Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition

Name: Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition
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Author: Eleanor Gray

Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition delivers an efficient way to prepare, covering all important topics with clarity and precision.

Eleanor Gray

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TesT Bank
Chemistry:
An Atoms-Focused
Approach
seCond edition
Thomas R. Gilbert, Rein V. Kirss, Natalie Foster
Daniel Autrey
FAyetteville stAte University
Scott Reid
mArqUette University

v
Preface vii
Chapter 1 | Matter and Energy—An Atomic Perspective 1
Chapter 2 | Atoms, Ions, and Molecules—The Building Blocks of Matter 42
Chapter 3 | Atomic Structure—Explaining the Properties of Elements 76
Chapter 4 | Chemical Bonding—Understanding Climate Change 120
Chapter 5 | Bonding Theories—Explaining Molecular Geometry 168
Chapter 6 | Intermolecular Forces—Attractions between Particles 216
Chapter 7 | Stoichiometry—Mass Relationships and Chemical Reactions 255
Chapter 8 | Aqueous Solutions—Chemistry of the Hydrosphere 297
Chapter 9 | Thermochemistry—Energy Changes in Chemical Reactions 350
Chapter 10 | Properties of Gases—The Air We Breathe 414
Chapter 11 | Properties of Solutions—Their Concentrations and Colligative Properties 469
Chapter 12 | Thermodynamics—Why Chemical Reactions Happen 510
Chapter 13 | Chemical Kinetics—Clearing the Air 554
Chapter 14 | Chemical Equilibrium—Equal but Opposite Reaction Rates 637
Chapter 15 | Acid-Base Equilibria—Proton Transfer in Biological Systems 682
Chapter 16 | Additional Aqueous Equilibria— Chemistry and the Oceans 717
Chapter 17 | Electrochemistry—The Quest for Clean Energy 754
Chapter 18 | The Solid State—A Particulate View 812
Chapter 19 | Organic Chemistry—Fuels, Pharmaceuticals, and Modern Materials 856
Chapter 20 | Biochemistry—The Compounds of Life 913
Chapter 21 | Nuclear Chemistry—The Risks and Benefits 970
Chapter 22 | The Main Group Elements—Life and the Periodic Table 1012
Chapter 23 | Transition Metals—Biological and Medical Applications 1040
Contents

vii
6. Creating questions—pose questions or objectives that
prompt students to put elements they have learned together
into a coherent whole to generate new ideas. Can students
create a new product or point of view based on data?
Three DiffiCulTy levels:
1. easy questions—require a basic understanding of the
concepts, definitions, and examples.
2. moderate questions—direct students to use critical-
thinking skills, to demonstrate an understanding of core
concepts independent of specific textbook examples, and
to connect concepts across chapters.
3. difficult questions—ask students to synthesize textbook
concepts with their own experience, making analytical
inferences about biological topics and more.
each question measures and explicitly links to a specific com-
petency and is written with clear, concise, and grammatically
correct language that suits the difficulty level of the specific
competency being assessed. to ensure the validity of the
questions, no extraneous, ambiguous, or confusing material
is included, and no slang expressions are used. In developing
the questions, every effort has been made to eliminate bias
(e.g., race, gender, cultural, ethnic, regional, handicap, age) to
require specific knowledge of material studied, not of gen-
eral knowledge or experience. this ensures accessibility and
validity.
key To The QuesTion MeTa-DaTa
each question in the test Bank is tagged with five pieces of
information designed to help instructors create the most
ideal mix of questions for a quiz or exam. these tags are:
how Does iT work?
the test Bank author listed the learning objectives from
each chapter believed to be the most important for students
to learn. the author then developed questions designed to
test students’ knowledge of a par ticular learning objective.
By asking students questions that vary in both type and level
of difficulty, instructors can gather different types of evi-
dence, which will allow them to more effectively assess how
well students understand specific concepts.
six QuesTion Types:
1. remembering questions—test declarative knowledge,
including textbook definitions and relationships between
two or more pieces of information. Can students recall or
remember the information in the same form it was learned?
2. Understanding questions—pose problems in a context
different from the one in which the material was learned,
requiring students to draw from their declarative and/or
procedural understanding of important concepts. Can
students explain ideas or concepts?
3. applying questions—ask students to draw from their
prior experience and use critical-thinking skills to take
part in qualitative reasoning about the real world. Can
students use learned information in another task or
situation?
4. analyzing questions—test students’ ability to break down
information and see how different elements relate to each
other and to the whole. Can students distinguish among
the different parts?
5. evaluating questions—ask students to assess information
as a whole and frame their own argument. Can students
justify a stand or decision?
prefaCe

viii | Preface
OBJ: this is the learning objective that the question is
designed to test.
MSC: this is the knowledge type (see above) the question
is designed to test.
ANS: this is the correct answer for each question. or, in the
case of some short-answer questions, a possible cor-
rect answer to the given question.
DIF: this is the difficulty assigned to the problem. problems
have been classified as easy, medium, or difficult.
REF: this is the section in the textbook from which a ques-
tion is drawn.

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Test Bank for Chemistry: An Atoms-Focused Approach , 2nd Edition

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