I'm asking for curriculum planning. Summarize each of the Topic Titles, Learning Objectives,  Enduring Understandings, and Essential Knowledge statements defined into a list of simplified learning objectives. 
Example: 
By the end of this section, you will be able to:
Compute the percent composition of a compound
Determine the empirical formula of a compound
Determine the molecular formula of a compound
Also For each objective write a paragraph with info needed to understand the objective:
B. Percentage by Mass and Empirical Formula
1. Calculation of percentage by mass composition. To
determine the percentage by mass composition of an
individual element within a compound, express the mass
of each element as a percentage of the total mass of the
compound.
2. For example(bad example but you get the point):
i. A compound with the formula C;H,40; has a total
mass of
(2)(12.01) + (4X(1.008) + (2)(16.00) = 60.05
ii. Percentages of each element expressed as a function of the total mass are shown as follows:
Carbon 2XA2.00]1 _ 40 009 60.05
Hydrogen [(#)(1.008)] _ 6.714% 60.05
Oxygen (2)(16.00)] = _ 53.29% 60.05
3. All pure compounds have a fixed percentage by mass of
each element, so the purity of any given sample can be
determined by comparing the percentages by mass. A
sample that does not match the percentage by mass of a pure sample is not pure.
4. The empirical formula of a compound is the simplest
wholenumber (integer) ratio of the atoms of each element in that compound.
5. The empirical formula can be calculated from
percentage by mass data.
i. Take the percentage of each element and assume a
sample of 100 g. (This assumption converts percentages to masses.)
ii. Convert the masses (per 100 g) of each element to
the moles (see II. Moles below) of each element by
dividing each element’s mass (per 100 g) by the
correlsipondmg average atomic mass taken from the
periodic table.
iii. Find the ratio of the moles calculated in ii above by
dividing each of the moles by the smallest number
of moles.
The results from iii above will be in a convenient
ratio and gives the empirical formula.
~ It may be that the ratio includes a decimal (fraction) such as
0.500, 0.333, 0.250, and so on. Since empirical formulae are
7 /, the simplest whole-number ratios, you must multiply all of the
numbers in the ratio by 2, 3, or 4 as appropriate in order to
remove the decimal (fraction).
C. Molecular Formula
1. Unlike an empirical formula (which shows the simplest
wholenumber ratio), the molecular formula of a
compound shows the exact whole-number ratio of the
different elements in a compound.
Like the empirical formula, the numbers of each element
are recorded using a subscript to the right of the
element’s symbol. When only 1 atom is present, the
subscript 1 is assumed (understood) and not written.
The following describes the relationship between the
molecular formula and the empirical formula.
The molecular formula will be some simple,
integer-multiple of the empirical formula. For
example, a compound with an empirical formula of
CH,0 will have a molecular formula of either
CH,0, or C,H40,, or C3HgO3 and so on, where the
empirical formula is multiplied by either, 1, 2, or 3, and so on.
To establish the correct multiplier, and therefore
find the molecular formula, it is necessary to know
the molecular mass of the compound.
In the preceding example of an empirical formula
of CH,0, given a molecular mass of 60, divide the
molecular mass of the compound by the mass of
the empirical formula. In this case, the mass of the
empirical formula CH,0 is
12.01 + (2)(1.008) + 16.00 = 30.03
molar mass _ 600 _
mass of empirical formula 30.0
iv. The answer in iii is the multiplier, so (2)(CH,0) =
C,H40,, which is the molecular formula.
v. When two entirely different compounds have the
same percentage by mass, they will have identical
empirical formulas but because they are different
compounds, they will have different molecular
formulas. 

TOPIC 1.1
Moles and
Molar Mass
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.A
Calculate quantities of a
substance or its relative
number of particles using
dimensional analysis and the
mole concept.
SPQ-1.A.1
One cannot count particles directly while
performing laboratory work. Thus, there must
be a connection between the masses of
substances reacting and the actual number of
particles undergoing chemical changes.
SPQ-1.A.2
Avogadro’s number (N = 6.022 × 1023 mol−1
A )
provides the connection between the number
of moles in a pure sample of a substance and
the number of constituent particles (or formula
units) of that substance.
SPQ-1.A.3
Expressing the mass of an individual atom
or molecule in atomic mass units (amu) is
useful because the average mass in amu of
one particle (atom or molecule) or formula
unit of a substance will always be numerically
equal to the molar mass of that substance
in grams. Thus, there is a quantitative
connection between the mass of a substance
and the number of particles that the
substance contains.
EQN: n = m/M

TOPIC 1.2
Mass Spectroscopy
of Elements
Required Course Content
ENDURING UNDERSTANDING
SPQ-1
The mole allows different units to be compared.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-1.B
Explain the quantitative
relationship between the
mass spectrum of an element
and the masses of the
element’s isotopes.
SPQ-1.B.1
The mass spectrum of a sample containing a
single element can be used to determine the
identity of the isotopes of that element and the
relative abundance of each isotope in nature.
SPQ-1.B.2
The average atomic mass of an element can
be estimated from the weighted average of
the isotopic masses using the mass of each
isotope and its relative abundance.
X INTERPRETING MASS SPECTRA
Interpreting mass spectra of samples
containing multiple elements or peaks arising
from species other than singly charged
monatomic ions will not be assessed on
the AP Exam.

TOPIC 1.3
Elemental
Composition of
Pure Substances
Required Course Content
ENDURING UNDERSTANDING
SPQ-2
Chemical formulas identify substances by their unique combination of atoms.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-2.A
Explain the quantitative
relationship between the
elemental composition by
mass and the empirical
formula of a pure substance.
SPQ-2.A.1
Some pure substances are composed of
individual molecules, while others consist
of atoms or ions held together in fixed
proportions as described by a formula unit.
SPQ-2.A.2
According to the law of definite proportions,
the ratio of the masses of the constituent
elements in any pure sample of that compound
is always the same.
SPQ-2.A.3
The chemical formula that lists the lowest
whole number ratio of atoms of the elements in
a compound is the empirical formula.
TOPIC 1.4
Composition
of Mixtures
Required Course Content
ENDURING UNDERSTANDING
SPQ-2
Chemical formulas identify substances by their unique combination of atoms.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SPQ-2.B
Explain the quantitative
relationship between the
elemental composition by
mass and the composition of
substances in a mixture.
SPQ-2.B.1
While pure substances contain molecules or
formula units of a single type, mixtures contain
molecules or formula units of two or more
types, whose relative proportions can vary.
SPQ-2.B.2
Elemental analysis can be used to determine
the relative numbers of atoms in a substance
and to determine its purity.
TOPIC 1.5
Atomic Structure and
Electron Configuration
Required Course Content
ENDURING UNDERSTANDING
SAP-1
Atoms and molecules can be identified by their electron distribution and energy.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-1.A
Represent the electron
configuration of an element
or ions of an element using
the Aufbau principle.
SAP-1.A.1
The atom is composed of negatively charged
electrons and a positively charged nucleus that
is made of protons and neutrons.
SAP-1.A.2
Coulomb’s law is used to calculate the force
between two charged particles.
EQN: Fcoulombic ∝ q1
q2
r2
SAP-1.A.3
In atoms and ions, the electrons can be thought
of as being in “shells (energy levels)” and
“subshells (sublevels),” as described by the
electron configuration. Inner electrons are called
core electrons, and outer electrons are called
valence electrons. The electron configuration is
explained by quantum mechanics, as delineated
in the Aufbau principle and exemplified in the
periodic table of the elements.
X THE ASSIGNMENT OF QUANTUM NUMBERS
TO ELECTRONS IN SUBSHELLS OF AN
ATOM WILL NOT BE ASSESSED ON THE
AP EXAM.
Rationale: Assignment of quantum numbers
to electrons in specific subshells does not
increase students’ understanding of the
structure of the atom.
SAP-1.A.4
The relative energy required to remove an
electron from different subshells of an atom or
ion or from the same subshell in different atoms
or ions (ionization energy) can be estimated
through a qualitative application of Coulomb’s
law. This energy is related to the distance from
the nucleus and the effective (shield) charge of
the nucleus. 
TOPIC 1.6
Photoelectron
Spectroscopy
ENDURING UNDERSTANDING
SAP-1
Atoms and molecules can be identified by their electron distribution and energy.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-1.B
Explain the relationship
between the photoelectron
spectrum of an atom or
ion and:
a. The electron configuration
of the species.
b. The interactions
between the electrons
and the nucleus.
SAP-1.B.1
The energies of the electrons in a given
shell can be measured experimentally with
photoelectron spectroscopy (PES). The
position of each peak in the PES spectrum is
related to the energy required to remove an
electron from the corresponding subshell, and
the height of each peak is (ideally) proportional
to the number of electrons in that subshell.
TOPIC 1.7
Periodic Trends
Required Course Content
ENDURING UNDERSTANDING
SAP-2
The periodic table shows patterns in electronic structure and trends in
atomic properties.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-2.A
Explain the relationship
between trends in atomic
properties of elements and
electronic structure
and periodicity.
SAP-2.A.1
The organization of the periodic table is based
on the recurring properties of the elements and
explained by the pattern of electron configurations
and the presence of completely or partially filled
shells (and subshells) of electrons in atoms.
X WRITING THE ELECTRON CONFIGURATION
OF ELEMENTS THAT ARE EXCEPTIONS
TO THE AUFBAU PRINCIPLE WILL NOT BE
ASSESSED ON THE AP EXAM.
Rationale: The mere rote recall of the
exceptions does not match the goals of the
curriculum revision.
SAP-2.A.2
Trends in atomic properties within the
periodic table (periodicity) can be qualitatively
understood through the position of the element
in the periodic table, Coulomb’s law, the shell
model, and the concept of shielding/effective
nuclear charge. These properties include:
a. Ionization energy
b. Atomic and ionic radii
c. Electron affinity
d. Electronegativity.
SAP-2.A.3
The periodicity (in SAP-2.A.2) is useful to
predict /estimate values of properties in the
absence of data.
TOPIC 1.8
Valence Electrons and
Ionic Compounds
Required Course Content
ENDURING UNDERSTANDING
SAP-2
The periodic table shows patterns in electronic structure and trends in
atomic properties.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
SAP-2.B
Explain the relationship
between trends in the
reactivity of elements
and periodicity.
SAP-2.B.1
The likelihood that two elements will form
a chemical bond is determined by the
interactions between the valence electrons
and nuclei of elements.
SAP-2.B.2
Elements in the same column of the periodic
table tend to form analogous compounds.
SAP-2.B.3
Typical charges of atoms in ionic compounds
are governed by their location on the periodic
table and the number of valence electrons.