for chemistry 6-12 - broward county public schools · for chemistry 6-12 second edition ......

Florida Teacher Certification ExaminationTest Preparation Guide

forChemistry 6-12

Second Edition

FLORIDA DEPARTMENT OF EDUCATIONwww.fldoe.org

Developed, produced, and printed under the authority of theFlorida Department of Education

Subject area content developed by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Produced by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Authorization for reproduction of this document is hereby granted topersons acting in an official capacity within the Florida K-20 educationsystem, as enumerated in Section 1000.04, Florida Statutes.

Permission is NOT granted for distribution or reproduction outside theState system of public education or for commercial distribution of thecopyrighted materials without written authorization from theDepartment of Education. Questions regarding use of thesecopyrighted materials are to be addressed to:

FTCE AdministratorFlorida Department of Education

325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Copyright 2006State of Florida

Department of State

Contents

Test and Test Preparation Guide Development 1

Preparation for the Test 3

Competencies and Skills 5

Test Format and Sample Questions 11

Test-Taking Advice 39

Additional Information 41

1

2

3

4

5

6

1

Test and Test Preparation Guide Development

Teacher Certification TestingSince 1980, Florida teacher certification candidates have beenrequired to pass the Florida Teacher Certification Examination(FTCE), which has consisted of tests in reading, writing,mathematics, and professional knowledge. The 1986 FloridaLegislature modified the testing program by also requiring teachercandidates to pass a test in the subject area in which they wish to becertified. In addition, the Legislature substituted the Florida College-Level Academic Skills Test (CLAST) for the reading, writing, andmathematics portions of the FTCE. The 2000 Florida Legislaturereplaced the CLAST with the General Knowledge Test, effective July1, 2002.

The subject area knowledge tested on the Chemistry 6-12examination was identified and validated by committees of contentspecialists from within the state of Florida. A majority of the committeemembers were public school teachers, but the committees alsoincluded district supervisors and college faculty with expertise in thisfield. Committee members were selected on the basis ofrecommendations by professional associations, experts in the field,and teachers’ unions. In developing the test, the committees used anextensive literature review, interviews with selected public schoolteachers, a large-scale survey of teachers, pilot tests, and their ownprofessional judgment.

Role of the Test Preparation GuideThe purpose of this test preparation guide is to help candidates takingthe Initial Teacher Subject Area Test in Chemistry 6-12 prepareeffectively for the examination. The guide was designed to familiarizeprospective test takers with various aspects of the examination,including the content that is covered and the way it is represented.The guide should enable candidates to direct their study and to focuson relevant material for review.

This test preparation guide is intended primarily for use bycertification candidates, who may be students in a college oruniversity teacher-preparation program, teachers with provisionalcertification, teachers seeking certification in an additional subjectarea, or persons making a career change to public school teaching.Candidates may have studied and worked in Florida or may be fromout of state.

1

2

College or university faculty may also use the guide to prepare studentsfor certification, and inservice trainers may find the guide useful forhelping previously certified teachers prepare for recertification ormultiple certification.

This test preparation guide is not intended as an all-inclusive source ofsubject area knowledge, nor is it a substitute for college course work inthe subject area. The sample items are not an exact representation ofthe content of the actual test. Instead, the guide is intended to helpcandidates prepare for the subject area test by presenting an overviewof the content and format of the examination.

3

Preparation for the Test

The following outline may help you to prepare for the examination.Adapt these suggestions to suit your own study habits and the timeyou have available for review.

Overview• Look over the organization of the test preparation guide.

Section 1 discusses the development of the test and testpreparation guide.

Section 2 (this section) outlines test preparation steps.Section 3 presents information about the content of the test.Section 4 lists question formats and includes sample test items.Section 5 offers strategies for taking the test.Section 6 identifies sources of further information.

Self-Assessment• Decide which content areas you should review.

Section 3 includes the competencies and skills used to developthis subject area test and the approximate proportion of test itemsfrom each competency area.

Review• Study according to your needs.

Review all of the competencies, concentrating on areas withwhich you are least familiar.

Practice• Acquaint yourself with the format of the examination.

Section 4 describes types of questions you may find on theexamination.

• Answer sample test questions.Section 4 gives you an opportunity to test yourself with sampletest questions and provides an answer key.

Final preparation• Review test-taking advice.

Section 5 includes suggestions for improving your performanceon the examination.

2

5

3 Competencies and Skills

The table on the following pages lists the competencies and skillsused as the basis for the Chemistry 6-12 examination. Thesecompetencies and skills represent the knowledge that teams ofteachers, subject area specialists, and district-level educators havedetermined to be important for beginning teachers. This table couldserve as a checklist for assessing your familiarity with each of theareas covered by the test. The competencies and skills should helpyou to organize your review.

The following excerpt illustrates the components of the table:

Competencies are areas of content knowledge.

Skills identify behaviors that demonstrate the competencies.

Percentages indicate the approximate proportion of test items thatrepresent the competencies on the test.

1 Knowledge of the nature of matter 11

Competency/Skill %

Competency Percentage of total test items

Skill

1 Differentiate between pure substances, homogeneous mixtures, and heterogeneous mixtures.

2 Determine the effects of changes in temperature, volume, pressure, or quantity on an ideal gas.

3 Apply units of mass, volume, and moles to determine concentrations and dilutions of solutions.

4 Analyze the effects of physical conditions on solubility and the dissolving process.

5 Evaluate problems relating colligative properties, molar mass, and solution concentrations.

6 Analyze the effects of forces between chemical species on properties (e.g., melting point, boiling point, vapor pressure, solubility, conductivity) of matter.

The Department will provide a reference sheet.The Department will provide a scientific calculator.

1 Differentiate between pure substances, homogeneous mixtures, and heterogeneous mixtures.

2 Determine the effects of changes in temperature, volume, pressure, or quantity on an ideal gas.

3 Apply units of mass, volume, and moles to determine concentrations and dilutions of solutions.

4 Analyze the effects of physical conditions on solubility and the dissolving process.

5 Evaluate problems relating colligative properties, molar mass, and solution concentrations.

6 Analyze the effects of forces between chemical species on properties (e.g., melting point, boiling point, vapor pressure, solubility, conductivity) of matter.

7 Solve problems involving an intensive property (e.g., density, specific heat) of matter.

8 Differentiate physical methods (e.g., chromatography, filtration, extraction) for separating the components of mixtures.

1 Distinguish between different forms of energy (e.g., thermal, electrical, nuclear).

2 Relate temperature and heat to kinetic molecular theory.3 Interpret a phase diagram of a pure substance.4 Interpret a heating/cooling curve of a substance.5 Calculate thermal changes in chemical reactions, such as heats of

reaction, heats of formation, and/or heats of combustion, from data.6 Analyze entropy changes during solution formation, phase changes, and

chemical reactions.7 Predict spontaneity of a chemical process given initial and final values of

free energy, temperature, enthalpy, and/or entropy.

Table of Competencies, Skills, and Percentages

6

Competency/Skill %

1 Knowledge of the nature of matter 11

2 Knowledge of energy and its interaction with matter 14

7

8 Relate regions of the electromagnetic spectrum to the energy, wavelength, and frequency of photons.

9 Relate regions of the electromagnetic spectrum to their effect on chemical or physical properties of matter.

10 Analyze energy transformations in physical and biological systems (e.g., energy from the Sun to electricity, from food consumption to physical activity).

1 Identify the basic theory and applications of spectroscopy (e.g., MRI, x-ray, mass spectrometry, UV, microwave, NMR, IR).

2 Identify types and examples of metallic, ionic, and covalent (polar and nonpolar) bonds.

3 Apply electronegativity to bond type.4 Identify characteristics of simple organic compounds.5 Given the structural formula for a simple organic compound, identify the

hybridization of the atoms.6 Identify sigma and pi bonds in a compound.7 Interpret the information derived from the following models: Lewis

electron dot structures, valence shell electron pair repulsion (VSEPR) theory, and molecular orbital (M/O) theory.

8 Select the most probable Lewis electron dot structure for an ionic or covalent formula (e.g., CO2, Na2CO3) that follows the octet rule.

9 Predict geometry of simple molecules (e.g., symmetry elements).10 Predict polarity of simple compounds.11 Predict physical or chemical properties based upon the type of bonding

involved.12 Identify an inorganic chemical formula (ionic or molecular), given the

name.13 Select the name of an inorganic chemical compound (ionic or

molecular), given its formula.14 Identify properly named formulas for simple organic compounds.15 Identify common organic functional groups.16 Differentiate between the structures of common biochemical

compounds, such as lipids, amino acids, carbohydrates, and nucleic acids.

Competency/Skill %

3 Knowledge of bonding and molecular structure 20

1 Balance chemical equations.2 Given common chemical species and reaction conditions, predict

probable reaction products.3 Solve mass-mass stoichiometry problems.4 Solve mass-gas volume stoichiometry problems.5 Solve solution stoichiometry problems.6 Solve stoichiometry problems with limiting reactants.7 Determine empirical formulas from experimental data.8 Analyze the effects of concentration, temperature, pressure, surface

area, and the presence or absence of catalysts on the rates of reaction.9 Assess the effects of changes in concentration, temperature, or

pressure on a state of a system initially at equilibrium (Le Chatelier's principle).

10 Determine rate laws from concentration and rate data.11 Calculate either the equilibrium constant or concentration of a reaction

species at equilibrium (e.g., Ka, Kb, Ksp, Kw, Keq).

12 Identify the characteristics of a chemical system in dynamic equilibrium.13 Identify major characteristics of strong and weak acids or bases.14 Evaluate the properties of buffer systems.15 Interpret graphical and numerical titration data.16 Identify oxidation-reduction processes.17 Balance incomplete redox equations in acidic and basic solutions.18 Determine the spontaneity of a chemical reaction using standard

reduction potentials.19 Identify the characteristics of biochemical and fossil fuel combustion

reactions.20 Solve problems related to pH of strong acids or bases.21 Analyze electrolytic and/or voltaic cells.

1 Using the periodic table, determine the number of protons, neutrons, and electrons in a specific isotope of an atom or ion.


8

Competency/Skill %

4 Knowledge of chemical reactions and stoichiometry 24

5 Knowledge of atomic theory and structure 9

9

Competency/Skill %

2 Using the periodic table, relate the physical properties of atoms and ions to the elements' positions on the table.

3 Using the periodic table, relate the chemical reactivity of elements to their positions on the table.

4 Using the periodic table, determine electron configurations for main group and transition elements.

5 Relate chemical activity to electron configuration.6 Identify characteristics of the wave and particle nature of matter.7 Identify characteristics of unstable nuclei and the particles and energies

emitted.8 Given measurable quantities, calculate parameters of radioactive decay.9 Balance simple nuclear equations.10 Analyze the processes of nuclear fission and fusion, including

interconversion of mass and energy.11 Identify electron density distribution diagrams and characteristics for

s, p, and d orbitals (e.g., nodes).

1 Identify the characteristics and components of scientific inquiry.2 Identify how the characteristics of scientific research differ from those of

other areas of learning.3 Identify variables in a given experimental design.4 Identify bias in an experimental design.5 Evaluate, interpret, and predict from empirical data.6 Interpret graphical data.7 Analyze the relationship between experimental observations and

underlying assumptions, hypotheses, conclusions, laws, or theories.8 Relate experimental evidence to models.9 Differentiate between the uses of qualitative and quantitative data.10 Analyze the relationship between basic scientific research and applied

research, technology, the economy, or the public good.11 Identify how science and society influence each other.12 Identify evidence of the progressive development of science.13 Analyze natural events for evidence of patterns.

6 Knowledge of the nature of science 13

1 Convert between dimensional units for 1, 2, and 3 dimensional measurements.

2 Analyze the dimensional units of a mathematical formula.3 Identify prefixes (e.g., kilo-, milli-, nano-) used in scientific

measurements.4 Distinguish between accuracy and precision and between systematic

and random error.5 Apply the correct number of significant figures in measurements or

calculations.6 Relate the Celsius, Fahrenheit, and Kelvin temperature scales as they

pertain to the physical properties of water.7 Convert between different units of energy.

1 Identify appropriate chemistry laboratory procedures for the safe storage, use, and disposal of materials and equipment.

2 Choose the correct laboratory equipment for a particular procedure.3 Identify emergency procedures and safety equipment needed in the

science laboratory and classroom.4 Identify the areas of teacher liability and responsibility in science-related

activities.5 Demonstrate knowledge of pertinent legislation and national guidelines

regarding laboratory safety, hazardous materials, experimentation, and accommodations for special needs students (e.g., American Chemical Society, National Science Teachers Association).


10

Competency/Skill %

8 Knowledge of appropriate laboratory use and procedures 4

7 Knowledge of Measurement 5

11

Test Format and Sample Questions

The Chemistry 6-12 subject area test consists of approximately 100multiple-choice questions. You will have two-and-one-half hours tocomplete the test.You will receive a test booklet with a separate answer sheet. Eachquestion will contain four response options, and you will record yourselection by bubbling in A, B, C, or D on the answer sheet.The following table presents types of questions on the exam anddirects you to examples of these formats among the sample itemsthat follow.Calculators are permitted for the Chemistry 6-12 test. The test centerwill provide scientific calculators. Candidates may not bring acalculator.

Table of Question Formats

Command Item 1, page 16Select the best response option.

Direct question Item 2, page 16Choose the response option that bestanswers the question.

Sentence completion Item 6, page 18Select the response option that bestcompletes the sentence.

Graphics Item 38, page 28Examine a question involving a number line,a geometric figure, graphs of lines or curves, atable,or a chart, and select the best responseoption.

Scenario Item 51, page 31Examine a situation, problem, or case study.Then answer a question, make a diagnosis,or recommend a course of action byselecting the best response option.

4

Type of question Sample item

12

Sample ItemsThe following items represent both the form and content of questionsyou will encounter on the exam. These sample items cannot cover allof the competencies and skills that are tested, and they can onlyapproximate the degree of difficulty of actual exam questions. However,these items will acquaint you with the general format of the exam.

An answer key follows on page 38.

13

Perio

dic T

able

of t

he E

lem

ents

Gro

up

1 G

roup

2

Gro

up

3 G

roup

4

Gro

up

5 G

roup

6

Gro

up

7 G

roup

8

Gro

up

9 G

roup

10

G

roup

11

G

roup

12

G

roup

13

G

roup

14

G

roup

15

G

roup

16

G

roup

17

G

roup

18

1 H

1.

01

2 He

4.00

3 Li

6.

94

4 Be

9.01

5 B 10

.81

6 C

12.0

1

7 N

14.0

1

8 O

16.0

0

9 F 19

.00

10

Ne

20.1

8 11

N

a 22

.99

12

Mg

24.3

1

13

Al

26.9

8

14

Si

28.0

9

15

P 30

.97

16

S 32

.06

17

Cl

35.4

5

18

Ar

39.9

5 19

K

39

.10

20

Ca

40.0

8

21

Sc

44.9

6

22

Ti

47.9

0

23

V

50.9

4

24

Cr

52.0

0

25

Mn

54.9

4

26

Fe

55.8

5

27

Co

58.9

3

28

Ni

58.7

29

Cu

63.5

4

30

Zn

65.3

7

31

Ga

69.7

2

32

Ge

72.5

9

33

As

74.9

2

34

Se

78.9

6

35

Br

79.9

1

36

Kr

83.8

0 37

R

b 85

.47

38

Sr

87.6

2

39

Y

88.9

1

40

Zr

91.2

2

41

Nb

92.9

1

42

Mo

95.9

4

43

Tc

(99)

44

Ru

101.

1

45

Rh

102.

9

46

Pd

106.

4

47

Ag

107.

9

48

Cd

112.

4

49

In

114.

8

59

Sn

118.

7

51

Sb

121.

8

52

Te

127.

6

53 I

126.

9

54

Xe

131.

3 55

C

s 13

2.9

56

Ba

137.

3

1 57

La

138.

9

72

Hf

178.

5

73

Ta

181.

0

74

W

183.

9

75

Re

186.

2

76

Os

190.

2

77

Ir

192.

2

78

Pt

195.

1

79

Au

197.

0

80

Hg

200.

6

81

Ti

204.

4

82

Pb

207.

2

83

Bi

209.

0

84

Po

(210

)

85

At

(218

)

86

Rn

(222

) 87

Fr

(2

23)

88

Ra

(226

)

89

Ac

(227

)

104

Rf

(261

)

105

Ha

(262

)

106

(263

)

107

(261

)

1 Lant

hani

de S

eries

58

C

e 14

0.1

59

Pr

140.

9

60

Nd

144.

2

61

Pm

(147

)

62

Sm

150.

4

63

Eu

152.

0

64

Gd

157.

3

65

Tb

158.

9

66

Dy

162.

5

67

Ho

164.

9

68

Er

167.

3

69

Tm

168.

9

70

Yb

173.

0

71

Lu

175.

0 2 A

ctin

ide S

eries

90

Th

(2

32)

91

Pa

(231

)

92

U

(238

)

93

Np

(239

)

94

Pu

(239

)

95

Am

(2

43)

96

Cm

(2

45)

97

Bk

(247

)

98

Cf

(249

)

99

Es

(254

)

100

Fm

(253

)

101

Md

(255

)

102

No

(255

)

103

Lr

(257

)

omic

mas

s valu

es g

iven

are a

vera

ged

over

isot

opes

in p

erce

ntag

es th

at oc

cur i

n na

ture

.

r an

unsta

ble e

lemen

t, m

ass n

umbe

r of t

he m

ost s

table

know

n iso

tope

is g

iven

in p

aren

thes

es.

CO

NST

AN

TS

Gas

con

stant

, R =

0.0

821

Lia

tmim

ol−1

K−1

= 8

.314

Jim

ol−1iK

−1

= 8.

31 v

olti

coul

ombi

mol

−1iK

−1 =

62.

4 Lito

rrim

ol−1iK

−1

= 8.

31 x

Lik

Paim

ol−1iK

−1

Spee

d of

ligh

t, c

= 3.

00 x

10

8 mis

−1

1 at

m =

760

mm

Hg

= 76

0 to

rr =

101

kPa

Plan

ck’s

con

stant

, h

= 6.

63 x

10−3

4 Jis

Avo

gadr

o’s n

umbe

r = 6

.022

x 1

023

mol

ecul

eim

ol−1

El

ectro

n ch

arge

, e

= −1

.602

x 1

0−19 c

oulo

mb

1 fa

rada

y =

9.65

x 1

04 c

oulo

mbi

mol

−1

1 ca

lorie

(cal

) = 4

.184

J (e

xact

)

1 C

al =

1 k

cal

14

Molal Freezing -Point and Boiling -Point Constants

Solvent

Normal f.p. (oC)

Molal f.p. Constant, Kf (oC/molal)

Normal b.p. (oC)

Molal b.p. Constant, Kb (oC/molal)

acetic acid 16.1 3.90 118.5 3.07 acetone -94.8 -- 56.00 1.71 aniline -6.1 5.87 184.4 3.22 benzene 5.48 5.12 80.15 2.53 carbon disulfide -111.5 3.80 46.3 2.34 carbon tetrachloride -22.96 -- 76.50 5.03 ethanol -114.5 -- 78.26 1.22 ether -116.3 1.79 34.42 2.02 naphthalene 80.2 6.9 218.0 5.65 phenol 40.9 7.27 181.8 3.56 water 0.00 1.86 100.0 0.51

Heats of Formation (kJ/mol) at 25 oC and 1 atm

AgBr(s) -99.5 C2H2(g) +226.7 H2O ( ) -285.8 NH4Cl(s) -315.4 AgCl(s) -127.0 C2H4(g) +52.3 H2O2 ( ) -187.6 NH4NO3(s) -365.1 AgI(s) -62.4 C2H6(g) -84.7 H2S(g) -20.1 NO(g) +90.4

Ag2O(s) -30.6 C3H8(g) -103.8 H2SO4 ( ) -811.3 NO2(g) +33.9

Ag2S(s) -31.8 n-C4H10(g) -124.7 HgO(s) -90.7 NiO(s) -244.3 Al2O3(s) -1669.8 n-C5H12 ( ) -173.1 HgS(s) -58.2 PbBr2(s) -277.0

BaCl2(s) -860.1 C2H5OH ( ) -277.6 KBr(s) -392.2 PbCl2(s) -359.2

BaCO3(s) -1218.8 CoO(s) -239.3 KCl(s) -435.9 PbO(s) -217.9 BaO(s) -558.1 Cr2O3(s) -1128.4 KClO3(s) -391.4 PbO2(s) -276.6

BaSO4(s) -1465.2 CuO(s) -155.2 KF(s) -562.6 Pb3O4(s) -734.7

CaCl2(s) -795.0 Cu2O(s) -166.7 MgCl2(s) -641.8 PCl3(g) -306.4

CaCO3(s) -1207.0 CuS(s) -48.5 MgCO3(s) -1113.0 PCl5(g) -398.9

CaO(s) -635.5 CuSO4(s) -769.9 MgO(s) -601.8 SiO2(s) -859.4

Ca(OH)2(s) -986.6 Fe2O3(s) -822.2 Mg(OH)2(s) -924.7 SnCl2(s) -349.8

CaSO4(s) -1432.7 Fe3O4(s) -1120.9 MgSO4(s) -1278.2 SnCl4 ( ) -545.2

CCl4 ( ) -139.5 HBr(g) -36.2 MnO(s) -384.9 SnO(s) -286.2 CH4(g) -74.8 HCl(g) -92.3 MnO2(s) -519.7 SnO2(s) -580.7

CHCl3 ( ) -131.8 HF(g) -268.6 NaCl(s) -411.0 SO2(g) -296.1

CH3OH ( ) -238.6 HI(g) +25.9 NaF(s) -569.0 SO3(g) -395.2

CO(g) -110.5 HNO3 ( ) -173.2 NaOH(s) -426.7 ZnO(s) -348.0 CO2(g) -393.5 H2O(g) -241.8 NH3(g) -46.2 ZnS(s) -202.9

Vapor Pressure (mmHg) of Water at Various Temperature s (oC)

Temp Pressure 18 15.5 19 16.5 20 17.5 21 18.7 22 19.8 23 21.1 24 22.4 25 23.8 26 25.2 27 26.7

Temp Pressure 0 4.6 5 6.5 10 9.2 11 9.8 12 10.5 13 11.2 14 12.0 15 12.8 16 13.6 17 14.5

Temp Pressure 28 28.3 29 30.0 30 31.8 35 42.2 40 55.3 45 71.9 50 92.5 55 118.0 60 149.4 65 187.5

Temp Pressure 70 233.7 75 289.1 80 355.1 85 433.6 90 525.8 95 633.9 100 760.0 105 906.

15

Standard Reduction Pote ntials in Aqueous Solutions

Standard Potential, E °° (V)

F2(g) + 2 e– 2 F–(aq) 2.87

S2O82–

(aq) + 2 e– 2 SO42–

(aq) 2.01 H2O2(aq) + 2 H+

(aq) + 2 e– 2 H2O( ) 1.78

MnO4–(aq) + 8 H+

(aq) + 5 e– Mn2+(aq) + 4 H2O( ) 1.49

Cl2(g) + 2 e– 2 Cl–(aq) 1.36

Cr2O72–

(aq) + 14 H+(aq) + 6 e– 2 Cr3+

(aq) + 7 H2O( ) 1.33

O2(g) + 4 H+(aq) + 4 e– 2 H2O( ) 1.23

Br2( ) + 2 e– 2 Br–(aq) 1.07

NO3–

(aq) + 4 H+(aq) + 3 e– NO(g) + 2 H2O( ) 0.96

2 Hg2+(aq) + 2 e– Hg2

2+(aq) 0.90

ClO–(aq) + H2O( ) + 2 e– Cl–

(aq) + 2 OH–(aq) 0.90

Hg2+(aq) + 2 e– Hg( ) 0.85

Ag+(aq) + e– Ag(s) 0.80

Hg22+

(aq) + 2 e– 2 Hg( ) 0.80

Fe3+(aq) + e– Fe2+

(aq) 0.77 O2(g) + 2 H+

(aq) + 2 e– H2O2(aq) 0.68 I2(s) + 2 e– 2 I–

(aq) 0.54 Cu+

(aq) + e– Cu(s) 0.52 IO–

(aq) + H2O( ) + 2 e– I–(aq) + 2 OH–

(aq) 0.49

Cu2+(aq) + 2 e– Cu(s) 0.34

Cu2+(aq) + e– Cu+

(aq) 0.16 Sn4+

(aq) + 2 e– Sn2+(aq) 0.15

2 H+(aq) + 2 e– H2(g) 0.00

Fe3+(aq) + 3 e– Fe(s) –0.04

Pb2+(aq) + 2 e– Pb(s) –0.13

Sn2+(aq) + 2 e– Sn(s) –0.14

Ni2+(aq) + 2 e– Ni(s) –0.23

PbSO4(s) + 2 e– Pb(s) + SO42–

(aq) –0.35 Cd2+

(aq) + 2 e– Cd(s) –0.40 Fe2+

(aq) + 2 e– Fe(s) –0.41 Cr3+

(aq) + 3 e– Cr(s) –0.74 Zn2+

(aq) + 2 e– Zn(s) –0.76 2 H2O( ) + 2 e– H2(g) + 2 OH–

(aq) –0.83

Mn2+(aq) + 2 e– Mn(s) –1.18

Al3+(aq) + 3 e– Al(s) –1.66

Mg2+(aq) + 2 e– Mg(s) –2.38

Na+(aq) + e– Na(s) –2.71

Li+(aq) + e– Li(s) –3.04

16

DIRECTIONS: Read each item and select the best response.

1.

Select the row that has each substance in the correct category.

A. 1

B. 2

C. 3

D. 4

2. What is the molality of a solution of ethylene glycol C2H4(OH)2 prepared by mixing 10.0 g ofethylene glycol in 62.5 g of water?

A. 0.00258 m

B. 2.22 m

C. 2.58 m

D. 6.25 m

3. Which statement is true of the given endothermic solution process?

BaCl2(s) →→ Ba2+(aq) + 2 Cl1-(aq)

A. Increasing temperature will decrease the rate of dissolution.

B. Increasing the surface area of the solute by pregrinding will increase the rate of dissolution.

C. Increasing pressure will increase the solubility of BaCl2.

D. Increasing the surface area of the solvent by using a larger beaker will increase the rate ofdissolution.

Pure Substance Homogeneous Mixture Heterogeneous Mixture

1 Brass Methanol Wood

2 Methanol Wood Brass

3 Wood Brass Methanol

4 Methanol Brass Wood

17

4.

Which forces best explain the trend shown in the table above?

A. ion-induced dipole interactions

B. nuclear binding energy

C. dipole-dipole interaction

D. London dispersion forces

5.

Using the graph above, calculate the density of substance A.

A. 4.0 cm3/g

B. 0.25 g/cm3

C. 4.0 g/cm3

D. 0.25 cm3/g

0.5 1.0 1.5 2.0 2.5

123456789

101112

Mas

s in

gra

ms

Mass vs. volume of substance A

Element bp (K)

He 4

Ne 25

Ar 95

Kr 125

Xe 170

18

6. In a microwave oven, electrical energy is converted to

A. nuclear radiation.

B. oxidation-reduction energy.

C. electromagnetic radiation.

D. chemical energy.

7. As temperature increases, molecular motion

A. decreases.

B. increases.

C. stops.

D. remains constant.

8.

According to the given figure, the substance can undergo a phase change on the linesegment DE from

A. solid to liquid.

B. solid to vapor.

C. liquid to solid.

D. liquid to vapor.

E B

C D

A

Temperature

Pres

sure

Phase Diagram of a Pure Substance

19

9. Which change results in an increase in the entropy of the system?

A. H2O(g) to H2O(l)

B. H2O(s) to H2O(l)

C. N2(g) + 3 H2(g) →→ 2 NH3(g)

D. Hg(l) →→ Hg(s)

10. Calculate the standard free energy change, , for the following reaction and predictwhether it will be spontaneous under standard conditions.

,

A. , spontaneous

B. , nonspontaneous

C. , spontaneous

D. , nonspontaneous

11. Compared to x-ray radiation, ultraviolet radiation is

12. Which process is most likely to occur when a molecule is exposed to infrared radiation?

A. Bonds will rupture.

B. Electrons will move to higher energy orbitals.

C. Nuclear spin states will vary.

D. Molecular vibrations will change.

Energy Frequency Wavelength

A. Lower Higher Shorter

B. Higher Lower Shorter

C. Lower Lower Longer

D. Higher Higher Longer

Δ 0rxn = 70.54 kJ/molG

Δ 0 = 70.54 kJ/molrxnG

Δ 0 = -70.54 kJ/molrxnG

Δ 0 = -70.54 kJ/molrxnG

⎡ ⎤⎣ ⎦0

2( )NO = 51.30 kJ/molf gGΔΔ⎡ ⎤⎣ ⎦0

( )NO = 86.57 kJ/molf gGΔΔ

→( ) 2( ) 2( )2 NO +O 2 NOg g g

0rxnGΔΔ

20

13. A small race car is powered by solar cells on its roof. This is an example of which series oftransformations?

A. electromagnetic to electrical to mechanical

B. nuclear to thermal to mechanical

C. thermal to electromagnetic to mechanical

D. nuclear to chemical to mechanical

14. All of the following spectroscopic techniques measure the amount of radiation absorbed oremitted by a sample EXCEPT

A. mass spectroscopy.

B. infrared spectroscopy.

C. UV-visible spectroscopy.

D. NMR.

15. Hydrogen bonding is associated with

A. metallic bonds.

B. polar covalent bonds.

C. nonpolar covalent bonds.

D. ionic bonds.

16. Select the option that shows the bonded pairs in order of increasing polarity.

A. HI, HBr, HCl, HF

B. HF, HCl, HBr, HI

C. HCl, HBr, HI, HF

D. HF, HI, HBr, HCl

17. Which of the following has the lowest melting point?

A. MgCl2

B. C3H6O

C. Na2CO3

D. C3H8

22

20. Which of the following Lewis dot structures is correctly represented?

A.

B.

C.

D.

21. What is the molecular geometry for SiH4?

A. linear

B. trigonal planar

C. square planar

D. tetrehedral

22. Which of the given molecules are nonpolar?

A. PCl3

B. SF4

C. PCl5

D. BF3

: Cl : : : : Cl : : :

: Cl : : :

P

N : :

: : N : :

: :

H

H

H O : :

: :

_

H

H

HH N: :::

+

23

23. At room temperature, CsF is expected to be a

A. brittle solid.

B. conducting solid.

C. conducting liquid.

D. soft solid.

24. Select the name of the given compound.

CH3CH2COOH

A. acetic acid

B. ethanoic acid

C. propanoic acid

D. butyric acid

25. Which functional groups are present in the molecule H2N-CH2-COOH?

A. nitrate and alcohol

B. amide and carboxylic acid

C. amine and carboxylic acid

D. amine and alcohol

26. When the equation below is balanced, what is the coefficient for the oxygen?

KClO3(s) →→ KCl(s) + O2(g)

A. 1

B. 2

C. 3

D. 4

24

27. Calcium oxide (CaO) is a basic anhydride. Predict the product of the reaction of calcium oxideand water.

CaO + H2O →→

A. Ca(OH)2

B. H2CaO3

C. Ca + H2O2

D. CaH2 + O2

28. When 0.950 g of carbon monoxide react with an unlimited amount of iron(III) oxide, how manygrams of iron metal are produced?

3 CO + Fe2O3 →→ 2 Fe + 3 CO2

A. 0.630 g

B. 1.26 g

C. 1.89 g

D. 2.84 g

29. How many milliliters of 0.100 M NaOH solution are needed to react completely with 200.0 mLof 0.200 M H2SO4?

H2SO4(aq) + 2 NaOH(aq) →→ 2 H2O(l) + Na2SO4(aq)

A. 100.0 mL

B. 200.0 mL

C. 400.0 mL

D. 800.0 mL

30. In the process shown below, 0.400 mol of copper is allowed to react with 0.200 mol of nitricacid. What mass of nitrogen dioxide will be produced?

Cu + 4 HNO3 →→ Cu(NO3)2 + 2 NO2 + 2 H2O

A. 2.30 g

B. 4.60 g

C. 9.20 g

D. 18.4 g

25

31. Consider the given reaction.

2 NO(g) + 2 H2(g) →→ N2(g) + 2 H2O(g)

The rate law for this reaction is R = k[NO]2[H2]. If both [NO] and [H2] are doubled, by whatfactor does the rate of this reaction increase?

A. 2

B. 4

C. 6

D. 8

32. If the chemical reaction C(s) + CO2(g) ↔↔ 2 CO(g), ΔΔH0 = 120 kJ, is initially at chemicalequilibrium, it will shift in the direction of formation of products by

A. decreasing the volume of the system.

B. adding a catalyst to the system.

C. adding 1 mol of CO to the system.

D. applying heat to the system.

33. Consider the hypothetical reaction 2x +3y →→ 2z for which the kinetic data were obtained.

Determine the rate law of the hypothetical reaction using the data given above.

A. rate = k[x]2

B. rate = k[y]2

C. rate = k[x]2 [y]2

D. rate = k[x]2 [y]3

Experiment [x](M) [y](M) [ΔΔz]/ΔΔt (M/s)

1 0.20 0.20 1.4 X 10-4

2 0.60 0.20 1.4 X 10-4

3 02.0 0.40 5.6 X 10-4

26

34. Select the equilibrium expression for the given reaction.

2 NO2(g) + 7 H2(g) →→ 2 NH3(g) + 4 H2O(g)

A.

B.

C.

D.

35. Which of the following describes a physical (phase) equilibrium?

A. a salt solution in a beaker

B. a pot of boiling water on the stove

C. a can of soda for sale at a grocery store

D. a glass containing ice cubes and water at room temperature

[ ] [ ][ ] [ ]

2 72 2

3 2

NO HK =

2 NH + 4 H O

[ ] [ ][ ] [ ]

3 2

2 2

2 NH 4 H OK =

2 NO 7 H

[ ] [ ][ ] [ ]

2 72 2

2 43 2

NO HK =

NH H O

[ ] [ ][ ] [ ]

2 43 2

2 72 2

NH H OK =

NO H

27

36.

Using the above table, determine which acid is the strongest.

A. 1

B. 2

C. 3

D. 4

37. Which substance could be added to an acetic acid solution to form a buffer?

A. CH3OH

B. NaC2H3O2

C. NaCl

D. HC2H3O2

Acid Ka

1. Acetic acid 1.8 x 10-5

2. Carbonic acid 4.3 x 10-7

3. Hydrocyanic acid 4.9 x 10-10

4. Hydrofluoric acid 6.8 x 10-4

28

38.

The titration curve shown above represents the titration of a

A. strong acid with a strong base.

B. weak acid with a strong base.

C. strong acid with a weak base.

D. weak acid with a weak base.

39. Identify the reducing agent in the following reaction.

3 Mg + 2 Fe(NO3)3 →→ 3 Mg(NO3)2 + 2 Fe

A. iron

B. magnesium

C. iron nitrate

D. magnesium nitrate

40. What would be the effect of placing a piece of solid zinc metal in a beaker containing asolution of silver nitrate?

A. Silver metal will precipitate from the solution.

B. Zinc metal will be formed in the solution.

C. Silver ions (Ag+) will be produced.

D. No reaction will occur.

29

41. Which of the following is a combustion reaction?

A. CH4(g) + 2 O2(g) →→ CO2(g) + 2 H2O(l)

B. H2O2(l) →→ H2(g) + O2(g)

C. CO2(g) + H2O(l) →→ H2CO3(aq)

D. CH3COOH(aq) + H2O(l) →→ CH3COO-(aq) + H3O+(aq)

42. Calculate the pH of a 0.0050 M solution of NaOH.

A. 2.30

B. 10.70

C. 11.70

D. 12.00

43. Based on their positions in the periodic table, select the set of elements exhibiting anincrease in atomic radius.

A. P, Al, Mg, Na

B. K, Ca, Ga, As

C. Cs, Rb, K, Na

D. Rn, I, Se, P

44. Which element has the highest first ionization energy?

A. K

B. Ti

C. As

D. Br

45. Which electron configuration is correct for the ion ?

A. 1s22s22p63s23p64s23d4

B. 1s22s22p63s23p64s23d1

C. 1s22s22p63s23p63d3

D. 1s22s22p63s23p64s13d5

52 3+24Cr

30

46. Which valence shell electron configuration of neutral atoms would represent an element mostlikely to form a 2- ion?

A. 3s2

B. 3s23p2

C. 3s23p4

D. 3s23p8

47. When an unstable nucleus emits an alpha particle,

A. the mass number decreases.

B. the atomic number increases.

C. neutrons are absorbed.

D. electrons are captured.

48. The half-life of is 14.9 hours. If the initial mass of a sample is 24.0 g, how many gramsof it will remain at the end of 29.8 hours?

A. 3.0 g

B. 4.0 g

C. 6.0 g

D. 12.0 g

49. Which net nuclear reaction is the primary source of solar energy?

A. radioactive decay of heavy hydrogen (deuterium)

B. fission of helium nuclei to form hydrogen

C. fusion of hydrogen nuclei to form helium

D. proton emission of hydrogen gas

2411Na

31

50. Which graphic represents a d orbital shape?

A.

B.

C.

D.

51. A scientist is investigating the validity of a low carbohydrate diet. She measures the grams ofcarbohydrates eaten per day by the subjects, the weight of the subjects, a physician's opinionof the health of the subjects, and the willingness of each subject to remain on the diet.

Which of the following is a scientific observation from the above information?

A. The low carbohydrate diet works.

B. The number of grams of carbohydrates is inversely proportional to the change in weight of thesubject.

C. The grams of carbohydrates eaten each day varies with each subject.

D. Subjects feel better on the diet.

+

++

+

32

52. All of the following are necessary characteristics of scientific research EXCEPT

A. validation by repetition.

B. current economic value.

C. publication or presentation.

D. documentation through written records.

53. A student believes that the tap water in his home acquires lead from the house plumbing. Heuses a spectrophotometer to compare the lead content of the tap water to that of bottled waterfrom the grocery store. The student's data show that water from his home contains a higherconcentration of lead than the bottled water. He concludes that his household water supply isindeed being contaminated by the plumbing.

A major flaw in the student's experiment is

A. failing to test several different brands of bottled water.

B. testing the bottled water and tap water samples at different times.

C. failing to test the water for lead content before it enters his home.

D. choosing an analytical technique that is not sensitive enough.

54. A student must determine the density of carbon dioxide at room temperature. After obtaininga large flask of known volume, the student fits it with a rubber stopper and finds the mass ofthe flask with the stopper in place. The student then fills the flask with carbon dioxide gas,refits the stopper, and reweighs it.

What assumption has the student made that will introduce a serious flaw into the results?

A. The volume of the flask remains constant.

B. The mass of air is negligible.

C. Carbon dioxide does not react with rubber.

D. Room temperature has remained constant.

55. Which theory accounts for the equal bond lengths (C-C, 1.44 angstroms) in benzene?

A. atomic orbital theory

B. resonance theory

C. localized orbital theory

D. paramagnetic behavior theory

33

56. The following data were collected during a strong acid-strong base titration. Both a pH meterand an indicator were used. The following data were recorded.

Which data are most suitable for determining the equivalence point?

A. volume of titrant and pH

B. volume of titrant and color

C. pH and color

D. pH only

Volume of Titrant (mL) pH Color

15.0 2.0 Yellow

16.0 2.1 Yellow

17.0 2.2 Yellow

18.0 2.4 Yellow

19.0 2.7 Green

20.0 7.0 Blue

21.0 11.3 Blue

22.0 11.6 Blue

23.0 11.8 Blue

24.0 11.9 Blue

25.0 12.0 Blue

34

57. Read the following excerpt and answer the question below.

During the early and middle parts of the nineteenth century, chemists prepared alarge number of colored compounds containing transition metals and othersubstances such as ammonia, chloride ion, cyanide ion, and water. . . .

However, in 1890, a young Swiss chemist named Alfred Werner . . . became . . .interested in these compounds . . . [and] constructed a scientific paper containinghis now famous coordination theory. . . .

In his paper on the coordination theory, Werner explained not only the metal-ammine[*] compounds but also most of the other known transition metalcompounds.

*Ammine is the name for NH3 as a ligand.

From Chemistry 6th ed., by S. Zumdahl and S. Zumdahl, 2000, Boston: Houghton Mifflin.

This theory is the basis for much of contemporary inorganic chemistry that has yielded, forexample, new anticancer drugs and plastics.

Which of the following best describes Werner's original work?

A. Basic scientific research, with an impact on technology today.

B. Basic scientific research, with no impact on technology today.

C. Applied scientific research, with an impact on technology today.

D. Applied scientific research, with no impact on technology today.

58. The discovery of radioactivity played an important role in the development of which atomicmodel?

A. Bohr (planetary) model

B. Rutherford (nuclear) model

C. Schrödinger (quantum mechanical) model

D. Thomson (plum pudding) model

59. Convert 55.0 micrometers to millimeters.

A. 5.50 x 10-5 mm

B. 5.50 x 10-2 mm

C. 5.50 x 104 mm

D. 5.50 x 107 mm

35

60. Calculate the density of a block of cast iron whose volume is 2.61 cm3 and whose mass is20.25 g.

A. 8.0 g/cm3

B. 7.8 g/cm3

C. 7.76 g/cm3

D. 7.759 g/cm3

36

61. Which standard heating curve of water has temperature in the Kelvin scale?

A.

B.

C.

D.

Time

Tem

pera

ture

200

300

Time

Tem

pera

ture

0

100

Time

Tem

pera

ture

273

373

Time

Tem

pera

ture

32

212

37

62. A standard daily diet commonly contains 2.0 x 103 food calories. How many joules is this?

A. 4.8 x 102

B. 8.4 x 103

C. 4.8 x 105

D. 8.4 x 106

63. Which laboratory procedure should be done in a fume hood?

A. titrating an unknown concentration of dilute acetic acid with 0.100 M NaOH

B. preparing 100 mL of 0.100 M NaCl

C. reacting silver nitrate solution with a sodium chloride solution

D. reacting copper metal with 6 M HNO3

64. Which of the following would be best suited to measuring the concentration of a dye insolution?

A. glass burette

B. mass spectrometer

C. spectrophotometer

D. graduated cylinder

65. Wearing safety goggles in school science laboratories where chemicals or open flames areused is

A. determined at the discretion of the teacher.

B. recommended but not required by state law.

C. determined by local school systems.

D. required by state law.

38

Answer Key

1. D 23. A 45. C

2. C 24. C 46. C

3. B 25. C 47. A

4. D 26. C 48. C

5. C 27. A 49. C

6. C 28. B 50. C

7. B 29. D 51. C

8. D 30. B 52. B

9. B 31. D 53. C

10. A 32. D 54. B

11. C 33. B 55. B

12. D 34. A 56. A

13. A 35. C 57. A

14. A 36. D 58. B

15. B 37. B 59. B

16. A 38. B 60. C

17. D 39. B 61. B

18. C 40. A 62. D

19. C 41. A 63. D

20. A 42. C 64. C

21. D 43. A 65. D

22. C 44. D

39

Test-taking Advice

• Go into the examination prepared, alert, and well rested.

• Complete your travel arrangements prior to the examination date.Plan to arrive early so that you can locate the parking facilitiesand examination room without rushing.

• Dress comfortably and bring a sweater or jacket in case the roomis too cool.

• Take the following with you to the test site:Admission ticketPicture identificationWatchMoney for lunch and change for vending machines

• There are many strategies for taking a test and differenttechniques for dealing with different types of questions.Nevertheless, you may find the following general suggestionsuseful.

• Read each question and all the response options carefullybefore marking your answer. Pay attention to all of the details.

• Go through the entire test once and answer all the questionsyou are reasonably certain about. Then go back and tacklethe questions that require more thought.

• Check periodically to be sure that you are correctly codingyour answers on the answer sheet. When you answer aquestion out of sequence, be certain that the number of thecircle you mark on your answer sheet corresponds to theproper question number in the test booklet.

• When you are not certain of the right answer, eliminate asmany options as you can and choose the response thatseems best. It is to your advantage to answer all the questionson the test, even if you are uncertain about some of yourchoices.

• Be certain to mark your answers clearly on the answer sheet.If you change an answer, erase the first pencil markcompletely. Also make sure there are no stray marks on theanswer sheet.

• After completing the examination, go back and check everyquestion. Verify that you have answered all of the questionsand that your responses are correctly entered.

5

41

Additional Information

Write to the following address to request an FTCE registrationbulletin. You may also request information on test administration,retakes, and score reports, or offer comments about this testpreparation guide.

FTCE InquiriesFlorida Department of Education325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Write to the address below for an order form and price list if you wishto order additional copies of this test preparation guide or guides forother subject areas, the Professional Education Test, the GeneralKnowledge Test, or the Florida Educational Leadership Examination.

Test Preparation Guides / USFThe Institute for Instructional Research and PracticeFAO1994202 Fowler AvenueTampa, Florida 33620-7930

Refer to the following Web site for additional FTCE informationincluding upcoming test dates, test registration, pass/fail status, andscore reports.www.cefe.usf.edu

6

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