• Merrillville High School
    Course Scope & Sequence
    AP Chemistry A
    Instructor:Luis Lopez


    Course Expectations, Goals & Routines


    CHEMISTRY, ADVANCED PLACEMENT A & B (L)                  

    Chemistry, Advanced Placement is a course based on the content established by the College Board. The purpose of Advanced Placement Chemistry is to provide a college level course in chemistry and to prepare the student to seek credit and appropriate placement in a college chemistry course. The content includes: (1) structure of matter: atomic theory and structure, chemical bonding, molecular models, nuclear chemistry; (2) states of matter: gases, liquids and solids, solutions; and (3) reactions: reaction types, stoichiometry, equilibrium, kinetics and thermodynamics.  A comprehensive description of this course can be found on the College Board AP Central Course Description web page at: http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html



          Learn the inquiry process through numerous laboratory investigations.

          Gain an understanding of the six big ideas as articulated in the AP Chemistry Curriculum Framework. [CR2]

          Apply mathematical and scientific knowledge and skills to solve quantitative, qualitative, spatial, and analytic problems.

          Apply basic arithmetic, algebraic, and geometric concepts.

          Formulate strategies for the development and testing of hypotheses.

          Use basic statistical concepts to dr4aw both inferences and conclusions from data.

          Identify implications and consequences of drawn conclusions.

          Use manipulative and technological tools including the Vernier Probes and Vernier’s Logger Pro software.

          Measure, compare, order, scale, locate, and code accurately

          Learn to think critically in order to solve problems.

     Textbook and Lab Books

     Zumdahl and Zumdahl, Chemistry, Eighth Edition. Belmont CA: Cengage Learning. 2010.


    Required Materials

     Scientific Calculator, squared ruled composition notebook, and three ring binder


    The labs completed require following a process and procedures, taking observations, and data manipulation. Students communicate and collaborate in lab groups and between lab groups; however each student writes his or her own laboratory report in the required squared ruled composition notebook. A minimum of 25% of student contact time will be spent doing hands-on- laboratory activities. [CR5a]


    The 10 parts of a Laboratory Report [CR7]

    Labs are usually introduced by means of a demonstration that frames in the objectives of the experiment. Students are led in a guided discussion to construct a hypothesis to answer the question. They are then presented with equipment and supplies. In the process of performing an experiment that tests the hypothesis, they collect both qualitative and quantitative data, perform calculations with the data, and formulate conclusions [C6] Laboratory experiments are supported with Vernier software. After student conclusions are presented to the class as a whole, the accepted conclusion is presented. The difference between experimental results and the accepted results are then discussed. [C5] A specific format will be given to the student for each lab. Students must follow that the 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 and 20% will be marked off for being late and will not be accepted after the second day it being late.

     Pre lab work 

    1. Title- the title should be descriptive and not just written as experiment 5. 
    2. Date- this is the date the students performs the experiment. 
    3. Purpose- a purpose is a statement summarizing the ‘point” of the lab. 
    4. Procedure changes- Students should indicate any changes to the written procedure and indicating why the change. 
    5. Pre-lab questions found in the lab handout are to be completed before the lab begins and answers are to be written in the Lab book after the title and objectives. 
    6. Data tables- Students will need to create any data tables or charts necessary for data collection in the lab with clear label for each column or row. 

    During the lab 

    1. Data-Students need to record all their data directly in their lab book. They are NOT to be recording data on their separate lab sheet. Students should also keep in mind spacing and neatness so all the data can be seen on one sheet. 
    2. Calculating and Graphs- Students should show how calculations are carried out for one set of trials. 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 ½ page in sized and data range properly scaled. 
    3. Conclusions-This will vary for lab to lab. Students will usually be given a set of questions to answer and provide with well thought out answers. 
    4. Post Lab Error Analysis Questions- Students will calculate a percent error from expected results and deviation.

    AP Chemistry Unit Overview

    The Advanced Placement Chemistry course is covered in three trimesters, the length of the school year is 182 days, and the class periods are 90 minutes/day. Ninety minutes a day for a full school year allows students opportunities for cooperative learning with the classroom and for meaningful laboratory work. Two periods per week (180 minutes) are used within the laboratory component of the course. [C7] After the AP test, the rest of the class time is used in qualitative analysis of metallic cations. [C5]

    The classroom lecture often starts with a demonstration of a physical phenomenon. Students are thereby guided to apply critical thinking skills in order to solve related problems. They are working in-groups and helping each other. A function of those cooperative learning groups is that the teacher has the chance to help individual students to become more effective problem solvers. The dominate value fostered is that the class is working together to develop each of their abilities.

    Homework or reinforcement of the concepts learned in the lecture or labs. It is vital that students complete the homework daily and to seek help prior to it being due if it is found to be too difficult. Help is available most mourning’s or through the Rose Hulman Homework hotline 1-877 ASK-ROSE.

    OWL, The OWL learning system may be used in conjunction with written homework. The value of adequate progress in OWL in addition to the written homework will constitute 15% of the overall grade. It must be understood that simply attempting homework is not enough. Homework must be completed accurately and on time for full credit.

    AP practice exam- All students are required to come in for one Saturday morning at 8 am, 2 weeks prior to the AP Chemistry exam. The practice exam will constitute one test grade and will be graded as follows:

     o  Proper completion of the exam will constitute a “C”

     o  A score 50%  or higher on the multiple choice portion a “B”

     o  A score of 50% or higher on the written portion of the exam an “A”.

     ·        Evaluation: Test 40%

     ·        Homework 15%

     ·        Lab 25%

     ·        Final exam 20%

     Course Outline [CR 2] 

    Chapter in Zumdahl Chemistry

    AP Chemistry Topic Covered


    1. Chemical Foundations


    1. Atoms, Molecules, and Ion

    Atomic Theory & Atomic Structure (BI 1 &


    1. Stoichiometry

    Stoichiometry (BI 3)

    1. Solution Stoichiometry & Chemical Analysis

    Reaction types & Stoichiometry (BI 3)

    1. Gases

    Gases (BI 1 & 2)

    1. Thermochemistry

    Thermodynamics (BI 5)

    1. Atomic Structure and Periodicity

    Atomic Theory & Atomic Structure (BI 1 & 2)

    1. Bonding – General Concepts

    Chemical Bonding (BI 1 & 2)


    1. Covalent Bonding: Orbitals

    Chemical Bonding (BI 1 & 2)


    1. Liquids and Solids

    Liquids and Solids (BI 1 & 2)


    1. Properties of Solutions

    Solutions (BI 1 & 2)


    1. Chemical Kinetics

    Kinetics (BI 4)

    1. Chemical Equilibrium

    Equilibrium (BI 6)


    1. Acids and Bases

    Equilibrium (BI 6)


    1. Applications of Aqueous Equilibria

    Equilibrium (BI 6)

    1. Spontaneity, Entropy, and Free Energy

    Thermodynamics (BI 5)

    1. Electrochemistry

    Reaction Types (BI 5)

    1. The Nucleus-A Chemistry View

    Nuclear Chemistry

    1. The Representative Elements: Group 1A through 4A

    Descriptive Chemistry (BI 2)

    1. The Representative Elements: Group 5A Through 8A

    Descriptive Chemistry (BI 2)

    1. Organic Chemistry

    Descriptive Chemistry (BI 2)

    AP Chemistry Exam Review








    Instructional Content



    Activities, Readings, Labs, Interactive Notes, Assignments, etc.







    Chemical Foundations



    Dimensional analysis, uncertainty, significant figures

    Read pages 1-30 

    End of Chapter Problems 16, 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 Preparation

    Mass of a metal cylinder (SP 6.2; LO1.4)

    Cromatography (SP 6.1; LO 2.18) [CR5b] & [CR6]

     10 days






    Atoms, Molecules, and Ions



    Overview of atomic structure, chemical laws, periodic table



    Read pages 39-66 

    End of Chapter Problems 24,26,28 30, 36, 38, 40, 50, 52, 54, 58, 62, 65, 70, 72, 74, 76, 80, 82, 84, 90, 94, 98, 104, and 106 


    Determination of a formula (SP 1.4, 2.1, 2.2, 4.2, 5.1, 6.1, 6.4; LO 1.19, 3.2, 3.3,  

    Percentage of water in hydrate 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) 

    Guided Inquiry 

    Students experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. 

     8 days









    Mole, molar mass, percent composition, empirical formula, balancing chemical equations, stoichiometric calculations including limiting reactants



    Read pages 76-114 

    Complete OWL assignments 3.1, 3.2, 3.4, 3.5-3.6, 3.7, 3.9, 3.10, 3.11,


    Mass and molar ratios in a reaction (Ag:Cu) (SP 4.2, 5.1, 6.4; LO 3.5) [CR5b] and [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) 

    Guided  Inquiry 

    Finding the Ratio of Moles of reactants in a Chemical Reaction.(SP 2.1, 2.2, 4.2, 5.1, 6.4; LO 3.3, 3.5) 


    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 fine the empirical formula of a compound from data on the percent composition by mass [CR3c] 

    9 days






    Types of Chemical Reactions



    Solution stoichiometry, water and electrolytes, molarity, precipitation, acid-base, oxidation-reduction



    Read pages 129-168

    Complete OWL assignments 4.3, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10 


    Strong acid-base titration (primary standard) [CR5b] and [CR6] 9SP 4.2, 5.1, 6.4; LO 1.2, 3.3) 

    Oxidation-reduction reaction [CR5b] and [CR6] 9SP 4.2, 5.1, 6.4; LO 1.2, 3.3) 

    Molar mass of solid acid (titration) [CR5b] and [CR6] 9SP 4.2, 5.1, 6.4; LO 1.2, 3.3) 


    Online Redox Titration Activity 

    Utilizing an eduweb lab simulation, students have the opportunity to manipulate various factors that influence a redox titration. [CR3c]




     11 days









    Pressure, Ideal gas law, gas stoichiometry, Dalton’s law of partial pressure, Kinetic Molecular Theory, effusion, diffusion, real gases



    Read pages 180-217 

    Complete OWL assignments 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, and 5.8 


    The determination of molar mass of volatile liquid (SP 1.3, 1.4, 6.4, 7.2; LO 2.4, 2.5) [CR5b] and [CR6]

    9 days









    Enthalpy, Hess's law, standard enthalpies



    Read pages 235-266 

    Complete OWL assignments 6.2, 6.3, 6.4 


    Hess's law calorimetric (SP 4.2, 5.1, 6.4; LO 5.6, 5.7) [CR5b] and [CR6] 


    Students are to relate temperature to the motions of particles, either by diagraming the representations of particles and their motions, or via representations of average kinetic energy and distribution of kinetic energies of the particles, such as plots of the Maxwell-Botzman distribution. [CR3e] 

    The activity is to consist of an in-class field trip in which the Head of Maintenance explains how the school boilers distribute heat to the various classrooms. Students will gain a perspective on the fuel and energy needs of a large building such as MHS.



     10 days