COURSE SYLLABUS AP CHEMISTRY (SECONDARY) - …curriculumfiles.qsi.org/SECONDARY/SEC - SCIENCE/AP CHEMISTRY 1… · COURSE SYLLABUS AP CHEMISTRY ... laboratory using household materials

COURSE SYLLABUS

AP CHEMISTRY (SECONDARY)

(July 2013)

The AP Chemistry course presents a rigorous study of advanced chemistry topics. It is a course intended

to be the equivalent of a university level general chemistry course. As such, the course is intended for

highly motivated students in the upper secondary levels. Prerequisites for the course include successful

completion of ten units of both Chemistry and Advanced Mathematics I (Algebra II) classes. These

prerequisites may be waived for advanced students with the permission of the AP Chemistry instructor

and the Director of Instruction or Director. Students are also expected to own a scientific calculator.

The course is divided into ten units based on the six Big Ideas outlined in the AP Chemistry Curriculum

Framework. The Big Ideas are as follows:

• 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 the details of 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.

*A schedule of suggested activities to support the Big Ideas can be found on pages 9-10

The Framework supports the Big Ideas by outlining 96 Learning Objectives. The ten Essential Units of

the AP Chemistry course are designed to solidify these learning objectives by incorporating multiple Big

Ideas and several Learning Objectives into each unit. Successful completion of this course will

adequately prepare the student for the AP Chemistry examination as well as to continue the study of

chemistry and related fields at the university level.

All ten Essential Units must be assessed for mastery. QSI’s philosophy of Mastery Learning requires

every student to master each unit to an ‘A’ or a ‘B’ level. If a student does not sufficiently master a unit

the first time, the student must restudy the material and be reassessed until mastery is achieved. Units are

considered in progress (P) until mastery at the A or B level is acheived.

The AP Chemistry course is designed to assist students in the pursuit of active, inquiry-based learning and

problem solving. Though using formulas and the recollection of facts are a natural part of the study of

chemistry, this course focuses more on a conceptual understanding of chemical concepts and the

development problem solving skills. Students are assisted in this pursuit through an inclusive hands-on

laboratory component of the course. Each unit includes suggested laboratory assignments which will

provide the student opportunities to practice laboratory skills, develop an appreciation for chemistry in

practice, and solidify chemical concepts through application. The importance of laboratory component of

the course cannot be overemphasized.

A solid foundation of chemical concepts and techniques is essential for success in AP Chemistry.

Selective Unit One provides an opportunity for students to review and refine such foundational skills.

Though these skills are crucial, time is short and a unit reviewing basic skills takes valuable class time.

For this reason it is suggested that students intending to take AP Chemistry engage in Selective Unit One

during the summer in preparation for the rigors of the upcoming school year. Performing a simple

laboratory using household materials and writing a lab report prior to the school year is an excellent

opportunity for students to prepare for AP Chemistry. Alternatively, Selective Unit One may be covered

in the first week of class, but it is not recommended to spend more than one week on this unit.

Students in AP Chemistry should attend class for five periods of 48 minutes per week. Additional time

for laboratory work, comprising of a two period block, should be scheduled to accommodate the

completion of twenty experiments throughout the year. If these extended class periods are not available,

students may need to attend school outside of regularly scheduled times, such as arriving at school early,

staying at school late, or attending weekend sessions in order to accommodate the laboratory component

of the course. A minimum of 25% of instructional time must be dedicated to hands-on laboratory

experiences integrated throughout the course. A schedule of suggested laboratory experiments with the

associated Science Practices from the AP Chemistry Curriculum Framework follows on page eight. The

laboratory activities listed are recommended by the AP College Board, but other similar labs may be

substituted.

Suggested Course Materials:

Textbook (required):

Zumdahl, Steven S. and Zumdahl, Susan A.,Chemistry.8th

ed. Boston: Houghton Mifflin

Company, 2010. ISBN 0-547-12532-1 (ZUM)

Laboratory Texts (required)

Vonderbrink, Ph.D., Sally A. Laboratory Experiments for Advanced Placement Chemistry,

2nd

ed. Batavia, IL: Flinn Scientific, Inc. 2006. ISBN 978-1-933709-02-4 (Vonderbrink)

Hostage, David and Fossett, Martin, Laboratory Investigations for AP Chemistry, People’s

Education Inc., New Jersey, 2006. ISBN 1-4138-0489-6 (Hostage)

Nelson, John and Kemp, Kenneth Chemistry the Central Science: Laboratory Experiments,

10th

ed, Pearson Prentice Hall 2006 ISBN 0-13-146479-5 (Nelson& Kemp)

Laboratory Notebook (required)

Hayden-McNieil 100 Set Carbonless Duplicate Spiral Bound Laboratory Notebook ISBN

978-1429224543

Supplemental Materials: (Optional, but purchase of a single copy of each is highly

recommended)

5 Steps to a 5 AP Chemistry, 2014-2015 Edition (5 Steps to a 5 on the Advanced Placement

Examinations Series) by Richard H. Langley and John Moore (Jul 12, 2013) ISBN: 978-0-

07180373-1

Cracking the AP Chemistry Exam, 2013 Ed. The Princeton Review. ISBN 978-0-37542989-7

An outline of the 10 essential units and three selective units with suggested materials follows.

These unit outcomes are normally engaged in the given order. Ten essential units comprise the

complete course and must be assessed for mastery.

Essential Units:

E01 - Chemical Reactions: ZUM Chapters 3& 4

Essential unit one describes three types of chemical reactions; precipitation reactions, acid-

base reactions and oxidation-reduction reactions. The student will write balanced chemical

equations and solve stoichiometric problems using the mole concept for each type of

reaction.

Key Concepts:

Counting by weighing

Balancing chemical equations

Determining molecular and

empirical formulas

Limiting reagent and percent

yield

The nature of aqueous solutions:

strong & weak electrolytes

Composition of a solution

Describing reactions in solution

Stoichiometry of precipitation

reactions

Types of chemical reactions

Precipitation reaction

Acid-base reactions

Oxidation-reduction reactions

E02 - Gases & Thermochemistry: Chapters 5 & 6

Unit two introduces gas behavior according to the Kinetic Molecular Theory, gas

stoichiometry, and thermochemical properties such as enthalpy, calorimetry, and specific

heat. The student investigates gas behavior under changing conditions as well as how

enthalpy (heat) can be transferred in systems.

Key Concepts:

Gas laws of Boyle, Charles

and Avogadro

The Ideal Gas Law

Dalton’s Law of Partial

Pressures

Kinetic Molecular Theory of

Gases

Effusion & Diffusion

Real Gases

The Nature of Energy

Enthalpy & Calorimetry

Hess’s Law

Standard Enthalpies of

formation

E03 - Atomic Structure: Chapter 7

Unit three tracks the history of the development of the quantum mechanical model of the

atom. Students relate electron behavior to atomic properties and periodic trends.

Key Concepts:

Electromagnetic radiation

Atomic spectrum of

Hydrogen

The Bohr Model

Quantum Mechanical Model

of the Atom

Orbital shapes and energies

Electron spin and the Pauli

Principle

Polyelectronic Atoms

Aufbau Principle and the

Periodic Table

Periodic Trends and

Properties of a Group

E04 - Bonding: Chapters 8 & 9

Columb’s Law is integral in explaining many chemical properties. Unit four relates

Columb’s Law and electrostatic forces to the bonding of atoms and the shapes of molecules.

The student compares categories of bonds, creates Lewis structures, employs the rules for

making VSEPR models of atoms, and explores hybridized bonds. The student will also

investigate molecular geometry.

Key Concepts:

Types of Bonding

Electronegativity

Bond Polarity and Dipole

Moments

Electron Configurations and

Sizes of Ions

Formation of Binary Ionic

Compounds

Covalent Bonding

Localized Electron Bonding

Model

Lewis Structures

Exceptions to the Octet Rule

Resonance

The VSEPR Model

Orbitals and Hybridization

Molecular Orbital Model

Homo-nuclear and Hetero-

nuclear Diatomic Molecules

Combining Localized

Electron and Molecular Orbital

Models

E05 - States of Matter: Chapters 10 & 11

Unit five introduces the student to forces which exist between molecules. The student relates

properties of solids, liquids, and gases to the intermolecular forces existing within the

sample. The student also investigates the properties of different states of matter.

Key Concepts

Intermolecular Forces

The Liquid State

Structure and Types of Solids

Structure and Bonding in

Metals

Network Atomic Solids:

Carbon & Silicon

Molecular and Ionic Solids

Vapor Pressure and Change

in State

Solution Composition

Factors affecting solubility

Vapor Pressure of Solutions

and Osmotic Pressure

Colloids

E06 - Kinetics: Chapter 12

Unit six takes into account that to be useful, a chemical reaction must occur at a reasonable

rate. The student calculates rate laws, examines the effect of catalysts on reaction rates,

explores reaction mechanisms, and investigates factors which affect reaction rates.

Key Concepts:

Reaction Rates and Formation

of Rate Laws

Integrated Rate Law

Reaction Mechanisms

Half Life

A Model for Chemical Kinetics

Catalysis

E07 - Equilibrium: Chapters 13 & 14 Unit seven presents the student with the idea that although a system at equilibrium is

macroscopically static, it is microscopically dynamic. The student uses a balanced chemical

equation to determine the equilibrium constant for a reversible reactions. The student also

predicts equilibrium shifts given various stresses to the system and examines equilibria of

acids and bases. The student will finally investigate factors affecting equilibrium.

Key Concepts:

The Equilibrium Condition

Equilibrium Constant

Equilibrium Expression

Involving Pressures

Heterogeneous Equilibria

Solving Equilibrium

Problems

Le Châtelier’s Principle

Acid strength and the pH

scale

Calculating pH of Strong and

Weak Acids

Polyprotic Acids

Acid-Base Properties of Salts

and Oxides

Effect of Structure on Acid-

Base Properties

Lewis Acid-Base Model

E08 - Applications of Equilibria: Chapter 15&16 Unit eight builds on acid-base concepts. The student calculates pH, designs buffer solutions,

interprets titration curves, predicts solubility, and examines factors which affect solubility.

The student also investigates acid-base equilibria and/or solubility of salts.

Key Concepts:

Common Ion Effect

Buffer Solutions and Buffer

Capacity

Titrations and pH Curves

Acid-Base Indicators

Solubility Equilibria and

Solubility Product

Precipitation and Qualitative

Analysis

Complex Ion Equilibrium

E09 - Thermodynamics and Electrochemistry: Chapters 17& 18

Unit nine introduces the laws of thermodynamics. The student applies the thermodynamic

laws to determine if a reaction is favorable. The student also explores the basics of

electrochemistry, including electrolytic and galvanic cells. The student investigates the

principles of thermodynamics and electrochemistry.

Key Concepts:

Thermodynamically Favored

Processes and Entropy

Second Law of

Thermodynamics

Effect of Temperature on

Spontaneity

Free Energy and Chemical

Reactions

Entropy Changes in

Chemical Reactions

Dependence of Free Energy

on Pressure

Free Energy, Equilibrium and

Work

Galvanic Cells

Standard Reduction Potential

Cell Potential, Electrical

Work and Free Energy

Dependence of Cell Potential

on Concentration

Batteries, Corrosion, and

Electrolysis

Commercial Electrolytic

Processes

10 - Organic and Biological Molecules: Chapter 22

Unit ten gives the student a basic introduction to organic chemistry. The student recognizes and

names various organic molecules, including those with important biological significance, such as

nucleic acids and proteins. The student also investigates the synthesis and purification of an

organic compound.

Key Concepts:

Alkanes

Alkenes and Alkynes

Aromatic Hydrocarbons

Hydrocarbon Derivatives

Polymers and Natural

Polymers

Selective Units:

S01 - Chemical Foundations: Chapter 1&2

Selective Unit one reviews basic chemistry concepts with which the student should be

familiar. As this is a review unit, it could be assigned as a summer assignment or be covered

in the first week of class. The student reviews basic units of measurement including

significant figure usage and dimensional analysis, the atom and its fundamental particles, the

Periodic Table, and naming ionic and covalent molecules.

Scientific Method

Units of Measurement,

Uncertainty and Significant

Figures

Dimensional Analysis

Classification of Matter

Dalton’s Atomic Theory

Molecules and Ions

Periodic Table and Naming

Simple Compounds

Atomic masses

History of the atom

S02 - Nuclear Chemistry: Chapter 19 Selective Unit two changes the focus from importance of the electron interaction to that of

the nucleus of the atom. The student determines what makes a nucleus stable as well as

quantifies the energy contained within the nucleus and how it can be used. The student also

calculates half-lives and evaluates the potential dangers of nuclear radiation.

Key Concepts:

Nuclear Stability and Radioactive

Decay

Kinetics of Radioactive Decay

Nuclear Transformations

Detection and Uses of

Radioactivity

Thermodynamic Stability of the

Nucleus

Nuclear Fission and Fusion

Effects of Radiation

S03 – End of Year Project Unit Statement: Selective Unit three is an end of year project in which students should

engage following completion of the AP Chemistry examination. The student finds a movie

clip which contains an element of chemistry and researches the topic to determine if the clip

contains fact or fiction. The student then writes a scientific research paper and presents

findings in a multimedia presentation. This project was adapted from a project found online.

A link to the original document can be found under Technology Resources below.

Key Concepts:

Research

Scientific Writing

Oral presentation

Review of Chemistry Concepts

Schedule of suggested laboratory experiments (guided inquiry format is suggested for labs

shaded in gray)

Unit # Lab

#

Name of Laboratory Lab Manual

Associated

Science

Practices

E01 1 Determination of Empirical Formula of Silver Oxide Vonderbrink 2,3,5,6,7

E01 2 Analysis of Silver in an Alloy Vonderbrink 2,3,4,5,6

E01 3 Gravimetric Analysis of a Metal Carbonate Vonderbrink 2,3,4,5,6

E01 4 Analysis of Alum: AlK(SO4)2 ·12H2O Vonderbrink 2,3,4,5

E01 E02

5 Finding the Ratio of Moles of Reactants in a Chemical

Reaction Vonderbrink 1,2,3,4,5,6,7

E02 6 Thermodynamics – Enthalpy of Reaction and

Hess’s Law

Vonderbrink 1,2,3,4,5,6,7

E02 8 Determining the Molar Volume of a Gas Vonderbrink 1,2,3,4,5,6,7

E02 - Micromole Rockets Chemmybear* 2,3,4,5,6

E03 7 An Activity Series Vonderbrink 1,4,5,6,7

E04 11 Molecular Geometries of Covalent Molecules: Lewis

Structures and the VSEPR Model Nelson &

Kemp 1,5,6,7

E05 9 Determination of the Molar Mass of Volatile Liquids Vonderbrink 1,2,3,4,5,6,7

E05 11 Molar Mass By Freezing Point Depression Vonderbrink 2,3,4,5,6

E06 12 Kinetics of a Reaction Vonderbrink 2,3,4,5,6,7

E06 13A Kinetics: Differential and Integrated Rate Laws: Part A Hostage 1,2,3,4,5,6

E07 13 The Determination of Keq for FeSCN2+ Vonderbrink 1,2,3,4,5,6,7

E07 14 Determination of Ka for Weak Acids Vonderbrink 1,5,6,7

E07 15 Acid-Base Titrations Vonderbrink 1,2,3,4,5,6,7

E08 16 Selecting Indicators for Acid-Base Titrations Vonderbrink 1,2,3,4,5,6,7

E08 17 Preparation and Properties of Buffer Solutions Vonderbrink 3,4,5,6

E08 18 Determination of the Solubility Product of an Ionic

Compound Vonderbrink 2,3,4,5,6

E09 22 Electrochemical Cells Vonderbrink 2,3,4,5,6,7

E09 23 Electrolysis Vonderbrink 1,2,3,4,5,6,7

E09 17 Exploring Electrochemistry Hostage 1,2,3,4,5,6,7

E10 25 Synthesis, Isolation, and Purification of an Ester Vonderbrink 1,2,3,4,5,6,7

S01 1 Determination of the Empirical Formula of Silver

Oxide Vonderbrink 2,3,5,6,7

S01 26 Predicting the products of Chemical Reactions and

Writing Chemical Equations Vonderbrink 1,2,3,4,5,6,7

S02 13B Kinetics: Differential & Integrated Rate Laws: Part B Hostage 1,2,3,4,5,6,7

*http://www.chemmybear.com/groves/apch04_micromolerockets.pdf

http://www.chemmybear.com/groves/apch04_micromolerockets.pdf

Schedule of possible activities which support the Big Ideas

Big Idea 1 – The Structure of Matter

› The student justifies, with evidence, the arrangement of the periodic table and applies

periodic properties to chemical reactivity.

› The student is given several elements and pairs 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.

› The student uses a mass spectrometer printout of the relative masses of isotopes of an

element to determine a) the percentages of the isotopes and (b) the average atomic mass

of the element.

› The student graphs values for atomic radii, electronegativities, and ionization energies to

predict trends and explain the organization of the periodic table.

Big Idea 2 - Properties of Matter - Characteristics, States, and Forces of Attraction.

› The student makes drawings of a series of molecules and from those drawings predicts

geometry, hybridization, and polarity.

› The student is provided with Potential Energy Curves and compares single, double, and

triple bonds, looks for patterns and investigates the strength of the different types of

bonds.

› The student uses Lewis diagrams and VSEPR theory to predict the geometry of

molecules, identify hybridization, and make predictions about polarity.

› The student constructs balloon models of the arrangement of pairs of electrons around a

central atom, draws 2D pictures of these arrangements, and then applies these drawings

to predicting the shapes of molecules.

› The student examines a model of DNA or alpha helix and identifies which atoms/base

pairs are involved in causing the helical structure through hydrogen bonding within the

molecule. The student discusses how increased levels of UV light due to ozone depletion

can cause mutations via the disruption of hydrogen bonding.

Big Idea 3 – Chemical Reactions

› The student observes a series of chemical reactions using video clips from websites and:

Classifies each reaction by type,

Writes the balanced net ionic equation for each reaction,

Writes a brief description of each reaction, and

Determines the driving force towards thermodynamic favorability for each

reaction.

› The student conducts an investigation into the major components of acid rain and writes

the reactions which occur between the pollutant and the compounds naturally present.

Big Idea 4 – Rates of Chemical Reactions

› The student studies the elementary steps of a mechanism and relates the steps to collision

theory by using a web based simulation such as

http://phet.colorado.edu/en/simulation/reactions-and-rates.

http://phet.colorado.edu/en/simulation/reactions-and-rates

› The student simulates and graphs nuclear decay (first order kinetics) using a candy

simulation such as http://www.thesciencehouse.org/countertop-chemistry/radioactive-

decay-of-candium-experiment-27.php

› The student orally presents the solution to a problem given a set of data of the change of

concentration versus time, indicating the order of the reaction and the rate constant with

appropriate units.

Big Idea 5 – Thermodynamics

› The student determines if a situation is thermodynamically favored or not favored by

calculating entropy, enthalpy, and Gibbs Free Energy when given a set of conditions.

› The student calculates the needed volume of oxygen to react with a given volumes of

gases in a reaction, determine the heat of the reaction, and determine the amount of work

produced by using the distance the rocket traveled. (Activity to accompany

http://www.chemmybear.com/groves/apch04_micromolerockets.pdf)

Big Idea 6 – Equilibrium

› The student will determine the concentration of species at equilibrium when given the

equilibrium constant and the equilibrium concentrations of other species in the reaction.

› The student will apply Le Chatelier’s Principle quantitatively to equilibrium systems

which are altered.

http://www.thesciencehouse.org/countertop-chemistry/radioactive-decay-of-candium-experiment-27.php

http://www.thesciencehouse.org/countertop-chemistry/radioactive-decay-of-candium-experiment-27.php


Assessment:

The College Board AP Chemistry examination is a comprehensive and rigorous test of students’

understanding of chemistry concepts. The test consists of both multiple choice and free response

questions. The best way to prepare students for this examination is through repeated practice under

conditions which simulate the actual exam experience (time limits, restriction on calculator use, etc.).

Students should answer several questions of both types for each unit of study. In assessing students, it is

important to choose questions which are challenging yet attainable.

Assessment Resources:

There are amble web resources for generating AP Chemistry examinations. A few resources are

listed below.

http://danreid.wikispaces.com/AP+Chemistry+Exam+Multiple+Choice+Questions+Separated+by

+Topic

http://www.appracticeexams.com/ap-chemistry

http://www.ugdsb.on.ca/ccvisci/apchemma/sampexqu.pdf

Suggested Assessment Strategies:

Different teaching styles and philosophies lead to virtually endless possibilities for student

assessment. The following information offers one possibility for assessing students and

compiling a final unit grade.

Multiple Choice:

Offer two challenging questions for each outcome, to be assessed according to the rubric below.

Outcomes for which a student earns a ‘P’ must be reassessed. Once all outcomes are mastered,

the multiple choice section grade is based on the majority of grades earned for each outcome.

TSW ‘A’ ‘B’ ‘P’

1 2 correct 1 correct 1 wrong 2 incorrect

2, etc. 2 correct 1 correct 1 wrong 2 incorrect

Free Response:

Free response questions are more lengthy questions and typically involve several concepts in

each multi-part question. The free response questions chosen by the teacher should fully

challenge the students. Any question for which the student earns a ‘P’ must be reassessed. The

overall grade for the free response section is based on the majority of ‘A’ or ‘B’ grades. A

suggested assessment rubric is found below. Score Success

1 = ‘P’ The student did not understand the problem and either did not answer it or answered it in

completely the wrong manner

2 = ‘P’ The student attempted the problem but had very limited knowledge or application.

3 = ‘P’ The student attempted the problem but struggled with one or more concepts and was not able to

solve the problem to a successful conclusion.

4 = ‘B’ The student had good understanding of the process but made a slight error in calculation or

judgment.

5 = ‘A’ Used sound strategy to successfully solve the problem.

http://danreid.wikispaces.com/AP+Chemistry+Exam+Multiple+Choice+Questions+Separated+by+Topic

http://danreid.wikispaces.com/AP+Chemistry+Exam+Multiple+Choice+Questions+Separated+by+Topic

http://www.appracticeexams.com/ap-chemistry

http://www.ugdsb.on.ca/ccvisci/apchemma/sampexqu.pdf

Suggested Lab Report Rubrics: Two suggested rubrics are found below. The first is a rubric used to assess the written lab report. The

second is a simple checklist designed to assess both the lab report and student performance during the

laboratory experiment.

More rubric information on following page………………………

Item ‘A’ ‘B’ Pre Lab Questions Completed and handed in before lab

begins.

Answered correctly.

Completed and mostly correct after

the lab was done.

Lab #, Title, Date, Table of

Contents entry

Completed before lab. Complete

Procedure Completed before lab.

Succinct with all essential parts.

Succinct with all essential parts.

Data Table Completed before lab begins.

Filled in correctly & neatly during lab.

Simple cross outs where necessary.

Completed during lab period with

minimal mistakes.

Calculations Appropriate calculations shown with

the correct answers.

Appropriate calculations shown with

the correct understanding but with

some minimal errors.

Analysis Demonstrates clear understanding of

the results and how they relate to

theory.

Logical explanation of the results.

Aplication Insightfully relates the experiment to

everyday world applications, major

societal implications, and technical

components.

Relates the experiment to everyday

world applications, major societal

implications, or technical

components.

Source of Error Calculates the correct % error where

applicable.

Describes logical experimental

sources of error and offers methods to

reduce error.

Calculates the correct % error where

applicable.

Describes some sources of error.

Post Lab Questions -

Conclusion

Answered correctly.

Offers insightful conclusion.

Small number of errors but

understands the concepts clearly.

Deadline Handed in by set deadline. Handed in late.

Using the Lab Report Rubrics:

Any section for which the student earns a ‘P’ must be reassessed. The overall grade for the laboratory

section of the unit is based on the majority of ‘A’ or ‘B’ grades.

Final Unit Assessment:

The final grade for each unit is compiled by combining the grades from each of the Multiple

Choice, Free Response, and Laboratory components of the unit.

‘A’ ‘B’ ‘P’

Design Title: Title: Clearly describes the purpose of the lab. Background Info: Summarizes relevant background information in paragraph form. Research Question: Identifies question addressed by the lab. Hypothesis: Creates a prediction using an “if…then…” statement. Materials: All the materials used are listed in bullet form. Procedure: All steps listed in a clear format such that the lab could be repeated by anyone. Data Collection Results: Raw data tables appropriately labeled. Conclusion & Evaluation Conclusion: States the relationship between the variables based on the data. Evaluation: Student explains what was learned from the experiment and recommends future

improvements for the procedures.

Manipulative Skills Follows Instructions: Follows instructions accurately, adapts to new circumstances, seeks assistance only when required. Technique: Competent and methodical with a range of techniques and equipment Safety: Pays attention to safety issues. Ethics: Is conscious of environmental issues.

AP CHEMISTRY

(SECONDARY)

ESSENTIAL UNIT 1 (E01)

(Chemical Reactions) (July 2013)

Unit Statement: Essential unit one describes three types of chemical reactions; precipitation

reactions, acid-base reactions and oxidation-reduction reactions. The student will write balanced

chemical equations and solve stoichiometric problems using the mole concept for each type of

reaction.

Essential Outcomes:

1. The Student Will relate the number of particles, moles, mass and volume of substances to

one another, both qualitatively and quantitatively. (ZUM 3.1-3.5)

2. TSW determine percent composition, empirical formula, and molecular formula of

various compounds when given experimental data. (ZUM 3.6-3.7)

3. TSW balance chemical reactions and evaluate experimental data to determine limiting

reagent and percent yield. (ZUM 3.9-3.11)

4. TSW distinguish between strong and weak electrolytes. (ZUM 4.2)

5. TSW calculate the composition of a solution in terms of molarity and recalculate

molarity with dilution. (ZUM 4.3)

6. TSW predict reaction products using the rules for solubility of salts in solution. (ZUM

4.5)

7. TSW write balanced chemical equations for precipitation reactions and calculate the

mass of product formed. (ZUM 4.6, 4.7)

8. TSW perform stoichiometric calculations for acid-base reactions. (ZUM 4.8)

9. TSW analyze chemical compounds and assign oxidation states to elements in the

compound. (ZUM 4.9)

10. TSW balance a redox reaction using half reactions. (ZUM 4.10)

11. TSW apply the scientific method to investigate a chemistry problem, based on

gravimetric analysis and stoichiometry, and record a formal lab report of the

experiment. (Vonderbrink Lab 1, 2, 3, 4,or 5 or similar)

Introduced and Practiced Outcomes:

1. The Student Will define endpoint, equivalence point, titrant, analyte, indicator, and

buffer solution correctly. (ZUM 4.8)

Suggested Materials:

ZUM Chemistry. Chapters 3& 4

Vonderbrink (Labs 1, 2, 3, 4, 5)

Suggested Technology Resources:

1. Destiny Quest and Web Path Express (accessible via school’s library web page)

2. http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2119.html

3. http://www.sciencegeek.net/APchemistry/APtaters/directory.shtml

4. www.modelscience.com

5. http://www.sciencenetlinks.com/

Suggested Assessment Tools and Strategies:

1. Create and administer a written test of Multiple Choice and Free Response questions using the

test generator and/or questions from previous AP Tests.

2. Use rubric to assess the lab reports. (see Course Outcomes)

3. Research project

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2119.html

http://www.sciencegeek.net/APchemistry/APtaters/directory.shtml

http://www.modelscience.com/

http://www.sciencenetlinks.com/

AP CHEMISTRY

(SECONDARY)


(Gases & Thermochemistry) (July 2013)

Unit Statement: Unit two introduces gas behavior according to the Kinetic Molecular Theory,

gas stoichiometry, and thermochemical properties such as enthalpy, calorimetry, and specific

heat. The student investigates gas behavior under changing conditions as well as how enthalpy

(heat) can be transferred in systems.

Essential Outcomes:

1. The Student Will convert between various units of pressure. (ZUM 5.1)

2. TSW solve problems using Charles’ Law, Boyle’s Law, Avogadro’s Law, Dalton’s Law,

and the ideal gas equation. (ZUM 5.2, 5.3, 5.5)

3. TSW solve stoichiometric molar volume problems at standard temperature and pressure

(STP). (ZUM 5.4)

4. TSW justify gas behavior under changing conditions of pressure, temperature, volume,

and number of moles according to the Kinetic Molecular Theory. (ZUM 5.6)

5. TSW calculate the root mean square velocity of a gas at a given temperature. (ZUM 5.6)

6. TSW calculate the ratio of rates of effusion for a pair of gases. (ZUM 5.7)

7. TSW solve calorimetric problems using the formula q = smΔt. (ZUM 6.2)

8. TSW calculate the heat of a reaction that cannot otherwise be measured using Hess’s

Law. (ZUM 6.3)

9. TSW draw qualitative and quantitative connections between the reaction enthalpy and

the energies involved in the breaking and formation of chemical bonds. (ZUM 6.3-

6.4)

10. TSW apply the scientific method to investigate a chemistry problem based on gas laws or

calorimetry and record a formal lab report of the experiment. (Vonderbrink Labs 5,

6, or 8 or similar)


1. The Student Will explain the meaning of the following thermodynamic terms: enthalpy,

ΔH, exothermic, endothermic, system, surroundings, universe, heat of formation, heat of

reaction, calorimetry, heat, calorie, joule, standard molar enthalpy of formation, molar

heat of combustion. (ZUM 6.1, 6.2, 6.3, 6.4, )


ZUM Chemistry. Chapters 5 & 6

Vonderbrink Labs 5, 6, 8


6. Destiny Quest and Web Path Express (accessible via school’s library web page) 7. http://chemistry.about.com/cs/workedproblems/a/bl113003a.htm






1. Create and administer a written test of Multiple Choice and Free Response questions using the

test generator and/or questions from previous AP Tests.


3. Research project

http://chemistry.about.com/cs/workedproblems/a/bl113003a.htm







(Atomic Structure & Periodicity)

(July 2013)

Unit Statement: Unit three tracks the history of the development of the quantum mechanical

model of the atom. Students relate electron behavior to atomic properties and periodic trends.

Essential Outcomes:

1. The Student Will calculate energy changes for electrons absorbing or emitting photons.

(ZUM 7.2)

2. TSW describe the significance of the emission spectrum of a given element and relate

this to the energy states of its electron. (ZUM 7.3)

3. TSW calculate the energy required to excite a hydrogen electron between various

quantum levels according to the Bohr Model. (ZUM 7.4)

4. TSW describe the quantum mechanical model of the atom in terms of standing wave,

probability distribution and atomic size. (ZUM 7.5)

5. TSW relate the four quantum numbers to the number of electrons in an atom and the

orbitals of an atom. (ZUM 7.6)

6. TSW describe the shapes and energy levels of electron orbitals of an atom.(ZUM 7.7)

7. TSW relate the location of electrons in different orbitals to electron shielding and the

penetration effect. (ZUM 7.8)

8. TSW write the electron configuration of various elements using Pauli’s exclusion

principle, the Aufbau Principle and Hund’s rule. (ZUM 7.11)

9. TSW analyze several trends of the periodic table such as ionization energies, electron

affinity and atomic radii. (ZUM 7.12)

10. TSW apply the scientific method to investigate a chemistry problem based on periodicity

of atomic properties and record a formal lab report of the experiment.

(Vonderbrink 7 or similar)


1. The Student Will describe the characteristics and causes of the photoelectric effect. (ZUM

7.2)

2. TSW state the meaning of the Pauli Exclusion Principle. (ZUM 7.8)


ZUM Chemistry. Chapter 7

Vonderbrink Lab 7


12. Destiny Quest and Web Path Express (accessible via school’s library web page) Destiny Quest

and Web Path Express (accessible via school’s library web page)






1. Create and administer a written test of Multiple Choice and Free Response questions

using the test generator and/or questions from previous AP Tests.


3. Research project





AP CHEMISTRY

(SECONDARY)


(Bonding)

(July 2013)

Unit Statement: Columb’s Law is integral in explaining many chemical properties. Unit four

relates Columb’s Law and electrostatic forces to the bonding of atoms and the shapes of

molecules. The student compares categories of bonds, creates Lewis structures, employs the

rules for making VSEPR models of atoms, and explores hybridized bonds. The student will also

investigate molecular geometry.

Essential Outcomes:

1. The Student Will relate chemical bonding to attractions and repulsions associated with

Coulomb’s Law. (ZUM 8.1)

2. TSW rank and justify the ranking of bond polarity on the basis of the locations of the

bonded atoms in the periodic table. (ZUM 8.2-8.3)

3. TSW predict the formula of ionic compounds and the relative sizes of ions based on

electron configurations. (ZUM 8.4)

4. TSW calculate the lattice energy of a solid binary ionic compound. (ZUM 8.5)

5. TSW calculate the enthalpy of formation of a compound using a standard table of bond

energies. (ZUM 8.6, 8.7, 8.8)

6. TSW describe the structure of a molecule using the Localized Electron Model. (ZUM

8.9)

7. TSW write Lewis structures for molecules containing atoms from the first two periods

and for molecules that violate the octet rule. (ZUM 8.10, 8.11)

8. TSW write resonance Lewis structures for molecules or ions containing more than one

possible Lewis structure that obeys the octet rule and use the concept of formal

charge to predict the preferred structure of those molecules or ions. (ZUM 8.12)

9. TSW justify the molecular structures of various molecules using the VSEPR model and

compare that with the hybridized orbital model. (ZUM 8.13, ZUM 9.1)

10. TSW use the Molecular Orbital Model to describe the bonding in various diatomic

molecules. (ZUM 9.2)

11. TSW describe the difference between and significance of σ (sigma) and π (pi) bonds and

identify them in models of various molecules. (ZUM 9.4, 9.5)

12. TSW apply the scientific method to investigate a chemistry problem based on chemical

bonding and record a formal lab report of the experiment. (Nelson & Kemp Lab 11

or similar)


1. The Student Will use the Molecular Orbital Model to explain paramagnetism in the O2

molecule. (ZUM 9.3)



Nelson & Kemp Lab 11



18. http://dl.clackamas.edu/ch106-

02/covalent.htmhttp://apcentral.collegeboard.com/apc/public/courses/teachers_corner/21

19.html

19. http://www2.chemistry.msu.edu/faculty/reusch/VirtTxtJml/intro3.htm








3. Research project

http://dl.clackamas.edu/ch106-02/covalent.htm

http://dl.clackamas.edu/ch106-02/covalent.htm



http://www2.chemistry.msu.edu/faculty/reusch/VirtTxtJml/intro3.htm




AP CHEMISTRY

(SECONDARY)


(States of Matter)

(July 2013)

Unit Statement: Unit five introduces the student to forces which exist between molecules. The

student relates properties of solids, liquids, and gases to the intermolecular forces existing within

the sample. The student also investigates the properties of different states of matter.

Essential Outcomes:

1. The Student Will predict the magnitudes of the forces acting within collections of

interacting molecules based on electron distribution and the interaction of intermolecular

forces.(ZUM 10.1)

2. TSW relate intermolecular forces within a liquid to capillary action and viscosity. (ZUM

10.2)

3. TSW discuss how increased levels of UV light due to ozone depletion can cause

mutations in DNA via the disruption of hydrogen bonding.

4. TSW relate the macroscopic properties of metals and the shell model of the atom to the

delocalized electron model of metals. (ZUM 10.4)

5. TSW describe network atomic structures of a variety of carbon and silicon solids. (ZUM

10.5)

6. TSW compare and contrast the bonding in ionic solids and molecular solids. (ZUM 10.6,

10.7)

7. TSW calculate the enthalpies of vaporization, ∆Hvap, for various liquids. (ZUM 10.8)

8. TSW calculate vapor pressure of various liquids. (ZUM 10.8)

9. TSW interpret heating curves with respect to melting point, boiling point and specific

heat.(ZUM 10.9)

10. TSW apply the scientific method to investigate a chemistry problem based concepts from

unit five and record a formal lab report of the experiment. (Vonderbrink lab 9 or 11

or similar)


1. TSW contrast substitutional and interstitial alloys.(ZUM 10.4)

2. TSW interpret phase diagrams and correctly define terms such as triple point, critical

temperature, and critical pressure. (ZUM 10.9)



Vonderbrink Lab 9, 11



24. http://www.kentchemistry.com/links/Matter/HeatingCurve.htm

25. http://www.chem.purdue.edu/gchelp/liquids/vpress.html









3. Research project

http://www.kentchemistry.com/links/Matter/HeatingCurve.htm

http://www.chem.purdue.edu/gchelp/liquids/vpress.html





AP CHEMISTRY

(SECONDARY)


(Chemical Kinetics)

(July 2013)

Unit Statement: Unit six takes into account that to be useful, a chemical reaction must occur at a

reasonable rate. The student calculates rate laws, examines the effect of catalysts on reaction

rates, explores reaction mechanisms, and investigates factors which affect reaction rates.

Essential Outcomes:

1. The Student Will describe the rate of reaction as the change in concentration of reactant

or product with time. (ZUM 12.1)

2. TSW relate the rate law for reactions to the reactant being examined. (ZUM 12.2)

3. TSW calculate the order of a chemical reaction from given initial concentration data of

the reactants. (ZUM 12.3)

4. TSW calculate the rate constant for reactions from experimental data. (ZUM 12.4)

5. TSW infer the order of a reaction by plotting and analyzing concentration vs. time data

on a graph. (ZUM 12.4)

6. TSW justify a reaction mechanism for a given reaction given rate constant and potential

elementary steps.(ZUM 12.5)

7. TSW explain the difference between collisions that convert reactants to products and

those that do not. (ZUM 12.6)

8. TSW summarize a peer reviewed journal article about current events in chemistry by

making a poster or an oral presentation.

9. TSW apply the scientific method to investigate a chemistry problem involving reaction

rates and record a formal lab report of the experiment. (Vonderbrink Lab 12,

Hostage Lab 13 Part A or similar)


1. The Student Will use correct terminology found in chemical mechanisms such as

elementary step, molecularity, unimolecular step, bimolecular step, and rate-determining

step. (ZUM 12.6)

2. TSW distinguish between heterogeneous and homogeneous catalysts. (ZUM 12.8)



Vonderbrink Lab 12

Hostage Lab 13 Part A



31. http://www.avogadro.co.uk/kinetics/rate_equation.htm

32. http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch22/rate.php









3. Student presentation of a lesson on the Theory of Chemical Kinetics (see accompanying

rubric below).

RUBRIC FOUND ON FOLLOWING PAGE…………………..

http://www.avogadro.co.uk/kinetics/rate_equation.htm

http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch22/rate.php





Presentation Rubric Chemical Kinetics

Presentation (E06)

Exceeded Mastery Mastery Progressing

Speech is enunciated clearly,

uninterrupted, and

grammatically correct

Speech flows well with the

odd interruption or mistake

that does not detract from the

flow.

Speech is poorly organized

or does not flow clearly.

Backgrounds, colors and

some special effects

contributed to the overall

theme of the presentation

Some special effects were

used to enhance the

presentation.

Presentation lacked any

special effects to enhance

the presentation.

The slides are used as an

outline for an oral

presentation.

Some slides were read but

mostly used as an outline for

an oral presentation.

Many of the slides were

simply read rather than

used as an outline.

Content

Exceeded Mastery Mastery Progressing

Content is presented in a

clear, unequivocal manner

that was easily understood

by the audience.

Content is presented in a

clear, unequivocal manner

that was understood by the

audience with some

clarification or further

explanation.

The audience was not clear

about some aspects of the

presentation. The content

was not presented clearly

enough to be understood by

the audience.

The presentation surpassed

all of the pre-assigned

objectives.

All of the pre-assigned

objectives of the presentation

were completed in full.

Not all of the pre-assigned

objectives were met.

All the essential ingredients

were included with relevant

additions.

The presentation included a

title page, an overview page,

an introductory page, a

summary page and a sources

page in addition to the

content details.

Some of the essential

ingredients of the

presentation were missing.

The student demonstrates

clear understanding of the

topic by answering after-

presentation questions

clearly and confidently.

The student understands the

topic by answering after-

presentation questions.

The student showed some

lack of understanding of the

topic.

The presenter contributed

some personal comments

about the subject that added

insight to the understanding

of the subject.

AP CHEMISTRY

(SECONDARY)


(Chemical Equilibrium)

(July 2013)

Unit Statement: Unit seven presents the student with the idea that although a system at

equilibrium is macroscopically static, it is microscopically dynamic. The student uses a balanced

chemical equation to determine the equilibrium constant for reversible reactions. The student

also predicts equilibrium shifts given various stresses to the system and examines equilibria of

acids and bases. The student will finally investigate factors affecting equilibrium. Essential Outcomes:

1. The Student Will construct an explanation that connects observations to the reversibility

of underlying chemical reactions or processes. (ZUM 13.1)

2. TSW calculate values for the equilibrium constant using the law of mass action. (ZUM

13.2)

3. TSW determine which species will have very large versus very small concentrations at

equilibrium based on the value of the equilibrium constant (K). (ZUM 13..2) 4. TSW relate K and Ksp. (ZUM 13.3) 5. TSW write an equilibrium expression for heterogeneous equilibria. (ZUM 13.4) 6. TSW calculate equilibrium concentrations given initial concentrations. (ZUM 13.5, 13.6) 7. TSW predict the changes that occur when a system at equilibrium is disturbed using Le

Châtelier’s Principle. (ZUM 13.7) 8. TSW relate acid strength to the position of the dissociation equilibrium. (ZUM 14.2) 9. TSW solve problems involving acid-base relationships using the definitions of pH, pOH,

and pK. (ZUM 14.3, 14.4, 14.5, 14.6) 10. TSW describe the dissociation equilibria of acids with more than one acidic proton.

(ZUM 14.7)

11. TSW explain why certain salts give acidic or basic solutions and calculate the pH of

these solutions. (ZUM 14.8) 12. TSW demonstrate how bond strength, polarity and oxides affect acid-base properties.

(ZUM 14.9, 14.10) 13. TSW apply the scientific method to investigate a chemistry problem based on chemical

equilibrium and record a formal lab report of the experiment. (Vonderbrink 13, 14,

or 15 or similar)


1. TSW describe two models of acids and bases and relate equilibrium concepts to acid

dissociation. (ZUM 14.1) 2. TSW define acids and bases in terms of electron pairs. (ZUM 14.11) 3. TSW solve acid-base problems using the major species approach. (ZUM 14.12)



Vonderbrink Labs 13, 14, 15



38. http://www.chem1.com/acad/webtext/chemeq/Eq-05.html









3. Research project

http://www.chem1.com/acad/webtext/chemeq/Eq-05.html





AP CHEMISTRY

(SECONDARY)


(Applications of Equilibrium)

(July 2013)

Unit Statement: Unit eight builds on acid-base concepts. The student calculates pH, designs

buffer solutions, interprets titration curves, predicts solubility, and examines factors which affect

solubility. The student also investigates acid-base equilibria and/or solubility of salts.

Essential Outcomes:

1. The Student Will explain the characteristics of and calculate the pH of a buffered

solution. (ZUM 15.2)

2. TSW design a buffer solution with a target pH and buffer capacity by selecting an

appropriate conjugate acid-base pair and estimate the concentrations needed to

achieve the desired capacity. (ZUM 15.3)

3. TSW calculate the pH of a solution at any given point in an acid-base titration. (ZUM

15.4)

4. TSW calculate the solubility product of a salt given its solubility, and vice versa. (ZUM

15.6)

5. TSW predict the solubility of a salt, or rank the solubility of salts, given the relevant Ksp

values. (ZUM 15.6)

6. TSW explain the effect of pH and a common ion on the solubility of a salt. (ZUM 15.6)

7. TSW predict whether precipitation will occur when solutions are mixed. (ZUM 15.7)

8. TSW apply the principles of equilibrium to the formation of complex ions. (ZUM 15.8)

9. TSW demonstrate how complex ion formation can increase the solubility of a salt. (ZUM

15.8)

10. TSW apply the scientific method to investigate a chemistry problem involving acid-base

equilibria or solubility and record a formal lab report of the experiment.

(Vonderbrink 17 or 18 or similar)


1. The Student Will describe the effect of a common ion on acid dissociation equilibria. (ZUM

15.1)

2. TSW explain how acid-base indicators work. (ZUM 15.5)

3. TSW describe the use of selective precipitation to separate a mixture of ions in solution.

(ZUM 15.7)



Vonderbrink Labs 17, 18



44. http://www.utc.edu/Faculty/Gretchen-Potts/chemistryhelp/acidbase.htm

45. http://www2.chemistry.msu.edu/courses/cem262/neutral/Neutralization.html

46. http://zimmer.csufresno.edu/~davidz/Chem102/ABTitrate/CalcTitr.html









3. Research project

http://www.utc.edu/Faculty/Gretchen-Potts/chemistryhelp/acidbase.htm

http://www2.chemistry.msu.edu/courses/cem262/neutral/Neutralization.html

http://zimmer.csufresno.edu/~davidz/Chem102/ABTitrate/CalcTitr.html





AP CHEMISTRY

(SECONDARY)


(Thermodynamics & Electrochemistry)

(July 2013)

Unit Statement: Unit nine introduces the laws of thermodynamics. The student applies the

thermodynamic laws to determine if a reaction is favorable. The student also explores the basics

of electrochemistry, including electrolytic and galvanic cells. The student investigates the

principles of thermodynamics and electrochemistry. Essential Outcomes:

1. The Student Will discuss the important characteristics of entropy changes in the surroundings

and apply the relationship between Ssurr, H, and T (K). (ZUM 17.3)

2. TSW predict the sign and relative magnitude of the entropy change associated with a

chemical or physical process by using models and representations. (ZUM 17.5) 3. TSW calculate the change standard Gibbs free energy (G ) to determine whether a

chemical or physical process is thermodynamically favorable. (ZUM 17.6)

4. TSW define equilibrium in terms of minimum free energy and relate the value of K to

G. (ZUM 17.8) 5. TSW relate work done to the change in free energy. (ZUM 17.9) 6. TSW illustrate the components of an electrochemical cell and distinguish between a

galvanic cell and an electrolytic cell. (ZUM 18.1) 7. TSW combine reduction and oxidation half-reactions to form the cell reaction. (ZUM 18.2) 8. TSW relate the maximum cell potential to the free energy difference between cell

reactants and products. (ZUM 18.3)

9. TSW apply the scientific method to investigate a chemistry problem involving

thermodynamic principles or electrochemical principles and record a formal lab

report of the experiment. (Vonderbrink 22, 23, Hostage 17 or similar) Introduced and Practiced Outcomes:

1. The Student Will define a thermodynamically favorable (spontaneous) process and

define entropy in terms of positional probability. (ZUM 17.1)

2. TSW describe the second law of thermodynamics in terms of entropy. (ZUM 17.2) 3. TSW define free energy and relate it to spontaneity. (ZUM 17.4) 4. TSW relate free energy to pressure. (ZUM 17.7)

5. TSW define cell potential and describe how standard reduction potentials are assigned in

terms of the standard hydrogen electrode. (ZUM 18.1, 18.2)

6. TSW describe the composition and operation of commonly used batteries. (ZUM 18.5)


ZUM Chemistry. Chapter 17 & 18

Vonderbrink Labs 22, 23

Hostage Lab 17



52. http://chemwiki.ucdavis.edu/Physical_Chemistry/Thermodynamics/Thermodynamic_Exa

mple_Problems

53. http://www.chem1.com/acad/webtext/elchem/

54. http://www.chem.queensu.ca/people/faculty/mombourquette/firstyrchem/electro/

55. http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch21/gibbs.php





60. http://www.chemmybear.com/groves/apch04_micromolerockets.pdf





3. Research project

http://chemwiki.ucdavis.edu/Physical_Chemistry/Thermodynamics/Thermodynamic_Example_Problems

http://chemwiki.ucdavis.edu/Physical_Chemistry/Thermodynamics/Thermodynamic_Example_Problems

http://www.chem1.com/acad/webtext/elchem/

http://www.chem.queensu.ca/people/faculty/mombourquette/firstyrchem/electro/

http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch21/gibbs.php






AP CHEMISTRY

(SECONDARY)


(Organic Chemistry)

(July 2013)

Unit Statement: Unit ten gives the student a basic introduction to organic chemistry. The student

recognizes and names various organic molecules, including those with important biological significance,

such as nucleic acids and proteins. The student also investigates the synthesis and purification of an

organic compound.

Essential Outcomes: (assessed for mastery)

1. The Student Will name alkanes using the systematic rules and discuss structural

isomerism in organic molecules. (ZUM 22.1)

2. TSW classify various structures of hydrocarbons, including geometric isomers of alkenes

and alkynes. (ZUM 22.2)

3. TSW describe the structures and reactivities of aromatic hydrocarbons.(ZUM 22.3)

4. TSW name the basic functional groups and name the type of organic compound formed

from each one. (ZUM 22.4)

5. TSW describe how polymers are formed from monomers via two types of polymerization

reactions. (ZUM 22.5)

6. TSW analyze the levels of structure and the functions of proteins. (ZUM 22.6)

7. TSW describe the structures and optical isomers of simple carbohydrates. (ZUM 22.6)

8. TSW compare and contrast the structures and functions of nucleic acids. (ZUM 22.6)

9. TSW predict the products of hydrogenation or halogenation, oxidation, dehydrogenation

and polymerization reactions of organic compounds. (ZUM 22.6)

10. TSW summarize a peer reviewed journal article about current events in chemistry by

making a poster or an oral presentation

11. TSW apply the scientific method to investigate a chemistry problem involving organic

compounds and record a formal lab report of the experiment. (Vonderbrink lab 25

or similar)

Introduced and Practiced Outcome:

1. The Student Will distinguish between structural, geometric and optical isomers. (ZUM 22.6)



Vonderbrink Lab 25



62. http://www.chemguide.co.uk/orgmenu.html

63. https://www2.chemistry.msu.edu/faculty/reusch/VirtTxtjml/nomen1.htm








2. Use rubric to assess the lab reports.

3. Research project

http://www.chemguide.co.uk/orgmenu.html

https://www2.chemistry.msu.edu/faculty/reusch/VirtTxtjml/nomen1.htm





AP CHEMISTRY

(SECONDARY)

SELECTIVE UNIT 1 (S01)

(Chemical Fundamentals)

(July 2013)

Unit Statement: Selective Unit one reviews basic chemistry concepts with which the student

should be familiar. As this is a review unit, it could be assigned as a summer assignment or be

covered in the first week of class. The student reviews basic units of measurement including

significant figure usage and dimensional analysis, the atom and its fundamental particles, the

Periodic Table, and naming ionic and covalent molecules.

Essential Outcomes:

1. The Student Will define and give examples of basic chemical terms including but not

limited to: matter, energy, element, compound, ion, polyatomic ion mixture, solution,

scientific method, theory, precision, accuracy, error, SI units, chromatography, density,

conservation of mass, and law of definite proportions.

2. TSW solve problems using metric units and dimensional analysis.

3. TSW employ the use of significant figures in calculations laboratory work.

4. TSW demonstrate the correct use of laboratory equipment.

5. TSW name and write the formula for a variety of simple binary compounds, including

type I, II, III, acids and compounds containing polyatomic ions.

6. TSW name acids correctly given the formula or write formulas given the name of an

acid.

7. TSW discuss how the electron was discovered.

8. TSW summarize the results and the significance of the results of Rutherford’s gold foil

experiment.

9. TSW apply the scientific method to investigate a chemistry problem involving concepts

presented in the unit and record a formal lab report of the experiment.

(Vonderbrink Lab 1, 26)


ZUM Chemistry. Chapters 1, 2

Vonderbrink Lab # 1, 26




2. Use the rubric to assess the lab report. (see Course Outcomes)



(Nuclear Chemistry)

(July 2013)

Unit Statement: Selective Unit two changes the focus from importance of the electron

interaction to that of the nucleus of the atom. The student determines what makes a nucleus

stable as well as quantifies the energy contained within the nucleus and how it can be used. The

student also calculates half-lives and evaluates the potential dangers of nuclear radiation.

Essential Outcomes:

1. The Student Will relate the stability of a nucleus to the number of protons and

neutrons contained within the nucleus. (ZUM 19.1)

2. TSW classify the types of radioactive decay. (ZUM19.1)

3. TSW define and calculate the half-life of a radioactive nuclide. (ZUM 19.2)

4. TSW describe how one element may be changed into another using particle

bombardment. (ZUM 19.3)

5. TSW describe how objects can be dated using radioactive decay. (ZUM 19.4)

6. TSW calculate the binding energy for a variety of nuclei. (ZUM 19.5)

7. TSW evaluate the energetics of nuclear fission and nuclear fusion. (ZUM 19.6)

8. TSW explain how nuclear energy can be used to safely generate electricity. (ZUM 19.6)

9. TSW analyze how radiation damages human tissue. (ZUM 19.7)

10. TSW apply the scientific method to investigate a chemistry problem involving nuclear

chemistry and record a formal lab report of the experiment. (Hostage lab 13 B)


1. The Student Will describe radioactivity detection devices.

2. TSW describe how a nuclear reactor works.



Hostage Lab # 13, Part B

Technology Resources:






6. http://www.chem.duke.edu/~jds/cruise_chem/nuclear/nuclear.html

7. http://library.thinkquest.org/10429/low/nuclear/nuclear.htm


1. Create and administer a written test of Multiple Choice and Free Response questions using

the test generator and/or questions for previous AP Tests.


3. Research project





http://www.chem.duke.edu/~jds/cruise_chem/nuclear/nuclear.html

http://library.thinkquest.org/10429/low/nuclear/nuclear.htm



(Chemical Investigation)

(July 2013)

Unit Statement: Selective Unit three is an end of year project in which students should engage

following completion of the AP Chemistry examination. The student finds a movie clip which

contains an element of chemistry and researches the topic to determine if the clip contains fact or

fiction. The student then writes a scientific research paper and presents findings in a multimedia

presentation. This project was adapted from a project found online. A link to the original

document can be found under Technology Resources below.

Essential Outcomes:

6. The Student Will find an appropriate movie clip containing a chemical concept to

investigate.

7. TSW present the movie clip to the teacher for approval.

8. TSW present to the teacher for approval a minimum of five sources (3 must be primary)

which will be used to research the concept in question.

9. TSW employ proper research and note taking techniques while determining the validity

of the chemistry concept found in the movie clip.

10. TSW write a scientific research paper addressing the validity of the chemistry from the

video clip.

11. TSW create a multimedia presentation containing findings and a summary of the

research.

12. TSW present findings to an appropriate audience.

Technology Resources:

8. http://web.fuhsd.org/kavita_gupta/Year%20End%20Project%202011.doc

9. http://owl.english.purdue.edu/owl/

A sample rubric for this project can be found at:

http://one.geol.umd.edu/www/enso/grubric_seminar.html

*Note that the grade of ‘C’ in the rubric is the equivalent grade of ‘P’ for the QSI system

of grading.

http://web.fuhsd.org/kavita_gupta/Year%20End%20Project%202011.doc

http://owl.english.purdue.edu/owl/

http://one.geol.umd.edu/www/enso/grubric_seminar.html

Documents

COURSE SYLLABUS AP CHEMISTRY (SECONDARY) - …curriculumfiles.qsi.org/SECONDARY/SEC - SCIENCE/AP CHEMISTRY 1… · COURSE SYLLABUS AP CHEMISTRY ... laboratory using household materials