tagmagnet.org · Web viewChemistry lab time comprises approximately 33% of contact time. Students must turn in completed laboratory write-ups after each lab. Each student will be

Curricular Requirements Page(s)CR1 Students and teachers use a recently published (within the last 10 years) college-level chemistry 2

Textbook.CR2 The course is structured around the enduring understandings within the big ideas as described 2, 8, 9, 10, 11, 12, 13, 14,

in the AP Chemistry Curriculum Framework. 15, 16, 17, 18, 19, 20, 21CR3a The course provides students with opportunities outside the laboratory environment to meet the 8, 10, 14, 15

learning objectives within Big Idea 1: Structure of matter. CR3b The course provides students with opportunities outside the laboratory environment to meet the 9, 20, 21

learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction.

CR3c The course provides students with opportunities outside the laboratory environment to meet the 10, 11learning objectives within Big Idea 3: Chemical reactions.

CR3d The course provides students with opportunities outside the laboratory environment to meet the 17learning objectives within Big Idea 4: Rates of chemical reactions.

CR3e The course provides students with opportunities outside the laboratory environment to meet the 12, 13, 14learning objectives within Big Idea 5: Thermodynamics.

CR3f The course provides students with opportunities outside the laboratory environment to meet the16, 17, 18, 19,

20learning objectives within Big Idea 6: Equilibrium.

CR4 The course provides students with the opportunity to connect their knowledge of chemistry and 11, 15science to major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.

CR5a Students are provided the opportunity to engage in investigative laboratory work integrated 2, 4throughout the course for a minimum of 25 percent of instructional time.

CR5b Students are provided the opportunity to engage in a minimum of 16 hands-on laboratory experiments2, 4, 5, 6,

7, 8integrated throughout the course while using basic laboratory equipment to support the learningobjectives listed within the AP Chemistry Curriculum Framework.

CR6 The laboratory investigations used throughout the course allow students to apply the seven science 2, 4, 5, 6, 7, 8practices defined in the AP Chemistry Curriculum Framework. At minimum, six of the required 16 labs are conducted in a guided-inquiry format.

CR7 The course provides opportunities for students to develop, record, and maintain evidence of their 2, 3, 4verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations.

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CHEMISTRY AP

GENERAL CURRICULAR REQUIREMENTS

INSTRUCTIONAL OBJECTIVES: The AP Chemistry course is designed to be the equivalent of the general inorganic chemistry course usually taken during the first year of college. For some students, this course enables them to undertake, as freshmen, second-year work in the chemistry sequence or to register in other courses where the general chemistry course is a prerequisite. The AP Chemistry course should be rigorous enough to contribute to the development of the students’ abilities to think clearly and to express their ideas logically and with clarity. The course covers chemistry topics more in depth and with greater emphasis on chemical calculations, mathematical formulation, and the theoretical aspects involved in chemistry. (College Board, 2012).

The AP Chemistry course is designed and conducted to give the student a deeper understanding in chemistry. Students are expected to take the AP Chemistry exam given in May of each year. Passing this exam may allow the student to enter the college chemistry sequence at a knowledge level above that of the normal student. Students are expected to work at levels higher (college level) than those found in a regular class, including conducting advanced chemistry laboratories. Additionally, intense studying outside of the regular class will be required for the student to be successful. Even though students will be working on college level material, it is advantageous to complete certain courses in high school because teachers are able to tutor and encourage in a manner not usually found in college.

COURSE DESIGN: Students taking AP courses are required to make interdisciplinary connections. Due to the large number of connections between chemistry and physics, students at our school are required to take both the AP Chemistry course and the AP Physics course concurrently. The students are also required to take a separate AP laboratory class that meets every other day where AP Chemistry and AP Physics laboratories are alternated for the full year. The laboratories are correlated to match the lecture concepts throughout the year. This three course package helps the students make the connections between the curricula and the real world. Additionally, the required lab class allows the students to complete over thirty chemistry and thirty physics laboratories each during the school year. Laboratories are conducted by students as individuals or in student centered groups requiring critical thinking of two to four students.

TEXTBOOK: Chemistry, Zumdahl and Zumdahl, (publisher Brooks/ColeCengage) 9th Edition – AP Edition © 2013 [CR 1]

LECTURE COURSE: The lecture course meets for 90 minutes every other day for a total of 240 minutes in a 10 day block. The lab course also meets for 240 minutes in each block with a minimum of 120 minutes being for chemistry resulting in approximately 33% of the contact time being in the lab setting. [CR5a,b, CR6, CR7]

Lecture is taught using a combination of interactive lectures, discussions, and problem solving. As part of the lecture, quizzes are periodically used to assess student comprehension and to review and reinforce the taught concepts. Note taking and problem solving skills are constantly stressed to help prepare the student for college. Comprehensive exams with both multiple choice and free response questions are given at the end of each major topic. Released College Board AP Chemistry questions and materials are used as part of every lecture. Students are required to solve complex mathematical problems (i.e. Hess Law, Nernst Equation, Van der Waals Equation, Ideal Gas Law, Rate Law, etc.). Students must also link problems and topics together both mathematically and conceptionally. Problems from released AP exams are used as class problems, review problems, and similar problems are placed on exams. The students complete homework assignments for each lecture topic using the University of Texas Quest electronic

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question system. The Quest assignments each require from one to three hours for completion. Teacher-created handouts and outlines are used to assist the students. The AP Chemistry Lecture course is graded with major exams comprising approximately 70% of the grade and other assignments (i.e. homework, class work, quizzes, etc.) counting approximately 30%.One hour tutoring sessions are available before and after school three to five times per week. Additional 2 to 3 hour long tutoring sessions are scheduled during the spring semester as needed. Three day long Saturday tutoring sessions are used each year to help review for the AP exam.

STRUCTURE OF THE COURSE: AP Chemistry is built around six big ideas and seven science practices. The big ideas are: [CR 2]

Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

The science practices for AP Chemistry are:

Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.Science Practice 2: The student can use mathematics appropriately. Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific questionScience Practice 5: The student can perform data analysis and evaluation of evidence.Science Practice 6: The student can work with scientific explanations and theories.Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.

LABORATORY INVESTIGATIONS: The laboratory portion of this class is to be the equivalent of a college laboratory experience. As with most colleges, we have separate lecture and laboratory classes. Because some colleges require proof of the laboratory portion of the course before granting credit, all students will keep a laboratory binder. The laboratory binder given to the students is designed to be a complete laboratory experience for the student. When the students finish AP Chemistry, they are encouraged to take their laboratory binder with them to college. [CR7]

The laboratory binder includes all thirty-one of the laboratory investigations to be completed during the AP laboratory course. They are twenty-eight are “wet labs” and seven of the laboratories are student inquiry based. Laboratories are selected from college laboratory manuals, commercial laboratory manuals and commercial laboratory pre-designed kits. Students are required to use critical thinking and analysis skills during all laboratories. When possible, complex labs covering multiple topics will be used.

The school is on a block schedule, so class length is approximately 90 minutes, which generally allows enough time for students to complete the laboratory investigation. However, the AP laboratory course is scheduled for the last period each day, so the students know that if there are

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equipment problems, requiring extra time, they can stay during tutoring time to complete them. Chemistry lab time comprises approximately 33% of contact time. Students must turn in completed laboratory write-ups after each lab. Each student will be required to formally report their results once per semester using a method of their choice (PowerPoint, Poster, Article, etc.). Additionally, at least once each grading period, class data will be compiled prior to completing the lab report. [CR 5a, 5b, 6, 7]

LABORATORY EQUIPMENT: The school is equipped with a full range of glassware (beakers, flasks, burets, eudiometer, pipets, etc.), instruments (Spec-20s, analytical balances, centrifuges, ovens, etc.), and data gathering probes. All of the students have access to computers with a full range of MS Office products on them. In addition, all computers have the Vernier Logger Pro for data analysis. Data will be collected (1) by the students, (2) via computer or (3) via data gathering handheld units. All data is recorded in their laboratory binder. [CR 5b]

LABORATORY INVESTIGATION SEQUENCE:

FALL SEMETER:

1. Laboratory Safety and Equipment (L.O. 1.3, 1.4) (S.P. 1.1, 1.4, 2.2, 5.1)Students will:

- read and understand MSDS - demonstrate safe laboratory practices - demonstrate safe data analysis skills

- demonstrate correct lab reporting Group and Report Size: Individual

2. Eight Solution Problem (L.O. 2.15, 3.1, 3.3, 3.4) (S.P. 3.3, 4.3, 5.1, 6.1) Students will:

- use chemical and physical properties to identify compounds Group and Report Size: Groups of Two

3. Ten Solution Problem (L.O. 2.15, 3.1, 3.3, 3.4) (S.P. 3.3, 4.3, 5.1, 6.1) Inquiry Lab Students will:

- use chemical and physical properties to identify compounds Group and Report Size: Groups of Two

4. Determination of the Formula of a Hydrate (L.O. 3.5) (S.P. 2.1, 2.2, 4.3, 5.3, 6.1, 6.4) Students will:

- use gravimetric techniques to determine the formula for a hydrate by heating to constant mass- use stoichiometric analysis to determine the empirical formula

Group and Report Size: Groups of Two

5. Paper Chromotography for Ion Determination (L.O. 2.7, 2.8, 2.10) (S.P. 1.4, 3.3, 5.2, 7.2) Student will:

- use chemical and physical aspects of ions to calculate the rf values for known and unknowns

- use the rf values and color spots to identify unknown ions based on movement in a solvent


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6. Forensic Chemistry of Empirical Formulas (L.O. 5.1, 6.4) (S.P. 2.1, 2.2, 4.2, 5.1, 5.3, 6.4, 6.5) Inquiry Lab Students will:

- develop a procedure using empirical formulas to identify a series of unknown substances- use percent composition data to determine the empirical formulas of

compounds and then use these formulas to solve a complex problem Group and Report Size: Individual, Class Data Combined

7. Determination of Avagadro’s Number (L.O. 3.6) (S.P. 2.2,4.3, 6.1) Students will:

- collect data to determine Avagadro’s Number based on molecular volume Group and Report Size: Groups of Two

8. Titration of a Monoprotic Acid (L.O. 1.20, 6.13, 6.18, 6.20) (S.P. 1.4, 2.3, 3.3, 4.3, 5.1, 5.3, 6.4, 7.1)

Students will:- collect and plot data using electronic systems- use constructed curves to calculate values for the unknown acid


9. Titration of Unknown Acids Using Indicators (L.O. 1.20, 6.13, 6.18, 6.20) (S.P. 1.4, 2.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1)

Inquiry Lab Students. Will:

- develop a set of procedures to identify the unknown acid molarities using titration- use colorimetric titrations to determine molarity of unknown acids

Group and Report Size: Individual

10. A Collection of Reactions (L.O. 1.5, 2.2, 4.3, 5.1, 6.4) (S.P. 1.5, 2.2, 4.3, 5.1, 6.4) Students will:

- analyze data to predict reaction products- collect data using chemical and physical methods to determine reaction type


11. Exothermic And Endothermic Reactions (L.O. 3.6, 3.11, 4.6, 5.3, 5.6, 5.8) (S.P. 1.4, 2.2, 3.3, 4.3, 5.2, 6.4, 7.1)

Students will:- use enthalpy data to identify reactions as endothermic or exothermic- generate and evaluate enthalpy graphs


12. Which Metal Will Burn the Skin (L.O. 5.7, 5.8) (S.P. 2.3, 3.3, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4) Inquiry Lab Students will:

- develop a set of procedures to identify various metals using calorimetry- use calorimetry to identify various metals- make comparisons between the microscopic and macroscopic structure of

metals and their observed properties Group and Report Size: Groups of Two

13. Periodicity (L.O. 1.10, 1.11) (S.P. 4.3, 6.1, 6.4) Students will:

- use physical and chemical properties to predict trends used to develop the periodic table

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14. Qualitative Analysis of Common Unknown Powders (L.O. 2.15, 3.3, 3.4, 3.10) (S.P. 3.3. 4.3. 5.1. 5.2. 6.4. 7.1)

Students will:- use chemical and physical properties including solubility, pH, gas production, and

enthalpy to identify 10 unknown white powders Group and Report Size: Groups of Two

15. Beer-Lambert Law (L.O. 1.15, 1.16, 3.4) (S.P. 4.1, 4.2, 5.1, 5.3, 6.4, 7.1) Inquiry Lab Students will: -

- produce a set of procedures to develop a serial dilution for spectrophotometricanalysis

- use colorimeters to construct concentration curves based on serial dilutions- use Beers Law to predict concentration and absorbance values for unknowns


16. A Beer’s Law Study (L.O. 1.15, 1.16, 3.4) (S.P. 4.1, 5.1, 5.3, 6.4, 7.1) Students will:

- use colorimeters to construct concentration curves based on serial dilutions- use Beers Law to predict concentration and absorbance values for unknowns

Group and Report Size: Groups of Four

SPRING SEMESTER:

17. Pressure-Temperature Relationships in Gases (L.O. 3.4) (S.P. 2.2, 4.3, 5.3, 6.2) Students Will:

- analyze the collected data to examine the relationships between pressure and temperature in gases


18. Study of the Kinetics of Reactions (L.O. 1.16, 4.1, 4.2, 4.3, 4.4, 5.1) (S.P. 2.1, 2.2, 3.3, 4.3, 5.1, 6.4)

Students will: - collect data examining the rate of reactions- use this data to calculate and formulate reactant orders and to develop the rate law


19. Rate Law Determination of a Crystal Violet Reaction (L.O. 1.16, 4.1, 4.2, 4.3, 4.4, 5.1) (S.P. 2.1, 2.2, 3.3, 4.3, 5.1, 6.4)

Students will:- collect data on reaction rates graphically- using the data, determine the reactant orders and the integrated rate law


20. Changing of Equilibrium (L.O. 6.8, 6.9) (S.P. 1.4, 5.2, 6.4) Students will:

- qualitatively observe the effects of stresses on system equilibrium Group and Report Size: Groups of Two

21. Equilibrium and LeChatliers Principle (L.O. 6.8, 6.9) (S.P. 1.4, 5.2, 6.4) Students will:

- qualitatively observe the effects of stresses on system equilibrium - describe and predict equilibrium changes due to LeChatlier’s Principle


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22. Determination of the ka of Indicators (L.O. 2.2, 3.7) (S.P. 2.2, 3.2, 4.3, 5.2, 5.3, 6.1, 6.4) Students will:

- use serial dilutions and indicator color to determine the indicator ka value- predict pH of various solutions using the ka of indicators


23. A Study of the pH, Dissociation, Hydrolysis, and Buffering of Solutions (L.O. 1.17, 2.1, 3.2, 3.3, 5.10, 5.16, 6.11) (S.P. 2.2, 3.2, 4.3, 4.4, 5.1, 6.1, 6.3, 7.2)

Students will:- collect and compare the calculated and measured pH values of different acids- use the pH data to determine ka values for various acids- collect data from buffered solutions and then compare measured and calculated pH of

buffered solutions Group and Report Size: Groups of Four

24. The Solubility Product Constant of Lead (II) Iodide (L.O. 6.21, 6.22, 6.23, 6.24) (S.P. 2.2, 4.3, 5.1, 6.1)

Students will: - use measure and collect data used in the determination of the ksp for PbI2

- use the ksp to predict the precipitation concentrations of a PbI2 solution Group and Report Size: Groups of Two, Class Data Combined

25. Common Ion Effect and ksp (L.O. 6.21, 6.22, 6.23, 6.24) (S.P. 2.2, 4.3, 5.3, 6.2) Students will:

- determine the effect of an added common ion on equilibrium and compound solubility Group and Report Size: Groups of Four

26. Reactions, Predictions, and Net Ionic Equations (L.O. 1.19, 1.2, 2.1, 3.2, 3.3, 3.4, 3.8) (S.P. 1.5, 2.2, 4.3, 5.1, 6.4)

Students will:- use physical and chemical properties such as precipitation, gas formation, color change,

and energy release to predict product formation from reactions- write and balance net ionic equations using experimental data

Group and Report Size: Groups of Four

27. Qualitative Analysis of Unknown Solutions “The Great Flood” (L.O. 1.14, 2.10, 2.22, 3.10) (S.P. 4.2, 5.3, 6.1, 6.2)

Inquiry Lab Students will:

- develop chemical and physical procedures to identify unknown solids- use physical and chemical properties to identify unknown solids

Group and Report Size: Groups of Two.

28. Which Cell Produces the Best Voltage? (L.O. 3.12, 3.13, 5.16) (S.P. 2.2, 3.2, 4.1, 4.2, 5.1, 7.1, 7.3)


- develop procedures to determine which combination of electrodes produce the highest voltage

- determine the voltage produced from a cell and its use in a circuit Group and Report Size: Groups of Two

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29. Qualitative analysis of Cations (L.O. 2.15, 3.3, 3.4) (S.P. 1.1, 2.2, 3.3, 4.3, 5.1, 6.4) Students will:

- use chemical and physical properties to identify a series of unknown cations- write net ionic equations using collected data


30. Laser Fluorescence and Concentration of Chlorophyll (L.O. 1.16, 1.17) (S.P. 4.2, 5.1, 6.1, 6.4, 7.1, 7.2)


- develop the procedures needed to use laser transmittance to determine the concentration of chlorophyll in an extract


31. Evaporation and Intermolecular Force Interaction (L.O. 2.1, 2.3, 2.31, 5.9) (S.P. 1.2, 3.2, 3.3, 5.1, 6.2,7.1)

Students will:- determine the effect of molecule interaction on the rate of liquid evaporation


LECTURE CLASS

Due to the 90 minute block scheduling, class lecture time is listed in hours. Exams are given after each unit consisting of multiple choice questions, mathematical problems and short essay free response questions. Released AP questions or modified AP questions are used in the lecture and on the exams when possible. Laboratories are referenced in each chapter, but listed before the lecture content as part of the laboratory course with time spent on each lab not included in the lecture schedule.

FALL SEMESTER

Chapter 1: Foundations & Introduction (CR3a) 1.50 Hours

TOPICS COVERED ACTIVITIES BIG IDEA

EU EK LO

Students Will:1. Classify a substances properties as

chemical or physical.2. Compare the properties of

compounds, mixtures & elements.3. Perform calculations with numbers

written in exponential notation using significant digits and SI units using dimensional analysis.

4. Solve problems using the mass, volume, and density relationship.

5. Distinguish between accuracy and precision.

6. Complete Quest Assignment: Scientific Measurements.

7. Conduct Lab: Laboratory Safety and Equipment Use

8. Conduct Lab: 8 Solution Unknown Problem.

Students will:1. Complete Quest

Assignment: Introduction to Chemistry.

13

1.A1.B1.E3.C

1.A.1a-d1.B.1a-e1.E.1.a1.E.2.b

3.C.1.a-d

1.11.173.10

Page 8 of 23

Chapter 2 and 3: Atoms, Molecules and Moles (CR3a) 2.25 Hours


EU EK LO

Students Will:1. Compare and contrast electrons,

protons and neutrons in terms of location, charge, relative charge and relative mass.

2. Distinguish among atoms, molecules, ions and isotopes.

3. Determine the atomic mass of an element based on relative isotope abundance data.

4. Apply the following terms to locations on the periodic table: groups, periods, representative elements, transition elements, inner-transition elements, metals, nonmetals, metalloids, alkali metals, alkaline-earth metals, halogens, noble gases.

5. Describe the general properties of families in the representative elements and of the transition elements in general.

6. Apply concepts of the mole, gram-atomic mass (molar mass), molar volume at STP and Avogadro's number in problem-solving for elements and compounds.

7. Conduct Inquiry Lab: 10 Solution Unkown Problem.

8. Conduct Lab: Determination of Avagadro’s Number.

Students Will:1. Complete Quest

Assignment Moles and Reactions.

2. Use mass spectrophotometer data of the relative isotope masses and percentages to determine the average mass of elements. (L.O. 1.14)

13

1.A1.B1.E3.C

1.A.1a-d1.B.1a-e1.E.1.a1.E.2.b3.C.1

1.11.173.10

Chapter 2 and 3: Formulas and Nomenclature (CR3b) 5.25 Hours


EU EK LO

Students Will:1. Discuss the differences between ionic

and molecular (covalent) compounds.2. Identify and use elements and ions.3. Write formulas and/or names for ionic

compounds, molecular (covalent) compounds, acids and oxyacids, and selected organic compounds including simple alkanes, alkenes, alkynes, alcohols and carboxylic acids containing chains of 1-10 carbons.


Assignment Chemical Nomenclature.

2. Given mass spectrophotometer data showing percent compositions, determine the

125

1.A2.A2.B5.D

1.A.1.c,d1.A.2.a-c1.A.3.a-d1.E.2.a

2.A.3,e,f2.B.1.a-c5.D.3.b

1.11.21.31.41.171.182.102.115.11

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4. Calculate the molar mass of a substance; use the molar mass and Avogadro's number to convert among mass, moles and number of particles.

5. Determine the percent composition (by mass) of a compound from its formula

and/or from lab data and determine the empirical and molecular formulas.

6. Conduct Lab: Determination of the Formula of a Hydrate.

empirical and molecular formulas for substances. (L.O. 1.1, 1.2)

Chapter 22: Organic (CR3a) 3.00 Hours


EU EK LO

Students Will:1. Write condensed and expanded

structural formulas and name alkanes, alkenes and alkynes.

2. Draw isomers (including cis-trans).3. Describe the structure and bonding of

benzene.4. Recognize the basic functional groups

(alcohols, carboxylic acids, esters, ketones, aldehydes, ethers, and amines, amino acids) , name and draw structures for compounds containing these groups, and describe general characteristics of these groups.

5. Describe the structures, functions and formation of proteins, and their role in DNA and RNA.

6. Be familiar with the structures and characteristics of carbohydrates and lipids.

7. Conduct Inquiry Lab: Forensic Chemistry of Empirical Formulas.


Assignment Organic Chemistry.

125

1.A2.A2.B5.D

1.A.1.c,d1.A.2.a-c1.A.3.a-d1.E.2.a

2.A.3,e,f2.B.1.a-c5.D.3.b

1.11.21.31.41.171.182.102.115.11

Chapter 3: Chemical Equations and Stoichiometry (CR3c) 6.00 Hours


EU EK LO

Students Will:1. Write and balance chemical equations

for these types of reactions:(a) Redox, composition, decomposition,

single and double displacement.(b) Combustion of hydrocarbons.(c) Precipitation reactions.(d) Common acid-base reactions.(e) Reaction of acidic and basic

anhydrides.2. Calculate the masses of reactants and

products using chemical equations


Assignment Chemical Reactions.

12356

1.A1.D1.E2.A3.A3.B3.C6.C

1.A.1.a-d1.A.2.a-c1.A.3.a-d1.D.2.a-c1.E.1.a-c

1.E.2.a,c-f2.A.3.a, h-j3.A.1.a-d3.A.2.a3.A.2.c3.B.1.a

3.B.3.a-d

1.11.21.31.41.141.171.181.192.82.92.143.1

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(stoichiometric calculations) including the use of limiting reagents.

3. Calculate theoretical and percentage yields of reactions.

4. Perform percentage and empirical formula calculations using reaction data.

5. Identify and write net ionic equations for reactions.

6. Conduct Lab: A Collection of Reactions.

7. Conduct Lab: Qualitative Analysis of Common Unknown Powders.

3.C.1.d6.C.3.d

3.23.33.43.53.63.83.93.10

Chapter 4 and 11: Solutions and Reactions in Aqueous Solutions (CR3c) 13.50 Hours


EU EK LO

Students Will:1. Describe the nature of aqueous

solutions including the action of water as a solvent and characterize strong and weak electrolytes.

2. Write equations for dissolution of electrolytes and nonelectrolytes and write net ionic equations for reactions in aqueous solutions.

3. Use the concepts of molecular structure, pressure and temperature to explain solubility of a solute in a given solvent.

4. Apply Le Chatelier's Principle to the factors affecting solubility.

5. Explain the effects of colligative properties on the properties of solutions.

6. Determine the f.p. or b.p. of a nonelectrolytic solution or calculate the molar mass of a nonvolatile solute from f.p. or b.p. data.

7. Describe the applications of osmosis and osmotic pressure; relate osmotic pressure mathematically to solution concentration.

8. Compare the colligative properties of electrolytes to those of nonelectrolytes.

9. Characterize and give examples of colloidal dispersions.

10. Identify common strong and weak acids and bases; write their dissociation equations.

11. Determine the solubility of ionic compounds from general solubility rules.


Assignment Solution Basics.

2. Complete Quest Assignment Redox Reactions.

3. Complete Quest Assignment : Solution Properties.

4. Balance redox reactions using the half reaction procedure. (L.O. 3.8, 3.9)

5. Balance by oxidation number change. (L.O. 3.8, 3.9)

6. Will investigate the major components of acid rain writing the reactions that occur between pollution and compounds in compounds naturally found in the environment (water, oxygen, carbon dioxide, etc.) (L.O.3.2) [CR4]

1236

1.E2.A2.D3.A3.B6.C

1.E.1.a-c1.E.2.a-f2.A.1.c,e2.A.3.a-j2.B.2.b

2.B.3.a,b2.D.1.a.1-53.A.1.a-d3.B.2.b

3.B.3.a-e6.C.1.a-d6.C.3.d

1.161.171.181.202.12.22.32.72.82.92.102.132.152.162.243.23.73.83.96.116.126.136.15

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12. Describe the preparation of and calculate the molarity of a specified solution.

13. Calculate mass of solute, volume of solution or concentration of solution using molarity as the concentration term.

14. Convert among concentration terms for solutions: molarity, molality, mass

percent, mole fraction.15. Interpret and apply qualitative

concentration terms: saturated, supersaturated, unsaturated, miscible, immiscible.

16. Perform dilution calculations.17. Perform stoichiometric calculations

for solutions using molarity.18. For metathesis reactions:(a) Predict the products of these

reactions, identifying the reactants & products by phases.

(b) Perform stoichiometric calculations for these reactions.

(c) Perform calculations involved in acid-base volumetric analysis.

(d) Perform calculations of chemical analysis of precipitation reactions.

19. Describe the process and uses of titration

20. Assign oxidation numbers to various the elements in various species and identify the oxidized and reduced substances.

21. Balance redox reactions in acidic and basic solutions.

22. Perform calculations associated with redox titrations.

23. Conduct Lab: Paper Chromotography for Ion Determination.

24. Conduct Lab: Acid/Base Titration of a Monoprotic Acid.

25. Conduct Inquiry Lab: Titration of Unknown Acids Using Indicators. Chapter 18: Electrochemistry (CR3e) 6.00 Hours


EU EK LO

Students Will:1. Assign oxidation numbers to each

element in a compound or ion and identify oxidizing and reducing agents.

2. Write and balance net ionic equations


Assignment: Electrochemistry.

2. Evaluate and construct voltaic

356

3.A3.B3.C5.E6.A

3.A.1.a3.B.3.a,c,d3.C.3.a-f5.E.4.a6.A.1.b

3.23.83.123.135.156.1

Page 12 of 23

for redox reactions.3. Solve titration problems for redox

reactions, using molarity.4. Distinguish between galvanic and

electrolytic cells.5. For voltaic, electrolytic or galvanic

cells:(a) Diagram and label parts of the cell,

including electron flow.(b) Write half-reactions for processes at

the electrodes.(c) Write the balanced equation and the

line notation for the cell.(d) Determine the anode and cathode

from reaction data.6. Use standard reduction potentials to

compare strengths of oxidizing and reducing agents, to calculate cell potential; and to predict spontaneity of a redox reaction.

7. Use the Nernst Equation to calculate EMF at non-standard conditions.

8. Relate cell potential to free energy and equilibrium values.

9. Apply Faraday's Law to electrolytic cells in calculating amount of products formed, time or current required or energy used.

10. Explain the electrochemical nature of lead storage batteries, corrosion.

12. Relate voltaic cells and Nernst to free energy and equilibrium.

13. Conduct Inquiry Lab: Which Cell Produces The Best Voltage?

cell diagrams and determine cell potential using redox equations. (L.O. 3.12, 3.13)

Chapter 6: Thermochemistry (CR3e) 6.00 Hours

TOPICS COVERED ACTIVITIES BIG IDE

A

EU EK LO

Students Will:1. Describe the energy flow between a

system and its surroundings.2. Explain the significance of the first

law of thermodynamics.3. Distinguish among heat, temperature,

work, kinetic and potential energies.4. Use calorimetric data to determine

the energy changes that occur.5. Describe and discuss energy and the

relationships between phases.6. Use Hess's law to calculate the

enthalpy change.7. Write and solve equations to define

enthalpies of formation.


assignment on thermochemistry.

2. Given sets of reaction pathways, determine the total enthalpy change for a reaction. (L.O. 5.6)

35

3.C5.A5.B5.C5.E

3.C.2.a-d5.A.2.a-f5.B.1.a-c5.B.2.a,b

5.B.3.a,b,e,f5.B.4.a-c

5.C.2.c,f,g5.E.2.a

3.115.35.45.55.65.75.13

Page 13 of 23

8. Conduct Lab: Exothermic and Endothermic Reactions.

9. Conduct Inquiry Lab: Which Metal Will Burn The Skin?

OBJECTIVES: Chapter 17: Thermodynamics (CR3e) 7.50 Hours


A

EU EK LO

Students Will:1. Discuss First Law of

Thermodynamics.2. Define entropy in terms of positional

probability.3. Predict and relate the signs of H

and S to "favored" direction of a reaction.

4. Describe and evaluate the Second and Third Laws of Thermodynamics.

5. Apply the relationship between S, H to the surroundings.

6. Calculate S for reactions or phase changes.

7. Use the Gibbs-Helmholtz equation to calculate the free energy for a reaction and relate G, H, and S to reaction spontaneity.

8. Relate thermodynamic values of enthalpy, entropy, and free energy to equilibrium and electrochemistry both qualitatively and quantitatively.


Assignment: Thermodynamics.

2. Given a data sets, determine if the situation is thermodynamically favored or not by looking at entropy, enthalpy, and Gibb’s Free Energy. (L.O. 5.13)

256

2.B5.A5.C6.D

2.B.3.b5.A.2.a,b,c,e

5.C.2.d,e5.E.1.a,b,c5.E.2.b-f5.E.3.a-c5.E.4.a-c5.E.5.a,b6.D.1.a-d

2.155.35.125.135.145.155.165.175.186.25

Chapter 7: Quantum Mechanics, Atomic Structure and Periodicity (CR3a) 10.50 Hours


EU EK LO

Students Will:1. Describe and discuss atomic models and

their formation.2. Describe, relate and quantify the

electromagnetic spectrum sections of the spectrum, relative frequencies, wavelengths and energies of the sections.

3. Use photoelectron spectrophotometry data to explain and evaluate electron location.

4. Describe Planck's concept of quantitized energy.


Assignment: Quantum Theory.

2. Complete Quest Assignment: Periodic Trends.

3. Given sample trend data, predict and formulate a simulated periodic table. (L.O. 1.9)

145

1.B1.C1.D4.A5.E

1.B.1.a-d1.B.2.a-d1.C.1.a-d

1.C.21.D.1.a,b1.D.3.a,b4.A.1.b

5.E.4.b.1

1.51.61.71.81.91.101.111.121.131.15Need4.a.15.e.4

Page 14 of 23

5. Calculate the energy of a photon using the relationship A = hv.

6. State the significance of the de Broglie relationship, and use this relationship in calculations.

7. Relate Bohr's model of the atom to the quantum theory.

8. Calculate the energy difference resulting from the change in electron levels of an electron; calculate the ionization energy for an electron.

9. Describe the contributions of Heisenberg and Schrodinger to the wave mechanical model concept of the atom.

10. State the meaning and possible values of the quantum numbers assigning them to a given sublevel or orbital.

11. Describe a given sublevel, orbital or electron in quantum number terms and use Hund's Rule to assign an electron configuration for a given element or ion.

12. Construct the orbital diagram of an element.

13. Identify paramagnetism and diamagnetism through electronic structure.

14. Describe how effective nuclear charge varies with position on the periodic table.

15. Use Coulomb’s Law to explain periodic patterns and electron locations.

16. Using the electron configurations and the concept of effective nuclear charge, interpret the trends within the periodic table for the following properties: atomic and ionic radii, ionization energy, electron affinity.

17. Conduct Lab: Beers Law: A Study.18. Conduct Inquiry Lab: Beer-Lambert

Law.

Chapter 19: Nuclear Chemistry (CR3a) 2.25 Hours


EU EK LO

Students Will:1. For alpha, beta and gamma radiation

describe each type of radiation, mass, charge, relative penetrating power, symbol and its emission effect on atomic number and atomic mass.


Assignment: Nuclear Chemistry.

2. Simulate half-life using candy and generate graphs

14

1.D4.A

1.D.2.a-c4.A.1.a4.A.3.e

1.144.14.3

Page 15 of 23

2. Write and balance nuclear equations for emission of each type of radioactive decay and nuclear transformations.

3. Generally describe the biological effects of radiation and the units in which it is measured.

4. Predict the type of radioactive decay for a given isotope, using no/p+

ratio as a guide.5. Use the first order rate law to relate

the amount of a radioactive species to elapsed time.

6. Given a table of nuclear masses, calculate mass for a nuclear reaction and relate it to energy change.

7. Generally describe the functioning, reactions, and positive and negative aspects of fission, and fusion reactors.

8. Describe the experiments used to identify radioactive particles.

showing the rate of decay. (L.O. 4.3)

3. Investigate the potential problems of using nuclear materials on the environment and humans. (L.O. 4.3) [CR4]

SPRING SEMESTER

Chapter 5: Gases (CR3f) 3.75 Hours


EU EK LO

Students Will:1. Define and convert pressure units.2. Describe Boyle's, Charles', Gay-

Lussac's, Avogadro's and Combined Laws concerning gases & perform calculations involving these laws.

3. Use the Ideal Gas Equation to determine the effects of a change in one or more variables on others.

4. Calculate the density or molar mass of a gas and solve stoichiometric calculations at standard and non-standard conditions.

4. Use Dalton's Law to relate partial pressure and total pressures of a mixture of gases; relate partial pressures to mole fractions.

5. Use the basic postulates of the Kinetic Molecular Theory to explain the gas laws and properties of gases.

6. Use Graham's Law to relate the molar masses of gases to their rates or times of effusion.

7. Describe how real gases deviate from ideal behavior; show how van der Waals's equation allows for real


Assignment: Gas Behavior.

1235

1.A2.A2.B3.A5.A

1.A.2.a-c1.A.3.a-d2.A.2.a-g2.B.2.a,d2.B.3.c,d3.A.2.a.23.A.2.b

5.A.1.a,b5.A.1.c

1.31.42.42.52.62.122.153.45.2

Page 16 of 23

conditions (qualitative only).8. Graphically determine the

relationship between two variables and write equations relating the variables.

9. Describe and discuss Le Chatlier’s Principle and gas phase equilibrium.

10. Conduct Lab: Pressure-Temperature Relationships in Gases.

Chapter 12: Kinetics (CR3d) 5.25 Hours


EU EK LO

Students Will:1. Describe the collision theory and the

requirements for effective collisions.2. Sketch and/or interpret graphs of

endothermic and exothermic reactions, identifying the activation energy, enthalpies, and the reaction course with and without catalyst.

3. Provide a molecular explanation for the factors that affect the rate of a reaction: nature of reactants, surface area, concentration, physical state and catalysis.

4. Write the rate equations for a reaction in terms of each reactant or product.(Rate = [conc]/ time)

5. From experimental data, graphically determine the rate law for a reaction.

6. Determine a zero, first or second order reaction from graphical analysis of concentration vs. time plots.

7. Determine the rate expression, reaction order and rate constant from rate and concentration data.

8. For a first-order reaction, determine the concentration of reactant after a given time and the time required for the concentration to drop by a given amount.

9. Determine whether a proposed mechanism for a reaction is consistent with the observed rate expression, or suggest a mechanism that is consistent with the observed rate expression using Hess Law.

10. Conduct Lab: Study of the Kinetics of Reactions.

11. Conduct Lab: Rate Law


Assignment: Reaction Kinetics.

4 4.A4.B4.C4.D

4.A.1.a,c4.A.2.a-c4.A.3.a-e4.B.1.a,b4.B.2.a-d4.B.3.a-c4.C.1.a-c4.C.2.a

4.C.3.a,b4.D.1.a,b4.D.2.a-c

4.14.24.34.44.54.64.74.84.9

Page 17 of 23

Determination of Crystal Violet.

Chapter 13: General Concepts of Equilibrium (CR3f) 5.25 Hours


EU EK LO

Students Will:1. Discuss how equilibrium is

established.2. Write the equilibrium expression for a

given equilibrium system in terms of concentrations or pressures.

3. Calculate values for the equilibrium constant.

4. Manipulate the equilibrium constant expressions and values when changing stoichiometric coefficients of the equation, reversing the equation and when adding equations.

5. Convert between Kc and Kp and determine the equilibrium concentrations for the species.

6. Use the reaction quotient, Q, to determine the initial direction of a reaction needed to establish equilibrium.

7. Predict the changes in equilibrium that will occur when various stresses are placed on the system (Le Chatlier's Principle): concentration change, temperature change, pressure change and addition of a catalyst.

8. Predict the changes in the value of the equilibrium constant that would occur as the temperature changes .

9. Conduct Lab: Changing of Equilibrium.

10. Conduct Lab:Equilibrium and LeChatlier’s Principle.


Assignment: Chemical Equilibria.

2. Given a chemical data set showing stresses, evaluate and determine the changes and shifts in equilibrium. (L.O. 6.8)

6 6.A6.B

6.A.1.a,b6.A.2.a-c6.A.3.a-f6.A.4.a,b6.B.1.a,b6.B.2.a,b

6.16.26.36.46.56.66.76.86.96.10

Chapter 14: Acids and Bases (CR3f) 5.25 Hours


EU EK LO

Students Will:1. Identify strong and weak acids and

bases and write dissociation equations for each.

2. Write and analyze the Kw expression for water.

3. Calculate [H+], [OH-], pH or pOH for strong acids or bases from data or graphs.

4. Write empirical and net ionic


Assignment: Acids and Bases.

2. Given titration data, determine pH and chemical molarities at various points along the curve.

236

2.B3.B6.A6.C

2.B.2.a,d3.B.2.a

3.B.2.b.1-36.A.1.a,b6.C.1.a-o

2.12.23.76.16.116.126.136.146.156.16

Page 18 of 23

equations for acid-base reactions.5. Identify acid or base anhydrides; write

equations for formation of acids or bases from anhydrides.

6. Describe and evaluate the three acid/base theories.

7. Identify Bronsted-Lowry acids and bases and the conjugate pairs; compare strengths of the B-L acids or bases.

8. Predict the direction of equilibrium from a knowledge of the strength of the acid-base conjugate pair in water.

9. Predict whether a given salt will hydrolyze to form an acidic, basic or neutral solution and write equations for hydrolysis of salts or ions.

10. Calculate the pH of a solution of a salt which hydrolyzes in water to form an acidic or basic solution.

11. Relate strengths of weak acids or bases to Ka, Kb or pKa.

12. Write the equilibrium expression for a weak acid or base and interpret this expression to obtain pH, ion concentrations, Ka or Kb, % dissociation, when given appropriate data.

13. Calculate the concentration of each species and pH in a weak polyprotic acid solution.

14. Conduct Lab: Determination of the ka of Indicators.

(L.O. 6.13, 6.15)

Chapter 15: Acid-Base Reactions (CR3f) 4.50 Hours


A

EU EK LO

Students Will:1. Describe and evaluate the acid base

theories.2. Perform stoichiometric calculations

for acid-base reactions.3. Predict the direction of an acid-base

reaction.4. Write a net ionic equation for a given

acid/base reaction.5. Determine pH at intervals and at the

equivalence point during a strong acid-strong base acid-base titration.

6. Determine the appropriate indicator for an acid-base reaction and describe how chemical indicator changes colors, based on pH


Assignment: Buffers and Hydrolysis.

2. Given sets of acids and bases, determine and select the best indicator to use. (L.O. 6.13, 6.15)

136

1.E2.B3.A3.B6.A6.C

1.E.2.f2.B.2.a,d3.A.2.c

3.B.2.b.1-36.A.1.a,b6.A.2.b

6.A.3.a-d6.C.1.a-o6.C.2.a-d

1.202.12.23.33.76.16.126.136.146.156.166.176.186.196.20

Page 19 of 23

changes.7. Graph and interpret titration curves

for strong acid-strong base, strong acid-weak base, weak acid-strong base titrations.

8. Graphically determine pKa for a weak acid from a titration curve.

9. Calculate the ion concentrations and pH of aqueous salt solutions (hydrolysis problems).

10. Describe the action of buffers.11. Given the composition of a buffer

system, determine its pH before and after the addition of known amounts of strong acid or base.

12. Determine the proportions in which a weak acid and its conjugate base should be mixed to give a specified pH buffer.

13. Conduct Lab: Study of the pH, Dissociation, Hydrolysis, and Buffering of Solutions.

Chapter 16: Solubility Equilibrium (CR3f) 6.75 Hours


EU EK LO

Students Will:1. Write the Ksp expression for a salt in

water.2. Calculate the solubility product of a

salt given its solubility and predict the relative solubilities of compounds from Ksp values.

3. Calculate the molar solubility for a salt and use Qsp to determine whether a precipitate will form upon combination of two solutions.

4. Determine the molar solubility for a salt when placed in a solution having a common ion.

5. Given appropriate data, calculate the ion concentration required to begin precipitation.

8. Describe the use of selective precipitation to separate a mixture of ions in solution.

9. Show how complex ion formation can increase the solubility of a salt.

10. Conduct Lab: Solubility Product Constant of Lead (II) Iodide.

11. Conduct Lab: Common Ion Effect and ksp.


Assignment: Solubility Equilibria.

2. Given salt solubility data, evaluate and predict the effects of common ions on precipitation. (L.O. 6.23)

6 6.A6.C

6.A.4.a,b6.C.3.a,b,c6.C.3.e,f

6.216.226.236.24

Chapter 8 and 9: Bonding (CR3b) 7.50 Hours

Page 20 of 23


EU EK LO

Students Will:1. Compare the general nature of ionic

and covalent bonds.2. Use Coulomb’s Law to evaluate and

explain bond strength and size.3. Relate the enthalpy of dissociation of

an ionic bond to the bond strength.4. Write Lewis dot structure for

molecules or polyatomic ions, including species that are exceptions to the octet rule.

5. Predict and write dot structure for resonance structures.

6. Relate electronegativity values to bond polarity.

7. Compare bond distance and bond energy for single or multiple bonds.

8. Use bond energies to calculate enthalpies of formation for chemicals.

9. Compare oxidation numbers and formal charges in molecules and ions.

10. Use the formal charges to determine the most reasonable resonance structure.

11. Use the VSEPR Model to predict and identify molecular geometry.

12. Determine the dipole moment vectors for individual bonds and for an entire molecule; determine molecular polarity.

13. Correlate VSEPR structures to the predicted hybridization of orbitals.

14. Contrast the formation and characteristics of sigma and pi bonds, and predict the number of sigma and pi bonds in a species.

15. Conduct Lab: Reactions, predictions, and Net Ionic Equations.

16. Conduct Inquiry Lab: Qualitative Analysis of Unknown Solution.


Assignment: Ionic and Covalent Bonding.

2. Complete Quest Assignment: Molecular Geometry.

3. Given molecular model sets, determine the geometry, hybridization, and polarity of selected compounds (L.O. 2.21)

125

1.B1.C2.C2.D5.C

1.B.2.a-d1.C.1.c

2.C.1.a-f2.C.2.b

2.C.4.a-12.D.1.b5.C.1a-e5.C.2.a,b

1.111.152.12.172.182.192.212.222.232.245.15.8

Chapter 10: Solids and Liquids (CR3b) 6.00 Hours


EU EK LO

Students Will:1. Describe and compare the

intermolecular forces (IMF) : dipole-dipole, hydrogen bonding, London (dispersion) forces.


Assignment: Liquids and Solids.

125

1.C2.A2.B2.C2.D

1.C.1.d2.A.1.a-e2.B.2.a-d2.B.3.a,b2.C.2.a

1.112.32.132.142.15

Page 21 of 23

2. Describe the effects that intermolecular forces have on the properties of liquids and solids ( e.g., effects on m.p. and b.p., vapor pressure, state at room temp., viscosity, surface tension, changes of phase, solubility).

3. Relate the magnitude of vapor pressure to temperature, IM forces.

4. Describe the processes of evaporation, condensation, sublimation and fusion on a particle level. Explain the relationship of boiling point to vapor pressure.

5. Explain the significance of critical temperature and pressure.

6. Interpret heating and cooling curves.7. Calculate energy changes during

phase changes.8. Describe the following properties of

liquids: surface tension, capillary action and viscosity.

9. Apply the concepts of unit cells and crystal lattices for solids to calculations involving atomic radii, volume, density or identity.

10. Distinguish among ionic, molecular, network covalent and metallic solids with regard to particle structure, physical properties and inter- and intra-molecular forces.

11. Describe the unique characteristics of water due to hydrogen bonding.

12. Conduct Lab: Qualitative Analysis of Cations.

13. Inquiry Lab: Laser Fluorescence and Concentration of Chlorophyll

14. Evaporation and Intermolecular Force Interaction.

5.B5.D

2.C.2.b.22.C.3.a-d

2.D.1.a.1-32.D.1.a.52.D.1.b

2.D.2.a,b2.D.3.a-c2.D.4.a,b5.B.3.c,d5.D.2.a,b5.D.3.a,b

2.162.202.232.242.252.262.272.282.292.302.312.325.65.95.105.11

TEXTBOOK, LABORATORY MANUAL, AND STUDY GUIDES Zumdahl, S.S. and S.A. Zumdahl. Chemistry, 9th ed. AP, Brooks/Cole, Cengage Learning, 2013.

[CR1]

Bauer, R.D., et. al. Laboratory Inquiry in Chemistry, Brooks/Cole, 2005

Brown, T.L., et. al. Chemistry The Central Science 12th AP ed., Pearson Prentice Hall, Inc., 2012.

Chang, R. and K.A. Goldsby. Chemistry, 11th AP ed., McGraw-Hill Co., Inc., 2013.

College Board Released Materials and Problems.

Conference for the Advancement of Science Teachers (CAST), Handouts, 1990-1995

Page 22 of 23

DeCoste, D.J. Inquiry Based Learning Guide For Zumdahl and Zumdahl’s Chemistry, 8th ed., Brooks/Cole, Cengage Learning, 2010.

Ehrenkranz, D. and J.J. Mauch. Chemistry in Microscale, Kendall/Hunt Pub. Co, 1990.

Flinn Advanced Placement Laboratory Kits. Flinn Scientific Catalog. Flinn Scientific, Inc., 2013.

Goodman, and Petrucci. The Solubility product of Lead (II) Iodide. J. Chem. Ed., 42:104, 1065.

Hague, G.R.,Jr. and J.D. Smith. The Ulitmate Chemical Equations Handbook., Flinn Scientific, Inc., 2001.

Holmquist, D.D., et. al. Chemistry With Calculators, Vernier Software Technology, 2000.

Jones, C., 1995 Personal Materials.

Kotz, J.C., et al. Chemistry and Chemical Reactivity, 8th ed., Brooks/Cole Cengage Learning, 2011

Lab-Aids Laboratory Kits. Lab-Aids, Inc., 2013.

Milo, F.R., N.W.G. Debye, and C. Metz. Experiments in General Chemistry, Saunders Publishing Co., 1991.

Randall, J. Advanced Chemistry With Vernier, Vernier Software and Technology, 2006.

Russo, T. MicroChemistry, Volume 2., Kentec Educational Corporation, 1991.

Science Kit Advanced Placement Laboratory Kit. Science Kit Cataloq. Science Kit, Inc.. 2013.

Vonderbrink S.A., Laboratory for Advanced Placement Chemistry, Flinn Scientific, Inc., 1995.

Waterman, E.L. AP Chemistry, AP Prep Series, Prentice Hall, 2012.

Weiner, S.A. and E.I. Peters. Introduction to Chemical Principles, A Laboratory Approach, 3rd ed., Saunders College Publishing Co., 1986.

Whitten, K.W., et al. General Chemistry, 13th ed., Brooks/Cole Cengage Learning, 2013.

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tagmagnet.org · Web viewChemistry lab time comprises approximately 33% of contact time. Students must turn in completed laboratory write-ups after each lab. Each student will be