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Pre-AP Chemistry
NYOS Secondary School
End of Year-Final Exam Learning Objectives
Dr. McPhee
Unit 1: Metric Conversions, Classification of Matter, Atomic Theory
1. understand metric units for measurement of length, mass, and volume, as well as, the meaning of prefixes
for scale (i.e., ‘kilo’ means thousand)
2. know the formula for determining density and the units of density
3. be able to convert from one metric unit to another (i.e., gram to milligram and vice versa)
4. convert a number into scientific notation to determine the number of significant figures
5. know the difference between intensive and extensive properties and give examples of each
6. know the difference between chemical and physical changes and give examples of each
7. Know the roles of these scientists in the development of historical and current models of the composition
of matter and models of the atom: Dalton, Rutherford, Thomson, Chadwick, Mendeleev, Einstein
Unit 2: Periodic Table Families; Element Properties; Electronic Configuration; Electromagnetic
Spectrum
8. know which materials are elements by name (eg, copper vs bronze) and know the location of these families
of the periodic table: alkali metal, alkaline earth, rare earth, coinage metal, halogen, noble gas
9. understand the difference between mixtures and pure substances; understand the differences between
homogeneous and heterogeneous mixtures
10. know the location, mass and charge of these subatomic particles (and the names of the scientists who
discovered them): electron, neutron, proton
11. understand how elements can be the same yet be different isotopes (what subatomic particle makes
them different?)
12. Know what these terms mean: allotrope, sonorous, ductile, diamagnetic, paramagnetic
13. be able to determine the number of electrons associated with an ion given its shorthand notation
(e.g., Ni4+ )
14. be able to determine the number of protons, neutrons and electrons of a neutral atom given the name of
the element and its atomic mass (e.g., Cl37)
15. know the symbols associated with elements whose names don’t match their symbols, especially these:
Na, K, Fe, Cu, Ag, Au, Pb, Sn, As, W, Hg
16. understand the physical properties associated with metals (e.g., conductor of electricity)
17. understand the physical properties associated with non-metals (e.g., usually brittle)
18. given any element, be able to identify it as a metal, non-metal or metalloid
19. know the meaning of and the periodic trends for these: atomic radius, electron affinity, ionization energy,
electronegativity
20. when forming ions (i.e., cations or anions), know which ions metals usually form and which ions nonmetals usually form
21. understand which parts of the electromagnetic spectrum are high energy/high frequency/short
wavelength and which are considered low energy/low frequency/long wavelength
22. know what these symbols mean: E, n, c, h, , ; know the value of c
23. given wavelength or frequency, be able to calculate the energy of a photon
24. Know the roles of these scientists in the development of the atomic model: Heisenberg, Bohr,
Schrodinger, deBroglie
25. know how to use an Aufbau chart (along with Hund’s rule and the Pauli exclusion principle) and
suborbital notation (parentheses and arrows) to indicate the electron configuration (or noble gas shorthand notation) for a given atom
26. know the shapes and maximum number of electrons that can be placed into these orbitals: s, p, d, f
27. know which orbitals can be found on any given energy level
28. know the rules for assigning quantum numbers for an electron and be able to identify both valid and
invalid sets of quantum numbers
Unit 3: Ionic and Covalent Compounds: Names, Formulas, Properties/Reactions and Molecular Shapes
29. know the charges commonly found for ions in these families: alkali metal, alkaline earth, nitrogen family,
oxygen family, halogens; know the charges for silver, zinc and aluminum
30. given a metal and non-metal from one of the families listed above, be able to predict the formula of its
ionic compound
31. be able to list properties of ionic compounds
32. know that bonding between elements ultimately involves ELECTRONS
33. be able to use a polyatomic sheet to give the formula from a name of an ionic compound, and vice versa
34. understand the definition of valence electrons and how these form bonds between metals (i.e., metallic
bonding) and non-metals (covalent bonds)
35. possess a working definition of three types of bonds: ionic, covalent and metallic
36. know which metals need Roman numerals in the names for their ionic compounds and be able to work
from a formula back to a name containing a Roman numeral
37. know how to use the force equation to predict melting point (m.p.) trends for a given set of compounds
(how do size and charge affect m.p.?)
38. understand the nature of covalent bonding that holds together non-metal atoms; (e.g., electrons are
shared)
39. be able to name covalent compounds given a name and vice versa
40. given either a name or formula for a covalent compound, be able to calculate the number of valence
electrons
41. given a molecular formula, be able to determine the molecular shape for a molecule or ion [you will have
your molecular shape sheet]
42. given a Lewis structure, be able to compute the formal charge for an atom
43. given a covalent bond between two atoms, be able to discern if the bond is polar or non-polar
44. given a molecular formula, be able to draw the Lewis structure to be able to tell if the molecule is polar or
non-polar
45. know what an induction arrow signifies (points to the more electronegative atom in a bonded pair)
46. know which elements are found in nature as diatomic molecules (e.g., H2)
47. given a chemical reaction, be able to state whether it is one of the following: synthesis, decomposition,
single replacement, double replacement, combustion or acid base reaction
48. given words or symbols for reactants and products, be able to balance a chemical reaction in order to
state the number of coefficients in front any species
49. given a chemical equation, be able to state if a reaction will or will not occur through appropriate use of a
provided activity/solubility chart
50. know the products of these common reactions:
a. metal + acid
b. metal carbonate + acid
Unit 4: Stoichiometry; Properties of Solutions and Their Equations
51. be able to compute a Formula Weight from a named compound or a given chemical formula
52. be able to calculate the moles of an element or compound given its mass in grams either its atomic
weight [for elements] or formula weight [for compounds]
53. be able to calculate the moles of a gas at STP given either its molar amount or its chemical formula and
mass in grams (what ratio should be used here?)
54. Be able to use stoichiometry to calculate the mass in grams of a product given a balanced equation.
55. Be able to calculate a percent yield (% yield) given an actual yield and a theoretical yield.
56. Be able to calculate mass percent for an element given a formula [eg % C by mass in CH4]
57. Know how to distinguish between an molecular formula and an empirical formula
58. Be able to calculate average atomic mass given isotopic masses and abundances
59. Be able to calculate the density of a gas at STP given a molecular formula; (what ratio is important here?)
60. Know the definitions of the concentration terms molarity and molality
61. Be able to calculate the molarity or molality of a solution given the name and mass in grams of the solute,
and the volume of the solution
62. Know how to use the dilution formula to calculate final volume or final molarity
63. Understand which component is the solute and which is the solvent in a word problem; together these
make a solution
64. Understand how to distinguish between an electrolyte and non-electrolyte [via conduction of electricity]
65. Have a working definition for each of these: unsaturated, saturated, super-saturated
66. Know how changes in either temperature and pressure affect the solubility of gases
Unit 5: Thermodynamics; Properties of Water and of Solutions (Colligative Properties)
67. Know the names of ALL phase transitions (example: gas to solid is called deposition)
68. Be able to describe the terms endothermic and exothermic in terms of heat transfer
69. Given a phase change, be able to match it to an energy diagram showing H (enthalpy) vs time
70. Know that heat flow at constant pressure, qp, is equal to mC∆T where m = mass in grams and C is the
specific heat
71. Using heat constants and a heat energy vs temperature diagram for water, be able to calculate q for
given an initial quantity of water at a particular phase and temperature and final conditions of phase and
temperature
72. Know the definitions of these symbols: G, H, S and the definitions of the 1st and 2nd Laws of
Thermodynamics
73. Know what the terms endergonic and exergonic mean
74. Know that spontaneity has nothing to do the speed of a reaction
75. Understand what the sign (negative or positive) means for ∆H, ∆S or ∆G
76. Know which type of calorimeter (coffee cup or bomb) is used when pressure or volume are held constant
77. Be able to calculate ∆G using the Gibbs Free Energy Equation (what unit does T have to be in?)
78. Given a table of Hf data and a balanced chemical equation, calculate the enthalpy change for the
reaction (Hr)
79. Know the rules for writing a balanced equation for a Heat of Formation reaction (Hf)
80. Know that bond formation is exothermic and bond breaking is endothermic—be able to decide which is
which given a balanced equation and/or chemical structures
81. Know that heat flow at constant pressure, qp, is equal to mC∆T where m = mass in grams and C is the
specific heat
82. Know the properties of water that make it unique: density, high specific heat, polar molecule, high
melting and boiling point due to H bonding, high surface tension, low vapor pressure
83. be able to state the van’t Hoff factor (i), given a molecular formula
84. Be able to calculate ∆T (temperature change) given kb or kf and the molality and molecular formula of a
solute
85. Be able to calculate ∏ given a chemical formula or name, mass, volume of solution and temperature
(what are the units of R, M, and T in this equation? What is the value of R?)
Unit 6: Acids and Bases; Redox Reactions; Gas Laws
86. Know the definitions of Arrhenius and Bronsted-Lowry acids and bases and be able to classify a substance
as one or more of these based on its dissociation reaction
87. Know the list of strong acids by name and formula
88. Know what pH means and where acids and bases appear on the pH scale
89. Be able to use the pH equation to calculate pH from hydrogen ion concentration [H+]
90. Be able to calculate [H+] given [OH-] and Kw
91. Know that protons actually exist as hydronium ions in solution
92. Know the products of these reactions:
 an acid and an Arrhenius base
 an acid and a metal above hydrogen in the activity series
 an acid and a metal carbonate
93. Be able to assign oxidation numbers to any atom in a compound, element or ion
94. Be able tell if the atom has undergone an oxidation, reduction or neither
95. Be able to identify the oxidizing or reducing agent
96. Know the common name of a galvanic cell and what electrical potential is commonly called (what is the
unit of electrical potential?)
97. Understand the relationship between and sign of E (cell voltage) and ∆G
98. Given a balanced redox reaction and 2 half- reactions (always shown as reductions by convention), be
able to calculate the voltage for the reaction (remember: never multiply voltages)
99. Know which gas law name goes with which variable (example: P and V goes with Boyle)
100.
Be able to solve word problems using the various gas laws, including the combined gas law and
PV=nRT [recall that T must always be in Kelvin and TK = TC + 273 and that R = 0.0821]
101.
Know what STP stands for and what is the value of T and P in degrees Celsius or Kelvin (for T) and in
torr or atm (for P)
102.
Be able to use Graham’s Law of Effusion to calculate the velocity of a gas given the name of the gas
and the name and velocity of second gas
Unit 7: Kinetics; Nuclear Chemistry; Chemical Equilibria
103.
Know that the speed of a reaction depends does NOT depend on the change in enthalpy (∆H;
endothermic or exothermic) or the change in Gibbs Free Energy (∆G; spontaneous or nonspontaneous)—it ONLY depends on the height of the activation barrier (Ea)
104.
Know at least three ways to increase the rate of a reaction (temperature, surface area and
concentration)
105.
Given a diagram of enthalpy (H) versus time, be able to calculate ∆H and Ea
106.
Given a multistep process containing a fast step and a slow step, know which step is the rate
determining step (rds)
107.
Know the symbols of the following types of radiation: alpha, beta, positron, and gamma (what do
the values of the superscripts and subscripts mean?)
108.
Understand that matter can be converted to Energy by either fission or fusion processes and this
energy is given by the equation E=mc2 [note: m must be in kilograms; E will come out in Joules]
109.
Given a nuclear reaction, be able to determine the missing particle (alpha, beta or positron) that
balances the equation
110.
Know how severe each type of radiation is to living cells (which is the most dangerous?)
111.
Be able to determine the amount of material remaining in a radioactive sample after a specified
number of half-lives
112.
Possess a working definition of the idea of a dynamic equilibrium
113.
Know which factor affects the size of Keq (temperature) and which do not (concentration,
catalysts)
114.
Given a balanced equation, be able to construct an expression for Keq (what 3 things should you
remember in order to do this?)
115.
Be able to apply Le Chatelier’s principle to predict the direction of a reaction (forward or backward)
upon application of any of these three stresses: pressure, temperature or a change in concentration
116.
Given values of Q and K, be able to predict if a reaction will go in the forward or backward direction
to re-establish equilibrium
117.
Given Keq, be able to calculate either G or Kp (note: different values of R are used in these two
equations; what are the units of T?)