using Beer-

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““ “ ““ ”””” Testimonial

“This laboratory is extraordinary when it comes to addressing the revisions to the AP Chemistry curriculum. It addresses, with excellence, the Essential Knowledge of using atoms to com-pute the masses of substances involved in a chemical reaction. The Learning Objective of Understanding Gravimetric Analysis is thoroughly covered, and students should be able to do the calculations involved in a question that addresses this topic. This laboratory is the most spot-on lab, yet thoroughly and clearly addresses a specific point of emphasis on the revision to the AP curriculum.”

Robert W. Ayron, Jr.Science Department Chairman, AP Chemistry/AP PhysicsDunnellon High SchoolDunnellon, FL

840570 Gravimetric Analysis of a Carbonate Kit

Gravimetric Analysis of a Carbonate Kit Addresses AP Chemistry Big Idea 1 and Learning Objective 1.19. Students determine the identity of 2 unknown Group I metal car-

bonates using gravimetric analysis. This rigorous laboratory exercise can be taught using either a guided or an inquiry activity. In the guided activity, the first step is to precipitate the carbonates with excess calcium ions. After drying, the mass and moles of the resulting calcium carbonate are determined. From that data, students calculate the formula mass of the unknown Group I metal carbonate and identify the Group I metal. The inquiry activity allows students to design a procedure for precipitating aqueous carbonate ions from 2 unknown Group I metal carbonates and analyzing the data to identify the unknown metal. It also provides an opportunity for students to present their experimental design and results, reinforcing the practice of communicating find-ings. Detailed preparation and procedure notes guide you through leading a success-ful inquiry activity and include a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the AP Chemistry exam free-response question format. In the Big Idea assessment, students write and balance the chemical equation for the calcium chloride and sodium carbonate reaction, determine whether there are sufficient calcium ions to precipitate all the carbonate ions, and calculate the mass of calcium carbonate produced. Students also apply their gravimetric analysis skills to determine the mass of silver in silver ore from data given. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, perform error analysis, calculate percent error, write and balance chemical equations, perform stoichiometric calculations, and identify limit-ing reagents in reactions. The use of sodium carbonate and potassium carbonate as the unknowns makes this procedure safer than traditional procedures that use heavy-metal carbonates. Materials are sufficient for 30 students working in pairs.

840570 Per kit $19.95


840572 Complexometric Titration of Calcium in Milk Kit

Complexometric Titration of Calcium in Milk Kit This kit addresses AP Chemistry Big Idea 1 and Learning Objective

1.20. Determine the concentration of calcium in milk by complexometric titration. Teach this laboratory experience using either the guided activity or the inquiry activ-ity. In the guided activity, students prepare and standardize a solution of EDTA and use it to determine the concentration of calcium in milk. Both the standardization and sample titrations are done 3 times and average values used in the calculations. The inquiry activity allows students to design a procedure to determine the concentra-tion of calcium in milk and requires them to account for interfering substances such as magnesium and other transition metals. The inquiry activity provides an oppor-tunity for students to present their experiment design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students consider another complexometric titration, the titration of zinc in zinc lozenges with EDTA, and calculate the concentration of zinc in the lozenge based on data provided. They also are required to consider what to do if they forget to standardize their titrant before they titrate the zinc. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, perform error analysis, write and balance chemical equations, use volumetric glassware, standardize a titrant, and perform multiple trials. Analyz-ing calcium in milk engages students and makes the concepts covered more inter-esting. Materials are sufficient for 30 students working in teams of 3.

840572 Per kit $48.95

Gravimetric Analysis of a Carbonate Kit Addresses AP Chemistry Big Idea 1 and Learning Objective 1.19. Students determine the identity of 2 unknown Group I metal car-

bonates using gravimetric analysis. This rigorous laboratory exercise can be taught

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Complexometric Titration of Calcium in

This kit addresses AP Chemistry Big Idea 1 and Learning Objective

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Big Idea 2: Chemical & Physical Properties


“I think students would be very interested in doing a lab related to food products and food dyes. This type of thing definitely elicits a reaction and an increase in motivation.

“I really like the possible activities for inquiry—it would be very helpful for teachers new at inquiry to help guide their class. The rubric for the inquiry testable question/lab proce-dure is great. The background section in the student handout is superb.”

Siobhan JulianAP Chemistry TeacherWebster Schroeder High SchoolWebster, NY


“The Big Idea Assessment questions are excellent. These ques-tions do a great job of showing the compare and contrast dif-ferences that are focused on the AP exam.”


840574 Principles of Chromatography Kit

Principles of Chromatography Kit This kit addresses AP Chemistry Big Idea 2 and Learning Objec-tive 2.10. Identify 3 food dyes in powdered drink mixes using

paper chromatography and identify the components in plant pigment using thin-layer chromatography. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students separate the components of 3 drink mixes using paper chromatography and identify each food dye by comparison with paper chromatography separations of pure food dyes they prepare. Using thin-layer chromatography, students separate the components of a plant pigment and identify the components by color and Rf value. In the inquiry activity, students design an experiment to separate food dyes in drink mixes and must select the proper mobile and stationary phases to effect an efficient separation. The inquiry activity provides an opportunity for students to present their experiment design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students consider how interactions between components of a mixture with a mobile phase and stationary phase effect a separation, describe the use of methods other than chromatography to separate mixtures, and design an experiment to separate the components of a water-soluble pen. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, tabulate data, perform error analysis, and perform multiple trials. The use of food dyes and commercial drink mixes connects the concepts of separa-tion science to the real world and captures students’ interest. Materials are sufficient for 30 students working in teams of 3.

840574 Per kit $64.95 840576 Types of Chemical Bonds Kit

Types of Chemical Bonds Kit Addresses AP Chemistry Big Idea 2 and Learning Objective 2.22. Explore the 4 types of bonding in solids and learn about intramo-

lecular and intermolecular forces. Teach this activity using either the guided activity or inquiry activity. In the guided activity, students classify 12 solids as ionic solids, covalent network solids, molecular solids, or metallic solids based on properties they test. Students learn about the intramolecular forces and intermolecular forces that affect the strength of attraction between atoms. In the inquiry activity, students test the properties of 4 solids, develop their own set of characteristics to distinguish between each bonding type, and then apply their rules to classify 8 additional solids. The inquiry activity provides an opportunity for students to present their experiment’s design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students apply their new knowledge of intermolecular and intramolecular forces to explain observed trends in boiling point, melting point, and solubility of substances. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, observe physical changes, use models to explain observed results, and justify claims with evidence. The number and variety of substances tested give students a great experience developing skills of observation and analysis. Supplemental activity sheets on drawing Lewis dot structures and a periodic table of electronegativity values help students understand the spectrum of bond polarity. Materials are sufficient for 30 students working in teams of 3.

840576 Per kit $56.95

840574 Principles of Chromatography Kit

Principles of Chromatography Kit This kit addresses AP Chemistry Big Idea 2 and Learning Objec-tive 2.10. Identify 3 food dyes in powdered drink mixes using

paper chromatography and identify the components in plant pigment using thin-layer

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Types of Chemical Bonds Kit Addresses AP Chemistry Big Idea 2 and Learning Objective 2.22.

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“I really like your pre-lab experimental design template. It was very helpful not just for the students, but for me. By requiring that students complete that template before they begin the lab, I, as the teacher, can make sure that they know what they’re doing.”


Big Idea 3: Changes in Matter

840584 Vitamin C in Fruit Juices by Redox Titration Kit

Vitamin C in Fruit Juices by Redox Titration Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.9.

Determine the concentration of ascorbic acid in a commercial fruit juice by redox titration. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students titrate solutions of known ascorbic acid concentration to create a standard curve, then titrate a sample of fruit juice and determine the concentration of ascorbic acid from the curve. In the inquiry activ-ity, students design an experiment to determine the concentration of ascorbic acid in a sample they choose. The inquiry activity provides an opportunity for students to present their experiment’s design and results, reinforcing the practice of com-municating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students write and balance half-reactions and net ionic equations for 2 different redox titra-tions and use the data provided to calculate the concentration of analyte in each experiment. These exercises give students practice working with multiple redox titration experiments as well as balancing complex redox chemical equations. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, tabulate data, perform error analysis, write and balance chemical equations, and use volumetric glassware. The use of fruit juice connects the concepts of redox and titration to the real world and captures students’ interest. Materials are sufficient for 30 students working in teams of 3.

840584 Per kit $25.95 840578 Stoichiometry of Chemical Reactions Kit

Stoichiometry of Chemical Reactions Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.3. Determine the molar ratio of reactants in 2 acid-base reactions

using the method of continuous variation. Teach this activity using either the guided activity or inquiry activity. In the guided activity, students react volumes of acid and base in different ratios and graph the temperature changes. The volume ratio that produces the largest temperature change is the correct stoichiometry of the reaction. From their data, students identify their unknown acid from a list of 9 possibilities. In the inquiry activity, students design an experiment to determine the stoichiometry of an acid-base reaction. The inquiry activity provides an opportunity for students to present their experiment’s design and results, reinforcing the practice of com-municating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students apply their new knowledge of continuous variation to determine the stoichiometry of a reaction between lead ion and iodide ion. Students determine the formula of the product and the oxidation number of the lead ion. In the second question, students use data provided to determine the stoichiometry of a reaction between iron ion and a ligand to form a complex. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, plot data, calculate molar ratios, write and balance chemi-cal equations, and note indicators that a chemical change has occurred. Materials are sufficient for 30 students working in teams of 3.

840578 Per kit $57.95


Vitamin C in Fruit Juices by Redox Titration Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.9.

Determine the concentration of ascorbic acid in a commercial fruit juice by redox

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Stoichiometry of Chemical Reactions Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.3. New

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Big Idea 3: Changes in Matter


“The stations are the best feature of this laboratory. A teacher can utilize any space of the classroom laboratory, have little safety issues or preparation issues, and students can work in small groups. The laboratory can be conducted with very little teacher guidance while students are still gaining a great amount of knowledge of chemical and physical changes.”


840586 Chemical and Physical Changes Kit

Chemical and Physical Changes Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.10. In this comprehensive laboratory exercise, students determine

whether a process is a chemical or a physical change based on the production of heat, evolution of a gas, formation of a precipitate, or a color change. This exercise can be taught using either a guided or an inquiry activity. In the guided activity, students work at activity stations in rotation and classify each of the 15 processes they observe as either a chemical or a physical change. In the inquiry activity, students observe 5 chemical and 5 physical changes, develop their own set of characteristics for each type of change, and then apply their rules to classify 10 additional unclassified processes. The inquiry activity also provides an opportunity for students to present their experimental design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry activity and include a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the AP Chemistry exam free-response question format. In the Big Idea assessment, students diagram what happens at the atomic level when chemical and physical changes occur, and describe how to differentiate between those changes when a physical change mimics a chemical change (as in a color change). This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, observe chemical and physical changes, use models to explain observed results, and justify claims with evidence. The number and variety of processes students observe firsthand capture their interest and offer them a great opportunity to develop observation and analysis skills. Materials are sufficient for 30 students working in pairs.

840586 Per kit $64.95

Big Idea 4: Rates of Chemical Reactions

840588 Chemical Kinetics Kit

Chemical Kinetics Kit Addresses AP Chemistry Big Idea 4 and Learning Objective 4.2. Determine orders of reaction, calculate reaction rate constants, and write rate laws for the oxidation of 4 food dyes. Teach this

laboratory experience using either the guided activity or inquiry activity. In the guided activity, students mix a food dye with bleach and monitor the solution’s absorbance over time. From their Beer-Lambert graph of absorbance as a function of time, students determine the order of the dye and the sodium hypochlorite and use the slope to calculate a pseudo rate constant. Students then use their data to determine the overall order of the reaction, write an integrated rate law for the reaction, and calculate the reaction’s rate constant. In the inquiry activity, students design an experiment to determine the overall order of reaction, rate law, and rate constant for the oxidation of a food dye by sodium hypochlorite. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students must determine the overall order of reaction, rate law, and rate constant for a new reaction with data provided. They must also design an experiment to determine these parameters given only the reaction. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, plot data, and use instruments to measure absorbance. The use of commercial food dyes and bleach gives this experi-ment visual appeal and a connection to the real world. Required but not included: spectrophotometer or colorimeter. Materials are sufficient for 30 students working in pairs.

840588 Per kit $35.95

Chemical and Physical Changes Kit Addresses AP Chemistry Big Idea 3 and Learning Objective 3.10.

whether a process is a chemical or a physical change based on the production of heat,

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Chemical Kinetics Kit Addresses AP Chemistry Big Idea 4 and Learning Objective 4.2. Determine orders of reaction, calculate reaction rate constants, and write rate laws for the oxidation of 4 food dyes. Teach this

laboratory experience using either the guided activity or inquiry activity. In the guided activity, students mix a food

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840590 Factors Affecting Reaction Rates Kit

Factors Affecting Reaction Rates Kit This kit addresses AP Chemistry Big Idea 4 and Learning Objec-tive 4.1. Investigate factors that affect the rate of a reaction using

the iodine clock reaction. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students measure how quickly clear, colorless solutions of reactants turn deep blue when the temperature, concentration, and surface area of solid reactants are changed. The change in reaction time when a catalyst is added is also determined. In the inquiry activity, students design an experiment to determine the effect of changing temperature, concentration, surface area of solid reactants, and the presence of a catalyst on the rate of the iodine clock reaction. The inquiry activity provides an opportunity for students to present their experiment design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students draw an energy diagram to show how a catalyst lowers activation energy and predict how changes in concentration and reactant surface area will affect the reaction rate of a single replacement reaction in aqueous solution. Students also predict the effect of increasing pressure on the reaction rate of 2 gases. To answer these questions, students reference physical models, such as the increased number of collisions of molecules with increased temperature. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, explain phenomena based on physical evidence, and make pre-dictions about natural phenomena based on scientific models. The use of the iodine clock reaction gives this experiment visual interest and a precise way to measure reaction rate. Materials are sufficient for 30 students in teams of 3.

840590 Per kit $37.95

Big Idea 5: Thermodynamics


“This is really good. Making something with which [students] are abundantly familiar is a really cool idea for a lab. Pun intended. It was a heckuva lot more interesting to my students than the heat of neutralization lab, and they attacked it with a great deal more enthusiasm and vigor. Next year I plan on swapping out this lab for my old lab during the school year.”


840592 Fundamentals of Calorimetry Kit

Fundamentals of Calorimetry Kit This kit addresses AP Chemistry Big Idea 5 and Learning Objective 5.17. Determine the specific heat capacity of a calorimeter and

the molar enthalpy of solution of 2 chloride salts. Teach this laboratory experience using either the guided or inquiry activity. In the guided activity, students determine the specific heat capacity of a calorimeter then use the calorimeter to determine the molar enthalpy of solution of calcium chloride and ammonium chloride. Students perform multiple trials and observe that different masses of salt generate different temperature changes while the molar enthalpy of solution remains constant. In the inquiry activity, students design either a hot pack or cold pack using the 2 chlo-ride salts. The inquiry activity provides an opportunity for students to present their experiment design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry exercise, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students use provided data to determine the molar enthalpy of neutralization. Students write and balance chemical equations, determine the limiting reactant, and determine whether the process is endo- or exothermic. Students also consider how changes in quantities of reactants affect the magnitude of the reaction’s temperature change and its molar enthalpy of reaction. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, graph data, perform error analysis, calculate percent error, write and balance chemical equations, identify limiting reactants in reactions, and per-form multiple trials. The use of calcium chloride and ammonium chloride makes this procedure safer than traditional procedures that use nitrate salts. Materials are sufficient for 30 students in teams of 3.

840592 Per kit $37.95


Factors Affecting Reaction Rates Kit This kit addresses AP Chemistry Big Idea 4 and Learning Objec-tive 4.1. Investigate factors that affect the rate of a reaction using

the iodine clock reaction. Teach this laboratory experience using either the guided

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Big Idea 5: Thermodynamics Fundamentals of Calorimetry Kit This kit addresses AP Chemistry Big Idea 5 and Learning Objective 5.17. Determine the specific heat capacity of a calorimeter and

the molar enthalpy of solution of 2 chloride salts. Teach this laboratory experience

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Big Idea 6: Chemical Equilibrium

840594 Le Châtelier’s Principle and Equilibrium Shifts Kit

Le Châtelier’s Principle and Equilibrium Shifts Kit This kit addresses AP Chemistry Big Idea 6 and Learning Objec-

tive 6.9. Investigate how temperature, concentration, and pressure affect chemical equilibrium in 3 different reactions. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students perform 3 separate activities to investigate chemical equilibrium. In the first investigation, they react starch and iodine at 3 different temperatures and observe the variation in color. In the second, magnesium hydroxide is reacted with an acid to determine the affect a change in hydroxide-ion concentration has on solubility. For the third investigation, a partial vacuum is pulled on carbonated water to show how pressure changes affect pH. Students also observe how changes in temperature and common ions affect the equilibrium between 2 complex ions. In the inquiry activity, students design experi-ments to show how temperature, concentration, and pressure affect the equilibria of starch-iodine, magnesium hydroxide, and carbonated water. They also design an experiment to maximize the percent yield of a reaction by adjusting temperature and reactant concentration. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assessment, students consider how stresses applied to the reactions of photosynthesis and the buffering of blood would affect their equilibria and how to maximize the formation of either reactants or products using these stresses. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, make observations, construct explanations of phenomena based on evidence, and make predictions about natural phenomena. This experiment addresses equilibrium changes both in solution and in the gas phase, shows the reversible nature of reactions, and provides visual interest by using changes in color to monitor chemical reactions. It also includes a discussion of the Haber process. Materials are sufficient for 30 students in teams of 3.

840594 Per kit $58.95

840596 Concentration of Acetic Acid in Household Vinegar Kit

Concentration of Acetic Acid in Household Vinegar Kit Addresses AP Chemistry Big Idea 6 and Learning Objective 6.13.

This laboratory exercise combines the traditional skills of titration to determine acid concentration with insightful use of the Henderson-Hasselbalch equation to deter-mine pKa. It can be taught using either a guided or an inquiry activity. In the guided activity, students titrate the acetic acid in vinegar and use their titration data to determine the acid’s concentration and pKa. In the inquiry activity, students develop their own procedure to determine an acid’s concentration in a solution and pKa. The inquiry activity provides an oppor-tunity for students to present their experimental design and results, reinforcing the practice of communicating findings. Detailed preparation and procedure notes guide you through leading a successful inquiry activity and include a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the AP Chemistry exam free-response question format. In the Big Idea assessment, students compare and contrast the titration of a weak acid by a strong base with the titration of a strong acid by a strong base. Students draw titration curves and explain the curves’ shapes based on what happens at the molecular level. This kit provides the following AP Chemistry experiences: design a procedure to collect data; analyze data; prepare and standardize a solution; determine the concen-tration of an analyte; and use volumetric glassware, such as a buret and volumetric pipet. Lab preparation time is minimal because students prepare and standardize their own sodium hydroxide solution using potassium hydrogen phthalate (KHP). Materials are sufficient for 30 students working in groups of 3.

840596 Per kit $36.95

Le Châtelier’s Principle and Equilibrium

This kit addresses AP Chemistry Big Idea 6 and Learning Objec-

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Concentration of Acetic Acid in

Addresses AP Chemistry Big Idea 6 and Learning Objective 6.13.

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“The Big Idea Assessment questions are excellent. Hav-ing students rank or choose a buffer is greater higher-order thinking than just having students calculate 1 pH of a buffered solution. This laboratory contains a great amount of in-depth questioning that pertains clearly to the Big Idea and Essential Knowledge in the revision to the AP Chemistry curriculum.”


Preparation of a Buffered Solution Kit This kit addresses AP Chemistry Big Idea 6 and Learning

Objective 6.18. Prepare buffer solutions of assigned pH values and determine the buffer capacity of these solutions. Teach this laboratory experience using either the guided activity or inquiry activity. In the guided activity, students cal-culate the amounts of acid and base they need to prepare their stock acid and base solutions. Then using the Henderson-Hasselbalch equation they deter-mine the volumes of stock acid and base solutions needed to prepare their buffers. Students then test the buffering capacity of these buffer solutions. In the inquiry activity, students choose the best conjugate acid-base pair to attain a buffer solution of desired pH and determine the concentration of the conjugate acid-base solutions needed to attain the required buffer capacity of the final solution. Both activities include Big Idea assessment questions that follow the format of the AP Chemistry exam free-response questions. In the Big Idea assess-ment, students choose the best conjugate acid-base pair for the assigned pH, calculate the pH of the concentrated acid solution, and then calculate the required mass of conjugate base to mix with the acid to achieve the assigned pH value. These questions require setting up equilibrium equations and using the Henderson-Hasselbalch equation. Provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, prepare solutions, and use volumetric glassware. This experiment provides a thorough experience in both buffer preparation and buffer capacity. Materials are sufficient for 30 students in teams of 3.

840598 Per kit $46.95



“Both my students and I love this lab!”

David C. VernonAP Chemistry TeacherWestern Alamance High SchoolElon, NC

840600 Evaluating Lemonade as a Buffer Kit

Evaluating Lemonade as a Buffer Kit Addresses AP Chemistry Big Idea 6 and Learning Objective 6.20. Students evaluate a buffer solution’s buffering capacity and com-

pare the titration curves of a buffer solution and a weak acid. This comparative laboratory exercise can be taught using either a guided or an inquiry activity. In the guided activity, students measure the pH of a citric acid solution titrated with a strong base and plot the titration curve. Students repeat the procedure with a solution prepared from a commercial lemonade mix, which behaves as a buffer and whose primary ingredient is citric acid. Students compare the 2 titration curves, make observations, and address the differences in the curves. The inquiry activity allows students to design a procedure to evaluate a commer-cial lemonade mix’s buffering capacity. It also provides an opportunity for students to present their experimental design and results, reinforcing the practice of commu-nicating findings. Detailed preparation and procedure notes guide you through lead-ing a successful inquiry activity, including a suggested rubric for assessing student performance. Both activities include Big Idea assessment questions that follow the AP Chemistry exam free-response question format. In the Big Idea assessment, students predict how changes in acid concentration and the acid-to-conjugate base ratio affect a titration curve’s shape. Students understand that changes in acid concentration and conjugate base increase a solution’s buffering capacity, while changes in the acid-to-conjugate base ratio determine a solution’s pH. This kit provides the following AP Chemistry experiences: design a procedure to collect data, analyze data, make predictions about chemical changes, perform a titration, use a pH meter and a buret, and plot a titration curve. The use of a com-mercial lemonade mix as a buffer helps students make the connection between chemistry and their everyday lives. Materials are sufficient for 30 students working in groups of 3.

840600 Per kit $29.95

Preparation of a Buffered Solution

This kit addresses AP Chemistry Big Idea 6 and Learning Objective 6.18. Prepare buffer solutions of assigned pH values and determine

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Evaluating Lemonade as a Buffer Kit Addresses AP Chemistry Big Idea 6 and Learning Objective 6.20. Students evaluate a buffer solution’s buffering capacity and com-

pare the titration curves of a buffer solution and a weak acid. This comparative

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Carolina™ Kits for Use with AP Chemistry Let Carolina take the worry out of planning challenging AP Chemistry exercises. Our kits satisfy the require-ments of a laboratory program in AP Chemistry as set forth by the College Board.

Each kit includes comprehensive instruction materials, including exercise objectives, background informa-tion, a list of required apparatus, discussion questions and answers, pre-lab and post-lab questions and answers, and suggested lab room preparation. The student worksheet lists the experiment procedure and contains post-lab questions.

• Addresses all 22 lab topics in the Chemistry Examination of the Advanced Placement Program*

• Includes all chemicals for completing the experiments

• Provides ample materials for a class of 30 students

Buy the Set and Save!

*AP and Advanced Placement Program are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, these products.

Carolina™ Laboratory Package for Use with AP Chemistry Buy the set and save $100! This convenient package includes 22 Carolina™ kits for use with AP Chemistry, covering all 22 course experiments. Our kits satisfy the requirements of a labo-ratory program in AP Chemistry as set forth by the College Board. Materials are sufficient for a class of 30 students.

840505 Per pkg $995.00

The last year for the current AP Chemistry curriculum is 2012–2013!

Package Includes All the Kits Listed Below

CatalogNo. Kit Title Each 840507 Molar Mass by Freezing-Point Depression Kit $51.50 840509 Determination of Molar Mass by Vapor Density Kit $13.65 840510 Waters of Constitution and Hydration Kit $25.75 840511 Molar Volume of a Gas Kit $48.95 840512 Determination of the Molecular Weight of an Acid Kit $38.50 840514 Identifying an Unknown Hydrogen Carbonate Kit $59.95 840516 Determination of the Ka of Acetic Acid Kit $30.50 840518 Identifying an Unknown Acid Kit $34.95 840520 Determination of Iodine in Iodine Tincture Kit $60.50 840521 Determination of Mass and Mole Relationships Kit $62.95 840522 Indicators, pH, and Titrations Kit $59.50 840524 Principles of Calorimetry Kit $42.50 840525 Separation and Qualitative Analysis of Cations and Anions Kit $86.50 840526 Chemical Kinetics Kit $49.95 840528 Synthesis and Chemical Analysis of a Coordination Compound Kit $65.95 840530 Analytical Gravimetric Determination of a Carbonate Kit $21.95 840544 Spectroscopy and the Method of Continuous Variation Kit $62.50 840546 Fundamentals of Chromatography Kit $61.95 840548 Buffers, pH, and Salt Hydrolysis Kit $42.50 840550 Introduction to Organic Synthesis Microchemistry Kit $50.95 840555 Determining an Activity Series Kit $52.25 840560 Electrochemical Cells Kit $87.95

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Spectronic® 200 Spectrophotometer • Full-color LCD display

• Sloped surfaces shed spills

• Corrosion-resistant construction

• Stackable for easy storage

• USB port for exporting data

The latest addition to the classic Spectronic® 20 series improves upon its predecessors in every respect. The unit automatically sets to 0% T when powered up. It sweeps across the entire wavelength range with every scan, eliminating the need to reca-librate at 0% T or 100% T when the wave-length is changed. With your solution in the sample holder, 1 push of a button sets to 100% T. The sample chamber has room-light immunity, meaning the sample door does not need to be closed to make a reading, which allows the use of tall test tubes. The chamber accommodates 10-mm square cuvettes and 13- to 25-mm-diameter round cuvettes. The unit measures absor-bance, transmittance, and concentration. The LCD display measures 23/4" W × 2" H and tilts to suit the viewer. The display emulates the appearance of the Spectronic® 20D+ and can show text in English, Spanish, French, German, and Italian. Place the unit on its end and easily store on a shelf like a book. Includes 12 test tube cuvettes and 1-year manufacturer’s warranty.Specifications: Wavelength Range: 340 to 1,000 nm Wavelength Accuracy: ±2 nm Photometric Range: –0.3 A to 2.5 A Photometric Accuracy: ±0.05 A at 1.0 A Power Requirements: 100 to 240 V (selected automatically) Dimensions: 15" W × 12" D × 33/5" H (39 cm W × 30 cm D × 16 cm H) Weight: 97/10 lb

Essential Equipment for Your Laboratory

738050 Complete Single Buret Assembly (beaker not included)

Complete Single Buret Assembly This quick, convenient buret setup contains all the necessary equipment and is more cost-effective than purchasing the items individually. Includes a 50 × 0.1-mL glass buret, a medium-size support stand with rod, and a buret clamp with coated jaws. The student-grade buret has a PTFE stopcock for long use. The base on the support stand is 5 × 8" and the rod measures 20 × 3/8". The clamp opens from 3/8 to 13/8" and fits rods up to 1/2" in diameter.

738050 Per set $58.85

Carolina™ Electronic Balance Pulling its weight

• Advanced features and technology

• Built-in durability for the classroom

• Stackable to save space

This value-packed balance is highly popular because it offers simple operation, years of service, and the dura-bility that you and your students demand.

• Latest Features—Hinged draftshield for more accurate weighing, LCD display, travel protection lock, RS232 interface hookup, and 2 weighing modes (g and N)

• Durability—Splash-proof keypad, stainless-steel pan, sturdy body, plus 200-lb load cell protection

• Flexible Energy Source—Includes an AC adapter or switch to 4 AA batteries (not supplied) when in the field

• Lockable—Optional Balance Security Device (702189) sold separately

• Carolina Exclusive 2-Year Warranty

Capacity, 300 g; readability, 0.01 g; repeatability, 0.1 g. Calibrate balance from the keypad. Dimensions: over-all, 51/2 × 9 × 21/2" (139 × 228 × 63 mm); pan, 47/10" diam.

702017 Each $370.00

Teacher’sChoice

Customer Review “These electronic balances are perfect for our lab. First, they were extremely affordable—you just can’t beat the price, especially for this level of qual-ity. I purchased 10 of them to replace some older balances and had the new ones calibrated and ready to go in about 10 minutes. The interface is intuitive and easy for students to use, and the measurements are accurate and repeatable. Can’t ask for much more than that!”

High School Biology Teacher

653302 Spectronic 200 Spectrophotometer Each $1,389.00 653314 Replacement Tungsten Lamp Each $33.75

653302 Spectronic 200

Spectrophotometer

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Carolina ChemKits™

Carolina quality and expertise, at a remarkable value• Cover essential topics for high school general chemistry

• Can be completed in 1 or 2 class periods

• Include premeasured chemicals for a class of 30

Grades 9–12. Carolina ChemKits™ are designed for high school gen-eral chemistry labs and developed with Carolina expertise provided by scientists, educators, and decades of experience. Manufactured in-house to exacting standards and priced to give you the best performance on a budget, these kits are a remarkable value. Each addresses a single topic with a guided investigation that focuses students on data collection, analysis, and critical thinking to help them develop a clear understanding of the topic.

Following the principles of green chemistry, kit chemicals are individually packaged in small, precise quantities to minimize envi-ronmental impact and waste. An added benefit of this approach is reduced prep time, so you spend more time teaching. Combine all of the above with the kits’ comprehensive teaching materials (teach-er’s manual, student blackline masters, and more) and you have the perfect balance of scientific content, value, and ease of use. For more information, visit www.carolinachemistry.com.


If You Want to Teach: We Suggest:Catalog No. Each

Acids and Bases Exploring Acids and Bases 840665 $95.50Understanding pH Measurement 840667 $59.95

Atomic Structure Atomic Theory 840232 $74.95Biochemistry Introduction to Properties of Lipids 841131 $87.95

Qualitative Analysis of Proteins and Amino Acids 841142 $123.50Chemical Bonding Chemical Bonding 840835 $51.50Chemical Reactions Types of Chemical Reactions 840740 $45.75

Vitamin C in Fruit Juices 840994 $39.95Inorganic Reaction Chemistry 840508 $41.95

Chromatography Introduction to Chromatography 688950 $61.95Colligative Properties Ice Cream and Freezing-Point Depression 840890 $19.95

Molar Mass and Freezing-Point Depression 840840 $53.50Classifying Matter Elements, Compounds, and Mixtures 840968 $65.95Conservation of Mass Law of Conservation of Mass 840713 $57.95Equilibrium Chemical Equilibrium and Le Châtelier’s Principle 840709 $43.95

Milk of Magnesia Rainbow 840671 $56.80Gas Laws Gas Laws and Engineering Airbags 840825 $34.95

Molecular Mass of a Volatile Liquid 840850 $11.95Green Chemistry Production of Biodiesel 841148 $89.95Nanotechnology Exploring Nanotechnology 840730 $65.95Organic Chemistry Soap Synthesis 841139 $59.95Periodicity Discovering the Periodic Table 840072 $36.50Properties of Matter Melting Point of Lauric Acid 840875 $15.25

Investigating the Activity Series 840705 $37.95Properties of Matter 840921 $52.95

Solubility Solubility Curves 840950 $21.25Stoichiometry Limiting Reagents and Antacid 840685 $54.95

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Documents

Carolina Resources for Teaching AP Chemistry · PDF fileAll Carolina Investigations™ for AP Chemistry kits offer: • Two teaching approaches: a guided activity and an inquiry activity