1 1 Name: Block: HONORS CHEMISTRY SUMMER ASSIGNMENT I ...

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Name: Block:

HONORS CHEMISTRY SUMMER ASSIGNMENT I hope you are excited to take chemistry next year. Chemistry is a fascinating subject where you will learn about the building blocks of the universe and how they combine and change to form all we see around us. In order to be fully prepared for this rigorous and exciting course you will need to complete this summer assignment. It must be submitted on your first day of school. This will count as a test grade worth 100pts so make sure you start off the year strong! If you have any problems with this assignment please do not hesitate to contact me.

You summer assignment has multiple parts so make sure to complete them all! PART 1: Flashcards (50PTS) Directions: You should not only make these sets of flash cards but prepared to be tested on them during your first week of school. Studying them regularly throughout the summer will ensure that you pass your first test in chemistry with flying colors! PRACTICE PRACTICE PRACTICE! Bring these flash cards to be checked on the first day. Set 1: Element names and symbols – Page 2 of packet Set 2: Metric Unit Flashcards – Page 2 of packet Set 3: Metric Prefixes and Conversion Factors – Page 3 of packet Set 4: Polyatomic ions-‐ Page 3 of packet

PART 2: Safety Poster (25PTS) Directions: Read the list of safety rules on Page 4 of this packet and create a Safety poster that is 8.5”x11“. This poster must be the correct size, in color, contain a picture and the safety rule that it shows. These can be done by hand or on a computer. Have fun and be creative! PART 3: What is Chemistry? Worksheet (25 PTS)

You will watch a series of YouTube videos and answer corresponding questions about what is chemistry. See Page 5 of your packet. If you do not have internet access at home you can go to Locust Grove Public Library at 115 L G Griffin Rd. Library hours are listed below. You can contact the library by calling (770) 954-2810. .

Monday 12:00-8:00

Tuesday 10:00-6:00

Wednesday 10:00-6:00

Thursday 12:00-8:00

Friday-‐Sunday CLOSED

PART 4: The Metric (SI) System See Page 6 of your packet.

PART 5: Scientific Notation See Page 9 of your packet.

PART 6: Significant Digits Worksheet See 3 of our packet.

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Set 1: ELEMENT NAMES AND SYMBOLS Directions: Write the element symbol on one side of your card and the element name on the other side. Spelling counts so be careful!!! Example Flashcard:

Name Symbol Name Symbol Aluminum Al Lithium Li Argon Ar Magnesium Mg Barium Ba Manganese Mn Beryllium Be Mercury Hg Bismuth Bi Neon Ne Boron B Nickel Ni Bromine Br Nitrogen N Calcium Ca Oxygen O Carbon Ca Phosphorus P Cesium Cs Platinum Pt Chlorine Cl Potassium K Chromium Cr Radon Rn Cobalt Co Rubidium Rb Copper Cu Scandium Sc Fluorine F Silicon Si Gallium Ga Silver Ag Germanium Ge Sodium Na Gold Au Strontium Sr Helium He Sulfur S Hydrogen H Titanium Ti Iodine I Tin Sn Iron Fe Uranium U Lead Pb Xenon Xe Vanadium V Zinc Zn

Set 2: Metric Unit Flash Cards Directions: Write the unit name and quantity on one side and the symbol on the other.

Example Flashcard:

Quantity Unit Symbol Length Meter m Mass Gram g Volume Liter L Temperature Degrees Celsius ºC Time Seconds s Energy Joule J Amount of a Substance Mole mol

Gallium (front)

Ga (back)

Meter, length

(front)

m

(back)

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Set 3: Metric Prefixes and Conversion Factor Flash cards Directions: Write the unit name and quantity on one side and the symbol on the other.

Example Flashcard:

Kilo (k)

(front)

1 base unit = 0.001 kilo

(back) Prefix Conversion Factor Kilo (k) 1 base unit = 0.001 kilo Base Unit The base unit can be meter(m), liter (L), gram(g), etc Deci (d) 1 base unit = 10 deci Centi (c) 1 base unit = 100 centi Milli (m) 1 base unit = 1000 milli Micro (μ) 1 base unit = 10^6 or 1000000 micro Nano (n) 1 base unit = 10^9 or 1000000000 nano

Set 4: Polyatomic ion Flash Cards Directions: You need to make Polyatomic ion flash cards for the ions listed below. An example flash card would look like the one below.

Example Flashcard:

Polyatomic Ions: Formulas and Charges

Acetate CH3COO-‐ Hydroxide OH-‐ Ammonium NH4

+ Nitrate NO3-‐

Bicarbonate HCO3-‐ Nitrite NO2

-‐ Carbonate CO3

2-‐ Sulfate SO42-‐

Chlorate ClO3-‐ Sulfite SO3

2-‐ Chromate CrO4

2-‐ Phosphate PO43-‐

Dichromate Cr2O72-‐

Hydroxide (front)

OH-‐

(back)

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PART 2: Safety Poster Directions: Read the list of safety rules below and create a Safety poster that is 8.5”x11“. This poster must be the correct size, in color, contain a picture and the safety rule that it shows. These can be done by hand or on a computer. Have fun and be creative! Write your name on the back of your safety poster.

1. Always think about safety before the lab. Take careful notes during the pre-‐lab lecture and think about the assignment before starting.

2. Follow all procedures EXACTLY AS WRITTEN. If you do not know what to do or why you are doing it ASK.

3. Goggles and closed toed shoes must be worn at all times while students are working in the lab.

4. Roll up long sleeves and tie back loose hair.

5. Know the location of the safety shower, eyewash, fire extinguishers, fire blanket and emergency exits.

6. Never taste laboratory materials and avoid touching chemicals with bare hands. Smell chemicals only by wafting

them (fan vapors towards your nose).

7. No eating or drinking in the classroom (bottled water allowed except during labs)

8. Never leave a fire unattended.

9. Check chemical labels twice to make sure you are using the right substance.

10. If there is a chemical spill on your skin or clothes, rinse the area with plenty of water. Minor skin burns should also be placed under cold, running water.

11. Fire blankets can be used to put out any fire on someone’s clothing or hair.

12. Report all chemical spills to the teacher and clean up immediately.

13. Report all broken class to the teacher and follow proper clean up instructions. Do not dispose any solids down

the sink.

14. Report any accidents immediately.

15. Every time you are in the lab you need to be ON TASK and FOCUSED. Absolutely no horseplay is permitted.

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PART 3: What is Chemistry? Worksheet You will watch a series of YouTube videos and answer corresponding questions about what is chemistry. Video # 1 “A Day Without Chemistry” by: BytesizeScience Link: http://www.youtube.com/watch?v=AbfW_CMMe48

1. Based on the video have you used chemistry today? Name three ways:

Video # 2 “What is Chemistry?” by CerebellumCorp Link: http://www.youtube.com/watch?v=I-‐3DEFwHEzs&feature=related – This one is a little corny so get excited!

2. Based on the video what is a definition of chemistry?

3. Chemistry looks and sounds different because its written like a whole new language. According to the video what is the

first step in understanding chemistry? Video #3 “These Are The Elements (Periodic Table Song, in order)” by bookbusband Link: http://www.youtube.com/watch?v=xQu2eSeM66o&feature=fvwrel – Bonus Pts to anyone who can sing this song entirely on the first day without looking at the screen! 4. List five elements you’ve heard of in daily life before starting this summer assignment.

Video #4 “Atom – Bill Nye” by senorw Link:http://www.youtube.com/watch?v=cnXV7Ph3WPk&feature=related

5. The word ‘atom’ comes from a Greek word meaning what?

6. What are the charges and locations of the proton and neutron in an atom?

7. What is the charge and location of an electron in an atom?

Video #5 “Chemical Reactions – Periodic Table of Videos” by periodicvideos Link: http://www.youtube.com/watch?v=UkBhW8Kj3r8

8. This video was assigned to get you excited about some of the demonstrations and experiments you will see this year (we

cannot do all of them but you will see some!). Tell me about some experiment that you’ve seen on TV or heard about from other people.

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Part 4: The Metric (SI) System Introduction: The following worksheet is a self-‐paced program for the metric system. As you read each statement,

you will be given information that you can use to fill in the blanks. There are many repetitions in order to reinforce the concepts to be learned. The answers are usually found in the previous statement(s). If you don’t get the answer right away, go back and read the previous statement(s) again. Read each step carefully, as the program is designed to make you thoroughly familiar with each unit by the time you finish.

1. Since chemistry deals with quantitative data, you should be familiar with the measuring system employed by

chemists. This is called the metric system or SI system. 2. Although there are other units that can be expressed in the metric system, this program will familiarize you with three of

the most commonly used units -‐ length, volume, and mass. 3. The basic unit in the metric system for measuring length is the meter (m). If we state that a pencil measures

0.17 m, we are expressing the of the pencil. 4. The basic unit for volume is the liter (L). If we say a certain container holds 0.5 L, we are expressing the

of the container. 5. The basic unit for mass (weight) is the gram (g). If we say a certain object weighs 0.5 g, we are expressing the

of the object. (However, the SI base unit is the kilogram.) 6. The basic metric unit for volume is the . 7. The basic metric unit for length is the . 8. The basic metric unit for mass is the . 9. The abbreviation g stands for . 10. The abbreviation m stands for . 11. The abbreviation L stands for . 12. The unit meter refers to measurement of . 13. The unit gram refers to the measurement of . 14. The unit liter refers to the measurement of . 15. The abbreviations for the units for mass, volume, and length respectively are , , and . 16. Since chemists often measure quantities that are much smaller or larger than the basic units of grams, liters, and

meters, it is convenient to change the basic units so they are also smaller or larger. 17. Adding a prefix to the words gram, liter, and meter can change the basic units quite simply. 18. One such prefix is kilo, which means one thousand. For example, one kilometer means one meters. 19. A thousand grams can more conveniently be expresses by the word .

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20. A thousand liters can more conveniently be expressed by the word . 21. The prefix meaning one thousand is . 22. One thousand grams is equal to one . 23. One thousand meters is equal to one . 24. One thousand liters is equal to one . 25. The unit kilometer could be used to measure a) volume b) mass c) length 26. The unit kilogram could be used to measure a) volume b) mass c) length 27. The unit kiloliter could be used to measure a) volume b) mass c) length 28. A kilogram is a) larger than a gram b) smaller than a gram. 29. A liter is a) larger than a kiloliter b) smaller than a kiloliter 30. A gram is a) 1000 kilograms b) 0.001 kilograms 31. The word kilometer is abbreviated km, kilogram is abbreviated kg, and kiloliter is abbreviated kL. 32. kL stands for one

33. km stands for one

34. kg stands for one

35. kilometer is abbreviated

36. kilogram is abbreviated

37. The prefix milli stands for one thousandth (0.001) and is abbreviated m 38. One milligram is equal to gram. 39. One thousandth of a liter is called a . 40. 0.001 meter is abbreviated . 41. The abbreviation for 0.001 g is

42. The abbreviation for one thousandth of a meter is

43. The abbreviation for one millimeter is

44. A milliliter is a) larger than a liter b) smaller than a liter

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45. A kilogram is a) larger than a gram b) smaller than a gram 46. A gram is a) 1000 milligrams b) 0.001 milligrams 47. A milliliter is a) 1000 liters b) 0.001 liter. 48. Which is larger a) a millimeter b) a kilometer? 49. Which is largest? a) milligram b) gram c) kilogram 50. Another prefix commonly used is centi, abbreviated c. Centi means one hundredth (0.01). 51. One hundredth of a meter is a

52. The abbreviation for centigram is

53. 0.01 m is equal to a

54. A centiliter is equal to liter. 55. Which is larger? a) cg b) g c) mg 56. Which is larger? a) km b) cm 57. Which is larger? a) L b) mL 58. Which is largest? a) g b) cg c) kg d) mg 59. Which is smallest? a) m b) cm c) km d) mm 60. Which is larger? a) kL b) mL

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Part 5: Scientific Notation

Many numbers used in chemistry are very large or very small, hence it becomes cumbersome to write them in conventional form. For this, and other reasons, these numbers are written in exponential form.

1. The number 100 can be thought of as 10 x 10 or 102 . In the form 102 the number 2 is called the exponent and it means to multiply ten by .

2. In the number 105 , what is the exponent?

3. The exponent 5 means to multiply 10 x 10 x 10 x 10 x 10. This is equal to . 4. Notice that the exponent in # 2 was 5 and the number of zeros in # 3 was also 5. The exponent then gives the

number of in the number. 5. What is the exponent in the number 104 ? 6. How many zeros will the number 104 have when it is multiplied out? 7. Write out the number represented by 104 .

8. Write the number 1000 in exponential notation (using an exponent with the number 10) by counting the number of zeros and using that as the exponent.

9. Write the number 1,000,000,000 in exponential notation.

10. The number 138,000 can be thought of as 1.38 x 100,000, or in exponential notation, it would be . 11. The decimal point was moved 5 places to the left in writing the number 138,000 as 1.38 x 105. The exponent could

also be though of as the number of places the decimal point is moved to the . 12. Write the number 2,780,000 in exponential notation.

13. Practice on the following numbers:

a. 3.48 x 103 =

b. 48,000 =

c. 1.50 x 1014 =

d. 8.770,000,000,000 = 14. The number 0.1 can be thought of as 1/101 or 10-‐1 . The exponent in the number 10-‐1 is .

15. The number 0.001 can be thought of as 1/1000 or 1/103 or

16. In changing 0.001 to 1 x 10-‐3 , the decimal point was moved three places to the right and the exponent was -‐3. Change

0.000001 to exponential notation .

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16. The number 0.000459 can be thought of as 4.59 x 0.0001 or 4.59 x 10 -‐-‐-‐-‐-‐-‐-‐.

17. The decimal point was moved places to the right in changing 0.000459 to 4.59 x 10-‐4. 18. Practice on the following numbers:

a. 0.000000711 =

b. 9.91 x 10-‐14 =

c. 0.402 =

d. 4.18 x 10-‐13 =

19. The exponent becomes more positive when the decimal point is moved to the (right or left?) 20. The exponent becomes more negative when the decimal point is moved to the ( right or left?)

21. When two exponential numbers are multiplied, the exponents are ADDED. For example: (2.00 x 103)

(6.00 x 105) = 12.0 x 108 or 1.20 x 109

It is usually best to have only one non-‐zero digit to the left of the decimal. This is a convention (or agreement in the scientific community) that helps scientists compare data, and is called STANDARD SCIENTIFIC NOTATION.

Standard scientific notation shows a number between 1 and 9 to the left of the decimal called the COEFFICIENT and an exponent of 10.

coefficient -‐-‐-‐-‐-‐-‐-‐-‐> 9.4368 x 106 <-‐-‐-‐-‐-‐-‐-‐-‐ exponent

22. Multiply the following:

(1.50 x 102) (4 x 103) =

(2.5 x 108) (4 x 10-‐3) =

(4.0 x 10-‐2) (4.0 x 10-‐2) =

(3.50 x 10-‐1) (4.00 x 106) =

(7.50 x 105) (2.00 x 106) =

(8.50 x 10-‐3) (2.50 x 10-‐5) =

(1.90 x 1014) (8.00 x 10-‐14) =

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23. Any number whose exponent is zero is equal to one. For example: 100 = 1

Therefore, 85 x 100 = 85 x 1 or and 49 x 100 =

24. To divide numbers in scientific notation, the coefficients are divided and the exponents are subtracted. For

example: (3.6 x 104) / ((2.0 x 103) = 1.8 x 101

25. Divide: (8.4 x 104) / (2.0 x 102) =

(3.60 x 1018) / (4.00 x 109) =

(3.50 x 103) / (5.0 x 10-‐3) =

(5 x102 ) / (1 x 105) =

(3,12 x 10-‐4) / (8.00 x 10-‐7) =

(4.68 x 103) / (2.34 x 105) =

(7.50 x 10-‐8) / (2.50 x 106) =

26. When adding or subtracting numbers in scientific notation, the exponents must first be adjusted to the same magnitude.

For example: 2.0 x 105 + 2 x 104 = 2.0 x 105

+ 0.2 x 105 -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 2.2 x 105

Then 4.0 x 102 + 9.0 x 103 = 0.40 x 103 + 9.0 x 103 = 27. Add or subtract the following:

a. 8.5 x 107 + 7.1 x 106 = b. 4 x 105 + 3 x 103 + 2 x 102 = c. 8.1 x 104 -‐ 7.1 x 104 = d. 6.3 x 103 -‐ 6.3 x 102 = e. 6 x 106 + 5 x 108 = f. 1.35 x 107 + 2.00 x 105 =

g. 9.18 x 104 -‐ 1.1 x 103 =

h. 4.67 x 10-‐5 -‐ 3.00 x 10-‐6 =

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28. The number (2 x 104)2 means the same as (2 x 104) (2 x 104) = When a number in scientific notation is raised to a power, the coefficient is raised to the power (multiplied by itself as many times as the power indicates), and the exponents are multiplied.

29. Solve: (3 x 103)2 =

(2 x 105)5 =

(4.1 x 108)2 =

30. In extracting square roots (power of ½) of exponential numbers, first adjust the exponent to an even number and then divide it by 2. For example:

(1.6 x 105 )½ = (16 x 104 )½ = 4 x 102

31. Solve: (1016)½ =

(2.5 x 10-‐7)½ =

(640 x 10-‐11)½ =

The square root problems were chosen to be perfect squares for convenience. If a number is not a perfect square, the exponent is still made even (and therefore divisible by 2) and the square root of the coefficient is obtained by using a calculator.

32. The cube root of a number would be obtained in a similar manner. First, the exponent is adjusted to a multiple of

3. Then the cube root of the coefficient is taken and the exponent is divided by three. For example:

(80 x 1011)1/3 = (8.0 x1012)1/3 = 2 x 104

(12.5 x 1016)1/3 =

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Part 6: SIGNIFICANT DIGITS WORKSHEET

Significant Digits Significant figures are the digits in any measurement that are known with certainty plus one digit that is uncertain. Rule 1: In numbers that do not contain zeros, all the digits are significant.

Scientific Notation

B. Convert the following numbers into or out of scientific notation:

142.63 1 500 000 0.00336 1.63 x 10 7 3.11 x 10 - 4 0.00125 86 400 1.01 x 10 6 9.81 x 10 1 0.000000000000144 4 663 310.56

Rounding

General Rules for Rounding: Digit after place you are rounding to is ≥5, round up Digit after place you are rounding is <5, don’t change

C. Round each of the following numbers to four significant digits.

6.16782 6.19648 00019872 3.14146 x 10 4 213.25 17.163000 90210 234.4 1200.43 0.0022475 14.16300 0.02315 13.462 135.67 152.00 395.55

3.1428 3.14 469

[5] [3] [3]

Rule 2: All zeros between significant digits are significant. 7.053

7053 302

[4] [4] [3]

Rule 3: Zeros to the left of the first nonzero digit serve only to fix the position of the decimal point and are not significant. 0.0056

0.0456 0.0000001

[2] [3] [1]

Rule 4: In a number with digits to the right of a decimal point, zeros to the right of the last nonzero digit are significant. 43

43.0 43.00 0.00200 0.40050

[2] [3] [4] [3] [5]

A. How many significant digits are in each of the following numbers? 1837 205.8 3.1415 x 104 1900 6005 1200.13 0.08206 6000 0.000014 632 149356 14.163000 8.7300 14.000 0.00743 302400.00 302400 0.0019872 8.732 20000 14.000 426.1 19.7324 60.0

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Significant Digits in Operations

D. Add or subtract as indicated and state the answer with the correct number of significant digits.(USE LEAST NUMBER OF DECIMALS)

85.26 cm + 4.6 cm =

1.07 m + 0.607 m =

186.4 g – 57.83 g =

60.08 s – 12.2 s =

4 285.75 m – 520.1 m – 386.255 m =

72.60 L + 0.0950 L = E. Multiply or divide as indicated and state the answer with the correct number of significant digits.(USE LEAST NUMBER OF SIGNIFICANT FIGURES) We will use this rule for addition and subtraction from now on in this course. Always use least number of significant digits for answer from here on.

(5.5 m)(4.22 m) =

(0.0167 km)(8.525 km) =

2.6 kg )9.42 m3 =

0.632 m ) 3.8 s =

(8.95)(9.162) / (4.25)(6.3) =

0.0045 mm2 ) 0.90 mm = F. Evaluate the following with answers expressed to the proper number of significant digits in scientific notation.

4.22 x 105 + 3.11 x 107 + 6.003 x 106 =

(9.11 x 10-28)(6.02 x 1023) =

2.160 x 103 + 6.20 x 104 + 5.2 x 101 =

(8.4 x 107 ) 2.1 x 104 =

(8.4 x 10-7 ) 2.1 x 104 =

(8.4 x 107 ) 2.1 x 10-4 =

(8.4 x 10-7 ) 2.1 x 10-4 =

(3.652 x 108)(42.8 x 10-6) =

(30 x 10-4)(40 x 104) = 3.6 x 107

G. Given the following numbers (a – e), solve the following problems, expressing the answer to the proper number of significant digits.

a. 1.72 cm b. 0.15 cm c. 627.1 cm d. 0.007 cm e. 704.050 cm

a + b + c + d + e

a + c + e

c – a

e – b

(a + c) – (b + d)

(a)(e)

(c)(d)

(a + b)(b + e)

c ) b

e ) d

(b + c) ) (e – c)

(b)3

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Turning in your summer assignment: 1. Put a rubber band around each of your four sets of cards. Place all four sets in a zip-‐lock bag. Be sure your name

is written on an index card and placed in the zip-‐lock bag. 2. Be sure to write your name on the back of your safety poster. 3. With this page on top, staple Parts 3-‐6 (Pages 5-‐14).

Name: Block:

SUMMER ASSIGNMENT RUBRIC

Task Possible Pts Pts Earned

1. Flash Cards

Element Names and Symbols 15 pts

Metric Units 10 pts

Metric Prefixes and Conversions 10 pts

Multiplication Tables 15 pts

2. Safety Poster

Size, Color, Picture, Safety Rule 25 pts

3.

What is Chemistry? Worksheet

25pts

TOTAL Pts

100 pts

Notes:

Grade:

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