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 Key Ideas in Green Chemistry
1 It is better to prevent waste than to treat or clean up waste after it is formed.

2 It is better to minimize the amount of materials used in the production of a

product.

3 It is better to use and generate substances that are not toxic.

4 It is better to use less energy.

5 It is better to use renewable materials when it makes technical and economic sense.

6 It is better to design materials that degrade into innocuous products at the

end of their useful life.
Source: The Twelve Principles of Green Chemistry by Paul Anastas and John Warner.

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 viii Contents

3.11 Where Do We Go from 5.8 Heartburn? Tums to

Here: Can the Ozone the Rescue: Acid–Base
Hole Be Restored? 100 Neutralization! 197
3.12 How Do Sunscreens Work? 104 5.9 Quantifying Acidity/Basicity:
The pH Scale 199
Conclusion 108
Learning Outcomes 108 5.10 The Chemistry of Acid Rain 201
Questions 108 5.11 Acid’s Effect on Water 203
5.12 Treating Our Water 206
Chapter 4 5.13 Water Solutions for Global
Challenges 210
Climate Change 112
4.1 Carbon, Carbon Everywhere! 114 Conclusion 213
4.2 Where Did All the Carbon Learning Outcomes 213
Atoms Go? 119 Questions 214
4.3 Quantifying Carbon—
First Stop: Mass 121
4.4 Quantifying Carbon—Next Chapter 6
Stop: Molecules and Moles 123 Energy from Combustion 218
4.5 Why Does It Matter Where 6.1 Fossil Fuels: A Prehistoric
Carbon Atoms End Up? 126 Fill-Up at the Gas Station 220
4.6 Warming by Greenhouse 6.2 Burn, Baby! Burn! The
Gases: Good, Bad, or a Process of Combustion 222
Little of Both? 128 6.3 What Is “Energy”? 224
4.7 How Do You Recognize a 6.4 How Hot Is “Hot”?
“Greenhouse Gas”? 129 Measuring Energy Changes 225
4.8 How Do Greenhouse 6.5 Hyperactive Fuels: How
Gases Work? 134 Is Energy Released
4.9 How Can We Learn from during Combustion? 230
Our Past? 137 6.6 Fossil Fuels and Electricity 233
Source: Scientific Visualization Studio/
Goddard Space Flight CenterNASA 4.10 Can We Predict the Future? 143 6.7 How Efficient Is a Power
4.11 A Look at Our Future World 149 Plant? 235
4.12 Action Plans to Prevent 6.8 Power from Ancient
Future Global Catastrophes— Plants: Coal 237
Who and How? 154 6.9 From Steam Engines to
Conclusion 160 Sports Cars: The Shift from
Learning Outcomes 161 Coal to Oil 241
Questions 161 6.10 Squeezing Oil from Rock:
How Long Can This Continue? 242
6.11 Natural Gas: A “Clean”
Chapter 5 Fossil Fuel? 244
Water Everywhere: A Most 6.12 Cracking the Whip: How
Precious Resource 166 Do We Obtain Useful
5.1 The Unique Composition Petroleum Products
of Water 169 from Crude Oil? 246
5.2 The Key Role of 6.13 What’s in Gasoline? 250
Hydrogen Bonding 171 6.14 New Uses for an Old Fuel 253
5.3 Where, Oh Where Is 6.15 From Brewery to
All the Water? 174 Fuel Tank: Ethanol 254
5.4 Help! There Is Something 6.16 From Deep Fryer to
in My Water 178 Fuel Tank: Biofuels 258
5.5 How Much Is OK? 6.17 Are Biofuels Really
Quantifying Water Quality 182 Sustainable? 262
5.6 A Deeper Look at Solutes 186
5.7 Corrosive and Caustic: The Conclusion 267
Properties and Impacts Learning Outcomes 268
of Acids and Bases 193 Questions 268

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 Contents ix

Chapter 7 Chapter 9
Energy from Alternative The World of Polymers
Sources 274 and Plastics 356
7.1 From Nuclear Energy to 9.1 Polymers Here, There, and
Bombs: The Splitting of Everywhere 358
Atomic Nuclei 276 9.2 Polymers: Long, Long Chains 358
7.2 Harnessing a Nuclear Fission 9.3 Adding Up the Monomers 360
Reaction: How Nuclear Power
9.4 Got Polyethylene? 362
Plants Produce Electricity 282
9.5 The “Big Six”: Theme and
7.3 What Is Radioactivity? 285
Variations 365
7.4 Nuclear Radiation and You 288
9.6 Cross-Linking Monomers 371
7.5 How Long Do Substances
9.7 From Proteins to Stockings:
Remain Radioactive? 290
Polyamides 375
7.6 What Are the Risks of
9.8 Dealing with Our Solid
Nuclear Power? 293
Waste: The Four Rs 377
7.7 Is There a Future for
9.9 Recycling Plastics:
Nuclear Power? 297
The Bigger Picture 381
7.8 Solar Power: Electricity
9.10 From Plants to Plastics 387
from the Sun 301
9.11 A New “Normal”? 389
7.9 Solar Energy: Electronic
“Pinball” Inside a Crystal 304
Conclusion 391
7.10 Beyond Solar: Electricity
Learning Outcomes 392
from Other Renewable
(Sustainable) Sources 309 Questions 392

Conclusion 315 Chapter 10

Learning Outcomes 315
Brewing and Chewing 396 ©Shutterstock/Bignai
Questions 316
10.1 What’s in a Mouthful?
The Science of Taste 398
Chapter 8 10.2 How Does Smell Affect Taste? 399
Energy Storage 320 10.3 The Kitchen Laboratory 401
8.1 How Does a Battery Work? 323 10.4 The Science of Recipes 402
8.2 Ohm, Sweet Ohm! 324 10.5 Kitchen Instrumentation:
8.3 Batteries, Batteries Flames, Pans, and Water 404
Everywhere! 326 10.6 Cooking in a Vacuum:
8.4 (Almost) Endless Not Just for Astronauts! 409
Power-on-the-Go: 10.7 Microwave Cooking:
Rechargeable Batteries 327 Fast and Easy 411
8.5 Lead–Acid: The World’s Most 10.8 Cooking with Chemistry:
Widely Used (and Heaviest!) No-Heat Food Preparation 412
Rechargeable Battery 330
10.9 How Can I Tell When
8.6 Vehicles Powered My Food Is Ready? 414
by Electricity 331
10.10 Exploiting the Three States of
8.7 Storage Wars: Matter in Our Kitchen 417
Supercapacitors vs. Batteries 334
10.11 The Baker’s and Brewer’s
8.8 Higher MPGs with Less Friend: Fermentation 421
Emissions: Gasoline-Electric
10.12 From Moonshine to
Hybrid Vehicles 336
Sophisticated Liqueurs:
8.9 Fuel Cells: The Basics 340 Distillation 422
8.10 Hydrogen for Fuel Cell Vehicles 344 10.13 Extraction: Coffees
8.11 My Battery Died—Now What? 348 and Teas 423

Conclusion 351 Conclusion 425

Learning Outcomes 352 Learning Outcomes 425
Questions 352 Questions 425

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 x Contents

Chapter 11 Chapter 13
Nutrition 428 Genes and Life 522
11.1 You Are What You Eat 430 13.1 A Route to Synthetic Insulin 524
11.2 From Buttery Popcorn to 13.2 DNA: A Chemical that
Cheesecake: Lipids 432 Codes Life 525
11.3 Fats and Oils: Not Necessarily 13.3 The Double Helix
a Bad Thing! 436 Structure of DNA 529
11.4 Carbohydrates: The Sweet 13.4 Cracking the Chemical Code 533
and Starchy 441 13.5 Proteins: Form to Function 535
11.5 How Sweet It Is: Sugars and 13.6 The Process of Genetic
Sugar Substitutes 444 Engineering 539
11.6 Proteins: First among Equals 447 13.7 Better Chemistry Through
11.7 Vitamins and Minerals: Genetic Engineering 543
The Other Essentials 452 13.8 The Great GMO Debate 546
11.8 Food for Energy 456 Conclusion 550
11.9 Food Safety: What Else Learning Outcomes 550
Is in Our Food? 460
Questions 550
11.10 The Real Costs of
Food Production 462 Chapter 14
11.11 From Field to Fork I:
Who Killed Dr. Thompson?
The Carbon Footprint
of Foods 465 A Forensic Mystery 554
11.12 From Field to Fork II: 14.1 Friday, Aug. 1—7:08 pm:
The Nitrogen Footprint A Relaxing Evening
of Foods 468 Interrupted 555
©Stock Footage, Inc./Getty Images
11.13 Food Security: Feeding 14.2 Solvent Stills: An Effective
a Hungry World 473 but Dangerous Way to
Purify Solvents 556
Conclusion 477 14.3 Friday, Aug. 1—10:13 pm:
Learning Outcomes 477 The Aftermath 559
Questions 478 14.4 Saturday, Aug. 2—8:05 am:
Accidental or Deliberate? 561
Chapter 12 14.5 Fire Modeling 566
14.6 Behind-the-Scenes at
Health & Medicine 482
the Crime Lab 569
12.1 A Life Spent Fighting
14.7 Wednesday, Aug. 13—1:03 pm:
Against Equilibrium 484
Access to the Lab Restored 574
12.2 Keeping Our Bodies
14.8 Wednesday, Aug. 13—10:57 pm:
in Equilibrium 488
What Now? 576
12.3 Carbon: The Essential
14.9 Thursday, Aug. 14—5:42 am:
Building Block of Life 491
A Gruesome Discovery 576
12.4 Functional Groups 496
14.10 Behind-the-Scenes at the
12.5 Give These Molecules Crime Lab 578
a Hand! 498
14.11 Friday, Aug. 22—9:03 am:
12.6 Life via Protein Function 502 The Questioning of
12.7 Life Driven by Noncovalent Julie Thompson 582
Interactions 506 14.12 Monday, Aug. 25—8:31 am:
12.8 Steroids: Essential Regulators The Questioning of Dr. Littleton 583
for Life (and Performance 14.13 Tuesday, Aug. 26—2:05 pm:
Manipulators!) 508 Road Trip to Atlanta 584
12.9 Modern Drug Discovery 510 14.14 Back in the Crime Lab 584
12.10 New Drugs, New Methods 514 14.15 Charge: Murder-1! 587
Conclusion 517 Conclusion 588
Learning Outcomes 518 Learning Outcomes 589
Questions 518 Questions 589

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 Contents xi

Appendix 1 Appendix 4
Measure for Measure: Metric Answers to Your Turn
Prefixes, Conversion Questions A-5
Factors, and Constants A-1
Appendix 5
Appendix 2 Answers to Selected End-of-
Chapter Questions Indicated
The Power of Exponents A-2
in Blue in the Text A-53

Appendix 3 Glossary G-1

Clearing the Logjam A-3 Index I-1

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acs40843_fm_i-xx-1.indd 12 10/1/19 10:03 PM
 Preface

Climate change. Water contamination. Air pollution. Food shortages. These and other
global issues are regularly featured in the media. However, did you know that chem-
istry plays a crucial role in addressing these challenges? A knowledge of chemistry is
also essential to improve the quality of our lives. For instance, faster electronic devices,
stronger plastics, and more effective medicines and vaccines all rely on the innovations
of chemists throughout the world. With our world so dependent on chemistry, it is
unfortunate that most chemistry textbooks do not provide significant details regarding
real-world applications. Enter Chemistry in Context—“the book that broke the mold.”
Since its inception in 1993, Chemistry in Context has focused on the presentation of
chemistry fundamentals within a contextual framework.
So, what is “context,” and how will this make your study of chemistry more interesting
and relevant?
Context! This word is derived from the Latin word meaning “to weave.” Hence,
Chemistry in Context weaves together connections between chemistry and society. In
the absence of social issues, there could be no Chemistry in Context. Similarly, without
teachers and students who are willing (and brave enough) to engage in these issues,
there could be no Chemistry in Context. As the “Central Science,” chemistry is woven
into the fabric of practically every issue that our society faces today.
Context! Do you enjoy good stories about the world in which you live? If so,
look inside this book for stories that intrigue, challenge, and possibly even motivate
you to act in new or different ways. In almost all contexts—local, regional, and
global—parts of these stories are still unfolding. The ways in which you and others
make choices today will determine the nature of the stories told in the future.
Context! Are you aware that using a real-world context to engage people is a
high-impact practice backed up by research on how people learn? Chemistry in
­Context offers real-world contexts to engage learners on multiple l­evels: personal,
social, and global. Given the rapidly changing nature of these contexts, Chemistry
in Context also offers teachers the opportunity to become l­earners alongside their
students.

Sustainability—The Ultimate Context

Global sustainability is not just a challenge. Rather, it is the defining challenge of
our century. Accordingly, the 10th edition of Chemistry in Context continues to
focus on this challenge, both as a topic worth studying and as a problem worth
solving. As a topic, sustainability provides an important source of content for stu-
dents to master. For example, the tragedy of the commons (Section 2.14), the Triple
Bottom Line (Section 6.17), and the concept of cradle-to-cradle (Section 1.9) are all
part of this essential content. As a problem worth solving, sustainability generates
new questions for students to ask—ones that help them imagine and achieve a sus-
tainable future. For example, students will find questions about the risks and benefits
of acting (or not acting) to reduce emissions of greenhouse gases.
Incorporating sustainability requires more than a casual rethinking of the cur-
riculum. Unlike most general chemistry texts, Chemistry in Context is context rich. In
essence, you can think of our coverage as a “Citizens First” approach that is context-
driven, rather than the content-driven “Atoms First” approach used in many general
chemistry curricula. Thus, unlike many other textbooks, this book provides interesting
real-world scenarios about energy, materials, food, water, and health to convey essential
chemistry content alongside the key concepts of sustainability.
xiii

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 xiv Preface

Green chemistry, a means to sustainability, continues to be an important theme

in Chemistry in Context. As with earlier editions, we have continued our strong focus
on green chemistry concepts, which are woven throughout this edition. This contextual
coverage offers the reader a better sense of the need for, and importance of, greening
our chemical processes.

Updates to Existing Content

People sometimes ask us, “Why do you release new editions so often?” Indeed, we are
on a fast publishing cycle, turning out a new version every three years. We do this
because the content in Chemistry in Context is time sensitive. Since we address real
issues, up-to-date data and information is necessary to give students the full flavor of
how chemistry affects their everyday lives.
The 10th edition of Chemistry in Context represents a significant update to the
breadth of digital assets. Each chapter now contains a variety of new features such as
videos, interactive figures, and PhET activities, each designed to keep the reader engaged
and assist with mastery of content. Although these digital assets are embedded directly
in the e-book, print users can access all of the multimedia by visiting www.acs.org/cic.
Similar to the previous edition, activities are woven throughout each chapter that direct
students to search the Internet to find appropriate data or reports to draw their own
conclusions regarding current worldwide issues. However, you will find even more such
opportunities in this edition.
Although no new contexts have been introduced in the 10th edition, the order of
chapters has been altered to improve the flow of contexts. In particular, the water chem-
istry chapter has been moved up in the sequence to immediately follow climate change.
In addition, Chapter 1 (portable electronics) was significantly revised to feature a more
cohesive theme and cover content that is more appropriate for an opening chapter.
Just as in the previous edition, the final capstone chapter of the textbook
(Chapter 14), is written as a “whodunit” storyline. Concepts from all of the previous
13 chapters are woven into the story, which takes students through the process of inves-
tigating crime scenes and employing appropriate techniques for evidence collection and
analyses.
All chapters have been revised to improve the flow of topics while incorporating
new scientific developments, changes in policies, energy trends, and current world events.
Each chapter begins with a video that introduces the context, with a “Reflect”
activity for students to ponder before reading the chapter. This is immediately followed
by a new section “Compelling Questions,” which identifies the main questions that are
addressed in the chapter. Every chapter then concludes with a “Learning Outcomes,”
section that outlines the important concepts introduced, with citations to their particu-
lar section(s). Page xvii provides more details about these features of the 10th edition.

Teaching and Learning in Context

This new edition of Chemistry in Context continues with the organizational scheme
used in previous editions. Each chapter delves into a real-world theme that provides a
foundation of chemistry concepts that are built upon in later chapters. As shown on
pages xvii-xviii, a variety of learning resources consisting of videos, and interactive
illustrations and simulations, are woven throughout each chapter. Assets that involve
student involvement, such as PhET simulations or laboratory activities, are referred to
as “Investigate.” Others, which consist of videos that provide additional examples or
further explanations, are denoted as “Reflect.”
This edition also features a variety of embedded in-chapter question types—
“Emphasizing Essentials” (basic review, more traditional), “Concentrating on Con-
cepts” (critical thinking), and “Exploring Extensions” (analytical reasoning; also
include questions that directly use the Internet). The questions are plentiful and varied.
They range from simpler practice exercises focusing on traditional chemical principles
to those requiring more thorough analysis and integration of applications. The Your

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 Preface xv

Turn questions embedded throughout each chapter are the basis for small group work,
class discussions, or individual projects. These activities will afford students the oppor-
tunity to explore interests, as time permits, beyond the core topics.
Web-based activities found on the Connect site or on www.acs.org/cic are inte-
grated throughout the text. These web-based activities help students develop critical
thinking and analytical problem-solving skills based on current information.

Chemistry in Context, 10e—A Team Effort

Once again, we have the pleasure of offering our readers a new edition of Chemistry
in Context. But the work is not done by just one individual; rather, it is the work of a
talented team. The 10th edition builds on the legacy of prior author teams led by Cathy
Middlecamp, A. Truman Schwartz, Conrad L. Stanitski, and Lucy Pryde Eubanks—all
leaders in the chemical education community.
This new edition was prepared by Bradley Fahlman, Kathleen Purvis-Roberts, John
Kirk, Resa Kelly, and Patrick Daubenmire. The accompanying laboratory manual was
extensively revised by Stephanie Ryan and Michael Mury. Each author brought their own
experiences and expertise to the project, which helped to expand the depth and breadth
of the contexts to reach a variety of audiences.
At the American Chemical Society, leadership was provided by LaTrease
Garrison, ACS Executive Vice President, Education Division. She supported the writ-
ing team, cheering on its efforts to “connect the dots” between chemistry contexts and
the underlying fundamental chemistry content. Terri Chambers, Director of Learning
& Career Development at the American Chemical Society, provided superior support
and thoughtful direction throughout the project, with great insights regarding the effec-
tive use of CiC in the classroom. ACS Textbooks Manager Emily Abbott was also
instrumental in the successful completion of this edition. The author team truly appre-
ciates her thoughtful input, constant support, and friendship. Emily’s attention to detail
and extensive experience in the classroom significantly improved the flow and read-
ability of this edition. ACS Editorial Assistant Lisette Gallegos joined the team for
10e. She quickly became familiar with the CiC project and her help was invaluable to
incorporating the new digital pieces and improving the edition. ACS intern Raadhia
Patwary also joined the 10e team, greatly assisting the authors by providing insightful
comments from a student perspective. The ACS Productions group created the Reac-
tions videos that are pointed to throughout the text. ACS Productions Manager George
Zaiden and his team of producers, David Vinson and Janali Thompson, edited the
opening videos and a number of new videos created by the authors. The web assets
pointed to from the book were designed by ACS Assistant Director, Technology Archi-
tecture, Louise Voress; ACS Principal, User Experience, Annie Sinakou; ACS Senior
Manager, User Experience, Joanna Ho; ACS UI Developer, Chris Brooks; ACS Assis-
tant Director, Application Technology, Kevin Mcguiney; ACS Manager, Application
Technology, Scott Kelske; ACS CMS Specialist, Jennifer Fairchild; ACS Web Devel-
oper, Dane Boucher; ACS Web Developer, Joseph Matthews; and ACS Software Engi-
neer, Luis Descaire.
The many pedagogical improvements offered in CiC, 10e, were greatly assisted
through input from an Editorial Advisory Board: Peter Mahaffy (King’s University),
Catherine Patterson (Getty Museum), Milly Delgado (Florida International University),
Emily Moore (University of Colorado), Tom Pentecost (Grand Valley State University), Kelly
McDaniel (Pace University), and Tara Williams (College of the Canyons). The feedback
obtained from this exceptional group substantially improved the quality of the com-
pleted work.
The McGraw-Hill team was superb in all aspects of this project, with special
thanks to Mary Hurley (Senior Product Developer) and Amy Gehl (Content Project
Manager) for shepherding the project to the finish line. We also gratefully acknowledge
the following individuals at McGraw Hill for their support: Kathleen McMahon (Man-
aging Director), Michelle Hentz (Senior Portfolio Manager), Rose Koos (Director of
Product Development), Shirley Hino (Director of Digital Content Development), Tami
Hodge (Executive Marketing Manager), Samantha Donisi-Hamm (Assessment Content

acs40843_fm_i-xx-1.indd 15 15/10/19 8:01 AM

 xvi Preface

Project Manager), Melissa Homer (Content Licensing Specialists), David Hash

(Designer), Laura Fuller (Buyer), Patrick Diller (Digital Product Analyst), Jolynn
­K ilburg (Program Manager), and Robin Reed (Product Developer Manager).
The author team truly benefited from the expertise of a wider community.
We would like to thank the following individuals who assisted me in writing and/or
reviewing learning-goal-oriented content for SmartBook:

Stephanie Ryan, Ryan Education Consulting LLC

David Jones, St. David’s School in Raleigh, NC
Barbara Pappas, The Ohio State University

We are very excited by the new content and digital features provided in this edition.
As you explore the various contexts, we hope that your study of the underlying funda-
mental chemistry concepts will become more relevant in your life. We believe that the
chemistry contexts and content provided in this edition, alongside the interactive and
thought-provoking activities embedded throughout, will make you think differently about
the world around you and the challenges we face. The solutions to current and future
global problems will require an interdisciplinary approach. Whether you decide to con-
tinue your studies in chemistry, or transition to other fields of study, we believe that the
critical thinking skills fostered in Chemistry in Context, 10e, will be of value to all of
your future endeavors.
Sincerely, on behalf of the author team,

Bradley D. Fahlman
Editor-in-Chief
August 2019

acs40843_fm_i-xx-1.indd 16 10/10/19 1:05 PM

 Water Everywhere: A Most Precious Resource 213

Your Turn 5.56 Final Analysis of the Water Diary

Revisit your water diary. After studying this chapter, what are your thoughts on your
current usage of water? Suggest a different method for tracking your water usage data.

Active Learning Resources Conclusion

The 10th edition features a variety of interactive features to engage the reader and foster critical thinking skills. Particular
styles and icons highlight the placement of these features.
Like the air we breathe, water is essential to our lives. It bathes our cells, transports nutrients through our bodies, provides
most of our body mass, and cools us when it evaporates. Water is also central to our way of life. We drink it, cook with
it, clean things in it, use it to irrigate our crops, and manufacture goods with it. However, as we do these things, we add
waste to the water. Although fresh water purifies itself through a cycle of evaporation and condensation, we humans are
dirtying water faster than nature can regenerate clean water.
Furthermore, emissions of acidic oxides—carbon dioxide, sulfur oxides, and nitrogen oxides—are affecting the
acidity of the world’s oceans, rainfall, lakes, and rivers. In the United States, “acid rain” is not the dire plague once
described by environmentalists and journalists. Nor is it a matter to be ignored. It was sufficiently serious that federal
legislation, the Clean Air Act Amendments of 1990, were enacted to reduce SOx and NOx emissions, precursors to acid
deposition. If you have learned anything from this chapter, we hope it has been the recognition that complex problems
cannot be solved by simplistic strategies. Any failure to acknowledge the intertwined relationships involving the combus-
tion of coal and gasoline; the production of carbon, sulfur, and nitrogen oxides; and the reduced pH of seawater and
precipitation, is to deny some fundamental facts of chemistry. Knowledge of ecology and biological systems is needed
as well, so that acid deposition can be understood in the context of entire ecosystems, a task that requires experts from
several disciplines to collaborate.
Although fresh water is a renewable resource, the demands of population growth, rising affluence, and other global

Compelling Questions & Learning issues are amplifying shortages of this essential commodity. If our personal, national, and global appetite for fossil fuels
continues to grow unchecked, our environment may well become a good deal warmer and a good deal more acidic. More-
over, the problem may be intensified as the supply of petroleum and low-sulfur coals diminishes and we become even more
COMPELLING QUESTIONS
reliant on high-sulfur coal.

Outcomes nuclear
In the next series of chapters, we will discuss the energy produced by fossil fuels and renewable sources of energy—
In thisfission,
increase.
chapter, water
But are
■ What
you willand
we the
explore
conclude
wind,thebiomass,
following and
this chapter
unique properties
questions:
the Sun itself. All are currently being utilized, and their use will no doubt
with the modest suggestion that, for a multitude of reasons, the conservation of
of water?
energy■ by industry
Where is theand
watercollectively
located thatbyweindividuals could have
and other lifeforms use? profoundly beneficial effects on our environment, including

At the start of each chapter, you’ll find Compelling Questions the water
■ How
■
we does
rely on forinteract
water life itself!
with other chemicals?
How do the properties of water change through its interaction with other components?

to consider as you journey through the chapter and learn about

■ How can we improve the quality of water?

the real-world applications of chemistry. Learning Outcomes LEARNING OUTCOMES The numbers in parentheses indicate the sections within the chapter where these outcomes were discussed.

are provided at the end of each chapter, and they address the Having studied this chapter, you should now be able to: ■ describe and model the solvation of ionic and molecular

key chemistry concepts posed by the Compelling Questions.
■ predict the shape, polarity, and intermolecular forces
involved among polar and nonpolar molecules and
describe their role in physical properties. (5.1, 5.2)
■ identify sources of water on Earth and the relative
availability of fresh water. (5.3, 5.4)
■ describe ways that water may become contaminated
and analyze data to evaluate water use, consumption,
and level of contamination. (5.5)
■ express solutions as solutes dissolved in a solvent, and
calculate the concentration of solutions in terms of
ppm, ppb, and molarity. (5.5)
■
compounds in water. (5.6)
classify the species involved in acid–base reactions as
strong or weak acids and bases, and identify their
conjugate species. (5.7)
■ describe the relative acidity or basicity of a solution in
terms of the species present and the pH scale. (5.8, 5.9)
■ explain the chemistry of acid rain and the influence of
atmospheric carbon dioxide concentrations on ocean
acidification. (5.10, 5.11)
■ describe how water can be treated on small and large
scales to make water usable. (5.12, 5.13)

©Maryia Bahutskaya/Getty Images ©Arnulf Husmo/Getty Images

Introduction
acs40843_ch05_166-217.indd 213 8/16/19 9:07 PM

Videos Calm and rough. Life and death. Thirsty and quenched. Plentiful and scarce. All of
these terms can describe the most important resource for life on Earth—water. Water
plays a role in nearly everything that takes place on our planet. Humans are 60% water,
DID YOU KNOW
Scientists look for water when
?
and 71% of Earth is covered with water. Have you ever imagined a world without water?
 ach chapter features an introductory video and associated activity that foster
E
they search for life on other
What if you were not able to take a drink of water? planets.

instructor–student dialogue within the context of the real-world application.

Your Turn 5.1 Opposites Attract
An assortment of instructional videos are woven throughout each chapter to Examine the pictures of water above. What do they tell you about water? How do they

assist the reader in grasping fundamental content, as well as understanding the broader
relate to the wide-ranging effects of water on our lives? After answering these questions,
brainstorm a list of other opposites that can be represented by water and then answer
what it would be like to have a world with no water.

applications of topics.
Although oceans are home to a wealth of plant and animal life, they are not
hospitable to the creatures that dwell on land. As Rachel Carson (1907–1964) noted in
DID YOU KNOW ?
4 Chapter 1
Silent Spring, “By far the greater part of the Earth’s surface is covered by its envelop-
ing seas, yet in the midst of this plenty we are in want. By a strange paradox, most of
Scientist, conservationist, and
author Rachel Carson helped
launch the environmental
the Earth’s abundant water is not usable for agriculture, industry, or human consumption movement in 1962 with the
because of its heavy load of sea salts.” Those who live on land need fresh water and publication of her book Silent
must obtain it either through natural processes such as rain and snowfall, or through Spring.

insulating. You may be wondering, then, why metallic objects

energy-intensive water purification technologies.
167

which are also electrically conductive, didn’t give a touchsc

to touchscreen controls, which ignore contact points that ar
acs40843_ch05_166-217.indd 167 8/16/19 9:06 PM

finger to avoid giving false signals.

The properties of a device are governed by what it is m
What compositions are required for a touchscreen to be trans
touch-sensitive? This is no minor feat, and requires scientists
world around them to select the most appropriate constituen
Everything around you—the air you breathe, the w
©Joseph M. Suria/123RF mobile device in your hand—is defined as matter. Matter
Watch a video for more thing that occupies space and has a mass.
details on how touchscreens However, most relevant to this textbook, the discip
work: www.acs.org/cic. branch of science that focuses on the composition, structure
of matter. Let’s begin our investigation by taking a look at t
Video from chapter 1 that illustrates how cell
phone touchscreens work. are commonly present on Earth—namely, solids, liquids,
These phases play a critical role in our daily lives, but are
For instance, we breathe in gases on a daily basis; the c
described in Chapter 2. We also drink liquids regularly in
or coffee, and we eat many solids such as candy, french frie
inundated with these phases every day, but what are the def
xvii
liquids, and gases? Let’s find out by examining their prope

Water vapor Ic

acs40843_fm_i-xx-1.indd 17 10/1/19 10:03 PM

 Experimental Videos
Some embedded videos feature laboratory-based
activities. When a LAB icon is included, the full
investigation can be found in the Chemistry in Context
Laboratory Manual.
PhET Interactive Simulations, University of Colorado
PhET simulation from Chapter 6, illustrating the
relationship between kinetic, potential, and
thermal energies.
Your Turn Activities: Explorations Beyond
The Textbook
Each chapter includes a variety of thought-provoking activities Certain
text. There are three types, clearly indicated by color boxes and icons,
the types of end-of-chapter problem sets.
i) Emphasizing Essentials: questions that
give the opportunity to practice fundamental
skills.
xviii
acs40843_fm_i-xx-1.indd 18
©Bradley D. Fahlman
Video from Ch. 12, illustrating
Le Châtelier’s principle.
The Air We Breathe 37
Simulations and Interactive Figures
You’ll find numerous figures and PhET simulations refer-
enced throughout chapters to foster student engagement and
hands-on learning. Additionally, we provide MolView 3D representa-
tions for many chemical structures throughout the textbook.
Figure 2.4
Photographs taken from the same vantage point on different days in Beijing, China.
©Kevin Frayer/Getty Images
atmosphere is called air pollution. When large numbers of people do certain activities,
like cooking meals over open fires or driving combustion engine vehicles, they tend to
pollute the air. For example, Figure 2.4 shows two days of varying pollution levels in
Beijing, China. Other large cities such as Los Angeles, Mexico City, Mumbai, and
Santiago, Chile, often have dirty air as well. Human activities leave “air prints,” both
indoors and out.
thatgases
are contribute
woven intoto airthe
pollution at the surface of Earth. One of these
gases, carbon monoxide (CO), is odorless; others—ozone (O3), sulfur dioxide (SO2),
and nitrogen and
dioxide (NOthey parallel
2)—have characteristic odors. All can be hazardous to your
©2018 American Chemical
Society
health, even at concentrations well below 1 ppm.
Are we breathing Julius Caesar’s
last breath? Check out this video
to find out: www.acs.org/cic.
Your Turn 2.7 Practice with Parts per Million
a. In some countries, the limit for the average concentration of carbon monoxide in an
8-hour period is set at 9 ppm. Express this amount as a percentage.
b. Exhaled air typically contains about 78% nitrogen. Express this concentration in parts
per million.
2.5 | Home Sweet Home: The Troposphere
About 75% of our air, by mass, is in the troposphere, the lowest region of the atmo-
sphere in which we live that lies directly above the surface of Earth (Figure 2.1).
Tropos is Greek for “turning” or “changing.” The troposphere contains the air currents
and turbulent storms that turn and mix our air. This is one feature that explains why
our atmosphere can have varying concentrations at different locations.
The warmest air in the troposphere usually lies at ground level because the Sun’s
rays penetrate the air and primarily heat the ground, which, when reflected from the
surface, warms the air above it. Cooler air is found higher up, a phenomenon you may
have observed if you have hiked or driven to higher elevations. However, air inversions
occur when cooler air gets trapped beneath warmer air due to weather conditions in
an area. Air pollutants can also accumulate in the cooler air of an inversion layer,
especially if the layer remains stationary for an extended period. This often occurs in
cities surrounded by mountains, such as Salt Lake City, Utah, in the United States
(Figure 2.5). To better understand the characteristics of air pollutants, we first must 10/10/19 9:37 AM
 Nutrition

about 87% saturated fat, far more than the percentage found in the cream it replaces.
In fact, coconut oil contains more saturated fat than pure butterfat. Concern over the DID YOU KNOW
high degree of saturation in coconut and palm oil accounts for the statement sometimes The solid form of cocon
208 printed
Chapteron5 food labels: “Contains no tropical oils.” called coconut butter. It
to form an oil at around
temperature.
Your Turn
Your Turn 11.6
5.50 THMs
The at a Glance
Chemistry of Cooking Oil
a. Consider
a. Draw Lewis thisstructures
label fromfora any two brand
popular THM molecules.
of
b. cooking
How do oil.
THMs differ fromcomponent
CFCs in their chemical Nutrition Facts
composition?
Is the major likely to Serving Size 1 Tbsp (15 mL)
c. be
How do THMs
safflower oil,differ
canola from
oil,CFCs in their oil?
or soybean physical properties?
Servings Per Container about 63
Explain. Amount Per Serving

b. This brand of cooking oil has one unusual Calories 120 Cal. from fat 120
% Daily Value*
ingredient: vitamin E. Do you think this is a
Section Many European
oil itself,and a few U.S. cities use ozone Totalto
Fat disinfect
14g their water 21% supplies.
ii) Concentrating on Concepts: questions
The toxicity of ozone Spirals
part of the
One advantage is that
or an
a lower
added component?
Saturated Fat 1g
relative to chlorine is6%
We will provide more detailsconcentration
about vitamins of ozoneTrans required to
that go beyond the content to highlight
(O ) in the lower
3
a
atmosphere (troposphere), as
kill bacteria.
in SectionFurthermore,
11.7.
Fat 0g
ozone is more effective Polyunsaturated
than chlorine 11g
against water-borne
real-world application orwell
social issue.within the
as its benefits viruses. But ozonation also comes with disadvantages. One is cost.
Monounsaturated 2g Ozonation becomes

upper atmosphere (stratosphere),
were described in Sections 2.8
and 3.6, respectively.
economical only for large water-treatment plants. Cholesterol Another0gis that ozone decomposes
0%
Sodium 0g
quickly, and hence does not protect water from possible contamination as0%it is piped
Total Carbohydrate 0g
through the municipal distribution system. Consequently, Protein 0g a low dose of chlorine must
be added to ozonated water as it leaves the treatment plant.
Vitamin E 20%
Disinfecting water using ultraviolet (UV) light is gaining in popularity. By UV,
Not a significant source of dietary fiber, sugars, vitamin A,
vitamin C, calcium, and iron

we mean UVC, the high-energy UV radiation that can break down DNA in microorganisms,
*Percent Daily Values are based on a 2,000 Calorie diet.

including bacteria. Disinfection with UVC is fast, leaves no residual by-products, and
is economical for small installations, including rural homes with unsafe well water. Like
ozone, however, UVC does not protect the water after it leaves the treatment site. Again,
a low However,
dose of chlorine must be
the higher added.ofDepending
degree on local
unsaturation in oilsneeds, one with
comes or more additional
a drawback.
purification
You may have steps may be
noticed thetaken
slightafter disinfection
rancid odor thatatoils
the acquire
water treatment facility.
over time. Some-
The reason
times
for thistheis water is sprayed
that C=C doubleinto the are
bonds air to remove
more volatile to
susceptible chemicals
reaction that
withcreate objec-
the oxygen
tionable
in the airodors
than and taste.single
are C–C If littlebonds.
natural fluoride
The is present
“off-flavor” that inyou
themay
water supply,
detect some
in an oil
municipalities
is most likely aadd fluoride
result of suchions (~1 ppmwith
reactions NaF) to protect
oxygen. As a against tootharedecay.
result, oils Learn
sometimes
more about
treated fluoridation
to increase in the next which
their saturation, activity.
improves the shelf life of the food contain-
ing the oil.
One way to more fully saturate an oil or a fat is by hydrogenation, a process in
Your
which Turn gas,
hydrogen 5.51 Keep Your
in the presence Teeth!
of a metal catalyst, adds to a C=C double bond
and converts it to a C–C single bond:
Until recently, losing your teeth was common as you grew older. The culprit was dental
iii) Exploring Extensions: questions that chal- caries, a disease in which H bacteria metaland cause
H attack enamel H infections.
H
lenge students to apply their knowledge to a. Community water fluoridation
catalyst
C C is cited+ Has one of 10 greatest
C C public health achievements
[11.2a]
question policies, make decisions, and 2
of the 20th century by the U.S. Centers for Disease Control and Prevention. Explain why.
H is especially
H
design solutions to global issues. b. Although important in all communities, water fluoridation
income communities. Explain.
important for low-
For an interactive illustr
c. In some communities, water fluoridation is highly controversial. What are the arguments hydrogenation, go to
When oils are hydrogenated, some or all of their C=C double bonds are converted to
against adding fluoride to drinking water? www.acs.org/cic.
C–C single bonds, increasing the degree of saturation and raising the melting point. As
a result, the oil becomes more margarine-like; that is, semisolid and spreadable. Con-
vertingWealljust
C=C double bonds
described how water to C–C single before
is treated bonds would create
it is ready to an undesirable
drink out of thehard-
tap.
to-spread
But once we solid.
turnByon carefully
the tap, we selecting
start thethe temperature
process of gettingandthepressure, the again.
water dirty extent We
of
hydrogenation
add waste to the canwater
be controlled
each time in order to
it leaves ouryield products
bathrooms in with theflush,
a toilet desired melting
runs down
point, softness,
the drain after aand spreadability.
soapy shower, or Equation
goes down 11.2b shows
the sink thiswe
after reaction
wash the with linoleic
dishes. acid,
Clearly,
one of thesense
it makes fatty toacids
useinasthe triglycerides
little of peanutbecause
water as possible oil. if we dirty it, it has to be
cleaned again before being released back to the environment. Remember green chem-
istry! It is better to prevent waste O than to treat or clean up waste after it is formed. O
How do we remove waste from+water? H2 If the drains in your home are connected
OH OH [11.2b]
to a municipal sewage system, then the wastewater flows to a sewage treatment plant.
Once there, it undergoes similar cleaning processes to those for water treatment, with
Note that onlyofone
the exception of the double
end-stage bonds in
chlorination, linoleic
before it isacid was hydrogenated.
released The result-
back to the environment.
ing customized fats andisoils
Cleaning sewage moreare complicated,
used in margarines,
though,cookies,
because and candy bars.
it contains waste in the
form of organic compounds and nitrate ions. To many aquatic organisms, this waste is
a source of food! As these organisms feed, they deplete oxygen from surface waters.
Biological oxygen demand (BOD) is a measure of the amount of dissolved oxygen
that microorganisms use up as they decompose organic waste found in water. A low
BOD is one indicator of good water quality.
acs40843_ch11_428-481.indd 437

acs40843_ch05_166-217.indd 208 9/28/19 5:14 PM

xix

acs40843_fm_i-xx-1.indd 19 10/10/19 9:39 AM

 ®

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 1 Portable Electronics:
CHAPTER

The Periodic Table in

the Palm of Your Hand

Banner credit above: ©279photo Studio/Shutterstock; ©LifestyleVideoFootage/Shutterstock

REFLECT
What’s in Your Cell Phone?

Watch the Chapter 1 opening video at www.acs.org/cic to get a glimpse of how chemistry plays a central
role in controlling the properties of electronic devices.

a. List some desirable attributes of a cell phone, and some that you would like to see in the future.
b. Cite two elements that combine to form a substance important to your cell phone.
c. What is the expected lifespan of your cell phone?

acs40843_ch01_002-029.indd 2 7/31/19 5:38 PM

 COMPELLING QUESTIONS
In this chapter, you will explore the following questions:

■ What are the different components in your portable electronic device made from?
■ How does the periodic table of elements guide us in the design of your device?
■ What are rocks, and how do we isolate and purify metals from these natural sources?
■ How is ordinary sand converted into silicon—the fundamental component of processor chips?
■ How is sand converted into glass, and how can its structure be modified for crack-resistant
screens?
■ What are the environmental implications of fabricating and recycling your portable
electronic devices?

Introduction
Email, phone calls, texts, and social media. Our modern society demands constant con-
tact during busy days filled with meetings, classes, travel, and social activities. The tablet
or cell phone you hold in your hand is a combination of a variety of materials that have
been carefully crafted to give you special capabilities you can’t imagine living without.
In order to satisfy the ever-rigorous demands of today’s consumer, the latest
portable electronics must be lightweight, thin, durable, multifunctional, and easily
synced with computers and next-generation wearable devices. Such complex designs
are possible only by putting together the elements of the periodic table in many differ-
ent ways to form materials with the above physical properties that we need or desire.
In this chapter, you will learn about the various components that make up your
cell phone, tablet, or other portable electronic device. Perhaps most importantly, you
will discover where these components came from and what happens to them after their
lifetime is finished.

1.1 | How Do Touchscreens Work?

It’s wintertime and you need to respond to an urgent text on your smartphone. You touch
the screen with a gloved finger and get no response. The hassle of removing your gloves
and risking frostbite, just to operate your cell phone or tablet, is an all-too-common
occurrence for those who live in cold climates. However, there are now a variety of
commercially available gloves that use a special thread or have pads sewn into them,
which allow users to seamlessly control their touchscreen devices. Most smartphones
and tablets will also respond to a stylus. Nevertheless, this begs the question: Why are
touchscreens so restrictive in responding to only a small number of stimuli?

Your Turn 1.1 Touchscreen Response

Taking care not to damage your screen, use a variety of materials to touch the screen of
your portable electronic device. In addition to your finger, items that may be used include
a paper clip, a plastic pen, a key, a battery, fabrics, pencil lead, a sponge (wet and dry),
a pencil eraser, a coin, a glass marble, paper, cardboard, or any other items. Did any of
these materials other than your finger cause a response?

As you saw in the previous activity, touchscreens respond only to objects that are
electrically conductive. If you have experienced a shock by touching a metal object
after sliding your feet across a carpet, you realize that the human body is a conductor
of electricity. Some other examples of electrically conductive materials are metals such
as copper, silver, and aluminum. On the other hand, materials such as concrete, wood,
and most plastics do not allow electricity to flow and are referred to as electrically
3

acs40843_ch01_002-029.indd 3 7/31/19 5:38 PM

 4 Chapter 1
©Joseph M. Suria/123RF
Watch a video for more
details on how touchscreens
work: www.acs.org/cic.
DID YOU KNOW ?
There is a fourth state of matter
known as plasma. In this state,
high-energy charged particles
share some of the properties of a
gas—namely, no definite shape
or volume. However, unlike many
common gases, plasmas are
good conductors of electricity
and are affected by magnetic
fields. Plasmas are found in
fluorescent lighting, neon signs,
and lightning, and also exist
inside stars where temperatures
reach several thousand degrees
Celsius.
acs40843_ch01_002-029.indd 4
insulating. You may be wondering, then, why metallic objects like paper clips and keys,
which are also electrically conductive, didn’t give a touchscreen response. This is due
to touchscreen controls, which ignore contact points that are much smaller than your
finger to avoid giving false signals.
The properties of a device are governed by what it is made of—its composition.
What compositions are required for a touchscreen to be transparent, crack-resistant, and
touch-sensitive? This is no minor feat, and requires scientists to constantly explore the
world around them to select the most appropriate constituents.
Everything around you—the air you breathe, the water you drink, and the
mobile device in your hand—is defined as matter. Matter is considered to be any-
thing that occupies space and has a mass.
However, most relevant to this textbook, the discipline of chemistry is the
branch of science that focuses on the composition, structure, properties, and changes
of matter. Let’s begin our investigation by taking a look at three phases of matter that
are commonly present on Earth—namely, solids, liquids, and gases (Figure 1.1).
These phases play a critical role in our daily lives, but are often taken for granted.
For instance, we breathe in gases on a daily basis; the components in air will be
described in Chapter 2. We also drink liquids regularly in the form of water, soda,
or coffee, and we eat many solids such as candy, french fries, or potato chips. We are
inundated with these phases every day, but what are the defining principles of solids,
liquids, and gases? Let’s find out by examining their properties.
Water vapor Ice
Liquid water
Figure 1.1
Molecular arrangements of water molecules in their different states.
Your Turn 1.2  Macroscopic Properties of Solids,
Liquids, and Gases
Check out an interactive simulation of atoms and molecules in
different states (www.acs.org/cic) and answer the following
questions for solids, liquids, and gases. Provide an example to
support each of your answers.
a. Does the phase have a definite volume?
b. Does the phase have a definite shape? PhET Interactive Simulations,
University of Colorado
c. Will the phase take the shape of its container?
d. Will the phase completely fill its container?
Based on your answers from Your Turn 1.2, we are able to create a table
(Table 1.1) describing the macroscopic properties of solids, liquids, and gases.
9/28/19 3:22 PM
 Portable Electronics: The Periodic Table in the Palm of Your Hand 5

Table 1.1 Macroscopic Properties of Solids, Liquids, and Gases

Takes the shape Completely fills Definite Definite

Phase of its container? its container? volume? shape?

Solid No No Yes Yes

Liquid Yes No Yes No

Gas Yes Yes No No

|
Check out this video to see all

1.2 What’s the Matter with Materials? three phases of carbon dioxide
present at the same time:

A Survey of the Periodic Table www.acs.org/cic.

As shown in Figure 1.2, the states of matter may exist as either pure substances or
mixtures. For instance, when sugar is dissolved in water, both the solid sugar and liq-
uid water are considered pure substances—each is composed of a single substance. The
mixing together of these separate pure substances results in a homogeneous mixture,
which is uniform in composition throughout. Quite often, a homogeneous mixture is
referred to as a solution. In contrast, if you dig up a handful of soil, you will discover
a complicated mixture of sand, particles of varying shapes and colors, liquid water
within the pores, and perhaps even some resident earthworms. This is known as a
heterogeneous mixture, because it is not uniform in composition throughout. That is,
the relative amounts of sand, dirt, or rocks will vary from one handful to the next.
As we will describe later, the smallest building blocks of matter are known as
atoms. An element is composed of many atoms of the same type. Every day, we take
for granted the use of pure elements such as copper in household pipes, aluminum in
home exteriors, lithium in batteries, and carbon in pencil nibs. In contrast, a compound
is a pure substance that is made up of two or more different types of atoms in a fixed,
characteristic chemical combination.
A chemical formula is a symbolic way to represent the elementary composition
of a substance. It reveals both the elements present (by chemical symbols—described
below) and the atomic ratio of those elements (by the subscripts). For example, in the
compound CO2, the elements carbon (C) and oxygen (O) are present in a ratio of one
carbon atom for every two oxygen atoms. Similarly, H2O indicates two hydrogen atoms
for each oxygen atom. Note that when an atom occurs only once, such as the O in H2O
or the C in CO2, the subscript “1” is omitted.

Liquids Gases Solids Plasmas

Matter

Pure
substances Mixtures

Elements Compounds Heterogeneous Homogeneous

Figure 1.2
A classification scheme for matter.

acs40843_ch01_002-029.indd 5 9/17/19 5:43 PM

Another random document with
no related content on Scribd:
 He was soon at the head of a large and powerful army. With this
he marched forward, defeated the English troops that advanced to
meet him, and, in three months after his arrival, he took Edinburgh,
the capital of Scotland.—​France now sent him aid, and, with a force
of 7000 men, he marched southward into England, and took the
town of Carlisle. At Preston Pans, he defeated an English army of
4000 strong; and such was his success, that the English
government, under King William, of Orange, trembled for their safety.
They therefore made great efforts, and in April, 1746, they sent a
large army against him, under the Duke of Cumberland. At Culloden,
the two armies met, and a terrible battle followed; Prince Edward
was defeated, and his army entirely dispersed. He was scarce able
to save his life by flight; and, indeed, he wandered about, from place
to place, among the wilds of Scotland, being every day in danger of
being seized and given up to the English government, who offered
$150,000 to anybody who would bring him to them. It seems strange
that so large a bribe could be resisted; but, such was the love that
the Scottish people bore him, and such their fidelity, that no one was
found to betray him, though many people were entrusted with the
secret of his being among them. Even the poor mountaineers
refused to give him up, though offered a sum of money that would
have made them very rich.
At last, a faithful Scottish nobleman, by the name of O’Neil, took
him in charge, and after wandering along the sea-shore in a skiff,
flying from island to island, and experiencing the greatest sufferings
and dangers, he was put on board a French frigate, that had been
sent for his rescue. He was now taken to France, and soon after,
giving up all hopes of seeing his family restored to the throne, he
settled in Italy, where he died in 1788, in the 68th year of his age. He
was the last of the Stuart line, and was called the Pretender, on
account of his pretending to set up claims to the throne of England.
 Winter.

December has come! Winter is here! These are common-place

words, but they mean more, perhaps, than we are apt to consider.
Winter, then, means that the myriad leaves of the forest are
shrivelled and torn from the trees, and scattered in the valley: it
means that the sap of the trees has ceased to flow, and that these
giants of the vegetable world have passed into a state of stupor, in
which they must remain till spring again returns.
Winter means that the myriad races of annual weeds and plants
are dead, to revive again no more; that myriads of blossoms have
faded forever from the view; that the verdure of the forest has
passed away; that the gemmed garment of the meadow is
exchanged for the thin, brown mantle of leanness and poverty; that
the velvet of the lawn has given place to the scanty covering of dried
and faded grass.
Winter means that the minstrelsy of the birds is gone, and that the
field and forest, so lately cheered by a thousand forms and sounds
of happy existence are now silent, or rendered more dreary and
desolate by the moaning winds. It means that the birds are gone to
their southern retreats; that the myriad races of insects are dead;
that the whole generation of butterflies has perished; that the
grasshoppers have sung their last song; that even the pensive
cricket has gone to his long home. It means that death has breathed
on our portion of the world, and that nature herself, as if weary of her
efforts, has fallen into a cold and fearful slumber.
Winter means all these melancholy things; but it also means
something more. It means that the granary of the farmer is full; that
his barn is supplied; that there is good and ample store for the
beasts that look to man for support, and for man himself. It means,
too, that the comfortable fire will be kindled, around which the family
will assemble, and where, secure from the bitter blast without, there
will still be peace, comfort, and content. It means, too, that there is
such a thing as poverty, shivering, without fire, without food—
perhaps, without sufficient shelter; and it means that charity should
seek and save those who are suffering in such a condition.
And winter means something more than all this: it means, by its
examples of decay and death, to teach us that we, too, must pass
away; and that it is well for us to make preparation for the great
event. Winter also brings us to the end of the year, and suggests a
serious self-inquiry, and self-examination. It would ask us if the last
year has been one of profit or loss? Are we better, and wiser, than
when it began? Are we more kind, more just, more patient, more
faithful, more fond of truth?—Summer is the season for the harvest
of the field; winter is the season for the moral harvest of the heart.
Let it not pass with any of us as a barren and unproductive season,
in which we neither sow nor reap the fruits of wisdom and peace.
 The Hand.

Every limb and member of the body is made for some good
purpose.
The eye is made to see with; the ear is made to hear with; the
nose is made to smell with; the mouth is made to eat and speak with.
The feet are made to run and walk with; the hands are made to
work with, to write with, and to do many other things.
But do you think children’s hands were ever made to strike their
brothers, or sisters, or playmates? Were your little hands ever made
to snatch away things from each other?
Who gave you hands? God gave them. Did he give you hands to
steal with? Did God give you hands that you might throw stones at
geese, or dogs, or hens, or cows, or any other innocent animals?
Did God give you hands to injure or wound any of the creatures
he has made?
Take care of your little hands, then, my children! Take care that
the hands God has given, do nothing that God disapproves.
 Nuts to Crack.

The Word “Fast.”—This is as great a contradiction as we have in

the language. The river is fast, because the ice is immoveable; and
then the ice disappears fast for the contrary reason—it is loose. A
clock is called fast when it goes quicker than time; but a man is told
to stand fast, when he is desired to remain stationary. People fast
when they have nothing to eat, and eat fast when opportunity offers.

Military Courtesy.—Gen. Meadows, equally renowned for his

wit and bravery, being on a reconnoitring party, in the Mysore
country, a twenty-four pound shot struck the ground at some
distance from the General, and was passing in such a direction as
would have exposed him to danger had he continued on his route;
quick as lightning he stopped his horse, and, pulling off his hat very
gracefully, as the shot rolled on, good-humoredly said: “I beg you to
proceed, sir; I never dispute precedence with any gentleman of your
family.”

A doctor, in Scotland, was employed by a poor man to attend

his wife, who was dangerously ill. The doctor gave a hint, amounting
to the suspicion that he would not be paid. “I have,” says the man,
“five pounds; and if you kill, or cure her, you shall have it.” The
woman died, under the hands of the doctor, and, after a reasonable
time, he called for his five pounds. The man then said: “Did you kill
my wife?—did you cure her?” “No.” “Then,” said the poor man, “you
have no legal demand,” and turned upon his heel.
 How to shake off Trouble.—Set about doing good to
somebody: put on your hat, and go and visit the sick and poor—
inquire into their wants, and minister to them; seek out the desolate
and oppressed, and tell them of the consolations of religion. I have
often tried this method, and have always found it the best medicine
for a heavy heart.

A Father’s Impulse.—When Lord Erskine made his debut at the

bar, his agitation almost overpowered him, and he was just going to
sit down: “At that moment,” said he, “I thought I felt my little children
tugging at my gown, and the idea roused me to an exertion, of which
I did not think myself capable.”

The Sublime.—Over the stall of a public writer, in Rue de Bac, at

Paris, is the following inscription: “M. Renard, public writer and
compiler—translates the tongues, explains the language of flowers,
and sells fried potatoes.”

Feeling for Another.—A Quaker, once hearing a person tell

how much he felt for a friend who needed his assistance, dryly
observed: “Friend, hast thou ever felt in thy pocket for him?”

“What are you writing such a thundering big hand for, Patrick?”
“Why, do you see, my grandmother is deaf, and I am writing a loud
lether to her.”

A Knotty Case.—Not many years ago, a man appeared in court,

whether as plaintiff, defendant, or witness, tradition does not inform
us. Be this as it may, the following dialogue ensued:—Court—“What
is your name, sir?” “My name is Knott Martin, your honor.” “Well,
what is it?” “It is Knott Martin.” “Not Martin, again! We do not ask you
what your name is not, but what it is. No contempt of court, sir.” “If
your honor will give me leave, I will spell my name.” “Well, spell it.”
“K-n-o-tt, Knott, M-a-r, Mar, t-i-n, tin—Knott Martin.” “O, well, Mr.
Martin, we see through it now; but it is one of the most knotty cases
we have had before us for some time.”

Good.—It was a judicious resolution of a father, as well as a most

pleasing compliment to his wife, when, on being asked by a friend
what he intended to do with his daughters, he replied: “I intend to
apprentice them to their mother, that they may become like her—
good wives, mothers, heads of families, and useful members of
society.”

A Learned Character.—“Give me ‘Venice Preserved,’” said a

gentleman, last week, on going to a celebrated bookseller’s at the
West-end. “We don’t sell preserves,” said an apprentice, newly-
imported from the country; “but you will get them next door, at Mr.
Brown’s, the confectioner.”

Ten To One.—Strict attention to office hours is a duty incumbent

upon every public officer. We heard of a case of an American consul,
in a foreign country, who was not remarkable for his attention to duty.
A gentleman, calling one day, found his office shut, and a label
sticking upon the door, with these words: “In from ten to one.” Having
called again several times within those hours, without finding him, he
wrote at the bottom of the label—“Ten to one he’s not in.”
 To the Black-ey’d and Blue-ey’d Friends of
Robert Merry.

It is now about a twelvemonth since our acquaintance

commenced; and I hope the feeling is such between us, that there is
a mutual desire to continue it. I know that the young, the happy, and
the gay-hearted, are apt to think that we old fellows are sour and sad
—disposed to look with an evil eye upon childhood and its sports;
and more ready to preach than practise charity.
I will not pretend to deny that, now and then, a person gets cross
and crabbed as he grows old, and like cider too long kept, turns to
vinegar: but this is not my case, or, if it be, my ill-humor never
displays itself toward the young. They are to me the buds and
blossoms of life, and their presence ever brings the welcome
feelings that belong to sunshine and summer.
Old age has been often compared to winter—the close of the
year; the season of desolation; the period of storms and tempests;
the funeral-time of the vegetable world; the time when the leaves,
the fruits, and the flowers are laid in their tomb, and covered over
with a winding-sheet of snow. This is a sad picture at first view; and I
believe many a child is led to avoid old people from the habit of
regarding them in this light—from the idea that they are shrivelled,
frost-bitten, bitter, and disagreeable.
Now, I will not deny that there is some resemblance between
winter and old age: an old man has not the warm blood of youth; his
pulses are, perhaps, like the river, chilled and obstructed by ice; his
temper is sometimes capricious and gusty, like the winds of
December; and his head, bald, or covered with a few silvery hairs, is
like the oak, stripped of its covering, and having its boughs
powdered with snow.
 All this may be true enough; but it is not good reason why the old
should be deserted by the young. I remember very well, that, when I
was a boy, there was a fine old walnut-tree, upon a hillside, not far
from where I lived. Now, I never thought or cared about this tree, till
the time when winter approached. Then, when the leaves were
scattered, the nuts were all ripe, then it was that the tree became an
object of interest to me. Then it was that I loved to visit it; to climb its
limbs and give it a shake, and hear the fruit rattle down like hail.
Never, in all my boyhood days, did I meet with anything more
delightful than this!
And let me tell you, my black-ey’d and blue-ey’d friends, that this
old walnut-tree was like many an old person you may meet with. You
will remark that, in this case, it was when winter had come, or was
near at hand, that the fruit was ripe, and ready for those who would
climb up for it and gather it. And let me tell you, that old people, like
this tree, have many a good nut to crack, many a good story to tell,
to those who will climb up in the lap and ask for it.
This is my view of the matter; and I hope that young people,
instead of running away from me, as a crusty, crabbed, one-legged
old chap, will treat me as I did the old walnut-tree—give it a shake,
and see if the nuts don’t rattle down!
I am not fond of making great promises; but, as I am anxious to
have my readers, who have set out on a journey with me, still keep
me company—at least for one year more—I am ready to engage to
do my best to please them. I shall, if I live, tell the rest of my own
story, and bring the history of Brusque to a close. The tale of the
Sable-Hunters, the travels of Thomas Trotter, the stories of the
Indians, will be continued and completed; and a variety of other
things are in store.
I can promise one thing more—and that is, some tales from the
pen of Peter Parley. That pleasant, kind-hearted old man is no more;
but I knew him better than anybody else, and all his papers are in my
hands. Among them are several tales, and I intend to publish them in
my magazine. My young readers, perhaps, do not know how
shabbily poor old Peter was treated. The fact was, that several
people in this country, as well as in others, wrote stories, and put his
name to them; thus pretending that they were actually his! Some of
these were very silly, and some were very improper. This cut Peter to
the heart, and it served greatly to shorten his days. I am sorry that,
even now, people are palming off trumpery works of their own as
Peter Parley’s.
But the tales that I propose to give, are genuine; there is no
mistake. They are by the same hand that wrote the tales about
Europe, Asia, Africa, and America; and I hope they may be as
acceptable as those were.
I return a thousand thanks to my many young friends, who have
written me letters, whether of criticism, advice, or commendation. I
am glad to know that so many of them like Bill Keeler: let them be
assured his whole story will come out in due time. I shall be very
glad to get the bear story, which L. S., of Vermont, offers to tell. The
Indiana legend of the Wolf and the Wild-cat, is received, and will
appear soon. Jane R—— will accept my thanks for—she knows
what! If she were not so many hundred miles off, I should ask her to
let me see whether she is a blue-eyed or black-eyed friend. The
basket of chestnuts were duly received from Alice D——, and were
very welcome. Ralph H—— will see that I have done as he
requested; I have given a portrait of the fine gray squirrel he sent
me, in this number. He is well, and as lively as ever.
Robert Merry.
 WINTER—A SONG.
the words and music composed for
merry’s museum.

“Tell me what does winter mean!”

’Tis a drea-ry change of scene—
When the meadow yields its bloom,
And the blo-soms seek their tomb.
Winter is the time of storms,
When the cloud in angry forms,
O’er the land in terror sweeps,
And the sighing forest weeps.
’Tis the funeral time of flowers,
Withered in their lovely bowers;
While the zephyr sings in grief,
O’er each shrivelled stem and leaf.
’Tis the dreary time of snow,
Falling chill on all below,
As a winding-sheet it weaves
O’er the graves of myriad leaves.

Winter is a time of tears,

For the poor, in youth or years,—
Where the storm drives keenly in,
And the blanket’s brief and thin.
Winter is the time of wreck,
When the billow cleaves the deck,
And the mariners go down
Where the battling surges frown.
 Transcriber’s Note:
This book was written in a period when many words had not
become standardized in their spelling. Words may have multiple
spelling variations or inconsistent hyphenation in the text. These
have been left unchanged unless indicated below. Obsolete and
alternative spellings were left unchanged. Misspelled words were not
corrected.
One Footnote was moved to the end of the chapter. Obvious
printing errors, such as backwards, upside down, or partially printed
letters and punctuation, were corrected. Final stops missing at the
end of sentences and abbreviations were added. Duplicate letters at
line endings or page breaks were removed. Quotation marks were
adjusted to common usage. Page numbers in the Table of Contents
were corrected to match book pages.
Links to audio files were added for music. The music files are the
music transcriber’s interpretation of the printed notation and are
placed in the public domain. At the time of this writing, music file
links will not work in mobile e-book formats like epub or Kindle/mobi.
Users who are reading the e-book in one of these formats can listen
to the music or download music files in the HTML version. Lyrics to
musical scores are presented as poetry following the illustration of
the music.
*** END OF THE PROJECT GUTENBERG EBOOK ROBERT
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