Welcome to Honors Chemistry!

Transcription

1 Welcome to Honors Chemistry! Congratulations on taking Honors Chemistry next year! This summer assignment is designed to assess your reading comprehension and interpreting graph skills; review how to make graphs, the steps of the scientific method, and lab equipment; give you a head start in memorizing the most important elements; and broaden your appreciation of chemistry and the role it plays in everyday life. You will not need to pick up a textbook before September to complete the assignment. The parts of the summer assignment are: Memorize the names and symbols for elements and polyatomic ions. Dissect the parts of the scientific method from an experiment. Graph experiment data results. Interpret graphs. Read about science in the news and magazines. Review lab equipment names and uses. The entire summer assignment is due the first day of class. If you have questions over the summer please contact Ms. Wentworth at mwentworth@hawthorne.k12.nj.us. Element and Polyatomic Names and Symbols: 1. Make flashcards (on index cards or using a mobile app) of the elements and polyatomic ions listed on the next page. a. Put the symbol on one side and the name on the other. b. Put only one on each card. c. Come prepared to class the first day with these. *There are several mobile apps where you can quiz yourself on the names and symbols for elements. These may help you memorize as well.

2 Elements for Flashcards: Aluminum Antimony Argon Arsenic Barium Beryllium Boron Bromine Calcium Carbon Chlorine Cobalt Copper Fluorine Gold Helium Hydrogen Iodine Iron Lead Lithium Magnesium Manganese Mercury Neon Nickel Nitrogen Oxygen Phosphorus Potassium Radon Rubidium Silicon Silver Sodium Sulfur Tin Uranium Xenon Zinc Al Sb Ar As Ba Be B Br Ca C Cl Co Cu F Au He H I Fe Pb Li Mg Mn Hg Ne Ni N O P K Rn Rb Si Ag Na S Sn U Xe Zn Polyatomic Ions for Flashcards: Polyatomic ions are groups of multiple atoms that have a charge (positive or negative). The Symbols shown tell you what elements are in the ions, how many atoms of each, and the charge. For example: 1+ (NH4) contains a nitrogen atom, four hydrogen atoms, and the entire group has a charge of 1+. Memory Hint: If you have two ions with similar names and the only difference is the number of oxygen atoms in your ion: -ite means smaller number of O -ate means larger number of O If there are four ions with similar names and different numbers of oxygen: Hypo- is the smallest amount Per- is the largest amount Ion Formula 1+ (NH4) (ClO) (ClO2) (ClO3) (ClO4) (CN) (OH) (NO2) (NO3) (MnO4) (CO3)2- (O2)2- (SO3)2-2- (SO4) 3- (PO4) (CH COO) or (C H O2) Name Ammonium Hypochlorite Chlorite Chlorate Perchlorate Cyanide Hydroxide Nitrite Nitrate Permanganate Carbonate Peroxide Sulfite Sulfate Phosphate Acetate

3 Scientific Method: Answer the questions that follow the science experiment. An experimenter wondered how large the difference is between the boiling points of various liquids. He thought that tap water would boil the fastest. In a lab experiment the time it takes for different types of liquids to boil is measured. The same amount, 1 cup, of all liquids was used for the experiment. The results are as follows: Type of Liquid Tap Water Salt Water Oil Milk Apple Juice Time (minutes) 20 minutes 15 minutes 10 minutes 31 minutes 21 minutes 1. Indicate the variables of the experiment. a. Independent Variable: b. Dependent Variable: c. Control: 2. Was the experimenter s hypothesis correct or incorrect? Use the results from the experiment to support your answer. 3. What should the conclusion be for the experiment?

4 4. Based on the results of this experiment, what would a good question be for the experimenter to test next? 5. Graph the information in the data table. This must be completed using Google sheets. There are many Youtube videos and to help you do this if you do not know how to. You should share the graphs with me via Google sheets. Make sure to label the axes (units included), includea title, and make it a line graph. Science in the News: Locate one article through everyday encounters (i.e.: newspaper, magazine). Do not do internet searches. The idea is for you to realize that science is around you at all times, even without you searching. For example, do you recall recently hearing about high fructose corn syrup, mercury in tuna, or climate change? Your task is as follows: *Write a brief summary of the key points of the article. *Write two or more sentences offering your opinion and/or comments on the article. *Write a sentence, or more, about why the topic caught your interest. *Include a copy of the article. This should be done in complete sentences and attached to the article. It may be handwritten or typed.

5 Lab Safety: It is important to know the names and uses of the lab equipment that will be used in the lab procedures in chemistry. I will expect that you know the names and uses of the equipment for the first lab experiment. To help you do this, you should study them and quiz yourself before the first day of school and/or the first lab of the year. Beaker Graduated Cylinder Balance To hold, transfer, and mix substances. To measure the volume of liquids. To measure the mass of substances. Hot Plate Bunsen Burner Pipette Funnel To heat substances. To heat or light substances on fire. To transfer liquids. To transfer liquids. Forceps Stirring Rod Striker Erlenmeyer Flask To move solids. To mix substances. To light a Bunsen Burner. To hold and mix liquids.

6 Interpreting Graphs: Answer the questions that follow the Figures. Figure 1: Figure 2: Figure 3:

7 A chemist sets up an experiment to test the rate of photosynthesis in plants using the set-up in Figure 1. The chemist wants to determine how much light and carbon dioxide (CO 2 ) concentration produces the fastest amount of oxygen production in plants. In equation 1 below you can see the chemical reaction that occurs during photosynthesis. Equation 1: The results of the experiment for when the amount of light is increased (moved toward the plant) are shown in figure Write a sentence that describes the relationship between the amount of light and the production of oxygen gas (bubbles). 2. At what intensity does the chemical reaction occur at the fastest rate? 3. At what intensity does the chemical reaction occur at the slowest rate? 4. At what intensity does the rate of the chemical reaction max out? The results of temperature and carbon dioxide concentration on the rate of photosynthesis are shown in Fig Write a sentence that describes the relationship between the temperature and the rate of photosynthesis. 6. Write a sentence that describes the relationship between the concentration of carbon dioxide (%) and the rate of photosynthesis. 7. Which of the three experiments is the best choice for the most oxygen production? 8. Using all of the data provided in the figures, what would the best situation be for the most photosynthesis to occur? Provide specific details regarding the light distance, temperature, and carbon dioxide concentration.