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Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition

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    Tes T Bank Chemistry: An Atoms- Focused Approach se C ond edition Thomas R. Gilbert, Rein V. Kirss, Natalie Foster Daniel Autrey FA yetteville st A te University Scott Reid m A rq U ette University

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    v Preface vii Chapter 1 | Matter and Energy—An Atomic Perspective 1 Chapter 2 | Atoms, Ions, and Molecules—The Building Blocks of Matter 42 Chapter 3 | Atomic Structure—Explaining the Properties of Elements 76 Chapter 4 | Chemical Bonding—Understanding Climate Change 120 Chapter 5 | Bonding Theories—Explaining Molecular Geometry 168 Chapter 6 | Intermolecular Forces—Attractions between Particles 216 Chapter 7 | Stoichiometry—Mass Relationships and Chemical Reactions 255 Chapter 8 | Aqueous Solutions—Chemistry of the Hydrosphere 297 Chapter 9 | Thermochemistry—Energy Changes in Chemical Reactions 350 Chapter 10 | Properties of Gases—The Air We Breathe 414 Chapter 11 | Properties of Solutions—Their Concentrations and Colligative Properties 469 Chapter 12 | Thermodynamics—Why Chemical Reactions Happen 510 Chapter 13 | Chemical Kinetics—Clearing the Air 554 Chapter 14 | Chemical Equilibrium—Equal but Opposite Reaction Rates 637 Chapter 15 | Acid- Base Equilibria— Proton Transfer in Biological Systems 682 Chapter 16 | Additional Aqueous Equilibria— Chemistry and the Oceans 717 Chapter 17 | Electrochemistry—The Quest for Clean Energy 754 Chapter 18 | The Solid State—A Particulate View 812 Chapter 19 | Organic Chemistry—Fuels, Pharmaceuticals, and Modern Materials 856 Chapter 20 | Biochemistry— The Compounds of Life 913 Chapter 21 | Nuclear Chemistry— The Risks and Benefits 970 Chapter 22 | The Main Group Ele ments— Life and the Periodic Table 1012 Chapter 23 | Transition Metals— Biological and Medical Applications 1040 Contents

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    vii 6. Creating questions—pose questions or objectives that prompt students to put elements they have learned together into a coherent whole to generate new ideas. Can students create a new product or point of view based on data? Three Diffi C ul T y l evels: 1. e asy questions—require a basic understanding of the concepts, definitions, and examples. 2. m oderate questions—direct students to use critical- thinking skills, to demonstrate an understanding of core concepts in de pen dent of specific textbook examples, and to connect concepts across chapters. 3. d ifficult questions—ask students to synthesize textbook concepts with their own experience, making analytical inferences about biological topics and more. e ach question mea sures and explicitly links to a specific com - petency and is written with clear, concise, and grammatically correct language that suits the difficulty level of the specific competency being assessed. t o ensure the validity of the questions, no extraneous, ambiguous, or confusing material is included, and no slang expressions are used. In developing the questions, every effort has been made to eliminate bias (e.g., race, gender, cultural, ethnic, regional, handicap, age) to require specific knowledge of material studied, not of gen - eral knowledge or experience. t his ensures accessibility and validity. k ey T o T he Ques T ion Me T a- Da T a e ach question in the t est Bank is tagged with five pieces of information designed to help instructors create the most ideal mix of questions for a quiz or exam. t hese tags are: h ow Does iT w ork? t he t est Bank author listed the learning objectives from each chapter believed to be the most important for students to learn. t he author then developed questions designed to test students’ knowledge of a par tic u lar learning objective. By asking students questions that vary in both type and level of difficulty, instructors can gather different types of evi - dence, which will allow them to more effectively assess how well students understand specific concepts. s ix Ques T ion Types: 1. r emembering questions—test declarative knowledge, including textbook definitions and relationships between two or more pieces of information. Can students recall or remember the information in the same form it was learned? 2. Understanding questions—pose problems in a context different from the one in which the material was learned, requiring students to draw from their declarative and/or procedural understanding of important concepts. Can students explain ideas or concepts? 3. a pplying questions—ask students to draw from their prior experience and use critical- thinking skills to take part in qualitative reasoning about the real world. Can students use learned information in another task or situation? 4. a nalyzing questions—test students’ ability to break down information and see how different elements relate to each other and to the whole. Can students distinguish among the different parts? 5. e valuating questions—ask students to assess information as a whole and frame their own argument. Can students justify a stand or decision? p refa C e

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    viii | Preface OBJ: t his is the learning objective that the question is designed to test. MSC: t his is the knowledge type (see above) the question is designed to test. ANS: t his is the correct answer for each question. o r, in the case of some short- answer questions, a possible cor - rect answer to the given question. DIF: t his is the difficulty assigned to the problem. p roblems have been classified as e asy, m edium, or d ifficult. REF: t his is the section in the textbook from which a ques - tion is drawn.

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    1 • Chapter 1 Learning Obje C tives Describe what is meant by the term scientific theory and distinguish it from natu ral philosophy . Distinguish between ele ments and compounds. Describe the scientific method and define a law, a theory, and a hypothesis. Describe the law of definite proportions. Describe the law of constant composition. Describe the law of multiple proportions. Write chemical formulas from the ratios of the ele ments in a compound. Describe and apply the COAST method. Distinguish between pure substances and mixtures. Define matter and mass. Describe and give examples of extensive and intensive properties. Describe and give examples of chemical and physical properties. Use density in calculations. Distinguish between molecules and ions. Distinguish between physical and chemical changes. Distinguish between homogeneous and heterogeneous mixtures. Describe the methods that can be used to separate the components of a mixture: distillation, filtration, and chromatography. Distinguish between the states of matter: solid, liquid, and gas. Describe how temperature affects the properties of matter. Describe the pro cesses of sublimation, melting, vaporiza- tion, condensation, freezing, and deposition. Define energy, work, and heat. Distinguish between potential and kinetic energy. State the law of conservation of energy. Recognize and interpret the dif fer ent ways of representing molecules (diatomic, molecular formula, structural for- mula, condensed structural formula, ball- and- stick, space- filling). Describe ionic compounds and identify an empirical formula. Describe SI and US mea sure ments. Distinguish between exact and uncertain values. Distinguish between precision and accuracy. Apply the rules for significant figures (weak- link princi ple). Use the unit- factor method to convert mea sure ments. Distinguish between and convert Fahrenheit, Celsius, and Kelvin temperatures. Describe the function of a control sample. For a data set, calculate the mean, standard deviation, and confidence interval. Use Grubb’s test to determine if a data point is an outlier. Chapter 1: Matter and e nergy— a n a tomic p erspective

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    2 • Chapter 1 1 Chapter 1: Matter and Energy—An Atomic Perspective MULTIPLE CHOICE 1. Which step is NOT a part of the scientific method? a. Form a testable hypothesis. b. Make observations. c. Conduct reproducible experiments. d. Identify different factors that affect results. e. Stop experimentation once the desired results are achieved. ANS: E DIF: Easy REF: 1.1 OBJ: Describe the scientific method and define a law, a theory, and a hypothesis. MSC: Remembering 2. For a hypothesis to be considered a valid scientific theory, it must ________ a. summarize experimental data without trying to predict future results. b. be impossible to prove wrong by experiment. c. explain widely observed phenomena based on extensive testing. d. never be modified or expanded. e. be voted on by the scientific community and accepted by all. ANS: C DIF: Easy REF: 1.1 OBJ: Describe the scientific method and define a law, a theory, and a hypothesis. MSC: Understanding 3. According to the law of definite proportions, ________ a. atoms forming a given compound react in variable proportions depending on conditions. b. different samples of the same compound contain the same proportions of the same elements. c. all compounds containing the same types of atoms have identical properties. d. all compounds containing the same types of atoms have relative masses that are whole-number multiples. e. only one type of molecule can be produced when two elements combine. ANS: B DIF: Easy REF: 1.1 OBJ: Describe the law of definite proportions. MSC: Understanding 4. The law of definite proportions states that ________ a. compounds such as NO and NO 2 have identical chemical properties. b. compounds such as NO and NO 2 must have masses that are whole-number multiples of each other. c. nitrogen and oxygen can combine to form a variety of compounds, such as NO or NO 2 . d. the elements forming a given compound always react in the same proportions. e. only one compound can be produced when two elements combine. ANS: D DIF: Easy REF: 1.1 OBJ: Describe the law of definite proportions. MSC: Understanding

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    3 • Chapter 1 2 5. Which one of the following is a hypothesis? a. Energy is required to vaporize a liquid. b. The composition of a pure substance is fixed and definite. c. Hydrogen gas and oxygen gas can react to form water. d. A Car’s battery must be dead because the car won’t start. e. Matter is composed of atoms. ANS: D DIF: Moderate REF: 1.1 OBJ: Describe the scientific method and define a law, a theory, and a hypothesis. MSC: Applying 6. Which of the following illustrates the law of multiple proportions? a. The mass ratio of O to N in NO 2 is twice that in NO. b. NO 2 always contains one nitrogen atom and two oxygen atoms. c. The mass of NO 2 is a small whole-number multiple of the mass of NO. d. NO and NO 2 have similar chemical and physical properties. e. NO 2 and N 2 O 4 are the same compound. ANS: A DIF: Moderate REF: 1.1 OBJ: Describe the law of multiple proportions. MSC: Understanding 7. Which of the following does NOT illustrate the law of multiple proportions? a. The N-to-O mass ratio in NO is 0.875, whereas that in N 2 O is 1.75. b. C 2 H 2 has a 12:1 C-to-H mass ratio, while C 2 H 6 has a 4:1 C-to-H mass ratio. c. The ratio of O:C by mass in CO 2 is twice that of CO. d. If a sample of H 2 O contains 16 g of oxygen, a sample of H 2 O 2 with the same number of molecules would contain 32 g of oxygen. e. H 2 S and H 2 O contain the same mass of hydrogen. ANS: E DIF: Difficult REF: 1.1 OBJ: Describe the law of multiple proportions. MSC: Applying 8. Which of the following statements is NOT true? a. The relative numbers of each type of atom in a given compound do not vary. b. A compound always contains the same mass percentages of its constituent elements. c. A large sample and a small sample of a given compound contain the same number of each type of atom. d. A large sample and a small sample of a given compound contain the same types of atoms combined in the same proportions. e. A large sample and a small sample of a compound share the same chemical formula. ANS: C DIF: Difficult REF: 1.1 OBJ: Describe the law of constant composition. MSC: Analyzing

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    4 • Chapter 1 3 9. Which of the following statements is NOT true? a. Given that the chemical formula of methanol is CH 4 O, the number of carbon atoms in a sample of methanol will be the same as the number of oxygen atoms. b. If a compound is 75% carbon and 25% hydrogen by mass, 12 g of the compound contains 9 g C and 3 g H. c. If a compound contains 76 g of chlorine and 12 g of carbon, it will always have a 6.33:1 mass ratio of Cl to C. d. A compound containing 17.1 g of phosphorus and 58.9 g of chlorine has the same identity as a compound containing 35.7 g P and 204.3 g Cl. e. A compound containing 106.6 g of copper and 13.4 g of oxygen has the same identity as a compound containing 159.9 g Cu and 20.1 g O. ANS: D DIF: Difficult REF: 1.1 OBJ: Describe the law of constant composition. MSC: Evaluating 10. A pure substance ________ a. must be composed of atoms of the same type. b. cannot be separated into simpler substances by physical means. c. must be a compound. d. has different chemical properties depending on its source. e. can have a composition that varies from sample to sample. ANS: B DIF: Easy REF: 1.3 OBJ: Distinguish between pure substances and mixtures. MSC: Remembering 11. Which of the following is NOT a pure substance? a. sparkling water d. water vapor b. gold metal e. dry ice (solid CO 2 ) c. oxygen gas ANS: A DIF: Easy REF: 1.3 OBJ: Distinguish between pure substances and mixtures. MSC: Understanding 12. Which of the following is a pure substance? a. seawater d. table sugar(sucrose, C 12 H 22 O 11 ) b. blood e. beer c. brass (an alloy of copper and zinc) ANS: D DIF: Easy REF: 1.3 OBJ: Distinguish between pure substances and mixtures. MSC: Understanding 13. A molecule ________ a. must contain at least two types of atoms. b. can be an element or a compound. c. cannot form a solid. d. cannot be broken into its constituent atoms by any means. e. can contain only one type of atom. ANS: B DIF: Easy REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Remembering

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    5 • Chapter 1 4 14. A sample of a compound ________ a. breaks into its constituent atoms during phase changes. b. is a homogeneous mixture. c. contains atoms that can be physically separated from each other. d. contains at least two types of atoms in a constant, fixed ratio. e. has a variable composition depending on its temperature. ANS: D DIF: Easy REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Remembering 15. Which of the following is an element? a. C 6 H 12 O 6 d. CH 4 b. HNO 3 e. O 3 c. NaCl ANS: E DIF: Easy REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Understanding 16. Which of the following is NOT an element? a. Cs d. Ar b. Au e. Co c. CS 2 ANS: C DIF: Easy REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Understanding 17. An element ________ a. can be separated into its components by physical methods. b. has different chemical properties depending on its state. c. cannot be separated into simpler substances by chemical methods. d. can also be a compound. e. exists only as atoms, not as molecules. ANS: C DIF: Easy REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Understanding 18. Table sugar (sucrose, C 12 H 22 O 11 ) dissolves in water. This process ________ a. is a chemical change. b. is a physical change. c. produces a heterogeneous mixture. d. is a chemical property of sucrose. e. converts sucrose to carbon dioxide and water. ANS: B DIF: Easy REF: 1.3 OBJ: Distinguish between physical and chemical changes. MSC: Understanding

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    6 • Chapter 1 5 19. Which of the following is a homogeneous mixture? a. an egg b. smoke c. beach sand d. dry ice (solid CO 2 ) e. a salt solution (NaCl dissolved in water) ANS: E DIF: Easy REF: 1.3 OBJ: Distinguish between homogeneous and heterogeneous mixtures. MSC: Understanding 20. Which of the following is a heterogeneous mixture? a. concrete d. mercury metal b. sweet tea e. an intravenous (IV) solution c. black coffee ANS: A DIF: Easy REF: 1.3 OBJ: Distinguish between homogeneous and heterogeneous mixtures. MSC: Understanding 21. Distillation may be used to separate components in a mixture based on ________ a. solubilities. d. densities. b. masses. e. colors. c. volatilities. ANS: C DIF: Easy REF: 1.3 OBJ: Describe the methods that can be used to separate the components of a mixture: distillation, filtration, and chromatography. MSC: Remembering 22. Which of the following is a chemical property of formaldehyde (CH 2 O)? a. It is flammable. d. It dissolves in water. b. It has a density of 1.09 g/mL. e. It is a gas at room temperature. c. It is colorless. ANS: A DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering 23. Which of the following is a chemical property of copper metal? a. It conducts heat. b. It reacts with nitric acid to produce copper(II) nitrate. c. It melts at 1085 ° C d. It conducts electricity. e. It has an orange color. ANS: B DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering

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    7 • Chapter 1 6 24. Which of the following represents a physical property of water? a. It boils at 100 ° C. b. An electrical current decomposes water into hydrogen gas and oxygen gas. c. It reacts with iron metal and oxygen to form rust. d. It reacts with carbon monoxide to form carbon dioxide and hydrogen gas. e. It is used in photosynthesis. ANS: A DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering 25. Which of the following represents a chemical property of iron? a. Its density is 7.84 g/cm 3 . d. Its melting point is 1538 ° C. b. It is magnetic. e. It conducts electricity. c. It reacts with oxygen in moist air. ANS: C DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering 26. Which of the following is a chemical property of acetone (C 3 H 6 O)? a. It readily evaporates at room temperature. b. It has a pungent, irritating odor. c. It can be ignited in oxygen. d. It boils at 56 ° C. e. It is miscible with water. ANS: C DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering 27. Which of the following is a chemical property of platinum? a. It conducts heat and electricity. b. It can react with chlorine gas to form platinum(IV) chloride. c. The difference between its melting and boiling points is 2057 ° C. d. It is a gray-white metal. e. Sound travels through it at a speed of 2680 m/s. ANS: B DIF: Easy REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Remembering 28. Extensive properties are ________ a. dependent on the amount of substance present. b. identical for all substances. c. independent of a substance’s phase. d. the physical properties of a substance. e. dependent on the reactivity of the substance. ANS: A DIF: Easy REF: 1.3 OBJ: Describe and give examples of extensive and intensive properties. MSC: Remembering

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    8 • Chapter 1 7 29. Which one of the following represents a physical change? a. Milk turns sour. d. An egg begins to smell very bad. b. Rust forms on iron nails. e. Sugar melts and forms a syrupy liquid. c. Sugar ferments to form ethanol. ANS: E DIF: Easy REF: 1.3 OBJ: Distinguish between physical and chemical changes. MSC: Understanding 30. Which one of the following represents a chemical change? a. Mercury(II) oxide is heated up and forms mercury metal and oxygen gas. b. Rubbing alcohol evaporates. c. Iodine vapor deposits on a surface. d. Iron metal is separated from sand using a magnet. e. Rock salt is pulverized. ANS: A DIF: Easy REF: 1.3 OBJ: Distinguish between physical and chemical changes. MSC: Understanding 31. Which one of the following is NOT an intensive physical property of a pure liquid? a. boiling point d. density b. conductivity e. color c. mass ANS: C DIF: Moderate REF: 1.3 OBJ: Describe and give examples of extensive and intensive properties. MSC: Remembering 32. Which statement is true regarding ammonia, NH 3 ? a. It can also be correctly represented as N 2 H 6 . b. It cannot be decomposed into simpler substances by any means. c. Its decomposition produces three volumes of hydrogen for every one volume of nitrogen. d. It can be separated into nitrogen and hydrogen atoms using distillation. e. It is not a stable molecule and does not exist at room temperature. ANS: C DIF: Moderate REF: 1.3 OBJ: Distinguish between elements and compounds. MSC: Understanding 33. When copper metal is dropped into nitric acid, a blue solution containing copper(II) ions is produced along with brown nitrogen monoxide gas. Which of the following is an example of a chemical property? a. copper’s red-orange appearance b. nitrogen monoxide’s irritating odor c. the blue color of aqueous copper(II) ions d. the viscosity of nitric acid at room temperature e. nitric acid’s ability to react with copper metal ANS: E DIF: Moderate REF: 1.3 OBJ: Describe and give examples of chemical and physical properties. MSC: Analyzing

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    9 • Chapter 1 8 34. If you had equal masses of each of the following substances, which would occupy the greatest volume? a. ice ( d = 0.917 g/mL) d. cocoa butter ( d = 0.910 g/mL) b. water ( d = 0.997 g/mL) e. aluminum ( d = 2.70 g/mL) c. beeswax ( d = 0.960 g/mL) ANS: D DIF: Moderate REF: 1.3 OBJ: Use density in calculations. MSC: Analyzing 35. The densities of glycerol and of mercury are 1.26 g/mL and 13.5 g/mL, respectively. What volume of glycerol has the same mass as 25.0 mL of mercury? a. 268 mL d. 1.47 mL b. 426 mL e. 338 mL c. 2.33 mL ANS: A DIF: Moderate REF: 1.3 OBJ: Use density in calculations. MSC: Applying 36. Based on values for the volume per gram of the given materials, which of the following would NOT float in water (density = 0.997 g/cm 3 )? Substance g/cm 3 Balsa wood 0.120 Cork 0.240 Charcoal (from oak) 0.571 Human fat 0.943 Ethylene glycol 1.11 a. balsa wood d. human fat b. cork e. ethylene glycol c. charcoal ANS: E DIF: Moderate REF: 1.3 OBJ: Use density in calculations. MSC: Applying 37. Calcite has a chemical formula of CaCO 3 , and 1.0 g occupies approximately 0.369 cm 3 . Pyrite (FeS 2 ) is 1.8 times denser than calcite. What is the density of FeS 2 ? a. 2.7 g/cm 3 d. 2.2 g/cm 3 b. 0.66 g/cm 3 e. 1.5 g/cm 3 c. 4.9 g/cm 3 ANS: C DIF: Moderate REF: 1.3 OBJ: Use density in calculations. MSC: Applying

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    10 • Chapter 1 9 38. Which of the following can be separated by filtration? a. rust particles in water d. salt dissolved in water b. air dispersed in whipped cream e. nitrogen from air c. alcohol dissolved in water ANS: A DIF: Moderate REF: 1.3 OBJ: Describe the methods that can be used to separate the components of a mixture: distillation, filtration, and chromatography. MSC: Understanding 39. Which process would be a practical and effective way to separate beta-carotene, an orange pigment, from hexane liquid? a. filtration d. scanning tunneling microscopy b. chromatography e. sublimation c. combustion ANS: B DIF: Moderate REF: 1.3 OBJ: Describe the methods that can be used to separate the components of a mixture: distillation, filtration, and chromatography. MSC: Applying 40. Acetone and water mix to form a homogeneous solution. Acetone has a boiling point of 56 ° C. Which of the following would be a suitable method for separating acetone from water? a. filtration d. scanning tunneling microscopy b. combustion e. sublimation c. distillation ANS: C DIF: Moderate REF: 1.3 OBJ: Describe the methods that can be used to separate the components of a mixture: distillation, filtration, and chromatography. MSC: Applying 41. Which of the following is an intensive property of chlorine? a. It has mass. b. It boils at − 34 ° C. c. Chlorine gas expands to fill a balloon. d. The reaction of chlorine with hydrogen releases a given amount of energy. e. Chlorine gas in a container exerts a given pressure at a given temperature. ANS: B DIF: Moderate REF: 1.3 OBJ: Describe and give examples of extensive and intensive properties. MSC: Analyzing 42. Which represents an extensive property of hydrogen? a. Hydrogen gas is odorless and colorless. b. A hydrogen gas molecule is composed of two hydrogen atoms. c. Hydrogen gas is flammable. d. Hydrogen releases a given amount of energy when it reacts with oxygen. e. Hydrogen gas under normal conditions is nonmetallic. ANS: D DIF: Moderate REF: 1.3 OBJ: Describe and give examples of extensive and intensive properties. MSC: Analyzing

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