The College Board AP Chemistry Course Description states that the “course is designed to be the equivalent of the general chemistry course usually taken during the first college year.” The text goes on to say that, “Students in such a course should attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course should contribute to the development of the students’ abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic.” Therefore I have adopted the following goals for this course:
Grades in the course will be broken down as follows:
Tests: 40% (1 per quarter)
Quizzes: 35% (4 - 6 per quarter)
Labs: 25% (6 - 7 2-hr labs per quarter)
The schedule at the end of this introductory material shows what to expect for each unit. Specific dates are not given in the interest of maintaining flexibility. The number of hours of class time for each unit is indicated as a goal. Also in the schedule is recommended Memory Work which are items that you should commit to memory.
For each unit you will be required to complete a brief Outline of the important points in the reading assigned for that unit. This will be submitted through Google Classroom. This Outline must be separated into the sections used in the chapter. Sometimes one or two entries on the Outline will be sufficient for a given section. For other, more complicated sections you will need to use your judgment as to what the most important ideas and problem-solving techniques are. Keep Outlines brief! I require this work to encourage you to prepare thoroughly for class. It’s up to you to make it useful to you. You may never look at it again but the fact that you made it can help you to learn and to read carefully. Outlines should be completed by the first day of a new unit: you must read ahead!
A tip about reading textbooks: they are not novels. In a novel you typically read a passage once with full comprehension. The action carries you forward through the text. Textbooks build sequentially in each chapter and you will at times need to read a section several times—and work through its examples on paper— before you can move on to the next section. Be self-aware and check in with yourself: Did I understand that passage? Could I solve problems based on it?
Each unit has a Problem Set that consists of questions and problems from the ends of the chapters. At times I will assign problems from supplementary material for the Problem Set. These problem sets can be approached in several ways:
Outlines will be checked for completeness and count for 1/10 of a quiz grade. Problem sets will be checked using a homework quiz. Prior to the quiz you will be required to be able to present to the class a solution to a random problem.
The date of the Homework Quiz will be set whenever we begin a new unit. The Homework Quiz will draw on problems directly from your homework and will be short.
Test dates will be near the end of each quarter. Tests will be designed to simulate the AP Chemistry Exam as closely as possible. Tests will be comprehensive and will be designed to be completed in one hour. Timed tests will help you to prepare for the AP Exam.
Labs will be offered six to seven times each quarter. Lab assignments will vary in scope but at minimum will require completion of pre-lab work by the first day of work and completion of post-lab questions. Three to four times each quarter you will be required to submit a full formal lab report (format available separately). A portion of your lab grade will depend on your diligence in keeping a good scientific lab notebook. Required for this purpose is a permanently bound ruled notebook. In this notebook you will write your lab procedures, lab notes and data while you work in the lab. By the end of the course you will have accumulated the documentation necessary for colleges to determine whether to give you credit for the lab portion of the AP Chemistry class. A handout is available separately that describes how to make good use of your lab notebook.
Study Groups are required. During the first week of class you will form study groups of 3 - 4 people. Make a regular time to meet and work on AP Chemistry together. Working together makes tackling the difficult material of this course a bit more manageable. These groups will continue to work together during class. Re-shuffling of Study Groups will be allowed, if necessary.
Frequently I will ask students to present problems at the board. Presentations will consist in writing out the detailed solution to a problem on the board and explaining how you came to it to the class. The other members of the class are active participants in the process and are expected to ask questions and demand that the presenter justify his or her work. Problem presentations will be a frequent part of this course and will usually precede a Homework Quiz.
In this course our motto is FIO (an acronym that I leave to the reader: you will figure it out if you think about it for a bit).
It is important that you evaluate yourself frequently as you work to find out what you have learned. Try repeating to yourself the contents of class discussions. Even better, go over the concepts and problem-solving techniques with your study group: communicating something you have learned forces you to organize your thoughts about it. When you do so, you learn it better yourself. This is true also about writing in the course. Your lab reports and the answers to lab questions are learning opportunities. When you explain what you have learned in writing you often find that you have not learned it as well as you thought you did. Go back and learn it properly and your writing will improve.
We will spend time in this course developing your mental math skills. The multiple-choice portion of the AP Chemistry Exam must be done without calculators.
One of the most important ways to improve your grade in my class is to do well on tests and quizzes. In order to encourage you to come in for help with your preparation I will offer 5% in extra credit points on a quiz if you come in at least once to study in my room during office hours and actively ask me questions. This is a great opportunity to get together with friends to come in and ask questions and study together.
Primary textbook: Chemistry: The
Central Science, 13th edition,
Brown, LeMay, Bursten, Murphy, Woodward, & Stoltzfus. Pearson Prentice Hall,
Upper Saddle River, NJ, 2015.
Laboratory Experiments for Advanced
Placement Chemistry, 2nd edition,
Sally Ann Vonderbrink, Ph.D., Flinn Scientific, Inc.,
Batavia, IL, 2006.
POGIL Activities for High School
Chemistry, Laura Trout, editor. Flinn Scientific,
Inc. ©2012
Supplementary Materials available on instructor’s
web site
(http://kaffee.50webs.com/Science/).
“I think this class has made me more of a self-driven learner. Before this year if I was stuck on a problem I would often wait for the teacher to explain it, but now I take the time and do the work to figure it out on my own. I think this has really improved my learning.”
“This class has changed me as a student because I have had to learn how to do more learning on my own and be efficient in my work so I have time to study.”
“I’ve had to manage my time a lot more and focus on what I have the most trouble on, rather than everything. I am a more effective worker and problem solver because of it.”
“This class has made me a much more independent student. To be successful in this class, you must be driven and do hours of studying outside of class.”
“This class has changed me in a lot of different ways, honestly. I have learned to study better, which in turn helped me keep my grades up not only in Chem but in every class. I have also learned to time manage. It was really fun and I'm glad I took it and I highly recommend it!”
“This class has changed me as a student because it's shown me that I'm not as smart as I thought I was. It has showed me that if I want to be smart, I'm going to have to try a lot harder.”
“This class has made me realize that some subjects are most effectively learned—or even must be learned—simply by applying new concepts through trial and error (e.g., in the problem sets). I have become a more patient learner because of this class, more willing to blunder around in the dark until things make sense, and more appreciative of the time it takes to develop true understanding.”
“Success in fields like Chemistry has less to do with how many facts you can just rote memorize and more with a willingness to study, think about, and eventually understand fundamental systems.”
“This class has changed me as a student because I had to look at things before tests to not fail them.”
“This class has changed me as a student because it has strengthened my ability to solve problems. I have developed new strategies involving looking at problems from different angles and writing down everything I know first. This has carried through to my other classes”
| First Quarter* | |||
|
Topic and Time |
Text Information incl. Problems |
Lab(s) | Memory Work |
|
Matter and Measurement Dimensional Analysis, Scientific Notation, Significant Figures, Density, Temperature 1 hour |
Chapter 1 Problem Set: 13 17 19 23 26 28 31 34 35 39 41 42 43 44 48 53 57 63 73 78 84 Supplementary Materials: POGIL: “Organizing Data” POGIL: “Significant Digits and Measurement” POGIL: “Significant Zeros” Activity: Significant Figures with Calculations Homework: Significant Figures |
Lab Equipment Scavenger Hunt Observing a Candle Lab: Measurement and Variation Precision vs. Accuracy Density Lab (all available online) |
Tables 1.4, 1.5 and the Rules for Counting Significant Figures (pg 22) |
|
Atomic Structure I: Basics of Atomic Theory 3 hours |
Chapter 2: 2.1 - 2.5 Problem Set: 11 13 15 20 25 26 28 30 34 39 41 43 Supplementary Material: |
Home-Inquiry Connection Lab: Can Crush |
Z, A, Atomic Symbols, Dalton’s Atomic Theory (pg 38) |
|
Molecules, Ions and Naming
Compounds 2 hours |
2.6 - 2.9 Problem Set: 45 46 51 53 56 57 58 59 61 63 65 67 69 71 73 75 77 80 81 82 86 100 104 107 110 Supplementary Material: POGIL: “Naming Ionic Compounds” POGIL: “Polyatomic Ions” POGIL: “ Naming Molecular Compounds” POGIL: “Naming Acids” Flowchart for Naming Inorganic Binary Compounds |
None |
See bold items in tables in Ch. 2 Be able to name polyatomic ions, transition metal ions, ionic compounds, covalent compounds, and oxyacids. |
|
Stoichiometry: Atomic Mass, the Mole,
Percent Composition, Chemical Equations 5 hours |
Chapter 3 Problem Set: 9 11 12 15 16 20 21 23 26 29 33 35 39 43 45 47 49 51 53 54 55 56 60 61 64 65 68 69 71 72 73 75 78 79 87 82 83 85 89 96 106 110 |
Size
of an Aluminum Atom Instructions for the Bunsen Burner Determination of the Formula of Rust Hydrate Lab (all available online) Analysis by Gravimetry |
Avogadro’s number (6.02 × 1023
particles/mole) and its meaning pg 100 Solving Stoichiometry problems |
|
Reaction Types & Rxns in Solution:
Water, Solutions, Acid/Base, Redox 6 hours |
Chapter 4 Problem Set: Ch 4: 6 8 13 15 17 21 23 25 29 31 33 35 37 39 43 45 49 51 53 55 57 59 61 63 65 73 75 77 79 82 83 86 90 91 95 97 105 108 Supplemental Material: POGIL: “Types of Chemical Reactions” POGIL: “Acids and Bases” POGIL: “Molarity” Reaction writing and prediction (not available on-line) http://dwb4.unl.edu/ap2/ Descriptive Chemistry Interactive Site Demonstration: Dancing Flames |
Acid-Base Titration (Peoples 8)
|
Differences btwn. strong, weak and non-electrolytes; table 4.1 (solubility rules); oxidation states rules pg. 137 |
|
Gases: Pressure, Gas Laws, Gas Phase
Rxns, Partial Pressures, Kinetic-Molecular Theory 5 hours |
Chapter 10 Problem Set: 1 10 13 16 17 20 23 26 29 32 33 38 41 44 46 47 49 50 52 53 56 59 61 64 67 70 73 75 76 81 84 91 92 93 94 99 106 123 Supplementary Material: POGIL: “Gas Variables” |
Lab:
Boyle’s Law with Vernier Probes (available
online) Molar Volume of a Gas |
PV = nRT; P1V1/n1T1 = P2V2/n2T2; Dalton’s Law of Partial Pressures; Definition of Mole Fraction; Molar Vol. 22.42 L at STP |
| Second Quarter* | |||
|
Topic and Time |
Text Information incl. Problems |
Lab(s) | Memory Work |
|
Thermochemistry: Energy, Enthalpy,
Calorimetry, Hess’s Law 4 hours |
Chapter 5 Problem Set: 3 4 7 15 17 19 23 24 25 27 30 33 36 39 44 47 49 51 54 56 59 63 65 66 67 70 71 74 76 85 Supplementary Materials: Demonstration: Exothermic Dehydration of Sugar POGIL: “Calorimetry” Heat and Temperature in Phase Changes (Infographic) Examples of Calorimetry Calculations |
Calorimetry
Lab Demo: Dehydration of Sugar Demo: Dehydration of Sugar Student Worksheet Demo: Boiling Acetone at Reduced Pressure Student Worksheet |
ΔE = q + w, w = -PΔV, ΔH = q at constant P, Hess’s Law |
|
Electronic Structure of Atoms: EM
Radiation, Atomic Spectra, Quantum Mechanics,
Orbitals 7 hours |
Chapter 6 Problem Set: 2 7 13 15 19 22 26 29 34 37 39 44 47 49 53 55 60 62 66 70 73 75 77 84 85 102 105 |
Pre-lab: Flame
Tests due on the first day of the lab Lab: Flame Tests Lab: Hydrogen Atom Simulator Do problems 1 - 5 for homework. The rest of the questions will be answered using an online simulator (link is on the lab page). (computer lab) Pre-lab: Atomic Emission lamps due on the day of the lab Lab: Atomic Emission Lamps |
E=mc2, E = hν, c = λν, quantum numbers, electron configuration method, trends in ionization energy and atomic radius |
| Periodic Trends: Development of the Periodic Table, Effective Nuclear Charge, Ion and Atom Size, Ionization Energy, Electron Affinity, Group Trends |
Chapter 7 Problem Set: 1 4 7 12 13 14 17 19 22 23 26 28 31 34 37 39 42 45 48 51 52 55 58 59 61 62 66 69 73 78 91 111 Supplementary Materials: POGIL: “Photoelectron Spectroscopy” POGIL: “Periodic Trends” POGIL: “Advanced Periodic Trends” |
trends in ionization energy and atomic radius Trends for atomic size, ion size, ionization energy, effective nuclear charge, and electron affinity |
|
|
Atomic Structure II: Nucleus, Radioactive Decay, Nuclear Stability, Nuclear Reactions 4 hours |
Chapter 21 Problem Set: 4 7 8 11 12 13 15 17 19 22 27 29 33 34 36 46 47 49 51 52 56 59 61 72 Supplementary Material: Supplemental Notes on Logarithms and the Derivation of the Radioactive Decay Equation Half-life Activity Mass Defect & Binding Energy Activity (all available online) |
Geiger
Counter Demonstration POGIL: Types of Radiation POGIL: Types of Radioactive Decay POGIL: Alpha and Beta Decay POGIL: Nuclear Equations |
Alpha, Beta, and Positron Decay modes; half-life equations, E = Δmc2, Δm = mf - mi |
|
Chemical Bonding: Ionic, Covalent,
Metallic and Hydrogen Bonds; Lewis Structures,
Electronegativity, Hybrid Orbitals; Organic
Nomenclature and Structure 10 hours |
Chapter 8 and Chapter 9.1 - 9.6 Problem Set: Ch. 8: 9 12 15 18 22 24 26 33 35 38 39 42 45 47 48 49 51 53 55 59 62 63 64 68 70 71 74 94 110 Ch. 9: 14 15 17 20 23 25 26 27 30 33 35 38 40 43 45 51 52 55 58 61 66 Supplementary Materials: POGIL: “Bond Energy” POGIL: “Molecular Geometry” Activity: Lewis Diagrams Lewis Diagrams: Molecules to draw VSEPR Shapes with PhET Simulator Lewis Diagrams and VSEPR Shapes Table of VSEPR Shapes and Modifications |
Building Models (hands-on covalent bonding
activity) Home-Inquiry: Crystals |
Lewis Structures method, pg 314 & pg 316 Trends for atomic size, ion size, and electronegativity VSEPR model method, pg 346 alkane and functional group nomenclature saturated alkane 2n + 2 rule |
| Third Quarter* | |||
|
Topic and Time |
Text Information incl. Problems |
Lab(s) | Memory Work |
| Solids and
Solutions: Intermolecular Forces and
Phase Changes, 3 hours |
Chapter 11 and Chapter 12 section 12.1, 12.2 "Crystalline and Amorphous Solids", 12.3 first 3 paragraphs plus "Alloys", 12.4 first 5 paragraphs, 12.5 first 2 paragraphs, 12.6, and 12.7 first 4 paragraphs Problem Set: Ch. 11: 9 11 14 15 16 19 22 2428 30 33 36 38 39 41 43 46 49 52 53 54 58 60 63 64 Ch. 12: 9 10 11 12 13 14 15 16 37 38 45 117 Heat and Temperature in Phase Changes POGIL: Types of Solids Demo: Boiling |
||
|
Solutions: Energy of Solution
Formation, Vapor Pressure, Colligative Properties 5 hours |
Chapter 13 Problem Set: 9 14 17 19 22 23 26 29 33 35 36 38 39 42 43 46 48 51 54 56 57 61 63 66 69 74 77 79 82 110 Supplemental Materials: Group Activity: Graphing Solubility Freezing Point Depression Salty Ice and Fresh Ice Cream Boiling Point Elevation Demo: Freezing Point Depression |
Real Life Chemistry of Marshmallows |
Types of intermolecular interaction, Definitions of molarity, molality, percent by mass, mole fraction; Π = MRT |
|
Kinetics: Reaction Rates, Rate Laws,
Integrated Rate Laws, Reaction Mechanisms 6 hours |
Chapter 14 Problem Set: 2 3 5 9 10 13 17 18 21 24 25 28 33 36 39 42 43 49 50 51 55 58 59 60 63 65 68 69 71 73 75 79 83 87 Chemical Kinetics Formula Reference Demonstration: Introduction to Reaction Rates |
Spectrophotometry
Basics Spectrophotometric Determination of a Rate Law |
Rate Laws Summary (formulas, typical graphs) Kinetics Information Sheet |
|
Equilibrium: Equilibrium Constant, Gas
Equilibria, Le Châtelier’s Principle 6 hours Thermodynamic vs. Kinetic Stability |
Chapter 15 Problem Set:1 3 6 8 10 11 13 16 17 24 25 29 32 34 37 41 42 44 46 51 54 57 58 61 64 65 67 73 84 94 Supplementary Materials: POGIL: “Equilibrium” |
Determination of an Equilibrium Constant (Flinn 13) |
Form of the Equilibrium Constant Expression Kp = K(RT)Δn; Le Châtelier’s Principle |
|
Acids and Bases: Nature, Strength, pH
Scale, Polyprotic Acids, Salts, Lewis Acids 6 hours |
Chapter 16 Problems Set: 1 2 3 8 13 15 18 22 23 26 28 29 31 33 35 37 43 46 49 52 55 59 62 67 68 71 74 75 79 85 87 88 91 92 95 98 117 Supplementary Materials: POGIL: “Strong vs. Weak Acids” POGIL: “Calculating pH” POGIL: Strength of Acids POGIL: Polyprotic Acids |
||
|
More About Equilibria: Common Ion
Effects, Buffers, pH Curves, Indicators, Solubility
Equilibria 6 hours |
Chapter 17 Problem Set: 2 3 5 11 13 15 18 19 22 23 26 29 32 34 35 38 43 46 49 52 53 56 62 63 68 69 73 89 100 Supplementary Materials: POGIL: Common Ion Effect on Acid Ionization POGIL: Common Ion Effect on Solubility POGIL: Buffers POGIL: Titration Curves |
Choosing an Appropriate Indicator (Flinn 16) Additional Instructions for the Indicator Lab Demonstration: Bromothymol Blue Acid-Base Indicator |
Henderson-Hasselbalch Eqn.; Summary of Buffer Info |
|
Thermodynamics: Free Energy, Entropy,
Spontaneity of Chemical Reactions, Work 5 hours |
Chapter 19 Problem Set: 1 4 8 10 12 16 19 24 25 28 29 32 36 37 42 43 45 53 58 59 62 65 72 75 77 80 81 83 116 |
Demo: Thermite Demo: Entropy and Probability |
ΔG = ΔH –TΔS ΔG = ΔG° + RT·ln(Q) ΔG° = – RT·ln(K) Table 19.4, pg. 825 |
| Fourth Quarter* | |||
|
Topic and Time |
Text Information incl. Problems |
Lab(s) | Memory Work |
|
Electrochemistry: Galvanic Cells,
Reduction Potentials, Thermodynamics of
Electrochemistry, Batteries, Corrosion,
Electrolysis 6 hours |
Chapter 20 Problem Set: 1 3 5 13 14 15 18 19 21 24 25 29 30 32 34 36 37 40 43 45 48 51 55 58 60 62 65 68 75 84 85 91 92 93 110 Supplementary Materials: POGIL: “Oxidation and Reduction” POGIL: “Activity Series” POGIL: “Batteries” |
Electrochemical Cells and Electroplating (Flinn Kit) | ΔG° = -nF E°; Nernst Eqn. |
| Review: Two weeks of review; practice tests, targeted review | to be determined | none | |
| Supplemental Reading Assignment Organic Chemistry |
Supplemental Materials http://homepages.gac.edu/~ghofmeis/chem141/handouts/equilibrium.pdf http://homepages.gac.edu/~ghofmeis/chem41.html |
Lab: Soap Making Lab: Cyanotypes Lab: Paint Pigments Demonstration of NI3 |
|
