Name: ________________________ Period:___
Oregon City High School AP Chemistry Summer Assignment
Congratulations! As an AP Chemistry student, you are about to embark on an exciting adventure into the world
of Chemistry. It will be a challenging year. This summer assignment is designed to ensure everyone will be on the same
wavelength for the first day of school. This summer homework is meant to be a review of the material covered in
Chemistry A and B as well as an introduction to a few concepts in the first three chapters of the AP Chemistry Textbook
that we haven’t covered yet. Having the following skills will be essential to your success in AP Chemistry and I will
expect that you already have a firm grasp on these topics as we start the year. The following assignment is to be
completed over the summer and brought in COMPLETED on the first day of class. NO LATE PAPERS WILL BE
ACCEPTED!!! Because this information is part of the first unit of study you will be responsible for all of these concepts
on your first test.
While you may need to reference materials to help remind you how to do some of these problems (your notes
from chemistry A and B, your AP Chemistry textbook, the internet, etc.) please make sure that your work is YOUR OWN
as you will be the one responsible for understanding this information.
Included is a copy of the periodic table used in AP Chemistry. Notice that this is not the periodic table used in
first year chemistry. The AP table is the same that the College Board allows you to use on the AP Chemistry test. Notice
that it has the symbols of the elements but not the written names. You may want to spend some time familiarizing yourself
with the names and symbols of each element.
About the AP Chemistry Course:
Since this is a college level course taught in high school, it is very demanding, both in time and effort required. Much
of the work involves solving math-type story problems. Homework is assigned each day through all three trimesters. The
three weeks before the AP Exam in May will be used for review. The amount of work outside of class depends upon the
student and his/her background; however, students should be prepared to spend anywhere from 30 minutes to an hour
each night after school on just their chemistry homework. Those students who are heavily involved in after school
activities and / or jobs will have to learn to budget their time very carefully.
Why Take AP Chemistry?
There are several reasons why a student might want to take AP Chemistry, including (but not limited to!) the following:
1. AP Chemistry will challenge you to the limits of your academic ability. In the past you may have found classes
"too easy", and therefore may not have stimulated you to do your very best. This will not be the case in AP Chemistry.
2. AP Chemistry will allow you to earn college credit while still enrolled in high school. This will save time and money.
You may sign up for a total of 15 college credits for CH221, CH222, and CH223 through Clackamas Community College.
Each credit costs $10 for a total of $150. Some students who have passed the AP Exam elect to take first year college
chemistry anyway, where they find the material an easy review, and achieve top grades while others around them are
frustrated and struggling in a class which is too large and/or the instructor is unavailable for help.
3. AP Chemistry looks great on your transcript or on a letter of recommendation. More and more colleges and
universities are looking for ways a student has distinguished themselves in high school. Being a "straight A" student
no longer carries the weight it once did. Taking AP Chemistry is a way of distinguishing yourself in high school.
4. While AP chemistry will be challenging and time consuming (sorry… it is a college class… :/) we will get to
perform some fun labs, get to know each other really well, have an unbelievably deep understanding of chemistry, and
we will get to do some fun projects (including a field-trip near the end).
I look forward to seeing you all at the beginning of the next school year! If you need to contact me during the summer,
you can email me and I will get back to you as soon as possible.
Jenaya Hoffman
OCHS AP Chemistry Teacher
[email protected]
CHAPTER 1 REVIEW: MATTER AND MEASUREMENT
Chapter 1.2 Classification of Matter
Step 1.) In the boxes below, draw what atoms would look like in the three different states of matter.
Step 2.) Describe the type of motion & average speed at which the molecules move in each state of matter.
Solid
___________________________
___________________________
Liquid
Gas
____________________________
____________________________
___________________________
___________________________
What is a vapor and how does it differ from a gas?
_________________________________________________________________________________________
Give three examples of vapors below.
Give three examples of gases below.
___________ ___________ ___________
____________ ____________ ____________
Place the following words in the flow chart below:
Element
Homogeneous Mixture (solution)
Mixture
Heterogeneous mixture (solution)
Atom
Matter
Neutron
Proton
Pure Substance
Compound
Nucleus
Electron
Mixtures can be separated by
methods involving only
physical changes
filtration
distillation
chromatography
Compounds can be
decomposed to
elements only through
chemical changes.
Chapter 1.3 Properties of Matter
List the six physical properties listed in Chapter 1:
_____________ ______________ ______________ ______________ ______________ _____________
Name one common chemical property. _____________________
Define physical change:
_________________________________________________________________________________________
Examples of physical changes: ___________________ ___________________ __________________
Define chemical change:
_________________________________________________________________________________________
Examples of chemical changes: ___________________ ___________________ _________________
Distillation
What physical property would allow you to separate a
mixture containing water, isopropyl alcohol, and salt using the
above distillation apparatus? _______________
What would be left over in the distilling flask? __________
Paper chromatograph of ink.
(a) A line of the mixture to be separate is placed
at one end of a sheet of porous paper.
(b) The paper acts as a wick to draw up the liquid.
(c) The component with the strongest attraction
for the liquid travels farther than those that cling
to the paper.
The following questions have been taken out of your textbook. Many of them have answers in the back of the
book so you may check your answers. It will do you no good to just copy down answers as these are concepts
that will be on your first test.
1.1
Which of the following figures represents
A) a pure element
B) a mixture of two elements
C) a pure compound
D) a mixture of an element and a compound.
1.2
Does the following diagram represent a chemical or physical change? How do you know? [Section 1.3]
1.11
Classify each of the following as a pure substance or a mixture. If a mixture, indicate whether it is
homogeneous or heterogeneous:
A) rice pudding
B) seawater
C) magnesium
D) gasoline
_________________
1.17
__________________
_________________
_________________
In the process of attempting to characterize a substance, a chemist makes the following observations:
The substance is a silvery white, lustrous metal. It melts at 649°C and boils at 1105°C. Its density at
20°C is 1.738 g/cm3. The substance burns in air, producing an intense white light. It reacts with chlorine
to give a brittle white solid. The substance can be pounded into thin sheets or drawn into wires. It is a
good conductor of electricity. Which of these characteristics are physical properties (circle them), and
which are chemical properties (underline them)?
1.19 Label each of the following as either a physical process (P) or a chemical process (C):
A) Corrosion of aluminum metal ___ B) Melting of ice ___
C) Pulverizing an aspirin ___
D) Digesting a candy bar ___
E) Exploding of nitroglycerin ___
Density
1.
mass units: grams
volume units: mL or cm3
(1 mL = 1 cm3)
A chemist, trying to identify the main component of a compact disc cleaning fluid, finds that 25.00 cm3 of
the substance has a mass of 19.625 g at 20°C. The following are the names and densities of the
compounds that might be the main component.
Compound
Chloroform
Diethyl ether
Ethanol
Isopropyl alcohol
Toluene
1.492
0.714
0.789
0.785
0.867
Which of these compounds is the most likely to be the main component of the compact disc cleaner?
2.
A student has a cube of aluminum that measures 4 cm wide on each side. What is the volume of this cube?
(Volume = length x width x height)
__________________
When the student massed the cube on a scale they found that the cube of aluminum had a mass of 165 g.
What is the density of this aluminum cube?
__________________
The accepted value for the density of aluminum is 2.70 g/cm3. Calculate the percent error for your
calculated density.
When you calculate results that are aiming for known values, the percent error formula is useful tool for determining the precision of your calculations. The
formula is given by:
Percent Error = |Experimental Value – Theoretical Value| x 100%
Theoretical Value
The experimental value is your calculated value, and the theoretical value is the known value. A percentage very close to zero means you are very close to
your targeted value, which is good. It is always necessary to understand the cause of the error, such as whether it is due to the imprecision of your equipment,
your own estimations, or a mistake in your experiment.
Percent error for Al ___________%
Next questions come from your textbook so the answers are in the back of the book.
1.29
A) To identify a liquid substance, a student determined its density. Using a graduated cylinder, she
measured out a 45 mL sample of the substance. She then measured the mass of the sample, finding that
it weighed 38.5 g. She knew that the substance had to be either isopropyl alcohol (density 0.785 g/mL)
or toluene (density 0.866 g/mL). What is the calculated density and the probable identity of the
substance?
B) An experiment requires 45.0 g of ethylene glycol, a liquid whose density is 1.114 g/mL. Rather than
weigh the sample on a balance, a chemist chooses to dispense the liquid using a graduated cylinder.
What volume of the liquid should he use?
C) A cubic piece of metal measures 5.00 cm on each edge. If the metal is nickel, whose density is
8.90 g/cm3, what is the mass of the cube?
1.67
The liquid substances mercury (density 13.5 g/mL), water (1.00 g/mL),
and cyclohexane (0.778 g/mL) do not form a solution when mixed, but separate
in distinct layers. Sketch how the liquids would position themselves in a beaker. 
Chapter 1.5 Significant Figures
There are two kinds of numbers in the world:
• exact:
o Examples:
There are exactly 12 eggs in a dozen.
Most people have exactly 10 fingers and 10 toes.
• inexact numbers:
o Example:
Any measurement.
If I quickly measure the width of a piece of notebook paper, I might get 220 mm (2 significant
figures). If I am more precise, I might get 216 mm (3 significant figures). An even more precise
measurement would be 215.6 mm (4 significant figures).
Significant figures are critical when reporting scientific data because they give the reader an idea of how well
you could actually measure/report your data. In any measurement, the number of significant figures is critical.
The number of significant figures is the number of digits believed to be correct by the person doing the
measuring and always includes one estimated digit.
Beaker
Graduated cylinder
The first digit is definitely a 4 because
the liquid line is between 40 and 50.
The second digit is an estimate… 46? 47? 48?
This measurement has 2 significant figures.
Buret
Graduated cylinder has more gradations (lines)
so we can get more significant figures.
Now we know it is 36 and we can
estimate the last digit 36.4? 36.5? 36.6?
This measurement has 3 significant figures.
Buret has even more
gradations so it will give
you the most accurate
measurement.
We know 20.3 and can
estimate the last digit.
20.37? 20.38? 20.39?
This measurement has
4 sig figs.
Notes: Rules for Significant Figures (sig figs)
A. Determining the Number of Significant Figures
1. All non zero numbers are significant (meaning they count as sig figs).
Example: 631 m has 3 sig figs
123456 m has ____ sig figs
17865332 m has ____ sig figs
2. Zeros located between non-zero digits are significant (they count).
Example: 5003 mL has 4 sig figs
602 mL has ____ sig figs
60.0002 mL has ____ sig figs
3. Zeros to left of the first nonzero digit are insignificant (they don’t count); they are only placeholders!
Example: 0.000456 cm has 3 sig figs
0.052 cm has ____ sig figs 0.0000000000052 cm has ____ sig figs
4. Trailing zeros (zeros at the end) are significant only if the number contains a decimal point.
If the number does not contain a decimal point, trailing zeros are insignificant (they don’t count).
Examples: 5.640 g has 4 sig figs
120000. g has ____ sig figs
0.500 mg has ____ sig figs
2.400 mg has ____ sig figs
500 kg has 1 sig fig
120000 g has ____ sig figs
2400 mg has ____ sig figs
120. g has ____ sig figs
500. kg has 3 sig figs
Reminders about Rounding:
If the first digit to be dropped is greater than or equal to 5, increase the last reported digit by one (round up).
If the first digit to be dropped is less than 5, keep the remaining digits the same.
Round to 3 significant figures:
32107 m = _________________
2.4572 m = _________________
923.26 m = _________________ 123456 m = _________________
B. Rules for Addition/Subtraction Calculations
Round your calculated sum/difference to the same number of decimal places as that of the least
precise measurement (the value with the fewest of decimal places, also called the limiting term).
6.22 g
5365.999 g
53.6 g  limiting term has 1 decimal place
– 234.66706 g
+ 45.09091 g
5131.33194 g
104.91091 g  round to 104.9 g (1 decimal place)
 limiting term has 3 decimal places
 round to 5131.332 g (3 dec. places)
Underline the limiting term. Write the answer using the correct number of significant figures and units:
7.12 g + 30.123 g = ________________
1000.00 m – 62.5 m = ________________
15.05 mL + 0.0044 mL + 12.34 mL = ________________
1.021 g – 0.0026 g = ________________
C. Rules for Multiplication/Division Calculations
The calculated product/quotient should have the same number of significant figures as the
measurement with the lowest number of significant figures (limiting term).
503.29 m × 6.177 m = 3108.82233  round to 3109 m2

limiting term has 4 sig figs
1000.1 g = 4.11563786  round to 4.12 g/mL
243 mL
 limiting term has 3 sig figs
Underline the limiting term. Write the answer using the correct number of significant figures and units:
35.010 g ÷ 1.23 mL = ____________g/mL
0.1700 cm × 1700. cm × 1700 cm = _____________cm3
25.32 g
= ________________
(2.1 cm × 7.0 cm × 1.3 cm)
€
Reporting Measurements Correctly.
1. Report the volume shown using the correct significant figures and units.
volume:
volume:
volume:
# of sig figs
# of sig figs
# of sig figs
2. Mary runs a 10 km race in 1.322 hours. She hires a coach and trains for a month. She then runs the same
10 km in 1.204 hours. Assume that her times were reported correctly, using the same timer. Did the new
coach help? Did her time improve significantly?
What if her new time had been 1.319 hours?
3. A group of chemistry students was given the following procedure, and asked to record their measurements
in a data table. Some of the students took pictures of their measurements just in case...
Procedure
1. You have about 2 grams of
aluminum foil. Record the
exact mass in your data
table, and place the foil in
a 100 mL beaker.
2. Add about 20 mL of 2 M
CuCl2 to the beaker.
Record the exact volume
in your data table.
Measuring the mass of the
aluminum foil:
Measuring the
volume of the
CuCl2 solution.
The students' data table is shown below. Identify their mistakes, and write the correct measurements in the
table to the right.
Data
mistake(s)
Corrected Data Table
Mass of
Mass of
Aluminum
Aluminum
2.1
Volume of
CuCl2
20 mL
Volume of
CuCl2
Identifying and Using Significant Figures
Report the number of significant figures for each of the following measurements
1.) 54 g
_____
4.) 4.00 g _____
7.) 0.041 g
_____
2.) 45678 g _____
5.) 400 g _____
8.) 0.00010 g
_____
3.) 4.03 g
6.) 400. g _____
9.) 190909090 g
_____
_____
Underline the measurement in each of the expressions that is the limiting term. Calculate the indicated sum or
difference, and round to the correct decimal point. Write the answer with the correct units and number of
significant figures, then indicate the number of significant figures you reported.
10.)
55.43 g + 44.333 g + 5.31 g + 9.2 g
= _______________ # of sig figs _______
11.)
3.461728 mL + 14.91 mL + 0.980001 mL + 5.2631 mL
= _____________
# of sig figs _______
12.)
23.1 cm + 4.77 cm + 125.39 cm + 3.581 cm
= _____________
# of sig figs _______
13.)
22.101 kg - 0.9307 kg
= _____________
# of sig figs _______
14.)
Record the volume in each of the graduated cylinders pictured below. Determine the volume of the
solution that would result from adding the two volumes together. Use the correct units and significant
figures to report your answer.
Volume 1
+
Volume 2
=
Total Volume
________mL
+
________mL
=
__________mL
Underline the measurement in each of the expressions that is the limiting term. Calculate the indicated product
or quotient, and round to the correct number of significant figures.
14.) 343.4 g ÷ 34.337 mL
= ________________
# of sig figs _______
15.) 1.3 cm × 5.724 cm
= ________________
# of sig figs _______
16.) 6305 mL ÷ 0.010 mL
= ________________
# of sig figs _______
17.) 12.5 m × 75 m
= ________________
# of sig figs _______
CHAPTER 2 REVIEW (Pages 37-68): ATOMS, MOLECULES, & IONS
Chapter 2.1 Atomic Theory of Matter Read pages 37 - 50 in your textbook and define the following terms:
LAW OF CONSERVATION OF MASS:
THE LAW OF CONSTANT COMPOSITION (a.k.a. LAW OF DEFINITE PROPORTIONS):
Define and give an example.
THE LAW OF MULTIPLE PROPORTIONS: Define and give an example.
DALTON’S ATOMIC THEORY OF MATTER: Write the four parts
of his theory.
I.
II.
III.
IV.
Using the knowledge gained in Chemistry A and
B what are TWO MODIFICATIONS that have
been made to Dalton’s Atomic Theory?
Chapter 2.2 The Discovery of Atomic Structure
In your own words describe how J.J.
Thomson’s experiment with the
cathode ray tube led to the discovery
of electrons.
Draw a picture of the cathode ray tube
and what would happen if the positive
side of a magnet was brought close to
the ray.
What was the name of the “model”
that was born from this experiment?
Draw it.
In your own words describe how
Rutherford’s Gold Foil experiment led
to the discovery of the nucleus.
Draw a picture of the gold foil
experimental setup.
Draw what happened at the atomic
level when the alpha particles were
directed at the gold foil.
Chapter 2.3 The Modern View of Atomic Structure
Complete the following table:
Proton, p+, positive charge,
responsible for the identity of
the element, defines atomic number.
Neutron, n0, no charge,
same size & mass as a proton, alters atomic mass
number (p+ + n0). Responsible for isotopes.
Isotopes - atoms having the same atomic number
(# of p+) but a different number of neutrons and
thus different mass numbers.
Symbol
238
92
€
Electron, e-, negative charge, 1/2,000 the mass of a proton
or neutron (so basically no mass), responsible for bonding,
hence reactions and ionizations, easily added or removed. €
€
Number of
protons in
the nucleus
Number of
neutrons in
the nucleus
Number
of
Electrons
20
23
20
28
20
35
15
44
16
Net
charge
U
2+
89
39
Y
53
26
Fe
36
3-
2+
92
142
*Circle two isotopes in the table above.
0
Chapter 2.6 – 2.8 Naming Covalent Molecules, Ionic Compounds, and Acids
Naming Molecular Compounds
Naming chemical compounds correctly is of paramount importance. The slight difference between the names carbon
monoxide (CO, a poisonous, deadly gas) and carbon dioxide (CO2, a greenhouse gas that we exhale when we breathe out)
can be the difference between life and death! In this activity you will learn the naming system for molecular compounds.
Model 1: Molecular Compounds
1. Fill in the table to indicate the
number of atoms of each type in
the molecular formula.
2. Examine the molecular formulas
given for various molecular compounds.
a. How many different elements
are present in each compound
shown? ____
b. Do the compounds combine
metals with metals,
metals with nonmetals, or
nonmetals with nonmetals?
3. Find all of the compounds in Model 1 that have chlorine and fluorine in them. Explain why the name “chlorine
fluoride” is not sufficient to identify a specific compound.
Model 2: Prefixes and Suffixes
Prefix
Numerical
Value
monoditritetrapentahexaheptaoctanonadeca-
Molecular Formula
BCl3
SF6
IF7
NI3
N2 O4
Cl2O
P4O10
B5 H9
Br3O8
ClF
Name of Compound
Boron trichloride
Sulfur hexafluoride
Iodine heptafluoride
Nitrogen triiodide
Dinitrogen tetroxide
Dichlorine monoxide
Tetraphosphorous decoxide
Pentaboron nonahydride
Tribromine octoxide
Chlorine monofluoride
4. Examine the prefixes in Model 2. Fill in the numerical value that corresponds to each prefix.
5. What suffix (ending) do all the compound names in Model 2 have in common?
6. Carefully examine the names of the compounds in Model 2. When is a prefix NOT used in front of the name of an
element?
7. Consider the compound NO.
a.
Which element, nitrogen or oxygen, would require a prefix in the molecule name?
Explain your answer.
b.
Name the molecule NO.
8. Name or write the formula for each of the following molecular compounds below.
Molecule Name
Molecular
Molecular
Formula
Formula
PBr3
SCl4
N2 F4
SO3
BrF
Molecule Name
Disulfur decafluoride
Carbon tetrachloride
Oxygen difluoride
Dinitrogen trioxide
Tetraphosphorous heptasulfide
Naming Ionic Compounds
Ion Charges for Selected Elements
Based on the information in the periodic table above:
a.
Identify three elements that form only one cation. ______ ______ ______
Did these cations gain or lose electrons to reach their positive charge? _________________
Could a +3 ion of aluminum be made by adding three protons to an aluminum atom? _____
Explain:____________________________________________________________________________________
b.
Identify three elements that form only one anion. ______ ______ ______
Did these anions gain or lose electrons to reach their negative charge? _________________
c.
Identify three elements that form more than one cation. ______ ______ ______
d.
In what region of the periodic table are these “multiple ion” elements usually located? ______________________
Consider the ions of potassium (K) and sulfur (S). Write chemical formulas for all possible ionic compounds involving
these ions, using the simplest ratio(s) of potassium (K) and sulfur (S). Keep in mind that the sum of the charges in an
ionic compound must equal zero.
Consider the ions of iron (Fe) and sulfur (S). Write chemical formulas for all possible ionic compounds involving these
ions, using the simplest ratio(s) of iron (Fe) and sulfur (S). Keep in mind that the sum of the charges in an ionic
compound must equal zero.
Rules for Naming Ionic Compounds (metal + nonmetal)
 Balance charges for the formula (charges should add up to zero). Exp: Ca2+ and Cl1- make CaCl2
 Metallic cation (+ ion) is always written first (in name and in formula).
Cation has same name as on periodic table. You may need to indicate the charge of the cation in the name using
roman numerals if it is multivalent (has multiple possible charges). Exp: FeCl3 is Iron(III) chloride whereas FeO is
iron(II) oxide. What name could identify the following compound: Fe2O3 iron(II) oxide or iron(III) oxide
 Change the ending of the nonmetallic anion (- ion) to –ide (unless polyatomic ion, then named as given).
Naming Ionic Compounds Continued
1.
Name these ionic compounds with a fixed charge metal.
AlCl3 ___________________________________________
MgO___________________________________________
Al2O3 ___________________________________________
KI_____________________________________________
SrBr2 ___________________________________________
Na2S ___________________________________________
Name these ionic compounds of multivalent cations (use roman numerals to indicate charge of metal that has multiple options).
2.
CuCl2 ___________________________________________
Fe2O3 ___________________________________________
SnO_____________________________________________
PbCl4 ___________________________________________
Cu2S ____________________________________________
HgS ____________________________________________
Some compounds have more than 2 elements. Name these compounds containing polyatomic ions. (See polyatomic ion list for names.)
Fe(NO3)3 _________________________________________
NaOH___________________________________________
Cu2SO4 ___________________________________________
Ca(ClO3)2 _______________________________________
K3PO4 ___________________________________________
NH4NO2_________________________________________
Naming Acids
If the formula has hydrogen written first, then this usually indicates that the hydrogen is an H+ cation and that
the compound is an acid.
Rules for Naming an Acid
A. When the name of the anion ends in –ide, the acid name begins with the prefix hydro-, the stem of the anion has
the suffix –ic and it is followed by the word acid.
-ide becomes hydro _____ic Acid
Example: Cl- is the Chloride ion so HCl = hydrochloric acid
HCl ________________________
H2S _______________________
HI _________________________
HF _______________________
B. When the anion name ends in –ite, the acid name is the stem of the anion with the suffix –ous, followed by the
word acid.
-ite becomes ______ous Acid
Example: ClO2- is the Chlorite ion so HClO2 . = Chlorous acid.
C. When the anion name ends in –ate, the acid name is the stem of the anion with the suffix –ic, followed by the
word acid.
-ate becomes ______ic Acid
Example: ClO3- is the Chlorate ion so HClO3 = Chloric acid.
**I like to remember this rule as “I ate something and it was icky.”
HNO3, which contains the polyatomic ion nitrate, is called nitric acid.
HNO2, which contains the polyatomic ion nitrite, is called nitrous acid.
Name the following acids using the correct naming rule.
HClO4____________________________________________
H2SO4 ___________________________________________
H3PO4 ____________________________________________
HNO2 ___________________________________________
H2C2O4 ___________________________________________
H2CO3 ___________________________________________
HBr ______________________________________________
H2CrO4 __________________________________________
HC2H3O2________________________________________
HCl ______________________________________________
Deciding which naming rules to use: Covalent, Ionic, or Acid
1. Indicate whether each species below is covalent (C), ionic (I), or an acid (A). Name them using the appropriate rules.
Chemical C, I, Name
Chemical C, I, Name
Formula or A
Formula or A
CO
HClO
NI3
K2O
LiMnO4
KC2H3O2
CuCr2O7
HIO3
FeF3
MnS
NH4CN
SO2
AlP
HF
2. Write the chemical formulas. For ionic compounds and acids make sure the formulas are charge balanced!
tin(IV) phosphide
_____________
sulfuric acid
______________
dichromic acid
_____________
copper(II) cyanide
_____________
sulfurous acid
______________
zinc fluoride
_____________
magnesium hydroxide _____________
hydrosulfuric acid
______________
gallium arsenide
_____________
sodium peroxide
phosphorous pentabromide ______________
copper(I) oxide
_____________
dihydrogen monoxide _____________
potassium nitride
______________
sodium nitrate
_____________
cobalt(II) chromate
chromium(III) carbonate
______________
nitrogen trihydride _____________
_____________
_____________
CHAPTER 3 REVIEW (Pages 79-107):
CHEMICAL REACTIONS AND STOICHIOMETRY
Indicating the States of Reactants and Products: Solubility rules
You must memorize these solubility rules: Salts of NH4+, Na+, K+ and NO3- are always soluble.
SOLUBILITY GUIDELINES
Compounds
Solubility
Salts of alkali metals (group 1A) and
Soluble
ammonium (NH4+)
All nitrate, chlorate and acetate salts
Soluble
Sulfate salts
Soluble
Halide (group 7A halogen ions) salts
Soluble
Acids (H in front)
Soluble
carbonates, phosphates, chromates, sulfides,
Insoluble
hydroxides and oxides
*salts = ionic compounds
Insoluble (s)
Exceptions
Some lithium compounds
Cation is Pb, Ag, Hg, Ba, Sr, or Ca
Cation is Ag, Hg or Pb
Cation is alkali metal (group 1A) or
ammonium
Soluble (aq)
Indicate whether the following compounds are soluble (aq) (means dissolves in water) or insoluble (s) (does not dissolve) when placed
in water.
Na2CO3
___________
CoCO3
_____________
Pb(NO3)2
_____________
K2S
___________
BaSO4
_____________
(NH4)2S
_____________
AgI
___________
Ni(NO3)2
_____________
KI
_____________
Chapter 3.1 and 3.2 Chemical Equations and Some Simple Patterns of Chemical Reactivity
 There are 5 different patters of reactivity given below. Use the patterns to identify the type of reaction for each equation
below.
Types of Reactions
Synthesis (Combination)
A + B  AB
Double-Replacement
AB + CD  CB + AD
Decomposition
AB  A + B
Single-Replacement
A + BC  B + AC
Combustion
CxHyOz + O2  CO2 + H2O
 Law of Conservation of Mass: Matter can neither be created or destroyed, only rearranged.
Chemical reactions must obey the law of conservation of mass. Balance the following equations with the lowest whole
number coefficients (numbers in front) so that there are the same number of each element on both sides of the equation.
 After balancing each equation indicate the states of matter for each compound, and indicate the type of reaction taking
place:
-To determine the state of matter of elements that are not in a compound, look at the periodic table.
-Ionic compounds undergoing decomposition or synthesis reactions are solids.
Exp) ____S8 ( s ) + _12_ O2 ( g )  _8_ SO3 ( g ) 8 sulfur atoms and 24 oxygen atoms on BOTH sides of equation.
Type of reaction:
1)
synthesis
____ NaBr ( aq )
+

____ H3PO4 ( aq )
____ Na3PO4 (
)
+ ____ HBr (
)
Type of reaction: ____________________
2)
____ NaOH ( aq )
+
____ Al2(SO4)3 ( aq )

____ Na2SO4 (
) +
____ Al(OH)3 (
Type of reaction: ____________________
3)
____ Mg (
)
+
____ Fe2O3

( aq )
____ Fe (
)
+
____ MgO (
)
Type of reaction: ____________________
4)
____ C2H4 ( g )
+
____ O2 (

____ CO2 (
+
____ O2 (

____N2I6
)

____ Fe2O3 (
)

____CO2 (
+
____ O2 (
)
)
+
____ H2O (
+
____H2 (
)
Type of reaction: ____________________
5)
____ PbSO4 (
)

____ PbSO3 (
)
)
Type of reaction: ____________________
6)
____NH3 ( g )
+
____I2 (
)
)
Type of reaction: ____________________
7)
____Fe (
)
+
____ O2 (
)
Type of reaction: ____________________
8)
____C2H6O ( l )
+
____ O2 (
)
Type of reaction: ____________________
9)
____KClO3 (
)

____ KCl (
Type of reaction: ____________________
)
)
+ ____ H2O (
)
)
Single Displacement Reactions
Not all elements and compounds will undergo a single replacement reaction. An activity series can be used to
predict whether or not a single replacement reaction can occur. On the activity series, elements are listed in
order of decreasing activity. An element can replace any element listed below it on the activity series. The
activity series shows the relative activity of some metals, water, and acids.
A halogen (F2, Cl2, Br2, I2) can also replace another halogen in a compound.
The activity of the halogens decreases going down the periodic table.
The activity series of metals is used in single displacement reactions.
The most active metal (the one nearest the top of the chart)
wants to be in the compound.
Any metal above the water line will displace hydrogen from water.
Any metal above the acid line will displace hydrogen from an acid.
Nonmetal single displacement: A halogen (group 7A) will react with a
halide salt (ionic compound with a halogen) to form a different halide salt
if the halogen is above the halide on the periodic table. The nonmetal
nearest top of periodic table will want to be in the compound.
Example: Chlorine is above bromine on the periodic table, and will
replace bromide in a compound.
CoBr2 (aq) + Cl2 (g)  CoCl2 (aq) + Br2 (l)
Writing Chemical Equations from Sentences
For each equation below, identify the type of reaction (synthesis, decomposition, single replacement, double
replacement, or combustion), predict the products, and then write the balanced reaction. Remember to use the solubility
rules for double displacement reactions and the activity series for single replacement reactions. Hint: when writing these
reactions, ignore all of the information about heat, or bubbling, or mixing. These are just excess words used to make
complete sentences. Simply pull out the chemical formulas.
Exp. Solutions of silver nitrate and magnesium iodide are combined. Type of reaction: double replacement
2AgNO3 (aq)
+
MgI2 (aq)

2AgI
(s)
+
Mg(NO3)2 (aq)
1. Solutions of ammonium sulfate and barium nitrate react.
Type of reaction:____________________
2. Zinc metal is added to a solution of copper(II) chloride.
Type of reaction:____________________
3. Propane gas (C3H8) is burned in excess oxygen.
Type of reaction:____________________
4. Magnesium metal and nitrogen gas are heated together.
Type of reaction:____________________
5. Chlorine gas is bubbled through a solution of sodium bromide.
Type of reaction:____________________
6. Solutions of lead(II) nitrate and calcium iodide are combined.
Type of reaction:____________________
7. Sulfuric acid is combined with sodium hydroxide.
Type of reaction:____________________
8. Isopropyl alcohol (C3H7OH) is burned in oxygen.
Type of reaction:____________________
9. Iron metal shavings are added to hydrochloric acid.
Type of reaction:____________________
10. Gaseous hydrogen carbonate is heated in a crucible.
Type of reaction:____________________
Chapter 3.3 & 3.5: Percent Composition from Formulas and Empirical Formulas from Analyses
Complete the following problems showing all work. Use your book or purple notes from Chemistry B to help with these…
1. A compound contains 21.6% sodium, 33.0% chlorine, 45.1% oxygen. Determine the empirical formula of the compound.
2. Determine the empirical formula given the following data for each compound:
a) Fe = 63.53%, S = 36.47%
b) Fe = 46.55%, S = 53.45%
3. A 0.941 gram piece of magnesium metal is heated and reacts with oxygen. The resulting magnesium oxide product weighed
1.560 grams. Determine the percent composition of each element in the compound.
Chapter 3.4, 3.6, & 3.7 Stoichiometry and Limiting Reactants
1. Given the equation below, how many moles of sodium hydroxide could be formed starting with 10 moles of
sodium oxide?
Na2O + H2O  2 NaOH
2.
3.
2 NaClO3  2 NaCl + 3 O2
What mass of sodium chloride is formed along with 45.0 g of oxygen gas?
4 NH3 + 5 O2  4 NO + 6 H2O
What mass of water will be produced when 100.0 g of ammonia is reacted with excess oxygen?
4. If the reaction in #3 is done with 25.0g of each reactant, what is the maximum amount of product that could be
made? Which reactant would be the limiting reactant?
5.
Na2S + 2 AgNO3  Ag2S + 2 NaNO3
If the above reaction is carried out with 50.0 g of sodium sulfide and 35.0 g of silver nitrate what is the maximum
amount of silver sulfide that could be made?
What is your limiting reactant?
What mass of the excess reactant remains?
6.
6 NaOH + 2 Al  2 Na3AlO3 + 3 H2
What volume of hydrogen gas (measured at STP) would result from reacting 75.0 g of sodium hydroxide with
50.0 g of aluminum?
Sludge Lab: Separation of a Mixture
Purpose:
The purpose of this lab is for you to apply your knowledge of mixtures and separation
techniques and to apply the scientific method to a problem. The problem is that you have a
heterogeneous mixture of different elements and compounds and you have to develop a
method for separating the mixture into its components.
Procedure:
OVER THE SUMMER YOU WILL CREATE A ROUGH DRAFT OF A SEPARATION
PROCEDURE. THIS SHOULD BE TYPED SO IT CAN BE EASILY MODIFIED. BRING IN A
HARD COPY ON THE FIRST DAY OF SCHOOL AND E-MAIL YOURSELF A COPY SO
YOU CAN ACCESS THE FILE AT SCHOOL.
In groups of three or four, your team will create a final separation procedure for a step-wise
separation method to separate your mixture into its components. You will make your mixture
and then you will apply your separation method you and your group develop together.
The compounds that will make up your mixture are:
Iron Filings, Sand, Salt, Corn kernels, Isopropyl Alcohol or Ethanol, and Water.
*You must find the density of two of these substances.
You will make up a mixture as follows:
~2 g salt
~5 g of sand
~50 mL of water
~25 mL of isopropyl alcohol or ethanol
*You will need to determine which alcohol is in
your mixture by testing boiling point and density
Make sure you record your actual measurements with
correct significant figures in your lab notebook.
•
All numbers from balance should be
recorded.
•
Make sure you are using the appropriate
volume measuring tool… NO BEAKERS!
•
All volume measurements should include
one estimated digit.
(ask if you don’t remember how to do this)
~3 g of corn kernels
~2 g of iron filings
You will be graded on the quality of your group lab report and on the accuracy of the recovery
of the salt, the sand, the corn, the iron filings, and choosing the correct identity of the alcohol
based on the boiling point and density.
On the first day of school the first step for this lab will be to get together as a group of three or four
and begin developing your final step-wise procedure for separation. In your procedure you must
mention each of the following terms at least once: heterogeneous mixture, homogeneous mixture,
compound, and element. There are a couple of possible separation techniques you will need to use
including filtration and distillation. YOUR GROUP CANNOT START ON THE ACTUAL
SEPARATION UNTIL YOUR PROPOSED STEP-WISE PROCEDURE IS COMPLETE AND HAS
BEEN APPROVED BY YOUR TEACHER.
Lab Report
You will complete one lab report per group. Your lab report needs to be typed, 12 pt font,
single spaced, and have 1 inch margins. Remember that scientific writing is about being
concise and getting your ideas across in as few words as possible. I am not looking for who
can write the longest report… Your lab report will contain the components outlined on the
next page.
When you turn in your final typed group lab report, tear off the attached rubric and staple
together: Rubric, Typed lab report, and “Copy” pages torn out of each group member’s
lab notebooks (Every group member should have ALL data and calculations written in their lab
notebook)
Your names
Ms. Hoffman
AP Chemistry
Month XX, 20XX
This information
should always be
single spaced
Descriptive Title
I Background/ Purpose
Briefly explain the purpose of the lab. You should include information about elements, compounds,
heterogeneous mixtures, and homogeneous mixtures as well as the difference between physical and chemical
separations. Briefly explain what is in the mixture and the basic techniques you will use to separate them.
II Procedure
Your group’s step-wise separation procedure. You are allowed to have bullet points that explain each step. This
needs to be detailed enough so that if you gave your procedure to a complete stranger they could reproduce
your experiment. Be very specific about the pieces of equipment you are using.
III Data
Developed based on your step-wise procedure. For example, when you prepare your mixture you will need the
weight of an empty beaker, the weight of the beaker plus the sand. The weight of an empty beaker, the weight
of the beaker plus the corn. The volume of the water measured in a graduated cylinder, etc.
Your data table should be in the form of a clear table with each row and column labeled appropriately. See
Table 1 for an example.
Example:
Title of Initial Measurement
Results (Write down what you
measured with units)
Mass of Beaker Plus Sand (g)
Mass of Empty Beaker (g)
Mass of Sand (g)
Final Measurement
Results
Mass of Beaker Plus Sand (g)
Mass of Empty Beaker (g)
Mass of Sand (g)
Table 1. Example data table. (You should design your data table to match your procedure.)
•
•
•
Tables should always be labeled Table 1., Table 2., etc. and have a brief
description of what the table contains. See above for an example.
If graphs, diagrams, or pictures are ever included in your lab reports label them as
Figure 1., Figure 2., etc. and include a brief description of what it shows.
If you are discussing one of your tables or figures in your written sections tell
your reader what they should look at. For example “the data shows blah blah blah
as seen in Figure 1.”
IV Results
This section should summarize your data. What your mass was before and after separation and what your
percent recovery was for each of the four components recovered. Another data table summarizing your
results might be a good idea.
% recovery = {mass recovered / initial mass} x 100%
V Conclusions and Reflections
This section should summarize what went right and what went wrong with your experiment and procedure.
What factors affected your percent recovery? How would you change your procedure if you did the experiment
again? Would you use different equipment, would you use different techniques, etc? This will probably be your
longest written section.
Sludge Lab: Separation of a Mixture
Period: _____
Group Members:
________________________
________________________
________________________
________________________
RUBRIC FOR ASSESSING LAB REPORTS
1
Beginning or incomplete
Very little background
information provided or
information is incorrect
2
Developing
Some introductory information,
but still missing some major
points or contains incorrect
information
Experimental
procedure
Missing several important
experimental details
Written in paragraph or bullet
points format, still missing
some important experimental
details
Data: figures,
graphs, tables, etc.
Figures, graphs, tables contain
errors or are poorly constructed,
have missing titles, captions or
numbers, units missing or
incorrect, etc.
Introduction/
Purpose
Discussion/ Results
Very incomplete or incorrect
interpretation of trends and
comparison of data indicating a
lack of understanding of results
Conclusions and
Reflections
Conclusions missing or missing
the important points
Spelling, grammar,
sentence structure
Frequent grammar and/or
spelling errors, writing style is
rough and immature
Appearance and
formatting
Sections out of order, sloppy
formatting
3
Accomplished
Introduction is nearly complete,
missing some minor points or
information may not all be
correct
Written in paragraph or bullet
points format, important
experimental details are
covered, some minor details
missing
Most figures, graphs, tables OK, Some figures, graphs, tables are
some still missing some
correctly drawn and labeled, but
important or required features
some have minor problems or
could still be improved
Some of the results have been
correctly interpreted and
discussed; partial but
incomplete understanding of
results is still evident
Conclusions regarding major
points are drawn, but many are
misstated, indicating a lack of
understanding
Almost all of the results have
been correctly interpreted and
discussed, only minor
improvements are needed
Occasional grammar/spelling
errors, generally readable with
some rough spots in writing
style
Sections in order, formatting is
rough but readable
Less than 3 grammar/spelling
errors, mature, readable style
Most important conclusions
have been drawn, could be
better stated
All sections in order, formatting
generally good but could still be
improved
4
Exemplary
Introduction complete and wellwritten; provides all necessary
background principles for the
experiment and information is
correct
Well-written in paragraph or
bullet points format, all
experimental details are covered
and easy to follow
Score
All figures, graphs, tables are
correctly drawn and include
correct units, graph axes are
labeled and have titles.
All figures, graphs, and tables
are labeled Table 1. , Figure 1,
etc, and contain descriptions
All important trends and data
comparisons have been
interpreted correctly and
discussed, good understanding
of results is conveyed
All important conclusions have
been clearly made, student
shows good understanding and
discusses what could be
improved
All grammar/spelling correct
and very well-written in a clear
manner
All sections in order, wellformatted, very readable
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