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AP Chemistry Course Syllabus 14-15

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INSTRUCTOR: AMANDA BATES
EMAIL: abates@pageud.k12.az.us
Course Description
AP Chemistry II is an extension of the general chemistry curriculum. Topics which were not covered or merely introduced in
general chemistry will be the main focus of advanced chemistry. Instrumentation, which is vital to the study of modern
chemistry, will be emphasized from both a theoretical and a practical standpoint. Students will learn the science of how the
instruments work as well as the mechanics of actually using them in common laboratory practice. This course prepares the
student to enter a science oriented curriculum at the collegiate level. This course assesses the Academic Standards in science
and will assist the student in meetings Page High School goals. There is one main difference between AP Chemistry II and
Chemistry II (advance chemistry). Students enrolled in AP Chemistry II will learn the same information as Chemistry II
students, but will be eligible to take the AP Chemistry test at the end of the year. Students who pass this test will be eligible to
receive credit at the collegiate level.
Course Goals and Expected Learning Outcomes
This course is structured around the six big ideas outlined in the in the AP Chemistry curriculum framework provided by the
College Board. [CR 2] This course meets two to three times a week on the A/B Block schedule for 90 minutes each. Students
will engage in hands-on laboratory investigations which will be integrated throughout the course and will count for at least
25% of the instructional time. [CR 5a]
Big Idea Concepts Chapters
1 Structure of matter 2, 3
2 Properties of mattercharacteristics, states, and forces of attraction 8, 10, 14
3 Chemical reactions 3, 4
4 Rates of chemical reactions 12, Appendix 3
5 Thermodynamics 8
6 Equilibrium 13
Science Standards Articulated By Grade Level for the High School Physical Science Student:
Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials
they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes
they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding
of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which
energy is transferred between systems and surroundings.
Concept 1: Structures and Properties of Matter-Understand physical, chemical, and atomic properties of matter.
Concept 2: Motion and Forces-Analyze relationships between forces and motion.
Concept 3: Conservation of Energy and Increase in Disorder-Understand ways that energy is conserved, stored, and
transferred.
Concept 4: Chemical Reactions-Investigate relationships between reactants and products in chemical reactions.
Concept 5: Interactions of Energy and Matter-Understand the interactions of energy and matter.
Other overall strands will be embedded into coursework, but not limited to:
Strand 1: The Inquiry Process
Strand 2: History and Nature of Science
Strand 3: Science and Personal and Social Perspectives
Textbook(s)
Textbook: Zumdahl, Zumdahl; Chemistry; Brooks Cole, CENGAGE Learning; 2014; 9
th
Edition [CR 1]
As per ARS 15-723-5, "Governing Boards shall furnish free required textbooks and related printed subject matter materials in
the high school." The textbooks must be returned at the end of a course or the student must pay the actual replacement cost.


AP Chemistry Course Syllabus 14-15
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Required material
Al l students will be required to maintain a binder or notebook for notes
All students will be required to maintain a separate laboratory notebook
Students should have two black or blue pens for recording laboratory data
Students are highly recommended to have at minimum a scientific calculator*
*School policy requires that cell phones may not be used as calculators; cell phone calculators will also not be
permitted during the AP test

Laboratory Component [CR 5b] [CR 6]
Science Practice Focus
SP 1 The student can use representations and models to communicate scientific phenomena and solve
scientific problems.
SP 2 The student can use mathematics appropriately.
SP 3 The student can engage in scientific questioning to extend the thinking or to guide investigations within
the context of the AP course.
SP 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 findings of others, historic reconstruction, and/or archived data.)
SP 5 The student can perform data analysis and evaluation of evidence.
SP 6 The student can work with scientific explanations and theories
SP 7 The student is able to connect and relate knowledge across various scales, concepts, and representations
in and across domains.

Students will complete a minimum of 16 hands-on laboratory experiments throughout the course, at least six of which will be
in a guided-inquiry format. [CR 5b] [CR 6] The labs will place a special emphasis on the seven science practices listed in the
table above. Students will be expected to maintain a laboratory notebook and write laboratory reports which may be presented
verbally or include graphical representations of data. [CR 7] The laboratory reports and notebook should include sections for
purpose, procedure, equipment needed, data, analysis and conclusions. The conclusions for each laboratory should include
implications of the experiment to society or technology [CR 4]. Students are strongly encouraged to take a copy of their
laboratory notebook with them to college (many times, students will be asked to provide evidence of completion of high level
lab exercise before receiving laboratory credit from the college or institution). Students may work individually or in a group
depending on the lab. The following guided inquiry labs will be completed throughout the course of the school year [CR 6]:
Separation by Paper Chromatography
Masses of Gasses
Penny Analysis
Reaction Kinetics
Equilibrium Position
Creation of a Buffer
Solubility
Electrochemical Cells

Controversial Issues
Any film or materials that would be considered "controversial" will be preapproved for show by the administrative team. A
note for student participation will be sent home for classroom approval.



AP Chemistry Course Syllabus 14-15
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Grading Policy-Grading Scale
Grade point values and the percentages used to determine each grade are listed below-

Percentage Letter Grades Point Value _____
90% - 100% A=Superior 4.0
80%-89% B=Above Average 3.0
70%-79% C=Average 2.0
60%-69% D=Below Average 1.0
Below 60% F=Failing 0.0

Course Sequence
Due to the intensive nature of this course, students will be required to complete a summer reading and homework assignment
to ensure preparation and understanding of previous knowledge content. Laboratory investigations and other activities will be
infused throughout the course to provide students opportunities outside the laboratory to meet all the learning objectives. [CR
3a] [CR 3b] [CR 3c] [CR 3d] [CR 3e] [CR 3f]
Time Frame Topic(s), Activities, and science practices Chapter(s)
Summer Homework
To be completed before the
start of the school year
Week 1
[CR 3b]
Chemical FoundationsThe scientific method, units of measurement, uncertainty in measurement,
significant figures, dimensional analysis, temperature, classification of matter
1, 2
Activities: Reading an SDS activity (SP 4), Separation by Paper Chromatography Lab* (SP 1, 3, 4, 5,
6, 7), Lab Skills Quiz (SP 2), POGIL Organizing Data (SP 3, 4, 5)
Weeks 2-4
[CR 3a]
Atomic Structure and Periodicitysubatomic particles, atomic experiments, electron configuration,
photoelectron spectroscopy, the photoelectric effect, periodic trends
7, 9
Activities: Periodicity Lab (SP 3, 4, 5, 6), PES POGIL (SP 1, 3, 6), PES activity (SP 1, 3), Early
Atomic Experiments activity (SP 1, 6, 7)
Week 5
[CR 3a]
Atoms, Compounds and MoleculesNaming compounds, ions, isotopes, ionic charges, polyatomic
ions, VSEPR Theory, resonance, Lewis structures, bond polarity, hybridization
7, 8, 9
Ionic vs. Covalent Bonds activity (SP 1, 7), VSEPR activity (SP 1, 6, 7)
Week 6
[CR 3b]
Intermolecular ForcesLondon Dispersion Force, Dipole-Dipole, Hydrogen Bonding, Large
Molecules
10
Activities: Attraction activity (SP 1, 6), IMF lab (SP 3, 4, 6, 7)
Weeks 7-9
[CR 3c]
StoichiometryThe mole concept, Avogadros number, percent composition, balancing chemical
equations, percent yield, theoretical yield, limiting reactant
3
Activities: Masses of Gasses Lab* (SP 2, 4, 5), Penny Analysis Lab* (SP 2, 3, 4), percent yield lab
(SP 2, 4, 5), limiting reactant activity (SP 1, 2)
Weeks 10-12
[CR 3c]
Chemical ReactionsTypes of chemical reactions, balancing chemical reactions, net ionic
equations, redox reactions, acid-base reactions
4, 14, 18
Activities: Balancing activity (SP 2), net ionic equation lab (SP 3, 4, 5), redox titration lab (SP 2, 4, 5,
6), acid-base titration (SP 2, 4, 5, 6)
Weeks 13-14

Gas LawsCombined gas law, ideal gas law, kinetic molecular theory of gases, effusion, diffusion,
real gases, Daltons law
5
Activities: KMT activity (SP 1, 3, 5, 7), effusion and diffusion lab (SP 2, 4, 6, 7), real gases activity
(SP 2, 6, 7)
Weeks 15-17
[CR 3e]
ThermochemistryEnthalpy, Hesss Law, Calorimetry, Enthalpies of formation 6
Activities: Calorimetry lab (SP 2, 3, 4, 5), Hesss Law activity (SP 1, 6), enthalpy of formation lab
(SP 2, 4, 5, 6), enthalpy activity (SP 2, 5, 6)
Weeks 18-21
[CR 3d]
KineticsReaction rate, rate law, reaction mechanisms, catalysts 12
Activities: Reaction Kinetics lab* (SP 2, 3, 4, 5, 6), reaction mechanism activity (SP 1, 3, 5, 6),
catalyst activity (SP 1, 3, 6)
Weeks 22-24
[CR 3e]
ThermodynamicsSpontaneity, entropy, free energy, Laws of thermodynamics, entropy/energy
changes in chemical reactions
17
Activities: Spontaneity lab (SP 2, 3, 4, 6, 7), energy changes in reactions lab (SP 2, 4, 5, 6), entropy
activity (SP 1, 2, 6), free energy activity (SP 1, 2, 6)
AP Chemistry Course Syllabus 14-15
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Weeks 25-27
[CR 3f]
Equilibriumequilibrium constant, Le Chteliers principle, Solving equilibrium problems,
equilibrium conditions
13
Activities: Equilibrium position lab* (SP 3, 4, 5, 6), Le Chteliers principle activity (SP 1, 5, 6),
equilibrium conditions activity (SP 1, 2, 6, 7)
Week 28

Acid/BasepH scale, pH calculations, acid-base definitions, indicators 14
Activities: Acid/base indicators lab (SP 1, 3, 4), acid/base activity (SP 2, 4, 5, 6)
Week 29
[CR 3f]
Acid/Base EquilibriumCommon ion effect, buffer solutions, buffer capacity, titration curves 15
Activities: Creation of a buffer lab* (SP 1, 2, 3, 4, 5, 6, 7), common ion effect activity (SP 1, 2, 6),
reading titration curves activity (SP 1, 2, 4, 6)
Weeks 30-31

Solubilitysolubility equilibrium, solubility product constant, complex ion equilibrium 16
Activities: solubility lab* (SP 2, 3, 4, 5, 6), solubility POGIL (SP 1, 2, 3, 5, 6)
Weeks 32-33

ElectrochemistryRedox reactions, galvanic cells, cell potential, electrolysis, activity series 18
Electrochemical cell lab* (SP 2, 3, 4, 5, 6), activity series POGIL (SP 1, 3, 5, 6), batteries activity (SP
1, 3, 4, 5, 6, 7)
Weeks 34-36

AP Review All
Activities: Review activities
Weeks 37-38
*Guided Inquiry
Lab
Independent Research Student-
selected Activities: Students will research and design a lab around a critical issue in chemistry which affects
society and/or technology (SP 1, 2, 3, 4, 5, 6, 7) [CR 4]
Class Rules
1. Food/Drink/Gum/Candy is NOT permissible. Water is acceptable.
2. Hall passes must be properly issued to leave the classroom.
3. School Rules-all school rules will be enforced throughout the school year, including but not limited to:
a. Proper use of computers
b. Proper use of the Internet
c. No use of personal electronic devices
d. Tardies-will be considered the student not in their seat and prepared for the days lesson
Consequences For Tardies:
Verbally reminded about the rule
The appropriate behavior will be re-taught
Appropriate behavior will be taught and student will contact parent or guardian
Teacher/student conference after class and attempted guardian contact by teacher
Referral to Dean because the teacher/student relationship is broken
4. Academic Integrity-All students involved in copying, plagiarizing, or cheating of any kind will receive a zero on the
assignment. In addition, students may face additional consequences based on the severity of the incident.
5. Be Responsible
6. Be Respectful
7. Our classroom will be a safe environment that will allow all students to perform at their highest potential.

Office Hours
I will be available before and after school for make-up work and questions. You may find me in room G101. Special
appointments may be scheduled on an individual basis. If you are having trouble keeping up with notebook
organization or special help in any manner, feel free to come in and I will help you.
Unique Items for Class
As this is a laboratory class it is important all students wear closed toed shoes during labs.
Student must wear appropriate clothing during labs as not to damage their clothes or ensue injury.
All students will be held responsible for lab clean up and care of all equipment.
Students who do not follow the posted safety guidelines will not be allowed to complete the lab assignment and will receive a
score of a zero for the activity without the opportunity to repeat the assignment.
All students will be held responsible for chemical safety awareness and will be asked to sign a laboratory safety contract in
order to participate in lab work.
AP Chemistry Course Syllabus 14-15
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Page High School
Course Expectations Agreement
2014-2015

AP Chemistry II Ms. Amanda Bates

Student Name: (print) _____________________________
Grade: ________ Student Number: ________________ Period: _____________

Parent/Guardian Name: (print) ____________________________________________

Parent/Guardian Contact Information:
Please put the best way to contact you regarding your students progress and/or behavior in class.

Phone: ______________________________
Email: ______________________________
Other: ______________________________

I have read the course expectations for AP Chemistry II and myself. I agree to follow the rules of the class and understand
the consequences if they are broken.

Student Signature: _________________________________________ Date: ________________

Parent Signature: __________________________________________ Date: _________________