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Course framework Instructional section Sample exam questions

AP

®

Chemistry

COURSE AND EXAM DESCRIPTION

Effective Fall 2019

AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY

Please visit AP Central (apcentral.collegeboard.org) to determine whether a more recent course and exam description is available.

AP

®

Chemistry

COURSE AND EXAM DESCRIPTION

Effective Fall 2019

Contents

v Acknowledgments

1 About AP

4 AP Resources and Supports

6 Instructional Model

7 About the AP Chemistry Course

7 College Course Equivalent

7 Prerequisites

7 Lab Requirement

COURSE FRAMEWORK

11 Introduction

12 Course Framework Components

13 Science Practices

17 Course Content

22 Course at a Glance

27 Unit Guides

28 Using the Unit Guides

31 UNIT 1: Atomic Structure and Properties

45 UNIT 2: Molecular and Ionic Compound Structure and Properties

59 UNIT 3: Intermolecular Forces and Properties

81 UNIT 4: Chemical Reactions

97 UNIT 5: Kinetics

115 UNIT 6: Thermodynamics

131 UNIT 7: Equilibrium

153 UNIT 8: Acids and Bases

171 UNIT 9: Applications of Thermodynamics

LABORATORY INVESTIGATIONS

191 Lab Experiments

194 How to Set Up a Lab Program

INSTRUCTIONAL APPROACHES

199 Selecting and Using Course Materials

200 Guided Inquiry in AP Chemistry

201 Instructional Strategies

204 Developing the Science Practices

EXAM INFORMATION

215 Exam Overview

219 Sample Exam Questions

APPENDIXES

229 Periodic Table of the Elements

231 Equations and Constants

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About AP

College Board’s Advanced Placement®^ Program (AP®) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school. Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to college admission officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a 3 or higher on an AP Exam typically experience greater academic success in college and are more likely to earn a college degree than non-AP students. Each AP teacher’s syllabus is evaluated and approved by faculty from some of the nation’s leading colleges and universities, and AP Exams are developed and scored by college faculty and experienced AP teachers. Most four-year colleges and universities in the United States grant credit, advanced placement, or both on the basis of successful AP Exam scores—more than 3,300 institutions worldwide annually receive AP scores.

AP Course Development

In an ongoing effort to maintain alignment with best practices in college-level learning, AP courses and exams emphasize challenging, research-based curricula aligned with higher education expectations.

Individual teachers are responsible for designing their own curriculum for AP courses, selecting appropriate college-level readings, assignments, and resources. This course and exam description presents the content and skills that are the focus of the corresponding college course and that appear on the AP Exam. It also organizes the content and skills into a series of units that represent a sequence found in widely adopted college textbooks and that many AP teachers have told us they follow in order to focus their instruction. The intention of this publication is to respect teachers’ time and expertise by providing a roadmap that they can modify and adapt to their local priorities and preferences. Moreover, by organizing the AP course content and skills into units, the AP Program is able to provide teachers and students with free formative

assessments—Personal Progress Checks—that teachers can assign throughout the year to measure student progress as they acquire content knowledge and develop skills.

Enrolling Students: Equity and Access College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

Offering AP Courses: The AP Course Audit The AP Program unequivocally supports the principle that each school implements its own curriculum that will enable students to develop the content understandings and skills described in the course framework. While the unit sequence represented in this publication is optional, the AP Program does have a short list of curricular and resource requirements that must be fulfilled before a school can label a course “Advanced Placement” or “AP.” Schools wishing to offer AP courses must participate in the AP Course Audit, a process through which AP teachers’ course materials are reviewed by college faculty. The AP Course Audit was created to provide teachers and administrators with clear guidelines on curricular and resource requirements for AP courses and to help colleges and universities validate courses marked “AP” on students’ transcripts. This process ensures that AP teachers’ courses meet or exceed the curricular and resource expectations that college and secondary school faculty have established for college-level courses.

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AP Chemistry Course and Exam Description

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While colleges and universities are responsible for setting their own credit and placement policies, most private colleges and universities award credit and/ or advanced placement for AP scores of 3 or higher. Additionally, most states in the U.S. have adopted statewide credit policies that ensure college credit for scores of 3 or higher at public colleges and universities. To confirm a specific college’s AP credit/placement policy, a search engine is available at apstudent.org/ creditpolicies.

BECOMING AN AP READER

Each June, thousands of AP teachers and college faculty members from around the world gather for seven days in multiple locations to evaluate and score the free-response sections of the AP Exams. Ninety- eight percent of surveyed educators who took part in the AP Reading say it was a positive experience.

There are many reasons to consider becoming an AP Reader, including opportunities to:

§

teach or score because of their experience at the AP Reading.

Bring positive changes to the classroom: Surveys show that the vast majority of returning AP Readers—both high school and college educators—make improvements to the way they

§ Gain in-depth understanding of AP Exam and AP scoring standards: AP Readers gain exposure to the quality and depth of the responses from the entire pool of AP Exam takers and thus are better able to assess their students’ work in the classroom. § Receive compensation: AP Readers are compensated for their work during the Reading. Expenses, lodging, and meals are covered for Readers who travel. § Score from home: AP Readers have online distributed scoring opportunities for certain subjects. Check collegeboard.org/apreading for details. § Earn Continuing Education Units (CEUs): AP Readers earn professional development hours and CEUs that can be applied to PD requirements by states, districts, and schools.

How to Apply

Visit collegeboard.org/apreading for eligibility requirements and to start the application process.

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AP Resources

and Supports

By completing a simple activation process at the start of the school year, teachers and students receive access to a robust set of classroom resources.

AP Classroom AP Classroom is a

AP QUESTION BANK

This online library of real AP Exam questions provides teachers with secure questions to use in their classrooms. Teachers can find questions indexed by course topics and skills, create customized tests, and assign them online or on paper. These tests enable students to practice and get feedback on each question.

dedicated online platform designed to support teachers and students throughout their AP experience. The platform provides a variety of powerful resources and tools to provide yearlong support to teachers and enable students to receive meaningful feedback on their progress.

UNIT GUIDES

Appearing in this publication and on AP Classroom, these planning guides outline all required course content and skills, organized into commonly taught units. Each unit guide suggests sequence and pacing of content, scaffolds skill instruction across units, organizes content into topics, and provides tips on taking the AP Exam.

PERSONAL PROGRESS CHECKS

Formative AP questions for every unit provide feedback to students on the areas where they need to focus. Available online, Personal Progress Checks measure knowledge and skills through multiple-choice questions with rationales to explain correct and incorrect answers, and free-response questions with scoring information. Because the Personal Progress Checks are formative, the results of these assessments cannot be used to evaluate teacher effectiveness or assign letter grades to students, and any such misuses are grounds for losing school authorization to offer AP courses.*

PROGRESS DASHBOARD

This dashboard allows teachers to review class and individual student progress throughout the year. Teachers can view class trends and see where students struggle with content and skills that will be assessed on the AP Exam. Students can view their own progress over time to

improve their performance before the AP Exam.

• To report misuses, please call, 877-274-6474 (International: +1 212-632-1781).

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AP Chemistry Course and Exam Description V.1 | 4

Instructional Model

Integrating AP resources throughout the course can help students develop skills and conceptual understandings. The instructional model outlined below shows possible ways to incorporate AP resources into the classroom.

Plan Teachers may consider the following approaches as they plan their instruction before teaching each unit. § Review the overview at the start of each unit guide to identify essential questions, conceptual understandings, and skills for each unit. § Use the Unit at a Glance table to identify related topics that build toward a common understanding and then plan appropriate pacing for students. § Identify useful strategies in the Instructional Approaches section to help teach the concepts and skills.

Teach When teaching, supporting resources could be used to build students’ conceptual understanding and their mastery of skills. § Use the topic pages in the unit guides to identify the required content. § Integrate the content with a skill, considering any appropriate scaffolding. § Employ any of the instructional strategies previously identified. § Use the available resources on the topic pages to bring a variety of assets into the classroom.

Assess Teachers can measure student understanding of the content and skills covered in the unit and provide actionable feedback to students. At the end of each unit, use AP Classroom to assign students the online Personal Progress Checks as homework or an in-class task.

§ Provide question-level feedback to students through answer rationales; provide unit- and skill-level feedback using the progress dashboard. § Create additional practice opportunities using the AP Question Bank and assign them through AP Classroom.

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AP Chemistry Course and Exam Description V.1 | 6

About the AP

Chemistry Course

The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium.

College Course Equivalent

The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year.

Prerequisites

Students should have successfully completed a general high school chemistry course and Algebra II.

Lab Requirement

This course requires that 25 percent of instructional time engages students in lab investigations. This includes a minimum of 16 hands-on labs (at least six of which are inquiry-based). It is recommended that students keep a lab notebook throughout.

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7

COURSE FRAMEWORK

Course

Framework

AP CHEMISTRY

The course framework includes two essential components:

1 SCIENCE PRACTICES

The science practices are central to the study and practice of chemistry. Students should develop and apply the described practices on a regular basis over the span of the course.

2 COURSE CONTENT

The course content is organized into commonly taught units of study that provide a suggested sequence for the course. These units comprise the content and conceptual understandings that colleges and universities typically expect students to master to qualify for college credit and/or placement. This content is grounded in big ideas, which are cross-cutting concepts that build conceptual understanding and spiral throughout the course.

Course Framework

Components

Overview

This course framework provides a clear and detailed description of the course requirements necessary for student success. The framework specifies what students must know, be able to do, and understand to qualify for college credit or placement.

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AP Chemistry Course and Exam Description Course Framework V.1 | 12

AP CHEMISTRY

Science

Practices

The AP Chemistry science practices describe what a student should be able to do while exploring course concepts. The table that follows presents these practices, which students should develop during the AP Chemistry course. These practices are categorized into skills, which form the basis of the tasks on the AP Exam. The unit guides later in this publication embed and spiral these practices throughout the course, providing teachers with one way to integrate skills in the course content with sufficient repetition to prepare students to transfer those skills when taking the AP Exam. Course content may be paired with a variety of skills on the AP Exam. More detailed information about teaching the science practices can be found in the Instructional Approaches section of this publication.

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