AP Physics 1 and AP Chemistry
Summer Assignment
Dr. Gary Allen
WELCOME to Physics 1 or AP Chemistry
Both of these courses are among the most difficult of all the AP Courses. In order to be successful the student must have a personal determination to learn the significant concepts from all available sources. The syllabus is your key to success and it should be your responsibility to obtain a working understanding of each of the concepts.
Findyour respective class syllabusbelow. Familiarize yourself with as many of the concepts as you have time. The more you learn over the summer the better. There is nothing you must turn in but your work will pay off when classes resume.
Any questions you may email Dr. Allen at the address above.
Click on the following link for the AP Physics 1 syllabus:
Scroll down for the AP Chemistry syllabus.
AP Chemistry Syllabus
Goals of the course
Students are prepared to be critical and independent thinkers who are able to function effectively in a scientific and technological society.
Students will be able to analyze scientific and societal issues using scientific problem solving.
Students will emerge from this program with an appreciation for the natural world.
Students will be able to make an acceptable score on the AP Chemistry Examination in May.
Students will be able to communicate scientific explanations and hypotheses in a concise and coherent manner.
Grading
Grades will be calculated with 80% of the grade coming from tests and quizzes and 20% coming from lab-work.
Class Description
One section of AP Chemistry is offered at our school. AP Chemistry is a course designed to meet the expectations of a first-year college General Chemistry course. The course is taught in one year. Students usually come into the course with little experience in Chemistry. Students in AP Chemistry meet every day for 48 minutes per day. About 80% of the days in class are spent learning content in the classroom. This learning includes lecture, demonstrations, an emphasis on problem-solving, and a significant amount of group-work. The remaining 20% of days are used in the lab.
Group-work
Group-work is considered a vital part of AP Chemistry. Not only do students complete experiments with partners, but a large percentage of their time outside the lab is spent in cooperative groups. These groups work together to solve advanced problems, complete projects, perform inquiry activities, and present information. The formal use of grouping has caused a significant increase in student-initiated group formation from study sessions.
Lab-work
Experiments are designed to challenge students in various areas. Some of the experiments require students to work with equipment they would not normally see in a college-preparatory class. They perform extended labs running multiple trials and analyzing results in the same way one would be expected to in college. Students work in pairs and frequently discuss results, validity, and possible error sources with other groups. Unexplained results are further investigated for repeatability. Many experiments are done with little or no pre-written procedure. The students are required to make predictions and formulate logical procedures to verify their hypotheses. Some experiments are completely inquiry-based as students are introduced to a topic and asked to look for patterns in behavior that would suggest a relationship between measured quantities.
Students in AP Chemistry are required to keep all work in a formal lab-notebook. For each experiment, they write purposes, summarize or write complete procedures, organize data and observations into tables, complete necessary calculations, and discuss results and conceptual information. On a regular basis, students are also required to submit lab essays in which they must write full discussions of the principles of chemistry surrounding a particular experiment as well as an analysis of the sources of error that would be present.
Testing
There are 16 tests given throughout the year in AP Chemistry translating to about once every two weeks. These tests are designed to simulate the end-of-year AP exam. Each test will contain a multiple-choice section and a free-response section. Many of these questions are taken from previous AP Chemistry exams with an emphasis on multiple-step problem solving.
Text
Chemistry by Zumdahl and Zumdahl, 8th ed., Houghton Mifflin Company, 2010.
ISBN: 0-547-16817-9.
Chapter 1-Basics of Chemistry-Primarily completed during the summer
- Scientific Method
- Measurement Units
- Uncertainty, Significant Figures, Calculations
- Dimensional/Unit Analysis
- Temperature and Density
- Classification of Matter
The student will:
1)Complete book readings and understand appropriate terminology.
2)Complete problems using significant figures and units appropriately.
3)Complete problems on Temperature and Density.
4)Understand and use a flowchart regarding the classification of matter.
Lab Techniques and Safety-(Not book-based)
- Lab Apparatus
- Safety Guidelines and Precautions
- Chemical Terminology (MSDS)
- Lab Techniques
- Experiment Reporting (Lab-report Guidelines)
The student will complete assignments/activities that show they:
1)Know names and functions of lab apparatus (Minimum test score required)
2)Understand and use appropriate lab procedures
3)Understand chemical terminology and safety measures (Test Score)[C5]
Experiments:
1)Significant Figures and Units: Students are given problems ranging from rudimentary (density of a cube) to advanced (density of a dry grain of sand, thickness of aluminum foil, etc….) Dry and wet determinations of density using a variety of materials in different shapes and sizes. Students use electronic (+/- 0.01g and +/- 0.0001g) balances and triple-beam balances to measure mass. They use various beakers, graduated cylinders, pipets, and a buret to measure liquid volume or solid volume by displacement. They also use a ruler, caliper, and micrometer for solid volume by direct dimensional measurement.
2) Sugar Content of a Solution by Density Method: Students determine the density of sugar solutions of various concentrations. They graph results and use the graph to determine the sugar content of an “unknown.”
3) Chromatography: Students separate components of a mixture of ink and/or dyes in pens and/or M&M candies using chromatography.
Chapter 2-Atoms, Molecules, and Ions [C1]
- Fundamental Laws
- Conservation of Mass
- Definite Proportions
- Multiple Proportions
- History of the Atomic Theory
- Thomson-CRT
- Millikan-Oil Drop Experiment
- Rutherford-Gold Foil
- Modern Theory: Particles and structure
- Periodic Table
IV. Symbols and formulas
V. Ionic and covalent bonds
VI. Nomenclature
The student will complete assignments/activities that show they:
1)Understand and explain the basic history of Atomic Theory
2)Are comfortable with the Periodic Table
3)Use symbols and formulas to describe elements and compounds
4)Use nomenclature appropriately in describing elements and compounds
Experiments:
1)Simulated Millikan: This is an experiment in which students work as a class with many “black boxes” containing a certain number of identical objects and must determine the mass of an object by comparing the overall black box masses. Students must compare/contrast the experiment to Millikan’s Oil Drop Experiment.
Chapter 3-Stoichiometry[C3]
- Atomic Mass and Molar Mass
- Percent Composition
- Empirical/Molecular Formulas
- Chemical Equations
- Writing equations
- Balancing equations
V. Stoichiometric Calculations
A. Limiting Reactant
B. Percent Yield
The student will complete assignments/activities that show they:
1)Understand the relationship between moles, mass, and number of particles.
2)Can calculate percent composition from chemical formulas and vice-versa.
3)Can write and balance chemical equations
4)Can use stoichiometry to predict amounts of products and percent yields.
Experiments:
1)Moles and Molar Mass: Students use various samples and techniques to verify and reinforce the relationship between moles, mass, and number of particles.
2)Percent Composition: Students use heated decomposition with a manganese dioxide catalyst to determine the percent composition of oxygen in potassium chlorate.
3)Percent Hydration: Students use heated decomposition of copper (II) sulfate pentahydrate to determine the percent hydration. Students design their own lab to accomplish this.
4)Empirical Formula of the Oxide of Magnesium: Students use the controlled combustion of magnesium to determine the formula for magnesium oxide.
5)Percent Yield of a Precipitate: Students use a reaction between two soluble compounds to form a precipitate to understand stoichiometric relationships between reactants. Students write the balanced equations, predict amount of product, and determine percent yield of reaction.
Chapter 4: Types of Reactions[C3]
- Precipitation Reactions
- Formula, complete ionic, and net ionic equations
- Solubility rules
II. Acid/Base Reactions
A. Neutralization
B. Titrations
III.Oxidation/Reduction Reactions
A. Electron exchange
B. Balancing Redox Reactions
The student will complete assignments/activities that show they:
1)Can predict and write all types of equations for the three reactions above.
2)Can verify expectations of reactions given quantities of reactants.
3)Can determine whether certain types of reactions will occur.
Experiments:
1)Where Did the Solubility Rules Come From? Students use microscale chemistry to form their own solubility rules, mixing drops of many different solutions and looking for patterns in their results.
2)Standardization of Sodium Hydroxide/Determination of Concentration of Vinegar: Students use KHP to standardize their own sodium hydroxide solution and use the solution to titrate vinegar to neutralization.
3)Redox Titration
Chapter 5: Gases[C2]
- Gas Units-Pressure, Temperature, Volume
- Gas Laws-Boyle, Charles, Gay-Lussac, Avogadro, Dalton (partial pressures)
- Ideal Gas Law and Combined Gas Law
- Gas Stoichiometry
- Kinetic-Molecular (KM) Theory
- Effusion/Diffusion-Graham’s Law
- van der Waals equation
The student will complete assignments/activities that show they:
1)Can work gas law problems in a variety of ways.
2)Can do Gas Stoichiometry by dry collection and water displacement.
3)Can explain gas behavior using the KM theory.
4)Understand the relationship between gas behavior and particle mass.
5)Can apply principles of gas behavior to atmospheric issues.
Experiments:
1)Boyle’s, Charles’s, and Gay-Lussac’s Laws: Students investigate the relationships between temperature, pressure, and volume.
2)Molar Mass of a Gas: Students verify the molar mass of isopropanol by evaporating it in a container of known volume at a known temperature and pressure.
3)Molar Volume: Students verify the molar volume of a gas at STP by measuring the volume of hydrogen gas given off at measured conditions via water-displacement by a reaction of magnesium with hydrochloric acid.
Chapter 6: Thermochemistry
I. Enthalpy-exothermic and endothermic reactions
II. Calorimetry
III. Hess’s Law
IV. Standard Enthalpies of Formation
The student will complete assignments/activities that show they:
1)Understand enthalpy in terms of exothermic and endothermic reactions
2)Can calculate changes in enthalpy of a system using calorimetry
3)Can use Hess’s Law to predict the change in enthalpy of a step-wise reaction
4)Can use standard enthalpies of formation to predict changes in enthalpy
Experiments:
1)Determination of Bunsen Burner Flame Temperature: Students use a metal of known specific heat to transfer heat from a Bunsen burner to a calorimeter to determine the temperature of the burner flame.
2)Hess’s Law: Students use calorimeters to measure the change in enthalpy of individual steps of a reaction to verify the overall change in enthalpy is equal to the sum of the steps.
Chapter 7: Atomic Structure and Periodicity[C1,C4]
I. Electromagnetic Radiation-frequency, wavelength, energy
II. Bohr Model-Spectrum of hydrogen
III. Quantum Numbers
IV. Electron Configurations-Aufbau, Pauli Exclusion, Hund’s Rule
V. Periodic Trends
A. Ionization Energy
B. Electron Affinity
C. Atomic Radius
The student will complete assignments/activities that show they:
1)Can solve problems regarding the characteristics of electromagnetic radiation.
2)Can explain the emission and absorption of photons by electrons moving between energy levels and calculate the wavelengths of the photons.
3)Can make predictions regarding quantum numbers and electron configurations.
4)Can explain element physical and chemical properties using electronic structure.
5)Can use electronic structure to predict and explain trends and exceptions of the above characteristics on the periodic table.
Experiments:
1)Electromagnetic Radiation: Students use a diffraction grating, incandescent lamps, and a hydrogen lamp to analyze the wave characteristics of light and the emission lines of hydrogen.
2)Flame Tests: Students analyze the flames for characteristic colors and wavelengths.
3)Group Properties: Alkaline Earth Metals and Halogens: Students analyze the chemical properties of alkaline earth metals and halogens, explaining their observations in terms of electronic structure.
Chapter 8: Bonding[C1]
I. Types of Bonds: IonicPolar CovalentNonpolar Covalent
II. Electronegativity and Bond Type
III. Bond Polarity/Molecule Polarity
IV. Energy: Lattice Energy and Covalent Bond Energy
V. Lewis Structures
A. General Shapes
B. Exceptions to the Octet Rule
C. Resonance
D. Formal Charge
- VSEPR Model-Shapes and polarity
The student will complete assignments/activities that show they:
1)Can determine types of bonding in compounds.
2)Can use bonding to explain physical and chemical characteristics.
3)Can calculate changes in enthalpy of reactions using bond energies.
4)Can use lewis structures and the VSEPR Model to predict shapes and physical and chemical properties of covalent molecules.
Experiments:
1)Physical Properties of Ionic/Covalent Compounds: Students investigate and analyze the properties (solubility, conductivity, melting point, etc….) of several samples of ionic and covalent compounds.
2)Molecular Modeling: Students use molecular modeling kits to make models of various covalent molecules, analyzing them for symmetry and molecular polarity.
Chapter 9: Covalent Molecular Bonding[C1]
I. Hybridization-sigma and pi bonds
The student will complete assignments/activities that show they:
1)Can use hybridization to explain the geometric shapes of covalent molecules.
2)Can identify the hybridization of molecules.
Chapter 10: Liquids and Solids[C2]
I. Interparticle Forces-Effects on Physical Characteristics
A. Dipole-Dipole
B. Hydrogen “Bonding”
C. London Dispersion Forces
D. Metallic Bonding
E. Covalent Network Bonding
II. KM Theory understanding of Solids and Liquids
III. State Changes (enthalpy of fusion and vaporization)
IV. Phase Diagrams
The student will complete assignments/activities that show they:
1)Can identify important forces between particles of any element or compound.
2)Can use interparticle forces to explain physical properties of elements or compounds.
3)Can calculate changes in enthalpy during state changes using heats of formation and calorimetry.
4)Can analyze phase diagrams for pertinent information.
5)Can synthesize phase diagrams given information about a substance.
Experiments:
1)Continuation of Molecular Modeling
2)Determination of Molar Heat of Fusion/Vaporization of Water, Molar Heat of Sublimation of Dry Ice: Students use calorimetry to determine the Molar Heats of Fusion and Vaporization of water by adding ice and steam and dry ice respectively to water in a coffee cup calorimeter.
Chapter 11: Solutions[C2]
I. Concentration Methods-Molarity, Molality, % Composition, Mole Fraction
II. Enthalpy of hydration
III. Solubility Factors-Structure, Pressure, Temperature
IV. Solution Properties
- Vapor Pressure Depression
- Boiling Point Elevation
- Freezing Point Depression
- Osmotic Pressure
- Colligative Nature of Solution Properties
The student will complete assignments/activities that show they:
1)Can calculate and use various methods of expressing concentration.
2)Can explain some substances are soluble in others and why some are not.
3)Can explain the relationship between solubility and outside factors.
4)Can predict properties of solutions given concentrations and vice-versa.
5)Can explain how solution properties are colligative properties.
Experiments:
1)Concentration of Solutions: Students make a solution of a certain concentration and submit it to the teacher, receiving a solution of which to determine the concentration.
2)Molar Mass Determination by Freezing Point Depression: Students determine the freezing point and molal freezing point constant of a solvent, then use the solvent to determine the molar mass of a solute.
Chapter 12: Kinetics[C3]
I. Rate of reaction
II. Order of the reaction
III. Factors that change the rate of the reaction
A. Temperature
B. Concentration
C. Nature of substance
D. Catalysts
IV. Relationship between the rate-determining step and the reaction mechanism
The student will complete assignments/activities that show they:
1 . Can list the factors that influence the rate of a chemical reaction.
2. Can use experimental data to determine the rate law, determine the order of
the reaction, and to define proper units for the constant.
3. Can compare and contrast zero, first, and second order reactions in terms of the plot needed to give a straight line, the relationship of the rate constant to the slope of the straight line, and the half-life of the reaction.
4. Can use experimental data to postulate a reaction mechanism.
5. Can interpret how changing the conditions of the reaction (i.e., temperature, pressure, concentration, and addition of a catalyst) affects both the rate and the rate constant of the reaction.
6. Can discuss the role of a catalyst in the rate and mechanism of a reaction; distinguish between a homogeneous and a heterogeneous catalyst.
7. Can interpret data from a first order reaction to determine its half-life.
8. Can solve problems involving activation energy and the Arrhenius equation.
9. Can create and analyze an energy vs reaction coordinate plot, using it with collision theory to explain the kinetics of a reaction.
Experiments:
1)Kinetics: Students analyze the reaction between bisulfite and iodate in a starch indicator to determine the order of the iodate in the reaction. They change concentration of the iodate ion and record the reaction time for the characteristic blue color to appear. Students also carry out the reaction under a range of temperatures to analyze the effect of temperature on the kinetic constant.
Chapter 13: Equilibrium[C3]
I. Concept of dynamic equilibrium including Le Chatelier’s principle
II. Equilibrium constants and the law of mass action