11Th and 12Th Grade Chemistry II AP Objectivesmay, 2001 Revision

11th and 12th Grade Chemistry II AP ObjectivesMay, 2001 Revision

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Because of the organization of the College Board outline, several topics which are treated together in our AP course are fragmented in different sections of this outline. So here is a course calendar to replace the “time range” box on the objective descriptions.

Mid Aug – 1st week of Sept.

Review students on Atomic Theory, atomic mass, atomic number, mole concept

Stoichiometry, balancing equations, empirical formulas, limiting reactants

Naming compounds, ionic and molecular species

2nd week of Sept – 4th week of Sept.

Gases- Laws of gases, equations of state for an ideal gas, partial pressures

Gases- Kinetic Molecular Theory, interpretation of gas laws, kinetic energy dependence on temperature, deviations from the ideal gas law

1st week of Oct – 3rd week of Oct.

Thermochemistry –state functions, First Law, enthalpy, heat of formation, heat of reaction, Hess’s law, heats of vaporization and fusion, calorimetry

4th week of Oct. – 2nd week of Nov.

Kinetics – reaction rates, differential rate laws, rate constants, factors affecting rates, activation energy, catalysts, rate determining steps and mechanism

3rd week of Nov. – 2nd week of Dec.

Structure of Matter –Electron energy levels, spectra, quantum numbers, atomic orbitals

Chemical bonding – ionic, covalent and metallic bonds,

polarity of bonds and electronegativity

Molecular models – Lewis structures, hybridization of orbitals, resonance, sigma and pi bonds, VSEPR, geometry of molecules, dipole moment

1st week of Jan. – 3rd week of Jan.

Equilibrium – dynamic equilibrium, Le Chatelier’s principle, equilibrium constants

Equilibrium constants for gaseous reactions: Kp and Kc

4th week of Jan. – 4th week of Feb.

Acids –Bases – acid base reactions, Arrhenius, Bronsted-Lowry and Lewis, amphoterism

Equilibrium constants for acids and bases, pK, pH

Precipitation reactions, solubility product constant and applications to precipitation

Common ion effects, buffers

1st week of Mar. – 2nd week of April

Thermodynamics- Second Law, entropy, free energy, dependence of change on 2nd law

3rd week of April – 2nd week of May

Electrochemistry – electrolytic and galvanic cells, half cell potentials, Nernst Equation,

Faraday’s law, prediction of redox direction, relation between free energy and equilibrium constants and electrode potential

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable) / see course calendar

Objective (Local, State, National – College Board)

I.Structure of Matter
A.Atomic theory and atomic structure
1. Evidence for the atomic theory
2. Atomic masses; determination by chemical and physical means
3. Atomic number and mass number; isotopes
4.Electron energy levels: atomic spectra, quantum numbers, atomic orbitals
5. Periodic relationships including, for example, atomic radii, ionization energies, electron affinities, oxidation states
Suggested Teaching Strategies:
Sections 1–5 are covered in the first year of chemistry.
Topics 1-5 are reviewed during the first weeks of AP Chemistry.
Aligned Resources:
Wings video #3 – The Atom, The Periodic Table
Standard Deviants video segment on quantum numbers
Labs:
Core lab 2 - Avagadro’s Number
Former core lab - Empirical Formula of zinc chloride
Atomic spectra lab
Core lab 1 – Number of Atoms in a pencil dot

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

I.Structure of Matter
B.Chemical bonding
1. Binding forces
a.Types: ionic, covalent, metallic, hydrogen bonding, van der Waals (including London dispersion forces)
b.Relationships to states, structure, and properties of matter
c.Polarity of bonds, electronegativities
2. Molecular models
a. Lewis structures
b. Valence bond: hybridization of orbitals, resonance, sigma and pi bonds
c. VSEPR
3. Geometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure
Suggested Teaching Strategies:
1.a-b. reviewed from Chem I
c. define terms, present resources such as table of electronegativities, link electronegativity to atom’s ability to draw an electron to it, describe through illustration how electronegativity differences help us to predict what kind of molecular bonds will form based on the elements found in the compound.
2.a. Review Lewis Dot Diagrams and present Lewis structures as a more sophisticated version of predicting number of bonds and unbonded electrons in any compound.
2b.-c. and 3. Use Lewis structures and idea of repulsion to understand how certain geometrical configurations are favored for molecular structures. Include current theory on how electron orbitals mix to form hybrid orbital for single and double bonds. Balloons are used to demonstrate how repulsion would result in a specific geometry. To help students visualize the molecular geometries build a set of models with modified tinker toys. In a related activity, students are asked to calculate Lewis structures for a series of compound and build models of the compounds using Popsicle sticks and fun dough.
Aligned Resources:
Brown and LeMay CD segments on dipole moment, Lewis structure and VSEPR
Chem Animations CD Rom segments on orbital hybridization, sigma and pi bonding

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

I.Structure of Matter
C.Nuclear chemistry: nuclear equations, half-lives, and radioactivity; chemical applications
Suggested Teaching Strategies:
Covered in first year chemistry, reviewed in AP Chemistry.
Aligned Resources:
ChemCom book has sample problems, activities and a half life game that can be used here.

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

II.States of Matter
A.Gases
1.Laws of ideal gases
a.Equation of state for an ideal gas
b.Partial pressures
2.Kinetic-molecular theory
a. Interpretation of ideal gas laws on the basis of this theory
b. Avogadro’s hypothesis and the mole concept
c. Dependence of kinetic energy of molecules on temperature
d. Deviations from ideal gas laws
Suggested Teaching Strategies:
1.a. Open unit with Alka Seltzer rocket; ask students to describe what happened and why. Let their answers lead into a discussion of Boyles Law. Draw attention to how their observations led to theories about how gases behave. Use this lead in to cover other gas behaviors i.e. Charles Law and Avagadro’s Law. Reinforce Boyles’ Law and Charles Law with Popcorn lab from the Chem Sourcebook CD Rom and the Charles Law lab from the Addison Wesley lab handbook. Show how these laws can be mathematically related to form the Ideal Gas Law.
b. The concept of partial pressure is presented to the students through a pair of demonstrations. The first shows that water can be condensed from the vapor space above warm water. The second shows that light hydrocarbons such as acetone can be evaporated using a aspirator to lower the partial pressure in a container’s vapor space.
2.a. Reintroduce idea that pressure represents force applied per unit of area, tie idea of force to molecular collisions with container wall, use demonstration to reinforce such as popper toy, popcorn popper or Jiffy pop popcorn. Use Brown and LeMay CD to demo the effect of increasing temperature on molecular speed and frequency of collisions
CD demo can also be used to tie in effect of increased number of molecules on KMT gas properties. Work through additional examples until students are confident that KMT “makes sense”, that the results of any system change can be predicted.
b. Previously covered in II.A.1.a.
c. Previously covered in II.A.2.a.
d. Use understanding of KMT to predict the conditions where molecules will be least likely to behave ideally. Show how Van der Waals equation makes adjustments for these conditions.
Aligned Resources:
Former Core lab - Molar Mass of a Gas
Brown and LeMay CD

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

II.States of Matter
B.Liquids and solids
1. Liquids and solids from the kinetic-molecular viewpoint
2. Phase diagrams of one-component systems
3. Changes of state, including critical points and triple points
4. Structure of solids; lattice energies
Suggested Teaching Strategies:
Phase diagrams, structure of solids and lattice energy are taught in after school AP review sessions or as time permits after closure on Electrochemistry and before the Chemistry AP exam.
Aligned Resources:
Brown and LeMay student guide
Brown and LeMay CD

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

II.States of Matter
C.Solutions
1. Types of solutions and factors affecting solubility
2. Methods of expressing concentration (The use of normalities is not tested.)
3. Raoult’s law and colligative properties (nonvolatile solutes); osmosis
4. Non-ideal behavior (qualitative aspects)
Suggested Teaching Strategies:
Colligative properties, molality, van der Waals forces and hydrogen bonding are taught after school in AP review classes or as time permits during the period between closure of Electrochemistry and the Chemistry AP exam.
Aligned Resources:
Core lab 5 – Beer’s Law
Core lab 12 – Freezing Point Depression

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

1. Reactions

A.Reaction types
1. Acid-base reactions; concepts of Arrhenius, Brønsted-Lowry, and Lewis; coordination complexes; amphoterism
2. Precipitation reactions
3. Oxidation-reduction reactions
a. Oxidation number
b. The role of the electron in oxidation-reduction
c. Electrochemistry: electrolytic and galvanic cells; Faraday’s laws; standard half-cell potentials; Nernst equation; prediction of the direction of redox reactions
Suggested Teaching Strategies:
1.a. Introduce acid-base behavior in terms of ionization. Use light bulb tester to show acids and bases contain conduct electricity because they contain ions. Good conductors are strong acids and bases, weak conductors are weak acids and bases. Arrhenius definitions are based on these observations.
Bronsted Lowry theory can be introduced by considering things that are known to be acids but are not aqueous solutions. The “accounting system” of naming acids, bases conjugate acids and conjugate bases should be mastered in this segment along with techniques for predicting acid/base pH. Laboratory work with titration and standardization of solutions supports the students concept development.
Lewis definition is presented at the end of this segment as a newer theory that support the observation that metal cations when added to water produce relatively strong acids. This can easily be demonstrated with nitrate salts of sodium, aluminum, calcium and zinc.
Suggest that acid-base definition work is combined with acid-base equilibrium work. See section III. C. 2.b.(1)
2. Solubility rules are presented in Chem I and reviewed in AP Chem. Prediction and quantification of precipitation are covered in section III. C. b(2).
3. Oxidation – Reduction reactions can be introduced with demos of the reaction between copper sulfate and an iron nail or CuSO4 and aluminum foil. Oxidation numbers have been taught in Chem I and are reviewed in AP Chem. Students learn to balance reactions based oxidation numbers and to write Redox half reactions. This information is use explain the operation of batteries in terms of two simultaneous but different reactions at each terminal which transfer the electrons through an outer circuit. Student understanding can be encourage through demos of Galvanic cells and laboratory work. Redox is linked to thermodynamics and chemical equilibrium through the Nernst equation.
Aligned Resources:
Chem Animations CD
Brown and LeMay CD
Wings video on Acids and Bases
TV Ontario Video on Electro Chemistry
WrightStateUniversity video demonstrations
Core Lab 11 - Galvanic Cells
Former Core Lab – Precipitation reactions
Core lab 10 – Electrolytic Cells

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

III.Reactions
B.Stoichiometry
1. Ionic and molecular species present in chemical systems: net ionic equations
2. Balancing of equations including those for redox reactions
3. Mass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants
Suggested Teaching Strategies:
Topic covered in first year chemistry. Reviewed in AP Chemistry.
Aligned Resources:

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

III.Reactions
C.Equilibrium
1. Concept of dynamic equilibrium, physical and chemical; Le Chatelier’s principle; equilibrium constants
2. Quantitative treatment
a. Equilibrium constants for gaseous reactions: Kp , Kc
b. Equilibrium constants for reactions in solution
(1) Constants for acids and bases; pK; pH
(2) Solubility product constants and their application to precipitation and the dissolution of slightly soluble compounds
(3)Common ion effect; buffers; hydrolysis
Suggested Teaching Strategies:
III. C. 1. and 2.a. Open with beaker demo- rate of forward reaction in an equilibrium system is eventually controlled by the rate of the reverse reaction. See Chem Source CD for specifics. Use demo to build idea that ration between reactants and products will remain the same regardless of how much material is in the central beaker. Introduce calculation of Kc and Kp. Use laboratory work to reinforce concepts. Introduce Q, the reaction quotient, a measure of how close a system is to equilibrium. Use the see saw analogy to explain that Le Chatelier correctly predicted that when systems at equilibrium are disturbed, they shift to counter the change. The Addison Wesley lab on Le Chateliers principle is helpful in building student understanding.
2.b(1) Students have extensive practice in calculating pH, predicting acid and base strength and in the laboratory measuring acid-base molarity, Ka and molar mass.
2.b.(2). A good demo of solubility product constant is the solubility of chalk in water, acid and base. Solubility can be predicted for any of these solutions if Ksp is known for the material. Students observe that there appears to be no reaction between water and chalk or base and chalk but chalk is rapidly dissolved in acid. Demo leads to a discussion of how the acid changes the equilibrium. Lab experience with Ksp for ionic solids is helpful.
2.b.(3) Demo to introduce buffers and the common ion effect is the action of vinegar on a solution of sodium acetate. Demo should include the pH behavior of water when vinegar is added. Students then can compare the effect NaAc has on limiting the final pH. Conclude demo by adding a strong acid, like HCl, to the buffer to show that the solution pH is resistant to change. Introduce common ion calculation and have students predict how ionization is limited by common ion addition. Henderson-Hasselbalch will be taught at this point.
Aligned Resources:
Core lab 15 – Finding an Equilibrium Constant for a Reaction
Core lab 16 – Titrating a Diprotic Acid ; Calculating Ka
Former Core lab – Common Ion Effect
TV Ontario Video – Chemical Equilibrium
Chem Demos – NO2/N2O4 tubes
Wings video on Catalysts fits with equilibrium discussion
Core lab 6 – Standardization of an HCl solution

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

III.Reactions
D.Kinetics
1. Concept of rate of reaction
2. Use of experimental data and graphical analysis to determine reactant order, rate constants, and reaction rate laws
3. Effect of temperature change on rates
4. Energy of activation; the role of catalysts
5. The relationship between the rate-determining step and a mechanism
Suggested Teaching Strategies:
III.D.1-5 Introduce concept of reaction rate through the toothpick student activity. Have student graph disappearance of whole toothpicks and appearance of broken toothpicks. Use graphs to teach experiment rates, the relation of rate to concentration and how the rate expression changes if it is based on products rather than reactants. Use lab work to reinforce the dependence of rate on concentration and data analysis by differential rate laws. Introduce reaction orders and rate expressions. Through additional lab work, have students predict reaction rate expressions using the initial rate method. Teach the factors that effect reaction rate; temperature, particle size, concentration and catalyst, through demo and Addison Wesley lab. Use foil and ball analogy to start discussion on activation energy. Transition to Arrenhius equation. Conclude unit with analysis of reaction mechanism, elementary steps and rate determining step. A nice analogy to demo the reaction mechanism is the Lego or tinker toy race. Students form a team and build a model step by step, each student on the team performs one step. They analyze their process and identify the slow activity or rate determining step.
Aligned Resources:
Brown and LeMay CD
Wings Rate of Reaction video
WrightState chem. demos
Core lab 13 – Rate Law Determination

Assessment Sample Format

Course/Level / P.A.S.S. Strand: /

TimeRange

11th and 12th Grade
AP Chemistry II / (not applicable)

Objective (Local, State, National – College Board)

III.Reactions
E.Thermodynamics
1. State functions
2. First law: change in enthalpy; heat of formation; heat of reaction; Hess’s law; heats of vaporization and fusion; calorimetry
3. Second law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changes
4. Relationship of change in free energy to equilibrium constants and electrode potentials
Suggested Teaching Strategies:
III. E. 1-4: Thermo is a new and abstract concept for students. It is helpful to start from a place they are comfortable. Begin with hands on activities of mixing liquids and solids at various temperatures and have them predict the temperature of the mix. Build from these “tests” to heat capacity, changes in enthalpy then on to heat of reaction. Bridge to theoretical concepts of state functions and the first law of thermodynamics. Introduce Hess’s law as an algebra exercise. Have students confirm concept in laboratory work. Conclude 1st law unit with lesson on calorimetry. Use the David Farnan science project to demonstrate the differences heat retained based on the shell and filler.
Aligned Resources:
Wings video on Chemical Energy Changes
Standard Deviants video
Brown and LeMay CD
Chem Source CD
Core lab 9 – Heat of Combustion
Core lab 8 – Hess’ Law

Assessment Sample Format