Table Of Content

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Upper Saddle River, NJ 07458 All rights reserved. No part of this book may be reproduced in any form or by any means, without permission in writing from the publisher. The author and publisher of this book have used their best efforts in preparing this book. These efforts include the development, research, and testing of the theories and programs to determine their effectiveness. The author and publisher make no warranty of any kind, expressed or implied, with regard to these programs or the documentation contained in this book. The author and publisher shall not be liable in any event for incidental or consequential damages in connection with, or arising out of, the furnishing, performance, or use of these programs. Printed in the United States of America 10 9 8 7 6 5 4 ISBN Q-lB-QCHV^a-S Pearson Education Ltd., London Pearson Education Australia Pty. Ltd., Sydney Pearson Education Singapore, Pte. Ltd. Pearson Education North Asia Ltd., Hong Kong Pearson Education Canada, Inc., Toronto Pearson Educacfon de Mexico, S.A. de C.V. Pearson Education—Japan, Tokyo Pearson Education Malaysia, Pte. Ltd. Pearson Education, Upper Saddle River, New Jersey Contents Introduction. v Chapter 1 Introduction: Matter and Measurement. 1 Chapter 2 Atoms, Molecules, and Ions . 17 Chapter 3 Stoichiometry: Calculations with Chemical Formulas and Equations . 37 Chapter 4 Aqueous Reactions and Solution Stoichiometry. 72 Chapter 5 Thermochemistry . 97 Chapter 6 Electronic Structure of Atoms. 128 Chapter 7 Periodic Properties of the Elements . 148 Chapter 8 Basic Concepts of Chemical Bonding. 170 Chapter 9 Molecular Geometry and Bonding Theories . 201 Chapter 10 Gases . 234 Chapter 11 Intermolecular Forces, Liquids and Solids . 261 Chapter 12 Modern Materials 287 Chapter 13 Properties of Solutions . 305 Chapter 14 Chemical Kinetics. 334 Chapter 15 Chemical Equilibrium . 363 Chapter 16 Acid-Base Equilibria . 388 Chapter 17 Additional Aspects of Aqueous Equilibria . 426 Chapter 18 Chemistry of the Environment. 465 Chapter 19 Chemical Thermodynamics. 484 Chapter 20 Electrochemistry. 514 Chapter 21 Nuclear Chemistry. 549 Chapter 22 Chemistry of the Nonmetals . 569 Chapter 23 Metals and Metallurgy. 592 Chapter 24 Chemistry of Coordination Compounds . 608 Chapter 25 The Chemistry of Life: Organic and Biological Chemistry . 629 iv Introduction Chemistry: The Central Science, 9th edition, contains nearly 2400 end-of-chapter exercises. Considerable attention has been given to these exercises because one of the best ways for students to master chemistry is by solving problems. Grouping the exercises according to subject matter is intended to aid the student in selecting and recognizing particular types of problems. Within each subject matter group, similar problems are arranged in pairs. This provides the student with an opportunity to reinforce a particular kind of problem. There are also a substantial number of general exercises in each chapter to supplement those grouped by topic. Integrative exercises, which require students to integrate concepts from several chapters, are a continuing feature of the 9th edition. Answers to the odd numbered topical exercises plus selected general and integrative exercises, about 1100 in all, are provided in the text. These appendix answers help to make the text a useful self- contained vehicle for learning. $ This manual, Solutions to Exercises in Chemistry: The Central Science, 9th edition, was written to enhance the end-of-chapter exercises by provided documented solutions. The manual assists the instructor by saving time spent generating solutions for assigned problem sets and aids the student by offering a convenient independent source to check their understanding of the material. Most solutions have been worked in the same detail as the in-chapter sample exercises to help guide students in their studies. To reinforce the 'Analyze, Plan, Solve, Check’ problem-solving method used extensively in the text, this strategy has also been incorporated into the Solution Manual. Solutions to most red paired exercises and selected Additional and Integrative exercises feature this four-step approach. We strongly encourage students to master this powerful and totally general method. When using this manual, keep in mind that the numerical result of any calculation is influenced by the precision of the numbers used in the calculation. In this manual, for example, atomic masses and physical constants are typically expressed to four significant figures, or at least as precisely as the data given in the problem. If students use slightly different values to solve problems, their answers will differ slightly from those listed in the appendix of the text or this manual. This is a normal and a common occurrence when comparing results from different calculations or experiments. Rounding methods are another source of differences between calculated values. In this manual, when a solution is given in steps, intermediate results will be rounded to the correct number of significant figures; however, unrounded numbers will be used in subsequent calculations. By following this scheme, calculators need not be cleared to re-enter rounded intermediate results in the middle of a calculation sequence. The final answer will appear with the correct number of significant figures. This may result in a small discrepancy in the last significant digit between student-calculated answers and those given in this manual. Variations due to rounding can occur in any analysis of numerical data. V The first step in checking your solution and resolving differences between your answer and the listed value is to look for similarities and differences in problem-solving methods. Ultimately, resolving the small numerical differences described above is less important than understanding the general method for solving a problem. The goal of this manual is to provide a reference for sound and consistent problem-solving methods in addition to accurate answers to text exercises. Extraordinary efforts have been made to keep this manual as error-free as possible. All exercises were worked and proof-read by at least three chemists to ensure clarity in methods and accuracy in mathematics. The work and advice of Dr. Mary Ellen Biggin, Augustana College and Dr. Angela Manders Cannon, University of Illinois have been invaluable to this project. However, in a written work as technically challenging as this manual, typos and errors inevitably creep in. Please help us find and eliminate them. We hope that both instructors and students will find this manual accurate, helpful and instructive. Roxy B. Wilson University of Illinois School of Chemical Sciences 601 S. Mathews Ave., BoxA-2 Urbana, IL 61801 [email protected] vi Introduction: j Matter and ■ Measurement Classification and Properties of Matter 1.1 (a) heterogeneous mixture (b) homogeneous mixture (If there are undissolved particles, such as sand or decaying plants, the mixture is heterogeneous.) (c) pure substance (d) homogeneous mixture 1.2 (a) homogeneous mixture (b) heterogeneous mixture (particles in liquid) (c) pure substance (d) heterogeneous mixture 1.3 (a) Al (b) Na (c) Br (d) Cu (e) Si (f) N (g) Mg (h) He 1.4 (a) C (b) K (c) Cl (d) Zn (e) P (f) Ar (g) Ca (h) Ag 1.5 (a) hydrogen (b) magnesium (c) lead (d) silicon (e) fluorine (g) manganese (h) arsenic 1.6 (a) chromium (b) iodine (c) lithium (d) selenium (e) lead (f) vanadium (g) mercury (h) gallium heat 1.7 A(s) -» B(s) + C(g) When carbon(s) is burned in excess oxygen the two elements combine to form a gaseous compound, carbon dioxide. Clearly substance C is this compound. Since C is produced when A is heated in the absence of oxygen (from air), both the carbon and oxygen in C must have been present in A originally. A is, therefore, a compound composed of two or more elements chemically combined. Without more information on the chemical or physical properties of B, we cannot determine absolutely whether it is an element or a compound. However, few if any elements exist as white solids, so B is probably also a compound. 1.8 Before modern instrumentation, the classification of a pure substance as an element was determined by whether it could be broken down into component elements. Scientists subjected the substance to all known chemical means of decomposition, and if the results were negative, the substance was an element. Classification by negative results was somewhat ambiguous, since an effective decomposition technique might exist, but not yet have been discovered. 1 1 Matter and Measurement Solutions to Exercises 1.9 1.10 H20 molecules 1.11 Physical properties: silvery white (color); lustrous; melting point = 649°C; boiling point = 1105°C; density at 20°C = 1.738 g/cm3; pounded into sheets (malleable); drawn into wires (ductile); good conductor. Chemical properties: burns in air to give intense white light; reacts with Cl2 to produce brittle white solid. 1.12 Physical properties: silver-grey (color); melting point = 420°C; hardness = 2.5 Mohs; density = 7.13 g/cm3 at 25°C. Chemical properties: metal; reacts with sulfuric acid to produce hydrogen gas; reacts slowly with oxygen at elevated temperatures to produce ZnO. 1.13 (a) chemical (b) physical (c) physical (d) chemical (e) chemical 1.14 (a) chemical (b) physical (c) physical (The production of H20 is a chemical change, but its condensation is a physical change.) (d) physical (The production of soot is a chemical change, but its deposition is a physical change.) 1.15 Take advantage of differences in physical properties to separate the components of a mixture. First heat the liquid to 100°C to evaporate the water. This is conveniently done in a distillation apparatus (Figure 1.13) so that the water can be collected. After the water is completely evaporated and if there is a residue, measure the physical properties of the residue such as color, density and melting point. Compare the observed properties of the residue to those of table salt, NaCI. If the properties match, the colorless liquid contained table salt. If the properties don’t match, the liquid contained a different dissolved solid. If there is no residue, no dissolved solid is present. 1.16 (a) Take advantage of the different water solubilities of the two solids. Add water to dissolve the sugar; filter this mixture, collecting the sand on the filter paper and the sugar water in the flask. Evaporate the water from the flask to reproduce solid sugar. 2