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Chemistry 1 Honors Summer Assignment

This assignment will be collected during the first week of school. There will be an assessment on
this material once it has been collected, graded and returned. "~•.-;....
Part IIof the assignment will count for your first chemistry portfolio assignment. Please type
part II so it is easier to upload to richer picture.

Part I: Definitions: Define each of the following terms

a) density g) homogeneous mixture

b) mass h) heterogeneous mixture
c) volume i) chemical properties
d) element j) physical properties
e) mixture k) intensive property
f) compound 1) extensive property
m) solution

Examples: Identify an example for the vocabulary terms below.

If the same example applies feel free to use it more than once

Element homogeneous mixture

Mixture heterogeneous mixture
Compound chemical property
Solution physical property
/
Intensive Property Extensive property

Part II: Portfolio assignment MUST,;IJE TYPED!!!

Use the description of the lab procedure below to answer the following questions. Your vocabulary
from part I may be helpful as well.

A junior chemist observed a 45.0ml solution with the following characteristics: a density of
2.11 glml, a blue color, a mass of 95 .Og, and no discernable odor. The description next to the
solution indicated that it contained copper, sulfur, and oxygen as elements along with water. When
the student added a few drops of the blue solution to a piece of aluminum foil, a black solid was
formed.

1) Create ,a chart that identifies each property of this solution. The chart should classify the
properties as either'physical or chemical, and intensive or extensive.

The junior chemist read the lab procedure and heated the solution until all the H20 evaporated. 4.9g
of blue crystals were left on the bottom of the beaker.

2) Is this a physical or a chemical change'? How do you know?

The next step of the procedure indicated that the junior chemist should continue to heat the crystals.
It is observed that white smoke escaped from the blue crystals. Once the smoke stopped, the junior
chemist noticed that the blue crystals had become a dark brown powder. This powder had a mass of
1.1g and would not dissolve in water.

3) Is this a physical or a chemical change? How do you know?

 When the lab began, the junior chemist had a solution; when it was done there was a brown powder.
4) In a coherent paragraph address the following:
-Did the junior chemist have the same matter at the end of the lab as at the beginning?
-Use three (or more) pieces of evidence from the description to prove why or why not.
Rubric
Question I
M(F&A)-1~1 Identifies,
extends, and general izes a
variety of patterns
represented by models,
tables, sequences, or
graphs to solve problems.
Question 2
PSI (9-11)-1a
Students demonstrate an
understanding of properties
of matter by distinguishing
one substance from
another.
Question 3
PSI (9-11)-1a
Students demonstrate an
understanding of properties
of matter by distinguishing
one substance from
another.
Question 4
W-I~.4a
Drawing a conclusion by
synthesizing information
4 3
Student creates an
organized observation table
which identifies each
property and classifies it
appropriately with no
errors.
Student correctly identifies
the type of change and
offers a clear and
appropriate observation
and explanation as
evidence.
Student correctly identi tics
the type of change and
offers a clear and
appropriate observation
and explanation as
evidence.
In a clear and concise
paragraph, student
synthesizes the provided
observations to conclude
whether or not the
materials are the same at
the end as they were at the
beginning of the
discussion.
Student creates an
organized observation table
which identifies each
property and classifies it
appropriately with no more
than 3 errors
Student correctly identifies
the type of change and
offers a related observation
as evidence
Student correctly identifies
the type of change and
offers a related observation
as evidence
In a paragraph, student
synthesizes the provided
observations to conclude
whether or not the
materials are the same at
the end as they were at the'
beginning of the
discussion.
2 1
Student creates an Student attempts to create a
observation table. Errors table.
in organization may be
evident
OR
Student classifies
properties appropriately
with no more than 5 errors
Student either correctly Student attempts to
identifies the change with identify the change.
incorrect evidence or
incorrectly identifies the
change with appropriate
evidence.
Student either correctly Student attempts to
identifies the change with identify the change.
incorrect evidence or
incorrectly identifies the
change with appropriate
evidence.
In a paragraph the student Student attempts to
synthesizes the provided synthesize the observations
observations to conclude
whether or not the
materials are the same at
the end as they were at the
beginning of the
discussion. Some errors in
observation choice or
clarity may be evident.
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