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Introductory Chemistry: Atoms First, 5e (Russo/Silver) Chapter 1 What Is Chemistry? 1.1 Multiple-Choice Questions 1) Which of the following can be classified as matter? A) ice B) sugar C) graphite D) All of the above are matter. Answer: D Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2) Which of the following cannot be classified as matter? A) air B) temperature C) fog D) oxygen molecule Answer: B Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3) Which of the following may not be classified as matter? A) tooth filling B) sand C) heat D) seawater Answer: C Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 4) Which of the following is a pure, elemental substance? A) Br2(l) B) SO2(g) C) H2O(l) D) air Answer: A Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

5) Which of the following is a pure substance? A) blood B) block of aluminum C) air D) orange juice Answer: B Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 6) Which of the following is an example of a homogeneous mixture? A) sand B) copper C) air D) sugar Answer: C Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 7) What is another name for a homogeneous mixture? A) pure substance B) compound C) solution D) element Answer: C Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 8) Dirt is an example of a(n) ________. A) homogeneous mixture B) heterogeneous mixture C) compound D) element Answer: B Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

9) Which of the following is an example of a heterogeneous mixture? A) seawater B) steel C) milk D) chicken noodle soup Answer: D Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 10) What is the name given to the element with the symbol "P"? A) polonium B) protactinium C) phosphorus D) palladium Answer: C Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 11) What is the name of the element whose symbol is "Co"? A) carbon B) chromium C) coal D) cobalt Answer: D Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 12) What is the name given to the element with the symbol "K"? A) kallium B) potassium C) phosphorus D) krypton Answer: B Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 13) What is the name given to the element with the symbol "As"? A) silver B) argon C) antimony D) arsenic E) astatine Answer: D Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3 Copyright © 2015 Pearson Education, Inc.

14) By what chemical symbol do we know the element chromium? A) Cr B) Co C) C D) Cs Answer: A Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 15) What chemical symbol has been given to the element sodium? A) S B) K C) Na D) Sr Answer: C Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 16) By what chemical symbol do we know the element magnesium? A) Mn B) Ma C) M D) Mg Answer: D Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 17) Which element pair is incorrect? A) Au - gold B) Pb - iron C) Ag - silver D) Hg - mercury E) Mg - magnesium Answer: B Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 18) What is the correct statement about an atom? A) It is always pure. B) It is the smallest particle of an element. C) It is the smallest particle of a molecule. D) All atoms have protons, electrons, and neutrons. Answer: B Section: Section 1.2 Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

19) Which of the following is a compound? A) F2(g) B) O2(g) C) Na(s) D) H2O2(l) Answer: D Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 20) Which of the following represents a physical property? A) Sodium metal is extremely reactive with chlorine gas. B) Mercury is a shiny liquid at room temperature. C) The tendency of aluminum to "oxidize" D) The flammability of butane fuel. E) The unreactive nature of argon gas Answer: B Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 21) Which of the following represents a physical change only? A) steel turning to rust in salt air B) liquid water freezing into ice cubes C) milk turning "sour" D) wood burning to form ashes Answer: B Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 22) Which of the following represents a physical change only? A) barbecuing a steak B) adding electricity to water to produce hydrogen and oxygen gas C) condensing of steam D) burning a propane camping stove Answer: C Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

23) The "disappearance" of mothballs is an example of ________. A) melting B) vaporization C) condensation D) sublimation Answer: D Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 24) The term used to describe the conversion from a gaseous state to a liquid state is ________. A) melting B) vaporization C) condensation D) sublimation Answer: C Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 25) The term used to describe the conversion from a liquid state to a gaseous state is ________. A) melting B) vaporization C) condensation D) sublimation Answer: B Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 26) Which of the following represents a chemical change? A) sugar dissolving into hot coffee B) ice melting to form liquid water C) water boiling to form steam D) steel turning to rust in salt air Answer: D Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

27) Which of the following represents a chemical change? A) sublimation of dry ice B) molding solid silver C) frying an egg D) breaking a piece of glass Answer: C Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 28) Which of the following represents a chemical property of a specific metal? A) It has magnetic properties. B) It melts at 800 °C. C) Its density is higher than that of water. D) When in contact with air it corrodes. Answer: D Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 29) Which of the following is not a chemical property of carbon dioxide? A) It is a critical component in photosynthesis. B) It is used in fire extinguishers because it does not support combustion. C) It is used to pump up bicycle tires. D) It is reacts with water to form carbonic acid. Answer: C Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 30) The only way one can change an element to another is via ________. A) a chemical change B) a physical reaction C) a nuclear transformation D) applying heat Answer: C Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

31) Which term best completes this definition? An attempt to explain why a law exists is a(n) ________. A) experiment B) law C) theory D) model Answer: C Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 1.2 True/False Questions 1) Iced tea, with sugar completely dissolved in it, is an example of a homogeneous mixture. Answer: TRUE Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 2) Air is a homogeneous mixture of nitrogen, oxygen and hydrogen. Answer: FALSE Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3) Tap water is a homogeneous mixture, while freshly distilled water is a compound. Answer: TRUE Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 4) The earth, taken together as a unit, may be considered one very large piece of heterogeneous matter. Answer: TRUE Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

5) Water is heterogeneous matter because it is made from twice as much hydrogen as oxygen (H2O). Answer: FALSE Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 6) A compound is a pure substance made from atoms of two or more different elements. Answer: TRUE Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 7) The smallest possible piece of gold which still retains all the properties of gold is a cube shape containing eight gold atoms. Answer: FALSE Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 8) The chemical compounds CO and CO2 have exactly the same properties, because both are made from carbon and oxygen. Answer: FALSE Section: Section 1.2 Learning Outcome: 1.4 Explain what a chemical formula is (what it tells you). Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 9) If 1 gram of ice needs a certain amount of heat to melt, the same amount of energy must be removed to convert it back to ice at its melting point. Answer: TRUE Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 10) Evaporated ethanol can be isolated by cooling, without changing its disinfectant properties. Answer: TRUE Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 11) When milk goes "sour," only a physical change has occurred. Answer: FALSE Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 9 Copyright © 2015 Pearson Education, Inc.

12) Cooking vegetables with steam is a chemical process. Answer: TRUE Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 13) It is scientifically proper to construct a theory without then doing any experiments to test it. Answer: FALSE Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 14) A theory summarizes facts. Answer: FALSE Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 15) A physical picture used to illustrate a theory is a model. Answer: TRUE Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

1.3 Matching Questions Match the substances in the left column with their classification in the right column. A) heterogeneous mixture B) element C) homogeneous mixture D) compound 1) Lemonade (without pulp) Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 2) Oil-vinegar salad dressing Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 3) Diamond Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 4) Distilled water Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 5) Table salt Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 6) Intravenous liquid Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

7) Breakfast cereal with milk Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 8) Chlorine gas Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 9) Brass Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 10) Golden nugget Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 11) sugar Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 12) sand and salt Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 13) Gasoline Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 14) chocolate chip cookies Section: Section 1.2 Learning Outcome: 1.2 Define the types of mixtures in terms of the types of matter. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 12 Copyright © 2015 Pearson Education, Inc.

15) mercury Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 16) Vitamin C Section: Section 1.2 Learning Outcome: 1.3 Describe how an elemental substance differs from a compound. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. Answers: 1) C 2) A 3) B 4) D 5) D 6) C 7) A 8) B 9) C 10) B 11) D 12) A 13) C 14) A 15) B 16) D

Match the element in the first column with the symbol on the right. A) Po B) Pd C) Pt D) K E) Pu F) Pa G) P 17) Potassium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 18) Polonium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 19) Phosphorus Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 20) Plutonium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 21) Platinum Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 22) Palladium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 23) Protactinium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 17) D 18) A 19) G 20) E 21) C 22) B 23) F

Match the element in the first column with the symbol on the right. A) N B) Ne C) Nd D) Ni E) No 24) Nitrogen Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 25) Neodymium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 26) Nobelium Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 27) Neon Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 28) Nickel Section: Section 1.2 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 24) A 25) C 26) E 27) B 28) D

Match the event in the left column with the name of the process in the right column. A) vaporization B) melting C) condensation D) freezing E) sublimation 29) The pond ices in winter. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 30) Mothballs disappear when placed between clothes. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 31) Water droplets form on the mirror of the medicine cabinet while taking a shower. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 32) While heating water in a tea kettle, part of it disappears. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 33) Ice cream liquefies on a hot day. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 34) The block of dry ice in an ice cream parlor starts smoking once the store attendant opens the ice cream freezer. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

35) Margarine is transformed into a liquid while frying an egg. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 36) Water is collected in the gas tank of a car in a humid day. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 37) Water changes to ice in the freezer. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 38) Liquid nitrogen is transformed into a colorless gas. Section: Section 1.3 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. Answers: 29) D 30) E 31) C 32) A 33) B 34) E 35) B 36) C 37) D 38) A

Match the definition in the first column with the term in the second column. A) model B) law C) hypothesis D) experiment E) chemical change F) bias G) scientific method H) physical change I) theory 39) Baking bread Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 40) Iron rusting Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 41) Paper burning Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 42) Mixing ammonia and bleach Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 43) Mothballs subliming Section: Section 1.4 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

44) Cooking of an egg Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 45) Molding iron Section: Section 1.4 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 46) Digesting a sandwich Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 47) Water boiling Section: Section 1.4 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 48) Gasoline combusting in an engine. Section: Section 1.4 Learning Outcome: 1.6 Explain what happens to a substance or substances after they undergo a chemical change. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 49) Formation of snow Section: Section 1.4 Learning Outcome: 1.5 Name the states of matter and the types of physical transformation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 50) A procedure that scientists carry out to study phenomenon Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

51) A generalization that concisely summarizes the outcome of a series of experiments Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 52) A strong preference or inclination that inhibits impartial judgement Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 53) An attempt to explain why a law exists Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 54) The first time a theory is postulated Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 55) Some kind of physical picture or mathematical expression of a theory. Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 56) A cyclical process in which scientists continuously uncover new information, postulate new laws, and either modify or discard old ones. Section: Section 1.5 Learning Outcome: 1.7 Describe the parts of the Scientific Method and how they are related to each other. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. Answers: 39) E 40) E 41) E 42) E 43) H 44) E 45) H 46) E 47) H 48) E 49) H 50) D 51) B 52) F 53) I 54) C 55) A 56) G

Introductory Chemistry: Atoms First, 5e (Russo/Silver) Chapter 2 The Numerical Side of Chemistry 2.1 Multiple-Choice Questions 1) Identify the exact number. A) a number of coins B) the diameter of a coin C) the radius of a coin D) the mass of a coin Answer: A Section: Section 2.1 Learning Outcome: 2.1 Explain what an exact number is and what a measured number is. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2) Identify the piece of glassware that provides the least precise volume measurement of a liquid. A) beaker B) graduated cylinder C) buret D) pipette Answer: A Section: Section 2.1 Learning Outcome: 2.3 Explain why measured numbers always have uncertainty associated with them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3) Which of the following represents an estimated measurement? A) A calendar week has 7 days. B) The U.S. national debt is 6 trillion dollars. C) There are 50 states in the United States of America. D) My bank account contains 19 dollars and 26 cents. Answer: B Section: Section 2.1 Learning Outcome: 2.1 Explain what an exact number is and what a measured number is. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 4) For the measured value 6.73 pounds, what is the degree of uncertainty? A) +/- 10 pounds B) +/- 1 pound C) +/- 0.1 pound D) +/- 0.01 pound Answer: D Section: Section 2.2 Learning Outcome: 2.7 Identify the degree of uncertainty in a number written in scientific notation. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 1 Copyright © 2015 Pearson Education, Inc.

5) How many significant figures are in 43.8001? A) 2 B) 3 C) 4 D) 6 Answer: D Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 6) Which one of the following numbers does not have four significant figures? A) 1.007 g B) 0.0007 g C) 1.070 g D) 1700. g E) 1.700 g Answer: B Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 7) Round off 907,506 to four significant figures. A) 9.075 × 10-5 B) 9.075 × 105 C) 9,075 D) 90,751 E) 908,000 Answer: B Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 8) How many significant digits are present n the number 6046.2? A) 4 B) 3 C) 5 D) 1 Answer: C Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

9) How many significant digits are present in the number 0.02560? A) 3 B) 4 C) 5 D) 6 Answer: B Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 10) How many significant figures are present in 0.00123, 7000, and 1.519 × 10-2? A) 6, 4, 4 B) 4, 1, 1 C) 7, 1, 4 D) 3, 1, 4 Answer: D Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 11) The number 0.0040600 has ________ trailing zeros. A) 0 B) 1 C) 2 D) 6 Answer: C Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 12) The correct scientific notation for 147.8 × 10 -3 is ________. A) 1.478 B) 1478 × 10-4 C) 1.478 × 10-1 D) 1.478 × 10-5 Answer: C Section: Section 2.4 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13) Convert 0.000001546 mi to scientific notation. A) 1.546 × 106 mi B) 1.546 × 105 mi C) 1.546 × 10-5 mi D) 1.546 × 10-6 mi Answer: D Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 14) The number 0.0247 expressed in scientific notation is ________. A) 2.47 × 10-4 B) 2.47 × 10-2 C) 2.47 × 10-1 D) 24.7 Answer: B Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 15) The number 0.00003007 expressed in scientific notation is ________. A) 3.007 × 10-5 B) 3.007 × 105 C) 3.007 D) 3.007 × 104 E) 3.7 × 10-5 Answer: A Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 16) Express the number 1.06 × 10-4 in standard notation. A) 10,600 B) 106 C) 0.0106 D) 0.000106 Answer: D Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

17) The United States has the unit of currency dollars (unit symbol: $). Which of the following is a proper expression of the value seventy seven hundred dollars +/- 1 dollar? A) $ 7.7 × 10+4 B) $ 7.7 × 10+3 C) $ 7700 D) $ 7.700 × 10+3 Answer: D Section: Section 2.4 Learning Outcome: 2.5 Identify the amount of uncertainty in a written measured quantity. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 18) By how many places must the decimal point of the number 0.0000814 be moved in order to express this same number in a standard scientific notation? A) 4 B) 5 C) 6 D) 7 Answer: B Section: Section 2.4 Learning Outcome: 2.5 Identify the amount of uncertainty in a written measured quantity. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 19) For the final sum of 544.36 + 455.64, the number of significant figures is ________. A) 6 B) 5 C) 4 D) 2 E) 1 Answer: A Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 20) The correct answer for the operation (5.61 + 7.891 ) / 9.1 is ________. A) 4.86 B) 4.8646714 C) 1.5 D) 5.0 Answer: C Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures and 2.9 Correctly multiply or divide numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

21) Using the rules of significant figures, calculate the following: 14.8903 - 2.14 = A) 12.750 B) 12.75 C) 13 D) 12.7503 E) 12 Answer: B Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 22) The sum for the operation 1.2315 + 0.116 + 15.10 is ________. A) 16 B) 16.4 C) 16.45 D) 16.4475 Answer: C Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 23) Which of the following operations will give an answer of 50.1? A) 29.75 + 20.3 B) 58.23 - 8.1 C) 26.255 × 1.91 D) all of the above Answer: D Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures and 2.9 Correctly multiply or divide numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 24) Which of the following operations will not give an answer of 73.3? A) 63.75 × 1.15 B) 90.0 - 16.67 C) 60.15 + 13.26 D) 12.161 × 6.03 Answer: C Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures and 2.9 Correctly multiply or divide numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 6 Copyright © 2015 Pearson Education, Inc.

25) The correct answer in the operation below is ________. (30.004 cm × 14.01 g) / 6.08 cm2 A) 69.1375 g/cm B) 69.14 g/cm C) 69.1 g/cm D) 69.138 g/cm Answer: C Section: Section 2.5 Learning Outcome: 2.9 Correctly multiply or divide numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 26) Which of the following is defined as the quantity of matter in a sample that is independent of where it is measured? A) weight B) mass C) volume D) both A and B Answer: B Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 27) Which of the following is not an SI unit that is used in chemistry? A) s B) K C) kg D) quart Answer: D Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 28) Which is the SI unit for mass? A) kilogram B) pound C) gram D) ounce Answer: A Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

29) Which is the SI unit for temperature? A) Fahrenheit B) Celsius C) Kelvin D) either A or C Answer: C Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 30) Which is the SI unit for length? A) meter B) inch C) kilometer D) mile Answer: A Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 31) Which is the SI unit for time? A) year B) day C) minute D) second Answer: D Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 32) Which is a derived SI unit? A) J B) m C) K D) s Answer: A Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

33) Which is not a derived SI unit? A) Pa B) J C) C D) s Answer: D Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 34) The prefix used to indicate 10-12 is ________. A) microB) nanoC) picoD) gigaAnswer: C Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 35) What is the prefix for the multiplier 1 × 106? A) microB) nanoC) megaD) kiloAnswer: C Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 36) What is the prefix for the multiplier 1 × 10-6? A) microB) nanoC) megaD) kiloAnswer: A Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

37) 10 millimeters are equal to ________ nanometers. A) 107 B) 10-7 C) 103 D) 10-3 Answer: A Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 38) How many kilograms are in 452 mg? A) 4.52 × 10-7 kg B) 4.52 × 10-4 kg C) 0.452 kg D) 4.52 × 108 kg Answer: B Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 39) 465.000 g is equivalent to ________. A) 0.0465 kg B) 465,000 mg C) 4.65 kg D) 465,000 ng Answer: B Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 40) Which of the following numbers expresses the value 2600. calories with both the correct units and proper scientific notation? A) 2.6 × 104 kcal B) 2.600 × 103 cal C) 2.60 × 103 mcal D) 26 × 102 dcal Answer: B Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

41) In order to convert 121 dm to mm one needs to multiply by ________. A) 107 B) 102 C) 10-2 D) 10-5 Answer: B Section: Section 2.6 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 42) Which of the following does not measure temperature? A) °C B) °F C) K D) J Answer: D Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 43) 68 °F is equal to ________. A) 37 °C B) 32 °C C) 25 °C D) 20. °C Answer: D Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 44) 40. °C is equal to ________ K. A) 313 B) 293 C) 263 D) 233 Answer: A Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

45) A liquid boils at 68 °F at one atmosphere pressure. This is equal to ________ K. A) 341 B) 205 C) 253 D) 293 Answer: D Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 46) Which is the lowest temperature? A) 40 °C B) 104 °F C) 313 K D) All of them are about the same. Answer: D Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 47) Which of the following is the hottest temperature? A) 90 °C B) 104 °F C) 353 K D) All of the above are the same. Answer: A Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 48) Which of the following is coldest temperature? A) -40 °C B) -40 °F C) 210 K D) All of the above are the same. Answer: C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

49) The correct order of decreasing temperatures in the set below is ________. A) 18 °C > 80 °F > 280 K B) 280 K > 18 °C > 80 °F C) 80 °F > 18 °C > 280 K D) 80 °F > 280 K > 18 °C Answer: C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 50) Which of the following temperatures are not possible? A) 2000 °C B) -425 °F C) -425 °C D) 5 K Answer: C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 51) The units of density for a liquid are usually expressed as ________. A) g/mL B) g/L C) mg/mL D) mg/L Answer: A Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 52) What is the density of a piece of wood that weighs 62 grams and displaces 0.525 L of water? A) 120 g/mL B) 0.12 g/mL C) 0.0080 g/mL D) 8.5 g/mL Answer: B Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

53) If the density of aluminum is 2.70 g/ cm3, the mass of 10.0 cm3 of this material is ________. A) 27.0 g B) 2.70 g C) 3.70 g D) 0.270 g Answer: A Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 54) The density of a 4.0 cm3 sample of a metal is 11.3 g/cm3. What is the density of 8.0 cm3 sample of the same metal? A) 11.3 g/ mL B) 22.6 g/ mL C) 5.65 g/ mL D) 2.0 g/ mL Answer: A Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 55) A popular science demonstration is to take several liquids that will not mix together and "stack" these liquids in a tall glass cylinder. Suppose the following three liquids were placed in the same tall, narrow glass cylinder: SUBSTANCE vinegar motor oil corn syrup

DENSITY g/mL 1.01 0.87 1.36

The substance that should be placed first in the cylinder so that it is on the bottom is ________. A) vinegar B) motor oil C) corn syrup D) cannot be determined Answer: C Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

56) The density of copper is about 8.96 g/mL. This means that a certain mass of copper will ________. A) occupy the same volume as the same mass of water B) occupy a volume 8.96 times larger than the volume occupied by the same mass of water C) occupy a volume that is 8.96 times smaller than the volume occupied by the same mass of water D) always occupy a volume of 8.96 mL Answer: C Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 57) Ethanol has a density of 0.789 g/mL. This means that a certain volume of ethanol will ________. A) weigh more than an equal volume of water B) weigh less than an equal volume of water C) weigh exactly the same as an equal volume of water D) always weigh 0.8 g Answer: B Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 58) An 80.0 g sample of metal A displaces 20.0 mL of water, while a 56.0 g sample of metal B displaces 14.0 mL of water. The conclusion one may draw from this information is that ________. A) A and B are the same metal B) A and B are not the same metal C) A and B may be the same metal, but more studies are needed to decide if they are the same D) The above results tell us nothing about the nature of A and B. Answer: C Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 59) 164.0 g of a substance occupy a volume of 120.0 mL. In relation to water, which statement is true? A) The substance will float in water. B) The substance will sink in water. C) The substance will react with water. D) The substance is a metal. Answer: B Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

60) 20.5 g of a liquid has a volume of 15 mL. What is the density? A) 1 g/mL B) 1.3 g/mL C) 1.4 g/mL D) 1.36 g/mL Answer: C Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 61) Which statement is true? A) 1 mm = 0.0394 in. B) 1 cm3 = 1 mL C) 1 g = 0.0022 lb D) All of the above are true. Answer: D Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 62) 5 gallons is equal to ________ quarts. A) 5 B) 10 C) 20 D) 40 Answer: C Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 63) The closest number of grams that is equivalent to 0.745 lb is ________. A) 338 B) 3.379 C) 0.338 D) 1.64 × 10-3 Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

64) One thousand yards are equivalent to ________. A) 9.14 × 10-2 mm B) 9.14 × 102 m C) 12,000 in D) 1,094 m Answer: B Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 65) How many moles of copper are present in 128 grams of copper (for copper, 1 mole = 63.546 grams)? A) 0.496 moles B) 8134 moles C) 8.13 × 10-3 moles D) 2.01 moles Answer: D Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 66) If the speed limit is 60. mi/hr, its equivalent in km/hr is ________. A) 38 B) 97 C) 27 D) 123 Answer: B Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 67) If the speed limit is 120 km/hr, its equivalent in mi/hr is ________. A) 75 B) 192 C) 133 D) 210 Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

68) A person is 6 ft 10 in tall. This is equivalent to ________ m. A) 2.08 m B) 2.69 m C) 3.22 m D) 1.68 m Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 69) The density of aluminum is 2.7 g/mL. This is equivalent to ________ kg/m3. A) 2.7 × 104 B) 2.7 C) 0.27 D) 2.7 × 103 Answer: D Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 70) How many cm2 are there in 5.20 in2? A) 33.5 B) 13.2 C) 2.05 D) 0.806 Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 71) The distance of the 220-yard race is equivalent to ________ ft. A) 660 B) 2,640 C) 7.92 × 103 D) 73.3 Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

72) The world record for the 100-meter dash is 9.8 s. If the world record holding runner could maintain the same pace when running five kilometers, he would cover the distance in ________. A) 9.8 min B) 8.2 min C) 1.6 min D) 5.1 min Answer: B Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 73) Which of the following is the shortest? A) 18 inches B) 0.58 m C) 580 mm D) 1.9 ft Answer: A Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 74) Which of the following has the greatest mass? A) 4.4 lb B) 2.0 kg C) 165 oz D) 2.0 × 103 g Answer: C Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 75) The dietary energy requirement for an adult is 2000 kcal per day. This is equivalent to ________. A) 478 J B) 8.37 J C) 47.8 kJ D) 8.37 × 103 kJ Answer: D Section: Section 2.10 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

76) 20.9 kJ is equal to ________ kcal. A) 5,000 B) 5.00 C) 873.6 D) 20 Answer: B Section: Section 2.10 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 77) Convert 250.0 kcal to Joules. A) 250.0 J B) 5.975 × 104 J C) 1.046 × 106 J D) 1.046 × 103 J Answer: C Section: Section 2.10 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 78) 500 cal are added to 10 g of water (specific heat of 1.000 cal/g °C) originally at 20 °C. The final temperature is ________. A) 70 °C B) 50 °C C) 25 °C D) 22.5 °C Answer: A Section: Section 2.10 Learning Outcome: 2.14e Calculate the amount of heat energy using specific heat. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 79) 10. g of a certain metal absorb 40. cal of heat and the temperature is observed to rise from 20. °C to 60. °C. The specific heat of this metal is ________ cal/g °C. A) 0.050 B) 0.10 C) 0.16 D) 0.40 Answer: B Section: Section 2.10 Learning Outcome: 2.14e Calculate the amount of heat energy using specific heat. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

80) 100. cal of heat are added to 10 g of ethanol (0.581 cal/g °C) originally at 15 °C. The final temperature is ________. A) 17 °C B) 27 °C C) 32 °C D) 38 °C Answer: C Section: Section 2.10 Learning Outcome: 2.14e Calculate the amount of heat energy using specific heat. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 81) How many Joules of heat are required to raise the temperature of 35 mL of water from 25 °C to 100 °C? A) 630 J B) 2.6 × 103 J C) 1.1 × 104 J D) 1.0 × 103 J Answer: C Section: Section 2.10 Learning Outcome: 2.14e Calculate the amount of heat energy using specific heat. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 82) Which of the following statements about energy is correct? A) Energy is the ability to do work. B) When energy is absorbed by a system, its temperature increases. C) Heat energy may be converted to work. D) All of the above are correct. Answer: D Section: Section 2.10 Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 83) The specific heat of water is higher than that of iron. Which of the following statements is correct? A) The energy needed to heat iron to a certain temperature is less than the energy needed to raise the water temperature to the same level. B) If the same quantity of energy is applied to both water and iron, iron's temperature will be much higher. C) Iron is a better heat conductor. D) All of the above statements are correct. Answer: D Section: Section 2.10 Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

84) Which of the following is not a conversion factor? A) speed B) density C) energy D) specific heat Answer: C Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 85) Which of the following is a conversion factor? A) mass B) density C) volume D) time Answer: B Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2.2 True/False Questions 1) Precision refers to how close the measured result is to the true value. Answer: FALSE Section: Section 2.1 Learning Outcome: 2.2 Describe the difference between precision and accuracy. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 2) The measured value 12.011 can be assumed to be accurate to +/- 0.001. Answer: TRUE Section: Section 2.2 Learning Outcome: 2.3 Explain why measured numbers always have uncertainty associated with them. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 3) The commonly quoted distance from the earth to the sun (93,000,000 miles) is accurate to only miles. Answer: TRUE Section: Section 2.2 Learning Outcome: 2.3 Explain why measured numbers always have uncertainty associated with them. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry and G5 Demonstrate an understanding of the impact of science on society. 4) Leading zeros are all the zeros that follow the first non-zero digit. Answer: FALSE Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 22 Copyright © 2015 Pearson Education, Inc.

5) When determining the number of significant figures in a number, leading zeros are not significant. Answer: TRUE Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 6) When determining the number of significant figures in a number, trailing zeros are not significant. Answer: FALSE Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 7) Trailing zeros are also called place-holding zeros. Answer: FALSE Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 8) When adding or subtracting measured numbers, the answer contains no more significant figures than the number with the least number of significant figures being added or subtracted. Answer: TRUE Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 9) The correct answer for the product (2.150 × 12.2) is 26.23. Answer: FALSE Section: Section 2.5 Learning Outcome: 2.8 Correctly add or subtract numbers according to the rules of significant figures. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 10) Coulomb is the derived SI unit that measures electrical charge. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 11) Joule is the derived SI unit that measures energy. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 23 Copyright © 2015 Pearson Education, Inc.

12) The derived SI unit for pressure is cubic inches. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.10a Identify the common SI units used by science. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 13) 1 kilowatt is equal to 10,000 watts. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 14) 2 × 10-3 meters is equal to 2 kilometers. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 15) One meter is equal to 1 million micrometers. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 16) The prefix micro- indicates one millionth. Answer: TRUE Section: Section 2.6 Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 17) The prefix pico- indicates one billionth. Answer: FALSE Section: Section 2.6 Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 18) One mL is equal to 1 cc. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

19) A pound of feathers really does not weigh more than a pound of gold. Answer: TRUE Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 20) 0 K is equal to -273.15 °C. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 21) -40 °C is equivalent to -40 °F. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 22) 40 °C is equivalent to 40 °F. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 23) There has never been recorded a negative Kelvin temperature. Answer: TRUE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 24) The Kelvin temperature is not always higher than the equivalent Celsius temperature. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

25) The Fahrenheit temperature is always numerically higher than the equivalent Celsius temperature. Answer: FALSE Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 26) Density is an extensive property of matter the more of a given substance you have, the more dense it becomes. Answer: FALSE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 27) Oil "floats" on water because oil weighs less than water. Answer: FALSE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 28) Oil "floats" on water because oil is less dense than water. Answer: TRUE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 29) Density units may be in lb/ gallon. Answer: TRUE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 30) The fact that ice has a lower density than liquid water is advantageous to marine life. Answer: TRUE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society.

31) Salt water has a density that is less than 1 g/mL. Answer: FALSE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 32) Ice always occupies a smaller volume than water. Answer: FALSE Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills and G5 Demonstrate an understanding of the impact of science on society. 33) Density is a conversion factor. Answer: TRUE Section: Section 2.8 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 34) One week contains 604,800 seconds. Answer: TRUE Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry and G5 Demonstrate an understanding of the impact of science on society. 35) There are 4 pints in a gallon. Answer: FALSE Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry and G5 Demonstrate an understanding of the impact of science on society. 36) Specific heat may be measured as cal. g/°C. Answer: FALSE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 37) A substance that may be a good heat conductor usually has a low value for specific heat. Answer: TRUE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

38) Water is a good heat conductor. Answer: FALSE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 39) When heat is absorbed the temperature of the system increases. Answer: TRUE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 40) Temperature changes that may be used for energy difference calculations are measured through a bomb calorimeter. Answer: TRUE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 41) One Cal of energy used by dieticians and the food industry is equal to 4.184 joules. Answer: FALSE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 42) One Cal is equal to 1 kcal. Answer: TRUE Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2.3 Short Answer Questions 1) How many significant digits are there in the number 740.2? Answer: 4 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2) How many significant digits are there in the number 0.0038040? Answer: 5 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3) What is the Greek prefix and abbreviation which signifies one thousand? Answer: k, for kilo Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

4) Convert 16.8 meters to: a) millimeters, b) centimeters, c) kilometers. Answer: a) 16,800 mm b) 1,680 cm c) 0.0168 km Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 5) Convert 65 °F, a cool summer's daytime temperature, to: a) degrees Celsius. b) absolute temperature (Kelvin). Answer: a) 18 °C b) 291 K Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 6) What is the density, in g/mL, of a piece of metal that weighs 0.408 kg and displaces 0.0297 L of water? Answer: d = 13.7 g/mL Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 7) Convert 302 cubic inches to liters (1 inch = 2.54 centimeters). Show the math. Answer: (302 in3) × (2.54 cm/1 in)3 × (1 mL/1 cm3) × (1 L/1000 mL) = 4.95 L Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 8) Convert 15.0 ft 3 to m3. Show the math. Answer: (15.0 ft 3) × (12 in/1 ft)3 × (2.54 cm/1 in) 3 × (1 m/100 cm)3 = 0.425 m3 Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

9) It is 1148 miles from Grand Rapids, Michigan, to Starkville, Mississippi. What is the same distance in kilometers (1 mile = 1.61 kilometers)? Answer: 1850 kilometers (although it seems much longer by car) Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 10) Calculate the approximate distance (in km) between earth and sun, given that the speed of light is about and that it takes about 8.5 minutes for sunlight to reach earth. Answer: (3 × 1010 cm/s) × (60 s/min) × (8.5 min) × (1 m/100 cm) × (1 km/1,000 m) = 1.5 × 108 km Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 11) Solve the equation 4x + 3y = 246 for the x-variable, and report the value for x when y = 2.36. Answer: (246 - 3y)/4 = x; when y = 2.36, x = 59.7 Section: Section 2.9 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 12) Solve the equation PV = nRT for the n-variable. Answer: n = (PV)/(RT) Section: Section 2.9 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 13) Calculate the amount of energy needed to raise the temperature of 25 mL ethanol (density = 0.80 g/mL) from 10.0 °C to 20.0 °C (c = 0.581 cal/g°C) both in cal and joules. Answer: Density = mass/ volume; mass of ethanol = 0.80 × 25 = 20. g; Heat = mass × specific heat × difference in temperature = 20. × 0.581 × 10 = 120 cal = 490 joules Section: Section 2.10 Learning Outcome: 2.14e Calculate the amount of heat energy using specific heat. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

2.4 Matching Questions Match the correct number of significant figures from the second column with each of the numbers in the first column. A) 7 B) 3 C) 2 D) 6 E) 5 F) 4 G) 1 1) 2.456 × 10-3 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 2) 0.00201 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 3) 34.3004 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 4) 0.40001 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 5) 4.0 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 6) 0.7 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 7) 0.02 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 31 Copyright © 2015 Pearson Education, Inc.

8) 5.2406 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 9) 8.901070 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 10) 0.002003 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 11) 5000 Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 12) 5000. Section: Section 2.3 Learning Outcome: 2.4 Identify leading zeros and trailing zeros in a measured number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 1) F 2) B 3) D 4) E 5) C 6) G 7) G 8) E 9) A 10) F 11) G 12) F

Match the correct scientific notation from column 2 with the standard notation provided in column 1. A) 1.570 x 100 B) 1.570 x 101 C) 1.570 x 10-3 D) 1.570 x 10-2 13) 15.70 Section: Learning Outcome: Section 2.4 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 14) 1.570 Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 15) 0.001570 Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 16) 0.01570 Section: Section 2.4 Learning Outcome: 2.6 Convert a number from standard to scientific notation and vice versa. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 13) B 14) A 15) C 16) D

Match each temperature in column 1 with the equivalent different scale temperature in column 2. A) 0. °C B) 280 K C) 68 °F D) 100. °C E) -40 °F F) 32 °F G) 98.6 °F H) -273 °C I) -17.8 °C 17) 20. °C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 18) 273 K Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 19) 40. °F Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 20) 0.00 °F Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 21) 0 °C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 22) 310 K Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 34 Copyright © 2015 Pearson Education, Inc.

23) -40 °C Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 24) 212 °F Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 25) 0 K Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. Answers: 17) C 18) A 19) B 20) I 21) F 22) G 23) E 24) D 25) H

Match a unit from the first column with a measurement from the second column. A) time B) energy C) electrical charge D) mass E) length F) volume G) temperature H) density 26) mg Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 27) s Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 28) ft Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 29) km Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 30) qt Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 31) mL Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 32) lb Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 33) gallon Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 34) m3 Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 36 Copyright © 2015 Pearson Education, Inc.

35) in Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 36) K Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 37) °F Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 38) °C Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 39) Joule Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 40) C Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 41) g/L Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 42) lb/qt Section: Section 2.7 Learning Outcome: 2.11b Define density and use it to do calculations. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 43) Cal Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 26) D 27) A 28) E 29) E 30) F 31) F 32) D 33) F 34) F 35) E 36) G 37) G 38) G 39) B 40) C 41) H 42) H 43) B

Match an exponential from the right column with each prefix in the left column. A) 10+3 B) 10-1 C) 10+9 D) 10-12 E) 10-3 F) 10+6 G) 10-6 H) 10-9 I) 10-2 44) gigaSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 45) nanoSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 46) centiSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 47) milliSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 48) microSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 49) kiloSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 50) picoSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 51) deciSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

52) megaSection: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 44) C 45) H 46) I 47) E 48) G 49) A 50) D 51) B 52) F

Match each unit in the left column with another unit of the same physical measurement that appears in the right column. A) joule B) lb/qt C) °C D) gallon E) km F) lb 53) g Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 54) ton Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 55) quart Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 56) cal Section: Section 2.10 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 57) K Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 58) g/mL Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 59) mile Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 60) cup Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 61) oF Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

62) yd Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 63) cm3 Section: Section 2.6 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. Answers: 53) F 54) F 55) D 56) A 57) C 58) B 59) E 60) D 61) C 62) E 63) D

Choose the number in the second column that correctly fills the blank in each item in the first column. A) 36 B) 0.556 C) 454 D) 8 E) 1,000,000 F) 1,000 G) 1 H) 2.54 I) 4.184 J) 16 64) One kg is equal to ________ g. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 65) One degree Fahrenheit is equal to _____°C. Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 66) One Kelvin is equal to _____°C. Section: Section 2.6 Learning Outcome: 2.13d Algebraically rearrange a mathematical equation to solve it for a desired variable. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 67) One kilometer is equal to ________ mm. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 68) One pound is equal to ________ g. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

69) One gallon is equal to ________ pints. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 70) One yard is equal to ________ inches. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 71) One inch is equal to ________ cm. Section: Section 2.8 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 72) One pound is equal to ________ oz. Section: Section 2.6 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 73) One cal is equal to ________ J. Section: Section 2.10 Learning Outcome: 2.12c Convert the units of a measured quantity to some other units using Unit Analysis. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. Answers: 64) F 65) B 66) G 67) E 68) C 69) D 70) A 71) H 72) J 73) I

Introductory Chemistry: Atoms First, 5e (Russo/Silver) Chapter 3 The Evolution of Atomic Theory 3.1 Multiple-Choice Questions 1) Calcium carbonate (CaCO3) is 34.5% Ca by mass. In a 418 g sample of CaCO3, how many grams of calcium are present? A) 144 g B) 40.08 g C) 235.1 g D) 83.6 g Answer: A Section: Section 3.1 Learning Outcome: 3.1 Calculate the percent composition of each element in a compound. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 2) 24.3 g of magnesium yield 40.3 g MgO upon combustion with oxygen. How much magnesium needs to be burned to yield 12.1 g MgO? A) 4.30 g B) 6.10 g C) 7.30 g D) 8.40 g Answer: C Section: Section 3.1 Learning Outcome: 3.1 Calculate the percent composition of each element in a compound. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 3) What is the mass of the single product that is formed from the complete reaction of 2.5 g hydrogen with 7.5 g oxygen? A) 5.0 g B) 7.5 g C) 9.5 g D) 10.0 g Answer: D Section: Section 3.1 Learning Outcome: 3.1 Calculate the percent composition of each element in a compound. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

4) A 3.45 gram sample of hematite (Fe2O3) that contains 2.41 grams of Fe has what percentage Fe by mass? A) 41.0% B) 31.1% C) 69.9% D) 59.9% Answer: C Section: Section 3.1 Learning Outcome: 3.1 Calculate the percent composition of each element in a compound. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 5) A compound is produced when 6.08 g of nitrogen combine with 13.92 g oxygen. What is the empirical formula of this compound? A) NO B) NO2 C) N2O3 D) N2O5 Answer: B Section: Section 3.1 Learning Outcome: 3.1 Calculate the percent composition of each element in a compound. Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry. 6) According to the experiments of Ernest Rutherford, where can a majority of a given atom's mass be found? A) scattered randomly throughout an approximately cube-shaped atom B) at the center of an approximately spherical atom C) in concentric layers of spherical shape D) as small pieces orbiting a common center in circular paths Answer: B Section: Section 3.3 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 7) The structure of individual atoms can roughly be described as ________. A) positively charged center and mostly empty space B) an even mixture of mass and charge scattered throughout a spherical shape C) positively charged, low-mass pieces in orbit around a massive, negatively charged center D) positively charged pieces in orbit around a low-mass, negatively charged center Answer: A Section: Section 3.3 Learning Outcome: 3.3 Name and describe the subatomic particles in an atom. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

8) What is the relative charge on a neutron, proton, and electron? A) 0, -1, +1 B) 0, 0, -1 C) 0, +1, -1 D) -1, +1, -1 Answer: C Section: Section 3.4 Learning Outcome: 3.3 Name and describe the subatomic particles in an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 9) How is the term "atomic number" defined for a given atom? A) as the mass of one mole of that element or isotope B) as the sum of the number of protons, neutrons, and electrons C) as the sum of the number of protons and neutrons in the nucleus D) as the number of protons in the nucleus Answer: D Section: Section 3.4 Learning Outcome: 3.6 Explain the meaning of an atom's atomic mass and mass number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 10) How is the term "mass number" defined for a given atom or isotope? A) as the mass of one mole of that element or isotope B) as the sum of the number of protons, neutrons, and electrons C) as the sum of the number of protons and neutrons in the nucleus D) as the number of protons in the nucleus Answer: C Section: Section 3.4 Learning Outcome: 3.6 Explain the meaning of an atom's atomic mass and mass number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 11) A neutral atom's atomic number is equal to ________. A) the number of nucleons B) the sum of the number of protons and neutrons C) the number of electrons D) the number of neutrons Answer: C Section: Section 3.4 Learning Outcome: 3.6 Explain the meaning of an atom's atomic mass and mass number. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

12) An atomic mass unit, also known as amu, is equal to ________ the mass of a 12C atom. A) 1/2 B) 1/12 C) 1/6 D) 1/1840 Answer: B Section: Section 3.4 Learning Outcome: 3.6 Explain the meaning of an atom's atomic mass and mass number. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 13) Which of the following is the correct symbolic representation of the lead-209 isotope? A)

Answer: D Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 14) How many neutrons does the nucleus of the phosphorus-32 isotope have? A) 15 B) 16 C) 17 D) 32 Answer: C Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 15) What is the atomic number of uranium-235? A) 235 B) 238 C) 92 D) 143 Answer: C Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 4 Copyright © 2015 Pearson Education, Inc.

16) How many protons does the nucleus of the sulfur-35 isotope have? A) 16 B) 19 C) 32 D) 35 Answer: A Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 17) Identify X in the expression

A) zinc B) iron C) iridium D) cesium E) manganese Answer: E Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 18) Identify X in the expression

A) selenium B) copper C) cobalt D) cesium E) manganese Answer: B Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

19) Identify X in the expression

A) silver B) gold C) bohrium D) cobalt E) neodymium Answer: A Section: Section 3.4 Learning Outcome: 3.5 Explain what the atomic number and the mass number tell you about an atom. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 20) The breakthrough Dmitri Mendeleev had when constructing the periodic table occurred ________. A) when J. J. Thomson discovered the electron B) when Sir James Chadwick discovered the neutron C) when Thomson and E. Goldstein discovered the proton D) when Mendeleev placed the elements in a sequence of increasing atomic mass Answer: D Section: Section 3.5 Learning Outcome: 3.8 Explain Mendeleev's discovery. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 21) Which of the following terms applies to the vertical columns found on a periodic table? A) arrangement B) group C) period D) isotope Answer: B Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 22) Which of the following terms applies to the horizontal rows found on a periodic table? A) arrangement B) group C) period D) isotope Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

23) What name is commonly given to the elements of Group IA of the periodic table? A) alkaline earth metals B) transition metals C) platinum metals D) alkali metals Answer: D Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 24) What name is commonly given to the elements of Group IIA of the periodic table? A) alkaline earth metals B) transition metals C) platinum metals D) alkali metals Answer: A Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry. 25) Which is expected to be the most chemically similar element to phosphorus? A) S B) As C) Se D) O Answer: B Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 26) Which element would have a similar chemical reactivity in water as K? A) Ca B) Ar C) Rb D) H Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

27) Which of the following is not a metal? A) Ca B) Pt C) Kr D) Mg Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 28) Which of the following is a metal? A) Xe B) C C) As D) W Answer: D Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 29) Which of the following is a metalloid in the third period of the periodic table? A) Al B) Si C) P D) S Answer: B Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 30) Which of the following is a transition metal in the fourth period of the periodic table? A) Ga B) Ca C) Fe D) Ag Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

31) Which of the following elements is a chalcogen? A) H B) N C) O D) F Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 32) Which of the following elements is a halogen? A) He B) B C) F D) Kr Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 33) Which of the following is not a main group element? A) S B) As C) Cu D) Xe Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 34) Which of the following elements is an actinide? A) Np B) Pr C) W D) Fr Answer: A Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

35) Which of the following is a transition element? A) Co B) Eu C) Es D) He Answer: A Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 36) Which representative element is found in the fourth group and fifth period? A) Br B) Te C) Sn D) Ge Answer: C Section: Section 3.6 Learning Outcome: 3.9 Identify groups, periods, metals, and nonmetals in the periodic table. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 37) Which of the following elements may have a cation that has 16 electrons? A) Si B) P C) S D) Cl Answer: D Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 38) Which of the following elements can have an anion with 18 electrons? A) Cl B) Ar C) Sc D) Fe Answer: A Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

39) Which ion contains 18 electrons? A) Ca+ B) Cl2C) ArD) P3Answer: D Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 40) How many electrons are found in a Fe3+ ion? A) 23 B) 26 C) 29 D) 56 Answer: A Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 41) How many protons are found in a N3- ion? A) 7 B) 10 C) 14 D) 15 Answer: A Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 42) Which has more electrons? A) BrB) Sr2+ C) Rb D) As3+ Answer: C Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

43) Which of the following has more electrons than neutrons? A) 24Mg2+ B) 27Al C) 75As3D) 32S2Answer: D Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 44) Which of the following has more protons than electrons? A) Mg2+ B) Al C) P3D) O2Answer: A Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 45) Ionization energy ________ from top to bottom in a group and ________ from left to right in a period. A) increases; increases B) increases; decreases C) decreases; increases D) decreases; decreases Answer: C Section: Section 3.7 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 46) Which of the following has the highest ionization energy? A) O B) Sn C) As D) C Answer: A Section: Section 3.7 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

47) Which of the following has the lowest ionization energy? A) F B) P C) Ca D) Cs Answer: D Section: Section 3.7 Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 48) Fr+ is called ________. A) a cation B) an anion C) an isotope D) a non-metal Answer: A Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 49) Which of the following pairs are isotopes? A) Ca2+ and Mg2+ B) 199Hg and 200Hg C) 18O and 19F D) 238U and 238Np Answer: B Section: Section 3.7 Learning Outcome: 3.7 Define isotopes. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills. 50) Which cation has the atomic number of 20 and a charge of +2? A) C2+ B) Mg2+ C) Ca2+ D) S2+ Answer: C Section: Section 3.7 Learning Outcome: 3.10a Explain what cations and anions are and how to form them. Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.