Pre-AP Chemistry Prep Camp
Name: _________________________
Date Completed: ________________
Purpose
The purpose of this packet is to introduce you with important mathematical concepts that you will be required to master in high school Chemistry (whether you enroll in Pre-AP
Chemistry or not). Throughout these self-paced activities, it will be important to complete all of the activities and practice problems to be successful.
Instructions
Print 1 copy of the entire packet. Follow the directions for each activity. If you are in need of assistance and would like help reviewing the information, please go
to the following website to watch tutorial movies.
http://ccisdchemistry.pbworks.com
Curriculum
The content of this course been developed to align with the Texas Essential Knowledge and Skills (TEKS) and the student expectations that will need to be mastered for
successful performance on the State of Texas Assessment of Academic Readiness (STAAR).
I. Measurement (Accuracy and Precision)
II. Significant Digits/Figures
III. Scientific Notation
IV. Unit Conversions (Dimensional Analysis)
V. Rearranging Mathematical Formulas
VI. Proportions and Graphing Equations
VII. Logarithms
Page 1
On your tablet or computer, please install a graphing calculator for future use. To do so, go to http://wabbit.codeplex.com
1. Download Wabbitemu
2. Run Wabbitemu.exe
3. Select “Create a ROM image”
4. Select Calculator Type TI-84 Plus SE using open source software
5. Select OS 2.55 MP
6. Save ROM file to “My documents” and name “Wabbitti84emulator”
7. From View menu, select Enable Skin
8. To close the calculator, go to File and Exit or “X” out.
9. If you are using a tablet, you may want to pin the calculator to your taskbar.
Page 2
I. Measurement
Go to the following website: http://ccisdchemistry.pbworks.com
Download and review the “Units of Measure” Powerpoint.
Answer the following problems.
#1. ___________________
#2. ___________________
#3. ___________________
42. ________________
22. ________________
Explain why it’s important for scientists around the world to use the same system of measurement.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Page 3
Activity A: Exploring Units of Measure
Procedure: Name the appropriate instrument to measure the following items. Then, use instruments that you find at
home to measure and record your results.
1. The length of a piece of paper in centimeters (cm)
Equipment: ____________________________
Measurement: _________________________
2. The volume of a book in cubic centimeters (cm3)
Equipment: ____________________________
Measurement: _________________________
3. The temperature of your body
Equipment: ____________________________
Measurement: _________________________
4. The pressure of a car’s tire
Equipment: ____________________________
Measurement: _________________________
Page 4
II. Significant Digits/Figures
Go to the following website: http://ccisdchemistry.pbworks.com
Download and review the “Significant Digits” Powerpoint.
Take notes on this page by filling in the blanks and completing the practice problems.
Significant Digits Rules:
1. All non-zero digits are significant.
2. Zeros
a. Leading Zeros - ____________________ significant
b. Middle Zeros - ______________________ significant
c. Trailing Zeros - ________________________ significant
(Depends on the presence of a _______________________
______________________)
i. if decimal point is present: _____________________ significant
ii. If decimal point is not present: __________________ significant
Practice: How many significant digits are in the following numbers?
a.
b.
c.
d.
e.
1234
0.023
890
91010
9010.0
f. 1090.0010
g. 0.00120
h. 3.4 x 104
i. 0.00390
j. 0.00030
k.
l.
m.
n.
o.
1020010
780.
1000
918.010
0.0001
Page 5
Calculations using significant digits:
1.Multiplication and Division:
a. The number of significant digits in the answer should be equal to the number of significant digits in the least
accurate factor.
2.Addition and Subtraction:
a. The number of decimal places in the answer should be equal to the number of decimal places in the number
with the fewest decimal places.
*When performing calculations, you should do the calculation using all the digits allowed by the calculator and round off only
at the end of the problem. Rounding in the middle can introduce errors.
In your own words, define the following vocabulary words:
Accuracy:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Precision:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Page 6
Activity B: Exploring Significant Digits
Highlight (or color) all of the squares that have three significant digits.
6.050
0.04
8.300
300
75
37.40
7500
1.204
0.04
0.0500
2.0032
0.004
3.20 105
0.0670
0.280
210.
75.40
801.0
4.005
950
1230.
45.7
23.45
404
8.3 x 107
0.1240
0.43
500
98.73
703.0
23.00
10023
8.9
3.0 x 103
5.45
1.2 x 104
400.02
3.231
35.90
0.2950
0.003
12.50
90024
10.50
4.5 x 104
400.
65.0
0.100
750.
800056
2.30
7.80
3.03
90.6
850
8.760
0.4504
1.002 x
106
3.0 x 103
1.20 x 108
5.0042
0.0700
0.9850
4.0 103
3.007
1008
6.059
1060.
4.808
3.802
5.09
0.04
145
10.04
4.780
3005
3.3
3.400
1.02 x 108
345
540.
12.0
3800
5.00
900.
5.04
23.57
6060.
7.900
5.840
200.0
075
6003
99.08
700.
88.90
3450.
0.6540
2.300
850
76.30
1.0024
0.1350
3.0 x 107
9702
320.
9045
10.532
1.780
900
7.880
0.550
123.0
0.30
8003
210.7
0.0900
20.95
5 x 103
40020
0.2560
6.60
800.23
0.0050
324.0
9.566
2.070
0.23
1.001
7.100
30.80
802.0
Page 7
Activity C: Counting Significant Digits
Using scissors, cut apart each square found on this page. Count the number of significant digits and glue into the
appropriate column on the following page.
77.98
1.20
3000
1.429250
30.031
825.00
0.10
0.9003
5 x 1012
5701
7.5
609
0.26702
190.001
320.005
2400.5250
0.410020
0.06
4590118
165.3310
2.48 x 105
0.0053
0.9
57701
4.610 x 101
0.0032
10 x 10-3
0.0101
Page 8
Page 9
III. Scientific Notation:
Go to the following website: http://ccisdchemistry.pbworks.com
Download and review the “Scientific Notation” Powerpoint.
Take notes on this page by filling in the blanks and completing the practice problems.
Rules:

Base number MUST be between ______ and ______.

Numbers ___________ have a ___________ exponent.

Numbers ___________ have a ___________ exponent.
Never say “move decimal to the right” (or “to the left”) because it depends whether you are putting a number INTO scientific notation or taking it
OUT OF scientific notation. This will just confuse you!

To determine the number of significant digits, use the digits in the base number only.
***You will need to know how to enter scientific notation numbers into the calculator. This is VERY important. If you think
you already know how to do it correctly, complete the following problem. If you get it correct, please move on. If you do not
get the problem correct, please watch the “Using Scientific Notation with a Calculator ” movie found at
http://ccisdchemistry.pbworks.com
31144
÷
6.8x103 = ____________
Correct Answer = 4.58
Incorrect Answer = 4580000
Page 10
Activity D: Memorizing Element Symbols
Go to http://ccisdchemistry.pbworks.com. Download and
print the Chemistry STAAR Periodic Table.
Your teacher will be expecting you to memorize the following
elements.
Highlight each of these elements on the STAAR Periodic Table.
You may want to make flashcards to help you begin to
memorize the symbol for each element name.
Arsenic
Cesium
Chlorine
Chromium
Copper
Gold
Iron
Lead
Magnesium
Manganese
Potassium
Rubidium
Silver
Sodium
Strontium
Tin
Vanadium
Zinc
Boron
Carbon
Fluorine
Hydrogen
Iodine
Aluminum
Argon
Barium
Beryllium
Bromine
Calcium
Cobalt
Francium
Gallium
Germanium
Helium
Krypton
Lithium
Neon
Nickel
Radium
Scandium
Selenium
Silicon
Titanium
Nitrogen
Oxygen
Phosphorus
Sulfur
Uranium
Page 11
Determining Significant Digits
Any measurement is inaccurate to some degree. The inaccuracy stems from several factors. The precision of any measuring device is limited. The person doing the
measurement may introduce error. The experimental technique may be faulty. Because a measurement contains some degree of inaccuracy, the number of digits that are valid
for the measurement are also limited.
How many significant digits are in the following measurements?
1.
2.
3.
4.
5.
23.30 cm
3.65 kg
365 kg
1843.02 L
8.701 °C
6. 2000.12 mm
7. 2.000 x 10
8. 0.5 mL
9. 704,000 h
10. 0.0001010450 s
Complete these addition problems. Write the sum correctly using significant digit rules.
11. 3.414 + 10.02 + 58.325 + 0.0098
12. 1884 + 0.94 + 1.0 + 9.778
Complete these subtraction problems. Write the difference correctly using significant digit rules.
13. 2104.1 – 463.09
14. 2.326 – 0.10408
Complete these multiplication problems. Write the product correctly using significant digit rules.
15. (10.19) * (0.013)
16. (140.01) * (26.042) * (0.0159)
Complete these division problems. Write the quotient correctly using significant digit rules.
17. (80.23) / (2.4)
18. (4.301) / (1.9)
Page 12
Answer the following questions using all significant digit rules that are applicable.
19. An experiment calls for 16.156 grams of substance A, 28.2 grams of substance B, 0.0058 grams of substance C, and 9.44 grams of substance D.
a. How many significant digits are there in each measurement?
b. What is the total mass of substances in this experiment?
c. How many significant digits should there be in the answer to part b?
20. Your lab partner has measured 16.50 mL of water. You accidentally tip over the graduated cylinder and spill some water. You stand the cylinder up, and
determine that there are 8.0 mL left.
a. Which measurement is more precise, your lab partner’s or yours? Explain.
b. How much water did you lose when you tipped over the graduated cylinder?
Page 13
Measuring Correctly in Chemistry:
Go to the following website: http://ccisdchemistry.pbworks.com
Download and watch the “How to Measure using Significant Digits” Movie.
Record your answers to each of the questions in the blanks below.
Remember:
 The number of significant digits in a measurement depends on the accuracy of the instrument.
 When measuring, there needs to be a 1-digit estimate in between the smallest increments.
 Every measurement must have a number and a unit.
1.
2.
3.
4.
5.
_____________
_____________
_____________
_____________
_____________
6.
7.
8.
9.
10.
_____________
_____________
_____________
_____________
_____________
Page 14
Activity E: Measuring Mass
Go to the following website: www.explorelearning.com
Login using the following information.
Username: CCISD613
Password: box619
Launch the “Triple Beam Balance” Gizmo. Apply the knowledge you have just learned to measure the mass of the items
using the correct amount of significant digits. Record your answers below. Then answer the 5 multiple choice
assessment questions.
Mass of Cone: _____________________________
Mass of Lightbulb: _________________________
Mass of Paperclips: _________________________
Mass of Cube: ______________________________
Assessment Questions:
1.
2.
3.
4.
5.
__________
__________
__________
__________
__________
Page 15
Activity F: Measuring Volume
Go to the following website: www.explorelearning.com
Login using the following information.
Username: CCISD613
Password: box619
Launch the “Measuring Volume” Gizmo. Apply the knowledge you have just learned to measure the volume of the
items using the correct amount of significant digits. Then answer the 5 multiple choice assessment questions.
To begin, remove the 50-mL graduated cylinder from the cabinet and place it below the faucet. To turn on the faucet,
click on the faucet handle. Fill the cylinder about halfway. Place the magnifier over the waterline. Draw a sketch of
what you see in the area at right. Label the large tick marks on your sketch. This curved shape is called the meniscus.
Always read the volume at the bottom of the meniscus.
1. Place the 250-mL beaker below the faucet and fill it with water. (Move the faucet handle up to pour faster.) You will use the beaker as a source
of water in your experiments.
2. To pour water from the beaker to the graduated cylinder, move the beaker over the graduated cylinder. Add about
15 mL of water to the graduated cylinder (does not have to be exact).
Place the magnifier over the waterline, and sketch what you see in the space at right. Label the large tick marks on
your sketch.
Page 16
3. Measure: Scientists use pipettes, also known as eyedroppers, to add or remove small amounts of water. To fill the pipette, place its tip in the
beaker water and click the black bulb once. To release a small amount of water, place the pipette above the graduated cylinder and click the
bulb. Do this until the graduated cylinder contains exactly 17.5 mL of water. (Remember to read the volume at the bottom of the meniscus.)
Click the camera at upper left to take a screen shot. Open up a blank Microsoft Word document and paste in the screen shot. Label this image
“17.5 mL.” When you are finished, you will print out this document and turn it in with this packet.
Use the Gizmo to complete each of the following challenges. When you have finished each one, take a screen shot and add it to a Microsoft
Word document. Label each image with the volume. When finished, print out the document and add it to your packet.
A. Fill the 25-mL graduated cylinder with 11.5 mL of water.
B. Fill the 100-mL graduated cylinder with 76.0 mL of water.
C. Fill the 50-mL graduated cylinder with 38.5 mL of water.
4. Suppose you needed to measure exactly 15.0 mL of water for an experiment. Which graduated cylinder would be the best one to use, and why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Using the Ruler, find the volume of Rectangular Prism. (V = l x w x h)
Length: _______________
Width: _________________ Height: _________________
What is the volume of the rectangular prism? ______________________________________________
Page 17
6. Using water displacement, find the volume of the rock. (Hint: For a more precise measurement, use the 25-mL graduated cylinder.)
What is the volume of the rock? __________
Describe how you found the rock’s volume.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
7. What is the volume of the Large Sphere? ____________________
8. What is the volume of the marble? _________________________
Assessment Questions:
1.
2.
3.
4.
5.
__________
__________
__________
__________
__________
Page 18
IV. Unit Conversion (Dimensional Analysis)
1. Suppose they gave us 0.024 miles and wanted to know how many inches it was.
a. We begin with what they gave us
.024 miles
b. Next we find on our conversion sheet something we can convert miles to. There is only one conversion that is given and that is miles 
kilometers Since miles is on top of our first line, it must go on bottom next in order to cancel out.
.024 miles
1 km
0.62 miles
c. The miles cancel and leave us with km. But we aren’t done, as we are wanting to go to inches and currently we have km. So since km is on top,
we have to put it on bottom, and to get us closer to inches we are going to change our km into meters
.024 miles
1 km
0.62 miles
1000 m
1 km
d. Kilometers now cancel and leave us with meters. Now we can change our meters into inches
.024 miles
1 km
1000 m
39.37 in
0.62 miles
1 km
1m
e. Now we are ready to plug this into our calculators. We start off with the first number which is 0.024, then since 0.62 is on bottom we divide by
it, since 1000 is on top we multiply by it, and since 39.37 is on top we multiply by it. So in our calculator we put in 0.024/0.62 x 1000 x 39.37 =
(We ignore the 1’s since it doesn’t do anything mathematically.)
f. The answer that we get is 1524. Remember, we must use our significant digit rules for multiplication, followed by assigning appropriate units.
Our final answer is 1500 in.
2. So that is how you do simple configurations. Let’s assume though that we had a complex or double unit. Miles per hour, gal per minute, and meters per
second are all examples of this.
a. So let’s say that we had 75 miles per hour. They are wanting to know how many feet per second this is. Per is just another way of saying divided
by. So we start with what they give us
75 miles
1 hr
1 km
1000 m
3.28 ft
1 hr
1 min
0.62 mi
1 km
1m
60 min
60 seconds
b. We solve this the same way. 75/.62 x 1000 x 3.28/60/60 = 110.22 ft/sec
Page 19
Helpful Conversion Factors
Use these conversion factors to help you convert from one unit to another. You will not need to memorize these conversion factors.
Length:
100 centimeters (cm) = 1 meter (m)
Volume:
1000 millimeters (mm) = 1 meter
1000 milliliters (mL) = 1 L
2.54 centimeters = 1 inch (in)
1 liter = 1.06 quarts
1000 meters = 1 kilometer (km)
1 cubic centimeter = 1 milliliter
1 kilometer = 0.62 miles (mi)
4 Quarts (qt) = 1 gallon (gal)
1 yard = 3 feet
1 quart = 2 pints
Mass:
1 pint = 473 mL
1000 grams (g) = 1 kilogram (kg)
1 pint = 2 cups
1 gram = 1000 milligrams (mg)
1 cup = 8 fluid oz.
1 gram = 100 centigrams (cg)
3.79 L = 1 gallon (gal)
1 gram = 0.035 ounces (oz)
1 pound = 454 grams
1 kilogram = 2.20 pounds (lbs)
***If needed for these introductory purposes, please assume that:
1 gram = 1 mL
2000 pounds = 1 ton
Page 20
Unit Conversions Practice Problems:
Remember, if you need help understanding how to convert units, please go to http://ccisdchemistry.pbworks.com to watch a
movie.
1. How many mg are in 24 grams?
2. How many centimeters in 10 inches?
3. Convert 45 inches to centimeters
4. A doctor tells a patient to take 30 mL of a medicine. How many teaspoons of the medicine should she take?
5. Convert 23 miles to inches.
Page 21
Activity G: How much does it really cost?
Go to ccisdchemistry.pbworks.com
Download the HEB Grocery Store Advertisement Prices to help you answer the following questions.
Compare the prices of each item.
1. Name of item: Hellmann’s Real Mayonnaise
Price: ______________
Volume of item: ______________________
Price per gallon: ___________________
(total price/gallons)
Convert the volume of this item to gallons.
1. Name of item: Formula 409 All Purpose Trigger Spray Cleaner
Price: ______________
Volume of item: ______________________
Price per gallon: ___________________
(total price/gallons)
Volume of item: ______________________
Price per gallon: ___________________
(total price/gallons)
Convert the volume of this item to gallons.
2. Name of item: Hill Country Fare Peanut Butter
Price: ______________
Convert the volume of this item to gallons.
Page 22
3. Name of item: Central Market Organics Milk
Price: ______________
Volume of item: ______________________
Price per gallon: ___________________
(total price/gallons)
Convert the volume of this item to gallons.
4. Name of item: Febreeze Air Effects Air Freshener
Price: ______________
Volume of item: ______________________
Price per gallon: ___________________
(total price/gallons)
Convert the volume of this item to gallons.
5. What is the current price for gasoline?
Price per gallon: __________________
6. Name the most expensive item on our grocery list. ________________________
7. What is the most expensive item per gallon? ________________________
8. Why is it important to compare items using the same unit?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page 23
CHALLENGE PROBLEM
Complex Units: Treat the numerator unit first, then go back and do the denominator unit. If you need help, please watch the
“Converting Complex Units” movie at http://cisdchemistry.pbworks.com
Which object is travelling faster?
 15 miles per hour
OR
 600 centimeters per second
Page 24
Converting Complex Units Practice:
1. Jane is studying the scene of a car accident. According to the driver, he was going 56 miles per hour when he slammed on his brakes. Jane needs to
know how many feet per second this is. Convert.
2. Dolly is trying to catch up with a group of stampeding cattle. She remembers from her biology class that cattle can run at a speed of 22 miles per hour.
She also knows that her old horse, Silver, runs at a speed of 20 feet per second. What is the speed of Silver in miles per hour? Is she able to catch up
with the stampede?
3. Bobby Joe’s restaurant has two working toilets. Together they are flushed about 146 times a day. If each flush uses 2.54 gallons, and a gallon of water
costs $0.15, how much is Bobby Joe spending on water per year? We are assuming they are open every day of the year.
4. Fingernails grow at a rate of 0.14 millimeters per day. If Freddy let his fingernails grow for a year, how long would they be in inches?
Page 25
Activity H: Converting Units Lab
Sucrose
Lactose
NaCl
Benzoyl Ecgoninex
Vanillin
Mixed Esters
7.5 cups = 2 lbs powdered sugar
0.97 grams sucrose = 1 gram powdered sugar
454 grams = 1lb
0.0464 grams Lactose = 1 gram milk
1.59 grams milk = 1 mL milk
1 mL = 0.068 Tbsp.
2.165 grams NaCl = 1 mL NaCl
1 mL = 0.20 tsp
1 pinch = .07 tsp
226 grams cocoa = 1 cup cocoa
0.01 grams Benzoyl Ecgoninex = 1 gram cocoa
7 Tbsp = 0.5 cups cocoa
1.056 grams vanilla extract = 1 mL vanilla extract
0.275 grams vanillan = 1 gram vanilla extract
1 tsp = 5 mL
8 Tbsp = 4 oz
454 grams = 1 lb
16 oz = 1 lb
1 gram Mixed Ester = 1 gram margarine
Convert each ingredient to English units (cups, teaspoons, etc.) using the conversion factors found in the table above.
When you are finished, combine the ingredients in a pot and boil for 5 minutes. Add ½ cup of mini marshmallows and then
pour into a pan and let cool to room temperature. When you are finished with the entire Mini Math packet, reward yourself
for all of your hard work by eating a piece of your lab experiment!
Page 26
A. 236 grams of sucrose (C12H22O11) = _________________________ cups of powdered sugar
B. 0.6474 grams of Benzoyl Ecgoninex = __________________________ Tbsp of cocoa
C. 0.774 grams of NaCl = _______________________ pinches of salt
D. 56.75 grams of mixed esters = ____________________ Tbsp margarine
E. 4.34 grams of lactose = __________________________ Tbsps of milk
F. 1.452 grams of Vanillin = ___________________________ tsp vanilla extract
Page 27
V. Rearranging Mathematical Formulas
 Go to http://ccisdchemistry.pbworks.com. Download and print the Chemistry STAAR Formula Chart.
 In each of the questions below, there is an important chemistry formula. Find each of the formulas on the STAAR
Formula Chart and highlight them. Then, re-arrange each formula to solve for the unknown variable.
1. Rearrange the equation for area of a rectangle
(A = l x w) to solve for l.
2. Rearrange the equation for density (𝑑 =
𝑚
v
) to solve for volume, v.
3. Rearrange the equation for the Ideal Gas Law
(PV = nRT) to solve for number of moles, n.
4. Rearrange the equation relating energy to specific heat capacity (Q=m∙c∙∆T) to solve for a change in temperature ∆T.
5. Rearrange the Combined Gas Law equation (
𝑃1 𝑉1
𝑛1 𝑇1
=
𝑃2 𝑉2
𝑛2 𝑇2
) to solve for the final temperature, T2.
Page 28
Activity J: Proportions and Graphs
Using scissors, cut apart each square found on this page. Then glue each square into the appropriate column on the
following page.
Page 29
VI. Proportions and Graphing Equations
Direct
Inverse
Quadratic
Exponential
Page 30
VII. Logarithms
Go to the following website: http://ccisdchemistry.pbworks.com
Download and watch the “Logarithms” Movie.
***To calculate the logarithm of a number, you will need to use a scientific calculator. In class, a graphing calculator will be provided for you to
use. However, you will not have access to the calculator outside of class for homework. If you do not have access to a scientific calculator at home,
please go to the following website. www.ecalc.com
Record your answers to each of the questions in the blanks below.
Example Problems:
1. – log (0.001) =
3. – log (1 x 10-5) =
2. – log (0.000000001) =
4. – log (0.0025) =
Example Problems (working backwards):
5. – log (x) = 4.00
6.
– log (x) = 5.6
*** Remember: Significant Digit Rules. For any log, the number to the left of the decimal point is called the characteristic, and the number to the right of the decimal point is
called the mantissa. The characteristic (the numbers to the left of the decimal point) do not count as significant digits.
Page 31