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Introductory Chemistry Atoms First 5th

Edition Russo Test Bank


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Introductory Chemistry: Atoms First, 5e (Russo/Silver)
Chapter 6 The Shape of Molecules

6.1 Multiple-Choice Questions

1) In a molecule having four pairs of electrons around the central atom and a pyramidal shape,
how many bonding pairs of electrons does the central atom have?
A) 2
B) 1
C) 4
D) 3
Answer: D
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

2) Which of the following pictures best illustrates a tetrahedral shape for the molecule AB4?
A)

B)

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C)

D)

Answer: A
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

2
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3) Which of the following pictures best illustrates a trigonal planar shape for the molecule AB3?
A)

B)

C)

D)

Answer: D
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

4) Which compound listed below would you expect to have the greatest H-C-H bond angle?
A) CH2ClF
B) CH2 CI2
C) CH4
D) CH2O
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

3
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5) Which compound listed below has a bond angle of 180° around the central atom?
A) H2O
B) CO2
C) CC14
D) NH3
Answer: B
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

6) In a molecule having four pairs of electrons around the central atom and a pyramidal shape,
how many lone pairs of electrons does the central atom have?
A) 2
B) 1
C) 4
D) 3
Answer: B
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

7) In a molecule having four pairs of electrons around the center atom and a bent shape, how
many bonding pairs does the central atom have?
A) 2
B) 1
C) 4
D) 3
Answer: A
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

8) In a molecule having three pairs of electrons around a central atom and a trigonal planar
shape, how many lone pairs of electrons does the central atom have?
A) 1
B) 0
C) 2
D) 3
Answer: B
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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9) When drawing the three-dimensional structure diagram of a molecule the bold line ________.
A) shows a bond that projects out from the page.
B) shows a bond that goes back behind the page.
C) indicates that the bond is in the plane of the page.
D) One cannot say unless the formula of the molecule is known.
Answer: A
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

10) When drawing the three-dimensional structure diagram of a molecule the dotted line
________.
A) shows a bond that projects out from the page.
B) shows a bond the goes back behind the page.
C) indicates that the bond is in the plane of the page.
D) One cannot say unless the formula of the molecule is known.
Answer: B
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

11) When drawing the three-dimensional structure diagram of a molecule the solid (not bold or
dotted) line ________.
A) shows a bond that projects out from the page.
B) shows a bond that goes back behind the page.
C) indicates that the bond is in the plane of the page.
D) One cannot say unless the formula of the molecule is known.
Answer: C
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

12) Which of the following statements is correct about the pyramidal structure?
A) The pyramidal structure is very similar to the tetrahedral structure except one electron pair in
the pyramidal structure replaces a bond in the tetrahedral one.
B) The pyramidal structure is the shape of the ammonia molecule.
C) The bond angles around the central atom very close to the 107°.
D) All above statements are correct.
Answer: D
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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13) Which of the following statements is correct about the bent structure?
A) The bent structure has three bonding electrons pairs with at least one lone pair around the
central atom.
B) The bent structure is the shape of the ammonia molecule.
C) The bent structure has bond angles around the central atom very close to the 105°.
D) All above statements are correct.
Answer: C
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

14) Which of the following molecules is not linear?


A) hydrogen cyanide
B) beryllium chloride
C) boron trifluoride
D) acetylene, C2H2
Answer: C
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

15) Which of the following molecules is linear?


A) hydrogen chloride
B) ethane, C2H6
C) ethene, C2H4
D) ammonia
Answer: A
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

16) Which of the following molecules is not tetrahedral?


A) carbon tetrachloride
B) chloroform, CHCl3
C) methane, CH4
D) boron trifluoride
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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17) Which of the following molecules is tetrahedral?
A) sulfur trioxide
B) sulfur dioxide
C) sulfur dichloride
D) ammonium ion
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

18) Which of the following molecules is bent?


A) water
B) sulfur dioxide
C) carbon dioxide
D) both A and B
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

19) Which of the following molecules is bent and has a bond angle close to 118° around the
central atom?
A) sulfur dioxide
B) boron trifluoride
C) ammonia
D) both A and C
Answer: A
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

20) Which of the following molecules is pyramidal and has a bond angle close to 107° around
the central atom?
A) sulfur dioxide
B) boron trifluoride
C) ammonia
D) both A and C
Answer: C
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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21) The angle around nitrogen in the ammonium ion is ________.
A) 60°
B) 90°
C) 109.5°
D) 120°
Answer: C
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

22) The angle around boron in boron trifluoride is ________.


A) 60°
B) 90°
C) 109.5°
D) 120°
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

23) The angle around carbon in hydrogen cyanide is ________.


A) 105°
B) 109.5°
C) 120°
D) 180°
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

24) What is the molecular shape of H2S?


A) tetrahedral
B) pyramidal
C) linear
D) bent
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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25) What is the molecular shape of CC14?
A) tetrahedral
B) pyramidal
C) linear
D) bent
Answer: A
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

26) What is the molecular shape of NO2-


A) tetrahedral
B) pyramidal
C) linear
D) bent
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

27) What is the molecular shape of CH2O?


A) tetrahedral
B) bent
C) trigonal planar
D) pyramidal
Answer: C
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

28) What is the steric number of the central atom in CH4?


A) 1
B) 2
C) 3
D) 4
Answer: D
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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29) What is the steric number of the central atom in carbon disulfide?
A) 1
B) 2
C) 3
D) 4
Answer: B
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

30) What is the steric number of the central atom in boron trichloride?
A) 1
B) 2
C) 3
D) 4
Answer: C
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

31) Which of the following compounds would be soluble in a nonpolar solvent?


A) H2S
B) NH3
C) CC14
D) SO2
Answer: C
Section: Section 6.3
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

32) Which of the following compounds would you expect to be the most polar molecule?
A) H2S
B) H2Se
C) H2Te
D) H2O
Answer: D
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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33) Which of the following compounds contains bonds that are the most polar (greatest
electronegativity difference between hydrogen and the central atom)?
A) H2O
B) H2S
C) H2Se
D) H2Te
Answer: A
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

34) Which of the following compounds is non-polar?


A) acetylene, C2H2
B) ethene, C2H4
C) methane
D) All of the above are non-polar.
Answer: D
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

35) Which of the following nitrogen-containing compounds is least polar?


A) NH3
B) CH3 - N = N - CH3
C) (CH3 CH2)3N
D) (CH3)3N
Answer: A
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

36) Which of the following sulfur-containing compounds or ions is not polar?


A) SO3
B) H2S
C) HS-
D) SOCl2
Answer: A
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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37) Which of the following chlorine-containing compounds is not polar?
A) CHCl3
B) CH2Cl2
C) HCl
D) CCl4
Answer: D
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

38) Which of the following compounds is polar?


A) SO3
B) CO2
C) CS2
D) H2CO
Answer: D
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

39) Which of the following compounds is non-polar?


A) SO2
B) CH2O
C) CS2
D) SOCl2
Answer: C
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

40) Which of the following compounds is pure covalent?


A) H2CO
B) Cl2SO
C) O2
D) CO
Answer: C
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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41) Which of the following compounds is polar?
A) N2
B) O2
C) SOCl2
D) CO2
Answer: C
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

42) Which of the following compounds will be affected by the presence of an electric field?
A) H2
B) O2
C) HCl
D) N2
Answer: C
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

43) In which of the three phases of matter would you expect hydrogen bonding between water
molecules to be the strongest?
A) solid phase (H2O Os very close together)
B) liquid phase (H2O Os more separated than solid phase)
C) gas phase (H2O Os much farther apart than liquid phase)
D) It is equally strong in all three phases.
Answer: A
Section: Section 6.4
Learning Outcome: 6.9 Describe how intermolecular attractions arise between dipolar
molecules.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

44) Dipole dipole forces are an important factor to consider in determining whether or not a
substance will dissolve in water (a molecule which has a dipole). Which of the following
compounds would you expect to be the most soluble in water?
A) CCl4
B) NH3
C) N2
D) CO2
Answer: B
Section: Section 6.4
Learning Outcome: 6.9 Describe how intermolecular attractions arise between dipolar
molecules.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13
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45) Dipole dipole forces are an important factor to consider in determining whether or not a
substance will dissolve in water (a molecule which has a dipole). Which of the following
compounds would you expect to be the least soluble in water?
A) BF3
B) NH3
C) HF
D) H2S
Answer: A
Section: Section 6.4
Learning Outcome: 6.9 Describe how intermolecular attractions arise between dipolar
molecules.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

46) Which of the following compounds will be the least soluble in water?
A) CH3OH
B) CH4
C) NH3
D) CH3CH2OH
Answer: B
Section: Section 6.4
Learning Outcome: 6.9 Describe how intermolecular attractions arise between dipolar
molecules.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

6.2 True/False Questions

1) When drawing the three-dimensional structure diagram of a molecule the bold line goes back
behind the page.
Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

2) The ball-and-stick model emphasizes the bonding pattern.


Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

3) In the VSEPR model the multiple bond is treated as a single electron group, just the way a
single bond is treated.
Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

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4) The angle around the central atom in the pyramidal structure is very close to that of the
tetrahedral one.
Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

5) Any molecule of the form AX3 is tetrahedral.


Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

6) SO2, HCN and CO2 are linear.


Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

7) NH3, CH3-, and PCl3 are pyramidal.


Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

8) When determining the shape of a molecule, count all electron groups around the central atom.
Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

9) When naming the shape of a molecule count only the lone pairs.
Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

10) The pyramidal structure is the tetrahedral arrangement minus a bond but with a lone pair.
Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.2 Explain the principles behind VSEPR theory.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

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11) Sulfur dioxide is linear.
Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

12) The bond angle in carbon tetrachloride is 109.5°.


Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13) The bond angle in ammonia is 109.5°.


Answer: FALSE
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

14) Bonds are regions of negative charge and therefore repel each other.
Answer: TRUE
Section: Section 6.2
Learning Outcome: 6.5 Explain polarity in terms of individual bonds and an entire molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

15) Carbon tetrachloride is polar.


Answer: FALSE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

16) SO3, CO2, and CS2 are all non-polar.


Answer: TRUE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

17) Carbon dioxide contains polar bonds and is a nonpolar molecule.


Answer: TRUE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

18) Carbon tetrachloride contains polar bonds and is a polar molecule.


Answer: FALSE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.
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19) Compounds with polar bonds may be nonpolar.
Answer: TRUE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

20) A polar covalent compound is unaffected by the presence of an electric field.


Answer: FALSE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

21) The difference in electronegativity between H and in HF is higher than that between H and
Cl in HCl.
Answer: TRUE
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

6.3 Short Answer Questions

Use VSEPR theory to predict the shape of the molecule or complex ion shown. Draw a Lewis dot
structure to assist you in determining these shapes.

1) CO32-
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

2) PH3
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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3) NO3-
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

4) CHC13
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

5) CS2
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

6) CN-
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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7) O3 (ozone)
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

8) SCN-
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

9) H2S
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

10) SO2
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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11) PO43-
Answer:

Section: Section 6.2


Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Judge whether or not the molecule or polyatomic ion shown is polar or non-polar. Draw a
dipole vector to indicate the direction of any net polarity.

12) SO3
Answer: non-polar
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13) NO+
Answer: polar

Section: Section 6.3


Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

14) CBr4
Answer: non-polar
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

15) BF3
Answer: non-polar
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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16) NO2-
Answer: polar

Section: Section 6.3


Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

17) CSe2
Answer: non-polar
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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6.4 Matching Questions

Match each molecule in the left column with the shape of the central atom that appears in the
right column.

A) linear
B) trigonal plamar
C) tetrahedral
D) bent
E) trigonal planar
F) pyramidal

1) hydrogen sulfide
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

2) water
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

3) ammonia
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

4) boron trifluoride
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

5) acetylene, C2H2
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

6) sulfur dioxide
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

7) sulfur trioxide
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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8) ammonium ion
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

9) ethylene, C2H4
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

10) carbon tetrachloride


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

11) hydrogen cyanide


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

12) phosphorus trihydride


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13) nitrogen trifluoride


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

14) carbon disulfide


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 1) D 2) D 3) F 4) E 5) A 6) D 7) B 8) C 9) E 10) C 11) A 12) F 13) F 14) A

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Match each molecule in the left column with an angle around the central atom that appears in
the right column.

A) 105°
B) 107°
C) 120°
D) 118°
E) 109.5°
F) 180°

15) hydrogen sulfide


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

16) water
Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

17) ammonia
Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

18) boron trifluoride


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

19) acetylene, C2H2


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

20) sulfur dioxide


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

21) sulfur trioxide


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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Copyright © 2015 Pearson Education, Inc.
22) ammonium ion
Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

23) ethylene, C2H4


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

24) carbon tetrachloride


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

25) hydrogen cyanide


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

26) phosphorus trihydride


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

27) carbon disulfide


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

28) nitrogen trifluoride


Section: Section 6.2
Learning Outcome: 6.4 Draw a molecule's shape for molecules possessing multiple bonds.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 15) A 16) A 17) B 18) C 19) F 20) D 21) C 22) E 23) C 24) E 25) F 26) B 27) F 28) B

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Copyright © 2015 Pearson Education, Inc.
Match the shape and number of electron groups at the central atom on the left column with the
number of bonding pairs of electrons on the central atom on the right column.

A) 4
B) 3
C) 2

29) tetrahedral, four


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

30) pyramidal, four


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

31) bent, four


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

32) trigonal planar, three


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

33) linear, two


Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 29) A 30) B 31) C 32) B 33) C

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Copyright © 2015 Pearson Education, Inc.
Match each of the ions that appears in the left column with the corresponding shape on the right
column.

A) bent
B) trigonal planar
C) linear
D) pyramidal
E) tetrahedral

34) CH3+
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

35) CH3-
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

36) NO3-
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

37) HC2-
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

38) HCO3-
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

39) NH4+
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

40) CO2
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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41) NH2-
Section: Section 6.2
Learning Outcome: 6.3 Draw and name a molecule's shape starting from a dot diagram.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 34) B 35) D 36) B 37) C 38) B 39) E 40) C 41) A

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Copyright © 2015 Pearson Education, Inc.
Identify each of the molecules in the left column as polar or non-polar.

A) non-polar
B) polar

42) CH4
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

43) HC1
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

44) PCl3
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

45) NH3
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

46) H2O
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

47) H2S
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

48) H2C CH2


Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

49) CH2Cl2
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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Copyright © 2015 Pearson Education, Inc.
50) SO3
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

51) CH3Cl
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

52) Br2
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

53) CCl4
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

54) CS2
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

55) CH3CH3
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

56) C2H2
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

57) CO2
Section: Section 6.3
Learning Outcome: 6.6 Predict the relative polarity of a molecule.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 42) A 43) B 44) B 45) B 46) B 47) B 48) A 49) B 50) A 51) B 52) A 53) A 54) A
55) A 56) A 57) A

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Copyright © 2015 Pearson Education, Inc.
Identify whether each of the compounds in the left column has intermolecular dipole-dipole
forces.

A) no dipole-dipole forces
B) dipole-dipole forces

58) NH3
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

59) CH4
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

60) CH3OH
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

61) NH2OH
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

62) CH3SH
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

63) CH3OCH3
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

64) H2C O
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

65) C2H6
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

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66) C3H8
Section: Section 6.4
Learning Outcome: 6.7 Explain how molecular polarity leads to intermolecular attraction.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

Answers: 58) B 59) A 60) B 61) B 62) B 63) B 64) B 65) A 66) A

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