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AP Unit 3 Solutions

Worked solutions to all 34 Unit 3 problems. These answers and reasons were added for the AP edition. Check the setup, units, assumptions and explanation alongside the final result.

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Problem 1

Compare intermolecular contacts in pure CH3OH, pure CH3OCH3, and CH3OCH3 mixed with water. Then describe water orientation around Cl−. Distinguish contact types from covalent bonds.

  1. All samples exhibit dispersion; the polar molecules also provide permanent-dipole interactions.
  2. Methanol self hydrogen bonds through its O–H donor and O acceptor. Ether lacks a qualifying donor, but accepts a hydrogen bond donated by water.
  3. Around Cl−, water’s Hδ+ regions point inward, giving ion–dipole attraction.
  4. The dotted intermolecular hydrogen-bond or hydration contact does not replace an intramolecular O–H covalent bond.

Final answer

Methanol self-donor/acceptor; ether accepts from water but lacks self donation; H ends face chloride.

What earns credit
  • Credit mixed-pair reasoning.
  • Credit favorable charge orientation and covalent/intermolecular distinction.

Watch out: A molecule without O–H cannot participate in any hydrogen bonding.

Return to problem 1 → · Review Topic 3.1

Problem 2

A large nonpolar molecule boils above a much smaller polar molecule.

  1. Explain why this is consistent with interaction models. Identify the roles of electron-cloud size and molecular contact area in dispersion.
  2. A comparable molecule has accessible delocalized π electron density. Explain how that feature can affect the ease of distorting its electron cloud and its London dispersion interactions. Does this feature alone establish an exact boiling-point ranking?
  3. Evaluate this statement and replace it with accurate wording: “London dispersion forces and van der Waals forces are interchangeable names for every attraction between neutral molecules.”
  1. The polar molecule has dipole interactions in addition to dispersion, but category names do not fix the total attraction. A larger, more easily distorted electron cloud can give stronger summed London dispersion. Greater contact area also allows more simultaneous attractive contacts; a compact isomer may offer less contact than an extended one.
  2. Accessible delocalized π density enhances polarizability, allowing instantaneous charge fluctuations and induced dipoles to produce stronger dispersion contacts, other factors comparable. It does not alone determine an exact boiling point: overall size, geometry and other interactions must also be considered.
  3. London dispersion denotes interactions involving temporary, fluctuating dipoles and the dipoles they induce. Van der Waals is a broader grouping in common conventions, including other neutral-particle interactions; it must not be treated as a synonym for London dispersion.

Final answer

Large, polarizable electron clouds and extensive contact area can make net dispersion strong. π electron density can enhance polarizability. London dispersion is a specific interaction, not a synonym for all van der Waals interactions.

What earns credit
  • Connect the boiling comparison to summed attractions rather than an absolute force-category ranking.
  • Explain both electron-cloud distortion and contact area.
  • For part (b), connect π density to enhanced polarizability and dispersion; require a qualification on an exact property ranking.
  • For part (c), distinguish London dispersion from the broader van der Waals terminology.

Watch out: Dipole interactions always dominate dispersion in every size comparison.

Return to problem 2 → · Review Topic 3.1

Problem 3

A model protein has a polar site near a nonpolar aromatic region and oppositely charged sites on two distant chain segments. Explain a possible attractive interaction in each case and how these contacts can affect shape without cleaving the chain.

Now isolate the dipole contributions using the following neutral model particles. P₁ and P₂ have permanent dipole magnitudes of 1 and 2 relative units. N₁ and N₂ are nonpolar, with polarizabilities of 1 and 3 relative units. Hold centre separation, particle size and other interaction contributions comparable; no numerical force law is required.

  1. Compare the dipole-induced-dipole attraction for P₁–N₁, P₁–N₂ and P₂–N₂. Rank its strength and explain which independent property changes at each step.
  2. Two polar pairs have identical favorable orientations and separations. One contains two P₁ particles, the other two P₂ particles. Compare their dipole–dipole contribution. For a pair of P₁ particles, sketch or describe an attractive end-to-end orientation and then an unfavorable orientation. Label the partial charges; explain why orientation matters.
  3. Compare two samples of neutral, similarly sized small molecules: one polar, one nonpolar. Assume comparable polarizability and packing, no hydrogen bonding and comparable favorable contacts. Which typically has stronger total intermolecular attractions? Identify the attraction shared by both and the additional contribution in the polar sample.
  4. For comparable separation and favorable orientation, compare a +1 ion beside the δ− end of a polar molecule with a neutral polar molecule beside that same δ− end. Which type of attraction tends to be stronger? Explain using full versus partial charge, and state why this is a qualified trend rather than an unconditional ranking of every substance.
  1. The polar site induces a dipole in the nonpolar aromatic electron cloud. Oppositely charged distant sites can also attract. These noncovalent contacts stabilize folds while the covalent backbone remains connected.
  2. For part (a), the dipole-induced-dipole strength increases P₁–N₁ < P₁–N₂ < P₂–N₂. First the nonpolar partner becomes more polarizable at unchanged permanent dipole; then the permanent dipole increases at unchanged polarizability. The induced dipole responds to the polar partner, giving attraction rather than requiring a permanent dipole on N.
  3. For part (b), at the stated same separation and favorable orientation, larger permanent dipoles give a stronger dipole–dipole contribution for the P₂ pair. An attractive end-to-end sketch places the δ− end of one molecule beside the δ+ end of the other. An unfavorable close approach places like ends together; their repulsion changes the interaction. A dipole magnitude alone therefore cannot specify the interaction without orientation.
  4. For part (c), both samples have London dispersion attractions. Under the stated comparable-size/polarizability and contact conditions, polar molecules also have attractive dipole–dipole contributions, so their total attractions are typically greater. Polarity does not replace dispersion. This comparison does not rank a very large, highly polarizable nonpolar molecule against a much smaller polar molecule.
  5. For part (d), the full ionic charge produces ion–dipole attraction to the opposite partial charge; it tends to exceed a comparable dipole–dipole attraction involving partial charges. The δ− end faces the cation. Charge magnitude, molecular dipole, distance and orientation affect strength, so an unfavorable orientation or unlike sizes/distances cannot be ignored.

Final answer

Noncovalent contacts can stabilize the fold. For the controlled mixed pairs: P₁–N₁ < P₁–N₂ < P₂–N₂. Permanent-dipole interactions depend on both dipole magnitudes and relative orientation. Comparable polar samples typically have greater total attractions because dipole–dipole attraction adds to dispersion; comparable ion–dipole attraction tends to be stronger than dipole–dipole attraction.

What earns credit
  • Credit induced polarization, not a permanent dipole assigned to the nonpolar region.
  • Connect the two ranking steps separately to polarizability and permanent dipole magnitude.
  • At controlled separation/orientation, compare permanent-dipole magnitudes; label opposite-charge favorable and like-charge unfavorable orientations.
  • Explain folded shape without covalent-backbone cleavage.
  • For comparable-size polar/nonpolar samples, retain dispersion in both and add the polar dipole contribution; do not assert a universal polarity ranking.
  • Compare favorably oriented ion–dipole and dipole–dipole attraction using full versus partial charge and preserve the separation/orientation qualifications.

Watch out: All within-molecule interactions must be covalent bonds.

Return to problem 3 → · Review Topic 3.1

Problem 4

Two molecular liquids have similar size and shape but liquid X forms extensive hydrogen bonds while Y lacks hydrogen-bond donors. At the same temperature, predict relative vapor pressures; at the same external pressure, predict boiling points. Explain why this does not automatically give an exact melting-point ranking.

  1. For similar size/shape, stronger net attractions in X make escape into vapor less favorable, so its vapor pressure is generally lower.
  2. A higher temperature is needed for X’s vapor pressure to reach the shared external pressure, so it generally boils higher.
  3. Melting rearranges contacts and depends on packing, symmetry and the solid structures, so force categories alone do not fix exact melting points.

Final answer

Generally Pvap,X < Pvap,Y and Tb,X > Tb,Y; melting needs additional structural evidence.

What earns credit
  • Credit conditions and escape/boiling mechanism.
  • Credit a packing-related limitation.

Watch out: Hydrogen-bond classification determines every phase temperature exactly.

Return to problem 4 → · Review Topic 3.2

Problem 5

Use the many-particle models A–D below. Frames show portions of extended samples, not isolated formula units. Solid lines represent covalent connectivity; dashed lines in B represent contacts between distinct molecules. Model C is a cropped diamond-network fragment: each of the two central carbon atoms has four bonds. Each outer carbon has three further bonds beyond the crop. The projection does not show exact bond angles.

Four solid structures A to D; the table supplies equivalent particle information.
Use the particle key and repeated structure to explain each bulk property. Open full-size figure.
Equivalent descriptions of the models
ModelWhat is shown
AA repeated array of separate alternating monovalent + and − ions.
BSeveral intact O–C–O molecules. Covalent bonds are inside each molecule; noncovalent contacts are between molecules.
CCarbon atoms joined by covalent bonds into a network that continues through the sample in three dimensions.
DRepeated positive metal cores with delocalized electrons throughout the solid.
  1. For A, B and D, identify the solid class and match NaCl(s), solid CO₂ and copper to the models. C is supplied as a diamond fragment: use its carbon connectivity to explain how a covalent network differs from separate molecules. Explain why multiple particles are necessary for a bulk-property model.
  2. For A, explain its typically high melting and boiling points and low vapor pressure, its brittleness when a layer is displaced, and why molten NaCl conducts while solid NaCl does not.
  3. For B, explain why a small molecular solid generally has a lower melting temperature than an ionic solid and why it ordinarily does not conduct. At a pressure where liquid CO₂ is stable, does melting CO₂ break its C–O covalent bonds?
  4. For C, explain the high temperature needed to disrupt a network and its hardness. State the element classes that form the AP network examples; identify one elemental and one binary-compound example. Compare diamond with graphite’s layered structure, softness and electrical conduction.
  5. For D, explain electrical conduction, heat conduction, malleability (flattening) and ductility (drawing into wire). Predict how interstitial guest atoms affect a metal’s deformation while it retains its delocalized electrons.
  1. A: ionic, NaCl. B: molecular, solid CO₂. C: diamond is the supplied identity; connected carbon atoms form a covalent network rather than separate molecules. D: metallic, copper. Several interacting particles reveal an extended lattice, intermolecular contacts, network connectivity or mobile carriers; an isolated species cannot show those features.
  2. Opposite ions attract strongly throughout A. Disrupting these contacts requires substantial energy, so ionic solids tend to have high melting temperatures. Separating particles from the condensed material into a gas also requires overcoming strong ionic attractions, giving low vapor pressures and typically high boiling temperatures at a specified pressure; some ionic compounds decompose before boiling. A shifted layer can bring like charges together, whose repulsion causes fracture. In solid NaCl the ions are not free to translate; in the melt they are mobile charge carriers. Its current is carried by ions, not an electron sea.
  3. In B, melting rearranges relatively weak intermolecular contacts between intact CO₂ molecules. It does not require breaking their C–O bonds. Molecular solids generally melt at lower temperatures than ionic or network solids; the molecules have neither mobile ions nor freely mobile electrons, so solid CO₂ ordinarily does not conduct. Exact melting rankings for all molecular solids require packing and structure information; large molecules and polymers need additional qualifications.
  4. The covalent network in C requires many strong bonds to be disrupted, explaining a high melting or decomposition temperature; fixed bonding geometry makes a three-dimensional network rigid and hard. AP network examples contain nonmetals/metalloids: elemental diamond or graphite, and binary SiO₂ or SiC. Graphite has strong covalent networks within layers but weaker interlayer contacts, allowing layers to slide. Delocalized electrons within graphite layers permit conduction; diamond lacks freely mobile carriers in its ordinary network.
  5. In D, delocalized electrons carry electrical charge and transfer thermal energy; lattice vibrations also contribute to heat transfer. Metal cores can rearrange while remaining bound by the mobile electron distribution, so a pure metal is often malleable and ductile. Interstitial guests hinder that rearrangement and generally reduce malleability/ductility while mobile electrons preserve conduction.

Final answer

A ionic/NaCl; B molecular/CO₂; C supplied diamond/network reasoning; D metallic/copper. Explain properties using the actual contacts and mobile carriers. Graphite’s layers and interstitial alloy obstacles qualify the simple network/metal models.

What earns credit
  • Match and classify A, B and D. For C, require carbon-network interpretation and the later property reasoning; give no independent recall credit for its supplied diamond identity. Explain what an isolated molecule cannot represent.
  • For A, require strong repeated ionic attractions for melting and for separating particles into vapor (high boiling point/low vapor pressure), like-charge repulsion for brittleness and mobile ions for molten conduction.
  • For B, distinguish intermolecular contacts from internal covalent bonds; explain lower typical melting and lack of mobile carriers.
  • For C, require an extended covalent network, nonmetal/metalloid scope, elemental and binary examples, and graphite’s layer/conduction qualifications.
  • For D, connect delocalized electrons to electrical/thermal conduction and retained cohesion during core rearrangement to malleability/ductility; explain the interstitial obstacle.

Watch out: Assigning molten-salt conduction to an electron sea.

Return to problem 5 → · Review Topic 3.2

Problem 6

A polymer remains chemically connected after heating, but becomes more flexible. Explain a possible particle-level reason and identify evidence that would distinguish changed noncovalent contacts from cleavage of its covalent backbone.

  1. Heating can disrupt or rearrange interchain or intrachain noncovalent contacts, increasing segment mobility while connectivity remains.
  2. Backbone cleavage would change molecular connectivity or chain-size distribution; structural or molecular-size measurements could test that.
  3. Mechanical softness alone does not establish which bonds changed.

Final answer

Changed noncovalent contacts can permit flexibility without cleavage; connectivity or chain-size evidence tests the alternative.

What earns credit
  • Credit a noncovalent shape/mobility mechanism.
  • Credit a measurable distinction and limit of property-only evidence.

Watch out: Every softening process requires breaking covalent backbone bonds.

Return to problem 6 → · Review Topic 3.2

Problem 7

A student draws a liquid as widely separated molecules, a gas as larger circles than the liquid, and an amorphous solid as particles moving freely past one another.

  1. Create four corrected, labeled particle sketches: crystalline solid, amorphous solid, liquid and gas. Preserve the same intact molecule identity and icon scale. Show spacing and motion; label whether the panels are whole samples of equal amount or equal-volume observation windows. Explain each phase’s volume/shape behavior and explicitly compare ordinary solid and liquid molar volumes.
  2. Create two additional liquid snapshots of the same fixed amount at T₁ and at a higher T₂, both below boiling and in the same liquid phase. Use the same icon key. Indicate the temperature change through motion arrows and explain how neighbor contacts change. Must the molecules’ covalent bonds break? Does the information justify an exact change in average spacing?

Draw on paper or in the workspace. An accessible alternative is a labeled coordinate layout that specifies particle positions, nearest-neighbor order and motion arrows; provide the same structural information rather than only phase names.

  1. A crystalline-solid sketch has close particles in a repeating regular arrangement, with small arrows for local vibration and no overall neighbor exchange. An amorphous-solid sketch has close irregular positions, also local vibration and restricted overall translation. Both keep their sample shape and volume on the modeled timescale; disorder alone does not make a liquid.
  2. A liquid sketch has closely spaced intact molecules and arrows indicating motion, collision and changing neighbors. It has a definite volume but adapts to the vessel’s shape. A gas sketch preserves molecule identity/icon size but has much larger separations and random container-wide motion; it adopts the container’s volume and shape.
  3. For an ordinary substance at fixed amount, solid and liquid molar volumes are generally similar because particles are close in both phases. Equal-amount whole-sample panels conserve particle counts. Equal-volume windows can have fewer gas particles, but must be labeled as number-density samples, not particle loss.
  4. The warmer liquid snapshot should show a spread of motion arrows with greater typical speed, not every arrow the same length. Higher average kinetic energy promotes continuing collisions and contact rearrangement against intermolecular attractions; particles remain close and change neighbors at both temperatures. This does not require covalent-bond cleavage. Without density/thermal-expansion data, exact spacing cannot be inferred; the sketches need not invent an exact expansion ratio.

Final answer

Ordered crystalline and disordered amorphous solids both restrict translation; a liquid remains close but exchanges neighbors; a gas is widely spaced and mobile. A warmer liquid has greater average kinetic energy while intact molecules remain in the liquid phase.

What earns credit
  • Require constructed or corrected layouts for all four phases with a consistent particle key, icon scale and declared volume basis.
  • Credit crystalline long-range order and amorphous lack of long-range order while both restrict overall translation.
  • Connect spacing/mobility to volume/shape and give the ordinary solid–liquid molar-volume comparison.
  • Require two liquid-temperature models with changed typical motion, continuing close contacts/neighbor exchange and no automatic covalent cleavage or invented exact spacing.

Watch out: Disorder alone makes an amorphous solid a liquid.

Return to problem 7 → · Review Topic 3.3

Problem 8

A sealed container of gas is compressed at constant temperature to half its original volume without loss of particles. Describe particle spacing, typical speed distribution, wall-collision behavior and pressure in the ideal model.

  1. Particle number and intrinsic size remain unchanged; number per volume doubles and average spacing decreases.
  2. Constant temperature preserves the speed distribution for the same species.
  3. Wall collisions occur more frequently per area; ideal P ∝ 1/V, so pressure doubles.

Final answer

Closer average spacing and twice the pressure; the temperature-controlled speed distribution stays the same.

What earns credit
  • Credit fixed-temperature versus density effects.
  • Credit collision mechanism and pressure factor.

Watch out: Compression at controlled constant temperature necessarily doubles particle speed.

Return to problem 8 → · Review Topic 3.3

Problem 9

A fixed ideal-gas sample occupies 1.50 L at 0.950 atm and 27.0 °C. It is moved to 3.00 L at 127.0 °C. Find final pressure and describe a linear graph for P versus T if volume and amount were instead held fixed.

  1. Convert temperatures: 300.15 K and 400.15 K.
  2. Use P2 = P1(V1/V2)(T2/T1) = 0.950(1.50/3.00)(400.15/300.15).
  3. For fixed n,V, P = (nR/V)T: plot P on the vertical axis against Kelvin T on the horizontal with slope nR/V.

Final answer

P2 = 0.633 atm; fixed-volume ideal P-versus-Kelvin-T is linear.

What earns credit
  • Credit absolute temperatures.
  • Credit ratio setup and graph conditions/units.

Watch out: Using 127/27 as the temperature ratio.

Return to problem 9 → · Review Topic 3.4

Problem 10

A 5.00 L ideal mixture at 298 K contains 0.100 mol He and 0.200 mol Ne. Use R = 0.08206 L atm mol−1 K−1. Find total and He partial pressure. Then add 0.100 mol Ar at fixed T,V and find the new He mole fraction and partial pressure.

  1. Initial total P = 0.300RT/V = 1.4672 atm, and PHe = 0.100RT/V = 0.4891 atm.
  2. After addition, total amount is 0.400 mol, so XHe = 0.250 and Ptotal = 1.9563 atm.
  3. PHe remains 0.4891 atm because its amount, T and V remain unchanged; equivalently 0.250 × 1.9563.

Final answer

Initially 1.47 atm total and 0.489 atm He; afterward XHe = 0.250 and PHe = 0.489 atm.

What earns credit
  • Credit amounts rather than masses for fractions.
  • Credit independent partial-pressure explanation.

Watch out: The fraction decrease alone determines a decrease in partial pressure.

Return to problem 10 → · Review Topic 3.4

Problem 11

At fixed n,T a pressure-volume data set is (V/L,P/atm): (1.00,4.00), (2.00,2.00), (4.00,1.00). Choose a linear graph and determine its slope. A separate gas sample collected over water has total pressure 0.980 atm and water-vapor pressure 0.031 atm; determine dry-gas pressure.

  1. Plot P against 1/V. The values are (1.00 L−1,4.00 atm), (0.500,2.00), (0.250,1.00).
  2. Slope is 4.00 atm L, representing nRT in the ideal law.
  3. Dry-gas partial pressure = 0.980 − 0.031 = 0.949 atm.

Final answer

P versus 1/V is linear with slope 4.00 atm L; dry-gas P = 0.949 atm.

What earns credit
  • Credit reciprocal axis and slope units.
  • Credit subtraction of water’s actual partial pressure.

Watch out: P versus V should be a straight line because PV is constant.

Return to problem 11 → · Review Topic 3.4

Problem 12

The curves below are calculated ideal Maxwell–Boltzmann speed distributions for N₂ (28.02 g mol−1) at 300 K and 675 K. Each full probability distribution is normalized over speeds from zero to infinity; the drawn window ends at 2500 m s−1. The plotted values are model calculations, not laboratory measurements.

Ideal nitrogen speed distributions at 300 K and 675 K, with sampled values in the table.
Solid line: 300 K. Dashed line: 675 K. Read the speed axis and probability-density axis before comparing the curves. Open full-size figure.
Equivalent sampled curve values (rounded)
Speed / m s−1Density at 300 K / s m−1Density at 675 K / s m−1
000
2000.00095980.0003222
4000.0019570.0009552
6000.0014320.001305
8000.00052810.001153
10000.00010920.0007333
14000.00000097480.0001309
  1. Use the graph to compare the peaks and spread. What does the area between two speeds mean? Compare the total areas of the complete curves; does a lower peak mean particles disappeared?
  2. Find the 675 K-to-300 K ratios of mean translational kinetic energy and root-mean-square speed. Distinguish speed from kinetic energy.
  3. For the same closed sample at fixed volume, predict the pressure ratio. Explain through particle motion and momentum transfer in wall collisions.
  1. The 675 K curve has its peak at a higher speed, a lower peak height and a broader spread. Area across a speed interval represents the fraction of particles with speeds in that interval; a density value at one exact speed is not a particle fraction. Both complete distributions have unit total area. Lower peak height reflects a broader distribution, not particle loss. The finite plotting window omits the remote tails, so distinguish its visible area from the complete normalized area.
  2. Mean translational kinetic energy scales with Kelvin temperature: 675/300 = 2.25. For the same molecular mass, 〈KE〉 = ½m〈v²〉, so the rms-speed ratio is √2.25 = 1.50. Do not equate a 2.25 energy ratio with a 2.25 speed ratio.
  3. At fixed amount and volume, P ∝ T, giving P675/P300 = 2.25. Faster particles on average strike walls more often and transfer more momentum per collision; the combined time-averaged transfer gives the pressure increase.

Final answer

Warmer: broader distribution, lower peak at a higher speed, with equal complete probability area. Mean-energy and pressure ratios are 2.25; rms-speed ratio is 1.50.

What earns credit
  • Use the actual axes and curves; interpret interval area as a particle fraction and preserve the complete normalization.
  • Separately credit Kelvin energy scaling and square-root rms-speed scaling.
  • State fixed amount/volume and explain pressure through rate of wall momentum transfer, not just “more energy.”

Watch out: Peak-height decrease means particle number decreased.

Return to problem 12 → · Review Topic 3.5

Problem 13

A student claims the speed distributions for H2 (2.00 g mol−1) and O2 (32.00 g mol−1) at 300 K must match because temperature is equal.

  1. Evaluate the claim and calculate vrms,H₂/vrms,O₂. Explain whether normalized translational kinetic-energy distributions at that same temperature would match.
  2. Construct two equal-volume whole-sample particle sketches, each with eight intact diatomic molecules of its named gas at 300 K. Use one atom/icon scale and label H and O. Include arrows in varied directions and of varied lengths within each gas; use a common speed-arrow scale to compare their typical speeds. Explain which feature encodes the distribution instead of assigning all particles one speed.
  3. Assuming both gases are ideal and the eight-molecule icons represent equal amounts, compare their pressures. Explain why a faster typical speed does not by itself imply higher pressure in this controlled comparison.

Use paper or the workspace. An accessible alternative is two labeled coordinate layouts that specify all molecule identities, positions and motion-arrow directions/relative lengths; a list of particle counts alone is insufficient.

  1. Equal temperature gives equal mean translational kinetic energy, not equal speed. Since m〈v²〉 is equal, vrms,H₂/vrms,O₂ = √(32.00/2.00) = 4.00. H₂’s speed distribution lies at higher typical speeds. The normalized ideal translational kinetic-energy distributions at the same T match regardless of molecular mass.
  2. A valid constructed example has eight intact H₂ pairs in one box and eight intact O₂ pairs in an identically sized box. Arrow directions are varied, and lengths vary within both samples. At the same arrow scale, H₂ has larger typical speed, consistent with the rms ratio; this does not require every H₂ particle to be faster than every O₂ particle. The range of arrow lengths represents the distribution. Positions and icon dimensions are schematic, not measured trajectories or molecular sizes.
  3. The pressures are equal because n, V and T are equal. A lighter particle’s greater speed gives a different collision frequency, but its smaller mass gives a smaller momentum transfer at a given speed. The time-averaged wall transfer depends on m〈v²〉, which is equal at common T. The model therefore preserves equal pressure.
One example of equal-temperature hydrogen and oxygen sketches with eight intact molecules in each equal-volume box.
Worked-example sketch: varied arrows represent speed distributions. Random sample fluctuations and other valid positions/directions are acceptable; this static model is not a trajectory simulator. Open full-size figure.

For a text layout, specify eight paired H labels and eight paired O labels, then assign at least several arrow lengths and directions in each box. Identify larger typical H₂ speed on the same scale and preserve equal n, V and T.

Final answer

The speed-overlay claim is false; the rms-speed ratio is 4.00. Construct intact-molecule models with a speed spread and larger typical H₂ arrows. Equal-temperature ideal gases have matching normalized translational-energy distributions and equal pressures when n and V also match.

What earns credit
  • Credit compensation of molecular mass by mean squared speed and distinguish energy axes from speed axes.
  • Require two actual particle layouts or equivalent coordinate constructions with eight intact molecules each, consistent key/scale and equal-volume basis.
  • Require varied directions and varied speeds within each sample, with larger typical H₂ speeds rather than claiming all H₂ particles outrun all O₂ particles.
  • Credit equal pressure under controlled n, V, T and a momentum-transfer explanation including mass.

Watch out: Equal average energy implies equal speed for different masses.

Return to problem 13 → · Review Topic 3.5

Problem 14

An ideal calculation gives 4.00 atm for a sample at known n,V,T; the measured pressure is 3.60 atm and no liquid is present. Explain the deviation and predict how lower density at the same temperature would affect its tendency toward ideal behavior.

  1. The measured pressure is 0.900 of ideal, consistent with attractive interactions reducing net wall momentum transfer.
  2. The absence of liquid supports using the stated amount as gas n.
  3. Lower density increases typical separations, reducing attractions and particle-volume effects, so the sample generally approaches the ideal model.

Final answer

Attraction-dominated pressure reduction; lower density generally improves ideal behavior.

What earns credit
  • Credit matched-state sign and particle mechanism.
  • Credit density reasoning and phase assumption.

Watch out: A lower pressure proves that fewer particles were originally placed in the container.

Return to problem 14 → · Review Topic 3.6

Problem 15

For matched n,V,T comparisons, gas X has PV/(nRT) = 0.82 at moderate pressure and 1.18 at very high pressure. A student says the second datum is impossible because attractions always lower pressure. Evaluate the claim and name the dominant neglected effect consistent with each datum.

  1. The ratio below 1 is consistent with attraction-dominated reduction of pressure.
  2. The ratio above 1 is consistent with excluded particle volume becoming important under strong compression.
  3. The ideal model neglects both effects, which can compete; attractions do not impose a universal upper bound on real pressure.

Final answer

Both data are possible: attraction dominates the lower ratio, excluded volume can dominate the higher ratio.

What earns credit
  • Credit each effect and its sign.
  • Credit competition rather than a universal nonideal rule.

Watch out: Real gases must always have PV/(nRT) below 1.

Return to problem 15 → · Review Topic 3.6

Problem 16

0.0200 mol CaCl2 is dissolved to make 400. mL of final solution. Assume complete dissociation. Find analytical molarity, calcium and chloride concentrations, and total solute-ion count using NA = 6.022 × 1023 mol−1.

  1. V = 0.400 L; analytical concentration = 0.0200/0.400 = 0.0500 M.
  2. Ca2+ amount is 0.0200 mol; Cl− amount is 0.0400 mol, giving 0.0500 M and 0.100 M.
  3. Total ion amount = 0.0600 mol, so count = 3.6132 × 1022.

Final answer

0.0500 M CaCl2; [Ca2+] = 0.0500 M, [Cl−] = 0.100 M; 3.61 × 1022 ions.

What earns credit
  • Credit final liters and specified entity.
  • Credit dissociation factors and ion count.

Watch out: Using 400 as liters or forgetting the chloride subscript.

Return to problem 16 → · Review Topic 3.7

Problem 17

A 15.0 mL aliquot of a 0.200 M molecular-solute stock is diluted to a final 100.0 mL. Calculate final molarity. If the flask is filled above its mark while transferring the correct aliquot, predict the concentration error and explain.

  1. Conserved solute amount = 0.200 mol L−1 × 0.0150 L = 0.00300 mol.
  2. Final M = 0.00300/0.1000 = 0.0300 M.
  3. Above the mark means a final volume larger than intended at fixed solute amount, so the actual concentration is below 0.0300 M.

Final answer

Intended 0.0300 M; overfilling produces a low concentration.

What earns credit
  • Credit amount conservation and final-volume use.
  • Credit amount/volume error direction.

Watch out: Overfilling adds more solute, so concentration rises.

Return to problem 17 → · Review Topic 3.7

Problem 18

A method says “dissolve 0.100 mol solute in 1.00 L water to make exactly 0.100 M solution.” Evaluate the exactness claim and give a better volume definition. Explain how an undissolved second phase changes the classification of the overall sample.

Then classify each supplied sample as a solid, liquid or gas solution, or a heterogeneous mixture. Explain uniformity at the macroscopic sampling scale rather than using color alone.

  1. A single-phase substitutional Cu–Ni alloy whose composition is uniform throughout the sample.
  2. Completely mixed ethanol and water in one liquid phase at the stated composition.
  3. A uniform dry N₂–O₂ gas mixture, with no condensed phase.
  4. Water containing sand that settles, with composition differing between the upper liquid and the bottom layer.
  1. Molarity uses final solution volume, which may differ from starting water volume. Make the total solution volume 1.00 L for a known dissolved 0.100 mol solute, provided no reaction changes its amount. An undissolved second phase makes the overall sample heterogeneous even if its liquid portion is homogeneous.
  2. (a) A solid solution: the specified one-phase alloy has uniform macroscopic composition. The atoms need not be identical for the mixture to be homogeneous.
  3. (b) A liquid solution: completely mixed components form a single liquid phase of uniform macroscopic composition at the stated conditions.
  4. (c) A gas solution: the gases are uniformly intermixed without a condensed phase.
  5. (d) A heterogeneous mixture: location changes the amount/proportion of sand, so the whole sample is not one uniform solution.

Final answer

Use final solution volume. The one-phase uniform alloy is a solid solution, ethanol–water a liquid solution, N₂–O₂ a gas solution, and settling sand–water heterogeneous.

What earns credit
  • Credit final-volume definition and distinguish the homogeneous liquid phase from a multiphase overall sample.
  • Identify valid solid, liquid and gas solutions using the supplied one-phase/macroscopic-uniformity conditions.
  • Identify the location-dependent sand mixture without claiming every alloy or every gas/liquid mixture is homogeneous.

Watch out: Starting water volume automatically equals final solution volume.

Return to problem 18 → · Review Topic 3.7

Problem 19

Create and label two particle-window sketches of completely dissociated MgCl2 solution. Window 1 represents 1.0 volume unit with four Mg2+ icons and eight Cl− icons. Window 2 represents 2.0 volume units with six Mg2+ and twelve Cl− icons. State the common amount represented by each ion icon in a legend, mark the volume of each window, and include intact bent water molecules showing favorable hydration orientation around at least one cation and one anion. Compare concentrations and check charge neutrality. Distinguish covalent O–H bonds from noncovalent hydration contacts.

  1. The second-to-first salt-concentration ratio is (6/2.0)/(4/1.0) = 0.75. Both ion ratios are 1:2 and both windows have total charge zero.
  2. Water Oδ− ends favor Mg2+; Hδ+ regions favor chloride.
  3. More total icons in the larger window does not mean a larger concentration.
  4. The created sketches must label both represented volumes and the same icon-amount scale, retain the specified 1:2 ion ratios, and show intact bent water. Use solid O–H bonds and dashed ion–dipole contacts; water oxygen faces Mg2+ while hydrogen regions face Cl−.

Final answer

Window 2 has 0.75 times each corresponding concentration; both are neutral with appropriate opposite-charge hydration.

A credited drawing includes the volume/scale legend, separated charged ions in each specified count and intact, correctly oriented water molecules.

What earns credit
  • Credit count per volume.
  • Credit ratio/charge check and hydration direction.
  • Require two learner-created window sketches with volume/scale annotations, charge-balanced ion counts and opposite-charge water orientation; keep intramolecular O–H bonds distinct from hydration.

Watch out: Comparing counts without considering window volume.

Return to problem 19 → · Review Topic 3.8

Problem 20

Create two labeled particle-window sketches for equal-volume solutions with the same analytical concentration of dissolved glucose and fully dissociated KCl. Choose and state a common entity-amount scale in a legend; make the relative counts consistent with the equal analytical concentrations and label both represented volumes. Preserve intact glucose molecules and water molecules; show K+/Cl− charges and favorable hydration orientations. Mark plausible noncovalent solute–water contacts without converting either solute into free atoms. Use your drawings to explain which solution is expected to conduct substantially.

  1. Glucose remains intact neutral molecules dispersed among water, with hydrogen-bond/dipole contacts where appropriate.
  2. KCl gives equal numbers of separated K+ and Cl− icons, hydrated with opposite water ends facing each charge.
  3. KCl provides mobile ions and therefore electrolyte conduction. Neutral glucose does not provide comparable ionic carriers.
  4. For example, with the same amount per icon and equal window volumes, four glucose molecule icons correspond to four K+ plus four Cl− icons for equal analytical solute amounts. A different common count works if the 1:1 ionic ratio and equal analytical amounts are retained. Label covalent structure versus noncovalent contacts and point O ends toward K+, H ends toward Cl−.

Final answer

Molecular glucose versus 1:1 hydrated ions for KCl; KCl solution conducts substantially under the stated model.

The drawings must show equal represented volume and analytical amount: n intact glucose entities versus n K+ and n Cl− ions at a common icon scale.

What earns credit
  • Credit intact molecular identity and ionic ratio.
  • Credit carrier mobility, not merely “contains a metal.”
  • Require two created sketches with volume/scale legends and consistent analytical counts; credit intact molecular identity and charge-appropriate hydration/contact markings.

Watch out: Any dissolved substance automatically becomes an electrolyte.

Return to problem 20 → · Review Topic 3.8

Problem 21

A mixture of two dissolved dyes is run on polar silica with a relatively nonpolar mobile phase. Dye A travels 2.0 cm, dye B 5.0 cm, solvent front 8.0 cm. Calculate Rf, identify the more strongly retained dye and give a conditional polarity inference. Explain why filtering the original solution would not separate the dyes.

  1. Rf,A = 0.25; Rf,B = 0.625 ≈ 0.63 at the supplied precision.
  2. A travels less and is more strongly retained relative to the mobile phase, consistent with stronger polar interactions with silica in this system.
  3. Ordinary filtration does not retain these dissolved molecules separately.

Final answer

A: 0.25, B: 0.63; A more strongly retained and conditionally more polar in the specified system. Filtration is unsuitable.

What earns credit
  • Credit origin-based ratios and precision.
  • Credit both-phase reasoning and a phase-based method explanation.

Watch out: Migration distance always increases with solute polarity.

Return to problem 21 → · Review Topic 3.9

Problem 22

A sample contains an insoluble solid suspended in a homogeneous solution of two volatile liquids. Propose a sequence to isolate the solid and enrich the more volatile liquid. Explain the physical property each stage uses and give one reason the collected liquid might not be pure.

  1. Use filtration to retain the suspended solid while the liquid solution passes.
  2. Use distillation of the filtrate to enrich the component with greater vapor tendency under the mixture conditions.
  3. The two liquids both may enter the vapor, particularly if their volatilities are similar; a single collected fraction need not be pure.

Final answer

Filter the solid, then distill the filtrate; solid phase retention and differential vapor pressures are the distinct bases. Similar volatilities limit purity.

What earns credit
  • Credit sequence and each physical basis.
  • Credit a specific purity limitation.

Watch out: One filter separates every component of the original mixture.

Return to problem 22 → · Review Topic 3.9

Problem 23

A student compares a dye’s Rf from yesterday’s solvent to a reference obtained in another solvent, declaring different values prove different compounds. Evaluate the claim and describe a controlled comparison.

  1. Rf depends on competition involving both stationary and mobile phases, so changing the solvent can change migration for the same substance.
  2. Run unknown and reference under the same stationary material, mobile solvent and conditions, preferably in the same run.
  3. Matching migration supports identity but is not unique proof; additional evidence can distinguish coincident migration.

Final answer

The claim lacks matched conditions. A controlled same-system comparison is needed, and even a match is supporting rather than definitive evidence.

What earns credit
  • Credit solvent dependence.
  • Credit controlled procedure and identification limit.

Watch out: Rf is a universal constant independent of the experiment.

Return to problem 23 → · Review Topic 3.9

Problem 24

Compare a short-chain alcohol and a much longer-chain alcohol, each with one O–H group, for relative water solubility. Then predict which would generally be more compatible with a nonpolar hydrocarbon solvent. Explain with both polar and nonpolar regions.

  1. Both can form hydrogen bonds at O–H, but the longer hydrocarbon region contributes a larger nonpolar area.
  2. In water, this increased mismatch is not necessarily compensated by one unchanged O–H site, so the long-chain alcohol generally has lower solubility.
  3. The larger nonpolar region has stronger compatible dispersion contacts with a hydrocarbon solvent, favoring relative compatibility there.

Final answer

Short-chain alcohol generally more water-compatible; long-chain alcohol relatively more hydrocarbon-compatible, subject to conditions.

What earns credit
  • Credit whole-structure balance.
  • Credit different contacts in each solvent.

Watch out: One O–H group guarantees unlimited water solubility.

Return to problem 24 → · Review Topic 3.10

Problem 25

At 25 °C, compare equal small portions of NaCl(s) added separately to ample liquid water and to liquid n-hexane, C6H14. Water is polar and hydrogen-bonded; n-hexane is nonpolar with dispersion-dominated contacts. For this comparison, NaCl dissolves appreciably in water but negligibly in n-hexane. No reaction or complexing additive is present.

  1. Explain the difference by identifying contacts disrupted in the ionic lattice and each solvent, and the new contacts that stabilize ions. Include water orientation around each ion. Why cannot n-hexane stabilize separated ions as effectively here?
  2. Another ionic salt dissolves only slightly in water. Explain why that does not contradict water’s ion–dipole interactions.
  3. A different dissolution cools its surroundings. Explain whether this observation alone makes dissolution impossible. State the limits of “like dissolves like,” including what may be inferred about other nonaqueous solvents.
  1. Separating Na⁺ and Cl⁻ disrupts their ionic lattice. Making space also rearranges water–water hydrogen-bond contacts or n-hexane–n-hexane dispersion contacts. Water forms stabilizing ion–dipole hydration: oxygen δ− regions face Na⁺, while Hδ+ regions face Cl⁻. For this salt, hydration and the complete energy/arrangement balance permit appreciable dissolution. n-Hexane provides dispersion and possible ion-induced polarization, but lacks permanent polar regions for comparable ion–dipole stabilization; these contacts do not sufficiently compensate the lattice/solvent changes in this case.
  2. Polarity is not a guarantee for all salts. A strong lattice and other unfavorable changes may limit dissolution even though hydration is favorable.
  3. Cooling surroundings indicates heat absorption during the stated dissolution. Changes in available arrangements also contribute to favorability, so an endothermic dissolution can occur. “Like dissolves like” is a compatibility heuristic, not a full thermodynamic law. This specified n-hexane result must not be generalized to every nonaqueous solvent: polar nonaqueous solvents can stabilize ions differently.

Final answer

NaCl’s ions are much better stabilized by polar water in this comparison. Account for lattice disruption, solvent reorganization and new solute–solvent contacts; neither water polarity nor heat release alone guarantees dissolution.

What earns credit
  • Name the ionic-lattice and both solvent-contact changes, not only solvent polarity.
  • Describe new ion–dipole hydration and correct water orientations; contrast specified n-hexane without claiming it has no interactions.
  • Retain the poorly soluble salt and endothermic-dissolution limits.
  • Do not generalize this result to every ionic compound or every nonaqueous solvent.

Watch out: Any dissolving process must be exothermic.

Return to problem 25 → · Review Topic 3.10

Problem 26

A data set assigns feature A to microwave radiation, B to infrared and C to visible radiation. Match each to a typical transition class and describe what energy of the species changes. Explain why none of these labels alone proves the molecule decomposed.

  1. A typically probes rotational-level changes; B probes vibrational-level changes; C probes electronic-level changes.
  2. Absorption adds photon energy to the relevant available level; emission removes the corresponding energy.
  3. These are state changes and need not change atomic connectivity or eject an electron.

Final answer

A rotational; B vibrational; C electronic, with connectivity not implied to change.

What earns credit
  • Credit all three associations.
  • Credit distinction between level transition and decomposition.

Watch out: Every high-energy spectral feature indicates bond cleavage.

Return to problem 26 → · Review Topic 3.11

Problem 27

A student says an IR band is evidence of a new electronic configuration and a UV/visible band means an isotope became heavier. Evaluate both claims and state what kind of experiment instead gives elemental isotope abundance.

  1. An ordinary molecular IR band corresponds to a vibrational transition, not the AP electronic-transition association.
  2. UV/visible absorption is associated with an electronic-level change, not nuclear mass or isotope identity.
  3. An elemental mass spectrum with the stated singly charged monatomic-ion model gives isotope masses and relative abundances.

Final answer

The claims confuse vibrational, electronic and mass-spectrum representations; isotope abundance comes from elemental mass spectra.

What earns credit
  • Credit both corrected region interpretations.
  • Credit representation distinction for isotopes.

Watch out: All spectra measure the same particle property.

Return to problem 27 → · Review Topic 3.11

Problem 28

An atom emits a 4.50 × 10−19 J photon. Using h = 6.626 × 10−34 J s and c = 3.00 × 108 m s−1, calculate frequency and wavelength in nm. State the atom’s energy change.

  1. Frequency ν = E/h = 6.79143 × 1014 s−1.
  2. Wavelength λ = hc/E = 4.41733 × 10−7 m = 441.733 nm.
  3. Emission lowers the atom’s energy by 4.50 × 10−19 J.

Final answer

ν = 6.79 × 1014 s−1; λ = 442 nm; ΔEatom = −4.50 × 10−19 J.

What earns credit
  • Credit reciprocal relationship and conversion to nm.
  • Credit distinction between positive photon E and negative species ΔE.

Watch out: Using E/c for wavelength or reporting a negative wavelength.

Return to problem 28 → · Review Topic 3.12

Problem 29

An idealized species has allowed level energies 0, 3.0 × 10−19 and 5.0 × 10−19 J. Starting in the highest level, compare photon wavelengths for direct emission to the ground level and emission to the middle level. Which is shorter, and by what wavelength ratio?

  1. Direct-to-ground photon energy is 5.0 × 10−19 J; highest-to-middle is 2.0 × 10−19 J.
  2. Because λ ∝ 1/E, the larger direct gap gives shorter wavelength.
  3. λto ground/λto middle = 2.0/5.0 = 0.40.

Final answer

The direct-to-ground photon is shorter in wavelength; its wavelength is 0.40 times the other.

What earns credit
  • Credit both gaps rather than absolute level energies.
  • Credit inverse ratio and emission interpretation.

Watch out: Every emitted photon uses the absolute starting-level energy regardless of final level.

Return to problem 29 → · Review Topic 3.12

Problem 30

Light at 600. nm is made twice as intense without changing wavelength. Evaluate a claim that its photons now have twice the energy. Calculate energy per photon and per mole of photons using h = 6.626 × 10−34 J s, c = 3.00 × 108 m s−1 and NA = 6.022 × 1023 mol−1.

  1. Photon energy is hc/λ = 3.313 × 10−19 J for this wavelength.
  2. Molar photon energy = 3.313 × 10−19 × 6.022 × 1023 = 199.509 kJ mol−1.
  3. Unchanged wavelength means unchanged ν and photon energy. Greater intensity normally supplies more photons per time.

Final answer

Claim rejected; 3.31 × 10−19 J per photon and 200. kJ mol−1 at three significant figures.

What earns credit
  • Credit photon-versus-molar conversion.
  • Credit intensity-versus-frequency distinction.

Watch out: Multiplying photon energy by intensity factor at fixed wavelength.

Return to problem 30 → · Review Topic 3.12

Problem 31

A species has ε = 250. L mol−1 cm−1 at the chosen wavelength. For b = 1.00 cm and c = 0.00200 mol L−1, find A and transmittance I/I0. Predict A if path doubles and concentration halves.

  1. A = (250.)(1.00)(0.00200) = 0.500, dimensionless.
  2. I/I0 = 10−A = 10−0.500 = 0.316.
  3. Doubling b and halving c keeps bc unchanged, so A remains 0.500.

Final answer

A = 0.500; transmittance = 0.316 (31.6%); changed conditions still give A = 0.500.

What earns credit
  • Credit cancelling εbc units.
  • Credit logarithmic interpretation and product dependence.

Watch out: Calling A = 0.500 a 50.0% absorption measurement.

Return to problem 31 → · Review Topic 3.13

Problem 32

A calibration at fixed wavelength and path is A = (400. L mol−1)c + 0.015. A diluted unknown gives A = 0.255 ± 0.008. It was prepared by diluting 10.00 mL original solution to 50.00 mL final. Determine diluted and original concentrations and approximate original uncertainty; treat slope, intercept and volume ratio as fixed.

  1. Diluted c = (0.255 − 0.015)/400. = 0.000600 mol L−1.
  2. Original c is larger by 50.00/10.00 = 5.000, giving 0.00300 M.
  3. Diluted Δc ≈ 0.008/400 = 0.000020 M; multiply by 5 for original Δc = 0.00010 M.
  4. Use the intercept and state that standard/slope/volume uncertainties were omitted by the task.

Final answer

Diluted 0.000600 M; original (0.00300 ± 0.00010) M under the stated uncertainty model.

What earns credit
  • Credit baseline subtraction.
  • Credit dilution direction and uncertainty propagation.

Watch out: Dividing by the dilution factor when recovering original concentration.

Return to problem 32 → · Review Topic 3.13

Problem 33

The graph and table give an original blank-corrected absorption spectrum for one dilute analyte in a 1.00 cm cuvette at fixed concentration. Assume this analyte is the only absorbing species in the wavelength region, the blank is suitable, noise is comparable across wavelengths and all readings are within the instrument’s reliable range.

Absorption versus wavelength for a dilute analyte; the table contains all plotted values.
Points are original task data at 25 nm intervals. Connecting lines guide the eye; do not invent a finer-resolution measured maximum. Open full-size figure.
Equivalent spectrum data
Wavelength / nmAbsorbance A
4000.040
4250.080
4500.200
4750.480
5000.750
5250.900
5500.780
5750.500
6000.250
6250.100
6500.040
  1. Choose a measured wavelength for a concentration calibration that gives maximum absorbance sensitivity under these assumptions. Use the spectrum and A = εbc to explain your choice. Can this single spectrum establish the full concentration range over which the calibration is linear?
  2. Standards are then measured in clean 1.00 cm cuvettes at your chosen wavelength. In separate unknown trials, predict concentration-error direction for (i) a 2.00 cm cuvette without correction, (ii) accidental dilution with water without correction, and (iii) a change to a wavelength with lower ε while retaining the original calibration. Explain the absorbance and inferred-concentration changes.
  1. Choose 525 nm among the measured wavelengths: its absorbance is largest, 0.900, at the same b and c, implying the largest measured ε. The calibration slope dA/dc = εb is therefore greatest there, so a small concentration change gives the largest absorbance change under the stated comparable-noise/no-interference conditions. This identifies a measured maximum, not a finer exact peak. A spectrum at one concentration cannot establish linearity over other concentrations; standards must validate the usable range.
  2. (i) Doubling b increases A at the same true c; the original 1.00 cm slope gives a high inferred c. (ii) Dilution reduces c and A; reporting it without recovering the dilution gives a low original concentration. (iii) Lower ε gives lower A at unchanged c; applying the larger original εb slope gives a low inferred c. Retain wavelength, path length and blank conditions across standards and unknown, and measure inside a validated calibration range.

Final answer

Choose 525 nm from the supplied data for the largest absorbance sensitivity. Validate concentration range separately. Trial errors: (i) high, (ii) low, (iii) low.

What earns credit
  • Identify the actual measured maximum and connect it to ε and the A-versus-c slope at fixed b.
  • Retain the stated reliable-range/no-interference/noise assumptions and require standards to validate the concentration range.
  • Credit each changed variable, absorbance direction and inferred-concentration direction under the retained original calibration.

Watch out: All changes in instrument setup produce the same error direction.

Return to problem 33 → · Review Topic 3.13

Problem 34

A blank-corrected calibration is linear through 0.0030 M, but a 0.0060 M standard gives less absorbance than an extrapolated line predicts. An unknown lies above the validated absorbance range. Propose a defensible measurement approach and explain why forcing the high standard onto the line is inappropriate.

  1. The high standard indicates possible deviation from the simple response or another error; investigate rather than relabel the measurement as linear.
  2. Dilute the unknown by a measured factor so its absorbance falls inside the validated range, measure under matched wavelength/path/blank conditions, then recover original c using the dilution factor.
  3. Replicate measurements and assess blank/standard preparation; retain justified calibration limits and precision.

Final answer

Use measured dilution into the validated range and correct back; do not force contradictory high-concentration data into the model.

What earns credit
  • Credit controlled method and dilution recovery.
  • Credit evidence-based linear-range limitation.

Watch out: A theoretical linear law makes every real data point linear by definition.

Return to problem 34 → · Review Topic 3.13

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