Beruflich Dokumente
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Table of Contents
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Homework:
Tuesday, 4 AUG 15
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Chemical Bonding
Valence Bond Theory / Molecular Orbital Theory
AP Syllabus / Audit
AP Syllabus / Audit
Chemical Equations / Stoichiometry / Break
Solution Stoichiometry
Thermochemistry
Lab Techniques / Data Analysis
Lunch
Lunch
How Can We Determine the Percentage of H2O2 in a Drugstore Bottle?
How Can We Determine the Percentage of H2O2 in a Drugstore Bottle?
How Can We Determine the Percentage of H2O2 in a Drugstore Bottle?
Lab Reflection / Break
Gases / Maxwell-Boltzmann Distribution / Intermolecular Forces
Guided Inquiry Lab Discussion and Exercise
Guided Inquiry Lab Discussion and Exercise
Lab Sharing and Discussion
Homework:
4
Wednesday, 5 AUG 15
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Homework:
Thursday, 6 AUG 15
8:00 8:30
8:30 9:00
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The Basics
A year of AP Chemistry in high school is meant to be equivalent to a year of college general
chemistry.
Students take a national exam in May to be eligible for college credit.
A students score ranges from 1 to 5
- A score of 5 generally makes the students eligible for college credit for both semesters of
general chemistry.
- A score of 3 or 4 generally makes the students eligible for college credit for the first semester
of general chemistry.
8:00 a.m
8:00 a.m
Test Fee: Fee $91 with high school keeping $9 for administrative costs
- Reduction to $53 available for students with financial need
Students are eligible for the AP Exam fee reduction on all AP Exams that they take in a given year if:
their familys income is at or below 185 percent of the poverty level issued annually by the
U.S. Department of Health and Human Services, or
they qualify as an "identified student" because they are:
o in foster care or Head Start, or
o homeless or migrant, or
o living in households that receive SNAP/Food Stamps, TANF cash assistance, or the
Food Distribution on Indian Reservation benefits.
Big Idea 1: The chemical elements are fundamental building material of matter, and all matter can
be understood in terms of arrangement 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 details of the 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.
AP Course Support
AP Website: apcentral.collegeboard.com
Accessed: 26 MAY 15
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8
AP Chemistry Course Home Page
Essential Course Resources
AP Chemistry Course and Exam Description, Effective Fall 2014.
Course Overview (.pdf/3.15MB) | Full Course Description (.pdf/2.37MB)
AP Chemistry Lab Manual Resource Center
Information, links, and resources relating to the AP Chemistry lab manual.
AP Chemistry Course Planning and Pacing Guides
AP Chemistry Course Planning and Pacing Guide (.pdf/1.53MB)
AP Chemistry Course Planning and Pacing Guide (.pdf/1.6MB)
AP Chemistry Course Planning and Pacing Guide (.pdf/1.6MB)
AP Chemistry Course Planning and Pacing Guide (.pdf/1.6MB)
Professional Development
Background on Course and Exam Revisions
Consortium of Experts
Spring 2011 AP Chemistry Higher Ed Validation Study
Inquiry Instruction in the AP Science Classroom: An Approach to Teaching and Learning
College Board Store
9
Southwestern Regional Office
Serving Arkansas, New Mexico, Oklahoma, Texas
4330 Gaines Ranch Loop,
Suite 200
Austin, TX 78735-6735
866-392-3017
E-mail: swro@collegeboard.org
Your Workshop Instructor
Ed Tisko
Department of Chemistry
University of Nebraska at Omaha
Omaha, NE 68182
402 554-3640
etisko@unomaha.edu
www.unomaha.edu/tiskochem/
www.unomaha.edu/tiskochem/apchem
Websites
phet.colorado.edu
www.chemeddl.org
www.adriandingleschemistrypages.com
www.chemmybear.com
http://www.pogil.org/resources/references/chemistry
http://www.gvsu.edu/targetinquiry/
http://www.chem.arizona.edu/chemt/Flash/photoelectron.html
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/animationsindex.htm
www.chemagic.com
compoundchem.com
apchemistrynmsi.wikispaces.com
www.polleverywhere.com
www.nearpod.com
10
11
Suggestions for Course Management
- make schedule and keep it
- assign homework problems over breaks
- form study groups
- use full period for instruction
- schedule AP Chem as first period class
- have students present problem solutions to class
- limit the number of the tests (2 or 3 chapters per test)
Student Support
-
Parental Support
- Parents should encourage student to persevere with academic struggles.
- Parents should assist student in meeting time and scheduling challenges.
- Parents should encourage student to take the AP Chemistry exam.
Grade Distribution for 2014 AP Chemistry Exam
Examination Grade
5
4
3
2
1
Number of Students
3 or Higher / %
Mean Grade
Standard Deviation
Chemistry
N
% At
14,991
10.1
25,033
16.9
38,402
25.9
38,325
25.8
31,803
21.4
148,554
78,426
52.8
2.68
1.26
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13
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Enduring Understanding 1.D: Atoms are so small that they are difficult to study directly; atomic
models are constructed to explain experimental data on collections of atoms.
Essential Knowledge 1.D.1: As is the case with all scientific models, any model of the atom is
subject to refinement and change in response to new experimental results. In that sense, an atomic
model is not regarded as an exact description of the atom, but rather a theoretical construct that fits
a set of experimental data.
Essential Knowledge 1.D.2 An early model of the atom stated that all atoms of an element are
identical. Mass spectroscopy data demonstrate evidence that contradicts this early model.
Essential Knowledge 1.D.3: The interaction of electromagnetic waves of light with matter is a
powerful means to probe the structure of atoms and molecules, and to measure their concentration.
Enduring Understanding 1.E: Atoms are conserved in physical and chemical processes.
Essential Knowledge 1.E.1: Physical and chemical processes can be depicted symbolically; when
this is done, the illustration must conserve all atoms of all types.
Essential Knowledge 1.E.2: Conservation of atoms makes it possible to compute the masses of
substances involved in physical and chemical processes. Chemical processes result in the
formation of new substances, and the amount of these depends on the number and the types and
masses of elements in the reactants, as well as the efficiency of the transformation.
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.
Enduring Understanding 2.A: Matter can be described by its physical properties. The physical
properties of a substance generally depend on the spacing between the particles (atoms, molecules,
ions) that make up the substances and the forces of attractions among them.
Essential Knowledge 2.A.1: The different properties of solids and liquids can be explained by
differences in their structures, both at the particulate level and in their supramolecular structures.
Essential Knowledge 2.A.2: The gaseous state can be effectively modeled with a mathematical
equation relating various macroscopic properties. A gas has neither a definite volume nor a
definite shape; because the effect of attractive forces are minimal, we usually assume that the
particles move independently.
Essential Knowledge 2.A.3: Solutions are homogeneous mixtures in which the physical properties
are dependent on the concentration of the solute and the strengths of all interactions among the
particles of the solutes and solvent.
15
Enduring Understanding 2.B: Forces of attraction between particles (including the noble gases and
also different parts of some large molecules) are important in determining many macroscopic
properties of a substance, including how the observable physical state changes with temperature.
Essential Knowledge 2.B.1: London dispersion forces are attractive forces present between all
atoms and molecules. London dispersion forces are often the strongest net intermolecular force
between large molecules.
Essential Knowledge 2.B.2: Dipole forces result from the attraction among the positive ends and
negative ends of polar molecules. Hydrogen bonding is a strong type of dipole-dipole force.
Essential Knowledge 2.B.3: Intermolecular forces play a key role in determining the properties of
substances, including biological structures and interactions.
Enduring Understanding 2.C: The strong electrostatic forces of attraction holding atoms together
in a unit are called chemical bonds.
Essential Knowledge 2.C.1: In covalent bonding, electrons are shared between the nuclei of two
atoms to form a molecule or polyatomic ion. Electronegativity differences between the two atoms
account for the distribution of the shared electrons and the polarity of the bond.
Essential Knowledge 2.C.2: Ionic bonding results from the net attraction between oppositely
charged ions, closely packed together in a crystal lattice.
Essential Knowledge 2.C.3: Metallic bonding describes an array of positively charged metal cores
surrounded by a sea of mobile valence electrons.
Essential Knowledge 2.C.4: The localized electron bonding model describes and predicts
molecular geometry using Lewis diagrams and the VSEPR model.
Enduring Understanding 2.D: The type of bonding in the solid state can be deduced from the
properties of the solid state.
Essential Knowledge 2.D.1: Ionic solids have high melting points, are brittle, and conduct
electricity only when molten or in solution.
Essential Knowledge 2.D.2: Metallic solids are good conductors of heat and electricity, have a
wide range of melting points and are shiny, malleable, ductile, and readily alloyed.
Essential Knowledge 2.D.3: Covalent network solids generally have extremely high melting
points, are hard, and are thermal insulators. Some conduct electricity.
Essential Knowledge 2.D.4: Molecular solids with low molecular weight usually have low melting
points and are not expected to conduct electricity as solids, in solution, or when molten.
16
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or
the transfer of electrons.
Enduring Understanding 3.A: Chemical changes are represented by a balanced chemical equation
that identifies the ratios with which reactants react and products form.
Essential Knowledge 3.A.1: A chemical change may be represented by a molecular, ionic or net
ionic equation.
Essential Knowledge 3.A.2: Quantitative information can be derived from stoichiometic
calculations that utilize the mole ratios from the balanced chemical reactions. The role of
stoichiometry in real-world applications is important to note, so that it does not seem to be simply
an exercise done only by chemists.
Enduring Understanding 3.B: Chemical reactions can be classified by considering what the
reactants are, what the products are, or how they change from one into the other. Classes of
chemical reactions include synthesis, decomposition, acid-base and oxidation-reduction reactions.
Essential Knowledge 3.B.1: Synthesis reactions are those in which atoms and/or molecules
combine to form a new compound. Decomposition is the reverse of synthesis, a process whereby
molecules are decomposed, often by the use of heat.
Essential Knowledge 3.B.2: In a neutralization reaction, protons are transferred from an acid to a
base.
Essential Knowledge 3.B.3: In oxidation-reduction (redox) reactions, there is a net transfer of
electrons. The species that loses electrons is oxidized, and the species that gains electrons is
reduced.
Enduring Understanding 3.C: Chemical and physical transformations may be observed in several
ways and typically involve a change in energy.
Essential Knowledge 3.C.1: Production of heat or light, formation of a gas, and formation of a
precipitate and/or a color change are possible evidences that a chemical change has occurred.
Essential Knowledge 3.C.2: New changes in energy for a chemical reaction can be endothermic or
exothermic.
Essential Knowledge 3.C.3: Electrochemistry shows the interconversion between chemical and
electrical energy in galvanic and electrolytic cells.
17
Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions.
Enduring Understanding 4.A: Reaction rates that depend on temperature and other environmental
factors are determined by measuring changes in concentrations of reactants or products over time.
Essential Knowledge 4.A.1: The rate of a reaction is influenced by the concentration or pressure
of reactants, the phase of the reactants and products, and environmental factors such as
temperature and solvent.
Essential Knowledge 4.A.2: The rate law shows how the rate depends on reactant concentrations.
Essential Knowledge 4.A.3: The magnitude and temperature dependence of the rate of reaction is
contained quantitatively in the rate constant.
Enduring Understanding 4.B: Elementary reactions are mediated by collisions between molecules.
Only collisions having sufficient energy and proper relative orientation of reactants lead to
products.
Enduring Knowledge 4.B.1: Elementary reactions can be unimolecular or involve collisions
between two or more molecules.
Essential Knowledge 4.B.2: Not all collisions are successful. To get over the activation energy
barrier, the colliding species need sufficient energy. Also, the orientation of the reactant molecules
during the collision must allow for the rearrangement of reactant bonds to form product bonds.
Essential Knowledge 4.B.3: A successful collision can be viewed as following a reaction path
with an associated energy profile.
Enduring Understanding 4.C: Many reactions proceed via a series of elementary reactions.
Essential Knowledge 4.C.1: The mechanism of a multistep reaction consists of a series of
elementary reactions that add up to the overall reaction.
Essential Knowledge 4.C.2: In many reactions, the rate is set by the slowest elementary reaction,
or rate-limiting step.
Essential Knowledge 4.C.3: Reaction intermediates, which are formed during the reaction but not
present in the overall reaction, play an important role in multistep reactions.
Enduring Understanding 4.D: Reaction rates may be increased by the presence of a catalyst.
Essential Knowledge 4.D.1: Catalysts function by lowering the activation energy of an elementary
step in a reaction mechanism, and by providing a new and faster reaction mechanism.
Essential Knowledge 4.D.2: Important classes in catalysis include acid-base catalyst, surface
catalysis, and enzyme catalysis.
18
Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and
predict the direction of changes in matter.
Enduring understanding 5.A: Two systems with different temperatures that are in thermal contact
will exchange energy. The quantity of thermal energy transferred from one system to another is
called heat.
Essential Knowledge 5.A.1: Temperature is a measure of the average kinetic energy of atoms and
molecules.
Essential Knowledge 5.A.2: The process of kinetic energy transfer at the particulate scale is
referred to in this course as heat transfer, and the spontaneous direction of the transfer is always
from a hot to a cold body.
Enduring Understanding 5.B: Energy is neither created nor destroyed, but only transformed from
one form to another.
Essential Knowledge 5.B.1: Energy is transferred between systems either through heat transfer or
through one system doing work on the other system.
Essential Knowledge 5.B.2: When two systems are in contact with each other and are otherwise
isolated, the energy that comes out of one system is equal to the energy that goes into the other
system. The combined energy of the two systems remains fixed. Energy transfer can occur
through either heat exchange or work.
Essential Knowledge 5.B.3: Chemical systems undergo three main processes that change their
energy: heating/cooling, phase transitions, and chemical reactions.
Essential Knowledge 5.B.4: Calorimetry is an experimental technique that is used to measure the
change in energy of a chemical system.
Enduring Understanding 5.C: Breaking bonds requires energy, and making bonds releases energy.
Essential Knowledge 5.C.1: Potential energy is associated with particular geometric arrangement
of atoms or ions and the electrostatic interactions between them.
Essential Knowledge 5.C.2: The net energy change during a reaction is the sum of the energy
required to break the bonds in the reactant molecules and the energy released in forming the bonds
of the product molecules. The net change in energy may be positive for endothermic reactions
where energy is required, or negative for exothermic reactions where energy is released.
Enduring Understanding 5.D: Electrostatic forces exist between molecules as well as between
atoms or ions, and breaking the resultant intermolecular interactions requires energy.
Essential Knowledge 5.D.1: Potential energy is associated with the interaction of molecules; as
molecules draw near each other, they experience an attractive force.
Essential Knowledge 5.D.2: At the particulate scale, chemical processes can be distinguished from
physical processes because chemical bonds can be distinguished from intermolecular interactions.
19
Essential Knowledge 5.D.3: Noncovalent and intermolecular interactions play important roles in
many biological and polymer systems.
Enduring Understanding 5.E: Chemical or physical processes are driven by a decrease in enthalpy
or an increase in entropy, or both.
Essential Knowledge 5.E.1: Entropy is a measure of the dispersal of matter and energy.
Essential Knowledge 5.E.2: Some physical or chemical processes involve both a decrease in the
internal energy of the components (H < 0) under consideration and an increase in the entropy of
those components (S > 0). These processes are necessarily thermodynamically favored (G
< 0).
Essential Knowledge 5.E.3: If a chemical or physical process is not driven by both entropy and
enthalpy changes, then the Gibbs free energy change can be used to determine whether the process
is thermodynamically favored.
Essential Knowledge 5.E.4: External sources of energy can be used to drive change in cases where
the Gibbs free energy change is positive.
Essential Knowledge 5.E.5: A thermodynamically favored process may not occur due to kinetic
constraints (kinetic vs. thermodynamic control).
20
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.
Enduring Understanding 6.A: Chemical equilibrium is a dynamic, reversible state in which rates
of opposing processes are equal.
Essential Knowledge 6.A.1: In many classes of reactions, it is important to consider both the
forward and reverse reaction.
Essential Knowledge 6.A.2: The current state of a system undergoing a reversible reaction can be
characterized by the extent to which reactants have been converted to products. The relative
quantitites of reaction components are quantitatively described by the reaction quotient, Q.
Essential Knowledge 6.A.3: When a system is at equilibrium, all macroscopic variables, such as
concentrations, partial pressure, and temperature, do not change over time. Equilibrium results
from an equality between the rates of the forward and reverse reactions, at which point Q = K.
Essential Knowledge 6.A.4: The magnitude of the equilibrium constant, K, can be used to
determine whether the equilibrium lies toward the reactant side or product side.
Enduring Understanding 6.B: Systems at equilibrium are responsive to external perturbations,
with the response leading to a change in the composition of the system.
Essential Knowledge 6.B.1: Systems at equilibrium respond to disturbances by partially
countering the effect of the disturbance (LeChteliers principle).
Essential Knowledge 6.B.2: A disturbance to a system at equilibrium causes Q to differ from K,
thereby taking the system out of the original equilibrium state. The system responds by bringing Q
back into agreement with K, thereby establishing a new equilibrium state.
Enduring Understanding 6.C: Chemical equilibrium plays an important role in acid-base
chemistry and in solubility.
Essential Knowledge 6.C.1: Chemical equilibrium reasoning can be used to describe the protontransfer reactions of acid-base chemistry.
Essential Knowledge 6.C.2: The pH is an important characteristic of aqueous solutions that can be
controlled with buffers. Comparing pH to pKa allows one to determine the protonation state of a
molecule with a labile proton.
Essential Knowledge 6.C.3: The solubility of a substance can be understood in terms of chemical
equilibrium.
Enduring Understanding 6.D: The equilibrium constant is related to temperature and the
difference in Gibbs free energy between reactants and products.
Essential Knowledge 6.D.1: When the difference in Gibbs free energy between reactants and
products (G) is much larger than the thermal energy (RT), the equilibrium constant is either very
small (for G > 0) or very large (for G < 0). When G is comparable to the thermal energy
(RT), the equilibrium constant is near 1.
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22
Science Practice 4: The student can plan and implement data collection strategies in relation to a
particular scientific question. [Note: Data can be collected from many
different sources, e.g., investigations, scientific observations, the finding of
others, historic reconstruction, and/or archived data.]
4.1 The student can justify the selection of the kind of data needed to answer a particular
scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular
scientific question.
Science Practice 6: The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through
scientific practices.
6.3 The student can articulate the reasons that scientific explanations and theories are refined or
replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific
theories and models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7: The student is able to connect and relate knowledge across various scales,
concepts, and representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal time scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in
and/or across enduring understandings and/or big ideas.
23
Exclusion Statements
Essential Knowledge 1.C.1
Memorization of exceptions to the Aufbau principle is beyond the scope of this course and the AP
Exam.
Essential Knowledge 1.C.2
Assignment of quantum numbers to electrons is beyond the scope of this course and the AP Exam.
Essential Knowledge 2.A.2
Phase diagrams are beyond the scope of this course and the AP Exam.
Essential Knowledge 2.A.3
Colligative properties are beyond the scope of this course and the AP Exam.
Calculations of molality, percent by mass, and percent by volume are beyond the scope of this
course and the AP Exam.
Essential Knowledge 2.C.2
Knowledge of specific types of crystal structures is beyond the scope of this course and the AP
Exam.
Essential Knowledge 2.C.4
The use of formal charge to explain why certain molecules do not obey the octet rule is beyond the
scope of this course and the AP Exam.
Learning how to defend Lewis structures based on assumptions about the limitations of the models
is beyond the scope of this course and the AP Exam.
An understanding of the derivation and depiction of these [hybridized] orbitals is beyond the scope
of this course and the AP Exam.
Other aspects of molecular orbital theory, such as recall or filling of molecular orbital diagrams,
are not part of this course and the AP Exam. [MO theory describes a wider variety of covalent
bonding than Lewis diagrams and VSEPR models. MO diagrams are a useful qualitative tool
showing the correlation between atomic and molecular orbitals.]
Essential Knowledge 3.B.2
Lewis acid-base concepts are beyond the scope of this course and the AP Exam.
24
Essential Knowledge 3.B.3
Language of reducing agent and oxidizing agent is beyond the scope of this course and the AP
Exam.
Labeling an electrode as positive or negative is beyond the scope of this course and the AP Exam.
The Nernst equation is beyond the scope of this course and the AP Exam.
Essential Knowledge 4.B.3
Calculations involving the Arrhenius equation are beyond the scope of this course and the AP
Exam.
Essential Knowledge 4.C.3
Collection of data pertaining to [the evidence in support of one reaction mechanism over an
alternative mechanism] is beyond the scope of this course and the AP Exam.
Essential Knowledge 6.C.1
Numerical computation of the concentration of each species present in the titration curve for
polyprotic acids is beyond the scope of this course and the AP Exam.
Essential Knowledge 6.C.2
Computing the change in pH resulting from the addition of an acid or base to a buffer is beyond
the scope of this course and the AP Exam.
The production of the Henderson-Hasselbalch equation by algebraic manipulation of the relevant
equilibrium constant expression is beyond the scope of this course and the AP Exam.
Essential Knowledge 6.C.3
Memorization of other solubility rules is beyond the scope of this course and the AP Exam. [All
sodium, potassium, ammonium and nitrate salts are soluble in water.]
Computations of solubility as a function of pH are beyond the scope of this course and the AP
Exam.
Computations of solubility in such solutions are beyond the scope of this course and the AP Exam.
[The solubility of a salt will be pH sensitive when one of the ions is an acid or a base.]
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Title
Objective/Purpose
Safety
Hazards of reagents used or procedures performed. May need to obtain MSDS for
information.
Procedure
Required equipment
Reagents used
Brief explanation of the lab procedure
Data and Observations
Data tables are to be prepared before lab; however, no data are recorded before or after the
lab session. Title the table, including the name of the experiment and special experimental
conditions. Leave space for observations, unanticipated data and calculated results. Data are
to be written in pen once in the lab notebook. Pay attention to units and significant figures
when recording data. No data are to be recorded on scrap paper or other paper to be recorded
in the notebook later. The instructor will confiscate scrap papers with writing. Using data
from paper scraps will result in the deduction of points from the notebook grade.
Calculations
Sample calculations of all calculations done in the experiment must be shown, with attention
to units and significant figures. All graphs done need to be put into the laboratory notebook.
Results and Conclusions
All conclusions must be based on the data recorded. The conclusion may be suggested by
the objective. If the lab had multiple parts, the conclusion may be a pattern you recognized
or skill you identified. Use chemical reasoning to explain good results or bad results.
27
2. How Can Color Be Used to Determine the Mass Percent of Copper in Brass?
Dissolve brass with nitric acid, determine copper(II) concentration spectrophotometrically
5. Sticky Question: How Do You Separate Molecules That Are Attracted to One Another?
Using paper chromatography to separate components of food dyes
7. Using the Principle That Each Substance Has Unique Properties to Purify a Mixture: An
Experiment Applying Green Chemistry to Purification
Decompose mixture of NaHCO3/Na2CO3 to find mass ratio of mixture
8. How Can We Determine the Actual Percentage of H2O2 in a Drugstore Bottle of Hydrogen
Peroxide?
A redox titration of H2O2 with KMnO4
9. Can the Individual Components of Quick Ache Relief Be Used to Resolve Consumer
Complaints?
Separate aspirin/acetaminophen mixture using water/ethyl acetate extraction with separatory
funnel
28
11. What Is the Rate Law of the Fading of Crystal Violet Using Beers Law?
Find the rate law of the reaction of crystal violet with base using spectrophotometer to
monitor concentration
12. The Hand Warmer Design Challenge: Where Does the Heat Come From?
Measuring the heat of solvation of various solids using coffee cup calorimeter and determine
best material for a hand warmer
13. Can We Make the Colors of the Rainbow? An Application of LeChteliers Principle.
Several equilibria are examined to investigate LeChteliers Principle
Bromothymol blue with acid and base
Formation of FeSCN2+ ion
Formation of Cu(NH3)42+ ion
Cu(H2O)62+ CuCl42Co(H2O)62+ CoCl42Methyl red with carbonated water
14. How Do the Structure and the Initial Concentration of an Acid and a Base Influence the pH of
the Resultant Solution During a Titration?
Determine titration curves of various mixtures of acids and bases using pH meter
16. The Preparation and Testing of an Effective Buffer: How Do Components Influence a Buffers
pH and Capacity
Create a buffer system to given specifications
29
Potential Textbooks for AP Chemistry (adapted from a list from the Journal of Chemical
Education {the list is no longer maintained}) Texts in Arial font are from AP Central website.
American Chemical Society
Chemistry: A General Chemistry Project of the American Chemical Society, 1st Edition
W. H. Freeman (2004) 820 pp.
Reviewed in Chemical and Engineering News 2004 82(29) 31
American Chemical Society
Chemistry in Context, 7th Edition
McGraw-Hill (2009) 608 pp.
Atkins, Peter W. and Loretta Jones
Chemical Principles: The Quest for Insight, 5th Edition
W. H. Freeman (2010) 1024 pp.
Averill, Bruce and Eldredge, Patricia
Chemistry Principles, Patterns, and Applications, 1st Edition
Pearson/Benjamin Cummings (2007) 1132 pp.
Brady, James E., and Fred Senese.
Chemistry: The Study of Matter and Its Changes., 5th ed.
John Wiley & Sons. (2008) 1011 pp.
Brown, Theodore, Eugene LeMay, Jr., Bruce Bursten, Catherine Murphy, and Patrick
Woodward
Chemistry: The Central Science, 12th Edition
Pearson/Prentice Hall (2012) 1232 pp.
Previous edition reviewed in Journal of Chemical Education, 1997 74 378
Burdge, Julia
Chemistry, 2nd Edition
McGraw-Hill (2011) 1088 pp.
Burdge, Julia and Jason Overby
Chemistry: Atoms First, 1st Edition
McGraw-Hill (2012) 1128 pp.
Chang, Raymond, and Kenneth Goldsby.
Chemistry, AP Edition.
McGraw-Hill. (2012)
Chang, Raymond
Chemistry, 10th Edition
McGraw-Hill (2010) 1152 pp.
Chang, Raymond and Jason Overby
General Chemistry: The Essential Concepts, 6th Edition
McGraw-Hill (2011) 832 pp.
First edition reviewed in Journal of Chemical Education 1996 73(10) A240
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Ebbing, Darrel D. and Steven D. Gammon
General Chemistry, Enhanced Edition, 9th Edition
Cengage (2011) 1152 pp.
Gilbert, Thomas R., Rein V. Kirss, Natalie Foster, and Geoffrey Davies
Chemistry: The Science in Context, 3rd Edition
W.W. Norton (2010) 1085 pp.
Hill, John W., Ralph H. Petrucci, Terry W McCreary, and Scott W. Perry
General Chemistry, 4th Edition
Pearson/Prentice Hall (2005) 1200 pp.
Hnatow, John, and Ketan Trivedi.
Chemistry In a Flash.
Paperless Publishing Inc.
Jesperson, Neil D., James Brady, and Alison Hyslop
Chemistry: Matter and Its Changes, 6th Edition
John Wiley (2012) 1224 pp.
Kelter, Paul B., Mike Mosher, and Andrew Scott
Chemistry: The Practical Science, Media Enhanced Edition, 1st Edition
Cengage (2009) 1088 pp.
Kotz, John C., Paul M. Treichel, and John R. Townsend
Chemistry and Chemical Reactivity, Enhanced Edition, 8th Edition
Cengage (2012) 1296 pp.
Third edition reviewed in Journal of Chemical Education, 1997 74 378
Masterton, William L. and Cecile N. Hurley
Chemistry: Principles and Reactions, 7th Edition
Cengage (2012) 736 pp.
Previous edition reviewed in New Scientist,1993 139(1892) 49
McMurry, John and Robert C. Fay
Chemistry, 6th Edition
Pearson/Prentice Hall (2012) 1216 pp.
McMurry, John E. and Robert C. Fay
General Chemistry: Atoms First, 1st Edition
Pearson/Prentice Hall (2010) 1056 pp.
McQuarrie, Donald, Peter A. Rock, and Ethan Gallogly
General Chemistry, 4th Edition
University Science Books (2010) 1117 pp.
Moog, Richard S. and John J. Farrell
Chemistry: A Guided Inquiry, 4th Edition
John Wiley (2008) 408 pp.
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Moore, John W., Conrad L. Stanitski and Peter J. Jurs
Chemistry: The Molecular Science, 4th Edition
Cengage (2011) 1264 pp.
Oxtoby, D. W., H. P. Gillis and Alan Campion
Principles of Modern Chemistry, 7th Edition
Cengage (2012) 1120 pp.
Petrucci, Ralph H., William S. Harwood, and Geoffrey Herring
General Chemistry: Principles and Modern Applications, 10th Edition
Pearson/Prentice Hall (2011) 1424 pp.
Previous edition reviewed in Journal of Chemical Education 1997 75(5) 695
Reger, Daniel L., Scott R. Goode, and David W. Ball
Chemistry: Principles and Practice, 3rd Edition
Cengage (2010) 1120 pp.
Silberberg, Martin
Chemistry: The Molecular Nature of Matter and Change, 6th Edition
McGraw-Hill (2012) 1232 pp.
Spencer, James N., George M. Bodner and Lyman H. Rickard
Chemistry: Structure and Dynamics, 5th Edition
John Wiley (2011) 880 pp.
Tro, Nivaldo J.
Chemistry: A Molecular Approach, 2nd Edition
Pearson/Prentice Hall (2011) 1232 pp.
Whitten, Kenneth W., Raymond E. Davis, Larry M. Peck, and George G. Stanley
Chemistry, 9th Edition
Cengage (2010) 1184 pp.
Previous edition reviewed in Journal of Chemical Education 1997 74(5) 695
Zumdahl, Steven S. and Susan A. Zumdahl
Chemistry, 8th Edition
Cengage (2010) 1184 pp.
Reviewed in Journal of Chemical Education 2009 86(11) 1272
Zumdahl, Steven S. and Susan A. Zumdahl
Chemistry: An Atoms First Approach, 1st Edition
Cengage (2012) 1152 pp.
Reviewed in Journal of Chemical Education 2009 86(11) 1272
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33
Scoring Component 2: The course is structured around the enduring understandings within the
big ideas as described in the AP Chemistry Curriculum Framework
Decision Rule: The syllabus must demonstrate how the course plan is structured
around the enduring understandings in each of the big ideas as
described in the AP Chemistry Curriculum Framework. While all six
big ideas need to be explicit, each of the enduring understandings does
not need to be specifically listed.
Important Considerations
The six big ideas need to be explicitly mentioned, described, stated, or listed in the syllabus.
If there is reference to all six big ideas anywhere in the syllabus, then it can be inferred that
the course is structured around the Curriculum Framework.
Scoring Component 3a: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 1:
Structure of matter
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 1.
Scoring Component 3b: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 2:
Properties of matter characteristics, states and forces of attraction
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 2.
Scoring Component 3c: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 3:
Chemical reactions
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 3.
Scoring Component 3d: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 4: Rates
of chemical reactions
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 4.
34
Scoring Component 3e: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 5:
Thermodynamics
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 5.
Scoring Component 3f: The course provides students with opportunities outside the laboratory
environment to meet the learning objectives within Big Idea 6:
Equilibrium
Decision Rule: The syllabus must briefly describe at least one assignment or activity
outside the laboratory environment designed to meet one learning
objective within Big Idea 6.
Scoring Component 4: The course provides students with opportunities to connect their
knowledge of chemistry and science to major societal or technological
components (e.g., concerns, technological advances, innovations) to
help them become scientifically literate citizens
Decision Rule: The syllabus must describe at least one assignment or activity
requiring students to connect their knowledge of chemistry and science
to issues that have a societal or technological component.
Scoring Component 5a: Students are provided the opportunity to engage in investigative
laboratory work integrated throughout the course for a minimum of
25 percent of instructional time.
Decision Rule: The syllabus must include an explicit statement that at least 25
percent of instructional time is spent in hands-on laboratory
experiences integrated throughout the course. Virtual labs do not count
towards the 25 percent of instructional time.
Scoring Component 5b: Students are provided the opportunity to engage in a minimum of 16
hands-on laboratory experiments integrated throughout the course
while using basic laboratory equipment to support the learning
objectives listed within the AP Chemistry Curriculum Framework
Decision Rule: The syllabus must include and describe a minimum of 16 hands-on
laboratory investigations that use basic laboratory equipment.
Molecular modeling may count for one of the 16 hands-on labs.
Important Considerations
Sixteen labs need to be explicitly identified (counted) to meet this requirement.
35
Scoring Component 6:
Decision Rules: The syllabus must list all laboratory investigations and their
associated science practices.
A minimum of six investigations must be identified as guided inquiry.
Important Considerations
If the syllabus lists the AP Chemistry Guided Inquiry Experiments: Applying the Science
Practices as the source, evidence is sufficient without the need for an explicit indication of
the science practices for each lab. Conducting labs from this lab manual sufficiently
addresses the science practices necessary to meet the decision rule.
Scoring Component 7:
Decision Rules: The syllabus must include the components of the written lab reports
required of students for all the laboratory investigations engaged in
throughout the course.
The syllabus must include an explicit statement that students are
required to maintain a lab notebook or portfolio (hard-copy or
electronic) that includes all of their lab reports.
36
Guided Inquiry for Labs (for 2014 Exam) (pg. 53 Workshop Handbook and
Resources)
Herrons model of inquiry (1971) Herron, M.D. (1971). The nature of scientific enquiry. School Review, 79(2), 171- 212
1. Confirmation
Questions to be answered given by instructor
Procedure to be used given by instructor
Solution to problem as extension of procedure given by instructor
2. Structured Inquiry
Questions to be answered given by instructor
Procedure to be used given by instructor
Solution to problem generated by students data and observations
3. Guided Inquiry
Questions to be answered given by instructor
Procedure to be generated by student based on question to be answered
Solution to problem generated by students data and observations
4. Open Inquiry
Questions to be answered generated by student
Procedure to be generated by student based on question to be answered
Solution to problem generated by students data and observations
37
National Research Council (2000)
Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000)
38
Index Card
Summaries /
Questions
Hand Signals
One-Minute
Essay
Analogy Prompt
Web or Concept
Map
Misconception
Check
Student
Conference
Three-Minute
Pause
Observation
Self-Assessment
Exit Card
Portfolio Check
Quiz
Journal Entry
Choral Response
A-B-C
Summaries
Debriefing
Idea Spinner
Periodically, distribute index cards and ask students to write on both sides,
with these instructions: Side 1-list a big idea that you understand as a
summary, Side 2-Identify a topic you dont understand and construct a
question
Ask students to display a designated hand signal to indicate their understanding
of a specific concept
A one-minute essay question is a focused question with a specific goal to
answered quickly
Periodically, present students with an analogy prompt: This concept is like this
analogy because ..
Students make graphical representations of the connections between key
concepts or key words
Present students with common or predictable misconceptions about a
designated concept, principle or process. Ask them to explain why they agree
or disagree
One-on-one conversation with students to check their level of understanding
Provide students with time to reflect on material just presented and allow them
to make connections with previous mastered material. Have students share the
results of the their reflections
Observe students working to check on learning process
Students attempt meta-cognition by thinking about the process of the their own
learning
Written student responses to questions are submitted on index cards
Check the progress on a students portfolio
Assess students understanding with multiple choice, true/false, short answer,
matching and/or extended response questions
Students record their understanding (or misunderstanding) of a particular
concept
On cue, students respond together the answer to a question
Each student is the class is assigned a letter of the alphabet to find a word
starting with the letter that relates to the topic being discussed
Reflection immediately after an activity
Instructor creates spinner with four quadrants; Predict, Explain, Summarize
and Evaluate. After material is presented, student spin spinner and answers
based on word on which spinner landed
39
Inside-Outside
Circle
Numbered Heads
Together
One-Sentence
Summary
One-Word
Summary
Think-Pair-Share
Ticket to Leave
Entry Card
Newspaper
Inside and outside circles of students quiz each other and then rotate
Each member of a small group has a number. Once small group solves
problem, student with selected number presents solution to class
Students are asked to write short summary to topic presented that answers the
who,what, where, when, how and why of a topic
Select a word that best summarizes a particular topic
Students think about a problem individually, then pair with a partner, after
which they present their solution to the class
Closing activity where students respond in writing or verbally to short
assignments
Student enter classroom with question about reading or assignment
Students finds current event in a periodical that relates to topic being presented
Homework(!)
1.)
Use an index card to summarize formative techniques that youve used successfully
2.)
Create a formative assessment (of a style assigned by the instructor) to assess understanding.
Anticipate good student responses and poor students responses.