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An Introduction to General, Organic, and Biological Chemistry

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Chemistry
Chemistry
An Introduction to General, Organic,
THIRTEENTH
and Biological Chemistry
EDITION
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Timberlake
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Contents 7
Challenge Problems 124 CHEMISTRY LINK TO HEALTH

Answers 124 Radon in Our Homes 172
COMBINING IDEAS from Chapters 1 to 3 126 5.3 Radiation Measurement 177
CHEMISTRY LINK TO HEALTH
Radiation and Food 178
4 5.4 Half-Life of a Radioisotope 180

CHEMISTRY LINK TO THE ENVIRONMENT
Dating Ancient Objects 182
Atoms and 5.5 Medical Applications Using Radioactivity 184
Elements 128 CHEMISTRY LINK TO HEALTH
Brachytherapy 187
CAREER Farmer 128 5.6 Nuclear Fission and Fusion 188
CLINICAL UPDATE Improving Crop Production 128 CHEMISTRY LINK TO THE ENVIRONMENT
4.1 Elements and Symbols 129 Nuclear Power Plants 191
CHEMISTRY LINK TO HEALTH Clinical Update
Toxicity of Mercury 130 Cardiac Imaging Using a Radioisotope 191
4.2 The Periodic Table 131 Concept Map 192
CHEMISTRY LINK TO HEALTH Chapter Review 192
Elements Essential to Health 134 Key Terms 193
4.3 The Atom 136 Core Chemistry Skills 193
4.4 Atomic Number and Mass Number 139 Understanding the Concepts 194
CHEMISTRY LINK TO THE ENVIRONMENT Additional Practice Problems 195
Many Forms of Carbon 141 Challenge Problems 195
4.5 Isotopes and Atomic Mass 142 Answers 196
4.6 Electron Energy Levels 145
Biological Reactions to UV Light 149
4.7 Trends in Periodic Properties 150
Clinical Update
6
Improving Crop Production 157
Ionic and Molecular
Concept Map 158 Compounds 198
Chapter Review 158
Key Terms 159 CAREER Pharmacy Technician 198
Core Chemistry Skills 160 CLINICAL UPDATE Compounds at the Pharmacy 198
Understanding the Concepts 161 6.1 Ions: Transfer of Electrons 199
Additional Practice Problems 162 CHEMISTRY LINK TO HEALTH
Challenge Problems 163 Some Important Ions in the Body 202
Answers 163 6.2 Ionic Compounds 204
6.3 Naming and Writing Ionic Formulas 206
5
6.4 Polyatomic Ions 211
6.5 Molecular Compounds: Sharing Electrons 215
6.6 Lewis Structures for Molecules 219
Nuclear 6.7 Electronegativity and Bond Polarity 223
6.8 Shapes of Molecules 226
Chemistry 166
6.9 Polarity of Molecules and Intermolecular Forces 229
Clinical Update
CAREER Radiation Technologist 166
Compounds at the Pharmacy 233
CLINICAL UPDATE Cardiac Imaging Using a
Radioisotope 166 Concept Map 234
5.1 Natural Radioactivity 167 Chapter Review 234
5.2 Nuclear Reactions 170 Key Terms 235
Core Chemistry Skills 236
8 Contents
Understanding the Concepts 238 CHEMISTRY LINK TO HEALTH

Additional Practice Problems 239 Measuring Blood Pressure 292
Challenge Problems 240 8.2 Pressure and Volume (Boyle’s Law) 295
Answers 241 CHEMISTRY LINK TO HEALTH
Pressure–Volume Relationship in Breathing 296
COMBINING IDEAS from Chapters 4 to 6 244
8.3 Temperature and Volume (Charles’s Law) 298
8.4 Temperature and Pressure (Gay-Lussac’s Law) 300
8.5 The Combined Gas Law 302
7 8.6 Volume and Moles (Avogadro’s Law) 303

8.7 Partial Pressures (Dalton’s Law) 306
Chemical Quantities Hyperbaric Chambers 308
and Reactions 246 Clinical Update
Exercise-Induced Asthma 309
CAREER Exercise Physiologist 246
Concept Map 309
CLINICAL UPDATE Improving Natalie’s Overall Chapter Review 310
Fitness 246
Key Terms 310
7.1 The Mole 247
7.2 Molar Mass 251
Understanding the Concepts 311
7.3 Calculations Using Molar Mass 253
Additional Practice Problems 312
7.4 Equations for Chemical Reactions 256
Challenge Problems 313
7.5 Types of Chemical Reactions 263
Answers 313
Incomplete Combustion: Toxicity of Carbon
Monoxide 267
7.6 Oxidation–Reduction Reactions 268
9
7.7 Mole Relationships in Chemical Equations 271
7.8 Mass Calculations for Chemical Reactions 274
7.9 Energy in Chemical Reactions 276
CHEMISTRY LINK TO HEALTH Solutions 315
Cold Packs and Hot Packs 277
Clinical Update CAREER Dialysis Nurse 315
Improving Natalie’s Overall Fitness 279 CLINICAL UPDATE Using Dialysis for Renal
Failure 315
Concept Map 280
9.1 Solutions 316
Chapter Review 280
Key Terms 281
Water in the Body 318
9.2 Electrolytes and Nonelectrolytes 320
Electrolytes in Body Fluids 322
9.3 Solubility 324
Answers 287
Gout and Kidney Stones: A Problem of Saturation
in Body Fluids 325
8
9.4 Solution Concentrations 328
9.5 Dilution of Solutions 336
9.6 Properties of Solutions 339
Gases 289 CHEMISTRY LINK TO HEALTH
Dialysis by the Kidneys and the Artificial
CAREER Respiratory Therapist 289 Kidney 342
CLINICAL UPDATE Exercise-Induced Asthma 289 Clinical Update
8.1 Properties of Gases 290 Using Dialysis for Renal Failure 344
Contents 9
11
Concept Map 344
Chapter Review 344
Key Terms 345
Core Chemistry Skills 346 Introduction to
Understanding the Concepts 346 Organic Chemistry:
Challenge Problems 348 Hydrocarbons 393
Answers 349
CAREER Firefighter/Emergency Medical Technician 393
COMBINING IDEAS from Chapters 7 to 9 351 CLINICAL UPDATE Diane’s Treatment in the Burn
Unit 393
11.1 Organic Compounds 394
11.2 Alkanes 396
11.3 Alkanes with Substituents 400
10
11.4 Properties of Alkanes 405
11.5 Alkenes and Alkynes 406
11.6 Cis–Trans Isomers 409
Acids and Bases CHEMISTRY LINK TO THE ENVIRONMENT
Pheromones in Insect Communication 411
and Equilibrium 354
Cis–Trans Isomers for Night Vision 412
CAREER Clinical Laboratory Technician 354
11.7 Addition Reactions for Alkenes 412
CLINICAL UPDATE Acid Reflux Disease 354
10.1 Acids and Bases 355
Hydrogenation of Unsaturated Fats 413
10.2 Brønsted–Lowry Acids and Bases 357
11.8 Aromatic Compounds 415
10.3 Strengths of Acids and Bases 360
10.4 Acid–Base Equilibrium 363 Some Common Aromatic Compounds 417
CHEMISTRY LINK TO HEALTH CHEMISTRY LINK TO HEALTH
Oxygen–Hemoglobin Equilibrium and Polycyclic Aromatic Hydrocarbons (PAHs) 418
Hypoxia 366
Clinical Update
10.5 Dissociation of Water 368
Diane’s Treatment in the Burn Unit 419
10.6 The pH Scale 370
CHEMISTRY LINK TO HEALTH Concept Map 419
Chapter Review 420
Stomach Acid, HCl 375
Summary of Naming 421
10.7 Reactions of Acids and Bases 376
Summary of Reactions 421
Key Terms 421
Antacids 379
10.8 Buffers 380
Buffers in the Blood Plasma 382
Clinical Update
Answers 425
Acid Reflux Disease 384
Concept Map 385
Chapter Review 385
Key Terms 387
12
Key Math Skills 387
Alcohols, Thiols,
Core Chemistry Skills 387 Ethers, Aldehydes,
Understanding the Concepts 388 and Ketones 428
Challenge Problems 390 CAREER Dermatology Nurse 428
Answers 391 CLINICAL UPDATE Diana’s Skin Protection Plan 428
12.1 Alcohols, Phenols, Thiols, and Ethers 429
10 Contents

Some Important Alcohols and Phenols 432 Testing for Glucose 482
CHEMISTRY LINK TO HEALTH 13.6 Disaccharides 483
Ethers as Anesthetics 434 CHEMISTRY LINK TO HEALTH
12.2 Properties of Alcohols 435 How Sweet Is My Sweetener? 485
Hand Sanitizers 437 Blood Types and Carbohydrates 486
12.3 Aldehydes and Ketones 438 13.7 Polysaccharides 489
CHEMISTRY LINK TO HEALTH Clinical Update
Some Important Aldehydes and Ketones 442 Kate’s Program for Type 2 Diabetes 491
12.4 Reactions of Alcohols, Thiols, Aldehydes, Concept Map 492
and Ketones 444
Chapter Review 492
Summary of Carbohydrates 493
Oxidation of Alcohol in the Body 447
Clinical Update
Key Terms 494
Diana’s Skin Protection Plan 451
Concept Map 451 Understanding the Concepts 495
Chapter Review 452 Additional Practice Problems 496
Summary of Naming 453 Challenge Problems 497
Summary of Reactions 453 Answers 498
Key Terms 453
14
Answers 457 Carboxylic Acids,
COMBINING IDEAS from Chapters 10 to 12 460 Esters, Amines,
and Amides 500
CAREER Environmental Health Practitioner 500
CLINICAL UPDATE Testing Soil and Water Samples for
13
Chemicals 500
14.1 Carboxylic Acids 501
14.2 Properties of Carboxylic Acids 503
Carbohydrates 462 CHEMISTRY LINK TO HEALTH
Carboxylic Acids in Metabolism 506
CAREER Diabetes Nurse 462 14.3 Esters 507
CLINICAL UPDATE Kate’s Program for Type 2 CHEMISTRY LINK TO HEALTH
Diabetes 462 Salicylic Acid from a Willow Tree 509
13.1 Carbohydrates 463 CHEMISTRY LINK TO THE ENVIRONMENT
13.2 Chiral Molecules 466 Plastics 510
CHEMISTRY LINK TO HEALTH 14.4 Hydrolysis of Esters 512
Enantiomers in Biological Systems 471 14.5 Amines 514
13.3 Fischer Projections of Monosaccharides 473 CHEMISTRY LINK TO HEALTH
CHEMISTRY LINK TO HEALTH Amines in Health and Medicine 516
Hyperglycemia and Hypoglycemia 475 CHEMISTRY LINK TO THE ENVIRONMENT
13.4 Haworth Structures of Monosaccharides 476 Alkaloids: Amines in Plants 520
13.5 Chemical Properties of Monosaccharides 480 14.6 Amides 521
Contents 11
CHEMISTRY LINK TO HEALTH Additional Practice Problems 572

Amides in Health and Medicine 524 Challenge Problems 572
Clinical Update Answers 573
Testing Soil and Water Samples for Chemicals 527 COMBINING IDEAS from Chapters 13 to 15 576
Concept Map 528
Chapter Review 528
Summary of Naming 529
Key Terms 531 16
Amino Acids,
Additional Practice Problems 532 Proteins,
Challenge Problems 534 and Enzymes 578
Answers 535
CAREER Physician Assistant 578
CLINICAL UPDATE Jeremy’s Diagnosis and Treatment
15 for Sickle-Cell Anemia 578

16.1 Proteins and Amino Acids 579
16.2 Proteins: Primary Structure 583
Lipids 539 CHEMISTRY LINK TO HEALTH
Essential Amino Acids and Complete
CAREER Clinical Lipid Specialist 539 Proteins 585
CLINICAL UPDATE Rebecca’s Program to Lower CHEMISTRY LINK TO HEALTH
Cholesterol 539 Polypeptides in the Body 587
15.1 Lipids 540 16.3 Proteins: Secondary, Tertiary, and Quaternary
15.2 Fatty Acids 541 Structures 588
Omega-3 Fatty Acids in Fish Oils 545 Protein Secondary Structures and
15.3 Waxes and Triacylglycerols 547 Alzheimer’s Disease 590
15.4 Chemical Properties of Triacylglycerols 551 CHEMISTRY LINK TO HEALTH
CHEMISTRY LINK TO HEALTH Sickle-Cell Anemia 595
Converting Unsaturated Fats to Saturated 16.4 Enzymes 596
Fats: Hydrogenation 552 CHEMISTRY LINK TO HEALTH
15.5 Phospholipids 555 Isoenzymes as Diagnostic Tools 599
CHEMISTRY LINK TO HEALTH 16.5 Factors Affecting Enzyme Activity 601
Infant Respiratory Distress Syndrome (IRDS) 559
Clinical Update
15.6 Steroids: Cholesterol, Bile Salts, and
Jeremy’s Diagnosis and Treatment for
Steroid Hormones 560
Sickle-Cell Anemia 606
Anabolic Steroids 564 Concept Map 607
15.7 Cell Membranes 566 Chapter Review 607
Clinical Update Key Terms 608
Rebecca’s Program to Lower Cholesterol 568 Core Chemistry Skills 609
Concept Map 569
Chapter Review 569
Understanding Protein Structures 611
Key Terms 570
Answers 611
12 Contents
17
Lactose Intolerance 654
18.3 Coenzymes in Metabolic Pathways 656
Nucleic Acids 18.4 Glycolysis: Oxidation of Glucose 660
and Protein 18.5 The Citric Acid Cycle 665
18.6 Electron Transport and Oxidative
Synthesis 614 Phosphorylation 669
CAREER Histology Technician 614 ATP Synthase and Heating the Body 672
CLINICAL UPDATE Ellen’s Medical Treatment 18.7 Oxidation of Fatty Acids 675
Following Breast Cancer
Surgery 614
Stored Fat and Obesity 678
17.1 Components of Nucleic Acids 615
17.2 Primary Structure of Nucleic Acids 618
Ketone Bodies and Diabetes 681
17.3 DNA Double Helix and Replication 620
18.8 Degradation of Amino Acids 681
17.4 RNA and Transcription 623
Clinical Update
17.5 The Genetic Code and Protein Synthesis 626
Treatment of Luke’s Hepatitis C 684
Many Antibiotics Inhibit Protein Synthesis 629 Concept Map 685
17.6 Genetic Mutations 630 Chapter Review 686
17.7 Recombinant DNA 635 Summary of Reactions 687
17.8 Viruses 637 Key Terms 689
CHEMISTRY LINK TO HEALTH Core Chemistry Skills 689
Cancer 640 Understanding the Concepts 690
Clinical Update Additional Practice Problems 691
Ellen’s Medical Treatment Following Breast Challenge Problems 691
Cancer Surgery 641 Answers 691
Concept Map 642 COMBINING IDEAS from Chapters 16 to 18 693
Chapter Review 642
Key Terms 643 Credits 695
Core Chemistry Skills 644 Glossary/Index 699
Answers 646
18
Metabolic
Pathways and ATP
Production 649
CAREER Public Health Nurse (PHN) 649
CLINICAL UPDATE Treatment of Luke’s Hepatitis C 649
18.1 Metabolism and ATP Energy 650
18.2 Digestion of Foods 653
Applications and Activities
KEY MATH SKILLS Identifying Oxidized and Reduced Substances 269
Using Mole–Mole Factors 272
Identifying Place Values 40
Converting Grams to Grams 274
Using Positive and Negative Numbers in Calculations 41
Using the Gas Laws 296
Calculating Percentages 42
Calculating Partial Pressure 306
Solving Equations 43
Using Solubility Rules 327
Interpreting Graphs 44
Calculating Concentration 329
Writing Numbers in Scientific Notation 47
Using Concentration as a Conversion Factor 330
Rounding Off 62
Identifying Conjugate Acid–Base Pairs 358
Calculating pH from [H3O+] 372
Using Le Châtelier’s Principle 365
Calculating [H3O+] from pH 374
Calculating [H3O+] and [OH -] in Solutions 369
Writing Equations for Reactions of Acids and Bases 376
CORE CHEMISTRY SKILLS Calculating Molarity or Volume of an Acid or Base in a
Counting Significant Figures 59 Titration 378
Using Significant Figures in Calculations 62 Naming and Drawing Alkanes 397
Using Prefixes 66 Writing Equations for Hydrogenation and
Hydration 412
Writing Conversion Factors from Equalities 69
Identifying Functional Groups 429
Using Conversion Factors 73
Naming Alcohols and Phenols 429
Using Density as a Conversion Factor 79
Naming Aldehydes and Ketones 439
Identifying Physical and Chemical Changes 96
Writing Equations for the Dehydration of Alcohols 444
Converting between Temperature Scales 97
Writing Equations for the Oxidation of Alcohols 445
Using Energy Units 102
Identifying Chiral Molecules 467
Using the Heat Equation 108
Identifying d and l Fischer Projections for
Calculating Heat for Change of State 111
Carbohydrates 473
Counting Protons and Neutrons 139
Drawing Haworth Structures 476
Writing Atomic Symbols for Isotopes 142
Naming Carboxylic Acids 501
Writing Electron Arrangements 147
Hydrolyzing Esters 512
Identifying Trends in Periodic Properties 150
Forming Amides 522
Drawing Lewis Symbols 152
Identifying Fatty Acids 541
Writing Nuclear Equations 170
Drawing Structures for Triacylglycerols 548
Using Half-Lives 181
Drawing the Products for the Hydrogenation, Hydrolysis,
Writing Positive and Negative Ions 200 and Saponification of a Triacylglycerol 552
Writing Ionic Formulas 205 Identifying the Steroid Nucleus 560
Naming Ionic Compounds 206 Drawing the Structure for an Amino Acid at
Writing the Names and Formulas for Molecular Physiological pH 582
Compounds 216 Identifying the Primary, Secondary, Tertiary, and
Drawing Lewis Structures 220 Quaternary Structures of Proteins 588
Using Electronegativity 223 Describing Enzyme Action 599
Predicting Shape 226 Writing the Complementary DNA Strand 622
Identifying Polarity of Molecules and Intermolecular Writing the mRNA Segment for a DNA Template 626
Forces 229 Writing the Amino Acid for an mRNA Codon 627
Converting Particles to Moles 247 Identifying the Compounds in Glycolysis 660
Calculating Molar Mass 252 Describing the Reactions in the Citric Acid Cycle 667
Using Molar Mass as a Conversion Factor 253 Calculating the ATP Produced from Glucose 672
Balancing a Chemical Equation 259 Calculating the ATP from Fatty Acid Oxidation
Classifying Types of Chemical Reactions 263 (b Oxidation) 678
13
14 Applications and Activities
Interactive Videos
Solving Equations 44
Conversion Factors 73
Chemical vs. Physical Changes 96
Rutherford’s Gold-Foil Experiment 137
Writing Equations for an Isotope Produced by
Bombardment 175
Half-Lives 181
Problem 7.65 275
Kinetic Molecular Theory 290
Solutions 335
Titration of an Acid 379
Naming Alkanes 402
Addition to an Asymmetric Bond 414
Oxidation of Alcohols 446
Chirality 466
Study Check 14.7 514
Membrane Structure 566
Different Levels of Protein Structure 593
Protein Synthesis 628
About the Author
Chemistry: An Introduction to General, Organic, and
Biological Chemistry, eighth edition, which has demon-
strated her excellence over time. She received the “Texty”
Textbook Excellence Award from the Textbook Authors
Association for the first edition of Basic Chemistry. She
has participated in education grants for science teaching
including the Los Angeles Collaborative for Teaching
Excellence (LACTE) and a Title III grant at her college.
She speaks at conferences and educational meetings on
the use of student-centered teaching methods in chemistry
to promote the learning success of students.
When Professor Timberlake is not writing textbooks,
she and her husband relax by playing tennis, ballroom
dancing, traveling, trying new restaurants, cooking, and
taking care of their grandchildren, Daniel and Emily.
KAREN TIMBERLAKE is Professor Emerita of
chemistry at Los Angeles Valley College, where she taught
chemistry for allied health and preparatory chemistry for DEDICATION
36 years. She received her bachelor’s degree in chemistry
I dedicate this book to
from the University of Washington and her master’s
degree in biochemistry from the University of California • My husband, Bill, for his patience, loving
at Los Angeles. support, and preparation of late meals
Professor Timberlake has been writing chemistry text-
• My son, John, daughter-in-law, Cindy,
books for 40 years. During that time, her name has become
grandson, Daniel, and granddaughter, Emily,
associated with the strategic use of pedagogical tools that
for the precious things in life
promote student success in chemistry and the application
of chemistry to real-life situations. More than one million • The wonderful students over many years whose
students have learned chemistry using texts, laboratory hard work and commitment always motivated
manuals, and study guides written by Karen Timberlake. me and put purpose in my writing
In addition to An Introduction to General, Organic and
Biological Chemistry, thirteenth edition, she is also the au-
thor of General, Organic, and Biological Chemistry, fifth FAVORITE QUOTES
edition, with the a ccompanying Study Guide and Selected
Solutions Manual, Laboratory Manual and Essentials The whole art of teaching is only the art of awakening the
Laboratory Manual, and Basic Chemistry, fifth edition, natural curiosity of young minds.
with the accompanying Study Guide and Selected Solu- —Anatole France
tions Manual. One must learn by doing the thing; though you think you
Professor Timberlake belongs to numerous s cientific and know it, you have no certainty until you try.
educational organizations including the American Chemi- —Sophocles
cal Society (ACS) and the National Science Teachers As- Discovery consists of seeing what everybody has seen and
sociation (NSTA). She has been the Western Regional thinking what nobody has thought.
Winner of the E xcellence in C
ollege Chemistry Teaching —Albert Szent-Gyorgyi
Award given by the Chemical Manufacturers Association. I never teach my pupils; I only attempt to provide the
She received the McGuffey Award in Physical Sciences conditions in which they can learn.
from the Textbook Authors Association for her textbook —Albert Einstein
15
Preface
Welcome to the thirteenth edition of An Introduction to General, • NEW! TEST feature added in the margin encourages
Organic, and Biological Chemistry. This chemistry text was students to solve related Practice Problems to practice
written and designed to help you prepare for a career in a retrieval of content for exams.
health-related profession, such as nursing, dietetics, respiratory • NEW! Interactive Videos give students the experi-
therapy, and environmental and agricultural science. This text ence of step-by-step problem solving for problems from
assumes no prior knowledge of chemistry. My main objective in the text.
writing this text is to make the study of chemistry an engaging • NEW! Review topics placed in the margin at the begin-
and positive experience for you by relating the structure and ning of a section list the Key Math Skills and Core
behavior of matter to its role in health and the environment. This Chemistry Skills from the previous chapters, which pro-
new edition introduces more problem-solving strategies, more vide the foundation for learning new chemistry princi-
problem-solving guides, new Analyze the Problem with Con- ples in the current chapter.
nect features, new Try It First and Engage features, conceptual • UPDATED! Solution Guides are now included in
and challenge problems, and new sets of combined problems. selected Sample Problems.
It is my goal to help you become a critical thinker by • UPDATED! Key Math Skills review basic math relevant
understanding scientific concepts that will form a basis for to the chemistry the students are learning throughout
making important decisions about issues concerning health and the text. A Key Math Skill Review at the end of each
the environment. Thus, I have utilized materials that chapter summarizes and gives additional examples.
• UPDATED! Core Chemistry Skills identify the key
• help you to learn and enjoy chemistry
chemical principles in each chapter that are required
• relate chemistry to careers that interest you
for successfully learning chemistry. A Core Chemistry
• develop problem-solving skills that lead to your success
Skill Review at the end of each chapter helps reinforce
in chemistry
the material and gives additional examples.
• promote learning and success in chemistry
• UPDATED! Analyze the Problem features included
in the solutions of the Sample Problems strengthen
New for the Thirteenth Edition critical-thinking skills and illustrate the breakdown of a
New and updated features have been added throughout this word problem into the components required to solve it.
thirteenth edition, including the following: • UPDATED! Practice Problems, Sample Problems, and
art demonstrate the connection between the chemistry
• NEW AND UPDATED! Chapter Openers provide engag-
being discussed and how these skills will be needed in
ing clinical stories in the health profession and introduce the
professional experience.
chemical concepts in each chapter.
• UPDATED! Combining Ideas features offer sets of inte-
• NEW! Clinical Updates added at the end of each chapter
grated problems that test students’ understanding and
continue the story of the chapter opener and describe the
develop critical thinking by integrating topics from two
follow-up treatment.
or more previous chapters.
• NEW! Engage feature in the margin asks students to
think about the paragraph they are reading and to test
their understanding by answering the Engage question, Chapter Organization of the
which is related to the topic.
• NEW! Try It First precedes the solution section of each Thirteenth Edition
Sample Problem to encourage the student to work on the In each textbook I write, I consider it essential to relate every
problem before reading the given solution. chemical concept to real-life issues. Because a chemistry course
• NEW! Connect feature added to Analyze the Problem may be taught in different time frames, it may be difficult to
boxes indicates the relationships between Given and cover all the chapters in this text. However, each chapter is a
Need. complete package, which allows some chapters to be skipped or
• NEW! Clinical Applications added to Practice Problems the order of presentation to be changed.
show the relevance between the chemistry content and
medicine and health. Chapter 1, Chemistry in Our Lives, discusses the Scien-
• NEW! Strategies for Learning Chemistry are added tific Method in everyday terms, guides students in developing
that utilize successful ways to study and learn chemistry. a study plan for learning chemistry, with a section of Key Math
16
Preface 17
Skills that reviews the basic math, including scientific notation, Chapter 3, Matter and Energy, classifies matter and states
needed in chemistry calculations. of matter, describes temperature measurement, and discusses
energy, specific heat, energy in nutrition, and changes of state.
• The Chapter Opener tells the story of a murder and fea-
Physical and chemical properties and physical and chemical
tures the work and career of forensic scientists.
changes are discussed.
• A new Clinical Update feature describes the forensic
evidence that helps to solve the murder and includes • The chapter opener describes diet and exercise for an
Clinical Applications. overweight adolescent at risk for type 2 diabetes and fea-
• “Scientific Method: Thinking Like a Scientist” is tures the work and career of a dietitian.
expanded to include law and theory. • A new Clinical Update describes the new diet prepared
• Writing Numbers in Scientific Notation is now a new with a dietitian for weight loss.
Section. • Practice Problems and Sample Problems include high
• An updated Section titled Studying and Learning Chem- temperatures used in cancer treatment, the energy pro-
istry expands the discussion of strategies that improve duced by a high-energy shock output of a defibrillator,
learning and understanding of content. body temperature lowering using a cooling cap, ice bag
• Key Math Skills are: Identifying Place Values, Using therapy for muscle injury, and energy values for food.
Positive and Negative Numbers in Calculations, Cal- • Core Chemistry Skills are: Identifying Physical and
culating Percentages, Solving Equations, Interpreting Chemical Changes, Converting between Temperature
Graphs, and Writing Numbers in Scientific Notation. Scales, Using Energy Units, Using the Heat Equation,
and Calculating Heat for Change of State.
Chapter 2, Chemistry and Measurements, looks at meas- • The interchapter problem set, Combining Ideas from
urement and emphasizes the need to understand numerical Chapters 1 to 3, completes the chapter.
relationships of the metric system. Significant figures are dis-
Chapter 4, Atoms and Elements, introduces elements and
cussed in the determination of final answers. Prefixes from the
atoms and the periodic table. The names and symbols for the
metric system are used to write equalities and conversion fac-
newest elements 113, Nihonium, Nh, 115, Moscovium, Mc,
tors for problem-solving strategies. Density is discussed and
117, Tennessine, Ts, and 118, Oganesson, Og, are added to the
used as a conversion factor.
periodic table. Electron arrangements are written for atoms and
• The Chapter Opener tells the story of a patient with high the trends in periodic properties are described. Atomic numbers
blood pressure and features the work and career of a reg- and mass numbers are determined for isotopes. The most abun-
istered nurse. dant isotope of an element is determined by its atomic mass.
• A new Clinical Update describes the patient’s status and • The Chapter Opener and Follow Up feature the work and
follow-up visit with his doctor. career of a farmer.
• New photos, including an endoscope, propranolol tab- • A new Clinical Update describes the improvement in
lets, cough syrup, people exercising, a urine dipstick, and crop production by the farmer.
a pint of blood, are added to improve visual introduc- • Atomic number and mass number are used to calculate
tion to clinical applications of chemistry. Previous art is the number of protons and neutrons in an atom.
updated to improve clarity. • The number of protons and neutrons are used to calculate
• Sample Problems relate problem solving to health- the mass number and to write the atomic symbol for an
related topics such as the measurements of blood isotope.
volume, omega-3 fatty acids, radiological imaging, body • The trends in periodic properties are described for
fat, cholesterol, and medication orders. valence electrons, atomic size, ionization energy, and
• New Clinical Applications feature questions about meas- metallic character.
urements, daily values for minerals and vitamins, equali- • Core Chemistry Skills are: Counting Protons and
ties and conversion factors for medications. Neutrons, Writing Atomic Symbols for Isotopes, Writing
• New material illustrates how to count significant figures Electron Arrangements, Identifying Trends in Periodic
in equalities and in conversion factors used in a problem Properties, and Drawing Lewis Symbols.
setup.
• A new Key Math Skill, Rounding Off, has been added. Chapter 5, Nuclear Chemistry, looks at the types of radia-
• Core Chemistry Skills are: Counting Significant Figures, tion emitted from the nuclei of radioactive atoms. Nuclear
Using Significant Figures in Calculations, Using Pre- equations are written and balanced for both naturally occurring
fixes, Writing Conversion Factors from Equalities, Using radioactivity and artificially produced radioactivity. The half-
Conversion Factors, and Using Density as a Conversion lives of radioisotopes are discussed, and the amount of time for
Factor. a sample to decay is calculated. Radioisotopes important in the
18 Preface
field of nuclear medicine are described. Fission and fusion and of particles in a given quantity of an element or a substance.
their role in energy production are discussed. Students learn to balance chemical equations and to recognize
the types of chemical reactions: combination, decomposition,
• The new chapter opener describes a patient with pos-
single replacement, double replacement, and combustion.
sible coronary heart disease who undergoes a nuclear
Chapter discussion includes Oxidation–Reduction Reactions
stress test and features the work and career of a radiation
using real-life examples, including biological reactions, Mole
technologist.
Relationships in Chemical Equations, Mass Calculations for
• A new Clinical Update discusses the results of cardiac
Chemical Reactions, and Energy in Chemical Reactions, which
imaging using the radioisotope Tl-201.
discusses activation energy and energy changes in exothermic
• Sample Problems and Practice Problems use nursing and
and endothermic reactions.
medical examples, including p hosphorus-32 for the treat-
ment of leukemia, titanium seeds containing a radioac- • The chapter opener describes the symptoms of pulmo-
tive isotope implanted in the body to treat cancer, yttrium nary emphysema and discusses the career of an exercise
injections for arthritis pain, and millicuries in a dose of physiologist.
phosphorus-32. • A new Clinical Update explains the treatment for intersti-
• Core Chemistry Skills are: Writing Nuclear Equations tial lung disease.
and Using Half-Lives. • Sample Problems and Challenge Problems use nursing
and medical examples.
Chapter 6, Ionic and Molecular Compounds, describes • New expanded art shows visible evidence of a chemical
the formation of ionic and covalent bonds. Chemical formulas reaction.
are written, and ionic compounds—including those with poly • Core Chemistry Skills are: Converting Particles to Moles,
atomic ions—and molecular compounds are named. Calculating Molar Mass, Using Molar Mass as a Conver-
• The chapter opener describes aspirin as a molecular com- sion Factor, Balancing a Chemical Equation, Classifying
pound and features the work and career of a pharmacy Types of Chemical Reactions, Identifying Oxidized and
technician. Reduced Substances, Using Mole–Mole Factors, and
• A new Clinical Update describes several types of com- Converting Grams to Grams.
pounds at a pharmacy and includes Clinical Applications.
• Section 6.6 is now titled “Lewis Structures for Mole- Chapter 8, Gases, discusses the properties of gases and cal-
cules,” 6.7 is “Electronegativity and Bond Polarity,” 6.8 culates changes in gases using the gas laws: Boyle’s, Charles’s,
is “Shapes of Molecules,” and 6.9 is “Polarity of Mol- Gay-Lussac’s, Avogadro’s, and Dalton’s. Problem-solving strat-
ecules and Intermolecular Forces.” egies enhance the discussion and calculations with gas laws.
• The term Lewis structure has replaced the term electron- • The chapter opener features the work and career of a res-
dot formula. piratory therapist.
• Updated material on polyatomic ions compares the • New Clinical Update describes exercise to prevent
names of ate ions and ite ions, the charge of carbonate e xercise-induced asthma. Clinical Applications are
and hydrogen carbonate, and the formulas and charges of related to lung volume and gas laws.
halogen polyatomic ions with oxygen. • Sample Problems and Challenge Problems use nursing
• A new art comparing the particles and bonding of ionic and medical examples, including, calculating the volume
compounds and molecular compounds has been added. of oxygen gas delivered through a face mask during
• A new flowchart for naming chemical compounds in oxygen therapy, preparing a heliox breathing mixture for
Section 6.5 shows naming patterns for ionic and molecu- a scuba diver, and home oxygen tanks.
lar compounds. • Core Chemistry Skills are: Using the Gas Laws and
• Core Chemistry Skills are: Writing Positive and Negative Calculating Partial Pressure.
Ions, Writing Ionic Formulas, Naming Ionic Compounds,
Writing the Names and Formulas for Molecular Com- Chapter 9, Solutions, describes solutions, electrolytes, satura-
pounds, Drawing Lewis Structures, Using Electron- tion and solubility, insoluble salts, concentrations, and osmosis.
egativity, Predicting Shape, and Identifying Polarity of The concentrations of solutions are used to determine volume or
Molecules and Intermolecular Forces. mass of solute. The volumes and molarities of solutions are used
• The interchapter problem set, Combining Ideas from in calculations of dilutions and titrations. Properties of solutions,
Chapters 4 to 6, completes the chapter. osmosis in the body, and dialysis are discussed.
Chapter 7, Chemical Quantities and Reactions, discusses • The chapter opener describes a patient with kidney fail-
Avogadro’s number, the mole, and molar masses of compounds, ure and dialysis treatment and features the work and
which are used in calculations to determine the mass or number career of a dialysis nurse.
Preface 19
• A new Clinical Update explains dialysis treatment and • Core Chemistry Skills are: Naming and Drawing
electrolyte levels in dialysate fluid. Alkanes and Writing Equations for Hydrogenation and
• Art updates include gout and intravenous solutions. Hydration.
• Table 9.6 on electrolytes in intravenous solutions is
expanded. Chapter 12, Alcohols, Thiols, Ethers, Aldehydes, and
• Core Chemistry Skills are: Using Solubility Rules, Cal- Ketones, describes the functional groups and names of alco-
culating Concentration, and Using Concentration as a hols, thiols, ethers, aldehydes, and ketones. The solubility of
Conversion Factor. alcohols, phenols, aldehydes, and ketones in water is discussed.
• The interchapter problem set, Combining Ideas from • A new chapter opener describes the risk factors for mela-
Chapters 7 to 9, completes the chapter. noma and discusses work and career of a dermatology
nurse.
Chapter 10, Acids and Bases and Equilibrium, discusses • A new Clinical Update discusses melanoma, skin protec-
acids and bases and conjugate acid–base pairs. The dissociation tion, and functional groups of sunscreens.
of strong and weak acids and bases is related to their strengths • A table Solubility of Selected Aldehydes and Ketones
as acids or bases. The dissociation of water leads to the water has been updated.
dissociation expression, Kw, the pH scale, and the calculation • New material on antiseptics is added.
of pH. The reactions of acids and bases with metals, carbon- • The oxidation of methanol in the body is included in the
ates, and bicarbonates are discussed. Chemical equations for Chemistry Link to Health “Oxidation of Alcohol in the
acids in reactions are balanced and titration of an acid is illus- Body.”
trated. Buffers are discussed along with their role in the blood. • Core Chemistry Skills are: Identifying Functional
Groups, Naming Alcohols and Phenols, Naming Alde-
• The chapter opener describes an accident victim with
hydes and Ketones, Writing Equations for the Dehydra-
respiratory acidosis and the work and career of a clinical
tion of Alcohols, and Writing Equations for the Oxidation
laboratory technician.
of Alcohols.
• A Clinical Update discusses the symptoms and treatment
• The interchapter problem set, Combining Ideas from
for acid reflux disease.
Chapters 10 to 12, completes the chapter.
• The section “Acid–Base Equilibrium” includes Le
Châtelier’s principle. Chapter 13, Carbohydrates, describes the carbohydrate
• Clinical Applications include calculating [OH - ] or molecules monosaccharides, disaccharides, and polysaccha-
[H3 O + ] of body fluids, foods, blood plasma, and the pH rides and their formation by photosynthesis. Monosaccharides
of body fluids. are classified as aldo or keto pentoses or hexoses. Chiral mol-
• Key Math Skills are: Calculating pH from [H3O+ ] and ecules are discussed along with Fischer projections and d and
Calculating [H3O+ ] from pH. l notations. Chiral objects are modeled using gumdrops and
• New Core Chemistry Skills are: Identifying Conjugate toothpicks. Carbohydrates used as sweeteners are described
Acid–Base Pairs, Using Le Chatelier’s Principle, Cal- and carbohydrates used in blood typing are discussed. The for-
culating [H3O+ ] and [OH - ] in Solutions, Writing Equa- mation of glycosidic bonds in disaccharides and polysaccha-
tions for Reactions of Acids and Bases, and Calculating rides is described.
Molarity or Volume of an Acid or Base in a Titration.
• A chapter opener describes a diabetes patient and her diet
and features the work and career of a diabetes nurse.
Chapter 11, Introduction to Organic Chemistry: Hydro-
• A new Clinical Update describes a diet to lower blood
carbons, compares inorganic and organic compounds, and
glucose.
describes the structures and naming of alkanes, alkenes includ-
• Chiral molecules are discussed and Fischer projections
ing cis–trans isomers, alkynes, and aromatic compounds.
are drawn.
• The chapter opener describes a fire victim and the search • A new Sample Problem identifies chiral carbons in glyc-
for traces of accelerants and fuel at the arson scene and erol and ibuprofen.
features the work and career of a firefighter/emergency • New art shows that insulin needed for the metabolism of
medical technician. glucose is produced in the pancreas.
• A new Clinical Update describes the treatment of burns • Examples of chiral molecules in nature are included to
in the hospital and the types of fuels identified in the fire. Chemistry Link to Health, “Enantiomers in Biological
• Wedge–dash models have been added to the representa- Systems.”
tions of methane and ethane. • New Clinical Applications include psicose in foods,
• Line-angle formulas are now included in Table 11.2 lyxose in bacterial glycolipids, xylose in absorption tests,
IUPAC Names and Formulas of the First Ten Alkanes. and tagatose in fruit.
20 Preface
• New art shows the rotation of groups on carbon 5 for the Chapter 16, Amino Acids, Proteins, and Enzymes, dis-
Haworth structures of glucose and galactose. cusses amino acids, formation of peptide bonds and proteins,
• Drawing Haworth Structures is updated. structural levels of proteins, enzymes, and enzyme action.
• The Chemistry Link to Health “Blood Types and Carbo- The structures of amino acids are drawn at physiological pH.
hydrates” has updated structures of the saccharides that Enzymes are discussed as biological catalysts, along with the
determine each blood type. impact of inhibitors and denaturation on enzyme action.
• Core Chemistry Skills are: Identifying Chiral Molecules,
• A new chapter opener discusses the symptoms of sickle-
Identifying d and l Fischer Projections, and Drawing
cell anemia in a child, the mutation in amino acids that
Haworth Structures.
causes the crescent shape of abnormal red blood cells,
Chapter 14, Carboxylic Acids, Esters, Amines, and and the career of a physician assistant.
Amides, discusses the functional groups and naming of car- • The use of electrophoresis to diagnose sickle-cell anemia
boxylic acids, esters, amines, and amides. Chemical reactions was added to Chemistry Link to Health “Sickle-Cell
include esterification, amidation, and acid and base hydrolysis Anemia.”
of esters and amides. • Abbreviations for amino acid names use three letters as
well as one letter.
• A chapter opener describes pesticides and pharmaceuti- • New ribbon models of beta-amyloid proteins in normal
cals used on a ranch and discusses the career of an envi- brain and an Alzheimer’s brain are added to Chemistry
ronmental health practitioner. Link to Health “Protein Secondary Structures and
• A new Clinical Update describes an insecticide used to Alzheimer’s Disease”.
spray animals. • Diagrams illustrate enzyme action and the effect of
• Line-angle structures for carboxylic acids are added to competitive and noncompetitive inhibitors on enzyme
Table 14.1. structure.
• Core Chemistry Skills are: Naming Carboxylic Acids, • Core Chemistry Skills are: Drawing the Structure for an
Hydrolyzing Esters, and Forming Amides. Amino Acid at Physiological pH, Identifying the Pri-
mary, Secondary, Tertiary, and Quaternary Structures of
Chapter 15, Lipids, discusses fatty acids and the formation Proteins, and Describing Enzyme Action.
of ester bonds in triacylglycerols and glycerophospholipids.
Chemical properties of fatty acids and their melting points Chapter 17, Nucleic Acids and Protein Synthesis,
along with the hydrogenation of unsaturated triacylglycerols describes the nucleic acids and their importance as biomole-
are discussed. Steroids, such as cholesterol and bile salts, are cules that store and direct information for the synthesis of cel-
described. Chemistry Links to Health include “Converting lular components. The role of complementary base pairing is
Unsaturated Fats to Saturated Fats: Hydrogenation.” The role discussed in both DNA replication and the formation of mRNA
of phospholipids in the lipid bilayer of cell membranes is dis- during protein synthesis. The role of RNA is discussed in the
cussed as well as the lipids that function as steroid hormones. relationship of the genetic code to the sequence of amino acids
• A new chapter opener describes a patient with symptoms in a protein. Mutations describe ways in which the nucleotide
of familial hypercholesterolemia and features the work sequences are altered in genetic diseases.
and career of a clinical lipid specialist. • A new chapter opener describes a patient’s diagnosis and
• A new Clinical Update describes a program to lower treatment of breast cancer and discusses the work and
cholesterol. career of a histology technician.
• New notation for number of carbon atoms and double • A new Clinical Update describes estrogen-positive
bonds in a fatty acid is added. tumors, the impact of the altered genes BRCA1 and
• New art of unsaturated fatty acids with cis and trans dou- BRCA2 on the estrogen receptor, and medications to
ble bonds is added. suppress tumor growth.
• New art of normal and damaged myelin sheath shows • A new Section discusses recombinant DNA, polymerase
deterioration in multiple sclerosis. chain reaction, and DNA fingerprinting.
• New art of the gallbladder and the bile duct where gall- • New art illustrates point mutation, deletion mutation, and
stones pass causing obstruction and pain. insertion mutation.
• Core Chemistry Skills are: Identifying Fatty Acids, • Core Chemistry Skills are: Writing the Complementary DNA
Drawing Structures for Triacylglycerols, Drawing the Strand, Writing the mRNA Segment for a DNA Template,
Products for the Hydrogenation, Hydrolysis, and Saponi- and Writing the Amino Acid for an mRNA Codon.
fication of a Triacylglycerol, and Identifying the Steroid
Nucleus. Chapter 18, Metabolic Pathways and ATP P roduction,
• The interchapter problem set, Combining Ideas from describes the metabolic pathways of biomolecules from the
Chapters 13 to 15, completes the chapter. digestion of foodstuffs to the synthesis of ATP. The stages of
Preface 21
catabolism and the digestion of carbohydrates along with the • Updated art for glycolysis, the citric acid cycle, and elec-
coenzymes required in metabolic pathways are described. The tron transport is added.
breakdown of glucose to pyruvate is described using glycoly- • The values of ATP produced from the metabolism of glu-
sis, which is followed by the decarboxylation of pyruvate to cose, fatty acids, and amino acids is calculated using the
acetyl CoA and the entry of acetyl CoA into the citric acid updated values of 2.5 ATP for NADH and 1.5 ATP for
cycle. Electron transport, oxidative phosphorylation, and the FADH2.
synthesis of ATP is described. The oxidation of lipids and the • Core Chemistry Skills are: Identifying the Compounds
degradation of amino acids are also discussed. in Glycolysis, Describing the Reactions in the Citric
Acid Cycle, Calculating the ATP Produced from Glu-
• A new chapter opener describes elevated levels of liver
cose, and Calculating the ATP from Fatty Acid Oxidation
enzymes for a patient with chromic hepatitis C infection
(b Oxidation).
and discusses the career of a public health nurse.
• The interchapter problem set, Combining Ideas from
• A new Clinical Update describes interferon and ribavirin
Chapters 16 to 18, completes the chapter.
therapy for hepatitis C.
Acknowledgments
The preparation of a new text is a continuous effort of many thank Wynne Au Yeung and Stephanie Marquez, art specialists;
people. I am thankful for the support, encouragement, and Mark Ong and Tamara Newnam, interior and cover designers,
dedication of many people who put in hours of tireless effort to whose creative ideas provided the outstanding design for the
produce a high-quality book that provides an outstanding learn- cover and pages of the book. Eric Shrader, photo researcher, was
ing package. I am thankful for the outstanding contributions of outstanding in researching and selecting vivid photos for the text
Professor MaryKay Orgill whose updates and clarifications en- so that students can see the beauty of chemistry. Thanks also to
hanced the content of the biochemistry chapters 16 to 18. The Bio-Rad Laboratories for their courtesy and use of KnowItAll
editorial team at Pearson has done an exceptional job. I want to ChemWindows, drawing software that helped us produce chemi-
thank Jeanne Zalesky, Director, Courseware Portfolio Manage- cal structures for the manuscript. The macro-to-micro illustra-
ment, and Scott Dustan, Courseware Portfolio Manager, who tions designed by Production Solutions and Precision Graphics
supported our vision of this thirteenth edition. give students visual impressions of the atomic and molecular
I appreciate all the wonderful work of Lizette Faraji, organization of everyday things and are a fantastic learning tool.
Content Producer, who skillfully brought together reviews, I also appreciate all the hard work in the field put in by the mar-
art, web site materials, and all the things it takes to prepare a keting team and Elizabeth Ellsworth, marketing manager.
book for production. I appreciate the work of Karen Berry and I am extremely grateful to an incredible group of peers for
Christian Arsenault at SPi Global, who brilliantly coordinated all their careful assessment of all the new ideas for the text; for
phases of the manuscript to the final pages of a beautiful book. their suggested additions, corrections, changes, and deletions;
Thanks to Mark Quirie, manuscript and accuracy reviewer, and and for providing an incredible amount of feedback about
Laura Patchkofsky and Linda Smith, who precisely analyzed improvements for the book. I admire and appreciate every one
and edited the initial and final manuscripts and pages to make of you.
sure the words and problems were correct to help students learn If you would like to share your experience with chemistry,
chemistry. Their keen eyes and thoughtful comments were or have questions and comments about this text, I would appre-
extremely helpful in the development of this text. ciate hearing from you.
I am especially proud of the art program in this text, which Karen Timberlake
lends beauty and understanding to chemistry. I would like to Email: khemist@aol.com
Acknowledgments for the Global Edition

Pearson would like to acknowledge and thank Chitralekha Trzcinski, the University of Southern Queensland, for reviewing
Sidana for contributing to the Global Edition, and Karishma the Global Edition.
Kochar, Dr. S. Nehru, University of Madras, and Antoine
A01_TIMB8860_13_GE_FM.indd 21 16/03/2018 10:47

Instructor and Student Supplements
Chemistry: An Introduction to General, Organic, and Biological Chemistry, thirteenth edition, provides an integrated teaching and
learning package of support material for both students and professors.
Instructor
Available Available or Student
Name of Supplement in Print Online Supplement Description
™
Mastering Chemistry ✓ Supplement This product includes all of the resources of Mastering™ Chemistry. Mastering™
(www.masteringchemistry for Students Chemistry from Pearson is the leading online homework, tutorial, and assessment
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Instructors ensure students arrive ready to learn by assigning educationally
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resources such as Learning Catalytics™. Students can further master concepts
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answer specific feedback. The Mastering™ gradebook records scores for all
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Pearson eText ✓ Supplement The thirteenth edition of Chemistry: An Introduction to General, Organic, and
for Students Biological Chemistry features a Pearson eText within Mastering. In conjunction
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and self-assessments / quizzes. Icons in the margins throughout the text signify
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Chemistry for Chemistry: An Introduction to General, Organic, and Biological
Chemistry, thirteenth edition.
Laboratory Manual by ✓ Supplement This best-selling lab manual coordinates 35 experiments with the topics in
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(9780321811851) thirteenth edition, uses laboratory investigations to explore chemical concepts,
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making calculations, and drawing conclusions.
Instructor’s Solutions ✓ Supplement Prepared by Mark Quirie, the Instructor’s Solutions Manual highlights chapter
Manual for Instructors topics, and includes answers and solutions for all Practice Problems in the text.
Instructor Resource ✓ Supplement Includes all the art, photos, and tables from the book in JPEG format for use in
Materials–Download for Instructors classroom projection or when creating study materials and tests. In addition, the
Only instructors can access modifiable PowerPoint™ lecture outlines. Also visit the
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Organic, Biological Chemistry, thirteenth edition, at www.pearsonglobaleditions
.com/timberlake to download available instructor supplements.
TestGen Test Bank- ✓ Supplement Prepared by William Timberlake, this resource includes more than 1600 questions
Download Only for Instructors in multiple-choice, matching, true/false, and short-answer format.
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for Laboratory Manual for Instructors and a list of the materials needed for each experiment with amounts given for
20 students working in pairs, available for download at www.pearsonglobaleditions
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22
A01_TIMB8860_13_GE_FM.indd 22 16/03/2018 10:47

Career Focus Engages Students
Best-selling author Karen Timberlake connects chemistry to real-world and career

applications like no one else. The 13th edition of Chemistry: An Introduction to
General, Organic, and Biological Chemistry engages students by helping them to
see the connections between chemistry, the world around them, and future careers.
Chapter Openers emphasize clinical

connections by showing students
relevant, engaging, topical examples
of how health professionals use
chemistry everyday. Clinical Updates
at the end of each chapter relate
the chemistry the student learns in
the chapter to expand the clinical
content in the Chapter Opener and
include clinical applications.
Chemistry Links to Health,

oven throughout each
w
chapter, apply chemical
concepts to topics in health
and medicine such as
weight loss and weight
gain, alcohol abuse, blood
buffers, and kidney dialysis,
illustrating the importance
of understanding chemistry
in real-life situations.
A02_TIMB8860_13_GE_WALK.indd 23 07/03/18 5:00 PM

Builds Students’ Critical-Thinking
and Problem-Solving Skills
One of Karen Timberlake’s goals is to help students to become critical thinkers. Color-
coded tips found throughout each chapter are designed to provide guidance and to
encourage students to really think about what they are reading, helping to develop
important critical-thinking skills.
NEW! Review Feature

lists the core chemistry
skills and key math
skills from previous
chapters which provide
the foundation for
learning the new
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NEW! Engage Feature

asks students to think
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Students connect
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UPDATED! Core
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identify the fundamen-
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Four NEW problem solving features enhance Karen Timberlake’s unmatched
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Continuous Learning
Before, During, and After Class
Befor e Class
Chemistry Primer
NEW! Chemistry Primer is a series of The main body of each item in the
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Topics include math in the context of help. If they struggle, the primer offers
chemistry, chemical skills and literacy, extensive formative help in the hint
as well as some basics of balancing structure via wrong answer feedback,
chemical equations, mole–mole factors, instructional videos, and step-wise worked
and mass–mass calculations—all of which examples that provide scaffolding to build
were chosen based on extensive surveys up students’ understanding as needed. The
of chemistry professors across the primer is offered as a pre-built assignment
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with Mastering™ Chemistry
During C lass
Learning Catalytics
Learning Catalytics generates class discussion, guides your lecture, and promotes peer-to-peer
learning with real-time analytics. Mastering™ Chemistry with eText now provides Learning
Catalytics—an interactive student response tool that uses students’ smartphones, tablets,
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• NEW! Upload a full PowerPoint® deck for easy creation of slide questions.
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• Rely on real-time data to adjust teaching strategies.
• Automatically group students for discussion, teamwork, and peer-to-peer learning.

Mastering™ Chemistry
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NEW! Interactive Videos clarify and reinforce important concepts such as solving equations,
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Mastering™ Chemistry offers a wide vari-

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• Seamlessly integrated videos and activities allow students to watch and practice key
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help students extinguish misconceptions and enhance their problem-solving skills.

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A01_THOM6233_05_SE_WALK.indd 9 1/13/17 6:50 PM

1 Chemistry in Our Lives
A CALL CAME IN TO 911 from a man who the victim’s home, a weapon was recovered. The bullet
arrived home from work to find his wife lying on the floor of casings and the weapon were bagged and sent to the
their home. When the police arrived, they prounouced the forensic laboratory.
woman dead. The victim’s body was lying on the floor of the Sarah and Mark, forensic scientists, use scientific
living room. There was no blood at the scene, but the police procedures and chemical tests to examine the evidence
did find a glass on the side table that contained a small from law enforcement agencies. Sarah analyzes blood,
amount of liquid. In an adjacent laundry room, the police stomach contents, and the unknown liquid from the first
found a half-empty bottle of antifreeze, which contains the victim’s home. She will look for the presence of drugs,
toxic compound ethylene glycol. The bottle, glass, and poisons, and alcohol. Her lab partner, Mark, analyzes
liquid were bagged and sent to the forensic laboratory. the fingerprints on the glass. He will also match the
In another 911 call, a man was found lying on the characteristics of the bullet casings to the weapon that was
grass outside his home. Blood was present on his body, found at the second crime scene.
and some bullet casings were found on the grass. Inside
CAREER Forensic Scientist

Most forensic scientists work in crime laboratories that are part of city
or county legal systems where they analyze bodily fluids and tissue
samples collected by crime scene investigators. In analyzing these
samples, forensic scientists identify the presence or absence of
specific chemicals within the body to help solve the criminal
case. Some of the chemicals they look for include alcohol,
illegal or prescription drugs, poisons, arson debris, metals,
and various gases such as carbon monoxide. In order to
identify these substances, a variety of chemical instruments
and highly specific methodologies are used. Forensic scientists
analyze samples from criminal suspects, athletes, and potential
employees. They also work on cases involving environmental
contamination and animal samples for wildlife crimes. Forensic
scientists usually have a bachelor’s degree that includes courses
in math, chemistry, and biology.
CLINICAL UPDATE F orensic Evidence Helps Solve

the Crime
In the forensic laboratory, Sarah analyzes the victim’s stomach contents and blood for
toxic compounds. You can view the results of the tests on the forensic evidence in the
Clinical Update Forensic Evidence Helps Solve the Crime, page 49, and determine if the
victim ingested a toxic level of ethylene glycol (antifreeze).
31
32 Chapter 1 Chemistry in Our Lives
LOOKING AHEAD 1.1 Chemistry and Chemicals

1.1 Chemistry and Chemicals LEARNING GOAL Define the term chemistry and identify substances as chemicals.
1.2 Scientific Method:
Thinking Like a Scientist Now that you are in a chemistry class, you may be wondering what you will be learning.
What questions in science have you been curious about? Perhaps you are interested in what
1.3 Studying and Learning
hemoglobin does in the blood or how aspirin relieves a headache. Just like you, chemists
Chemistry
are curious about the world we live in.
1.4 Key Math Skills
What does hemoglobin do in the body? Hemoglobin consists of four polypeptide
for Chemistry
chains, each containing a heme group with an iron atom that binds to oxygen (O2) in the
1.5 Writing Numbers in lungs. From the lungs, hemoglobin transports oxygen to the tissues of the body where it is
Scientific Notation
used to provide energy. Once the oxygen is released, hemoglobin binds to carbon dioxide
(CO2) for transport to the lungs where it is released.
Why does aspirin relieve a headache? When a part of the body is injured, substances
called prostaglandins are produced, which cause inflammation and pain. Aspirin acts to
block the production of prostaglandins, reducing inflammation and pain. Chemists in the
medical field develop new treatments for diabetes, genetic defects, cancer, AIDS, and other
diseases. For the chemist in the forensic laboratory, the nurse in the dialysis unit, the dieti-
tian, the chemical engineer, or the agricultural scientist, chemistry plays a central role in
understanding problems and assessing possible solutions.
Chemistry
Chemistry is the study of the composition, structure, properties, and reactions of matter.
Matter is another word for all the substances that make up our world. Perhaps you imagine
that chemistry takes place only in a laboratory where a chemist is working in a white coat
In the blood, hemoglobin transports and goggles. Actually, chemistry happens all around you every day and has an impact on
oxygen to the tissues and carbon everything you use and do. You are doing chemistry when you cook food, add bleach to
dioxide to the lungs.
your laundry, or start your car. A chemical reaction has taken place when silver tarnishes or
an antacid tablet fizzes when dropped into water. Plants grow because chemical reactions
convert carbon dioxide, water, and energy to carbohydrates. Chemical reactions take place
when you digest food and break it down into substances that you need for energy and health.
Chemicals
A chemical is a substance that always has the same composition and properties wherever it
is found. All the things you see around you are composed of one or more chemicals. Chemi-
cal processes take place in chemistry laboratories, manufacturing plants, and pharmaceutical
labs as well as every day in nature and in our bodies. Often the terms chemical and substance
are used interchangeably to describe a specific type of matter.
Antacid tablets undergo a chemical
Every day, you use products containing substances that were developed and prepared
reaction when dropped into water.
by chemists. Soaps and shampoos contain chemicals that remove oils on your skin and
ENGAGE scalp. In cosmetics and lotions, chemicals are used to moisturize, prevent deterioration
of the product, fight bacteria, and thicken the product. Perhaps you wear a ring or watch
Why is water a chemical?
made of gold, silver, or platinum. Your breakfast cereal is probably fortified with iron,
calcium, and phosphorus, whereas the milk you drink is enriched with vitamins A and D.
When you brush your teeth, the substances in toothpaste clean your teeth, prevent plaque
formation, and stop tooth decay. Some of the chemicals used to make toothpaste are listed
in TABLE 1.1.
TABLE 1.1 Chemicals Commonly Used in Toothpaste

Chemical Function
Calcium carbonate Used as an abrasive to remove plaque
Sorbitol Prevents loss of water and hardening of toothpaste
Toothpaste is a combination of many
chemicals. Sodium lauryl sulfate Used to loosen plaque
Titanium dioxide Makes toothpaste white and opaque
TEST Sodium fluorophosphate Prevents formation of cavities by strengthening tooth enamel with fluoride
Try Practice Problems 1.1 to 1.6 Methyl salicylate Gives toothpaste a pleasant wintergreen flavor
1.2 Scientific Method: Thinking Like a Scientist 33
PRACTICE PROBLEMS
1.1 Chemistry and Chemicals
LEARNING GOAL Define the term chemistry and identify s ubstances Clinical Applications
as chemicals.
1.3 Obtain a bottle of multivitamins and read the list of ingredients.
In every chapter, odd-numbered exercises in the Practice Problems What are four chemicals from the list?
are paired with even-numbered exercises. The answers for the 1.4 Obtain a box of breakfast cereal and read the list of ingredients.
magenta, odd-numbered Practice Problems are given at the end of What are four chemicals from the list?
each chapter.
1.5 Read the labels on some items found in your medicine cabinet.
1.1 Write a one-sentence definition for each of the following: What are the names of some chemicals contained in those
a. chemistry b. chemical items?
1.2 Ask two of your friends (not in this class) to define the terms 1.6 Name the key components of each of the following:
in problem 1.1. Do their answers agree with the definitions a. vinegar b. alcohol disinfectant pads
you provided?
1.2 Scientific Method: Thinking Like a Scientist

LEARNING GOAL Describe the activities that are part of the scientific method.
When you were very young, you explored the things around you by touching and tasting. As
you grew, you asked questions about the world in which you live. What is lightning? Where
does a rainbow come from? Why is the sky blue? As an adult, you may have wondered how
antibiotics work or why vitamins are important to your health. Every day, you ask questions
and seek answers to organize and make sense of the world around you.
When the late Nobel Laureate Linus Pauling described his student life in Oregon, he
recalled that he read many books on chemistry, mineralogy, and physics. “I mulled over
the properties of materials: why are some substances colored and others not, why are some
minerals or inorganic compounds hard and others soft?” He said, “I was building up this
tremendous background of empirical knowledge and at the same time asking a great number
of questions.” Linus Pauling won two Nobel Prizes: the first, in 1954, was in chemistry for
his work on the nature of chemical bonds and the determination of the structures of complex
substances; the second, in 1962, was the Peace Prize.
Linus Pauling won the Nobel Prize in
Chemistry in 1954.
The Scientific Method
The process of trying to understand nature is unique to each scientist. However, the scientific
method is a process that scientists use to make observations in nature, gather data, and
explain natural phenomena.
Scientific Method
1. Observations The first step in the scientific method is to make observations about
Observations Law
nature and ask questions about what you observe. When an observation always seems
to be true, it may be stated as a law that predicts that behavior and is often measurable.
However, a law does not explain that observation. For example, we can use the Law
of Gravity to predict that if we drop our chemistry book it would fall on the table or Hypothesis The hypothesis
the floor but this law does not explain why our book falls. is modified if the
results of the
2. Hypothesis A scientist forms a hypothesis, which gives a possible explanation of experiments do
an observation or a law. The hypothesis must be stated in such a way that it can be not support it.
Experiments
tested by experiments.
3. Experiments To determine if a hypothesis is true or false, experiments are done to
find a relationship between the hypothesis and the observations. The results of the
experiments may confirm the hypothesis. However, if the experiments do not confirm Conclusion/
the hypothesis, it is modified or discarded. Then new experiments will be designed Theory
to test the hypothesis. The scientific method develops a
4. Conclusion/Theory When the results of the experiments are analyzed, a conclusion is conclusion or theory about nature
made as to whether the hypothesis is true or false. When experiments give consistent using observations, hypotheses, and
results, the hypothesis may be stated to be true. Even then, the hypothesis continues experiments.
M01_TIMB8860_13_GE_C01.indd 33 15/03/2018 14:34

34 Chapter 1 Chemistry in Our Lives
to be tested and, based on new experimental results, may need to be modified or

replaced. If many additional experiments by a group of scientists continue to support
the hypothesis, it may become a scientific theory, which gives an explanation for the
initial observations.

Early Chemist: Paracelsus
For many centuries, chemistry has been the study of changes in matter. medicines. For example, he determined that inhaled dust caused lung
From the time of the ancient Greeks to the sixteenth century, alche- disease in miners. He also thought that goiter was a problem caused
mists described matter in terms of four components of nature: earth, by contaminated water, and he
air, fire, and water. By the eighth century, alchemists believed that treated syphilis with compounds of
they could change metals such as copper and lead into gold and silver. mercury. His opinion of medicines
Although these efforts failed, the alchemists provided information on was that the right dose makes the
the chemical reactions involved in the extraction of metals from ores. difference between a poison and a
The alchemists also designed some of the first laboratory equipment cure. Paracelsus changed alchemy
and developed early laboratory procedures. These early efforts were in ways that helped establish mod-
some of the first observations and experiments using the scientific ern medicine and chemistry.
method.
Paracelsus (1493–1541) was a physician and an alchemist who
thought that alchemy should be about preparing new medicines. Using Swiss physician and alchemist
observation and experimentation, he proposed that a healthy body was Paracelsus (1493–1541) believed
regulated by a series of chemical processes that could be unbalanced that chemicals and minerals
by certain chemical compounds and rebalanced by using minerals and could be used as medicines.
Using the Scientific Method in Everyday Life

You may be surprised to realize that you use the scientific method in your everyday life.
Suppose you visit a friend in her home. Soon after you arrive, your eyes start to itch and
you begin to sneeze. Then you observe that your friend has a new cat. Perhaps you form
the hypothesis that you are allergic to cats. To test your hypothesis, you leave your friend’s
Through observation you may think home. If the sneezing stops, perhaps your hypothesis is correct. You test your hypothesis
that you are allergic to cats. further by visiting another friend who also has a cat. If you start to sneeze again, your
experimental results support your hypothesis and you come to the conclusion that you are
ENGAGE
allergic to cats. However, if you continue sneezing after you leave your friend’s home, your
Why would the following state- hypothesis is not supported. Now you need to form a new hypothesis, which could be that
ment “Today I placed two
you have a cold.
tomato seedlings in the garden,
and two more in a closet. I will
give all the plants the same
amount of water and fertilizer.”
be considered an experiment?
SAMPLE PROBLEM 1.1 Scientific Method
TRY IT FIRST
Identify each of the following as an observation, a hypothesis, an experiment, or a
conclusion:
a. During an assessment in the emergency room, a nurse writes that the patient has a resting
pulse of 30 beats/min.
b. Repeated studies show that lowering sodium in the diet leads to a decrease in blood
pressure.
c. A nurse thinks that an incision from a recent surgery that is red and swollen is
infected.
Nurses make
observations in the SOLUTION
hospital. a. observation b. conclusion c. hypothesis
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no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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Newala, too, suffers from the distance of its water-supply—at least

The water-supply of New Newala is in the bottom of the valley,

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAKONDE LOCK AND KEY AT JUMBE CHAURO

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

Some consolation was afforded me by a brassfounder, whom I

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

LAST SMOOTHING BEFORE

FIRING THE BRUSH-PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

MANUFACTURE OF BARK-CLOTH AT NEWALA

CLINICAL UPDATE F orensic Evidence Helps Solve