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Test Bank for Chemistry, 8th Edition,

Jill Kirsten Robinson, John E. McMurry,


Robert C. Fay
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D) n
Answer: C
Diff: 1 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

5) What symbol is used to represent the factor 10-3?


A) M
B) m
C) μ
D) n
Answer: B
Diff: 1 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

6) The factor 0.01 corresponds to which prefix?


A) deka
B) deci
C) centi
D) milli
Answer: C
Diff: 1 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

7) The factor 10-2 corresponds to which prefix?


A) deka
B) deci
C) centi
D) milli
Answer: C
Diff: 1 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

8) A sailor circumnavigated the earth and covered 4,264,000 meters. Express this number in standard
scientific notation.
A) 4.264 × 10-7 m
B) 4.264 × 10-6 m
C) 4.264 × 106 m
D) 4.264 × 107 m
Answer: C
Diff: 1 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation

2
Copyright © 2020 Pearson Education, Inc.
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

3
Copyright © 2020 Pearson Education, Inc.
9) Without using a calculator, solve the following problem:

A) 1 × 10-6
B) 1 × 104
C) 1 × 1024
D) 1 × 1034
Answer: C
Diff: 2 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

10) Without using a calculator, solve the following problem:

A) 1 × 100
B) 1 × 10-3
C) 1 × 10-9
D) 1 × 10-12
Answer: C
Diff: 2 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

11) An astronaut uses a laboratory balance and weighs an object on earth and again on the moon. Which
statement below about the weight and mass of the object is true?
A) The mass and weight will be identical on the earth and the moon.
B) The mass will be the same on earth and moon but the weight will be less on the moon.
C) The weight will be the same on earth and moon but the mass will be less on the moon.
D) Both the mass and weight will be different on earth and moon.
Answer: B
Diff: 1 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.; G5 Demonstrate an
understanding of the impact of science on society.

4
Copyright © 2020 Pearson Education, Inc.
12) When measuring a solid metal block at constant temperature, which measurement will change in
numerical value depending on the location where it is taken?
A) length
B) mass
C) volume
D) weight
Answer: D
Diff: 1 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

13) One kilogram is slightly more than ________ U.S. pounds.


A) 0.5
B) 1
C) 2
D) 5
Answer: C
Diff: 1 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

14) One gram is approximately the same as half the mass of a new U.S.
A) penny.
B) dime.
C) quarter.
D) dollar.
Answer: B
Diff: 1 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

15) The mass of a proton is 1.67 × 10-27 kg. What is the mass of a proton in Gigagrams?
A) 1.67 × 10-39 Gg
B) 1.67 × 10-36 Gg
C) 1.67 × 10-33 Gg
D) 1.67 × 10-30 Gg
Answer: C
Diff: 1 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

5
Copyright © 2020 Pearson Education, Inc.
16) The length of an unsharpened #2 pencil is approximately
A) 0.2 cm.
B) 2 cm.
C) 20 cm.
D) 200 cm.
Answer: C
Diff: 1 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

17) The number of cm in 1.0 in is closest to


A) 1.0.
B) 1.5.
C) 2.0.
D) 2.5.
Answer: D
Diff: 1 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

18) The thickness of a U.S. dime is approximately one


A) m.
B) cm.
C) mm.
D) μm.
Answer: C
Diff: 1 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

19) The diameter of an atom is approximately 1 × 10-10 m. What is the diameter in millimeters?
A) 1 × 10-16 mm
B) 1 × 10-13 mm
C) 1 × 10-7 mm
D) 1 × 10-4 mm
Answer: C
Diff: 1 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

6
Copyright © 2020 Pearson Education, Inc.
20) The diameter of the nucleus of an atom is approximately 1 × 10 -15 meters. If 1 nm is equal to 10
Angstroms, what is the diameter of the nucleus in Angstroms?
A) 1 × 10-23 Å
B) 1 × 10-8 Å
C) 1 × 10-7 Å
D) 1 × 10-5 Å
Answer: D
Diff: 1 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

21) What is the coldest temperature possible?


A) 0°C
B) 0°F
C) 0 K
D) None of these
Answer: C
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

22) If the melting point of titanium metal is 1672°C, what is its melting point in Kelvin?
A) 897 K
B) 1399 K
C) 1945 K
D) 3042 K
Answer: C
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

23) Which one of the following statements about temperature scales is false?
A) The boiling point of water on the Fahrenheit scale is 212 degrees.
B) The Celsius degree is smaller than the Fahrenheit degree.
C) The freezing point of water on the Celsius scale is 0 degrees.
D) All temperatures on the Kelvin scale are positive numbers.
Answer: B
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

7
Copyright © 2020 Pearson Education, Inc.
24) The freezing point of methane is -295°F and the boiling point is -263°F. The temperature of the surface
of Titan, a moon of Saturn, is 93 K. If methane exists on Titan, it is
A) a gas.
B) a liquid.
C) a solid.
D) a plasma.
Answer: B
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

25) The nighttime and daytime temperatures on Mercury are 13 K and 683 K respectively. The melting
point and boiling point of sulfur is 246°F and 832°F. Which of the following statements is true? On
Mercury sulfur exists
A) only in the liquid state.
B) only in the solid state.
C) as both a liquid and a gas.
D) as both a liquid and a solid.
Answer: D
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

26) Which of the following correctly ranks the following temperatures from smallest to largest?

23°C, 17°F, 273K, 1°C

A) 23°C < 17°F < 273K < 1°C


B) 1°C < 17°F < 23°C < 273K
C) 273K < 23°C < 1°C < 17°F
D) 17°F < 273K < 1°C < 23°C
Answer: D
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

8
Copyright © 2020 Pearson Education, Inc.
27) The temperature scales of Kelvin, Celsius, and Fahrenheit use different ways to define scale. Which of
the following correctly ranks the temperature from smallest to largest?

0°C, 0°F, 0K

A) 0K < 0°C < 0°F


B) 0°C < 0K < 0°F
C) 0K < 0°F < 0°C
D) 0°C = 0K = 0°F
Answer: C
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

28) One liter is approximately the same as one U.S.


A) ounce.
B) pint.
C) quart.
D) gallon.
Answer: C
Diff: 1 Var: 1
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

29) You have a cube of copper with an edge length of 4.57 cm. If the density of copper is 8.96 g/cm 3, what
is the mass of the cube?
A) 7.93 g
B) 40.9 g
C) 273 g
D) 855 g
Answer: D
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

30) Pyrite is called fool's gold because it looks like real gold. However, pyrite has a density of 4.5 g/mL
while gold has a density of 19.3 g/mL. Use this information to determine which of the following
statements is true.
A) 25 grams of gold will occupy a greater volume than 25 grams of pyrite.
B) 25 grams of gold will occupy the same volume as 25 grams of pyrite.
C) 25 mL of gold will have a greater mass than 25 mL of pyrite.
D) 25 mL of gold will have less mass than 25 mL of pyrite.
Answer: C
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.
9
Copyright © 2020 Pearson Education, Inc.
31) The density of aluminum is 2.702 g/cm3. What is the final liquid level of water if 1.130 ounces of
aluminum is dropped into a graduated cylinder containing 15.90 mL of water?
A) 17.08 mL
B) 21.66 mL
C) 27.76 mL
D) 47.95 mL
Answer: C
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

32) The density of mercury is 13.5 g/mL. What is the mass in kg of mercury that fills a 0.250 L flask?
A) 0.0540 kg
B) 3.38 kg
C) 54.0 kg
D) 3380 kg
Answer: B
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

33) The density of copper is 8.96 g/cm3. What is the mass in mg of a cube of copper that measures 2.31
mm on each side?
A) 0.0207 g
B) 0.110 g
C) 2.07 g
D) 110 g
Answer: B
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

34) A gold ingot weighs 5.50 lbs. If the density of gold is 19.31 g/cm3, and the length and width of the
ingot are 12.0 cm and 3.00 cm respectively, what is the height of the ingot?
A) 6.50 × 10-3 cm
B) 3.59 cm
C) 10.2 cm
D) 1.34 × 103 cm
Answer: B
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

10
Copyright © 2020 Pearson Education, Inc.
35) The estimated mass of the planet Jupiter is 1.90 × 1027 kg and the density is believed to be 1.34 g/cm3.
If Jupiter were a perfect sphere, what would be its diameter?
A) 6.96 × 106 m
B) 6.96 × 107 m
C) 1.39 × 107 m
D) 1.39 × 108 m
Answer: D
Diff: 4 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

36) The volume of a well is 40.0 ft3. How many kilograms of concrete will it take to fill the well if the
density of concrete is 2.85 g/cm3?
A) 3.47 kg
B) 3.23 × 103 kg
C) 3.47 × 103 kg
D) 3.23 × 106 kg
Answer: B
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

37) Because of the high heat and low humidity in the summer in Death Valley, California, a visitor
requires about one quart of water for every two miles traveled on foot. If the density of water is 0.990
g/mL at 45°C, how many kilograms of water are required for a person to walk 30 kilometers in Death
Valley?
A) 8.7 kg
B) 70 kg
C) 3.5 × 102 kg
D) 7.0 × 102 kg
Answer: A
Diff: 3 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

11
Copyright © 2020 Pearson Education, Inc.
38) Specific gravity of a liquid is often defined as the ratio of the density of a substance to the density of
water. If the specific gravity of X relative to water is 0.800 and the specific gravity of Y relative to water is
1.50, which of the following statements is false?
A) If X is a liquid, Y will float on X.
B) If X is a solid, X will float in water.
C) If Y is a liquid, water will float on Y.
D) If Y is a liquid, X will float in Y.
Answer: A
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.10a Predict whether a substance will float or sink in another substance based on density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

39) A piece of plastic weighing 1.157 g has a volume of 1.48 cm 3. A piece of wood has the same volume
but weighs 3.85 g. The density of liquid X is 0.765 g/mL and the density of liquid Z is 1.13 g/mL. The two
liquids are immiscible. If the plastic and wood are added to the two liquids, what is the order of layers
from top to bottom in the container?
A) liquid X, liquid Z, plastic, wood
B) liquid X, plastic, liquid Z, wood
C) plastic, wood, liquid Z, liquid X
D) wood, liquid Z, plastic, liquid X
Answer: B
Diff: 2 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.10a Predict whether a substance will float or sink in another substance based on density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

40) Calculate the kinetic energy of a 150-g baseball moving at a speed of 40. m/s (89 mph).
A) 6.0 J
B) 1.2 × 102 J
C) 6.0 × 103 J
D) 1.2 × 105 J
Answer: B
Diff: 2 Var: 1
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.11 Calculate the kinetic energy of a moving object.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

12
Copyright © 2020 Pearson Education, Inc.
41) The average mass of an oxygen atom is 5.3 × 10-26 kg. Calculate the kinetic energy of a mole of
oxygen atoms, all moving at a speed of 400 m/s (1000 mph).
A) 8.2 × 10-21 J
B) 2600 J
C) 5200 J
D) 13,000 J
Answer: B
Diff: 2 Var: 1
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.11 Calculate the kinetic energy of a moving object.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

42) Which has the least kinetic energy?


A) a 1200 kg object moving at 90 km/hr
B) a 1400 kg object moving at 85 km/hr
C) a 1600 kg object moving at 80 km/hr
D) a 1800 kg object moving at 75 km/hr
Answer: A
Diff: 2 Var: 1
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.11 Calculate the kinetic energy of a moving object.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

43) What is the result of the following calculation: (28.5 - 21.883) × 0.00436
A) 2.8 × 10-2
B) 2.89 × 10-2
C) 2.885 × 10-2
D) 2.8850 × 10-2
Answer: A
Diff: 1 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

44) How many significant figures are there in the answer to the following problem?

(8.881 × 2.100) + 0.590 = ?

A) one
B) two
C) three
D) four
Answer: D
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

13
Copyright © 2020 Pearson Education, Inc.
45) How many significant figures are there in the answer for the following problem?

=?

A) one
B) two
C) three
D) four
Answer: B
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

14
Copyright © 2020 Pearson Education, Inc.
46) Each of the numbers in the following calculation represents a quantity measured by a student in the
laboratory.

P=

After performing the calculation, the student's calculator appeared as shown below:
To the correct number of significant figures what is the value of P?

A) 2
B) 2.43
C) 2.430
D) 2.430094
Answer: C
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

15
Copyright © 2020 Pearson Education, Inc.
47) Each of the numbers in the following calculation represents a quantity measured by a student in the
laboratory.

g = 0.0220 × × 12.0

After performing the calculation, the student's calculator appeared as shown below:
To the correct number of significant figures what is the value of g?

A) 6 × 10-3
B) 6.0 × 10-3
C) 6.00 × 10-3
D) 6.000 × 10-3
Answer: C
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

16
Copyright © 2020 Pearson Education, Inc.
48) A student going for a brisk walk inhales 30 L of air per minute. If air is 20% oxygen, how much
oxygen has the student inhaled in a 15-minute walk?
A) 6.0 L
B) 90. L
C) 4.5 × 102 L
D) 2.2 × 103 L
Answer: B
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

49) An electron is accelerated to 1.05 × 107 m/sec in an electron microscope. What is the speed of this
electron in miles per hour?
A) 978 mph
B) 7.31 × 104 mph
C) 5.72 × 105 mph
D) 2.35 × 107 mph
Answer: D
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

50) A newly released hybrid car is touted at having a fuel efficiency of 51.3 mpg. What is this efficiency in
km/L?
A) 17.4 km/L
B) 21.8 km/L
C) 35.2 km/L
D) 76.3 km/L
Answer: B
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

17
Copyright © 2020 Pearson Education, Inc.
51) To the correct number of significant figures, an automobile traveling at 28 mi/h is traveling at
________ km/h (1 km = 0.6214 mi).
A) 17
B) 17.40
C) 45
D) 45.06
Answer: C
Diff: 2 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

52) An automobile uses gasoline at a rate of 35 mi/gal, which is the same as ________ km/L (1 km = 0.6214
mi, 1 gal = 3.78 L).
A) 5.8
B) 15
C) 82
D) 210
Answer: B
Diff: 2 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

53) If 1.4% of the mass of a human body is calcium, how many kilograms of calcium are there in a 173-
pound man?
A) 1.1 kg Ca
B) 5.3 kg Ca
C) 1.1 × 102 kg Ca
D) 5.3 × 102 kg Ca
Answer: A
Diff: 2 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

54) A fishing boat accidentally spills 15 barrels of diesel oil into the ocean. Each barrel contains 42 gallons.
If the oil film on the ocean is 2.5 × 102 nm thick, how many square meters will the oil slick cover?
A) 9.5 × 10-3 m2
B) 9.5 × 106 m2
C) 9.5 × 107 m2
D) none of these
Answer: B
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

18
Copyright © 2020 Pearson Education, Inc.
55) An international group of zookeepers with successful breeding programs made the following animal
exchanges last year. Using the same bartering system, how many oryxes can a zoo obtain in exchange for
15 flamingos?

3 oryxes = 1 tiger 2 flamingos = 1 anteater


1 camel = 6 anteaters 5 lemurs = 1 rhino
1 rhino = 4 monkeys 3 lemurs = 1 camel
3 monkeys = 1 tiger 1 rhino = 4 oryxes

A) one oryx
B) three oryxes
C) four oryxes
D) five oryxes
Answer: B
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

56) You are visiting the planet Lagmom. The money exchange rates are shown below. How many
Lagmom fizzbarts will you receive in exchange for $500 at the Lagmom Spaceport Currency Exchange
counter?

$1.00 = 10 razz 1 morb = 25 pobs


5 pobs = 1 fizzbart 5 razz = 1 tanta
1 tanta = 2 morbs

A) 5.00 × 102 fizzbarts


B) 1.00 × 103 fizzbarts
C) 1.00 × 104 fizzbarts
D) 5.00 × 105 fizzbarts
Answer: C
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

19
Copyright © 2020 Pearson Education, Inc.
57) Because of the high heat and low humidity in the summer in Death Valley, California, a visitor
requires about one quart of water for every two miles traveled on foot. Calculate the approximate
number of liters required for a person to walk 30. kilometers in Death Valley.
A) 8.8 L
B) 35 L
C) 91 L
D) 140 L
Answer: A
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

58) A college runner set a school record of 3:59.37 in the mile run. Assuming that the distance was
measured accurately to five significant figures, what was the runner's average speed in kilometers per
hour?
A) 9.3454 km/hr
B) 10.375 km/hr
C) 24.203 km/hr
D) 26.869 km/hr
Answer: C
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

59) The winner of the men's 1500-meter speed skating event at a recent Winter Olympics had a time of
1:45.57. Assuming that the distance was measured accurately to five significant figures, what was the
skater's average speed in miles per hour?
A) 31.790 mi/hr
B) 38.418 mi/hr
C) 51.151 mi/hr
D) 61.826 mi/hr
Answer: A
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

20
Copyright © 2020 Pearson Education, Inc.
60) A motorcycle emits 9.5 g of carbon monoxide per kilometer driven. How many pounds of carbon
monoxide does the motorcycle generate over 5.0 years if the motorcycle is driven 15,000 miles per year?
A) 8.9 × 101 lb CO
B) 9.8 × 102 lb CO
C) 2.5 × 103 lb CO
D) 2.3 × 104 lb CO
Answer: C
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

61) The temperature of 1.00 mL of water is raised by 1.00°C for every 4.184 joules of heat absorbed by the
water. How many liters of water can be raised from 21.0°C to 100.0°C by the absorption of 8.88 kcal of
heat generated by the combustion of natural gas?
A) 0.112 L
B) 2.13 L
C) 37.2 L
D) 168 L
Answer: A
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

62) Combustion of hydrogen releases 142 kJ per gram of hydrogen reacted. How many kilocalories of
energy are released by the combustion of 16.0 ounces of hydrogen?
A) 1.31 kcal
B) 19.2 kcal
C) 1.54 × 104 kcal
D) 2.69 × 105 kcal
Answer: C
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

21
Copyright © 2020 Pearson Education, Inc.
63) When 1.0 gram of hydrogen reacts with 8.0 grams of oxygen 9.0 grams of water are produced and 142
kJ of heat are released. How many grams of hydrogen and how many grams of oxygen must react to
produce 250 kJ of heat?
A) 0.57 g H2 and 4.5 g O2
B) 0.57 g H2 and 14 g O2
C) 1.8 g H2 and 4.5 g O2
D) 1.8 g H2 and 14 g O2
Answer: D
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

64) A tortoise moves at a speed of 454 cm/min. How fast is the tortoise in mph?
A) 0.17 mph
B) 0.34 mph
C) 17 mph
D) 0.0017 mph
Answer: A
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

65) A pure diamond has a density of 3.52 g/cm3. Which of the following equations will allow you to
correctly calculate the density in terms of kg/dm3?
A) × ×

B) × ×

C) × ×

D) × ×

Answer: C
Diff: 3 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

22
Copyright © 2020 Pearson Education, Inc.
66) A certain liquid has a density of 1.25 g/cm3. Which drawing below most closely represents the
volume of this liquid needed to obtain 5.00 g of the liquid?

A) drawing (a)
B) drawing (b)
C) drawing (c)
D) drawing (d)
Answer: C
Diff: 3 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G3 Read and interpret graphs and data.

23
Copyright © 2020 Pearson Education, Inc.
67) A certain solid has a density of 8.0 g/cm3. If 4.0 g of this solid are poured into 4.00 mL of water, which
drawing below most closely represents the volume of water after the solid is added?

A) drawing (a)
B) drawing (b)
C) drawing (c)
D) drawing (d)
Answer: B
Diff: 3 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G3 Read and interpret graphs and data.

24
Copyright © 2020 Pearson Education, Inc.
Use the drawings below to answer the following questions.

68) If hitting the bull's-eye is the desired result, Figure (a) represents
A) good accuracy and good precision.
B) good accuracy and poor precision.
C) poor accuracy and good precision.
D) poor accuracy and poor precision.
Answer: C
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.14 Evaluate the level of accuracy and precision in a data set.
Global Obj: G3 Read and interpret graphs and data.

69) If hitting the bull's-eye is the desired result, Figure (b) represents
A) good accuracy and good precision.
B) good accuracy and poor precision.
C) poor accuracy and good precision.
D) poor accuracy and poor precision.
Answer: A
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.14 Evaluate the level of accuracy and precision in a data set.
Global Obj: G3 Read and interpret graphs and data.

25
Copyright © 2020 Pearson Education, Inc.
70) If hitting the bull's-eye is the desired result, Figure (c) represents
A) good accuracy and good precision.
B) good accuracy and poor precision.
C) poor accuracy and good precision.
D) poor accuracy and poor precision.
Answer: D
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.14 Evaluate the level of accuracy and precision in a data set.
Global Obj: G3 Read and interpret graphs and data.

71) To the correct number of significant figures, what is the temperature reading on the following Celsius
thermometer?

A) 21°C
B) 21.7°C
C) 21.70°C
D) 22°C
Answer: B
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.15 Report a measurement to the appropriate number of significant figures.
Global Obj: G3 Read and interpret graphs and data.

26
Copyright © 2020 Pearson Education, Inc.
72) To the correct number of significant figures, what is the temperature reading on the following Celsius
thermometer?

A) 15°C
B) 15.6°C
C) 15.67°C
D) 16°C
Answer: C
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.15 Report a measurement to the appropriate number of significant figures.
Global Obj: G3 Read and interpret graphs and data.

73) To the correct number of significant figures, what is the volume of the liquid in the graduated
cylinder?

A) 7 mL
B) 7.0 mL
C) 7.7 mL
D) 8 mL
Answer: B
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.15 Report a measurement to the appropriate number of significant figures.
Global Obj: G3 Read and interpret graphs and data.
27
Copyright © 2020 Pearson Education, Inc.
74) To the correct number of significant figures, what is the level of the liquid in the buret?

A) 0.2 mL
B) 0.29 mL
C) 0.3 mL
D) 0.35 mL
Answer: D
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.15 Report a measurement to the appropriate number of significant figures.
Global Obj: G3 Read and interpret graphs and data.

28
Copyright © 2020 Pearson Education, Inc.
1.2 Algorithmic Questions

1) What symbol is used to represent the factor 10-2?


A) M
B) c
C) μ
D) n
Answer: B
Diff: 1 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

2) Which of the following is the smallest unit?


A) 13 centi
B) 3.0 deci
C) 3.3 × 103 milli
D) 1.5 × 106 nano
Answer: A
Diff: 1 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

3) What symbol is used to represent the factor 109?


A) M
B) m
C) μ
D) G
Answer: D
Diff: 1 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

4) The factor 10 corresponds to which prefix?


A) centi
B) deci
C) deka
D) milli
Answer: C
Diff: 1 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

29
Copyright © 2020 Pearson Education, Inc.
5) The factor 106 corresponds to which prefix?
A) deka
B) deci
C) mega
D) milli
Answer: C
Diff: 1 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

6) Without using a calculator, solve the following problem:

A) 1 × 102
B) 1 × 108
C) 1 × 1020
D) 1 × 1026
Answer: C
Diff: 2 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

7) Without using a calculator, solve the following problem:

A) 1 × 100
B) 1 × 10-3
C) 1 × 10-9
D) 1 × 10-12
Answer: C
Diff: 2 Var: 5
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

30
Copyright © 2020 Pearson Education, Inc.
8) The fundamental SI unit of mass is the
A) gigagram.
B) microgram.
C) kilogram.
D) decigram.
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

9) Which of the following is a fundamental SI Unit?


A) millimeter
B) meter
C) hectometer
D) nanometer
Answer: B
Diff: 1 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

10) All of the following are fundamental SI units except the


A) year.
B) kilogram.
C) mole.
D) Kelvin.
Answer: A
Diff: 1 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

11) What symbol is used to represent the factor 10 -9?


A) G
B) c
C) μ
D) n
Answer: D
Diff: 1 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

31
Copyright © 2020 Pearson Education, Inc.
12) Convert 4. 300 × 10-3 to ordinary notation.
A) 0.000 4 300
B) 0.00 4 300
C) 4 30.0
D) 4 300
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

13) Convert 0.00 9 7 2 3 to standard scientific notation.


A) 9. 7 2 3 × 10-3
B) 9 7 2 3 × 10-6
C) 9. 7 2 3 × 103
D) 9 7 2 3 × 106
Answer: A
Diff: 2 Var: 50+
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

14) Which of the following is the greatest mass?


A) 10,000 μg
B) 1.000 × 10-3 kg
C) 1.000 × 10-3 cg
D) 1.000 × 10-7 Mg
Answer: B
Diff: 2 Var: 5
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

15) The mass of a proton is 1.67 × 10-27 kg. What is the mass of a proton in Megagrams?
A) 1.67 × 10-36 Mg
B) 1.67 × 10-33 Mg
C) 1.67 × 10-30 Mg
D) 1.67 × 10-27 Mg
Answer: C
Diff: 2 Var: 5
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

32
Copyright © 2020 Pearson Education, Inc.
16) The mass of a single copper atom is 1. 055 × 10-22 g. This is the same mass as
A) 1.055 × 10-16 mg.
B) 1.055 × 10-25 kg.
C) 1.055 × 10-28 μg.
D) 1.055 × 10-31 ng.
Answer: B
Diff: 2 Var: 5
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

17) A student weighed 3.000 μg of sulfur in the lab. This is the same mass as
A) 3.000 × 10-9 g.
B) 3.000 × 10-6 kg.
C) 3.000 × 10-6 mg.
D) 3.000 × 103 ng.
Answer: D
Diff: 2 Var: 5
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

18) Which of the following is the greatest mass?


A) 10 μg
B) 1.000 × 10-4 kg
C) 1.000 × 10-2 cg
D) 1.000 × 10-8 Mg
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

19) The mass of a single copper atom is 1.055 × 10-22 g. This is the same mass as
A) 1.055 × 10-17 dg.
B) 1.055 × 10-28 mg.
C) 1.055 × 10-28 μg.
D) 1.055 × 10-33 pg.
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

33
Copyright © 2020 Pearson Education, Inc.
20) A student weighed 9000. μg of sulfur in the lab. This is the same mass as
A) 9.000 × 10-6 g.
B) 9.000 × 10-3 kg.
C) 9.000 × 102 cg.
D) 9.000 × 109 pg.
Answer: D
Diff: 2 Var: 50+
Topic: Section 1.3 Mass and Its Measurement
Learning Obj: LO 1.4 Convert between different prefixes used in mass measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

21) Convert 1 μm to meters.


A) 1 × 10-9 m
B) 1 × 10-6 m
C) 1 × 10-3 m
D) 1 × 106 m
Answer: B
Diff: 2 Var: 5
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

22) The average distance between nitrogen and oxygen atoms is 115 pm in a compound called nitric
oxide. What is this distance in nanometers?
A) 1.15 × 10-2 nm
B) 1.15 × 10-1 nm
C) 1.15 × 1015 nm
D) 1.15 × 1019 nm
Answer: B
Diff: 2 Var: 5
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

23) The diameter of an atom is approximately 1 × 10 -10 m. What is the diameter in centimeters?
A) 1 × 10-13 cm
B) 1 × 10-12 cm
C) 1 × 10-8 cm
D) 1 × 10-7 cm
Answer: C
Diff: 2 Var: 5
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

34
Copyright © 2020 Pearson Education, Inc.
24) The diameter of the nucleus of an atom is approximately 1 × 10 -13 cm. If 1 nm is equal to 10
what is the diameter of the nucleus in
A) 1 × 10-23 Å
B) 1 × 10-8 Å
C) 1 × 10-7 Å
D) 1 × 10-5 Å
Answer: D
Diff: 2 Var: 5
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

25) Convert 5.0 μm to meters.


A) 5.0 × 10+9 m
B) 5.0 × 10-6 m
C) 5.0 × 10+3 m
D) 5.0 × 106 m
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

26) The average distance between nitrogen and oxygen atoms is 115 pm in a compound called nitric
oxide. What is this distance in centimeters?
A) 1.15 × 10-7 cm
B) 1.15 × 10-8 cm
C) 1.15 × 1013 cm
D) 1.15 × 1018 cm
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

27) If the melting point of copper metal is 1085°C, what is its melting point in Kelvin?
A) 571 K
B) 812 K
C) 1358 K
D) 1985 K
Answer: C
Diff: 3 Var: 5
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

35
Copyright © 2020 Pearson Education, Inc.
28) Which of the following is the lowest temperature?
A) 37°C
B) 54°F
C) 313 K
D) All of these temperatures are all equal.
Answer: B
Diff: 3 Var: 5
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

29) Which of the following is the lowest temperature?


A) 35°C
B) 57°F
C) 313 K
D) All of these temperatures are all equal.
Answer: B
Diff: 3 Var: 50+
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

30) Which of the following volumes is equal to 50 mL?


A) 50 cm3
B) 50 dm3
C) 0. 50 L
D) 0.000 50 kL
Answer: A
Diff: 2 Var: 5
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.8 Convert between different prefixes used in volume measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

31) Convert 10,000 cm3 to m3.


A) 1 × 10-2 m3
B) 1 × 102 m3
C) 1 × 106 m3
D) 1 × 1010 m3
Answer: A
Diff: 2 Var: 5
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.8 Convert between different prefixes used in volume measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

36
Copyright © 2020 Pearson Education, Inc.
32) Convert 55 m3 to liters.
A) 5.5 × 10-2 L
B) 5.5 L
C) 5.5 × 102 L
D) 5.5 × 104 L
Answer: D
Diff: 2 Var: 5
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

33) Which of the following is the smallest volume?


A) 11 cm3
B) 0.25 dL
C) 1.4 × 103 mL
D) 2.5 × 107 nL
Answer: A
Diff: 2 Var: 5
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

34) Which of the following volumes is equal to 60.0 mL?


A) 60.0 cm3
B) 60.0 mm3
C) 0. 600 L
D) 0.000 600 GL
Answer: A
Diff: 2 Var: 50+
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

35) Convert 98.6 cm3 to m3.


A) 98.6 × 10-4 m3
B) 98.6 × 101 m3
C) 98.6 × 106 m3
D) 98.6 × 108 m3
Answer: A
Diff: 2 Var: 50+
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.8 Convert between different prefixes used in volume measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

37
Copyright © 2020 Pearson Education, Inc.
36) Convert 17 m3 to liters.
A) 1.7 × 10-2 L
B) 1.7 L
C) 1.7 × 102 L
D) 1.7 × 104 L
Answer: D
Diff: 2 Var: 50+
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

37) A piece of metal ore weighs 8.50 g. When a student places it into a graduated cylinder containing
water, the liquid level rises from 21.25 mL to 26.47 mL. What is the density of the ore?
A) 0.3 21 g/mL
B) 0. 614 g/mL
C) 1. 63 g/mL
D) 3.11 g/mL
Answer: C
Diff: 2 Var: 5
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

38) A mass of mercury occupies 0. 950 L. What volume would an equal mass of methylene chloride
occupy? The density of mercury is and the density of methylene chloride is 1.325 g/mL.
A) 0.0 0929 L
B) 0. 0613 L
C) 9.71 L
D) 18.1 L
Answer: C
Diff: 2 Var: 5
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

39) A 3.20 g sample of pyrite (density = 4.5 g /mL0) is placed into a graduated cylinder with 15.64 mL of
water. What will be the new volume of water?
A) 30.04
B) 14.93
C) 16.35
D) 0.71 mL
Answer: C
Diff: 2 Var: 4
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

38
Copyright © 2020 Pearson Education, Inc.
40) A piece of metal ore weighs 7.25 g. When a student places it into a graduated cylinder containing
water, the liquid level rises from 21.25 mL to 25.00 mL. What is the density of the ore?
A) 0.281 g/mL
B) 0.141 g/mL
C) 1.93 g/mL
D) 3.21 g/mL
Answer: C
Diff: 2 Var: 50+
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

41) A mass of mercury occupies 0.650 L. What volume would an equal mass of ethanol occupy? The
density of mercury is and the density of ethanol is 0.789 g/mL.
A) 0.0378 L
B) 0.650 L
C) 11.2 L
D) 5.00 L
Answer: C
Diff: 2 Var: 50
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

42) Liquids A, B, and C are insoluble in one another (i.e., they are immiscible). A, B, and C have densities
of and respectively. Which drawing represents the result of placing
all three liquids into the same graduated cylinder?

A) drawing (a)
B) drawing (b)
C) drawing (c)
D) drawing (d)
Answer: A
Diff: 2 Var: 50+
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.10a Predict whether a substance will float or sink in another substance based on density.

39
Copyright © 2020 Pearson Education, Inc.
Global Obj: G3 Read and interpret graphs and data.

43) Calculate the kinetic energy of a 150-g baseball moving at a speed of 38. m/s ( 85 mph).
A) 5.7 J
B) 1.1 × 102 J
C) 5.7 × 103 J
D) 1.1 × 105 J
Answer: B
Diff: 3 Var: 5
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.11 Calculate the kinetic energy of a moving object.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

44) The nutritional calorie (abbreviated Cal) is equal to


A) 1 mcal.
B) 4.184 J.
C) 4.184 Mcal.
D) 1 kcal.
Answer: D
Diff: 1 Var: 50+
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.12 Convert between common energy units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

45) Which is the largest amount of heat?


A) 547 cal
B) 8.32 × 102 kcal
C) 6.66 × 102 J
D) 4.33 kJ
Answer: D
Diff: 2 Var: 50+
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.12 Convert between common energy units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

46) Which of the following numbers has the greatest number of significant figures?
A) 0. 8010
B) 0 .504
C) 742000
D) 9.05 × 1024
Answer: A
Diff: 1 Var: 5
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

40
Copyright © 2020 Pearson Education, Inc.
47) How many of the following numbers contain 3 significant figures?

0. 509 1.050 0.0 500 1.06 × 1024

A) one
B) two
C) three
D) four
Answer: C
Diff: 1 Var: 5
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

48) A methane molecule contains 1 atom of carbon. The number 1 represents how many significant
figures?
A) one
B) two
C) three
D) infinite
Answer: D
Diff: 1 Var: 5
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.15 Report a measurement to the appropriate number of significant figures.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

49) A student measured the diameter of a sphere and determined the average value. His measurements
are and If the true diameter is 6.18 cm, what can be said about the
student's results?
A) It is accurate and precise.
B) It is accurate but not precise.
C) It is precise but not accurate.
D) It is neither precise nor accurate.
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.14 Evaluate the level of accuracy and precision in a data set.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

50) Which of the following numbers has the greatest number of significant figures?
A) 0. 5070
B) 0. 201
C) 234000
D) 3.69 × 1024
Answer: A
Diff: 1 Var: 50+
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

41
Copyright © 2020 Pearson Education, Inc.
51) Which of the following is an exact number?
A) 0. 0.369 grams
B) 9.25 liters
C) 4 oranges
D) 3.60°C
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

52) The measured mass of a sample of iron was 1. 8 8 g. Which digit in the measurement has the least
certainty?
A) the first digit, 1
B) the middle digit, 8
C) the last digit, 8
D) They are all certain digits.
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

53) How many of the following numbers contain 3 significant figures?

0. 105 5.600 0.0 300 7.00 × 102

A) one
B) two
C) three
D) four
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

54) A heptane molecule contains 16 atoms of hydrogen. The number 16 represents how many
significant figures?
A) one
B) two
C) three
D) infinite
Answer: D
Diff: 1 Var: 9
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.12 Convert between common energy units.
Global Obj: G2 Demonstrate the ability to think critically and employ critical thinking skills.

42
Copyright © 2020 Pearson Education, Inc.
55) Consider the calculation:

Which of the following is the answer to this question with the correct number of significant digits?
A) 3
B) 3.0189
C) 3.019
D) 3.0
Answer: A
Diff: 2 Var: 5
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

56) How many significant figures are there in the answer to the following problem?

( 3.335 × 6.500) + 0. 940 = ?

A) one
B) two
C) three
D) four
Answer: D
Diff: 2 Var: 5
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

57) How many significant figures are there in the answer for the following problem?

23.1 + 0. 5588 + 17 = ?

A) one
B) two
C) three
D) four
Answer: B
Diff: 2 Var: 5
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

43
Copyright © 2020 Pearson Education, Inc.
58) How many significant figures are there in the answer for the following problem?

=?

A) one
B) two
C) three
D) four
Answer: B
Diff: 2 Var: 5
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

59) How many significant figures are there in the answer for the following problem?

23.1 + 0.5 8 48 + 1 1 = ?

A) one
B) two
C) three
D) four
Answer: B
Diff: 2 Var: 50+
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

60) Round off 00 507506 to four significant figures.


A) 00 51
B) 5076
C) 5100
D) 5.075 × 105
Answer: D
Diff: 1 Var: 5
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

44
Copyright © 2020 Pearson Education, Inc.
61) Round off 4 77,50 3 to four significant figures.
A) 4 775
B) 4 776
C) 4. 775 × 105
D) 4. 776 × 105
Answer: C
Diff: 1 Var: 50+
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

62) Round off 3 27,50 4 to three significant figures.


A) 3 27
B) 3 28
C) 3. 27 × 105
D) 3. 28 × 105
Answer: D
Diff: 1 Var: 50+
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

63) If 1.4% of the mass of a human body is calcium, how many kilograms of calcium are there in a 195-
pound man?
A) 1.2 kg Ca
B) 6.0 kg Ca
C) 1.2 × 102 kg Ca
D) 6.0 × 102 kg
Answer: A
Diff: 3 Var: 5
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

64) A fishing boat accidentally spills 6.0 barrels of diesel oil into the ocean. Each barrel contains 42
gallons. If the oil film on the ocean is 2.5 × 102 nm thick, how many square meters will the oil slick cover?
A) 3.8 × 10-3 m2
B) 3.8 × 106 m2
C) 3.8 × 107 m2
D) none of these
Answer: B
Diff: 3 Var: 5
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

45
Copyright © 2020 Pearson Education, Inc.
65) Because of the high heat and low humidity in the summer in Death Valley, California, a visitor
requires about one quart of water for every two miles traveled on foot. Calculate the approximate
number of liters required for a person to walk 15 kilometers in Death Valley.
A) 4.4 L
B) 18 L
C) 46 L
D) 70 L
Answer: A
Diff: 3 Var: 5
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

66) A car drives 80 km/h. If the car is driven for 122 minutes, how many miles has the car traveled?
A) 262
B) 364,000
C) 101
D) 24.4
Answer: C
Diff: 3 Var: 4
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

67) The output of a pendant manufacturer is 4335 pounds per week. If each pendant weighs 0.0133
pounds, how many pendants does the manufacturer make in one day?
A) 2,282,000
B) 324,700
C) 58
D) 46,560
Answer: A
Diff: 3 Var: 5
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.; G5 Demonstrate an
understanding of the impact of science on society.

68) An atom can be seen by


A) an atomic force microscope.
B) a nucleon microscope.
C) an optical microscope.
D) a telescope.
Answer: A
Diff: 1 Var: 50+
Topic: Chapter 1 Inquiry - What are the Unique Properties of Nanoscale Materials?
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

46
Copyright © 2020 Pearson Education, Inc.
69) Identify the smallest item.
A) the width of human hair
B) a white blood cell
C) a virus
D) a sugar
Answer: D
Diff: 1 Var: 50+
Topic: Chapter 1 Inquiry - What are the Unique Properties of Nanoscale Materials?
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

1.3 Short Answer Questions

1) Chemistry is the study of the composition, properties, and transformations of ________.


Answer: matter
Diff: 2 Var: 1
Topic: Section 1.1 The Scientific Method: Nanoparticle Catalysts For Fuel Cells
Learning Obj: LO 1.1 Identify the steps in the scientific method.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

2) A preliminary explanation of the results of many experiments that can be used to make predictions and
suggest further experimentations is a ________.
Answer: hypothesis
Diff: 2 Var: 1
Topic: Section 1.1 The Scientific Method: Nanoparticle Catalysts For Fuel Cells
Learning Obj: LO 1.1 Identify the steps in the scientific method.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

3) Using exponential notation, there are ________ bytes of memory are contained in a 2 TB external hard
drive.
Answer: 2 × 1012
Diff: 2 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

4) Using exponential notation, there are ________ g in 1.5 mg.


Answer: 1.5 × 10-3
Diff: 2 Var: 1
Topic: Section 1.2 Measurements: SI Units and Scientific Notation
Learning Obj: LO 1.3 Write numbers in scientific notation and use prefixes for multiples of SI units.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

5) The fundamental SI unit of mass is the ________.


Answer: kilogram
Diff: 2 Var: 1
Topic: Section 1.3 Mass and Its Measurement
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

47
Copyright © 2020 Pearson Education, Inc.
6) The meter is closest in length to the English system unit the ________.
Answer: yard
Diff: 2 Var: 1
Topic: Section 1.4 Length and Its Measurement
Learning Obj: LO 1.5 Convert between different prefixes used in length measurements.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

7) The difference between the boiling point and freezing point of water is 100°C, which is ________
kelvins.
Answer: 100
Diff: 2 Var: 1
Topic: Section 1.5 Temperature and Its Measurement
Learning Obj: LO 1.6 Convert between common units of temperature measurements.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

8) Volume is a derived unit having the unit length x, where x = ________.


Answer: 3
Diff: 2 Var: 1
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

9) The quantity 2.27 cm3 is the same as ________ mL.


Answer: 2.27
Diff: 2 Var: 1
Topic: Section 1.6 Derived Units: Volume and Its Measurement
Learning Obj: LO 1.7 Convert between SI and metric units of volume.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

10) The density of lead is 11.3 g/cm3. The volume occupied by 227 g of lead is ________ cm3.
Answer: 20.1
Diff: 3 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

11) The density of mercury is 13.6 g/cm3. The mass of 38.0 cm3 of mercury is ________ g.
Answer: 517
Diff: 3 Var: 1
Topic: Section 1.7 Derived Units: Density and Its Measurement
Learning Obj: LO 1.9 Calculate mass, volume, or density using the formula for density.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

12) Stored energy is ________ energy, and energy of motion is ________ energy.
Answer: potential, kinetic
Diff: 2 Var: 1
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

48
Copyright © 2020 Pearson Education, Inc.
13) The nutritionist unit Calorie is equal to ________ calories.
Answer: 1000
Diff: 2 Var: 1
Topic: Section 1.8 Derived Units: Energy and Its Measurement
Learning Obj: LO 1.12 Convert between common energy units.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

14) ________ refers to how well a number of independent measurements agree with one another, whereas
________ refers to how close to the true value a given measurement is.
Answer: Precision, Accuracy
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.14 Evaluate the level of accuracy and precision in a data set.
Global Obj: G1 Demonstrate an understanding of the principles of scientific inquiry.

15) The number of significant digits in 0.01810 g is ________.


Answer: four
Diff: 2 Var: 1
Topic: Section 1.9 Accuracy, Precision, and Significant Figures in Measurement
Learning Obj: LO 1.13 Specify the number of significant figures in a measurement.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

16) The quantity 1.0857 qt rounded to two significant figures is ________ qt.
Answer: 1.1
Diff: 2 Var: 1
Topic: Section 1.10 Significant Figures in Calculations
Learning Obj: LO 1.16 Report the result of mathematical calculation to the correct number of significant figures.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

17) Given that 2.54 cm = 1 in, 350 in3 = ________ L.


Answer: 5.74
Diff: 2 Var: 1
Topic: Section 1.11 Converting from One Unit to Another
Learning Obj: LO 1.17 Convert from one unit to another using conversion factors.
Global Obj: G4 Demonstrate the quantitative skills needed to succeed in chemistry.

49
Copyright © 2020 Pearson Education, Inc.
Another random document with
no related content on Scribd:
God! Was there anything more to accuse him of? Better any appeal
to publicity now than this step which shut him from Ada!
Suppose he made this appeal. There was no justice in public
opinion. In his case, it was already poisoned. Already it dubbed him
a Nero, a Caligula, a Richard Third! Add to the present outcry new
and more terrible charges—the formless insinuations of Sir Ralph—
and what might not its verdict be? It would justify his wife, applaud
the act which robbed him of his child! And these dark indictments,
though false, would be no less an evil legacy for that daughter whom
he loved with every fiber of his being.
To consent to lose Ada forever—or to risk both her loss and her
blight. To battle, and jeopardize her life’s happiness perhaps—or to
yield and give tacit admission to the worst the world said of him, her
father!
Night fell. At last he stirred and his square shoulders set. “To wait,”
he said—“to wait and be patient. That is all that is left. Whatever I
must do, the world shall not see me cringe. The celebrity I have
wrung from it has been in the teeth of all opinions and prejudices. I
will show no white feather now!”
He laid the document aside, rose and looked in the glass. His face
was haggard, worn; there were listless lines under his eyes. He
summoned Fletcher and dressed with all his old scrupulousness—
such a costume as he had worn the afternoon he had waked to
fame. With a thought, perhaps, of that day, he drew a carnation
through his buttonhole. Then he left the house and turned his steps
toward Drury Lane.
The fog was gone, the air lay warm and pleasant, and a waxing
moon shamed the street lamps. He passed down St. James Street,
and came opposite White’s Club. He had no thought of entering.
Lord Petersham descended the steps as he approached, his dress
exquisite, his walking-stick held daintily between thumb and
forefinger like a pinch of snuff. The fop’s eyes met Gordon’s in a
blank stare.
A group of faces showed in the bow-window and for an instant
Gordon hesitated, the old perverse spirit tempting him to enter, but
he resisted it.
The first act was on when he reached Drury Lane Theater, and the
lobby was empty save for the usual loungers and lackeys. The doors
of the pit were open and he stood behind the rustling colors of Fops’
Alley. He scanned the house curiously, himself unobserved, noting
many a familiar face in the boxes.
Night after night the pit had roused to the veteran actor Kean. Night
after night, Fops’ Alley had furnished its quota of applause for a far
smaller part, played with grace and sprightliness—by Jane Clermont,
the favorite of the greenroom. Her first entrance formed a finish to
the act now drawing to a close. To Gordon’s overwrought senses to-
night there seemed some strange tenseness in the air. Here and
there heads drew together whispering. The boxes were too quiet.
As the final tableau arranged itself, and Jane advanced slowly from
the wings, there was none of the usual signs of approval. Instead a
disturbed shuffle made itself heard. She began her lines smiling. An
ugly murmur overran the pit, and she faltered.
Instantly a man’s form leaned over the edge of a box and hissed.
The watcher, staring from the shadow of the lobby, recognized him
with a quick stab of significance—it was William Lamb. The action
seemed a concerted signal. Some one laughed. An undulate hiss
swept over the house like a nest of serpents. Even some of the
boxes swelled its volume.
Jane shrank, looking frightenedly about her, bewildered, her hands
clutching her gown; for the pit was on its legs now, and epithets were
hurled at the stage. “Crede Gordon!” came the derisive shout—a cry
taken up with groans and catcalls—and a walking-stick clattered
across the footlights. The manager rushed upon the stage and the
heavy curtain began to descend.
“The baggage!” said a voice near Gordon with a coarse laugh. “It’s
the one they say he had in his house when his wife left him. Serves
her right!”
Gordon’s breath caught in his throat. So this had been William
Lamb’s way! Not an appeal to the court of ten paces—an assassin in
the dark with a bloodless weapon to slay him in the world’s esteem!
He heard the din rising from the whole house, as he crossed the
lobby and strode down the passageway leading to the greenroom.
CHAPTER XVIII
GORDON STANDS AT BAY

Jane Clermont had reached it before him, her eyes a storm of anger.
She tore the silver ornaments from her costume, and dashed them at
the feet of the manager. “How dare they! How dare they!” she
flamed.
“Don’t talk!” he snapped. “I must go on with the play or they will be in
here in five minutes. Don’t wait to change your dress—go! go, I tell
you! Do you think I want my theater tumbled about my ears?”
He cursed as the dulled uproar came from beyond the dropped
curtain.
Curious eyes had turned to Gordon, faces zestful, relishing, as he
paused in the doorway. The girl had not seen him. But at that
moment hurried steps came down the passage—a youth darted past
Gordon and threw an arm about her.
“Jane!” he cried, “we were there—Mary and I—we saw it all! It is
infamous!”
A flash of instant recollection deepened the vivid fire in Gordon’s
look as it rested on the boyish, beardless figure, whose quaint dress
and roving eyes, bright and wild like a deer’s, seemed as
incongruous in that circle of paint and tinsel as in the squalor of the
Fleet Prison. Shelley went on rapidly through Jane’s incoherent
words:
“Jane, listen! We’re not poor now. We came to the play to-night to tell
you the news. Old Sir Bysshe, my grandfather, is dead and the entail
comes to me. We sail for the continent at daybreak. Mary is waiting
in the carriage. Come with us, Jane, and let England go.”
On the manager’s face drops of perspiration had started. “Aye, go!”
he foamed. “The quicker the better! His lordship is waiting—”
He shrank back, the sneer throttled on his lips, for there was that in
Gordon’s colorless features, his sparkling eyes, at which the man’s
tongue clove to the roof of his mouth.
“George Gordon!” exclaimed Shelley under his breath.
Jane’s glance had followed his and she saw the figure at the door for
the first time, as Gordon spoke:
“Cowards!” he said. “Cowards!”—a shrivelling rage was making his
speech thick. “A thousand against one! It is I they hate, and they
vent their hatred of me upon a woman! Such is the chivalry of this
puddle of water-worms they call London!”
A sudden admiration swept the girl. “You dare them, too! You are not
afraid!” She turned on the manager passionately. “I wouldn’t play for
them again for all London! I despise you all, in front of the curtain
and behind it. Liars—all liars! Come, Bysshe, I will go with you!”
Shelley held out his hand to Gordon with an open, friendly, “Good-by,
my lord.”
“AYE, GO!” HE FOAMED. “THE QUICKER THE BETTER!”
p. 136.
Gordon had been looking at him steadily—looking, but with a strange
irrelevance, seeing really himself, standing in his own room at a
long-ago dawn, a goblet of brandy in his hand, and in his heart a
determination rising anew—a wish to be like the youth whose clasp
now met his own, with a like serenity and purpose, a soul to which
fame meant least, truth and right all! In that year of dazzle before his
marriage he had quenched that determination. He had worshiped the
Great Beast. He had lived the world’s life and played its games and
accepted its awards. Now he suffered its punishments!
Malicious faces were peering in at the street entrance. The pit had
overflowed into the lobby, the lobby into the street, and the numbers
swelled from the hordes of the pave whose jargon banter flew back
and forth. The jeering voices came plainly down the brick
passageway.
“I will see you to your carriage,” said Gordon, and went out with
them.
They passed to the vehicle—from which Mary Shelley’s frightened
face looked out—through a vociferous human lane, that groaned and
whistled in gusto.
“There’s the jade; an’ ’er lordship with ’er, too!”
“Which is ’im?”
“W’y, ’im with the leg.”
At the gibe which followed Gordon smiled mirthlessly. This blind
rabble, egged on by hatred that utilized for its ends the crass dislike
of the scum for the refined—what was it to him? He knew its
masters!
As Jane took her seat the jeers redoubled. Across the heads
between him and the surging entrance of the theater he saw the
sneering, heavy-lidded face of William Lamb. The sight roused the
truculent demon of stubbornness in him. With a flare of unrecking
impertinence, and a racing recollection of a first dinner at Melbourne
House, when he had given Lady Caroline Lamb such a blossom
from his coat, Gordon drew the carnation from his buttonhole and
handed it to Jane Clermont.
The crowd had looked to see him enter with the others; now as the
vehicle rolled away, leaving him standing alone, the clamor,
sharpened by his nonchalant act and by the smile which they could
not translate, rose more derisive, more boldly mixed with insult. They
were overcoming that dull inborn fear of the clod for the noble. There
was menace in what they said, a foreshadowing of peril that might
have fallen but for a diversion.
A coach, adroitly handled, whirled up to the kerbstone, and a man
leaped to the pavement. Gordon felt a hand touch his arm.
“The carriage, my lord,” said Fletcher.
The valet, guessing better than his master, had followed him. A
sense of the dog-like fidelity of the old servitor smote Gordon and
softened the bitter smile on his lips. Only an instant he hesitated
before he entered the carriage, and in that instant a hand grasped at
the horses’ heads, but the coachman’s whip fell and the plunging
animals made an aisle through which the vehicle, hissed and hooted,
rolled in safety.
As it drew away, a young man, dark and oriental looking, came
through the crowd, staring wonderingly at the excitement. He was
one who more than once on that spot had watched Gordon’s
approaching carriage with black envy and jealousy—the same who
had stood with Jane Clermont on the night Dr. Cassidy’s suspicious
gaze had made him draw closer into the shadow of the doorway. At
the names the crowd coupled, he started, paled and hurried into the
stage-entrance.
In an instant he emerged, breathing hard, heard the jeers of the
crowd directed at the moving carriage, and, his fingers clenching,
rushed into the street and gazed after it. It turned into Long Acre,
going toward Piccadilly. He plunged into the network of side streets
opposite and hastened rapidly in the direction it had taken.
It was not far to the house on Piccadilly Terrace, and he outstripped
the coach. From the shadow he saw it stop, saw the man it carried
dismount—alone.
“Where is she?” he muttered. “He took her from the theater—damn
him! Where has he left her?”

The same bitter smile with which he had faced the clamor outside
the theater was on Gordon’s white face as he entered the house. In
the hall he opened a single note of invitation, read it and laughed.
Rushton met him. “Mr. Dallas is in the library, your lordship.”
Gordon strode into the room. Dallas saw that though he was smiling
oddly, his face was deeply lined, and his eyes were glittering like
those of a man with a fever.
“George,” cried Dallas, “I was bound to see you! Why,—you are ill!”
“Not I, Dallas. I have been to Drury Lane to-night. All society was
there, divorced and divorceable, intrigants and Babylonians of
quality. Lady Holland, like a hippopotamus in the face, and William
Lamb with the very manner of the ursine sloth!”
There was genuine anxiety in Dallas’ tone. “Come with me to
Stratford for a few days,” he besought. “Come now—to-night!”
“Not this week, old friend. I have social engagements to fill!” Gordon
tossed him the note he held. “See! Lady Jersey, the loveliest tyrant
that shakes the cap and bells of fashion’s fools!—the despot of
Almack’s—the patroness-in-chief of the Dandy Ball, invites the
reprobate, the scapegrace, to that sumptuous conclave! She dares
the frown and risks pollution! Would you have me disappoint my only
woman apologist in London? Shall I not reward such unparagoned
courage with the presence of its parlor lion, its ball-room bard, its
hot-pressed darling?”
He laughed wildly, sardonically, and jerked the bell.
“Fletcher, a bottle of brandy,” he commanded, “and I shall not want
you again to-night.”
The valet set the bottle down with an anxious look at his master—a
half-appealing one toward Dallas.
As the door closed, Gordon, sitting on the table-edge, began to sing
with perfect coolness, without a quaver in the metallic voice:
“The Devil returned to hell by two,
And he stayed at home till five;
He dined on a dowager done ragout
And a peer boiled down in an Irish stew
And, quoth he, ‘I’ll take a drive!
I walked this morning. I’ll ride to-night—
In darkness my children take delight—
And I’ll see how my favorites thrive!’”
“Laddie!” Dallas’ cry was full of pity and entreaty. “I beg of you—
stop!” He went over and touched the other’s arm.
“Listen, Dallas—
“The Devil he lit on the London pave
And he found his work done well.
For it ran so red from the slandered dead
That it blushed like the waves of hell!
Then loudly and wildly and long laughed he—
‘Methinks they have here little need of me!’”
CHAPTER XIX
THE BURNING OF AN EFFIGY

Bean Brummell, pattern of the dandies, stood in Almack’s Assembly


Rooms, bowing right and left with the languid elegance of his station.
The night before, in play at the Argyle, he had lost twenty thousand
pounds at macao, but what mattered that to the czar of fashion, who
had introduced starch into neck-cloths and had his top-boots
polished with champagne, whose very fob-design was a thing of
more moment in Brookes’ Club than the fall of Bonaparte, and
whose loss even of the regent’s favor had not been able to affect his
reign. He was a still fool that ran deep. He had been in debt ever
since a prince’s whim had given him a cornetcy in the Tenth
Hussars; the episode now meant to him only another ruined Jew,
and a fresh flight for his Kashmerian butterfly career.
He took snuff with nonchalant grace from a buhl snuff-box,—he had
one for each day in the year,—and touched his rouged lips with a
lace handkerchief of royal rose-point. His prestige had never been
higher, nor his insolence more accurately applied than on this
evening of the last of the Dandy Balls.
The club tables, where ordinarily were grouped players at whist and
hazard, had vanished; brackets holding glass candelabra were
distributed along the walls, and the pink shaded glow of myriads of
wax tapers was reflected from mirrors set crosswise in every angle
and surrounded by masses of flowers. The great tapestried ball-
room,—a hundred feet in length,—in which Madame Catalani had
given her famous concerts and Kean his readings from
Shakespeare, was decorated with gilt columns, pilasters, and classic
medallions with candles in cut-glass lusters. A string orchestra
played behind a screen of palms and a miniature stage had been
built across the lower end of the room.
Here were gathered the oligarchs of fashion and the tyrants of ton.
The dandies—Pierrepont, Alvanley, Petersham, the fop lieutenants
and poodle-loving worshipers of Brummell—with gold buckles
glittering in their starched stocks, and brave in tight German trousers
and jewelled eye-glasses, preened and ogled among soberer
wearers of greater names and ladies of title, whose glistening
shoulders and bare arms flashed whitely through the shifting stir of
bright colors.
On the broad stair, under the chandeliers of crystal and silver, in the
ball-room,—wherever the groups and the gossip moved that
evening, one name was on every tongue. The series of tableaux
rehearsed under direction of Lady Heathcote, and the new quadrille
introduced from Paris by Lady Jersey, the features of the evening,
were less speculated upon than was George Gordon. The hissing at
Drury Lane had several new versions, and there were more
sensational stories afloat. It was said he had entered Brookes’ Club
the day before, where no one had spoken to him; that the Horse
Guards had had to be sent for to prevent his being mobbed in
Palace Yard as he attempted to enter the House of Lords. It was
even confidently asserted that a motion was to be introduced in
Parliament to suspend him from his privileges as a peer.
Lady Jersey, stately in black velvet and creamy lace, met John
Hobhouse on the stair.
“Have you seen him?” she asked anxiously.
“No, but I have called every day. It was courageous of you to send
him the invitation for to-night. No other patroness would have dared.”
“I only wish he would come!” she flashed imperiously. “One would
think we were a lot of New England witch-hunters! There is nothing
more ridiculous than society in one of its seven-year fits of morality.
Scandals are around us every day, but we pay no heed till the spasm
of outraged virtue takes us. Then we pick out some one by mere
caprice, hiss him, cut him—make him a whipping-boy to be lashed
from our doors. When we are satisfied, we give our drastic virtue
chloroform and put it to sleep for another seven years!”
Hobhouse smiled grimly at the gleam in her hazel eyes as she
passed on to the lower room where the quadrille was to have its final
rehearsal. Lady Jersey’s was a despotic rule. She was as famous for
her diplomacy as for her Sunday parties. More than one debate had
been postponed in Parliament to avoid a conflict with one of her
dinners. Gordon, he reflected, could have no more powerful ally.
He ascended to the ball-room, where the tableaux were oozing
patiently on with transient gushes of approbation: “Solomon and the
Queen of Sheba,” with Lady Heathcote as the queen; “Tamerlane the
Great,” posed by a giant officer of the foot-guards in a suit of chain-
mail,—and subjects drawn from heathen mythology.
The last number, a monologue, was unnamed, but word had gone
forth that the performer was to be Lady Caroline Lamb.
Slowly the curtain was drawn aside and a breath of applause stirred
as Lady Caroline was revealed, in complete Greek costume, with
short blue skirt and round jacket, its bodice cut square and low and
its sleeves white from elbow to wrist. In that congress of beauties,
decked in the stilted conventions of Mayfair modistes, the attire had
a touch of the barbaric which suited its wearer’s type—a touch
accentuated by the jade beads about her throat and the dagger
thrust through her girdle.
The fiddles of the orchestra had begun to play, as prelude, the music
of the Greek love-song Gordon had written, long ago made popular
in London drawing-rooms, and “Maid-of-Athens!” was echoed here
and there from the floor.
The figure on the stage swept a slow glance about her, her cheeks
dark and red from some under-excitement. She waved her hand,
and from the wings came a procession of tiny pages dressed as
imps, all in red.
A murmur of wonder broke from the crowd. Lady Caroline’s vagaries
were well-known and her wayward devisings were never without
sensation.
“What foolery of Caro’s can this be?” queried Brummell to
Petersham as the first page set up a tripod and the second placed
upon it a huge metal salver.
The whole room was rustling, for it was clear, from the open surprise
of the committee, that this was a feature not on the program. Those
in the rear even stood on chairs while the scarlet-hued imps grouped
about the tripod in a half-circle open toward the audience.
Lady Caroline clapped her hands and a last page entered dressed in
red and black as Mephistopheles, carrying aloft on a wand what
looked like a gigantic doll. The wand he fitted into a socket in the
salver, and the dangling figure that swung from it, turning slowly,
revealed a grotesque image of George Gordon.
The audience gazed at the effigy with its clever burlesque of each
well-known detail,—the open rolling collar, the short brown curls
pasted on the mask, the carnation in its buttonhole—startled at the
effrontery of the idea. It was Brummell who gave the signal by an
enthusiastic Brava!
Then the assemblage broke into applause and laughter that ran like
a mounting wave across the flash and glitter of the ball-room,
thundering down the refrain of the orchestra.
The applause stilled as Lady Caroline raised her hand, and recited,
in a voice that penetrated to the furthermost corner:
“Is it Guy Fawkes we bring with his stuffing of straw?
No, no! For Guy Fawkes paid his debt to the law!
But the cause we uphold is to decency owed,
By a social tribunal, unmarked by the code!
Behold here a poet—an eloquent thing
Which the Drury Lane greenroom applauded its king,
Who made all the envious dandies despair
By the cut of his cuffs and the curl of his hair.”
She had spoken this doggerel with elaborate gestures toward the
absurd manikin, her eyes gleaming at the applause that greeted
each stanza. Unsheathing the dagger at her girdle, she waved it with
a look of languishing that made new laughter.
“Who, ’tis said, when a fair Maid-of-Athens he pressed,
Swore his love on a dagger-scratch made on his breast!
And when they’d have drowned the poor creature, alack,
Brought gain to his glory by slitting the sack!”
John Hobhouse was staring indignantly, unable to control his anger.
A note of triumph, more trenchant and remorseless than her raillery,
grew into Lady Caroline’s tone:

“His deportment, so evilly mal-à-propos,


At last sunk him far every circle below,
Till, besmirched by the mire of his flagrant disgrace,
The front door of London flew shut in his face.

So burn, yellow flame, for an idol dethroned!


Burn, burn for a Gordon, by Muses disowned!
Burn, burn! while about thee thy imps circle fast,
And give them their comrade, recovered at last!”

At the word “burn,” the speaker seized a candle from a sconce and
touched it to the figure, which blazed brightly up. The imp-pages
grasped hands and began to run round and round the group. At the
weird sight a tumult of applause went up from the whole multitude,
which clapped and stamped and brava’d itself hoarse.
Suddenly a strange thing happened—unexpected, anomalous,
uncanny. The applause hushed as though a wet blanket had been
thrown over it. Faces forsook the stage. The pages ceased their
circling. Women drew sharp tremulous breaths and men turned
eagerly in their places to see a man advancing into the assembly
with halting step and with a face pale yet brilliant, like an alabaster
vase lighted from within.
Some subtle magnetism had always hung about George Gordon,
that had made him the center of any crowd. Now, in the tension, this
was enormously increased. His sharply chiselled, patrician features
seemed to thrill and dilate, and his eyes sparkled till they could
scarce be looked at. A hundred in that room he had called by name;
scores he had dined and gamed with. His look, ruthless, yet even,
seemed to single out and hold each one of these speechless and
staring, deaf to Brummell’s sneer through the quiet.
Speech came from Gordon’s lips, controlled, yet vital with
subterraneous passion—words that none of that shaken audience
could afterward recall save in part—hot like lava, writhing, pitiless,
falling among them like a flaying lash of whip-cords:
“Scribes and Pharisees, hypocrites! I have heard hyenas and jackals
in the ruins of Asia, Albanian wolves and angry Mussulmans! Theirs
is sweet music beside the purr of England’s scandal-mongers. I have
hated your cant, despised your mediocrity and scoffed at your
convention, and now, lacking the dagger and the bowl,—when
deliberate desolation is piled upon me, when I stand alone on my
hearth with my household gods shivered around me,—you gather
your pomp and rabblement of society to bait me!”
There was a stir at the door. Lady Jersey had entered, and John
Hobhouse sprang to her side. She saw the blazing puppet and
divined instantly the cruel farce that had been enacted. Her
indignation leaped, but he caught her arm.
“No, no,” he said, “it is too late.”
The stinging sentences went on:
“So have you dealt with others, those whose names will be rung in
England when your forgotten clay has mixed with its earth! Let them
be gently born and gently minded as they may—as gentle as
Sheridan, whom a year ago you toasted. He grew old and you
covered him with the ignominy of a profligate, abandoned him to
friendless poverty and left him to die like a wretched beggar, while
bailiffs squabbled over his corpse! What mattered to him the
crocodile tears when you laid him yesterday in Westminster Abbey?
What cared he for your four noble pall-bearers—a duke, a pair of
earls and a Lord Bishop of London? Did it lighten his last misery that
you followed him there—two royal highnesses, marquises, viscounts,
a lord mayor and a regiment of right-honorables? Scribes and
Pharisees, hypocrites!
“So you dealt with Shelley—the youth whose songs you would not
hear! You hounded him, expelled him from his university, robbed him
of his father and his peace, and drove him like a moral leper from
among you! You write no pamphlets in verse—nor read them if a
canon frowns! You sit in your pews on Sunday and thank Fate that
you are not as Percy Bysshe Shelley, the outcast! God! He sits so
near that Heaven your priests prate of that he hears the seraphs
sing!
“And do you think now to break me on your paltry wheel? You made
me, without my search, a species of pagod. In the caprice of your
pleasure, you throw down the idol from its pedestal. But it is not
shattered; I have neither loved nor feared you! Henceforth I will not
eat with you, drink with you, nor pray with you. Attribute to me every
phase of your vileness! Charge me with profligacy and madness!
Make of my career only a washed fragment in the hartshorn of your
dislike! Drive your red-hot plowshares, but they shall not be for me!
May my bones never rest in an English grave, nor my body feed its
worms!”
The livid sentences fell quivering, heavy with virile emphasis, like the
defiance of some scorned augur, invoking the Furies in the midnight
of Rome.
Hardly a breath or movement had come from those who heard. They
seemed struck with stupor at the spectacle of this fiery drama of
feeling. Lady Caroline was still standing, the center of the group of
imp-pages, and above her hovered a slate-colored cloud, the smoke
from the effigy crumbling into shapeless ashes. Her gaze was on the
speaker; her teeth clenched; the mockery of her face merged into
something apprehensive and terror-smitten.
In the same strained silence, looking neither to right nor left, Gordon
passed to the entrance. Hobhouse met him half-way and turned with
him to Lady Jersey. Gordon bent and kissed her hand, and as he
went slowly down the stair, Lady Jersey’s eyes filled with tears.
The spell was broken by a cry from the stage and Lady Heathcote’s
scream. Lady Caroline had swayed and fallen. The blade of the
dagger which she still held had slipped against her breast as she fell,
and blood followed the slight cut. The crowd surged forward in
excitement and relaxation, while waves of lively orchestral music
rolled over the confusion, through which the crumpled figure was
carried to a dressing-room.
Only those near-by saw the dagger cut, but almost before Gordon
had emerged into the night a strange rumor was running through the
assembly. It grew in volume through the after-quadrille and reached
the street.
“Caroline Lamb has tried to stab herself,” the whisper said.
CHAPTER XX
THE EXILE

Fletcher was watching anxiously for his master’s return that night.
When he entered, there were new lines in his face—the stigmata of
some abrupt and fearful mental recoil.
“Order the coach to be got ready at once,” Gordon directed, “and
pack my portmanteau.”
He went heavily into the library, gazing at the book-shelves with eyes
listless and dull. Presently, with the same nerveless movements, he
unlocked a drawer and took therefrom several small articles: a lock
of Ada’s hair—a little copy of “Romeo and Juliet” given him years
before by his sister—and the black bottle. He thrust these into his
great-coat pocket.
Amid the litter of papers on his desk a document met his eye: it was
the draft of separation submitted by Sir Samuel Romilly. Through his
mind flitted vaguely his struggle as he had sat with that paper before
him. The struggle was ended; justice was impossible. It remained
only to sign this, the death-warrant of his fatherhood. He wrote his
name without a tremor, franked it for the post and laid it in plain view,
as Fletcher entered to announce the carriage.
The deep lines were deeper on Gordon’s face as he went to the
pavement; he moved like a sleep-walker, his body obeying
mechanically the mandate of some hidden, alert purpose working
independently of eye and brain. An inner voice rather than his own
seemed to give the direction—a direction that made the coachman
stare, made Fletcher with a look of dismay seize coat and hat and
climb hurriedly to the box beside him.
Gordon did not see this—he saw nothing, knew nothing, save the
rush of the coach through the gloom.
When the worn night was breaking into purple fringes of dawn,
Gordon stood on the deck of a packet outbound for Ostend, looking
back over the wine-dark water where the dissolving fog, hung like a
fume of silver-gray against the white Dover cliffs, built a glittering city
of towers and banners. Under the first beams the capricious vapors
seemed the ghosts of dead ideals shrouding a harbor of hate. His
youth, his dreams, his triumphs, his bitterness, his rebellion, his grief,
all blended, lay there smarting, irreparable. Before him stretched
wanderings and regrets and broken longings.
“Your coffee, my lord!”—a familiar voice spoke. Fletcher stood
behind him, tray in hand, trepidation and resolve struggling in his
countenance.
Gordon took the coffee mechanically. “How did you come here?”
“With the coach, my lord.”
“Where are you going?”
The valet’s hand shook, and he swallowed hard. “Your lordship
knows best,” he said huskily.
Gordon gazed a moment out across the misty channel. When he set
down the cup his face had a look that brought to the other’s eyes a
sudden gladness and utter devotion.
“Thank you, Fletcher,” he said gently, and turned his gaze away.
Presently, as the light quickened, he drew paper from his pocket, put
the copy of “Romeo and Juliet” beneath it for support, and with the
book resting on the rail, began to write. What he wrote—strange that
chance should have furnished for his tablet now a story of such
deathless love!—was a letter to Annabel:
“A few final words—not many. Answer I do not expect, nor
does it import. But you will at least hear me. I leave in
England but one being whom you have left me to part with
—my sister. Wherever I may go—and I may go far—you
and I can never meet in this world. Let this fact content or

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