preap chemistry letter
TRANSCRIPT
Dear Parents/Guardians and Prospective Pre-AP Chemistry Students,
Thank you for your interest in the Pre-AP Chemistry program at Dubiski Career High School. We would first like
to extend a warm welcome on behalf of the Dubiski Chemistry team: Mr. Stinnett, Ms. Cabrera, Mrs. Grimaldo, and Ms.
Thornton. We would like to take the opportunity to inform parents and students of the requirements and expectations
for the course.
First, students are expected to complete a mandatory summer assignment (explained below.) Second, Pre-AP students must possess a strong work ethic, advanced mathematics skills, exhibit responsibility in completing and turning in assignments in a timely manner, and consistently maintain an 80 or higher. Chemistry is a course in which content in later units builds upon mastery of earlier topics. Students who fall behind will find it especially challenging to catch up. Students must take personal responsibility for seeking tutorials or other assistance immediately when they feel they have not mastered the day’s concepts. Pre-AP students will need to study independently and are routinely assigned homework and projects which must be completed outside of class, they should expect to devote an average of one to two hours per week to these activities. Pre-AP Summer Assignment
- Available on www.Schoology.com. Course Join Code: P33JJ-745PT - Completion of the summer assignment will require internet access on a laptop, phone, or tablet. Any student
without regular internet access over the summer should contact a Chemistry teacher immediately. - There will be approximately 15 learning modules in the assignment, each will feature a video, a guided notes
page, and a quiz. 1-2 modules will be posted each Friday between June 10th and July 29th. - The entire summer assignment will take the average student approximately 8 hours to complete. - Grades:
o Guided Notes Pages (collected into a single packet) will be due the first class meeting and will count for a 3x weighted daily grade.
o Unit quizzes will be averaged into a single test grade which will be entered the first week of class. o A test will be given the first week of school covering the topics from the summer assignment.
- Students who have not completed the summer assignment prior to the first day of school will be required to complete unfinished portions in detention for 70% credit in a series of mandatory before/after school sessions within the first two weeks of school. Any portions not completed by the deadline will be a zero.
- It is extremely difficult to succeed in the course if you do not complete the summer assignment. - Students who do not complete major portions of the summer assignment and/or do poorly on the test may be
requested to attend a parent conference to assess appropriate placement for the remainder of the year. Adequate Academic Progress, Absences, Discipline & Behavior Issues
- Pre-AP students who fail to maintain an average of 75 or higher may be assigned to once weekly after school support sessions at teacher discretion, typically 4:30 pm to 6:30 pm, until their average improves.
- Pre-AP students are expected to exhibit impeccable behavior in the classroom. Habitual disruptive behavior and/or discipline issues may result in a parent conference to assess appropriate placement.
- Regular attendance is essential to success in Pre-AP Chemistry. Students with attendance issues may be requested to attend a parent conference to assess appropriate placement.
Teacher Contact: If you need assistance at any point during the summer you can use the message feature within Schoology.com or email the teachers below. We check email and messages regularly all summer long. Ms. Thornton [email protected] (main contact) Mr. Stinnett [email protected] Ms. Cabrera [email protected] Ms. Grimaldo [email protected] ------------------------------------------------------------------------------------------------------------------------------------------------------------ I have read and received a copy of the Pre-AP Chemistry Summer Assignment letter. Student Name: _________________________________ Student Signature: _________________________________ Student ID: ______________________ Parent Signature: __________________________________
Estimados Padres/Guardianes y Estudiantes inscritos en clases Avanzadas de Química,
Gracias por su interés en el curso avanzado de ciencias químicas ofrecido por los maestros de Dubiski: Sr.
Stinnett, Srta. Cabrera, Sra. Grimaldo, y Sra. Thornton. Quisiéramos tomar esta oportunidad para informarles de los
requerimientos y las expectativas del curso.
Primeramente, será necesario completar una tarea durante el verano (detallada debajo.) Segundo, este curso es diseñado como un prerrequisito al tomar Química al nivel universitario y los estudiantes deben poseer la capacidad de enfocarse en sus estudios y trabajar para conseguir notas que demuestren maestría del sujeto. Adicionalmente, estudiantes necesitarán usar matemáticas al nivel avanzado, demonstrar responsabilidad y empeño al completar y entregar todas sus tareas a tiempo, y mantener un promedio de ochenta por ciento cada semestre. En este curso, la materia cubierta en los primeros semestres será utilizada al aprender materia consecuente. Cuando un estudiante se atrasa académicamente, es difícil poder recuperar la información perdida. Por lo tanto, los estudiantes tendrán la obligación de pedir ayuda durante tutorías o repasar sus notas inmediatamente al reconocer que no han aprendido los conceptos del día. Estudiantes Pre-AP necesitaran saber estudiar independientemente y serán asignados tareas y proyectos que serán completados fuera de clase. Tendrán que dedicar 1 a 2 horas a la semana para completar sus tareas de química. Pre-AP Tarea Estival
- Disponible por medio de www.Schoology.com. Código para entrar: P33JJ-745PT - Requiere acceso al internet por computadora, tableta, o teléfono. Cualquier estudiante sin acceso al internet
debería contactar a un maestro de química inmediatamente. - Habrán aproximadamente 15 lecciones, cada una tendrá un video, una pagina de notas, y un examen breve.
Entre una a dos lecciones serán disponibles cada viernes empezando el 10 de junio y acabando el 29 de julio. - Un estudiante con una dedicación moderada, completará su tarea dentro de un total de ocho horas. - Grados:
o Paginas de notas guiadas (entregado como un solo paquete) será entregado el primer día de clase y será contado como 3 tareas diarias.
o El promedio de los 15 exámenes menores será contado como un Examen de categoría principal y será entrado en los grados de Skyward la primera semana de clases.
o Adicionalmente, un examen será administrado la primera semana de clases que cubrirá los 15 temas de la tarea estival.
- Estudiantes que no han completado su tarea antes del primer día de escuela, por obligación, tendrán que completar porciones incompletas durante detenciones antes o después de escuela.
- Recibirán un 70 por ciento de crédito al completar las porciones debida durante las primeras 2 semanas de clase. Si no son completadas durante este plazo, las porciones incompletas tendrán un grado de cero.
- Es sumamente difícil alcanzar el éxito en la clase si no completan la tarea durante el verano y/o no llegan a pasar el examen al regresar a clases.
- Estudiantes que no completan gran porciones de la tarea o reprueban el examen serán solicitados a atender una conferencia de padres con la intención de evaluar una colocación apropiada el resto del año.
Progreso Académico, Ausencias, y Asuntos de Disciplina/Comportamiento - Estudiantes que no mantienen un promedio de 75 o mas, podrán ser asignados a sesiones de tutoría semanales,
típicamente de 4:30 a 6:30, hasta mejorar su grado. - Es necesario asistir clases regularmente y enfocarse en la materia durante lectura. Como resultado, disrupciones
al ambiente de clase y problemas con ausencias o disciplina serán mediados con una conferencia de padres con la intención de evaluar una colocación apropiada el resto del año.
Contacto al Maestro(a): Pueden enviar mensajes por medio de www.Schoology.com o enviar correo electrónico a los maestros de química. Nosotros tendremos acceso al sistema y estaremos leyendo nuestro correo durante el verano. Ms. Thornton [email protected] (contacto principal) Mr. Stinnett [email protected] Ms. Cabrera [email protected] Ms. Grimaldo [email protected] ------------------------------------------------------------------------------------------------------------------------------------------------------------ He leído y tengo una copia de la letra con respecto a la tarea estival para la clase de química Nombre de ESTUDIANTE: __________________________ FIRMA de ESTUDIANTE: _____________________________ Numero de ID: _________________________ FIRMA de PADRE: _________________________________
1. Lab Equipment & Skills - Fill in the name of each piece of equipment next to the item.
For each piece of lab equipment below watch the video and fill in the definition and use.
Name Definition/Use
Bunsen Burner
Clay Triangle
Evaporating Dish
Test Tubes
Beaker Tongs
Ring Clamp
Ring Stand
Gas
Collection Bottle
Mortar and Pestle
Crucible and Cover
Rubber
Stoppers
Crucible
Tongs
Wire Square
Thermometer
Buret
Graduated Cylinder
Pipette Bulb
Measuring Pipette
Transfer or Beral
Pipettes (plastic)
Dropper
Striker
Forceps
(tweezers)
Wash bottle
Beaker
Erlenmeyer Flask
Buchner
Funnel
Filter Flask
Funnel
Test Tube
Rack
Spot Well or
Plate
Spatula
Scoopula
Graduated Cylinder
2. Lab Skills
As you watch the video take notes (with diagrams as needed!) on the common lab techniques covered.
Skill Notes/Diagrams
Measuring
liquid volumes
Beaker/E. Flask
Graduated Cylinder
Buret
Pipet
Using Digital Scales
Lighting a Bunsen
Burner
Making and
Recording Observations
Crucibles
Spot Plates
3. Lab Safety – review the lab safety video module. Read the included safety contract carefully. Bring it the first day of class. It should be properly filled in and signed by both
student and parent.
4. How to Write a Lab Report (The Scientific Method)
________________________
Purpose:
Safety:
Hypothesis:
Introduction:
Materials:
Procedure:
Results/Data:
Conclusion:
5. History of the Modern Atomic Theory
Scientist Atomic Diagram Summary of Key Discoveries/Experiment (include diagrams as needed!)
Democritus
Dalton
J. J. Thomson
E. Rutherford
Bohr
Schrodinger
6. Atomic Structure Fill in the atomic diagram below. Label: protons, neutrons, electrons, electron cloud and nucleus.
Isotope Notation - Label: element symbol, mass number, atomic number. Then show how to find the number of each subatomic particle below. # of protons equals = # of neutrons equals = # of electrons equals =
Define ISOTOPE: Explain the difference between mass number (of a single isotope) and average atomic mass:
Given the following isotopes, determine the atomic number, the mass number, the number of protons, electrons, and neutrons. Remember the atomic mass for an individual isotope does NOT always match the average atomic mass on the periodic table!
Complete the following chart by writing the symbol for the isotope of the following elements. In addition, give the number of protons, electrons, mass number and atomic number and complete the element name.
A Bohr model puts electrons in circles around the _______________. Each circle represents an ______________
___________ in the _________________ _____________. The outermost energy level is the _____________
___________. The electrons in it are called ______________ ___________.
8. Periodic Table Elements that have the same number of valence electrons have similar properties so we call them _____________ or ________________. The most common ones are:
Column Number
Family Name # of valence electrons
Properties
1
2
3-12
17
18
Complete the Bohr models of the 20 most common elements. - Step 1: determine how many electrons each element has. - Step 2: Fill from the inside shells and work your way outward. - The 1st shell can hold 2 electrons. The 2nd and 3rd shells can each hold 8. -
Do you notice a pattern in the number of valence electrons for elements in each row? Explain why this happens:
You will color code the periodic table below by FAMILIES. Go to www.ptable.com to view a guide. You may use any colors you like, just be sure to fill in the color code key under the table. (* “other metals” here is called “post-transition metals” at ptable.com)
8. Common Element Names and Symbols You are expected to MEMORIZE the 41 most common elements on the periodic table by symbol
and name with correct spelling. Being able to quickly find them on the Periodic Table is also extremely helpful. You will be given timed tests for symbols/names.
Tips:
- make element flash cards to study (physical or digital/Quizlet, your preference) - Write the elements and their symbols 10 times each - Go to http://www.funbrain.com/periodic/ to play a game which will help you learn your
elements. Play as many times as you need to until you can master both Click on the Symbol and Name the Element on the Difficulty level Common Elements (Medium.)
Fill in the chart below! atomic
# Symbol Name atomic
# Symbol Name atomic
# Symbol Name
1 28 82
3 78 7
11 29 15
19 47 33
55 79 8
12 30 16
20 48 9
56 80 17
22 5 35
24 13 53
25 6 2
26 14 10
27 50 86
92 94
9. Scientific Notation Scientific notation is a way of expressing very large or very small numbers quickly. Science deals with many numbers
like this, like the distances between planets or the size of tiny molecules. Scientific notation makes writing those numbers faster and easier. We only use scientific notation when we it makes it easier than writing the number in
standard notation (the regular way.) Example 1: 6.022 x 1023 means 602,200,000,000,000,000,000,000. That takes too long to write so we say “take 6.022 and multiply it by ten 23 times.” Example 2: 7.51 x 10-9 means 0.00000000751. That takes too long to write so we say “take 7.51 and divide it by ten
9 times.”
The Coefficient: It should be a number equal to 1 but less than 10. (This means it should be a single digit OR have a decimal place after the first digit if there are more.)
The Base = will always be (x10N) where N = the exponent
The Exponent = will be a positive or negative whole number. - If positive = MULTIPLY the coefficient by 10 that many times. - If negative = DIVIDE the coefficient by 10 that many times.
Express each of the following into standard numerical form:
1. 7.2 x 103 5. 2.6 x 101
2. 9.35 x 10–4 6. 4.852 x 102
3. 8.3 x 10–2 7. 8.57 x 10–1
Express each of the following in scientific notation:
1. 87,000 5. 2547
2. 0.00035 6. 0.0053
3. 280 7. 0.013254
10. Significant Figures & Measurement
When we take measurements in science labs we are concerned with:
Accuracy: ______________________________________________
Precision: ______________________________________________
All measured numbers have some level of uncertainty. Look at the two graduated cylinders. Both might
give you high accuracy (if they are well calibrated.) But which one is more precise? Let’s take a
measurement from each.
Cylinder 1: Cylinder 2:
If you measured liquid in each of these graduated cylinders 100 times, which one would give you less
variation between each of the individual measurements?
Define uncertainty:
Observe the three rulers below. To what place would each measure a given distance?
Object Ruler I Ruler II Ruler III
Object A
Object B
What types of situations would be best to use Ruler I?
What types of situations would be best to use Ruler III?
When we calculate results in scientific experiments our answer can’t appear to have a lower uncertainty
than any of the measured values we used to get it. If it does we round the extra digits off.
Say we took two measurements to calculate the density of an object: Mass = 3.5 g Volume = 2.1 mL
Solve for density: D=m/v (density = mass / volume)
Your answer cannot have more precision than your input values! Round it down until it matches. Let’s
use decimal places.
This one was easy because both numbers had the same precision. But many equations are more
complex. They might not match. They might have exponents. We need a set of rules that will help us
know how to round our answer in any situation. It is called Significant Figures or Significant Digits (often
nicknamed “SigFigs”.)
First, you must learn how to give measured numbers a SigFig score.
- Rule 1: all non-zero digits count as significant [1,2,3,4,5,6,7,8 or 9]
- Rule 2: zeros between significant digits are also significant. [Like 405, or 8.004]
- Rule 3: leading zeros (those before the digits) are never significant [Like 0.0009, or 0.6]
- Rule 4: Trailing zeros (those after the digits) are significant if there is a decimal in the number [like 5.60
or 4.000]. Trailing zeros are NOT significant if there is NOT a decimal [Like 1000 or 250]
Second, you must round your answer until its SigFig score isn’t higher than any of your input numbers.
Those rules confuse most people. So here is how to make it simple. Pretend you are writing your
number on America. You will draw an arrow until it hits the first DIGIT. Any zeros it crosses out don’t
count. Any digit or zero that IS NOT crossed out counts. Let’s practice!
Determine the number of significant figures in the following numbers:
___256.32 ___1.008 ___700000 ___350.670 ___100.3
___0.0001 ___200 ___340. ___1.23 x103 ___0.0370
Determine the number of significant figures in the following:
A.___ 75.02 mL B.___0.0049 g C.___150. cm D.___150 cm E.___ 12 test tubes
F.___6.022 x 1023 atoms G.___22 chairs H.___2.30 mm I.___22.4 L
To apply SIG FIGS in calculations:
Multiplication or Division Addition or Subtraction
Calculate the answers to the appropriate number of significant figures:
a) 23.7 x 3.8 = _______________________ b) 45.76 x 0.25 = _______________________
c) 65.0 + 135.29 = _______________________ d) 28.367/3.74 = _______________________
e) 81.04 x 0.010 = _______________________ f) 1.678/0.42 = _______________________
g) 6.47 x 64.5 = _______________________ h) 12 + 1.04 = _______________________
Re-write the quantity 827,000,000,000,000 picoseconds to have:
1 sig fig ______________________ 2 sig figs ___________________________
3 sig figs _____________________ 4 sig figs ___________________________
If the decimal is ABSENT,
start your arrow from the
ATLANTIC side
If the decimal is PRESENT,
start your arrow from the
PACIFIC side
Rewrite the quantity 0.0031904 meters to have:
1 sig fig ______________________ 2 sig figs ___________________________
3 sig figs ____________________ 4 sig figs ___________________________
Round each of the following to 3 sig figs:
16.84777 _____________ 5.6732 _____________ 861.85 _____________
0.14986 _____________ 5.0981 x 10-3 _____________ 12350 _____________
0.14986 _____________ 0.00318756 _____________ 120300 _____________
11. Algebra Bootcamp
An understanding of basic algebra is required for Chemistry. You should be able to solve algebraic equations with numerical values (including units!) and a single unknown. You should
also be able to manipulate an equation to isolate a given variable before inputting numerical values. Remember, in solving an equation the basic rule applies:
____________________________________________________________________________
Part A. Complete the following calculations. Show work. Include units on your answers AND round to
correct sig figs!
1. 100𝑚
26𝑠 2. (5.1m)(4.5m)
3. 58𝑔
4𝐿 4. (34cm)(21cm)(8cm)
5. 12500𝐽
106𝑔4°𝐶 6.
8.1𝑘𝑔
0.45𝑐𝑚∗0.55𝑐𝑚
7. 0.45mm*0.28mm*0.85mm 8. 26000𝐽
125𝑔
Part B. For each equation shown below isolate the variable in BOLD. Show steps.
1. 𝒅 =𝑚
𝑣 2. PV=nRT 3. PV=nRT
4. 𝑀 =𝑚𝑜𝑙
𝑳 5. M1V1 = M2V2 6. C=fλ
7. Q=mCpΔT 6. E = hc/λ 8. 𝑉1
𝑻𝟏=
𝑉2
𝑇2
Part C. For each of the following equations solve for x. Round answer to correct sig figs, show work.
1. 5𝑥
12=
9
16 2. 18 =
4
𝑥
3. 3
15=
5
𝑥 4. 2x + 8 = 4
Part D. For each of the following equations input the number values from the variables list and solve for the remaining variable. Include the correct units in your final answer and round answer to correct sig figs. Show your work.
1. equation: P1V1 = P2V2 2. equation: d=m/v
P1 = 4.2 atm d = ?
V1 = 1.2 L m = 12.5 g
P2 = 2.8 atm v = 23.66 mL
V2 = ?
3. equation: 𝑃1𝑉1
𝑇1=
𝑃2𝑉2
𝑇2
P1 = 12.0 atm
V1 = 23.1 L
T1 = 200.6 K
P2 = 14.5 atm
V2 = ?
T2 = 300.0 K
12. The Metric System The metric system has only three base units.
g = _______________; It measures ______________. That is about _________________.
L = ________________; It measures ______________. That is about _________________.
m = _______________; It measures ______________. That is about _________________.
Instead of making different units to measure values that are much larger (like miles) or much smaller (like inches) the metric system just puts prefixes in front of one of the base units. There are many metric prefixes. They range from
very large to very small. But in this class we will
primarily use:
- K for kilo, which means 1000x of the base unit.
- m for milli, which means 1/1000 of the base unit.
- n for nano, which means 1/1000000000 of the
base unit.
You must be able to convert easily between units in
any of those 3 prefixes for this course. If provided
the conversion factors you should be able to
convert between ANY units in the metric system.
13. Unit Conversion – Factor Label Method
On September 23, 1999 NASA’s $125 million Mars Climate Orbiter was supposed to travel 415 million miles and reach final orbit 180 km above the surface of the red planet. Instead, the thrusters fired too long and it came within 60 km of the surface. This brought it into the Martian atmosphere where it was incinerated by the forces of friction with the air molecules.
The problem? NASA engineers had calculated the thruster force in units of pounds, while the JPL team (who made the software that controlled the thrusters) worked in Newtons, a metric unit. This simple mathematical error resulted in millions of dollars and years of effort by multiple scientists to be completely wasted. The lesson? Units matter! It is very important in science to keep track of your units. From time to time you will need to convert values in one unit another. The easiest way to do this is the Factor Label Method (sometimes called dimensional analysis.)
The Factor Label Method: Step 1: Define starting unit and desired result. Step 2: Identify UNIT CONVERSION FACTORS which will get you from start to finish. Step 3: Set up conversion factors so that unwanted units CANCEL Step 4: Once the units cancel, perform the mathematical calculations with the remaining numbers. Let’s try an example: How many eggs are in two dozen?
Step 1: Starting unit: ________________ Desired result: _____________________ Step 2: _______________________________________________________________________________ Step 3: _______________________________________________________________________________
Step 4:
That’s an easy one. What if there are multiple steps? How many minutes are in 3.56 years? Step 1: Starting unit: ________________ Desired result: _____________________ Step 2: _______________________________________________________________________________ Step 3: _______________________________________________________________________________
Step 4:
Basic Metric Conversions:
1. 36.53 g = ? kg 2. 243 mL = ? L
3. 15 m = ? mm 4. 2.5 km = ? m
5. 35,780 mL = ? kL
Use the following conversions for the practice problems. Show your work and round your answer to
correct significant figures. There are 5280 feet in one mile There are 0.034 ounces in one milliliter There are 0.454 kg in one pound There are 1.6 kilometers in one mile There are 73 gallons in 2 barrels There are 1.05 quarts in one liter There are 4 quarts in one gallon There are 1000 mililiters in one liter 1. Convert 23 miles to feet 2. Convert 120 lbs to kilograms 3. Convert 451 mL to ounces. 4. Convert 46 inches to miles. 5. Convert 75.000 minutes to days. 6. Convert 4.0 gallons to liters.