1. Megonigal’s AP Chemistry Laboratory Syllabus
2012-2013
OVERVIEW: The Chemistry laboratory is the place where students learn about the behavior of matter by
firsthand observations… to see what actually happens when the “stuff” that makes up the world is
“prodded” and “poked”. The observations students make may be in marked contrast to preconceived
notions of what “should happen” according to textbooks or simplistic theoretical models. The laboratory is
the place to learn the difference between observations/recorded data (i.e. facts) and the ideas, inferences,
explanations, models (i.e. theories) that may be used to interpret them but are often incomplete or never
actually observed. (From the College Board Course Description)
GOALS AND OBJECTIVES
Students will be able to:
• Think analytically
• Understand problems expressed as experimental questions
• Design and carry out experiments that answer questions
• Manipulate data acquired during an experiment
• Make conclusions and evaluate the quality and validity of such conclusions
• Propose further questions for study; and
• Communicate accurately and meaningfully about observations and conclusions
GRADE
Product: 85% (lab reports, quizzes, etc)
Process: 15%(pre-lab questions, pre-lab quizzes, professionalism in the lab, etc)
**Students will be responsible for all missed laboratory experiments.
LABORATORY PROCESS: Each week or two the student will receive a laboratory handout for the
week’s experiment. The handout will consist of theoretical background, procedures, and review questions.
Prior to beginning the lab, each student must
1) completely read the lab
2) answer the review questions
3) take a pre-lab quiz based on the lab handout and class discussion.
During the lab periods, each lab group will
1) gather lab supplies and set up any necessary equipment
2) collect data directly on the data sheet (each student is responsible for recording his/her own data).
3) perform any necessary calculations.
4) disassembled and cleaned lab equipment/glassware
After the lab, students will
1) complete the analysis questions
2) type an abstract (see below) for the lab.
3) assemble their individual lab report consisting of the typed abstract, data sheet, calculation sheet, and
post lab questions.

2. HOW TO WRITE A LAB REPORT: Students will receive a grade on each lab report based on a scale of
100 points. Completeness and correctness both count towards the grade. The following categories will be
included in each grade.
1. Data entry- The data is clearly and completely recorded. (Note: Show work for all calculated values.
See below.)
Example: Mass of beaker with salt 53.67 g
Mass of empty beaker 52.11 g
Mass of salt 1.56 g
2. Calculations- The calculations clearly show the procedure and formulas used, and report a correct
answer with the proper significant figures and units.
3. Results- Each lab has a final result, either a correct numerical value for an unknown variable , a
graphical or mathematical relationship between variables, identification of unknown substance, or
specific qualitative relationship.
4. Conclusions- Conclusions will be in the form of an abstract summarizing the experiment. The
abstract will be typed (word processed) and one to two pages long double spaced. The abstract
should follow the rules of technical writing including capitalization, spelling and grammar. Any
calculated results should be clearly expressed. Any sources of error should be discussed in
appropriate section. Your conclusion based on your data, not what you think the answer should be.
The abstract may be best written by using the mnemonic ISRUL:
Introduction: What was the purpose of the lab? What method was used to complete the lab?
Scientific Principle: Explain in clear, concise language the scientific principle addressed by the experiment.
Show me that you have a through understanding of the method(s) employed.
Results: What results did you get? If you are reporting a number, be sure to report correct significant
figures, and units. What were the expected results? Percent error should be given when appropriate.
Uncertainty: What are your sources of error? Calculation error is NOT acceptable. You should fix any
calculation error prior writing your abstract.
Links to class concepts: What important new concepts were illustrated in the experiment and how do they
link to our classroom discussions. Describe in detail.