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~BRIEF CONTENTS
1 An Introduction to Chemistry 1
2 Standards for Measurement 14
3 Elements and Compounds 48
4 Properties of Matter 68
5 Early Atomic Theory and Structure 86
6 Nomenclature of Inorganic Compounds 102
7 Quantitative Composition of Compounds 123
8 Chemical Equations 147
9 Calculations from Chemical Equations 175
10 Modern Atomic Theory and the Periodic Table 196
11 Chemical Bonds: The Formation of Compounds from Atoms 218
12 The Gaseous State of Matter 253
13 Liquids 288
14 Solutions 312
15 Acids, Bases, and Salts 343
16 Chemical Equilibrium 368
17 Oxidation- Reduction 397
18 Nuclear Chemistry 423
19 Introduction to Organic Chemistry (online only) 447
20 Introduction to Biochemistry (online only) 491

Appendices A1
Glossary G1
Index 11
.. -··---- -·- - - - -- ------- --~- --------- - - - - - --- -- - - -- - - - - -··----
~CONTENTS
1 An Introduction to Chemistry 1
Paired Exercises, Additional Exercises
Challenge Exercises 41
Answers to Practice Exercises 47
1.1 The Nature of Chemistry 2
Thinking Like a Chemist 2
1.2 A Scientific Approach to Problem Solving 3 3 Elements and Compounds 48
CHEMISTRY IN ACTION Egyptians, the First 3.1 Elements 49
Medicinal Chemists 4
Natural States of the Elements 49
The Scientific Method 4 Distribution of Elements 50
1.3 The Particulate Nature of Matter 5 Names of the Elements 51
Physical States of Matter 6 Symbols of the Elements 51
1.4 Classifying Matter 7 CHEMISTRY IN ACTION Naming Elements 52
Distinguishing Mixtures from
Pure Substances 9 3.2 Introduction to the Periodic Table 53
Review 10 Metals, Nonmetals, and Metalloids 54
Review Questions Diatomic Elements 55

11
Paired Exercises, Additional Exercises 11 CHEMISTRY IN ACTION Smartphone Elements 56
Answers to Practice Exercises 13 3.3 Compounds and Formulas 56
Molecular and Ionic Compounds 57
2 Standards for Measurement 14 Writing Formulas of Compounds

Composition of Compounds 60
58
2.1 Scientific Notation 15 Review 62

2.2 Measurement and Uncertainty 16 Review Questions, Paired Exercises,
Additional Exercises Challenge Exercises 63
2.3 Significant Figures 17
Rounding Off Numbers 18
2.4 Significant Figures in Calculations 19
Multiplication or Division
Addition or Subtraction 20
19 4 Properties of Matter 68
4.1 Properties of Substances 69
2.5 The Metric System 22
Measurement of Length 23 CHEMISTRY IN ACTION Making Money 70
Unit Conversions 24 4.2 Physical and Chemical Changes 71
Measurement of Mass 2S 4.3 Learning to Solve Problems 74
CHEMISTRY IN ACTION Keeping Track of Units 26 4.4 Energy 74
Energy in Chemical Changes 75
Measurement of Volume 26
Conservation of Energy 76
2.6 Dimensional Analysis: A Problem-
Solving Method 27 4.5 Heat: Quantitative Measurement 76
2.7 Percent 31 4.6 Energy in the Real World 78
2.8 Measurement of Temperature 34 CHEMISTRY IN ACTION Popping Popcorn 79
CHEMISTRY IN ACTION Setting Standards 35 Review 81
Review Questions 82
2.9 Density 37 Paired Exercises, Additional Exercises
Review 40 Challenge Exercises 82
Review Questions 41 Answers to Practice Exercises 85
5 Early Atomic Theory and Structure 86
7.3 Percent Composition of Compounds
Percent Composition from Formula 132
131
5.1 Dalton's Model ofthe Atom 87 CHEMISTRY IN ACTION Feeling

5.2 Electric Charge 88 the Molecular Heat? 134
Discovery of Ions 88 Percent Composition from
5.3 Subatomic Parts of the Atom 89 Experimental Data 134
5.4 The Nuclear Atom 91 7.4 Calculating Empirical Formulas 135
General Arrangement of Subatomic 7.5 Calculating the Molecular Formula from
Particles 92 the Empirical Formula 138
Atomic Numbers of the Elements 93 Review 141
5.5 Isotopes of the Elements 93 Review Questions 142
CHEMISTRY IN ACTION Isotope Detectives 95 Challenge Exercises 142
5.6 Atomic Mass 95
Review 97
Review Questions
98 8 Chemical Equations 147
Challenge Exercises 98 8.1 The Chemical Equation 148
Answers to Practice Exercises 101 Conservation of Mass 149
8.2 Writing and Balancing Chemical Equations 149
6 Nomenclature of Inorganic Compounds 102 Information in a Chemical Equation
8.3 Why Do Chemical Reactions Occur?
154
155
6.1 Common and Systematic Names 103 8.4 Types of Chemical Equations 155
6 .2 Elements and Ions 103 Synthesis (Combination) Reaction 155
CHEMISTRY IN ACTION What's in a Name? 105 CHEMISTRY IN ACTION CO Poisoning-

A Silent Killer 156
6.3 Writing Formulas from Names of
Ionic Compounds 107 Combustion Reaction 157
6.4 Naming Binary Compounds 109 Decomposition Reaction 157
Binary Ionic Compounds Containing a Metal Single-Displacement Reaction 158
Forming Only One Type of Cation 109 Double-Displacement Reaction 159
Binary Ionic Compounds Containing a Metal 8.5 Heat in Chemical Reactions 161
That Can Form Two or More Types of Cations 110
8.6 Climate Change: The Greenhouse Effect 164
Binary Compounds Containing
Two Nonmetals 112 CHEMISTRY IN ACTION Decreasing Carbon
6.5 Naming Compounds Containing
Footprints 166
Polyatomic Ions 113 Review 167
6.6 Acids 115 Review Questions 169
Binary Acids 115 Paired Exercises, Additional Exercises
Challenge Exercise 169
Naming Oxy-Acids 116
Answers to
Review 118
Practice Exercises 174
Review Questions 119
Challenge Exercise
Answers to Practice Exercises
120
122
9 Calculations from Chemical Equations 175
9.1 Introduction to Stoichiometry 176
7 Quantitative Composition of Compounds 123

A Short Review 176
9.2 Mole-Mole Calculations 178
7.1 The Mole 124 9.3 Mole-Mass Calculations 181
7.2 Molar Mass of Compounds 128 9.4 Mass-Mass Calculations 182
9.5 Limiting Reactant and Yield Calculations 184 11.10 Molecular Shape 241
The Valence Shell Electron Pair Repulsion
CHEMISTRY IN ACTION A Shrinking Technology 185
(VSEPR) Model 241
Review 190 Review 245
Review Questions 191 Review Questions 247
Paired Exercises, Additional Exercises Paired Exe rcises, Additional Exercises
Challenge Exercises 191 Challenge Exercises 247
Answers to Practice Exercises 195 Answers to Practice Exercises 252
10 Modern Atomic Theory and 12 The Gaseous State of Matter 253

the Periodic Table 196
12.1 Properties of Gases 254
10.1 Electromagnetic Radiation 197 Measuring the Pressure of a Gas 254
Electromagnetic Radiation 197 Pressure Dependence on the Number of Molecules
and the Temperature 256
CHEMISTRY IN ACTION You Light Up My Life 198
10.2 The Bohr Atom 198 CHEMISTRY IN ACTION What the Nose Knows 257
10.3 Energy Levels of Electrons 200 12.2 Boyle's Law 258
12.3 Charles' Law 261
CHEMISTRY IN ACTION Atomic Clocks 202
12.4 Avogadro's Law 264
10.4 Atomic Structures ofthe First 18 Elements 203 12.5 Combined Gas Laws 266
10.5 Electron Structures and the Periodic Table 206 Mole-Mass-Volume
207 Relationships of Gases 268
CHEMISTRY IN ACTION Collecting the Elements
12.6 Ideal Gas Law 269
Review 212
The Kinetic-Molecular Theory 271
Paired Exercises, Additional Exercises Real Gases 272
CHEMISTRY IN ACTION Air Quality 273
12.7 Dalton's Law of Partial Pressures 272
12.8 Density of Gases 275
11 Chemical Bonds: The Formation 12.9 Gas Stoichiometry 276
of Compounds from Atoms 218 Mole-Volume and Mass-Volume Calculations 276
Volume-Volume Calculations 278
11.1 Periodic Trends in Atomic Properties 219
Metals and Nonmetals 219
Review 280
Atomic Radius 220
Ionization Energy 220 Challenge Exercises 282
11.2 Lewis Structures of Atoms 222 Answers to Practice Exercises 287
11.3 The Ionic Bond: Transfer of Electrons from
One Atom to Another 223
11.4 Predicting Formulas of Ionic Compounds 228 13 Liquids 288
11.5 The Covalent Bond: Sharing Electrons 230 13.1 States of Matter: A Review 289
11.6 Electronegativity 232 13.2 Properties of Liquids 289
CHEMISTRY IN ACTION Trans-forming Fats 234 Surface Tension 289
Evaporation 290
11.7 Lewis Structures of Compounds 235
Vapor Pressure 291
CHEMISTRY IN ACTION Strong Enough
13.3 Boiling Point and Melting Point 292
to Stop a Bullet? 238
11.8 Complex Lewis Structures 239 CHEMISTRY IN ACTION Chemical Eye Candy 294
11.9 Compounds Containing Polyatomic Ions 240 13.4 Changes of State 294
13.5 Intermolecular Forces 296 Acid Reactions 348
Dipole-Dipole Attractions 296 Base Reactions 348
The Hydrogen Bond 297 15.2 Salts 348
CHEMISTRY IN ACTION How Sweet It Is! 299 CHEMISTRY IN ACTION A Cool Fizz 349
London Dispersion Forces 300 15.3 Electrolytes and Nonelectrolytes 350
13.6 Hydrates 301 Dissociation and Ionization of Electrolytes 350
13.7 Water, a Unique Liquid 303 Strong and Weak Electrolytes 352
Physical Properties of Water 303 Ionization of Water 354
15.4 Introduction to pH 355
CHEMISTRY IN ACTION Reverse Osmosis? 304
15.5 Neutralization 357
Structure of the Water Molecule 304 15.6 Writing Net Ionic Equations 360
Sources of Water for a Thirsty World 305
Review 306 CHEMISTRY IN ACTION Ocean Corals Threatened
Review Questions 307 by Increasing Atmospheric C0 2 Levels 362
Paired Exercises, Additional Exercises Review 363
Challenge Exercises 311 Review Questions 364
Answers to Practice Exercises 311 Paired Exercises, Additional Exercises
14 Solutions 312
14.1 General Properties of Solutions
14.2 Solubility
313
314
16 Chemical Equilibrium 368
The Nature of the Solute and Solvent 315

16.1 Rates of Reaction 369
The Effect of Temperature on Solubility 316 16.2 Chemical Equilibrium 370
The Effect of Pressure on Solubility 317 Reversible Reactions 370
Saturated, Unsaturated, and Supersaturated 16.3 Le Chatelier's Principle 372
Solutions 317 Effect of Concentration on Equilibrium 372
14.3 Rate of Dissolving Solids 318 CHEMISTRY IN ACTION New Ways in Fighting
14.4 Concentration of Solutions 319 Cavities and Avoiding the Drill 374
Dilute and Concentrated Solutions 320 Effect of Volume on Equilibrium 375
Mass Percent Solution320 Effect of Temperature on Equilibrium 377
MassNolume Percent (m/v) 322 Effect of Catalysts on Equilibrium 378
Volume Percent 322
16.4 Equilibrium Constants 378
Molarity 322
16.5 ion Product Constant for Water 380
Dilution Problems 326
16.6 Ionization Constants 382
14.5 Colligative Properties of Solutions 327
16.7 Solubility Product Constant 384
14.6 Osmosis and Osmotic Pressure 332
16.8 Buffer Solutions: The Control of pH 387
CHEMISTRY IN ACTION The Scoop on Ice Cream 331
CHEMISTRY IN ACTION Exchange of Oxygen
Review 334 and Carbon Dioxide in the Blood 388
Review Questions 335 Review 390
Paired Exercises, Additional Exercises Review Questions 391
Answers to Practice Exercises 342 Challenge Exercises 392
15 Acids, Bases, and Salts 343
15.1 Acids and Bases 344
17 Oxidation- Reduction 397
CHEMISTRY IN ACTION Drug Delivery: 17.1 Oxidation Number 398

An Acid-Base Problem 347 Oxidation-Reduction 401
17.2 Balancing Oxidation-Reduction Equations 402 19.2 Why Carbon? 448
17.3 Balancing Ionic Redox Equations 406 Hydrocarbons 450
17.4 Activity Series of Metals 409 19.3 Alkanes 451
17.5 Electrolytic and Voltaic Cells 411 Structural Formulas and Isomerism 451
Review 415 Naming Alkanes 454
Review Questions 417 19.4 Alkenes and Alkynes 458
Paired Exercises, Additional Exercises Naming Alkenes and Alkynes 458
Challenge Exercises 418 Reactions of Alkenes 461
Answers to Practice Exercises 422 Addition 461
19.5 Aromatic Hydrocarbons 462
18 Nuclear Chemistry 423 Naming Aromatic Compounds
Monosubstituted Benzenes 463
463
18.1 Discovery of Radioactivity 424 Disubstituted Benzenes 463

Natural Radioactivity 425 Tri- and Polysubstituted Benzenes 464
18.2 Alpha Particles, Beta Particles, and Gamma Rays 427 19.6 Hydrocarbon Derivatives 465
Alpha Particles 427 Alkyl Halides 466
Beta Particles 428 19.7 Alcohols 467
Gamma Rays 428 Methanol 468
18.3 Radioactive Disintegration Series 430 Ethanol 469
Transmutation of Elements 431 Naming Alcohols 470
Artificial Radioactivity 432 19.8 Ethers 471
Transuranium Elements 432 Naming Ethers 472
18.4 Measurement of Radioactivity 432 19.9 Aldehydes and Ketones 473
18.5 Nuclear energy 434 Naming Aldehydes 474
Nuclear Fission 434 Naming Ketones 474
19.10 Carboxylic Acids 476
CHEMISTRY IN ACTION Does Your Food
434 19.11 Esters 478
Glow in the Dark?
CHEMISTRY IN ACTION Getting Clothes
Nuclear Power 436
C0 2 Clean! 479
The Atomic Bomb 437
Nuclear Fusion 438 19.12 Polymers-Macromolecules 480
18.6 Mass-Energy Relationship in Review 482
Nuclear Reactions 439 Review Questions 484
Paired Exercises, Additional Exercises 485
18.7 Biological Effects of Radiation 440
Acute Radiation Damage 440
Long-Term Radiation Damage 440
Genetic Effects 440
CHEMISTRY IN ACTION A Window into 20 Introduction to Biochemistry 491
Living Organisms 441 (online only)
Review 442
20.1 Chemistry in Living Organisms 492
Paired Exercises, Additional Exercises 20.2 Carbohydrates 492
Challenge Exercises 444 Monosaccharides 492
Answers to Practice Exercises 446 Disaccharides 494
Polysaccharides 496
20.3 Lipids 497
19 Introduction to Organic Chemistry 447 20.4 Amino Acids and Proteins 501
(online only) CHEMISTRY IN ACTION The Taste of Umami 505
19.1 The Beginnings of Organic Chemistry 448 20.5 Enzymes 506

20.6 Nucleic Acids, DNA, and Genetics 508 3 Vapor Pressure of Water at Various
DNA and Genetics 512 Temperatures All
Review 514 4 Solubility Table Al2
Review Questions and Exercises 515 5 Answers to Selected Exercises Al3
GLOSSARY G1
APPENDICES A1 INDEX 11
Mathematical and Review Al

2 Units of Measurement AlO EULA
- -- --- ----- --------------- --------- ------------- - --- -- -------------- ----- ----- -
I. PREFACE
This new Fifteenth Edition of Foundations of College Chemistry presents chemistry as

a modern, vital subject and is designed to make introductory chemistry accessible to all
beginning students. The central focus is the same as it has been from the first edition: to
make chemistry interesting and understandable to students and teach them the problem-
solving skills they will need. In preparing this new edition, we considered the comments
and suggestions of students and instructors to design a revision that builds on the strengths
of previous editions including clear explanations and step-by-step problem solving. We
have especially tried to relate chemistry to the real lives of our students as we develop the
principles that form the foundation for the further study of chemistry, and to provide them
with problem-solving skills and practice needed in their future studies. We have focused on
using electronic materials to enhance the student experience. To that end we have authored
and added new interactive features ourselves and enhanced our existing electronic materi-
als to draw the students into direct involvement in an active learning experience.
Foundations of College Chemistry , 15th Edition, is intended for students who have never
taken a chemistry course or those who have had a significant interruption in their studies
but plan to continue with the general chemistry sequence. Since its inception, this book has
helped define the preparatory chemistry course and has developed a much wider audience. In
addition to preparatory chemistry, our text is used extensively in one-semester general-pur-
pose courses (such as those for applied health fields) and in courses for nonscience majors.
Development of Problem-Solving Skills

We all want our students to develop real skills in solving problems. We believe that a key
to the success of this text is the fact that our problem-solving approach works for students.
It is a step-by-step process that teaches the use of units and shows the change from one
unit to the next. We have used this problem-solving approach in our examples throughout
the text to encourage students to think their way through each problem. In this edition we
continue to use examples to incorporate fundamental mathematical skills, scientific nota-
tion, and significant figures. We have added Problem-Solving Strategy boxes in the text to
highlight the steps needed to solve chemistry problems. Painstaking care has been taken
to show each step in the problem-solving process and to use these steps in solving example
problems. We continue to use four significant figures for atomic and molar masses for con-
sistency and for rounding off answers appropriately. We have been meticulous in providing
answers, correctly rounded, for students who have difficulty with mathematics.
FOSTERING STUDENT SKILLS Attitude plays a critical role in problem solving. We encour-
age students to Jearn that a systematic approach to solving problems is better than simple
memorization. Throughout the book we emphasize the use of our approach to problem
solving to encourage students to think through each problem. Once we have laid the foun-
dations of concepts, we highlight the steps so students can locate them easily. Important
rules and equations are highlighted for emphasis and ready reference.
STUDENT PRACTICE Practice problems follow the examples in the text, with answers pro-
vided at the end of the chapter. The end of each chapter begins with a Chapter Review and
Review Questions section, which help students review key terms and concepts, as well as
material presented in tables and figures. This is followed by Paired Exercises, covering con-
cepts and numerical exercises, where two similar exercises are presented side by side. The
section titled Additional Exercises includes further practice problems presented in a more
random order. The final section of exercises is titled Challenge Exercises and contains
problems designed to stretch the student's understanding of concepts and to integrate
XV
xvi Preface
concepts from other chapters. In our new edition we have changed a number of exercises
per chapter, In addition we have expanded the electronic Enhanced Examples to a total of
178 throughout the chapters and developed two new electronic practice methods.
PRACTICE 7 . 7
Calculate the percent composition of Ca(N0 3)z.
PRACTICE 7 . 8
Calculate the percent composition of K 2Cr0 4 .
Practice Problems
For Calculating Percent Composition from Formula
1. Calculate the molar mass (Section 7.2).

2. Divide the total mass of each element in the formula by the molar mass and multiply
by 100. This gives the percent composition:
total mass of the element
X 100 = percent of the element
mo Iar mass
Problem-solving Strategy
Organization
We continue to emphasize the Jess theoretical aspects of chemistry early in the book, leav-
ing the more abstract theory for later. This sequence seems especially appropriate in a
course where students are encountering chemistry for the very first time. Atoms, molecules,
and reactions are all an integral part of the chemical nature of matter. A sound under-
standing of these topics allows the student to develop a basic understanding of chemical
properties and vocabulary.
Chapters 1 through 3 present the basic mathematics and the language of chemistry,
including an explanation of the metric system and significant figures. We added a new
section in Chapter 2 (2.7) on Percents to assist students in understanding how the concept
is applied in chemistry. In Chapter 4 we present chemical properties- the ability of a sub-
stance to form new substances. Then, in Chapter 5, students encounter the history and
language of basic atomic theory. In Chapter 8 we added a new section 8.3 "Why Reactions
Occur" and revised the section discussing types of reactions extensively to better reflect
the level and needs of our students.
We continue to present new material at a level appropriate for the beginning student by
emphasizing nomenclature, composition of compounds, and reactions in Chapters 6 through 9
before moving into the details of modern atomic theory. Some applications of the Peri-
odic Table are shown in early chapters and discussed in detail in Chapters 10 and 11.
Students gain confidence in their own ability to identify and work with chemicals in the
laboratory before tackling the molecular models of matter. As practicing chemists we
have little difficulty connecting molecular models and chemical properties. Students, espe-
cially those with no prior chemistry background, may not share this ability to connect the
molecular models and the macroscopic properties of matter. Those instructors who feel
it is essential to teach atomic theory and bonding early in the course can cover Chapters
10 and 11 immediately following Chapter 5.
New to This Edition

In the Fifteenth Edition we have tried to build on the strengths of the previous editions. We
have added a new author, Cary Willard, from Grossmont College in California. Cary revised
the end-of-chapter materials and added exercises, including many applications in fields of
interest for our students. She has focused on expanding and developing important and
Preface xvii
meaningful media assets for the Wiley PLUS course. Her focus has created deeper synergies
between the content in print format and the electronic resources in our Wiley PLUS course.
We continually strive to keep the material at the same level so that students can easily
read and use the text and supplemental material to learn chemistry. With a focus on problem
solving, student engagement, and clarity, some of the specific changes are highlighted below:
• Chemistry In Action boxes have been updated, and new boxes have been added to include CHECK YOUR UNDERSTANDING
different applications of the concepts in the text. 7.6 Molecules and Formula
Units
• Some of the older industrial chemistry applications have been removed and newer -.. WileyPLUS
applications added as appropriate throughout the text.
• 229 Check Your Understanding Questions appear throughout the text to provide an
opportunity for the students to determine their level of understanding of concepts.
These are highlighted in the margins and refer the student to Wiley Plus for completion.
• 178 Enhanced Examples are also located in Wiley Plus and provide a more
i@i:t.p!3§·1¥MMQ!ti.W W ileyPLUS
interactive experience and practice. Students receive immediate feedback on How many oxygen atoms are present in 1.00 mol of oxygen molecules?
their answers and proceed stepwise through the example to its conclusion. SOLUTION
• 131 new Online Learning Modules movies provide a one-on-one learning Plan . o,ygen isadi,Hmniemolee.. lewith thefonnuhtO,. Thmfo"·" molecule
of oxygen contains 2 oxygen atoms: ~ :~: ~~e
1 1
1 0
experience that mimics the assistance an instructor provides in a help ses- 02 .

Solution ma p: moles 0 2~
molecules 0 :! ----} ato ms 0
sion. The modules are paired with in-text examples to provide an alternative The conversion factors needed are
6.022 X I 0 23 molecules 0~ 2atoms0
way to learn problem solving. l mole0 and I molecule0
1
•
2
• Each chapter is complemented by ORION, an adaptive learning module, c alculate . rroomeJ.en(6022 x i~)C ~)
available within WileyPLUS. These can be used individually for student = 1.20 X 1024 atoms 0
review or can be assigned by instructors as a specific review assignment ~-~-~-~~;~- ~--; -_-; -----------------------------------------------------
tailored to the chapters and sections on an exam. What is tbe mass of 2.50 mol of helium (He)?
• Chapters 19 and 20 (Introduction to Organic Chemistry and Introduction ~:wAn~.::~~"~';:""""';" 002 smolofimn'
to Biochemistry) are now available online only. This provides an option for
those desiring a shorter version of the text and for those wishing to cover this material
in their course.
ONLINE LEARNING MODULE
• The Putting It Together sections have been removed in order to provide a more flex-
ible review source for students and instructors. This new resource is called Orion and Finding Molecules in Moles
of a Diatomic Substance
is found on Wiley Plus. -.. W ileyPLUS
• New, modern design. The entire text has been redesigned to foster greater accessibility
and increase student engagement. New icons and notes direct students to Wiley Plus for
more individual direct interaction with the material.
• Appendix II: Using a Scientific Calculator has been removed because most students
begin using calculators in elementary school and there are so many kinds of calcula-
tors that specific instruction on their use is no longer possible.
Learning Aids
To help the beginning student gain the confidence necessary to master technical material,
we have refined and enhanced a series of learning aids:
• Learning Objectives highlight the concept being taught in each section. These objec-
tives are tied to Example, Practice Problems, Review Exercises, and Exercises to assist
the student in mastering each concept module and objective.
• Important terms are set off in bold type where they are defined and are listed in gray
at the beginning of each section. All Key Terms listed in the Chapter Review are also
defined in the Glossary.
• Worked examples show students the how of problem solving using Problem-Solving
Strategies and Solution Maps before they are asked to tackle problems on their own.
• Practice problems permit immediate reinforcement of a skill shown in the example
problems. Answers are provided at the end of the chapter to encourage students to
check their problem solving immediately.
xviii Preface
• Marginal notations help students understand basic concepts and problem-solving

techniques. These are printed in blue to clearly distinguish them from text and
vocabulary terms.
LEARNING AIDS: MATH SKILLS For students who may need help with the mathematical
aspects of chemistry, the following learning aids are available:
• A Review of Mathematics, covering the basic functions, is provided in Appendix I.

• Math Survival Guide: Tips and Tricks for Science Students, 2nd Edition, by Jeffrey R.
Appling and Jean C. Richardson, a brief paperback summary of basic skills that can
be packaged with the text, provides an excellent resource for students who need help
with the mathematical aspects of chemistry.
Supplements Package
FOR THE STUDENT Study Guide by Rachael Henriques Porter is a self-study guide for
students. For each chapter, the Study Guide includes a self-evaluation section with student
exercises, a summary of chapter concepts, one or more "challenge problems," and answers
and solutions to all Study Guide exercises.
Math Survival Guide: Tips and Tricks for Science Students, 2nd Edition, by Jeffrey
Appling and Jean Richardson, is a paperback summary of basic skills, with practice
exercises in every chapter.
Foundations of Chemistry in the Laboratory, 14th Edition, by Morris Hein, Judith
N. Peisen, and Robert L. Miner includes 28 experiments for a laboratory program that
may accompany the lecture course. Featuring updated information on waste disposal
and emphasizing safe laboratory procedures, the lab manual also includes study aids and
exercises.
FOR THE INSTRUCTOR Test Bank, by Harpreet Malhotra, includes chapter tests with
additional test questions and answers to all test questions.
Computerized Test Bank. The test bank contains true-false, multiple-choice, and open-
ended questions and is available in two formats.
Digital Image Library: Images from the text are available online in JPEG format.
Instructors may use these to customize their presentations and to provide additional
visual support for quizzes and exams.
Power Point Lecture Slides: Updated for this version by William Douglas Urban, these
slides contain lecture outlines and key topics from each chapter of the text, along with
supporting artwork and figures from the text.
WileyPLUS
WileyPLUS is an innovative, research-based online environment for effective teaching
and learning.
WileyP LUS builds students' confidence because it takes the guesswork out of studying by
providing students with a clear roadmap: what to do, how to do it, if they did it right. This
interactive approach focuses on:
CONFIDENCE: Research shows that students experience a great deal of anxiety studying.
That's why we provide a structured learning environment that helps students focus on
what to do, along with the support of immediate resources.
MOTIVATION: To increase and sustain motivation throughout the semester, WileyPLUS
helps students learn how to do it at a pace that's right for them. Our integrated resources-
available 24/7- function like a personal tutor, directly addressing each student's demon-
strated needs with specific problem-solving techniques.
Preface xix
WileyPLUS is now equipped with an adaptive learning module called ORION.
WileyPLUS with ORION is:
A personalized study guide that helps students understand both strengths

and areas where they need to invest more time, especially in preparation
BEGIN for quizzes and exams.
For each topic, students can either Study or Practice. Study directs the
student to the specific topic they choose in WileyPLUS, where they can
read from thee-textbook, or use the variety of relevant resources available
PRACTICE there. Students can also practice, using questions and feedback powered by
ORION's adaptive learning engine.
ORION includes a number of reports and ongoing recommendations for
students to help them maintain their proficiency over time for each topic.
MAINTAIN
Students can easily access ORION from within WileyPLUS. It does not require any
additional registration, and there is no additional charge for students using this adaptive
learning system.
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OsmoSIS
·..
··..
After a while. lhe volume of fluid in lhe tube. B.

has increased visibly. Osmosis has taken place.
xx Preface
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Step ! : Problem 12.10. Step 1 - Guide question 12-10a
If 3.56L of an unknown gas measured at STP has a mass of 32.0g, wh at is the density of the gas in
g/L?
Density of the gas • •99 L

The number of significant dig1ts is set to 3; the tolerance Is +/·1 in the 3rd significant digit
St e p 1 : Problem ll. J O. Step 2- Guide Question J 2- 10b
What conversion facto r is needed to convert density into molar mass?
(.' molar volume
r molar density
r volume
r mass
Step ;l : Problem 12.10. Step 3- Guide question 12- 10c
Wh at is the molar me of a gas at STP?

Molar volume ~ 2.4 mol
The number of Significant digits Is set to 3; the tolerance Is +/-1 In the 3rd significant digit
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Acknowledgments
Books are the result of a collaborative effort of many talented and dedicated people. We
particularly want to thank our editor, Nick Ferrari, who guided the project through revision
with the challenge of creating several new electronic features. We are grateful to Mary Ann
Preface xxi
Price, Senior Photo Editor, for finding new and interesting photos that add so much to the
pages of our text. We also want to thank Elizabeth Swain, Senior Production Editor, who
kept us on track and production running smoothly. Sofia Buono, Project Manager/Copy
Editor, in Italy was amazing and turned our revisions into the beautiful text in our 15th edi-
tion. We also especially appreciate the work of Sean Hickey, Product Designer, who helped
us with the Online Learning Modules and incorporating new Check Your Understanding
questions into WileyP!us. Thanks to others who provided valuable assistance on this revi-
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We are especially thankful for the help and support of Tom Martin, our developmental
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Our sincere appreciation goes to the following reviewers who were kind enough to read
and give their professional comments.
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An
Introduction
to Chemistry
o you know how the beautiful, intricate fireworks
D displays are created? Have you ever wondered

how a tiny seedling can grow into a cornstalk
taller than you in just one season? Perhaps you have been
mesmerized by the flames in your fireplace on a romantic
evening as they change color and form. The spectacular colors of the aurora borealis shown above
are the result of chemistry in our atmosphere. And think of your relief when you dropped a container
and found that it was plastic, not glass. These phenomena are the result of chemistry that occurs all
around us, all the time. Chemical changes bring us beautiful colors, warmth, light, and products to
make our lives function more smoothly. Understanding, explaining, and using the diversity of materi-
als we find around us is what chemistry is all about.
2 CHAPTER 1 • An Introduction to Chemistry
1.1 The Nature of Chemistry

Q LEARNING OBJECTIVE State the definition of chemistry and why the study of chemistry is important.
KEY TERM A knowledge of chemistry is useful to virtually everyone- we see chemistry occurring
Chemistry around us every day. An understanding of chemistry is useful to engineers, teachers,
health care professionals, attorneys, homemakers, businesspeople, firefighters, and en-
vironmentalists, just to name a few. Even if you're not planning to work in any of these
fields, chemistry is important and is used by people every day. Learning about the benefits
and risks associated with chemicals will help you to be an informed citizen, able to make
intelligent choices concerning the world around you. Studying chemistry teaches you to
Key terms are highlighted in solve problems and communicate with others in an organized and logical manner. These
bold to alert you to new terms skills will be helpful in college and throughout your career.
defined in the text. What is chemistry? One dictionary gives this definition: "Chemistry is the science of
the composition, structure, properties, and reactions of matter, especially of atomic and
molecular systems." A somewhat simpler definition is "Chemistry is the science dealing
with the composition of matter and the changes in composition that maller undergoes."
Neither of these definitions is entirely adequate. Chemistry and physics form a fundamen-
tal branch of knowledge. Chemistry is also closely related to biology, not only because
living organisms are made of material substances but also because life itself is essentially
a complicated system of interrelated chemical processes.
The scope of chemistry is extremely broad. It includes the whole universe and every-
thing, animate and inanimate, in it. Chemistry is concerned with the composition and
changes in the composition of matter and also with the energy and energy changes asso-
ciated with matter. Through chemistry we seek to learn and to understand the general
principles that govern the behavior of all matter.
The chemist, like other scientists, observes nature and attempts to understand its
secrets: What makes a tulip red? Why is sugar sweet? What is occurring when iron rusts?
Why is carbon monoxide poisonous? Problems such as these- some of which have been
solved, some of which are still to be solved- are all part of what we call chemistry.
A chemist may interpret natural phenomena, devise experiments that reveal the com-
position and structure of complex substances, study methods for improving natural pro-
cesses, or synthesize substances. Ultimately, the efforts of successful chemists advance the
frontiers of knowledge and at the same time contribute to the well-being of humanity.
A health care professional needs
to understand chemistry in order Thinking Like a Chemist
to administer the correct dose of
medication. Chemists take a special view of things in order to understand the nature of the chemi-
cal changes taking place. Chemists "look inside" everyday objects to see how the basic
components are behaving. To understand this approach,
let's consider a lake. When we view the lake from a distance,
we get an overall picture of the water and shoreline. This
overall view is called the macroscopic picture.
As we approach the lake we begin to see more details-
rocks, sandy beach , plants submerged in the water, and
aquatic life. We get more and more curious. What makes
the rocks and sand? What kind of organisms live in
the water? How do plants survive underwater?
What lies hidden in the water? We can use a
microscope to learn the answers to some of
these questions. Within the water and the
plants, we can see single cells and inside
them organelles working to keep the organ-
isms alive. For answers to other questions,
we need to go even further inside the lake. A
drop of lake water can itself become a mys-
Inside a drop of lake water we find terious and fascinating microscopic picture full
water molecules and some dissolved substances. of molecules and motion. (FIGURE 1 .1) A chemist
1.2 • A Scientific Approach to Problem Solving 3
looks into the world of atoms and molecules and their motions. Chemistry makes the
connection between the microscopic world of molecules and the macroscopic world of
everyday objects.
Think about the water in the lake. On the surface it has beauty and colors, and it
gently laps the shore of the lake. What is the microscopic nature of water? It is composed
of tiny molecules represented as
H H
\./
0
In this case H represents a hydrogen atom and 0 an oxygen atom. The water molecule
is represented by H 20 since it is made up of two hydrogen atoms and one oxygen atom.
ENHANCED EXAMPLE 1.1 ,.CHECK YOUR UNDERSTANDING

WileyPLUS
1.1 Making Methane Molecules 1
You are given eight oxygen atoms and fifteen hydrogen atoms. How many water
1.2 Making Methane Molecules 2
molecules can you make from them?
'- WileyPLUS
SOLUTION
From the model shown above for a water molecule you can see that one molecule of
water contains one atom of oxygen and two atoms of hydrogen. Using this model as
reference, you can make eight water molecules from eight oxygen atoms. But you can ONLINE LEARNING MODULE
make only seven water molecules from fifteen hydrogen atoms with one H atom and Molecules and Atoms
one 0 atom left over. The answer is seven water molecules. • WileyPLUS
PRACTICE 1.1
You are given ten hydrogen atoms and eight oxygen atoms. How many water
molecules can you make from them?
1.2 A Scientific Approach to Problem Solving

-~-~-s~:i_~~-~-~~-~t~~s__i_n_~~!~~~--~~-~-~-~-~~-i-~~~-i~i-~--~~~~-~~------------ _________________________________________ ~-~-~-~ ~~-~-~---~-~~-~-~-! _1_~-~-_9
One of the most common and important things we do every day is to solve problems. KEY TERMS
For example, scientific method
hypothesis
• You have two exams and a laboratory report due on Monday. How should you theory
divide your time? scientific laws
• You leave for school and learn from the radio that there is a big accident on the free-
way. What is your fastest alternate route to avoid the traffic problem?
• You need to buy groceries, mail some packages, attend your child's soccer game, and
pick up the dry cleaning. What is the most efficient sequence of events?
We all face these kinds of problems and decisions. A logical approach can be useful for
solving daily problems:
1. Define the problem. We first need to recognize we have a problem and state it
clearly, including all the known information. When we do this in science, we call it
making an observation.
2. Propose possible solutions to the problem. In science this is called making a hypothesis.
3. Decide which is the best way to proceed or solve the problem. In daily life we use
our memory of past experiences to help us. In the world of science we perform an
experiment.
Using a scientific approach to problem solving is worthwhile. It helps in all parts of your
life whether you plan to be a scientist, doctor, businessperson, or writer.
Egyptians, the First Medicinal Chemists

in nature but must be synthesized. The synthesis of
L ook at any im-
ages of the ancient
Egyptians and notice
these lead salts is complicated and the products are not
lustrous. This led chemists to question why the Egyp-
tians would add these compounds to their eyeliner. The
the black eyeliner answer was revealed after reading some of the ancient
commonly worn at manuscripts from that time. Lead salts were synthesized
that time. As chemists for use in treating eye ailments, scars, and discolorations.
analyzed the composi- So even if the lead salts were not the best ingredients
tion of a sample of for beauty, they were added for the perceived health
this eyeliner in the benefits.
antiquities collection
at the Louvre Museum Since we now know that lead compounds are very toxic,
in Paris, they were Christ ian Amatore, an analytical chemist at the Ecole
appalled to discover Normale Superieure in Paris, wondered if the lead com-
the high concentration pounds in Egyptian eyeliner could have actually conferred
of lead in the samples. any health benefits. He introduced lead salts into samples
Today lead is routinely of human tissue growing in the laboratory and observed
removed from most that the cells began forming compounds that trigger an
Te rra-cotta sculpture of Nefertiti. consumer products immune response. Perhaps the ancient Egyptians did
because it is very toxic know something about medicinal chemistry after all. So
even in low concentrations. It is toxic to many organs and should we follow the Egyptians' examp le and add lead to
can cause symptoms such as abdominal pain, dementia, our cosmetics? This is probably not a good idea because
anemia, seizures, and even death. It turns out the lead the risks associated with prolonged lead exposure out-
compounds found in the Egyptian eyeliner are not found weigh the benefits.
The Scientific Method

Chemists work together and also with other scientists to solve problems. As scientists
conduct studies they ask many questions, and their questions often lead in directions that
are not part of the original problem. The amazing developments from chemistry and
technology usually involve what we call the scientific method, which can generally be
described as follows:
1. Collect the facts or data that are relevant to the problem or question at hand. This
is usually done by planned experimentation. The data are then analyzed to find
trends or regularities that are pertinent to the problem.
2. Formulate a hypothesis that will account for the data and that can be tested by further
experimentation.
3. Plan and do additional experiments to test the hypothesis.
4. Modify the hypothesis as necessary so that it is compatible with all the pertinent data.
Confusion sometimes arises regarding the exact meanings of the words hypothesis, theory,
and law. A hypothesis is a tentative explanation of certain facts that provides a basis for
further experimentation. A well-established hypothesis is often called a theory or model.
Scientists employ the scientific
method every day in their Thus, a theory is an explanation of the general principles of certain phenomena with
laboratory work. considerable evidence or facts to support it. Hypotheses and theories explain natural phe-
nomena, whereas scientific laws are simple statements of natural phenomena to which
no exceptions are known under the given conditions.
These four steps are a broad outline of the general procedure that is followed in most sci-
entific work, but they are not a "recipe" for doing chemistry or any other science (FIGURE 1.2).
Chemistry is an experimental science, however, and much of its progress has been due to
application of the scientific method through systematic research.
We study many theories and laws in chemistry; this makes our task as students easier
because theories and laws summarize important aspects of the sciences. Certain theories
and models advanced by great scientists in the past have since been substantially altered and
1.3 • The Particulate Nature of Matter 5
Observations -----or----- Laws
(analysis) (explanation)
Hypothesis
Experiment
!(analysis)
Theory FIGURE 1.2 The scientific

(model)
method.
modified. Such changes do not mean that the discoveries of the past are any less significant.
Modification of existing theories and models in the light of new experimental evidence is
essential to the growth and evolution of scientific knowledge. Science is dynamic.
1.3 The Particulate Nature of Matter
The entire universe consists of matter and energy. Every day we come into contact KEY TERMS
with countless kinds of matter. Air, food, water, rocks, soil, glass, and this book are matter
all different types of matter. Broadly defined, matter is anything that has mass and solid
occupies space. amorphous
liquid
Matter may be quite invisible. For example, if an apparently empty test tube is sub-
gas
merged mouth downward in a beaker of water, the water rises only slightly into the tube. The
water cannot rise further because the tube is filled with invisible matter: air (FIGURE 1.3).
To the macroscopic eye, matter appears to be continuous and unbroken. We are
impressed by the great diversity of matter. Given its many forms, it is difficult to
believe that on a microscopic level all of matter is composed of discrete, tiny, fun-
damental particles called atoms ( FIGURE 1.4). It is truly amazing to understand that
the fundamental particles in ice cream are very similar to the particles in air that we
breathe. Matter is actually discontinuous and is composed of discrete, tiny particles
called atoms.
FIGURE 1.3 An apparently empty

test tube is submerged, mouth
downward, in water. Only a small
volume of water rises into the
tube, which is actually filled with
invisible matter: air.
FIGURE 1.4 Silicon atoms on a silicon chip

produced this image using a scanning tunneling
microscope.
FIGURE 1.5 The three states of

0
matter. (a) Solid-water molecules ]
are held together rigidly and are .§"
0
v;
very close to each other. "§
(b) Liquid-water molecules are m
0
u
close together but are free to ~
c
ro
move around and slide over each u
@
other. (c) Gas-water molecules
are far apart and move freely and
randomly.
Solid (Ice) Liquid (Water) Gas (Steam)

(a) (b) (c)
Physical States of Matter

Matter exists in three physical states: solid, liquid, and gas ( FIGURE 1.5) . A solid has a
definite shape and volume, with particles that cling rigidly to one another. The shape of
a solid can be independent of its container. In Figure 1.5a we see water in its solid form .
Another example, a crystal of sulfur, has the same shape and volume whether it is placed
in a beaker or simply laid on a glass plate.
Crystalline solid Most commonly occurring solids, such as salt, sugar, quartz, and metals, are crystalline.
The particles that form crystalline materials exist in regular, repeating, three-dimensional,
geometric patterns (FIGURE 1.6). Some solids such as plastics, glass, and gels do not have any
regular, internal geometric pattern. Such solids are called amorphous solids. (Amorphous
means "without shape or form.")
A liquid has a definite volume but not a definite shape, with particles that stick firmly
but not rigidly. Although the particles are held together by strong attractive forces and are
in close contact with one another, they are able to move freely. Particle mobility gives a
liquid fluidity and causes it to take the shape of the container in which it is stored. Note
Amorphous solid how water looks as a liquid in Figure 1.5b.
A gas has indefinite volume and no fixed shape, with particles that move indepen-
dently of one another. Particles in the gaseous state have gained enough energy to over-
come the attractive forces that held them together as liquids or solids.
A gas presses continuously in all directions on the walls of any container.
Because of this quality, a gas completely fills a container. The particles
of a gas are relatively far apart compared with those of solids and liq-
uids. The actual volume of the gas particles is very small compared with
the volume of the space occupied by the gas. Observe the large space
between the water molecules in Figure 1.5c compared to ice and liquid
water. A gas therefore may be compressed into a very
small volume or expanded almost indefinitely.
Liquids cannot be compressed to any
great extent, and solids are even less
compressible than liquids.
If a bottle of ammonia solu-
tion is opened in one corner of
the laboratory, we can soon smell
its familiar odor in all parts of the
FIGURE 1.6 A large crystal of table salt. A salt
room . The ammonia gas escaping
crystal is composed of a three-dimensional array of
from the solution demonstrates that
particles .
gaseous particles move freely and
rapidly and tend to permeate the entire
area into which they are released .
1.4 • Classifying Matter 7
Although matter is discontinuous, attractive forces exist that hold the particles together
and give matter its appearance of continuity. These attractive forces are strongest in solids,
giving them rigidity; they are weaker in liquids but still strong enough to hold liquids to
definite volumes. In gases, the attractive forces are so weak that the particles of a gas are
practically independent of one another. TABLE 1.1 lists common materials that exist as
solids, liquids, and gases. TABLE 1.2 compares the properties of solids, liquids, and gases.
.·---------------------------------------------------------------------------------------------------------------------------------------------------·.
i TABLE 1.1 I Common Materials in the Solid, Liquid, and Gaseous States of Matter i
Solids Liquids Gases
Aluminum Alcohol Acetylene
Copper Blood Air
Gold Gasoline Butane
l Polyethylene Honey Carbon dioxide
l Salt Mercury Chlorine
l Sand Oil Helium
l Steel Syrup Methane
l Sugar Vinegar Nitrogen
[_~~~:~~--------------------------------------------------~~~~-~ ------------------------------------------------?~~~-~~--------------------:
·---------------------------------------------------------------------------------------------------------------------------------------------------·
! TABLE 1.2 I Physical Properties of Solids, Liquids, and Gases
j State Shape Volume Particles Compressibility

l Solid Definite Definite Rigidly clinging; tightly packed Very slight
l Liquid Indefinite Definite Mobile; adhering Slight
l_ :~~-- - - - - - I~~~~~~t~-- - - - -~~~~~-nit-~- - - -~~~~~~e}_~-~-~~~~f~~~~~;~;-~~-- - - - - - ~i~~-- - - - - - - - - -

1.4 Classifying Matter
Distinguish among a pure substance, a homogeneous mixture, and a heterogeneous LEARNING OBJECTIVE Q
mixture.
The term matter refers to all materials that make up the universe. Many thousands of dis- KEY TERMS
tinct kinds of matter exist. A substance is a particular kind of matter with a definite, fixed substance
composition. Sometimes known as pure substances, substances are either elements or com- homogeneous
pounds. Familiar examples of elements are copper, gold, and oxygen. Familiar compounds heterogeneous
phase
are salt, sugar, and water. We'll discuss elements and compounds in more detail in Chapter 3.
system
We classify a sample of matter as either homogeneous or heterogeneous by examining it. mixture
Homogeneous matter is uniform in appearance and has the same properties throughout.
Matter consisting of two or more physically distinct phases is heterogeneous. A phase
is a homogeneous part of a system separated from other parts by physical boundaries.
A system is simply the body of matter under consideration. Whenever we have a system
in which visible boundaries exist between the parts or components, that system has more
than one phase and is heterogeneous. It does not matter whether these components are in
the solid, liquid, or gaseous states.
A pure substance may exist as different phases in a heterogeneous system. Ice floating
in water, for example, is a two-phase system made up of solid water and liquid water. The
water in each phase is homogeneous in composition, but because two phases are present,
the system is heterogeneous.
A mixture is a material containing two or more substances and can be either hetero-
geneous or homogeneous. Mixtures are variable in composition. If we add a spoonful of
sugar to a glass of water, a heterogeneous mixture is formed immediately. The two phases
are a solid (sugar) and a liquid (water). But upon stirring, the sugar dissolves to form a
homogeneous mixture or solution. Both substances are still present: All parts of the solu-
tion are sweet and wet. The proportions of sugar and water can be varied simply by add-
ing more sugar and stirring to dissolve. Solutions do not have to be liquid. For example,
air is a homogeneous mixture of gases. Solid solutions also exist. Brass is a homogeneous
solution of copper and zinc.
-" -"
~ ~
0, 0,
0 0
~ ~
~ ~
"'~ "'~
i
~"'
i
"'"'
2
1
&
1
&
(a) (b)
(a) Water is the liquid in the beaker, and the white solid in the spoon is
sugar. (b) Sugar can be dissolved in the water to produce a solution .
Many substances do not form homogeneous mixtures. If we mix sugar and fine white
sand, a heterogeneous mixture is formed . Careful examination may be needed to decide
that the mixture is heterogeneous because the two phases (sugar and sand) are both white
solids. Ordinary matter exists mostly as mixtures. If we examine soil, granite, iron ore, or
other naturally occurring mineral deposits, we find them to be heterogeneous mixtures.
FIGURE 1. 7 illustrates the relationships of substances and mixtures.
Flowcharts can help you to

Matter
visualize the connections
between concepts . !
Pure substances
l
Mixtures of two
(homogeneous composition)
Elements Compounds Solutions Heterogeneous

(homogeneous mixtures
composition- (two or more
one phase) phases)
FIGURE 1.7 Classification of matter. A pure substance is always

homogeneous in composition, whereas a mixture always contains two or
more substances and may be either homogeneous or heterogeneous .
1.4 • Classifying Matter 9
Distinguishing Mixtures from Pure Substances

Single substances- elements or compounds- seldom occur naturally in a pure state. Air
is a mixture of gases; seawater is a mixture of a variety of dissolved minerals; ordinary
soil is a complex mixture of minerals and various organic materials.
Mixture Pure Substance

1. A mixture always contains two or 1. A pure substance (element or
more substances that can be present compound) always has a definite
in varying amounts. composition by mass.
2. The components of a mixture do 2. The elements in a compound lose
not lose their identities and may be their identities and may be separated
separated by physical means. only by chemical means.
PRACTICE 1 . 2
Which of the following is a mixture and which is a pure substance?
Explain your answer.
(a) vinegar (4% acetic acid and 96% water)
(b) sodium chloride (salt) solution
(c) gold
(d) milk
How is a mixture distinguished from a pure substance? A mixture always contains

two or more substances that can be present in varying concentrations. Let's consider
two examples.
Homogeneous Mixture Homogeneous mixtures (solutions) containing either 5%
or 10% salt in water can be prepared simply by mixing the correct amounts of salt
and water. These mixtures can be separated by boiling away the water, leaving the
salt as a residue.
Heterogeneous Mixture The composition of a heterogeneous mixture of sulfur
crystals and iron filings can be varied by merely blending in either more sulfur or
more iron filings. This mixture can be separated physically by using a magnet to
attract the iron.
Q_
Q_
,2 ,2
c c
~
~
(a) " "

(b)
(a) When iron and sulfur exist as pure substances, only the iron is attracted
to a magnet. (b) A mixture of iron and sulfur can be separated by using the
difference in magnetic attraction.
1.1 The Nature of Chemistry
KEY TERM • Chemistry is important to everyone because chemistry occurs all around us in our daily lives.
chemistry • Chemistry is the science dealing with matter and the changes in composition that matter undergoes.
• Chemists seek to understand the general principles governing the behavior of all matter.
• Chemistry "looks inside" ordinary objects to study how their components behave.
• Chemistry connects the macroscopic and microscopic worlds.
1.2 A Scientific Approach to Problem Solving

KEY TERMS • Scientific thinking helps us solve problems Laws
scientific method in our daily lives.
hypothesis • General steps for solving problems include:
theory • Defining the problem
scientific laws 1----~ Hypothesis
• Proposing possible solutions
• Solving the problem
• The scientific method is a procedure for ~---- Experiment
processing information in which we:
• Collect the facts
• Formulate a hypothesis
!(analysis)
Theory
• Plan and do experiments
(model)
• Modify the hypothesis if necessary
1.3 The Particulate Nature of Matter

KEY TERMS • Matter is anything with the following two characteristics:
matter • Has mass
solid • Occupies space
amorphous • On the macroscopic level matter appears continuous.
liquid • On the microscopic level matter is discontinuous and composed of atoms.
gas • Solid- rigid substance with a definite shape
• Liquid- fluid substance with a definite volume that takes the shape of its container
• Gas- takes the shape and volume of its container
1.4 Classifying Matter

KEY TERMS • Matter can be classified as a pure substance or a mixture.
substance • A mixture has variable composition:
homogeneous • Homogeneous mixtures have the same properties throughout.
heterogeneous • Heterogeneous mixtures have different properties in different parts of the system.
phase • A pure substance always has the same composition. There are two types of pure substances:
system • Elements
mixture • Compounds
Matter
!
Pure substances
l
Mixtures of two
(homogeneous composition) or more substances
Elements Compo unds Solutions Heterogeneous

(homogeneous mixtures
composition- (two or more
one phase) phases)
Paired Exercises 11
REVIEW QUESTIONS
1. Explain the difference between 5. Define a phase.
(a) a hypothesis and a theory 6. How many phases are present in the
(b) a theory and a scientific law graduated cylinder shown here?
2. Consider each of the following statements and determine 7. What is another name for a homoge-
whether it represents an observation, a hypothesis, a theory, or neous mixture?
a scientific law: 8. Which liquids listed in Table 1.1 are not
(a) The battery in my watch must be dead since it is no longer mixtures?
keeping time. 9. Which of the gases listed in Table 1.1
(b) My computer must have a virus since it is not working properly. are not pure substances?
(c) The air feels cool. 10. When the stopper is removed from a partly filled bottle contain-
(d) The candle burns more brightly in pure oxygen than in air ing solid and liquid acetic acid at 16. 7°C, a strong vinegar-like
because oxygen supports combustion. odor is noticeable immediately. How many acetic acid phases
(e) My sister wears red quite often. must be present in the bottle? Explain.
(f) A pure substance has a definite, fixed composition. 11. Is the system enclosed in the bottle in Question I 0 homoge-
3. Determine whether each of the following statements refers to a neous or heterogeneous? Explain.
solid, a liquid, or a gas: 12. Is a system that contains only one substance necessarily
(a) It has a definite volume but not a definite shape. homogeneous? Explain.
(b) It has an indefinite volume and high compressibility. 13. Is a system that contains two or more substances necessarily
(c) It has a definite shape. heterogeneous? Explain.
(d) It has an indefinite shape and slight compressibility. 14. Distinguish between homogeneous and heterogeneous mixtures.
4. Some solids have a crystalline structure, while others have an amor- 15. Which of the following are pure substances?
phous structure. For each of the following five descriptions, deter- (a) sugar (d) maple syrup
mine whether it refers to a crystalline solid or an amorphous solid: (b) sand (e) eggs
(a) has a regular repeating pattern (c) gold
(b) plastic 16. Use the steps of the scientific method to help determine the
(c) has no regular repeating pattern reason that your cell phone has suddenly stopped working:
(d) glass (a) observation (c) experiment
(e) gold (b) hypothesis (d) theory
PAIRED EXERCISES
Most of the exercises in this chapter are available for assignment via the online homework management program, Wiley PLUS ( www. wileyplus.com)
All exercises with blue numbers have answers in Appendix 5.
1. Refer to the illustration and determine which state(s) of matter 2. Refer to the illustration and determine which states(s) of matter
are present. are present.
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waiting, an officer arrived to say that everything was in order. I was
to be permitted to enter Bukovina.
Now I was having my last look toward my troubled country, leaving it
to the darkness of night.
When this long journey had started I had had no real wish to leave
my country. I was ill in body and soul. I needed rest and quiet. My
resistance was low. I wished for security. Willy-nilly, I went along with
my early companions, then with Alexander and Nikolai, and lately
with my new acquaintances.
With quivering lips, I had now left behind me the land I loved so
much, and, somewhere in the wilderness, the remains of my beloved
family. There were, also, Alexander and Nikolai. With deep feeling I
had left all the tragedies behind.
God wanted it that way—to lay their swords and their lives at the
altar of their country. May He grant them rest in Heaven. Father
departed with his family very young, but in true Christian faith and
fidelity to Russia. Now free from the cruel human lies, injustices and
misunderstandings, he left the world not in pomp and glory, but in
greater glory. He died for his country and his people whom he loved
best.
With these thoughts in my mind I left behind the land of my heritage
forever.
XXXIV
REFUGE
The rain came down in torrents and washed my tears from my
sunken cheeks. Now I was alone with strangers. As we walked away
from the border, we were drenched, hungry, and tired, with no
prospect of a place to sleep. We spied a faint light ahead and hurried
toward it. The man of the house would not accept Russian paper
money. At that point the Austrian soldier produced some of his
money, which he had been saving, and bargained with the proprietor
for us to stay briefly, hoping that I would feel better quickly. I
consulted the woman whom we also saw about my itching. She
suggested pouring sour milk over a bed sheet and rolling me in it.
This she did so completely that only my eyes and mouth were left
uncovered. The only unaffected parts of my body were the palms of
my hands and soles of my feet. This treatment brought great comfort
and relief. My leg was better, though still swollen.
I was ready to resume my travel. The woman provided us with
sufficient food to last for several days’ journey. She also gave me
some rags with which I wrapped my feet so that they would not slide
around in my boots. We passed many wheat fields and woods of tall
oak trees; many had been uprooted and were lying dead, leaving big
holes in the ground which were now filled with water and mud. The
trenches were uncovered and deserted and the rain made rivers of
them. The war had turned this area into a battleground. We could
see pieces of clothing, brass artillery shell cases, chains, pieces of
iron and other odds and ends of metal buried in the trunks of trees—
mute testimony to the destructive power of artillery. Tragedy was all
around us. Rains had washed away the traces of blood shed here
during the past four years. Suddenly I spied a geranium plant in the
midst of the holocaust. Here and there were pieces of blankets and
abandoned, rusty canteens.
Unexpectedly, here something gave away under my feet, uncovering
some leaves. I screamed. It was a pair of feet—the flesh was all
gone, just bones. They fell apart under the impact of my weight. The
others responding to my scream came over and removed the leaves
from the sunken body of a Russian soldier. His uniform was so rotted
and stained, it was impossible to tell that he was an officer, but a
rusty watch was still wrapped around his wrist bone. The woods
showed all kinds of tragedies.
Father knew this battlefield as he himself had been shelled several
times while inspecting the troops. For this he and Alexei received
their St. George decorations. Father had had his to the last day. He
knew the devotion and bravery of his men, those heroes who
sacrificed everything. In the end they, too, paid with their lives,
making room for Lenin and Trotsky.
The day before the war in 1914, I dreamed that woods like these I
had just crossed were in flames, the fire was red and went high up to
the sky. I heard the crackling of the trees. I knew then that the war
was unavoidable, especially when in the evening for the first time
Father appeared late for dinner. Now I recalled my dream as I saw
this place of suffering. In distress I left the touching scene.
The men carried me through the deep mudholes, taking turns. I
worried that I was too heavy. Actually I weighed only forty kilograms,
not quite ninety pounds. The latest companion to join us, the
Austrian soldier, had been stationed in these parts with the Austrian
army and knew well the nearby villages. Moreover, he himself came
from this part of the country. He volunteered to be our guide. A day
or two later, in the afternoon, we came to a stretch of woods where
we saw some women picking yellow mushrooms.
A young woman among them already had her baskets full. We spoke
to the young woman who said she was going home, part way to the
nearby village.
We joined her. The men carried her baskets. The odor of these
mushrooms brought back gnawing memories. Toward the end of the
day, we reached the village. The Austrian soldier knew this village,
having relatives here. Through him we were able to be taken care of
for the night. He went into the house while we waited outside. An
elderly woman came out and in a Slavic language I understood, said,
“Come in, my child, I hear you have an injured foot. I know you are
hungry. I will have supper ready for you in a minute.” She seemed so
clean and kind and motherly, I was drawn to her immediately. We
followed her into the house and there we met her daughters who
also welcomed us.
I sat on a low stool shivering, while one of the girls took off my
muddy boots and the other brought pails of water from outdoors
which they poured into a large kettle on the wood-burning stove. My
muddy stockings were stuck to my feet. Warm water was poured
over them to take off the worst of the plastered mud. The mother
took a sharp knife and scraped some salt into a fresh pail of warm
water to serve as disinfectant. By the time we finished with my foot,
the supper was ready. It consisted of warm mamaliga—a yellow
mush made out of maize—with warm milk poured over it. It was a
new dish to me, but nothing ever tasted better.
The mother examined my wound. While she washed it a tear
dropped on my ankle. Our eyes met. “I think it will be all right, I do
not see any infection.”
The warm milk soon stopped the chattering of my teeth. The good
girls had already made up a bed for me: a small wooden bed with
linen sheets spread over a narrow mattress. They had hardly left the
room when I was fast asleep. The girls shared the same room with
me, but I was not aware of them. When I woke up the next day, the
girls told me that the men had been waiting for me since eleven in
the morning.
“What time is it now?” I asked.
“Four in the afternoon,” they laughed. “Several times the men came
in and looked to see if you were asleep or dead, and were
reassured.”
Evidently I felt safe at last. The girls told me excitedly that the men
had slept in the barn and later had helped their mother clean the
stable. The Germans had left her one horse and one cow,
confiscating all the rest of the livestock before the Russian invasion,
fearing that the Russians would take it.
When I started to dress, to my surprise I could not find my wet
travelling clothes. Instead of my clothes I found a new outfit:
everything from a cotton dress to a pair of shoes. This humble family
had presented me with Sunday clothes belonging to their youngest
daughter, six months my junior.
I located the men in the garden eating half-dried plums still on the
trees. They were relaxed, free and happy after getting me safely
across the border.
I, too, was relaxed and free.
At long last I had found a peaceful refuge with this unknown but
friendly family which had taken me into its midst and made me a
welcome member.
It was October 24th, 1918 ... for me a new day ... and the beginning
of a new life.
INDEX
Abalak Monastery, 207, 229, 231
Ai-Todor, 50, 177, 239
Alapaevsk, 110
Alexander I Pavlovich, Emperor, 48, 49, 79
Alexander II Nicholaevich, Emperor, 22, 23, 61, 96, 160, 206
Alexander III Alexandrovich, Emperor, 21, 48, 75, 95, 121, 122,
128, 138, 140, 144, 162, 178, 194, 204, 205, 208, 244, 245,
301
Alexander Mikhailovich, Grand Duke, 126, 127, 135, 138, 369
Alexander (the rescuer) 358, 360, 363-372, 375, 377
Alexander Palace, Tsarskoe Selo, 23, 24, 47, 144, 165
Alexander Park, Tsarskoe Selo, 117, 160
Alexander Station, Tsarskoe Selo, 96, 200
Alexandra, Queen of Great Britain (subsequently Dowager
Queen), née Princess of Denmark, 18, 29, 31-33, 36, 37
Alexandra, Princess of Hohenlohe-Langenburg (previously
Hereditary Princess), née Princess of Great Britain, 77
Alexandra Feodorovna, Empress, née Princess Alix of Hesse-
Darmstadt, 3-9, 12-20, 23, 24, 26-28, 30-40, 43-51, 53-64, 66-
69, 71, 72, 75-78, 80, 81, 83, 84, 86-92, 95-124, 126-162,
164, 165, 173, 176-78, 181, 183-87, 189, 190, 195-97, 199,
201-03, 206-08, 211, 213, 214, 217-20, 225-36, 240-44, 248-
52, 254-56, 259, 260, 265, 269-77, 279-81, 283, 284, 287,
288, 291-94, 297, 298, 300-03, 305, 307-12, 314, 316, 317,
324, 325, 327-29, 331, 332, 334, 338, 340, 341, 343, 344,
360
Alexandra Georgievna, Grand Duchess (Paul Alexandrovich), née
Princess of Greece, 136
Alexandra, 363, 367
Alexandria Cottage, Peterhof, 25, 62, 80, 84, 134
Alexandrovka, 160
Alexei I Mikhailovich, Tsar, 70, 206
Alexei Alexandrovich, Grand Duke, 6
Alexei Nicholaevich, Grand Duke and Tsesarevich, 5-11, 13, 15-
17, 19, 23, 26-29, 31-35, 38-40, 42, 45, 50, 51, 54-61, 63-66,
77, 79, 84-86, 89, 98-102, 106, 109-11, 114, 116, 119, 121-26,
128-30, 136, 137, 140-43, 148, 149, 155, 157, 161, 162, 165,
167, 168, 174, 180, 183, 184, 187, 188, 190, 192, 194, 196,
203, 208, 212, 214, 215, 217, 219, 222, 226, 228, 232, 233,
239, 242, 243, 246, 248, 249, 251, 252, 254-57, 259, 265-71,
276-78, 281, 283, 284, 286-88, 301, 303, 305, 307, 308, 310-
12, 314, 316, 317, 338, 341, 372, 379
Alexeiev, General, 101, 113, 152, 154, 163, 166, 192
Alfonso XIII, King of Spain, 77
Alfonso, Infante of Spain, 77
Alfred, Duke of Saxe-Coburg and Gotha, Prince of Great Britain,
Duke of Edinburgh, 76
Alice, Grand Duchess of Hesse-Darmstadt, née Princess of Great
Britain, 75, 185
Alice, Princess (Andrew) of Greece, née Princess of Battenberg,
37
American, the, 18
Anastasia Nicholaevna, Grand Duchess, esp., 3, 4, 14, 16, 30, 41,
64, 67, 156, 345
Anastasia Nicholaevna, Grand Duchess (Nicholai Nicholaevich),
previously Princess (George Maximilianovich) Romanovsky,
Duchess of Leuchtenberg, née Princess Petrovich Niegosh of
Montenegro, 134
Andrei Alexandrovich, Prince of Russia, 19, 132, 230, 369
Andrew, Prince of Greece, 37
Andrew Vladimirovich, Grand Duke, 138
Anglo-Russian Hospital, Nevsky Prospect, St. Petersburg, 159
Anichkov Palace, St. Petersburg, 92
Annunciation, Church of the, Tobolsk, 229
Apraxin, Count P.N., 157
Archayerevsky woods, Mogilev, 129
Artasalev (?), 201
Assumption, Cathedral of the, Kremlin, Moscow, 85
Augusta Victoria, German Empress, née Princess of Schleswig-
Holstein-Sonderborg-Augustenburg, 37-39
Austria-Hungary, 81-84, 146, 147, 199, 235, 301, 313, 373, 374,
379
Austrian, the, 374-76, 378-80
Avdiev, Commissar, 275
Bagration-Mukhransky, Prince Konstantin Alexandrovich, 110

Baltic Sea, 9, 29, 51, 76, 144
Bariatinsky, Prince, 206
Bariatinsky, Prince “Toly”, 232
Bariatinsky, Princess Maria, 20, 49
Bark, Peter, 159, 195
Bashkirs, 362
Battenberg, George, Prince of (subsequently Earl of Medina, then
2nd Marquess of Milford Haven), 35
Battenberg, Louis, Prince of (subsequently 1st Marquess of Milford
Haven), 109
Battenberg, Louis, Prince of (subsequently Lord Louis
Mountbatten, now 1st Earl Mountbatten of Burma), 35
Baumgarten, Miss, 45
Bazhenovo, 205, 267
Beatrice, Princess (Henry) of Battenberg, née Princess of Great
Britain, 31, 32
Beatrice, Infanta (Alfonso) of Spain, née Princess of Great Britain,
77
Belaya River, 362
Beloborodov, Commissar, 304, 312
Beloselsky, Prince, 206
Beloselsky-Belozersky, Prince, 33
Belovezh, Grodno, 54
Belyayev, Father, 185
Belyayev, General, 143
Benckendorff, Count Alexander Konstantinovich, 29
Benckendorff, Count Peter Konstantinovich, 32, 68, 128, 134, 147,
150, 157-59, 161, 168, 179, 184, 194, 195, 197, 200, 246,
247, 254, 281, 301
Bendery, 83, 300
Benson and Hedges, Ltd., 299
Berezina River, 54
Berlin, 36, 192, 247
Bernaul, 237
Bismarck, Prince Otto von, 156
Bittner, Mlle., 216-18, 255
Black Sea, 9, 43, 76, 369
“Blessing of the Waters”, 21, 22, 231, 232
Bolin, 134, 190, 302
Bolsheviks, 8, 34, 114, 117, 161, 207, 222-24, 236, 237, 243, 244,
247, 312, 362, 370
Boris III, King of the Bulgars (previously Crown Prince of Bulgaria),
43
Boris I Feodorovich, Tsar, 85, 206, 231
Boris Vladimirovich, Grand Duke, 114, 138, 163
Borodino, 54
Botkin, Dr. Eugene Sergeevich, 33, 40, 41, 57, 61, 149, 151, 161,
167, 187, 196, 201, 203, 207, 211, 220, 233, 242, 249, 252,
254, 259, 260, 269, 270, 272, 273, 275, 276, 279-81, 283,
284, 286-88, 291, 296, 303, 306, 307, 309, 312, 314-17, 341
Botkin, Gleb Evgenievich, 41, 220, 259, 260, 275, 276
Botkina, Tatiana Evgenievna, 41, 220, 259, 260, 275, 276
Brasova, Countess (subsequently Princess) Nathalia Sergeevna,
née Sheremetievsky, 157
Bratianu, Ion, 78
Brest-Litovsk Treaty, 248, 294, 295
Bronstein, see Trotsky
Bronstein (Trotsky’s brother), 128, 245
Brussilov, General, 101, 113
Buchanan, Sir George W., 23, 84, 156, 158, 159
Buchanan, Lady Georgina, 98, 158, 159
Bugulma, 362
Bukovina, 374, 377
Bulgarians, 63, 300
Buriats, 367
Butsova, Olga E., 20, 33, 44, 148
Buxhoeveden, Baroness Sophia Karlovna, 45, 71, 72, 161, 187,
211, 229, 265-67, 269, 270
Byzantine, 46, 62, 208, 300
Carol I, King of Rumania, 76, 82

Carol II, King of Rumania (previously Hereditary Prince, then
Crown Prince), 76, 77
Caspian Infantry, the 148th, 87
Catherine II Alexeevna, the Great, Empress, 24, 66, 108, 205, 257
Catherine Palace, Tsarskoe Selo, 24, 104, 192, 220
Caucasus, 55, 127, 149, 154, 244
Cheka, the, 304
Chelyabinsk, 205, 235
Chemodurov, Terenty, 211, 232, 249, 252, 270, 273
Cherbourg, 33, 35
Chernovitsy, Bukovina, 103
“Children’s Island”, Tsarskoe Selo, 23, 183, 184
Christian IX, King of Denmark, 6, 28
Christiania, (Oslo), 29
Christmas, 39, 61, 97, 130-33, 222, 227, 229-31
Clements, Miss, 45
Constantine Constantinovich, Grand Duke, 109, 110, 119, 186
Constantine Constantinovich, Prince of Russia, 110, 137, 312
Constantsa, 76
Copenhagen, 28, 30
Cossacks, 8, 17, 22, 66, 80, 81, 129, 133, 200
Cowes, Isle of Wight, 31-33, 35, 37
Crimea, The, 14, 40, 43, 44, 46-51, 63, 76, 92, 109, 113, 114, 116,
127, 130, 135, 164, 177, 178, 194, 208, 214, 219, 220, 233,
239, 287, 300, 368, 369
Croatian, the, 371, 372, 374, 376, 377
Cyril Vladimirovich, Grand Duke, 77, 114, 138, 155-57, 163
Danilov, General, 20
Darmstadt, 35
Dartmouth, 33
Dehn, Captain Charles, 26, 148, 149
Dehn, Mme. Charles (“Lili”), 26, 148, 161, 176, 370
Dehn, “Titi”, 27, 148
Demidov, Prince, 205
Demidova, Anna, 211, 214, 249, 252, 259, 273, 274, 279, 307,
315-17
Dendeniev, 129
Denmark, 14, 27, 29, 30, 54, 71, 78
Derevenko, Dr., 8, 33, 57, 66, 128, 148, 211, 218, 219, 243, 248,
257, 259, 265, 268-71
Derevenko, Nikolai, 218, 219, 243
Derevenko, “Dina”, 8-10, 15, 17, 32, 39, 99, 149
Dieterichs, General, 113
Dimitri Alexandrovich, Prince of Russia, 19, 230, 369
Dimitri Constantinovich, Grand Duke, 128, 137
Dimitri Ivanovich, Tsesarevich, 206, 231
Dimitri Pavlovich, Grand Duke, 75, 115, 135-37, 139
Dmitriev, Alexei, 265
Dnieper River, 126, 256, 370
Dobrovolsky, General, 157
Dolgorukov, Prince, 206
Dolgorukov, Prince Vasily, 50, 70, 71, 127, 128, 152, 153, 163,
164, 168, 179, 184, 188, 195, 203, 205, 211, 231, 232, 236,
244-47, 249, 252, 253, 272-74, 282, 341
Dreifuss, Dr., 57, 128
Drenteln, Captain, 27, 33, 129, 164, 168
Dubensky, General, 113, 128, 168
Dudendorff, 131
Duma, Imperial, 93, 95, 111, 121, 135, 138, 152, 155, 158, 162,
166, 167, 199
Dumbadze, General, 49
Dundakova, Princess, 148
Dyulber, 239
Easter, 50, 97, 98, 134, 184-86, 256

Edward VII, King of Great Britain, 6, 29, 31-33, 36, 37
Edward VIII, King of Great Britain (previously Prince Edward David
of Wales, then Prince of Wales, now Duke of Windsor), 29, 33
Ekaterinburg, 6, 8, 41, 62, 67, 70, 71, 90, 114, 143, 146, 180, 204,
205, 211, 224, 227-29, 233, 235-37, 239, 241, 242, 250, 257,
259, 260, 265, 267, 268, 270, 273-76, 281, 288, 294, 304,
309, 312, 315, 332, 333, 340, 341, 346, 353, 358, 364
Eleonor, Grand Duchess of Hesse-Darmstadt, née Princess of
Solms-Hohensolms-Lich, 35, 38
Elizabeth, Queen of Rumania (subsequently Dowager Queen),
née Princess of Wied, 76
Elizabeth Alexeevna, Empress, née Princess of Baden, 49
Elizabeth Feodorovna, Grand Duchess (Serge Alexandrovich),
née Princess of Hesse-Darmstadt, 19, 20, 39, 50, 75, 92, 93,
107, 110, 114, 115, 119, 120, 135, 137, 139, 146, 147, 197,
265, 309, 312
Elizabeth Mavrikievna, Grand Duchess (Constantine
Constantinovich), née Princess of Saxe-Altenburg, 109, 110
England, 31-33, 62, 71, 87, 109, 115, 123, 146, 151, 156, 159,
173, 179, 191, 195
English Hospital, St Petersburg, 98, 158, 221
Ernest Louis, Grand Duke of Hesse-Darmstadt, 6, 35, 76, 77, 109,
115, 141, 144, 146, 147, 151, 156, 158, 283
Ersberg, Elizabeth, 211, 265, 267, 269
Erzerum, 111
Evpatoria, 114
Ewers, General, 154
Fabergé, Carl Gustavovich, 97, 98, 187

Fallières, Clément-Armand, 33, 34, 80
Fedorov, Dr., 57, 99, 122, 128, 165, 168
Feodor Alexandrovich, Prince of Russia, 19, 230, 369
Feodorovsky Sobor, Tsarskoe Selo, 6, 11, 23, 98, 125, 133, 368
Ferdinand I, King of Rumania (previously Crown Prince), 76
Finland, 25, 27, 30, 53, 116, 150, 151, 329
Fourth Siberian Army Corps, Tomsk, 237
France, 148, 197-99
Francis Ferdinand, Archduke of Austria-Este, 79, 82
Francis Joseph I, Emperor of Austria, King of Hungary, 81, 82,
147, 278
Fredensborg Palace, 28, 29
Frederick III, German Emperor, 36-38
Frederick Augustus III, King of Saxony, 80
Fredericks, Countess Emma Vladimirovna, 45, 158, 292
Fredericks, Count V.B., 33, 45, 102, 127, 152, 158, 168, 180, 185
Fredericks, Countess (V.B.), 158
French Navy, 33
French Revolution, 198
Friedberg, 35
Gatchina Palace, 143, 144, 155, 168, 245

General Headquarters (Stavka), Mogilev, 85, 95-97, 99-101, 106,
108, 113, 120, 122, 123, 126, 127, 130, 136, 141, 143, 154,
155, 162, 163, 167, 183, 192, 246, 256, 360
George I, King of the Hellenes, 30, 119
George V, King of Great Britain (previously Prince of Wales), 29,
31, 33, 36, 37, 131, 159
George, Prince of Greece, 292, 293
George Mikhailovich, Grand Duke, 137, 312
Germany, 30, 32, 38, 39, 53, 54, 62, 82-84, 87, 104-06, 109, 110,
112, 115, 120, 140, 141, 146-48, 154, 159, 180, 188, 199,
220, 222, 235, 243-46, 250, 273, 295, 296, 300, 301, 311,
312, 343, 373-77, 381
Gibbs, Sidney, 211, 214, 245, 246, 265
Giers, Governor, 359
Gilliard, Pierre, 8, 56, 75, 99, 162, 177, 187, 199, 203, 211, 212,
217, 232, 236, 237, 243, 246, 248, 249, 252, 254, 255, 260,
265-67, 269, 276
Girardi, Colonel, 159
Godunov family, 70, 85, 206, 231
Goldstein, Arnold, 215
Golitsyn, Prince, 162
Goloshchekin, Commissar, 268, 274, 291, 299, 304, 308, 309,
312, 313
Goremykin, Ivan L., 369
Goriev (Goldmann), 223
Governor’s House, Tobolsk, 72
Grabbe, Count, 164, 168
Great Britain, 31, 109
Greece, 62
Greek Orthodox religion, 63, 92, 97, 199, 300
Grey, Lady Sybil, 98
Gribushchin, 162
Grodno, 54
Grodno Hussars, 39
Grooten, General von, 143, 157, 159
Guchkov, 115, 127, 155, 158, 162, 243
Gustavus V, King of Sweden, 30
Gustavus VI Adolphus, King of Sweden (previously Crown Prince),
31
Hague, The, 82, 146

“Hampshire”, 136
Hanbury-Williams, General Sir John, 23, 101, 111, 112, 114, 129,
130, 136, 246
Heath, Charles, 21
Hendrikova, Countess Anastasia V., 149, 187, 203, 211, 217, 245,
246, 250, 265, 267, 269
Henry, Prince of Prussia, 6, 31, 36, 56
Hermogen, Bishop, 229
Hesse, General, 19
Hesse-Darmstadt, 106
Hindenburg, General, 140, 141
Hohenberg, Sophie, Duchess of, née Countess Chotek, 79, 82
Hohenlohe-Langenburg, Ernest, Prince of (previously Hereditary
Prince of), 77
“Hohenzollern”, 54
Holy Sanctuaries, Red Square, Moscow, 254
Holy Synod of the Russian Orthodox Church, 165
Holy Trinity, Cathedral of the, Ipatiev Monastery, Kostroma, 69, 70
Horse Guards, 22
Horwath, Commissar, 304
Hungarians, 299, 304
Hussars, 22, 36, 81
Hvidore Villa, near Klampenborg, 28
Ignatiev, Count, 205

Igor Constantinovich, Prince of Russia, 75, 110, 114, 128, 132,
137, 312
Iliana (or Irina), 342
Image of the Holy Virgin, Abalak Monastery, 207, 208, 229
Imperial Family, 19, 23, 54, 68, 80, 89, 104, 107, 116, 131, 136,
138, 144, 145, 155, 161, 179, 185, 205, 224, 229, 236, 242-
44, 257, 294, 301, 308, 344, 355, 367
Imperial Guard, 179
Imperial Theater, St. Petersburg, 46
Imperial Yacht Club, St. Petersburg, 138
International Arbitration Court, The Hague, 82
Ipatiev House, Ekaterinburg, 70, 268, 274, 278, 288, 364
Ipatiev Monastery, Kostroma, 69, 70
Irene, Princess (Henry) of Prussia, née Princess of Hesse-
Darmstadt, 6, 31, 32, 36, 37, 56, 57, 64
Irina Alexandrovna, Princess of Russia, Princess (Felix Felixovich)
Youssoupoff, 19, 135, 137, 230, 369
Irtysh River, 207, 272
Ivan IV Vasilievich, the Terrible, Tsar, 189, 206, 231
Ivan Constantinovich, Prince of Russia, 110, 137, 312
Ivanov, 211
Ivanov, General, 101, 113, 154, 194, 232
Ivanovsky Nunnery, Tobolsk, 230
Izvolsky, Alexander Petrovich, 33, 54
Jagernsfeld, 31
Japan, 224, 242, 292, 309
Japan, Emperor of, 224, 292
Japan, Empress of, 224
Japan, two Princes of, 224
Japanese Navy, 5, 6
Japanese Red Cross, 224
Jemmy, 196, 227, 309, 310, 316
Jews, 21, 105, 274, 300, 301, 304
Johnson, Nicholas, 194, 369
Joseph II, Holy Roman Emperor, 197
Joy, 180
Jubilee of Romanov Dynasty Tercentenary, 66, 68, 71, 308
“K”, Mr., 275

Kalenin, 162
Kalmuks, 207, 215, 218, 223
Kamenev (Rosenfeld), 68, 189, 223, 243, 244, 293
Karamzin, 363
Karlsruhe, 35
Kaulbach, 197
Kazaks, 207
Kazan, Cathedral of Our Lady of, St. Petersburg, 66, 95
Keller, General Count, 113, 163
Kerensky, Alexander Feodorovich, 115, 158, 162, 168, 173-76,
178, 179, 182, 183, 187, 188, 191-95, 198-203, 215, 216,
220-22, 224, 231, 243, 253, 281, 329, 370
Khabalov, General, 155
Kharaks, 50
Kharitonov, Ivan, 211, 213, 265, 269, 275-77, 279, 280, 282, 284,
307, 315
Khitrovo, Boyar, 363
Khitrovo, Liuba, 221
Khitrovo, Rita, 216, 221, 363
Khvostov, 369
Khvostova, Anastasia, 369
Kiakhta, 205
Kiel, 31
Kiev, 43, 85, 91, 126-28, 131, 360, 374
Kirghiz, 207, 367
Kirpichnikov, 269
Kishinev, 79
Kitchener, Lord, 136
Kobylinsky, Colonel Eugene, 173, 179, 180, 193, 203, 207, 208,
213-16, 218, 221, 224, 228-31, 233, 236, 237, 249, 250, 252,
255, 258, 259, 292
Kolchak, Admiral, 114, 364
Konrad, Mr., 18, 78, 187
Koreiz, 239
“Kormilets”, 206
Kornilov, 212
Kornilov, General, 113, 173, 179, 188, 192
Kornilov House, Tobolsk, 212
Korovichenko, Colonel, 173, 174, 177, 179, 188
Kostritsky, Dr., 220, 235
Kostroma, 69, 70
Kotsebue, Captain Count, 188
Koulikovsky, Colonel Nicholai Alexandrovich, 91, 127, 369
Kozmin, Commissar, 201
Krasnoe Selo, 80
Krasnov, 47
Kremenchug, 370
Kremlin, Moscow, 70, 85, 93, 235, 254, 313
Krestovaya Gora, 41

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Foundations of College Chemistry, 15th

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2 Standards for Measurement 14

3 Elements and Compounds 48

5 Early Atomic Theory and Structure 86

6 Nomenclature of Inorganic Compounds 102

7 Quantitative Composition of Compounds 123

8 Chemical Equations 147

9 Calculations from Chemical Equations 175

10 Modern Atomic Theory and the Periodic Table 196

11 Chemical Bonds: The Formation of Compounds from Atoms 218

12 The Gaseous State of Matter 253

15 Acids, Bases, and Salts 343

16 Chemical Equilibrium 368

17 Oxidation- Reduction 397

18 Nuclear Chemistry 423

19 Introduction to Organic Chemistry (online only) 447

20 Introduction to Biochemistry (online only) 491

Review Questions Diatomic Elements 55

2 Standards for Measurement 14 Writing Formulas of Compounds

2.1 Scientific Notation 15 Review 62

5.1 Dalton's Model ofthe Atom 87 CHEMISTRY IN ACTION Feeling

CHEMISTRY IN ACTION What's in a Name? 105 CHEMISTRY IN ACTION CO Poisoning-

9.1 Introduction to Stoichiometry 176

7 Quantitative Composition of Compounds 123

10 Modern Atomic Theory and 12 The Gaseous State of Matter 253

The Nature of the Solute and Solvent 315

CHEMISTRY IN ACTION Drug Delivery: 17.1 Oxidation Number 398

18.1 Discovery of Radioactivity 424 Disubstituted Benzenes 463

(online only) CHEMISTRY IN ACTION The Taste of Umami 505

19.1 The Beginnings of Organic Chemistry 448 20.5 Enzymes 506

Mathematical and Review Al

This new Fifteenth Edition of Foundations of College Chemistry presents chemistry as

Development of Problem-Solving Skills

For Calculating Percent Composition from Formula

1. Calculate the molar mass (Section 7.2).

New to This Edition

experience that mimics the assistance an instructor provides in a help ses- 02 .

• Marginal notations help students understand basic concepts and problem-solving

• A Review of Mathematics, covering the basic functions, is provided in Appendix I.

WileyPLUS is now equipped with an adaptive learning module called ORION.

WileyPLUS with ORION is:

A personalized study guide that helps students understand both strengths

What Do Students Receive with WileyPLUS?

After a while. lhe volume of fluid in lhe tube. B.

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Step ! : Problem 12.10. Step 1 - Guide question 12-10a

Density of the gas • •99 L

St e p 1 : Problem ll. J O. Step 2- Guide Question J 2- 10b

What conversion facto r is needed to convert density into molar mass?

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