chemical changes - science class 3000 · a chemical reaction involves changing one or more...

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BIG Idea A chemical reaction involveschanging one or more sub-stances into a different sub-stance or substances.

21.1 Chemical ChangesThe rearrange-

ment of atoms in a chemicalchange is described by achemical equation.

21.2 Chemical EquationsA balanced chem-

ical equation contains thesame numbers and types ofatoms in the reactants as inthe products.

21.3 Classifying ChemicalReactions

Reactions can beclassified based on how atomsare rearranged.

21.4 Chemical Reactionsand Energy

Exergonic reac-tions release energy andendergonic reactions absorbenergy.

MAIN Idea

MAIN Idea

MAIN Idea

MAIN Idea

All-American ChemistryFew things are as Americanas fireworks on the Fourth ofJuly. Crowds everywhereenjoy the explosions of colorand deafening booms. Thesesights and sounds are theresults of chemical reactions.

Describe several events thatmight happen in your refrig-erator. Later, decide whichof the events are chemicalreactions.

Science Journal

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Chemical Reactions Makethe following Foldable to helpyou classify chemical reactions.

Fold a sheet ofpaper in halflengthwise.

Mark four linesevenly spaced ateven intervalsdown the page.

Cut only the toplayer along the fourmarks to make fivetabs.

Label the tabs asshown.

Classify As you read, record examples of eachtype of reaction from the book, then review thechapter and list other examples mentioned inthe text or from classroom discussions.

STEP 4

STEP 3

STEP 2

STEP 1Rusting—A Chemical ReactionLike exploding fireworks, rusting is a chemi-cal reaction in which iron metal combineswith oxygen. Other metals combine withoxygen, too—some more readily thanothers. In this lab, you will compare how ironand aluminum react with oxygen.

1. Place a clean iron or steel nail in a dishprepared by your teacher.

2. Place a clean aluminum nail in a seconddish. These dishes contain agar gel andan indicator that detects a reaction withoxygen.

3. Observe both nails after one hour. Recordany changes around the nails in yourScience Journal.

4. Carefully examine both of the dishes thenext day.

5. Think Critically Record any differencesyou noticed between the two dishes.Predict if a reaction occurred. How canyou tell? What might have caused the dif-ferences you observed between the twonails. Explain.

Start-Up Activities

Preview this chapter’s contentand activities at gpscience.com

Combustion

Synthesis

Decomposition

Displacement

Single

Displacement

Double

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632 CHAPTER 21 Chemical Reactions

Describing Chemical Reactions Dark mysterious mixtures react, gas bubbles up and

expands, and powerful aromas waft through the air. Where areyou? Are you in a chemical laboratory carrying out a crucialexperiment? No. You are in the kitchen baking a chocolate cake.Nowhere in the house do so many chemical reactions take placeas in the kitchen.

Actually, chemical reactions are taking place all around youand even within you. A chemical reaction is a change in whichone or more substances are converted into new substances. Thesubstances that react are called reactants. The new substancesproduced are called products. This relationship can be writtenas follows:

Conservation of Mass By the 1770s, chemistry was changing from the art of

alchemy to a true science. Instead of being satisfied with a super-ficial explanation of unknown events, scientists began to studychemical reactions more thoroughly. Through such study, theFrench chemist Antoine Lavoisier established that the total massof the products always equals the total mass of the reactants.This principle is demonstrated in Figure 1.

produce

reactants 0 products

Chemical Changes

Figure 1 The mass of the candlesand oxygen before burning isexactly equal to the mass of theremaining candle and gaseousproducts.

Reading Guide

■ Identify the reactants andproducts in a chemical reaction.

■ Determine how a chemicalreaction satisfies the law ofconservation of mass.

■ Determine how chemistsexpress chemical changesusing equations.

Chemical reactions cook our food,warm our homes, and provideenergy for our bodies.

Review Vocabularyequation: a statement of the equal-ity or equivalence of mathematicalor logical quantities

New Vocabulary

• chemical reaction• reactant• product• chemical equation• coefficient

Before burning

After burning

SECTION 1 Chemical Changes 633

Figure 2 AntoineLavoisier’s wife, Marie-Anne, drew this view ofLavoisier in his laboratoryperforming studies on oxy-gen. She depicted herself atthe right taking notes.

Topic: Antoine LavoisierVisit gpscience.com for Web linksto information about AntoineLavoisier and his contributions tochemistry.

Activity In your Science Journal,write a brief biography of AntoineLavoisier that includes some of hisnon-scientific activities and politi-cal interests, as well as his scien-tific contributions.

Lavoisier’s Contribution One of the questions that moti-vated Lavoisier was the mystery of exactly what happened whensubstances changed form. He began to answer this question byexperimenting with mercury. In one experiment, Lavoisierplaced a carefully measured mass of solid mercury(II) oxide,which he knew as mercury calx, into a sealed container. When heheated this container, he noted a dramatic change. The red pow-der had been transformed into a silvery liquid that he recog-nized as mercury metal, and a gas was produced. When hedetermined the mass of the liquid mercury and gas, their com-bined masses were exactly the same as the mass of the red pow-der he had started with.

Lavoisier also established that the gas produced by heatingmercury(II) oxide, which we call oxygen, was a component of air.He did this by heating mercury metal with air and saw that a por-tion of the air combined to give red mercury(II) oxide. He studiedthe effect of this gas on living animals, including himself.Hundreds of experiments carried out in his laboratory, as shownin Figure 2, confirmed that in a chemical reaction, matter is notcreated or destroyed, but is conserved. This principle becameknown as the law of conservation of mass. This means that thetotal starting mass of all reactants equals the total final mass ofall products.

What does the law of conservation of mass state?

mercury(II) oxide oxygen plus mercury

10.0 g � 0.7 g � 9.3 g

Mansell Collection/TimePix



The Father of Modern Chemistry When Lavoisierdemonstrated the law of conservation of mass, he set the fieldof chemistry on its modern path. In fact, Lavoisier is knowntoday as the father of modern chemistry for his more accu-rate explanation of the conservation of mass and for describ-ing a common type of chemical reaction called combustion,which you will learn about later in this chapter. Lavoisier alsopioneered early experimentation on the biological phenom-ena of respiration and metabolism that contributed earlymilestones in the study of biochemistry, medicine, and evensports science.

Nomenclature Lavoisier’s work led him to the conclusionthat language and terminology would be critical to communi-cate novel scientific ideas. In his book Elements of Chemistry(1790), Lavoisier wrote, “…we cannot improve a science with-out improving the language or nomenclature which belongs toit…” With that recognition, Lavoisier began to develop the sys-tem of naming substances based on their composition that westill use today. In 1787, Lavoisier and several colleagues pub-lished Méthode de Nomenclature Chimique as one of the first setsof nomenclature guidelines. Since then, the guidelines have con-tinued to evolve with scientific discovery, and in 1919 theInternational Union of Pure and Applied Chemistry (IUPAC)was formed. The primary mission of the IUPAC is to coordinateguidelines for naming chemical compounds systematically.Before a new element gets a permanent name, it has a IUPACname. Element 110, which is now called darmstadium, was pre-viously named ununnilium. Figure 3 illustrates some of theearly key events in nomenclature development.

How did Lavoisier’s contributions earn him thename Father of Modern Chemistry?

Figure 3 This time line ofnomenclature developmentand publications does not endin 1957. In fact, today there arenomenclature organizations foralmost every branch of scientificstudy, and the rules and guide-lines for naming substancescontinue to evolve.

1787 1820 1882 1919 1957

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Writing Equations If you wanted to describe the chemical reaction shown

in Figure 4, you might write something like this:

This series of words is rather cumbersome, but all of theinformation is important. The same is true of descriptionsof most chemical reactions. Many words are needed to stateall the important information. As a result, scientists havedeveloped a shorthand method to describe chemical reac-tions. A chemical equation is a way to describe a chemicalreaction using chemical formulas and other symbols. Someof the symbols used in chemical equations are listed inTable 1.

The chemical equation for the reaction described abovein words and shown in Figure 4 looks like this:

It is much easier to tell what is happening by writing theinformation in this form. Later, you will learn how chemi-cal equations make it easier to calculate the quantities ofreactants that are needed and the quantities of productsthat are formed.

NiCl2(aq) � 2NaOH(aq) 0 Ni(OH)2(s) � 2NaCl(aq)

Nickel(II) chloride, dissolved in water, plus sodiumhydroxide, dissolved in water, produces solid nickel(II)

hydroxide plus sodium chloride, dissolved in water.

Table 1 Symbols Used inChemical Equations

Symbol Meaning

→ produces or forms

� plus

(s) solid

(l) liquid

(g) gas

(aq) aqueous, a substance is dissolved in water

heat the reactants are heated →

light the reactants are → exposed to light

elec. an electric current is → applied to the reactants

Figure 4 A white precipitate ofnickel(II) hydroxide forms whensodium hydroxide is added to agreen solution of nickel(II) chlo-ride. Sodium chloride, the otherproduct formed, is in solution.

Richard Megna/Fundamental Photographs


Unit ManagersWhat do the numbers to the left of the formulas for reactants

and products mean? Remember that according to the law ofconservation of mass, matter is neither made nor lost duringchemical reactions. Atoms are rearranged but never lost ordestroyed. These numbers, called coefficients, represent thenumber of units of each substance taking part in a reaction.Coefficients can be thought of as unit managers.

What is the function of coefficients in a chemicalequation?

Imagine that you are responsible for making sandwiches fora picnic. You have been told to make a certain number of threekinds of sandwiches, and that no substitutions can be made. Youwould have to figure out exactly how much food to buy so thatyou had enough without any food left over. You might need twoloaves of bread, four packages of turkey, four packages of cheese,two heads of lettuce, and ten tomatoes. With these supplies youcould make exactly the right number of each kind of sandwich.

In a way, your sandwich-making effort is like a chemicalreaction. The reactants are your bread, turkey, cheese, lettuce,and tomatoes. The number of units of each ingredient are likethe coefficients of the reactants in an equation. The sandwichesare like the products, and the numbers of each kind of sandwichare like coefficients, also.

Knowing the number of units of reactants enables chemiststo add the correct amounts of reactants to a reaction. Also, theseunits, or coefficients, tell them exactly how much product willform. An example of this is the reaction of one unit of NiCl2with two units of NaOH to produce one unit of Ni(OH)2 andtwo units of NaCl. You can see these units in Figure 5.

Designing a TeamEquationProcedure1. Obtain 15 index cards and

mark each as follows: fivewith Guard, five withForward, and five withCenter.

2. Group the cards to form asmany complete basketballteams as possible. Eachteam needs two guards,two forwards, and onecenter.

Analysis1. Write the formula for a

team. Write the formationof a team as an equation.Use coefficients in front ofeach type of player neededfor a team.

2. How is this equationlike a chemical equation?Why can’t you use theremaining cards?

3. How do the remainingcards illustrate the lawof conservation of matterin this example?

Ni2�

OH�

OH�

Ni(OH)22NaOH� 0

� 0

NiCl2

OH�

OH�Na�

Cl�

Cl�

2NaCl

Na�

Na�

Cl�

Cl�

�

�

Na�

Ni2�

Figure 5 Each coefficient in theequation represents the number ofunits of each type in this reaction.


Self Check1. Identify the reactants and the products in the following

chemical equation.

Cd(NO3)2(aq) � H2S(g) 0 CdS(s) � 2HNO3(aq)

2. Identify the state of matter of each substance in thefollowing reaction.

Zn(s) � 2HCI(aq) 0 H2(g) � ZnCl2(aq)

3. Explain why the reaction of oxygen with iron is a prob-lem, but the reaction of oxygen with aluminum is not.

4. Explain the importance of the law of conservation of mass.

5. Think Critically Why do you think the copper patinawas kept when the Statue of Liberty was restored?

SummaryDescribing Chemical Reactions

• A chemical reaction is a process that involvesone or more reactants changing into one ormore products.

Conservation of Mass

• A basic principle of chemistry is that matter,during a chemical change, can neither becreated nor destroyed.

• Antoine Lavoisier is often considered to be“the father of modern chemistry” for hiswork in defining the law of conservationof mass.

Writing Equations

• Chemical equations describe the change ofreactants to products and obey the law ofconservation of mass.

Unit Managers

• Coefficients represent how many units of eachsubstance are involved in a chemical reaction.

6. Solve One-Step Equations When making soap, if890 g of a specific fat react completely with 120 g ofsodium hydroxide, the products formed are soap and92 g of glycerin. Calculate the mass of soap formed to satisfy the law of conservation of mass.

Metals and the AtmosphereWhen iron is exposed to air and

moisture, it corrodes or rusts, forming hydrated iron(III)oxide. Rust can seriously damage iron structures because itcrumbles and exposes more iron to the air. This leads to morebreakdown of the iron and eventually can destroy the structure.However, not all reactions of metals with the atmosphere aredamaging like rust. Some are helpful.

Aluminum also reacts with oxygen in the air to form alu-minum oxide. Unlike rust, aluminum oxide adheres to thealuminum surface, forming an extremely thin layer thatprotects the aluminum from further attack. You can see thisthin layer of aluminum oxide on aluminum outdoor furni-ture. It makes the once shiny aluminum look dull.

Copper is another metal that corrodes when it is exposed toair, forming a blue-green coating called a patina. You can see thistype of corrosion on many public monuments and also on theStatue of Liberty, shown in Figure 6.

gpscience.com/self_check_quiz

Figure 6 The blue-green patina that coatsthe Statue of Liberty contains copper(II) sulfate,among other copper corrosion products.

CORBIS



Balanced Equations Lavoisier’s mercury(II) oxide reaction, shown in Figure 7,

can be written as:

Notice that the number of mercury atoms is the same on bothsides of the equation but that the number of oxygen atoms is notthe same. One oxygen atom appears on the reactant side of theequation and two appear on the product side.

But according to the law of conservation of mass, one oxygenatom cannot just become two. Nor can you simply add the sub-script 2 and write HgO2 instead of HgO. The formulas HgO2and HgO do not represent the same compound. In fact, HgO2does not exist. The formulas in a chemical equation must accu-rately represent the compounds that react.

Fixing this equation requires a process called balancing.Balancing an equation doesn’t change what happens in a reac-tion—it simply changes the way the reaction is represented. Thebalancing process involves changing coefficients in a reaction toachieve a balanced chemical equation, which has the samenumber of atoms of each element on both sides of the equation.

Atoms HgO 0 Hg � O2Hg 1 1

O 1 2

heat

HgO(s) 0 Hg(l) � O2(g)

Chemical Equations Reading Guide

■ Identify what is meant by a bal-anced chemical equation.

■ Determine how to write bal-anced chemical equations.

Chemical equations are the lan-guage used to describe chemicalchange, which allow scientists todevelop products for our world.

Review Vocabularysubscript: in a chemical formula, anumber below and to the right of asymbol indicating number of atoms

New Vocabulary

• balanced chemical equation

Figure 7 Mercury metal formswhen mercury oxide is heated.Because mercury is poisonous, thisreaction is never performed in aclassroom laboratory.


SECTION 2 Chemical Equations 639

Choosing Coefficients Finding out which coefficients touse to balance an equation is often a trial-and-error process. Inthe equation for Lavoisier’s experiment, the number of mercuryatoms is balanced, but one oxygen atom is on the left and twoare on the right. If you put a coefficient of 2 before the HgO onthe left, the oxygen atoms will be balanced, but the mercuryatoms become unbalanced. To balance the equation, also put a 2in front of mercury on the right. The equation is now balanced.

Try Your Balancing Act Magnesium burns with such a bril-liant white light that it is often used in emergency flares asshown in Figure 8. Burning leaves a white powder called mag-nesium oxide. To write a balanced chemical equation for thisand most other reactions, follow these four steps.

Step 1 Write a chemical equation for the reaction usingformulas and symbols. Recall that oxygen is a diatomic molecule.

Step 2 Count the atoms in reactants and products.

The magnesium atoms are balanced, but the oxygen atoms arenot. Therefore, this equation isn’t balanced.

Step 3 Choose coefficients that balance the equation.Remember, never change subscripts of a correct formula to bal-ance an equation. Try putting a coefficient of 2 before MgO.

Step 4 Recheck the numbers of each atom on each side of theequation and adjust coefficients again if necessary. Now two Mgatoms are on the right side and only one is on the left side. So acoefficient of 2 is needed for Mg to balance the equation.

How can you balance a chemical equation usingcoefficients?

2Mg(s) � O2(g) 0 2MgO(s)

Mg(s) � O2(g) 0 2MgO(s)

Atoms Mg � O2 0 MgO

Mg 1 1

O 2 1

Mg(s) � O2(g) 0 MgO(s)

Atoms 2HgO 0 2Hg � O2Hg 2 2

O 2 2

Figure 8 Magnesium combineswith oxygen, giving an intensewhite light.

Topic: Balancing ChemicalEquationsVisit gpscience.com for Web linksto information about balancingchemical equations.

Activity Using the Web links,locate a website that offers prac-tice problems for balancing chemi-cal equations. Copy several of theunbalanced equations in yourScience Journal and try to balancethem. Check your work against theanswers on the web site when youare done.

Doug Martin/Photo Researchers



Self Check1. Describe two reasons for balancing chemical equations.

2. Balance this chemical equation: Fe(s) � O2(g) 0 FeO(s).

3. Explain why oxygen gas must always be written as O2in a chemical equation.

4. Infer What coefficient is assumed if no coefficient iswritten before a formula in a chemical equation?

5. Think Critically Explain why the sum of the coefficientson the reactant side of a balanced equation does nothave to equal the sum of the coefficients on the productside of the equation.

SummaryBalanced Equations

• A chemical equation is a way to indicate reac-tants and products and relative amounts ofeach.

• A balanced chemical equation tells the exactnumber of atoms involved in the reaction.

• Balanced chemical equations must satisfy thelaw of conservation of matter; no atoms ofreactant or product can be lost from one sideto the other.

• Coefficients are used to achieve balance in achemical equation.

• Chemical equations cannot be balancedby adjusting the subscript numerals incompound names because doing so wouldchange the compounds.

6. Use Numbers Balance the equation for the reaction Fe(s) + Cl2(g) 0 FeCl3(s).

Polish Your Skill When lithium metal is treated with water,hydrogen gas and lithium hydroxide are produced, as shown inFigure 9.

Step 1 Write the chemical equation.

Step 2 Check for balance by counting the atoms.

This equation is not balanced. There are three hydrogenatoms on the right and only two on the left. Complete steps 3and 4 to balance the equation. After each step, count the atomsof each element. When equal numbers of atoms of each elementare on both sides, the equation is balanced. The balanced chem-ical equation looks like this:

This accurate statement tells chemists how much lithiummetal to use to produce a certain amount of hydrogen gas.

2Li � 2H2O 0 2LiOH � H2

Atoms Li � H2O 0 LiOH � H2Li 1 1

H 2 1 2

O 1 1

Li(s) � H2O 0 LiOH(aq) � H2(g)


Figure 9 When lithium metal isadded to water, it reacts, produc-ing a solution of lithium hydroxideand bubbles of hydrogen gas.



Types of ReactionsYou might have noticed that there are all sorts of chemical reac-

tions. In fact, there are literally millions of chemical reactions thatoccur every day, and scientists have described many of them andcontinue to describe more. With all these reactions, it would beimpossible to use the information without first having some typeof organization. With this in mind, chemists have defined five maincategories of chemical reactions: combustion, synthesis, decompo-sition, single displacement, and double displacement.

Combustion Reactions If you have ever observed some-thing burning, you have observed a combustion reaction. Asmentioned previously, Lavoisier was one of the first scientists toaccurately describe combustion. He deduced that the process ofburning (combustion) involves the combination of a substancewith oxygen. Our definition states that a combustion reactionoccurs when a substance reacts with oxygen to produce energyin the form of heat and light. Combustion reactions also pro-duce one or more products that contain the elements in thereactants. For example, the reaction between carbon and oxygenproduces carbon dioxide. Many combustion reactions also willfit into other categories of reactions. For example, the reactionbetween carbon and oxygen also is a synthesis reaction.

Classifying ChemicalReactions

Reading Guide

■ Identify the five general types ofchemical reactions.

■ Define the terms oxidation andreduction.

■ Identify redox reactions.■ Predict which metals will

replace other metals incompounds.

Classifying chemical reactions helpsto understand what is happening andpredict the outcome of reactions.

Review Vocabularystates of matter: the physical formsin which all matter naturally exists,most commonly solid, liquid, and gas

New Vocabulary

• combustion reaction• synthesis reaction• decomposition reaction• single-displacement reaction• double-displacement reaction• precipitate• oxidation• reduction

Figure 10 Rust has accumulatedon the Titanic since it sank in 1912.

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Synthesis Reactions One of the easiest reaction typesto recognize is a synthesis reaction. In a synthesis reaction,two or more substances combine to form another substance.The generalized formula for this reaction type is as follows:A � B 0 AB.

The reaction in which hydrogen burns in oxygen to formwater is an example of a synthesis reaction.

This reaction is used to power some types of rockets. Anothersynthesis reaction is the combination of oxygen with iron in thepresence of water to form hydrated iron(II) oxide or rust. Thisreaction is shown in Figure 10.

Decomposition Reactions A decomposition reaction isjust the reverse of a synthesis. Instead of two substances comingtogether to form a third, a decomposition reaction occurs whenone substance breaks down, or decomposes, into two or moresubstances. The general formula for this type of reaction can beexpressed as follows: AB 0 A � B.

Most decomposition reactions require the use of heat,light, or electricity. For example, an electric current passedthrough water produces hydrogen and oxygen as shown inFigure 11.

Single Displacement When one element replaces anotherelement in a compound, it is called a single-displacementreaction. Single-displacement reactions are described by thegeneral equation A � BC 0 AC � B. Here you can see thatatom A displaces atom B to produce a new molecule AC. Asingle displacment reaction is illustrated in Figure 12, where acopper wire is put into a solution of silver nitrate. Because cop-per is a more active metal than silver, it replaces the silver, form-ing a blue copper(II) nitrate solution. The silver, which is notsoluble, forms on the wire.

Describe a single-displacement reaction.

Cu(s) � 2AgNO3(aq) 0 Cu(NO3)2 (aq) � 2Ag(s)

elec.

2H2O(l) 0 2H2(g) � O2(g)

2H2(g) � O2(g) 0 2H2O(g)

Figure 11 Water decomposesinto hydrogen and oxygen whenan electric current is passedthrough it. A small amount ofsulfuric acid is added to increaseconductivity. Notice the propor-tions of the gases collected.Describe how this is related to thecoefficients of the products in theequation.

Figure 12 Copper in a wirereplaces silver in silver nitrate,forming a blue-tinted solutionof copper(II) nitrate.

(t)Charles D. Winters/Photo Researchers, (b)Stephen Frisch/Stock Boston/PictureQuest

SECTION 3 Classifying Chemical Reactions 643

Sometimes single-displacement reactions cancause problems. For example, if iron-containing veg-etables such as spinach are cooked in aluminumpans, aluminum can displace iron from the veg-etable. This causes a black deposit of iron to form onthe sides of the pan. For this reason, it is better to usestainless steel or enamel cookware when cookingspinach.

We can predict which metal will replace anotherusing the diagram shown in Figure 13, which listsmetals according to how reactive they are. A metalwill replace any less active metal. Notice that copper, silver, andgold are the least active metals on the list. That is why these ele-ments often occur as deposits of the relatively pure element. Forexample, gold is sometimes found as veins in quartz rock, andcopper is found in pure lumps known as native copper. Othermetals occur as compounds.

Double Displacement In a double-displacement reaction,the positive ion of one compound replaces the positive ion ofthe other to form two new compounds. A double-displacementreaction takes place if a precipitate, water, or a gas forms whentwo ionic compounds in solution are combined. A precipitate isan insoluble compound that comes out of solution during thistype of reaction. The generalized formula for this type of reac-tion is as follows: AB � CD 0 AD � CB.

What type of reaction produces a precipitate?

The reaction of barium nitrate with potassium sulfate is anexample of this type of reaction. A precipitate—barium sulfate—forms, as shown in Figure 14. The chemical equation is as follows:

These are a few examples of chemical reactions classifiedinto types. Many more reactions of each type occur around you.

Ba(NO3)2(aq) � K2SO4(aq) 0 BaSO4(s) � 2KNO3(aq)

LithiumPotassiumCalciumSodiumAluminumZincIronTinLead(Hydrogen)CopperSilverGold

MOST ACTIVE

LEAST ACTIVE

Figure 13 This figure shows theactivity series of metals. A metalwill replace any other metal that isless active.

Figure 14 Solid barium sulfateis formed from the reaction of twosolutions. Observe Has a chemical changeoccurred in this photo? How canyou tell?



1. HCl is slowly added to aqueous Na2CO3 forming NaCl, H2O, and CO2. Follow the stepsabove to write a balanced equation for this reaction.

2. Balance this equation: NaOH(aq) � CaBr2(aq) 0 Ca(OH)2(s) � NaBr(aq).For more practice problems, go to page 834 and visit gpscience.com/extra_problems.

BALANCING EQUATIONS A sample of barium sulfate is placed on a piece of paper, which isthen ignited. Barium sulfate reacts with the carbon from the burned paper producing

barium sulfide and carbon monoxide. Write a balanced chemical equation for this

reaction.

known values

We know the substances that are involved in the reaction. From this, we canwrite a chemical equation showing reactants and products.

BaSO4(s) � C(s) 0 BaS(s) � CO(g)

the problem

The chemical equation above is not balanced. There are more oxygen atomson the left side of the equation than there are on the right side. This must becorrected while keeping all other atom counts in balance. Begin to balancethe equation by first counting and listing the atoms on the before and afterthe reaction.

Kind of Number of Atoms Number of Atoms Atom Before Reaction After Reaction

Ba 1 1

S 1 1

O 4 1

C 1 1

Next, adjust the coefficients until all atoms are balanced on the left and rightsides of the arrow. Try putting a 4 in front of CO. Now you have 4 oxygenatoms on the right, which balances on both sides, but the carbon atomsbecome unbalanced. To fix this, add a 4 in front of the C in the reactants.The balanced equation looks like this:

BaSO4(s) � 4C(s) 0 BaS(s)� 4CO(g)

the answer

Review the number of atoms on each side of the equation and verify that theyare equal.

CHECK

SOLVE

IDENTIFY


SECTION 3 Classifying Chemical Reactions 645

Self Check1. Classify each of the following reactions:

a. CaO(s) � H2O 0 Ca(OH)2 (aq)b. Fe(s) � CuSO4(aq) 0 FeSO4(aq) � Cu(s)c. NH4NO3(s) 0 N2O(g) � 2H2O(g)

2. Describe what happens in a combustion reaction.

3. Explain the difference between synthesis and decom-position reactions.

4. Determine, using Figure 13, if zinc will displace gold ina chemical reaction and explain why or why not.

5. Think Critically Describe one possible economic impactof redox reactions. How might that impact be lessened?

SummaryTypes of Reactions

• Chemical reactions are organized intofive basic classes: combustion, synthesis,decomposition, single displacement, anddouble displacement.

• Lavoisier was one of the first scientists toaccurately describe a combustion reaction.

• For single-displacement reactions, we canpredict which metal will replace anotherby comparing the activity characteristicof each.

• Some reactions produce a solid called aprecipitate when two ionic substances arecombined.

Oxidation-Reduction Reactions

• Oxidation is the loss of electrons and reduc-tion is the corresponding gain of electrons.

• Redox reactions often result in corrosionand rust.

• A substance that gains elections is reduced,and a substance that loses elections isoxidized.

Oxidation-Reduction Reactions One characteristic thatis common to many chemical reactions is the tendency of thesubstances to lose or gain electrons. Chemists use the termoxidation to describe the loss of electrons and the termreduction to describe the gain of electrons. Chemical reactionsinvolving electron transfer of this sort often involve oxygen,which is very reactive, pulling electrons from metallic elements.Corrosion of metal is a visible result, as shown in Figure 15.

The cause and effect of oxidation and reduction can be takenone step further by describing the substances after the electrontransfer. The substance that gains an electron or electrons obvi-ously becomes more negative, so we say it is reduced. On theother hand, the substance that loses an electron or electronsthen becomes more positive, and we say it is oxidized. The elec-trons that were pulled from one atom were gained by anotheratom in a chemical reaction called reduction. Reduction is thepartner to oxidation; the two always work as a pair, which iscommonly referred to as redox.


6. Use Proportions The following chemical equation isbalanced, but the coefficients used are larger thannecessary. Rewrite this balanced equation using thesmallest coefficients.

9Fe(s) � 12H2O(g) 0 3Fe3O4(s) � 12H2(g)7. Use Coefficients Sulfur trioxide, (SO3), a pollutant

released by coal-burning plants, can react with waterin the atmosphere to produce sulfuric acid, H2SO4. Write a balanced equation for this reaction.

Figure 15 One of the results ofall of these electrons moving fromone place to another might showup on the metal body of a tanker.

Royalty-Free/CORBIS



Chemical Reactionsand Energy

Reading Guide

■ Identify the source of energychanges in chemical reactions.

■ Compare and contrast exergonicand endergonic reactions.

■ Examine the effects of catalystsand inhibitors on the speed ofchemical reactions.

Chemical reactions provide energy tocook your food, keep you warm, andtransform the food you eat into sub-stances you need to live and grow.

Review Vocabularychemical bond: the force that holdstwo atoms together

New Vocabulary

• exergonic reaction• exothermic reaction• endergonic reaction• endothermic reaction• catalyst• inhibitor

Chemical Reactions—Energy ExchangesOften a crowd gathers to watch a building being demolished

using dynamite. In a few breathtaking seconds, tremendous struc-tures of steel and cement that took a year or more to build arereduced to rubble and a large cloud of dust. A dynamite explosion,as shown in Figure 16, is an example of a rapid chemical reaction.

Most chemical reactions proceed more slowly, but all chem-ical reactions release or absorb energy. This energy can takemany forms, such as thermal energy, light, sound, or electricity.The thermal energy produced by a wood fire and the light emit-ted by a glow stick are examples of energy release.

Chemical bonds are the source of this energy. When mostchemical reactions take place, some chemical bonds in the reac-tants are broken, which requires energy. In order for products tobe produced, new bonds must form. Bond formation releasesenergy. Reactions such as dynamite combustion require muchless energy to break chemical bonds than the energy releasedwhen new bonds are formed. The result is a release of energyand sometimes a loud explosion. Another release of energy isused to power rockets, as shown in Figure 17.

Figure 16 When its usefulnessis over, a building is sometimesdemolished using dynamite.Dynamite charges must be placedcarefully so that the building col-lapses inward, where it cannotharm people or property.

Tim Matsui/Liaison Agency/Getty Images

Figure 17

VISUALIZING CHEMICAL ENERGY

SECTION 4 Chemical Reactions and Energy 647

Rockets burn fuel to provide the thrustnecessary to propel them upward.In 1926,engineer Robert Goddard used gasoline andliquid oxygen to propel the first ever liquid-fueledrocket. Although many people at the time ridiculedGoddard’s space travel theories, his rockets eventu-ally served as models for those that have gone to theMoon and beyond.A selection of rockets—includingGoddard’s—is shown here.The number below eachcraft indicates the amount of thrust—expressed innewtons (N)—produced during launch.

SPACE SHUTTLE Themain engines produceenormous amounts ofenergy by combiningliquid hydrogen andoxygen. Coupled withsolid rocket boosters,they produce over 32.5million newtons (N) ofthrust to lift the sys-tem’s 2 million kg offthe ground.

▼

LUNAR MODULE Smaller rocketengines, like those used by theLunar Module to leave the Moon,use hydrazine-peroxide fuels. Thenumber shown below indicatesthe fixed thrust from one of themodule’s two engines; the otherengine’s thrust was adjustable.

▼

GODDARD’S MODELROCKET Although hisfirst rocket rose only12.6 m, Goddard success-fully launched 35 rocketsin his lifetime. The high-est reached an altitudeof 2.7 km.

▼

JUPITER C This rocketlaunched the first UnitedStates satellite in 1958. Itused a fuel called hydyneplus liquid oxygen.

▼

369,350 N 15,920 N32,500,000 N400 N

(l, cl)Bettmann/CORBIS, (cr)Roger Ressmeyer/NASA/CORBIS, (r)NASA/CORBIS


More Energy Out You have probably seen many reactions that release energy.

Chemical reactions that release energy are called exergonic(ek sur GAH nihk) reactions. In these reactions less energy isrequired to break the original bonds than is released when newbonds form. As a result, some form of energy, such as light orthermal energy, is given off by the reaction. The familiar glowfrom the reaction inside a glow stick, shown in Figure 18, is anexample of an exergonic reaction, which produces visible light.In other reactions however, the energy given off is thermalenergy. This is the case with some heat packs that are used totreat muscle aches and other problems.

Thermal Energy Released When the energy given off isprimarily in the form of thermal energy, the reaction is called anexothermic reaction. Wood burning and the explosion of dyna-mite are exothermic reactions. Iron rusting is also exothermic,but, under typical conditions, the reaction proceeds so slowlythat it’s difficult to detect any temperature change.

Why is a log fire considered to be an exothermicreaction?

Exothermic reactions provide most of the power used inhomes and industries. Fossil fuels that contain carbon, such ascoal, petroleum, and natural gas, combine with oxygen to yieldcarbon dioxide gas and energy. Unfortunately impurities inthese fuels, such as sulfur, burn as well, producing pollutantssuch as sulfur dioxide. Sulfur dioxide combines with water inthe atmosphere, producing acid rain.

Figure 18 Glow sticks containthree different chemicals—anester and a dye in the outer sectionand hydrogen peroxide in a centerglass tube. Bending the stick breaksthe tube and mixes the three com-ponents. The energy released is inthe form of visible light.

Creating a ColorfulChemical ReactionProcedure

1. Pour 5 mL of water into atest tube.

2. Sprinkle a few crystals ofcopper(II) bromide intothe test tube and observethe color change of thecrystals.

3. Slowly add more waterand observe what hap-pens.

Analysis1. What color were the cop-

per(II) bromide crystalsafter you added them tothe test tube of water?

2. What color were theywhen you added morewater?

3. What caused this colorchange?

Hydrogenperoxide

Solution ofdye and ester

Matt Meadows

More Energy InSometimes a chemical reaction requires more energy to

break bonds than is released when new ones are formed. Thesereactions are called endergonic reactions. The energy absorbedcan be in the form of light, thermal energy, or electricity.

Electricity is often used to supply energy to endergonic reac-tions. For example, electroplating deposits a coating of metalonto a surface, as shown in Figure 19. Also, aluminum metal isobtained from its ore using the following endergonic reaction.

In this case, electrical energy provides the energy needed to keepthe reaction going.

Thermal Energy Absorbed When the energy needed is inthe form of thermal energy, the reaction is called an endother-mic reaction. The term endothermic is not just related to chem-ical reactions. It also can describe physical changes. The processof dissolving a salt in water is a physical change. If you ever hadto soak a swollen ankle in an Epsom salt solution, you probablynoticed that when you mixed the Epsom salt in water, the solu-tion became cold. The dissolving of Epsom salt absorbs thermalenergy. Thus, it is a physical change that is endothermic.

Some reactions are so endothermic that theycan cause water to freeze. One such endothermicreaction is that of barium hydroxide (BaOH)2 andammonium chloride (NH4Cl) in water, shown inFigure 20. Several drops of water were placed onthe board, and when the reaction had taken placefor several minutes, the temperature of the water inthe beaker was cold enough to freeze the waterdrops and adhere the wood to the beaker. A coldpack, which contains ammonium nitrate crystalsand water, is another example of an endothermicreaction.

elec.

2Al2O3(l) 0 4Al(l) � 3O2(g)

SECTION 4 Chemical Reactions and Energy 649

Figure 19 Electroplating of ametal is an endergonic reactionthat requires electricity. A coatingof copper was plated onto thiscoin.

Figure 20 As an endothermicreaction happens, such as the reac-tion of barium hydroxide andammonium chloride, energy fromthe surrounding environment isabsorbed, causing a cooling effect.Here, the reaction absorbs so muchthermal energy that a drop ofwater freezes and the beaker hold-ing the reaction sticks to the wood.

(t)Jeff J. Daly/Fundamental Photographs, (c, b)Matt Meadows


Self Check1. Classify the chemical reaction photosynthesis, which

requires energy to proceed, as endergonic or exergonic.

2. Explain why a catalyst is not considered a reactant orproduct in a chemical reaction.

3. Explain why crackers containing BHT stay fresh longerthan those without it.

4. Classify the reaction that makes a firefly glow in termsof energy input or output.

5. Think Critically To develop a product that warmspeople’s hands, would you choose an exothermic orendothermic reaction to use? Why?

SummaryChemical Reactions—Energy Exchanges

• Chemical reactions release or absorb energyas chemical bonds are broken and formed.

• The energy of chemical reactions can bein the form of thermal energy, light, sound,and/or electricity.

• Catalysts are used to increase the chemicalreaction rate.

Chemical Energy

• Chemical reactions that release energy arecalled exergonic. Chemical reactions thatabsorb energy are called endergonic.

• Exothermic reactions give off thermal energy.• Endothermic reactions absorb energy in the

form of thermal energy.

• Exothermic reactions provide most of thepower used in homes and industries.

Catalysts and Inhibitors Some reactions proceed tooslowly to be useful. To speed them up, a catalyst can be added. Acatalyst is a substance that speeds up a chemical reaction with-out being permanently changed itself. When you add a catalystto a reaction, the mass of the product that is formed remains thesame, but it will form more rapidly. The catalyst remainsunchanged and often is recovered and reused. Catalysts are usedto speed many reactions in industry, such as polymerization tomake plastics and fibers.

Why would a catalyst be needed for a chemicalreaction?

At times, it is worthwhile to prevent certain reactions fromoccurring. Substances called inhibitors are used to slow down achemical reaction. The food preservatives BHT and BHA areinhibitors that prevent spoilage of certain foods, such as cerealsand crackers.

One thing to remember when thinking about catalysts andinhibitors is that they do not change the amount of productproduced. They only change the rate of production. Catalystsincrease the rate and inhibitors decrease the rate. Other factors,including concentration, pressure, and temperature, also affectthe rate of reaction and must be considered when catalyzing orinhibiting a reaction.


Catalysts Metals, such asplatinum and palladium,are used as catalysts in theexhaust systems of auto-mobiles. What reactions doyou think they catalyze?

6. Calculate If an endothermic reaction begins at 26°C andloses 2°C per minute, how long will it take to reach 0°C?

7. Use Graphs Create a graph of the data in question 6. After 5 min, what is the temperature of the reaction?


A balanced chemical equation tells nothingabout the rate of a reaction. One way to affectthe rate is to use a catalyst.

Real-World QuestionHow does the presence of a catalyst affect therate of a chemical reaction?

Goals■ Observe the effect of a catalyst on the rate

of reaction.■ Conclude, based on your observations,

whether the catalyst remained unchanged.

Possible Materialstest tubes (3) hot platetest-tube rack wooden splint3% hydrogen peroxide, beaker of hot

H2O2 (15 mL) water10-mL graduated cylinder manganesesmall plastic teaspoon dioxide, MnO2sand (1⁄4 tsp) (1⁄4 tsp)

Safety Precautions

WARNING: Hydrogen peroxide can irritate skinand eyes. Wipe up spills promptly. Point test tubesaway from other students.

Procedure1. Label three test tubes and set them in a

test-tube stand. Pour 5 mL of hydrogenperoxide into each tube.

2. Place about 1⁄4 teaspoon of sand in tube 2and the same amount of MnO2 in tube 3.

3. In the presence of a catalyst, H2O2 decom-poses rapidly producing oxygen gas, O2.

Test each tube by: Lighting a wooden splint,blowing out the flame, and inserting theglowing splint into the tube. The splint willrelight if oxygen is present.

4. Place all three tubes in a beaker of hot water.Heat on a hot plate until all of the remainingH2O2 is driven away and no liquid remains.

Conclude and Apply1. Observe the changes that happened when

the solids were added to the tubes.

2. Infer which substance, sand or MnO2, wasthe catalyst.

3. Identify what remained in each tube afterthe H2O2 was driven away.

Compare your results with those of yourclassmates and discuss any differencesobserved. For more help refer to theScience Skill Handbook.

LAB 651

ReactionCatalyzed

Timothy Fuller

Use the InternetUse the Internet


Real-World QuestionYou’ve probably heard a lot about global warming and the green-house effect. According to one theory, certain gases in the atmospheremight be causing Earth’s average global temperature to rise. Thegases carbon dioxide, nitrous oxide, and methane, known as green-house gases, result from chemical reactions with oxygen when fossilfuels, such as coal, oil, and gas, are burned. What are some everydayactivities that you do that might involve energy from fossil fuels?Form a hypothesis about how certain activities add greenhouse gasesto our atmosphere.

Make a Plan1. Observe the activities of your daily life. How are fossil fuels used

each day?

2. Develop a way to categorize the different chemical reactions andthe greenhouse gases they produce.

3. Search reference sources to learn which chemical reactions pro-duce greenhouse gases.

4. Identify some activities and functions that do not use fossil fuels.

5. Infer if it is possible to never use fossil fuels.

Goals■ Observe how you use

fossil fuels in your dailylife.

■ Gather data on theprocess of burningfossil fuels and howgreenhouse gases arereleased.

■ Research the chemicalreactions that producegreenhouse gases.

■ Identify theimportance of fossilfuels and their effecton the environment.

■ Communicate yourfindings to other stu-dents.

Data Source

Visit gpscience. com/internet_lab for moreinformation about fossilfuels, the chemical reac-tions that produce green-house gases, uses of fossilfuels, their effects on theenvironment, and datafrom other students.

Fossil Fuels and Greenhouse Gases

UNEP-Topham/The Image Works


Follow Your Plan1. Make sure your teacher approves your plan

before you start.

2. Research the chemical reactions that arecommonly understood to produce green-house gases.

3. Compare the different reactions and theirproducts.

4. Record your data in your Science Journal.

Analyze Your Data1. Record in your Science Journal the activities

that scientists believe contribute the great-est amount of greenhouse gases to our atmosphere.

2. Analyze the types of chemical reactions that produce greenhouse gases. Whattypes of reactions are they?

3. Compare your results with other students. Do your results agree with those ofenvironmental scientists? Why might you have identified different contributorsto the greenhouse effect?

4. Make a table of your data.

Conclude and Apply1. Predict How do you think your data would be

affected if you had performed this experiment100 years ago?

2. Infer What processes in nature might alsocontribute to the release of greenhousegases? Compare their impact to that madeby fossil fuels.

LAB 653

Find this lab at the link below. Post yourdata in the table provided. Compare yourdata to that of other students. Combineyour data with that of other students andwrite an entry in your Science Journal thatexplains how the production of greenhousegases could be reduced.

gpscience.com/internet_lab

Michael Newman/PhotoEdit, Inc.


Great scientific discoveries can happen insome very unlikely ways. Most peoplemight not think that an accidental spillleft uncleaned would become significant, butthat’s exactly what led a chemist namedHilaire de Chardonnet (hee LAYR • duh •shar doh NAY) to his discovery. In 1878,Chardonnet accidentally knocked over somenitrate chemicals. He put off cleaning up themess and ended up inventing artificial silk.

Silk is produced naturally by silkworms.In the mid-1800s, though, silkworms weredying from disease and the silk industry wassuffering. Businesses were going under andpeople were put out of work. Many scientistswere working to develop a solution to thisproblem. Chardonnet had been searching fora silk substitute for years—he just didn’t planto find it by knocking it over!

A Messy DiscoveryChardonnet was in his darkroom develop-

ing photographs when the accidental spill tookplace. He decided to clean up the spill laterand finish what he was working on. By thetime he returned to wipe up the spill, thechemical solution had turned into a thick,gooey mess. When he pulled the cleaning clothaway, the goop formed long, thin strands offiber that stuck to the cloth. The chemicals hadreacted with the cellulose in the wooden tableand liquefied it. The strands of fiber lookedjust like the raw silk made by silkworms.

Within six years, Chardonnet had devel-oped a way to make the fibers into an artifi-cial silk. Other scientists extended his work,developing a fiber called rayon. Today’s rayonis made from sodium hydroxide mixed withwood fibers, which is then stranded andwoven into cloth.

Rayon has another real-world application.To help prevent counterfeiting, dollars areprinted on paper that contains red and bluerayon fibers. If you can scratch off the red orblue, that means it’s ink and your bill is coun-terfeit. If you can pick out the red or bluefiber with a needle, it’s a real bill.

SOMETIMES GREAT

DISCOVERIES HAPPEN BY ACCIDENT!

Hilaire de Chardonnet

Rayonfiber

A ClumsyMove Pays

Off

Create Work with a partner to examine the fabriccontent labels on the inside collars of your clothes.Research the materials, then make a data table thatidentifies their characteristics.

For more information, visitgpscience.com/oops

(tr)Bibliotheque du Museum D'Histoire Naturelle, (bl)Brad Maushart/Graphistock


Chemical Changes

1. In a chemical reaction, one or more sub-stances are changed to new substances.

2. The substances that react are called reac-tants, and the new substances formed arecalled products. Charcoal, the reactantshown below, is almost pure carbon.

3. The law of conservation of mass states thatin chemical reactions, matter is neither cre-ated nor destroyed, just rearranged.

4. Chemical equations efficiently describewhat happens in chemical reactions.

Chemical Equations

1. Balanced chemical equations give the exactnumber of atoms involved in the reaction.

2. A balanced chemical equation has the samenumber of atoms of each element on bothsides of the equation. This satisfies the lawof conservation of mass.

3. When balancing chemical equations, changeonly the coefficients of the formulas, neverthe subscripts. To change a subscript wouldchange the compound.

Classifying ChemicalReactions

1. In synthesis reactions, two or more sub-stances combine to form another substance.

2. In single-displacement reactions, one ele-ment replaces another in a compound.

3. In double-displacement reactions, ions intwo compounds switch places, often form-ing a gas or insoluble compound.

4. Using the activity series chart, scientistscan determine which metal can replaceanother metal.

Chemical Reactions andEnergy

1. Energy in the form oflight, thermal energy,sound or electricity isreleased from somechemical reactionsknown as exergonicreactions. This flamereleases light and ther-mal energy.

2. Reactions that absorb more energy thanthey release are called endergonic reactions.

3. Reactions may be sped up by adding cata-lysts and slowed down by adding inhibitors.

4. When energy is released in the form ofthermal energy, the reaction is exothermic.

CHAPTER STUDY GUIDE 655gpscience.com/interactive_tutor

Use the Foldable that you made at the begin-ning of this chapter to help you review chemical reactions.

(l)Charles D. Winters/Photo Researchers, (tr)Icon Images, (br)Joseph P. Sinnot/Fundamental Photographs


For each set of vocabulary words below, explainthe relationship that exists.

1. coefficient—balanced chemical equation

2. synthesis reaction—decomposition reaction

3. reactant—product

4. catalyst—inhibitor

5. exothermic reaction—endothermic reaction

6. chemical reaction—product

7. endergonic reaction—exergonic reaction

8. single-displacement reaction—double-displacement reaction

9. chemical reaction—synthesis reaction

10. oxidation—reduction

Choose the word or phrase that best answers thequestion.

11. Oxygen gas is always written as O2 inchemical equations. What term is used todescribe the “2” in this formula?A) product C) catalyst B) coefficient D) subscript

12. What law is based on the experiments ofLavoisier?A) coefficients C) chemical reactionB) gravity D) conservation

of mass

13. What must an element be in order toreplace another element in a compound?A) more reactive C) more inhibitingB) less reactive D) less inhibiting

14. How do you indicate that a substance inan equation is a solid?A) (l) C) (s)B) (g) D) (aq)

15. What term is used to describe the “4” inthe expression 4 Ca(NO3)2?A) coefficient C) subscriptB) formula D) symbol

16. What type of compound is the food addi-tive BHA?A) catalyst C) inhibitorB) oxidized D) reduced

17. How do you show that a substance is dis-solved in water when writing an equation?A) (aq) C) (g)B) (s) D) (l)

18. What word would you use to describeHgO in the reaction that Lavoisier used toshow conservation of mass?A) catalyst C) productB) inhibitor D) reactant

19. When hydrogen burns, what is oxygen’srole?A) catalyst C) productB) inhibitor D) reactant

20. What kind of chemical reaction involvesone substance losing an electron andanother substance gaining an electron?A) combustion C) redoxB) decomposition D) synthesis

656 CHAPTER REVIEW

balanced chemicalequation p. 638

catalyst p. 650chemical equation p. 635chemical reaction p. 632coefficient p. 636combustion reaction

p. 641decomposition reaction

p. 642double-displacement

reaction p. 643endergonic reaction

p. 649

endothermic reactionp. 649

exergonic reaction p. 648exothermic reaction

p. 648inhibitor p. 650oxidation p. 645precipitate p. 643product p. 632reactant p. 632reduction p. 645single-displacement

reaction p. 642synthesis reaction p. 642

gpscience.com/vocabulary_puzzlemaker


CHAPTER REVIEW 657gpscience.com/chapter_review

21. Copy and complete the concept mapusing the following terms: oxidized, redoxreactions, lost, reduced, oxidation, gained,and reduction.

22. Sometimes a bond formed in a chemicalreaction is weak and the product breaksapart as it forms. This is shown by adouble arrow in chemical equations.Copy and complete the concept map,using the words product(s) and reactant(s).In the blank in the center, fill in the for-mulas for the substances appearing in thereversible reaction.

H2(g) � I2(g) 7 2HI(g)

23. Write a balanced chemical equation for the reac-tion of propane C3H8(g) burning in oxygento form carbon dioxide and water vapor.

24. Interpret the balanced chemical equationfrom question 23 to explain the law ofconservation of mass.

25. Hypothesize Zn is placed in a solution ofCu(NO3)2 and Cu is placed in a Zn(NO3)2solution. In which of these will a reactionoccur?

26. Predict what kind of energy process hap-pens when lye, NaOH(s), is put in waterand the water gets hot.

27. Recognize Cause and Effect Sucrose, or tablesugar, is a disaccharide. This means thatsucrose is composed of two simple sugarschemically bonded together. Sucrose canbe separated into its components by heat-ing it in an aqueous sulfuric acid solution.Research what products are formed bybreaking up sucrose. What role does theacid play?

28. Classify Make an outline with the generalheading Chemical Reactions. Include thefive types of reactions, with a descriptionand example of each.

29. Interpret Data When 46 g of sodium wereexposed to dry air, 62 g of sodium oxideformed. How many grams of oxygenfrom the air were used?

30. Calculate Mass Chromium is producedby reacting its oxide with aluminum.If 76 g of Cr2O3 and 27 g of Al com-pletely react to form 51 g of Al2O3,how many grams of Cr are formed?

Consist of a pair ofreactions called

in which electrons are

and the substance is

becomes becomes

ProductReactants

2HI

forms

are is

are is


O2 H2

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

Use the photograph below to answer questions 1 and 2.

1. The photograph above shows a chemicalreaction in which water decomposes intohydrogen gas and oxygen gas when an elec-tric current is passed through it. Which ofthe following is the correct chemical equa-tion for this reaction? A. H2O(l) 0 H2(g) � O(g)B. H2O(l) 0 2H(g) � O(g)C. 2H2O(l) 0 2H2(g) � 2O(g)D. 2H2O(l) 0 2H2(g) � O2(g)

2. Which of the following is the correct classi-fication for the chemical reaction shown inthe photograph?A. synthesisB. decompositionC. single displacementD. double displacement

3. Which of the following types of reaction isthe opposite of a synthesis reaction?A. displacement C. combustionB. reversible D. decomposition

4. Which substance is the precipitate in thefollowing reaction?

Ba(NO3)2(aq) � K2SO4(aq) 0BaSO4(s) � 2KNO3(aq)

A. Ba(NO3)2 C. BaSO4B. K2SO4 D. KNO3

5. Which of the following reactions isendothermic?A. iron rustingB. burning woodC. exploding dynamiteD. mixing Epsom salt in water

Use the figure below to answer questions 6 and 7.

6. Which of the metals in the activity seriesshown above would you expect to bemostly found in nature as a deposit of arelatively pure element?A. copper C. silverB. lithium D. iron

7. Which of the following metals would mostlikely replace lead in a solution?A. potassium C. silverB. copper D. gold

658 STANDARDIZED TEST PRACTICE

Missing Information Questions often will ask about missinginformation. Notice what is missing as well as what is given.

LithiumPotassiumCalciumSodiumAluminumZincIronTinLead(Hydrogen)CopperSilverGold

MOST ACTIVE

LEAST ACTIVE

Charles D. Winters/Photo Researchers

STANDARDIZED TEST PRACTICE 659

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

8. What is a synthesis reaction?

9. What is the source of the heat, light,sound, and electricity that can be pro-duced during a chemical reaction?

Use the photograph below to answer questions 10and 11.

10. The photograph above shows the reactionof aqueous nickel(II) chloride, NiCl2, andaqueous sodium hydoxide, NaOH, to formsolid nickel(II) hydroxide, Ni(OH)2, andaqueous sodium chloride, NaCl. Write a bal-anced chemical equation for this reaction.

11. State the conservation of mass as it appliesto the chemical reaction in the photographabove.

12. What do the symbols s, aq, g, and l meanwhen they are placed in parentheses nextto the formulas for substances in chemicalequations?

13. Food preservatives are a type of inhibitor.Explain why this is useful in foods.

14. What are the substances that react and thesubstances that are produced in a chemicalreaction called?

Record your answers on a sheet of paper.

Use the photograph below to answer questions 15and 16.

15. The photograph above shows a chemicalreaction between, Mg, and oxygen gas, O2.This reaction is exergonic and exothermic.Explain what these terms mean and howyou can tell that a chemical reaction isexergonic or exothermic.

16. The reaction of magnesium and oxygen gasforms magnesium oxide, MgO. Write chem-ical equation for this reaction and explainthe process you use to balance the equation.

17. Name and describe three notations thatmay be used above the arrow in a chemicalequation.

18. Explain what is wrong with the followingbalanced equation:

4Al(s) � 6O(g) 0 2Al2O3(s)

What is the correct form of the equation?

19. What is a double-displacement reaction?Describe the double-displacement reactionshown in the following chemical equationin which lead nitrate, Pb(NO3)2, andpotassium iodide, KI, react to form leadiodide, PbI2, and potassium nitrate, KNO3.

Pb(NO3)2 � 2KI 0 PbI2 � 2KNO3

gpscience.com/standardized_test(l)Richard Megna/Fundamental Photographs, (r)Firefly Productions/The Stock Market/CORBIS


Glencoe Physical ScienceContents in BriefStudent Edition Table of ContentsUnit 1: Energy and MotionChapter 1: The Nature of ScienceLaunch Lab: Understanding MeasurementsFoldablesSection 1: The Methods of ScienceScience OnlineIntegrate History Integrate Earth Science Science Online

Section 2: Standards of MeasurementApplying Math: Conversion Equations��Integrate Earth Science Science OnlineMiniLAB: Determining the Density of a PencilVisualizing SI Dimensions

Section 3: Communicating with GraphsApplying Science: Graphing Temperature��MiniLAB: Observing Though GraphingLab: Converting Kitchen MeasurementsLab: Design Your Own - Setting High Standards for MeasurementScience and Language Arts: Thinking in Pictures: and other reports from my life with autism

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: MotionLaunch Lab: Compare SpeedsFoldablesSection 1: Describing MotionIntegrate Astronomy Applying Math: Speed Equation��Science OnlineMiniLAB: Describing the Motion of a CarScience Online

Section 2: AccelerationIntegrate History Visualizing Acceleration

Section 3: Motion and ForcesScience OnlineMiniLAB: Observing InertiaLab: Force and AccelerationLab: Design Your Own - Comparing Motion from Different ForcesScience and Language Arts: A Brave and Startling Truth


Chapter 3: ForcesLaunch Lab: The Force of GravityFoldablesSection 1: Newton's Second LawScience OnlineApplying Math: Second Law of Motion EquationMiniLAB: Comparing Friction

Section 2: GravityScience OnlineIntegrate Earth Science MiniLAB: Observing Centripetal Force

Section 3: The Third Law of MotionIntegrate Health Visualizing Rocket MotionApplying Math: Momentum Equation��Lab: Measuring the Effects of Air ResistanceLab: The Momentum of Colliding ObjectsScience and History: Newton and the Plague


Chapter 4: EnergyLaunch Lab: Energy ConversionsFoldablesSection 1: The Nature of EnergyScience OnlineApplying Math: Kinetic Energy Equation��MiniLAB: Interpreting Data from a SlingshotIntegrate Language Arts Applying Math: Potential Energy Equation��Lab: Bouncing Balls

Section 2: Conservation of EnergyVisualizing Energy TransformationsIntegrate Environment MiniLAB: Energy Transformations in a Paper ClipScience OnlineLab: Design Your Own - Swinging EnergyScience and History: The Impossible Dream


Chapter 5: Work and MachinesLaunch Lab: Doing Work with a Simple MachineFoldablesSection 1: WorkApplying Math: Work Equation��MiniLAB: Calculating Your Work and PowerApplying Math: Power Equation��

Section 2: Using MachinesMiniLAB: Machines Multiplying ForceIntegrate Chemistry

Section 3: Simple MachinesVisualizing Levers in the Human BodyScience OnlineLab: LeversLab: Model and Invent - Using Simple MachinesScience and Society: The Science of Very, Very Small


Chapter 6: Thermal EnergyLaunch Lab: Temperature and Kinetic EnergyFoldablesSection 1: Temperature and HeatScience OnlineIntegrate Earth Science Applying Math: Thermal Energy Equation��

Section 2: Transferring Thermal EnergyVisualizing Convection CurrentsMiniLAB: Observing Heat Transfer by RadiationMiniLAB: Comparing Thermal ConductorsLab: Convection in Gases and Liquids

Section 3: Using HeatScience OnlineIntegrate Earth Science Lab: Conduction in GasesScience Stats: Surprising Thermal Energy


Unit 2: Electricity and Energy ResourcesChapter 7: ElectricityLaunch Lab: Electric CircuitsFoldablesSection 1: Electric ChargeScience OnlineVisualizing LightningMiniLAB: Investigating Charged Objects

Section 2: Electric CurrentMiniLAB: Investigating Battery AdditionIntegrate Health Lab: Identifying Conductors and Insulators

Section 3: Electrical EnergyIntegrate Career Applying Math: Electric Power Equation��Science OnlineApplying Math: Electrical Energy Equation��Lab: Design Your Own - Comparing Series and Parallel CircuitsScience and Language Arts: Invisible Man


Chapter 8: Magnetism and Its UsesLaunch Lab: The Strength of MagnetsFoldablesSection 1: MagnetismMiniLAB: Observing Magnetic InterferenceIntegrate Life Science Applying Science: How can magnetic parts of a junk car be salvaged?��MiniLAB: Making Your Own Compass

Section 2: Electricity and MagnetismScience Online

Section 3: Producing Electric CurrentIntegrate Career Visualizing Motors and GeneratorsScience OnlineLab: Magnets, Coils, and CurrentsLab: Design Your Own - Controlling ElectromagnetsScience and History: Body Art


Chapter 9: Energy SourcesLaunch Lab: Heating with Solar EnergyFoldablesSection 1: Fossil FuelsVisualizing The Formation of Fossil FuelsMiniLAB: Designing an Efficient Water Heater

Section 2: Nuclear EnergyIntegrate Earth Science Integrate Social Studies Science OnlineApplying Science: Can a contaminated radioactive site be reclaimed?��

Section 3: Renewable Energy SourcesMiniLAB: Using Solar Power at HomeScience OnlineLab: Solar HeatingLab: Use the Internet - How much does energy really cost?Science and Society: Reacting to Nuclear Energy


Unit 3: Energy on the MoveChapter 10: WavesLaunch Lab: How do waves transfer energy?FoldablesSection 1: The Nature of WavesVisualizing Formation of Ocean WavesScience Online

Section 2: Wave PropertiesMiniLAB: Observing WavelengthIntegrate Social Studies Applying Math: Wave Speed Equation��Lab: Waves in Different Mediums

Section 3: The Behavior of WavesScience OnlineIntegrate Health MiniLAB: Experimenting with ResonanceLab: Measuring Wave PropertiesScience and History: Making Waves


Chapter 11: SoundLaunch Lab: What sound does a ruler make?FoldablesSection 1: The Nature of SoundMiniLAB: Listening to Sound Waves Through Different MaterialsIntegrate Career

Section 2: Properties of SoundScience OnlineMiniLAB: Simulating Hearing LossIntegrate Astronomy

Section 3: MusicScience OnlineLab: Making Music

Section 4: Using SoundVisualizing Bat EcholocationApplying Math: Sonar Equation��Integrate Health Lab: Design Your Own - Blocking Noise PollutionScience and Society: Noise Pollution and Hearing Loss


Chapter 12: Electromagnetic WavesLaunch Lab: Can electromagnetic waves change materials?FoldablesSection 1: What are electromagnetic waves?MiniLAB: Investigating Electromagnetic WavesApplying Science: The Speed of Light in Water��

Section 2: The Electromagnetic SpectrumMiniLAB: Heating with MicrowavesIntegrate Health Lab: The Shape of Satellite Dishes

Section 3: Radio CommunicationVisualizing Radio BroadcastsIntegrate Career Science OnlineScience OnlineLab: Use the Internet - Radio FrequenciesScience and History: Riding a Beam of Light


Chapter 13: LightLaunch Lab: Rainbows of LightFoldablesSection 1: The Behavior of LightMiniLAB: Observing Refraction in Water

Section 2: Light and ColorIntegrate Life Science

Section 3: Producing LightMiniLAB: Discovering Energy Wastes in LightbulbsScience OnlineVisualizing Lasers

Section 4: Using LightScience OnlineIntegrate History Lab: Make a Light BenderLab: Design Your Own - Polarizing FiltersScience and Language Arts: A Haiku Garden: The Four Seasons in Poems and Print


Chapter 14: Mirrors and LensesLaunch Lab: Making a Water LensFoldablesSection 1: MirrorsIntegrate Life Science MiniLAB: Observing Images in a SpoonLab: Reflections of Reflections

Section 2: LensesApplying Science: Comparing Object and Image Distances��Science OnlineIntegrate History Visualizing The Silicon Retina

Section 3: Optical InstrumentsScience OnlineMiniLAB: Experimenting with Focal LengthsLab: Model and Invent - Make a Refracting TelescopeScience and Society: Sight Lines


Unit 4: The Nature of MatterChapter 15: Classification of MatterLaunch Lab: Demonstrate the Distillation of WaterFoldablesSection 1: Composition of MatterVisualizing ElementsMiniLAB: Separating MixturesLab: Elements, Compounds, and Mixtures

Section 2: Properties of MatterIntegrate Environment MiniLAB: Identifying ChangesIntegrate History Applying Math: Law of Conservation of MassScience OnlineLab: Design Your Own - Checking Out Chemical ChangesScience Stats: Intriguing Elements


Chapter 16: Solids, Liquids, and GasesLaunch Lab: The Expansion of a GasFoldablesSection 1: Kinetic TheoryScience OnlineIntegrate History Lab: How Thermal Energy Changes in Matter

Section 2: Properties of FluidsMiniLAB: Observe Density and Buoyancy of SubstancesApplying Math: Pressure-Force EquationIntegrate Earth Science

Section 3: Behavior of GasesVisualizing Atmospheric LayersScience OnlineApplying Math: Volume-Pressure EquationMiniLAB: Observing PressureLab: Testing the Viscosity of Common LiquidsScience Stats: Hot and Cold


Chapter 17: Properties of Atoms and the Periodic TableLaunch Lab: Inferring What You Can't ObserveFoldablesSection 1: Structure of the AtomScience OnlineMiniLAB: Modeling an Aluminum AtomVisualizing The Atomic Model

Section 2: Masses of AtomsIntegrate Life Science Applying Science: Radioactive Isotopes Help Tell Time��

Section 3: The Periodic TableMiniLAB: Organizing a Personal Periodic TableScience OnlineIntegrate Career Science OnlineScience OnlineLab: A Periodic Table of FoodsLab: Use the Internet - What's in a name?Science and History: A Chilling Story


Chapter 18: Radioactivity and Nuclear ReactionsLaunch Lab: The Size of a NucleusFoldablesSection 1: RadioactivityMiniLAB: Modeling the Strong ForceScience Online

Section 2: Nuclear DecaySection 3: Detecting RadioactivityApplying Math: Calculating Rock Age��Integrate Social Studies

Section 4: Nuclear ReactionsMiniLAB: Modeling a Nuclear ReactionScience OnlineIntegrate Chemistry Visualizing PET ScansLab: Chain ReactionsLab: Model and Invent - Modeling TransmutationsScience and History: The Nuclear Alchemists


Unit 5: Diversity of MatterChapter 19: Elements and Their PropertiesLaunch Lab: Observe Colorful CluesFoldablesSection 1: MetalsMiniLAB: Discovering What's in CerealIntegrate Career

Section 2: NonmetalsMiniLAB: Identifying Chlorine Compounds in Your WaterIntegrate EnvironmentLab: What type is it?

Section 3: Mixed GroupsScience OnlineApplying Math: Circle Graphs��Visualizing The Discovery of ElementsScience OnlineLab: Design Your Own - Slippery CarbonScience and History: The Glass that Glows


Chapter 20: Chemical BondsLaunch Lab: Chemical Bonds and MixingFoldablesSection 1: Stability in BondingScience OnlineLab: Atomic Trading Cards

Section 2: Types of BondsIntegrate Life Science Science OnlineMiniLAB: Observing Bond typeVisualizing Polar Molecules

Section 3: Writing Formulas and Naming CompoundsIntegrate History Applying Math: Determining a Chemical FormulaApplying Science: Can you name binary ionic compounds?��MiniLAB: Making a HydrateLab: Design Your Own - Become a Bond BreakerOops! Accidents in Science: A Sticky Subject


Chapter 21: Chemical ReactionsLaunch Lab: Rusting—A Chemical ReactionFoldablesSection 1: Chemical ChangesScience OnlineMiniLAB: Designing a Team Equation

Section 2: Chemical EquationsScience Online

Section 3: Classifying Chemical ReactionsApplying Science: Balancing Chemical Equations��

Section 4: Chemical Reactions and EnergyVisualizing Chemical EnergyMiniLAB: Creating a Colorful Chemical ReactionIntegrate History Lab: Catalyzed ReactionLab: Use the Internet - Fossil Fuels and Greenhouse GasesOops! Accidents in Science: A Clumsy Move Pays Off


Unit 6: Interactions of MatterChapter 22: SolutionsLaunch Lab: Solution Identification by Solvent SubtractionFoldablesSection 1: How Solutions FormVisualizing Metal AlloysMiniLAB: Observing the Effect of Surface AreaApplying Math: Surface Area Equation��

Section 2: Solubility and ConcentrationScience Online

Section 3: Particles in SolutionLab: Boiling Point of Solutions

Section 4: Dissolving Without WaterMiniLAB: Observing Clinging MoleculesScience OnlineIntegrate Health Lab: Saturated SolutionsScience Stats: Weird Solutions


Chapter 23: Acids, Bases, and SaltsLaunch Lab: The Effects of Acid RainFoldablesSection 1: Acids and BasesMiniLAB: Observing Acid ReliefIntegrate Life Science Science Online

Section 2: Strength of Acids and BasesLab: Acid Concentrations

Section 3: SaltsVisualizing SaltScience OnlineMiniLAB: Testing a Grape Juice IndicatorApplying Science: How can you handle an upsetting situation?Integrate History Lab: Design Your Own - Be a Soda ScientistScience and Society: Acid Rain


Chapter 24: Organic CompoundsLaunch Lab: Carbon, the Organic ElementFoldablesSection 1: Simple Organic CompoundsMiniLAB: Modeling Structures of Octane

Section 2: Other Organic CompoundsIntegrate A

chemical changes - science class 3000 · a chemical reaction involves changing one or more...

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