Reviewassignmentfor Final Exam (Units 1-4)

ReviewAssignmentfor Final Exam (Units 1-4)

Key Questions

Check your textbook notes to see if what you wrote for the Big Idea answers the key questions listed below.
Revise your Big Idea to correctly answer the key question.
Use a different color pen (or highlight) your revisions.
Recall that one of the goals of this course is for you to develop your note taking skills. Using a different color pen will help you compare your original notes to your revised notes!
As you review the earlier material, you will be able to improve your notes because you now have additional knowledge and experience.
It is expected that you will have some revisions in your reading journal.

Unit 1 Lessons Key Questions Check when done

1-22, 25, 26All key questions for each lesson are covered.☐

Unit 4 Lessons Key Questions Check when done

1-11, 19, 21,22All key questions for each lesson are covered.☐

Unit 3 Lessons Key Questions Check when done

1-14, 16, 17All key questions for each lesson are covered.☐

Unit 2 Lessons Key Questions Check when done

1-5, 9-11, 15-18All key questions for each lesson are covered.☐

Unit 1 - Section I: Defining Matter - Lessons 1-5

Lesson 1: Tools of the Trade – Lab Equipment and Safety

Draw a graduated cylinder and describe what it measures.
List 3 pieces of safety equipment in the chemistry classroom.

Lesson 2: A Penny for Your Thoughts – Introduction to Chemistry

Define chemistry.

Lesson 3: What’s the Matter? – Defining Matter

Which of the following are examples of matter: silver, anger, wind, heat, oranges, sound, water
Classify each of the following as a pure substance or a mixture: platinum, milk, salt, air

Lesson 4: Mass Communication – Mass and Volume

Use the picture to answer questions 6&7

What is the volume of the object? Report your answer using the unit mL.

The mass of the object is 250 g. Calculate the density. Show work and include units.

Image from

Name ______Date ______Block______

Lesson 5: All That Glitters – Density

Classify each property as intensive or extensive: mass, volume, density, melting point

Use the table to answer the question. An object has a volume of 60 cm3 and a mass of 540 g. Calculate the density. What metal could it be?

Name of metal / Density (g/cm3)
Aluminum / 2.7
Zinc / 7.1
Copper / 9.0
Silver / 10.5
Lead / 11.3
Gold / 19.3

Unit 1 - Section II: Basic Building Materials - Lessons 6-10

Lesson 6: A New Language – Chemical Names and Symbols

Write the symbol for solid gold, liquid water and gaseous carbon dioxide.

Classify each as compound or element: lithium, hydrogen peroxide, NaCl, Cl2

Lesson 7: You See It – The Copper Cycle

Is dissolving sugar in water a chemical or physical change? Explain.
What clues can you observe that tell you that burning a candleis a chemical change?

Lesson 8: What Goes Around Comes Around – Conservation of Matter

In an experiment, 112 grams of iron react with 96 grams of oxygen to make rust. (The chemical name for rust is iron (III) oxide.) How many grams of rust will be made?

Lesson 9: Create a Table – Properties of the Elements

Elements in the same ______have similar properties.

List 2 elements that would have properties similar to potassium, K.

Lesson 10: Breaking the Code – The Periodic Table

List 3 metals.
List 3 nonmetals.

Unit 1 - Section III: A World of Particles - Lessons 11-16

Lesson 11: Atomic Pudding – Models of the Atom

Draw a simple atomic model of for a carbon atom that has 6 protons, 6 neutrons, and 6 electrons.
True or false: The nucleus of an atom is positively charged. Explain your answer.

Lesson 12: Atoms by Numbers – Atomic Number and Atomic Mass

What is the atomic number for the element carbon (C)? ______
What is the average atomic mass for the element carbon? ______
Carbon-14 has the symbol

atomic number =

mass number =

number of protons =

number of neutrons =

number of electrons =

Lesson13: Subatomic Heavyweights – Isotopes

True or false: and are isotopes of the element carbon. Explain your answer.

Lesson 14: Isotopia – Stable and Radioactive Isotopes

Is carbon-12 a stable isotope? Explain how you can tell.
What does it mean if an isotope is radioactive?

Lesson 15: Nuclear Quest – Nuclear Reactions

Finish the nuclear equation for each process. Then tell what type of nuclear reaction.

 + ______Type of reaction:______

 + + Type of reaction:______

Fill in the blanks.

The half-life of an atom is the time it takes for ______of the sample to______.

A particular atom has a half-life of 25 years. If there are 100 grams of this atom today, there will be ______grams left after 75 years and ______grams left after 125 years.

Lesson 16: Old Gold – Formation of Elements

True or false: When a sodium-22 atom goes through beta decay it becomes a different element. Explain your answer. Hint: look at the equation below.

 +

Unit 1 - Section IV: Moving Electrons - Lessons 17 to 22

Lesson 17: Technicolor Atoms – Flame Tests

Name ______Date ______Block______

Draw a simple atomic model to show the process of excitation, which occurs when electrons of metal atoms transition to shells farther from the nucleus as they absorb heat energy.

Name ______Date ______Block______

Draw a simple atomic model to show the process of emission, which occurs when electrons of metal atoms transition to shells closer to the nucleus as they release light energy.

Name ______Date ______Block______

Use the table to answer the following questions.

CompoundFlame color

CuClGreen

NaNO3Yellow-orange

KOHPink-lilac

What flame color would you expect for the compound CuNO3?______

b. Circle the compounds you would expect to have a yellow-orange flame color?

NaClK2OCuBrNaBrKNO3

Lesson 18: Life on the Edge- Valence Electrons

Find magnesium (Mg) on the periodic table.
How many valence electrons does magnesium have? _____
How many core electrons does magnesium have? ______
Draw a simple atomic model (shell model) for the magnesium atom.

Name 2 elements in the same group as Mg. How are they similar to Mg?

Name 2 elements in the same period as Mg. How are they similar to Mg?

Lesson 19: Noble Gas Envy - Ions

Find the element sulfur (S) on the periodic table.

What is the charge of a sulfide ion?

Name ______Date ______Block______

Describe how a sulfur atom becomes a sulfide ion

Name ______Date ______Block______

The sulfide ion has an electron arrangement similar to what noble gas?

Find the element aluminum (Al) on the periodic table.

What is the charge of an aluminum ion?
Describe how an aluminum atom becomes an aluminum ion.

The aluminum ion has an electron arrangement similar to what noble gas?

Lesson 20: Getting Connected – Ionic Compounds

What would be the formula of an ionic compound formed from the Al and S ions above?

Lesson 21: Salty Eights – Formulas for Ionic Compounds

Complete the tables below.

ElementIon formulaName of Ion

calcium______

aluminum______

chlorine______

phosphorus______

Compound NameFormula

aluminum chloride______

calcium phosphide______

______CaCl2

______AlP

Lesson 22: Isn’t it Ionic

Complete the table below.

Compound nameFormula

aluminum nitrate______

calcium phosphate______

______Ca(NO3)2

______Al(PO4)

Unit 1 - Section V: Building With Matter - Lessons 25-26

Lesson 25: You Light Up My Life – Classifying Substances

41. What does soluble mean?

42. If a solution contains only neutral particles, will it conduct electricity? Explain.

Lesson 26: Electron Glue– Bonding

43. What particles of an atom are responsible for chemical bonds?

Name ______Date ______Block______

44. Fill in the grid with the type of bonding model that fits the category.

Dissolves / Does not dissolve
Conducts
Does not conduct

45. Predict what type of bonding each substance has.

a.silver, Ag

b.calcium chloride, CaCl2

c.carbon monoxide, CO

46. Predict whether the following substances will dissolve in water.

a.iron, Fe

b.magnesium bromide, MgBr2

Unit 4-Lesson 1: Toxic Reactions – Chemical Equations

1. Consider this reaction between solid zinc and a solution of hydrochloric acid:

Zn(s)  2 HCl (aq) ZnCl2 (aq) H2(g)

Draw a circle around the reactants
Draw a box around the products.
What does (aq) mean?
What does (g) mean?
What does (s) mean?

Lesson 2: Making Predictions – Observing Change

2. Examine this chemical equation. Write an interpretation of the chemical equation, describing what is taking place.

2 Fe (s)+ 3 O2 (g) 2 Fe2O3 (s)

Lesson 3: Spare Change – Physical Versus Chemical Change

3. Classify the following as a chemical or physical change:

______boiling water

______burning matches

______dissolving salt in water

Lesson 4: Some Things Never Change – Conservation of Mass

4. Does this equation obey the law of conservation of mass? Why or why not?

Ag2O (s) 2 Ag(s) + O2 (g)

Lesson 5: Atom Inventory – Balancing Chemical Equations

5. Balance the following reactions:

_____ K(s) + _____ O2(g) _____ K2O (s)

_____ P(s) + _____ Cl2(g) _____ PCl3 (g)

_____Ca(NO3)2(aq)+ _____Na2S (aq) _____NaNO3(aq)+ _____CaS (s)

Lesson 6: What’s Your Reaction? – Types of Reactions

6. Classify the following reactions as combination, decomposition, single exchange, or double exchange reactions.

______2 Ca (s)+ O2 (g) 2 CaO(s)
______Mg(s)+ FeCl2(aq) Fe (s)+ MgCl2(aq)
______2 Al(NO3)3(aq)+ 3 Na2S (aq) 6 NaNO3(aq)+ Al2S3(s)
______2 FeO(s) 2 Fe(s) + O2 (g)

Unit 4 - Section II: Measuring Toxins – Lessons 7 to 11

Lesson 7: Lethal Dose – Toxicity

7. What is more toxic 1 g of NaOH (used in drain cleaner) or 1 mole of NaOH? Explain.

Lesson 8: Make It Count– Counting by Weighing

8. A sandwich bag containing raisins weighs 24.6 g. A sample of ten raisins weighs 0.90 g. The empty bag has a mass of 2.00 g. How many raisins are in the sandwich bag?

Lesson 9: Billions and Billions – Avogadro’s Number

9. Use your periodic table to find molar masses.

What is the molar mass of copper (Cu)?

What is the molar mass of sulfur (S)?

If you have 50 g of Cu and 50 g of S, which sample has more atoms?

Explain your reasoning.

Lesson 10: What’s in a Mole – Molar Mass

10. Determine the molar mass of the following compounds

a. sulfur trioxide, SO3

b. calcium nitrate, Ca(NO3)2

Lesson 11: Mountains and Molehills – Mass - Mole Conversions

11. What is the mass in grams of 5.5 moles of sulfur trioxide, SO3?

12. How many moles of sulfur trioxide, SO3 are in 240 grams of sulfur trioxide?

13. How many moles of sulfur trioxide, SO3 are in 4.5 x 1021 molecules of sulfur trioxide?

14. How many molecules are in 55 moles of sulfur trioxide, SO3?

Unit 4 - Section V: Toxic Cleanup – Lessons 23 to 26

Lesson 23: Solid Evidence – Precipitation Reactions

15. Circle the precipitate in each of the following reactions

Pb(NO3)2aq)+ K2S (aq)--> 2 KNO3(aq)+ PbS (s)

BaCl2(aq)+ Na2SO4(aq)--> BaSO4(s)+ 2NaCl(aq)

Lesson 24: Mole to Mole– Mole Ratios

16. The balanced equation for the reaction between sodium and phosphide to produce sodium phosphide is given below.

3 K + P  K3P

a. What is the mole ratio of K to P?

b. In reaction one, 117 g K reacts with 31 g P. How many grams of K3P are made? Write your answer in the table.

Reaction / Quantity / K / P / K3P
1 / Moles / 3 mol / 1 mol / 1 mol
Grams / 117 g / 31 g

c. In reaction two, 740 g K3P are made. Fill in the missing values for K and P.

Reaction / Quantity / K / P / K3P
2 / Moles / 15 mol / 5 mol
Grams / 155 g / 740 g

Lesson 25: Mole Tunnel – Stoichiometry

17. Consider this reaction:

Zn (s) + 2 HCl (aq) ZnCl2 (aq) + H2 (g)

How many grams of zinc, Zn, do you need to produce 125 g of zincchloride, ZnCl2?

Step 1: Grams to moles:

Step 2: Moles to moles:

Step 3: Moles to grams:

Lesson 26: Get the Lead Out – Limiting Reactant and Percent Yield

18.___Na(s) + ___S (s)  _____Na2S (s)

Balance the equation
A total of 6 moles of Na and 6 moles of S are available. Which reactant is limiting?

(Remember, this is the reactant you run out of first.)

Use drawings to support your answer. Make a key.



Na S  Na2S

What is the maximum number of moles ofNa2S that can be formed?

What is the mass (in g) of the maximum amount of Na2S that can be formed? (This is your THEORETICAL YIELD)

If in actual experiment, the actual yield was 200g Na2S, what is the percent yield of this experiment?

Unit 4- Section IV: Acidic Toxins – Lessons 19,21,22

Lesson 19: pHooey! – [H+] and pH

19. Classify as acid, base, or neutral.

______orange juice with pH = 3
______soap or shampoo with pH = 9
______water with pH = 7

20. Cabbage juice indicator changes color according to the following chart.ColorpH

Predict the color for each of the following when mixed with cabbage juice indicator.redacid

purpleneutral

green base

______orange juice
______soap or shampoo
______water

Lesson 21: Neutral Territory– Neutralization Reactions

21. In a neutralization reaction, an acid and a base react to produce salt and water.

Predict the products for each reaction. Hint: these reactions are like double exchange reactions.

HCl + LiOH  ______+ ______

HF + KOH  ______+ ______

Name ______Date ______Block______

Unit 3 - Section I –Physically Changing Matter

Lesson 1 – Weather or Not: Weather Science

Studying the chemistry of gases helps us understand weather because weather involves moving air masses and moisture in the air. Tell what kind of weather is associated with a
high pressure system
low pressure system

Lesson 3 – Having a Meltdown: Density of Liquids and Solids

2. Do you think 3 inches of snow has the same amount of water as 3 inches of rain? Explain your reasoning using density.

Lesson 5 – Absolute Zero: Kelvin Scale

3. Do you think the molecules move faster or slower as they are cooled? Explain your reasoning.

Lesson 6 – Sorry, Charlie: Charles’ Law

4. A balloon has a volume of 85 L at a temperature of 55 °C. The temperature drops to -15 °C, while the pressure stays the same. Remember to always convert temperatures to the Kelvin scale.

a. Will the volume of the balloon increase or decrease?

b. Write the formula for Charles’ law.

c. Determine the new volume of the balloon at -15°C.

Show your work.

Unit 3 - Section II –Pressing Matter

Lesson 8 – It’s Sublime: Gas Density

5. Solid carbon dioxide (CO2) is commonly called “dry ice” because it sublimes at room conditions. One gram of solid CO2 occupies about 0.70 mL. One gram of gaseous CO2 occupies about 700 mL. Which is more dense, solid or gaseous CO2? By how much?

Lesson 9 – Air Force: Air Pressure

6. Air pressure is always present on Earth as a result of air molecules colliding with the surfaces of objects on the planet. At sea level and 25 °C, there is 14.7 lb/in2 of air pressure from the air around us.. When we travel up in a mountain we feel 12.0 lb/in2 of air pressure. Why is the air pressure lower at the top of the mountain?

Lesson 10 – Feeling Under Pressure: Boyle’s Law

7. A balloon full of gas occupies 7.5 L when the pressure on the outside of the balloon is 1.0 atm.

a. What do you predict will happen to the pressure inside the balloon if the balloon

is placed underwater to a depth at which its new volume is 2.5 L?

b. Write the formula for Boyle’s law.

c. Calculate the new pressure at the new depth.

Show your work.

Lesson 11 – Egg in a Bottle: Gay-Lussac’s Law

8. A closed rigid glass bottle has a volume of 1.5 L in the classroom, where the air pressure is 1.0 atm and the temperature is 25 °C. The bottle is put into the freezer where the temperature is -10 °C.

a. Will the pressure inside the bottle increase or decrease when it is put In the freezer?

b. What will the pressure be inside the bottle when

it is in the freezer at -10°C? Show your work.

Lesson 12 – Be the Molecule: Molecular View of Pressure

9. A family went for a drive in the desert. In the morning, the air pressure in the tires of their car was around 28 lb/in2. In the afternoon, the tire pressure was around 32 lb/in2. Provide an explanation on the molecular level for why this happened. (Hint: Describe the motion of the molecules.)

Lesson 13 – What Goes Up: Combined Gas Law

10. A sample of neon gas occupies a volume of 1.0 L at 300 K and 1.0 atm.

a. Write the formula for the combined gas law.

b.Suppose you increase the temperature to 600 K and decrease

the pressure to 0.50 atm. Calculate the new volume. Show your work.

c.Does the volume of the gas increase or decrease? Explain your answer.

Lesson 14 – Cloud in a Bottle: High and Low Air Pressure

11. In order for clouds to form, there must be moisture in the air.

True or False

______Clouds tend to from under conditions of low temperature

______Clouds tend to from under conditions of low pressure

Unit 3 - Section III –Concentrating Matter

Lesson 16 – STP: The Mole and Avogadro’s Law

12. Two balloons are in a room with conditions of 293 K and 1 atm. One balloon contains 24 L of Ar, argon gas, and the other balloon contains 24 L of Ne, neon gas. Tell is the following are the same or different for the two balloons.

______a. Temperature.

______b. Pressure.

______c. Volume.

_______d. Number of atoms.

______e. Mass.

______f. Density

______g. Number density

Lesson 17 – Take a Breath: Ideal Gas Law

13. You cap a 1.0 L plastic bottle on a mountaintop where the air pressure is 0.75 atm and the temperature is 298 K.

How many moles of gas are in the bottle? Show your work.

P in atm / V in Liters / n in moles / R / T in Kelvin
0.0821

Unit 2 - Section I - Speaking of Molecules

Lesson 1 – Sniffing Around

Lesson 2 – Molecules in Two Dimensions

Use the rules stapled into your reading journal to predict the smell of each of the following molecules:

a. butyric acid, C4H8O2______

b. methyl butyrate, C5H10 O2______

c. monoethylamine, C2H7N______

d. D-pulegone, C10H16O______

Lesson 3 – HONC if You Like Molecules

2. Write out the HONC rule

3. Try to draw some isomers for the following using the HONC 1234 rule

Molecular Formula / Structural Formula #1 / Structural Formula #2
C3H8O
C2H7N

Unit 2 - Section II –Building Molecules and Section III –Molecules in Action

Lesson 9 – New Smells, New Ideas – Ball and Stick Models

4. Write the molecular formula for ball and stick model (black = C, white = H) ______

Lesson 10 – Two’s Company – Electron Domains

5. Tell how many electron domains are associated with each of the following molecular shapes. Then draw a ball and stick model for each shape.

a. tetrahedral ___b. pyramidal ___c. bent ___d. trigonal planar ___ e. linear ___

Lesson 15 – Attractive Molecules – Attractions Between Molecules

6. A student observed that liquid “A” is attracted to a charged wand, but liquid “B” was not. Write true or false for each statement.

a)______Which liquid is polar?

b)______Which liquid would make a bead on waxed paper?

c)______Which liquid could be water?

Lesson 16 – Polar Bears and Penguins –Electronegativity and Polarity

Lesson 17 – Thinking (Electro)Negatively – Electronegativity Scale

7. Tell whether the bond formed between each pair of atoms is polar, nonpolar or ionic based on the ΔEN.

a. H-O ______b. C-C ______c. K – F ______

Name ______Date ______Block______

Lesson 4, 5, 10, 11, 16, 17, 18

8. Use your graphic organizer below to draw lewis dot structures and answer the questions that follow.

Formula / Total # val e / Skeleton drawing / Remaining # of val e / Final Drawing / Number of electron domains around the center / Name of
Molecule Shape / List all the bonds with the ΔEN.
Are the bonds
polar or nonpolar?
Draw in the bond dipole. / Is the molecule polar or nonpolar?
Would you expect it to smell?
PCl3
Formula / Total # val e / Skeleton drawing / Remaining # of val e / Final Drawing / Number of electron domains around the center / Name of
Molecule Shape / List all the bonds with the ΔEN.
Are the bonds
polar or nonpolar?
Draw in the bond dipole. / Is the molecule polar or nonpolar?
Would you expect it to smell?
H2S
Formula / Total # val e / Skeleton drawing / Remaining # of val e / Final Drawing / Number of electron domains around the center / Name of
Molecule Shape / List all the bonds with the ΔEN.
Are the bonds
polar or nonpolar?
Draw in the bond dipole. / Is the molecule polar or nonpolar?
Would you expect it to smell?
CO2

Name ______Date ______Block______