FHS Final Exam Review Sheet Semester 1 PDF

Final Exam Review Sheet About the final: 1) You WILL be given: ​ a periodic table with dot diagrams ​ a periodic table with masses and names ​ a periodic table with electronegativity values (including the ionic/polar/nonpolar scale) ​ VSEPR shapes 2) There will be 50 Multiple...

Final Exam Review Sheet About the final: 1) You WILL be given: ​ a periodic table with dot diagrams ​ a periodic table with masses and names ​ a periodic table with electronegativity values (including the ionic/polar/nonpolar scale) ​ VSEPR shapes 2) There will be 50 Multiple Choice questions (NO Free Response Questions) Unit 1: Search for Life Lesson 1: Are We Alone? Introduction, specific follow up questions are covered in other lessons. Lesson 2: What are these substances so important to life? 1. What is the difference between an atom, molecule, and element? 2. What elements are common to the molecules of life? __________________________ 3. What is the Goldilocks’s Zone and why is it important? Lesson 3: Why is water so important? Why does it behave as it does? Related questions are in other sections. Lesson 4: How can explain charges and electricity, and why might they be important to explaining why water is so important to life? 4. Opposites ___________________ and likes _________________. 5A. How does an atom become positive? ___________________________________________________ B. Negative? ________________________________________________________________________ C. What does it mean to be neutral?______________________________________________________ Lesson 5: What is an electrolyte and how does it support life? 6. Which of the following are electrolytes: ​ glucose ​ BeCl2 ​ ​ H2O ​ ​ GaF3 ​​ oil 7. Which one of the following conduct electricity? ​ A) Glucose dissolved in water B) BeCl2 dissolved in water ​ C) GaF3 dissolved in oil D) Water dissolved in oil If something conducts electricity two “things” are required. What are they? Lesson 6: Why don’t salts make a one-to-one ratio? 8. A) Using your periodic table with the dot diagrams, show what happens with sodium is paired with oxygen. Include the dot diagram. B) Now show what happens when aluminum pairs with sulfur. Be sure to include the dot diagram. 9. What type of bonding do these compounds have? Ionic, polar covalent, nonpolar covalent? Now say why. Lesson 7: Is water a salt? AND Lesson 8: Why is water so good at dissolving salts? AND Lesson 9: How does what we’ve figured out so far help us in our search for life in outer space? 11. Complete. Elements in Compound Ca and Cl Bonding: Ionic, Polar Covalent or Nonpolar Covalent Dot Diagram Formula Would this compound dissolve in water? 12. Complete. Elements in Compound Si and 4 Cl Bonding: Ionic, Polar Covalent or Nonpolar Covalent Dot Diagram Draw Shape: tetrahedron, triangle, or linear Symmetrical or Asymmetrical Molecule Polar or Nonpolar Molecule Type of Intermolecular Force: H bonding, dipole-dipole interaction, or dispersion forces Would this compound dissolve in water? 13. Elements in Compound N and 2 O Bonding: Ionic, Polar Covalent or Nonpolar Covalent Dot Diagram Draw Shape: tetrahedron, triangle, or linear Symmetrical or Asymmetrical Molecule Polar or Nonpolar Molecule Type of Intermolecular Force: H bonding, dipole-dipole interaction, or dispersion forces Would this compound dissolve in water? 14. How did the solubility rule (likes dissolve likes) help you decide whether the compounds above will be able to dissolve in water? 15. Using what you know about bond strength (ionic, covalent, intermolecular forces (IMF): hydrogen bonding, dipole-dipole interactions, dispersion forces), explain why the melting point and boiling points of methane (-182oC/-161oC) lower than those of water (0 oC/100 oC) or calcium sulfide (mp only=2,525 oC). 16. Potato vs. Potato chip…what did you have to do to get the potato chip to conduct electricity? Why didn’t you need to do this with the potato? Lesson 10: How are living things’ molecules formed? 17. How many bonds does Si form? ____ Why does it form this number? _____________________________ 18. How many bonds does O form? ____ Why does it form this number? _____________________________ Lesson 11: Can arsenic “switch” for phosphorus in DNA? 19A. Why can K (KCl) be substituted for Na (NaCl) in foods, and you wouldn’t be able to taste the difference? B. Suggest another element that could be used instead of K? ________ Why might this work too? 20. Nitrogen can be found in both proteins and DNA. If you are looking for life, what element(s) could N be potentially replaced with? Why? Lesson 12: Can we substitute another compound for water? 21. Why is knowing the temperatures of different planets important? 22. Why is H2S a potential substitute for water if we are searching for life on other planets? Lesson 13: What are scientists doing to search for life and its substances? 23. Draw a picture of water dissolving potassium iodide (KI). 24. If we don’t/can’t physically go to a planet, what evidence would we look for to determine whether liquid water is or was there at one time? 25. Differentiate (tell the difference between) a ground state electron and an excited electron. 26. Give two ways to “excite” an electron. 27A. Alter the picture so that sodium has an excited electron. 28B. Now, show what happens when sodium produces/emits a light. 29. Contrast a continuous spectrum with a discontinuous spectrum. Where would you see each type? 30. Below is the emission line spectrum for boron. A) How are the “lines” produced? B) Why is this spectrum specifically for boron—meaning, why doesn’t helium or beryllium produce spectrums that are different? 31. How can we tell what gases might be present in the atmosphere of a planet? 32. Fill in the blanks in the table and the orbital diagrams below. Number of electrons 7 electrons 7 electrons Element Electron configuration Is the element in the Ground Excited excited or ground state? Unit 2: Fuels Lesson 1: Why do cars run on gasoline and not rocket fuel? 1. Based on the Blue Spheres video, what is the relationship between automobile exhaust and carbon dioxide? 2. Review the graphs in Canvas: Greenhouse Gas Emissions Allocated to Economic Sectors, 2017 US CO2 Emissions from Fossil Fuel Combustion by Fuel Type and End-Use Sector, Average CO2 Emissions by car type, US Transportation Energy Sources/Fuel 2010 and Energy and CO2 Emissions per fuel type. (These are posted in Canvas—you will not be expected to memorize the information here. You will need to be able to read and understand what each graphic is trying to tell you.) What is the greatest contributor to carbon dioxide emissions? 3. What general pattern did you see in the data for Energy and CO2 Emissions per fuel type? Give one thing these have in common. Give one difference. 4. After looking at all the data, what can we do to reduce CO2 emissions from transportation? 5. What are the similarities between how hydrogen is used in a rocket and how gasoline is used in a car? (You may wish to look at the reading you did on Hydrogen in Lesson 1.) 6. What are the differences between how hydrogen is used in a rocket and how gasoline is used in a car? 7. Both gasoline and hydrogen fuels burn or combust in cars and rocket engines. Model (particle and observable) what is happening before and after combustion in both hydrogen and gasoline. Lesson 2: What is the connection between the energy you get from burning a fuel and moving a car or rocket? 8. Detail the Kinetic Molecular Theory (KMT). What are the three ways we can change a sample of gas to change the number of collisions in a system (pressure) 9. What caused the syringe plunger to move when surrounded by hot water? 10. Draw a model of showing the movement of the plunger when you placed it in the hot water. Include the particle movement and the plunger movement in your model. 11. State the Law of Conservation of Energy: 12. What are the steps in the Four Stroke Engine? Name and describe each step. 13. How is energy transferred in the engine (system)? 14. Draw an LOL diagram to show how energy is changing in each stroke of the engine, where energy is coming from/going to, and how it is conserved. Lesson 3: What is burning and how does it give us energy? 15. What did we determine the “smoke” that we saw leaving the engine is made of? 16. What reactants are required for combustion? 17. Define combustion (burning): 18. What is produced when a fuel like octane (C8H18) or ethanol (C2H6O) burn? 19. (A) What were the drops that collected inside the tank in which ethanol was ignited? (B) What else was produced? (C) Does this support your answer to the previous question? 20. Draw a model showing the ethanol and oxygen in the dish (inside the tank) before the reaction occurred and afterwards. Show the particles. 21. Draw a LOL diagram of the burning of the ethanol. 22. State the Law of Conservation of Matter: Lesson 4-10 23. When energy is put in to “activate” a reaction, is it used to: break attractions/chemical bonds​ ​ OR​ ​ make attractions/chemical bonds 24. When energy is released during a chemical reaction, does this occur when: ​ chemical bonds/attractions are broken ​ OR ​ ​ Chemical bonds/attractions are made 25. Using the circle model, what is the difference between hot and cold reactions in terms of Energy in vs Energy out? 26. What is the formal name for hot reactions? __________________________ 27. What is the formal name for cold reactions? __________________________ 28. Create the enthalpy graphs for hot and cold reactions below (red text was added 1/7 or later) Lesson 10.5: Moles, Molar Conversions, and Stoichiometry 29. What are the values that are equivalent to 1 mole? 1 mole = ________ ______ = ____________ molecules/atoms/formula units = ___________ L at STP 30. What is the molar mass for the following: A. Cl2 = ______________ g B. Fe = ______________ g C. C8H18 = ______________ g 31. Complete the following molar conversions A. 70.3 g Ca3(PO4)2 ? mol Ca3(PO4)2 B. 1.23 x 1024 formula units Mg(OH)2 ? g Mg(OH)2 32. Balance the following equations and solve the following problems A. How many liters of chlorine gas must be reacted with excess sodium iodide (NaI) to produce 6.00 moles of sodium chloride? ​ ​ ____ NaI(s) + ____ Cl2(g) ____ NaCl(s) + ____ I2(s)​ B. Calculate the mass of silver phosphate produced if 30.0 g of silver acetate reacts with excess sodium phosphate. ​ ​ ____ AgC2H3O2 + ____ Na3PO4 ____ Ag3PO4 + ____ NaC2H3O2 C. How many liters of H2 are produced if 4.00 grams of Zn reacts with excess HCl? ​ ​ ___Zn(s) + ___HCl(aq) ___ZnCl2(aq) + ___H2(g) Lesson 11: Why does burning one mole of gasoline result in more energy than burning one mole of hydrogen? 34. Compare 1 mole of octane (C8H18) to 1 mole of Hydrogen (H2). What do they have in common and what makes them different 35. A. Balance the chemical equation for octane combustion ______C8H18 + ______O2 -> ______ CO2 + ______H2O B. If the energy of the reaction is ΔHrxn = -10,279 kJ/mol, how much energy is released from 5 g of C8H18 is reacted?