Advanced Curriculum Chemistry Framework
Quality Science Labs, LLC Advanced MicroChem Kit curriculum framework and
alignment with the College Board’s® AP Chemistry® requirements
Notes: All labs use the Microscale method. Each lab’s materials, safety and disposal and pre-lab preparation can be found in the lab manual, teacher’s guide, or lab write up. It is recommended that students have access to the Internet as a supplemental resource for researching additional information.
Lab 1
Type of Lab: Structured inquiry with a guided inquiry section
Title: Gravimetric Analysis – Phosphorus in Plant Food
Timing and Length: 1 hour
Central Challenge: To determine the amount of phosphorus in commercial plant food.
Context of this investigation: Use the method of solution and precipitation to separate substances. Gain an understanding
of gravimetric analysis methods. Apply gravimetric analysis methods to answer questions about phosphorus content and
cost in commercial plant foods
Alignment of the AP Chemistry Curriculum Framework: LO 1.19 The student can design and/or interpret data from an
experiment that uses gravimetric analysis to determine the concentration of an analyte in a solution
Science Practices- SP 2.2 ; SP 3.3 ; S.P. 4.2; SP 4.3; SP 5.1; SP 6.1 ; SP 6.5 SP 7.2
Prior Skills: n/a
Developing Science Practices, Instrumentation, and Procedural Skills: Student will use a balance with 0.01g accuracy.
Student will prepare solutions, filter solutions to collect filtrate. Student will verify published data using experimental data.
Student will analyze data results to compare amounts of a substance in different samples
Explanation to Strengthen Student Understanding: See lab write up.
Practice with Instrumentation and Procedure (in some labs): Gravimetric analysis method.
Investigation: See lab write up- Student
Data Collection and Computation: See lab write up- Student
Data Collection and Computation Sample Work: See lab write up under Supervisor’s Notes- Teacher
Argumentation and Documentation: See lab write up under Supervisor’s Notes
Post-lab Assessment: See lab write up under Supervisor’s Notes- Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment: see Teacher Manual
Lab 2
Type of Lab: Guided Inquiry
Title: What mole ratios will we observe in two double-replacement reactions?
Timing and Length: 1 hour
Central Challenge: 1. Observe the mole ratios of simple reactions 2. Observe excess reactants and limiting reactants
Context of this investigation: By observing chemical reactions, we can draw conclusions about the outcome.
Alignment of the AP Chemistry Curriculum Framework: LO 1.4 The student is able to connect the number of particles, moles, mass,
and volume of substances to one another, both qualitatively and quantitatively. [See SP 7.1]
LO 1.18 The student is able to apply conservation of atoms to the rearrangement of atoms in various processes. [See SP 1.4]
LO 3.2 The student can translate an observed chemical change into a balanced chemical equation and justify the choice of
equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances. [See SP 1.5, 7.1]
Prior Skills: n/a
Developing Science Practices, Instrumentation, and Procedural Skills: Student will use a dropper bottle to estimate relative volumes
Student will complete and balance reaction equations
Explanation to Strengthen Student Understanding: See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs): n/a
Investigation: See lab write up
Student
Data Collection and Computation See lab write up- Student
Data Collection and Computation Sample Work: Student generates from guided inquiry, but teacher checks for safe, effective data
collection procedure- Teacher
Argumentation and Documentation: Part of guided inquiry questions- Student
Post-lab Assessment: See lab write up under Supervisor’s Notes- Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment: Teacher Manual
Lab 3
Type of Lab: Structured Inquiry
Title: Redox Titration – How Many Electrons for Manganese?
Timing and Length: 1 hour
Central Challenge: Use macroscopic evidence to determine the number of electrons that manganese in permanganate ion will gain in
an oxidation-reduction reaction with hydrogen peroxide.
Context of this investigation: Find the concentration of a potassium permanganate solution using an oxidation reduction titration
Alignment of the AP Chemistry Curriculum Framework: LO 1.02 The student is able to connect the number of particles, moles,
mass, and volume of substances to one another, both qualitatively and quantitatively.
LO 1.14 The student is able to apply conservation of atoms to the rearrangement of atoms in various processes.
LO 1.20 The student can design, and/or interpret data from, an experiment that uses titration to determine the concentration of
an analyte in a solution
LO 3.3 The student is able to use stoichiometric calculations to predict the results of performing a reaction in the laboratory and/or
to analyze deviations from the expected results.
LO 3.04The student is able to relate quantities (measured mass of substances, volumes of solutions, or volumes and pressures of
gases) to identify stoichiometric relationships for a reaction, including situations involving limiting reactants and situations in which
the reaction has not gone to completion.
LO 3.09 The student is able to design and/or interpret the results of an experiment involving a redox titration.
SP 1.2 The student can design, and/or interpret data from, an experiment that uses titration to determine the concentration of an
analyte in a solution.
SP 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
SP 2.3 The student can estimate numerically quantities that describe natural phenomena.
SP 3.9 The student is able to design and/or interpret the results of an experiment involving a redox titration.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 5.1 The student can analyze data to identify parameters of relationships.
SP 6.1 The student can justify claims with evidence
Prior Skills: n/a
Developing Science Practices, Instrumentation, and Procedural Skills:
Explanation to Strengthen Student Understanding: See lab write up
Practice with Instrumentation and Procedure (in some labs):
Investigation: See lab write up- Student
Data Collection and Computation: See lab write up- Student
Data Collection and Computation Sample Work: See lab write up under Supervisor’s Notes- Teacher
Argumentation and Documentation: See lab write up under Supervisor’s Notes
Post-lab Assessment: See lab write up under Supervisor’s Notes- Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment: Teacher Manual
Lab 4
Type of Lab: Guided Inquiry
Title: What voltage can an electrochemical reaction generate? An investigation of galvanic cells
Timing and Length: 1 hour
Central Challenge: 1. Gain a better knowledge of galvanic cells. 2. Recognize the relationship between reduction half-cell reactions
and oxidation half-cell reactions. 3. Determine the relative reduction potentials of several metals. 4. When given the reduction
potential of one metal and the cell potential, to be able to calculate the reduction potential of another metal.
Context of this investigation: Energy comes in many forms, including light, heat, and electrical. Because all chemical reactions
involve energy, and oxidation/reduction reactions involve the movement of electrons, we should be able to detect the ability of
atoms, molecules, and ions to react by measuring voltages.
Alignment of the AP Chemistry Curriculum Framework: LO 3.13 The student can analyze data regarding galvanic or electrolytic cells
to identify properties of the underlying redox reactions. [See SP 5.1]
Prior Skills: Measuring volumes and lengths, reading an instrument’s scale
Developing Science Practices, Instrumentation, and Procedural Skills: SP 2.2: The student can apply mathematical routines to
quantities that describe natural phenomena
SP 4.2 The student can design a plan for collecting data to answer a particular scientific question.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 5.1 The student can analyze data to identify patterns or relationships.
Explanation to Strengthen Student Understanding: See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs)
Investigation: See lab write up- Student
Data Collection and Computation: See lab write up- Student
Data Collection and Computation Sample Work: Student generates from guided inquiry, but teacher checks for safe, effective data
collection procedure Teacher
Argumentation and Documentation: Part of guided inquiry questions Student
Post-lab Assessment: See lab write up under Supervisor’s Notes- Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment: Teacher Manual
Lab 5
Type of Lab: Confirmation
Title: How can we measure the enthalpy of fusion of ice?
Timing and Length: 1 hour
Central Challenge: 1. Observe that heat energy is necessary to melt ice. 2. Determine the heat of fusion of ice and compare the
result with the accepted value. 3. Estimate the enthalpy change (ΔH) of the fusion of ice.
Context of this investigation: As change occurs in a system, there is a reallocation of the energy present in the system.
Alignment of the AP Chemistry Curriculum Framework: LO 5.5 The student is able to use conservation of energy to relate the
magnitudes of the energy changes when two nonreacting substances are mixed or brought into contact with one another. [See
SP 2.2, connects to 5.B.1, 5.B.2]
Prior Skills:
Developing Science Practices, Instrumentation, and Procedural Skills: Student will use a digital thermometer and digital balance to
make measurements. Student will use a simple calorimeter to determine the heat associated with a process
Explanation to Strengthen Student Understanding: See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs):
Investigation: See lab write up- Student
Data Collection and Computation: See lab write up- Student
Data Collection and Computation Sample Work: Student generates from guided inquiry, but teacher checks for safe, effective data
collection procedure- Teacher
Argumentation and Documentation: Part of guided inquiry questions- Student
Post-lab Assessment: See lab write up under Supervisor’s Notes- Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment: Teacher Manual
Lab 6
Type of Lab Structured inquiry with a guided inquiry section
Title How can we measure the enthalpy of reaction of some chemical reactions?
Timing and Length 1 hour
Central Challenge 1. Understand the heat of reactions
2. Observe an endothermic reaction
3. Observe an exothermic reaction
Context of this investigation As the substances present in a system undergo chemical reaction, there may be a measurable change in the amount of energy present in the system as heat energy.
Alignment of the AP Chemistry Curriculum Framework LO 5.7 The student is able to design and/or interpret the results of an experiment in which calorimetry is used to determine the change in enthalpy of a chemical process at constant pressure.
Prior Skills Measure temperatures with a digital thermometer; measure masses with a digital balance; use a graduated cylinder
Developing Science Practices, Instrumentation, and Procedural Skills SP 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
SP 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
SP 4.2 The student can design a plan for collecting data to answer a particular scientific question.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 5.1 The student can analyze data to identify patterns or relationships.
Explanation to Strengthen Student Understanding See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs)
Investigation See lab write up
Student
Data Collection and Computation See lab write up
Student
Data Collection and Computation
Sample Work Student generates from guided inquiry, but teacher checks for safe, effective data collection procedure Teacher
Argumentation and Documentation Part of guided inquiry questions Student
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 7
Type of Lab Structured inquiry with a guided inquiry section
Title Lab 7: Investigation Colorimetry
Timing and Length 90 minutes
Central Challenge To find the concentration of a blue dye solution using colorimetry
Context of this investigation A student will make up blue solutions and compare their absorption of red light through different path lengths .
Alignment of the AP Chemistry Curriculum Framework LO 1.15 The student can justify the selection of a particular type of spectroscopy to measure properties associated with vibrational or electronic motions of molecules. [See SP 4.1]
LO 1.16 The student can design and/or interpret the results of an experiment regarding the absorption of light to determine the concentration of an absorbing species in a solution. [See SP 4.2, 5.1]
LO 2.09 The student is able to create or interpret representations that link the concept of molarity with particle views of solutions. [See SP 1.1, 1.4]
Prior Skills Use of a reaction well plate
Developing Science Practices, Instrumentation, and Procedural Skills SP 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
SP 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
SP 4.2 The student can design a plan for collecting data to answer a particular scientific question.
SP 5.1 The student can analyze data to identify parameters of relationships.
SP 6.4 The student can construct explanations of phenomena based on evidence produced through scientific practices.
SP 7.1 The student can connect phenomena and models across spatial and temporal scales.
Explanation to Strengthen Student Understanding See lab write up (built into prelab and lab instructions).
Practice to Strengthen Student understanding
(in most labs)
Investigation See lab write up Student
Investigation guidance Teacher
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work Student generates from guided inquiry with teacher checking for effective data collection. Teacher
Argumentation and Documentation Part of prelab instructions and lab instructions and then required to evaluate data.
Post-lab Assessment See lab write up under supervisors notes. Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 8
Type of Lab Structured Inquiry
Title Lab 8: Types of Compounds
Timing and Length 90 minutes
Central Challenge To experimentally develop and use a set of test to identify metallic, ionic and molecular solids.
Context of this investigation A student will take a series of reagents and compare their electrical conductivity as a pure substance and in an aqueous solution using this information along with melting temperatures, students can construct a classification system to identify the type of solid.
Alignment of the AP Chemistry Curriculum Framework LO 2.22 The student is able to design or evaluate a plan to collect and/or interpret data needed to deduce the type of bonding in a sample of a solid. [See SP 4.3]
LO 2.24 The student is able to explain a representation that connects properties of an ionic solid to its structural attributes and to the interactions present at the atomic level. [See 6.2, 7.1]
LO 2.28 The student is able to explain a representation that connects properties of a metallic solid to its structural attributes and to the interactions present at the atomic level. [See SP 1.1, 6.2, 7.1]
LO 2.32 The student is able to explain a representation that connects properties of a molecular solid to its structural attributes and to the interactions present at the atomic level. [See SP 1.1, 6.2, 7.1]
Prior Skills Use of balance, ability to make solutions,
Developing Science Practices, Instrumentation, and Procedural Skills SP 4.3 The student can collect data to answer a particular scientific question.
SP 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices
SP 7.1 The student can connect phenomena and models across spatial and temporal scales.
Explanation to Strengthen Student Understanding See lab write up (built into prelab and lab instructions).
Practice to Strengthen Student understanding
(in most labs)
Investigation See lab write up Student
Investigation guidance Teacher
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work Student generates from guided inquiry with teacher checking for effective data collection. Teacher
Argumentation and Documentation Part of prelab instructions and lab instructions and then required to evaluate data.
Post-lab Assessment See lab write up under supervisors notes. Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 9
Type of Lab Guided Inquiry
Title Can we separate substances based on differences in their properties? A chromatography application
Timing and Length 1 hour
Central Challenge 1. Illustrate how solutes differ in their interaction with a chromatography medium.
2. Show how solutions of compounds can be separated by use of chromatography.
Context of this investigation Our ability to separate substances depends on differences in their properties.
Alignment of the AP Chemistry Curriculum Framework LO 2.10 The student can design and/or interpret the results of a separation experiment (filtration, paper chromatography, column chromatography, or distillation) in terms of the relative strength of interactions among and between the components. [See SP 4.2, 5.1]
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills Student will use a metric ruler to estimate measurements
Student will calculate retention factors from the distances components travel in a chromatogram to two significant figures
Student will predict behavior of components based on solvent and solute properties
Explanation to Strengthen Student Understanding See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs)
Investigation See lab write up
Student
Data Collection and Computation See lab write up
Student
Data Collection and Computation
Sample Work Student generates from guided inquiry, but teacher checks for safe, effective data collection procedure Teacher
Argumentation and Documentation Part of guided inquiry questions Student
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 10
Type of Lab Structured Inquiry
Title Lab 10: Types of Chemical Reactions
Timing and Length 90 minutes
Central Challenge To determine the type of chemical reaction that occurs.
Context of this investigation A student will mix solutions containing ionic compounds to determine of no reaction, a double replacement reaction or redox reaction occurs.
Alignment of the AP Chemistry Curriculum Framework LO 3.01 Students can translate among macroscopic observations of change, chemical equations, and particle views. [See SP 1.5, 7.1]
LO 3.02 The student can translate an observed chemical change into a balanced chemical equation and justify the choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances. [See SP 1.5, 7.1]
Prior Skills Use of a reaction well plate
Developing Science Practices, Instrumentation, and Procedural Skills SP 1.4 The student can collect data to answer a particular scientific question.
SP 1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 6.1 The student can justify claims with evidence.
SP 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices
SP 6.5 The student can evaluate alternative scientific explanations.
SP 7.1 The student can connect phenomena and models across spatial and temporal scales.
Explanation to Strengthen Student Understanding See lab write up (built into prelab and lab instructions).
Practice to Strengthen Student understanding
(in most labs)
Investigation See lab write up Student
Investigation guidance Teacher
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work Student generates from guided inquiry with teacher checking for effective data collection. Teacher
Argumentation and Documentation Part of prelab instructions and lab instructions and then required to evaluate data.
Post-lab Assessment See lab write up under supervisors notes. Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 11
Type of Lab Structured inquiry with a guided inquiry section
Title Reaction Rates – The Effects of Temperature and Particle Size
Timing and Length 1 hour
Central Challenge To determine how temperature can affect reaction rate
To determine how particle size can influence reaction rate
To estimate activation energy from experimental data
Context of this investigation Factors that affect reaction rates can be investigated using household products
Reaction rate data and Arrhenius equation can be used to estimate activation energy
Alignment of the AP Chemistry Curriculum Framework LO 4.1 The student is able to design and/or interpret the results of an experiment regarding the factors (i.e, temperature, concentration, surface area) that may influence the rate of a reaction
Science Practices
SP 1.4; SP 2.2 ; SP 2.3 ; SP 3.2; S.P. 4.2; SP 4.3; SP 5.1; SP 6.1 ; SP 6.5
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills Student will use a balance with 0.1 g accuracy
Student will use a thermometer to determine temperature with 0.1oC accuracy
Student will use a digital time/stopwatch with 1 s accuracy
Student will calculate reaction rates
Student will use reaction rate data to estimate activation energy
Preparation:
Materials, Safety and Disposal and Prelab Preparation See lab write up
Prelab Guiding Questions/Simulations See lab write up
Explanation to Strengthen Student Understanding See lab write up
Practice with Instrumentation and Procedure (in some labs) Using a balance, thermometer., and a timer accurately
Investigation See lab write up Student
Microscale Alternative ----------------------------
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work See lab write up under Supervisor’s Notes Teacher
Argumentation and Documentation See lab write up under Supervisor’s Notes
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 12
Type of Lab Structured inquiry with a guided inquiry section
Title Analyzing Concentration vs Time Data
Timing and Length 1 hour
Central Challenge To determine how concentration can affect reaction rate
To develop a mathematical relation between concentration and reaction rate
To determine the order of a reaction
To observe the effect of a catalyst
Context of this investigation Mathematical relationships can be developed from experimental data
Alignment of the AP Chemistry Curriculum Framework LO 4.1 The student is able to design and/or interpret the results of an experiment regarding the factors (i.e, temperature, concentration, surface area) that may influence the rate of a reaction.
LO 4.2 The student is able to analyze concentration vs time data to determine the rate law for a zeroth-, first-, or second-order reaction.
Science Practices
SP 1.1; SP 2.2 ; SP 2.3 ; SP 3.2; S.P. 4.2; SP 4.3; SP 5.1; SP 6.1 ; SP 6.5
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills Student will make serial dilutions of an aqueous substance and calculate concentration
Student will graph time vs concentration data
Student will interpret time vs concentration data
Explanation to Strengthen Student Understanding See lab write up
Practice with Instrumentation and Procedure (in some labs)
Investigation See lab write up Student
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work See lab write up under Supervisor’s Notes Teacher
Argumentation and Documentation See lab write up under Supervisor’s Notes
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 13
Type of Lab Guided inquiry
Title How does the interaction of an indicator with acids and bases show that reactions can occur reversibly?
Timing and Length 1 hour
Central Challenge 1. Observe a reversible reaction
2. Assess Le Chatelier’s Principle as a general description of the relationship between concentration and equilibrium in a system
Context of this investigation Chemical reactions can be controlled through manipulation of properties, such as concentration
Alignment of the AP Chemistry Curriculum Framework LO 6.1 The student is able to, given a set of experimental observations regarding physical, chemical, biological, or environmental processes that are reversible, construct an explanation that connects the observations to the reversibility of the
underlying chemical reactions or processes. [See SP 6.2]
Prior Skills Make visual observations
Developing Science Practices, Instrumentation, and Procedural Skills SP 4.2 The student can design a plan for collecting data to answer a particular scientific question.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 5.1 The student can analyze data to identify patterns or relationships.
SP 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
SP 6.1 The student can justify claims with evidence.
SP 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices.
Explanation to Strengthen Student Understanding See lab write up (built into prelab questions)
Practice with Instrumentation and Procedure (in some labs)
Investigation See lab write up
Student
Data Collection and Computation See lab write up
Student
Data Collection and Computation
Sample Work Student generates from guided inquiry, but teacher checks for safe, effective data collection procedure Teacher
Argumentation and Documentation Part of guided inquiry questions Student
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 14
Type of Lab Structured inquiry with a guided inquiry section
Title Solubility Equilibrium
Timing and Length 1 hour
Central Challenge Estimate the solubility product constant
Context of this investigation The solubility product constant is a special case of an equilibrium constant
Alignment of the AP Chemistry Curriculum Framework LO 6.23 The student can The student can interpret data regarding the relative solubility of salts in terms of factors (common ions, pH) that influence the solubility.
SP 2.2; SP 2.3; S.P. 4.2; SP 4.3; SP 5.1; SP 6.1 ; SP 6.4
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills microscale titration
observing precipitates
Preparation:
Materials, Safety and Disposal and Prelab Preparation See lab write up
Prelab Guiding Questions/Simulations See lab write up
Explanation to Strengthen Student Understanding See lab write up
Practice with Instrumentation and Procedure (in some labs) microscale concentration
Investigation See lab write up Student
Microscale Alternative This is a microscale lab
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work See lab write up under Supervisor’s Notes Teacher
Argumentation and Documentation See lab write up under Supervisor’s Notes
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 15
Type of Lab Traditional Lab – Learning a Procedure
Title Acid-Base Titration
Timing and Length 1 hour
Central Challenge To explore differences between strong and weak acids and bases and estimate ionization constant of a weak acid
Context of this investigation Exploring titration curves for strong and weak acids and bases
Alignment of the AP Chemistry Curriculum Framework LO 1.20 The student can design, and/or interpret data from, an experiment that uses titration to determine the concentration of an analyte in a solution.
LO 6.13 The student can interpret titration data for monoprotic or polyprotic acids involving titration of a weak or strong acid by a strong base (or a weak or strong base by a strong acid) to determine the concentration of the titrant and the pKa for a weak acid, or the pKb for a weak base.
Science Practices
SP 2.1; SP 2.2; S.P. 4.2; SP 5.1; SP 6.1 ; SP 6.5 SP 7.2
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills Student will perform titration procedures
Students will use pH paper and/or a pH meter to determine pH
Preparation:
Materials, Safety and Disposal and Prelab Preparation See lab write up
Prelab Guiding Questions/Simulations See lab write up
Explanation to Strengthen Student Understanding See lab write up
Practice with Instrumentation and Procedure (in some labs) Titration
Investigation See lab write up Student
Microscale Alternative This is a microscale lab
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work See lab write up under Supervisor’s Notes Teacher
Argumentation and Documentation See lab write up under Supervisor’s Notes
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
Lab 16
Type of Lab Structured inquiry with a guided inquiry section
Title Buffers
Timing and Length 1 hour
Central Challenge Make and observe properties of buffer solutions
Context of this investigation Acid – base reactions and buffer solutions
Alignment of the AP Chemistry Curriculum Framework LO 6.18 The student can design a buffer solution with a target pH and buffer capacity by selecting an appropriate conjugate acid-base pair and estimating the concentrations needed to achieve the desired capacity.
LO 6.20 The student can identify a solution as being a buffer solution, and explain the buffer mechanism in terms of the reactions that would occur on addition of acid or base.
SP 2.3;; S.P. 4.2; SP 4.3; SP 5.1; SP 6.1 ; SP 6.4 SP 7.2
Prior Skills
Developing Science Practices, Instrumentation, and Procedural Skills Measuring pH
Preparation:
Materials, Safety and Disposal and Prelab Preparation See lab write up
Prelab Guiding Questions/Simulations See lab write up
Explanation to Strengthen Student Understanding See lab write up
Practice with Instrumentation and Procedure (in some labs)
Investigation See lab write up Student
Microscale Alternative This is a microscale lab
Data Collection and Computation See lab write up Student
Data Collection and Computation
Sample Work See lab write up under Supervisor’s Notes Teacher
Argumentation and Documentation See lab write up under Supervisor’s Notes
Post-lab Assessment See lab write up under Supervisor’s Notes Teacher Manual
Next Steps: Extension Activity and Follow-up Experiment Teacher Manual
