High School
Summer Reading List
2011
Dear Students,
Congratulations on all your hard work this year. In the pages that follow are
instructions for summer readings in some courses in which you will enroll next fall.
Should you have any questions about the readings, please consult the teacher or me.
Have a pleasant, restful summer!
Best wishes,
Tracey Kelp, Dean of Curriculum
tkelp@sandomenico.org
COURSES WITH SUMMER READINGS
English 9 – 9th Grade
4
New 9th Grade International Students
4
10th Grade International Students
5
English 10 – 10th Grade
5
11th/12th Grade English Electives 9th
6
AP English Language & Composition
7
AP English Literature
7
Hebrew & Christian Scriptures – 10th Grade
9
Social Justice – 11th Grade
9
Global Studies – 9th Grade
10
College Prep United States History
10
AP United States History
10
Spanish 1 and 2
11
Spanish 3
12
Spanish 4/AP
12
French 4/AP
12
AP Psychology
12
AP Biology
13
AP Chemistry
14
AP Environmental Science (APES)
16
2
English 9
Please read The Secret Life of Bees by Sue Monk Kidd and The Book Thief by Markus
Zusak.
Secret Life of Bees
Directions: At the beginning of school, we will be discussing and writing about your
summer reading. To help you prepare, answer the following questions about your reading.
Your answers should be at least two paragraphs long. This will be considered your first
homework assignment and you will be graded. On the first day of school the assignment
will be formalized in class so you know how to format your answers in a standard way.
Please bring your answers and your book with you to school.
1. What do you think the bees mean to the story? What is "the secret life of bees?"
2. What was your reaction to Lily's relationship with Zach? What do you think will
happen to them in the future?
3. How does Lily find the love of a mother in this story?
The Book Thief
Directions: The second reading is The Book Thief by Markus Zusak. The plan is for you
to read the Monk novel in June and then the Zusak book in July or early August. For this
novel, choose five passages that impact you emotionally. Then, in a notebook copy the
passages and underline words or phrases that strike you. Make certain you know the
denotative meaning of each word. Write in your notebook a paragraph explaining why
each passage appeals to you. When we begin class in August bring the novel and
notebook with you, and you will write about one of your passages.
9th Grade International Students
Please read The Secret Life of Bees by Sue Monk Kidd and one other book of your choice
in English or your native language. Please answer the questions below and be prepared
to write about your books when school begins. Please also read the text for Global
Studies.
Secret Life of Bees Summer Reading Assignment
Directions: At the beginning of school, we will be discussing and writing about your
summer reading. To help you prepare, answer the following questions about your
reading. Your answers should be at least one to two paragraphs long. This will be
considered your first homework assignment and you will be graded. However, the quality
of your thoughts is what is most important, not your spelling or grammar. This is not a
formal assignment but just a way to get you thinking about the novel. Please bring your
answers and your book with you to school.
1. What do you think the bees mean to the story? What is "the secret life of bees?"
2. What was your reaction to Lily's relationship with Zach? What do you think will
happen to them in the future?
3. How does Lily find the love of a mother in this story?
3
New 10th Grade International Students
You will be enrolled in English 10, the regular English course for your grade level. In
addition, you are going to take an English placement test when you arrive that will
determine if you will also be in ESL Language Arts.
English 10
Please read at least TWO of the following works and be prepared to write an in-class
essay and oral presentation on your choices when you arrive in the fall:
I Know Why the Caged Bird Sings--Maya Angelou
This memoir traces Maya Angelou's childhood in a small, rural community during the
1930s. Filled with images and recollections that point to the dignity and courage of black
men and women, Angelou paints a sometimes disquieting, but always affecting picture of
the people and times that touched her life.
The Bell Jar--Sylvia Plath
This autobiographical novel about a young woman's nervous breakdown, attempted
suicide, hospitalization, and subsequent recovery is also a coming-of-age narrative of an
emerging writer’s struggle to find herself in spite of the cultural restraints of 1950’s
America.
Pride and Prejudice—Jane Austen
The popularity of this novel over the last 20 years is a testament to Austen’s achievement.
The book is a compelling romance, but also Austen’s most humorous work.
Steppenwolf—Herman Hesse
(from Amazon.com) Harry Haller is a sad and lonely figure, a reclusive intellectual for
whom life holds no joy. He struggles to reconcile the wild primeval wolf and the rational
man within himself without surrendering to the bourgeois values he despises. His life
changes dramatically when he meets a woman who is his opposite, the carefree and
elusive Hermione. The tale of the Steppenwolf culminates in the surreal Magic Theater—
For Madmen Only!
Their Eyes Were Watching God—Zora Neale Hurston
Hurston’s novel depicts the life and travails of an independent black woman living in the
rural south during the 1930’s.
Tess of the d’Urbevilles—Thomas Hardy
Hardy’s novel captures the tragic story of a young woman in late 19th Century England,
focusing on the infamous double standard that unjustly penalizes women far more
severely than men.
Great Expectations—Charles Dickens
Many think this is Dickens’ greatest novel, the story of young Pip and his social-climbing
aspiration, which, as he eventually learns, exact a great cost.
Sons and Lovers—D. H. Lawrence
Lawrence’s autobiographical novel follows Paul Morel from childhood into early adulthood,
focusing on issues such as first love and Paul’s overbearing mother. The novel is set in a
British coal mining town around 1900
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11th/12th Grade English Electives
Please read both of the following novels and answer all of the questions below, due the
first day of school. As you read the 2nd novel, take notes to keep track of similarities
between the two works, which will also be due when we return. You may wish to
annotate in your book first, but then transfer those notes with the appropriate page
numbers, to a separate piece of paper. Be prepared to write an in-class essay when you
return, as well as any other assignment your individual teacher assigns.
Howard’s End – EM Forster
In Howard's End, E.M. Forster unveils the English character as never before, exploring
the underlying class warfare involving three distinct groups--a wealthy family bound by the
rules of tradition and property, two independent, cultured sisters, and a young man living
on the edge of poverty. The source of their conflict is Howards End, a house in the
countryside, which ultimately becomes a symbol of conflict within British society
(Penguin).
On Beauty – Zadie Smith
On Beauty, Smith’s homage to Howard’s End, is the story of an interracial family living in
the university town of Wellington, Massachusetts, whose misadventures in the culture
wars-on both sides of the Atlantic-serve to skewer everything from family life to political
correctness to the combustive collision between the personal and the political (Penguin).
Howard’s End Questions:
1. Given Forster's portrayal of Henry Wilcox, what do you think attracts Margaret to
him? Why does she accept his proposal of marriage, even though she admits to
her sister that she does not love him? Does she grow to love him in the end?
2. In the final chapter, Margaret and Helen's vista from Howards End is spoiled only
by the "red rust" in the distance, the mark of London encroaching on the pristine
landscape. Discuss Forster's view of technology and his hope for a civilization that
will "rest on the earth."
3. Images of water are repeatedly evoked in Howards End to suggest the dynamic
ebb and flow of life, "progress," and the rush of time. London is a place where "all
the qualities, good, bad, and indifferent, [are] streaming away." Contrast these
images with the farm house, wych-elm, and meadow that bind the characters to
the earth and the past.
On Beauty Questions:
1. The Belsey children are all searching for an adult identity. Jerome has become
religious, Zora is imitating her father, and Levi is in search of what he believes will
be an authentic ethnicity. What characteristics do the three children share, and
how are they like their parents? Which of their current activities do you see as
“phases” in their lives, and which do you think are meant to suggest what they will
harden into as adults? Which of them do you identify with the most?
2. All of the character’s lives change over the course of the novel—most dramatically,
neither the Belseys nor the Kippses retain the same family structure. Whose life is
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transformed for the better by these changes and who do you feel are still
struggling? Who, in the end, finds peace, and by what means? Try to describe this
peace or any other satisfactions you think the characters have attained. What are
some conclusions that are arrived at concerning art, home, or love? Think about
Howard and Kiki’s divergent paths, or the possible futures of Zora, Jerome, or Vee.
Whose position would you most like to be in?
3. The title On Beauty refers to many things: Howard’s theories about art; Kiki’s
physical grandeur; the attractiveness of youths like Carl and Victoria; paintings by
Rembrandt and other artists; Levi’s sense of the organic flow of street life; Zora’s
frustration at her lack of sex appeal; Jerome’s sense of religious transcendence.
All of these characters express radically different ideas about the meaning and role
of beauty in their lives. What do you think it means, in this novel’s terms, to
embrace beauty?
AP English Language and Composition
Over the summer you are required to read two nonfiction books and one novel.
It is important for you to annotate the texts using a code that you can apply consistently
with both fiction and nonfiction. Have you such a code already? If not, email me for some
advice.
For the novel you will choose between two classic fictions. Charles Dickens Great
Expectations, a “grotesque” and “tragicomic” realist novel of the mid-nineteenth century is
one choice. The other is a grotesque and tragicomic non-realist novel of the twentieth
century, William Faulkner’s As I Lay Dying. Whereas the Dickens’ novel is straightforward
and written in a conventional narrative form that makes for a comfortable read, suitable for
the beach or overstuffed chair, Faulkner is demanding and, at times, confusing. His
approach is unconventional. Either novel is challenging in its own way. You can quickly
get an overview of both with a quick Google search.
You must complete the novel reading before the end of June and email me a one page
double-spaced response to the two elements (grotesque and tragicomic) mentioned
above. I will give you more details later. I have copies of both novels for you in my
classroom. You don’t have to buy either. Get them from me before leaving for summer.
The second and third reading assignments are nonfiction. After reading the novel, read
Dave Eggers’ Zeitoun. By July 20 email me a response to this work. I will give you details
later. The final read must be completed just as school opens, so we will do our first inclass writing assignment on Lawrence Wright’s The Looming Tower: Al-Qaeda and the
Road to 9/11. This is a terrific piece of writing and research, a model for us to learn from.
(This is the tenth anniversary of 9/11, so the read is timely.)
Your responses will be graded and your text annotations assessed, as well. Do not fall
behind in your reading! If you have any questions about the books or my expectations,
please e-mail me.
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AP English Literature
The Hours and Mrs. Dalloway - This summer you will be reading two related novels, Mrs
Dalloway by Virginia Woolf, and The Hours by Michael Cunningham. Cunningham
based his novel on Woolf’s, and even includes Virginia Woolf as one of the characters in
his story that transects different eras.
Atonement - You will also read Ian McEwan’s Atonement, a story about an uppermiddle-class girl in interwar England—who aspires to be a writer – and who makes a
serious mistake that has life-changing effects for many. Consequently, through the
remaining years of the century, she seeks atonement for her transgression—which leads
to an exploration on the nature of writing itself.
Please annotate in your books, take notes on separate paper, and answer questions
(typed) on separate paper so that you can turn them in on the first day of class. Be
prepared to write two in-class essays the first week back to school.
Notes – Annotate your books liberally, but type up the following with your questions:








Text to text, text to self, text to world connections
List and briefly describe each character
Motifs (particularly time, flowers, and nature in the first two books)
Symbols, themes, tone
Similarities between the novels
Roles of women
Social classes
Anything else you find significant
Questions – Answer each question for each novel separately (2 paragraphs per question)
except when asked to compare. Give specific examples and use quotations to effectively
answer each question.
The Hours/Mrs. Dalloway
1. Discuss the way each author uses various points of view to tell the story. What do
these views add to the overall effect?
2. How are women represented in each novel?
3. Virginia Woolf originally planned to title her novel, “The Hours”, what role does
time play in each story?
4. Compare the novels using any comparison point you wish.
Atonement
1. What sort of social and cultural setting does the Tallis house create for the novel?
What is the mood of the house, as described in chapter 12? What emotions and
impulses are being acted upon or repressed by its inhabitants? How does the
careful attention to detail affect the pace of Part One, and what is the effect of the
acceleration of plot events as it nears its end?
2. Why does Briony stick to her story with such unwavering commitment? Does she
act entirely in error in a situation she is not old enough to understand, or does she
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act, in part, on an impulse of malice, revenge, or self-importance? At what point
does she develop the empathy to realize what she has done to Cecilia and
Robbie?
3. The novel's epigraph is taken from Jane Austen's Northanger Abbey, in which a
naïve young woman, caught up in fantasies from the Gothic fiction she loves to
read, imagines that her host in an English country house is a villain. In Austen's
novel Catherine Norland's mistakes are comical and have no serious outcome,
while in Atonement, Briony's fantasies have tragic effects upon those around her.
What is McEwan implying about the power of the imagination, and its potential for
harm when unleashed into the social world? Is he suggesting, by extension, that
Hitler's pathological imagination was a driving force behind World War II?
Hebrew and Christian Scriptures – 10th Grade
Please read the following novel over the summer and be prepared to write about it when
you arrive back at school in August.
The Red Tent – Anita Diamant
This sweeping piece of fiction offers an insider's look at the daily life of a biblical sorority of
mothers and wives and their one and only daughter, Dinah. Told in the voice of Jacob's
daughter Dinah (who only received a glimpse of recognition in the Book of Genesis), we
are privy to the fascinating feminine characters … within the red tent.
Social Justice – 11th Grade
Zeitoun
by Dave Eggars
Summary:
When Hurricane Katrina struck New Orleans, Abdulrahman Zeitoun, a prosperous SyrianAmerican and father of four, chose to stay through the storm to protect his house. In the
days after, he traveled the flooded streets in his canoe, passing on supplies and helping
those he could. But, on September 6, 2005, Zeitoun abruptly disappeared.
Part I:
Read and annotate Zeitoun, noting in the margin connections you make. Note at least
two of each of the following T-T, T-W, T-S: (for a total of 6). You will turn in your book with
annotations for a grade. Also, the first week of school, you will write an in-class essay
based on your reading. The stronger your annotations, the easier it will be to write your
essay. You will be able to use your book during the in-class essay. Bring your book to
class in August!
T-T = Text to Text connections. As you read, you will find references to other
books or resources – including films. In the margin you’ll note T-T and the specific
connection.
Example: T-T “…he had been handcuffed, stripped, caged, treated like an
animal.” How could this happen to a US citizen? This echoes scenes from writings
by Elie Wiesel.
T-W = Text to World connections. As you read, you will find connections to what
you know from news events. In the margin, you will note T-W and the connection.
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Example: T-W “In the weeks after the attacks on the Twin Towers, Kathy saw very
few Muslim women in public.” How would she know if the women were Muslim?
Were they not wearing the hijab? It makes me think of the new laws in France that
have made wearing a hijab illegal. Is that discrimination? Is that happening in NYC
now, which is so diverse and tolerant?
T-S = Text to Self connections. As you read, you will find personal connections
to the characters, their actions, or their dilemmas. In the margin, you’ll note T-S
and the connection.
Example: T-S “It seemed impossible that in 2005, in the United States, there was
an entire city cut off from all communication, all contact” (page #). This reminds me
of the isolation and fear I felt when I was in a Ecuador and didn’t know how to use
the phone (and there were no cell phones or internet), and I felt lost and alone and
I desperately wanted to talk to someone from home.
Part II
During the first week of school, you’ll write a brief essay on one of the following prompts.
So, the more active you read and annotate, the stronger your writing!
1. Describe how new information, ideas or perspectives learned from Zeitoun
confirms or contradicts your worldview.
2. Respond to statements expressed in the text.
3. Explore ways in which the issues raised relate to your own life.
Publisher: Vintage; 1 reprint edition (June 15, 2010)
Language: English
ISBN-10: 9780307387943
ISBN-13: 978-0307387943
Global Studies – 9th Grade
Persepolis: The Story of a Childhood – Marjane Satrapi
ISBN-10: 037571457X
ISBN-13: 978-0375714573
Originally published to wide critical acclaim in France, where it elicited comparisons to Art
Spiegelman's Maus, Persepolis is Marjane Satrapi's wise, funny, and heartbreaking memoir
of growing up in Iran during the Islamic Revolution. In powerful black-and-white comic strip
images, Satrapi tells the story of her life in Tehran from ages six to fourteen, years that saw
the overthrow of the Shah's regime, the triumph of the Islamic Revolution, and the
devastating effects of war with Iraq. The intelligent and outspoken only child of committed
Marxists and the great-granddaughter of one of Iran's last emperors, Marjane bears witness
to a childhood uniquely entwined with the history of her country.
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College Prep United States History – 11th Grade
Please complete the following:
Don’t Know Much About History by Kenneth C. Davis
ISBN: 0060083816
This humorous look at almost 500 years of American History will provide an insider
perspective of topics we will discuss at length in class! Davis’ writes about American
history with the REAL story about what happened.
1) Please ONLY read Chapter 1.
2) For each question posed by Davis, please summarize with one sentence. You will
hand this in on the first day of class, where we will also use this book for a follow up
activity.
AP United States History – 11th Grade
Please complete the following:
Don’t Know Much About History by Kenneth C. Davis
ISBN: 0060083816
This humorous look at almost 500 years of American History will provide an insider
perspective of topics we will discuss at length in class! Davis’ writes about American
history with the REAL story about what happened.
1) Please read Chapters 1-4. This will take you through the Civil War – which we will
complete by the end of first semester.
2) Read and take notes on Chapters 1-3 in your textbook, Liberty, Equality, Power.
These notes WILL be collected on the first day of class for credit.
Spanish 1 & 2
Make a list, and show evidence, of all the activities that you have done over the summer
to keep up and improve your Spanish. Make a folder and bring it to school in August. You
will share what you have done and learned with the rest of the class.
Everybody is required to do and describe, at least, 4 of the activities suggested on the list.
Here are some helpful suggestions for summer cultural participation activities.
Cultural Participation & Research:
Media
• Rent and watch a movie in Spanish
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• Watch a PBS special that relates to our class
Music and Dance
• Learn a song in Spanish and prepare to sing it to the class in August.
• Learn a Spanish or Latin American song on a musical instrument and, prepare to
present it to the class
• Listen to a song and write out the lyrics (without using the internet)
Shopping and Traveling
• Visit a music store that carries Spanish language music
• Create a travel brochure for Spain or a Latin American country
• Collect travel information on a Spanish-speaking country you would like to visit
Practice Speaking
• Interview a native speaker in Spanish
• Learn a poem or rhyme in Spanish, and prepare to present it to the class
• Volunteer in a charitable institution, which helps Spanish speakers (and get community
service credit, too!)
• Order in Spanish at a restaurant & converse with the waiter
Art
• Visit the Mexican Museum in San Francisco
• Reproduce a work by a famous Spanish or Latin American artist
Food
• Check out recipe books of Spain or Latin American recipes in the local library and
prepare a recipe.
History and Geography
• Research a city or point of interest in Spain or Latin America
• Research a Spanish or Latin American hero (list sources used)
Reading
• Cut out ads from a magazine or newspaper in Spanish
• Read a magazine article in Spanish
• Collect news articles about Spain or Latin America
• Check out a book for kids in Spanish from the library and read it. Prepare to present it to
class.
• Go to an international book store or the Spanish section of Borders and check out the
titles. Write a journal entry of what you notice.
• Keep a diary of signs, posters, and billboards that you see in Spanish
• Surf the web for Spanish language sites/stations and make some recommendations to
your classmates.
Spanish 3
La casa en Mango Street (Spanish Edition)
Sandra Cisneros
Translated by Elena Poniatowska
ISBN: 9780679755265
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Spanish 4/AP
Cuando era puertorriqueña (Spanish Edition)
Esmeralda Santiago
ISBN: 9780679756774
French 4/AP
Robert des noms propres
A. Nothomb
AP Psychology
PSYCHOLOGICAL MOVIES: please watch at least 3. Then look up the terms following
the movie. Write up a paragraph on how the movie demonstrated this idea. Due the first
week of class.
Critically acclaimed - movie or specific actor/actress role)
*A Beautiful Mind –PG-13 ‘01 (psychological disorders- schizophrenia)
*As Good As It Gets- PG-13 ‘97 (OCD= obsessive compulsive disorder)
*The Aviator- PG-13 ‘04 (OCD)
*Crash- R ‘05 (Social psychology, stereotypes, prejudice, discrimination)
*Dear Frankie- PG-13 ‘05(sensation/deaf, attachment, parenting style)
*Fight Club R- warning:violent ‘99(DID- psychological disorders)
*Girl Interrupted-R- ’99 (psychopathology, therapy, borderline, antisocial personality)
*Good Will Hunting- R ‘97(IQ, conformity, parenting style, therapy)
*I am Sam PG-13 ‘02 (mental retardation, IQ, attachment, child development)
*Into the Wild –R ’07 (stages of development, Maslow’s hierarchy)
*Lorenzo’s Oil- PG-13 ’93 (neurological disorder, experiment, myelin sheath)
*Little Man Tate – PG ’91(child development, savant)
*Memento –R ’02 (memory/ anterior grade amnesia)
*Nell –PG-13 ’94 (human/language development, zone of proximal development)
*Parenthood- PG-13 ’89 (childhood development, memory, testing, anxiety)
*Pleasantville –PG-13 ‘98 (social psychology, conformity)
*The Piano- R ’93 (conversion disorder, conditioning)
*Rainman –R-(Autism)
*Regarding Henry PG-13- ‘91 (brain trauma and personality change)
*Rudy PG- ’93 (Motivation, social norms, self efficacy)
*Sybil –‘76 (DID/multiple personality disorder, therapy)
*What About Bob PG ’91 (comedy of therapy and obsessive-compulsive)
*What the Bleep Do We Know –PG ‘04 (biological function/neurotransmitters)
*What’s Eating Gilbert Grape –PG-13 ’93 (teenage devel, social norms, metal retardation)
*When a Man Loves a Woman –R ‘94 (alcoholism, rehab, relationships)
PSYCHOLOGY SUMMER READINGS – optional:
The Curious Incident of the Dog in the Nighttime by Mark Haddon (the adventures of a
teenage autistic boy- from his perspective)
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A Stroke of Insight: A scientist’s personal journey by Jill Bolte Taylor. (A neuroscientist
experiences a stroke that she is able to interpret with an expert’s perspective and reflect
on our societies favoritism of the left-brain)
The Female Brain by Louann Brizendine. (A neuroscientist explores the general
differences between the functioning of the male and female brain)
Mind Wide Open by Steven Johnson. (Journalist investigation into new research in
neuroscience on how the brain works).
Natural History of the Senses and The Alchemy of the Mind by Diane Ackerman
Three Psychologies, Perspectives from Freud, Skinner, and Rogers (Great introduction to
the 3 most famous and different views in psychology)
Flower’s for Algernon by Daniel Keyes (Novel of clinical tests to try and alter intelligence)
I Am the Cheese by Robert Cormier (Novel or teenager and his struggles with identity,
memory, development)
Sybil. by Flora Rheta Schreiber. 1973. (Based on a true story of DID/multiple personality
disorder)
Phineas Gage: A gruesome but true story about brain science by John Fleischman (True
story of a brain injury that changed the way we understand brain functioning).
The Man Who Mistook His Wife For A Hat by Oliver Sacks (Series of fascinating case
studies in psychology)
Forty Studies That Changed Psychology by Roger R. Hock
Many Lives, Many Masters by Dr. Brian Weiss. (Hypnosis, therapy, past-life regression)
Science Courses- ALL AP science course have a summer assignment!
AP Biology
Due to the large amount of content covered in AP Biology, this summer you must compete
the readings and assignments for Unit 8: Ecology using the textbook: Biology, 7th
edition by Campbell and Reece (ISBN: 0805371710 or 0805367772).
The required summer assignment is to read Chapters 50 -55 in the textbook, and answer
all questions found in each chapter’s worksheet packet that will be emailed to you in PDF
format. Open the PDF files with Acrobat Reader and answer the questions on your own
paper, or print out the packets and answer them on the printed sheets. Please contact Dr.
Brown at dbrown@sandomenico.org if you have not received these PDF files by mid
June. It is recommended that you read the six chapters and complete the six packets a
few weeks before classes begin in the fall. A good rate of work would be to complete one
packet per week (six weeks total). The six assignments will be due the first day of class.
Note: The questions are only in the packets; they are not in the textbook. Also, even
though information is included in each packet, it will be necessary for you to use the
textbook to help answer the questions. There will be a quiz over these chapters the first
week of school.
AP Chemistry
Happy summer! I’ve included material that you should know for the AP exam in May.
Most of this material is memorization – knowing the names of polyatomic ions, etc. The
longer you have this material, the more time you can spend learning it. We have covered
most of this material during the first year of chemistry. However, there is some material
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on here that we have not covered. Please spend the time to learn this material over the
summer. We will have a quiz or two on this material when you return to school.
Naming Compounds
Ionic
+ ion before – ion
Formula
ex: NaCl (NH4)SO4 Al2S3
Name of cation + name of anion
Naming
sodium chloride
ammonium sulfate
aluminum
sulfide
Binary Nonmetal
usually the less electronegative atom is first
ex: CO
CO2
N2O
Indicate the number (mono, di, tri, and kind of
atoms. First element is simply name of element.
Second element name ends with “ide”
carbon monoxide
carbon dioxide
dinitrogen monoxide
Prefixes for Molecules:
# of
atoms prefix
Examples
1
monoCO
Carbon monoxide
2
diCO2
Carbon dioxide
3
triNF3
Nitrogen trifluoride
4
tetra
SiH4
Silicon tetrahydride
5
penta
6
hexa
7
hepta
8
octa
9
nona
10
deca
Naming Polyatomic Ions and Acids
An ionic compound in which the cation is H+ is an acid. (except H2O)
S add “ur” P add “or”
Number of Oxygen
atoms
Polyatomic Ion
name
Polyatomic Ion
Example
Acid Name
Acid Example
Plus one oxygen
atom
Per_______ate
perchlorate
ClO4-
Per_____ic acid
perchloric acid
H ClO4
Home Base
_____ ate
Chlorate
ClO3-
_____ic acid
chloric acid
HClO3
Minus one oxygen
atom
______ite
Chlorite
ClO2-
_____ous acid
chlorous acid
HClO2
minus two oxygen
atoms
Hypo_____ite
Hypochlorite ClO-
Hypo_____ous
acid
hypochlorous
acid
HClO
no oxygen atoms
______ide
Chloride
Cl-
Hydro_____ic
acid
hydrochloric
acid
HCl
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Summary of naming
Type of
Ionic
Compound
How To
Recognize + and - ion
Recognize
How To Name
names of + ion then ion
Acids
Molecular
H+ and - ion
Not Ionic
“ides”  hydro---ic acid
“ates”  ----ic acid
“ites”  ---ous acid
S (add “ur”) P (add “or”)
mono, di, tri, tetra, penta,
hexa, hepta, octa, nona ,deca
names ends with “ide”
pentaoxide  pentoxide, etc.
IONS LIST
acetate
C2H3O2–
permanganate
MnO4– (purple)
oxalate
C2O42–
ammonium
NH4+
cyanide
CN–
oxide
peroxide
O2–
O22–
chromate
dichromate
CrO42– (yellow)
Cr2O72– (orange)
hydronium
H3O+
hydroxide
OH–
phosphate
phosphite
phosphide
PO43–
PO33–
P3–
periodate
iodate
iodite
hypoiodite
iodide
IO4–
IO3–
IO2–
IO–
I–
sulfate
sulfite
sulfide
bisulfite
bisulfate
SO42–
SO32–
S2–
HSO3–
HSO4–
Mercury II
Mercury I
Hg2+
Hg22+
thiocyanate
thiosulfate
SCN–
S2O32–
nitrate
nitride
nitrite
NO3–
N3–
NO2–
carbonate
bicarbonate
CO32–
HCO3–
perbromate
bromate
bromite
hypobromite
BrO4–
BrO3–
BrO2–
BrO–
perchlorate
chlorate
chlorite
hypochlorite
chloride
ClO4–
ClO3–
ClO2–
ClO–
Cl–
SOLUBILITY RULES
Always soluble:
alkali metal ions (Li+, Na+, K+, Rb+, Cs+), NH4+, NO3–, ClO3–, ClO4–, C2H3O2–
Strong Acids
(Memorize the 7 strong acids… all other acids are weak)
HCl
hydrochloric acid
HNO3 nitric acid
HBr
hydrobromic acid
HI
hydroiodic acid
H2SO4 sulfuric acid
HClO4 perchloric acid
HClO3 chloric acid
Hydrocarbons (molecules with carbon and hydrogen)
State that hydrocarbons with:
all single bonds are called alkanes
end with “-ane”
one double bond are called alkenes
end with “-ene”
one triple bond are called alkynes
end with “-yne”
follow the formula CnH2n+2
follow the formula CnH2n
follow the formula CnH2n-2
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Given a formula, recognize whether the molecule is an alkane, alkene, or alkyne.
Given a formula, name the molecule. Given a name, write the correct formula.
Names for Hydrocarbons (hydrogen and carbon molecules)
# of carbon
Example
atoms
prefix
Single bond
Double bond
Triple bond
(ends with ane)
(ends with ene)
(ends with yne)
1
methCH4
methane
2
ethC2H6 ethane
C2H4 ethene
C2H2 ethyne
3
proC3H8 propane
C3H6 propene
propyne
4
butC4H10 butane
C4H8 butene
C4H6 butyne
5
pentC5H12 pentane
C5H10 pentene
pentyne
6
hexC6H14 hexane
C6H12 hexene
C6H10 hexyne
7
heptC7H16 heptane
C7H14 heptene
heptyne
8
octC8H18 octane
C8H16 octene
C8H14 octyne
9
hexC9H20 nonane
C9H18 nonene
C9H16 nonyne
10
hexC10H22 decane
C10H20
decene
C10H18
C3H4
C5H8
C7H12
decyne
AP Environmental Science (APES)
Step 1: Read chapters 1 and 2 of the textbook - outline/take notes.
This is all background material and there will be a test on it the first week of school.
We are using a new textbook this year: Environmental Science for the AP* by Friedland and
Relyea. Because it is new, the paper book is expensive. I would suggest getting the ebook- the
online version. It is great because you can read, highlight, and annotate. It also has flashcards,
quizzes and other features built right in. Go to : http://ebooks.bfwpub.com/friedlandapes.php
If you do want a paper book, I would suggest you buy a used version of the Miller textbook, Living
in the Environment, to use as an additional resource.
Step 2: environmental science movies: please watch at least 2.
Of course documentaries are best but just for fun, there are also a few Hollywood-ization of
environmental issues in the movie list too.
www.netflix will stream most documentaries- also http://topdocumentaryfilms.com/ has many
for free viewing.
Blue Gold: The world water wars. (2009) This award-winning documentary from director Sam
Bozzo posits that we're moving closer to a world in which water -- a seemingly plentiful natural
resource -- could actually incite war. As water becomes an increasingly precious commodity,
corrupt governments, corporations and even private investors are scrambling to control it which
leaves everyday citizens fighting for a substance they need to survive.
Blue Vinyl (2002) This sardonic but sobering exposé reveals the potentially toxic effects of
polyvinyl chloride (PVC), which is used in everything from cars to water mains to toys. Armed with
a piece of blue vinyl siding, Helfand and Gold head to Louisiana -- America's vinyl-manufacturing
capital -- and to Italy, where bigwigs from a PVC-producing company stand accused of
manslaughter in a landmark case.
The Burning Season (1994) Chico Mendes (Raul Julia), the Brazilian rubber tapper in the
Amazon who led his people in protest against the government and the land developers who
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wanted to cut down their part of the rainforest for a new road and ranch land. It is based on a
true story and the book written by Anrew Revkin, an environmental reporter for the New York
Times. (Emmy award winning HBO movie)
The China Syndrome (1979-PG) A somewhat unstable executive at a nuclear plant uncovers
evidence of a concealed accident, takes drastic steps to publicize the incident. The tense,
prophetic thriller ironically preceded the Three Mile Island accident by just a few months.
(Academy Award nominations)
A Civil Action (1998-PG-13) John Travolta plays lawyer Jan Schlichtmann, who admits that he is
an ambulance-chasing weasel. When a grieving mother approaches him with a case accusing
two corporate conglomerates of causing an outbreak of leukemia among children, Jan smells a
big payoff. This movie is based on a true story. (Academy Award nominations)
Clearcut (1992-R) Progressive lawyer finds his liberalism and his survival skills tested among
modern Canadian Indians, when a militant native resorts to kidnapping the businessman who
threatens their land. Well acted, but violent movie that asks tough questions. Based on M.T.
Kelly's book A Dream Like Mine.
Crude (2009) This movie documents the ongoing battle waged by 30,000 indigenous Ecuadorans
and their lawyers against Chevron for dumping billions of gallons of toxic oil waste into the
Amazon. Berlinger examines the environmental catastrophe -- dubbed the "Amazon Chernobyl" -from all sides, following the drama as it moves from the contamination site to the courtroom and
beyond, even landing on the cover of Vanity Fair.
A Crude Awakening: the oil crash (2006) This documentary examines the world's dependency on
oil and the impending chaos that's sure to follow when the resource is dry in this straight-fromthe-headlines documentary. Through expert interviews on a hot-button topic that might represent
the world's most dire crisis, the film underscores our desperate need for alternative energy and
spells out in startling detail the challenge we face in finding it.
Dirt: The Movie: (2009) Dirt unearths our cosmic connection to soil and explores how diverse
groups of people are uniting to save the natural resource. The filmmakers combine lively
animations with personal accounts from farmers, scientists, activists and more.
The Emerald Forest (1985-R- nudity) A beautifully photographed adventure about a young boy
who is kidnapped by a primitive tribe of Amazons while his family is traveling through the Brazilian
jungle. Father searches 10 years to find him. (Based on a true story)
The End of the Line (2009) Investigates the devastating effects that overfishing with modern
technology is having on fish stocks and the real solutions to solve the crisis. Combining alarming
scientific testimony with under- and above-water footage, Murray creates a hard-to-ignore sketch
of the state of the globe's oceanic ecosystems.
Erin Brockovich (2000-R for language) Julia Roberts portrays a divorced mother desperate for a
job, who bullies her way into the law office of Ed Masry, where she uncovers and investigates
some shady corporate dealings that eventually lead to a multimillion-dollar settlement against a
public utility over contaminated water. (Based on a true story) Award winning: Julia Roberts,
Albert Finney.
Gorillas in the Mist (1988-PG-13) The life of Dian Fossey, animal rights activist and worldrenowned expert on the African Mountain Gorilla, from her pioneering contact with the gorillas to
her murder at the hand of poachers. Academy Award nominations for Best Actress, Best Adapted
17
Screen Play, Best Film Editing, Best Sound, Best Original Score.
King Corn (2007) Two friends Ian Cheney and Curt Ellis move back to America's Corn Belt to
plant an acre of the nation's most-grown and most-subsidized grain and follow their crop into the
U.S. food supply. What they learn about genetically modified seeds, powerful herbicides and the
realities of modern farming calls into question government subsidies, the fast-food lifestyle and
the quality of what we eat.
Never Cry Wolf (1983-PG) Packed with humor and real science, a young biologist is sent to the
Arctic to study the behavior and habitation of wolves, and then becomes deeply involved with
their sub-society. Based on the book by Farley Mowatt. (Academy Award nomination)
North Country (2005- R profanity and scenes involving sexual harassment) Award winning movie
about a women who tries to break into the male-dominated world of coal mining. Based on an
actual court case in 1998. Starring Charlize Theron, Frances McDormond, and Wood Harrelson.
Sharkwater (2007) Documentarian Rob Stewart dives into shark-filled seas to disprove fearbased stereotypes and raise awareness of the world's dwindling shark population. But he
ventures into dangerous waters when he battles shark poachers in this award-winning film. With
renegade conservationist Paul Watson, Stewart exposes the criminal and highly profitable
harvesting of shark fins, risking his life and facing a corrupt court system for his efforts.
Silkwood.(1993- R sex, nudity and profanity) As much a character study of a woman galvanized
by injustice as a story of the dangers of nuclear power and the extremes of corporate greed.
Starring Meryl Streep, Kurt Russell, and Cher. Oscar award winner.
Sometimes a Great Notion (1971-PG) Trouble erupts in a small Oregon town when a family of
loggers decides to honor a contract when the other loggers go on strike. Paul Newman directs
and stars. Henry Fonda, Paul Newman, Lee Remick. Academy Award nominated.
Tapped (2009) The high cost -- to both the environment and our health -- of bottled water is the
subject of this documentary that enlists activists, environmentalists, community leaders and
others to expose the dark side of the bottled water industry. Americans may rethink their
obsession with bottled H20 when they learn of the unregulated industry's willingness to ignore
environmental and health concerns, and the problems that arise as a result.
Part 3: Write a reflection of how the movies that you watched are related to ideas and terms that
you found in CH 1+2. Make sure to discuss at least 5 concepts in about 2 typed pages. This is
due the end of the first week of school.
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