Type:
Solution Manual
Resource:
Introductory Chemistry Concepts and Critical Thinking
Edition:
8th Edition
Author(s):
Charles H. Corwin
INSTRUCTOR MANUAL AND
TEST ITEM FILE
EIGHTH EDITION
Introductory Chemistry CONCEPTS AND CRITICAL THINKING
CHARLES H. CORWIN
Contents Preface
v
Learning Objectives and Associated Exercises
vii
Solutions to Even-Numbered Textbook Exercises 1
Introduction to Chemistry
1
Prerequisite Science Skills
3
2
The Metric System
7
3
Matter and Energy
15
4
Models of the Atom
21
5
The Periodic Table
27
6
Language of Chemistry
33
7
Chemical Reactions
39
8
The Mole Concept
45
9
Chemical Equation Calculations
57
10
Gases
69
11
Liquids and Solids
79
12
Chemical Bonding
89
13
Solutions
99
14
Acids and Bases
109
15
Advanced Problem Solving
119
16
Chemical Equilibrium
129
17
Oxidation and Reduction
137
18
Nuclear Chemistry
145
19
Organic Chemistry
151
20
Biochemistry
163
..
iii
Preface
To the Instructor I offer the following suggestions based on countless correspondences with instructors who teach our subject. I have learned that there are many viable approaches for achieving student success depending on course objectives and classroom facilities. Since I teach in a media classroom, I incorporate PowerPoint® and video presentations, Internet assignments, collaborative learning, chemical demonstrations, as well as traditional techniques. It is my experience that lecture materials have a relatively short lifespan and I must renew each presentation or students sense a lack of freshness. To accompany this Eighth Edition of Introductory Chemistry: Concepts and Critical Thinking there is a plethora of technology including an Instructor Resource Center with pre-built PowerPoint® presentations, animations, interactive activities, Instructor’s Manual lecture outlines, and a Test Bank in Word® format. In terms of a guiding principle, I obtain the best results when I organize an entire course so as to include one or more interesting asides in each lecture. This adds an extra dimension to every presentation; for example, I may provide a media supplement, an Internet assignment, or a chemical demonstration, depending on the topic. A second guiding principle is that the lecture topic should be supported by a corresponding laboratory experiment. For example, when discussing the Bohr atom, I demonstrate emission line spectra in lecture, while students perform the experiment Atomic Fingerprints found in the Pearson Laboratory Manual. ..
v
Testing For introductory chemistry classes, I have found that frequent testing improves test scores, achieves higher attendance, and more students successfully complete the course. The Test Bank for the Eighth Edition contains over 3000 questions, covering key terms, each learning objective, and general questions that are cumulative in nature. This unparalleled resource has been class-tested on thousands of students and each question and answer have undergone detailed item analysis. Print and Media Resources Introductory Chemistry: Concepts and Critical Thinking, 8e, has numerous ancillaries and the following are available to the instructor upon adoption of the textbook: • Instructor Resource Center • Instructor Manual and Test Bank • MasteringChemistry® Acknowledgments I would like to thank the many reviewers, colleagues, and adoptees who have used the textbook and ancillary materials in previous editions and offered valuable comments that provide accuracy and balanced coverage. I have acknowledged these individuals in the preface of the text, and I welcome your comments for this latest edition and invite you to contact me directly.
Charles H. Corwin Department of Chemistry American River College Sacramento, CA 95841 corwinc@arc.losrios.edu
vi
..
Learning Objectives and Associated Exercises
Chapter 1 Bloom’s Learning Objectives L1 L2 L2 L2 L5
Name the key term that corresponds to a definition. Describe the early practice of chemistry. Identify the three steps in the scientific method. Describe the modern practice of chemistry. Conclude that chemistry is very relevant in our daily life.
(Sec. 1.1) (Sec. 1.1) (Sec. 1.2) (Sec. 1.3)
Key Terms Exercises 1–4 Exercises 5–12 Exercises 13–16 Exercises 17–18
(PSS.1) (PSS.1) (PSS.2) (PSS.3) (PSS.4) (PSS.5) (PSS.6) (PSS.6) (PSS.7) (PSS.7)
Key Terms Exercises 1–2 Exercises 3–10 Exercises 11–16 Exercises 17–20 Exercises 21–24 Exercises 25–28 Exercises 29–32 Exercises 33–38 Exercises 39–40 Exercises 41–44
(Sec. 2.1) (Sec. 2.1) (Sec. 2.2) (Sec. 2.2) (Sec. 2.3) (Sec. 2.4) (Sec. 2.4) (Sec. 2.5) (Sec. 2.5)
Key Terms Exercises 1–6 Exercises 7–10 Exercises 11–12 Exercises 13–14 Exercises 15–18 Exercises 19–20 Exercises 21–28 Exercises 29–32 Exercises 33–34
Prerequisite Science Skills Bloom’s Learning Objectives L1 L2 L2 L2 L3 L3 L3 L2 L2 L3 L3
Name the key term that corresponds to a definition. Explain why measurements are never exact. Identify instruments for taking measurements. Identify significant digits in a measurement. Round off nonsignificant digits. Apply significant digit rule for adding and subtracting measurements. Apply significant digit rule for multiplying and dividing measurements. Express an ordinary number as a power of 10. Express a power of 10 as an ordinary number. Show an ordinary number in scientific notation. Show scientific notation as an ordinary number.
Chapter 2 Bloom’s Learning Objectives L1 L1 L1 L3 L3 L2 L1 L2 L2 L3
Name the key term that corresponds to a definition. List the base units and symbols of the metric system. List the prefixes for multiples and fractions of base units. Show the unit equation for a base metric unit and a prefix unit. Show the two unit factors derived from a metric unit equation. Express a given metric measurement using a different metric prefix. Memorize the metric equivalent for inch, pound, quart, and second. Express a given measurement in metric units or English units. Express a given quantity in a sample as a percent-by-mass. Apply percent as a unit factor. ..
vii
L3 L3 L5 L3 L1 L3 L1 L3 L3 L3 L3
Solve problems that relate length, width, thickness, and volume of a rectangular solid. Express a given volume in milliliters, cubic centimeters, or cubic inches. Estimate the volume of a solid by the displacement of water. Apply the concept of density. Memorize the value for the density of water in grams per milliliter. Solve problems that relate density, mass, and volume. Memorize the freezing point and boiling point of water on the Fahrenheit, Celsius, and Kelvin scales. Express a given temperature in degrees Fahrenheit (°F), degrees Celsius (°C), and Kelvin (K). Apply the concept of specific heat to good and poor conductors of heat. Express heat energy in units of calories, kilocalories, joules, and kilojoules. Solve problems that relate specific heat, mass, and temperature change.
(Sec. 2.6)
Exercises 35–38
(Sec. 2.6) (Sec. 2.7) (Sec. 2.8) (Sec. 2.8) (Sec. 2.8) (Sec. 2.9)
Exercises 39–42 Exercises 43–46 Exercises 47–50 Exercises 51–52 Exercises 53–58 Exercises 59–60
(Sec. 2.9)
Exercises 61–66
(Sec. 2.10) (Sec. 2.10) (Sec. 2.10)
Exercise 67–68 Exercises 69–70 Exercises 71–76
(Sec. 3.1)
Key Terms Exercises 1–6
(Sec. 3.1)
Exercises 7–12
(Sec. 3.2) (Sec. 3.3) (Sec. 3.4) (Sec. 3.4)
Exercises 13–16 Exercises 17–22 Exercises 23–26 Exercises 27–30
(Sec. 3.4)
Exercises 31–34
(Sec. 3.5)
Exercises 35–40
(Sec. 3.5) (Sec. 3.6) (Sec. 3.7) (Sec. 3.8) (Sec. 3.9) (Sec. 3.9) (Sec. 3.9) (Sec. 3.10) (Sec. 3.10)
Exercises 41–42 Exercises 43–50 Exercises 51–58 Exercises 59–62 Exercises 63–64 Exercises 65–66 Exercises 67–68 Exercises 69–74 Exercises 75–78
(Sec. 4.1) (Sec. 4.2) (Sec. 4.2) (Sec. 4.3) (Sec. 4.3)
Key Terms Exercises 1–4 Exercises 5–6 Exercises 7–10 Exercises 11–12 Exercises 13–16
(Sec. 4.4) (Sec. 4.4) (Sec. 4.5) (Sec. 4.5)
Exercises 17–18 Exercises 19–24 Exercises 25–32 Exercises 33–36
(Sec. 4.6)
Exercises 37–44
Chapter 3 Bloom’s Learning Objectives L1 L2 L2 L4 L1 L1 L5 L5 L3 L3 L4 L4 L3 L4 L2 L2 L3 L2
Name the key term that corresponds to a definition. Describe the motion of particles in the solid, liquid, and gaseous states of matter. Describe the effect of temperature on the solid, liquid, and gaseous states of matter. Classify a sample of matter as an element, compound, or mixture. Memorize the names and symbols of 48 common elements. List the properties of metals and nonmetals. Predict whether an element is a metal, nonmetal, or semimetal given its position in the periodic table. Predict whether an element is a solid, liquid, or gas at 25 °C and normal atmospheric pressure. Calculate the number of atoms of each element in a compound given the chemical formula. Apply the law of definite composition to a compound. Classify a property of a substance as physical or chemical. Classify a change in a substance as physical or chemical. Apply the conservation of mass law to chemical changes. Distinguish between potential and kinetic energy. Summarize the relationship of temperature and kinetic energy. Summarize the relationship of kinetic energy and physical state. Apply the conservation of energy law to physical and chemical changes. Identify the following forms of energy: chemical, electrical, mechanical, nuclear, heat, and light.
Chapter 4 Bloom’s Learning Objectives L1 L2 L2 L1 L2 L1 L4 L4 L2 L3 L4 viii
Name the key term that corresponds to a definition. Describe the Dalton model of the atom. Describe the Thomson raisin pudding model of the atom. Specify the relative charge on an electron and a proton. Describe the Rutherford nuclear model of the atom. Specify the relative charge and approximate mass of an electron, proton, and neutron. Analyze atomic notation and indicate protons, neutrons, and electrons. Analyze a given isotope and indicate the number of neutrons. Explain the concept of relative atomic mass. Calculate the atomic mass of an element given the mass and abundance of the naturally occurring isotopes. Analyze the relationship of wavelength, frequency, and energy of light. ..