Welcome to AP Chemistry! A L e t t e r f r o m M r s . R a p o n e

Congratulations on your decision to take AP Chemistry! I look forward to helping you gain a deeper understanding and appreciation for chemistry. Along with that appreciation for the science of chemistry you will begin to see how it impacts our lives. I hope you are looking forward to an exciting and challenging year.

Now that you have elected to take this nationally approved course, it is assumed that you have an inherent motivation to succeed. Hard work does pay off, and you will find AP Chemistry to be a very rewarding experience. The Advance Placement Chemistry experience is designed to provide a full year of college-level chemistry, so it places heavy demands on the student, especially in terms of the time commitment required. The College Board suggests that students devote a minimum of five hours per week for individual study outside of the classroom.

An important objective, of course, is to prepare you to take the AP Chemistry test in May 2016, and in order to accomplish this, topics are covered very quickly. Make sure to peruse the Curriculum Description provided by the College Board, so you have an understanding of how the course is designed to work: https://apstudent.collegeboard.org/apcourse/ap-chemistry. This course will require a lot of hard work, but what an accomplishment once you are done! Having endeavored to take this course tells me and colleges a lot about your personality.

For the coming year, you will need the following materials. Complete your summer assignment in your AP Chemistry notebooks, so that everything is all in one place. The following is the list of materials required:

3-ring Binder for Notes, Handouts, Study Log, etc. Notebook for Homework Problem Work-out (optional – can also be a section in your 3-ring

binder) Composition Book for Lab Documentation (must be bound) Scientific Calculator (graphing capability is not required) 5 Steps to a 5, AP Chemistry Prep Book, 2015 edition

The following Summer Assignment reviews many basic chemistry concepts that will help ensure that you are on track to a smooth start in the fall. It may seem a little overwhelming at first, but keep in mind that all of the topics included in the summer work have been covered in the Chemistry course you have already taken. Additionally, the work is paced so that you complete one section every two weeks throughout the course of the summer. Pace yourself, so that you have time to review and practice the concepts, rather than just trying to cram them all in at the end of the summer.

In order to assist you in this important endeavor, I have scheduled time to meet with you as a group for two afternoon review sessions in our classroom (Rm 353) on Monday July 20th and Monday August 3rd from 9:30am to 11:30am. Attending these summer sessions is not mandatory. They are not lectures or teacher-centered. I am simply making myself available to help you. They are opportunities to work through any difficult questions assigned and to address any problems you encounter along the way. Those planning to attend must come with their packet of solved problems, and a calculator. Please email me at mrapone@sedelco.org in advance if you plan to attend.

Good Luck,

Mrs. Rapone

Summer Work and Checklist T h i n g s Y o u S h o u l d H a v e C o m p l e t e d B y S e p t e m b e r

1 s t

I assume that you are coming into this class with various scientific / mathematical skills. Use the following to structure your summer review and practice. It is assumed that if you are having particular problems with any topic, you will seek out other materials and example problems, each other and lastly me to make sure you are up to speed BEFORE the beginning of the school year:

General – These activities should be completed before the end of the Spring 2015 semester.

o You have purchased a 1½ inch 3-ring binder, a notebook for problem practice (if using), a bound composition book for your lab notebook, and the AP Chemistry Exam Prep book.

o You have signed up for the Khan Academy at www.khanacademy.com and identified Mrs. Rapone as your coach using the code: 9HA8S5.

o You have signed up for the class Remind at www.remind.com. To receive text reminders, text 81010 to @mrsrapon. To receive email reminders, send a blank email message to mrsrapon@mail.remind.com.

o You have read over with your parent or guardian the safety contract that is provided in the Appendix Part 1 at the end of this packet. Both of you have signed it. Keep it stapled in the packet; you will turn it in on the first day of class.

o You have made flashcards for all of the common and polyatomic ions (See Appendix Part 2). You should study these ions nightly through the course of the summer. These Ions will be quizzed during the first week of school.

Measurement – Section should be completed by June 26th o You know the metric system and the metric prefixes – See Appendix Part 3 for a common

conversion sheet. (mnemonic device: King Henry Died by Drinking Chocolate Milk). You know that there are other metric prefixes and can look them up if needed (micro, mega, pico, etc.).

o You can convert one measurement into another (e.g., 0.532 cg = 5.32 mg). Complete the Khan Academy Practices Problems “Converting units word problems (metric)” – you got 10 in a row correct.

o You can translate regular numbers into scientific notation and numbers written in scientific notation into normal notation. (e.g., 0.00562 = 5.62x10-3, 1.435x103 = 1435). Complete the Khan Academy Practices Problems “Computing in Scientific Notation” – you got 10 in a row correct.

o You can use a ruler or other measuring device to make a measurement to the correct number of significant figures, i.e. include all of the digits in the measurement that are a significant part of the measurement. Complete the Khan Academy Practices Problems “Significant Figures” – you got 10 in a row correct.

o You can explain the difference between accuracy (how close a measurement is to a true or accepted value) and precision (how close a set of measurements are to each other). Read and take Cornell Notes on Chapter 1, Section 8.

oWhen you convert one unit to another, you can show your work using dimensional analysis or unit analysis. Read over Chapter 1, Section 9, then complete the following problems in your practice problems notebook. See the Appendix Part 4 for information on how to set up and show your work for a typical problem:

You must use the formal method of dimensional analysis in order to get credit for these solutions

1. 125.0 cm3 of pink lemonade were added to a volumetric flask. How many Liters of luscious lemonade were there?

2. How many decimeters can Sunday the cat run in 15 weeks if he runs for 4.0 hours every day at a velocity of 20. miles/hour?

3. If you dig a hole through the earth to China for a game of ping-pong , how many centuries would it be before you got there if you could dig at a rate of 4 miles per day and the diameter of the earth is 12,700 km?

4. On the 17th of February in 2010 Athens-Clarke County got 1.325“ of snow. If the children of Athens-Clarke County collected ALL of the snowflakes on their tongues and, if each child could only collect 200 snowflakes on their tongue – how many moles of mittens had to be sold to the children in order for their fingers to stay warm while they caught the snow on their tongues (yes – each child needs a pair of mittens)? Additional information needed:

a. Athens-Clarke County takes up 122 square miles.b. The average density of freshly fallen snow in Athens-Clarke County is 161 kg/m3 c. A single snowflake has a mass of 2.97 x 103 μg.

Laboratory and Safety – Section should be completed by July 3rd o You may or may not have some experience in the laboratory with general equipment, but you have

studied the following materials and could identify them. Five of these will appear on the quiz you will take the first day of school.

o You have completed the Baruch Safety Tutorial and taken the quiz. Enter the grade that you got on the quiz here: ________. Laboratory safety will be quizzed during the first week of school. (https://www.baruch.cuny.edu/tutorials/weissman/chemlab/)

Matter – Section should be completed by July 13th

o You know the difference between an atom, element, molecule, compound, particle, pure substance, and mixture). Watch and take Cornell Notes on the Khan Academy Video “States of Matter” (19:43) and “States of Matter Follow-up” (8:43). See the Appendix Part 5 for tips on how to take Cornell Notes on a video.

o You understand how particles move within solids, liquids and gases. Read and take Cornell Notes on Chapter 1, Sections 4, 5 and 6. See the Appendix Part 5 for tips on how to take Cornell Notes on the text.

o You can classify a mixture as homogeneous or heterogeneous and can recommend a way to separate the mixture (e.g., Filtration, Distillation, Evaporation, Decant, Centrifuge).

o You can tell me how chromatography works. Watch and take Cornell Notes on the Khan Academy Videos “Basics of Chromatography” (9:15).

oComplete the mini-lab on chromatography called “Paper Chromatography of Food Dyes” included in Appendix Part 6. Document the lab in your lab composition notebook. See Appendix Part 9 for information on how to format your lab book. Write a one-page report that documents your findings and includes the 10 parts of a Lab Report, as detailed in Appendix Part 10. If you would like to complete this activity during a summer meeting, please email me to let me know so that I have the materials ready for you.

o You know how to use density to convert mass to volume or volume to mass. Complete the mini-lab on comparing densities of various substances called “Exploring Density” included in Appendix Part 7. Document the lab in your composition notebook. Write a short report (no more than one page) that documents your findings and includes the 10 parts of a Lab Report. If you would like to complete this activity during a summer meeting, please email me to let me know so that I have the materials ready for you.

Atomic Structure – Section should be completed by July 31st o You can discuss the evolution of the atomic theory (e.g., Dalton, Rutherford, Bohr, Thompson,

Chadwick, Millikan). Read and take Cornell Notes on Chapter 2, Sections 1 and 2.o You know that protons are positively charged and found in the nucleus, neutrons are the glue that

hold the protons together in the nucleus and are neutral, and that electrons are small negative charges that zip around in electron clouds. Watch and take Cornell Notes on the Khan Academy Videos “Introduction to the Atom” (19:12).

o You can tell me how many protons, neutrons and electrons are in a given isotope, or can identify and name an isotope given the number of protons, neutrons and electrons in an atom. Watch and take Cornell Notes on the Khan Academy Videos “Atomic Number, Mass Number and Isotopes” (9:44).

o You know that a mole in chemistry is not furry and does not live underground. You know that 6.02x10-23 particles are in a mole just as a dozen has 12 items. Watch and take Cornell Notes on the Khan Academy Videos “The Mole and Avogadro’s Number” (9:44).

o You are able to use the Mole Road conversion chart in Appendix Part 11 to convert between mole, mass and volume. Complete the following book problems in your practice problems notebook. You must use the formal method for setting up the problem in order to get credit for these solutions. See the Appendix for the Mole Road.

o 3.12o 3.14o 3.16o 3.18

o 3.20o 3.22o 3.110

o You understand that light travels in different length waves on the Electromagnetic Spectrum and you can determine frequency, wavelength and/or energy of different wavelengths of light. Watch and take Cornell Notes on the Khan Academy Videos “Introduction to Waves” (7:14) and “Electromagnetic Waves and the Electromagnetic Spectrum” (9:27).

o You understand that atoms become ions when the proton and electron counts are not equal. You have memorized the list of common and polyatomic ions provided in the Appendix Part 2 at the end of the packet and are able to provide the ion name, formula and charge. (Flashcards are a good way to learn these.) These Ions will be quizzed during the first week of school.

Periodic Table – Section should be completed by August 14th o You know how to read the periodic table and know the basic related vocabulary (e.g.,

metals/nonmetals/metalloids, atomic number, atomic mass, element symbol, period, group). The Periodic Table that is provided on the AP Exam is attached in the Appendix. Note that only the element symbol is provided. You are expected to know the element names. Watch and take Cornell Notes on the Khan Academy Videos “Periodic Table – Classification of the Elements” (3:55) and “Periodic Table – Transition Metals” (5:34) and “Groups of the Periodic Table” (8:20).

o You can draw what the s, p, d, and f orbitals look like and can write any given element’s electron configuration. Watch and take Cornell Notes on the Khan Academy Videos “Orbitals” (13:37) and “Electron Configuration for f block element Nd” (5:55).

o You can write Lewis Dot Structures. Watch and take Cornell Notes on the Khan Academy Videos “Dot Structures I: Single Bonds” (6:57) and “Dot Structures II: Double Bonds” (5:59).

o You know the trend AND why certain characteristics (atomic size, ionic size, electronegativity, and ionization energy) of an atom change going down a group and across a period. Watch and take Cornell Notes on the Khan Academy Videos “Atomic Radius Trends on Periodic Table” (9:40), “Ionization Energy Trends” (10:02), “Electronegativity” (9:54).

oComplete the periodic trends activity to help you remember the periodic trends included in Appendix Part 8. Bring your model to class the first day of school. If you would like to complete this activity during a summer meeting, please email me to let me know so that I have some materials ready for you.

Bonding – Section should be completed by August 28th o You understand that bonding is all about electrons of different atoms being taken or shared. You

can classify whether a compound has ionic, covalent or metallic bonds. Watch and take Cornell Notes on the Khan Academy Videos “Ionic, Covalent and Metallic Bonds” (1:44).

o You have memorized the seven diatomic molecules (mnemonic device: Have No Fear Of Ice Cold… Bananas)

o You can classify types of intermolecular forces (e.g., hydrogen bonding, van der waals forces, London dispersion, dipole-dipole interaction). Watch and take Cornell Notes on the first three Khan Academy Videos in the “Electronegativity and Bonding” (11:39), “Dipole Moment” (9:22) and “Intermolecular Forces” (8:36).

o You know how to name ionic compounds, molecular compounds, and acids. Read and take Cornell Notes of Chapter 2, Section 7. Complete the following problems in your practice problems notebook. Try to complete this exercise WITHOUT using your ions cheat sheet!

Name each of the following compounds:

o NaCl o Rb2O o FeBr3 o Cr2O3 o CaBr2 o CsF o CaS o Al2O3 o ZnCl2 o Li3N o Ag2S o KClO4 o Al2(SO4)3 o BaSO3 o KMnO4

o Sr3P2 o Ca3(PO4)2 o Pb(NO3)2 o NaNO2 o K2Cr2O7 o NI3 o PCl3 o SO2 o ICl3 o SF2 o N2F4 o P2S5

o N2O4 o HCl o H3PO4

o HIO3 o HNO2 o HI o H2SO3 o HgO o CuI o CuI2 o CoI2 o Na2CO3 o NaHCO3 o HC2H3O2 o NH4NO2 o Co2S3 o ICl o Pb3(PO4)2

o KIO3 o Ca(OH)2 o CoS o S3N4 o SF6 o NaClO o BaCrO4 o NH4NO3 o H2SO4 o Sr3N2 o Al2(SO3)3 o SnO2 o Na2CrO4 o HClO o NO

Write the formula for each of the following compounds:

o Cesium bromideo Barium sulfate o Chlorine trifluoride o Ammonium chloride o Beryllium oxide o Chlorine monoxide o Magnesium fluoride o Sulfur difluoride o Sulfur hexafluoride o Sodium dihydrogen

phosphate o Silicon tetrachloride o Lithium nitride o Chromium (III)

carbonate

o Tin (II) fluoride o Ammonium acetate o Ammonium hydrogen

sulfate o Cobalt (III) nitrate o Copper (I) sulfide o Potassium chlorate o Lithium tartrate o sodium oxide o Sodium peroxide o Potassium cyanide o Copper (II) nitrate o Silicon tetrafluoride o Lead (II) sulfide

o Lead (IV) sulfide o Copper (I) chloride o Cadmium selenide o Zinc sulfide o Ammonium hydrogen

phosphate o Hydrobromic acid o Bromous acid o Perchloric acid o Silicon dioxide o Sodium sulfate o Aluminum hydrogen

sulfate

oComplete the following book problems in your practice problems notebook. You must use the formal method for setting up the problem in order to get credit for these solutions.

o 3.40o 3.42o 3.44o 3.46o 3.48o 3.50

o 3.52o 3.54o 3.102o 3.106o 3.126

o You are able to write empirical formulas and to determine percent composition of compounds. Read and take Cornell Notes on Chapter 2, Section 6 and Chapter 3, Sections 4, 5 and 6. Then, watch and take Cornell Notes on the Khan Academy Videos “Empirical, Molecular and Structural Formulas” (6:50) and “Empirical Formula from Mass Composition” (7:09).

Appendix G u i d e s & I n s t r u c t i o n s t o H e l p Y o u C o m p l e t e t h e

A s s i g n m e n t

1) Flinn Safety Contract2) Common and Polyatomic Ions3) Metric System Prefixes4) Problem Set-up5) Cornell Note Taking Tips6) Paper Chromatography of Food Dyes Mini-Lab7) Exploring Density Mini-Lab8) Periodicity in Three Dimensions Activity9) How to Set up Your lab notebook10) The 10 Parts of a Lab Report11) Mole Road12) AP Exam Periodic Table

1. Flinn Safety Contract

2. Common and Polyatomic Ions

3. Metric System Prefixes

4. Problem Set-up

For any chemistry problem, you should use the following process to set up your answer. This not only helps you to see what you are doing, but also the grader to follow your process. Partial credit can only be given when a logical process is documented.

EXAMPLE: The density of gold is 19.3 grams per cubic centimeter. What is the mass of a bar of gold in kilograms that measures 6.00 inches x 4.00 inches x 2.00 inches?

STEP 1. Identify the Given Information – Determine what information the problem provides you.

Density of gold = 19.3 gcm3

Volume = 6 inches x 4 inches x 2 inches = 48 in3

STEP 2. Identify the Unknown – Determine what the problem is asking you to figure out. Make sure that you know what units your answer should be in.

Mass = ? grams

STEP 3. Set the problem up – Determine the equation or dimensional analysis set up that will give you an answer in the correct units.

D = massvolume so, mass = Density x volume

(NOTE: For this example problem, if it is set up properly, it will help you to notice that a conversion is also needed. The cubic centimeters and the cubic inches won’t cancel out to leave just grams)

Mass = gcm3

x ¿3

1 x cm3

¿3

STEP 4. Plug and Chug – Plug the information that you are given into the problem to solve for the unknown.

Mass = 19.3gcm3 x 48¿3

1 x 1x 1x 1cm3

0.394 x0.394 x 0.394∈¿3 ¿ = 15,146 g

= 15,200 g

(rounded to correct number of sig figs)

5. Cornell Note Taking Tips

ON A VIDEO1. You will likely need to watch a at least video twice.

2. The first time around, watch the video without writing much down. That will help you to focus your energy on figuring out how the instructor is structuring the lesson. Figure out the lesson’s big themes and main ideas. Those will be the left side ques on your Cornell Notes.

3. The second time you watch, watch and pause the video to allow you to write down the main idea, notes and the accompanying diagrams. DO NOT try to write everything down that the instructor says. Pick out only the main ideas to put into your notes! Keep an eye out for any trends that are discussed, interesting facts, and generalizations.

4. Draw any pictures from the video that help you to understand the concepts discussed! They will help you to recall the information.

ON THE TEXTBOOK1. At the end of each chapter, there is a summary page that detail the big ideas and the main

concepts. Additionally, there are problem sets for each section. At the beginning of each section’s set of problems, there is a list of review questions that you should be able to answer after reading. Use those questions as the left side ques in your Cornell Notes.

2. You will need to read the sections S-L-O-W-L-Y, paying attention to the meaning of every sentence. Write down words that you do not know the meaning of, and find their definition (one that makes sense to you – not just a definition that Google spits out). If you can’t understand what is being discussed, refer to the review text in the AP Chemistry Prep Book. Use the resources that you have to figure out what the text is trying to tell you. You must be an active participant in your reading.

3. Note that the textbook doesn’t follow a strict order of review questions and answers directly in the text. Sometimes, the questions require you to think about a concept and make a connection to prior learning. Or to make a prediction about learning to come.

6. Paper Chromatography of Food Dyes Mini-Lab

7. Exploring Density Mini-Lab

8. Periodicity in Three Dimensions Activity

9. How to Set up and Use Your Lab Notebook

Each time you complete a lab in class, EACH PERSON in your lab team will need to document the laboratory. All data should be documented IN DETAIL in the bound Composition Book. You should be able to come back to it in a month, read it and know exactly what you did. It should have enough detail that you could repeat the experiment exactly.

Use the following guidelines when setting up and using your lab notebook up:

USE ONLY PEN. Any errors should have a SINGLE line through them and should also be initialed. Do not rip out pages if you mess up.

Number every page. Do this at the beginning of the year, and then you don’t have to worry about remembering to number pages throughout the year.

Leave 1-3 blank pages in the front of the notebook, so that you can keep a table of contents index. At a minimum, the Table of Contents should include the Lab number, the Lab name and the page that the lab begins in the lab notebook.

Table of ContentsSummer

Lab #1: Paper Chromatography of Food Dyes..........................................................................3

Date the top of each page that you use during a lab. Each Lab should get its own fresh page to start on. The following are things that you can do to set your notebook up ahead of time, and save

yourself some time on the day of the lab:o Date the top of the pageo Sequentially number and Title each labo List your lab partner(s)o Define the purpose of the experimento Document what your hypothesis is BEFORE you start the labo List the materials that will be used. (Make sure to review this list once you are actually in

the lab, crossing off any that are substituted, changed or not really necessary)o Answers to pre-Lab questions, if any.o Safety Considerations. Review the Safety Data Sheets and document any practices that

you must use in the lab to prevent chemical exposure (i.e. use gloves, use a hood, do not dispose of down the sink, etc.)

o Set up a data table for collecting all the necessary data measurements that you will take during the lab.

The following are practices that each person should use while actually performing the lab:o Review the materials list for accuracy, make changes as neededo As a numbered list, write down

The procedure BASED ON WHAT YOU ACTUALLY DO, not what is stated in the lab procedure that you are given.

Any observations that you have on what you notice during the experiment

Fill in the data table as you go along, making sure to record measurements to the correct number of significant figures. Include units!

Instructor signs the bottom of the page at the end of each lab.

10. The 10 Parts of a Lab Report

A. Title: A short and relevant phrase which describes what the experiment is about. Not a complete sentence. Can be thought of as a “summary” of the problem. Example: Lab #4 – Experimentally Determining the Density of an Unknown Substance

B. Problem: The purpose of the experiment - what you are trying to prove. Can be stated as a question or as a “to do” statement. This section is usually provided by me. Examples: How is density determined experimentally? OR To Experimentally Determine an Unknown’s Density

C. Hypothesis: Your theory of what will happen. Does not necessarily have to be the correct guess, as the experiment will determine the true answer. It should be a logical, educated guess, though. It should also be a confident statement, stated more as a fact than an opinion. The hypothesis should be one sentence that directly “answers” the Problem. If the Problem is not stated as a question, think of a way to rephrase it like a question and then answer it. Example 1: Small, heavy objects will have a higher density than small, lighter objects.

D. Materials: What equipment you will need to complete the experiment. Write this as a numbered list. Write down every object, substance, or piece of equipment you use, and if applicable, how much or how many of each item. Example: 6 test tubes, 50.0 mL of nitric acid.

E. Safety: What safety precautions are taken to implement the lab safely. Summarize the Safety Data Sheet (SDS) information in sections 4, 7, and 13 in 2-3 sentences for each chemical material used. Example: Nitric acid is extremely hazardous and can cause burns if it comes into contact with the body. For spills, neutralize with a base. If diluted with large quantities of water, it is safe to dispose of down the drain.

F. Procedure: What you do during the experiment. Should be done as a numbered list. Make no reference to yourself or your group as being the ones to do each step. Example: The beaker was filled with 50.1 mL water, and a 4.23 g lump of potassium metal was added using tongs to the water.

G. Data: What information you get from the experiment. Can be qualitative (a description, such as color, appearance, odor) or quantitative (numbers and measurements). Do not do any calculations in the data section unless given a Table which requires this. Use tables wherever possible (almost always possible). Give every table a number and title. The number of a Table should reflect the experiment number and the table number in that experiment. Example: For Lab #3, the 2nd table in the report would be: Table 3.2 – Titration of 50 mL of 0.1 M HCl with 0.1 M NaOH

H. Analysis: Here is where calculations and further organization of data occurs. Tables can be used here that are similar to tables in the data section. Graphs can be used to show data trends. Unit conversions, such as pounds to kilograms, gallons to liters, etc. should be done here. Graphs and tables should be numbered and named. Often, this section will contain many equations and will use the Problem Set-up Strategy detailed in the previous section.

I. Discussion: As its name suggests, this section is where you discuss your results. Again, avoid “I” statements. The Discussion is a summary of your experiment and should be done in a way that someone outside of your class should be able to read your discussion and know what the whole experiment was about. They should be able to tell four things:

1.] The purpose of the lab - why you are doing the experiment.2.] What you did during the experiment - summary of the Procedure (NOTE: do not rewrite all or most of

the procedure; just use key / important ideas.)3.] What you found out during the lab - data and observations.4.] What it all means - reasons why things occurred as they did and any possible improvements you could

have made.Example: Understanding the relationship between mass and volume is important to understanding the concept of density. It was found that a heavy bowling ball had a lower density than a golf ball, resulting in the bowling ball floating in water and the golf ball sinking. While mass of the object plays an important role, size too matters.

J. Conclusion: Stated in a manner very similar to your problem or hypothesis. It can disprove your hypothesis! Example: If your hypothesis was that heavy things will sink in water and light things will float… you would simply write: “Mass of an object cannot be solely used to predict density; volume of the object must also be considered.”

11. Mole Road

12. AP Exam Periodic Table