Culver City H.S. • Chemistry Honors

Summer Work C H A P T E R S 1 & 2

General Information The purpose of the summer assignment is to cover chapters one and two of the textbook, which deal with essential foundations for success in chemistry. Most of the material is review from previous science and math classes. If some material appears new, tutorials are available and students are expected to self-study. All assignments are 10 points each for a total of 100 points. All material will be reviewed and tested within the first two weeks of school.

Due Date Summer Work must be completed and turned in on the day of registration: Wednesday, August16 for 12th graders; Thursday, August 17 for 10th & 11th graders; Friday, August 18 for 9th graders.

Failure to do so will result in being dropped from the class. No late work is accepted. (Make copies or take pictures of your work as insurance in case pages get lost)

Textbook Glencoe Science, Chemistry: Matter and Change Textbooks can be picked up from the CCHS library starting Friday, June 16th.

Questions? Email any questions to both Mrs. McCabe annmccabe@ccusd.org & Mrs. Fontijn mariahfontijn@ccusd.org

Assignment Student Information Form (requires ~10 minutes)

Complete the form at https://goo.gl/forms/KlkM5DlIogizn5MC2 (10 points)

Chapter One (requires ~3 hours) 1. Read the entire chapter, pages 2-21. SPEND TIME looking at the pictures and diagrams while reading the

captions.2. Answer the Assessment questions at the end of each Section: p.6 #1-5, p.9 #6-10, p.13 #11-16, p.17 #17-21. (10

points)3. Complete “Fundamentals of Experimental Design“ POGIL (10 points)4. Complete “Organizing Data” POGIL (10 points)5. Optional online tutorial: http://www.bozemanscience.com/scientific-method

Chapter Two (requires ~6 hours) 1. Read the entire chapter, pages 24-49. SPEND TIME looking at the pictures and diagrams while reading the

captions. Work through the Example Problems in the yellow boxes throughout the chapter.2. Answer the Assessment questions at the end of each Section: p.30 #4-11, p.35 #22-28, p.42 #39-44, p.45 #45-50.

(10 points)3. Complete the Practice Problems following each of the Example Problems in the yellow boxes: p.29 #1-3, p.32

#12-14, p.33 #15-16, p.34 #17-18, p.35 #19-21, p.38 #29-30, p.39 #31-32, p.41 #33-36, p.42 #37-38. NOTE: theworked out solutions for each of these problems are found on pages 922-923 of the textbook. (10 points)

4. Complete the “Scientific Notation” worksheet. (10 points)5. Complete the “Significant Figures” worksheet. (10 points)6. Complete the “Dimensional Analysis” worksheet. (10 points)7. Complete the “Algebraic Equations” worksheet. (10 points)8. Optional online tutorials: https://www.mathsisfun.com/numbers/scientific-notation.html, http://www.mr-

damon.com/scientific_calculator.htm, http://www.bozemanscience.com/significant-digits,http://www.bozemanscience.com/factor-label-method, http://www.chem.tamu.edu/class/fyp/mathrev/mr-da.html

Fundamentals of Experimental Design 1

Fundamentals of Experimental DesignWhat is measured during a controlled experiment?

Why?Working in the science lab can be a lot of fun. Mixing random chemicals and burning stuff just to see what happens can be entertaining (and possibly dangerous), but it doesn’t lead to anything helpful to the scientific community. In order to be helpful to the community, a researcher’s work in the lab must be sys-tematic. A researcher usually asks a question and then designs an experiment to investigate that question. In this activity you will identify different types of variables that will help you design controlled experi-ments.

Model 1 – Alka-Seltzer® and Vinegar

100.0 mLvinegar

Alka-SeltzerBefore

84 kPaRoom Pressure

23.5 °CTemperature

Mix

84 kPaRoom Pressure

Changing °CTemperature

100.0 mLsolution

After

84 kPaRoom Pressure

22.6 °CTemperature

1. Briefly describe the reaction illustrated in Model 1 in one or more complete sentences.

2. Did the room pressure change as the reaction occurred? If yes, was there an increase or decrease?

3. What two pieces of evidence observed during the “mix” phase of the reaction suggest that a chemical change is taking place?

4. Did the solution temperature increase or decrease during the reaction?

2 POGIL™ Activities for High School Chemistry

Model 2 – Results of Alka-Seltzer® Experiment

Number of Alka-Seltzer

Tablets

Volume of Vinegar

(mL)

Room Pressure

(kPa)

Initial Temp (°C) (Vinegar Solution)

Final Temp. (°C) (Final Mixture)

Trial 1 1 100.0 84 23.5 22.6Trial 2 2 100.0 84 23.5 21.5Trial 3 3 100.0 84 23.5 20.4Trial 4 4 100.0 84 23.5 19.2Trial 5 5 100.0 84 23.5 18.1

5. Which trial in the Model 2 data table corresponds to the reaction illustrated in Model 1?

6. Consider the five trials that produced the data in Model 2.

a. What variable was purposefully changed in the experiment?

b. What variable changed as a result of changing the variable listed in part a?

7. What variable(s) shown in the Model 2 data table remained constant among all the trials?

Model 3 – Boiling Points of AlcoholsAlcohol Name Formula Number of

CarbonsVolume of

Alcohol (mL)Boiling Point

(°C)Room

Pressure (kPa)Methanol CH

3OH 1 75 64.7 101

Ethanol CH3CH

2OH 2 75 78.4 101

Propanol CH3CH

2CH

2OH 3 75 97.1 101

Butanol CH3CH

2CH

2CH

2OH 4 75 117.7 101

Pentanol CH3CH

2CH

2CH

2CH

2OH 5 75 137.9 101

8. Describe the similarities and differences in the five alcohols used in the Model 3 experiment.

9. Consider the experiment that produced the data in Model 3.

a. What variable was purposefully changed in the experiment?

b. What variable changed as a result of changing the variable listed in part a?

10. What variable(s) in the Model 3 data table remained constant among all the trials?

Fundamentals of Experimental Design 3

Read This!When designing an experiment, you need to consider three types of variables. The independent variable is changed by the experimenter by design. This variable is sometimes called the “manipulated variable.” The dependent variable is what changes as a result of the change in the independent variable. This variable is sometimes called the “responding variable.” In some cases more than one dependent variable is considered. The third category involves controlled variables. These are variables that you think might change the outcome of the experiment, but since you are not studying them, you need to keep them constant in each trial.

11. Identify the independent, dependent, and controlled variables for the experiments that produced the data shown in Model 2 and Model 3.

Model ExperimentVariables

Independent Dependent Controlled

Alka-Seltzer® and Vinegar

Boiling Points of Alcohols

Read This!A well-written research question states the independent and dependent variables for an experiment. For example, a student investigated the effect of the deicer, magnesium chloride, on vegetation on the sides of highways. Her research question was, “What is the effect of magnesium chloride solution concentration on the growth of rye grass?”

12. Write a research question, using the format suggested in the Read This! box, for the experiments in Models 2 and 3.

Alka-Seltzer® and Vinegar —

Boiling Points of Alcohols —

13. A student wonders, “Will changing the volume of alcohol in a boiling point experiment change the boiling point of the liquid?” Identify the variables that should be considered in this experiment.

Independent Dependent Controlled

4 POGIL™ Activities for High School Chemistry

Extension Questions14. Many experiments designed to investigate the reaction of Mentos® with Diet Coke® have been

documented on YouTube. Design and write an experiment that uses the knowledge gained in this activity to investigate this reaction. Include a research question; the independent, dependent and controlled variables; and a simple procedure.

15. Scientists may design an experiment with a control group, which is a set of organisms or sam-ples that do NOT receive the treatment (the independent variable) that is being tested. Scientists can then compare normal changes in organisms or samples with those that might have occurred because of the treatment. The idea of a “control group” is not the same as a “controlled variable.” Suppose a scientist is doing an experiment to determine the effect of a cancer drug on mice with lymphoma.

a. What are some of the variables the scientist should control in the experiment?

b. Describe the control group for this experiment.

Organizing Data 1

Organizing DataHow is data displayed to make it meaningful?

Why?Scientists rely on data to describe nature and uncover relationships. The raw data—measurements taken in the lab—are most useful when they are organized in a way that makes the relationships clear. In this activity you will explore two common ways that scientists organize data to help in analysis.

Model 1 – Copper Samples

Group Number Volume (cm3) Mass (g) Substance

1 2.0 17.92 Copper2 6.0 50.89 Copper3 10.0 93.45 Copper4 8.0 79.30 Copper Room Temperature: 21.7 °C5 14.0 125.44 Copper6 4.0 39.80 Copper7 12.0 103.85 Copper

1. What substance were the students working with to obtain the data in Model 1?

2. What variables did the students measure to produce the data in Model 1?

3. Briefly describe an experiment that the class might have done on the day that the data in Model 1 was collected. Discuss your answer with your group members to be sure there is consensus.

4. Consider the data in Model 1.

a. Which variable was the independent variable in the experiment, and why do you think it was the independent variable?

b. Which variable was the dependent variable in the experiment, and why do you think it was the dependent variable?

c. List two controlled variables in the experiment?

2 POGIL™ Activities for High School Chemistry

5. Consider the data in Model 1.

a. How is the data organized?

b. Is the table in Model 1 organized in a way that helps determine a relationship between the independent and dependent variables in the experiment? Explain.

6. Propose a better way to organize the data in Model 1, and transcribe the data into the table below.

Group Number Volume (cm3) Mass (g) Substance

7. The data table in Question 6 should allow you to state a relationship between the variables involved in the class’s experiment. Complete the following statement:

As the volume of copper increases, the mass of copper ________________________________.

Read This!When scientists design an experiment they are usually looking for a cause-and-effect relationship between the independent variable and the dependent variable. Therefore, organizing the data by the independent variable is the easiest way to reveal a relationship. When the data is not organized, the relationships are not apparent.

Organizing Data 3

Model 2 – Graphs for Copper Data Graph A Graph B

Graph C

Copper Samples

0

20

40

60

80

100

120

140

0 2 4 6 8Group Number

Mas

s (g

)

Copper Samples

0

20

40

60

80

100

120

140

2 6 10 8 14 4 12

Volume (cm3)

Mas

s (g

)

Copper Samples

0

20

40

60

80

100

120

140

0 2 4 6 8 10 12 14 16

Mas

s (g

)

Volume (cm3)

8. Identify each of the graphs in Model 2 as a bar graph or a scatter plot.

9. One of the data points in graph B indicates that a volume of 8 cm3 has a mass of 80 g. Which other graph in Model 2 shows this same data?

10. Of the three graphs in Model 2, which illustrates the relationship between the variables that you stated in Question 7 most clearly?

Read This!Scientists use graphs to clearly illustrate whether or not there is a relationship between variables. In most cases a scatter plot is used. Bar graphs are sometimes used if the independent variable is limited to specifi c numeric values (where the values in-between are not possible) or is non-numeric. A special type of bar graph called a histogram is used in cases where the scientist wants to show how often something happens.

4 POGIL™ Activities for High School Chemistry

Model 3 – More Examples of Graphs Graph D Graph E

Chocolate Candy Colors

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

blue brown green orange red yellow

Ave

rage

Num

ber

of

Can

dies

in B

ag

Leg Length vs. Sprint Time

10111213141516171819

70 80 90 100Leg Length (cm)

Spri

nt T

ime

(sec

)

11. Identify the independent variable and dependent variable for each of the graphs in Model 3.

Graph D Graph E

Independent Variable

Dependent Variable

12. Match the experimental questions below to the appropriate graph from Model 3.

a. “Is the number of candies in a bag of chocolates dependent on the color of the candy?”

Graph _____

b. “Does the length of a person’s leg affect the time it takes them to sprint 60 yards?”

Graph _____

13. Why was the data for Graph D plotted in a bar graph?

14. Using the graphs in Model 2 and Model 3 as examples of proper graphs, identify the axis (x or y) where you would usually plot the independent variable.

Organizing Data 5

15. For each of the following experiments, choose “scatter plot” or “bar graph” as the most appropri-ate way to display the data. Justify your answer.

a. Students heated oil on a hot plate at the #4 setting for different amounts of time. They wanted to answer the question “How long do you need to heat an oil bath to reach a given temperature?”

Volume Oil (mL)

Hot Plate Setting

Initial Temp. of Oil (°C)

Time Heated (min)

Final Temp. of Oil (°C)

250 #4 21 0 21250 #4 21 5 30250 #4 21 10 38250 #4 21 15 47250 #4 21 20 57

b. Students measured the height of each student in class. They wanted to answer the question “What is the most common height among 10th grade students?”

Height Range Number of Studentsunder 4ʹ 0ʺ 1

4ʹ 1ʺ to 4ʹ 6ʺ 34ʹ 7ʺ to 5ʹ 0ʺ 55ʹ 1ʺ to 5ʹ 6ʺ 95ʹ 7ʺ to 6ʹ 0ʺ 3

over 6ʹ 0ʺ 1

c. The Fish and Wildlife agency measured the size of Pacific salmon for 1 year and recorded the average weight for each species.

Salmon Species Average Weight (lbs)King 15Sockeye 8Silver 12Chum 15Humpback 5

d. The National Oceanic and Atmospheric Administration measured the pressure of the atmo-sphere at various altitudes.

Altitude (m)

Atmos. Pressure (atm)

Altitude (m)

Atmos. Pressure (atm)

0 1.000 16,132 0.1002750 0.750 30,901 0.0105486 0.500 48,467 0.0018376 0.333

6 POGIL™ Activities for High School Chemistry

16. Choose one of the data sets in Question 15 that you selected as appropriate for a scatter plot and graph it here. Remember to label the axes.

17. Choose one of the data sets in Question 15 that you selected as appropriate for a bar graph and graph it here. Remember to label the axes.

8 POGIL™ Activities for High School Chemistry

Extension Questions

Model 4 – SAT Scores Graph F Graph G

0

500

1000

1500

2000

2500

SAT

Sco

re

CollegeA B C D A B C D

College

Average SAT of Incoming Freshmen

160017001800190020002100220023002400

SAT

Sco

re

Average SAT of Incoming Freshmen

19. Describe the independent and dependent variables for the data that is displayed in Graphs F and G in Model 4.

20. When you look at Graph F, what message is communicated by the relative lengths of the bars to prospective students about College D’s average SAT scores compared to the other three schools?

21. When you look at Graph G, what message is communicated by the relative lengths of the bars to prospective students about College D’s average SAT scores compared to the other three schools?

22. For each of the graphs in Model 4, estimate the average score for each college represented by the height of the bar. Is the data being displayed in the two graphs the same or different? Support your answer with evidence from the graph.

23. A student takes a quick look at Graph G and says “Based on the size of these bars, it looks to me as though College D had entering freshman with SAT scores nearly four times higher than Col-lege A.” Explain to this student what mistake he has made in processing the information present-ed in Graph G.

Culver City H.S. • Chemistry Honors Name _____________________________ Date __________ Period ___

Summer Work S C I E N T I F I C N O T A T I O N

Examples:

If one number gets larger the other number gets smaller.

9245 = 9.245 x 1000 = ______ x 103

0.009245 = 9.245 x 1/1000 = ______ x 10-3 Change the following to Scientific Notation:

1. 56,700 = _______________ 6. 2,560 = _______________

2. 0.00725 = _______________ 7. 0.0009 = _______________

3. 555,000,000 = _______________ 8. 5.28 = _______________

4. 0.000000625 = _______________ 9. 0.092 = _______________

5. 70,400,000,000 = _______________ 10. 6,300 = _______________

Change the following to Standard Notation:

1. 1.854 x 105 = _______________ 5. 2.53 x 100 = _______________

2. 7.25 x 10-6 = _______________ 6. 4.6 x 101 = _______________

3. 4 x 10-1 = _______________ 7. 2 x 102 = _______________

4. 8.06 x 104 = _______________ 8. 2.00 x 102 = _______________

Culver City H.S. • Chemistry Honors Name Period Date

Summer Work S I G N I F I C A N T F I G U R E S

1. Write the following in Standard Decimal and Scientific Notation. Circle and count the significant digits. Standard Decimal Notation

Circle the significant digits. How many significant

figures? Scientific Notation

a. 0.000250

b. 2,000

c. 0.02081

d. 900.

e. 2.150 × 102

f. 8.8 × 10–4

g. 1.00 ×10–5

h. 4.337 ×106

2. Perform the following operations. Round answers to the correct number of significant figures. a. (0.1285)(38.00)

(0.08206)(255.)

b. 2.56 × 1

110.99 × 1

0.25 × 1000.

1

c. 42.61(62.8 – 48.0)

d. 0.0487 mg + 0.05834 mg + 0.00876 mg

e. 8.54 x 10-3 g – 3.41 x 10-4 g

f. 4.35 dm x 2.34 dm x 7.6 dm

g. sm

58168

h. 4.81 x 105 km + 1.43 x 106 km

Culver City H.S. • Chemistry Honors Name Period Date

Summer Work D I M E N S I O N A L A N A L Y S I S

Use dimensional analysis (a.k.a. factor-label method) to solve the following problems. Show all unit cancellations and round final answers to the correct number of significant figures to receive credit. Conversion factors: 1 meter (m) = 1.094 yards (yd) 1 yard (yd) = 36 inches (in) 2.54 centimeters (cm) = 1 inch (in) 16 ounces (oz) = 1 pound (lb) 1 kilogram (kg) = 2.205 pounds (lb) 32 fluid ounces (fl oz) = 1 quart (qt) 1 liter (L) = 1.06 quarts (qt) 5280 feet (ft) = 1 mile 453.6 grams (g) = 1 pound (lb) 4 cups = 1 quart (qt) 1 league = 3 miles 4 quarts (qt) = 1 gallon (gal) 1 mile = 1609 meters (m) 1 fathom = 1.8288 meters (m) 1 furlong = 201.168 meters (m) 1 grain = 0.00229 ounces (oz) Example one: An object has a mass of 1500 milligrams. What is this mass in pounds?

1500 mg x mg 1000

g 1 x g 453.6

lb. 1 = 0.003306878 = 0.0033 lb. (rounded to 2 sig. figs.)

Example two: The national speed limit is 65 miles/hour. What is this in kilometers/second?

hr 1mile 65 x

mile 1m 1609 x

m 1000km 1 x

min 60hr 1 x

s 60min 1 = 0.029 km/s (rounded to 2 sig. figs.)

1. How many liters of gas can be held in a gas tank that holds 20.0 gallons of gasoline? 2. What is a person’s height in meters if he is 5 ft 10 inches tall? 3. If Jules Verne expressed the title of his book, Twenty Thousand Leagues Under the Sea, in metric units,

what would the title be?

4. A fathom is used as a measure of water depths. What is the depth in fathoms of Lake Superior? Lake Superior is 1302 feet deep at its maximum depth.

5. A furlong is a measure of distance used in horse racing. What is the distance in miles of the Kentucky

Derby, which is 10.0 furlongs in length? 6. The mass of a competition Frisbee is 125 g. What is this mass in ounces? 7. How many milliliters of a soft drink are contained in a 12.0 fluid ounce of Coke? 8. The diameter of a red blood cell is about 3.0x10-4 inch. What is its diameter in micrometers? 9. The mass of a 5.00 grain aspirin is how many milligrams? 10. Mt. Kilimanjaro is the tallest mountain in Africa at 19,565 feet. How many kilometers is that? 11. My hybrid gets 42 miles per gallon. What is my gas mileage in kilometers per liter?

Culver City H.S. • Chemistry Honors Name Period Date

Summer Work A L G E B R A I C E Q U A T I O N S

Directions: show all work in order to receive credit. 1. Solve for a: a + b + c = 0 2. Solve for x: 2x + y = 10

3. Solve for V1: 2

22

1

11

TVP

TVP

=

4. Solve for x: x2 = 0.0036

5. a. Solve for d1: 1

2

2

1

dd

VV

=

b. If V2 = 3V1, what will be d1 in terms of d2? c. If V2 is one half V1, what will be d1 in terms of d2?

6. a. Solve for V: VmD =

b. Find the volume V of a sample if its density is 4.5 g/cm3 and its mass is 36.0 grams. Make sure your answer has the correct units.