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Diploma exam-style questions throughout the resource
Questions written by experienced item writers
Critical science directing words in bold type
Includes study tips and test-taking strategies
The only resource where students practice completing Design and Evaluation process skills
during investigations
Strongest approach and support to writing scientifically correct lab reports
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Nelson offers the best support for student success on diploma exams!
Diploma exam-style questions:
• Multiple choice, numeric response, written response, and context-based questions are woven throughout
the resource – just like they will experience on the exam
• Part 1 of the Chapter and Unit Reviews contain multiple choice and numerical response questions
• Part 2 questions of the review sections offer longer scenario-based questions
• The numerical response questions are marked with this icon while this icon, , indicates
a question with a Diploma Exam written response format question
• Additional Diploma Exam-style Review questions on the Nelson website
Unit 7
Unit 7
REVIEW
REVIEW
Many of these questions are in the style of the Diploma
A. 2H (aq) 2K (aq) → H 2(g) K(s)
Exam. You will find guidance for writing Diploma Exams in
B. Sn 2 (aq) 2NO 3 (aq) 4 H (aq) →
Appendix H. Exam study tips and test-taking suggestions
N 2O 4(g) 2H 2O(l) Sn 4 (aq)
are on the Nelson Web site. Science Directing Words used
C. SO
in Diploma Exams are in bold type.
2 4 (aq) 4 H (aq) 2Cl (aq) →
H 2SO 3(aq) H 2O(l) Cl 2(g)
www.science.nelson.com GO
D. 2Cl (aq) Sn 2 (aq) → 2Cl 2(g) Sn(s)
DO NOT WRITE IN THIS TEXTBOOK.
Use this information to answer questions 8 to 11.
Steel is the most widely used alloy in the world. However, an
Part 1
estimated 20% of the iron and steel produced annually is
1. A redox reaction involves a transfer of electrons
used to replace that lost by corrosion through exposure to air
A. from the oxidizing agent to the reducing agent
and water. Therefore, corrosion prevention is of considerable
B. from the reducing agent to the oxidizing agent
importance. The empirical and theoretical chemistry of
C. through a porous barrier
corrosion, and technological research and development
D. between metals only
together provide solutions to this important practical problem.
2. A general reaction type that is not a redox reaction is
A. neutralization
8. In the corrosion of steel objects in the natural environment,
B. disproportionation
the most likely reducing agent is
C. combustion
A. Fe 2 (aq)
D. formation
B. Fe 3 (aq)
C. Fe(s)
3. When solutions
D. O
1. sulfuric acid
2(g)
2. lithium hydroxide
9. The metals
3. gold(III) fluoride
1. Fe(s) 3. Zn(s)
4. chromium(II) nitrate
2. Sn(s) 4. Mg(s)
are ranked in order of strength of oxidizing agents, the
listed in order from least to most likely to corrode under
order, from strongest to weakest oxidizing agent, is
similar atmospheric conditions are __, __, __, and __.
__, __, __, and __.
10. The reduction half-reaction that is generally involved in the
4. During the process of photosynthesis,
corrosion of iron is
6 CO 2 (g) 6 H 2 O(g) → C 6 H 12 O 6 (aq) 6 O 2 (g)
A. Fe 2 (aq) 2e → Fe(s)
B. Fe(s) → Fe 3 (aq) 3 e
A. carbon in carbon dioxide is oxidized
C. 2 H
B. hydrogen in water is reduced
2 O(l) → O 2 (g) 4 H (aq) 4 e
D. O
C. oxygen in carbon dioxide and/or water is oxidized
2(g) 2H 2O(l) 4 e → 4 OH (aq)
D. oxygen in glucose is oxidized
11. The net cell potential, under standard conditions, for the
iron–oxygen cell in an aqueous environment is
5. Which of the following reaction equations describes a
redox reaction
______ V.
A. C 2 H 4 (g) 3 O 2 (g) → 2CO 2 (g) 2H 2 O(g)
B. H (aq) OH (aq) → H 2 O(l)
12. In a titration experiment, 10.0 mL samples of 0.650 mol/L
C. Ag (aq) Cl (aq) → AgCl(s)
chromium(II) ion solution reacted with an average volume
D. HMnO 4 (aq) → H (aq) MnO 4 (aq)
of 12.4 mL of acidic potassium dichromate solution. The
6. The metal molybdenum, Mo(s), reacts to form MoO 2 (s).
amount concentration of the potassium dichromate
The half-reaction equation that explains the change in
solution is
oxidation state of molybdenum can be written as
________ mmol/L.
A. Mo(s) 2e → Mo 2 (s)
B. Mo(s) → Mo 2 (s) 2e
13. All voltaic and electrolytic cells require
C. Mo 4 (s) 4 e A. one electrode and two electrolytes
→ Mo(s)
D. Mo(s) → Mo 4 (s) 4 e
B. two electrodes and one or two electrolytes
C. an external power supply
7. A high school laboratory’s waste container is used to
D. a voltmeter
dispose of aqueous solutions of sodium nitrate, potassium
14. Standard reduction potentials for half-cells are based on
sulfate, hydrochloric acid, and tin(II) chloride. The most
the strengths of
likely net redox reaction predicted to occur inside the
A. oxidizing agents relative to hydrogen ions
waste container is represented by the equation:
B. oxidizing agents relative to hydrogen gas
C. reducing agents relative to hydrogen ions
D. reducing agents relative to a standard acidic solution
666 Unit 7 NEL
Many of these questions are in the style of the Diploma
Exam. You will find guidance for writing Diploma Exams in
Appendix H. Exam study tips and test-taking suggestions
are on the Nelson Web site. Science Directing Words used
in Diploma Exams are in bold type.
www.science.nelson.com
DO NOT WRITE IN THIS TEXTBOOK.
P rt 1
GO
1 dox reaction involves a transfer of electrons
A m the oxidizing agent to the reducing agent
B
educing agent to the oxidizing agent
C
Science directing words
• Critical science directing words in review sections are in
bold type to help students become familiar with them
and their correct use prior to the diploma exam
Appendix H
You have been preparing for the Diploma Exam throughout
your high school career. In your final year, as you work through
the Chemistry 30 course, here are some tips that will help
you perform as well as you possibly can in the Diploma Exam.
• Involve Yourself in Class: Attend class regularly
and be active in your learning by asking questions
and completing assignments. If you work steadily,
there will be no need to try to learn everything just
before the exam.
• Keep Up-to-Date with Chemistry 30 Material:
Schedule a regular review time every week and use
this time to organize your notes, review the
material, and ask yourself questions about what
you have learned. Use the Self Quizzes, Chapter
Summaries, and other study aids.
• Read and Understand the Scoring Criteria for
Diploma Exams: The full scoring criteria for the
different types of questions are available in the
Chemistry 30 Information Bulletin found online.
Read these criteria carefully and make sure you
understand what they mean.
www.science.nelson.com
• Practice Writing Old Exams: Simulate the
conditions of the exam to get used to sitting
through an entire exam and the time constraints of
writing the exam. You will also get used to the types
of questions on the exam and, afterward, be able to
compare your answers to the scoring criteria.
• Read the Instructions: Make sure you read the
instructions, directions, and questions very
carefully.
• Become Familiar with the Types of Questions:
Read the information below and practice answering
each type of question.
There are three types of questions on the Diploma Exam:
multiple choice, numerical response, and written response.
Multiple Choice Questions
Multiple choice questions are a large part of the diploma
exam. Most of the multiple choice questions on the diploma
exam are context-dependent. The others are called “discrete.”
Context-dependent multiple choice questions use information
provided in addition to the actual question. Examples
of this type of question include questions 10 and 11 in the
Unit 2 Review.
DIPLOMA EXAM PREPARATION
GO
Use this information to answer questions 9 to 11.
The empirical study of gases provided a number of laws
that formed the basis for important developments in chemistry
such as atomic theory and the mole concept.
Statements
1. The volume of a gas varies inversely with the pressure
on the gas.
2. Volumes of reacting gases are always in simple, whole
number ratios.
3. The volume of a gas varies directly with the absolute
temperature of the gas.
4. The volume of a gas varies directly with the absolute
temperature and inversely with the pressure.
10. Which statements require that the temperature be a
controlled variable
A. 1, 2, 3, and 4
B. 1, 3, and 4 only
C. 1 and 2 only
D. 3 and 4 only
11. Identify the statement that is best explained by
Avogadro’s theory.
A. 1
B. 2
C. 3
D. 4
Discrete multiple choice questions have no additional
information or directions, such as questions 1 and 2 in the
Chapter 7 Review.
1. A main goal of technology is to
A. advance science
B. identify problems
C. explain natural processes
D. solve practical problems
2. In the reaction of aqueous solutions of sodium
sulfide and zinc nitrate in a chemical analysis, the
spectator ions are
A. sodium and nitrate ions
B. sulfide and zinc ions
C. sodium and zinc ions
D. sulfide and nitrate ions
H
15. In a voltaic cell, the reduction potentials of two standard
half-cells are 0.35 V and 1.13 V. The predicted cell
potential of the cell constructed from these two half-cells is
A. 0.35 V
B. 0.78 V
C. 1.13 V
D. 1.48 V
16. If the electrodes of a standard copper–silver cell are
connected with a wire, then
A. silver is plated at the anode
B. a voltmeter would show a reading of 1.14 V
C. the solution at the anode becomes darker blue
D. electrons flow from the silver to the copper electrodes
17. The electrolysis of brine, NaCl(aq), is an important
industrial process. The major products formed at each
electrode are
Cathode
Anode
A. H 2 (g), OH (aq) O 2 (g), H (aq)
B. H 2 (g), OH (aq) Cl 2 (g)
C. Na(s) O 2 (g), H (aq)
D. Cl 2 (g) OH (aq)
Use this information to answer questions 18 to 20.
An aqueous solution of potassium hydroxide undergoes
electrolysis using 5.9 A of current for a total time of 22 min.
18. Electrons are transferred through the
A. solution from the anode to the cathode
B. solution from the cathode to the anode
C. external wire from the anode to the cathode
D. external wire from the cathode to the anode
19. The product(s) at the anode will be
A. O 2 (g), H (aq)
B. K(s)
C. H 2 (g), OH (aq)
D. O 2 (g), H 2 O(l)
20. The mass of the gas produced at the anode is
________ g.
Part 2
21. Define oxidation and reduction in three different contexts:
empirical (historical), theoretical (in terms of electrons),
and theoretical (in terms of oxidation numbers).
22. Using a general reaction equation (A B →
C D), label the agents and processes for any redox
reaction.
23. Define disproportionation and provide one simple
example.
Unit 7
24. From the information in this unit, list two or three examples
of situations in which technology preceded scientific
explanations.
25. Name two common reactions that occur in living and
nonliving systems. For each, identify the oxidizing agent,
reducing agent, and the direction of electron transfer.
26. Distinguish, in as many ways as possible, between anode
and cathode. Does your answer apply equally to voltaic and
electrolytic cells Explain briefly.
27. Briefly describe two technological solutions to the
problem of batteries “going dead.”
28. Explain why corrosion often occurs in places where two
different metals (such as copper and iron) are joined
together.
29. Electrochemical cells are very important technological
devices in our society. Compare the main differences
between voltaic and electrolytic cells in terms of their
purpose and the chemical reactions that occur in them.
30. Predict whether a spontaneous redox reaction will occur in
the following situations:
(a) A copper penny is dropped into hydrochloric acid.
(b) A nickel is dropped into nitric acid.
(c) A silver earring is dropped into sulfuric acid.
31. While working on the development of a new
electrochemical cell, a research chemist places selected
Period 4 transition metal strips into aqueous solutions of
their ionic compounds. She observes that the following
combinations of metal and cations react spontaneously:
V(s) Mn 2 (aq) → V 2 (aq) Mn(s)
V 2 (aq) Ti(s) → V(s) Ti 2 (aq)
Co 2 (aq) Mn(s) → Co(s) Mn 2 (aq)
(a) Use this information to develop a table of oxidizing
and reducing agents for these metals and their ions.
(b) Identify the strongest oxidizing and the strongest
reducing agent in your table.
32. Make a list of everything that must be balanced in a net
ionic equation representing a redox reaction.
33. Write and label balanced half-reaction equations for each
of the following redox reactions.
(a) 2 Fe 3 (aq) Ni(s) → 2Fe 2 (aq) Ni 2 (aq)
(b) Br 2 (aq) 2I (aq) → 2Br (aq) I 2 (s)
(c) Pd 2 (aq) Sn 2 (aq) → Pd(s) Sn 4 (aq)
(d) Label each reactant in (a), (b), and (c) as an oxidizing
or a reducing agent.
34. Use your knowledge of electrochemistry and some
brainstorming to describe at least three methods for NR
determining or approximating the position of the beryllium
half-reaction in a table of half-reactions.
Electrochemistry 667
p y g
20. The modern method of preparing methanol combines
DE carbon monoxide and hydrogen at high temperature and
pressure, in the presence of a catalyst.
CO(g) 2H 2 (g) → CH 3 OH(l) r H°
(a) Explain the purpose of the catalyst.
(b) Predict the standard enthalpy change for the reaction.
(c) Determine the quantity of energy released by the
production of 1.00 kg of methanol.
2
D
Study tips and test-taking strategies
• Helpful study tips and test-taking strategies are found in
the student resource, appendices, resource website, and
student CD
• Appendix H provides specific tips on writing the exam
redict whether a spontaneous redox reaction will occur in
the following situations:
(a) A copper penny is dropped into hydrochloric acid.
(b) A nickel is dropped into nitric acid.
(c) A silver earring is dropped into sulfuric acid.
31. While working on the development of a new
DE electrochemical cell, a research chemist places selected
Period 4 transition metal strips into aqueous solutions of
their ionic compounds. She observes that the following
combinations of metal and cations react spontaneously:
V(s) Mn 2 (aq) → V 2
V 2 (aq) Ti(s) → V(s)
Co 2 (aq) Mn(s) →
(a) Use this information to develop a table of oxidizing
p oduct(s) and at reducing the anode agents will for be these metals and their ions.
A. O( Identify the
2 (g), H (aq)
B. K(s)
C. H 2 (g), OH (aq)
D. O 2 (g), H 2 O(l)
20. The mass of the gas produced at the anode is
________ g.
Part 2
21. Define oxidation and reduction in three different contexts:
empirical (historical), theoretical (in terms of electrons),
a eti l
Computerized Assessment Bank questions
• Written by experienced diploma exam writers and are tailored
exam-style questions
• Over 2,000 questions available in a variety of formats including
all four types of Diploma Exam questions
• Questions are correlated to outcomes and can be easily added
or modified
Reinforcing higher-level thinking skills
• Many section questions and investigation exercises in Nelson resources
ask students to interpret data utilizing higher level thinking skills
602 C
INVESTIGATION 13.3
Predicting the Reaction of Sodium
Metal (Demonstration)
The process of developing theories, laws, and generalizations
requires that they must be tested numerous times in as many
different situations as possible. This process is necessary not
only to determine their validity, but also to identify exceptions
that may lead to new knowledge.
As part of the Design, include a list of diagnostic tests using
the “If [procedure] and [evidence], then [analysis]” format
for every product predicted. (This format is described in
Appendix C.4.)
Purpose
The purpose of this demonstration is to test the five-step
method for predicting redox reactions.
Problem
What are the products of the reaction of sodium metal with
water
Report Checklist
Purpose Design Analysis
Problem Materials Evaluation (1, 2, 3)
Hypothesis Procedure
Prediction Evidence
This reaction of sodium metal must be demonstrated
with great care, because a great deal of heat is
produced. Use only a piece the size of a small pea,
use a safety screen, wear a lab apron, eye protection,
and face shield, and keep observers at least two
metres away.
Report Checklist
S
Purpose Design Analysis
Problem Materials Evaluation (1, 2, 3)
Hypothesis Procedure
Prediction Evidence
This reaction of sodium metal must be demonstrated
with great care, because a great deal of heat is
produced. Use only a piece the size of a small pea,
use a safety screen, wear a lab apron, eye protection,
and face shield, and keep observers at least two
metres away.
B.2 Investigation Report Outline
An investigation report is the final result of your problem
solving. Your report should follow the model outlined in
Figure 1. As a further guide, use the information and instructions
for the specific processes listed below. The parts of the
investigation report that you are to provide are indicated in
the text in a checklist (Figure 2).
Hypothesis
and/or
Prediction
Prediction
Purpose
Problem
Evaluation
Design
Materials
Procedure
Evidence
Analysis
Synthesis
Figure 1
A scientific problem-solving model helps to guide your laboratory
work, but does not illustrate the complexity of the work.
Report Checklist
Purpose
Problem
Hypothesis
Prediction
Design
Materials
Procedure
Evidence
Analysis
Evaluation (1, 2
and/or 3)
Figure 2
Shaded circles indicate the parts you are expected to complete in
a particular investigation report. One or more parts of an
Evaluation may be required, as indicated by the numbers.
Purpose
Although this is usually provided, you will be expected to identify
the purpose of an investigation before, during, and after
your laboratory work. Most often, the purpose is to create, test,
or use a chemistry concept.
Problem
The Problem is a specific question to be answered in the investigation.
If appropriate, you should state the question in terms
of manipulated and responding variables. In most cases, the
problem is chosen for you. Only when creating a concept will
the Purpose and the Problem be the same.
Hypothesis
The hypothesis is an (often untested) empirical or theoretical
concept that provides a possible explanation for a natural or
technological phenomenon. Only some kinds of investigations
require a hypothesis, such as investigations that test a
hypothesis using a general question as the Problem.
Prediction
The Prediction is the expected answer to the Problem
according to a scientific concept (for example, a hypothesis,
theory, law, or generalization) or another authority (for
790 Appendix B NEL
15. Science terms and concepts are often used to help
promote a variety of new technologies marketed to
consumers. One recent example is the titanium necklace or
bracelet. Refer to Appendix B.4 and use the Internet to
answer the following questions.
(a) List some science terms and concepts that are
mentioned in the promotion of this product.
(b) Briefly summarize the claims implied by the
manufacturer.
(c) What kind of evidence is presented to justify the
claims
(d) Write a brief experimental design to conduct a scientific
test of the claims and collect more reliable evidence.
www.science.nelson.com
Science Process Skill Development
• The only resource where students practice
completing Design and Evaluation process skills
during investigations — just like they will experience
on the diploma exam
• Clear approach and strong support for writing
scientifically correct lab reports as outlined in the
Appendix
GO
Diploma Exam Preparation 823