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COURSE OUTCOMES

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.

1QSI AP CHEMISTRY SEC COCopyright © 1988-2013

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, 10thed, 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& 4Essential 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 & 6Unit 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 7Unit 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 & 9Columb’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 & 11Unit 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 & 14Unit 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&16Unit 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& 18Unit 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


E10 - 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 19Selective 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 ProjectUnit 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

E01E02

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


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


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.


› 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.


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 incorrect2, 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 Success1 = ‘P’ The student did not understand the problem and either did not answer it or answered it in

completely the wrong manner2 = ‘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.


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.

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


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.

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