1 AP Chemistry 2014 Scoring Guidelines 2014 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. Visit the College Board on the Web: AP Central is the official online home for the AP Program: apcentral.collegeboard.org.
2 Mass of KI tablet Mass of thoroughly dried filter paper Mass of filter paper + precipitate after first drying Mass of filter paper + precipitate after second drying Mass of filter paper + precipitate after third drying g g g g g A student is given the task of determining the I content of tablets that contain KI and an inert, water-soluble sugar as a filler. A tablet is dissolved in 50.0 ml of distilled water, and an excess of 0.20 M Pb(NO 3 ) 2 (aq) is added to the solution. A yellow precipitate forms, which is then filtered, washed, and dried. The data from the experiment are shown in the table above. (a) For the chemical reaction that occurs when the precipitate forms, (i) write a balanced, net-ionic equation for the reaction, and Pb I PbI 2 1 point is earned for a balanced net-ionic equation. (ii) explain why the reaction is best represented by a net-ionic equation. The net-ionic equation shows the formation of the PbI 2 (s) from Pb 2+ (aq) and I (aq) ions, omitting the non-reacting species (spectator ions), K + (aq) and NO 3 (aq). 1 point is earned for a valid explanation. (b) Explain the purpose of drying and weighing the filter paper with the precipitate three times. The filter paper and precipitate must be dried several times (to a constant mass) to ensure that all the water has been driven off. 1 point is earned for a valid explanation. (c) In the filtrate solution, is [K + ] greater than, less than, or equal to [NO 3 ]? Justify your answer. [K + ] is less than [NO 3 ] because the source of the NO 3, the 0.20 M Pb(NO 3 ) 2 (aq), was added in excess. 1 point is earned for a correct comparison with a valid explanation.
3 (d) Calculate the number of moles of precipitate that is produced in the experiment g g = g PbI 2 (s) 1 mol PbI g PbI = mol PbI g PbI2 1 point is earned for the correct number of moles of PbI 2 (s) precipitate. (e) Calculate the mass percent of I in the tablet mol I mol PbI g I mol PbI = mol I mol I = g I in one tablet 1 mol I g I - = = 30.6% I per KI tablet g KI tablet 1 point is earned for determining the number of moles of I in one tablet. 1 point is earned for calculating the mass percent of I in the KI tablet. (f) In another trial, the student dissolves a tablet in 55.0 ml of water instead of 50.0 ml of water. Predict whether the experimentally determined mass percent of I will be greater than, less than, or equal to the amount calculated in part (e). Justify your answer. The mass percent of I will be the same. Pb 2+ (aq) was added in excess, ensuring that essentially no I remained in solution. The additional water is removed by filtration and drying, leaving the same mass of dried precipitate. 1 point is earned for correct comparison with a valid justification. (g) A student in another lab also wants to determine the I content of a KI tablet but does not have access to Pb(NO 3 ) 2. However, the student does have access to 0.20 M AgNO 3, which reacts with I (aq) to produce AgI(s). The value of K sp for AgI is (i) Will the substitution of AgNO 3 for Pb(NO 3 ) 2 result in the precipitation of the I ion from solution? Justify your answer. Yes. Addition of an excess of 0.20 M AgNO 3 (aq) will precipitate all of the I ion present in the solution because AgI is insoluble, as evidenced by its low value of K sp. 1 point is earned for the correct answer with a valid justification. (ii) The student only has access to one KI tablet and a balance that can measure to the nearest 0.01 g. Will the student be able to determine the mass of AgI produced to three significant figures? Justify your answer.
4 No. If masses can be measured to 0.01 g, then the mass of the dry AgI(s) precipitate (which is less than 1 g) will be known to only two significant figures. 1 point is earned for a correct answer with a valid justification.
5 CH 3 CH 2 COOH(aq) + H 2 O(l) CH 3 CH 2 COO (aq) + H 3 O + (aq) Propanoic acid, CH 3 CH 2 COOH, is a carboxylic acid that reacts with water according to the equation above. At 25 C the ph of a 50.0 ml sample of 0.20 M CH 3 CH 2 COOH is (a) Identify a Brønsted-Lowry conjugate acid-base pair in the reaction. Clearly label which is the acid and which is the base. CH 3 CH 2 COOH and CH 3 CH 2 COO acid base OR H 3 O + and H 2 O acid base 1 point is earned for writing (or naming) either of the Brønsted-Lowry conjugate acid-base pairs with a clear indication of which is the acid and which is the base. (b) Determine the value of K a for propanoic acid at 25 C. [H 3 O + ] = 10 ph = = M [CH 3 CH 2 COO ] = [H 3 O + ] AND [CH 3 CH 2 COOH] = 0.20 M [H 3 O + ], OR [CH 3 CH 2 COOH] 0.20 M (state or assume that [H 3 O + ] << 0.20 M) K a ( M) 2 [CH CH COO ][H O ] = = = [CH CH COOH] 0.20 M -5 1 point is earned for correctly solving for [H 3 O + ]. 1 point is earned for the K a expression for propanoic acid OR 1 point is earned for substituting values into the K a expression. 1 point is earned for correctly solving for the value of K a. (c) For each of the following statements, determine whether the statement is true or false. In each case, explain the reasoning that supports your answer. (i) The ph of a solution prepared by mixing the 50.0 ml sample of 0.20 M CH 3 CH 2 COOH with a 50.0 ml sample of 0.20 M NaOH is False. The conjugate base of a weak acid undergoes hydrolysis (see equation below) at equivalence to form a solution with a ph > 7. ( CH 3 CH 2 COO - H 2 O CH 3 CH 2 COOH OH ) 1 point is earned for noting that the statement is false AND providing a supporting explanation.
6 (ii) If the ph of a hydrochloric acid solution is the same as the ph of a propanoic acid solution, then the molar concentration of the hydrochloric acid solution must be less than the molar concentration of the propanoic acid solution. True. HCl is a strong acid that ionizes completely. Fewer moles of HCl are needed to produce the same [H 3 O + ] as the propanoic acid solution, which only partially ionizes. 1 point is earned for noting that the statement is true and providing a supporting explanation. A student is given the task of determining the concentration of a propanoic acid solution of unknown concentration. A M NaOH solution is available to use as the titrant. The student uses a ml volumetric pipet to deliver the propanoic acid solution to a clean, dry flask. After adding an appropriate indicator to the flask, the student titrates the solution with the M NaOH, reaching the end point after ml of the base solution has been added. (d) Calculate the molarity of the propanoic acid solution. Let x = moles of propanoic acid mol NaOH 1 mol acid then x = ( L NaOH) 1 L NaOH 1 mol NaOH -3 = mol propanoic acid mol acid = M L acid OR Since CH3CH2COOH is monoprotic and, at the equivalence point, + - moles H = moles OH, then M V = A A B B M A M V MV B B (0.173 M NaOH)(20.52 ml NaOH) = = = M V ml acid A 1 point is earned for correctly calculating the number of moles of acid that reacted at the equivalence point. 1 point is earned for the correct molarity of acid. (e) The student is asked to redesign the experiment to determine the concentration of a butanoic acid solution instead of a propanoic acid solution. For butanoic acid the value of pk a is The student claims that a different indicator will be required to determine the equivalence point of the titration accurately. Based on your response to part (b), do you agree with the student's claim? Justify your answer.
7 Disagree with the student s claim From part (b) above, pk a for propanoic acid is log( ) = Because 4.83 is so close to 4.89, the ph at the equivalence point in the titration of butanoic acid should be close enough to the ph in the titration of propanoic acid to make the original indicator appropriate for the titration of butanoic acid. 1 point is earned for disagreeing with the student s claim and making a valid justification using pk a, K a, or ph arguments. 1 point is earned for numerically comparing either: the two pk a values, the two K a values, or the two ph values at the equivalence point.
8 A student is given a standard galvanic cell, represented above, that has a Cu electrode and a Sn electrode. As current flows through the cell, the student determines that the Cu electrode increases in mass and the Sn electrode decreases in mass. (a) Identify the electrode at which oxidation is occurring. Explain your reasoning based on the student s observations. Since the Sn electrode is losing mass, Sn atoms must be forming Sn 2+ (aq). This process is oxidation. OR because the cell operates, E must be positive and, based on the E values from the table, it must be Sn that is oxidized. 1 point is earned for the correct answer with justification. (b) As the mass of the Sn electrode decreases, where does the mass go? The atoms on the Sn electrode are going into the solution as Sn 2+ ions. 1 point is earned for the correct answer. (c) In the expanded view of the center portion of the salt bridge shown in the diagram below, draw and label a particle view of what occurs in the salt bridge as the cell begins to operate. Omit solvent molecules and use arrows to show the movement of particles. The response should show at least one K + ion moving toward the Cu compartment on the left and at least one NO 3 ion moving in the opposite direction. 1 point is earned for correct representation of both K + and NO 3 ions. (Including free electrons loses this point.) 1 point is earned for correctly indicating the direction of movement of both ions.
9 (d) A nonstandard cell is made by replacing the 1.0 M solutions of Cu(NO 3 ) 2 and Sn(NO 3 ) 2 in the standard cell with 0.50 M solutions of Cu(NO 3 ) 2 and Sn(NO 3 ) 2. The volumes of solutions in the nonstandard cell are identical to those in the standard cell. (i) Is the cell potential of the nonstandard cell greater than, less than, or equal to the cell potential of the standard cell? Justify your answer. It is the same. In the cell reaction Q = 2+ [Sn ], and the 2+ [Cu ] concentrations of Sn 2+ and Cu 2+ are equal to each other in both cases. 1 point is earned for the correct answer with justification. (ii) Both the standard and nonstandard cells can be used to power an electronic device. Would the nonstandard cell power the device for the same time, a longer time, or a shorter time as compared with the standard cell? Justify your answer. The nonstandard cell would power the device for a shorter time because the supply of Cu 2+ ions will be exhausted more quickly. OR The nonstandard cell would power the device for a shorter time because the reaction will reach E = 0 more quickly. 1 point is earned for the correct answer with justification. (e) In another experiment, the student places a new Sn electrode into a fresh solution of 1.0 M Cu(NO 3 ) 2. Half-Reaction E (V) Cu + + e Cu(s) 0.52 Cu e Cu(s) 0.34 Sn e Sn Sn e Sn(s) 0.14 (i) Using information from the table above, write a net-ionic equation for the reaction between the Sn electrode and the Cu(NO 3 ) 2 solution that would be thermodynamically favorable. Justify that the reaction is thermodynamically favorable.
10 Cu 2+ (aq) + Sn(s) Cu(s) + Sn 2+ (aq) E is positive (0.34 V V = 0.48 V), therefore the reaction is thermodynamically favorable. OR The cell observations from earlier parts of the question are evidence that the Sn is oxidized and Cu is reduced, therefore E must be positive. 1 point is earned for the correct net-ionic equation. 1 point is earned for a correct justification (unit not needed in calculation). (ii) Calculate the value of DG for the reaction. Include units with your answer. DG = nfe DG - 2 mol e 96,485 C 0.48 J = - = - 93, 000 J/mol rxn = - 93 kj/mol molrxn mol e- C rxn 1 point is earned for the correct number of electrons. 1 point is earned for the correct answer with unit.
11 CaCO 3 (s) CaO(s) + CO 2 (g) When heated, calcium carbonate decomposes according to the equation above. In a study of the decomposition of calcium carbonate, a student added a 50.0 g sample of powdered CaCO 3 (s) to a 1.00 L rigid container. The student sealed the container, pumped out all the gases, then heated the container in an oven at 1100 K. As the container was heated, the total pressure of the CO 2 (g) in the container was measured over time. The data are plotted in the graph below. The student repeated the experiment, but this time the student used a g sample of powdered CaCO 3 (s). In this experiment, the final pressure in the container was 1.04 atm, which was the same final pressure as in the first experiment. (a) Calculate the number of moles of CO 2 (g) present in the container after 20 minutes of heating. PV = nrt PV (1.04 atm)(1.00 L) = n = = mol CO RT L atm ( )(1100 K) mol K 2 1 point is earned for the proper setup using the ideal gas law and an answer that is consistent with the setup.
12 (b) The student claimed that the final pressure in the container in each experiment became constant because all of the CaCO 3 (s) had decomposed. Based on the data in the experiments, do you agree with this claim? Explain. Do not agree with claim Explanation I: In experiment 1, the moles of CaCO 3 = 50.0 g/ g/mol = mol CaCO 3. If the reaction had gone to completion, mol of CO 2 would have been produced. From part (a) only mol was produced. Hence, the student s claim was false. Explanation II: The two different experiments (one with 50.0 g of CaCO 3 and one with g of CaCO 3 ) reached the same constant, final pressure of 1.04 atm. Since increasing the amount of reactant did not produce more product, there is no way that all of the CaCO 3 reacted. Instead, an equilibrium condition has been achieved and there must be some solid CaCO 3 in the container. 1 point is earned for disagreement with the claim and for a correct justification using stoichiometry or a discussion of the creation of an equilibrium condition. (c) After 20 minutes some CO 2 (g) was injected into the container, initially raising the pressure to 1.5 atm. Would the final pressure inside the container be less than, greater than, or equal to 1.04 atm? Explain your reasoning. The final pressure would be equal to 1.04 atm. Equilibrium was reached in both experiments; the equilibrium pressure at this temperature is 1.04 atm. As the reaction shifts toward the reactant, the amount of CO 2 (g) in the container will decrease until the pressure returns to 1.04 atm. 1 point is earned for the correct answer with justification. (d) Are there sufficient data obtained in the experiments to determine the value of the equilibrium constant, K p, for the decomposition of CaCO 3 (s) at 1100 K? Justify your answer.
13 Yes. For the equilibrium reaction represented by the chemical equation in this problem, at a given temperature the equilibrium pressure of CO 2 determines the equilibrium constant. Since the measured pressure of CO 2 is also the equilibrium pressure of CO 2, K p = P = CO 2 Note: If the response in part (b) indicates yes, that all of the CaCO 3 (s) had decomposed, then the point can be earned by stating that the system did not reach equilibrium in either experiment and hence the value of K p cannot be calculated from the data. 1 point is earned for correct explanation that is consistent with the student s answer to part (b).
14 Nonmetal C N O Ne Si P S Ar Formula of Compound CF 4 NF 3 OF 2 No compound SiF 4 PF 3 SF 2 No compound Some binary compounds that form between fluorine and various nonmetals are listed in the table above. A student examines the data in the table and poses the following hypothesis: the number of F atoms that will bond to a nonmetal is always equal to 8 minus the number of valence electrons in the nonmetal atom. (a) Based on the student s hypothesis, what should be the formula of the compound that forms between chlorine and fluorine? ClF 1 point is earned for the correct formula. (b) In an attempt to verify the hypothesis, the student researches the fluoride compounds of the other halogens and finds the formula ClF 3. In the box below, draw a complete Lewis electron-dot diagram for a molecule of ClF 3. See diagram above. 1 point is earned for a central Cl atom surrounded by three bonding pairs with F atoms and two nonbonding (lone) pairs of electrons. F atoms must have three nonbonding pairs each. Electron pairs can be depicted as dots or line segments.
15 (c) Two possible geometric shapes for the ClF 3 molecule are trigonal planar and T-shaped. The student does some research and learns that the molecule has a dipole moment. Which of the two shapes is consistent with the fact that the ClF 3 molecule has a dipole moment? Justify your answer in terms of bond polarity and molecular structure. The molecule is T-shaped because a T-shaped structure is asymmetric with dipoles that do not cancel out, but produce a net dipole (i.e., a polar molecule). OR because, if the molecule had a trigonal planar structure, the molecule would be symmetric with dipoles that cancel out and produce a net dipole of zero (i.e., a nonpolar molecule), which is not consistent with the observation that the ClF 3 molecule does have a dipole moment. 1 point is earned for indicating that the molecule is T-shaped with an acceptable explanation. In an attempt to resolve the existence of the ClF 3 molecule with the hypothesis stated above, the student researches the compounds that form between halogens and fluorine, and assembles the following list. Halogen Formula(s) F F 2 Cl Br BrF, BrF 3, BrF 5 I IF, IF 3, IF 5, IF 7 (d) Based on concepts of atomic structure and periodicity, propose a modification to the student s previous hypothesis to account for the compounds that form between halogens and fluorine. An acceptable hypothesis (descriptive or formulaic) must include the following ideas: Atomic Structure: e.g., odd number of F atoms Periodicity: e.g., as the atomic number of the central halogen atom increases, the number of F atoms increases. 1 point is earned for an acceptably modified hypothesis that addresses both atomic structure and periodicity.
16 A student places a mixture of plastic beads consisting of polypropylene (PP) and polyvinyl chloride (PVC) in a 1.0 L beaker containing distilled water. After stirring the contents of the beaker vigorously, the student observes that the beads of one type of plastic sink to the bottom of the beaker and the beads of the other type of plastic float on the water. The chemical structures of PP and PVC are represented by the diagrams below, which show segments of each polymer. (a) Given that the spacing between polymer chains in PP and PVC is similar, the beads that sink are made of which polymer? Explain. The PVC beads sink. The spacing between chains is similar, but a Cl atom has a greater mass than CH 3. 1 point is earned for the correct polymer with a correct explanation. PP is synthesized from propene, C 3 H 6, and PVC is synthesized from vinyl chloride, C 2 H 3 Cl. The structures of the molecules are shown below. (b) The boiling point of liquid propene (226 K) is lower than the boiling point of liquid vinyl chloride (260 K). Account for this difference in terms of the types and strengths of intermolecular forces present in each liquid. Both substances have dipole-dipole interactions and London dispersion forces (or propene is essentially nonpolar with only LDFs while vinyl chloride has both LDFs and dipole-dipole forces). Propene contains a CH 3 group, but vinyl chloride contains a Cl atom. Vinyl chloride thus has a larger electron cloud, is more polarizable, and has a larger dipole moment. Thus intermolecular attractions are stronger in vinyl chloride, which results in it having the higher boiling point. 1 point is earned for a discussion of intermolecular forces and for a comparison of their relative strengths.
17 In a separate experiment, the student measures the enthalpies of combustion of propene and vinyl chloride. The student determines that the combustion of 2.00 mol of vinyl chloride releases 2300 kj of energy, according to the equation below. 2 C 2 H 3 Cl(g) + 5 O 2 (g) 4 CO 2 (g) + 2 H 2 O(g) + 2 HCl(g) H = 2300 kj/mol rxn (c) Using the table of standard enthalpies of formation below, determine whether the combustion of 2.00 mol of propene releases more, less, or the same amount of energy that 2.00 mol of vinyl chloride releases. Justify your answer with a calculation. The balanced equation for the combustion of 2.00 mol of propene is 2 C 3 H 6 (g) + 9 O 2 (g) 6 CO 2 (g) + 6 H 2 O(g). Substance C 2 H 3 Cl(g) C 3 H 6 (g) CO 2 (g) H 2 O(g) HCl(g) O 2 (g) Standard Enthalpy of Formation (kj/mol) ΔH = 6( 394) + 6( 242) 2(21) = 3858 kj/mol rxn The combustion of 2.00 mol of propene releases more energy. 1 point is earned for the calculation of the enthalpy of combustion of propene. 1 point is earned for the comparison of propene to vinyl chloride that is consistent with the calculated value.
18 Question 7 (4 points) The half-life (t 1/2 ) of the catalyzed isomerization of cis-2-butene gas to produce trans-2-butene gas, represented above, was measured under various conditions, as shown in the table below. Trial Number Initial P cis-2-butene (torr) V (L) T (K) t 1/2 (s) (a) The reaction is first order. Explain how the data in the table are consistent with a first-order reaction. For a first-order reaction, the half-life is independent of reactant concentration (or pressure) at constant T, as shown in trials 1, 2, and 3. 1 point is earned for a correct explanation. (b) Calculate the rate constant, k, for the reaction at 350. K. Include appropriate units with your answer k = = = s t 100. s 1/2-1 1 point is earned for correct numerical answer with units. (c) Is the initial rate of the reaction in trial 1 greater than, less than, or equal to the initial rate in trial 2? Justify your answer. The initial rate in trial 1 is less than that in trial 2 because rate = k [cis-2-butene] or rate = k P to values from both trials). OR cis-2-butene (with reference because the initial concentration of cis-2-butene in trial 1 is less than that in trial 2 and k is constant. 1 point is earned for the correct answer with justification. (d) The half-life of the reaction in trial 4 is less than the half-life in trial 1. Explain why, in terms of activation energy. The temperature is higher in trial 4, meaning that the KE avg of the molecules is greater. Consequently, in this trial a greater fraction of collisions have sufficient energy to overcome the activation energy barrier, thus the rate is greater. 1 point is earned for a correct answer with justification.
AP Chemistry 2014 Free-Response Questions College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official online
Mass of KI tablet Mass of thoroughly dried filter paper Mass of filter paper + precipitate after first drying Mass of filter paper + precipitate after second drying Mass of filter paper + precipitate after
AP Chemistry 2004 Scoring Guidelines Form B The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use must be
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Chapter 20 p. 811 842 Spontaneous process: Ex. Nonspontaneous process: Ex. Spontaneity What have we learned about spontaneity during this course? 1) Q vs. K? 2) So.. Spontaneous process occurs when a system
Candidate Style Answer Chemistry A Unit F321 Atoms, Bonds and Groups High banded response This Support Material booklet is designed to accompany the OCR GCE Chemistry A Specimen Paper F321 for teaching
CST Practice Test Young NAME CST Practice Test Multiple Choice Questions 1) At 1 atm and 298 K, which of the K a values listed below represents the strongest acid? 5) Which electron-dot symbol represents
1. A gas absorbs 0.0 J of heat and then performs 15.2 J of work. The change in internal energy of the gas is a) 24.8 J b) 14.8 J c) 55.2 J d) 15.2 J ANS: d) 15.2 J PAGE: 6.1 2. Calculate the work for the
Honors Chemistry: Unit 6 Test Stoichiometry PRACTICE TEST ANSWER KEY Page 1 1. 2. 3. 4. 5. 6. Question What is a symbolic representation of a chemical reaction? What 3 things (values) is a mole of a chemical
Chemical Reactions Chemical Equations Chemical reactions describe processes involving chemical change The chemical change involves rearranging matter Converting one or more pure substances into new pure
Stoichiometry and Aqueous Reactions (Chapter 4) Chemical Equations 1. Balancing Chemical Equations (from Chapter 3) Adjust coefficients to get equal numbers of each kind of element on both sides of arrow.
Chem 1100 Chapter Three Study Guide Answers Outline I. Molar Mass and Moles A. Calculations of Molar Masses B. Calculations of moles C. Calculations of number of atoms from moles/molar masses 1. Avagadro
Redox and Electrochemistry This section should be fresh in your minds because we just did this section in the text. Closely related to electrochemistry is redox chemistry. Count on at least one question
Assessment Chapter Test A Chapter: States of Matter In the space provided, write the letter of the term or phrase that best completes each statement or best answers each question. 1. The kinetic-molecular
Calculations and Chemical Equations Atomic mass: Mass of an atom of an element, expressed in atomic mass units Atomic mass unit (amu): 1.661 x 10-24 g Atomic weight: Average mass of all isotopes of a given
AP CHEMISTRY 2010 SCORING GUIDELINES (Form B) Question 1 (10 points) The compound butane, C 4 H 10, occurs in two isomeric forms, n-butane and isobutane (2-methyl propane). Both compounds exist as gases
Chapter 3: Stoichiometry Key Skills: Balance chemical equations Predict the products of simple combination, decomposition, and combustion reactions. Calculate formula weights Convert grams to moles and
Chapter 8 - Chemical Equations and Reactions 8-1 Describing Chemical Reactions I. Introduction A. Reactants 1. Original substances entering into a chemical rxn B. Products 1. The resulting substances from
Chapter 13 - LIQUIDS AND SOLIDS Problems to try at end of chapter: Answers in Appendix I: 1,3,5,7b,9b,15,17,23,25,29,31,33,45,49,51,53,61 13.1 Properties of Liquids 1. Liquids take the shape of their container,
CHAPTER 10: INTERMOLECULAR FORCES: THE UNIQUENESS OF WATER Problems: 10.2, 10.6,10.15-10.33, 10.35-10.40, 10.56-10.60, 10.101-10.102 10.1 INTERACTIONS BETWEEN IONS Ion-ion Interactions and Lattice Energy
Acid/Base Reactions some covalent compounds have weakly bound H atoms and can lose them to water (acids) some compounds produce OH in water solutions when they dissolve (bases) acid/base reaction are very
CHM-101-A Exam 2 Version 1 1. Which of the following statements is incorrect? A. SF 4 has ¼ as many sulfur atoms as fluorine atoms. B. Ca(NO 3 ) 2 has six times as many oxygen atoms as calcium ions. C.
John E. McMurry www.cengage.com/chemistry/mcmurry Chapter 2 Polar Covalent Bonds: Acids and Bases Modified by Dr. Daniela R. Radu Why This Chapter? Description of basic ways chemists account for chemical
: General Chemistry Lecture 9 Acids and Bases I. Introduction A. In chemistry, and particularly biochemistry, water is the most common solvent 1. In studying acids and bases we are going to see that water
Sample Exercise 20.1 Identifying Oxidizing and Reducing Agents The nickel-cadmium (nicad) battery, a rechargeable dry cell used in battery-operated devices, uses the following redox reaction to generate
1. The average kinetic energy of water molecules increases when 1) H 2 O(s) changes to H 2 O( ) at 0ºC 3) H 2 O( ) at 10ºC changes to H 2 O( ) at 20ºC 2) H 2 O( ) changes to H 2 O(s) at 0ºC 4) H 2 O( )
AP Chemistry 008 Free-Response Questions The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college
Acid-Base Indicators and Titration Curves Titrations In a titration a solution of accurately known concentration is added gradually added to another solution of unknown concentration until the chemical
1. In some towns where steel mills and paper pulp mills are close together a brown deposit of FeS(s) forms from the reaction of H 2 S and particulate iron from the steel mill. The overall reaction is shown
EXPERIMENT 7 Reaction Stoichiometry and Percent Yield INTRODUCTION Stoichiometry calculations are about calculating the amounts of substances that react and form in a chemical reaction. The word stoichiometry
Purpose The purpose of this experiment is to observe and measure a weak acid neutralization and determine the identity of an unknown acid by titration. Introduction The purpose of this exercise is to identify
Chemistry 122 Mines, Spring 2014 Answer Key, Problem Set 9 1. 18.44(c) (Also indicate the sign on each electrode, and show the flow of ions in the salt bridge.); 2. 18.46 (do this for all cells in 18.44
Weak Acid Titration v120413 You are encouraged to carefully read the following sections in Tro (2 nd ed.) to prepare for this experiment: Sec 4.8, pp 158-159 (Acid/Base Titrations), Sec 16.4, pp 729-43
Intermolecular Forces: Introduction Intermolecular Forces Forces between separate molecules and dissolved ions (not bonds) Van der Waals Forces 15% as strong as covalent or ionic bonds Chapter 11 Intermolecular
Voltaic Cells Introduction In this lab you will first prepare a set of simple standard half-cells and then measure the voltage between the half-cells with a voltmeter. From this data you will be able to