<p>What are some last minute facts that are good to know for the test? </p>
<p>Here are some:
<p>Anyone else have other facts that we should know?</p>
<p>OMG, we have to memorize activity series? what about electromotive series?</p>
<p>@RAF. Yes you are right about the metals decreasing as we go from left to right. The non-metals however first increase and then decrease. I believe it is as we go from 3-4 valence electrons it is an increase but a decrease from 5-7. I think. I’m not sure.</p>
<p>I’m finding that a lot of questions have obscure wording… How do we know what they’re trying to ask?
For ex, “2 moles of electrons can do which of the following? I. Reduce one mole of Ag+ to Ag”
Isn’t I correct because 2 moles of e IS CAPABLE OF reducing one mole, there would just be electrons left over? For some reason the book says that I is incorrect because it needs to be two moles of Ag+ that is reduced??</p>
<p>Will these issues come up on the Collegeboard tests?</p>
<p>And to above, my AP Chem teacher says we don’t need to know activity series or standard reduction table for the Chem SAT, but I have encountered it on several tests so I’m not sure how correct he is.</p>
<p>I believe that they’ll give you the standard potentials if they ask the question.</p>
<p>Do we have to memorize that when a metal reacts with a nonmetal… the reaction produces a salt and other reaction-type material like that? Also, does anybody know of any good online resources besides Quizlet to study for the Chem SAT II with charts or anything to memorize solubility rules, ionic charges, etc.?</p>
<p>WELL, it looks like i’m going to pull an all-nighter 
</p>
<p>It seems impossible to get a perf score</p>
<p>@Matthew5 Yes and yes. A simple Google search will yield some basic solubility rules (e.g. all nitrates and compounds of Group I are soluble), and you’ll need to know the charges of some polyatomic ions.</p>
<p>I’m a bit worried about the weird “relationship analysis questions.” I only found out about those a few days ago, and it’s really weird. From what I understand, you find whether each statement is true, and if they are both true, whether the second statement explains the first one correctly. I got almost half of those wrong because of that explanation portion of the questions.</p>
<p>Alright thanks Yang and yeah those questions are very tricky. Also, do you or does anyone else know how important organic chemistry questions or questions about the identification of gases, negative ions. and some positive ions (pages 333 and 334 in Barron’s book 11th edition) and (e.g. for a carbon dioxide test: 1.) pass through limewater and the result is a white precipitate forms).</p>
<p>@yangmaster</p>
<p>Yep, there are about 15 of those “relationship analysis” questions. And you have a total of three answers on each one, just like you said. They intimidated me at first, but it’s not that hard to get the hang of them.</p>
<p>@ Matthew5</p>
<p>I think for organic you just really need to know functional groups. For instance, the functional group of an organic acid is R-COOH. Or and alcohol is R-OH. Stuff like that.</p>
<p>How difficult are the Princeton Review and Peterson’s ARCO test in comparison to the actual test?</p>
<p>Is anyone else over-thinking the part B questions? I can figure out if one is true and one is false, but I can’t seem to understand if the first clause causes the second. I mostly miss them because I don’t check CE or I do check CE when CE is not necessary. For example one of the practice tests that I just talk online had this question marked as TT:</p>
<ol>
<li>The value of the equilibrium constant is affected by temperature </li>
<li>An increase in temperature causes more effective collisions to occur between the particles reacting</li>
</ol>
<p>Can anyone explain why this simply TT and TTCE? </p>
<p>Is the CE asking if 1 caused 2, or if 2 explains 1?</p>
<p>This should be TTCE because an increase in effective collisions leads to a faster reaction rate. This would shift the equilibrium and change the constant. B explains A. </p>
<p>You only check CE if statement two explains statement one. Never anything else.</p>
<p>If you guys feel like practicing…<a href=“https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxvbWFsbGV5Y2hlbTF8Z3g6NjQ3NTNkMzJmYWZmM2I3OQ[/url]”>https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxvbWFsbGV5Y2hlbTF8Z3g6NjQ3NTNkMzJmYWZmM2I3OQ</a><br>
Did you guys find this one ^ freakishly difficult? Because on this one, I have a raw score of 39…and I normally have at leas 68. </p>
<p>@Harrovian;
Exactly…that’s why I said TTCE. So I assume, online tests are not the greatest.</p>
<p>I didn’t find that one particularly difficult. I found the diagnostic test in the 05 Kaplan quite difficult.</p>
<p>I dunno…I think the answer key is wrong…or maybe I’m just really tired and reading things weirdly.</p>
<p>Is Kaplan’s (1998 edition, old I know) supposed to be more difficult than Barron’s? I get lower scores for Kaplan than I do for Barron’s, I hope that’s not what the test is like :(</p>
<p>Princeton Review I think is too easy.</p>
<p>Also, this seems like a dumb question but how do we tell which gases are going to be soluble in water?? I think at least 3 questions ask you about the solubility of gases in water.</p>
<p>Acids and bases and the salts of weak acids and bases obviously react. Polar molecules are also soluble in water. Other than that, I think that the rest are mainly insoluble, (or to a very small degree)</p>
<p>Yeah I know that. I’m just wondering why something like CO2 would be slightly soluble, technically classified as a non-polar substance, as compared to N2 or O2 which is not very soluble. Or maybe I am questioning something too trivial. But I swear Kaplan had at least 5 questions about this.</p>