ItIíchpll I. Sícnlm
`
`& Robert A. Pla np ffiffiffiffiffiffiwffiw
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`Page 1 of 5
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`IP Bridge Exhibit 2010
`TSMC v. IP Bridge
`IPR2016-01264
`
`

`

`Míchell J. Sienln Professor of Chemístry, Cornell Uniuersity
`
`Robert A, Plane Associate Professor of Chemistry, Comell Uniuersity ffiHET$ISTRY SECOND
`
`EDITION
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`

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`Chemístry
`Copyright @ 1961, 1957 by the Mccraw-Hill Book Company, Inc.
`Printed, in the United, Staæs of Am,erica. All rights reseraed,.
`This book, or parts thereof, nlay not be reproduced, in øny forn
`without pennission of the publishers.
`
`Lìbrary of Congress Cøtølog Ca¡d Number: 60-13772
`57353
`IV
`
`This book høs been set
`in Fotosetter Bod,oni Book, ø type føce
`deriaed from the designs
`of the eørly-nineteen th-century
`Pannese rype founder, Giømbattista Bocloni.
`Heads are in italic Bod,oni BoId and, Futura Bold,.
`
`Preface to the Second Edítíon
`
`MODERN EMPHASIS ON THE STUDY OF PHYSICAL SCIENCES' particularly as pre-
`sented in the years of preparatory schooling, has multiplied rather than
`diminished the problems encountered in the first-year college chemistry
`course. perhaps ìhe most serious of these problems is the increased diver-
`gence in student backgrounds' At the top, the class seems improved; at the
`bottom, weakened. Even among the average students, there appears a greater
`store of factual material but, paradoxically, less ability to understand and
`use it. The greater knowingness probably comes from more widespread
`exposure to túe trappings ofiodern science; the greater helplessness' from
`a universal u"""ptun"" of smatterings at the expense of intellectual depth'
`In any case? mant students do not want to think if they can get by with mem-
`orizing key words.
`In writing this book we used a "principles" approach, an approach
`which encourages students to understand ideas instead of memorizing defrni'
`tions. We also posed hundreds of problems that call for comprehension in
`their solution. In the revised edition, we have continued the emphasis on
`principles and problems. We believe that it is the best way to overcome the
`difficulty of increasingly divergent backgrounds.
`In recognition of the disparate student preparation, we have introduced
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`to
`
`ao¿
`
`10 Solutíons
`
`THE PRECEDING DISCUSSION of the solid, liquid, and gaseous states was limited
`pure substances, In practice, we continuallv deal with mixtures; hence the
`arlses AS to the effect of mrxlng ln a second component. As
`men-
`previousl
`v a mrxture rS classified
`heterogeneous
`homogeneous.
`AS
`OT
`its nature, a heterogeneous mlxture
`nsists of distinct phases
`co
`and the
`properties are ust
`the sum of those of the individual phases
`a homogeneous mrxture consrsts of a single phase which has
`that may differ drastically from those of the individual components,
`homogeneous mixtures, or olutrons are of widespread rmportance tn
`and deserve intensive studv
`
`I TYPES OF SOTUTIONS
`
`defined ,s_þ9*oÊgtgtts--
`of tw o*o r m o r e c9 ltlp o n ent !.2
`gaseous, liquid, or solid.
`solutions are made by dis-
`
`70,7 Model of ø gaseous solu-
`
`al
`
`a
`
`o
`
`I
`
`a
`
`I
`
`o
`
`a
`
`a
`
`I
`
`192 Chønges of State
`g.4 Grøphicøl representøtionr. show on suitably labeled g_.uf-lt each of the fol-
`distribution of molecules in a liquid; (å) the equilibriuq
`lowing: (ø) the
`"r,ã.gy
`.r.oor"o*rrrrre of a iiquid as a function of temperature; (c) the cooling of a gas
`¡,j""gi the liquid anå so¡d transitions by uniform removal of heat; (d) the
`supeãooling oi a liquid followed by a "seeding" operation'
`g.5 Phøse d,iagrønr,. (ø) Draw the phase diagram for the substance HrO. Label
`the various featires of the diagram. (å) Indicate by a dotted line what happens
`when HrO is heated from -30 to +150'C. at 1.00 atm. pressure. Describe in
`words what will be observed, and compare qualitatively with what happens at
`1.01 atm. and 0.99 at¡n-'
`9. 6 Le Chatelier principle Ice IS added to warm water rn: a well-insulated con.
`tainer at atmospheric pressure. The amount of lCe ln the mixture decreases for
`a time and then remarns constant. (") What IS the temperature of the final
`ture? (å) If the pressure on the ice-water mixture is greatly increased, what
`hupp"rr'to the tåmperature? (c) What will happen to the amount of ice? (d)
`ptáin yo,rl" ur,r*".r- to (ó) and (c) in terms of the principle of Le Chatelier'
`Heøt offusion. (") How much heat IS required to melt an rce cube
`9. a
`rng 15. 0 b' ? (h What will be the flnal temp erature produced by the addition
`three such rce cubes to 300 ml. of 20 C. wâter ln ân insulated container?
`g.B Heat of fusion. In comparing attractive forces in solids' why is the
`heat of fusion used instead of the heat of fusion per gram?
`If a
`9.9 Eqwilibrium.
`and water
`well-stirred mixture of
`lce
`Given
`a
`the temperature
`does
`walm water or dty rce 1S added,
`amount of either
`change. Explain.
`g,7O Water. A barrel of water placed in a cellar keeps fruit from
`the winter and from spoiling in the summer' Explain'
`placed 1n a sealed contarner from which all the
`Ice
`9 7 7 Mehing point.
`rs
`has been evacuated. What IS the melting point of the rce? Compare this with
`would be observed if the container were open to the air'
`g,72 lce. A 5O'g. ice cube is enclosed in a frne-mesh
`wlre cage and
`the bottom of a well-insulated container of water at
`0 C. After some
`has passed, the wire cage contains only liquid water, and 50 g' of ice is
`on the surface' Explain.
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`10,2 Concentration
`I9S
`ogeneous mixtures containing tiny crystals of the constituent elements.
`Qthers, such as MgCur, are intermetallic compounds which contain atoms
`of different metals combined in definite proportions.
`Two words that are convenient in the discussion of solutions are the
`ßtms sol4llg-a.nd soluent. Accepted procedure is to refer to the substance
`present in larger amount as the solvent and to the substance present in
`smaller amount as the solute. However, the terms can be interchanged
`whenever it is convenient. For example, in solutions of sulfuric acid and
`water, sulfuric acid is sometimes referred to as the solute and water referred
`to as the solvent, even when the water molecules are in the minority.
`
`10.2 CONCENIRAIION
`
`l
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`194 Solutìons
`
`l L
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`L
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`l
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`i l l
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`r
`
`indepr:ndentlY of each other
`a gas, liquid, or solid in
`Liquid solutions are made bY clissolving
`&s solution.
`a liquid' If the liquid is water, the solution is called an aqueo
`ft a sugar-water solution is rePresented ln 19. 10.2. The
`The kinetic Prcture o
`t water molecules, and the dark circles sugar molecules.
`white circles rePresen
`random throughout the bulk of the
`The sugar molecules are distributed at
`ular scale the term homogeneous
`solution' It is evident that on this molec
`has little signifìcance' However' experiments cannot be performed with less
`than billions of molecules' so that for Practical purposes the solutìon is
`homogeneous
`are solids in which one component is randomly dispersed
`Solid solutions
`t another component. An
`on an atomrc or molecular scale throughou
`3, where the dark circles
`example o{ a solid solution is shown in Fig' 10
`circles atoms of the other.
`t atoms of one componelìt, ancl the white
`represen
`the packing of atoms is orderlY, even though there is no
`As in anY crYstal,
`pied by which kind of
`particular order as to which lattice Potnts are occu
`, since they make uP
`importance
`atom. Solid solutions are of great Practical
`a large fraction of the class of substances known as alloys.
`be defined as a combination of two or more elements
`Anø
`ma
`oi-examPl'% -is -an alloy con'
`metallic propertres
`has
`silver. In brass, an alloY of coPPer
`óf copper in
`sisÍ@* tff a-so1îd so-lutiõil
`atoms
`have a solid solution in which some copPer
`and ztnc, it is Possible to
`of the face-centered-cubic structure of Pure coPP er have been rePlaced
`zìnc atoms. Some kinds of steel are álloYs of iron and carbon and can
`considered as solid solutions tn
`carbon atoms are located in some
`the sPaces between rron atoms.
`rron atoms are afr anged IN the
`I
`should
`structure of Pure lron.
`that not
`all
`polnted out, however
`loys are olid solutions Some
`ate
`such AS bismuth-cadmi um
`
`Fig. 7O,2 Moilel of alíquíìl
`
`70ß ùIod,el of a solíd, solutíon,
`
`The properties ofsolutions, €.g.,
`the color ofa dye solution or the sweetness
`ofa sugar soÌution, depend on their concentration. There are several common
`methods for describing concentration.
`Th" ryCþ-ftgg!þ!_is the ratio of the number of moles of one component
`to the total number of moles in the solution. For example, in a solution
`containing 1 mole of alcohol and 3 moles of water, the mole fraction of
`alcohol is Vq and that of waler 3/c.
`The moLøri'tygf a solute is the number of moles of solute per liter of
`solution and is usually designated by a capital M. A 6.0-molar solution of
`HCI is labeled 6.0 M. The label means that the solution has been made up
`in a ratio that corresponds to adding 6.0 moles of HCI to enough water to
`make a liter of solution.
`The TOloJitypf a solute is the number of moles of solute per 1,000 g.
`of solvent. It is usually designated by a small m. The label6.0 rnHClis read
`o'6,0-molal"
`and represents a solution made by adding to every 6.0 moles
`of HCl, 1,000 g. of water.
`The normølity_of a solute is the
`of gram-equivalents (Secs.
`and 10.11) of solure per liter of
`It is usually designated by
`capiral 1[. The tabel 0.25 If
`n is read "0.25 normal" and
`ents a solution which con-
`0.25 gram-equivalent of potas-
`
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