Download Conceptual Integrated Science—Chapter 13

Conceptual Integrated Science—Chapter 13
Balance this equation:
____ H2 (g) + ____ N2 (g)  ____ NH3 (g)
A.
B.
C.
D.
2, 2, 3
2, 2, 5
3, 3, 2
3, 1, 2
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Balance this equation:
____ H2 (g) + ____ N2 (g)  ____ NH3 (g)
A.
B.
C.
D.
2, 2, 3
2, 2, 5
3, 3, 2
3, 1, 2
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Balance this equation:
____ P4 (s) + ____ H2 (g)  ____ PH3 (g)
A.
B.
C.
D.
4, 2, 3
1, 6, 4
1, 4, 4
2, 10, 8
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Balance this equation:
____ P4 (s) + ____ H2 (g)  ____ PH3 (g)
A.
B.
C.
D.
4, 2, 3
1, 6, 4
1, 4, 4
2, 10, 8
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
A refrigerator delays the spoilage of food by
A.
B.
C.
D.
killing microorganisms.
slowing the rate of chemical reactions within microorganisms.
expanding the water found within microorganisms.
diminishing the supply of oxygen to microorgansims.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
A refrigerator delays the spoilage of food by
A. killing microorganisms.
B. slowing the rate of chemical reactions within
microorganisms.
C. expanding the water found within microorganisms.
D. diminishing the supply of oxygen to microorgansims.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The yeast in bread dough feeds on sugar to produce
carbon dioxide. Why does the dough rise faster in a
warmer area?
A. There is a greater number of effective collisions among reacting
molecules.
B. Atmospheric pressure decreases with increasing temperature.
C. The yeast tends to “wake up” with warmer temperatures, which is
why baker’s yeast is best stored in the refrigerator.
D. The rate of evaporation increases with increasing temperature.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The yeast in bread dough feeds on sugar to produce
carbon dioxide. Why does the dough rise faster in a
warmer area?
A. There is a greater number of effective collisions among
reacting molecules.
B. Atmospheric pressure decreases with increasing temperature.
C. The yeast tends to “wake up” with warmer temperatures, which is
why baker’s yeast is best stored in the refrigerator.
D. The rate of evaporation increases with increasing temperature.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a glowing splint of wood burn only slowly in
air but rapidly in a burst of flames when placed in pure
oxygen?
A. There is a greater number of collisions between the wood and
oxygen molecules.
B. Because oxygen is a flammable gas.
C. Pure oxygen is able to absorb carbon dioxide at a faster rate.
D. A glowing wood splint is actually extinguished within pure oxygen,
because there’s no room for the smoke to expand.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a glowing splint of wood burn only slowly in
air but rapidly in a burst of flames when placed in pure
oxygen?
A. There is a greater number of collisions between the wood
and oxygen molecules.
B. Because oxygen is a flammable gas.
C. Pure oxygen is able to absorb carbon dioxide at a faster rate.
D. A glowing wood splint is actually extinguished within pure oxygen,
because there’s no room for the smoke to expand.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What is the relationship between a hydroxide ion
and a water molecule?
A. A hydroxide ion is a water molecule plus a proton.
B. A hydroxide ion and a water molecule are the same things.
C. A hydroxide ion is a water molecule minus a hydrogen nucleus.
D. A hydroxide ion is a water molecule plus two extra electrons.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What is the relationship between a hydroxide ion
and a water molecule?
A. A hydroxide ion is a water molecule plus a proton.
B. A hydroxide ion and a water molecule are the same things.
C. A hydroxide ion is a water molecule minus a hydrogen
nucleus.
D. A hydroxide ion is a water molecule plus two extra electrons.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Water is formed from the reaction of an acid and a base.
Why is it not classified as a salt?
A. Not all acid–base reactions produce salts, as in the case with
the formation of water.
B. The attraction between the two ions in water molecules is too
strong.
C. By definition, a salt must be able to dissolve in water, so water
itself cannot be called a salt.
D. A salt is an ionic compound, whereas water is a covalent
compound.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Water is formed from the reaction of an acid and a base.
Why is it not classified as a salt?
A. Not all acid–base reactions produce salts, as in the case with
the formation of water.
B. The attraction between the two ions in water molecules is too
strong.
C. By definition, a salt must be able to dissolve in water, so water
itself cannot be called a salt.
D. A salt is an ionic compound, whereas water is a covalent
compound.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What happens to the corrosive properties of an acid
and a base after they neutralize each other? Why?
A. The corrosive properties are neutralized, because the acid and
base no longer exist.
B. The corrosive properties are unaffected, because salt is a
corrosive agent.
C. The corrosive properties are doubled, because the acid and
base are combined in the salt.
D. The corrosive properties remain the same when the salt is
mixed into water.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What happens to the corrosive properties of an acid
and a base after they neutralize each other? Why?
A. The corrosive properties are neutralized, because the acid
and base no longer exist.
B. The corrosive properties are unaffected, because salt is a
corrosive agent.
C. The corrosive properties are doubled, because the acid and
base are combined in the salt.
D. The corrosive properties remain the same when the salt is
mixed into water.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Cutting back on the pollutants that cause acid rain is
one solution to the problem of acidified lakes. Suggest
another.
A.
B.
C.
D.
Stop using NaCl to salt the roads in the winter.
Add a neutralizing substance such as limestone.
Add ammonium ions to the lakes.
Filter the water to remove any acidity in the lakes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Cutting back on the pollutants that cause acid rain is
one solution to the problem of acidified lakes. Suggest
another.
A.
B.
C.
D.
Stop using NaCl to salt the roads in the winter.
Add a neutralizing substance such as limestone.
Add ammonium ions to the lakes.
Filter the water to remove any acidity in the lakes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
How might warmer oceans accelerate global warming?
A. The evaporation of water from the ocean would increase
significantly.
B. The solubility of CO2 in water decreases as temperatures rise.
C. The heat collected by the ocean water would be radiated back
into the atmosphere.
D. There would be less snow in the winter.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
How might warmer oceans accelerate global warming?
A. The evaporation of water from the ocean would increase
significantly.
B. The solubility of CO2 in water decreases as temperatures
rise.
C. The heat collected by the ocean water would be radiated back
into the atmosphere.
D. There would be less snow in the winter.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What element is oxidized in the following equation,
and what element is reduced?
I2 + 2 Br –  2 I– + Br2
A.
B.
C.
D.
iodine, I, is oxidized, while the bromine ion, Br–, is reduced.
iodine, I, is reduced, while the bromine ion, Br–, is oxidized.
both the iodine, I, and the bromine ion, Br–, are reduced.
both the iodine, I, and the bromine ion, Br–, are oxidized.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What element is oxidized in the following equation,
and what element is reduced?
I2 + 2 Br –  2 I– + Br2
A.
B.
C.
D.
iodine, I, is oxidized, while the bromine ion, Br–, is reduced.
iodine, I, is reduced, while the bromine ion, Br–, is oxidized.
both the iodine, I, and the bromine ion, Br–, are reduced.
both the iodine, I, and the bromine ion, Br–, are oxidized.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What element behaves as the oxidizing agent in the
following equation, and what element behaves as the
reducing agent?
I2 + 2 Br –  2 I– + Br2
A. The I2 is the oxidizing agent, while the Br– is the reducing agent.
B. The I2 is the reducing agent, while the Br– is the oxidizing agent.
C. The I- is the oxidizing agent, while the Br2 is the reducing agent.
D. The I- is the reducing agent, while the Br2 is the oxidizing agent.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What element behaves as the oxidizing agent in the
following equation and what element behaves as the
reducing agent?
I2 + 2 Br –  2 I– + Br2
A. The I2 is the oxidizing agent, while the Br– is the reducing
agent.
B. The I2 is the reducing agent, while the Br– is the oxidizing agent.
C. The I- is the oxidizing agent, while the Br2 is the reducing agent.
D. The I- is the reducing agent, while the Br2 is the oxidizing agent.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Ultraviolet Sun rays within the stratosphere cause oxygen
molecules, O2, to transform into ozone molecules, O3. Is
this an example of a physical or a chemical change?
3 O2 + UV  2 O3
A.
B.
C.
D.
Physical, because there are still only oxygen atoms.
Chemical, because the oxygen atoms are bonded differently.
Physical, because the Sun’s rays are a form of pure energy.
Chemical, because energy is being absorbed.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Ultraviolet Sun rays within the stratosphere cause oxygen
molecules, O2, to transform into ozone molecules, O3. Is
this an example of a physical or a chemical change?
3 O2 + UV  2 O3
A. Physical, because there are still only oxygen atoms.
B. Chemical, because the oxygen atoms are bonded
differently.
C. Physical, because the Sun’s rays are a form of pure energy.
D. Chemical, because energy is being absorbed.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Ultraviolet Sun rays within the stratosphere cause oxygen
molecules, O2, to transform into ozone molecules, O3. Is
this an example of an exothermic or an endothermic
reaction?
3 O2 + UV  2 O3
A. Exothermic, because ultraviolet light is emitted.
B. Endothermic, because ultraviolet light is emitted.
C. Exothermic, because ultraviolet light is absorbed.
D. Endothermic, because ultraviolet light is absorbed.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Ultraviolet Sun rays within the stratosphere cause oxygen
molecules, O2, to transform into ozone molecules, O3. Is
this an example of an exothermic or an endothermic
reaction?
3 O2 + UV  2 O3
A. Exothermic, because ultraviolet light is emitted.
B. Endothermic, because ultraviolet light is emitted.
C. Exothermic, because ultraviolet light is absorbed.
D. Endothermic, because ultraviolet light is absorbed.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
A friend argues that if mass were really conserved, he
would never need to refill his gas tank. What explanation
do you offer your friend?
A. The Law of Conservation of Mass does not apply to reactions
involving combustion or explosion of matter.
B. The oil companies make gasoline in a way that it gets used up so
that we are always required to replenish it.
C. The atoms (mass) of gasoline are converted into energy by the
engine according to E = mc2.
D. The atoms (mass) of gasoline are converted into exhaust fumes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
A friend argues that if mass were really conserved, he
would never need to refill his gas tank. What explanation
do you offer your friend?
A. The Law of Conservation of Mass does not apply to reactions
involving combustion or explosion of matter.
B. The oil companies make gasoline in a way that it gets used up so
that we are always required to replenish it.
C. The atoms (mass) of gasoline are converted into energy by the
engine according to E = mc2.
D. The atoms (mass) of gasoline are converted into exhaust
fumes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Gasoline contains only hydrogen and carbon atoms. Yet
nitrogen oxide and nitrogen dioxide are produced when
gasoline burns. What is the source of the nitrogen and
oxygen atoms?
A. These atoms are from the impurities dissolved within the
gasoline.
B. Nitrogen oxide and nitrogen dioxide from the atmosphere are
pulled into the combustion chamber prior to exiting the engine
through the exhaust.
C. Atmospheric nitrogen and oxygen react with each other within
the combustion chamber.
D. According to the principle of the conservation of mass, this is not
possible.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Gasoline contains only hydrogen and carbon atoms. Yet
nitrogen oxide and nitrogen dioxide are produced when
gasoline burns. What is the source of the nitrogen and
oxygen atoms?
A. These atoms are from the impurities dissolved within the
gasoline.
B. Nitrogen oxide and nitrogen dioxide from the atmosphere are
pulled into the combustion chamber prior to exiting the engine
through the exhaust.
C. Atmospheric nitrogen and oxygen react with each other
within the combustion chamber.
D. According to the principle of the conservation of mass, this is not
possible.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
How many diatomic molecules are represented in the
chemical reaction shown below?
A. 1
B. 2
C. 3
D. 4
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
How many diatomic molecules are represented in the
chemical reaction shown below?
A. 1
B. 2
C. 3
D. 4
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The reactants shown schematically below represent iron oxide,
Fe2O3, and carbon monoxide, CO. Which of the following is the
correct full balanced chemical equation for what is depicted?
A. Fe2O3 + 3 CO

2 Fe + 3 CO2
B. Fe2O3 + 3 CO

2 Fe + 3 C2O
C. Fe2O3 + 3 CO

3 FeO2 + 2 C
D. Fe2O3 + 3 CO

3 FeO + 2 C
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The reactants shown schematically below represent iron oxide,
Fe2O3, and carbon monoxide, CO. Which of the following is the
correct full balanced chemical equation for what is depicted?
A. Fe2O3 + 3 CO

2 Fe + 3 CO2
B. Fe2O3 + 3 CO

2 Fe + 3 C2O
C. Fe2O3 + 3 CO

3 FeO2 + 2 C
D. Fe2O3 + 3 CO

3 FeO + 2 C
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a glowing splint of wood burn only slowly in
air but rapidly in a burst of flames when placed in pure
oxygen?
A. Pure oxygen is able to absorb carbon dioxide at a faster rate.
B. A glowing wood splint is actually extinguished within pure oxygen,
because there’s no room for the smoke to expand.
C. There are a greater number of collisions between the wood and
oxygen molecules.
D. Oxygen is a flammable gas.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a glowing splint of wood burn only slowly in
air but rapidly in a burst of flames when placed in pure
oxygen?
A. Pure oxygen is able to absorb carbon dioxide at a faster rate.
B. A glowing wood splint is actually extinguished within pure oxygen,
because there’s no room for the smoke to expand.
C. There are a greater number of collisions between the wood
and oxygen molecules.
D. Oxygen is a flammable gas.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The warm air from a lit birthday candle does not rise within
an orbiting space station because there is no up or down.
As a result, what happens to the burning candle and why?
A. The warm air surrounding the candle speeds up the rate of reaction
so that the candle burns brighter.
B. Soot from the candle forms a ball around the candle. The
temperature inside this ball builds up until there is a small explosion.
C. Less oxygen becomes available to the flame to the point the
flame is extinguished.
D. The candle continues to burn with nothing unusual happening.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
The warm air from a lit birthday candle does not rise within
an orbiting space station because there is no up or down.
As a result, what happens to the burning candle and why?
A. The warm air surrounding the candle speeds up the rate of reaction
so that the candle burns brighter.
B. Soot from the candle forms a ball around the candle. The
temperature inside this ball builds up until there is a small explosion.
C. Less oxygen becomes available to the flame to the point
the flame is extinguished.
D. The candle continues to burn with nothing unusual happening.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Use the bond energies below to determine whether
the following reaction is exothermic or endothermic:
H2 + Cl2  2 HCl
H-H bond energy: 436 kJ/mol
H-Cl bond energy: 431 kJ/mol
Cl-Cl bond energy: 243 kJ/mol
A.
Exothermic with more than 50 kJ of energy released.
B.
Endothermic with more than 50 kJ of energy absorbed.
C.
Endothermic with less than 50 kJ of energy absorbed.
D.
Exothermic with less than 50 kJ of energy released.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Use the bond energies below to determine whether
the following reaction is exothermic or endothermic:
H2 + Cl2  2 HCl
H-H bond energy: 436 kJ/mol
H-Cl bond energy: 431 kJ/mol
Cl-Cl bond energy: 243 kJ/mol
A.
Exothermic with more than 50 kJ of energy released.
B.
Endothermic with more than 50 kJ of energy absorbed.
C.
Endothermic with less than 50 kJ of energy absorbed.
D.
Exothermic with less than 50 kJ of energy released.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Identify the acid or base behavior of each substance
in these reactions:
H3O+ +Cl–
H2O + HCl
A.
H3O acts as a base, Cl– acts as an acid, H2O acts as an
acid, HCl acts as a base.
B.
H3O acts as a base, Cl– acts as an acid, H2O acts as a
base, HCl acts as an acid.
C.
H3O acts as an acid, Cl– acts as a base, H2O acts as an
acid, HCl acts as a base.
D.
H3O acts as an acid, Cl– acts as a base, H2O acts as a
base, HCl acts as an acid.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Identify the acid or base behavior of each substance
in these reactions:
H3O+ +Cl–
H2O + HCl
A.
H3O acts as a base, Cl– acts as an acid, H2O acts as an
acid, HCl acts as a base.
B.
H3O acts as a base, Cl– acts as an acid, H2O acts as a
base, HCl acts as an acid.
C.
H3O acts as an acid, Cl– acts as a base, H2O acts as an
acid, HCl acts as a base.
D.
H3O acts as an acid, Cl– acts as a base, H2O acts as a
base, HCl acts as an acid.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
When the hydronium ion concentration equals 10
moles per liter, what is the pH of the solution? Is
the solution acidic or basic?
A. pH = 1; this is an acidic solution.
B. pH = 0; this is an acidic solution.
C. pH = –0.301; this is an acidic solution.
D. pH = 7; this is a neutral solution.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
When the hydronium ion concentration equals 10
moles per liter, what is the pH of the solution? Is
the solution acidic or basic?
A. pH = 1; this is an acidic solution.
B. pH = 0; this is an acidic solution.
C. pH = –0.301; this is an acidic solution.
D. pH = 7; this is a neutral solution.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What happens to the pH of a 1M solution of hydrochloric
acid, HCl, as a solution of 1M acetic acid is added to it?
A.
The pH remains unchanged. Acetic acid is a weak acid and
unable to affect the pH in the presence of such a concentrated
solution of such a strong acid.
B.
The pH of the solution decreases (becomes more acidic),
because two acids are being combined.
C.
The pH of the solution increases (becomes less acidic),
because the acetic acid solution is diluting the hydrochloric acid
solution.
D.
None of the above.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What happens to the pH of a 1M solution of hydrochloric
acid, HCl, as a solution of 1M acetic acid is added to it?
A.
The pH remains unchanged. Acetic acid is a weak acid and
unable to affect the pH in the presence of such a concentrated
solution of such a strong acid.
B.
The pH of the solution decreases (becomes more acidic),
because two acids are being combined.
C.
The pH of the solution increases (becomes less acidic),
because the acetic acid solution is diluting the hydrochloric
acid solution.
D.
None of the above.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why are seasonal fluctuations in atmospheric CO2 much
more pronounced in the northern hemisphere compared
to the southern hemisphere?
A.
The trees and other photosynthetic plants absorb atmospheric
carbon dioxide in summer in the northern hemisphere but lose
their leaves in fall and winter, and photosynthesis stops.
B.
During the fall and winter in the northern hemisphere, decay of
the organic matter generates carbon dioxide, which increases
the atmospheric CO2 levels by the spring.
C.
Both A and B are true.
D.
CO2 production is more limited in the area of our planet’s largest
land masses, which are located in the southern hemisphere.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why are seasonal fluctuations in atmospheric CO2 much
more pronounced in the northern hemisphere compared
to the southern hemisphere?
A.
The trees and other photosynthetic plants absorb atmospheric
carbon dioxide in summer in the northern hemisphere but lose
their leaves in fall and winter, and photosynthesis stops.
B.
During the fall and winter in the northern hemisphere, decay of
the organic matter generates carbon dioxide, which increases
the atmospheric CO2 levels by the spring.
C.
Both A and B are true.
D.
CO2 production is more limited in the area of our planet’s largest
land masses, which are located in the southern hemisphere.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What might the relationship be between an element’s
electronegativity and its ability to behave as an
oxidizing agent?
A.
As the electronegativity goes up, the ability of an element
to act as an oxidant stays the same.
B.
As the electronegativity increases, the element has a
tendency to undergo oxidation.
C.
As the electronegativity goes up, the ability of an element
to act as an oxidant decreases.
D.
As the electronegativity goes, up the ability of an element to
act as an oxidant increases.
E.
None of the above.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What might the relationship be between an element’s
electronegativity and its ability to behave as an
oxidizing agent?
A.
As the electronegativity goes up, the ability of an element
to act as an oxidant stays the same.
B.
As the electronegativity increases, the element has a
tendency to undergo oxidation.
C.
As the electronegativity goes up, the ability of an element
to act as an oxidant decreases.
D.
As the electronegativity goes, up the ability of an
element to act as an oxidant increases.
E.
None of the above.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a battery that has thick zinc walls last
longer than one that has thin zinc walls?
A.
Thicker zinc walls prevent electrons from being lost
into the surrounding environment.
B.
Thicker zinc walls last longer at holding in the battery
acid.
C.
Thick zinc walls prevent the battery from overheating.
D.
The zinc walls are transformed into zinc ions as the
battery provides electricity.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why does a battery that has thick zinc walls last
longer than one that has thin zinc walls?
A.
Thicker zinc walls prevent electrons from being lost
into the surrounding environment.
B.
Thicker zinc walls last longer at holding in the battery
acid.
C.
Thick zinc walls prevent the battery from overheating.
D.
The zinc walls are transformed into zinc ions as the
battery provides electricity.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What set of coefficients is necessary to balance the
following chemical equation?
__Ce4+ + __Cl–  __Ce3+ + __Cl2
A.
2, 2, 2, 1
B.
1, 4, 1, 2
C.
1, 2, 1, 1
D.
3, 4, 3, 2
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
What set of coefficients is necessary to balance the
following chemical equation?
__Ce4+ + __Cl–  __Ce3+ + __Cl2
A.
2, 2, 2, 1
B.
1, 4, 1, 2
C.
1, 2, 1, 1
D.
3, 4, 3, 2
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
When lightning strikes, nitrogen molecules, N2, and oxygen
molecules, O2, in the air react to form nitrates, NO3, which
come down in the rain to help fertilize the soil. Is this an
example of oxidation or reduction?
A.
The formation of nitrates is an example of reduction.
B.
The formation of nitrates is an example of oxidation.
C.
Both. The nitrogen is oxidized as it reacts with the oxygen
while the oxygen is reduced.
D.
Neither. Although the bonds of both the N2 and O2 molecules are
broken to form the NO3–, neither oxidation nor reduction occurs.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
When lightning strikes, nitrogen molecules, N2, and oxygen
molecules, O2, in the air react to form nitrates, NO3, which
come down in the rain to help fertilize the soil. Is this an
example of oxidation or reduction?
A.
The formation of nitrates is an example of reduction.
B.
The formation of nitrates is an example of oxidation.
C.
Both. The nitrogen is oxidized as it reacts with the oxygen
while the oxygen is reduced.
D.
Neither. Although the bonds of both the N2 and O2 molecules are
broken to form the NO3–, neither oxidation nor reduction occurs.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why is it easier for the body to excrete a polar molecule than it is to
excrete a nonpolar molecule? What chemistry does the body use to
get rid of molecules it no longer needs?
A.
Polar molecules are easier to excrete because of their greater solubility in
water. Upon dissolving in water, they can be excreted through urine.
B.
It is easier for the body to excrete nonpolar molecules, because they
dissolve in the oils of the skin and are washed away when we bathe.
C.
Polarity of the molecules has nothing to do with the ease of excretion.
However, the body does metabolize and excrete smaller molecules more
easily and passes them out through the colon.
D.
Polar and nonpolar molecules are excreted equally easily. The body is
well adapted to deal with both forms of molecules via its metabolic
processes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley
Conceptual Integrated Science—Chapter 13
Why is it easier for the body to excrete a polar molecule than it is to
excrete a nonpolar molecule? What chemistry does the body use to
get rid of molecules it no longer needs?
A.
Polar molecules are easier to excrete because of their greater
solubility in water. Upon dissolving in water, they can be excreted
through urine.
B.
It is easier for the body to excrete nonpolar molecules, because they
dissolve in the oils of the skin and are washed away when we bathe.
C.
Polarity of the molecules has nothing to do with the ease of excretion.
However, the body does metabolize and excrete smaller molecules more
easily and passes them out through the colon.
D.
Polar and nonpolar molecules are excreted equally easily. The body is
well adapted to deal with both forms of molecules via its metabolic
processes.
Copyright © 2007 Pearson Education, Inc., publishing as Pearson Addison-Wesley