...Chapter 3 MULTIPLE CHOICE QUESTIONS Part 3: Syror och baser (Answers on page 18) Topic: Acid-Base Definitions 1. According to the Lewis definition, a base is a(n): A) Proton donor. B) Electron pair donor. C) Hydroxide ion donor. D) Hydrogen ion donor. E) Electron pair acceptor. 2. Which of the following is not both a Bronsted-Lowry acid and a Bronsted-Lowry base? A) HSO4! B) H2PO4! C) HCO3! D) OH! E) SH! 3. Which of the following is not a conjugate acid - conjugate base pair (in that order)? A) H3PO4, H2PO4! B) HBF4, BF4! C) CH3CH2OH, CH3CH2O! D) H3O+, H2O E) HPO4!, H2PO4! 4. The conjugate base of sulfuric acid is: A) H3SO4+ B) SO3 C) HSO4! D) H2SO3 E) HSO3! A) B) C) D) E) Topic: Acid-Base Definitions 6. Which of these is not a true statement? A) All Lewis bases are also Bronsted-Lowry bases. B) All Lewis acids contain hydrogen. C) All Bronsted-Lowry acids contain hydrogen. D) All Lewis acids are electron deficient. E) According to the Bronsted-Lowry theory, water is both an acid and a base. 7. For the equilibrium CH3NH3+ + H2O CH3NH3+ + H3O+ the two substances which both are acids are: A) H2O and H3O+ B) CH3NH3+ and H2O C) CH3NH3+ and CH3NH2 D) CH3NH3+ and H3O+ E) CH3NH2 and H2O 8. Which of the following is not a Lewis base? A) NH3 B) H! C) BF3 D) H2O E) H3C! 9. Which of the following is not a Bronsted-Lowry acid? A) H2O B) (CH3)3N C) NH4+ D) CH3CO2H E) HC"CH 5. Consider the equilibrium. Which are the Bronsted-Lowry...
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...Chang: Chemistry 7th Edition - Chapter 11 CH116 General Chemistry II INTERMOLECULAR FORCES Inter-molecular Forces Have studied INTRAmolecular forces—the forces holding atoms together to form molecules. Now turn to forces between molecules — INTERmolecular forces. Forces between molecules, between ions, or between molecules and ions. Table 13.1 Summary of Intermolecular Forces Ions Dipoles Induced Dipoles (Overhead & book p 585) Covalent bond energies 100-400 kJ/mol Attractive forces between ions 700-100 kJ/mol Intermolecular attractions less than 15% of bond energies Intermolecular Forces Ion-Ion Forces Na+ — Cl- in salt. These are the strongest forces. Lead to solids with high melting temperatures. NaCl, mp = 800 oC MgO, mp = 2800 oC Intermolecular Attractions Coulomb’s Law Force ~ (n+)(n-)/d2 Distance - twice the distance = 1/4 the force Charge on the Ion Magnitude of the dipole Composition - Solids and Liquids are closer so composition has greater role in attractive forces Attraction Between Ions and Permanent Dipoles Water is highly polar and can interact with positive ions to give hydrated ions in water. Attraction Between Ions and Permanent Dipoles Water is highly polar and can interact with positive ions to give hydrated ions in water. Dissolving Ionic Solids Attraction Between Ions and Permanent Dipoles Many metal ions are hydrated. It is the reason metal salts dissolve in water. Attraction Between Ions and Permanent...
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...Table of Contents Partial table of contents: Carbon Compounds and Chemical Bonds. Representative Carbon Compounds. An Introduction to Organic Reactions: Acids and Bases. Alkanes and Cycloalkanes: Conformations of Molecules. Stereochemistry: Chiral Molecules. Alkenes and Alkynes I: Properties and Synthesis. Alkenes and Alkynes II: Addition Reactions. Radical Reactions. Alcohols and Ethers. Conjugated Unsaturated Systems. Aromatic Compounds. Reactions of Aromatic Compounds. Aldehydes and Ketones I: Nucleophilic Additions to the Carbonyl Group. Aldehydes and Ketones II: Aldol Reactions. Carboxylic Acids and Their Derivatives: Nucleophilic Substitution at the Acyl Carbon. Amines. Carbohydrates. Lipids. Answers to Selected Problems. Glossary. Index. Solomons/Advices ADVICES FOR STUDYING ORGANIC CHEMISTRY 1. Keep up with your studying day to day –– never let yourself get behind, or better yet, be a little ahead of your instructor. Organic chemistry is a course in which one idea almost always builds on another that has gone before. 2. Study materials in small units, and be sure that you understand each new section before you go on to the next. Because of the cumulative nature of organic chemistry, your studying will be much more effective if you take each new idea as it comes and try to understand it completely before you move onto the nest concept. 3. Work all of the in-chapter and assigned problems. 4. Write when you study. over and over again. Write the reactions, mechanisms...
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...Unit 2 Review: Answers: Review for Organic Chemistry Unit Test 2. a) b) c) Write the IUPAC names for the following organic molecules: acetone: propanone d) acetylene: ethyne acetic acid: ethanoic acid e) toluene: methyl benzene formic acid: methanoic acid f) isopropyl alcohol: 2-propanol 3. Be able to use physical or chemical properties to distinguish between organic substances. For example, identify one physical or chemical property you could use to distinguish between the following pairs of organic substances: a) 2-butanol and 2-methyl-2-propanol: • 2-butanol is a secondary alcohol so it will undergo oxidation reactions with [O] to produce butanone (a ketone). An oxidizing agent such as KMnO4 or Na2Cr2O7 will change colour to indicate the reaction • 2-methyl-2-propanol is a tertiary alcohol, so it will not undergo an oxidation reaction with [O]. The oxidizing agent will not change colour b) cyclopentane and cyclopentene: • cyclopentane is saturated while cyclopentene is unsaturated • if bromine in water is added to both compounds, the cyclopentane will not remove the orange colour of the bromine, but the cyclopentene will turn the bromine colourless c) butane and 1-butanol: i) solubility in water: butane is a hydrocarbon so it is non-polar and will not dissolve well in water, while 1-butanol is an alcohol so it is polar and is miscible in water ii) state at SATP: butane is a very short chain alkane so it is a gas a SATP. Butanol, because it is polar, is a liquid at SATP iii)...
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... - Physical properties, fluorine is a pale yellow gas, chlorine a greenish gas, bromine a red-brown liquid and iodine a black solid o Fluorine is small and leads to the repulsion between non-bonding electrons because they are so close together o The atoms get bigger as we go down the group because each element has one extra filled main level of electrons compared with the one above it |Halogen |Atomic number |Electron Arrangement |Electronegativity |Atomic radius nm |Melting point K |Boiling Point K | |Fluorine |9 |[He]2s22p5 |4.0 |0.071 |53 |85 | |Bromine |35 |[Ar]3d104s24p5 |2.8 |0.114 |266 |332 | Electronegativity - This is a measure of the ability of an atom to attract electrons, or electron density towards itself within a covalent bond o This depends on the attraction between the nucleus and bonding electrons in the outer shell, which depends on the balance between the nuclear charge and the distance between the nucleus and the bonding pairs plus the shielding effect of inner shells of electrons Melting and boiling points - Melting and boiling points involve weakening and breaking van der Waals forces only, the covalent bonds in...
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...Unit One: Biochemistry Organic chemistry: chemistry of carbon based molecules * Life on our planet is carbon based * All life is carbon based, so to understand how biological processes occur we need to consider organic chemistry Hydrocarbons: molecules that are entirely made from carbon and hydrogen * Carbon you can get a lot of shape (rings etc) * Mostly non-metals (hydrogen, carbon, oxygen etc) make up molecules in our cells * Hydrogen, carbon, nitrogen, oxygen make 96% of living organisms however 21 elements found as well * Most of 4% consists of calcium, potassium, phosphorus, sulfur, sodium, chlorine, magnesium Functional Groups * Most functional groups are ionic or strongly polar which makes them very attracted to other ionic or polar molecules * Non polar portions do not attract other molecules so do not help initiate chemical reactions * So, some polar functional groups are strongly attracted to water and so can often be dissolved in the cytosol of the cell, example ethane is hydrocarbon doesn’t have functional group so does not dissolve in water and is gas at room temperature however ethanol has functional group so highly soluble in water Carbon Chemistry * Because it has has 4 electrons in shell so can form 4 covalent bonds to form these shapes * Can form bonds with others but can also bind with each other * Carbon containing rings can join to make polymers Dehydration and Hydrolysis...
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...1 UTME 2001 Type R Questions Use the graph below to answer questions 1 and 2. 100 200 Time (mins) T(0C) 0 1 2 3 4 5 6 7 8 300 Liquid Vapour Solid 1. If the gas is cooled, at what temperature will it start to condense? (A) 1250C (B) 1500C (C) 1750C (D) 2500C 2. How long does it take all the solid to melt? (A) 2.5 mins (B) 6.0 mins (C) 1.0 mins (D) 3.0 mins 3. 25cm3 of a gas X contains Z molecules at 150C and 75mmHg. How many molecules will 25cm3 of another gas Y contain at the same temperature and pressure? (A) 2Y (B) 2Z (C) Z (D) Y 4. What mass of water is produced when 8.0g of hydrogen reacts with excess oxygen? (A) 36.0g (B) 8.0g (C) 72.0g (D) 16.0g [H = 1, O = 16] 5. A particle that contains 9 protons, 10 neutrons and 10 electrons is a (A) negative ion (B) positive ion (C) neutral atom of a non metal (D) neutral atom of a metal 6. Cancerous growth are cured by exposure to (A) γ -rays (B) β -rays (C) α -rays (D) x-rays 7. An oxide XO2 has a vapour density of 32. What is the atomic mass of X (A) 32 (B) 20 (C) 14 (D) 12 [O = 16] 8. Milikan’s contribution to the development of atomic theory is the determination of (A) charge on electron (B) positive rays (C) charge to mass ratio (D) cathode rays 9. Four elements W, X, Y, and Z have atomic numbers 2, 6, 16 and 20 respectively. Which of these elements is a metal? (A) X (B) W (C) Z (D) Y 10. An element X with relative atomic mass 16.2 contains two isotopes 16X 8 with relative abundance of 90% and X m8 with relative abundance of 10%...
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...Organic Chemistry Second Edition The INSTANT NOTES series Series Editor: B.D. Hames School of Biochemistry and Molecular Biology, University of Leeds, Leeds, UK Animal Biology 2nd edition Biochemistry 2nd edition Bioinformatics Chemistry for Biologists 2nd edition Developmental Biology Ecology 2nd edition Immunology 2nd edition Genetics 2nd edition Microbiology 2nd edition Molecular Biology 2nd edition Neuroscience Plant Biology Chemistry series Consulting Editor: Howard Stanbury Analytical Chemistry Inorganic Chemistry 2nd edition Medicinal Chemistry Organic Chemistry 2nd edition Physical Chemistry Psychology series Sub-series Editor: Hugh Wagner Dept of Psychology, University of Central Lancashire, Preston, UK Psychology Forthcoming titles Cognitive Psychology Physiological Psychology Organic Chemistry Second Edition G. L. Patrick Department of Chemistry and Chemical Engineering, Paisley University, Paisley, Scotland This edition published in the Taylor & Francis e-Library, 2005. "To purchase your own copy of this or any of Taylor & Francis or Routledge's collection of thousands of eBooks please go to www.eBookstore. tandf.co.uk.” © Garland Science/BIOS Scientific Publishers, 2004 First published 2000 Second edition published 2004 All rights reserved. No part of this book may be reproduced or transmitted, in any form or by any means, without permission. A CIP catalogue record for this book is available from the British Library. ISBN 0-203-42761-0 Master e-book...
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...review by other scientists. • Publication and peer review establish the legitimacy of scientific progress. What is a Hypothesis? • A tentative statement that proposes a possible explanation to some phenomenon or event. – A useful hypothesis is a testable statement which may include a prediction. – Stated simply and concisely • At the end of your experiment you will accept it or reject it. Hypothesis-based science • Pose and test hypotheses – Hypothesis-based science involves • • Observations, questions, hypotheses as tentative answers to questions Deductions lead to predictions, and then tests of predictions to see if a hypothesis is falsifiable. Scientific Method. • – In experiments designed to test hypotheses • The use of control groups and experimental groups helps to control variables • A Case Study from Everyday Life – Deductive reasoning is used in testing hypotheses – If a hypothesis is correct, and we test it, then we can expect a particular outcome Observations Question Hypothesis # 1: Dead batteries Hypothesis # 2: Burnt-out bulb Prediction: Replacing batteries will fix problem...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC® CHEMISTRY SYLLABUS Effective for examinations from May–June 2015 CXC 21/G/SYLL 13 Published by the Caribbean Examinations Council. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica Telephone Number: + 1 (876) 630-5200 Facsimile Number: + 1 (876) 967-4972 E-mail Address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2013 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados CXC 21/G/SYLL 13 Contents RATIONALE ................................................................................................................................... AIMS ............................................................................................................................................. CANDIDATE POPULATION ............................................................................................................. SUGGESTED TIME-TABLE ALLOCATION ........................................................................................ ORGANISATION OF THE SYLLABUS .................................................
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...1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer learning. The modules generally use authentic assessment for the students to perform real-world tasks demonstrating meaningful application of essential...
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...Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20 Chapter 21 Chapter 22 Chapter 23 Introduction to Biochemistry Water Amino Acids and the Primary Structures of Proteins Proteins: Three-Dimensional Structure and Function Properties of Enzymes Mechanisms of Enzymes Coenzymes and Vitamins Carbohydrates Lipids and Membranes Introduction to Metabolism Glycolysis Gluconeogenesis, The Pentose Phosphate Pathway, and Glycogen Metabolism The Citric Acid Cycle Electron Transport and Oxidative Phosphorylation Photosynthesis Lipid Metabolism Amino Acid Metabolism Nucleotide Metabolism Nucleic Acids DNA Replication, Repair, and Recombination Transcription and RNA Processing Protein Synthesis Recombinant DNA Technology 1 10 27 46 65 85 104 119 137 153 169 185 199 213 227 241 256 269 284 300 315 330 348 Chapter 1 Introduction to Biochemistry 1) Which elements account for more than 97% of the weight of most organisms? A) C, H, N, Mg, O, S B) C, H, N, O, P, S C) C, H, N D) Fe, C, H, O, P E) Ca2+ , K+ , Na+ , Mg 2+ , ClAnswer: B Page Ref: Section 2 2) Proteins in biological membranes may be A) porous. B) attached to the membrane surface. C) span the membrane. D) All of the above E) B and C only Answer: D Page Ref: Section 3 3) Which statement...
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...Physical Chemistry Understanding our Chemical World Physical Chemistry Understanding our Chemical World Paul Monk Manchester Metropolitan University, UK Copyright 2004 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): cs-books@wiley.co.uk Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (+44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley...
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...not contradicted; a theory is a synthesis of facts and well-tested hypotheses. 7 In everyday speech, a theory is the same as a hypothesis—a statement that hasn’t been tested. 8 Theories grow stronger and more precise as they evolve to include new information. 9 The term supernatural literally means “above nature.” Science works within nature, not above it. 10 They rely on subjective personal experience and do not lead to testable hypotheses. They lie outside the realm of science. 11 Science, art, and religion can work very well together; like strings on a guitar, when played together, the chord they produce can be a chord of profound richness. 12 Science is concerned with gathering knowledge and organizing it. Technology lets humans use that knowledge for practical purposes, and it provides the instruments scientists need to conduct their...
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...IGCSE® Combined Science 0653 For examination in June and November 2015 Cambridge Secondary 2 Changes to syllabus for 2015 This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical lines either side of the text. Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. ® IGCSE is the registered trademark of Cambridge International Examinations © Cambridge International Examinations 2013 Contents 1. Introduction .................................................................................................................... 2 1.1 1.2 1.3 1.4 1.5 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Combined Science? Cambridge ICE (International Certificate of Education) How can I find out more? 2. Teacher support.............................................................................................................. 5 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Syllabus content at a glance ........................................................................................... 6 4. Assessment at a glance ..............................................................................
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