Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE ...€¦ · AP Chemistry is the equivalent of the general chemistry course usually taken during the first years of college

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Advanced Placement Chemistry

Course Number: 2352

Department: Science

Grade(s): 11-12

Level(s): Advanced Placement

Credit: 1.5

Course Description AP Chemistry is the equivalent of the general chemistry course usually taken during the first years of college and is designed to follow the successful completion of a high school chemistry course, such as Academic or Honors Chemistry. Topics covered include the structure of matter, kinetic theory of gases, chemical equilibria, chemical kinetics, and the basic concepts of thermodynamics. Strong emphasis is placed on chemical calculations and the mathematical formulations of principles. The course should contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. This rigorous course is intended for students who have demonstrated a willingness to commit considerable time to studying and completing assignments outside of the classroom. (Prerequisite: Chemistry A or H) Required Instructional Materials • Brown LeMay, Bursten, Chemistry the Central Science,

2003. • Brown, LeMay, Bursten, Preparing for the Chemistry AP

Exam, 2004. • Current and sufficient laboratory materials and

equipment for each of the learning strands • Appropriate safety equipment – goggles, aprons,

eyewash, safety shower, etc. • Information technologies – internet and library resources • Periodic table

Completion/Revision Date

Revisions Approved by Board of Education on July 17, 2006

Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course

• Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems.

• Science is the method of observation and investigation used to understand our world. • AP Chemistry involves many fundamental terms that are use in daily life, examples:

solution, mixture, element and compound, etc. • Accuracy and precision are essential tools for careers such as medical, pharmaceutical,

engineering, etc.

AP Chemistry Page 1 of 26 Presented to Science Management Team March 2006

• Technological tools have helped scientists to update theories that describe the nature of atoms.

• The Periodic Table is arranged in a logical sequence that can be used to predict the properties of elements.

• Atoms gain or lose electrons to form ions which can be used to predict the empirical formulas of ionic compounds.

• There is a systematic nomenclature for naming inorganic compounds. • Chemistry has rules that govern how to express chemical formulas and equations,

similar to the rules of grammar. • The mole concept can be applied to predict the outcome of chemical reactions. • One of the most important properties of water is its ability to dissolve a wide variety of

substances. • Many chemical reactions occur while in aqueous solutions. • The study of energy is applicable to chemical and biological reaction such as

metabolism, respiration, photosynthesis, and various industrial applications such as the automobile engine.

• Wave-like properties of electromagnetic radiation are used to demonstrate electron placement in the atom.

• Our knowledge of electronic structure is directly related to understanding the Quantum Mechanical Model, a twentieth century development.

• Many properties of atoms depend on both the net attraction between the nucleus and the outer electrons and on the average distance of those electrons from the nucleus.

• There are periodic trends that demonstrate several key properties of atoms – electron affinity, electronegativity, atomic radius, ionization energy and metallic character.

• The periodic table is useful in predicting periodic trends and periodic properties. • Different kinds of chemical bonding occur based on the electron arrangement of

elements. • Intricate diagrams can be used to pictorially represent microscopic molecular structures. • Molecular shapes and geometry can be predicted by electron placement around

individually bonded atoms. • Lewis structures provide explanations for multiple bonds and bond shape. • Gases present different physical and chemical properties from solids and liquids. • Pressure and temperature are important factors in viewing the kinetic molecular theory

with gases. • Intermolecular forces between neutral molecules depend on their molecular polarity,

size, and shape. • Solids, liquids, and gases display vastly different kinetic behavior at different

temperatures. • Arrangements of atoms within the individual states of solid, liquid, and gas can be

visualized through an understanding of the forces that hold them together. • Aqueous solutions of ionic substances are very important to our daily lives (i.e. air,

ocean, fuels, living fluids, etc.) • Colligative properties of solutions provide insight into the physical nature of their solute

molecules. • Reactions are dynamic and their rate can be influenced by different variables. • Chemical equilibrium occurs when opposing reactions are proceeding at equal rates. • Acids and bases are ubiquitous and important in innumerable chemical processes in

industry, biology, and the environment.


• A large part of the chemical industry can be understood in terms of acid-base reactions. • The physical and chemical characteristics of water make it uniquely important in almost

all chemical reactions that take place in or on this planet. • Spontaneous thermochemical processes are closely tied to energy and equilibrium. • There is a systematic process for balancing redox reactions by the half reaction method. • Oxidation-reduction reactions are very common and truly important chemical reactions in

our everyday lives. • There is a distinctive difference between a chemical reaction and a nuclear reaction. • Nuclear chemistry affects our lives in a variety of ways. • Genetic information provides both similarities and differences between two organisms

and is transferred from one generation to the next by the replication of molecules of DNA.


LEARNING STRAND

1.0 Scientific Reasoning and Communication Skills

NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S) • Inquiry is the integration of process skills,

the application of scientific content and critical thinking to solve problems.

• Science is the method of observation and investigation used to understand our world.

ESSENTIAL QUESTION(S) • How is inquiry used to solve problems or

gather data to better understand a situation? • How do you evaluate data and conclusions to

determine its validity? • How do prior knowledge, bias, and opinion

affect inquiry? • How does new knowledge gained create new

questions?

LEARNING OBJECTIVES The student will: 1.1 Generate scientific questions to be

investigated. 1.2 Read, interpret and examine the credibility

and validity of scientific claims in different sources of information.

1.3 Formulate a testable hypothesis in the ‘If…then…because…’ form that demonstrates logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.

1.4 Design and conduct appropriate types of scientific investigations to answer different questions.

1.5 Identify independent and dependent variables, including those that are kept constant and those used as controls.

1.6 Apply appropriate instruments needed to make observations and collect data precisely.

1.7 Analyze experimental design and data to question validity/reliability, identify variables, and improve experimental design.

1.8 Develop conclusions based on critical data analysis identifying further investigations and/or questions based on the results.

1.9 Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms (tables, graphs, etc.)

1.10 Utilize graphs in order to determine

INSTRUCTIONAL SUPPORT MATERIALS • Sufficient laboratory instrumentation

SUGGESTED INSTRUCTIONAL STRATEGIES

• Performance tasks • Open-ended labs • Laboratory Exercise: “Methods and

Measurement in the Laboratory” • Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response

questions – content and experimental • Computer created spreadsheets and graphs • See other learning strands for integration

SUGGESTED ASSESSMENT METHODS

• Lab reports • Open-ended questions • Teacher observations • Essays and/or compositions • AP style open-ended/constructed response

questions – content and experimental • Research based projects • Computer created spreadsheets and graphs • See other learning strands for integration


patterns and make predictions. 1.11 Apply computer-based tools to present

and research information. 1.12 Gather information using a variety of print

and non-print sources. 1.13 Support scientific arguments using a

variety of print and non-print sources. 1.14 Communicate about science in different

formats using relevant science vocabulary, supporting evidence and clearlogic.


LEARNING STRAND

2.0 Matter and Measurement ENDURING UNDERSTANDING(S) • AP Chemistry involves many fundamental

terms that are used in daily life, examples: solution, mixture, element and compound, etc.

• Accuracy and precision are essential tools for careers such as medical, pharmaceutical, engineering, etc.

• Technological tools have helped scientists to update theories that describe the nature of atoms.



• There is a systematic nomenclature for naming inorganic compounds.

ESSENTIAL QUESTION(S) • Why do many chemical properties rely on

quantitative measurements, involving both numbers and units?

• How do we characterize, identify, and separate chemical substances?

LEARNING OBJECTIVES – The student will: 2.1 Examine ways to classify materials

• pure substances and mixtures • elements and .compounds.

2.2 Separate and characterize substances based on their properties.

2.3 Choose appropriate measurement tools and units for a specific purpose.

2.4 Measure accurately using metric units and SI units.

INSTRUCTIONAL SUPPORT MATERIALS • Laboratory materials • Scientific calculators

SUGGESTED INSTRUCTIONAL STRATEGIES • Problem solving • Group work • Laboratory Exercise:

• Determination of the formula of a compound

• Analytical gravimetric determination • Performance tasks • Open-ended labs • Modeling • AP style open-ended/constructed response

questions – content and experimental • Computer created spreadsheets and graphs

SUGGESTED ASSESSMENT METHODS • Laboratory observations, reports, and

performance assessments • Homework (readings, questions and

problems) • Presentation of problems


• Tests • Student participation


LEARNING STRAND

3.0 Atoms, Molecules, and Ions ENDURING UNDERSTANDING(S) • Technological tools have helped scientists

to update theories that describe the nature of atoms.



• There is a systematic nomenclature for naming inorganic compounds.

ESSENTIAL QUESTION(S) • How do all the materials in the world exhibit

striking and seemingly infinite variety of properties, including different colors, textures, solubilities, and chemical reactivities?

LEARNING OBJECTIVES – The student will: 3.1 Understand the discovery and

development of the modern nuclear model of the atom

3.2 Name and assemble ionic, molecular, and empirical formulas.

3.3 Discuss the development behind the organization of the modern periodic table.

3.4 Write correct nomenclature to ionic and molecular compounds.

3.5 Differentiate between an atom, ion, isotopeand molecule.

INSTRUCTIONAL SUPPORT MATERIALS • Laboratory materials • Scientific calculators • Periodic table

SUGGESTED INSTRUCTIONAL STRATEGIES • Problem solving • Group work • Laboratory investigation:

• Determination of the water of hydration in a hydrated salt

• Performance tasks • Open-ended labs • Modeling • AP style open-ended/constructed response




problems) • Presentation of problems • Tests • Student participation


LEARNING STRAND

4.0 Stoichiometry: Calculations with Chemical Formulas and Equations ENDURING UNDERSTANDING(S) • Chemistry has rules that govern how to

express chemical formulas and equations, similar to the rules of grammar.

• The mole concept can be applied to predict the outcome of chemical reactions.

ESSENTIAL QUESTION(S) • How does the chemical formula and chemical

equation provide important quantitative information about the substances that it represents?

• What rules do scientists follow when writing chemical equations?

LEARNING OBJECTIVES – The student will:

4.1 Use chemical formulas to write chemical equations that represent chemical reactions

4.2 Develop a facility with the mole concept and apply it to chemical reactions

4.3 Predict the amounts of substances consumed and/or produced in a chemical reaction

4.4 Determine which reactant is in excess and which is the limiting reactant


SUGGESTED INSTRUCTIONAL STRATEGIES • Problem solving • Group work • Laboratory investigation:

• Determination of mass and mole relationships in chemical reactions







LEARNING STRAND

5.0 Aqueous Reactions and Solution Stoichiometry ENDURING UNDERSTANDING(S) • One of the most important properties of

water is its ability to dissolve a wide variety of substances.

• Many chemical reactions occur while in aqueous solutions.

ESSENTIAL QUESTION(S) • Why is water so unusual in its ability to

dissolve so many other substances? • Why are many of the chemical reactions that

take place within us and around us occurring in water solutions?

• How can the concentrations of solutions be expressed quantitatively and be used to predict the outcome of aqueous chemical reactions?

LEARNING OBJECTIVES – The student will: 5.1 Differentiate between the three basic types

of chemical processes that occur in aqueous solutions: • Precipitation reactions • Acid-base reactions • Oxidation-reduction reactions

5.2 Demonstrate how to write net ionic equations.

5.3 Consider how the concentration of a solution is determined.

5.4 Solve for an unknown solution concentration by using a known solution concentration.


SUGGESTED INSTRUCTIONAL STRATEGIES • Performance tasks • Open-ended labs • Modeling • AP style open-ended/constructed response

questions – content and experimental • Computer created spreadsheets and graphs • Laboratory Exercise:

• Redox titration • Separation and qualitative analysis of

cations and anions • Thermite demonstration





LEARNING STRAND

6.0 Thermochemistry ENDURING UNDERSTANDING(S) • The study of energy is applicable to

chemical and biological reaction such as metabolism, respiration, photosynthesis, and various industrial applications such as the automobile engine.

ESSENTIAL QUESTION(S) • Why does modern society depend so much

on energy for its existence? • What chemical and thermal reactions occur

daily that determine human well-being and comfort?

LEARNING OBJECTIVES – The student will: 6.1 Recognize the nature of energy and its

changes supporting the first law of thermodynamics.

6.2 Relate enthalpy as a state function to determine heat lost or gained by a system in a process such as a chemical reaction.

6.3 Demonstrate how calorimetry is related to foods and fuels.




• Calorimetry and specific heat • Hess’s Law • Determination of enthalpy change

associated with a reaction • Review of sample and practice problems





LEARNING STRAND

7.0 Electron Structure in Atoms ENDURING UNDERSTANDING(S) • Wave-like properties of electromagnetic

radiation are used to demonstrate electron placement in the atom.

• Our knowledge of electronic structure is directly related to understanding the Quantum Mechanical Model, a twentieth century development.

ESSENTIAL QUESTION(S) • What are the fundamental reasons for the

periodic table being arranged the way it is? • How does light relate to matter?

LEARNING OBJECTIVES – The student will: 7.1 Recognize the numerous types of

electromagnetic radiation. 7.2 Characterize the type of electromagnetic

radiation using wavelength, frequency, and speed of light.

7.3 Realize that the colors of fireworks are based upon the arrangements of electrons in atoms of certain elements.

7.4 Construct a model of electron configuration, orbital notation, and suggest how atoms might bond.

INSTRUCTIONAL SUPPORT MATERIALS • Laboratory materials • Scientific calculators • Periodic table • Spectroscope • Gas discharge apparatus • Bright line spectral chart


questions – content and experimental • Computer created spreadsheets and graphs • Lab exercise:

• Hydrogen spectrum





LEARNING STRAND

8.0 Periodic Properties of the Elements ENDURING UNDERSTANDING(S) • Many properties of atoms depend on both

the net attraction between the nucleus and the outer electrons and on the average distance of those electrons from the nucleus.

• There are periodic trends that demonstrate several key properties of atoms – electron affinity, electronegativity, atomic radius, ionization energy and metallic character.

• The periodic table is useful in predicting periodic trends and periodic properties.

ESSENTIAL QUESTION(S) • Why is the Periodic Table the most significant

tool that chemists use for organizing and remembering chemical facts?

• Why is the most striking feature of different elements, their electron configurations?

LEARNING OBJECTIVES – The student will: 8.1 Use the periodic table to predict bond

formation 8.2 Compare periodic trends and the

relationship to energy associated with electrons

8.3 Differentiate between physical and chemical properties of metals and nonmetals

8.4 Identify the importance of metals, nonmetals, metalloids, and the inert gases.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table


questions – content and experimental • Computer created spreadsheets and graphs • Periodic Puzzle Card Activity





LEARNING STRAND

9.0 Chemical Bonding ENDURING UNDERSTANDING(S) • Different kinds of chemical bonding occur

based on the electron arrangement of elements.

• Intricate diagrams can be used to pictorially represent microscopic molecular structures.

ESSENTIAL QUESTION(S) • Why are the properties of substances

determined in large part by the chemical bonds that hold their atoms together?

• What incredible forces hold atoms together in specific ratios to create the wide array of chemical compounds on this planet?

LEARNING OBJECTIVES – The student will: 9.1 Diagram valence electrons with Lewis

structures and relate bonding characteristics to the periodic table.

9.2 Determine bond type using the electronegativity.

9.3 Demonstrate how to use formal charge to suggest a model for the molecule or ion.

9.4 Provide an understanding of resonance and exceptions to the octet rule.

9.5 Estimate the enthalpies of reactions using average bond energy tables.




• Molecular model kit • Bond type and VSEPR Theory





LEARNING STRAND

10.0 Molecular Geometry ENDURING UNDERSTANDING(S) • Molecular shapes and geometry can be

predicted by electron placement around individually bonded atoms.

• Lewis structures provide explanations for multiple bonds and bond shape.

ESSENTIAL QUESTION(S) • How do molecules exist in a 3D presentation?• How does electron arrangement predict

molecular geometry through VSEPR theory? • Why are the sensations of smell and vision

dependent upon the molecular shape of the substances viewed or inhaled?

• How does the shape and size of a molecule partly determine the properties of that substance?

LEARNING OBJECTIVES – The student will: 10.1 Discover that the shape of a molecule is

determined by electron placement and bond angles of the atoms within.

10.2 Recognize that Lewis structures tell the student which atoms are physically connected to which.

10.3 Predict the best arrangement of electron domains using the VSEPR model.

10.4 Demonstrate with the molecular model kit the shapes of larger molecules, multiple bonds, and molecular polarity.

10.5 Expand student knowledge of valence bond theory by investigating sp hybrid orbitals, orbital overlap, bond order, and electron configuration.

INSTRUCTIONAL SUPPORT MATERIALS • Molecular model kit


questions – content and experimental • Computer created spreadsheets and graphs • Laboratory activity

• Molecular model kit





LEARNING STRAND

11.0 Gases ENDURING UNDERSTANDING(S) • Gases present different physical and

chemical properties from solids and liquids.

• Pressure and temperature are important factors in viewing the kinetic molecular theory with gases.

ESSENTIAL QUESTION(S) • How are gases different in their physical and

chemical properties from solids and liquids during chemical reactions?

• How do pressure and temperature relate to the kinetic molecular theory of gases?

• Why does the relative simplicity of the gas state afford such a good starting point to understand the properties of matter in terms of its atomic and molecular constitution?

LEARNING OBJECTIVES – The student will: 16.1 Compare and contrast the molecular

properties of solids, liquids, and gases. 16.2 Recognize the factors that temperature and

pressure play in chemical reactions involving gases.

16.3 Explain the pressure, volume, temperature relationships of the four basic gas laws: Boyles, Charles, Gay-Lussac, Avogadro.

16.4 Solve reaction stoichiomety problems using the ideal gas law equation.

16.5 Explain gas behavior according to the kinetic molecular theory.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table • Absolute Zero Demonstration Kit

SUGGESTED INSTRUCTIONAL STRATEGIES • Laboratory activity:

• Molar volume of a gas • Molar mass of a gas • Effusion vs diffusion • Collection of gas over water







LEARNING STRAND

12.0 Intermolecular Forces, Liquids and Solids ENDURING UNDERSTANDING(S) • Intermolecular forces between neutral

molecules depend on their molecular polarity, size, and shape.

• Solids, liquids, and gases display vastly different kinetic behavior at different temperatures.

• Arrangements of atoms within the individual states of solid, liquid, and gas can be visualized through an understanding of the forces that hold them together.

ESSENTIAL QUESTION(S) • Why are virtually all substances that exist in

the liquid state at room temperature molecular?

• What incredible forces within molecules give rise to covalent bonds that influence molecular shape, bond energy, and many aspects of chemical behavior?

LEARNING OBJECTIVES – The student will: 12.1 Explain how solids and liquids exist

because of their intermolecular forces 12.2 Identify the different types of intermolecular

forces and compare their effects on specific molecules

12.3 Summarize how viscosity, surface tension, and capillary action in liquids relate to intermolecular forces.

12.4 Provide examples of a crystalline solids and amorphous solids and relate this to the unit cell and crystal packing theory.

INSTRUCTIONAL SUPPORT MATERIALS • Molecular model kit/Styrofoam spheres • Overhead transparencies of crystal packing • Scientific calculators • Periodic table


• NaCl “diamonds • Separation by chromatography

• Laboratory Demonstration: • Crystal packing efficiency with iron wire

• Carbon and graphite models • Performance tasks • Open-ended labs • Modeling • AP style open-ended/constructed response






LEARNING STRAND

13.0 Properties of Solutions ENDURING UNDERSTANDING(S) • Aqueous solutions of ionic substances are

very important to our daily lives (i.e. air, ocean, fuels, living fluids, etc.).

• Colligative properties of solutions provide insight into the physical nature of their solute molecules.

ESSENTIAL QUESTION(S) • Why are aqueous solutions of ionic

substances so important in chemistry and our daily lives?

• Why is it that most of the materials that we encounter in everyday life are mixtures?

• How are the concentrations of solutions quantitatively determined?

LEARNING OBJECTIVES – The student will: 13.1 Explain the solution process with the

role of intermolecular forces. 13.2 Recognize dilute and concentrated

solutions. 13.3 Identify the forces that allow gases to be

dissolved in aqueous solution. 13.4 Calculate and prepare a solution

concentration. 13.5 Relate how colligative properties allow

for such phenomenon as vapor pressure lowering, boiling point elevation, freezing point depression, and osmotic pressure.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table • Appropriate laboratory equipment • Overhead transparencies

• Phase diagrams • Solution process • Solubility table of salts


• Freezing point depression • Determination of molecular mass • Precipitation of an insoluble salt • Standardization of a solution as a primary

standard • Demonstration:

• Super saturation of sodium acetate • Performance tasks • Open-ended labs • Modeling • AP style open-ended/constructed response


SUGGESTED ASSESSMENT METHODS • Laboratory investigations, reports, and




LEARNING STRAND

14.0 Chemical Kinetics ENDURING UNDERSTANDING(S) • Reactions are dynamic and their rate can

be influenced by different variables. • Chemical kinetics helps society to

research and explain technological advances related to: medicines and how they work, environmental issues, development of new materials, digestion of food.

ESSENTIAL QUESTION(S) • Why do chemical reactions convert

substances with well-defined properties into other materials with different properties?

• What factors determine the rates at which chemical reactions occur?

LEARNING OBJECTIVES – The student will: 14.1 Explain how concentration, physical states

of reactants, temperature, and catalysts affect reaction rate.

14.2 Derive and express reaction rates and use stoichiometry of reaction.

14.3 Examine how rate laws are determined experimentally.

14.4 Identify rate laws. 14.5 Recognize activation energy and consider

reactions that require a minimum of input energy.

14.6 Demonstrate the step-by-step molecular pathways that are the mechanisms by which reactions take place.

14.7 Discuss how catalysts and enzymes can speed up chemical reactions.



questions – content and experimental • Computer created spreadsheets and graphs • Laboratory activity:

• Determination of reaction rate and reaction order

SUGGESTED ASSESSMENT METHODS • Laboratory investigation, reports, and




LEARNING STRAND

15.0 Chemical Equilibrium ENDURING UNDERSTANDING(S) • Chemical equilibrium occurs when

opposing reactions are proceeding at equal rates.

ESSENTIAL QUESTION(S) • How can a scientist predict and calculate the

amounts of products formed in a chemical reaction?

• Why do chemical systems respond differently to changes in concentration, volume, pressure, and temperature?

LEARNING OBJECTIVES – The student will: 8.1 Explain the concept of equilibrium in a

chemical reaction. 8.2 Identify how to use an equilibrium constant

in a chemical equilibrium constant expression.

8.3 Calculate equilibrium constants from known or given values of reaction kinetics.

8.4 Predict, using equilibrium expressions, the concentrations of reactants and products needed in a chemical reaction done in a laboratory setting.

8.5 Understand the implications of Le Chatelier’s Principle and predict how a system responds to situations where concentration, temperature, volume, pressure, and temperature change.


SUGGESTED INSTRUCTIONAL STRATEGIES • Performance tasks • Open-ended labs • Lab Activity

• Determination of the equilibrium constant for a chemical reaction

• Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response






LEARNING STRAND

16.0 Acid-Base Equilibria ENDURING UNDERSTANDING(S) • Acids and bases are ubiquitous and

important in innumerable chemical processes in industry, biology, and the environment.

• A large part of the chemical industry can be understood in terms of acid-base reactions.

ESSENTIAL QUESTION(S) • What particular factors make a substance

behave as an acid or a base? • Why are acids and bases so important in so

many chemical processes that occur around or inside us?

LEARNING OBJECTIVES – The student will: 16.1 Clearly define an acid or a base in terms

of the following accepted modern theories:

• Arrhenius Theory • Bronsted-Lowry Theory • Lewis Theory

16.2 Demonstrate the idea of proton donation in defining a species of ion as acidic.

16.3 Explain conjugate acid-base pairs. 16.4 Recognize the autoionization of water

that may be used to establish the equilibrium constant for specific acid-base reactions.

16.5 Describe and use the pH scale in a mathematical application.

16.6 Differentiate between strong and weak acids on the level of ionization.

16.7 Explain Ka and Kb in the equilibrium process and use it to calculate not only pH, but other stoichiometric factors.

16.8 Identify the limitations and uses of each of the three acid-base theories.


SUGGESTED INSTRUCTIONAL STRATEGIES • Performance tasks • Open-ended labs • Lab Exercise:

• Determination of concentration by acid base titration

• Determination of weak acid/strong acid, weak base/strong base

• Determination of appropriate indicators used in various acid/base titrations

• pH determination • Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response






LEARNING STRAND

17.0 Additional Aspects of Aqueous Equilibria ENDURING UNDERSTANDING(S) • The physical and chemical characteristics

of water make it uniquely important in almost all chemical reactions that take place in or on this planet.

ESSENTIAL QUESTION(S) • What special types of equilibria occur in

aqueous solutions found in nature such as biological fluids and seawater?

• What forces are understood with the formation of solutions with slightly soluble salts and those involving the formation of metal complexes in solution?

• Why does water occupy such an important position in chemical, environmental, and biological settings?

LEARNING OBJECTIVES – The student will:

17.1 Discover the common-ion effect related to Le Chatelier.

17.2 Recognize the unusual characteristics of a buffer.

17.3 Use the solubility-product-constant to determine the solubility of a salt in aqueous solution.

17.4 Learn how ions are precipitated selectively by use of particular chemicals in specific reactions.

17.5 Use the principles of solubility and “complexation equilibria” to identify ions qualitatively in solution.



• Preparation and properties of a buffer solution







LEARNING STRAND

18.0 Chemical Thermodynamics ENDURING UNDERSTANDING(S) • Spontaneous thermochemical processes

are closely tied to energy and equilibrium.

ESSENTIAL QUESTION(S) • How does society recognize and afford the

enormous amounts of energy that prepare synthetic and naturally-occurring materials?

LEARNING OBJECTIVES – The student will: 18.1 Discuss the spontaneous process and

energy relationships related to the first lawof thermodynamics.

18.2 Recognize that many chemical reactions are reversible and that there are methods to determine their spontaneity.

18.3 Reflect upon the nature of gases and how they demonstrate special situations to consider when working with thermodynamic data.

18.4 Explain how the term entropy applies to thermodynamic principles.

18.5 Relate the second and third laws of thermodynamics to chemical reactions.

18.6 Calculate energy changes for chemical reactions from experimental and theoretical data.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table • Thermodynamic data table

SUGGESTED INSTRUCTIONAL STRATEGIES • Performance tasks • Open-ended labs • Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response






LEARNING STRAND

19.0 Electrochemistry ENDURING UNDERSTANDING(S) • There is a systematic process for

balancing redox reactions by the half reaction method.

• Oxidation-reduction reactions are very common and truly important chemical reactions in our everyday lives.

ESSENTIAL QUESTION(S) • How does the corrosion of iron metal and the

production of electricity in batteries demonstrate the electrochemical processes that occur daily in our lives?

LEARNING OBJECTIVES – The student will: 19.1 Calculate loss and gain of electrons to

balance redox reactions. 19.2 Explain how a voltaic cell works. 19.3 Calculate the voltage of cells and the

relative strengths of oxidizing and reducing agents using the standard reduction potential tables.

19.4 Recognize that batteries are based on voltaic cells.

19.5 Discuss the spontaneous nature of corrosion and how it relates to oxidation-reduction.

19.6 Examine electrolytic cells which use electricity and then explain the relationship between the quantity of current flowing through a cell and the amounts of products obtained.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table • Standard Reduction Potential Tables


• Determination of electrochemical series • Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response






LEARNING STRAND

20.0 Nuclear Chemistry ENDURING UNDERSTANDING(S) • There is a distinctive difference between a

chemical reaction and a nuclear reaction. • Nuclear chemistry affects our lives in a

variety of ways.

ESSENTIAL QUESTION(S) • How are chemical reactions different from

reactions that originate in the nucleus of an atom?

LEARNING OBJECTIVES – The student will: 20.1 Describe nuclear reactions by equations

analogous to chemical equations. 20.2 Explain the difference between alpha and

beta particles and gamma radiation. 20.3 Recognize how nuclear stability is

established. 20.4 Identify the mechanisms of nuclear

transmutations. 20.5 Calculate half-life and how radioisotopes

decay. 20.6 Discuss how energy changes in nuclear

reactions are related to mass changes via the famous Einstein equation, E=mc2.

20.7 Compare the energy and processes of fusion and fission.

20.8 Summarize how radiation in nuclear reactions has the potential to cause damage to biological materials.


SUGGESTED INSTRUCTIONAL STRATEGIES • Performance tasks • Open-ended labs • Inquiry • Modeling • Hands-on, minds-on lab activities • AP style open-ended/constructed response







LEARNING STRAND

21.0 The Chemistry of Life: Organic and Biological Chemistry ENDURING UNDERSTANDING(S) • Genetic information provides both

similarities and differences between two organisms and is transferred from one generation to the next by the replication of molecules of DNA.

ESSENTIAL QUESTION(S) • How does the element carbon form such a

vast number of compounds?

LEARNING OBJECTIVES – The student will: 21.1 Review the structures and reactivity of

simple carbon-containing compounds. 21.2 Categorize the several classes of

hydrocarbons. 21.3 Apply the nomenclature essential to

communicating organic chemicals effectively.

21.4 Recognize how isomerism permits the vast number of organic compounds.

21.5 Identify the different functional groups and demonstrate how these allow specific organic reactions to occur.

21.6 Consider the array of biochemically important molecules—proteins, carbohydrates, and nucleic acids.

INSTRUCTIONAL SUPPORT MATERIALS • Scientific calculators • Periodic table • Molecular Model Kit


• Preparation and analysis of aspirin • Preparation of an ester • Colorimetric or spectrophotometric analysis






Documents

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE ...€¦ · AP Chemistry is the equivalent of the general chemistry course usually taken during the first years of college