Name_________________________________________________________ Date___________________ Period_______

AP Chemistry Thanksgiving Break Assignment 2017

DUE TUESDAY, NOVEMBER 28th

This assignment is designed to review important topics that we have covered, and to get a jumpstart on new topics. Please start this assignment early and pace yourself. If you try to do this the night before it is due, you will likely be stressed, not finish, earn a poor grade, and get little from the assignment. Feel free to email Ms. Mitsch if you have any questions.

We will have an optional study session at Panera on Monday, November 20th at 12pm. During this session, we will review additional stoichiometry problems and reaction problems, and provide extra help for the break assignment as needed.

This study session will be at the Panera on 66th and Tyrone.

Address: 2420 66th St N, St. Petersburg, FL 33710

Assignment checklist:

Albert.io thanksgiving review – Answer practice multiple-choice questions on albert.io in order to review previous topics.

Beer’s Law videos (as needed) - watch these videos to help you understand Beer’s Law and complete the virtual lab assignment. If you can complete the beer’s law lab without the videos, you may skip this part.

Beer’s Law virtual lab – Use the simulation at the link to answer the questions about spectrophotometry. Stoichiometry MC breakdown – Break down the multiple choice questions provided. Be sure to answer each part

completely and try your best. Gases Notes (this is a separate pdf document)

o Review the leaning objectives (they are listed below) and highlight or star all information in the Gases notes that meets the learning objectives.

o Complete the exercises in the notes by showing work. The answers are listed at the bottom right of the box. If you are unsure how to complete the question, you must indicate why you are unsure of the answer or where your confusion is. You may not just leave it blank or say “I don’t know where to start.” You should, at minimum, include the formula you are using if applicable.

o Write a summary for each bolded section in the notes.

BEER’S LAW VIDEOShttps://www.youtube.com/watch?v=pga49O_vEaM

https://www.youtube.com/watch?v=qbCZbP6_j48

BEER’S LAW VIRTUAL LAB

Open the Beer’s Law Lab simulation on your laptop or tablet:http://phet.colorado.edu/en/simulation/beers-law-lab

INTRODUCTION1. Explore the Beer’s Law screen for a few minutes. Try to figure out what all of the controls show and do.

2. How does Concentration affect how much light is absorbed and transmitted through the solution?

ConcentrationAbso

rban

ce

INVESTIGATING ABSORPTION AND CONCENTRATION1. Predict what a graph of absorbance versus concentration would look like. Sketch your prediction.

Prediction

2. Choose a solution from the simulation and measure the Absorbance for different concentrations on the preset wavelength setting.

Data from the Simulation

Concentration________M Abs

3. How does your second graph compare to your prediction?

4. Based on Beer’s Law (A = lC, A = absorbance, = molar absorptivity, l = pathlength and C = concentration), do you expect using different wavelengths of light would change the way your previous graph looks? Why or why not?

INVESTIGATING ABSORPTION AND WAVELENGTH1. a. Compare three solutions of different colors with the same pathlength (width of container).

Preset Wavelength:Simulation default

setting

Variable Wavelength:Set to same color as

solutionSolution Solution Color Beam Color Value (nm) Abs Beam Color Value (nm) Abs

b. What combinations give the most absorbance? Why?

c. How are beam color, solution color, and absorbance related?

2. a. Choose a solution and keep concentration and pathlength constant as you graph the absorbance for different wavelengths.

Solution: ____________________________

Absorbance

(nm) Abs

380 580 780Wavelength (nm)

b. What is the value for the “preset” wavelength for your solution? Mark this point on your graph.

c. Why do you think the “preset” wavelength is the best wavelength to use for this solution?

3. Compare your absorbance spectrum sketch with a group that chose a different solution. Would you use the same wavelength of light to do spectroscopy experiments with different colored solutions? Why or why not?

4. In a lab experiment monitoring the change in concentration of a reddish-brown substance, FeNCS2+, a wavelength of 455 nm is used.a. Does this wavelength agree with your conclusions about beam color, solution color, and absorbance above?

Why or why not?

b. What other wavelengths might you consider using for FeNCS2+ spectroscopy?

STOICHIOMETRY MULTIPLE-CHOICE BREAKDOWNQuestion 1

Important terms/ definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know ?, I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 2

Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know ?, I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 3

Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know?, I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 4

Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know ?, I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 5Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know ?, I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 6Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know? I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 7

Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know? I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

Question 8Important terms/definitions

Rewrite question without any of the important terms. (In simple terms/in your own words)

If I don’t know? I cannot answer this question. (What chemistry content knowledge do you need to know for this question?)

List 1 answer choice that is definitely wrong. Justify why you would cross out this choice.

What do you think is the correct answer? Justify your choice.

GASES OBJECTIVESUnit 4: Gases

Learning Objectives:

I can use aspects of particulate models (i.e., particle spacing, motion, and forces of attraction) to reason about observed differences between solid and liquid phases and among solid and liquid materials.

I can use KMT and concepts of intermolecular forces to make predictions about the macroscopic properties of gases, including both ideal and nonideal behaviors.

I can refine multiple representations of a sample of matter in the gas phase to accurately represent the effect of changes in macroscopic properties on the sample.

I can apply mathematical relationships or estimation to determine macroscopic variables for ideal gases. I can qualitatively analyze data regarding real gases to identify deviations from ideal behavior and relate these to

molecular interactions. I can relate quantities (measured mass of substances, volumes of solutions, or volumes and pressures of gases) to

identify stoichiometric relationships for a reaction, including situations involving limiting reactants and situations in which the reaction has not gone to completion.

I can relate temperature to the motions of particles, either via particulate representations, such as drawings of particles with arrows indicating velocities, and/or via representations of average kinetic energy and distribution of kinetic energies of the particles, such as plots of the Maxwell- Boltzmann distribution.

I can generate explanations or make predictions about the transfer of thermal energy between systems based on this transfer being due to a kinetic energy transfer between systems arising from molecular collisions.

Highlight or star the sections of the notes that address these objectives