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Chemistry 313 — Competency-Based Questions

20 Conceptual/Numerical MCQ + 20 Application Problems + 10 Advanced Analysis = 50 · Cross-lesson synthesis

Built from Notes, Flashcards, MCQ and Formula Sheets across all 21 selected lessons (L1, L2, L4, L7, L9, L12, L13, L17–L29, L31). Competency: Application · Analysis · Problem-solving.
Repeated concepts: Mole & solutions · Atomic structure & bonding · Thermodynamics & equilibrium · Electrochemistry · s/p/d-block & coordination · Organic functional groups (hydrocarbons to amines) · Biomolecules · Soaps, detergents & polymers
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Conceptual / Numerical MCQ

0 / 20 correct

CQ1. How many moles of CO₂ are present in 88 g of CO₂? (M = 44 g·mol⁻¹) (1 mark) | Competency: Application | L1 | Themes: Mole concept, molar mass

CQ2. What is the molarity of a solution containing 0.50 mol of NaCl dissolved in 250 mL of solution? (1 mark) | Competency: Application | L1, L7 | Themes: Molarity

CQ3. The electronic configuration 1s² 2s² 2p⁶ 3s² 3p⁶ 4s¹ describes which element? (1 mark) | Competency: Application | L2 | Themes: Electronic configuration

CQ4. In methane (CH₄), the carbon atom is: (1 mark) | Competency: Application | L4 | Themes: Hybridisation

CQ5. For an ideal binary solution, if mole fraction of solvent x₁ = 0.80 and pure solvent vapour pressure P₁° = 100 mm Hg, the partial pressure of solvent is: (1 mark) | Competency: Application | L7 | Themes: Raoult's law, vapour pressure

CQ6. A system absorbs 500 J of heat and does 200 J of work on the surroundings. Using ΔU = q − w (work by system positive), ΔU equals: (1 mark) | Competency: Application | L9 | Themes: Enthalpy, first law

CQ7. The pH of 0.001 M HCl (complete dissociation) is: (1 mark) | Competency: Application | L12 | Themes: pH, strong acid

CQ8. For a cell, E° = 1.10 V and n = 2. At 25 °C, if Q = 1, E_cell is approximately: (1 mark) | Competency: Application | L13 | Themes: Nernst equation, cell potential

CQ9. Which oxide is most basic among the following? (1 mark) | Competency: Application | L17 | Themes: s-Block oxides

CQ10. Down a group of p-block elements, atomic radius generally: (1 mark) | Competency: Application | L18 | Themes: p-Block trends

CQ11. In the laboratory preparation of ammonia from ammonium salts, a common reagent pair is: (1 mark) | Competency: Application | L19 | Themes: Ammonia preparation

CQ12. Among F₂, Cl₂, Br₂ and I₂, the strongest oxidising agent is: (1 mark) | Competency: Application | L20 | Themes: Halogens, oxidising power

CQ13. Many transition metal ions are coloured mainly due to: (1 mark) | Competency: Application | L21 | Themes: Transition metals, colour

CQ14. In [Cu(NH₃)₄]²⁺, the coordination number of copper is: (1 mark) | Competency: Application | L22 | Themes: Coordination number, ligands

CQ15. The compound CH₃CH₂OH is named as: (1 mark) | Competency: Application | L23 | Themes: IUPAC, functional groups

CQ16. Propene treated with HBr (no peroxide) mainly gives: (1 mark) | Competency: Application | L24 | Themes: Markovnikov addition

CQ17. Which substrate is most likely to undergo SN1 rapidly? (1 mark) | Competency: Application | L25 | Themes: SN1 vs SN2

CQ18. In the Lucas test, immediate turbidity is characteristic of: (1 mark) | Competency: Application | L26 | Themes: Lucas test, alcohols

CQ19. Tollen's reagent gives a silver mirror with: (1 mark) | Competency: Application | L27 | Themes: Tollen's test

CQ20. Hofmann bromamide reaction converts an amide RCONH₂ into an amine with: (1 mark) | Competency: Application | L28 | Themes: Hofmann bromamide

Application Problems — Scenario-based across 2+ lessons

3 marks · Apply concepts to new situations · Try first, then show model answer.

AQ1. A student needs 250 mL of 0.20 M NaOH. (a) How many moles of NaOH are required? (b) What mass of solid NaOH (M = 40 g·mol⁻¹) should be weighed? (c) Why is the solution diluted to the mark in a volumetric flask rather than adding 250 mL of water to solid? (3 marks) | Competency: Application | L1, L7 | Themes: Stoichiometry, solutions

AQ2. Explain why BeH₂ is linear while H₂O is bent, using hybridisation and lone pairs. Relate to electron-pair geometry. (3 marks) | Competency: Application | L2, L4 | Themes: Atomic structure, bonding

AQ3. Dissolving a non-volatile solute in water lowers vapour pressure (Raoult) and also often involves heat of solution. How do colligative lowering of vapour pressure and enthalpy of solution differ in what they measure? (3 marks) | Competency: Application | L7, L9 | Themes: Colligative properties, enthalpy

AQ4. For the dissociation HA ⇌ H⁺ + A⁻, how does a large positive ΔG° relate to Ka and pH of a weak acid solution? (3 marks) | Competency: Application | L9, L12 | Themes: Spontaneity, equilibrium

AQ5. A buffer of CH₃COOH/CH₃COONa resists pH change. How does this idea connect to a hydrogen electrode used in electrochemical cells where [H⁺] affects potential? (3 marks) | Competency: Application | L12, L13 | Themes: pH, electrochemistry

AQ6. During electrolysis of aqueous CuSO₄ with copper electrodes, Cu dissolves at anode and deposits at cathode. Why is copper suitable, and what oxidation states are typical? (3 marks) | Competency: Application | L13, L21 | Themes: Electrolysis, d-block

AQ7. Compare the nature of Na₂O and SO₂ as oxides and predict the pH of their aqueous solutions qualitatively. (3 marks) | Competency: Application | L17, L18 | Themes: s-Block vs p-block

AQ8. Chlorine water bleaches by oxidation; ammonia forms complexes and is basic. Using one reaction each, show oxidising behaviour of Cl₂ and basic behaviour of NH₃. (3 marks) | Competency: Application | L19, L20 | Themes: p-Block compounds

AQ9. Why is [Ti(H₂O)₆]³⁺ coloured while [Sc(H₂O)₆]³⁺ is colourless? Use d-electron configuration. (3 marks) | Competency: Application | L21, L22 | Themes: Complexes, colour

AQ10. Write the IUPAC name of [Co(NH₃)₆]Cl₃ and state the oxidation number of cobalt. How does naming differ from simple binary salts? (3 marks) | Competency: Application | L22, L23 | Themes: Nomenclature, coordination

AQ11. Outline a two-step path from ethene to ethanol via a haloalkane intermediate, naming reagents. (3 marks) | Competency: Application | L24, L25 | Themes: Hydrocarbons to haloalkanes

AQ12. tert-Butyl bromide is converted to an alcohol with aqueous KOH, then treated with Lucas reagent. What is observed and why? Contrast with 1-bromopropane under the same sequence. (3 marks) | Competency: Application | L25, L26 | Themes: Haloalkanes, alcohols, Lucas test

AQ13. How can you distinguish primary, secondary and tertiary alcohols using oxidation products and mild tests on the carbonyls formed? (3 marks) | Competency: Application | L26, L27 | Themes: Oxidation of alcohols

AQ14. Ethanal undergoes aldol condensation; methanal undergoes Cannizzaro. Explain the difference in terms of α-hydrogen, then state one test that distinguishes ethanal from ethanamine. (3 marks) | Competency: Application | L27, L28 | Themes: Carbonyls, amines

AQ15. Starting from aniline, how is chlorobenzene prepared via diazonium salt? Name the key reaction. (3 marks) | Competency: Application | L28, L22 | Themes: Diazonium, synthesis

AQ16. Glucose is an aldohexose that exists mainly as a cyclic hemiacetal. How does this relate to carbonyl chemistry of aldehydes, and why does open-chain form still give some aldehyde tests? (3 marks) | Competency: Application | L29, L27 | Themes: Biomolecules, carbonyls

AQ17. Proteins are polyamides of α-amino acids. Relate the peptide bond to organic amide chemistry and state why essential amino acids must be in the diet. (3 marks) | Competency: Application | L29, L28 | Themes: Proteins, peptide bond

AQ18. Soaps are made by saponification of fats. Relate this to triglyceride structure of lipids and explain why soap fails in hard water. (3 marks) | Competency: Application | L31, L29 | Themes: Soaps, lipids

AQ19. Terylene is a polyester from ethylene glycol and terephthalic acid. Is this addition or condensation polymerisation? How does it differ from polyethene formation? (3 marks) | Competency: Application | L31, L27 | Themes: Polymers, condensation

AQ20. Natural rubber is a polymer of isoprene. Why is vulcanisation with sulphur important, and how does the C=C character of polyisoprene link to alkene chemistry? (3 marks) | Competency: Application | L31, L24 | Themes: Rubber, alkenes

Advanced Analysis — Synthesis across 3+ lessons

5 marks · Compare, contrast and evaluate · Deep understanding of chemistry concepts.

ZQ1. Analyse how molarity, mole fraction and pH each express composition of an aqueous acetic acid solution. Which is intensive, which depends on ionisation, and how does dilution affect each? (5 marks) | Competency: Analysis | L1, L7, L12 | Themes: Concentration, equilibrium

ZQ2. Compare the roles of s, p and d orbitals in (i) hybridisation of carbon in ethene, (ii) colour of transition-metal ions. Why does carbon not show the same variable oxidation states as iron? (5 marks) | Competency: Analysis | L2, L4, L21 | Themes: Electrons, bonding, d-orbitals

ZQ3. Connect ΔG, equilibrium constant K and cell potential E for a redox reaction. When is a reaction spontaneous in the electrochemical sense? (5 marks) | Competency: Analysis | L9, L12, L13 | Themes: Energy, equilibrium, cells

ZQ4. Trace the change from basic to acidic oxides across period 3 (Na₂O to SO₃/Cl oxides). How does this relate to metal/non-metal character and industrial acids? (5 marks) | Competency: Analysis | L17, L18, L19, L20 | Themes: Periodic trends, oxides, acids

ZQ5. Analyse why coordination compounds of Cu²⁺ and Fe³⁺ are central both to colour chemistry and to redox/electrochemical behaviour. (5 marks) | Competency: Analysis | L21, L22, L13 | Themes: Transition metals, complexes, redox

ZQ6. Map a synthetic sequence: propene to propan-2-ol to propanone. Identify reaction types and justify regiochemistry where relevant. (5 marks) | Competency: Analysis | L24, L25, L26 | Themes: Organic reaction map

ZQ7. Compare strategies to introduce nitrogen: reduction of nitro compounds vs Hofmann bromamide vs nucleophilic substitution on alkyl halides. When is each preferred? (5 marks) | Competency: Analysis | L26, L27, L28 | Themes: Functional group interconversion

ZQ8. Aldehydes/ketones appear in sugars; esters in fats and polyesters. Analyse how the same C=O chemistry underpins biomolecules and synthetic polymers. (5 marks) | Competency: Analysis | L27, L29, L31 | Themes: Carbonyls in life and materials

ZQ9. Nitrogen appears in amines, amino acids, nucleic acid bases and ligands like NH₃. Analyse structural roles of N lone pairs across these contexts. (5 marks) | Competency: Analysis | L28, L29, L22 | Themes: Nitrogen in biology and complexes

ZQ10. Evaluate detergents vs soaps for cleaning in hard water and environmental impact. How do micelle formation and polymer non-biodegradability both raise systems-level issues? (5 marks) | Competency: Analysis | L31, L7, L9 | Themes: Surfactants, energy, environment