Pre-AP Chemistry S1 Final Exam 2024-2025 PDF

Pre-AP Chemistry S1 Final Exam 24-25 Created By Lauren Turner 1 Select all correct descriptions to classify each of the following models. Atom Compound Molecule Model 1 Model 2 Mo...

Pre-AP Chemistry S1 Final Exam 24-25 Created By Lauren Turner 1 Select all correct descriptions to classify each of the following models. Atom Compound Molecule Model 1 Model 2 Model 3 ---- Amino Acid Structures Biochemists are scientists who study how chemistry interacts with living things. Biochemists originally identified 20 amino acids, molecules that are essential building blocks of life. One amino acid, cysteine, contains sulfur (S), a unique element. In the 1950s, a German chemist discovered selenocysteine, making the total number of amino acids 21. The structures of selenocysteine (left) and cysteine (right) are shown below. ---- Periodic Table 2 Choose the statement below that best contrasts the structures of cysteine and selenocysteine. (a) A The two structures are identical. B Selenocysteine has sulfur and cysteine does not have sulfur. C Cysteine has sulfur and selenocysteine does not have sulfur. (b) Use the periodic table to compare the atomic radius of selenium to the atomic radius of sulfur. A Selenium has a larger atomic radius than sulfur because it has more electron shells. B Selenium has a larger atomic radius than sulfur because it has less electron shells. C Selenium has a smaller atomic radius than sulfur because it has more electron shells. D Selenium has a smaller atomic radius than sulfur because it has less electron shells. (c) Use the periodic table to answer this question. Which molecule, cysteine or selenocysteine, is likely to be the most polar? A Cysteine will be the most polar because S is less electronegative than Se. B Cysteine will be the most polar because S is more electronegative than Se. C Selenocysteine will be the most polar because S is less electronegative than Se. D Selenocysteine will be the most polar because S is more electronegative than Se. 3 Use your periodic table to answer the three questions below; (a) How many total electrons does an atom of Magnesium (Mg) have? A 1 B 2 C 12 D 24 (b) How many valence electrons does an atom of magnesium (Mg) have? A 1 B 2 C 12 D 24 (c) Select the correct Lewis dot diagram below for a neutral (no charge) fluorine atom. A B C D 4 In each of the diagrams below, a bond or intermolecular force is circled. Which diagram shows the strongest intermolecular force? A C D B ---- Hydrocarbons Explore the unique world of alkanes and alkenes! Methane, ethene, and fluoromethane (shown below) are three different compounds with distinct properties. Methane, made of carbon and hydrogen, is a colorless and odorless gas. Ethene (also called ethylene) is an alkene used in agriculture to ripen fruits and in the production of plastics. Fluoromethane is a refrigerant. Each compound plays an important role in different industries. --- Periodic Table  5 The statements below are about the structure of the three hydrocarbons. Which of the statements is false? (a) A Methane contains only single bonds. B Ethene contains a carbon-carbon double bond. C Fluoromethane contains a triple bond. D Each carbon is bonded four times in all the hydrocarbons. (b) Which of the following statements about polarity is true? A Methane and ethene are nonpolar. B All three of the hydrocarbons are nonpolar. C All three of the hydrocarbons are polar. D Methane and ethene are polar. (c) Which of the hydrocarbons would have the highest boiling point? A Methane because it has the weakest intermolecular force. B Ethene because it has the strongest intermolecular force. C Fluoromethane because it has the strongest intermolecular force. D Both methane and ethene because their intermolecular forces are equal. --- Background Info In 2014, Flint (a town in Michigan) started sourcing its drinking water from the local Flint River instead of from Detroit. Upon doing this, officials did not add corrosion inhibitors to the water, caused lead ions (a toxic metal) from the pipes to form an aqueous solution in the water. Due to this, over 100,000 Flint residents did not have access to safe drinking water. To make the water safe, the toxic lead ions would need to be removed from the water system. ---- Separation Methods Below are descriptions of some separation methods you have seen during chemistry class this year. Separation Method Description Helps to separate and collect mixtures when two substances have different boiling points by at least Distillation 25 degrees Celcius. Evaporation Helps to separate mixtures when a solid is dissolved in a liquid. Filtration Helps to separate mixtures containing an undissolved solid in a liquid. 6 Use the Background Info tab for this prompt. --The authors of the Background Info passage wanted readers to read then wonder and ask questions. --Read all the questions in the answer choices below. Which of the following questions would the authors say is the least important for understanding the problem described in the passage? A How can the toxic metal be removed from Flint’s drinking water? B What steps could have been taken to prevent the contamination? C Why did Flint switch from Detroit’s water supply to the Flint River? D What are the health effects of being exposed to toxic metals in water? 7 Use the Separation Methods tab for this prompt. There are 4 questions in this section. (a) Which of the following pictures best represents the aqueous mixture of lead ions and water? KEY Purple Blue Lead Ions Water Molecules A C B D (b) The presence of lead ions can be detected via the addition of sulfate ions because the two will bond to form a precipitate. Which of the following best represents the mixture after sulfate ions are added to the contaminated water? KEY Purple Blue Yellow Water Sulfate Ions Lead Ions Molecules A C B D (c) Think about the problem described in the passage. Would chromatography, distillation, filtration or evaporation be the best technique to separate the precipitate from the water? Choose the best claim below. A Distillation B Evaporation C Filtration D Chromatography (d) Which evidence and reasoning below would best support your choice of separation method you claimed from the previous question? A E: Precipitates and aqueous solutions are the same states of matter with different boiling points. R: Distillation is used to separate a liquid from another liquid. When the sulfate is added to form a precipitate, the lead combines with sulfate to form a less attracted liquid than water. The water remains a liquid. Because they have different boiling points, the distillation method will boil the precipitate first on the hot plate and allow the water to stay a liquid that would need more energy to boil than the precipitate. This will mean that the water is then safe to drink. B E: Precipitates and aqueous solutions are different states of matter. The precipitate is a solid and water is a liquid. R: Filtration is used to separate a solid from a liquid. When the sulfate is added to form a precipitate, the lead combines with sulfate to form a solid. The water remains a liquid. Because they have different states of matter, the filtration method will capture the solid on the filter paper and allow the water to pass through the filter paper. This will mean that the water is then safe to drink. C E: Aqueous solutions all contain the same states of matter with different polarities. R: Chromatography is used to separate a a liquid from another liquid. When the sulfate is added to form a precipitate, the lead combines with sulfate to form an ionic compound liquid with strong bonds. The water remains a liquid with strong attractions. Because they have the same state of matter, the chromatography method will separate the precipitate on the chromatography paper and allow the water to soak up the chromatography paper. This will mean that the water is then safe to drink. D E: Precipitates and aqueous solutions are different states of matter. The precipitate is a solid and water is a liquid. R: Evaporation is used to separate a solid from a liquid by boiling the liquid. When the sulfate is added to form a precipitate, the lead combines with sulfate to form a solid. The water remains a liquid. Because they have different states of matter, the evaporation method will capture the solid in a glass beaker and allow the water to boil away from the mixture. This will mean that the water is then safe to drink.  8 In each of the three beakers below, food coloring is added to water. Over time, the food coloring particles spread out. One beaker contains cold water, one beaker contains room temperature water and one beaker contains hot water. Which of the diagrams likely represents the beaker with hot water? Top diagram is labeled Beaker A and the key reads water particle and food coloring particle. The middle diagram is labeled beaker b and the key reads water particle and food coloring particle. The bottom diagram is labeled beaker c and the key reads water particle and food coloring particle. A Beaker A B Beaker B C Beaker C ---- Background Info An archeologist is a person who studies history by looking at materials left behind by humans. Recently, an archeologist found a set of metal coins. She wanted to figure out what type of metal the coins are made of. To do this she made several measurements and recorded her data in the table. --- Data Resources Graph 1 Table 1: Measurements Coin Mass (g) Volume (mL) 1 7.0 ? 2 4.0 1.5  3 3.2 1.2 4 6.0 2.0 5 4.1 1.7 6 12.5 4.5 7 10.0 4.0 8 8.1 3.5 --- Table of Metal Densities Table 2: Densities Metal Density (g/mL) aluminum 2.70 lead 11.36 lithium 0.535 sodium 0.970 ---- Equations Equations --- Procedure Water displacement is a common method used to measure the volume of an irregular shape. In the diagram below, you can see that the water level rises after the coin is added to the beaker. Read the steps below to see how the archaeologist measured the volume. To measure the volume of the metal, the archaeologist used the following steps: 1. Put some water into a graduated cylinder. 2. Measure and record the initial volume. 3. Drop the metal sample into the water inside the cylinder. 4. Measure and record the final volume. 5. Subtract the final volume from the initial volume. ( Vf − Vi = Vmetal ) ​ ​ ​ 9 Use the Procedure tab to answer this prompt. Measure the final volume of the metal sample in the diagram below. Make sure to use the correct precision (significant figures) A 180 mL B 180.0 mL C 200 mL D 200.0 mL 10 Use the Data tab for the next two prompts. (a) What type of relationship between the variables can be inferred from Graph 1? A Mass and volume have a direct relationship B Mass and volume have an inverse relationship C Mass and volume have a constant relationship D Mass and volume have no relationship (b) Use Graph 1 to figure out the missing value (?) in Table 1. A 2.7 mL B 3.5 mL C 7.0 mL D 2.0 mL 11 There are three questions in this section. (a) Determine the density of the unknown metal. You can use the formula sheet, Table 1, and/or Graph 1. A 0.38 g/mL B 2.6 g/mL C 1.0 g/mL D 3.0 g/mL (b) Use the Table of Densities tab to answer the next prompt. What is the most likely identity of the metal that the coins are made of? A aluminum B lead C lithium D sodium (c) Use the Table of Densities to answer this prompt. The particle models below represent aluminum, lead, and lithium. Look at the models then choose the statement below that is true. A Model A cannot be lead. B Model A cannot be lithium. C Model B is less dense than Model A. D Model A is more dense than Model C. 12 Water in a pan is heated until boiling as shown in the picture below. Which of the answer choices below is a true statement about the water going through its phase change? A The temperature of the boiling water gradually increases. B The liquid water immediately vaporizes into gaseous water. C The temperature of the boiling water remains constant. D The liquid water begins to break down into hydrogen and oxygen gasses. 13 This questions has two parts. Make sure to answer parts A and B. (a) Match the phase of matter to its particle diagram using the drag & drop function. DRAG & DROP THE ANSWER Gas Solid Liquid (b) Each box shows a particle model of a phase of matter. Match the particle model with the amount of energy it contains. Highest energy Medium energy Lowest energy DRAG & DROP THE ANSWER  14 Coke, Pepsi, and other companies that make soda add carbon dioxide gas to their drinks to make them fizzy. Since large amounts of carbon dioxide takes up a huge volume as a gas, they store it in tanks as a liquid. The phase diagram below is for carbon dioxide (CO2). It does not show labeled phases of matter. Using the diagram, select the conditions (with units) that are best to keep carbon dioxide in a liquid phase only. A 6900 kPa and -54 ℃ B 7000 kPa and -10 ℃ C 6700 kPa and 10 ℃ D 510.2 kPa and -56 ℃ --- Lab Activity During a laboratory activity, appropriate safety equipment is used and safety procedures are followed. A student separates a sample of river rock salt that has two components: NaCI(s) and small insoluble rock particles. First, the student thoroughly stirs the sample of rock salt into a sample of water in a flask. Next, the mixture in the flask is filtered using the lab apparatus shown below. Section 3 Filter Paper The water is evaporated from the beaker. The filter paper and its contents are dried and shown below. --- Data Tables Table 1: Material Solubility Information Solubility in Water Example soluble N H4 C l ​ insoluble AgCl soluble N aCl insoluble River Rocks insoluble BaCl2 ​ Table 2: Rock Separation Lab Data  Object or Material Mass (g) River rock salt sample 16.4 Filter paper 1.6 Clean empty beaker 224.2 Filter paper with rock particles 2.2 Beaker with dry NaCl(s) 240.0 15 Use the overview and data tabs to answer this question. Why did the student need to stir the mixture into water before filtering it? A Stirring breaks down the insoluble rock particles making them easier to observe. B Stirring helps dissolve the soluble NaCl into the water. C Stirring creates bubbles that help separate the components better. D Stirring increases the water temperature making it easier to dissolve the rock. 16 Use the overview and filter paper tabs to answer this question. What is the identity of the material collected on the filter paper? (a) A river rock particles B salt C rock particles and salt D It's impossible to know (b) Think about your answer to the previous question. What statement below does not provide evidence to support your answer? A Salt is soluble, but river rock particles are not. B River rock particles and salt can go through the filter paper. C Filter paper contains holes that allow the salt water to flow through it. D River rock particles are larger than the holes in the filter paper. 17 Use the data table tab to answer this question. What should be the combined mass of the NaCl(s) and the rock particles be after separation? (a) A 16.4 g B 2.2 g C 15.8 g D 240.0 g (b) Which statement best demonstrates the law of conservation of mass in the rock salt separation experiment? A The mass of the river rock salt sample is different before and after the separation process. B The total mass of the materials before and after the separation should remain the same. C The mass of the rock particles will be greater than the mass of NaCl because they are insoluble. D The NaCl mass will decrease because it dissolves in water.  18 The cooling curve below was created from laboratory data for an unknown substance. Choose the best answer for the temperature that represents the freezing point. A 150 ℃ B 120℃ C 90 ℃ D 60 ℃ E 30 ℃ --- Cooling Curve of Unknown Substance The graph below shows a cooling curve for a substance as it freezes. 19 There are two questions on this page. Look at the graph of the cooling curve to the left. (a) Use the drag and drop function. Which phase (or phases) of the substance is present in each part of the cooling curve? There may be choices you do not use. DRAG & DROP THE ANSWER gas liquid solid solid & liquid liquid & gas ROW1 Part 1 of the graph Part 2 of the graph Part 3 of the graph (b) Which statement about a phase change is true? A During a phase change, the temperature of a substance increases as energy is added. B Particle motion increases during a phase change from liquid to solid C Intermolecular forces can affect particles when the particles lose enough energy. D Energy is not required for a phase change to occur; only temperature needs to be adjusted. 20 There are two questions on this page. How would a cooling curve for a sample with more mass would look compared to the original cooling curve on the (a) left? Choose a diagram below that represents the new sample with more mass (shown in red). A C B (b) Look at the graph you choose in the previous answer. According to your choice, which statement below is true when the mass increases? A The temperature and phase change takes more time. B The temperature and phase change takes less time. C The phase change occurs at a different temperature. ---- Reference Sheet --- Writing Rubric Criteria No evidence 0 Beginning 1 Developing 2 Proficient 3 Mastery 4 Claim Does not state a claim Claim is incorrect, Establishes and maintains Effectively distinguishes and Effectively distinguishes and unaligned to the prompt, an aligned, correct claim challenges specific alternate or challenges specific alternate Claim is incorrect, or inconsistent in the that explains a key opposing claim(s). or opposing claim(s), unaligned to the prompt, response. relationship or acknowledging valid points or inconsistent in the phenomenon. within alternate claim and response. Acknowledges alternate or stating why their own claim is opposing claim(s) may exist. stronger. Evidence/ No evidence Cites insufficient Cites basic facts from Cites well-chosen and relevant Cites well-chosen and Analysis/ selected/cited. evidence from grade-level grade-level appropriate facts from grade-level sophisticated evidence from Interpretation appropriate source. sources, choosing a appropriate sources, presenting grade-level appropriate Evidence is misaligned or sufficient amount of data data that is valid, accurate, and sources, presenting data in a irrelevant. that is accurate, and precise in a planned order. logical order that is reliable, precise. valid, accurate, and precise Identifies 10th grade-level while identifying limitations of Identifies 9th grade-level relationship/analysis in the data. relationship/analysis in evidence: linear regression, evidence: correlation coefficient, calculate Identifies 11th grade-level quartiles, spread, standard slope and intercept, discuss the relationship/analysis in deviation, estimated mean validity of data sets based on evidence: non-linear or proportion, explain uncertainty in measurement regression, identify sources of possible outliers, compare potential error and datasets for consistency uncertainty, Reasoning, No attempt to connect or Misses key connection(s) Describes a basic Describes clear understanding Describes a logical chain to Explanation, compare evidence to of patterns or explanation of the of the relationships among link multiple relationships in & Logic scientific principles is relationships in relationships among different elements and integrates observations/data (evidence) made. observations/data different elements in information and evidence from to most important scientific (evidence) to scientific observations/data various sources, such as labs, principles and claim. principles or claim. May (evidence) to scientific theories, models, simulations, integrating extended focus on irrelevant or principle and claim. and historical data. definitions, concrete details, weak connections. and quotations from multiple Key vocabulary from a word Key vocabulary is used in a sources. bank is used in a description description of scientific of scientific principles. principles. All key vocabulary is used in a precise description of Concludes by showing how scientific principles. evidence and claim can be useful in a real-world application. Concludes by showing how evidence and claim can be useful in real-world applications. Conventions The work is incomplete or Errors in sentence Claim, evidence, Claim, evidence, and Claim, evidence, and reasoning are reasoning are and reasoning are so unclear that it is structure, grammar, present, but not logically sequenced logically sequenced impossible to assess the punctuation, and/or lack sequenced Introduction and to form an student's ability to of academic logically conclusion are explanation Introduction and engaging, provide Introduction and organize their thoughts or vocabulary interferes with conclusion are information, and conclusion provide use comprehension. basic identify the claim. the reader with appropriate language Capitalization and Capitalization and end perspective and end punctuation punctuation used consider questions conventions. used correctly correctly throughout to ideas. throughout writing. Capitalization and writing. Compound sentences punctuation used Simple sentences used with variety. correctly throughout used correctly. 3rd person maintained writing. 3rd person throughout. Compound and maintained Sources are complex sentences throughout. specifically cited in the used with variety. Sources are text 3rd person appropriately Use precise formal maintained cited (In the text. language with a throughout. Use of precise variety of styles suited Sources are formal language to the audience. specifically cited. with clear and/or Use precise formal persuasive and subject-specific expression. language with a variety of styles suited to the audience 21 This section has two parts. (a) Use the Lab Reaction tab to answer this question. What word can be used in place of the symbol (aq) in the balanced equation? A Dry B Solution C Slippery D Moving (b) Use the Lab Reaction and/or Reference Sheet tabs to answer this question. According to the balanced chemical equation, what is the identity of the cloudy precipitate? A copper (II) sulfate B sodium hydroxide C copper (II) hydroxide D sodium sulfate 22 This section has two parts. (a) Use the Data Table tab to answer this question. According to the data, which of the following statements is true? A Heat was produced because the temperature went up. B Cold was produced because the temperature went down. (b) Use the Data Table tab and/or the Lab Reaction tab to answer this question. Why was it helpful for the scientist to let the reaction stand for one hour before observing it a second time? A The temperature returns to 25°C after one hour. B Waiting allows the liquid to evaporate leaving solid copper metal behind. C Allowing the reaction to stand leads to a faster reaction. D Waiting gives time for the Cu(OH)₂ (s), to form and settle, making it easier to observe the products clearly. 23 Look for patterns and use compare & contrast language to write a CER explaining whether or not a chemical reaction has occurred. Be sure to use evidence from the Lab Reaction tab, the Data Table tab, and/or the Reference Sheet. Include reasoning that shows how the evidence you chose supports your claim using chemistry knowledge. STOP HERE! You've worked hard and completed your assessment. Review the test and make sure you've answered all the questions to the best of your ability.  Remember, every effort you make helps you grow as a scientist, so be proud of what you accomplished today. 25 CLAIM 0 Words 26 EVIDENCE/ ANALYSIS/ INTERPRETATION 0 Words 27 Reasoning/ Explanation/ Logic 0 Words 28 CONVENTIONS 0 Words