images.pcmac.orgimages.pcmac.org/SiSFiles/Schools/GA... · Web viewCourse Description. This AP Chemistry course is designed to be the equivalent of the general chemistry course usually

Course DescriptionThis AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first year of college. For most students, the course enables them to undertake, as a freshman, second year work in the chemistry sequence at their institution or to register in courses in other fields where general chemistry isa prerequisite. This course is structured around the six big ideas articulated in the AP Chemistry curriculum framework provided by the College Boa rd. A special emphasis will be placed on the seven science practices, which capture important aspects of the work that scientists engage in, with learning objectives that combine content with inquiry and reasoning skills. AP Chemistry is open to all students that have completed a year of chemistry who wish to take part in a rigorous and academically challenging course.

Big Idea 1: Structure of matterBig Idea 2: Properties of matter-characteristics, states, and forces of attractionBig Idea 3: Chemical reactionsBig Idea 4: Rates of chemical reactionsBig Idea 5: ThermodynamicsBig Idea 6: Equilibrium

Textbooks and Lab BooksThe College Board. AP Chemistry Guided Inquiry Experiments: Applying the SciencePractices. 2013.

Required MaterialsTI 84 Plus Graphing calculator, splash proof goggles, and a carbon capable laboratory notebook

LabsThe labs completed require following or developing processes and procedures, taking observations, and data manipulation. See lab list provided for lab details. Students communicate and collaborate in lab groups; however, each student writes a laboratory report in a lab notebook for every lab they perform. A minimum of25% of student contact time will be spent doing hands-on laboratory activities.

The 10 Parts of a Laboratory Report

A specific format will be given to the student for each lab. Students must follow that format and label all sections very clearly. AP Chemistry lab reports are much longer and more in depth than the ones completed in the first year chemistry course. Therefore, it is important that students don't procrastinate when doing pre-lab and post-lab work. Late labs will not be accepted. Labs not completed in class must be done at lunch or before/ after school by appointment.

Pre-Lab WorkPre-lab work is to be completed and turned in on the day the lab is performed.

1. TitleThe title should be descriptive. For example, "pH Titration Lab" is a descriptive title and "Experiment 5"is not a descriptive title.

2. DateThis is the date the student performed the experiment.

3. PurposeA purpose is a statement summarizing the "point" of the lab.

4. Procedure OutlineStudents need to write an outline of the procedure. They should use bulleted statements or outline format to make it easy to read. If a student is doing a guided inquiry lab, they may be required to write a full procedure that they develop.

5. Pre-Lab QuestionsStudents will be given some questions to answer before the lab is done. They will need to either rewrite the question or incorporate the question in the answer. The idea here is that when someone (like a college professor) looks at a student's lab notebook, they should be able to tell what the question was by merely looking at their lab report. It is important to produce a good record of lab work.

6. Data TablesStudents will need to create any data tables or charts necessary for data collection in the lab.

During the Lab

7. DataStudents need to record all their data directly in their lab notebook. They are NOTto be recording data on their separate lab sheet. They need to label all data clearly and always include proper units of measurement. Students should underline, use capital letters, or use any device they choose to help organize this section well. They should space things out neatly and clearly.

Post-Lab Work

8. Calculations and GraphsStudents should show how calculations are carried out. Graphs need to be titled, axes need to be labeled, and units need to be shown on the axis.To receive credit for any graphs, they must be at least 1h page in size.

9. ConclusionsThis will vary from lab to lab. Students will usually be given direction as to whatto write, but it is expected that all conclusions will be well thought out and well written.

10. Post Lab Error Analysis QuestionsFollow the same procedure as for Pre-Lab Questions.

Advanced Placement Chemistry-The Laboratory NotebookA record of lab work is an important document, which will show the quality of the lab work that students have performed.

AP Chemistry Lab List The following labs will be completed during the school year. Guided Inquiry Labs are indicated with an asterisk (*). All are subject to change.

Lab: Math and Measurement in Science & Density of an Organic Liquid

Description: Students learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination.

*GUIDED INQUIRY Lab: Discovery of Physical and Chemical PropertiesDescription: Students are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical.

Lab: Stoichiometry LabDescription: Students determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes.

Lab: pH Titration LabDescription: Students perform a titration and then determine the concentration of an

HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program.

Lab: Bleach LabDescription: Students perform redox titrations to determine the concentration of hypochlorite in household bleach.

Lab: Copper Reaction LabDescription: Students perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered.

TEACHER DEMO: Graham's Law of Diffusion

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3Description: HCl and NH are placed in either end of a glass tube. Using distancetraveled of each gas by looking at formation of NH Cl ring, MM of HCl is calculated.

Lab: Molar Mass of a Volatile LiquidDescription: Students use the Dumas method for determination of the molar mass of an unknown volatile liquid.

Lab: Hess's Law LabDescription: Students perform a series of reactions and calculate enthalpy, provingHess's law.

Lab: Spectrum and Spectroscopy LabDescription: Students look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data.

*GUIDED INQUIRY Lab: Bonding LabDescription: Students experimentally investigate ionic and molecular substances deducing properties of their bonds in the process.

*GUIDED INQUIRY Lab:Investigation of SolidsDescription: Students investigate types of solids using various experimental techniques.

Lab: Preparation of Solutions LabDescription: Students make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer.

TEACHER DEMO: Evaporation of LiquidsDescription: Using a data collection device, the teacher will show the temperature curves of evaporation of various liquids and students must deduce the differences based on IMF's.

Lab:Vapor Pressure of LiquidsDescription: Students measure the vapor pressure of ethanol at differenttemperatures to determine.6.H.

*GUIDED INQUIRY Lab: Determining the Rate Law of a Crystal Violet Reaction Description: Using colorimetry and Beer's law, students determine the order of a reaction and it's rate law.

Lab: Determining the Activation Energy of the Crystal Violet ReactionDescription: Students use the same set up as in the crystal violet lab, butthis time

varying temperature to calculate the activation energy with the use of the Arrhenius equation.

Lab: Determining K, with Various Initial ConcentrationsDescription: Students use a spectrophotometer to determine the K, of a series of reactions.

Lab: Determining Ka by HalfTitrationDescription: Students do a titration in which 112 of the weak acid titrated is neutralized(aka midpoint) and then the Ka is determined.

*GUIDED INQUIRY Lab:Types ofTitrationsDescription: Students investigate titration curves by doing titrati ons of different combinations of weak and strong acids and bases.

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*GUIDED INQUIRY Lab: Preparation of a BufferDescription: Given a selection of chemicals, students prepare a buffer of a given pH.

Lab:Molar Solubility and Determination of K spDescription: Students find the Ksp of calcium hydroxide doing a potentiometric titrationwith the addition of methyl orange indicator for verification.

Lab:Solubility and Determination of .6.W, .05°,.6.G 0 of Calcium Hydroxide Description: Students collect and analyze data to determine .6.H o, .05°, and .6.G o

of calcium hydroxide.

Lab:Voltaic Cell LabDescription: Students find the reduction potentials of a series of reactions using voltaic cellsjmulti-meters and build their own reduction potential table. Dilutions will be made and the Nernst equation will also be tested.

TEACHER DEMO:Lead Storage BatteryDescription: Students and teacher will build a battery to solidify knowledge of electrolytic cells in comparison to voltaic cells.

Lab: GREEN CRYSTAL LABDescription: A series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the em pirica l formula of a ferro oxalate crystal. It includes the following experiments:

Experiment 1:Synthesis of the crystal,Experiment 2:Standardization of KMnO

by redox titration,Experiment3: Determination of% oxalate in crystal by redox titration, Experiment 4:Standardization of NaOH by acid/base titration,Experiment 5: Determination of% K+ and Fe 3+ by ion exchange chromatography and adouble equivalence point titration,Experiment 6: Determination of the% water in the hydrated crystal.

STRUCTURE OF THE COURSE: [CR2]AP Chemistry is built around six big ideas and seven science practices. The big ideas are:

Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms.These atoms retain their identity in chemical reactions.

Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.

Big Idea 3: Changes in matter involve the rearrangement andjor reorganization of atoms an djor 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 predictthe direction of changes in matter.

Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

The science practices for AP Chemistry are designed to get the students to think and act like scientists.The science practices are:

Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

Science Practice 2: The student can use mathematics appropriately.

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.

Science Practice 5: The student can perform data analysis and evaluation of evidence. Science Practice 6: The student

can work with scientific explanations and theories. Science Practice 7:The student is able to connect and relate

knowledge across variousscales, concepts, and representations in and across domains.

Chapters in Zumdahl b nrilitnt AP Chemistry Topic Covered

1. Chemical Foundations None2. Atoms, Molecules, and Ions Atomic Theory & Atomic Structure (BI 1 & 2)3. Stoichiometry Stoichiometry (BI 3)4. Solution Stoichiometry & Chemical Analysis Reaction Types & Stoichiometry (BI 3)5. Gases Gases (BI 1 & 2)6. Thermochemistry Thermodynamics (BI 5)

7. Atomic Structure and Periodicity Atomic Theory & Atomic Structure (BI 1 & 2)8. Bonding-- General Concepts Chemical Bonding (BI 1 & 2)9. Covalent Bonding: Orbitals Chemical Bonding (BI 1 & 2)10. Liquids and Solids Liquids & Solids (BI 1 & 2)11. Properties of Solutions Solutions (BI 2)12. Chemical Kinetics Kinetics (BI 4)13. Chemical Equilibrium Equilibrium (BI 6)14. Acids and Bases Equilibrium (BI 6)15. Applications of Aqueous Equilibria Equilibrium (BI 6)16. Spontaneity, Entropy, and Free Energy Thermodynamics (BI 5)17. Electrochemistry Reaction Types (BI 3)18. The Nucleus-- A Chemist's View Nuclear Chemistry19. The Representative Elements: Groups 1AThrough4A Descriptive Chemistry (BI 2)

20. The Representative Elements: Groups 5A Through 8A Descriptive Chemistry (BI 2)

22. Organic Chemistry Descriptive Chemistry

AP Chemistry Exam Review All

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Course Outline:[CR2]

(BI) refers to B1g Ideas. B1g Idea 1 -Structure of matter, B1g Idea 2 - Properties of matter characteristics, states and forces of attraction, Big Idea 3 - Chemical reactions, Big Idea 4 - Rates of chemical reactions, Big Idea 5 -Thermodynamics, Big Idea 6- Equilibrium.

Assignments:

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

CR5b-Students are provided the opportunity to engage in a minimumof 16 hands-on laboratoryexperiments integrated throughout the coursewhile using basic laboratory equipment to support the learning objectives listed within the AP Chemistry Curriculum Framework.

Chapter 1: Read: Problems:

Labs:

ChemicalFoundations (10 days)Pages 1-3016, 18,20,24, 26, 28, 30,34,36,38,40,42,46,50,52,56,59,60, 64, 66, 70, and 75.Safety/Lab Skills/Lab PreparationIon Chromatography (SP 6.1; LO 2.18) [CR5b] & [CR6]KoolAid Chromatography (SP 1.4, 6.4; LO 2.13) [CR5b] & [CR6]Fractional Distillation (SP 4.2, 5.1, 6.4; LO 2.10) [CR5b] &[CR6]

CR6-The laboratory investigations used throughout the course allow students to apply the seven science practicesdefined in the AP ChemistryCurriculum Framework. At minimum, six ofthe required 16 labs are conducted in a guided inquiry format.

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Chapter 3:Read:Problems:

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Chapter4:

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Based on the KoolAid Chromatography lab, students write an analysis on the GRAS (generally regarded as safe) requirements, the use of, the chemical structure of, and problems associated with certain food dyes. [CR4] Shakashiri #37

Atoms, Molecules,and Ions (8 days)Pages 39-6916, 18,20,24,26,30,32,34,38,40,42,44,46,48,50,52,54,56, 60, 62, 64, 70, 72, 74, 77, and 82.Determination of Avogadro's Number (SP 2.2, 6.1; LO 3.6)[CRSb] & [CR6]Shakashiri #1

Stoichiometry (9 days)Pages 77-11524, 26, 28, 30, 36, 38, 40, 50, 52, 54, 58, 62, 65, 70, 72, 74, 76,80, 82, 84, 90, 94, 98, 104, and 106.Guided Inquiry: Determination of the Formula of a Compound (SP4.2, 5.1, 6.4; LO 3.5) [CRSb] & [CR6]Guided Inquiry: Finding the Ratio of Moles of Reactants in aChemical Reaction (SP 2.1, 2.2, 4.2, 5.1, 6.4; LO 3.3, 3.5)[CRSb] & [CR6]Chemical Reactions of Copper and Percent Yield (SP 1.4, 2.1, 2.2,4.2, 5.1, 6.1, 6.4; LO 1.19, 3.2, 3.3, 3.4, 3.10)LO 3.6: Use data from synthesis or decomposition of a compound to confirm the conservation of matter and the law of definite proportions.

The students present problems to the class in which they demonstrate how to find the empirical formula of a compound from data on the percent composition by mass. [CR3c]Shakashiri #1-4

Types of ChemicalReactions and Solution Stoichiometry(11 days)Pages 127-17010, 12, 16, 18,20,22,24, 26,30,32,36, 38,40,44,48,52,56,58, 62, 64, 66, 68, 74, 76, 80, and 81.

C4-The course provides students with the opportunity to connect their knowledge of chemistry and scienceto major societal or technological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.



CR3c-The course provides students with opportunities outside the laboratory environment to meet the learning objectives within

Labs: Use of a Primary Standard-- KHC H 0 [CRSb] & [CR6] Big Idea 3: Chemical8 4 4 reactions.

Review:

Reduction of Permanganate (SP 4.2, 5.1, 6.4; LO 1.20, 3.3)[CRSb] & [CR6]Guided Inquiry: Progressive Precipitation (SP 1.5, 2.2, 4.2, 5.1,6.4; LO 1.19, 2.10, 3.2, 3.3) [CRSb] & [CR6]Shakashiri #5, 6, & 28

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Gases (9 days)Pages 179-21620,24, 28, 31, 32, 34,42,44,46,52, 58, 60, 62,67, 70, 72,74, 76, 80, 82, 86, 88, 97, and 99.Investigating Graham's Law (SP 2.2, 2.3; LO 2.6) [CR5b] &[CR6]Ideal Gas Law (SP 2.2, 2.3; LO 2.6) [CR5b] & [CR6]The Determination of the Molar Mass of a Volatile Liquid (SP 1.3,1.4, 6.4, 7.2; LO 2.4, 2.5) [CR5b] & [CR6]Sha kashiri #9

Thermochemistry (10 days)Pages 229-26510, 12, 19, 22, 26, 28, 32, 34, 36, 38, 42, 46, 50, 52, 56, 58, 62,64, 68, 79, and 82.Guided Inquiry: Hess's Law (SP 4.2, 5.1, 6.4; LO 5.6, 5.7)[CR5b] & [CR6]Heat of Combustion of Magnesium (SP 4.2, 5.1, 6.4; LO 5.6, 5.7)[CR5b] & [CR6]LO 5.2:Students relate temperature to the motions of particles, either via particulate representations, such as drawingsof parti des with arrows indicating velocities, an djor viarepresentations of average kinetic energy and distribution of kinetic energies ofthe particles, such as plots of the Maxwell Boltzmann distribution. [CR3e]

Students are accountable for answering homework questions about particle motions and kinetic energies of a sample at different temperatures while viewing a Podcast. The podcast begins with particulate animations and the narrator interprets the animations to show how kinetic energy distributions can explain the effect of temperature on the rate of a chemical reaction. The questions lead to the interpretation of activation energy on the distribution curve and eventually the refining of collision theory.Shakashiri #8

Atomic Structure and Periodicity (10 days)Pages 275-32018,20,22,24,26,30,32, 34, 38,40,42,46,55,58,62,66,68,70, 74, 78, 81, 84, 86, 92, 104, and 112.Guided Inquiry: Relationship Between the Spectrum andAbsorbance of Light (SP 4.1; LO 1.15) [CR5b] & [CR6]Poison in the KoolAid-A Spectroscopic Inquiry (SP 4.1, 4.2, 5.1,6.4; LO 1.15, 1.16) [CR5b] & [CR6]Beer's Law (SP 4.2, 5.1; LO 3.4) [CR5b] & [CR6]



CR3e-The course provides students with opportunities outside the laboratory environment to meet the learningobjectives within Big Idea5: Thermodynamics.

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LO 1.10:Justify with evidence the arrangement of the periodic table and apply periodic properties to chemical reactivity.

Students are given severalelements pairing them by families or by period and are asked to rationalize the change in electronegativity of each group based on the electronic structure of the atom [CR3a]Shakashiri #10-11

Bonding:GeneralConcepts (9 days)Pages 329-38114, 16, 18,20,22,28,32,36,38,42,46,48,52,54,56,64,66,68, 70, 74, 75, 77, 80, 86, 90, 92, 96, and 103. Molecular Geometry (SP 1.4; LO 2.21) [CR5b] & [CR6] Guided Inquiry: Conductivity of Solids & Metals (SP 4.2, 6.4; LO 2.22) [CR5b] & [CR6]LO 2.21:Use Lewis diagrams and VSEPR to predictthe geometry of molecules, identify hybridization, and make predictions about polarity.

Students construct balloon models of the arrangement of pairs of electrons a round a central atom. They then draw 20 pictures of these arrangements and apply these to predicting the shapes ofmolecules. [CR3b]Sha kashiri #12-14

Covalent Bonding: Orbitals (9 days)Pages 391-4178,10, 14, 16,24,26,30,34,36,38,42,44,50,52,and56. Determination of the Formula of a Hydrate (SP 2.1, 4.2, 6.4; LO 3.5) [CR5b] & [CR6]Sha kashiri #14-15

Liquids and Solids (8 days)Pages 425-47416,20,28,32,34,36,38,39,42,44,48,50,52,54,60,62,64,72, 80, 82, 84, 86, 88, 89, 90, and 92.The Structure ofCrystals (SP 1.1, 1.4, 7.1; LO 2.19, 2.23, 2.24)[CR5b] & [CR6]Enthalpy ofVaporization of Water (SP 6.4, 7.1; LO 2.3)[CR5b] & [CR6]

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

CR3b-The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 2: Properties of matter-characteristics, states, and forces of attraction.



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Properties of Solutions (8 days)Pages 485-51812, 14, 16, 22, 24, 26, 28, 30, 32, 36, 40, 44, 46, 48, 52, 54,60, 64, 70, 74, 76, 78, 80, 84, 85, and Chapter 11 PowerPoint problem.Freezing Point Depression (SP 1.1, 1.2, 6.4; LO 2.8) [CR5b] &[CR6]Winter ofTomis (SP 1.1, 1.2, 6.4; LO 2.8) [CR5b] & [CR6] http:/ / ch em.la peer.org/Ch em2 Docs/APCh em2Ma n ua l. html#tomisShakashiri #6, 7, & 16

ChemicalKinetics (12 days)Pages 527-56610, 12, 16, 20, 24, 26, 28, 29, 31, 33, 35, 37, 41, 43, 47, 49, 51,53, 55, 59, 63, 65, and 67.Reaction Rates (SP 4.2, 6.4; LO 4.1, 4.2) [CR5b] & [CR6]Rate Law Determination: Crystal Violet Reaction (SP 5.1, 6.4; LO4.1, 4.2, 4.4) [CR5b] & [CR6]Guided Inquiry: Factors that affect reaction rates and determining reaction rates and reaction mechanisms (SP 6.2,7.2; LO 4.5, 4.9) [CR5b] & [CR6]LO 4.8:Translate among reaction energy profile representations, particulate representations, and symbolic representations (chemical equations) of a chemical reaction occurring in the presence and absence of a catalyst.

Students create energy diagrams to explain why catalysts and raising the temperature can increase the rate of a chemical reaction. [CR3d]Shakashiri #23 & 24

ChemicalEquilibrium (11 days)Pages 578-61213, 17, 18, 20, 22, 26, 28, 30, 32, 36, 38, 40, 44, 46, 48, 54, 58,64, 67, and 74.Guided Inquiry: Equilibrium Position (SP 4.2; LO 6.9) [CR5b] &[CR6]Equilibrium Constant Determination (SP 4.2; LO 6.9) [CR5b] &[CR6]Equilibrium of Ethyl Acetate (SP 4.2; LO 6.9) [CR5b] & [CR6] LO 6.1: Given a set of experimental observations regarding physical, chemical, biological, or environmental processes that are reversible, student is able to construct an explanation that connects the observations to the reversibility of the underlying chemical reactions or processes.



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

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Students view the NO/N 0 Equilibrium simulation available CR3f-The course provides

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on the General Equilibria Animations Index page at Iowa StateUniversity and verbally report and discuss their answers to teacher supplied questions regarding the number of reactant and product molecules present at a particular point in the equilibrium process, the breaking and forming of bonds during the process, and how the reactant and product moleculesare changing in order to illustrate the dynamic nature of equilibrium. [CR3f]Shakashiri #17

Acids and Bases (11 days)Pages 623-67217,25,28,30,32,34,38,40,42,44,52,60,64,66, 70, 72, 76,78, 84, 88, 98, 102, 104, 114, 116, 118, 122, and 124.Ka PrelabDetermination of Dissociation Constant of Weak Acids (SP 1.1,1.4, 2.3; LO 6.11) [CRSb] & [CR6]Guided Inquiry: Hydro lysis of Salts (SP 6.4; LO 6.20) [CRSb] &[CR6]Determination of Vitamin C and Aspirin Content (SP 4.2, 5.1, 6.4;LO 1.20) [CRSb] & [CR6]Shakashiri #18-20

Applications of Aqueous Equilibria (16 days)Pages 681-73922,24,26,32,40,44,46,48,52,56,57,62,66,70, 76,80,86,92, 94, 98, 100, 104, 108, and 112.Acid-Base Titration (SP 4.2, 5.1, 6.4; LO 1.20) [CRSb] & [CR6] Titration of a Diprotic Acid (SP 5.1, 6.4; LO 3.2, 6.13) [CRSb] & [CR6]Titration Curves of Strong and Weak Acids and Bases (SP 1.4, 6.2,6.4; LO 1.18, 6.12) [CRSb] & [CR6]Determination of a Solubility Product Constant (SP 2.1, 2.2, 2.3,3.1, 3.2, 3.3, 4.1, 5.1; LO 1.4, 3.3, 6.12, 6.20) [CRSb] & [CR6]Buffered Solutions (SP 2.3, 4.2, 6.4; LO 1.4, 6.18, 6.20) [CRSb]& [CR6]Shakashiri #21-22

Spontaneity, Entropy,and Free Energy (10 days)Pages 749-78218, 20, 21, 24, 26, 28, 30, 32, 34, 36, 38, 44, 46, 48, 49, 54, 58,60, 62, and 70.Determination of Soluble Chloride (SP 1.4, 2.2, 2.3, 5.1, 6.4, 7.1;LO 6.22, 6.23, 6.24) [CRSb] & [CR6]

students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 6: Equilibrium.



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Percentage Calcium in Calcium Supplements (SP 4.2, 5.1, 6.4; LO1.19) [CR5b] & [CR6]Shakashiri #8


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Electrochemistry (11 days)Pages 791-82917,21,26,28,30,32,36,39,50,56,58,59,64, 72, 76, 80,84,86, 88, 92, and 95.A Chemical Activity Series (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO3.3) [CR5b] & [CR6]Corrosion (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO 3.3) [CR5b] &[CR6]Electroplating (SP 3.1, 3.2, 3.3, 4.2, 4.3, 4.4, 5.1; LO 3.3)[CR5b] & [CR6]Guided Inquiry: Electrochemical Cells (SP 2.2, 2.3, 5.1, 6.4; LO3.12, 3.13) [CR5b] & [CR6]Shakashiri #28-30

The Representative Elements:Groups 1A Through 4A (Chapter18 & 19 are tested together-8 days)Pages 875-8952, 8, 10, 16, 18, 19, 22, 24, 26, 28, 30, 32, 34, 36, 39, 42, 44,46, 48, 51, 53, 56, 57, and 62.Using Conductivity to Find an Equivalence Point (SP 1.1, 6.2, 7.1; LO 2.24, 2.32) [CR5b] & [CR6]Shakashiri #25-27

The Representative Elements:Groups SA through SAPages 901-9352, 6, 8, 10, 12, 14, 16, 18, 20, 22, 23, 25, 28, 29, 32, 33, 38, and46.Percent Sulfate in a Mixture (SP 6.4, 7.1; LO 2.1) [CR5b] & [CR6]Shakashiri #25-27



*Refers to Learning Objectives (LO) or Science Practices (SP)

CR4-The course provides

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students with the opportunity to connect their knowledge of chemistry and scienceto major societal ortechnological components (e.g., concerns, technological advances, innovations) to help them become scientifically literate citizens.

Documents

images.pcmac.orgimages.pcmac.org/SiSFiles/Schools/GA... · Web viewCourse Description. This AP Chemistry course is designed to be the equivalent of the general chemistry course usually