Merrillville High SchoolCourse Scope & Sequence
Department:ScienceAP Chemistry B Instructor: Dr. Luis LopezEmail:firstname.lastname@example.orgCourse Description
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.
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
- Title- the title should be descriptive and not just written as experiment 5.
- Date- this is the date the students performs the experiment.
- Purpose- a purpose is a statement summarizing the ‘point” of the lab.
- Procedure changes- Students should indicate any changes to the written procedure and indicating why the change.
- 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.
- 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
- 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.
- 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.
- 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.
- 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%
Atomic Structure and Periodicity
Electromagnetic radiation, atomic spectra, Bohr atom, quantum numbers, atomic orbitals, electron configurations, periodic trends, organic functional groups and their properties
Read pages 284-326
Complete OWL assignments 7.1, 7.2, 7.5-7.6, 7.7, 7.8, 7.11, 7.12,
Dulong Petit Law of atomic molar mass
Investigation of solids
Students investigate types of solids using various experimental techniques. LO 2.22-2.32, SP 1, 3, 4 6
Justify with evidence the arrangement of the periodic table and apply periodic properties to chemical reactivity.
Students are given several elements pairing them by families or by period and are asked to rationalize the change in electronegativity of each group based on the electronic structure of the atom [CR3a]
Bonding general concepts
Electronegativity, ionic and covalent bond character, octet rule,
Lewis structures, resonance, localized electron and VSEPR models
Read pages 339-390
Complete OWL assignments 8.1, 8.2, 8.3, 8.4, 8.8, 8.10, 8.11, 8.12, 8.13,
Determination of molecular size (Oleic Acid)(SP 1.4; LO 2.21) [CR5b] and [CR6]
Bonding Lab LO 2.1, 2.17, 2.19, 2.20, 5.1, 5.10: SP 1, 3, 4
Students experimentally investigate ionic and molecular substances deducing properties of their bonds in the process.
Use Lewis diagrams and VSPER to predict the geometry of molecules, identify hybridization, and make predictions about polarity
Students construct ball and stick models of the arrangement of pairs of electrons around a central atom. They then draw 2d pictures of these arrangements and apply these to predicting the shapes of molecules [CR3b] LO 2.21
Covalent bonding : orbitals
Read pages 403-418
Complete OWL assignments 9.1, End of Chapter questions
Hard water determination (titration) )(SP 1.4; LO 2.21) [CR5b] and [CR6]
Liquids and solids
Intermolecular forces, vapor pressure, changes of state, Phase diagrams
Read Pages 438-483
Complete OWL assignments 10.1-10.2, 10.7, 10.8, 10.9
Enthalpy of water(SP 6.4, 7.1; LO 2.3) [CR5b] and [CR6]
Latent heat of fusion of ice(SP 6.4, 7.1; LO 2.3) [CR5b] and [CR6]
Effect on biological systems [CR4]
Students examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms/ base pair are particularly involved in hydrogen bonding with the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutation and disruption of hydrogen bonding [CR3b].
Solution composition (%mass, molarity, molality, mole fraction) Vapor pressure, of solutions, boiling point elevation, freezing point depression, and osmotic pressure
Read pages 497-523
Complete OWL assignments 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, and 11.7
Molar mass from temperature depression (SP 1.1, 1.2, 6.4; LO 2.8 [CR5b] and [CR6]
Heat of Fusion from Freezing Point Depression(SP 1.1, 1.2, 6.4; LO 2.8 [CR5b] and [CR6]
Freezing point Depression Constant(SP 1.1, 1.2, 6.4; LO 2.8 [CR5b] and [CR6]