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® AP CHEMISTRY Course and Exam Description Revised edition Effective Fall 2014 ® AP CHEMISTRY Course and Exam Description Revised Edition Effective Fall 2014 The College Board New York, NY About the College Board Te College Board is a mission-driven not-for-proft organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. Te organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. ® AP Equity and Access Policy Te 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. Schools should make every efort to ensure their AP classes refect the diversity of their student population. Te College Board also believes that all students should have access to academically challenging course work 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. Tis edition includes updated exam information and minor revisions to Appendix A. See About Tis Edition on page v for details. Tird reprint. ©2014 Te College Board. College Board, Advanced Placement Program, AP, AP Central and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. ii Contents About This Edition ........................................................................................................ v About AP® ........................................................................................................................ 1 About the AP Chemistry Course and Exam .......................................................................... 2 How AP Courses and Exams Are Developed ....................................................................... 2 How AP Exams Are Scored ....................................................................................................... 3 Using and Interpreting AP Scores ........................................................................................... 4 Additional Resources .................................................................................................................. 4 AP Chemistry Curriculum Framework .................................................................. 5 Introduction .................................................................................................................................... 5 The Emphasis on Science Practices ................................................................................ 5 Overview of the Concept Outline .................................................................................... 6 The Concept Outline ........................................................................................................8 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. ......................... 8 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. ..................................................................................... 19 Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. ............................................................38 Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. ..............................................................................................46 Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. ..............................53 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. ....................................................68 Science Practices for AP Chemistry. .....................................................................................82 References ....................................................................................................................................87 Appendix: AP Chemistry Concepts at a Glance ..........................................................88 The Laboratory Investigations .............................................................................107 Inquiry Instruction in the AP Science Classroom ............................................................107 Time and Resources ................................................................................................................108 Recommended Experiments .................................................................................................109 © 2014 �e College Board. iii Participating in the AP Course Audit .................................................................. 111 Curricular Requirements ....................................................................................................... 111 Resource Requirements ......................................................................................................... 112 Exam Information ..................................................................................................... 113 How the Curriculum Framework Is Assessed ................................................................... 116 Sample Multiple-Choice Questions ..................................................................................... 117 Answers to Multiple-Choice Questions ............................................................... 135 Sample Free-Response Questions ......................................................................................136 Scoring Guidelines ............................................................................................ 142 Appendix A: Preparing Students for Success in AP Chemistry .................150 Appendix B: AP Chemistry Equations and Constants ................................... 161 Appendix C: How to Set Up a Lab Program .......................................................163 © 2014 �e College Board. iv About This Edition About This Edition Tis edition of the AP Chemistry Course and Exam Description includes the following changes, which take efect in fall 2014: • Te Exam Information section has been edited to refect the addition of 15 minutes to the free-response section of the exam. Starting with the May 2015 exam administration, the exam will be 3 hours and 15 minutes long and include both a 90-minute multiple-choice section and a 105-minute free-response section. • Te descriptions of desired performance in Appendix A have been minimally revised for clarity and ease of use. Tis edition also refects changes to the curriculum framework that were made in previous editions, as described in Table 1 and Table 2 below. Table 1. Spring 2014 Revisions Fall 2013 Curriculum Framework Spring 2014 revisions Essential Knowledge 1. Substitutional alloys form between 1. Substitutional alloys form between 2.D.2.b atoms of comparable radius, where one atoms of comparable radius, where one atom substitutes for the other in the atom substitutes for the other in the lattice. (Brass is an example in which lattice. (Brass is an example in which some copper atoms are substituted some copper atoms are substituted with a different element, usually zinc.) with a different element, usually zinc.) The density typically lies between The density typically lies between those of the component metals and the those of the component metals, as with alloy remains malleable and ductile. interstitial alloys, substitutional alloys 2. Alloys typically retain a sea of mobile are less malleable and ductile than pure electrons and so remain conducting metals. 3. In some cases, alloy formation alters 2. Alloys typically retain a sea of mobile the chemistry of the surface. An electrons and so remain conducting example is formation of a chemically 3. Often the surface of a metal or alloy is inert oxide layer in stainless steel. changed through a chemical reaction. An example is formation of a chemically inert oxide layer in stainless steel, through reaction with oxygen in the air. Essential Knowledge 2.D.3 Covalent network solids generally have Covalent network solids have properties extremely high melting points and are hard that refect their underlying 2-D or 3-D and are thermal insulators. Some conduct networks of covalent bonds. Covalent electricity. network solids generally have extremely high melting points and are hard. Return to the Table of Contents © 2014 Te College Board. v AP Chemistry Course and Exam Description Table 2. Spring 2013 Revisions Original Curriculum Framework Spring 2013 revisions Exclusion Statements No rationale provided for exclusions. A rationale for each exclusion statement has been provided. Essential Knowledge 2.B.2 Dipole forces result from the attraction Dipole forces result from the attraction among the positive ends and negative among the positive ends and negative ends of polar molecules. Hydrogen ends of polar molecules. Hydrogen bonding is a strong type of dipole- bonding is a strong type of dipole- dipole force. dipole force that exists when very electronegative atoms (N, O, and F) are involved. Essential Knowledge Hydrogen bonding is a relatively strong Hydrogen bonding is a relatively strong 2.B.2.b type of intermolecular interaction that type of intermolecular interaction occurs when hydrogen atoms that that exists when hydrogen atoms that are covalently bonded to the highly are covalently bonded to the highly electronegative atoms (N, O, and F) are electronegative atoms (N, O, and F) are also attracted to the negative end of a also attracted to the negative end of a dipole formed by the electronegative atom dipole formed by the electronegative atom (N, O, and F) in a different molecule, or a (N, O, and F) in a different molecule or a different part of the same molecule. When different part of the same molecule. When hydrogen bonding is present, even small hydrogen bonding is present, even small molecules may have strong intermolecular molecules may have strong intermolecular attractions. attractions. Essential Knowledge Many real systems do not operate Many real systems do not operate at 3.C.3.d at standard conditions; the electrical standard conditions and the electrical potential determination must account potential determination must account for the effect of concentrations. Le for the effect of concentrations. The Chatelier’s principle can be used to predict qualitative effects of concentration on qualitatively the differences in electrical the cell potential can be understood by potential and electron fow compared to considering the cell potential as a driving those at standard conditions. force toward equilibrium, in that the farther the reaction is from equilibrium, the greater the magnitude of the cell potential. The standard cell potential, , corresponds to the standard conditions of . As the system approaches equilibrium, the magnitude (i.e., absolute value) of the cell potential decreases, reaching zero at equilibrium (when ). Deviations from standard conditions that take the cell further from equilibrium than will increase the magnitude of the cell potential relative to . Deviations from standard conditions that take the cell closer to equilibrium than will decrease the magnitude of the cell potential relative to . In concentration cells, the direction of spontaneous electron fow can be determined by considering the direction needed to reach equilibrium. Return to the Table of Contents iv © 2014 Te College Board. About This Edition Essential Knowledge The magnitude of the standard cell (standard Gibbs free energy) is 3.C.3.e potential is proportional to (standard proportional to the negative of the cell Gibbs free energy) for the redox reaction potential for the redox reaction from which from which it is constructed. it is constructed. Essential Knowledge 5.B.4 Calorimetry is an experimental technique Calorimetry is an experimental technique that is used to measure the change in that is used to determine the heat energy of a chemical system. exchanged/transferred in a chemical system. Learning Objective 1.15 SP 6.4 added Learning Objective 1.19 SP 6.4 added Learning Objective 1.20 SP 6.4 added Learning Objective 2.10 SP 6.4 added Learning Objective 2.13 SP 6.4 added Learning Objective 2.22 SP 6.4 added Learning Objective 3.5 SP 6.4 added Learning Objective 4.2 SP 6.4 added Learning Objective 5.7 SP 6.4 added Learning Objective 6.12 SP 6.4 added Learning Objective 6.13 SP 6.4 added Learning Objective 6.23 SP 6.4 added Return to the Table of Contents © 2014 Te College Board. vii Page viii has been intentionally left blank About AP ® About AP AP® enables students to pursue college-level studies while still in high school. Trough more than 30 courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit and/or advanced placement. Taking AP courses also demonstrates to college admission ofcers that students have sought out the most rigorous course work available to them. Each AP course is modeled upon a comparable college course, and college and university faculty play a vital role in ensuring that AP courses align with college-level standards. Talented and dedicated AP teachers help AP students in classrooms around the world develop and apply the content knowledge and skills they will need later in college. Each AP course concludes with a college-level assessment developed and scored by college and university faculty, as well as experienced AP teachers. AP Exams are an essential part of the AP experience, enabling students to demonstrate their mastery of college-level course work. Most four-year colleges and universities in the United States and universities in 60 countries recognize AP in the admission process and grant students credit, placement or both on the basis of successful AP Exam scores. Visit www.collegeboard.org/apcreditpolicy to view AP credit and placement policies at more than 1,000 colleges and universities. Performing well on an AP Exam means more than just the successful completion of a course; it is a gateway to success in college. Research consistently shows that students who score a 3 or higher on AP Exams typically experience greater academic success in college and have higher graduation rates than their non-AP peers.1 Additional AP studies are available at www.collegeboard.org/research. 1. See the following research studies for more details: Linda Hargrove, Donn Godin, and Barbara Dodd, College Outcomes Comparisons by AP and Non-AP High School Experiences (New York: Te College Board, 2008). Chrys Dougherty, Lynn Mellor, and Shuling Jian, Te Relationship Between Advanced Placement and College Graduation (Austin, Texas: National Center for Educational Accountability, 2006). Return to the Table of Contents © 2014 Te College Board. 1