Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley

Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley Chemistry study guide ( 10e 2013 ISBN 9781133933540 ) kenneth w whitten, raymond e davis, larry peck, george g stanley

This is an electronic version of the print textbook Due to electronic rights restrictions, some third party content may be suppressed Editorial review has deemed that any suppressed content does not materially affect the overall learning experience The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it Study Guide Chemistry TENTH EDITION Kenneth W Whitten University of Georgia, Athens Raymond E Davis University of Texas at Austin M Larry Peck Texas A&M University George G Stanley Louisiana State University Prepared by James Petrich San Antonio College Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it © 2014 Brooks/Cole, Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com ISBN-13: 978-1-133-93354-0 ISBN-10: 1-133-93354-8 Brooks/Cole 20 Davis Drive Belmont, CA 94002-3098 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at: www.cengage.com/global Cengage Learning products are represented in Canada by Nelson Education, Ltd To learn more about Brooks/Cole, visit www.cengage.com/brookscole Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Printed in the United States of America 17 16 15 14 13 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it PREFACE The science of chemistry is a tremendously broad subject of study, with implications ranging from applications in the research laboratory, industry, medicine, and agriculture, through innumerable uses in our daily lives, to the challenging intellectual exercise of making sense of such a vast subject The only way to make all of this a manageable study is to organize it Therefore, we systematize our observations, trying to see common features in many different experimental results; we use the resulting summaries of observed behavior, called scientific laws, to help us predict chemical and physical behavior in unknown or untested cases; and we try to understand our observations and their summaries in terms of broad concepts such as the atomic theory The merging of literally millions of chemical and physical observations, along with theories to explain them, into the ever-growing science of chemistry is one of the grandest intellectual achievements of the human mind The biggest challenge for many students undertaking their first college-level study of chemistry is usually determining what, in the wealth of detailed information in a chapter, comprises the key central themes of that chapter, and what other material merely supports, explains, or exemplifies these main ideas This Study Guide was prepared to assist students in their study of chemistry from the text Chemistry, Tenth Edition, by Whitten, Davis, Peck, and Stanley It is intended to serve as a supplement to lectures and text reading In preparing this Study Guide, we have been guided by the belief that the primary functions of such a guide are similar to those of an effective teacher—to summarize, to focus study toward particular goals, to stimulate practice at applying concepts and sharpening skills, and to provide an assessment of how the study is progressing Each chapter contains five parts: A Chapter Summary, highlighting the main themes of the chapter, tying together the various key ideas of the chapters, and relating them to previous study and to topics to be encountered later Explicit Study Goals, listing each by the appropriate sections in the text and including references to text exercises related to each goal Some Important Terms from the chapter, including many of the Key Terms listed in the text chapter, plus other important terms that first appeared in an earlier chapter The list is followed by paragraphs containing blanks that are to be filled with the appropriate terms This kind of procedure develops comprehension skills and vocabulary through structured and contextual analysis strategies Some chapters also include Quotefalls puzzles, using the scientific laws introduced in the chapter A Preliminary Test, consisting of many questions (averaging more than 90 per chapter) of easy to moderate difficulty These supply extensive practice at applying the terminology, basic concepts, and fundamental calculations of the chapter They lay the necessary groundwork for practice with more difficult exercises from the textbook Many students find this the most useful aspect of the Study Guide iii Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it The Answers to the Preliminary Test, containing answers to all Preliminary Test questions, most with additional comments, reasoning, or stepwise solutions presented The following section, TO THE STUDENT, presents suggestions to guide students in developing systematic, productive study habits, and in coordinating material from classroom, text reading, Study Guide, and homework My thanks to my family for their support:  to my wife Janis for enabling me to have the time to create, for developing graphics, for providing many valuable suggestions, and for proofreading;  to my son Matthew, who wrote and ran the Java program that produced the Quotefalls puzzles; and  to my daughter Christine, another Dr Petrich and mother of my two precious grandsons Many thanks also to my students, friends, and associates:  to my students over many years of teaching, who didn’t know that their questions would be so helpful to me and  to my colleagues in the Chemistry Department at San Antonio College, who have helped me with their suggestions and support James A Petrich My gratitude and my great respect are due to the late John Vondeling of Saunders College Publishing, who suggested to me the writing of the first edition of this Study Guide, and who has encouraged and guided me in all aspects of my involvement in the project I am especially indebted to my friends, Professor Ken Whitten, Professor Larry Peck, and the late Professor Ken Gailey, for their cooperation, their enthusiasm, and their many helpful suggestions at all stages of previous editions I also thank the students in my many introductory chemistry classes; our study of chemistry together, their difficulties and successes, and their many questions and discussions have helped to provide the point of view from which the guide was written; their welcome comments have aided in developing the guide into its present form We would appreciate further comments and suggestions from readers of this guide I thank my wife, Sharon, for cheerfully typing major portions of this guide Most of all, I again express my deepest appreciation to my family—Angela, Laura, and Brian, and especially Sharon—for the continued love, understanding, encouragement, and patience they have given me through yet another writing project Raymond E Davis Dedicated with love to our families iv Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it TO THE STUDENT The true understanding of chemistry is not just memorizing material, and you will not perform adequately in your chemistry course if you try just to remember everything that you hear or read To be successful in your study of chemistry you must (1) organize the material as you study and (2) practice applying the concepts and skills you learn to particular problems or experiments You should always keep these two goals in mind in any study session You will find that your performance on examinations will be directly related to the amount of real practice that you have devoted to thinking about and applying the concepts, and to solving problems and answering questions You will find that almost every stage of your study of chemistry will depend on a firm working knowledge of concepts that you have already studied Do not fall behind in your study, and not neglect a topic just because you have already taken the exam that covers it! The most helpful way to study is to take the most active role you can Just reading (your class notes, the text, examples, …) rarely does as much good as getting involved—for instance, working the examples out yourself, or outlining a text chapter Students often underestimate the great help that the act of writing something down can be in the learning process This forces you to pay more attention than if you were just reading, and will help you to remember what you have written down How to Learn Chemistry Know the vocabulary Learning chemistry is a lot like learning a foreign language In fact, there are as many new words in a beginning chemistry course are there are in a firstyear language course At the back of your notebook begin your own personal glossary As you read the textbook, you will encounter new terms (They’re often in bold or italics.) Write each of these terms, with a definition and/or examples, in your personal glossary As early as possible in your study of each chapter, you must get a working knowledge of the important new terms as they arise and review terms from earlier chapter Each chapter of this Study Guide contains a brief section entitled Some Important Terms in This Chapter You should try to write down, in your own words, what these terms mean to you Then look them up in the textbook Many of them appear in the Key Terms list in the text, while you will have to find others in the chapter (or in preceding chapters) Try to improve your own definitions Again not just read the definitions or copy them from the text Putting them into your own words, in your own writing, makes you think Give it a try Then … try again Chemistry deserves a chance You deserve a chance to learn chemistry Decide that you’ll give it your best effort Read each assignment before the lecture (What a concept!) You should always read the material that will be covered in class a little ahead of time Your instructor will probably not assume that you have completely understood the text material before class, but it is always helpful if you have read ahead at least lightly so you have some idea what is v Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it coming This Study Guide contains a Chapter Summary of the main ideas and a list of definite Study Goals for each chapter Even though you may not understand these in much detail before you hear lectures over the chapter, read them before class anyway Then some of the words will begin to be familiar to you, and you can recognize key ideas when they come up in class For the same reasons, look in advance at the list of Important Terms in this guide so you can pay special attention when these come up in class Chemistry requires practice As you read the textbook: a Study the examples b Work the suggested exercises c Check the answers, when available, at the back of the book d Work other exercises at the end of the chapter e Check the answers, when available, at the back of the book All of this study will take time Spend an hour or two each day studying chemistry Don’t expect to learn chemistry by studying several hours at a time just once or twice a week Take a look at your schedule Designate a time, or times, each day when you can say, “It’s time to study chemistry.” Attend all class meetings You miss a lot when you’re absent even once Take good notes in class What are good notes? Try to take class notes that are sufficient to remind you of the general development being presented in class You will not be able, nor should you try, to write down everything that is said or even everything that appears on the board or the screen It is much more important to pay attention and think about the reasoning being presented (See the next section for more information on note-taking.) Very soon after each class (the same day if possible) rewrite your class notes This should be done not just to improve their legibility, but to expand them by adding material mentioned in class that you did not have time to write down fully As you rework your class notes, read the appropriate sections of the text (perhaps your instructor has suggested special pages, sections, or examples to supplement the class discussion) But not just read—incorporate this material to improve your notes As you this, you should think carefully about what you are writing—do not just copy Thus, you will be organizing the material in your mind, relating the various ways the same topics are explained in the lecture, in the text, and in the Study Guide, and incorporating more examples than those given in class Note two important points about this reworking of your notes: (a) it should be done as soon as possible after each class, while the material is still fresh in your mind, and (b) it involves writing about the material, which forces you to concentrate more effectively than if you just read At this stage, too, you should reread the Chapter Summary in the guide The list of Study Goals that this guide contains will serve as a framework for organizing your study of the text and lecture notes, and will aid in pointing your study in the right direction These goals emphasize both what are the central ideas of the chapter and what you should accomplish with these ideas So some of the Study Goals will say that you should “Know what is meant by …,” “Relate … to …,” or “Understand …,” while others emphasize that you should “Be able to calculate …,” or “Know how to … ” Each goal is accompanied by lists of related text sections and suggested Exercises from the end of the text chapter vi Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it A good technique for summarizing the material is to pretend that you have to teach it to someone else Write out your own notes, and go over what you would say to help someone else understand the concept or the problem “Explain” it to yourself in your own words Ask questions Be as specific as possible 10 It is essential that you use the material as early and as extensively as possible The best way to this is to answer questions and work problems that require the concepts you are learning One of the most dangerous mistakes you can make when you study is to read the question, then read the answer or solution, and then say to yourself, “Yes, I can that.” You are only fooling yourself—and it is better to find out during your study than on an exam that you really did not know how to work that problem It is crucial to practice using the material as soon as possible after each class—do not wait until a day or two before the examination, or you will be missing something that you might need to know in order to understand the next class meeting! This important phase of your study should follow this general order: a The Preliminary Test questions in this Study Guide These short questions, averaging more than 90 per chapter, are designed to help you master the fundamental terminology, the basic concepts, and the main types of calculations from the chapter At the end of the guide chapter, you will find the Answers to Preliminary Test Questions, containing answers to all these questions Many of these answers include comments, reasoning, stepwise solutions, or text study suggestions These questions are usually easier than homework or questions in the main text, and they help you learn to use terms and concepts a little at a time And not just read the questions— write out the answers On multiple choice questions, not just find the correct answer and go on Rather, try to understand why each wrong answer is wrong; this helps you to think about the underlying concepts from different viewpoints, and make study of the question four or five times as useful Do not cut short this preliminary portion of the study—it is usually best to “overlearn” these basic terms and operations, because you will be using them in many ways in more difficult questions Be sure you can walk before you try to run! b Examples from the textbook Be sure to work these out yourself It might help to cover up the solution to the example and then uncover it a line at a time, after you have already tried to figure out the next step of the reasoning or calculations Write down, as fully as you can, the reasoning for each step c Homework that your instructor may assign These may be as simple as the Study Guide questions, or they may involve using several ideas in the same question In any case, be systematic in answering the questions d Exercises at the end of the chapter in the Whitten, Davis, Peck, and Stanley text Some of these are quite simple, similar to the Study Guide or the homework; others may be moderately or very difficult Many of these questions require you to combine and use several concepts in your reasoning, to see whether you really understand the material Again, the Study Goals in this guide will point out related exercises from the text, helping you to focus your study The answers to all even-numbered numerical problems are in the back of the text, and complete solutions to these are available in the Student Solutions Manual, by Keeney-Kennicutt, which your instructor may wish to make available to you Work the even-numbered exercises vii Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it before the other numerical problems, so that you know when you have gotten the correct answer (but not just start with the known answer and then work backwards) Then work other problems that are similar to these A most productive technique for working problems is to write out comments for each stage of the reasoning, “explaining” to yourself how and why you did that step This helps you to focus on how the concepts of the chapter are being applied to the problem 11 Concentrate more on concepts (trends and patterns) than on memorization 12 Finally, when you are doing your final preparation for examinations or quizzes, the Study Goals and the Preliminary Test questions will point out topics that require further work Many students find it helpful to set aside a separate portion of their notebook for working problems and answering questions At every stage of this problem working and question answering, be as thorough and systematic as possible Write down why you are doing each step in solving a problem This forces you into the discipline of thinking about what you are doing, so it will be easier to remember the next time even if the problem is worded differently It this way, it will also be easier for you to review this material at exam time As you this, you will find that a wide variety of problems and questions actually involve only a few central concepts, but that these can be combined in many different ways The more practice you have had at working and applying these concepts to specific situations, the better prepared you will be You may wish to modify this suggested study approach to suit your own learning style, and your instructor may have additional suggestions Whatever you do, be systematic in your study, and take an active part in working problems—writing is always better than just reading In this way, you can share in the excitement and enjoyment of the complex, useful, and fascinating subject of chemistry Notes on Note-Taking “Why should I develop good note-taking skills?” There are several purposes for developing good note-taking skills: a Good notes organize the lecture b Good notes provide a record of information and announcements c Taking good notes helps maintain attention in class d Good notes provide information supplemental to the textbook e Good notes record questions occurring during the lecture “Is there anything I need to before the lecture?” Taking good notes does begin before the lecture: a Be prepared intellectually—read the chapter b Have all needed materials (pen and paper, etc.) c Sit close to the lecturer d Date and title the notebook page “What should I during the lecture that’s different from what I’m doing now?” You may already have many of these good note-taking skills: a Write clearly on only one side of the paper viii Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids acid anhydride bond energy contact process displacement reaction Frasch process Haber process halogens ionization energy nitrogen cycle noble gases nonmetals Ostwald process oxoacids PANs photochemical oxidants photochemical smog silica silicates ternary acids This chapter is about the metalloids and most of the elements above and to the right of them on the periodic table These elements exhibit poor electrical conductivity, are good heat insulators, have no metallic luster, and are brittle and nonductile in the solid state They are called [1] , because they are not metals The first group of these elements, Group 8A, tend not to react to form compounds at all Therefore, they were once, and still occasionally are, called the inert gases, but since some highly reactive compounds have been made from some of them, they are now called [2] (This means they’ll react, but they really don’t want to—somewhat like the noble metals.) The next group studied is Group 7A, elements that form many of our simple salts, which is the basis of the group name, the [3] The chemical behavior of the halogens is determined by their energy characteristics In particular, a large amount of energy is required to remove an electron from a neutral atom of one of these elements, a property known as the [4] Each of these elements, as the free element, consists of diatomic molecules Energy is required to break the bond that holds the two atoms together, which is known as the [5] Differences in their chemical reactivity allows us to obtain the less reactive members of this group as the free element; a more active member of this group will displace a less active element from one of its compounds by a [6] The elements of this group produce many of the most important acids used in chemistry In addition to the binary acids, HX, they produce a number of acids that consist of three elements, called [7] , also known as [8] because the third element is oxygen Sulfur is the most important element of Group 6A It is mined along the U.S Gulf Coast by the [9] , in which the sulfur underground is melted by hot water, forced out by compressed air, and blown into giant rectangular forms, where it cools and solidified Sulfur dioxide reacts with water to produce sulfuric acid, so it is an [10] It is oxidized in the presence of a catalyst to sulfur trioxide, a procedure known as the [11] In Group 5A, the most common element is nitrogen It makes up 75% of the mass of the air and is vital to life The complex series of reactions by which nitrogen is slowly but continually cycled from the atmosphere to water and earth to plant and animal life to water and earth and back to the atmosphere is known as the [12] Industrially rather unreactive elemental nitrogen is converted to ammonia by a chemical procedure called the [13] In urban areas, colorless NO is often oxidized by ultraviolet radiation to brownish NO2, producing a haze called [14] Further chemical reactions produce ozone, aldehydes, ketones, and peroxyacyl nitrates 404 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids (abbreviated [15] ), which damage rubber, plastics, and plant and animal life and are very irritating to the eyes and throat Collectively they are known as [16] Nitric acid, a very important industrial chemical, is produced by a procedure known as the [17] The most common compound of silicon is silicon dioxide, known as [18] Most of the earth’s crust is made of silica and compounds made from it, called [19] Preliminary Test Be sure to answer additional textbook Exercises Many of these are indicated in the Study Goals True-False Mark each statement as true (T) or false (F) 10 11 12 13 14 15 16 17 18 19 20 All of the noble gases are chemically inert Most of the nonmetals are found at or near the right-hand end of the periodic table All of the noble gases are gaseous at all conditions of temperature and pressure In their compounds, the noble gases always obey the octet rule The noble gases react only with very strong reducing agents Reactivity of the noble gases increases going down the group All of the halogens exist as stable diatomic gases at room temperature and atmospheric pressure Even though they are in the same group, the halogens display widely varying properties Generally, small ions are harder to polarize than large ones The halogens are generally nonmetallic in their properties Because of their strengths as oxidizing agents, halogens always show negative oxidation states in their compounds Because of its strength as an oxidizing agent, fluorine cannot be produced by electrolysis The most abundant natural sources of the halogens are halide salts Halogens are so reactive that their binary compounds with other elements are all ionic The elements of Group 6A are much more alike than are the elements of Group 7A All of the elements of Group 6A form covalent compounds in which they exhibit the oxidation state –2 All of the elements of Group 6A form covalent compounds in which they exhibit the oxidation state +6 The hydrides of all of the Group 6A elements are often used as perfumes in soaps and cosmetics Aqueous solutions of hydrogen sulfide, hydrogen selenide, and hydrogen telluride are acidic The metallic character of the Group 6A elements studied in this chapter increases in the order: sulfur < selenium < tellurium 405 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 21 Sulfur is too reactive to occur as the free element, so it is found exclusively in compounds 22 The major source of sulfur in naturally occurring compounds is as metal sulfides 23 Pure sulfur is always bright yellow, whether solid, liquid, or gas 24 Selenium is so rare that it has no significant practical use 25 All Group 6A hydrides are liquid at room temperature and atmospheric pressure 26 Sulfur dioxide is a gas at room temperature and atmospheric pressure 27 Sulfur trioxide is a gas at room temperature and atmospheric pressure 28 Sulfurous acid is a diprotic acid 29 Sulfuric acid has never been isolated in pure form 30 Nitrogen, N2, is a very reactive molecule because it contains a highly reactive unsaturated triple bond 31 Like O2, N2 is paramagnetic 32 No other element exhibits more oxidation states than does nitrogen 33 Amines can be considered as derivatives of ammonia 34 Gaseous nitrogen oxide, NO, is paramagnetic 35 The oxidizing power of the nitrogen oxides decreases as the oxidation state of the nitrogen increases 36 The atmospheric reaction in which nitrogen dioxide reacts with water vapor to produce nitric acid and nitrogen oxide is a disproportionation reaction 37 Nitrogen can form so many oxides because of the availability of d orbitals on nitrogen for bonding 38 Phosphorus can exist in more than one solid form 39 Phosphorus is so reactive that it must be stored under oil to keep it from reacting with water vapor in the air 40 Because of its relatively low reactivity, most of the silicon in the earth’s crust occurs in the native, or uncombined, form 41 Like carbon dioxide, SiO2 is a gas 42 Because of the availability of d orbitals, silicon can form some stable species in which its coordination number exceeds four Short Answer Answer with a word, a phrase, a formula, or a number with units as necessary The noble gas whose uses often depend on its low density is There are more compounds of than of any other noble gas The order of decreasing electronegativity of the halogens is The halogens have standard reduction potentials The order of increasing strength of the halogens as oxidizing agents is: All halogens have the outer-shell electron configuration The order of increasing atomic size of the halogen atoms is The least metallic halogen is ; the most metallic halogen is 406 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids As a result of the (greater or lesser?) ease of polarizability of a larger electron cloud, compounds containing iodide ions display (greater or lesser?) covalent character than those containing fluoride ions 10 The binary compounds of hydrogen and a halogen are called 11 The oxidation states exhibited by the halogens in the halogen oxoacids and their salts are: , , , and 12 The hydrogen halides, arranged in order of increasing acidity in aqueous solution are: 13 The general formula of the alkali metal hypohalites is ; one of their main uses is as 14 The oxoacids of chlorine, arranged according to increasing acidity, are: As you have seen, we often discuss descriptive chemistry according to the oxidation states that the elements of a group display In Questions 15 through 43, tell the oxidation state of any noble gas or halogen in the element, compound, or ion 15 16 17 18 19 20 21 22 23 24 Xe Cl2 PtF6 _ XeF2 XeF4 XeF6 RbXeF7 AgI _ MgBr2 _ KF 25 26 27 28 29 30 31 32 33 34 MnCl2 _ HClO NaClO _ Br– _ BrO3– _ Br2 _ IO3– _ SOF2 HCl _ CuCl2 _ 35 36 37 38 39 40 41 42 43 HClO4 _ NaBrO3 HOF _ H5IO6 OCl– _ ClO2– Zn(ClO4)2 NaBrO4 NaClO3 44 The names and symbols for the elements of Group 6A are , , , , and the quite rare element 45 Because it does not have available d orbitals in its outermost shell, oxygen can bond covalently to a maximum of other atoms 46 Because of the availability of d orbitals in their outer shells, the heavier 6A elements sulfur, selenium, and tellurium, can bond covalently to as many as other atoms 47 The outermost electronic configuration of all Group 6A elements is 48 Of the Group 6A elements heavier than oxygen, is by far the most abundant 49 All of the Group 6A elements form covalent hydrides having the formula , in which the 6A element is represented as E 50 The major natural source of selenium and tellurium is in ores 51 The oxidation state of sulfur in the sulfides is 52 The dioxides of sulfur, selenium, and tellurium, arranged according to increasing covalent (decreasing ionic) character, are (write the formulas) 407 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 53 Sulfur dioxide is the anhydride of the acid (name, formula), whereas sulfur trioxide is the anhydride of the acid (name, formula) 2– 54 The name of the ion S is 55 The name of the compound SO2 is 56 The formula for sodium sulfite is 57 The formula for sodium hydrogen sulfate is 58 The formula for sodium sulfate is 59 The formula for sulfurous acid is 60 The formula for sulfuric acid is 61 The formula for the sulfate ion is 62 The three nonmetallic (or predominantly nonmetallic) elements of Group 5A are , , and The two more metallic elements of this group are and 63 Each of the Group 5A elements can exhibit at least some of the oxidation states ranging from to 64 The equation for the autoionization reaction of liquid ammonia is 65 The organic compounds in which one or more of the hydrogen atoms of ammonia have been replaced with organic groups are called ; like ammonia, these compounds are all (strong or weak?) bases 66 The name of the major commercial process for producing nitric acid is the process 67 The two oxosalts of nitrogen that are sometimes used as meat additives to retard oxidation are (name, formula) and (name, formula) 68 Nitric acid is prepared by dissolving (name, formula) in water; nitric acid is a (strong or weak?) acid and a (strong or weak?) oxidizing agent 69 The existence of elements in several different forms in the same physical state, as exemplified by phosphorus and arsenic, is called In each of the following Questions, 70 through 84, supply either the name or the formula of the compound or ion, and tell the oxidation state of nitrogen in that compound or ion Formula Oxidation State of Nitrogen Name 70 NH3 71 HNO3 72 nitrogen oxide 73 nitrogen 408 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 74 nitrous acid 75 N2O Formula Oxidation State of Nitrogen Name 76 nitrogen dioxide 77 dinitrogen tetroxide 78 NO3– 79 ammonium nitrate 80 NH4+ 81 Ca(NO3)2 82 potassium nitrite 83 potassium nitrate 84 lead(II) nitrate In each of the following Questions, 85 through 92, supply either the name or the formula of the compound or ion, and tell the oxidation state of phosphorus or arsenic in that compound or ion Formula Oxidation State of Phosphorus/Arsenic Name 85 Ca3(PO4)2 86 P4 87 calcium dihydrogen phosphate 88 tetraphosphorus trisulfide 89 H3PO3 90 H3PO4 91 H3AsO4 92 phosphate ion 93 The element that is second to oxygen in abundance in the earth’s crust is 94 Some gems and semiprecious stones are crystals of the compound , but containing colored impurities in the form of 409 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 95 The class of minerals in which aluminum atoms replace some silicon atoms in the silica structure is called 96 The glass used in bottles and window panes is a fused mixture of (name, formula) and (name, formula) 97 Elements with properties intermediate between those of metals and those of nonmetals are called Multiple Choice Which one of the halogens is conveniently purified by sublimation? (a) F2 (b) Cl2 (c) Br2 (d) I2 Which of the halogens has the lowest melting point? (a) F2 (b) Cl2 (c) Br2 (d) I2 Which of the halogens has the strongest X – X bond in the diatomic element? (b) Cl2 (c) Br2 (d) I2 (a) F2 Which of the halogens has the shortest X – X bond? (a) F2 (b) Cl2 (c) Br2 (d) I2 Which one of the following is not a common use of fluorine or one of its compounds? (a) additive to toothpaste (b) refrigerant (c) manufacture of plastics (d) oxidizing agent (e) dietary supplement to aid in thyroid function Which one of the following is a likely method for preparing a free halogen? (a) Cl2 + 2Br–  2Cl– + Br2 (b) Br2 + 2Cl–  2Br– + Cl2 (c) I2 + 2F–  2I– + F2 (d) 2HF  H2 + F2 (e) 2KBr + I2  2KI + Br2 Which one of the following is not described in the chapter as a common use of some compound of bromine? (a) photographic film (b) sedative (c) soil fumigant (d) manufacture of plastics Compounds commonly used as bleaching agents contain which one of the halogens? (a) fluorine (b) chlorine (c) bromine (d) iodine Which one of the following is a principal use of hydrofluoric acid and not of any other hydrohalic acid? (a) disinfectant (b) bleaching agent (c) dietary supplement (d) agent for etching glass (e) oxidizing agent 10 What is the name of NaClO2? (a) sodium hypochlorite (b) sodium chlorite (c) sodium chlorate (d) sodium perchlorate (e) sodium paraperchlorate 11 What is the formula for sodium iodate? (a) NaI (b) NaIO (c) NaIO2 (d) NaIO3 (e) NaIO4 410 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 12 What is the formula of the only oxoacid that contains fluorine? (a) HF (b) HOF (c) HFO2 (d) HFO3 (e) HFO4 13 Which one of the elements studied in this chapter is necessary to aid thyroid function? (a) fluorine (b) chlorine (c) bromine (d) iodine (e) xenon 14 Which of the following kinds of salts are used as bleaching agents? (a) halides (b) halites (c) hypohalites (d) halates (e) xenates 15 Which one of the Group 6A elements is not a solid at room temperature and atmospheric pressure? (a) oxygen (b) sulfur (c) selenium (d) tellurium (e) polonium 16 Which of the following Group 6A elements has the highest first ionization energy? (a) O (b) S (c) Se (d) Te 17 Which one of the following is a major method for obtaining sulfur from deposits of the free element? (a) strip mining (b) treatment in a blast furnace (c) deep shaft mining (d) electrolysis (e) pumping out the sulfur after melting with very hot water 18 Which one of the following is not mentioned in the chapter as a use of selenium? (a) as a coloring agent in glass (b) in photocopying machines (c) in solar cells (d) as a component of gunpowder 19 Which of the following Group 6A hydrides has the lowest melting point? (a) H2O (b) H2S (c) H2Se (d) H2Te 20 Sulfur trioxide is environmentally significant because (a) it is depleting the ozone layer (b) it helps protect streams from excessive contamination by phosphates (c) it dissolves in atmospheric water to produce “acid rain.” (d) it helps to absorb ultraviolet light that could attack the ozone layer (e) it is formed by the rotting of eggs 21 The process in which sulfur dioxide is catalytically oxidized to sulfur trioxide is called the process (a) contact (b) Frasch (c) Hall-Héroult (d) Downs (e) Ostwald 22 The Group 5A element with the highest melting point is (a) nitrogen (b) phosphorus (c) arsenic (d) antimony (e) bismuth 23 Nitrogen is made available to living organisms primarily by (a) bacterial action in the nitrogen cycle (b) the Haber process (c) the Ostwald process (d) the use of detergents (e) the oxidizing action of nitric acid 24 The multistep procedure by which nitric acid is produced commercially from ammonia is called (a) the Haber process (b) the Ostwald process (c) respiration (d) eutrophication (e) the Frasch process 25 The most important oxoacid of nitrogen in commercial uses is (b) HNO2 (c) H2N2O2 (d) H3NO4 (e) HN3 (a) HNO3 26 The largest single use of phosphorus compounds is in (a) the fertilizer industry (b) the detergent industry (c) rocket propellants (d) insecticides and other poisons (e) smog preventive agents 411 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 27 Clay minerals generally have structures with surface areas (a) sheet-like, large (b) sheet-like, small (c) globular, large (d) globular, small (e) irregular, small Answers to Some Important Terms in This Chapter nonmetals noble gases halogens ionization energy bond energy displacement reaction ternary acids 10 11 12 13 oxoacids Frasch process acidic anhydride contact process nitrogen cycle Haber process 14 15 16 17 18 19 photochemical smog PANs photochemical oxidants Ostwald process silica silicate Answers to Preliminary Test True-False False The heavier ones have been shown to form compounds True They are to the right and above the metalloids False All have quite low boiling and melting points, so that they are gases at room temperature and pressure, but they all will condense and solidify by cooling and compressing False Almost all of the compounds of the noble gases involve d orbitals of that element, and thus deviate from the octet rule by having 10, 12, or 14 electrons in the valence shell of the noble gas atom False They react only with very strong oxidizing agents, like fluorine (F2) True This is consistent with the decrease in their ionization energies False All are diatomic, but bromine is a liquid, and iodine is a solid False Their properties, especially their chemical properties, show more similarity within this group than in most other groups of the periodic table True See the discussion of the relative polarizability of fluoride and iodide in Section 28-3 10 True However, their properties become less nonmetallic—more metallic—from the top of the column to the bottom, such that astatine is generally considered a metalloid 11 False While it is true that all halogens form many stable halides (–1), all of them except fluorine commonly exhibit oxidation states of +1, +3, +5, and +7 (Fluorine seems to show +1 in a few compounds, like hypofluorous acid, HOF, but apparently the oxidation states are +1, 0, and -1, respectively.) These higher oxidation states are discussed, for instance, in Section 28-7 for the oxoacids and oxyanions of the halogens 12 False It is because of its strength as an oxidizing agent that no other chemical agent can directly oxidize fluoride ions to fluorine gas, so it is usually prepared electrochemically Section 28-4 describes a chemical synthesis that was recently discovered 13 True 412 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 14 False The compounds range from quite ionic, when halogens combine with active metals, to quite covalent, when they combine with other nonmetals 15 False The differences in the properties within a group become more pronounced as the group being examined switches from near the ends of the periodic table to those nearer the middle 16 True For example: H2O, H2S, H2Se, and H2Te However, they can have other oxidation states 17 False Oxygen never exhibits an oxidation state as high as +6 Can you tell why? The higher oxidation states +2, +4, and +6 are quite common for the heavier members of Group 6A 18 False H2O is odorless H2S, H2Se, and H2Te are poisonous, bad-smelling gases For instance, H2S is the smell of rotten eggs 19 True As discussed in Section 28-10, the strength of these substances as acids increases as we descend within the group 20 True Remember that the trend throughout the periodic table is that metallic properties increase going down within a group 21 False There are, for instance, large deposits of free sulfur, predominantly as S8 molecules, along the U.S Gulf Coast See also the photo on page 1065 22 True The major sulfide ores are galena (PbS), iron pyrites (FeS2), and cinnabar (HgS) 23 False At some temperatures, liquid sulfur is dark brown Read in the first part of Section 28-8 how the properties of sulfur in the solid and liquid phases change with temperature 24 False Read the second part of Section 28-8 25 False All of these compounds, except for water, are gases Remember that water has very unusual properties because of its ability to form hydrogen bonds 26 True Its boiling point at 760 torr is –10°C 27 False It is a liquid (boiling point 44.8°C) 28 True The formula is H2SO3 29 False Its properties are described in Section 28-12 30 False Nitrogen is very stable and unreactive 31 False It is diamagnetic, all electrons being paired You may wish to review the discussion of bonding in O2 and N2 in terms of molecular orbitals, Chapter 32 True It exhibits all oxidation states from –3 to +5 33 True Amines can be thought of as being derived from NH3 by the replacement of one or more of its hydrogen atoms with organic groups, represented by R, R′, or R″ Amines that have one hydrogen atom replaced by an organic group can be represented by RNH2, those with two replaced hydrogen atoms by RNHR′, and those with three by NRR′R″ 34 True Any molecule that contains unpaired electrons is paramagnetic NO, which contains an odd number of electrons (7 + 8), must have an unpaired electron 35 False If you think about it, this statement just makes no sense, whether or not you know anything about oxides of nitrogen In order to act as an oxidizing agent, the substance must already be in a higher oxidation state and be able to be reduced 36 True The reaction is: 3NO2 + H2O  2HNO3 + NO See the Chemistry In Use essay, page 1075 Determine the oxidation state of nitrogen in each compound 37 False There are no d orbitals in the valence shell (n = 2) of nitrogen 38 True This is discussed in Section 28-17 39 False It is reactive with regard to oxidation by atmospheric oxygen, but it does not react with water, so it is stored under water to protect it from air 413 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 40 False This element does not occur free in nature About 87% of the silicon in the earth’s crust is in the form of silica (SiO2) or the silicate minerals 41 False It has a polymeric structure, occurring in several solid forms SiO2 does not exist as discrete molecules 42 True Not many such compounds actually form One of the few stable such species is the hexafluorosilicate ion, SiF62– Short Answer helium It has 93% of the lifting power of hydrogen, which is flammable xenon More than 200 compounds of krypton, xenon and radon have been prepared Xenon compounds include XeF2, XeF4, XeF6, XeOF2, XeOF4, XeO2F2, XeO3F2, XeO2F4, XeO3, and XeO4 F > Cl > Br > I Electronegativity generally decreases going down any column on the periodic table positive This means that the elements are easily reduced and that they are good oxidizing agents I2 < Br2 < Cl2 < F2, going up the column on the periodic table ns2np5 The total (2 + = 7) is consistent with the group number, 7A F < Cl < Br < I The sizes of the halogens increases doing down the column fluorine; astatine Metallic character increases going down any group in the periodic table greater; greater Study Section 28-3 10 hydrogen halides 11 +1; +3; +5; +7 Be aware of which halogens commonly exhibit which oxidation states See Table 28-5 12 HF « HCl = HBr = HI Water is such a strong base that it does not distinguish among the acid strengths of HCl, HBr, and HI Review the leveling effect, Section 10-7 13 NaXO or NaOX (X = Cl, Br, I); bleaching agents (especially with Cl) 14 HClO < HClO2 < HClO3 < HClO4 You learned in Chapter (and saw again in Chapters 10 and 18) that perchloric acid, HClO4, is one of the few common strong acids For any element, acidity of the oxoacids increases with increasing oxidation state of the central atom In answering Questions 15 through 43, it may help for you to remember the following: In free elements, the oxidation state is always zero You may need to review the determination of oxidation states, Section 5-7 15 16 17 18 19 20 21 22 23 Xe Cl F Xe Xe Xe Xe I Br 0 –1 +2; +4; +6; +6; –1 –1 F F F F –1 –1 –1 –1 24 25 26 27 28 29 30 31 32 F Cl Cl Cl Br Br Br I F –1 –1 +1 +1 –1 +5 +5 –1 33 34 35 36 37 38 39 40 41 Cl Cl Cl Br F I Cl Cl Cl –1 –1 +7 +5 –1 +7 +1 +3 +7 414 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 42 Br +7 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 43 Cl +5 oxygen (O); sulfur (S); selenium (Se); tellurium (Te); polonium (Po) ns2np4 sulfur H2E sulfide It should not surprise you that sulfur and selenium are found together in the same chemical state –2 tellurium dioxide (TeO2) < selenium dioxide (SeO2) < sulfur dioxide (SO2) The electronegativities of these elements are: O = 3.5, S = 2.5, Se = 2.4, Te = 2.1 Thus, the differences in electronegativities for the bonds are: S – O = 1.0, Se – O = 1.1, Te – O = 1.4 The bonds become less covalent moving down the column sulfurous acid (H2SO3); sulfuric acid (H2SO4) Calculate the oxidation states for sulfur in SO2 and H2SO3, SO3 and H2SO4 Generally, the oxidation state of the central atom of an acid anhydride remains the same when water is added to produce the corresponding acid sulfide Review naming of compounds in Sections 6-3 and 6-4 sulfur dioxide Na2SO3 Na+ and SO32– NaHSO4 Na+ and HSO4– Na2SO4 Na+ and SO42– H2SO3 H2SO4 SO42– nitrogen, phosphorus, arsenic; antimony, bismuth –3; +5 2NH3(ℓ) ⇌ NH4+ + NH2– This reaction takes place to a much smaller extent than the corresponding one for water (KH2O = 10–14, KNH3 = 10–35), so ammonia is a more basic solvent than is water Liquid ammonia is a very useful solvent for some reaction systems amines; weak Ostwald sodium nitrite (NaNO2); sodium nitrate (NaNO3) There is, however, considerable concern about the formation of carcinogenic (cancer-causing) compounds from these additives nitrogen dioxide (NO2); strong; strong Dissolving NO2 in water is part of the Ostwald process You should be aware that this is an oxidation-reduction process, so NO2 is not to be considered the “anhydride” of nitric acid in the usual sense Although nitric acid can be prepared by dissolving N2O5 (the oxide that already has nitrogen in the same oxidation state as HNO3) in water, this is not the major method of preparation allotropism The various forms are called allotropes or allotropic forms (See Section 2-1.) ammonia, –3 Review oxidation states (Section 5-7) nitric acid, +5 415 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 NO, +2 N2, Sometimes this is called “dinitrogen,” though not in this text HNO2, +3 dinitrogen oxide, +1 NO2, +4 N2O4, +4 nitrate ion, +5 NH4NO3, –3 in the ammonium ion, +5 in the nitrate ion ammonium ion, –3 calcium nitrate, +5 KNO2, +3 KNO3, +5 Pb(NO3)2, +5 calcium phosphate, +5 white phosphorus, Ca(H2PO4)2, +5 P4S3, +1.5; 4(x) + 3(–2) = phosphorous acid, +3 phosphoric acid, +5 arsenic acid, +5 PO43–, +5 silicon SiO2; quartz aluminosilicates These are mentioned in Section 28-18, with a few examples sodium silicate (Na2SiO3); calcium silicate (CaSiO3) The chemistry of glass is quite complicated, but the major features are indicated in Section 28-18 97 metalloids Multiple Choice (d) The melting point of iodine is 114°C (a) The melting point of fluorine is –220°C (b) This is one of the exceptions to the very regular trends in properties of the elements of Group 7A See the bond energies tabulated in Table 28-4 (a) Review atomic radii, Section 5-2 (e) Iodine is the dietary supplement used to aid in thyroid function (a) Remember that in the displacement reactions, the lighter halogens replace the heavier ones from halides This is consistent with our observation that the lighter the halogen, the greater its oxidizing power Review displacement reactions, Section 6-8 (d) See Section 28-4, part (b) See Section 28-4, part (d) See Section 28-6 10 (b) 11 (d) This is one of the principal naturally occurring sources of iodine 12 (b) 416 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it CHAPTER 28: Some Nonmetals and Metalloids 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 (d) See Section 28-4, part (c) See Section 28-7 (a) The boiling point of oxygen is –183°C (a) This trend of decreasing first ionization energy going down the group prevails in all representative groups of the periodic table Review Section 5-3 (e) This is called the Frasch process, described in Section 28-8 (d) See Section 28-8, part (b) The anomalously high melting point of water is due to its extensive hydrogen bonding (c) We have discussed acid rain several times in this text (a) Can you identify the processes mentioned in the other answers? (c) The melting points of the elements of Group 5A reach a maximum in the middle of the group, 813°C (a) This is sometimes accomplished with the aid of an enzyme called nitrogenase (b) The Ostwald process is described in Section 28-16, part (a) This is nitric acid HN3 is not an oxoacid and there is no such acid as H3NO4 (a) Phosphate fertilizers are essential because the low solubility of most natural phosphates makes the phosphorus cycle very slow (a) These minerals, which represent an important class of the silicates and aluminosilicates, are discussed in Section 28-18 417 Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it Copyright 2013 Cengage Learning All Rights Reserved May not be copied, scanned, or duplicated, in whole or in part Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it ... questions Section 1-1 Define, distinguish among, and give examples of (a) matter, (b) mass, (c) energy, (d) kinetic energy, (e) potential energy, (f) exothermic, and (g) endothermic Work Exercises 3,... be suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the... suppressed from the eBook and/or eChapter(s) Editorial review has deemed that any suppressed content does not materially affect the overall learning experience Cengage Learning reserves the right