Curricular

Requirements CR1 Students and teachers use a recently published (within the last 10 years) college level chemistry textbook. CR2 The course is structured around the enduring understandings within the big ideas as described in the AP Curriculum Framework. CR3a The course provides students with opportunities outside the laboratory environment to meet the learning objectives within Big Idea 1: Structure of Matter CR3b The course provides students opportunities outside the laboratory environment to meet the learning objectives within Big Idea 2: Properties of matter characteristics, states, and forces of attraction. CR3c The course provides students opportunities outside the laboratory environment to meet the learning objectives within Big Idea 3: Chemical Reactions CR3d The course provides students opportunities outside the laboratory environment to meet the learning objectives within Big Idea 4: Rate of reactions CR3e The course provides students opportunities outside the laboratory environment to meet the learning objectives within Big Idea 5: Thermodynamics CR3f The course provides students opportunities outside the laboratory environment to meet the learning objectives within Big Idea 6: Equilibrium CR4 - The course provides students with opportunity 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.) CR5a Students are provided the opportunity to engage in investigatory work integrated throughout the course for a minimum of 25 percent of the instructional time. CR5b - 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. CR6 - The laboratory investigations used throughout the course allow students to apply the seven science practices defined in the AP Chemistry Curriculum Framework. AT minimum, six of the required 16 labs are conducted in a guided-inquiry format. CR7 - The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations.

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Course Description
This AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first year of college. AP Chemistry is offered as a second year high school chemistry course and thus requires that students have already successfully completed a Regents Chemistry or Honors Regents Chemistry course. This course is structured around the six big ideas articulated in the AP Chemistry curriculum framework provided by the College Board. [CR2] A special emphasis will be placed on the seven science practices, which capture important aspects of the work that scientists engage in, with learning objectives that combine content with inquiry and reasoning skills. AP Chemistry is open to all students that have met the prerequisite as per our Challenge by Choice initiative at Westhampton Beach High School.

TEXTBOOK:
Chemistry The Central Science, Brown, LeMay, Bursten, and Murphy (publisher Pearson/Prentice Hall) 11th Edition AP Edition 2009 [CR1]

STRUCTURE OF THE COURSE: [CR2]

AP Chemistry is built around six big ideas and seven science practices. The big ideas are: Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements 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. The science practices for AP Chemistry are designed to get the students to think and act like scientists. The science practices are: Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. Science Practice 2: The student can use mathematics appropriately. Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question. Science Practice 5: The student can perform data analysis and evaluation of evidence. Science Practice 6: The student can work with scientific explanations and theories. Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains

LABORATORY INVESTIGATIONS:
The laboratory portion of this class is designed to be the equivalent of a college laboratory experience. Because some colleges require proof of the laboratory portion of the course before granting credit, all students will keep a laboratory binder (or folder) that their lab reports will be kept in. At a minimum, twenty-five percent of instructional time will be spent in the laboratory. [CR5a] There are twenty-two laboratory investigations. Nine of the labs are guided inquiry based. Each laboratory report will be completely written by the students and will have the following sections: Title page, Background, Objectives or Hypothesis, Materials, Procedure, Data, Chemical reactions, Calculations, Results, Conclusion, and Sources. Every lab does have some inquiry based elements as each written lab will have to write a unique background from outside sources that will guide their individual hypothesis or objective, just like a review of the literature will guide a researchers hypothesis. Students will write a conclusion that ties the objectives with the results and provides a complete analysis of errors. [CR7] Rubric and a student example is available a: https://sites.google.com/a/whbschools.org/grodski-ap-chemistry/labs

Laboratory Equipment The school is equipped with a full range of glassware (beakers, flasks, burets, eudiometer tubes, pipets, etc.), instruments (Vernier Spectrophotometers, Spec 20s, analytical balances, centrifuges, ovens, etc.), and Vernier data gathering probes. All of the students have a Macbooks provided by the school district and have continued use of the school network and Internet by the wireless access that the school provides throughout the school building. They also have access to laboratory station computers that utilize Vernier software and probes that also work on their individual Macbooks. Students have a whole host of software available to then to analyze data including: Vernier, Data Studio, Graphical Analysis, MS Office suite, etc. Students have the ability to present their data or laboratory report to the whole class from their individual or lab station computers to the large class projector. [CR7]

Laboratory Investigation Sequence

First 10 Weeks 1: TLC and column chromatography of Universal Indicator (LO 2.7, 2.10, 2.13, 5.9; SP 1,2,3,5,6) [CR5b] ,[CR6], &[CR7] To investigate which component of the mixture (methyl red, bromothymol blue, and phenolphthalein) has more polar or nonpolar characteristics and whether this confirms students hypothesis based on structural formulas of the component indicators. To investigate whether both types of chromatography resulted in similar results. To calculate the Rf values of each chemical.

2. Thickness of Foils (LO 2.28, SP 1,2,) [CR6], &[CR7]

To calculate the lattice constants of two face centered metals copper and aluminum To calculate the number of atoms high each foil is. To convert among different set of units and maintain proper significant figures. 3. The determination of the empirical formula of Silver Oxide. (LO 1.1, 1.2, 3.3, 3.4; SP 2, 5, 6) [CR5b , [CR6], & [CR7] To calculate the empirical formula of silver oxide and determine its chemical name. To calculate the theoretical yield of elemental silver. To determine the percent yield of silver.

4. The determination of the empirical formula of Magnesium oxide. (LO 1.1, 1.2, 1.3, 3.2, 3.3, 3.6; SP 2, 5, 6) [CR5b , [CR6], & [CR7] To calculate the empirical formula. To determine the percent yield. To determine the percent of magnesium that became an oxide. 5. Guided inquiry Lab - The Synthesis of Copper Iodide. (LO 3.1 - 3.6; SP 1, 2, 3, 4, 5, 6, 7) [CR5b], [CR6] ,[CR7] Students will design and determine their own procedure. To synthesize Copper Iodide. To determine which oxide copper I or copper II oxide was synthesized. 6. Gravimetric analysis of a Metal Carbonate (LO 1.2, 1.3, 1.4, 1.19, 3.2, 3.3, 3.4; SP 2,3,4,5,6,7) [CR5b], [CR6] ,[CR7] To determine the identity of the alkali metal in a metal carbonate. To determine the percent yield of calcium carbonate. 7. Guided Inquiry Lab - Determination of salts in sea water. (LO 1.2, 1.3, 1.4, 1.19; SP 1,2,3,4,5,6) ) [CR5b], [CR6], [CR7] To develop, design and implement an experimental design. To determine the identity of as many ions in sea water as possible. To determine the relative percentages by mass of these ions in a sample of sea water. To describe all the limitations in the design (explaining what you could not accomplish and why). 8. Guided Inquiry Lab - Concentration of food dye in a sports drink. ( LO 1.15, 1.16; SP 2, 5, 4, 6) [CR5b], [CR6], [CR7] To determine the relationship between concentrations of a solution and the amount of transmitted light through the solution. c to determine the molarity of a dye in a sports drink. To determine the mass of the dye in a serving. 9. Determination of the amount of calcium carbonate in Tums (LO 1.4, 1.20, 3.2, 3.3, 3.4; SP 2, 3, 5, 6, 7 ) [CR5b], [CR6], [CR7] To standardize a strong base. To perform an acid and base back titration. To verify the identity and the milligrams of calcium carbonate in a single tablet of an antacid. To determine the accuracy of your results based on reported values of the active ingredient. 10. Guided Inquiry Lab - Nine Solution Problem (LO 3.2, 3.10; SP 3, 4, 5, 6, 7) [CR5b], [CR6], [CR7] To develop, design and implement an experimental design. To determine the identity of nine solutions through qualitative analysis. To write appropriate balanced chemical reaction, 11. Determination of the concentration of oxalic acid. (LO 1.4, 1.20, 3.2, 3.3, 3.4, 3.8, 3.9; SP 2,3,5,6,7) [CR5b], [CR6], [CR7] To perform an oxidation reduction titration. To standardize a solution of KMnO4 with a known solution of [Fe(NH4)2 (SO4)2 6H2O]. To determine the concentration of oxalic acid


12. Guided Inquiry Lab Determination of the percent by mass of Hydrogen Peroxide. (LO 1.4, 1.20, 3.2, 3.3, 3.4, 3.8, 3.9; SP 2,3,4,5,6,7) [CR5b], [CR6], [CR7] To design a data-collection and data analysis procedure to measure the concentration of store bought hydrogen peroxide. To perform a redox titration.

13. Guided Inquiry Lab - Percent copper in Brass using Beers Law (LO 1.16, 3.4; SP 2, 4, 5, 6) [CR5b], [CR6], [CR7] To plot a graph of Absorbance vs. concentration of copper ions. To design a data-collection and data analysis procedure to determine the percent by mass of copper in Brass. 14. Molar Volume of Hydrogen (LO 1.4, 3.2, 3.3, 3.4; SP 2, 3, 4, 5, 6, 7) [CR5b], [CR6], [CR7] To collect a gas by water displacement. To determine the molar volume of hydrogen gas by correcting for water vapor in a eudiometer tube. To determine the percent yield of hydrogen. 15. Guided Inquiry Lab - Molecular Mass of Butane (LO 1.2, 1.3, 1.4; SP 1, 2, 3, 4, 5, 6, 7) [CR5b], [CR6], [CR7] To develop, design and implement an experimental design. To collect a gas by water displacement. To determine the molecular mass of quadrupled refined butane. To determine its purity. 16. Molecular Mass of a Volatile Liquid (LO 1.2, 1.3, 1.4; SP 1, 2, 3, 4, 5, 6, 7) [CR5b], [CR6], [CR7] To use the Dumas experimental method To determine the molecular mass of a volatile liquid. 17. Guided Inquiry Lab - Thin Layer Chromatography of Fruit Juices (LO 2.7, 2.10, 2.13, 5.9; SP 1,2,3,5,6) [CR5b], [CR6], &[CR7] To determine the Rf factors for common organic acids found in many fruits. To identify the organic acids in several fruit juices using TLC. To compare and contrast the differences in the intermolecular forces in the acids. 18. Heat of solutions and Hess Law (LO 3.11, 5.4, 5.7, 5.8 6.2; SP 2,3,5,6,7) ) [CR5b], [CR6], &[CR7] To perform 3 constant pressure calorimetry experiments to determine the heat of solution of each reaction. To calculate the third reactions enthalpy by utilizing Hess law and to verify the enthalpy of this reaction by calorimetry. 19. Rate Law of Crystal Violet and Sodium Hydroxide (LO 4.1, 4.2; SP 1, 2, 4, 5, 6) [CR5b], [CR6], &[CR7] To use utilize Beers Law through spectrophotometry To determine the rate law of the reaction. 20. Determine the Keq constant for FeSCN+2 (LO 1.16, 3.4, 6.5, 6.9, 6.10; SP 2, 3, 4, 5, 6, 7) [CR5b], [CR6], &[CR7] To measure absorptivity of reactants and products through spectrophotometry. To determine the Keq for the reaction of Fe+3 with SCN-


21. Guided Inquiry Lab - Determine the acid dissociation constants of an unknown Phosphoric acid solution. (LO 1.18, 1.20, 6.11, 6.13, 6.12, 6.19; SP 1, 2, 3, 4, 5, 6, 7) [CR5b], [CR6], &[CR7] To Titrate a weak acid with strong base plotting pH vs, volume. To identify equivalence points and max buffering positions. To determine the three acid dissociation constants and the concentration of the acid. 22. Buffers in Household Chemicals. ( LO 1.4, 6.18, 6.19, 6.20; SP 1, 2, 3, 5, 6, 7) [CR5b], [CR6], &[CR7] To analyzed the buffering capacity and composition To determine the buffering agents of household chemicals

SEQUENCE:

Unit 1 Analytical Chemistry - Stiochiometry

Chapter Two: Atoms. Molecules, and Ions Three: Stiochiometry: Calculations with Chemical Formulas And equations Four: Aqueous Reactions and Solution Stiochiometry Topics Covered Activities
-pg 48 Google Form - questions on mass spec determining relative mass and average isotopic mass (LO 1.14)[CR 3a] -ques. 2.34, 2.35, 2.93 -MIT Lecture on STEM/ summary [CR 4]

AP Chemistry Curriculum
Big Ideas
[CR 2]

EU
1.A 1.B 1.E

LO
1.1 1.17 1.14

-Atomic structure
-Average atomic mass -Isotopes

1 3

-Mass Spectrometer -STEM Basics of Analytic Chemistry - Conservation of matter and representations -Avogadros Number and Mole concept -Empirical Formulas from analysis -Limiting Reactants -Properties of aqueous solutions - Precipitation Reactions -Molarity and Dilution -Solution stoichiometry and chemical analysis - Beers Law -Spectrophotometry - Acid Base stoichiometry
(non- equilibrium, weak base and strong acid weak acid and strong base)

worksheet - Determination of empirical and molecular formula from combustion analysis (LO 1.1, 1.2, 1.3) [CR 3a] Labs 3, 4, 5

1.A 1.B 1.E

1.1 1.2 1.3 1.17 1.18 3.5 3.6 1.1 1.2 1.3 1.15 1.16 1.17 1.18 1.19 1.20 2.1 2.3 2.9 2.19 3.1 3.2 3.3 3.8 3.9

Video lecture AP 1.1 & 1.2: precipitation analysis worksheet Molarity/ Dilution and Precipitation analysis (LO 1.1, 1.2, 1.3, 1.17,1.18, 1.19, 2.1, 2.3, 2.9) [CR 3a]
[CR 3b]

1 2 3 5

Pb(NO3)2 & KI activity- Write formulas, predict

products, balance reaction, predict ppt, calculate grams of ppt, observe reaction and draw particle diagrams of products.

1.A 1.B 1.E 1.D 2.A 2.C 3.A 3.B

(LO 1.4, 1.17, 1.18, 2.1, 2.3, 2.8, 2.9, 2.19, 3.1, 3.3) [CR 3a] [CR 3b] [CR 3c]

Labs 6 , 7, & 8 Video lecture AP 1.6 Worksheet Acid/base Stiochiometry non-

equilibrium Problems

(pre-lab 8 activity)- Students predict the volume

and molarity of HCl needed to completely dissolve a known volume of Milk of Magnesia and test their calculations.

- Oxidation Reduction stiochiometry

(LO 1.4, 1.18, 2.3, 2.9, 3.1, 3.2, 3.3) [CR 3a] [CR 3b] [CR 3c]

Lab 9,10 Hollow penny /dissolve penny activity-

Students balance redox reactions, predict and observe spontaneity. (LO 1.4, 1.18, 2.9, 3.1, 3.2, 3.3, 3.8,

3.9) [CR 3a] [CR 3b] [CR 3c] Lab 11, 12,13

Unit 1 Analytical Chemistry Stiochiometry (cont.)

Chapter Ten: Gases Topics Covered -Gas Laws and relationships -Ideal- Gas Law Equation -Applications of Ideal gas law -Gas Mixtures and partial pressures - Kinetic Molecular Theory -Effusion and Diffusion -Real Gases and deviations from Ideal behavior Activities
Syringe activity and books activity- Students
place chemistry books on a syringe connected to a Vernier pressure probe and determine how many books equals 1 atmosphere of pressure. Students also solve for the constant P x V = k for every data point and discuss why it changes, stays constant, and why it changes the most in certain points. Different types of gases are sometimes used for comparison. (LO 2.4,

AP Chemistry Curriculum
Big Ideas
[CR 2]

EU
1.A 1.E 2.A 2.B 3.A 5.A

LO
1.2 1.4 1.18 2.4 2.5 2.6 2.9 2.12 2.16 3.1 3.2 3.3 3.4 5.2

1 2 3 5

2.5, 2.16, 2.12,) [CR 3b] [CR 3c] Lab 14, 15, 16

Unit 2 Electronic Structure of Atoms and compounds

Chapter Topics Covered Activities PED Data from Brookhaven National Lab (BNL) activity: Students interpret PED data from ongoing experiments at BNL. (LO 1.5, 1.6, 1.7, 1.15) )[CR 3a] [CR 4]

AP Chemistry Curriculum
Big Ideas [CR 2] 1 EU 1.B 1.C 1.D LO 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.15

Six: -The wave nature of light Electronic -Quantized energy and Structure of Atoms photons -Line spectra and Bohr model -Wave Behavior of Matter -Quantum Mechanics and atomic orbitals -Electron Configurations -Electron Configuration and periodic table -diamagnetism/ paramagetism -Photon emission Spectroscopy Seven: -Effective Nuclear Charge Periodic -Sizes of atoms and Ions Properties of the -Ionization Energy Elements -Electron affinities -Metals, Nonmetals, and Metalloids -Activity trends

Real time plot of periodic trends with atomic number (Excel) activity: Students
will plot ionization, electron affinity, and atomic radii vs atomic number. Line graphs and 3d graphs will be produced as students mark up the graphs explaining maximums and minimums. Students will also conjecture about the anomalies of the trends. (LO

1 2

1.B 1.C 2.B

1.9, 1.10) )[CR 3a]

1.5 1.6 1.7 1.8 1.9 2.14

Unit 2 Electronic Structure of Atoms and compounds

Chapter Eight/Nine/ Twelve: Basic Concepts of Chemical Bonding/ Molecular Geometry and Bonding theories/ Modern Materials Topics Covered - Covalent and Ionic Bonding - Bond polarity and Electronegativity -Dipole moments -Lewis structures -Molecular Shapes (octet and expanded octet) -VSEPR theory - Molecular polarity -Hybridization -sigma, pi bonding - Formal Charges - Polyatomic ions -Resonance structures. -MO theory basics -Gap theory basics -Metallic Bonding -Alloys - Chromophores -Crystal field theory basics -Transistors -Network Solids -Molecular Solids -Ionic solids - Intermolecular Forces - Phase changes -Vapor pressure -Phase changes/ Phase diagrams -Molecular, Ionic, Network, and Molecular solids -The solution process - Solubility -Colloids Activities
Student Tutorial Activity: From a teacher-
generated list, each student makes a short tutorial on how to draw correct Lewis structures illustrating, overall dipole moments, sigma/pi bonds, electron domain geometry, molecular geometry, bond angles, and any resonance structures that exist. They produce the tutorial using their school provided Macbooks. Students publish their video in Google+ Hangouts and students critique each others work. (LO 2.17,

AP Chemistry Curriculum
Big Ideas
[CR 2]

EU 1.C 2.A 2.C 2.D

LO 1.9 1.10 1.11 2.1 2.17 2.18 2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32

1 2

2.21, 2.23) [CR 3b]

Student Student Tutorial Activity:
Each AP student will provide one one tutoring with an honors student on writing Lewis diagrams. Identify geometry, hybridization, bond angles and formal charges through Google+ Hangouts and post their video session.

(LO 2.17, 2.21, 2.23) [CR 3b]

Eleven/ Thirteen: Intermolecular Forces, Liquids, and Solids/Properties of solutions

Liquid evaporation races- Students swipe

liquids in a fume hood and determine the identity of the group of unknown liquids from a given list by their (vapor pressure) or ability to evaporate with explanations. (LO: 2.11, 2.13, 2.16, 3.1, 5.9, 5.10, 5.11)

2 3 5

[CR 3b] [Cr 3c] [CR 3e]

Lab 17-

2.A 2.B 2.C 2.D 3.C 5.D

2.1 2.3 2.7 2.8 2.9 2.10 2.11 2.13 2.15 2.16 2.19 2.20 2.28 2.29 2.30 2.31 2.32 3.10 5.9 5.10 5.11

10

Unit 3 Thermodynamics, Equilibrium, Electrochemistry

Chapter Five/ Nineteen: Thermochemistry / Chemical Thermodynamics Topics Covered - Oth & 1st Law of Thermodynamics - Derivation of Enthaply - constant pressure calorimetry -Hess law -Enthalpy of formation - Bond Energies -2nd & 3rd Law of Thermodynamics - Spontaneity - Change in entropy -Gibbs Free Energy -Tablature: Entropy, Enthalpy, and Free Energy -Factors that affect reaction rates -Reaction Rates -Rate Law - Change of Concentration with time -Half life - Reaction Mechanisms - Temperature and Rate (Arrhenius Equation intro) activation energy - Catalysis - Concept of equilibrium - Equilibrium Constant - Interpreting and working with Keq - Calculating Keq - Reaction Quotient: Keq vs Q - Le Chateliers principle - Free Energy and Keq - standard and nonstandard G - Solution Equilibrium (Ksp) (chapter 17) -Prediction of solubility (Keq vs Q) (chapter 17) - common ion effect (chapter 17)
Lab 18 Iodine Clock reaction activity
Students determine the rate law from the overall reaction from experimenting with initial concentrations of reactants. Students verify their results with graphs plotting ln [concentration] vs time and 1/ [concentration] vs time and the accepted mechanism. (LO 3.1,

AP Chemistry Curriculum
Big Ideas
[CR 2]

Activities

EU 3.C 5.A 5.A 5.E

LO 3.11 5.1 5.3 5.4 5.5 5.6 5.7 5.8 5.12 5.13 5.14 5.15 3.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5.2 3.2 5.16 5.17 5.18 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.21 6.22 6.24 6.25

3 5

Fourteen: Chemical Kinetics

3 4 5

3.A 4.A 4.B 4.C 4.D 5.A

4.1, 4.2, 4.7) [CR 3c] [CR 3d]

Lab 19 3 5 6 3.A 5.E 6.A 6.B 6.C 6.D

Fifteen: Chemical Equilibrium

11

Unit 3 Thermodynamics, Equilibrium, Electrochemistry (cont.)

Chapter Sixteen/ Seventeen: Acid Base Equilibria/ Additional Aspects of Aqueous Equilibria Topics Covered -Acid base definitions - Conjugate Acid Base pairs -pH derivation, scale, autoionization of water. -Strong Acid / Bases in terms of Ka and Kb -Weak acids/Weak bases -Calculating Kas, Kbs from pH or Kas, percent ionization -Acid- Base properties of salt solutions -factors that affect acid/base strength -Acidic/Basic salts - Buffer solutions - Acid/ Base Titrations - polyprotic acids and their titrations Activities
Weak acid/Strong base titration with Vernier pH probes activity-
Students will plot a graph of volume of base and pH of solution in real time. From this graph student will mark up graph determining equivalence point, max buffering position, pKa of acedic acid and verify the initial, equivalence, and final pH with calculations. (This is a pre-lab activity for Lab 21) (LO 1.4, 1.18, 1.20, 2.2,

AP Chemistry Curriculum
Big Ideas
[CR 2]

EU
1.A 1.C 1.E 2.A 3.A 3.B 6.C

LO 1.4 1.10 1.17 1.18 1.20 2.1 2.2 3.4 3.7 6.11 6.12 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.23

1 2 3 6

6.C

3.4, 3.7, 6.11, 6.13, 6.19) [CR 3a] [CR 3b] [CR 3c] [CR 3f]

Lab 21, 20

Twenty: Electrochemistry

-Oxidation states -Oxidation reactions -Voltaic Cells -Nerst equation basics -Electrolysis - Biological Applications (cell potentials)

Concentration Cell activity:

Students will set a concentration cell ( two zinc electrodes in varying concentrations and connect to volt meter and observe and predict voltage spikes and drops.

(LO 3.11, 3.12, 3.13, 6.1, 6.4, 6.6) [CR 3c] [CR 3f]

1 3 5 6

1.C 3.B 3.C 5.E 6.A

1.10 3.8 3.9 3.11 3.12 3.13 5.13 5.14 5.15 6.1 6.4 6.6