Embed Size (px)
Citation preview
AP CHEMISTRY SUMMER ASSIGNMENT
To: Students enrolled in AP Chemistry for the 2011-‐2012 school year.From: Jamila LucasEmail: [email protected]
Welcome to AP Chemistry!! You already have a background in chemistry from your General Chemistry class, but AP Chem is very different. Rather than memorizing how to do particular types of problems, you must really understand the chemistry and be able to apply it to all sorts of different situations. AP Chemistry is a difLicult course and the AP Exam is very challenging. To succeed, you must keep up with the assignments and be willing to spend time working through the material. Like all AP classes, AP Chem comes with a summer assignment. All pages of this assignment are due on the Lirst day of class, August 8, 2011. I will not accept this assignment late under ANY circumstances. The Summer Assignment should be labeled with your Lirst name, last name, your science and math teachers from last school year. The Summer Assignment is worth 100 points as a TEST GRADE. To received full credit on the summer work every problem must be attempted even if the Hinal answer was not obtained. Work must be shown on how the answer was achieved, if possible. Your work should be done on a separate sheet of paper, neatly written, easy to read, and numbered correctly, showing major steps in arriving at your solutionbefore indicating your answer (if needed). If, after you have tried the problem, and you have difLiculty solving it, please contact me at [email protected] during the summer and I will check my email periodically and will get back to you as soon as I can. I will assume that you have basic skills in algebra, geometry, and trigonometry. Some of those skills include being able to solve multi-‐step/variable equations, work with algebraic expressions, solve trigonometric identity problems, and creating our own equations. A TI-‐83/TI-‐84 graphing calculator is STRONGLY RECOMMENDED for this course and they will NOT be provided as part of a classroom set. You can purchase one at Wal-‐mart, K-‐mart, and most ofLice supply stores. Also you will need a 1 inch 3 ring binder of any color, 5 dividers, color pencils, mechanical pencils, a composition lab notebook and lots of notebook paper. We also have several projects over the course of the school year as enrichment.
HAVE A GREAT SUMMER!!!!!!!!
Ms. Jamila N. Lucas
Science Teacher:
Math Teacher:
Name:
26.1
0.290.1
100.4
0.293.6 !+
"
Type to enter text
Name:
AP Chemistry Summer Pack
For chemistry help, visit www.chemfiesta.com © 2002 Cavalcade Publishing – All Rights Reserved
Significant Figures Worksheet How many significant figures are in each of the following numbers? 1) 5.40 ____ 6) 1.2 x 103 ____ 2) 210 ____ 7) 0.00120 ____ 3) 801.5 ____ 8) 0.0102 ____ 4) 1,000 ____ 9) 9.010 x 10-6 ____ 5) 101.0100 ____ 10) 2,370.0 ____ 11) Why are significant figures important when taking data in the laboratory? 12) Why are significant figures NOT important when solving problems in your
math class? 13) Using two different instruments, I measured the length of my foot to be 27
centimeters and 27.00 centimeters. Explain the difference between these two measurements.
14) I can lift a 20 kilogram weight over my head ten times before I get tired.
Write this measurement to the correct number of significant figures.
!"#$"%"&'$()*"#+,-.)/0,1.2--()
)
)
34)5-(-,6"$-)(2-)$+67-,)0%)."#$"%"&'$()%"#+,-.)"$)-'&2)0%)(2-)%08809"$#:)
)
'4);;;;;;;;;;)<=>?@66) ) ) ) A4);;;;;;;;;;;)))?>??BC)#)
)
74);;;;;;;;;;)3D>C?)6E) ) ) ) -4);;;;;;;;;;;)3=?)&6) )
)
&4);;;;;;;;;;)3@)(-.()(+7-.) ) ) ) %4));;;;;;;;;;;)3=?>)F6)
)
)
@4)G-H9,"(-)(2-)I+'$("(J)D@<K???K???K???K???)L"&0.-&0$A.)(0).209:)
)
'4)3)."#>)%"#>)) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
74))@)."#>)%"#.>));;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
&4)M)."#>)%"#.>)) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
A4)B)."#>)%"#.>)) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
-4)=)."#>)%"#.>) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
)
M4)G-9,"(-)(2-)I+'$("(J)?>??M3C?B)1#)(0).209:)
)
'4))3)."#>)%"#>) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
74)@)."#>)%"#.>) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
&4)M)."#>)%"#.>)) ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;)
)
)
B4)G0+$A)-'&2)0%)(2-)%08809"$#)(0)M)."#$"%"&'$()%"#+,-.:)
)
'4)3N>DB<<)E) ) ;;;;;;;;;;) ) ) 74)=>N<M@) ;;;;;;;;;;)
)
&4)?>3BCDN)E) ) ;;;;;;;;;;) ) ) A4)DN3>D=) ;;;;;;;;;;)
)
-4)B>@?M)O)3?B)16)) );;;;;;;;;) ) ) %4)=>?CD3)O)3?HM);;;;;;;;;;)
)
#4)?>??M3D<=N)6) ;;;;;;;;;;) ) ) 24)?>?C?@=?33));;;;;;;;;;)
)
)
Significant Figure Worksheet
!"#$%&'(&)#*+%#'(,,(-./0#12,13,2*.(/4#2/5#&%6(&*#*+%#&%43,*4#-.*+#*+%#1(&&%1*#
/3)7%&#('#4.0/.'.12/*#'.03&%#2/5#6&(6%/.*48#
#
#
###989:;;# # # # # <=8>=?:#
#<>8?# # # # # ###########@##AB8!;9:# #
C>A8;:!!#
#
#
#
#
#
#
>!9:##D##989A# # # # # 989AAA#D#98;999#D#>8;9A#
:8!A<#
Significant Figures Worksheet #1 Name________________________________________Block____ There are two rules for determining the number of significant figures:
1) If there is no decimal point--start at the RIGHT and count, beginning with the first non-zero digit. Examples 340 2 s.f. 30400 3 s.f. 34955 5 s.f.
2) If there is a decimal point--start at the LEFT and count, beginning with the first non-zero digit.
Examples 340. 3 s.f. 30400. 5 s.f. 0.34955 5 s.f.
0.00040 2 s.f. Determine the number of significant figures (s.f.) in each of the following: a) 921 b) 92100 c) 92100. d) 0.000210 e) 0.00219 f) 93,000,000 g) 93,000,003 h) 93,000,000. There are also rules for reporting numbers when you multiply and/or divide:
1) Count the sig. figs. in the numbers you are multiplying and/or dividing. Your answer should be rounded off to the smallest number of sig. figs. in your problem. Example: a) 28.33 x 3.12 = “88.3896” ←-----calculator answer ↑ ↑ ↑ 4 s.f. 3 s.f. 6 s.f. so round to 3 s.f. Your answer will be reported as 88.4 b) 28.44 ÷ 3.12 = “9.080128205” ←-----calculator answer ↑ ↑ ↑ 4 s.f. 3 s.f. 6 s.f. so round to 3 s.f. Your answer will be reported as 9.08 Reminder: Rounding-off rules: Go to next number. If it is 0-4, round down. If it is 5-9, round up.
Report the answer to the following problems, paying particular attention to the correct number of sig. figs. a) 986.72 / 5.12 = b) 497.7 / 3.0 = c) 920.7 / 4.32 = d) 400.20 x 3.010 = e) 98 x 0.006 = f) .009430 x 4310.9 = g) 45.20 x 0.0071 = h) 9.0 / 3.0 = i) 10. x 300. = j) 10. / 3 =
Significant Figure Worksheet
There are also different rules for reporting the answer when you add or subtract: 1) The answer should have the same number of decimal places as that of the number with the least
decimal. Example: 4.838 g 486.58 g +1.0023 g - 421. g_ 5.3853 g = 5.385 g 65.58 g = 66 g
! ! is 0-4, so round down. is 5-9, so round up. NOTE: IN ADDITION AND SUBTRACTION, DECIMAL POINTS MUST BE LINED UP!! Solve the following: a) 0.00000313 b) 4.9670 c) 0.000343 d) 78 +17 - 3.1 ___ +0.17 - .99 e) 336,000 – 33,000.03 = f) 0.99 - .1 = Additional practice problems: How many sig. figs in the following number? a) 87_____ b) 190._____ c) 0.000190_____ d) 606.0_____ e) 1.008_____ Round off the following to 2 S.F. a) 86730__________ b) 120.99__________ c) .0003450_________ d) 0.0555_________ e) 9898989________ How many S.F. should be in the following answers: (Don’t work out the problems!) a) 0.2 x 43.98 = _____ b) 43,000,000 x 0.00546 = _____ c) 43.0 – 17.2 = _____ d) 0.00235 – 3.0 = _____ e) 143.000 – 3.45 = _____ f) 3.40 x 0.04 = _____ g) 0.300 x .802 = _____ h) 39.04 x 1.009 = _____ i) 0.00390 x 2.0098 = _____ 30.44 3 2.02 Solve the following problems: a) 0.004598 b) 43.2 x 30.3 x 17.0 = c) 338855.0 +4 43.30 x 0.0045 x 99 +10000000.003 d) 73 e) 8.0 f) 17.0 + 1.4 – 8.9 = -14.98 -1.99 How many S.F. are in the following numbers? a) 3.0 x 10 9_____ b) 0.0090_____ c) 4.20 x 10-4_____ d) 900,000_____ e) 900,000._____ f) 9.4450 x 107_____
Worksheet - Scientific Notation
Put these numbers into scientific notation. The number in parenthesis after certain problems indicates the number of significant figures to have in the answer.1) 0.000034 21) 0.002 41) 8000000
2) 65000 (3) 22) 0.0080 x 10-3 42) 65000000 (3)
3) 36000 x 1010 (3) 23) 36000 x 10-10 (3) 43) 0.0000200
4) 549 24) 0.156 44) 0.000324
5) 0.0000403 x 1012 25) 0.045 x 10-3 45) 67000 x 10-4
6) 0.00000000082 26) 10.05 x 10-9 46) 2.68 x 10-15
7) 0.000000000205 27) 55000000 47) 70 x 10¯8
8) 21.8 x 10¯4 28) 325 x 104 48) 96,400
9) 0.00973 x 108 29) 5,921,000,000 49) 0.000521 x 1012
10) 0.0000070 30) 42.372 50) 2.538
11) 3,621.471 31) 362.516 x 10¯10 51) 240.000
12) 3,752.6 32) 23,000,000,000 (4) 52) 741,900
13) 456.83 33) 0.000080 x 10¯7 53) 5.000
14) 215 34) 7,000,631 54) 0.01010
15) 0.0428 35) 0.00573 55) 0.0005438
16) 0.00005673 36) 0.507 56) 0.00483 x 1015
17) 0.00000000900 37) 0.000421 x 1015 57) 0.0000054
18) 0.000039256 38) 0.06723 58) 0.75140000
19) 0.000000010 39) 0.000023 59) 0.000000614 x 10-22
20) 0.0037004 40) 0.00000038
This number happens to have a special meaning in chemistry and, in fact, has a name. It is called Avogadro’s Number. You’ll lean about it next unit. For now, put it in scientific notation.60) 602,200,000,000,000,000,000,000
Take these numbers out of scientific notation and write then as standard numbers.61) 9.481 x 10-8 72) 2.08 x 1010 83) 2.14 x 10-3 94) 3.00 x 1010
62) 3.64 x 104 73) 3.9734 x 105 84) 6.285 x 103 95) 6.7978 x 100
63) 2.973 x 101 74) 3.487 x 103 85) 2.9265 x 105 96) 8.7321 x 104
64) 2.343 x 101 75) 9.5000 x 100 86) 8.48 x 102 97) 3.03 x 107
65) 4.29 x 106 76) 5.63 x 104 87) 3.286 x 104 98) 5.92000 x 102
66) 2.97 x 10¯4 77) 3.88 x 10¯2 88) 5.65 x 10¯1 99) 3.7283 x 10¯4
67) 5.9267 x 10¯1 78) 8.654 x 10¯2 89) 2.5417 x 10¯3 100) 9.865 x 10¯5
68) 2.4863 x 10¯7 79) 2.251 x 10¯1 90) 1.452 x 10¯3 101) 2.685 x 10¯6
69) 4.000 x 10¯2 80) 7.83 x 10¯3 91) 8.429 x 10¯1 102) 5.376 x 10¯2
70) 6.022 x 1023 81) 5.8643 x 102 92) 6.14300 x 103 103) 4.37521 x 103
71) 4.763 x 10¯3 82) 8.673 x 10¯7 93) 4.92 x 10¯5 104) 2.986 x 10¯4
Scientific Notation Worksheet
!
Scientific Method Worksheet! 1
! Scientific Method Worksheet in action. Anyone who has ever tried to figure out what happens to the refrigerator light when you close the door, or where that other sock goes after you put it in the drier, has used the scientific method. The scientific
problems. Instead, it is a logical, organized mechanism for identifying and researching a problem, and devising a strategy for solving it. The scientific method is split up into five major steps: 1. Determining the problem or question. - In this step, you (the researcher) must decide what it is that you will be studying. This sounds like a simple procedure, but it is actually very important. It identifies exactly what you wish to learn and it allows you to focus only on that material. 2. Development of a hypothesis. - The hypothesis is not a just a random W.A.G (Wild @$$#& Guess) to your problem. Instead, the hypothesis is an Educated Guess. In other words, it involves researching the problem and finding out what other people have learned, and using that information to help devise an answer. An important aspect of the hypothesis is that it should answer the original question, and it should be testable! 3. Design an experiment to test the hypothesis. - Design an experiment whose results will either support or disprove your hypothesis. If your hypothesis is supported, then the results of your experiment will indicate that your hypothesis is correct. However, this does not mean that your hypothesis is 100%, beyond a shadow of a doubt, correct. There may be Therefore, it is important to say that the hypothesis is supported, you should never say that it is proven! However, the results of your experiment can prove your hypothesis wrong! - There should be at least two groups in your experiment. The first group is the experimental group. This group is the group that has the factor that is being tested (Experimental Variable). It is easy to identify the experimental variable, since it is usually stated in the hypothesis. The second group is the control group. The control group is identical to the experimental group in every way, except that they lack the experimental variable. (If there were other differences, then they would invalidate the results of the experiment.) 4. Conduct the experiment and collect the data. - Run the experiment that you have so carefully constructed. In this step, you will be measuring the dependent variable. This variable (DO NOT confuse it with the experimental variable) is the thing that is being observed or measured. Any pieces of information that you collect regarding
the dependent variable are called DATA. 5. Draw Conclusions f rom your data. - Here, it is stated directly whether the hypothesis was supported or disproven. - If your hypothesis is supported, it should be repeated, since one of the basic foundations of the scientific method is that it is repeatable. The more an experiment is repeated, the more valid the results are. However, if there is a hypothesis that is supported by many experiments and a lot of data, we call that hypothesis a theory. - The word theory is often misused in everyday language. Theory and hypothesis are not synonyms, a hypothesis is just an educated guess that perhaps has been supported once or twice by an experiment. A theory was once a hypothesis, but is now supported by a lot of data and is accepted as being correct, until new information is discovered to disprove it.
Scientific MethodWorksheet
!
Scientific Method Worksheet! 2
1. List the parts of the scientific method in order. 2. What are dependent and experimental variables? 3. Suppose you are a researcher who is studying Pacific White-sided Dolphins (Lagenorhyncus obliquidens). While studying a captive group of dolphins at an aquarium, you notice a strange tendency for the dolphins to stay close to the surface shortly after being fed. You are intrigued, and after looking for more information, you learn that some species of dolphins will sometimes stay close to the surface when they have gas. Dolphins may normally feed on many species of fish in the wild, but you notice that the dolphins tend to stay close to the
gave the dolphins gas. Design an experiment to test this hypothesis. a. What is the hypothesis (Hint, it is already given)?
b. Design an experiment to test this hypothesis, and use another sheet of paper if necessary. (Be sure you can explain how you are going to conduct the test, and predict what the results will be if they support the experiment.) You are not to create the data for your results section.
!
Scientific Method Worksheet! 3
4. You are conducting an experiment to determine if increased ultraviolet radiation from the decrease in the ozone layer is killing off frog tadpoles. After examining all of the data available in the library, you decide to go with a hypothesis that increased ultraviolet radiation from the sun is killing off the tadpoles. You design an experiment with a control and an experimental group. Your control group (group 1) involves 100 tadpoles in a five gallon container of water, that is covered by glass (knowing that the glass will filter out the ultraviolet radiation). The experimental group (group 2) will be set up exactly like group 1, except that instead of being covered with glass, it is covered with an acrylic plexiglass, which will not filter out the U.V. radiation. You then place the groups outside for a period of a month, and observe the results. Results
Group 1 Group 2 Number of tadpoles 100 100 started with Number finished 96 96 Using this information, answer the following questions. a. What is the experimental variable and what is the dependant variable? b. Does the information from this experiment support the hypothesis? c. If no, then what might be causing the decrease in frog populations? d. Which is the control group, and which is the experimental group? e. What is the difference between the two groups? Should they be different in any other way?
!
Scientific Method Worksheet! 4
5. Niko Tinbergen (1907-1988) was a Swedish Ethologist (animal behaviorist) famous for studying animals in their native habitats. One of his classic experiments involved a bird called the black-headed gull (Larus ridibundus). Black-headed gulls build nests of twigs on the ground and lay light brown eggs that are covered with dark brown spots. However, the inside of the egg is white in color. Tinbergen noticed that adult gulls pick up the eggshells shortly after a chick has hatched, and fly them to a location far from the nest, where they are left. Since this behavior required expending energy and time that could have been spent feeding and protecting the chicks, Tinbergen wanted to know why the birds did this. Problem: Why do black-headed gulls remove eggshells from the nest? Hypothesis: The white interior of the shell is not camouflaged and attracts predators to the nest. Therefore, the gulls remove the shells to decrease predation. T est: Tinbergen and his co-workers collected gull eggs and painted 69 of them white and left 68 of them with their natural color. (Statistically, these numbers are close enough to be considered equal.) The researchers then scattered the eggs next to a gull breeding area and observed from a nearby blind. Predation rates were recorded for white versus natural colored eggs. Data: O riginal Number of Eggs Eggs Taken by Predators Eggs Not Taken
----------------------------------------------------------------------------------------------------------
White Eggs 69 43 26
Natural Eggs 68 13 55 ----------------------------------------------------------------------------------------------------------
a. Do the results of this experiment support the hypothesis? Why, Why not? b. Are you 100% sure (without a doubt) that your hypothesis is correct? (Is it proven?) c. If you were working with Tinbergen, what would you suggest be done next? d. Identify the experimental and dependent variables
!
Scientific Method Worksheet! 5
6.!The media has given a lot of attention recently to shark attacks on humans, due in part to several high profile incidents. Are the numbers of shark attacks becoming more frequent, or are we just hearing about them more often than before because of the previous cases in the news? The following chart was made using data from the ISAF (International Shark Attack File) a group that tracks shark attacks world-wide.
Unprovoked shark attacks for World (light) and United States (dark) from 1960 through 2002. The drop in recorded attacks in 1969 (dashed-dotted line) is a result of a loss of funding to support the ISAF, and hence less effort reporting and organizing of attacks (see The History of the International Shark Attack File). The apparent increase in attacks after 1987 (dotted line) is in part an artifact of the ISAF moving to the Florida Museum of Natural History, resulting in an increased scope of coverage and reporting of attacks. The apparent increase in attacks after 1993 (dashed line) is in part an artifact of a breakthrough in communication with Volusia County (FL) emergency responders and lifeguards, resulting in the reporting of a greater number of minor attacks that had previously gone unreported. Data current as of: 24 January 2003 Taken directly from the International Shark Attack File at: http://www.flmnh.ufl.edu/fish/Sharks/ISAF/ISAF.htm a. Do the data from this chart indicate that there is a general increase in the number of shark attacks? Do the data here tell us why this is happening ?
People pay tour operators to put dead fish (chum) into the water to lure sharks, so that they can interact and sometimes feed the sharks. The hypothesis states that sharks become used to humans feeding them,
ign an experiment to test this hypothesis on the next page. Be sure to identify the variables and the groups.
!
Scientific Method Worksheet! 6
Question: Why is there an overall increase in the number of shark attacks?
Hypothesis: Shark feeding programs are causing an increase in shark attacks. C. From the chart, it is obvious to see that there is an overall increase in the number of shark attacks, even though some years (such as 1996) have fewer than others. However, is it possible that some other factor may
d you expect the ability of biologists to REPORT shark attacks to increase?
results. This is why it is so necessary to repeat and continue to test hypotheses. The ISAF states on their
increasing world-wide. With this increase in population, there are more people around, therefore there will be less habitat for the sharks to hunt for food (since humans are now living and playing on beaches not inhabited before). Could this increase in contact between humans and sharks result in more attacks. E. Does the chart now say the same thing to you that it did before? It is very important when looking at a study to be objective. You may be surprised to learn that not everything that you see on the internet or in the media is as it seems on the surface. In this class, we will learn to look objectively and think critically about information.
!
Scientific Method Worksheet! 7
Biology 127 Introduction to Evolution
Scientific Method Worksheet Name ____________________________________________ Date ____________________________ W rite in the word or short phrase needed to answer the question or complete the statement in the space provided. This page will be torn off and turned in for homework . _________________________7. Give the general name for the factor that is tested in an experiment. _________________________8. Give the general name for the factor that is observed, measured or
counted in an experiment. _________________________9. Which group contains the variable that is being tested? _________________________10. Which group is identical the group above in every way EXCEPT for lacking the variable that is being tested? _________________________11. If a hypothesis is tested a number of times and supported each time, is: _________________________12. If a hypothesis is tested and found to be incorrect, then we say that the hypothesis has been: _________________________13. In question number 4 dealing with the tadpoles, which group (give the number) was the control group? _________________________14. In question number 4 dealing with the tadpoles, what was the experimental variable? _________________________15. In question number 5 dealing with the Black-headed gull, did the experiment support the hypothesis? (yes or no) _________________________16. According to the graph on page 5, it appears that the number of shark attacks are increasing world-wide. However, other factors not necessarily related to the shark attacks themselves may sometimes be responsible for altering data. Name one of the two factors that may have caused an increase in the number of shark attacks reported on the graph without necessarily indicating an increase in the number of actual shark attacks.
You will have a quiz on the Hirst day of class. Get an early start!!!
Rules for Determining Oxidation NumberOxidation Number:! A number assigned to an atom in a molecular compoundor molecular ion that indicates the general distribution of electrons among thebonded atoms.
1. The oxidation number of any uncombined element is O.2. The oxidation number of a monatomic ion equal the charge on the ion.3. The more electronegative element in a binary compound is assigned thenumber equal to the charge it would have if it were an ion.4. The oxidation number of Lluorine in a compound is always –15. Oxygen has an oxidation number of –2 unless it is combined with F, when it is+2, or it is in a peroxide, when it is –1.6. The oxidation state of hydrogen in most of its compounds is+1 unless itcombined with a metal, in which case it is –1.7. In compounds, the elements of groups 1 and 2 as well as aluminum haveoxidation number of +1, +2, and +3, respectively8. The sum of the oxidation numbers of all atoms in a neutral compound is O.9. The sum of the oxidation number of all atoms in a polyatomic ion equals thecharge of the ion.
Solubility Rules: 1. All compounds containing alkali metal cations and the ammonium ion aresoluble.2. All compounds containing NO3 -‐, ClO4 -‐, ClO3 -‐ and C2H3O2 -‐ anions are soluble.3. All chlorides, bromides, and iodides are soluble except those containing Ag+, Pb2+ or Hg2+ .4. All sulfates are soluble except those containing Pb2+, Hg2+, Sr2+, Ca2+, or Ba2+.5. All hydroxides are insoluble except compounds of the alkali metals, Sr2+, Ca2+, or Ba2+.6. All compounds containing PO4 3-‐,S2-‐, CO3 2-‐, and SO3 2-‐ions are insolubleexcept those that also contain alkali metals or NH4 +.
Variable Valences for Transition Metals
Zinc (I) Zn 1+Zinc (II) Zn 2+Antimony (III) Sb 3+Antimony (V) Sb 5+Bismuth (III) Bi 3+Bismuth (V) Bi 5+Silver(I) Ag 1+Silver (II)Ag 2+Gold (I) Au 1+Gold (III) Au 2+Tin (II) Sn 2+Tin (IV) Sn 4+Mercury(I) Hg 1+Mercury(II) Hg 2+Lead(II) Pb 2+Lead (VI) Pb 4+Copper(I) Cu 1+Copper(II) Cu 2+Cobalt(II)Co 2+Cobalt(III) Co 3+Iron (II) Fe 2+Iron (III) Fe 3+Manganese (II) Mn 2+Manganese (III) Mn 3+Chromium (II) Cr 2+Chromium (III) Cr 3+
Common polyatomic cations, arranged by charge. Alternate names aregiven in italics. Select the name of the ion for information about itsoccurrence, uses, properties, and structure.
+1NH4+ ammoniumH3O-‐ hydronium
-1C2H3O2-‐ acetateClO3-‐ chlorateClO2-‐ chloriteCN-‐ cyanideH2PO4-‐ dihydrogen phosphateHCO3-‐ hydrogen carbonate or bicarbonateHSO4-‐ hydrogen sulfate or bisulfateOH-‐ hydroxideClO-‐ hypochloriteNO3-‐ nitrateNO2-‐ nitriteClO4-‐ perchlorateMnO4-‐ permanganateSCN-‐ thiocyanate
-2CO3 2-‐ carbonateCrO4 2-‐ chromateCr2O7 2-‐ dichromateHPO4 2-‐ hydrogen phosphateO2 2-‐ peroxideSO4 2-‐ sulfateSO3 2-‐ sulMiteS2O3 2-‐ thiosulfate
-3PO43-‐ phosphate
Naming and writing chemical formulas is an essential skill to know beforestarting AP Chemistry.
To help you get started, take the Mirst link on this page:http://science.widener.edu/svb/pset/nomen_b.html (Notice there's no www.)
Rules for Naming an Acid1. When the name of the anion ends in –ide, the acid name begins with thepreLix hydro-‐, the stem of the anion has the sufLix –ic and it is followed by the word acid. -‐ide becomes hydro _____ic Acid. Cl-‐ is the Chloride ion so HCl = hydrochloric acid.2. When the anion name ends in –ite, the acid name is the stem of the anionwith the sufLix –ous, followed by the word acid. -‐ite becomes ______ous Acid. ClO2 -‐ is the Chlorite ion so HClO2. = Chlorous acid.3. When the anion name ends in –ate, the acid name is the stem of the anionwith the sufLix –ic, followed by the word acid. -‐ate becomes ______ic AcidClO3 -‐ is the Chlorate ion so HClO3 = Chloric acid.
Common Acid NamesHC2H3O2 acetic acid HNO3 nitric acidCH3COOH acetic acid H3PO4 phosphoric acidH2CO3 carbonic acid H2SO4 sulfuric acidHCl hydrochloric acid
Rules for Naming Ionic Compounds1. Balance Charges (charges should equal zero)2. Cation is always written Lirst ( in name and in formula)3. Change the ending of the anion to -‐ide
Rules for Naming Tertiary Compounds1. Balance Charges (charges should equal zero)2. Cation is always written Lirst ( in name and in formula)3. Name of the polyatomic ion.
Examples: NaSO4 sodium sulfateNaSO3 sodium sulLite
I. Chemical Formulas1. Write formulas for the following substances:a. Barium sulfate __________________b. Ammonium chloride __________________c. Chlorine monoxide __________________d. Silicone tetrachloride __________________e. Magnesium Mluoride __________________f. Sodium oxide __________________g. Sodium peroxide__________________h. Copper (I) iodide __________________i. Zinc sulMide __________________j. Potassium carbonate __________________
k. Hydrobromic acid __________________l. Perchloric acid __________________m. Lead (II) acetate __________________n. Sodium permanganate __________________o. Lithium oxalate __________________p. Potassium cyanide __________________q. Iron (III) hydroxide __________________r. Silicone dioxide __________________s. Nitrogen triMluoride __________________t. Chromium (III) oxide __________________u. Calcium chlorate __________________v. Sodium thiocyanate __________________w. Cobalt (III) nitrate __________________x. Nitrous acid __________________y. Ammonium phosphate __________________z. Potassium chromate __________________
2. Name each of the following compounds (Give acid names whereappropriate)
a. CuSO4 ____________________________b. PCl3 ____________________________c. Li3N ____________________________d. BaSO3 ____________________________e. N2F4 ____________________________f. KClO4 ____________________________g. NaH ____________________________h. (NH4)2Cr2O7 ___________________________i. HNO2 ____________________________j. Sr3P2 ____________________________k. Mg(OH)2 ____________________________l. Al2S3 ____________________________m. AgBr ____________________________n. P4O10 ____________________________o. HC2H3O2 ____________________________p. CaI2 ____________________________q. MnO2 ____________________________r. Li2O ____________________________s. FeI3 ____________________________t. Cu3PO4 ____________________________u. PCl3 ____________________________v. NaCN ____________________________
w. Cs3N ____________________________x. Zn(NO3)2 ____________________________y. N2O ____________________________z. HF ____________________________
If you need help, try this excellent linkhttp://www.chemtopics.com/unit02/unit2.htm
Chemical EquationsFor each equation below, identify the type (synthesis, decomposition,single replacement, double replacement, or combustion), predict theproducts, and then write the balanced reaction. Remember to use thesolubility rules for double replacement reactions and the activity seriesfor single replacement reactions. Hint: when writing these reactions,ignore all of the information about heat, or bubbling, or mixing. Theseare just excess words used to make complete sentences. Simply pull outthe chemical formulas.
For example:Solutions of silver nitrate and magnesium iodide are combined.This is a double replacement reaction.
2AgNO3(aq) + MgI2(aq) -‐-‐-‐> 2AgI(s) + Mg(NO3)2(aq)
1. Ammonium sulfate reacts with barium nitrate.2. Zinc metal is added to a solution of copper (II) chloride.3. Propane gas (C3H8) is burned in excess oxygen.4. Solid calcium chlorate is heated strongly.5. Magnesium and nitrogen gas are heated together.6. Chlorine gas is bubbled through a solution of sodium bromide.7. Solutions of lead nitrate and calcium iodide are combined.8. Sulfuric acid is combined with sodium hydroxide.9. Isopropyl alcohol (C3H7OH) is burned in oxygen.10. Iron metal shavings are added to hydrochloric acid.11. Solid sodium carbonate is heated in a crucible.12. Sodium metal is added to distilled water.
The @inal summer topic is stoichiometry.For help on percent composition or empirical formulas, try this link:http://members.aol.com/profchm/form_det.htmlFor help with stoichiometry or mole conversions, try one of the manylinks on this page: http://www.chemtopics.com/unit01/unit1.htmRecall that there are several types of stoichiometry problems: mass,
liters of gas, and molarity.
Stoichiometry
1) Find the mass percent of nitrogen in each of the following compounds:a. NOb. NO2c. N2O4d. N2O
2) Benzene contains only carbon and hydrogen and has a molar mass of78.1 g/mol. Analysis shows the compound to be 7.74% H by mass. Findthe empirical and molecular formulas of benzene.
3) Calcium carbonate decomposes upon heating, producing calciumoxide and carbon dioxide gas.a. Write a balanced chemical equation for this reaction.b. How many grams of calcium oxide will be produced after 12.25 g ofcalcium carbonate is completely decomposed?c. What volume of carbon dioxide gas is produced from this amount ofcalcium carbonate, at STP?
4) Hydrogen gas and bromine gas react to form hydrogen bromide gas.a. Write a balanced chemical equation for this reaction.b. 3.2 g of hydrogen gas and 9.5 g of bromine gas react. Which is thelimiting reagent?c. How many grams of hydrogen bromide gas can be produced using theamounts in (b)?d. How many grams of the excess reactant is left unreacted?e. What volume of HBr, measured at STP, is produced in (b)?
5) When ammonia gas, oxygen gas and methane gas (CH4) are combined,the products are hydrogen cyanide gas and water.a. Write a balanced chemical equation for this reaction.b. Calculate the mass of each product produced when 225 g of oxygengas is reacted with an excess of the other two reactants.c. If the actual yield of the experiment in (b) is 105 g of HCN, calculate the percent yield.
6) When solutions of potassium iodide and lead (II) nitrate are combined,the products are potassium nitrate and lead (II) iodide.a. Write a balanced equation for this reaction, including (aq) and (s).b. Calculate the mass of precipitate produced when 50.0mL of 0.45Mpotassium iodide solution and 75mL of 0.55M lead (II) nitrate solution aremixed.c. Calculate the volume of 0.50M potassium iodide required to reactcompletely with 50.0mL of 0.50M lead (II) nitrate.
Here are some "Words of Wisdom" from last year's students:
"Learn rxns early in the year, and guide yourself with Cracking the APExam early, too."
"Don't procrastinate, do not cram the night before a test! It will comeback to haunt you!"
"Pay attention! Study at least every other day. Don't take it too easy, it'sharder than it sounds. Have fun."
"Be prepared to study a lot. I really enjoyed chemisty, it is verychallenging, but I love all sciences and made it through without killingmyself."
"Start problem sets when you get them!"
"Don't procrastinate, get Princeton Review book and use it, take goodnotes, turn everything into a game or song."
"Learn equilibrium and RXNS! Get Princeton Review book and use all yearlong-‐don't wait til the end of the year to open it. Use study groups!"
Looks like the consensus is: study hard, don't wait until the last minute todo assignments, and buy the Princeton Review book. Hmmmm….goodWords of Wisdom to start out the summer assignment! Have a greatsummer!
