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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
NINTh EdITION
Chemistry for Today

General, Organic,
and Biochemistry
Spencer L. Seager
University of South Dakota
Weber State University
Michael R. Slabaugh
Weber State University
Maren S. hansen
West High School, Salt Lake City, UT
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
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and Biochemistry, Ninth Edition
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Spencer L. Seager, Michael R. Slabaugh
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Printed in the United States of America

Print Number: 01 Print Year: 2016
To our grandchildren:
Nate and Braden Barlow, Megan and Bradley Seager, and Andrew Gardner
Alexander, Annie, Charlie, Christian, Elyse, Foster, Megan, and Mia Slabaugh, Addison, Hadyn, and Wyatt Hansen
About the Authors
Spencer L. Seager
Spencer L. Seager retired from Weber State University in 2013 after serving for 52 years
as a chemistry department faculty member. He served as department chairman from
1969 until 1993. He taught general and physical chemistry at the university. He was also
active in projects designed to help improve chemistry and other science education in
local elementary schools. He received his B.S. in chemistry and Ph.D. in physical chem-
istry from the University of Utah. He currently serves as an adjunct professor at Weber
State and the University of South Dakota where he teaches online courses in general
chemistry, elementary organic chemistry, and elementary biochemistry.
Michael R. Slabaugh
Michael R. Slabaugh is an adjunct professor at the University of South Dakota and at
Weber State University, where he teaches the yearlong sequence of general chemistry,
organic chemistry, and biochemistry. He received his B.S. degree in chemistry from Pur-
due University and his Ph.D. degree in organic chemistry from Iowa State University.
His interest in plant alkaloids led to a year of postdoctoral study in biochemistry at
Texas A&M University. His current professional interests are chemistry education and
community involvement in science activities, particularly the State Science and Engi-
neering Fair in Utah. He also enjoys the company of family, hiking in the mountains,
and fishing the local streams.
Maren S. Hansen
Maren S. Hansen is a science teacher at West High School, where she teaches honors
biology. She has also taught AP biology and biology in the International Baccalaure-
ate Program. She received her B.A. and master of education degrees from Weber State
University. Her professional interests have focused upon helping students participate in
Science Olympiad and Science Fair. Other interests include adventure travel, mountain
hiking, gardening, and the company of friends and family. She hopes to share her love of
science with her two children.
iv About the Authors
Brief Contents
Chapter 1 Chapter 13
Matter, Measurements, Alcohols, Phenols, and Ethers 424
and Calculations 2
Chapter 14
Chapter 2 Aldehydes and Ketones 458
Atoms and Molecules 46
Chapter 15
Chapter 3 Carboxylic Acids and Esters 488
Electronic Structure and the
Periodic Law 72 Chapter 16
Amines and Amides 516
Chapter 4
Chapter 17
Forces between Particles 100
Carbohydrates 548
Chapter 5
Chapter 18
Chemical Reactions 144
Lipids 582
Chapter 6
Chapter 19
The States of Matter 174
Proteins 610
Chapter 7
Chapter 20
Solutions and Colloids 210
Enzymes 642
Reaction Rates and Equilibrium 250
Nucleic Acids and Protein Synthesis 668
Acids, Bases, and Salts 276 Nutrition and Energy for Life 702
Radioactivity and Nuclear Processes 322 Carbohydrate Metabolism 732
Organic Compounds: Alkanes 352 Lipid and Amino Acid Metabolism 760
Unsaturated Hydrocarbons 390 Body Fluids 788
Brief Contents v
Contents
Chapter 1 2.5 Isotopes and Atomic Weights 57

2.6 Avogadro’s Number: The Mole 58
Matter, Measurements, 2.7 The Mole and Chemical Formulas 63
and Calculations 2 Concept Summary 65
1.1 What Is Matter? 4 Key Terms and Concepts 66
1.2 Properties and Changes 5 Exercises 66

1.3 A Model of Matter 7 Additional Exercises 69
1.4 Classifying Matter 10 Chemistry for Thought 69
1.5 Measurement Units 13 Allied Health Exam Connection 70
1.6 The Metric System 14 Case Study 46

Chemistry Around us 2.1 Chemical Elements
1.7 Large and Small Numbers 19
in the Human Body 49
1.8 Significant Figures 22
Chemistry Around us 2.2 Looking at Atoms 51
1.9 Using Units in Calculations 27
ASk A phARMACIST 2.1 Uprooting Herbal Myths 54
1.10 Calculating Percentages 29 Chemistry tips for Living WeLL 2.1
1.11 Density 30 Take Care of Your Bones 55
Concept Summary 35 STudy SkILLS 2.1 Help with Mole Calculations 64
Key Terms and Concepts 36 Case Study Follow-up 65
Key Equations 36
Exercises 37 Chapter 3
Additional Exercises 43 Electronic Structure and the
Chemistry for Thought 43
periodic Law 72
Allied Health Exam Connection 44
Case Study 2 3.1 The Periodic Law and Table 73
Chemistry Around us 1.1 A Central Science 5 3.2 Electronic Arrangements in Atoms 75
Chemistry Around us 1.2 Are Chemicals Getting 3.3 The Shell Model and Chemical
a Bad Rap? 6 Properties 78
Chemistry Around us 1.3 Effects of Temperature 3.4 Electronic Configurations 80
on Body Function 19 3.5 Another Look at the Periodic Table 84
STudy SkILLS 1.1 Help with Calculations 30 3.6 Property Trends within the Periodic
Chemistry tips for Living WeLL 1.1 Choose Table 89
Wisely for Health Information 32
Concept Summary 94
ASk AN ExpERT 1.1 Does food density matter when
Key Terms and Concepts 95
you’re trying to lose weight? 34
Exercises 95
Case Study Follow-up 35
Additional Exercises 97
Chapter 2
Atoms and Molecules 46 Case Study 72
Chemistry tips for Living WeLL 3.1 Watch the
2.1 Symbols and Formulas 47
Salt 76
2.2 Inside the Atom 50
Chemistry Around us 3.1 A Solar
2.3 Isotopes 52 Future 83
2.4 Relative Masses of Atoms and Molecules 53 STudy SkILLS 3.1 The Convention Hotels Analogy 87
vi Contents
Chemistry Around us 3.2 Transition and 5.8 Energy and Reactions 157
Inner-Transition Elements in Your Smart Phone 89 5.9 The Mole and Chemical Equations 158
5.10 The Limiting Reactant 161
5.11 Reaction Yields 163
Chapter 4 Concept Summary 165
Forces between particles 100 Key Terms and Concepts 165

Key Equations 166
4.1 Noble Gas Configurations 101
Exercises 166
4.2 Ionic Bonding 103
4.3 Ionic Compounds 105
4.4 Naming Binary Ionic Compounds 108
4.5 The Smallest Unit of Ionic Compounds 110
Case Study 144
4.6 Covalent Bonding 111 Chemistry tips for Living WeLL 5.1 Add Color
4.7 Polyatomic Ions 116 to Your Diet 156
4.8 Shapes of Molecules and Polyatomic Ions 118 Chemistry Around us 5.1 Teeth
4.9 The Polarity of Covalent Molecules 122 Whitening 159
4.10 More about Naming Compounds 126 Chemistry Around us 5.2 Electric Cars 162
STudy SkILLS 5.1 Help with Oxidation Numbers 163
4.11 Other Interparticle Forces 129
Concept Summary 134
Exercises 136 Chapter 6
Additional Exercises 140 The States of Matter 174
6.1 Observed Properties of Matter 176
6.2 The Kinetic Molecular Theory of Matter 178
Case Study 100
6.3 The Solid State 179
Chemistry tips for Living WeLL 4.1 Consider
the Mediterranean Diet 107 6.4 The Liquid State 180
Chemistry Around us 4.1 Water: One of Earth’s 6.5 The Gaseous State 180
Special Compounds 113 6.6 The Gas Laws 181
ASk A phARMACIST 4.1 Are All Iron Preparations 6.7 Pressure, Temperature, and Volume
Created Equal? 123 Relationships 184
STudy SkILLS 4.1 Help with Polar and Nonpolar 6.8 The Ideal Gas Law 189
Molecules 127
6.9 Dalton’s Law 191
Chemistry Around us 4.2 Ozone: Good up High,
Bad Nearby 131
6.10 Graham’s Law 192
Case Study Follow-up 134 6.11 Changes in State 192
6.12 Evaporation and Vapor Pressure 193
6.13 Boiling and the Boiling Point 195
Chapter 5
6.14 Sublimation and Melting 196
Chemical Reactions 144 6.15 Energy and the States of Matter 197
5.1 Chemical Equations 145 Concept Summary 202
5.2 Types of Reactions 147 Key Terms and Concepts 203
5.3 Redox Reactions 148 Key Equations 203
5.4 Decomposition Reactions 151 Exercises 203
5.5 Combination Reactions 152 Additional Exercises 207
5.6 Replacement Reactions 153 Chemistry for Thought 207
5.7 Ionic Equations 155 Allied Health Exam Connection 207
Contents vii
Case Study 174 8.5 Factors That Influence Reaction Rates 258
Chemistry tips for Living WeLL 6.1 Get an 8.6 Chemical Equilibrium 260
Accurate Blood Pressure Reading 184
8.7 The Position of Equilibrium 262
ASk A phARMACIST 6.1 Zinc for Colds? 188
8.8 Factors That Influence Equilibrium
Chemistry Around us 6.1 Air Travel 195 Position 264
Chemistry Around us 6.2 Therapeutic Uses
Concept Summary 267
of Oxygen Gas 198
STudy SkILLS 6.1 Which Gas Law to Use 200
Key Equations 268
Exercises 268
Chapter 7 Chemistry for Thought 273
Solutions and Colloids 210 Allied Health Exam Connection 273
Case Study 250
7.1 Physical States of Solutions 211
ASk A phARMACIST 8.1 Energy for Sale 255
7.2 Solubility 212
Chemistry tips for Living WeLL 8.1 Use Your
7.3 The Solution Process 216 Phone to Help You Stay Healthy 261
7.4 Solution Concentrations 220 Chemistry Around us 8.1 Why “Cold” Does Not
7.5 Solution Preparation 224 Exist 265
7.6 Solution Stoichiometry 227 STudy SkILLS 8.1 Le Châtelier’s Principle in Everyday
7.7 Solution Properties 229 Life 267
7.8 Colloids 235
7.9 Dialysis 238
Concept Summary 241 Chapter 9
Key Equations 242
Acids, Bases, and Salts 276
Exercises 242 9.1 The Arrhenius Theory 277
Additional Exercises 247 9.2 The Brønsted Theory 278
Chemistry for Thought 247 9.3 Naming Acids 279
Allied Health Exam Connection 247 9.4 The Self-Ionization of Water 281
Case Study 210 9.5 The pH Concept 283
Chemistry tips for Living WeLL 7.1 Stay 9.6 Properties of Acids 286
Hydrated 222 9.7 Properties of Bases 290
STudy SkILLS 7.1 Getting Started with Molarity 9.8 Salts 291
Calculations 234
9.9 The Strengths of Acids and Bases 294
Chemistry Around us 7.1 Health Drinks 237
9.10 Analyzing Acids and Bases 300
Chemistry Around us 7.2 CO2 Emissions: A
Blanket around the Earth 239 9.11 Titration Calculations 302
Case Study Follow-up 240 9.12 Hydrolysis Reactions of Salts 304
9.13 Buffers 305
Concept Summary 310
Chapter 8
Reaction Rates and Equilibrium 250 Key Equations 311
8.1 Spontaneous and Nonspontaneous Exercises 311

Processes 251 Additional Exercises 318
8.2 Reaction Rates 253 Chemistry for Thought 318
8.3 Molecular Collisions 254 Allied Health Exam Connection 319
8.4 Energy Diagrams 257 Case Study 276
viii Contents
Chemistry Around us 9.1 Sinkholes 294 11.5 Alkane Structures 361
STudy SkILLS 9.1 Writing Reactions of Acids 298 11.6 Conformations of Alkanes 365
Chemistry tips for Living WeLL 9.1 Beware of 11.7 Alkane Nomenclature 367
Heartburn 299
11.8 Cycloalkanes 373
ASk AN ExpERT 9.1 Does diet play a role in peptic ulcer
11.9 The Shape of Cycloalkanes 375
disease? 308
Case Study Follow-up 309 11.10 Physical Properties of Alkanes 378
11.11 Alkane Reactions 380
Concept Summary 381
Chapter 10
Radioactivity and Nuclear Key Equations 382
processes 322 Exercises 382

10.1 Radioactive Nuclei 323
10.2 Equations for Nuclear Reactions 325
10.3 Isotope Half-Life 328
Case Study 352
10.4 The Health Effects of Radiation 329
STudy SkILLS 11.1 Changing Gears for Organic
10.5 Measurement Units for Radiation 331 Chemistry 356
10.6 Medical Uses of Radioisotopes 334 ASk AN ExpERT 11.1 Is organic food worth the
10.7 Nonmedical Uses of Radioisotopes 335 price? 362
10.8 Induced Nuclear Reactions 337 Chemistry Around us 11.1 Fracking Oil Wells 376
10.9 Nuclear Energy 340 Chemistry tips for Living WeLL 11.1 Take Care
of Dry Skin 378
Concept Summary 345
Chemistry Around us 11.2 Reducing Your
Carbon Footprint 380
Key Equations 346
Exercises 346
Chapter 12
Allied Health Exam Connection 349 unsaturated hydrocarbons 390
Case Study 322
12.1 The Nomenclature of Alkenes 392
Chemistry Around us 10.1 Radiation Exposure
12.2 The Geometry of Alkenes 394
in Modern Life 332
12.3 Properties of Alkenes 398
Chemistry tips for Living WeLL 10.1 Check the
Radon Level in Your Home 336 12.4 Addition Polymers 403
ASk A phARMACIST 10.1 Medications to Avoid on Test 12.5 Alkynes 406
Day 344 12.6 Aromatic Compounds and the Benzene
Case Study Follow-up 344 Structure 408
12.7 The Nomenclature of Benzene
Derivatives 410
Chapter 11 12.8 Properties and Uses of Aromatic
Organic Compounds: Alkanes 352 Compounds 414
Concept Summary 417
11.1 Carbon: The Element of Organic
Compounds 353
Key Reactions 418
11.2 Organic and Inorganic Compounds
Compared 354 Exercises 418
11.3 Bonding Characteristics and Isomerism 356 Additional Exercises 422
11.4 Functional Groups: The Organization Chemistry for Thought 422

of Organic Chemistry 359 Allied Health Exam Connection 423
Contents ix
Case Study 390 Chapter 14
Chemistry Around us 12.1 Three-Dimensional
Printers 396 Aldehydes and ketones 458
STudy SkILLS 12.1 Keeping a Reaction Card File 402
14.1 The Nomenclature of Aldehydes
STudy SkILLS 12.2 A Reaction Map for Alkenes 404 and Ketones 460
Chemistry Around us 12.2 Polycarbonate—The 14.2 Physical Properties 463
Lucky Polymer 406
14.3 Chemical Properties 465
hoW reACtions oCCur 12.1 The Hydration of
Alkenes: An Addition Reaction 409 14.4 Important Aldehydes and Ketones 476
Chemistry tips for Living WeLL 12.1 Think Concept Summary 479
before Getting Brown 412 Key Terms and Concepts 479
ASk A phARMACIST 12.1 Controlled Substances 413 Key Reactions 479
Chemistry Around us 12.3 Graphene 415 Exercises 480
Case Study Follow-up 416 Additional Exercises 485
Chapter 13 Allied Health Exam Connection 486
Alcohols, phenols, and Ethers 424 Case Study 458

Chemistry Around us 14.1 Faking
13.1 The Nomenclature of Alcohols a Tan 464
and Phenols 426 hoW reACtions oCCur 14.1 Hemiacetal
13.2 Classification of Alcohols 428 Formation 471
13.3 Physical Properties of Alcohols 429 STudy SkILLS 14.1 A Reaction Map for Aldehydes
13.4 Reactions of Alcohols 431 and Ketones 472
13.5 Important Alcohols 436 Chemistry Around us 14.2 Vanilloids: Hot Relief
from Pain 474
13.6 Characteristics and Uses of Phenols 440
Chemistry tips for Living WeLL 14.1 Get the
13.7 Ethers 443
Right Dose of Exercise 476
13.8 Properties of Ethers 444
13.9 Thiols 445
13.10 Polyfunctional Compounds 448
Concept Summary 449
Chapter 15
Key Terms and Concepts 450 Carboxylic Acids and Esters 488
Key Reactions 450
15.1 The Nomenclature of Carboxylic Acids 490
Exercises 451
15.2 Physical Properties of Carboxylic Acids 491
15.3 The Acidity of Carboxylic Acids 493
15.4 Salts of Carboxylic Acids 494
15.5 Carboxylic Esters 496
Case Study 424
hoW reACtions oCCur 13.1 The Dehydration of
15.6 The Nomenclature of Esters 500
an Alcohol 433 15.7 Reactions of Esters 502
STudy SkILLS 13.1 A Reaction Map for Alcohols 438 15.8 Esters of Inorganic Acids 505
Chemistry Around us 13.1 Alcohol and Concept Summary 508
Antidepressants Don’t Mix 439 Key Terms and Concepts 509
ASk A phARMACIST 13.1 Marijuana: A Gateway
Key Reactions 509
Drug 441
Exercises 510
Chemistry tips for Living WeLL 13.1 Take
Advantage of Hand Sanitizers 442 Additional Exercises 514
Chemistry Around us 13.2 General Chemistry for Thought 514

Anesthetics 446 Allied Health Exam Connection 514
Case Study Follow-up 449 Case Study 488
x Contents
Chemistry tips for Living WeLL 15.1 Consider 17.4 Monosaccharides 559
Low-Dose Aspirin 503 17.5 Properties of Monosaccharides 560
STudy SkILLS 15.1 A Reaction Map for Carboxylic
17.6 Important Monosaccharides 566
Acids 504
17.7 Disaccharides 567
hoW reACtions oCCur 15.1 Ester
Saponification 505 17.8 Polysaccharides 571
Chemistry Around us 15.1 Nitroglycerin in Concept Summary 576
Dynamite and in Medicine 507 Key Terms and Concepts 576
Case Study Follow-up 508 Key Reactions 576
Exercises 577
Chapter 16 Additional Exercises 580

Amines and Amides 516 Allied Health Exam Connection 580
16.1 Classification of Amines 517 Case Study 548
16.2 The Nomenclature of Amines 518 Chemistry Around us 17.1 Sugar-Free Foods and
Diabetes 564
16.3 Physical Properties of Amines 520
STudy SkILLS 17.1 Biomolecules: A New Focus 568
16.4 Chemical Properties of Amines 521
Chemistry tips for Living WeLL 17.1 Put Fiber
16.5 Amines as Neurotransmitters 529 into Snacks and Meals 569
16.6 Other Biologically Important Amines 532 ASk AN ExpERT 17.1 Is high-fructose corn syrup worse
16.7 The Nomenclature of Amides 535 for your health than table sugar? 574
16.8 Physical Properties of Amides 536 Case Study Follow-up 575
16.9 Chemical Properties of Amides 537
Concept Summary 540
Chapter 18
Key Reactions 540 Lipids 582
Exercises 541 18.1 Classification of Lipids 584
Additional Exercises 545 18.2 Fatty Acids 584
Chemistry for Thought 545 18.3 The Structure of Fats and Oils 587
Allied Health Exam Connection 546 18.4 Chemical Properties of Fats and Oils 589
Case Study 516
18.5 Waxes 592
ASk AN ExpERT 16.1 Does caffeine help with weight
18.6 Phosphoglycerides 592
loss? 519
18.7 Sphingolipids 594
ASk A phARMACIST 16.1 A Wake-Up Call for Treating
Insomnia 524 18.8 Biological Membranes 596
Chemistry Around us 16.1 Aspirin 18.9 Steroids 598
Substitutes 528 18.10 Steroid Hormones 601
STudy SkILLS 16.1 A Reaction Map for Amines 531 18.11 Prostaglandins 604
Chemistry tips for Living WeLL 16.1 Try a Little Concept Summary 605
Chocolate 534
Key Reactions 606
Exercises 607
Chapter 17 Additional Exercises 608
Carbohydrates 548
17.1 Classes of Carbohydrates 550 Case Study 582
17.2 The Stereochemistry of Carbohydrates 551 STudy SkILLS 18.1 A Reaction Map for
17.3 Fischer Projections 555 Triglycerides 592
Contents xi
Chemistry Around us 18.1 Biofuels Move into 20.4 The Mechanism of Enzyme Action 649
the Kitchen 599 20.5 Enzyme Activity 650
ASk AN ExpERT 18.1 How significantly can diet really
20.6 Factors Affecting Enzyme Activity 651
lower cholesterol? 600
20.7 Enzyme Inhibition 653
Chemistry tips for Living WeLL 18.1 Consider
Olive Oil 603 20.8 The Regulation of Enzyme Activity 658
Case Study Follow-up 605 20.9 Medical Application of Enzymes 661
Concept Summary 663
Chapter 19 Key Reactions 664
proteins 610 Exercises 664
19.1 The Amino Acids 611 Additional Exercises 665
19.2 Zwitterions 614 Chemistry for Thought 666
19.3 Reactions of Amino Acids 616 Allied Health Exam Connection 666
Case Study 642
19.4 Important Peptides 619
Chemistry tips for Living WeLL 20.1 Cut Back
19.5 Characteristics of Proteins 621
on Processed Meat 646
19.6 The Primary Structure of Proteins 625 ASk A phARMACIST 20.1 Treatment Options for
19.7 The Secondary Structure of Proteins 626 the Common Cold 648
19.8 The Tertiary Structure of Proteins 629 Chemistry Around us 20.1 Enzyme Discovery
19.9 The Quaternary Structure of Proteins 631 Heats Up 654
19.10 Protein Hydrolysis and Denaturation 633 Chemistry Around us 20.2 No Milk
Please 656
Concept Summary 635
STudy SkILLS 20.1 A Summary Chart of Enzyme
Inhibitors 660
Key Reactions 636 Case Study Follow-up 663
Exercises 637
Chemistry for Thought 639 Chapter 21
Nucleic Acids and protein
Case Study 610
ASk AN ExpERT 19.1 Can a higher-protein diet help me Synthesis 668
lose weight? 617 21.1 Components of Nucleic Acids 670
Chemistry tips for Living WeLL 19.1 Go for 21.2 The Structure of DNA 672
the Good Grains 620
21.3 DNA Replication 676
Chemistry Around us 19.1 Alzheimer’s
Disease 624
21.4 Ribonucleic Acid (RNA) 680
Chemistry Around us 19.2 A Milk Primer 629 21.5 The Flow of Genetic Information 683
STudy SkILLS 19.1 Visualizing Protein Structure 631 21.6 Transcription: RNA Synthesis 684
ASk A phARMACIST 19.1 Who Really Needs Gluten- 21.7 The Genetic Code 686
Free Food? 633 21.8 Translation and Protein Synthesis 689
Case Study Follow-up 635 21.9 Mutations 692
21.10 Recombinant DNA 692
Chapter 20 Concept Summary 697

Enzymes 642 Exercises 698
20.1 General Characteristics of Enzymes 643 Additional Exercises 700
20.2 Enzyme Nomenclature and Classification 645 Chemistry for Thought 700
20.3 Enzyme Cofactors 647 Allied Health Exam Connection 700
xii Contents
Chemistry Around us 21.1 The Clone
Wars 681 Carbohydrate Metabolism 732
Chemistry Around us 21.2 Is There a DNA
23.1 The Digestion of Carbohydrates 733
Checkup in Your Future? 686
23.2 Blood Glucose 734
STudy SkILLS 21.1 Remembering Key Words 688
23.3 Glycolysis 734
Chemistry Around us 21.3 Stem Cell
Research 690 23.4 The Fates of Pyruvate 738
Chemistry Around us 21.4 DNA and the Crime 23.5 The Citric Acid Cycle 740
Scene 694 23.6 The Electron Transport Chain 743
Chemistry tips for Living WeLL 21.1 Reduce 23.7 Oxidative Phosphorylation 743
Your Chances for Developing Cancer 696
23.8 The Complete Oxidation of Glucose 745
23.9 Glycogen Metabolism 747
23.10 Gluconeogenesis 749
23.11 The Hormonal Control of Carbohydrate
Chapter 22 Metabolism 751
Nutrition and Energy Concept Summary 753
for Life 702 Key Terms and Concepts 754

Key Reactions 754
22.1 Nutritional Requirements 703
Exercises 755
22.2 The Macronutrients 705
22.3 Micronutrients I: Vitamins 708
22.4 Micronutrients II: Minerals 712
22.5 The Flow of Energy in the Biosphere 713
Case Study 732
22.6 Metabolism and an Overview ASk AN ExpERT 23.1 How can we avoid energy
of Energy Production 715 crashes? 736
22.7 ATP: The Primary Energy Carrier 718 Chemistry Around us 23.1 Lactate
22.8 Important Coenzymes in the Common Accumulation 742
Catabolic Pathway 722 STudy SkILLS 23.1 Key Numbers for ATP
Concept Summary 727 Calculations 748
Key Terms and Concepts 728 Chemistry Around us 23.2 What Is the Best
Weight-Loss Strategy? 750
Key Reactions 728
Chemistry tips for Living WeLL 23.1 Choose
Exercises 729
Complex Carbohydrates 752
Chemistry Around us 22.1 The 10 Most
Lipid and Amino
Dangerous Foods to Eat While Driving 710
Chemistry tips for Living WeLL 22.1 Select a Acid Metabolism 760
Heart-Healthful Diet 711 24.1 Blood Lipids 761
ASk A phARMACIST 22.1 Sport Supplements: 24.2 Fat Mobilization 765
Where Is My Edge? 716
24.3 Glycerol Metabolism 766
STudy SkILLS 22.1 Bioprocesses 720
24.4 The Oxidation of Fatty Acids 766
Chemistry Around us 22.2 Calorie
Language 721 24.5 The Energy from Fatty Acids 769
ASk AN ExpERT 6.1 Is it better to take a fiber 24.6 Ketone Bodies 770
supplement or to eat fiber-fortified foods? 726 24.7 Fatty Acid Synthesis 772
Case Study Follow-up 727 24.8 Amino Acid Metabolism 773
Contents xiii
24.9 Amino Acid Catabolism: The Fate of the 25.4 The Constituents of Urine 796
Nitrogen Atoms 774 25.5 Fluid and Electrolyte Balance 797
24.10 Amino Acid Catabolism: The Fate of the 25.6 Acid–Base Balance 799
Carbon Skeleton 778
25.7 Buffer Control of Blood pH 799
24.11 Amino Acid Biosynthesis 781
25.8 Respiratory Control of Blood pH 800
Concept Summary 782
25.9 Urinary Control of Blood pH 800
25.10 Acidosis and Alkalosis 801
Key Reactions 784
Concept Summary 804
Exercises 785
Key Reactions 805
Exercises 805
Case Study 760
ASk AN ExpERT 24.1 Are certain foods better for the
brain? 764 Allied Health Exam Connection 807
STudy SkILLS 24.1 Key Numbers for ATP Case Study 788
Calculations 771 ASk A phARMACIST 25.1 Performance-Enhancing
Chemistry tips for Living WeLL 24.1 Pick the Drugs 792
Right Fats 776 Chemistry tips for Living WeLL 25.1 Select the
Chemistry Around us 24.1 Phenylketonuria Right Pre-Exercise Foods 794
(PKU) 779 Chemistry Around us 25.1 Pulse
Chemistry Around us 24.2 Phenylalanine and Oximetry 798
Diet Foods 780 Case Study Follow-up 804
Appendix A The International System

Chapter 25 of Measurements A-1
Appendix B Answers to Even-Numbered
Body Fluids 788 End-of-Chapter Exercises B-1
25.1 A Comparison of Body Fluids 789 Appendix C Solutions to Learning Checks C-1
25.2 Oxygen and Carbon Dioxide Transport 790 glossary G-1
25.3 Chemical Transport to the Cells 795 index I-1
xiv Contents
preface
the image of Chemistry

We, as authors, are pleased that the acceptance of the previous eight editions of this text-
book by students and their teachers has made it possible to publish this ninth edition. In
the earlier editions, we expressed our concern about the negative image of chemistry held
by many of our students, and their genuine fear of working with chemicals in the labora-
tory. Unfortunately, this negative image not only persists, but seems to be intensifying.
Reports in the media related to chemicals or to chemistry continue to be primarily nega-
tive, and in many cases seem to be designed to increase the fear and concern of the general
public. With this edition, we continue to hope that those who use this book will gain a
more positive understanding and appreciation of the important contributions that chemis-
try makes in their lives.
theme and organization

This edition continues the theme of the positive and useful contributions made by
chemistry in our world.
This text is designed to be used in either a two-semester or three-quarter course of study
that provides an introduction to general chemistry, organic chemistry, and biochemistry.
Most students who take such courses are majoring in nursing, other health professions, or
the life sciences, and consider biochemistry to be the most relevant part of the course of
study. However, an understanding of biochemistry depends upon a sound background in
organic chemistry, which in turn depends upon a good foundation in general chemistry.
We have attempted to present the general and organic chemistry in sufficient depth and
breadth to make the biochemistry understandable.
The decisions about what to include and what to omit from the text were based on our
combined 75-plus years of teaching, input from numerous reviewers and adopters, and
our philosophy that a textbook functions as a personal tutor to each student. In the role
of a personal tutor, a text must be more than just a collection of facts, data, and exercises.
It should also help students relate to the material they are studying, carefully guide them
through more difficult material, provide them with interesting and relevant examples of
chemistry in their lives, and become a reference and a resource that they can use in other
courses or their professions.
new to this edition

In this ninth edition of the text, we have some exciting new features, including Ask a Phar-
macist boxes written by Marvin Orrock and Chemistry Tips for Living Well. We have also
retained features that received a positive reception from our own students, the students of
other adopters, other teachers, and reviewers. The retained features are Case Studies, which
begin each chapter, including 8 new to this edition; 45 Chemistry Around Us boxes, includ-
ing 19 new to this edition; 23 Study Skills boxes; 4 How Reactions Occur boxes; and 10 Ask
an Expert boxes. The 12 Ask a Pharmacist boxes reflect coverage of both prescription and
nonprescription health-related products. The 25 Chemistry Tips for Living Well contain cur-
rent chemistry-related health issues and suggestions. In addition, approximately 10% of the
end-of-chapter exercises have been changed.
Also new to this edition are many new photographs and updated art to further enhance
student comprehension of key concepts, processes, and preparation.
Preface xv
Revision Summary of Ninth Edition:
Chapter 1:
●● New Case Study
●● New Case Study Follow-up
●● Several revised figures
●● New photography
●● New Ask an Expert: Does Food Density Matter When You’re Trying to Lose Weight?
●● New Chemistry Around Us: Are Chemicals Getting a Bad Rap?
●● New Chemistry Tips for Living Well: Choose Wisely for Health Information
●● 10% new Exercises
Chapter 2:
●● Updated element table
●● New Chemistry Around Us: Chemical Elements in the Human Body
●● New Ask a Pharmacist: Uprooting Herbal Myths
●● New Chemistry Tips for Living Well: Take Care of Your Bones
Chapter 3:
●● New Chemistry Tips for Living Well: Watch the Salt
●● New Chemistry Around Us: A Solar Future
●● New Chemistry Around Us: Transition and Inner-Transition Elements
in Your Smart Phone
Chapter 4:
●● New Ask a Pharmacist: Are All Iron Preparations Created Equal?
●● New Chemistry Tips for Living Well: Consider the Mediterranean Diet
●● New Chemistry Around Us: Ozone: Good up High, Bad Nearby
Chapter 5:
●● New Chemistry Tips for Living Well: Add Color to Your Diet
●● New Chemistry Around Us: Teeth Whitening
●● New Chemistry Around Us: Electric Cars
Chapter 6:
●● New Ask a Pharmacist: Zinc for Colds?
●● New Chemistry Tips for Living Well: Get an Accurate Blood Pressure Reading
●● New Chemistry Around Us: Air Travel
xvi Preface
Chapter 7:
●● New Chemistry Around Us: Health Drinks
●● New Chemistry Around Us: CO Emissions: A Blanket around the Earth
2
●● New Chemistry Tips for Living Well: Stay Hydrated

Chapter 8:
●● New Ask a Pharmacist: Energy for Sale
●● New Chemistry Around Us: Why “Cold” Does Not Exist
●● New Chemistry Tips for Living Well: Use Your Phone to Help You Stay Healthy
Chapter 9:
●● New Chemistry Tips for Living Well: Beware of Heartburn
●● New Chemistry Around Us: Sinkholes
Chapter 10:
●● New Ask a Pharmacist: Medications to Avoid on Test Day
●● New Chemistry Tips for Living Well: Check the Radon Level in Your Home
Chapter 11:
●● New Chemistry Around Us: Fracking Oil Wells
●● New Chemistry Around Us: Reducing Your Carbon Footprint
●● New Chemistry Tips for Living Well: Take Care of Dry Skin
Chapter 12:
●● New Ask a Pharmacist: Controlled Substances
●● New Chemistry Tips for Living Well: Think before Getting Brown
●● New Chemistry Around Us: Three-Dimensional Printers
●● New Chemistry Around Us: Polycarbonate—The Lucky Polymer
●● New Chemistry Around Us: Graphene
Chapter 13:
Preface xvii
●● New Ask a Pharmacist: Marijuana: A Gateway Drug
●● New Chemistry Tips for Living Well: Take Advantage of Hand Sanitizers
Chapter 14:
●● New Chemistry Tips for Living Well: Get the Right Dose of Exercise
Chapter 15:
●● New Chemistry Tips for Living Well: Consider Low-Dose Aspirin
Chapter 16:
●● New Ask a Pharmacist: A Wake-Up Call for Treating Insomnia
●● New Chemistry Tips for Living Well: Try a Little Chocolate
Chapter 17:
●● New Chemistry Tips for Living Well: Put Fiber into Snacks and Meals
Chapter 18:
●● New Chemistry Tips for Living Well: Consider Olive Oil
●● New Chemistry Around Us: Biofuels Move into the Kitchen
Chapter 19:
●●
New Case Study
●● New Ask a Pharmacist: Who Really Needs Gluten-Free Food?
●● New Chemistry Around Us: A Milk Primer
●● New Chemistry Tips for Living Well: Go for the Good Grains
Chapter 20:
●● New Ask a Pharmacist: Treatment Options for the Common Cold
●● New Chemistry Around Us: No Milk Please
●● New Chemistry Tips for Living Well: Cut Back on Processed Meat
xviii Preface
Chapter 21:
●● New Chemistry Tips for Living Well: Reduce Your Chances
for Developing Cancer
Chapter 22:
●● New Ask a Pharmacist: Sports Supplements: Where Is My Edge?
●● New Chemistry Tips for Living Well: Select a Heart-Healthful Diet
Chapter 23:
●● New Chemistry Tips for Living Well: Choose Complex Carbohydrates
Chapter 24:
●● New Chemistry Tips for Living Well: Pick the Right Fats
Chapter 25:
●● New Ask a Pharmacist: Performance-Enhancing Drugs
●● New Chemistry Tips for Living Well: Select the Right Pre-Exercise Foods
features
Each chapter has features especially designed
Case Study
Purpose: The case study scenarios introduce diverse situations that a health care
to help students study effectively, as well as
professional might encounter. Their purpose is to stimulate inquiry; for that reason,
organize, understand, and enjoy the material
we’ve placed them at the beginning of each chapter. Vocabulary and scenarios may be
in the course.
unfamiliar, but our intention is to stimulate questions and to pique curiosity. Medicine
Case Studies. These scenarios introduce has long been described as an art as well as a science. The questions raised by these
you the students to diverse situations a health case studies rarely have a single correct answer. With the knowledge that you gain
care professional might encounter. The pur- from this text, and your future training, acceptable answers to the questions raised in
pose of the case studies is to stimulate in- our scenarios will become apparent.
quiry; for that reason, we’ve placed them at Disclaimer: Some of the case studies are based on real-life situations. In
the beginning of each chapter of the book. such cases, names have been changed to protect the individual’s anonymity.
Vocabulary and scenarios may be unfamiliar
to you who are studying these course materi-
als, but our intent is to raise questions and pique your curiosity. Medicine has long been
described as an art. The questions raised by these case studies rarely have a single cor-
rect answer. With the knowledge that you gain from this text and your future training,
Preface xix
acceptable answers to the questions raised in our scenarios will become apparent. A Case
Study Follow-up to each Case Study can be found at the end of each chapter before the
Concept Summary.
Chapter Outlines and Learning Objectives. At the beginning of each chapter,

a list of learning objectives provides students with a convenient overview of what they
should gain by studying the chapter. In order to help students navigate through each chap-
ter and focus on key concepts, these objectives are repeated at the beginning of the section
in which the applicable information is discussed. The objectives are referred to again in
the concept summary at the end of each chapter along with one or two suggested end-of-
chapter exercises. By working the suggested exercises, students get a quick indication of
how well they have met the stated learning objectives. Thus, students begin each chapter
with a set of objectives and end with an indication of how well they satisfied the objectives.
key Terms. Identified within the text by the use of bold type, key terms are defined
in the margin near the place where they are introduced. Students reviewing a chapter can
quickly identify the important concepts on each page with this marginal glossary. A full
glossary of key terms and concepts appears at the end of the text.
Ask a pharmacist. These boxed features written by Marvin Orrock, Pharm.D., con-
tain useful information about health-related products that are readily available to consum-
ers with or without a prescription. The information in each box provides a connection
between the chemical behavior of the product and its effect on the body.
ASK A PHARMACIST 12.1

Controlled Substances United States, or a currently accepted medical use with se-
vere restrictions. Abuse of the substance might lead to severe
So what are controlled substance, anyway, and why do we psychological or physical dependence (e.g., Percocet, De-
have them? Before we answer those questions, let’s briefly merol, Ritalin).
review the major legislation that pertains to products used Schedule III: The substance has a potential for abuse less
as medicines. Prior to the 1900s there were no governmen- than the compounds in Schedules I and II. The substance has
tal regulations on foods or drugs. As a result, some products a currently accepted medical use for treatment in the United
were contaminated and some not labeled accurately. Conse- States. Abuse of the substance might lead to moderate or
quently, the U.S. Congress passed the Pure Food and Drug low physical dependence or high psychological dependence
Act of 1906. It proved to be helpful, but opiates and cocaine (e.g.,Tylenol with codeine used for pain, anabolic steroids).
were not regulated. A significant percentage of the popula- Schedule IV: The substance has a low potential for abuse
tion became addicted, and many deaths were attributed to the relative to the compounds in Schedule III. The substance has
use of products that were “pure” and “labeled” correctly but a currently accepted medical use for treatment in the United
still contained addicting materials. In 1914 the Harrison Act States. Abuse of the substance might lead to limited physical
was passed. It regulated heroin and cocaine sales. During the dependence or psychological dependence relative to the sub-
Chemistry Around us. These boxed features present everyday applications of

chemistry that emphasize in a real way the important role of chemistry in our lives. Thirty
percent of these are new to this edition and emphasize health-related applications of
chemistry.
Chemistry Tips for Living Well. These boxed features contain current chemistry-
related health issues such as “Add Color to Your Diet,” and suggestions for maintaining good
health such as “Consider the Mediterranean Diet,” “Cut Back on Processed Meat,” and
“Try a Little Chocolate.”
ChemisTry Tips for Living WeLL 14.1

Get the Right dose of exercise
Experts agree that exercise is one of the best preventative times the recommended amount), health benefits are com-
“medicines” available. It increases energy, stamina, and parable to those achieved by people who merely meet the
one’s sense of well-being. In the long term it also reduces minimum requirements. In other words, many extra hours
the risk of premature death from cardiovascular disease. Put of exercise do not equate to huge gains in longevity. On the
simply, it makes you feel better and live longer. We expect other hand, many times the recommended exercise level is
medicines to make us feel better when we are ill. But exer- not considered to be harmful. It is difficult to overdose on
cise acts as a powerful medicine to prevent illness. How do moderate exercise.
you know what the proper dose is? Do you need to exercise Intensity, as well as frequency, should be considered
on a daily basis or will a weekly dose provide the desired when calculating the ideal exercise dose. People who spend
health benefits? Just how little can you get away with and part of their daily exercise time in vigorous activity, rather
stay healthy? than moderate activity alone (e.g., running instead of walk-
Researchers arrive at the proper dose by examining ing) reap additional health benefits. People who spent up to
health survey data that includes the exercise habits of sev 30% of their exercise time in vigorous activity were 9% less
xx Preface
Ask an Expert. These boxed features, written by Melina B. Jampolis, M.D., engage
students by presenting questions and answers about nutrition and health, as related to
chemistry, that are relevant and important in today’s world.
Examples. To reinforce students in their problem-solving skill development, complete

step-by-step solutions for numerous examples are included.
Learning Checks. Short self-check exercises follow examples and discussions of key
or difficult concepts. A complete set of solutions is included in Appendix C. These allow
students to measure immediately their understanding and progress.
Study Skills. Most chapters contain a Study Skills feature in which a challenging topic,
skill, or concept of the chapter is addressed. Study suggestions, analogies, and approaches
are provided to help students master these ideas.
STUdy SKILLS 14.1

A Reaction Map for Aldehydes and Ketones
This reaction map is designed to help you master organic is to react with the functional group. If the reacting func-
reactions. Whenever you are trying to complete an organic tional group is an aldehyde or a ketone, find the reagent in
reaction, use these two basic steps: (1) Identify the func- the summary diagram, and use the diagram to predict the
tional group that is to react, and (2) Identify the reagent that correct products.
Aldehyde or Ketone
(O) H2, Pt alcohol
Oxidation Hydrogenation Hemi formation
If If If If If If
aldehyde ketone aldehyde ketone aldehyde ketone
Carboxylic No Primary Secondary

Hemiacetal Hemiketal
acid reaction alcohol alcohol
alcohol
Acetal Ketal
how Reactions Occur. The mechanisms of representative organic reactions are presented
in four boxed inserts to help students dispel the mystery of how these reactions take place.
Concept Summary. Located at the end of each chapter, this feature provides a con-
cise review of the concepts and includes suggested exercises to check achievement of the
learning objectives related to the concepts.
Concept Summary
Symbols and Formulas Symbols based on names have are located in the nuclei of atoms. Negatively charged elec-
been assigned to every element. Most consist of a single capi- trons with a mass of 1/1836 u are located outside the nuclei
tal letter followed by a lowercase letter. A few consist of a of atoms.
single capital letter. Compounds are represented by formulas Objective 2 (Section 2.2), exercises 2.10 and 2.12
made up of elemental symbols. The number of atoms of each
element in a molecule is shown by subscripts. isotopes Most elements in their natural state are made up
Objective 1 (Section 2.1), exercise 2.4 of more than one kind of atom. These different kinds of atoms
of a specific element are called isotopes and differ from one
inside the atom Atoms are made up of numerous smaller another only in the number of neutrons in their nuclei. A sym-
particles, of which the most important to chemical studies are bol incorporating atomic number, mass number, and elemen-
the proton, neutron, and electron. Positively charged protons tal symbol is used to represent a specific isotope.
and neutral neutrons have a relative mass of 1 u each and Objective 3 (Section 2.3), exercises 2.16 and 2.22
key Terms and Concepts. These are listed at the end of the chapter for easy review,
with a reference to the chapter section in which they are presented.
Preface xxi
key Equations. This feature provides a useful summary of general equations and re-
actions from the chapter. This feature is particularly helpful to students in the organic
chemistry chapters.
Exercises. Nearly 1,700 end-of-chapter exercises are arranged by section. Approxi-

mately half of the exercises are answered in the back of the text. Complete solutions to
these answered exercises are included in the Student Study Guide. Solutions and answers
to the remaining exercises are provided in the Instructor’s Manual. We have included a
significant number of clinical and other familiar applications of chemistry in the exercises.
Chemistry for Thought. Included at the end of each chapter are special questions
designed to encourage students to expand their reasoning skills. Some of these exercises
are based on photographs found in the chapter, while others emphasize clinical or other
useful applications of chemistry.
Allied health Exam Connection. These examples of chemistry questions from

typical entrance exams used to screen applicants to allied health professional programs
help students focus their attention on the type of chemical concepts considered important
in such programs.
Allied health Exam Connection

The following questions are from these sources: ●
Cliffs Test Prep: Nursing School Entrance Exams by Fred N.
●
Nursing School Entrance Exam © 2005, Learning Express, LLC. Grayson © 2004, Wiley Publishing, Inc.
●
McGraw-Hill’s Nursing School Entrance Exams by Thomas A.
●
Peterson’s Master the Nursing School and Allied Health
Evangelist, Tamara B. Orr, and Judy Unrein © 2009, The Entrance Exams, 18th edition by Marion F. Gooding © 2008,
McGraw-Hill Companies, Inc. Peterson’s, a Nelnet Company.
●
NSEE Nursing School Entrance Exams, 3rd edition © 2009,
Kaplan Publishing.
9.137 An acid is a substance that dissociates in water into one or 9.143 Dissolving H2SO4 in water creates an acid solution by in-
more _______ ions and one or more _______. creasing the:
a. hydrogen . . . anions a. sulfate ions.
b. hydrogen . . . cations b. water ions.
c. hydroxide . . . anions c. hydrogen ions.
d. hydroxide . . . cations d. oxygen ions.
9.138 A base is a substance that dissociates in water into one or 9.144 When a solution has a pH of 7, it is:
more ________ ions and one or more _________. a. a strong base.
a. hydrogen . . . anions b. a strong acid.
b. hydrogen . . . cations c. a weak base.
c. hydroxide . . . anions d. neutral.
d. hydroxide . . . cations
possible Course outlines

This text may be used effectively in either a two-semester or three-quarter course of study:
First semester: Chapters 1–13 (general chemistry and three chapters of organic chemistry)
Second semester: Chapters 14–25 (organic chemistry and biochemistry)
First semester: Chapters 1–10 (general chemistry)
Second semester: Chapters 11–21 (organic chemistry and some biochemistry)
First quarter: Chapters 1–10 (general chemistry)
Second quarter: Chapters 11–18 (organic chemistry)
Third quarter: Chapters 19–25 (biochemistry)
Supporting Materials
Please visit http://www.cengage.com/chemistry/seager/gob9e for information about stu-
dent and instructor resources for this text.
xxii Preface
Acknowledgments
We express our sincere appreciation to the following reviewers, who helped us revise the
many editions:
Hugh Akers Jan Fausset
Lamar University–Beaumont Front Range Community College
Johanne I. Artman Patricia Fish
Del Mar College The College of St. Catherine
Gabriele Backes Harold Fisher
Portland Community College University of Rhode Island
Bruce Banks John W. Francis
University of North Carolina–Greensboro Columbus State Community College
David Boykin Wes Fritz
Georgia State University College of DuPage
Deb Breiter Jean Gade
Rockford College Northern Kentucky University
Lorraine C. Brewer Galen George
University of Arkansas Santa Rosa Junior College
Martin Brock Anita Gnezda
Eastern Kentucky University Ball State University
Jonathan T. Brockman Meldath Govindan
College of DuPage Fitchburg State University
Kathleen Brunke Jane D. Grant
Christopher Newport University Florida Community College
Christine Brzezowski James K. Hardy
University of Utah University of Akron
Sybil K. Burgess Leland Harris
University of North Carolina–Wilmington University of Arizona
Sharmaine S. Cady Robert H. Harris
East Stroudsburg University University of Nebraska–Lincoln
Linda J. Chandler David C. Hawkinson
Salt Lake Community College University of South Dakota
Tom Chang Jack Hefley
Utah State University Blinn College
Ngee Sing Chong Claudia Hein
Middle Tennessee State University Diablo Valley College
Judith Ciottone John Henderson
Fitchburg State University Jackson Community College
Caroline Clower Mary Herrmann
Clayton State University University of Cincinnati
Sharon Cruse Arthur R. Hubscher
Northern Louisiana University Brigham Young University–Idaho
Thomas D. Crute Kenneth Hughes
Augusta College University of Wisconsin–Oshkosh
Jack L. Dalton Jeffrey A. Hurlbut
Boise State University Metropolitan State College of Denver
Lorraine Deck Jim Johnson
University of New Mexico Sinclair Community College
Kathleen A. Donnelly Richard. F. Jones
Russell Sage College Sinclair Community College
Preface xxiii
Frederick Jury Elva Mae Nicholson
Collin County Community College Eastern Michigan University
Lidija Kampa H. Clyde Odom
Kean College of New Jersey Charleston Southern University
Laura Kibler-Herzog Howard K. Ono
Georgia State University California State University–Fresno
Margaret G. Kimble Jeff Owens
Indiana University–Purdue University Highline Community College
Fort Wayne Dwight Patterson
James F. Kirby Middle Tennessee State University
Quinnipiac University
James A. Petrich
Peter J. Krieger San Antonio College
Palm Beach Community College
Thomas G. Richmond
Terrie L. Lampe University of Utah
De Kalb College–Central Campus
James Schreck
Carol Larocque University of Northern Colorado
Cambrian College
William Scovell
Richard Lavallee Bowling Green State University
Santa Monica College
Jean M. Shankweiler
Donald Linn El Camino Community College
Indiana University—Purdue University
Francis X. Smith
Fort Wayne
King’s College
Leslie J. Lovett
J. Donald Smith
Fairmont State College
University of Massachusetts–Dartmouth
James Luba
Malcolm P. Stevens
University of Arkansas at Little Rock
University of Hartford
Regan Luken
Eric R. Taylor
University of Southwestern Louisiana
Gregory Marks
Krista Thomas
Carroll University
Johnson County Community College
Armin Mayr
Linda Thomas-Glover
El Paso Community College
Guilford Technical Community College
James McConaghy
James A. Thomson
Wayne College
University of Waterloo
Evan McHugh
Mary Lee Trawick
Pikes Peak Community College
Baylor University
Trudy McKee
Katherin Vafeades
Thomas Jefferson University
University of Texas–San Antonio
Melvin Merken
John Vincent
Worcester State College
University of Alabama
W. Robert Midden
Scott White
Bowling Green State University
Southern Arkansas University
Pamela S. Mork
Cary Willard
Concordia College
Grossmont College
Phillip E. Morris, Jr.
Don Williams
University of Alabama–Birmingham
Hope College
Robert N. Nelson
Les Wynston
Georgia Southern University
California State University–Long Beach
Marie Nguyen
Jean Yockey
Highline Community College
xxiv Preface
We also give special thanks to Dawn Giovanniello, Product Director, and Peter McGahey,
Senior Content Developer for Cengage Learning, who guided and encouraged us in the
preparation of this ninth edition. We would also like to thank Teresa Trego, Senior Con-
tent Project Manager; Elizabeth Woods, Content Developer and Ana Albinson, Associate
Marketing Manager. All were essential to the team and contributed greatly to the success
of the project. We are very grateful for the superb work of Prashant Kumar Das of MPS
Limited for his outstanding coordination of production, and Erika Mugavin, IP Project
Manager, for coordinating the excellent photos. We are especially pleased with the new
feature Ask a Pharmacist and wish to thank Marvin Orrock for his excellent work. We
appreciate the significant help of four associates: Monica Linford, who did an excellent
job writing 8 new case studies, Mary Ann Francis, who helped with submitting the manu-
script, Kimberly Francis, who helped write the Chemistry Around Us features, and David
Shinn of the U.S. Merchant Marine Academy for assistance with accuracy checking.
Finally, we extend our love and heartfelt thanks to our families for their patience, sup-
port, encouragement, and understanding during a project that occupied much of our time
and energy.
Spencer L. Seager
Michael R. Slabaugh
Maren S. Hansen
Preface xxv
1 Matter, Measurements,
and Calculations
com
Krystyna Taran/Shutterstock.
Case Study
Purpose: The case study scenarios introduce diverse situations that a health care
professional might encounter. Their purpose is to stimulate inquiry; for that reason,
we’ve placed them at the beginning of each chapter. Vocabulary and scenarios may be
unfamiliar, but our intention is to stimulate questions and to pique curiosity. Medicine
has long been described as an art as well as a science. The questions raised by these
case studies rarely have a single correct answer. With the knowledge that you gain
from this text, and your future training, acceptable answers to the questions raised in
our scenarios will become apparent.
Disclaimer: Some of the case studies are based on real-life situations. In
such cases, names have been changed to protect the individual’s anonymity.
Any resemblance to a particular person is purely coincidental. Models are used in all photos
illustrating the cases. No photos of actual people experiencing particular medical scenarios
are ever used in this text.
Case Study: Katie enjoyed well-child appointments at the military clinic. Because
of the remote location, several doctors operated the clinic in turn. Katie liked the positive
feedback at Norah’s two-week checkup, where doctors praised Katie for her attentive moth-
ering and congratulated her on Norah’s impressive weight gain on what one doctor called
“high-octane” milk. Today, at Norah’s nine-month check, the nurse recorded important
measurements of weight, length, temperature, and head circumference. Doctor Watson
pondered these for a disconcertingly long time. He asked questions, including “Does she
crawl?” and “Can she say ten words?” Dr. Watson admitted his concern about microcephaly
and directed that Norah should be returned every two weeks for head measurements.
Katie felt sure of her daughter’s intelligence, but perhaps she was just a proud parent.
Two months later, a different pediatrician examined Norah and reassured Katie that hats
come in different sizes for a reason. Now, thirty years later, Norah’s name is followed by Ph.D.
What other factors should the doctor consider when microcephaly is

suspected? How important is it for medical professionals to consider
the emotional impact of their diagnoses on family members (e.g., the
mother’s anxiety)?
Follow-up to this Case Study appears at the end of the chapter before the Concept Summary.
Learning Objectives
When you have completed your study of this chapter, you 6 Recognize units of the metric system, and convert
should be able to: measurements done using the metric system into related
1 Explain what matter is. (Section 1.1) units. (Section 1.6)
2 Explain the difference between the terms physical and 7 Express numbers using scientific notation, and do
chemical as applied to the properties of matter and changes calculations with numbers expressed in scientific notation.
in matter. (Section 1.2) (Section 1.7)
3 Describe matter in terms of the accepted scientific model. 8 Express the results of measurements and calculations using
(Section 1.3) the correct number of significant figures. (Section 1.8)
4 On the basis of observation or information given to you, 9 Use the factor-unit method to solve numerical problems.
classify matter into the correct category of each of the fol- (Section 1.9)
lowing pairs: heterogeneous or homogeneous, solution or 10 Do calculations involving percentages. (Section 1.10)
pure substance, and element or compound. (Section 1.4) 11 Do calculations involving densities. (Section 1.11)
5 Recognize the use of measurement units in everyday
activities. (Section 1.5)
C
hemistry is often described as the scientific study of matter. In a way, almost
any study is a study of matter, because matter is the substance of everything.
Chemists, however, are especially interested in matter; they study it and
attempt to understand it from nearly every possible point of view.
The chemical nature of all matter makes an understanding of chemistry useful and
necessary for individuals who are studying in a wide variety of areas, including the
Matter, Measurements, and Calculations 3
health sciences, the natural sciences, home economics, education, environmental sci-
ence, and law enforcement.
Matter comes in many shapes, sizes, and colors that are interesting to look at and
describe. Early chemists did little more than describe what they observed, and their
chemistry was a descriptive science that was severely limited in scope. It became a
much more useful science when chemists began to make quantitative measurements,
do calculations, and incorporate the results into their descriptions. Some fundamental
ideas about matter are presented in this chapter, along with some ideas about quanti-
tative measurement, the scientific measurement system, and calculations.
1.1 What Is Matter?

Learning Objective
1. Explain what matter is.
Definitions are useful in all areas of knowledge; they provide a common vocabulary
for both presentations to students and discussions between professionals. You will be
expected to learn a number of definitions as you study chemistry, and the first one is a
definition of matter. Earlier, we said that matter is the substance of everything. That isn’t
very scientific, even though we think we know what it means. If you stop reading for a
moment and look around, you will see a number of objects that might include people,
potted plants, walls, furniture, books, windows, and a TV set or radio. The objects you
see have at least two things in common: Each one has mass, and each one occupies
space. These two common characteristics provide the basis for the scientific definition
matter Anything that has mass and of matter. Matter is anything that has mass and occupies space. You probably under-
occupies space. stand what is meant by an object occupying space, especially if you have tried to occupy
the same space as some other object. The resulting physical bruises leave a lasting men-
tal impression.
You might not understand the meaning of the term mass quite as well, but it can also
be illustrated “painfully.” Imagine walking into a very dimly lit room and being able to
just barely see two large objects of equal size on the floor. You know that one is a bowling
ball and the other is an inflated plastic ball, but you can’t visually identify which is which.
However, a hard kick delivered to either object easily allows you to identify each one. The
bowling ball resists being moved much more strongly than does the inflated ball. Resis-
mass A measurement of the tance to movement depends on the amount of matter in an object, and mass is an actual
amount of matter in an object. measurement of the amount of matter present.
The term weight is probably more familiar to you than mass, but the two are related.
All objects are attracted to each other by gravity, and the greater their mass, the stronger
weight A measurement of the the attraction between them. The weight of an object on Earth is a measurement of the
gravitational force acting on an gravitational force pulling the object toward Earth. An object with twice the mass of a
object.
second object is attracted with twice the force, and therefore has twice the weight of the
second object. The mass of an object is constant no matter where it is located (even if it
is in a weightless condition in outer space). However, the weight of an object depends on
the strength of the gravitational attraction to which it is subjected. For example, a rock
that weighs 16 pounds on Earth would weigh about 2.7 pounds on the moon because the
gravitational attraction is only about one-sixth that of Earth. However, the rock contains
the same amount of matter and thus has the same mass whether it is located on Earth or
on the moon.
Despite the difference in meaning between mass and weight, the determination of mass
is commonly called “weighing.” We will follow that practice in this book, but we will use
the correct term mass when referring to an amount of matter.
4 Chapter 1
Chemistry Around us 1.1
A Central Science
Chemistry is often referred to as the “central science” be- As you read this text, you will encounter chapter open-
cause it serves as a necessary foundation for many other sci- ing photos dealing with applications of chemistry in the
entific disciplines. Regardless of which scientific field you health-care professions. Within the chapters, other Chemis-
are interested in, every single substance you will discuss or try Around Us boxes focus on specific substances that play
work with is made up of chemicals. Also, many processes essential roles in meeting the needs of society.
important to those fields will be based on an understanding
of chemistry.
Health sciences Nutrition
Chemistry
Microbiology Physiology
© Cengage Learning/Charles D. Winters

Botany
Chemistry is the foundation for many other scientific disciplines.
We also consider chemistry a central science because of its

crucial role in responding to the needs of society. We use
chemistry to discover new processes, develop new sources
of energy, produce new products and materials, provide more Chemicals are present in everything we can touch,
food, and ensure better health. smell, or see. Chemistry is all around us.
1.2 Properties and Changes

Learning Objective
2. Explain the difference between the terms physical and chemical as applied to
the properties of matter and changes in matter.
When you looked at your surroundings earlier, you didn’t have much trouble identifying the
various things you saw. For example, unless the decorator of your room had unusual tastes, you
could easily tell the difference between a TV set and a potted plant by observing such charac-
teristics as shape, color, and size. Our ability to identify objects or materials and discriminate
between them depends on such characteristics. Scientists prefer to use the term property instead
of characteristic, and they classify properties into two categories, physical and chemical.
Physical properties are those that can be observed or measured without changing or physical properties Properties of
trying to change the composition of the matter in question—no original substances are de- matter that can be observed or mea-
stroyed, and no new substances appear. For example, you can observe the color or measure sured without trying to change the
composition of the
the size of a sheet of paper without attempting to change the paper into anything else. Color matter being studied.
and size are physical properties of the paper. Chemical properties are the properties matter
demonstrates when attempts are made to change it into other kinds of matter. For example, chemical properties Properties
a sheet of paper can be burned; in the process, the paper is changed into new substances. On that matter demonstrates when
attempts are made to change it into
the other hand, attempts to burn a piece of glass under similar conditions fail. The ability of new substances.
paper to burn is a chemical property, as is the inability of glass to burn.
Are Chemicals Getting a Bad Rap?
The following question was overheard in a grocery store
when a customer approached a sales clerk and asked, “Are
there any chemicals in this yogurt?” If the clerk had been
a chemistry student, a correct answer would have been “Of
course, the yogurt itself is made of chemicals.”
The reason for this correct answer is that all matter, including
yogurt, is made up of atoms of the elements. This means that any
sample of any kind of matter contains atoms, and therefore con-
tains chemicals. What the customer really should have asked is
AP Images/DAWN VILLELLA
a more specific question, such as “Does this yogurt contain any
chemical preservative?” or, if the customer had a condition such
as lactose intolerance, “Does this yogurt contain any lactose?”
However, unfortunately, in today’s world the word
“chemical” is often used in a negative way, as illustrated by
this conversation. Hopefully, students using this textbook All matter, including yogurt, is comprised of chemicals.
will be taking a course that will eliminate the negative feel-
ing toward chemistry and chemicals.
You can easily change the size of a sheet of paper by cutting off a piece. The paper sheet is
physical changes Changes not converted into any new substance by this change, but it is simply made smaller. Physical
matter undergoes without changing changes can be carried out without changing the composition of a substance. However, there
composition.
is no way you can burn a sheet of paper without changing it into new substances. Thus, the
chemical changes Changes matter change that occurs when paper burns is called a chemical change. Figure 1.1 shows an
undergoes that involve changes in example of a chemical change, the burning of magnesium metal. The bright light produced
composition. by this chemical change led to the use of magnesium in the flash powder used in early
photography. Magnesium is still used in fireworks to produce a brilliant white light.
Example 1.1 Classifying Changes as Physical or Chemical

Classify each of the following changes as physical or chemical: (a) a match is burned;
(b) iron is melted; (c) limestone is crushed; (d) limestone is heated, producing lime and
carbon dioxide; (e) an antacid seltzer tablet is dissolved in water; and (f) a rubber band
is stretched.
Solution
Changes b, c, and f are physical changes because no composition changes occurred and
no new substances were formed.
The others are chemical changes because new substances were formed. A match is
burned—combustion gases are given off, and matchstick wood is converted to ashes.
Limestone is heated—lime and carbon dioxide are the new substances. A seltzer tablet
is dissolved in water—the fizzing that results is evidence that at least one new material
(a gas) is produced.
✔ LEarnIng ChECk 1.1 Classify each of the following changes as physical

or chemical, and, in the cases of chemical change, describe one observation or test that
indicates new substances have been formed: (a) milk sours, (b) a wet handkerchief
dries, (c) fruit ripens, (d) a stick of dynamite explodes, (e) air is compressed into a steel
container, and (f) water boils.
6 Chapter 1
© Cengage Learning/Larry Cameron

1 2 3
A strip of magnesium metal. After being ignited with a flame, The white ash of magnesium
the magnesium burns with a oxide from the burning of several
blinding white light. magnesium strips.
Figure 1.1 A chemical change occurs when magnesium metal burns.
Among the most common physical changes are changes in state, such as the melting
of solids to form liquids, the sublimation of solids to form gases, or the evaporation of
liquids to form gases. These changes take place when heat is added to or removed from
matter, as represented in Figure 1.2. We will discuss changes in state in more detail in
Chapter 6.
Figure 1.2 Examples of physical

change.
© Cengage Learning/Charles D. Winters
© Jeffrey M. Seager
A B
Solid iodine becomes gaseous iodine Liquid benzene becomes solid benzene
when heated. when cooled.
1.3 a Model of Matter

Learning Objective
3. Describe matter in terms of the accepted scientific model.
Model building is a common activity of scientists, but the results in many cases would not
look appropriate on a fireplace mantle. Scientific models are explanations for observed scientific models Explanations for
behavior. Some, such as the well-known representation of the solar system, can easily be observed behavior in nature.
depicted in a physical way. Others are so abstract that they can be represented only by
mathematical equations.
Our present understanding of the nature of matter is a model that has been developed
and refined over many years. Based on careful observations and measurements of the
properties of matter, the model is still being modified as more is learned. In this book, we
will concern ourselves with only some very basic concepts of this model, but even these
basic ideas will provide a powerful tool for understanding the behavior of matter.
The study of the behavior of gases—such as air, oxygen, and carbon dioxide—by some
of the earliest scientists led to a number of important ideas about matter. The volume of a
gas kept at a constant temperature was found to change with pressure. An increase in pres-
sure caused the gas volume to decrease, whereas a decrease in pressure permitted the gas
volume to increase. It was also discovered that the volume of a gas maintained at constant
pressure increased as the gas temperature was increased. Gases were also found to have
mass and to mix rapidly with one another when brought together.
A simple model for matter was developed that explained these gaseous properties, as well
as many properties of solids and liquids. Some details of the model are discussed in Chapter 6,
but one conclusion is important to us now. All matter is made up of particles that are too
Alexandra Lande/Shutterstock.com
small to see (see Figure 1.3). The early framers of this model called the small particles
molecules. It is now known that molecules are the constituent particles of many, but not all,
substances. In this chapter, we will limit our discussion to substances made up of molecules.
Substances that are not made of molecules are discussed in Sections 4.3 and 4.11.
The results of some simple experiments will help us formally define the term molecule.
Suppose you have a container filled with oxygen gas and you perform a number of experi-
ments with it. You find that a glowing splinter of wood bursts into flames when placed in
Figure 1.3 A hang glider soars the gas. A piece of moist iron rusts much faster in the oxygen than it does in air. A mouse
far above the ground. How does or other animal can safely breathe the gas.
this feat confirm that air is matter?
Now suppose you divide another sample of oxygen the same size as the first into two
smaller samples. The results of similar experiments done with these samples would be the
same as before. Continued subdivision of an oxygen sample into smaller and smaller samples
does not change the ability of the oxygen in the samples to behave just like the oxygen in the
original sample. We conclude that the physical division of a sample of oxygen gas into smaller
and smaller samples does not change the oxygen into anything else—it is still oxygen. Is there
a limit to such divisions? What is the smallest sample of oxygen that will behave like the larger
sample? We hope you have concluded that the smallest sample must be a single molecule.
Although its very small size would make a one-molecule sample difficult to handle, it would
nevertheless behave just as a larger sample would—it could be stored in a container, it would
make wood burn rapidly, it would rust iron, and it could be breathed safely by a mouse.
molecule The smallest particle of a We are now ready to formally define the term molecule. A molecule is the smallest
pure substance that has the proper- particle of a pure substance that has the properties of that substance and is capable of a
ties of that substance and is capable
stable independent existence. Alternatively, a molecule is defined as the limit of physical
of a stable independent existence.
Alternatively, a molecule is the limit subdivision for a pure substance.
of physical subdivision for a pure In less formal terms, these definitions indicate that a sample of pure substance—such
substance. as oxygen, carbon monoxide, or carbon dioxide—can be physically separated into smaller
and smaller samples only until there is a single molecule. Any further separation cannot
be done physically, but if it were done (chemically), the resulting sample would no longer
have the same properties as the larger samples.
The idea that it might be possible to chemically separate a molecule into smaller par-
ticles grew out of continued study and experimentation by early scientists. In modern
terminology, the smaller particles that make up molecules are called atoms. John Dalton
(1766–1844) is generally credited with developing the first atomic theory containing ideas
that are still used today. The main points of his theory, which he proposed in 1808, can be
summarized in the following five statements:
1. All matter is made up of tiny particles called atoms.
2. Substances called elements are made up of atoms that are all identical.
3. Substances called compounds are combinations of atoms of two or more elements.
4. Every molecule of a specific compound always contains the same number of atoms
of each kind of element found in the compound.
5. In chemical reactions, atoms are rearranged, separated, or combined, but are never
created nor destroyed.
8 Chapter 1
Early scientists used graphic symbols such as circles and squares to represent the few differ-
ent atoms that were known at the time. Instead of different shapes, we will use representations
such as those in Figure 1.4 for oxygen, carbon monoxide, and carbon dioxide molecules.
Figure 1.4 Symbolic

representations of molecules.
Carbon Carbon
Oxygen
monoxide dioxide
The three pure substances just mentioned illustrate three types of molecules found in
matter. Oxygen molecules consist of two oxygen atoms, and are called diatomic molecules diatomic molecules Molecules
to indicate that fact. Molecules such as oxygen that contain only one kind of atom are also that contain two atoms.
called homoatomic molecules to indicate that the atoms are all of the same kind. Carbon homoatomic molecules Mol-
monoxide molecules also contain two atoms and therefore are diatomic molecules. However, ecules that contain only one kind of
in this case the atoms are not identical, a fact indicated by the term heteroatomic molecule. atom.
Carbon dioxide molecules consist of three atoms that are not all identical, so carbon diox-
heteroatomic molecules Mole-
ide molecules are described by the terms triatomic and heteroatomic. The words diatomic cules that contain two or more kinds
and triatomic are commonly used to indicate two- or three-atom molecules, but the word of atoms.
polyatomic is usually used to describe molecules that contain more than three atoms.
triatomic molecules Molecules
that contain three atoms.
Example 1.2 Classifying Molecules
polyatomic molecules Molecules
Use the terms diatomic, triatomic, polyatomic, homoatomic, or heteroatomic to classify that contain more than three atoms.
the following molecules correctly:
A B C D E
Solution
A. Polyatomic and heteroatomic (more than three atoms, and the atoms are not all identical)
B. Polyatomic and homoatomic (more than three atoms, and the atoms are identical)
C. Diatomic and homoatomic (two atoms, and the atoms are identical)
D. Triatomic and heteroatomic (three atoms, and the atoms are not identical)
E. Diatomic and heteroatomic (two atoms, and the atoms are not identical)
✔ LEarnIng ChECk 1.2 Use the terms diatomic, triatomic, polyatomic, ho-
moatomic, or heteroatomic to classify the following molecules correctly:
a. Water molecules have been found to contain two hydrogen atoms and one oxygen atom.
b. Molecules of ozone contain three oxygen atoms.
c. Natural gas is made up primarily of methane molecules, which contain one atom of
carbon and four atoms of hydrogen.
The subdivision of molecules into smaller particles is a chemical change. How far can
such subdivisions of molecules go? You are probably a step ahead of us and have guessed
atom The limit of chemical that the answer is atoms. In fact, this provides us with a definition of atoms. An atom is
subdivision for matter. the limit of chemical subdivision. In less formal terms, atoms are the smallest particles
of matter that can be produced as a result of chemical changes. However, all chemical
changes do not necessarily break molecules into atoms. In some cases, chemical changes
might just divide a large molecule into two or more smaller molecules. Also, as we will
see later, some chemical changes form larger molecules from smaller ones. The important
point is that only chemical changes will produce a division of molecules, and the smallest
particles of matter that can possibly be produced by such a division are called atoms.
1.4 Classifying Matter

Learning Objective
4. On the basis of observation or information given to you, classify matter into the
correct category of each of the following pairs: heterogeneous or homogeneous,
solution or pure substance, and element or compound.
Unknown substances are often analyzed to determine their compositions. An analyst, upon re-
ceiving a sample to analyze, will always ask an important question: Is the sample a pure sub-
stance or a mixture? Any sample of matter must be one or the other. Pure water and sugar are
both pure substances, but you can create a mixture by stirring together some sugar and pure water.
What is the difference between a pure substance and a mixture? Two differences are
pure substance Matter that has that a pure substance has a constant composition and a fixed set of physical and chemi-
a constant composition and fixed cal properties. Pure water, for example, always contains the same proportions of hydrogen
properties. and oxygen and freezes at a specific temperature. A mixture of sugar and water, however,
mixture A physical blend of can vary in composition, and the properties will be different for the different composi-
matter that can theoretically be tions. For example, a glass of sugar water could contain a few crystals of sugar or several
physically separated into two or more spoonfuls. Properties such as the sweetness and freezing point would vary depending on
components. the amount of sugar present in the mixture.
Another difference is that a pure substance cannot be physically separated into simpler
substances, whereas a mixture can theoretically be separated into its components. For ex-
ample, if we heat a sugar-and-water mixture, the water evaporates, and the sugar remains.
We say mixtures can theoretically be separated, but some separations are very difficult to
achieve. Figure 1.5 summarizes these ideas.
Figure 1.5 Mixtures and pure Matter

substances.
Mixture Pure substance
Proportions of components may vary Constant composition
Properties vary with composition Fixed set of properties
Can be physically separated Cannot be physically

into two or more pure substances separated into simpler
substances
10 Chapter 1
Pure substances, and mixtures such as sugar water, are examples of homogeneous matter— homogeneous matter Matter
matter that has a uniform appearance and the same properties throughout. Homogeneous mix- that has the same properties
tures such as sugar water are called solutions (see Figure 1.6). Mixtures in which the properties throughout the sample.
and appearance are not uniform throughout the sample are examples of heterogeneous matter. solutions Homogeneous mixtures
The mixture of rock salt and sand that is spread on snowy roads during the winter is an example. of two or more pure substances.
Commonly, the word solution is used to describe homogeneous liquid mixtures such as
heterogeneous matter Matter
sugar water, but solutions of gases and solids also exist. The air around us is a gaseous solution, with properties that are not the same
containing primarily nitrogen and oxygen. The alloys of some metals are solid solutions. throughout the sample.
For example, small amounts of copper are often added to the gold used in making jewelry.
The resulting solid solution is harder than gold and has greater resistance to wear.
© Spencer L. Seager H2O
© Spencer L. Seager
H2O + Sugar
A B
Figure 1.6 Sugar and water (A) form a solution when mixed (B).
Most matter is found in nature in the form of heterogeneous mixtures. The properties of
such mixtures depend on the location from which samples are taken. In some cases, the het-
erogeneity is obvious. In a slice of tomato, for example, the parts representing the skin, juice,
seeds, and pulp can be easily seen and identified because they look different. Thus, at least one
property (e.g., color or texture) is different for the different parts. However, a sample of clean
sand from a seashore must be inspected very closely before slight differences in appearance
can be seen for different grains. At this point, you might be thinking that even the solutions de-
scribed earlier as homogeneous mixtures would appear to be heterogeneous if they were looked
at closely enough. We could differentiate between sugar and water molecules if sugar solutions
were observed under sufficient magnification. We will generally limit ourselves to differences
normally visible when we classify matter as heterogeneous on the basis of appearance.
Earlier, we looked at three examples of pure substances—oxygen, carbon monoxide,
and carbon dioxide—and found that the molecules of these substances are of different
types. Oxygen molecules are diatomic and homoatomic, carbon monoxide molecules are
diatomic and heteroatomic, and carbon dioxide molecules are triatomic and heteroatomic.
Many pure substances have been found to consist of either homoatomic or heteroatomic
molecules—a characteristic that permits them to be classified into one of two categories.
Pure substances made up of homoatomic molecules are called elements, and those made element A pure substance consist-
up of heteroatomic molecules are called compounds. Thus, oxygen is an element, whereas ing of only one kind of atom in the
carbon monoxide and carbon dioxide are compounds. form of homoatomic molecules or
individual atoms.
It is useful to note a fact here that is discussed in more detail later in Section 4.11. The
compound A pure substance con-
smallest particles of some elements and compounds are individual atoms rather than mol-
sisting of two or more kinds of atoms
ecules. However, in elements of this type, the individual atoms are all of the same kind, in the form of heteroatomic mol-
whereas in compounds, two or more kinds of atoms are involved. Thus, the classification ecules or individual atoms.
of a pure substance as an element or a compound is based on the fact that only one kind of
atom is found in elements and two or more kinds are found in compounds. In both cases,
the atoms may be present individually or in the form of homoatomic molecules (elements)
or heteroatomic molecules (compounds). Some common household materials are pure
substances (elements or compounds), such as aluminum foil, baking soda, and table salt.
✔ LEarnIng ChECk 1.3 Classify the molecules represented below as those of

an element or a compound:
A B C D
The characteristics of the molecules of elements and compounds lead us to some conclu-
sions about their chemical behavior. Elements cannot be chemically subdivided into simpler
pure substances, but compounds can. Because elements contain only one kind of atom and the
atom is the limit of chemical subdivision, there is no chemical way to break an element into
any simpler pure substance—the simplest pure substance is an element. On the other hand,
because the molecules of compounds contain more than one kind of atom, breaking such mol-
ecules into simpler pure substances is possible. For example, a molecule of table sugar can
be chemically changed into two simpler molecules (which are also sugars) or into atoms or
molecules of the elements carbon, hydrogen, and oxygen. Thus, compounds can be chemi-
cally subdivided into simpler compounds or elements. Figure 1.7 summarizes these ideas, and
Figure 1.8 illustrates a classification scheme for matter based on the ideas we have discussed.
Figure 1.7 Elements and Pure substance

compounds.
Element Compound
Homoatomic molecules Heteroatomic molecules

or individual atoms of or individual atoms (ions)
the same kind of two or more kinds
Cannot be chemically subdivided Can be chemically subdivided

into simpler substances into simpler substances
Products of chemical
subdivision are either elements
or simpler compounds
Example 1.3 Classifying Substances

When sulfur, an element, is heated in air, it combines with oxygen to form sulfur diox-
ide. Classify sulfur dioxide as an element or a compound.
Solution
Because sulfur and oxygen are both elements and they combine to form sulfur dioxide,
the molecules of sulfur dioxide must contain atoms of both sulfur and oxygen. Thus, sul-
fur dioxide is a compound because its molecules are heteroatomic.
✔ LEarnIng ChECk 1.4 Suppose an element and a compound combine to

form only one product. Classify the product as an element or a compound.
12 Chapter 1
Matter
© Photodisc/Getty Images; © Progressive Publishing Alternatives

Pure substance Mixture
Heterogeneous Homogeneous
Element Compound
mixture mixture (solution)
Sugar Soft
Copper Oil drink
Water
Molecular
representations
Figure 1.8 A classification scheme for matter.
1.5 Measurement Units

Learning Objective
5. Recognize the use of measurement units in everyday activities.
Matter can be classified and some physical or chemical properties can be observed without
making any measurements. However, the use of quantitative measurements and calcula-
tions greatly expands our ability to understand the chemical nature of the world around
us. A measurement consists of two parts, a number and an identifying unit. A number
expressed without a unit is generally useless, especially in scientific work. We constantly
make and express measurements in our daily lives. We measure the gallons of gasoline put
into our cars, the time it takes to drive a certain distance, and the temperature on a hot or
cold day. In some of our daily measurements, the units might be implied or understood.
For example, if someone said the temperature outside was 39, you would probably assume
this was 39 degrees Fahrenheit if you lived in the United States, but in most other parts of
the world, it would be 39 degrees Celsius. Such confusion is avoided by expressing both
the number and the unit of a measurement.
All measurements are based on units agreed on by those making and using the measure-
ments. When a measurement is made in terms of an agreed-on unit, the result is expressed
as some multiple of that unit. For example, when you purchase 10 pounds of potatoes, you
are buying a quantity of potatoes equal to 10 times the standard quantity called 1 pound.
Similarly, 3 feet of string is a length of string 3 times as long as the standard length that
has been agreed on and called 1 foot.
The earliest units used for measurements were based on the dimensions of the human
body. For example, the foot was the length of some important person’s foot, and the
biblical cubit was the length along the forearm from the elbow to the tip of the middle
finger. One problem with such units is obvious; the size of the units changed when the
person on whom they were based changed because of death, change in political power,
and so on.
As science became more quantitative, scientists found that the lack of standard units
became more and more of a problem. A standard system of units was developed in France
about the time of the French Revolution and was soon adopted by scientists throughout the
world. This system, called the metric system, has since been adopted and is used by almost
all nations of the world. The United States adopted the system but has not yet put it into
widespread use.
In an attempt to further standardize scientific measurements, an international agree-
ment in 1960 established certain basic metric units, and units derived from them, as pre-
ferred units to be used in scientific measurements. Measurement units in this system are
known as SI units after the French Système International d’Unités. SI units have not yet
been totally put into widespread use. Many scientists continue to express certain quanti-
ties, such as volume, in non-SI units. The metric system in this book is generally based on
accepted SI units but also includes a few of the commonly used non-SI units.
1.6 The Metric System

Learning Objective
6. Recognize units of the metric system, and convert measurements done using
the metric system into related units.
The metric system has a number of advantages compared with other measurement sys-
tems. One of the most useful of these advantages is that the metric system is a decimal
system in which larger and smaller units of a quantity are related by factors of 10. See
Table 1.1 for a comparison between the metric and English units of length—a meter is
slightly longer than a yard. Notice in Table 1.1 that the units of length in the metric system
are related by multiplying a specific number of times by 10—remember, 100 = 10 × 10
and 1000 = 10 × 10 × 10. The relationships between the units of the English system
show no such pattern.
TABLe 1.1 Metric and english Units of Length

Base Unit Larger Unit Smaller Unit
Metric 1 meter 1 kilometer 5 1000 meters 10 decimeters 5 1 meter
100 centimeters 5 1 meter
1000 millimeters 5 1 meter
English 1 yard 1 mile 5 1760 yards 3 feet 5 1 yard
36 inches 5 1 yard
The relationships between units of the metric system that are larger or smaller than
basic unit of measurement A a basic (defined) unit are indicated by prefixes attached to the name of the basic unit.
specific unit from which other units Thus, 1 kilometer (km) is a unit of length that is 1000 times longer than the basic unit of
for the same quantity are obtained 1
by multiplication or division.
1 meter (m), and a millimeter (mm) is only 1000 the length of 1 m. Some commonly used
prefixes are given in Table 1.2.
derived unit of measurement A Area and volume are examples of derived units of measurement; they are obtained or
unit obtained by multiplication or derived from the basic unit of length:
division of one or more basic units.
area = (length)(length) = (length)2
volume = (length)(length)(length) = (length)3
The unit used to express an area depends on the unit of length used.
14 Chapter 1
TABLe 1.2 Common Prefixes of the Metric System
exponential
Relationship Relationship
Prefixa Abbreviation to Basic Unit to Basic Unitb
mega- M 1,000,000 3 basic unit 106 3 basic unit
kilo- k 1000 3 basic unit 103 3 basic unit
deci- d 1/10 3 basic unit 1021 3 basic unit
centi- c 1/100 3 basic unit 1022 3 basic unit
milli- m 1/1000 3 basic unit 1023 3 basic unit
micro- m 1/1,000,000 3 basic unit 1026 3 basic unit
nano- n 1/1,000,000,000 3 basic unit 1029 3 basic unit
pico- p 1/1,000,000,000,000 3 basic unit 10212 3 basic unit
a
The prefixes in boldface (heavy) type are the most common ones. bThe use of exponents to express large and
small numbers is discussed in Section 1.7.
Example 1.4 Calculating areas

Calculate the area of a rectangle that has sides of 1.5 and 2.0 m. Express the answer in
units of square meters and square centimeters.
Solution
area = (length)(length)
In terms of meters, area = (1.5 m)(2.0 m) = 3.0 m2. Note that m2 represents meter squared,
or square meters. In terms of centimeters, area = (150 cm)(200 cm) = 30,000 cm2. The
lengths expressed in centimeters were obtained by remembering that 1 m = 100 cm.
✔ LEarnIng ChECk 1.5 The area of a circle is given by the formula A =

πr2, where r is the radius and π = 3.14. Calculate the area of a circle that has a radius
of 3.5 cm.
The unit used to express volume also depends on the unit of length used in the calcula-
tion. Thus, a volume could have such units as cubic meters (m3), cubic decimeters (dm3),
or cubic centimeters (cm3). The abbreviation cc is also used to represent cubic centimeters,
especially in medical work. The liter (L), a non-SI unit of volume, has been used as a basic
unit of volume by chemists for many years (see Figure 1.9). For all practical purposes,
1 L and 1 dm3 are equal volumes. This also means that 1 milliliter (mL) is equal to 1 cm3.
Most laboratory glassware is calibrated in liters or milliliters.
Example 1.5 Calculating Liquid Volumes

A circular petri dish with vertical sides has a radius of 7.50 cm. You want to fill the dish
with a liquid medium to a depth of 2.50 cm. What volume of medium in milliliters and
liters will be required?
Solution
© Spencer L. Seager
The volume of medium required will equal the area of the circular dish (in square cen-
timeters, cm2) multiplied by the liquid depth (in centimeters, cm). Note that the unit of
this product will be cubic centimeters (cm3). According to Learning Check 1.5 above, the
area of a circle is equal to πr2, where π = 3.14. Thus, the liquid volume will be
Figure 1.9 A liter is slightly larger
V = (3.14)(7.50 cm)2(2.50 cm) = 442 cm3 than a quart.
Because 1 cm3 = 1 mL, the volume equals 442 mL. Also, because 1 L = 1000 mL, the
volume can be converted to liters:
s442 mLd S 1L
1000 mL D
5 0.442 L
Notice that the milliliter units canceled in the calculation. This conversion to liters is an
example of the factor-unit method of problem solving, which is discussed in Section 1.9.
✔ LEarnIng ChECk 1.6 A rectangular aquarium has sides with lengths of

30.0 cm and 20.0 cm, and a height of 15.0 cm. Calculate the volume of the aquarium,
and express the answer in milliliters and liters.
The basic unit of mass in the metric system is 1 kilogram (kg), which is equal to about
2.2 pounds in the English system. A kilogram is too large to be conveniently used in some
applications, so it is subdivided into smaller units. Two of these smaller units that are often
used in chemistry are the gram (g) and milligram (mg) (see Figure 1.10). The prefixes
kilo- (k) and milli- (m) indicate the following relationships between these units:
1 kg = 1000 g
1 g = 1000 mg
1 kg = 1,000,000 mg
0.4-g paperclip 3.0-g razor blade
3.1-g penny © West 4.7-g nickel
Figure 1.10 Metric masses of some common items as found in a 0.4-g paperclip, 3.0-g razor blade,
3.1-g penny, and 4.7-g nickel.
Example 1.6 Expressing Measurements in Metric Units

All measurements in international track and field events are made using the metric sys-
tem. Javelins thrown by female competitors must have a mass of no less than 600 g.
Express this mass in kilograms and milligrams.
Solution
Because 1 kg = 1000 g, 600 g can be converted to kilograms as follows:
1 kg
600 g 3 5 0.600 kg
1000 g
Also, because 1 g = 1000 mg,
1000 mg
600 g 3 5 600,000 mg
1g
16 Chapter 1
Once again, the units of the original quantity (600 g) were canceled, and the desired units
were generated by this application of the factor-unit method (see Section 1.9).
✔ LEarnIng ChECk 1.7 The javelin thrown by male competitors in track and
field meets must have a minimum mass of 0.800 kg. A javelin is weighed and found to
have a mass of 0.819 kg. Express the mass of the weighed javelin in grams.
Temperature is difficult to define but easy for most of us to measure—we just read a
thermometer. However, thermometers can have temperature scales that represent different
units. For example, a temperature of 293 would probably be considered quite high until it
was pointed out that it is just room temperature as measured using the Kelvin temperature
scale. Temperatures on this scale are given in kelvins, K. (Notice that the abbreviation
is K, not °K.)
The Celsius scale (formerly known as the centigrade scale) is the temperature scale
used in most scientific work. On this scale, water freezes at 0°C and boils at 100°C under
normal atmospheric pressure. A Celsius degree (division) is the same size as a kelvin of
the Kelvin scale, but the two scales have different zero points. Figure 1.11 compares the
two scientific temperature scales and the familiar Fahrenheit scale. There are 100 Celsius
degrees (divisions) between the freezing point (0°C) and the boiling point (100°C) of wa-
ter. On the Fahrenheit scale, these same two temperatures are 180 degrees (divisions) apart
(the freezing point is 32°F and the boiling point is 212°F). Readings on these two scales
are related by the following equations:
5
8C 5 s8F 2 328d (1.1)
9
9
s8Cd 1 328
8F 5 (1.2)
5
As mentioned, the difference between the Kelvin and Celsius scales is simply the zero
point; consequently, readings on the two scales are related as follows:
°C = K − 273 (1.3)
K = °C + 273 (1.4)
Notice that Equation 1.2 can be obtained by solving Equation 1.1 for Fahrenheit degrees,
and Equation 1.4 can be obtained by solving Equation 1.3 for kelvins. Thus, you need to
remember only Equations 1.1 and 1.3, rather than all four.
Water boils Figure 1.11 Fahrenheit, Celsius,

2128F 1008C 373 K and Kelvin temperature scales. The
lowest temperature possible is
absolute zero, 0 K.
180 100
100
Fahrenheit Celsius
kelvins
degrees degrees
Water freezes
328F 0.008C 273 K
Absolute zero
–4598F –2738C 0K
Fahrenheit Celsius Kelvin
Example 1.7 Converting Fahrenheit Temperatures
to Celsius
A temperature reading of 77°F is measured with a Fahrenheit thermometer. What read-
ing would this temperature give if a Celsius thermometer were used?
Solution
The change is from a Fahrenheit reading to a Celsius reading, so Equation 1.1 is used:
5 5 5
8C 5 s8F 2 328d 5 s778 2 328d 5 s458d 5 258
9 9 9
Thus, the reading on a Celsius thermometer would be 25°C.
✔ LEarnIng ChECk 1.8 What Kelvin thermometer reading would correspond

to the 77°F reading described in Example 1.7?
The last units discussed at this point are derived units of energy. Other units will be
introduced later in the book as they are needed. The metric system unit of energy is a
joule (J), pronounced “jewl.” A joule is quite small, as shown by the fact that a 50-watt
light-bulb uses 50 J of energy every second. A typical household in the United States uses
several billion joules of electrical energy in a month.
The calorie (cal), a slightly larger unit of energy, is sometimes used by chemists. One
calorie is the amount of heat energy required to increase the temperature of 1 g of water by
1°C. The calorie and joule are related as follows:
1 cal = 4.184 J
The nutritional calorie of the weight watcher is actually 1000 scientific calories, or
1 kcal. It is represented by writing calorie with a capital C (Calorie, abbreviated Cal).
Table 1.3 contains a list of the commonly used metric units, their relationship to basic
units, and their relationship to English units.
TABLe 1.3 Commonly Used Metric Units

Relationship to Relationship to
Quantity Metric Unit Metric Basic Unit english Unit
Length meter (m) Basic unit 1 m = 1.094 yd
centimeter (cm) 100 cm = 1 m 1 cm = 0.394 in.
millimeter (mm) 1000 mm = 1 m 1 mm = 0.0394 in.
kilometer (km) 1 km = 1000 m 1 km = 0.621 mi
Volume cubic decimeter (dm3) Basic unit 1 dm3 = 1.057 qt
cubic centimeter (cm3 or cc) 1000 cm3 = 1 dm3 1 cm3 = 0.0338 fl oz
liter (L) 1 L = 1 dm3 1 L = 1.057 qt
milliliter (mL)a 1000 mL = 1 dm3 1 mL = 0.0338 fl oz
Mass gram (g) 1000 g = 1 kg 1 g = 0.035 oz
milligram (mg) 1,000,000 mg = 1 kg 1 mg = 0.015 grain
kilogram (kg) Basic unit 1 kg = 2.20 lb
Temperature degree Celsius (°C) 1°C = 1 K 1°C = 1.80°F
kelvin (K) Basic unit 1 K = 1.80°F
Energy calorie (cal) 1 cal = 4.184 J 1 cal = 0.00397 BTUb
kilocalorie (kcal) 1 kcal = 4184 J 1 kcal = 3.97 BTU
joule (J) Basic unit 1 J = 0.000949 BTU
Time second (s) Basic unit Same unit used
a
1 mL = 1 cm3. bA BTU (British thermal unit) is the amount of heat required to increase the temperature of 1 pound of water 1°F.
18 Chapter 1
effects of Temperature on Body Function
The human body has the ability to remain at a relatively con- Thus, the body temperature of we warm-blooded humans
stant temperature even when the surrounding temperature in- is really not constant. Even though we have built-in heating
creases or decreases. Because of this characteristic, we humans and cooling systems, their capacity to maintain a constant,
are classified as warm-blooded. In reality, our body tempera- normal body temperature is limited.
ture varies over a significant range depending on the time of
day and the temperature of our surroundings. “Normal” body 41° Convulsions, possible brain damage
temperature is considered to be 37.0oC when measured orally. 40°
However, this “normal” value can fluctuate between a low of Heavy perspiration
36.1oC for an individual just waking up in the morning to a 38°
value as high as 37.2oC just before bedtime in the late evening. 37° Normal body temperature
In addition to this regular variation, our body temperature Shivering
35°
fluctuates in response to extremes in the temperature of our sur- Memory loss
roundings. In extremely hot environments, the capacity of our 33°
perspiration-based cooling mechanism can be overtaxed, and
our body temperature will increase. Body temperatures more 31° Loss of muscle control
than 3.5oC above normal begin to interfere with bodily func- 29° Irrational behavior
tions. Body temperatures above 41.1oC can cause convulsions
and can result in permanent brain damage, especially in children. 27°
26.7° Loss of consciousness
Hypothermia occurs when the body’s internal heat genera-
25°
tion is not sufficient to balance the heat lost to very cold sur-
roundings. As a result, the body temperature decreases, and
at 28.5oC the afflicted person appears pale and might have
an irregular heartbeat. Unconsciousness usually results if the
body temperature gets lower than 26.7oC. At these low tem-
peratures respiration also slows and becomes shallow, result-
The effects of body temperature on body function using the
ing in a decrease in the delivery of oxygen to body tissues. Celsius scale.
1.7 Large and Small numbers

Learning Objective
7. Express numbers using scientific notation, and do calculations with numbers
expressed in scientific notation.
Numbers are used in all measurements and calculations. Many numbers are readily under-
stood and represented because of common experience with them. A price of 10 dollars, a
height of 7 feet, a weight of 165 pounds, and a time of 40 seconds are examples of such
numbers. But how do we handle numbers like the diameter of a hydrogen atom (about one
hundred-millionth of a centimeter) or the distance light travels in 1 year—a light-year (about
6 trillion miles)? These numbers are so small and large, respectively, that they defy understand-
ing in terms of relationships to familiar distances. Even if we can’t totally relate to them, it is
important in scientific work to be able to conveniently represent and work with such numbers.
Scientific notation provides a method for conveniently representing any number in-
cluding those that are very large or very small. In scientific notation, numbers are rep- scientific notation A way of rep-
resented as the product of a nonexponential term and an exponential term in the general resenting numbers consisting of a
product between a nonexponential
form M × 10n. The nonexponential term M is a number between 1 and 10 (but not equal
number and 10 raised to a whole-
to 10) written with a decimal to the right of the first nonzero digit in the number. This posi- number exponent that may be posi-
tion of the decimal is called the standard position. The exponential term is a 10 raised to tive or negative.
a whole number exponent n that may be positive or negative. The value of n is the number
standard position for a
of places the decimal must be moved from the standard position in M to be at the original
decimal In scientific notation,
position in the number when the number is written normally without using scientific nota- the position to the right of the first
tion. If n is positive, the original decimal position is to the right of the standard position. If nonzero digit in the nonexponential
n is negative, the original decimal position is to the left of the standard position. number.
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dió, szinehagyott czukorka. Kopott nagykendője csak gyönge
védelmet nyújt a hideg ellen. Egész nap ott didereg, legföllebb egy
fazék parázs, ami neki a drága meleget adja. Néha-néha vetődik
arra egy iskolás gyermek és krajczáros holmi fölött alkuszik vele és
összeszidja, ha krajczárért csak két szem czukrot ád. A járó-kelők
közűl senki sem nézne rá, pedig ott a sok között nem egy tisztes úr
ittasult meg egykor dagadó keblén. Nem törődik vele senki, – de
mégis! Egy bádogtáblás figyelmével megtiszteli és a »rönd«
kedvéért szétrúgja gonddal rendezett kirakatát, őt magát
káromkodva elűzi, – hogy meri száraz kenyerét megkeresni
engedély nélkül?!…
Az úrfi keze reszket; újjait az a fájó kéz görcsösen megragadja és
azok a szemek oly gyűlölettel, oly megvetéssel és mégis oly
kárhozatos szerelemmel kérdik: »Emlékszel még rá, mikor utoljára
láttál? Még nem tanúltam meg azóta, hogy nincs jogom szeretni!«
Az első csók óta egy évnél több múlt el. – – Csupa jó fiú, a
legelőkelőbb társaságokban is szívesen látott vendégek, mulatott
együtt, szívéből megúnván a tisztességes viselkedést. A szilaj
vigadás gyönyörét semmi sem zavarta: a lányok arcza, szeme
örömtől ragyogott, kibomlott hajuk a bársony pamlagon szerte
ömlött, illatos szivarkák kékes füstje gomolygott mindenfelől.
Újjongva üdvözlék a most érkezett pajtást.
Csak egy leány halványúlt el és szorongva huzódott a sarokba.
Az új vendég megismerte, melléje űlt, magához vonta és csókokkal
halmozta el. Mennyire más volt ez a csók, mennyire más az ölelés,
mint az egykori. Oly visszásan hangzottak e nyájas szavak; ebben a
mámorban több része volt a bornak, mint a szerelemnek.
A leány félve simúlt hozzá és remegő ajakkal kérdé: szeretsz-e
még? Az ifjú csókkal zárta le ajkát. A leány kérte, majd esengett,
szabadítsa meg innét! Az ifjú nevetett, a pajtások is nevettek. Bohó
leány! szorosan fonta karjait csábítója körűl, úgy esdekelt, elfojtott
hangon, minden érzelmét, lelkét e hangba lehellve. Az úrfi türelmét
vesztve, kiragadta magát az ölelésből. A leány zokogva kúszott
utána, hosszú haja a földet söpörte: csak valamit adjon az esküdt
örök szerelemből, csak parányit a boldogságból, amit igért, csak
szabadúlást innét, hiszen csak őt szereti, imádja, miatta visel minden
nyomort… Az kaczagva taszította el magától, majd, hogy nyakáról a
nyűgöt lerázza, boszúsan kiáltotta ama kegyetlen szókat: »Nem
tartozom neked semmivel, neked már nincs jogod szeretni!«
A vidám társaság zajongva hagyta el a szobát, ő meg ott
vonaglott sokáig, a padlón elterűlve, összetörve. Társnői is
kaczagták vagy szitkozódtak, az ő szava elfúlt a zokogásban: »Nincs
jogom szeretni, nincs jogom őt szeretni!…«
– Nyomorúlt vagy! szúrja oda a rigorozálóra szögezett tekintet.
Nyomorúlt vagy! lihegik a forró ajkak.
A tanár urak már türelmetlenűl várják a külvizsgálat eredményét.
De akitől várják, nem látja most, hogy a nyak részarányos, a mellkas
dombordad-e? Előtte csak egy áldozat fekszik, az ő áldozata és
szótlanúl is nehéz átkot mond. Noha józanabb mint akkor, midőn a
minap durván eltaszította, egy okos szót nem tud kiejteni.
A teremben perczekig tartó, kínos csönd volt, senki sem mert
mocczanni ama szigorúan összeránczolt homlokok előtt. Elég!
hangzék a zárszó, és a rigorózum véget ért. A tanár urak szótlanúl
hagyták el helyüket, a beteget kitolták az ajtón. A megbukott
verejtékes homlokkal fordúlt el, hogy ne lássa, és utóbb
megsemmisűlten távozott.
De a leány még most is, és folyvást őt látja, folyton hallja
ügyetlen hebegését és a végtelen keserűség daczára, ami szívét
összeszorítja, bár szűntelen fülébe csengenek ama végzetes szók,
néha még szánja is. Utoljára minden gondolat sötét gomolyaggá foly
össze agyában; az előtte elvágtató sok alak közűl szeretne
megragadni egyet, hogy fölismerje, de egyet se tud megállítani, és
ez még kínosabb. Most gyöngéden, súgva ejtett édes szó, majd újra
ama durva kaczaj hatol fülébe, és ismét csak a boszús, a lenéző
tekintet áll előtte, amellyel eltaszítá. De hiszen az érdemelne
megvetést és nem ő! Egy-egy pillanatban vad szenvedéllyel gyűlöli
és azt hiszi, agya megreped, szíve megszakad a keserűségtől. Jaj,
csak újra, meg újra ne látná! Csak ne találkoznék vele többé soha,
talán meghalna ez az emlékezet… bizonyára meg, hisz már a többi
sem tart soká. Akinek nincs joga szeretni, minek éljen? Talán már
mindennek vége szakad! Nem tarthat sokáig, ha van irgalom… De
hátha nincs?! Jó, hogy nem érti, amit itt fölötte megállapítanak.
A tanársegéd úr a hallgatókkal apróra megbeszélte az eljárást:
ezt a lázat könnyű megszűntetni, a gyógyúlás csaknem bizonyos.
Bizonyos a gyógyúlás. Néhány nap múlva kezdheti ott, ahol
elhagyta. Egy darabig több festékre lesz szüksége a szokottnál:
ennyi az egész. Ez a húszas mostanában aligha fog még egyszer
rigorózumon szerepelni. E részben ama kollegára se veszedelmes,
aki előbb úgy méltatlankodott: fölösleges bővebb tanulmány
tárgyává tenni – szigorlati szempontból.
Egy ritka eset.
No jól van. Mesélek hát én is valamit. Kiki a maga szakmájából

valami érdekeset – mondjátok… Előbb azomban töltsetek a
pohárba, és koczintsunk!
Ha kissé komolyabb találna lenni, mint aminőnek magam is
kivánnám: ne vegyétek komolyan, és a bajon segítve lesz. Hisz
minden olyan, aminőnek vesszük; ha akarom siralmas, ha akarom
nevettető. Mikor a czigánygyerek nádszáron dudává fújja a békát,
vagy mikor a kőmíves négyemeletnyi magasból az állványról a
kövezetre pottyan; mikor a sánta koldús elől az utczai gyerekek
elkapják a krajczárgyűjtögető kalapot, és ő mankóját feledve utánuk
iramodik; mikor a bennrekedt egér hegyes orrával a kelepcze tűit
kerülgeti, vagy mikor a kisasszony eligérte a legfontosabb négyest,
és a szabóné elrontva hozza haza az utolsó perczben a ruhát:
mindenik egyaránt vehető mulatságosnak is, siralmasnak is.
Nevessünk inkább, ha a kisasszony hoppon marad és
macskatenyésztő aggszűz lesz belőle… Addig is igyunk az ő
egészségére, meg a magunkéra. – Így, sorra csendűlt a pohár.
Halljátok hát: a tárgy egy mérgezési eset lesz. Ne féljetek! Nem
holmi szakácsnés, gyufalével vagy patkányméreggel, mely utóbbit
talán hagymaillata teszi előttük oly kedveltté: haláluk fölött is ezek a
gőzök lengjenek, mert hisz egykor ezek közt andalodtak el
kedvesükkel a tűzhely mögött, a konyha bizalmas árnyaiban. Oh!
költészet van itt is, de – mindennapi. Még nem is kéksav a
hatóanyag, mint ahogy fotografusoknál szokás. Sőt az az eczetes
ugorkalé se játszik szerepet, amely Fazekassyné ő nagysága
familiájában a minap majdnem katasztrófát okozott.
Mindezeknél sokkal szebb, magasztosabb, amiről szó leszen:
valóságos strychnin. Uraim! Ez a leghasznosabb méreg. Csak az
élettan is, meg a békák mennyit köszönhetnek neki. Hány, szűk
dézsában megkopott, életúnt béka köszönhet néki dicső halált,
bámuló auditorium előtt. Ezeket irígyelte meg talán az a szegény
bolond is, mikor hallgató korában a mutatványok alkalmával mindíg
legelőre furakodott és feszűlt figyelemmel nézte a kitűntetett
brekegők meredt hátát és rángatódzó tarka czombjait. Igazán
pompás méreg. Erős, biztos. Pontos adatokkal nem szolgálhatok;
azomban azt hiszem, hogy néhány milligrammnyitól az illető tüstént
elveszti eszméletét; de azért nem egyhamar hal meg, sőt a
legváltozatosabb reflex-kisérletekre válik alkalmatossá. Mindenkinek
ezt tanácslom. Arra azomban fölkérem, hogy szándékát idejében
tudassa velünk: nagy hiba volna, ha a tanúlságos eset kárba veszne.
Ennyi fáradságot ne rösteljen egy öngyilkos – a tudomány
érdekében.
Valóban sajnos, hogy még oly ritkaság. Mikor hírűl vitték neki, azt
mondta rá a professor úr, hogy ilyenre 34,236 bonczolatában még ő
is csak 114-re akadt – persze annak idejében Bécsben. Mind leírták.
Hja! ott szorgalmasabbak voltak az emberek. No de azért a mienket
is leírták. Mennyire bosszankodtam akkor, hogy még csak
harmadéves vagyok! Nem engedtem volna másnak a dicsőséget.
Azóta hiába várok. Igaza van a professzor úrnak, hiányzik még
Magyarországon a kultúra – még Petőfinél is akármelyik német
iskolamester jobb verseket ír.
De hát elmondom, hogyan történt. Most jut eszembe, hogy még
azt se mondtam, kivel történt, ki a regény hőse. Nem valami
regényhős forma, az igazat megvallva. Hisz köztetek is van
bizonyára, aki ismerte. Hosszú, fekete gyerek volt. Úgy nem igen
adott magára; rongyosan, piszkosan járt, de igyekvő fiú volt. Ki is
nevezték, mihely doktorrá lett, második tanársegédnek az öreg
mellé. De nem ezért únta meg az életét. Miért? Tudja isten. Nagy
igények nem bántották. Szegény volt, nyomorgott is életében eleget;
de otthon, koldús tanító lakában, rosszabbhoz is hozzá szokott. Most
meg különösen 600 forintnyi fizetése néki úri mód gyanánt esett.
Sohse korhelykedett. Mindig hat forintért bérelt ebédet egy hónapra,
vacsoráúl megtette a puszta kenyér. Kávéházba erővel se lehetett
betuszkolni; a tejeldébe is csak ünnepnapon ment. Szerelme mindíg
bölcs egyensúlyban volt zsebével: nem tudunk hát okot.
Talán nem is kell valami különös. Semmi és minden; nagy nem
akad, de a múltnak minden órája, a jelen minden pillanata s a
jövőnek hosszú évei egy-egy paránnyal mind összejátszanak, és
együttesen mégis elég. Ez is a folyton működő apró tényezők
theoriája – mint a Lyell-é a földtanban… Dolgozott éppen késő
éjszakáig az intézeti szűk szobában, valami avúlt szív fölé hajolva,
azt bontogatva, tisztogatva, csipővel, ollóval a kezében, hogy holnap
demonstrálni lehessen, miért kellett annak az illetőnek meghalnia; és
elgondolkozott, és kissé sötéteket talált gondolni; talán mert a
gázláng boszantóan tánczolt, az olló nem jól fogott, talán mert az illat
túlerős volt s a kihűlt, rosszablakú szobában a lába is fázott, talán a
mérsékelt élet a gyomrát is megrontotta és még, mit tudom én, mi
mindenféle? Elgondolkozott és mozdulatlan kezében a csipő nagyon
megfeszíté egyik szívbillentyű húrját, s az elszakadt. Ezen is
boszankodott, és eszébe jutott, hogy egész életében tízszer annyi
munkával mindig felényit ért el, mint más; mostanig ennyire vitte és
idővel, – idővel se viszi sokkal többre tán. Unalmas a világ; mulatni
nem tanúlt meg, nem is igen van miből; tanúlni – mióta nem kell
szigorlatra készűlnie, a tudományt se szereti: ez ezt állítja, az az
ellenkezőt, ez azért tartja a másikat szamárnak, az meg az
ellenkezőért, és így tovább, ennyiből áll a tudomány. Minek
vesződjék annyit az ember, mikor senkinek sincs haszna belőle;
magának meg legkevésbé… Az intézet számára strychninből friss
szállítmány érkezett ma. Itt van háta mögött az üvegszekrényben,
ahol mindenféle öldöklő mérgek egy sarokban szerényen
meghúzódnak. A kis üvegcse még föl sincs bontva; meg kellene
nézni. – Lassacskán elhatározta, hogy nem érdemes élni; a
mellénye gombjain is kiszámíthatta; hiányzott az utolsó, az azt
mondta volna: igen; így rámaradt a »nem«. Tehát nem érdemes. Egy
gomb az oka; ő nem tehetett róla. – Zsebre dugta a kis üvegcsét és
elment haza még egyet aludni.
Jaj, de komolyan néztek, fiúk! Bizonyára elálmosodtatok ezen az
unalmas histórián. Hagyjuk hát! Koczintsunk inkább sorban újra.
Nem árt, ha az ember tud mulatni. De látjátok, jó, akinek van
mamája: fölvarrja a a mellénye gombját. Akkor az a bolond is
életben maradt volna… Kegyetlen rossz ez a bor, pedig drága;
hozassunk másikat! Tovább mondjam? Jól van.
Künn a halottaskamránál gyakorlatra gyülekeztünk a
bonczolóterembe. A kollégák ásítozva lézengtek s abban
mindnyájan megegyeztek, hogy így mindjárt ebéd után sokkal jobb
volna egyet heverni még fapadon is, mint itt ácsorogni a fullasztóra
fűtött, mindenfélétől ködös levegőben; szék csak öt-hat embernek
kerűl, nehány az oldalt roskadozó asztalra fölülhet, de a többi csak
úgy nyújtogathatja majd a nyakát, ha jönnek a tanársegédek a
gyakorlatot vezetni. Tudta mindenki, hogy ma a professzor úr nem
jön el; alig is törődtek az egésszel. Pedig szép két hulla feküdt
előttünk: előrelátható a jó alkalom, ismét megczáfolni két kórházi
diagnózist.
Voltatok-e már ott valaha? Igen díszes hely, mondhatom: a
szutykos kis kerek terem, töredezett kőpadozatával, kúpolaszerű
tetejével, amelyen át szűrődik be, hosszú évek mocskán körösztül a
világosság. Két ajtaja a hullakamrákba vezet, a sarokban nagy
vaskályha áll, középen két óriási vörös márványasztal, vízvezetéki
csapokkal. Az egyiken – jól megjegyeztem, most is előttem
nyújtózkodnak – múmiává aszott vén asszony volt, a huzamos
kórházi életnek félreismerhetetlen jeleivel piszkos testén. Mikor
meghalt, senki se jelentkezett miatta, – még megvették volna rajt a
tartási költségeket – ideadták hát két forintért, hogy tanuljunk a
baján. A másik jól megtermett torzomborz napszámos; még sokáig
élhetett volna, ha részegség közben a guta meg nem legyinti.
Eleget vizsgálhattuk őket, bele is únhattunk, míg az első
tanársegéd megérkezett. Kiszólított egyet a hallgatóságból, hogy
köteles bonczolását végezze. A másik asztal körűl már
türelmetlenkedtek, de a második tanársegéd úr csak nem érkezett.
Én is boszankodtam az idővesztegetés fölött, mert a sor reám kerűlt
volna: egyébként aligha is töltöm vala itt a szép időt. Gyönyörű
tavaszodó nap volt, mikor olyan jól esik a szabadban az elrongyollott
hótakaró fölött lépdelni és a friss fakadás illatát szívni.
Bah! Az ő végkövetkeztetését, amelyre mathematikai
pontossággal és valószinűleg teljes nyugalommal jutott, mint egy
hátrahagyott levele mutatja, hogy ez az élet nem éri meg a
fáradságát, a vidám napsugarak meg nem másították.
Egyszerre csak rohan be nagy lelkendezve a szolga, hogy jerünk
hamar, az istenért, mert az ellenőri szobában a doktor úr halódik.
Szörnyűködve tódultunk persze tüstént; legelől az asszistens, utána
az összes lármázó sereg. Legott küldtünk a professzor úrhoz is, a
lakására. – A kis szoba egy pillanat alatt zsúfolásig megtelt; én is
bejutottam; két szolgának kellett az ajtónál a tolakodókat
visszatartani, hogy bennünket agyon ne nyomjanak.
Ott feküdt szegény egy keskeny lóczán, immár öntudatlanúl. Feje
hátraszegve; tágra nyilt szemei értelmetlenűl néztek a világba.
Egész teste görcsös merevségben, dereka ívként megfeszűlve.
Opistotonus, jegyzi meg mindjárt egy tüntetőleg tudományos
harmadéves; olyan épen, mint annál a hysterikus lánynál a klinikán.
Markába egy üvegcsét szorított; mihelyt az asszistens hozzányúlt,
hogy elvegye, még jobban összeszorította. Fölösleges is mondá, a
diagnózis bíztos. Nem lehet más, mint strychnin. Hasonló esetet ő
maga ugyan még nem látott; de azt hiszi, nem téved. És nézte
figyelmesen, mi fog történni. Majd rázta, szólította kollegáját; de a
görcs csak annál erősebb lett. Mit se lehetett tenni. Néztük hát mi is,
mi fog történni, feszűlten várva, mint az előadási teremben. Én fejtűl
álltam és szemébe néztem. Hirtelenében elcsodálkoztam rajta, hogy
most koromfeketén csillog, pedig máskor világosszürke volt. De még
idejekorán eszembe jutott, hogy ez is a strychnin hatásai közé
tartozik; a fekete pupilla szerfölött kitágúl s a szivárványhártya
eltűnik. Szégyeltem volna, ha tudatlanságon kapnak.
Várakoztunk, csönd volt. Az asszistens úr az ön gyilkossal
szemben leűlt egy székre.
Úgy-e, urak, kezd érdekes lenni? Most jön a java. De ne innánk
előbb egyet annak a szegénynek a lelke üdvösségéért? Azt tartom,
szüksége van reá. Jogtalanúl saját czéljaira fordította az intézet
tulajdonát. És az ilyesmiért a professzor úrnál is jobban neheztelnek
oda fönn, pedig hát még kevesebb káruk van belőle.
Vagy negyed óráig néztük így, figyelmesen. Utoljára már kezdtük
únni a dolog egyhangúságát. De íme, a görcs lassankint engedett,
feje visszacsuklott, szempillái lezárúltak, keze lába lankadtan lógott
le a földre; az üvegcsét is elejté. Az asszistens úr meg akarta fogni,
hogy fekvésén igazítson. Alig ért azonban hozzá, újra elfogta a görcs
az egész testet, a fej újra hátraszegűlt, a szem kimeredt, a derék
megfeszűlt, kéz-láb egyenesre nyúlt. Nyelvét csikorgó fogai
összeharapták, szája szögletén vér szivárgott elő. »Ahá, a fokozott
reflex-ingerlékenység!« mondja a magyarázatra mindíg kész
asszistens úr. »Épp úgy tesz, mint tavaly élettanon a békák«,
viszonozza egy kiváncsi orrú apró ifjú. És tanakodtak a tünemény
tudományos magyarázatán, eleinte nyugodtan, ahogy illik ilyen
esetben, majd nekihevűlve, csaknem hajba kapva a gerinczagyi
góczok élettani jelentősége fölött. A tanársegédnek kellett tanúltabb
szóval közbelépni. De a »tetanus« ezalatt újból megszűnt, a
kísérletet ismételni kellett. A leghangosabb vitázó oda furakodott és
kinyújtott mutatóújjal óvatosan oda bökött az öntudatlan doktor úr
mellére. A kísérlet közmegelégedésre pompásan sikerűlt; de az
eredmény nem tartott soká, a lankadás mihamar beállt.
Eszébe jutott valakinek a publikumból, hogy azokon a békákon e
tüneményt egyszerű ráfuvással vagy az asztal megrezzentésével is
ki lehetett váltani. Az a szellemes gondolata támadt, hogy itt is
megpróbálja. A terv tetszett. Ráfujt tehát a hidegverejtékes, ónszinű
arczra, kímélve, halkan, utóbb erősebben és végűl, nem látva hatást,
tele tüdővel, de hiába. »Ejh, tudsz is te valamit«, becsmérelte egy
hatalmas mellű pajtás, »majd én!« Azzal olyat fujt, hogy jóformán a
lócza is megingott. Még ez se sokat használt, csak némi
rángatódzás következett utána. Az életerő, úgy látszék, kimerűlt, a
dolog élettani szempontból megszűnt érdekes lenni. Majd holnap az
lesz, kórboncztaniból. A lecsüngő tágokat már meg lehetett fogni
bátran; végkép elmerűltek abba a lankadásba, amelyet még csak a
hullamerevség fog megváltoztatni rövid időre. Nem használhattuk
tovább, kocsit akartunk hozatni, hogy elvitessük haza; de eszünkbe
jutott, hogy az öngyilkosokat úgy is ide szokták hozni. Minek hát
költekezni?! A szolgák ingyen is átviszik a másik helyiségbe. Egy pár
jószívű tanítvány csak azt sajnálta, hogy a professzor úr nem volt itt;
mily sok szépet hallottak volna tőle az esetről.
Ezalatt oda jártak nála. Éppen ebédnél ült, a csemegét hozták.
‚Az asszistens úr megmérgezte magát!‘ »Meghalt?« ‚Még nem, de
mindjárt vége lesz.‘ »Nos hát akkor nem segíthetek rajta« És
hámozta a körtét. ‚De kérem, strychninnel mérgezte meg magát!‘
»Mit? strychnin? az más! – Szakácsné, hamar a shawlomat,
botomat! Jerünk! De hisz az nagyon érdekes« ‚Igen kérem nagyon
érdekes. Gyönyörű tetanus.‘
De a professzor úr, mire az előszoba ajtajáig ért, gondolkodóba
esett: tele gyomorral járni szerfölött alkalmatlan. »Tulajdonkép minek
is menjek én oda? Nem vagyok én physiologus, se más efféle… És
a bonczolás legföllebb holnap lesz. No oda már elmegyek…
Száztizenötödik… Alászolgája!« És letette a shawlt meg a botot, és
visszaült az ebédhez, dörmögve boszúsan, hogy az embert sohse
hagyják békén és hogy az a hunczut bizonyosan megint az intézet
drága szereit pocsékolta. Csillapítóúl egy pohár vörös bort hajtott föl
és, úgy tartom, azt gondolta: milyen jó, hogy ebben nincs strychnin!
No ezen a haza is örűlhet. Örüljünk mi is, és ami fő: koczintsunk.
Ebben sincs méreg. Bolond is, aki mérget iszik, úgy-e fiúk?!
Elpusztúl az ember előbb-utóbb a nélkül is, olcsóbban. Mert a jó
méreg, az drága; ingyért nem mindenki keríthet magának. Akinek
pedig még van annyi pénze, hogy vehet, tiszta őrűlt, ha nem másra
költi. Aztán meg, ha élni nem is érdemes, meghalni még kevésbbé
az.
Én elvégeztem, máson a sor, mondjon vígabb mesét!
TARTALOM.
Csöndes este 3
Senki 9
Késő virág 16
A Pali betege 25
Az utolsó áldozat 31
Rózsa testvér 40
A vizit 45
Az oltár 57
Napsugarak 65
Az első fölvonás 73
A második fölvonás 82
A harmadik fölvonás 89
Szenvedők karácsonya 97
Kórelőzmények 103
Minek? 112
Nincs joga szeretni 118
Egy ritka eset 127
Javítások.
Az eredeti szöveg helyesírásán nem változtattunk.
A nyomdai hibákat javítottuk. Ezek listája:
15 otorcsapások ostorcsapások
47 ő ís ő is
86 rogtönözni rögtönözni
62 Márakép Máriakép
75 bacsapja becsapja
98 maskép máskép
109 esak tíz csak tíz
110 Ifúságomban Ifjúságomban
113 ke, rűlhetett kerűlhetett
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(Download PDF) Chemistry For Today General Organic and Biochemistry Ninth Edition Spencer L Seager Full Chapter PDF

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Chemistry for today : general, organic,

and biochemistry Ninth Edition Spencer

Chemistry for Today: General, Organic, and Biochemistry

Chemistry for today Ninth ed Spencer L. Seager

General, Organic, and Biochemistry 10th Edition

Introduction to General, Organic, and Biochemistry 12th

General Organic and Biochemistry ISE 11th Edition

eTextbook 978-1305638709 Introduction to General

Introduction to General, Organic, and Biochemistry 12th

(eBook PDF) General, Organic, & Biological Chemistry

Chemistry for Today

Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

Content Developer: Peter McGahey

Cengage Learning is a leading provider of customized learning solutions

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

To learn more about Cengage Learning Solutions, visit www.cengage.com

Printed in the United States of America

iv About the Authors

Chapter 1 2.5 Isotopes and Atomic Weights 57

1.1 What Is Matter? 4 Key Terms and Concepts 66

1.2 Properties and Changes 5 Exercises 66

1.4 Classifying Matter 10 Chemistry for Thought 69

1.5 Measurement Units 13 Allied Health Exam Connection 70

1.6 The Metric System 14 Case Study 46

Forces between particles 100 Key Terms and Concepts 165

8.1 Spontaneous and Nonspontaneous Exercises 311

processes 322 Exercises 382

11.4 Functional Groups: The Organization Chemistry for Thought 422

Alcohols, phenols, and Ethers 424 Case Study 458

Chemistry Around us 13.2 General Chemistry for Thought 514

Chapter 16 Additional Exercises 580

19.1 The Amino Acids 611 Additional Exercises 665

19.2 Zwitterions 614 Chemistry for Thought 666

Chapter 20 Concept Summary 697

for Life 702 Key Terms and Concepts 754

Appendix A The International System

the image of Chemistry

theme and organization

new to this edition

●● New Chemistry Tips for Living Well: Stay Hydrated

Chapter Outlines and Learning Objectives. At the beginning of each chapter,

ASK A PHARMACIST 12.1

Chemistry Around us. These boxed features present everyday applications of

ChemisTry Tips for Living WeLL 14.1

Examples. To reinforce students in their problem-solving skill development, complete

STUdy SKILLS 14.1

(O) H2, Pt alcohol

Oxidation Hydrogenation Hemi formation

Carboxylic No Primary Secondary

Exercises. Nearly 1,700 end-of-chapter exercises are arranged by section. Approxi-

Allied health Exam Connection. These examples of chemistry questions from

Allied health Exam Connection

possible Course outlines

What other factors should the doctor consider when microcephaly is

Matter, Measurements, and Calculations 3

1.1 What Is Matter?

Health sciences Nutrition

© Cengage Learning/Charles D. Winters

Chemistry is the foundation for many other scientific disciplines.

We also consider chemistry a central science because of its

1.2 Properties and Changes

Matter, Measurements, and Calculations 5

Example 1.1 Classifying Changes as Physical or Chemical