CHAPTER 2 Chemical Reactions

Starting Points
(Page 42)
(Students’ answers will reflect their understanding at this point. There are no “correct” or
“incorrect” answers. Students will revisit their answers at the end of the chapter.)

Exploration: Molecules Making Magic (Demonstration)

(Page 43)
Observation
When the paper was soaked in the solution of propan-2-ol, sodium chloride, and water and
ignited, the paper burned for a short period of time, then stopped burning, leaving behind an
unburnt section of paper.
Explanation
The paper did not burn because energy released in the combustion process is absorbed by the
evaporating water and propan-2-ol on the paper. Cooling upon evaporation is a common
experience, such as evaporation of sweat from your body, evaporation of water from your body
after swimming or showering, and evaporation of a volatile liquid such as rubbing alcohol from
your hand. In this case, the cooling by evaporation of the water and propan-2-ol from the paper
keeps the paper from burning.

2.1 SCIENCE AND TECHNOLOGY IN SOCIETY

Section 2.1 Questions

(Page 45)
1. Examples of STS issues include global warming, ozone depletion, nuclear wastes, oil sands
development, coalbed methane development, funding of scientific research, water
availability, and oil spills.
2. (a) economic
(b) ecological
(c) technological
(d) political
(e) scientific
3. (a) Develop new mining techniques and sources of aluminium. Recycle cans to reuse
existing aluminium.
(b) Attach a small piece of iron to the bottom of the can. Consumers separate cans before
discarding them into the garbage.
(c) Design recycling containers that accept aluminium cans only. Educate people to make an
effort to seek out appropriate disposal bins.
4. The discussion could include points such as the high cost of energy to produce aluminium,
the lightness and convenience of cans, the ease of recycling, the permanence of aluminium as
litter, and the dependence on foreign countries for ore, as compared with similar points for
glass, plastic, or paper laminate containers.

18 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

2.2 CHANGES IN MATTER

Web Activity: Case Study—States of Matter and Changes in Matter

(Page 46)
(a) Solids and liquids both have fixed volumes, whereas the volume of a gas depends on the
size of the container. Solids also have a fixed shape, while the shapes of liquids and gases
also depend on the shape of the container.
(b) Melting/freezing and boiling/condensing are not mentioned.
(c) Clues that a chemical reaction has taken place include foaming or fizzing, and the
production of heat, sound, light, and odour.

Section 2.2 Questions

(Page 50)
1. Physical change: Ɣ The temperature of air increases in a home.
Ɣ Water boils in a cooking pot.
Chemical change: Ɣ Gasoline burns explosively in a car engine.
Ɣ A hamburger is cooked on a barbecue.
Nuclear change: Ɣ Fission of uranium occurs in a CANDU nuclear reactor.
Ɣ Fusion of hydrogen occurs to form helium on our sun.
2. Physical change—Molecules are rearranged without changing the molecule.
Chemical change—Atoms or ions within a molecule or formula unit are rearranged to make
new molecules or formula units.
Nuclear change—Protons and neutrons are rearranged to make new nuclei and atoms.
3. According to the collision–reaction theory, for a chemical reaction to take place, chemical
entities must collide, have a minimum quantity of energy, and be in a correct orientation to
react.
4. Classification systems are created to help us organize our knowledge. (Classification systems
are concepts created by fallible humans. As with all concepts, they are uncertain and
tentative.)
5. Evidence for chemical reactions includes one or more of the changes in state, energy, odour,
and colour.
6. Change in state: Ɣ Baking soda produces carbon dioxide gas.
Ɣ Water softeners precipitate calcium ions from hard water.
Change in energy: Ɣ Fuel is burned to heat a home.
Ɣ A cold pack is used to treat an athletic injury.
Change in odour: Ɣ Composting produces an odour change.
Ɣ Colon gases are evidence of an odour change caused by chemical
reactions.
Change in colour: Ɣ Cooking food usually changes the colour of the food.
Ɣ Adding acids or bases to the soil can change the colour of flowers.
7. If an aqueous solution is tested with blue litmus and the blue litmus turns pink, then an acid is
likely present in the solution.
If a flame is added to a gas and the gas explodes (pops), then the gas may be hydrogen.
8. The scientific law that is interpreted as a conservation of atoms is the law of conservation of
mass for a chemical reaction.
9. A formula subscript communicates how many atoms are in each molecule (e.g., C3H8) or
what ratio of ions is in a formula unit (e.g., Na2S), whereas a coefficient indicates how many
molecules or formula units are affected by a reaction, for example, 2 C3H8 and 8 Na2S.
Another example is that 2 H(g) refers to two atoms of monatomic hydrogen in the gaseous
state, whereas H2(g) refers to one molecule of hydrogen gas.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 19

10. (a) Analysis
1. The formation of bubbles is evidence of a gas being produced—a new substance and therefore
a chemical reaction.
2. A colour change is evidence of a chemical reaction.
3. A solid precipitate forming is evidence of a new substance being produced, and therefore of a
chemical reaction.
4. A new odour is produced, meaning that a new substance may have been formed. Since the
odour is of vinegar (acetic acid), one can assume that a reaction has occurred, producing acetic
acid.
5. Energy (heat) is absorbed by the reaction from the surroundings, causing the solution to feel
cool. This change is evidence of an endothermic chemical reaction.
6. The formation of bubbles is evidence of a gas being produced—a new substance and therefore
a chemical reaction.
7. Phenolphthalein is a chemical indicator that detects a change in pH of a solution by changing
colour. Changes in pH can occur when a chemical reaction occurs.
8. A solid precipitate forming is evidence of a new substance being produced, and therefore of a
chemical reaction.
9. No observable change could indicate that no chemical reaction has taken place.
10. A new (silvery) solid substance is formed in the process, evidence of a chemical reaction.

(b) Mixture 9 did not appear to produce a chemical reaction, but not necessarily. The initial
certainty in this interpretation is high, but caution is advised.
(c) The evidence of chemical change might not be observable without equipment (e.g., a
temperature change may be so slight that only a thermometer would be able to detect it).
11. Melting is normally associated with a pure substance when a pure solid changes into a pure
liquid, without changing the chemical itself (i.e., the process is reversible). Dissolving, on the
other hand, involves two substances—a solute and a solvent. Often a solid solute is dissolved
in a liquid solvent. The solid does not melt; it dissolves in the solvent to form a mixture called
a solution.
12. The debate indicates that Nature does not always follow the classification systems created by
people. For every classification system created, there are exceptions or grey areas in addition
to the black and white classes; for example, metals and nonmetals begat semi-metals, and
ionic and molecular compounds begat acids and bases.
13. (a) anecdotal evidence—a small quantity of evidence gathered from personal experience
(that may lead to a large systematic study)
(b) sample size—the number of subjects involved in an investigation, for example, the
number of people, elements, or compounds (generally, the larger the better)
(c) replication—the repetition of an investigation by, for example, an independent group (to
test the validity of a previous knowledge claim)
(d) placebo—a false (purposely ineffective) treatment provided to a control group in a
research study (any positive result from this false treatment is compared to the real
treatment to see if there is a difference)
14. (a) Criticisms of this research design include: its very small sample size; the short term of the
study; and no placebo was given to the control group.
(b) Criticisms of this research design include: not controlling for the teacher variable; no
mention of whether the test included laboratory-oriented questions or not; the small
sample size; and the short term of the study.

20 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

2.3 BALANCING CHEMICAL REACTION EQUATIONS

Section 2.3 Questions

(Pages 53–54)
1. (a) 2 Al(s) + 3 CuCl2(aq) o 3 Cu(s) + 2 AlCl3(aq)
(b) Cu(s) + 2 HCl(aq) o H2(g) + CuCl2(aq)
(c) 2 HgO(s) o 2 Hg(l) + O2(g)
(d) (i) CH4(g) + H2O(g) o CO(g) + 3 H2(g)
(ii) CO(g) + 2 H2(g) o CH3OH(l)
2. (a) Two moles of liquid methanol react with three moles of oxygen gas to produce two moles
of carbon dioxide gas and four moles of water vapour.
(b) One mole of solid calcium phosphate and three moles of aqueous hydrogen sulfate
(sulfuric acid) react to produce two moles of aqueous hydrogen phosphate (phosphoric
acid) and three moles of solid calcium sulfate.
(c) Two moles of solid sodium react with two moles of liquid water to produce one mole of
hydrogen gas and two moles of aqueous sodium hydroxide.
(d) One mole of sucrose decomposes to produce twelve moles of solid carbon and eleven
moles of water vapour.
3. (a) no (not balanced)
(b) yes (balanced)
(c) no (not balanced)
(d) yes (balanced)
4. (a) scientific
2 SO2(g) + O2(g) o 2 SO3(g)
(b) political
SO3(g) + H2O(l) o H2SO4(aq)
(c) technological
2 CaO(s) + 2 SO2(g) + O2(g) o 2 CaSO4(s)
(d) economic
CaO(s) + H2SO3(aq) o H2O(l) + CaSO3(s)
(e) ecological
Al2(SiO3)3(s) + 3 H2SO4(aq) o 3 H2SiO3(aq) + Al2(SO4)2(aq)
(f) technological
NaCl(aq) + HF(aq) o NaF(aq) + HCl(aq)
5. (a) balanced
(b) S8(s) + 8 O2(g) o 8 SO2(g)
(c) balanced
(d) CaCO3(s) + 2 HNO3(aq) o H2CO3(aq) + Ca(NO3) 2(aq)
(e) 2 Al(s) + 3 H2SO4(aq) o 3 H2(g) + Al2(SO4)3(aq)
(f) balanced
(g) 2 Fe(s) + 3 H2SO3(aq) o 3 H2(g) + Fe2(SO3)3(s)
(h) balanced
(i) CH4(g) + 2 O2(g) o CO2(g) + 2 H2O(g)
(j) 2 FeS(s) + 3 O2(g) o 2 FeO(s) + 2 SO2(g)
(k) 2 H2S(g) + 3 O2(g) o 2 H2O(g) + 2 SO2(g)
(l) 2 CaCO3(s) + 2 SO2(g) + O2(g) o 2 CaSO4(s) + 2 CO2(g)

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 21

6. (a) 2 H2(g) + O2(g) o 2 H2O(g)

(b) N2(g) + 3 H2(g) o 2 NH3(g)

(c) H2(g) + Cl2(g) o 2 HCl(g)

Extension
7. Procedure
1. Divide the subjects (in this case, the acid-affected lakes) into two groups.
2. Record the pH of each lake several times before starting any treatment, to obtain baseline
data.
3. Prepare the treatment (lime) and the placebo (possibly powdered granite) for distribution
by putting the “doses” into identical bags, each labelled with the name of the lake into
which the powder will be introduced.
4. Distribute the powders by helicopter. The helicopter pilot should not know which lakes
are getting which substance.
5. Every two weeks, record the pH of each of the lakes. The research technicians should not
know which lakes received which substance. The data-gathering phase could last for
several years.
6. The data are forwarded to the research lab where they are analyzed by two different
researchers, working independently. Statistical analysis should be used to ascertain
whether any differences between the two groups are statistically significant.

2.4 CHEMICAL AMOUNT

Section 2.4 Questions

(Page 57)
1. (a) 18.02 g/mol
(b) 44.01 g/mol
(c) 58.44 g/mol
(d) 342.34 g/mol
(e) 252.10 g/mol

22 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

6. (a) 2 H2(g) + O2(g) o 2 H2O(g)

(b) N2(g) + 3 H2(g) o 2 NH3(g)

(c) H2(g) + Cl2(g) o 2 HCl(g)

Extension
7. Procedure
1. Divide the subjects (in this case, the acid-affected lakes) into two groups.
2. Record the pH of each lake several times before starting any treatment, to obtain baseline
data.
3. Prepare the treatment (lime) and the placebo (possibly powdered granite) for distribution
by putting the “doses” into identical bags, each labelled with the name of the lake into
which the powder will be introduced.
4. Distribute the powders by helicopter. The helicopter pilot should not know which lakes
are getting which substance.
5. Every two weeks, record the pH of each of the lakes. The research technicians should not
know which lakes received which substance. The data-gathering phase could last for
several years.
6. The data are forwarded to the research lab where they are analyzed by two different
researchers, working independently. Statistical analysis should be used to ascertain
whether any differences between the two groups are statistically significant.

2.4 CHEMICAL AMOUNT

Section 2.4 Questions

(Page 57)
1. (a) 18.02 g/mol
(b) 44.01 g/mol
(c) 58.44 g/mol
(d) 342.34 g/mol
(e) 252.10 g/mol

22 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

2. (a) 16.05 g communicates a certainty of 4 significant digits.
(b) 7.0 mL communicates a certainty of 2 significant digits.
(c) 10 cm2 communicates a certainty of 2 significant digits.
(d) 0.563 kg communicates a certainty of 3 significant digits.
(e) 0.000 5 L communicates a certainty of 1 significant digit.
(f) 90.00 g/mol communicates a certainty of 4 significant digits.
3. (a) 0.117 mol
(b) 24 g
(c) 50.0 mmol
(d) 12.49 g
4. (a) 1.72 u 10 3 g or 1.72 kg
(b) 50.0 L
(c) 1.55 mol/L
(d) 13.6 mL
0.06 g
(e) 2% (from u 100 )
3.61 g
(f) 3.94 kJ
1 mol
5. (a) nC3H8 = 40.0 g u = 0.907 mol
44.11 g
1 mol
(b) nNaCl = 500 g u = 8.56 mol
58.44 g
1 mol
(c) nC12 H22O11 = 10.00 kg u = 0.029 21 kmol or 29.21 mol
342.34 g
1 mol
(d) nC9 H8O4 = 325 mg u = 1.80 mmol or 0.001 80 mol
180.17 g
1 mol
(e) nCH3CH 2OHCH3 = 150 g u = 2.45 mol
61.12 g
17.04 g
6. (a) mNH3 = 4.22 mol u = 71.9 g
1 mol
40.00 g
(b) mNaOH = 0.224 mol u = 8.96 g
1 mol
18.02 g
(c) mH 2O = 57.3 mmol u = 1.03 g
1 mol
158.04 g
(d) mKMnO4 = 9.44 kmol u = 1.49 Mg
1 mol
132.17 g
(e) m(NH 4 )2SO4 = 0.77 mol u = 0.10 kg or 1.0 u 102 g
1 mol
7. (a) H2(g) + Cl2(g) o 2 HCl(g)
(1 mol u 2.02 g/mol) + (1 mol u 70.90 g/mol) = (2 mol u 36.46 g/mol)
72.92 g = 72.92 g
(b) 2 CH3OH(l) + 3 O2(g) o 2 CO2(g) + 4 H2O(g)
(2 mol u 32.05 g/mol) + (3 mol u 32.00 g/mol) =
(2 mol u 44.01 g/mol) + (4 mol u 18.02 g/mol)
160.10 g = 160.10 g

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 23

2.5 CLASSIFYING CHEMICAL REACTIONS

Section 2.5 Questions

(Pages 59–60)
1. (a) simple decomposition
2 Li2O(s) o 4 Li(s) + O2(g)
(b) simple decomposition
potassium bromide o potassium + bromine
(c) formation
potassium + nitrogen o potassium nitride
(d) simple decomposition
2 MgO(s) o 2 Mg(s) + O2(g)
(e) formation
aluminium + sulfur o aluminium sulfide
(f) complete combustion
CH4(g) + 2 O2(g) o CO2(g) + 2 H2O(g)
2. (a) simple decomposition
copper(II) oxide o copper + oxygen
(b) formation
4 Al(s) + 3 O2(g) o 2 Al2O3(s)
(c) simple decomposition
2 NaOH(l) o 2 Na(s) + O2(g) + H2(g)
(d) formation
2 Na(s) + Cl2(g) o 2 NaCl(s)
(e) formation
Cu(s) + Cl2(aq) o CuCl2(aq)
(f) simple decomposition
2 K2O(l) o 4 K(s) + O2(g)
(g) formation
zinc + oxygen o zinc oxide
(h) 2 Zn(s) + O2(g) o 2 ZnO(s)
Two moles of solid zinc react with one mole of oxygen gas to produce two moles of solid
zinc oxide.
3. CO2(g), H2O(g), SO2(g), NO2(g), and Fe2O3(s)
4. (a) CH4(g) + 2 O2(g) o CO2(g) + 2 H2O(g)
(b) 4 CH3NO2(l) + O2(g) o 4 CO2(g) + 2 H2O(g) + 4 NH2(g)
(c) 2 C4H9SH(g) + 15 O2(g) o 8 CO2(g) + 10 H2O(g) + 2 SO2(g)
(d) ethanol + oxygen o carbon dioxide + water
(e) C2H5OH(l) + 3 O2(g) o 2 CO2(g) + 3 H2O(g)
One mole of liquid ethanol reacts with three moles of oxygen gas to produce two moles
of carbon dioxide gas and three moles of water vapour.
(f) octane + oxygen o carbon dioxide + water
5. (a) simple decomposition
potassium bromide o potassium + bromine
(b) complete combustion or formation
C(s) + O2(g) o CO2(g)
(c) complete combustion
2 CH3OH(l) + 3 O2(g) o 2 CO2(g) + 4 H2O(g)

24 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

 (d) complete combustion
hydrogen sulfide + oxygen o sulfur dioxide + water
(e) complete combustion or formation
2 H2(g) + O2(g) o 2 H2O(g)
(f) complete combustion
4 HCN(g) + 9 O2(g) o 4 CO2(g) + 2 H2O(g) + 4 NO2(g)
6. (a) formation
2 Al(s) + 3 F2(g) o 2 AlF3(s)
(b) simple decomposition
2 NaCl o 2 Na(s) + Cl2(g)
(c) complete combustion or formation
S8(s) + 8 O2(g) o8 SO2(g)
(d) complete combustion
CH4(g) + 2 O2(g) o CO2(g) + 2 H2O(g)
(e) simple decomposition
2 Al2O3(s) o 4 Al(s) + 3 O2(g)
(f) complete combustion
C3H8(g) + 5 O2(g) o 3 CO2(g) + 4 H2O(g)
(g) complete combustion
2 C4H10(g) + 13 O2(g) o 8 CO2(g) + 10 H2O(g)
7. For 6 (b), the industrial production of sodium
For 6 (d), heating homes, and fueling cars and laboratory burners
For 6 (e), the industrial production of aluminium
For 6 (f), fueling stoves, barbecues, laboratory burners, and cars
For 6 (g), fueling butane lighters or heaters
8. For 6 (a), silvery-grey metal + green gas o white solid
For 6 (b), white solid o soft, silvery solid + yellow gas
For 6 (c), yellow solid + colourless gas o odorous gas
For 6 (d), all colourless, odourless gases
For 6 (e), white solid o silvery-grey metal + colourless gas
For 6 (f), all colourless, odourless gases
For 6 (g), all colourless, odourless gases
9. Benefits of combustion reactions:
Ɣ Technological: Combustion reactions of methane keep our homes and schools warm and
combustion of coal produces electricity in some power plants.
Ɣ Economic: Combustion of natural gas and coal fuel our industries (e.g., oil sands
recovery, oil and gas refining, pulp and paper, and farming) and provide jobs that bring
money home to raise families.
Risks of combustion reactions:
Fuel for combustion is usually non-renewable and produces carbon dioxide, which promotes
global warming.
Combustion of fuels can produce harmful gases such as sulfur dioxide and nitrogen oxides.
Some fuels, such as coal, can contain heavy metals (e.g., mercury) that are emitted into the
environment.
Incomplete combustion of hydrocarbons produces carbon monoxide, which is toxic.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 25

Extension
10. Hydrogen Fuel Cell Vehicles
Pros Cons
Scientific The complete reaction of hydrogen gas Hydrogen gas is explosive in the
with oxygen gas produces water vapour presence of oxygen (e.g., from the air)
as its only product. and an ignition source.
Technological Many car manufacturers have already The design of hydrogen fuel cells is still
begun producing vehicles that use not very efficient or safe. A technology
hydrogen fuel cells to run electric cars. for the direct burning of hydrogen gas in
cars is not available.
Ecological Reduction in carbon dioxide gas Increased amounts of water vapour in
emissions from fossil-fuel-burning the atmosphere may have detrimental
engines will result in less pollution and effects on climate.
therefore less damage to the
environment.
Economic There is potentially a lot of money to be The technology is expensive to produce
made if the public is mandated to and maintain and therefore may be out
purchase hydrogen vehicles. of the price range of the average
consumer.
Political Politicians may gain votes from an Support and votes will be lost from low-
increasingly environmentally conscious income voters and from businesses that
community. rely on non-hydrogen vehicles to make a
profit.

11. H(g) + Cl2(g) o HCl(g) + Cl(g) (See the Nelson Web site.)

2.6 CHEMICAL REACTIONS IN SOLUTION

Section 2.6 Questions

(Page 64)
1. (a) Pb(NO3)2(aq) + 2 LiCl(aq) o PbCl2(s) + 2 LiNO3(aq)
(b) NH4I(aq) + AgNO3(aq) o AgI(s) + NH4NO3(aq)
(c) Pb(s) + PbO2(s) + 2 H2SO4(aq) o 2 H2O(l) + 2 PbSO4(aq)
2. (a) 2 Fe(s) + 3 CuSO4(aq) o 3 Cu(s) + Fe2(SO4)3(aq)
(b) Al2(SO4)3(aq) + 3 Ca(OH)2(s) o 2 Al(OH)3(s) + 3 CaSO4(s)
(c) Cl2(g) + 2 NaBr(aq) o Br2(l) + 2 NaCl(aq)
(d) 6 CO2(g) + 6 H2O(l) o C6H12O6(aq) + 6 O2(g)
3. (a) Zn(s)
(b) P4(s)
(c) C12H22O11(aq)
(d) CH3OH(aq)
(e) C8H18(l)
(f) BaSO4(s)
(g) NaOH(aq)
(h) NH3(aq)
(i) HF(aq)
4. (a) P4 is the symbol for one molecule of phosphorus. 4 P is the symbol for four atoms of
phosphorus.
(b) Cl2(g) is the symbol for one molecule (or one mole) of (diatomic) chlorine gas. Cl(g) is
the symbol for monatomic chlorine gas (only found under special conditions).
(c) Hg(l) is the symbol for liquid mercury. Hg(g) is the symbol for gaseous mercury.
(Mercury is a heavy metal. It is not healthy to breathe mercury vapours.)

26 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

Extension
10. Hydrogen Fuel Cell Vehicles
Pros Cons
Scientific The complete reaction of hydrogen gas Hydrogen gas is explosive in the
with oxygen gas produces water vapour presence of oxygen (e.g., from the air)
as its only product. and an ignition source.
Technological Many car manufacturers have already The design of hydrogen fuel cells is still
begun producing vehicles that use not very efficient or safe. A technology
hydrogen fuel cells to run electric cars. for the direct burning of hydrogen gas in
cars is not available.
Ecological Reduction in carbon dioxide gas Increased amounts of water vapour in
emissions from fossil-fuel-burning the atmosphere may have detrimental
engines will result in less pollution and effects on climate.
therefore less damage to the
environment.
Economic There is potentially a lot of money to be The technology is expensive to produce
made if the public is mandated to and maintain and therefore may be out
purchase hydrogen vehicles. of the price range of the average
consumer.
Political Politicians may gain votes from an Support and votes will be lost from low-
increasingly environmentally conscious income voters and from businesses that
community. rely on non-hydrogen vehicles to make a
profit.

11. H(g) + Cl2(g) o HCl(g) + Cl(g) (See the Nelson Web site.)

2.6 CHEMICAL REACTIONS IN SOLUTION

Section 2.6 Questions

(Page 64)
1. (a) Pb(NO3)2(aq) + 2 LiCl(aq) o PbCl2(s) + 2 LiNO3(aq)
(b) NH4I(aq) + AgNO3(aq) o AgI(s) + NH4NO3(aq)
(c) Pb(s) + PbO2(s) + 2 H2SO4(aq) o 2 H2O(l) + 2 PbSO4(aq)
2. (a) 2 Fe(s) + 3 CuSO4(aq) o 3 Cu(s) + Fe2(SO4)3(aq)
(b) Al2(SO4)3(aq) + 3 Ca(OH)2(s) o 2 Al(OH)3(s) + 3 CaSO4(s)
(c) Cl2(g) + 2 NaBr(aq) o Br2(l) + 2 NaCl(aq)
(d) 6 CO2(g) + 6 H2O(l) o C6H12O6(aq) + 6 O2(g)
3. (a) Zn(s)
(b) P4(s)
(c) C12H22O11(aq)
(d) CH3OH(aq)
(e) C8H18(l)
(f) BaSO4(s)
(g) NaOH(aq)
(h) NH3(aq)
(i) HF(aq)
4. (a) P4 is the symbol for one molecule of phosphorus. 4 P is the symbol for four atoms of
phosphorus.
(b) Cl2(g) is the symbol for one molecule (or one mole) of (diatomic) chlorine gas. Cl(g) is
the symbol for monatomic chlorine gas (only found under special conditions).
(c) Hg(l) is the symbol for liquid mercury. Hg(g) is the symbol for gaseous mercury.
(Mercury is a heavy metal. It is not healthy to breathe mercury vapours.)

26 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

 (d) H2O2 is the symbol for one molecule of hydrogen peroxide. H2 + O2 represents one
molecule of hydrogen and one molecule of oxygen.
(e) NaCl(l) is the symbol for liquid (melted) sodium hydroxide. NaCl(aq) is the symbol for
aqueous (dissolved) sodium chloride.
(f) Mg is the symbol for an atom of magnesium. Mg2+ is the symbol for an ion of magnesium.
5. (a) single replacement
Al(s) + 3 AgNO3(aq) o 3 Ag(s) + Al(NO3)3(aq)
(b) double replacement (precipitation)
3 KOH(aq) + FeCl3(aq) o Fe(OH)3(s) + 3 KCl(aq)
(c) double replacement (neutralization)
NaOH(aq) + CH3COOH(aq) o H2O(l) + NaCH3COO(aq)
(d) single replacement
2 Fe(s) + 3 CuSO4(aq) o 3 Cu(s) + Fe2(SO4)3(aq)
(e) Two moles of solid iron and three moles of aqueous copper(II) sulfate react to produce
three moles of solid copper and one mole of aqueous iron(III) sulfate.
6. Prediction
According to the single replacement reaction generalization, the products of the reaction of
sodium metal and water are hydrogen gas and aqueous sodium hydroxide.
2 Na(s) + 2 H2O(l) o H2(g) + 2 NaOH(aq)
Design
To test for the presence of hydrogen as a product, a lighted splint is placed in the mouth of
the test tube. If a pop is heard, this sound is consistent with hydrogen gas being present.
To test for the presence of sodium hydroxide as a product, red litmus paper is used. If
the litmus paper turns blue, then a base is present in solution, consistent with sodium
hydroxide being present.
7. (a) If a burning-splint test is performed and a popping sound is produced, then hydrogen gas
is likely present.
If a glowing-splint test is performed and the splint re-lights, then oxygen is likely
present.
(b) If a litmus test is performed and blue litmus turns red as the reaction progresses, then an
acid is present, consistent with producing hydrochloric acid.
(c) If a conductivity test is performed and the solution conducts electricity, then ions are
present, consistent with producing ammonium hydroxide.
If a source of calcium ions is added to the solution and a precipitate forms, then
hydroxide ions may be present, consistent with the production of ammonium hydroxide.
Extension
8. (a) Double-blind design: Coded samples of the commercial magnets and identical-looking
fake magnets are wrapped around selected hot and cold water pipes in 100 new homes,
randomly selected from throughout rural and urban Alberta. After five years, sections of
magnet-wrapped and fake-magnet-wrapped pipe from different pipes in the same houses
are cut out. Another experimenter, who does not know which sample involved magnets
and which did not, measures and records the quantity of scaling inside the coded pipe
samples. The code-breaker is then used to compare the quantity of scaling in magnet-
wrapped versus non-magnet-wrapped samples.
(b) Double-blind design: The psychic is asked to identify ten people with strong halos and
ten people with no halos from a randomly selected audience of fifty people. With the
psychic hidden, one experimenter places the twenty people randomly behind twenty
identical opaque screens (just wider and taller than the people). A second experimenter

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 27

 then brings the psychic out to identify the location of the people with the strong halos.
The success rate is compared to what might be expected by guessing.
(c) Cause-and-effect study: The psychic is presented with two identical spoons. Both are
handled in exactly the same way. Watched by at least two independent researchers, and
without touching the spoons, the psychic is invited to bend one of the spoons.
(d) Double-blind design: A group of subjects suffering from wrist pain is divided randomly
into two groups. One group will receive copper bracelets; the other will receive bracelets
that look and feel identical, but contain no copper. The identity of each subject and the
treatment that each subject received are recorded and stored away. The bracelets are
distributed by a researcher who does not know which type of bracelet is going to each
subject. Another researcher, who also does not know who has the “real” bracelets, asks
the subjects a standard series of questions every two weeks for eight weeks. The data are
collected and analyzed by at least two independent researchers.

28 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

Chapter 2 SUMMARY
Make a Summary
(Page 65)
1. and 2.

(c) Elements: Solid elements, such as sulfur, aluminium, and carbon, are only very slightly
soluble in water. Mercury, the only liquid element, is also largely insoluble. The gaseous
elements, including oxygen and chlorine, are more soluble.
Ionic compounds: Some compounds made up of ions, such as sodium hydroxide and
most sulfates, are highly soluble in water. Others, including lead(II) chloride and most
phosphates, are only slightly soluble.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 29

 Molecular compounds: Some molecular compounds, such as ammonia and glucose, are
very soluble in water, while others, such as methane and octane, are only slightly soluble
(d) Sample perspectives on the combustion of fossil fuels for transportation:
Ɣ Ecological: Burning fossil fuels for transportation creates greenhouse gases, which
contribute to climate change.
Ɣ Economic: Switching to another form of fuel may put the fossil-fuel-based car
manufacturers out of business but at the same time create new business sectors and
jobs for manufacturers of non-fossil-fuel-burning vehicles or alternative forms of
transport.
Ɣ Political: Government representatives and voters may choose to support legislation
requiring stricter regulations on greenhouse gas emissions from vehicles.
3. 1. Evidence of a chemical reaction includes a colour change, an odour change, a change in
state (e.g., a gas or a solid forms), and a change in energy (e.g., sound, light and/or heat is
produced or absorbed).
2. A chemical reaction occurs when two or more reactants collide with sufficient energy and
correct orientation such that their atoms are rearranged and/or electrons are exchanged
and a new entity (or entities) is (are) produced.
3. It is possible to predict the products of a reaction if you know the generalization of each
type of chemical reaction. For example, if you know that all simple formation reactions
have the general reaction equation element + element o compound, and the two
reactants you are dealing with are Na(s) and Cl2(g), two elements, then you can predict
that they would form the product NaCl(s).
4. To balance an equation:
Ɣ Write the unbalanced chemical equation with correct chemical formulas.
Ɣ Balance the atom/ion present in the greatest number by placing the lowest possible
coefficient(s) in front of the appropriate entities.
Ɣ Repeat these steps to balance all atoms/ions present.
5. A mole is a chemical amount of a substance, empirically determined to be 6.02 u 1023
entities. A mole of atoms is present in an atomic molar mass of an element, for example,
in 12.0 g of carbon.
6. [Students’ answers will vary. Sample answer.]
Issue: Reducing Greenhouse Gas Emissions
Perspective
Ɣ Scientific: Research shows that burning fossil fuels produces the majority of
greenhouse gases in the form of CO2(g), and NOx(g). This perspective explains how
global warming occurs chemically due to the presence of greenhouse gases.
Ɣ Technological: With the scientific knowledge we now have, preventative measures
such as catalytic converters and hybrid engines can be produced to reduce
greenhouse gas emissions.
Ɣ Ecological: Greenhouse gases contribute to global warming, which in turn is
destroying the Arctic habitats of many different species.
Ɣ Economic: The technology available to reduce greenhouse gas emissions is costly to
produce and may be too expensive for the average consumer.
Ɣ Political: Governments could address the issue of reducing greenhouse gases and
gain votes by passing laws mandating their reduction (e.g., the Kyoto Accord).

30 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

Chapter 2 REVIEW

Part 1
(Page 66)
1. 1, 8, 5, 6s
2. 3, 1, 2,1
3. C
4. B
5. C
6. C

Part 2
(Pages 66–67)
7. (a) very soluble, C12H22O11(aq)
(b) slightly soluble, CH4(g)
(c) slightly soluble, CaSO4(s)
(d) slightly soluble, C(s)
(e) very soluble, H2SO4(aq)
(f) very soluble, Na2CO3(aq)
(g) very soluble, NH4NO3(aq)
(h) slightly soluble, S8(s)
(i) slightly soluble, AgBr(s)
(j) slightly soluble, Mg(OH)2(aq)
8. (a) 2 NaOH(aq) + H2SO4(aq) ĺ 2 H2O(l) + Na2SO4(aq)
double replacement
(b) C3H8(g) + 5 O2(g) ĺ 3 CO2(g) + 4 H2O(g)
complete combustion
(c) 2 Al(s) + 3 CuCl2(aq) ĺ 3 Cu(s) + 2 AlCl3(aq)
single replacement
(d) 2 NaOH(l) ĺ Na(l) + O2(g) + H2(g)
simple decomposition
(e) Ca(s) + Cl2(g) ĺ CaCl2(s)
formation
(f) Pb(NO3)2(aq) + 2 NaCl(aq) ĺ PbCl2(s) + 2 NaNO3(aq)
double replacement
9. (a) simple decomposition
2 KCl(s) ĺ 2 K(l) + Cl2(g)
(b) formation
Cu(s) + Cl2(g) ĺ CuCl2(s)
(c) complete combustion
C5H12(g) + 8 O2(g) ĺ 5 CO2(g) + 6 H2O(g)
(d) double replacement
AgNO3(aq) + NaCl(aq) ĺ AgCl(s) + NaNO3(aq)
(e) single replacement
2 Al(s) + 3 Cu(NO3)2(aq) ĺ 3 Cu(s) + 2 Al(NO3)3(aq)
(f) complete combustion
2 C8H18(l) + 25 O2(g) ĺ 16 CO2(g) + 18 H2O(g)
(g) simple decomposition
2 Al2O3(s) ĺ 4 Al(s) + 3 O2(g)

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 31

 (h) formation
Fe(s) + Br2(l) ĺ FeBr2(s)
(i) double replacement
Cu(NO3)2(aq) + 2 NaOH(aq) ĺ Cu(OH)2(s) + 2 NaNO3(aq)
(j) double replacement
2 H3PO4(aq) + 3 Ca(OH)2(aq) ĺ 6 H2O(l) + Ca3(PO4)2(s)
10. (a) Four moles of ammonia gas react with seven moles of oxygen gas to produce four moles
of nitrogen dioxide gas and six moles of water vapour.
(b) Three moles of aqueous calcium chloride react with two moles of aqueous sodium
phosphate to produce one mole of solid calcium phosphate and six moles of aqueous
sodium chloride.
(c) Two moles of liquid sodium chloride decompose into two moles of liquid sodium and
one mole of chlorine gas.
11. (a) If a gas is collected and a burning-splint test is performed, resulting in a popping sound,
then hydrogen gas is likely present.
(b) If a litmus test is performed and blue litmus turns red as the reaction progresses, then an
acid is present, consistent with the production of sulfuric acid.
(c) If a conductivity test is performed and the solution conducts electricity, then ions are
present, consistent with producing sodium chloride.
12. Prediction
Since the reaction involved in this investigation involves an element with a compound, it can
be classified as a single replacement reaction, according to the reaction type generalizations.
Therefore, the expected products of this reaction are hydrogen gas and a solution of iron(II)
chloride.
Design
A short piece of iron wire is placed in a dilute solution of hydrochloric acid and some
diagnostic tests are carried out to identify the products. To identify the hydrogen, a sample of
the gas is collected in a small test tube by the downward displacement of water. If a popping
sound is heard when a burning wooden splint is placed into the test tube, hydrogen gas is
likely present. To identify the presence of Fe2+(aq), five drops of the solution are removed
and combined with 1–2 drops of a sodium hydroxide solution. The formation of a precipitate
confirms that Fe2+(aq) is present. The controlled variable during this investigation is the
temperature of the solutions.

32 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

UNIT REVIEW
Part 1
(Pages 68–69)
1. D
2. C
3. C
4. B
5. 3, 2, 4
6. 6, 6, 8
7. C
8. A
9. 1, 2
10. 2, 3
11. 1, 2, 2, 1
12. 2, 1, 1, 1
13. 1, 5, 3, 4
14. 2, 3, 3, 1
15. 2, 2, 1, 1
16. D
17. A
18. 80.1
19. 1.13
20. 1.19
21. 1.07

Solutions
32.05 g
18. mCH OH 2.50 mol u 80.1 g
3
1 mol
1 mol
19. n(NH ) 2 SO 4
150 g u = 1.13 mol
4
132.17 g
158.04 g
20. mKMnO 7.50 m mol u = 1185 mg = 1.19 g
4
1 mol
1 mol
21. nPbCO3 285 g u = 1.07 mol
267.21 g

Part 2
(Pages 69–71)
22. (a) Groups are the vertical columns of elements on our periodic table. There are 18 groups in
the periodic table. Some groups contain elements that all have similar empirical and
theoretical characteristics. For example, empirically, group 18 elements are called noble
gases because they are essentially non-reactive. Groups of main-group elements also have
similar atomic structures. For example, from a theoretical perspective, Group 1 elements
(alkali metals) all contain one valence electron in their outermost energy level.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 33

 (b) Periods are the horizontal rows of elements on our periodic table. There are seven periods
on this periodic table. Periods of elements do not have chemical characteristics in
common, but their empirical properties gradually change from metal to nonmetal as you
travel across the periodic table from left to right. Theoretically, there is an increase in
protons and neutrons in the nucleus, and an increase of electrons in the same energy level
or shell.
(c) The staircase line on our periodic table divides the elements into metals (left of the line)
and nonmetals (right of the line). The semi-metals are distributed along the staircase line.
23. Table 1: Atoms and Ions
Symbol Name # protons # electrons Net charge
S2 sulfide ion 16 18 2
Br bromide ion 35 36 1
Ca2+ calcium ion 20 18 2+
V vanadium atom 23 23 0
Fe3+ iron(III) ion 26 23 3+
Ar argon atom 18 18 0

24. Table 2: Radioisotopes [Note: The answers are in bold type.]

Name Use # protons # electrons # neutrons
cobalt-60 cancer treatment 27 27 33
iodine-131 hyperthyroid treatment 53 53 78
phosphorus-32 reduces white cell count 15 15 17
strontium-85 bone scanning 38 38 47

25. (a) complete combustion

2 C4H10(l) + 13 O2(g) o 8 CO2(g) + 10 H2O(g)
(b) single replacement
Cu(s) + 2 AgNO3(aq) o 2 Ag(s) + Cu(NO3)2(aq)
(c) double replacement
Cd(NO3)2(aq) + Na2CO3(aq) o 2 NaNO3(aq) + CdCO3(s)
(d) simple decomposition
2 KOH(l) o 2 K(l) + O2(g) + H2(g)
(e) formation
4 Al(s) + 3 O2(g) o 2 Al2O3(s)
26. (a) CH3OH(l) + 2 O2(g) o CO2(g) + 2 H2O(g)
One mole of liquid methanol reacts with two moles of oxygen gas to produce one mole of
carbon dioxide gas and two moles of water vapour.
(b) 2 Na3PO4(aq) + 3 CaCl2(aq) o 6 NaCl(aq) + Ca3(PO4)2(s)
Two moles of aqueous sodium phosphate reacts with three moles of aqueous calcium
chloride to produce six moles of aqueous sodium chloride and one mole of solid calcium
phosphate.
27. (a) 2 Mg(s) + O2(g) o 2 MgO(s)
(b) 2 NaCl(l) o 2 Na(l) + Cl2(g)
(c) Al2(SO4)3(aq) + 6 NaOH(aq) o 2 Al(OH)3(s) + 3 Na2SO4(aq)
(d) 2 Al(s) + 6 HCl(aq) o 3 H2(s) + 2 AlCl3(aq)
(e) C25H52(s) + 38 O2(g) o 25 CO2(g) + 26 H2O(g)
28. Prediction
According to the double replacement reaction generalization, the products of the reaction are:
CuCl2(aq) + 2 NaOH(aq) o Cu(OH)2(s) + 2 NaCl(aq)

34 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

 Design
The two solutions are mixed and the following diagnostic tests are performed.
(a) If the chemical mixture is observed and a precipitate forms, then this is consistent with
the prediction that a copper(II) hydroxide precipitate forms.
(b) If the colour of the solution is observed and the solution changes from blue to colourless,
then this is consistent with copper(II) ions being precipitated out of the solution.
(c) If the solution is tested (pre and post) with neutral litmus paper, and the litmus paper
turns from dark blue in the initial solution but stays a neutral colour in the final solution,
then this is consistent with hydroxide ions being removed from (precipitated out of) the
solution.
(d) If flame tests are conducted (pre and post) on the solution and the flame is yellow in both
cases, then this is consistent with the presence of sodium ions in solution.
29. (a) 2 C2H2(g) + 5 O2(g) o 4 CO2(g) + 2 H2O(g)
technological
(b) MgCl2(l) o Mg(s) + Cl2(g)
scientific
(c) 2 Fe(s) + 3 CuSO4(aq) o Fe2(SO4)3(aq) + 3 Cu(s)
economic
(d) 2 ZnS(s) + 3 O2(g) o 2 ZnO(s) + 2 SO2(g)
political
(e) 2 Pb(C2H5)4(l) + 27 O2(g) o 2 PbO(s) + 16 CO2(g) + 20 H2O(g)
ecological
30. (a) technological
(b) scientific
(c) economic
(d) political
(e) economic
31. (a) A double blind control study is conducted. A random sample of 100 people (half in an
experimental group and half in a control group) is asked to use the special pillows
provided to them. Fifty of the pillows have real magnets and fifty have fake magnets.
Participants are asked to record, each morning for 3 months, the degree of restful sleep
(on a scale of 1 to 10). Neither the subject nor the experimenter who provided the pillow
knows whether the pillow has real or fake magnets. The results of the study are analyzed
by using a decoder that identifies whether the subjects are in the experimental group or in
the control group. [Note: All experiments to date show no significant difference between
the experimental groups and the control groups.]
(b) An experiment is set up on terrain similar to the surface of the moon. A single light
source similar to that of the Sun is employed to create shadows of objects similar to those
in the moon photos and videos. The shadows are observed. [Note: Tests like this one
have supported the validity of the moon photos and videos. The anecdotal hypothesis that
shadows from a single light source projected over an uneven terrain are parallel is
falsified (not supported by the evidence).
(c) A numbered list of the names of simple objects is prepared by a researcher. A person who
is unknown to the psychicthe “artist”selects at random a number on the researcher’s
list. Working out of sight of the psychic, the artist draws the object. The psychic and one
(or more) other persons attempt to draw the object that the artist has drawn. The psychic’s
drawing will be analyzed for similarity to the artist’s drawing, as will the other person’s.
The degree of similarity of the secondary drawings to the artist’s drawing will be
analyzed.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 35

 (d) A selection of people suffering from this disease is divided randomly into two groups.
One group receives the alternative medical care; the other receives standard medical
treatment. An independent medical researcher, who does not know which treatment each
person is getting, monitors the progress of the disease in each patient. At least two other
independent researchers analyze the data to decide whether the patients receiving the
alternative treatment fared significantly better than those receiving the standard
treatment.
(e) Thirty volunteers are randomly divided into two groups and given an unlabelled bottle of
shampoo. Half of the bottles contain the advertised shampoo; the other half contain a
generic brand. Only one of the researchers knows who is getting which shampoo. The
volunteers are asked to rate the “body” of their hair at the beginning of the research
period, use the provided shampoo every day for two weeks, then rate their hair again at
the end of that period. Another researcher then compiles the data, which are analyzed by
the first researcher to establish whether the test group reported a significantly greater
improvement in their hair than did the control group.
(f) Four identical socks, pairs of pants, and soccer jerseys are rubbed in grass to give them
all similar stains. The garments are then divided into four mesh bags, labelled A, B, C,
and D. The four bags are assigned to four different treatments: one gets the new
detergent; two get the two leading detergents; and one gets no detergent at all. Apart from
the detergent used, the four bags of garments are washed and dried in identical ways:
same washing machine; same setting; same drier time. After washing and drying, another
researcher rates the garments for cleanliness. Only then will the results be matched up
with the type of detergent used.
32. Prediction
(a) Cl2(aq) + 2 KI(aq) o 2 KCl(aq) + I2(s)
single replacement
diagnostic test: If the mixture is observed and the mixture turns yellow-brown, then
iodine is likely produced. If a chlorinated hydrocarbon is added to the mixture and a
purple colour appears, then iodine is likely produced.
(b) MgCl2(aq) + 2 NaOH(aq) o Mg(OH)2(s) + 2 NaCl(aq)
double replacement
diagnostic test: If the mixture is observed and a white precipitate forms, then magnesium
hydroxide is likely produced.
(c) Al(NO3)3(aq) + Na3PO4(aq) o AlPO4(s) + 3 NaNO3(aq)
double replacement
diagnostic test: If the mixture is observed and a white precipitate forms, then aluminium
phosphate is likely produced.
(d) 2 Mg(s) + 2 HCl(aq) o MgCl2(aq) + H2(g)
single replacement
diagnostic test: If a gas is generated, collected, and tested with a flame, then hydrogen gas
is likely produced.
(e) 3 NaOH(aq) + CrCl3(aq) o Cr(OH)3(s) + 3 NaCl(aq)
double replacement
diagnostic test: If the mixture is observed and a precipitate forms, then chromium(III)
hydroxide is likely produced. If the colour of the mixture is observed and changes from
green to colourless, then the chromium(III) ions likely reacted and the sodium chloride
solution is likely produced.
(f) 2 Li(s) + 2 H2O(l) o 2 LiOH(aq) + H2(g)
single replacement

36 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson

 diagnostic tests: If a gas is generated, collected, and tested with a flame, and the gas
explodes when ignited, then hydrogen gas is likely produced. If the solution is tested (pre
and post) with litmus paper and the litmus paper in the post-test turns blue, then lithium
hydroxide is likely produced. If pre- and post-flame tests are conducted on the liquid
phase, and the post-test produces a red flame, then lithium ions are likely produced.
(g) Co(s) + 2 AgNO3(aq) o Co(NO3)2(aq) + 2 Ag(s)
single replacement
diagnostic test: If the mixture is observed and the final solution is pink, then aqueous
cobalt(II) ions are likely produced. If the mixture is observed and silvery needles form on
the cobalt metal, then silver is likely produced.
(h) HNO3(aq) + NH4CH3COO(aq) o CH3COOH(aq) + NH4NO3(aq)
double replacement
diagnostic test: If the mixture is observed and remains colourless, then the reaction as
predicted likely occurs. If the mixture is tested for an odour change, and the odour of
vinegar is detected, then acetic acid is likely produced.
Analysis
On the basis of the evidence gathered in this investigation,
(a) there was a reaction as predicted, as indicated by the change in appearance of the
solutions when mixed. The yellow-brown colour was likely iodine.
Cl2(aq) + 2 KI(aq) o 2 KCl(aq) + I2(s)
(b) there was a reaction as predicted—a precipitate was formed. The precipitate is likely to
be magnesium hydroxide.
MgCl2(aq) + 2 NaOH(aq) o Mg(OH)2(s) + 2 NaCl(aq)
(c) there was a reaction as predicted—a precipitate was formed. The precipitate is consistent
with its being aluminium phosphate.
Al(NO3)3(aq) + Na3PO4(aq) o AlPO4(s) + 3 NaNO3(aq)
(d) the gas bubbles observed were likely hydrogen, as predicted.
2 Mg(s) + 2 HCl(aq) o MgCl2(aq) + H2(g)
(e) the dark precipitate is almost certainly chromium hydroxide. The clear solution is
consistent with soluble sodium chloride.
3 NaOH(aq) + CrCl3(aq) o Cr(OH)3(s) + 3 NaCl(aq)
(f) the diagnostic test for hydrogen indicated that that gas was produced. The fact that red
litmus turned blue indicates a basic solution, most likely LiOH(aq).
2 Li(s) + 2 H2O(l) o 2 LiOH(aq) + H2(g)
(g) the silvery needles are likely small pieces of solid silver. The pink solution likely
contains cobalt ions.
Co(s) + 2 AgNO3(aq) o Co(NO3)2(aq) + 2 Ag(s)
(f) acetic acid (vinegar) is produced, as is evident from the odour. All the products are highly
soluble, consistent with the prediction.
HNO3(aq) + NH4CH3COO(aq) o CH3COOH(aq) + NH4NO3(aq)
Evaluation
Part 2
By comparing the answers to the Problem obtained from the Prediction and the Analysis, the
Prediction can be judged as follows:
(a) The evidence from the diagnostic tests supports the prediction, so the prediction is
verified.
(b) The prediction indicated that a precipitate would form, so the prediction is supported.
(c) The prediction indicated that a precipitate would form, so the prediction is supported.

Copyright © 2007 Thomson Nelson Review Unit Solutions Manual 37

 (d) The appearance of the gas bubbles and the diagnostic test on the gas bubbles supports the
prediction, so the prediction is verified.
(e) The observed precipitate is consistent with the predicted reaction taking place, so the
prediction is verified.
(f) The prediction is supported by the apparent production of hydrogen gas and a basic
solution.
(g) The observed appearance of a silvery solid and a pink solution were predicted, so the
prediction is supported.
(h) The evidence of an odour change supports the prediction.
Part 3
Since all of the predictions are judged to be verified, the single- and double-replacement
reaction generalizations used to make these predictions are judged to be acceptable. Although
more evidence should be collected to increase certainty in this judgement, this investigation
lends support to the validity of these reaction generalizations.
The Purpose of this investigation was met. The single and double replacement
reaction generalizations were tested. In this investigation, the generalizations passed the tests
conducted. These generalizations can continue to be used with confidence, until evidence is
gathered to the contrary.

38 Review Unit Solutions Manual Copyright © 2007 Thomson Nelson