Name:_____________________________________________________ Teacher______________________________ Hippo Nation Pre-AP Chemistry Summer Assignment I hope you are excited to be taking PreAP chemistry next year! It will be one of the most challenging yet rewarding classes you take, but will require commitment, practice and ownership of your learning. Chemistry is a fascinating subject where you will discover how the building blocks of the universe combine and change to form everything around us. In order to be fully prepared you will need to complete the entire summer assignment. DUE ON THE FIRST DAY OF SCHOOL Tuesday August 21, 2018. This will count as a test grade worth 100 points . No late assignments will be accepted and you will receive a zero as your first test grade if it is not complete ***Any student entering the district after the first day of school is still accountable for the packet with five days to complete the assignment. Chemistry is a difficult course for many students. It is like learning a new language. In each unit you will learn skills that will be used in the following unit until the end of the year!. It is the only science course that will use previous knowledge to master each unit to come. It is critical to master material in order to be successful thoughout the year. YOUR SUMMER ASSIGNMENT HAS MULTIPLE PARTS. BE SURE TO FULLYCOMPLETE THEM ALL!!!! A. Element and Polyatomic Flashcards 10pts B. Atomic Structure Worksheet 10pts C. Scientific Method /Lab Expectations 10pts D. Real World Examples 10pts E. M easurement – M etric System 10pts F. Scientific/Exponential notation 10pts G. Solving for Variables 10pts H. Scientific Graphing 10pts I. Crash Course Video 20pts 100pts (Major Grade) DO YOUR BEST!!! CHEM IS TRY! A) Element and Polyatomic flashcards (10 pts) You will be making 36 Flashcards to help you to learn some of the common elements and polyatomic ions that you will be using throughout the year. One set will be made for the elements and the other for polyatomic ions. . Use 3X5 notecards to make your flashcards. You may keep them in a baggie or connect them with a metal notecard ring. *** Use them to STUDY!!! You will be TESTED on these the first week of school!.
28
Embed
DUE ON THE FIRST DAY OF SCHOOL Tuesday August 21, 2018. Chemistry.pdfSet 2: Polyatomic Ions and Names Directions: Write the polyatomic formula and charge on one side of your card and
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
You willbe making 36Flashcards to help you to learn someofthecommon elementsand polyatom ic ionsthatyouw illbeusing throughoutthe year.
One setwillbe made fortheelementsand the otherforpolyatom ic ions..Use 3X5 notecardsto makeyourflashcards. You may keep them in a baggie or connect them with a metal notecard ring.
***Use themtoSTUDY!!! Youwill beTESTEDonthese the first week of school!.
You willbe responsibleforlearningthe namesand symbolsforthese elements.Note thatthe chemicalsymbolsforanelementare composed ofone ortwo letters.The firstletterisalwayscapitalized and the second letterifpresentisalwayslowercase.Symbolsmustbe printed,notwritten in cursive handwriting.The spellingofthe elementnamesmustalsobecorrect.Set1:ELEMENT NAMES AND SYMBOLSDirections:Write the elementSymbolon one side ofyourcard and the elementName andAtom icnumberon the otherside.Spelling countsso be careful!!!
ExampleFlashcard
Front
back
Name Symbol Name Symbol Name Symbol1Hydrogen H 13Aluminum Al 25Manganese Mn
2Helium He 14Silicon Si 26Iron Fe
3Lithium Li 15Phosphorus P 27Cobalt Co
4Beryllium Be 16Sulfur S 28Nickel Ni
5Boron B 17Chlorine Cl 29Copper Cu
6Carbon C 18Argon Ar 30Zinc Zn
7Nitrogen N 19Potassium K 31Gallium Ga
8Oxygen O 20Calcium Ca 32Germanium Ge
9Fluorine F 21Scandium Sc 33Arsenic As
10Neon Ne 22Titanium Ti 34Selenium Se
11Sodium Na 23Vanadium V 35Bromine Br
12Magnesium Mg 24Chromium Cr 36Krypton Kr
3Lithium
Li
Set2:PolyatomicIonsand NamesDirections:Write the polyatom icformula andcharge on one side ofyourcard and the polyatom icionname onthe otherside. Spelling countsso be careful!!!You willbe responsible formemorizingthe namesand formulasfor20 polyatomicions.A polyatmicion isa chargedchemicalspeciescomposed ofmore than one atom.Example:NO2
-1isNitrite thatiscomposed ofone Nitrogen atom andtwo Oxygen atoms.Itcarriesa charge of1.Thechargeiswrittenasasuperscriptsobesuretowritethechargeinthecorrectplaceafterthesymbol! The spelling ofthe polyatomicnamesmustbe correct.
On thefollowingpagesareproblemsyou willseethroughouttheyear.Usethestudynoteson thelefthand sideofmostpagesand yourSTAAR referencematerialinthebackto assistyou.Thereisan extrapieceofscratchpaperforyou to use.Allscratch papermustbeturned in with yourpacket.
1. Name the three particles of the atom and their respective charges:
a.
b.
c.
2. The number of protons in one atom of an element determines the atom’s_ , and the number of
electrons determines of an element.
3. The atomic number tells you the number of in one atom of an element. It
also tells you the number of in a neutral atom of that element. The atomic number
gives the “identity “ of an element as well as its location on the Periodic Table. No two elements will have the
atomic number.
4. The of an element is the average mass of an element’s naturally occurring
atoms, or isotopes, taking into account the of each isotope.
5. The of an element is the total number of protons and neutrons in the
of the atom.
6. The mass number is used to calculate the number of in one atom of an element. In
order to calculate the number of neutrons you must subtract the from the
.
7. Give the symbol and number of protons in one atom of:
Lithium Bromine
Iron Copper
Oxygen _________ Mercury
Arsenic _______ Helium
8. Give the symbol and number of electrons in a neutral atom of: Uranium Chlorine
Boron _______ Iodine _______
Antimony Argon _______
9. An isotope is the same element with a different mass. It is not unlike a room full of people with different weights. When writing the symbol for an isotope the element symbol is written with the mass at the top and the atomic
number at the bottom. Example Give the isotope symbol and number of neutrons in one atom of the following elements. Show your calculations.
Barium – 138 Sulfur – 32
Carbon – 12 Hydrogen – 1 ________
Fluorine – 19 Magnesium – 24
Silicon - 28 _______ Mercury – 202 _______
10. Name the element which has the following numbers of particles. Be specific. (Include charges and mass numbers where possible.)
Atomic StructureAn atom is made up of protons and neutrons (both found in the nucleus) and electrons (in the surrounding electron cloud). The atomic number is equal to the number of protons. The mass number is equal to the number of protons plus neutrons.
In a neutral atom, the number of protons equals the number of electrons. The charge on an ion indicates an imbalance between protons and electrons. Too many electrons produce a negative charge. Too few electrons produce a positive charge.
This structure can be written as part of a chemical symbol. 7 protons 8 neutrons (15 – 7) 4 electrons
Complete the chart.
Element/Ion
Atomic Number Atomic Mass Mass
Number Protons Neutrons Electrons
H
H+
126C
73Li+
3517Cl–
3919 K
2412Mg2+
As3–
Ag
Ag1+
S2–
U
Element SymbolsAn element symbol can stand for one atom of the element or one mole of atoms of the element. (One mole = 6.02 × 1023 atoms of an element.)
Write the symbol for each element.
massnumber
atomicnumber
charge157N
3+
CD_104644_100+ SCIENCE_CHEMISTRY.indd 27 1/23/15 9:05 AM
C) Scientific Method Review & Lab Expectations Directions: Complete the following problems using resources (Ex. Computer) for help.
1. Define the Scientific Method:
__________________________________________________________________________________________________ 2. Put the steps of the Scientific Method in the correct order: Some resources will give you anywhere from 5-7 steps. Either is fine as long as they are in order. 1. 2. 3. 4. 5. 6. 7. 4. Define Hypothesis: ___________________________________________________________ 5. An independent variable is the thing that ________________________________________ 6. A dependent variable is the thing that ___________________________________________ 7. A controlled variable is the thing that ___________________________________________ 8. Underline the independent variable, and circle the dependent variable: a. If Mr. Hasson takes a vitamin pill every day, then he won’t get sick for an entire year. b. If Mrs. Piper waters her garden two times a day, then all of the plants will grow three inches in two weeks. c. If Mr. Monahan runs three miles every morning, then he will lose seven pounds in a month.
9. An experiment is ___________________________________________________________ 10. How many things should be changed during an experiment? ______________________ 11. How can a scientist make sure that the results of an experiment are not a mistake? 12. Name three tools that can be used to collect data: a. b. c. 13. Name two things that should be used to analyze data: a. b. 14. To make a conclusion, you should compare your ___________ to your _______________ a. What happens if they match? ____________________________________________ ________________________________________________________________________ b. What should you do if they do not match? _________________________________ ________________________________________________________________________ 15. Define Observation: _________________________________________________________ a. A ______________________ observation is when you describe something. b. A ______________________ observation is when you count something.
16. Write “QL” for Qualitative and “QT” for Quantitative a. ________ The sky is blue. b. ________ There are 13 clouds in the sky. c. ________ Mr. Hasson’s tie is smooth. d. ________ The guinea pig smells bad. e. ________ There are 20 students in the class. 17. An ________________ is your best guess as to what caused the thing that you observed. 18. Write “I” for Inference or “O” for Observation a. _________ When I rang the doorbell, no one answered. b. _________ The hamburger was hot. c. _________ Jamal must be very popular. d. _________ The sun set at 7:18 pm. e. _________ That sounded like a mean dog.
Name
Laboratory Dos And Don'tsIdentify what is wrong in each laboratory activity.
CD_104644_100+ SCIENCE_CHEMISTRY.indd 2 1/23/15 9:04 AM
D) Real World Connections For each topic in the space provided to the right, describe a real world example and how that topic relates to your every day life.
Topics Covered Real World Examples Measurement & Metric System Classification of Matter States and Changes in Matter Thermochemistry - Energy Atomic Structure Nuclear Chemistry – Nucleus Electrons Periodic Table Chemical Bonding Organic Chemistry Chemical Reactions The Mole Stoichiometry Gas Laws Aqueous Solutions Acids/Bases/Salts
E) Measurement: The Metric system and conversions Directions: Read the information on the left side of the page, and then use it to answer the questions on the right side of the page.
In science, it is very important to make measurements to describe the observations that you make. Quantitative observations help us make use of our observations by making sense out of the patterns that we see. It is also very important to have a common system of measurement for the collaboration of people from around the world.
The metric system is an internationally agreed decimal system of measurement that was originally based on the mètre des archives and the kilogramme des archives introduced by France in 1799. Over the years, the definitions of the meter and kilogram have been refined and the metric system has been extended to incorporate many more units. Although a number of variants of the metric system emerged in the late nineteenth and early twentieth centuries, the term is now often used as a synonym for "SI" or the "International System of Units"—the official system of measurement in almost every country in the world.
The variation of the metric system we use is the “MKS” which stands for Meter, Kilogram and Second
• m; the meter for length • kg; the kilogram for mass • s; the second for time
along with;
• A; the ampere for electric current • K; the Kelvin for temperature • mol; the mole for amount of substance • cd; the candela for luminous intensity
Unfortunately, the United States is one of the few countries in the world that do not use the metric system. This means that you must be able to make conversions from the English system to the SI system. Common English to metric conversion factors.
• 1 ft (foot) = 0.305 m • 1 mi (mile) = 1.61 km (kilometers) • 1 lb (pound) = 0.45 kg • Degrees Celsius (°C) = (°F – 32) x 5/9 • Kelvins (K) = °C + 273 • 1 gallon (gal) = 4.55 L (liter) • 1 L = 1000 mL = 1000 cc (cubic centimeters)
1) What unit would be used to measure each of the following:
a) The distance from your home to school: b) How much you gained after eating thanksgiving dinner: c) Describing how long it would take you to get ready in the morning: d) Describing how hot or cold it is on a warm summer day: e) Explaining how many molecules there are in a gallon of gasoline:
2) Using the conversion table/facts, convert the following measurements;
a) 6 foot tall person in meters.
6𝑓𝑡1 𝑥 �0.305 𝑚
1 𝑓𝑡 � = 1.83 𝑚𝑒𝑡𝑒𝑟𝑠
b) A 26.2 mile marathon in kilometers. c) Your weight in pounds in kilograms. d) A 20 gallon gas tank in liters. e) A warm summer day (90°F ) in Kelvins. f) 55 miles per hour in kilometers per hour
Metrics And MeasurementsIn the chemistry classroom and lab, the metric system of measurement is used. It is important to be able to convert from one unit to another.
l. Write the given number and unit. 2. Set up a conversion factor (fraction used to convert one unit to another).
a. Place the given unit as the denominator of the conversion factor. b. Place the desired unit as the numerator. c. Place a one in front of the larger unit. d. Determine the number of smaller units needed to make one of the larger units.
3. Cancel the units. Solve the problem.
Example 1: 55 mm = m Example 2: 88 km = m 55 mm 1 m = 0.055 m 88 km 1,000 m = 88,000 m1,000 mm 1 km
Example 3: 7,000 cm = hm Example 4: 8 daL = dL7,000 cm 1 m 1 hm = 0.7 hm 8 daL 10 L 100 dL = 800 dL100 cm 10,000 cm 1 daL 1 daL
The unit factor method can be used to solve virtually any problem involving changes in units. It is especially useful in making complex conversions dealing with concentrations and derived units.
Convert each measurement.
l. 35 mL = dL
2. 275 mm = cm
3. 1,000 mL = L
4. 25 cm = mm
5. 0.075 m = cm
6. 950 g = kg
7. 1,000 L = kL
8. 4,500 mg = g
9. 0.005 kg = dag
10. 15 g = mg
CD_104644_100+ SCIENCE_CHEMISTRY.indd 6 1/23/15 9:05 AM
F) Scientific/exponential notation Directions: Read the information on the left side of the page, and then use it to answer the questions on the right side of the page.
Scientific notation is a way of writing numbers
that are too big or too small to be conveniently written in decimal form. Scientific notation has a number of useful properties and is commonly used in calculators and by scientists, mathematicians and engineers.
In scientific notation all numbers are written in the form of a x 10b (a times ten raised to the power of b), where the exponent “b” is an integer, and the coefficient “a” is any real number. Correct scientific notation has only one number to the left of the decimal and retains the proper number of significant figures. Standard decimal notation
Prefixes Along with the basic units of measurement in the metric system we use prefixes to express very large or very small numbers in science. Some commonly used prefixes in the sciences are listed below. (http://www.unc.edu/~rowlett/units/prefixes.html)
Scientific/exponential notation arithmetic Directions: Read the information on the left side of the page, and then use it to answer the questions on the right side of the page.
To multiply numbers written in scientific notation, multiply the coefficients (M&N) and add the exponents (A&B).
MA X NB = (MxN)A+B For example, (3x104) x (2x102) = (3x2)x10(4+2) =6 x 106.
To divide numbers written in scientific notation, divide the coefficients (M&N) and subtract the exponent in the denominator from the exponent in the numerator.
𝑀𝐴
𝑁𝐵 = �𝑀𝑁�𝑥 10(𝐴−𝐵) For example, 3.0 𝑥1056.0 𝑥 102=(3.0
6.0) x 10(5-2) =0.5x103=5.0x102
If you want to add or subtract numbers
expressed in scientific notation and you are not using a calculator, then the exponents must be the same.
For example, suppose you want to calculate the sum of 5.4 x 103 + 8.0 x 102.
First, rewrite the second number so that the exponent is a 3. (5.4 x 103) + (8.0 x 102→0.80 x 103) Now add the numbers.
(5.4 + 0.80) x 103= 6.2 x 103
Follow the same rule when you subtract numbers expressed in scientific notation.
(3.42 x 10-5) - (2.5 x 10-6) = (3.42 x 10-5) - (2.5 x 10-6→0.25 x 10-5) =
(3.42-0.25) x 10-5 = 3.17 x 10-5
1. Using the rules to the left, complete the following operations and record your answer in proper scientific notation
e) (4.8x102) x (2.101x103) f) (1.260 x 10-3)x (3.32 x 108) g) (2.6 x 105)x (2.1 x 10-1)
Significant FiguresA measurement can only be as accurate and precise as the instrument that produced it. A scientist must be able to express the accuracy of a number, not just its numerical value. We can determine the accuracy of a number by the number of significant figures it contains.
1. All digits 1–9 inclusive are significant.
Example: 129 has 3 significant figures.
2. Zeros between significant digits are always significant.
Example: 5,007 has 4 significant figures.
3. Trailing zeros in a number are significant only if the number contains a decimal point. Sometimes, a decimal may be added without any number in the tenths place.
Example: 100.0 has 4 significant figures.
100. has 3 significant figures.
100 has 1 significant figure.
4. Zeros in the beginning of a number whose only function is to place the decimal point are not significant.
Example: 0.0025 has 2 significant figures.
5. Zeros following a decimal significant figure are significant.
Example: 0.000470 has 3 significant figures.
0.47000 has 5 significant figures.
Determine the number of significant figures in each number.
Scientific NotationScientists very often deal with very small and very large numbers, which can lead to a lot of confusion when counting zeros. We can express these numbers as powers of 10.
Scientific notation takes the form of M × 10n where 1 < M < 10 and n represents the number of decimal places to be moved. Positive n indicates the standard form is a large number. Negative n indicates a number between zero and one.
Example 1: Convert 1,500,000 to scientific notation.
Move the decimal point so that there is only one digit to its left, for a total of 6 places.
1,500,000 = 1.5 × 106
Example 2: Convert 0.000025 to scientific notation.
For this, move the decimal point 5 places to the right.
0.000025 = 2.5 × 10-5
(Note that when a number starts out less than one, the exponent is always negative.)
Convert each number to scientific notation.
1. 0.005 = ____________________
2. 5,050 = ____________________
3. 0.0008 = ____________________
4. 1,000 = ____________________
5. 1,000,000 = ____________________
6. 0.25 = ____________________
7. 0.025 = ____________________
8. 0.0025 = ____________________
9. 500 = ____________________
10. 5,000 = ____________________
Convert each number to standard notation.
11. 1.5 × 103 = ____________________
12. 1.5 × 10-3 = ____________________
13. 3.75 × 10-2 = ____________________
14. 3.75 × 102 = ____________________
15. 2.2 × 105 = ____________________
16. 3.35 × 10-1 = ____________________
17. 1.2 × 10-4 = ____________________
18. 1 × 104 = ____________________
19. 1 × 10-1 = ____________________
20. 4 × 100 = ____________________
CD_104644_100+ SCIENCE_CHEMISTRY.indd 8 1/23/15 9:05 AM
G) Equations/Solving for variables Directions: Read the information on the left side of the page, and then use it to answer the questions on the right side of
the page.
Many relationships in chemistry can be
expressed simple algebraic equations. However, the
equation given is note always in the form that is most
useful in figuring out a particular problem. In such a
case, you must first solve the equation for the unknown
quantity; this is done by rearranging the equation so
that the unknown is on one side of the equation, and all
the known quantities are on the other side.
An equation is solved using the laws of equality.
The laws of equality are summarized as follows: If equals are added to, subtracted from, multiplied by, or divided by equals, the results are equal. In other words,
you can perform any of these mathematical operations
on an equation and not destroy the equality, as long as
you do the same thing to both sides of the equation.
The laws of equality apply to any legitimate
mathematical operation, including squaring, taking
square roots, and taking the logarithm.
Consider the following equation relating the
Kelvin and Celsius temperature scales.
K = °C + 273
If we need to solve this equation for °C we need
to get °C by itself on one side of the equation. This
means we need to move 273 to the other side. To do
this we need to do the opposite of the operation that is
attaching °C and 273, the opposite of addition is
subtraction. So we need to subtract both sides by 273.
K - 273 = °C + 273 – 273
The 273 will cancel on the right side of the equation.
K - 273 = °C + 273 – 273
Leaving:
K - 273 = °C
If they were attached by subtraction you would
need to use addition to separate them.
The same thing goes for if the numbers are
attached by multiplication.
°F = (1.8 x °C) +32
You would need to subtract both sides by 32
and then divide both sides by 1.8.
℉−321.8 =°C
There is one slight change for division, you need
to first move your unknown to the numerator if it is in
denominator.
1) Solve the following for x:
a) 14x+12=40
b)
5𝑥+ 8 = 11
c) kx = a + by
d) 2y - 2x = 38
e) 5x – 2 = 8
2) Solve the following for x1:
a) 3x1+ 5y
1 = 2x
2 + 8y
2
b) y1x
1 - k
2 x
2: = 0
3) Solve the following equation PV = nRT
a) For P:
b) For V:
c) For n:
d) For R:
e) For T:
H) Scientific Graphing
Most scientific graphs are made as line graphs. There may be times when other types would be appropriate, but they are rare.
The lines on scientific graphs are usually drawn either straight or curved. These "smoothed" lines do not have to touch all the data points, but they should at least get close to most of them. They are called best-fit lines.
In general, scientific graphs are not drawn in connect-the-dot fashion. Title, Axis, Interval, Line, Slope statement or TAILS for short. Title The title should represent what is being tested. A small statement consisting of both variables. Axis Axis should always be labeled with the manipulated (independent) variable on the X-axis and the responding (dependent) variable on the Y-axis. Interval Your graph should take up as much of the graph as possible. The scale should use intervals such as 1, 2, 5, 10 units per block. Line of best fit NEVER connect the dots on a scientific graph. Use a ruler to draw a straight line through your data. If the data looks as if it represents a curve, freehand draw a curved line through your data. Slope In the form of y = mx + b where “b” is the y-axis intercept A good graph Website: http://misterguch.brinkster.net/graph.html
Graph 1: Temperature scales Use the following data to draw a graph that shows the relationship between the Fahrenheit and Celsius temperature scales. Temp (°F)
-40
32
68
98.6
212
Temp (°C)
-40
0
20
37
100
Graph 2: Gas Laws The following data shows the conditions a diver experiences as they travel to depths in increments of 10m. This is a representation of one of the gas laws which can be useful to drivers. Use the following data to draw a graph that shows the relationship between the Pressure (units of atm) and Volume (units of L).