AP CHEMISTRY
Summer Assignment
Congratulations! If you are reading this it means that you are an exceptional student with a great deal of
motivation to continue your education in the sciences. I am looking forward to working with you next year in
the AP Chemistry course. To best assure yourself that you will be ready in September please take the time to
review the chemistry topics listed below. The first two units of the AP course are a review of many Honors
level topics, but we will be covering these review topics at a very fast pace. These review topics will also come
with new connections, challenges, and laboratory activities. No matter how well you did in Honors chemistry,
it is imperative that all students understand the importance of reviewing these fundamental concepts prior to
September. The completion of all work in the attached packet will be collected and graded on the first day of
school and will also serve as the basis of our first UNIT 1 quiz in early September.
Summer Assignment Review Checklist:
1. Reaction Writing and Analysis:
- Use of memorized ion symbol and charges for accurate formula writing
- Apply reading skills to interpret context clues and predict products for various reaction types
- Extend reaction writing to include net-ionic equations and redox analysis
2. Mole Math Problem Solving:
- Appreciate the need for patience, reading skills, team work, and showing work
- Utilize fundamental chemistry formulas and algebra to navigate through challenging problems
- Discover the importance of interpreting the meaning of calculated answers
3. Periodic Table Use and Understanding:
- Review periodic property trends such as electronegativity, ionization energy, and atomic radius
- Relate similarities and differences among the elements to their sizes and valence electron amounts
4. Expect New Laboratory Challenges:
- More pre-lab expectations: Developing procedures, Brainstorming and Predicting, Research
- Multi-week lab activities will require sustained focus and work
- Increased expectation of post-lab research and lab presentations by students
Some students may have an easy time with this summer assignment, while other students may have to work a
little harder to complete the activity. The goal is that all AP students will return to school next September with
similar knowledge bases and confidence levels concerning fundamental Honors chemistry topics.
TRY YOUR BEST – WORK TOGETHER – BE READY TO SHARE YOUR STRENGTHS/WEAKNESSES
BIG BAD ION SHEET
(…memorize me quickly!)
Common Monatomic and Polyatomic Ions with Oxidation Numbers
(+) Ions
(-1) Ions
(-2) Ions
(-3) Ions
ammonium
NH41+
acetate - CH3COO
hydroxide - OH
cyanide - CN
cyanate - OCN
thiocyanate - SCN
nitrate - NO3
nitrite - NO2
perchlorate - ClO4
chlorate - ClO3
chlorite - ClO2
hypochlorite - ClO
sulfate - SO4
sulfite - SO3
carbonate - CO3
phosphate - PO4
phosphite - PO3
arsenate - AsO4
oxalate - C2O4
chromate - CrO4
dichromate - Cr2O7
borate - BO3
citrate - C6H5O7
silver
Ag+1
zinc
Zn+2
cadmium
Cd+2
aluminum
Al+3
tungsten
W+6
perbromate - BrO4
bromate - BrO3
bromite - BrO2
hypobromite - BrO
periodate - IO4
iodate - IO3
iodite - IO2
hypoiodite - IO
silicate - SiO3
hexafluorosilicate
- SiF6
thiosulfate - S2O3
selenate - SeO4
tertraborate - B4O7
tartrate - C4H4O6
peroxide - O2
hydrogen phosphate
- HPO4
permanganate - MnO4
formate - CHO2
dihydrogen phosphate
- H2PO4
hydrogen sulfite
(bisulfite) - HSO3
hydrogen sulfate
(bisulfate) - HSO4
hydrogen carbonate (bicarbonate) HCO3
Tricky Transition Metals with Multiple Oxidation States
Ions
Cu1+ Cu2+
Hg22+ Hg2+
Au1+ Au3+
Fe2+
Fe3+
2+
Cr
Cr3+
Mn2+
Mn3+
2+
Co
Co3+
2+
Ni
Ni3+
2+
Pb
Pb4+
Sn2+
Sn4+
Stock Names
Copper (I)
Copper (II)
Mercury (I)
Mercury (II)
Gold (I)
Gold (III)
Iron (II)
Iron (III)
Chromium (II)
Chromium (III)
Manganese (II)
Manganese (III)
Cobalt (II)
Cobalt (III)
Nickel (II)
Nickel (III)
Lead (II)
Lead (IV)
Tin (II)
Tin (IV)
Classical Names
Cuprous
Cupric
Mercurous
Mercuric
Aurous
Auric
Ferrous
Ferric
Chromous
Chromic
Manganous
Manganic
Cobaltous
Cobaltic
Nickelous
Nickelic
Plumbous
Plumbic
Stannous
Stannic
SOLUBILITY RULES

The following solubility rules should be committed to memory. Knowledge of precipitates and solution
chemistry is vital to a full understanding of aqueous reactions at the AP level. Our first lab of the year
will also focus on these rules as we examine various precipitation reactions:
1. Salts containing Group I elements are soluble (Li+, Na+, K+, Cs+, Rb+). Exceptions to this rule are rare.
Salts containing the ammonium ion (NH4+) are also soluble.
2. Salts containing nitrate ion (NO3-) are generally soluble.
3. Salts containing Cl-, Br-, I- are generally soluble. Important exceptions to this rule are halide salts of Ag+,
Pb+2, and (Hg2)+2. Thus, AgCl, PbBr2, and Hg2Cl2 are all INSOLUBLE.
4. Most silver salts are insoluble. AgNO3 and Ag(C2H3O2) are common soluble salts of silver; virtually
anything else is INSOLUBLE.
5. Most sulfate salts are soluble. Important exceptions to this rule include BaSO4, PbSO4, Ag2SO4, and CaSO4
which are INSOLUBLE.
6. Most hydroxide salts are only slightly soluble. Hydroxide salts of Group I elements are soluble. Hydroxide
salts of Group II elements (Ca, Sr, and Ba) are slightly soluble. Hydroxide salts of transition metals and Al+3 are
INSOLUBLE. Thus, Fe(OH)3, Al(OH)3, Co(OH)2 are INSOLUBLE.
7. Most sulfides of transition metals are highly INSOLUBLE. Thus, CdS, FeS, ZnS, Ag2S are all
INSOLUBLE. Arsenic, antimony, bismuth, and lead sulfides are also INSOLUBLE.
8. Carbonates are frequently INSOLUBLE. Group II carbonates (Ca, Sr, and Ba) are INSOLUBLE. Some
other INSOLUBLE carbonates include FeCO3, PbCO3. Carbonates become soluble in acid solution.
9. Chromates are frequently INSOLUBLE. Examples: PbCrO4, BaCrO4.
10. Phosphates are frequently INSOLUBLE. Examples: Ca3(PO4)2, Ag2PO4,
11. Fluorides are frequently INSOLUBLE. Examples: BaF2, MgF2, PbF2.
** Solubility Rules are important when writing NET-IONIC EQUAATIONS. Here is an example:
Ex. “Solutions of lithium sulfate and barium chloride are mixed”:
Double displacement with consideration for the solubility rules:
1 Li2SO4(aq) + 1 BaCl2(aq) → 2 LiCl (aq) + 1 BaSO4 (ppt)
The NET IONIC EQUATION will omit spectator ions and focus only on species that change state:
1 SO4-2 (aq) + 1 Ba+2 (aq) → 1 BaSO4 (ppt)
AP SUMMER PRACTICE WS#1
“Reaction Writing”

Name_____________________________
Write accurate, balanced chemical equations for the reactions described below. When applicable,
express your final answer as a net ionic equation. Also, answer the follow up questions to each reaction:
1. “Ethane gas reacts through combustion with available oxygen gas”
- Combustion reactions are always exothermic. Explain what an exothermic reaction is:
2. “Solid calcium carbonate can decompose when heated to form one solid product and one gas product”
- Write out the electron configuration for the metal calcium and also explain why calcium atoms
are larger than beryllium atoms:
3. “Aqueous solutions of silver nitrate and sodium chromate are mixed”
- Determine the oxidation state (charge) of the chromium atom in the chromate ion: Explain how you
came to this conclusion:
4. “Ammonia and hydrogen chloride molecules combine in a Bronsted-Lowry acid-base reaction”
- Draw the Lewis structure of an ammonia molecule and describe its molecular geometry:
5. “Solid iron metal reacts with oxygen gas over time to form iron (III) oxide”
- Each species in this reaction is composed of different chemical bond types. Describe the differences
among metallic, covalent and ionic bonding:
6. “Aluminum metal is added to a bucket of concentrated nitric acid”
- Define entropy and explain if the entropy change in this reaction is increasing or decreasing:
AP SUMMER PRACTICE WS#2
“Mole Math Problem Solving”

Name_____________________________
Show all work and units in an organized manner to calculate answers for each mole math problems.
Express your final answers with correct units and significant digits!
1. What is the mass in grams of a 1.35 mole sample of Ca3(PO4)2?
2. How many moles of chloride ions are in 40.0 mL of a 0.752 M aqueous solution of barium chloride:
3. Determine the molarity (M) of a solution prepared by dissolving 13.95 grams of solid sodium hydroxide into
enough water to make a 750.0 mL solution:
4. Calculate the mass percentage of carbon in the organic compound C5H11NO2:
5. Determine how many moles of H2O2 are present in a 30% by volume aqueous solution if the volume of the
solution is 1.00 L and the density of the solution is 1.06 g/mL?
6. Determine the STP volume (L) of hydrogen gas that can form when 3.295 grams of sodium metal reacts with
excess water:
__ Na(s) + __ HOH(l) → __ NaOH (aq) + __ H2 (g)
7. What is the expected amount of moles of magnesium nitride that will form when 4.6 x 1023 atoms of
magnesium are combined with 11 grams of nitrogen gas in a sealed container? Also, identify and explain which
reactant is the limiting reactant:
Balanced Equation:
7. A balloon is filled with a mixture of 60.0 % O2, 25.0% N2, and 15.0 % CO2 gas and achieves a total internal
pressure of 1.24 atmospheres. The shared temperature of the gases is 25.2 ºC and the volume of the balloon is
4.25 L. Calculate how many grams of carbon dioxide are in the balloon:
AP SUMMER PRACTICE WS#3
“The Periodic Table”

Name_____________________________
Explain the following truths using property definitions and previously gained periodic table knowledge:
1. Explain why fluorine is more electronegative than any other element on the periodic table:
2. Explain why potassium has low first ionization energy values but significantly higher second ionization
energy values:
3. Explain why boron forms molecules with an incomplete octet while sulfur often forms molecules with an
expanded octet:
4. Explain why some transition metals have several oxidation states while alkali metals always have a +1
oxidation state:
5. Explain why nitrogen and phosphorus bond to form compounds with similar elements and similar chemical
formulas:
6. Explain the conditions needed for noble gas atoms to be influenced to form chemical bonds and make
compound molecules:
LAB #1: “The Eight Solutions Experiment”
AP Chemistry
Introduction:
Your goal is to determine the identity of eight aqueous solutions. The solutions will be labeled “A” through
“H” in small dropper bottles. You will have access to all lab drawer equipment, but you will not be able to use
any heat sources.
PRE-LAB SHEET:
Develop a list of statements that indicates how UNIT 1 knowledge will be used/considered
to determine the identity of each solution and complete post-lab homework questions
Design an appropriate procedure for this experiment. Be clear and specific when referring
to equipment, data/observation collection, quantities, and order of events.
Procedure Guidelines:
* Since this is a UNIT 1 experiment your goals and preparation should be with UNIT 1 concepts.
* The unknown solutions are approximately 0.1 M in concentration. However, the experiment is intended to be
qualitative in nature with little focus on mathematical problem solving.
* Be conscious of quantities in order to be efficient but not wasteful with lab materials
* Unknown solutions should be handled with extra care. Rinse with water if you suspect that you have gotten
solution on your hands.
Solutions List:
In no particular order, the eight aqueous solutions used in this experiment are:
Pb(NO3)2
AgNO3
BaCl2
K2CrO4
(NH4)2CO3
Fe(NO3)3
NaOH
NaI
Data and Observations:
LAB DAY SHEET:
Neatly record any and all valuable observations and data. Use labels, descriptions, charts
and/or tables to assure clarity and details
Be sure to write down questions or curiosities that you and your group may have during
lab work on this sheet as well.
Data and Observations:
POST LAB SHEET:
1. Identify the solutions by matching the letter with the solute formula. For each, briefly describe how
you came to conclude the identity.
2. What chemistry concepts beyond our UNIT 1 studies are worth considering to better understand the
results of this experiment? Is there knowledge from Honors Chemistry that can be useful to drawing
conclusions and making connections in this experiment?
3. Use this lab experiment as a way to practice writing balanced net ionic equations.
4. Revisit your procedure design. Take the time to amend your initial ideas. Write about how the
“Eight Solutions Experiment” could be extended or improved in order to be a more accurate or inclusive
activity.
5. What sources of error may have limited your observations or challenged your conclusions? Elaborate.
6. Suppose the solution concentrations were exactly 0.100 M. Use your knowledge of reactions and
stoichiometry to show work and predict the mass (grams) of precipitate that theoretically can form when
5.00 mL samples of two available solutions are combined.
7. Research water treatment facilities. Comment on how themes from UNIT 1 and this experiment are
used to ensure a safe public water supply.
Extra Information:
*PRE-LAB SHEETS AND LAB DAY SHEETS WILL NOT BE DISTRIBUTED UNTIL SEPTEMBER. I’VE
INCLUDED THE FIRST LAB OF THE YEAR SIMPLY AS A PREVIEW OF MY EXPECTATIONS OF
STUDENTS DURING A TYPICAL LAB ACTIVITY.
* LAB GRADING WILL BE DISCUSSED IN SEPTEMBER. IF YOU ARE CURIOUS, A COMBINATION OF
LAB HW SHEET COLLECTIONS, LAB QUIZZES, LAB PRESENTATIONS AND FORMAL LAB REPORTS
WILL BE USED TO ASSESS STUDENT LAB WORK
*FEEL FREE TO START THINKING ABOUT THIS LAB AT THE END OF THE SUMMER SINCE WE WILL
WORK ON IT IN EARLY SEPTEMBER.