Answers to exercises solved problems

ANSWERS TO EXERCISES SOLVED PROBLEMS The thickness of the cake can be calculated according to... 

ANSWERS TO EXERCISES SOLVED PROBLEMS Pnxxss scheme lor nxy [Pg.542]

Each Example is accompanied by an Exercise, which is a similar problem that you can try. The answers to these Exercises are at the end of the book. At the end of each Exercise is a hst of corresponding end-of-chapter Practice Problems. Try some of these to gain mastery of that problem-solving skill. Problems are in matched pairs, and answers to odd-numbered Problems are provided at the end of the book. 

Be aware that the purpose of the exercise is not to get the right answer. The correct answers to these problems are known already Instead, you are trying to leam how to solve scientific problems so that when you are confronted with new problems(either on an examination, in another course, or in your job) you will know how to approach them. 

There is a myriad of analytical solutions for steady-state conduction heat-transfer problems available in the literature. In this day of computers most of these solutions are of small utility, despite their exercise in mathematical facilities. This is not to say that we cannot use the results of past experience to anticipate answers to new problems. But, most of the time, the problem a person wants to solve can be attacked directly by numerical techniques, except when there is an easier way to do the job. As a summary, the following suggestions are offered ... 

In the remaining chapters of this book, you will see a number of examples worked out, and you will see a number of exercises and problems that you can solve. In most of these, a method must be found and applied that will lead from the given information to the desired answer. In some problems there will be a choice of methods. Perhaps you must choose between a graphical procedure and a numerical procedure, or between an approximate formula and an exact formula. In some of these cases, it would be foolish to carry out a more difficult solution, because an approximate solution will give you an answer that will be sufficient for the purpose at hand. In other cases, you will need to carry out a more nearly exact solution. You will need to learn how to distinguish between these two cases. 

At the end of each chapter is a series of exercises, again to test your problem-solving skills in chemistry. Your instructor wdl very likely assign some of these end-of-chapter exercises as homework. The first few exercises called Visualizing Concepts are meant to test how well you understand a concept without plugging a lot of numbers into a formula. The other exercises ate divided into sections that reflect the order of the material in the chapter. These exercises ate grouped in pairs, with the answers given in the back of the book to... 

Check Ina conceptual exercise of this kind, there is no numerical answer to check. All we can check in such cases is our reasoning in the course of solving the problem. 

In the first example, chosen to show that it is possible to solve a whole family of problems in little more time than it takes to do a single one when one doesn t use the spreadsheet, we will learn how to label columns needed in the exercise, dealing with expressions of concentrations of aqueous hydrochloric acid, enter data of interest, and use formulas so that the data can be transformed into the desired answers to the question(s) asked. We will also learn how to prepare a graph comparing the variation of molarity and molality as a function of %HC1. Also, by determining the percent difference between M and m at various concentrations, we will be able to judge when it is reasonable to substitute the more convenient M for the more rigorous m in equilibrium expressions. 

Worked Examples demonstrate how to utilize the concepts in this course in problem solving. Each example is accompanied by one or more exercises (Try It) that are answered in Appendix F, thereby helping students to check their understanding. The examples and exercises, combined with the Concept Checks, are designed to help students gain confidence about smaller segments of material before they try to answer larger questions and problems at the end of each chapter. 

Careful study of the worked-out examples in the body of each chapter will improve your ability to analyze problans and correctly carry out the calculations needed to solve them. Also take the time to work through the practice exercise that follows each example to be sure you understand how to solve the type of problem illustrated in the example. The answers to the practice exercises appear at the end of the chapter, following the end-of-chapter problems. For additional practice, you can turn to similar problems referred to in the margin next to the example. 

End of chapter exercises, provide practice and review of the chapter material. Paired exercises present two parallel exercises, side by side, so the student can solve one problem, check the answer in Appendix VI, and use the same problem-solving skills with the second exercise. Additional exercises are provided at the end of most chapters, arranged in random order, to encourage students to review the chapter material. Answers to selected exercises are given in Appendix VI. 

Nifedipine (Procardia and Adalat) belongs to a class of drugs called calcium channel blockers and is effective in the treatment of various types of angina, including that induced by exercise. Show how nifedipine can be synthesized from 2-nitrobenzaldehyde, methyl acetoacetate, and ammonia. Hint Review the chemistry of your answers to Problems 19.43 and 19.54 and then combine that chemistry to solve this problem.)... 

Marginal references enable students to apply new skills to other, similar problems at the end of the chapter. Each Worked Example is followed by a Practice Exercise that asks the students to solve a similar problem on their own. The answers to the Practice Exercises are provided after the end-of-chapter problems in each chapter. 

Once you have created several of your own problems, try to find a study partner who is also willing to create several problems. Each of you can swap problems, try to solve each other s problems, and then get back together to discuss the answers. You are likely to find that exercise to be very rewarding. 

In keeping with the didactic approach of this book, and the view that any science is best learned by solving problems, I have provided solutions to 50 exercises in the text and posed 112 exercises for the student. Answers to all the quantitative problems, and hints and solutions to selected problems, are given in Appendix VII. 

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