Visualizing Everyday Chemistry by Douglas P Heller Ebook PDF

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Brief Contents
Preface xv
9 Nuclear Chemistry 264
1 Chemistry in Our World 2

10 Energy from Electron Transfer 298
2 Atoms and Elements 26

11 Cleaning Agents, Personal
Care, and Cosmetics 330
3 Chemical Compounds 54
12 Genes, Medicines, and Drugs 364
4 Energy and Society 88

13 Plastics, Pollution,
and Sustainability 408
5 Energy of Foods 124

14 Micronutrients, Food
Additives, and Food Safety 444
6 Physical and Chemical Changes 162

Appendix A SI Units and Conversion
7
Factors 472
Water and Other Solutions 200 Appendix B Answers 473
8
Glossary 515
Acids and Bases 232 Index 519

EULA
5JN08BMLFS
vi
Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 6 12/1/14 2:31 PM

Contents
1
1.1 The Chemistry in Our Lives
Energy
4
4
Chemistry in Our World 2
Cleaning 5
Clothing and Polymers 5
Food 5
Medicines5
■■ WHAT A CHEMIST SEES:
The Chemistry of Cars 7
1.2 Benefits Versus Risks 8
%4DVMQUPSJ4UPDLQIPUP
Three Common Chemicals with Known
Benefits and Known Risks 8
BPA––A Chemical with Known Benefits
but Uncertain Risks 9
1.3 Resources and Sustainability 10
2
Our Limited Resources 10
How Chemistry Improves Sustainability 10
1.4 The Science of Chemistry 12 Atoms and Elements 26
Collaborative Research 13
The Scientific Method 14 2.1 Atomic Structure 28
1.5 Working with Scientific Units 15 Questioning the Nature of Matter 28
SI Units and the Metric System 15 Early Atomic Models 28
SI Prefixes as Multipliers 16 Nuclear Models of the Atom 30
■■ DID YOU KNOW?: Forensic Chemists Later Atomic Models 35
are Unlikely to Set Foot in a Crime 2.2 The Nucleus 37
Scene as a Routine Part of their Work 18
Atomic Number 37
Converting Units Using Unit Cancellation 19
Mass Number 38
Thomas Koehler/Photothek via Getty Images
2.3 Isotopes and Atomic Mass 40

Isotopes 40
Mass and Weight 41
Atomic Mass 42
2.4 The Periodic Table 43

The Elements of Our Environment 47
The Elements of Living Things 48
vii

3 Chemical Compounds
3.1 Periodicity and Valence Electrons

54
56
ª(PEGSFZ;XZHBSU%FNPUJY$PSCJT
Valence Electrons 56
Lewis Structures 58
3.2 Ionic and Covalent Bonding 58

Ionic Bonds 59
Covalent Bonds 60
Ions and Electrical Conductivity 64
Temperature Effects on Water and Salt 64
4
3.3 Ionic Compounds 68
How Ionic Compounds Form 68
Ionic Compound Formulas and Names 69 Energy and Society 88
Formula Mass 71
4.1 Energy and Its Uses 90
3.4 Covalent Compounds 71
Defining Energy 90
Visualizing Molecules 72
Uses of Energy 92
Molecular Formulas and Names 74
Covalent Versus Ionic Compounds 75 4.2 Fossil Fuels93
■■ WHAT A CHEMIST SEES: Everyday Type of Fossil Fuels 93
Products Containing Polyatomic Ions 76 Combustion of Fossil Fuels 97
3.5 Introduction to Organic Chemistry 77 4.3 Petroleum Refining and Gasoline98
Defining Organic Chemistry 77 The Internal Combustion Engine 98
Naming Organic Compounds 77 Petroleum Refining 99
Gasoline103
■■ WHAT A CHEMIST SEES: At the Pump 105
4.4 Fossil Fuels and the Carbon Cycle106

Photosynthesis and Cellular Respiration 106
The Carbon Cycle 106
4.5 Greenhouse Gases and Climate Change108

The Greenhouse Effect 108
Climate Change 109
4.6 Energy for the Future113

Alternative Energies 114
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Carbon-Based Fuels 116

■■ DID YOU KNOW?: Biofuels Are
Not a New Technology 117
viii VISUALIZING EVERYDAY CHEMISTRY

5 Energy of Foods
5.1 The Energy Equation and Metabolism

Energy, Heat, and Work
124
126
126
The Human Body and the Energy Equation 127
5.2 Fats and Oils 132

Structures of Fats and Oils 132
Fats and Oils in Our Diets 137
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5.3 Carbohydrates 141
Classes of Carbohydrates 141
Carbohydrates and Diet 143
5.4 Proteins 148

Structures of Proteins 149
Proteins and Diet 152
■■ WHAT A CHEMIST SEES: Protein
Denaturation 153
6
■■ DID YOU KNOW?: Designer Molecules
in Some of the Very Foods We Eat 155
Physical and Chemical Changes 162
6.1 States of Matter and Their Changes 164

States of Matter 164
States of Matter at the Molecular Level 165
Density169
■■ DID YOU KNOW?: Smarter clothes
depend on intermolecular forces 170
6.2 Gas Behavior 172

The Gas We Live In 173
Gas Laws 174
Gas Compression and Expansion 180
6.3 Chemical Changes 183

The Nature of Chemical Reactions 183
Balancing Chemical Equations 184
4UFWF3BZNFS/BUJPOBM(FPHSBQIJD$SFBUJWF 6.4 Counting Atoms and Molecules 187
Chemical Accounting 189
Quantities and Chemical Reactions 191
The Energy of Chemical Reactions 192
Contents ix

7 Water and Other Solutions
7.1 Solutions and Other Mixtures

Types of Solutions
202
202
200
Solubility203
Colloids and Dispersions 206
7.2 Dissolved Gases 209

Henry’s Law of Dissolved Gases 209
Other Common Examples of
Dissolved Gases 211
■■ WHAT A CHEMIST SEES: Blood Alcohol
Testing Using a Breath Analyzer 213
7.3 Solution Concentrations 214 5JN08BMLFS
Molarity214
8
Percentage Concentrations 215
Concentrations of Solutes within Blood 216
Expressing Exceedingly Small
Concentrations217 Acids and Bases 232
7.4 Water in Our World 219 8.1 Acids, Bases, and Neutralization 234
The Relative Scarcity of Fresh Water 219 Acids and Bases—Preliminary Observations 234
Does Pure Water Exist? 220 Neutralization Reactions 236
Defining Polluted Water 222 Acids and Bases at the Molecular Level 237
Meeting Water Needs 222 ■■ WHAT A CHEMIST SEES: Common
■■ DID YOU KNOW? Bottled Water Can Cost Uses of Oxygen-Containing Acids 238
Over 100 Times as Much as Tap Water, Yet
Is Not Necessarily Any Safer or Healthier 226 8.2 The pH Scale 241
Amphoteric Water 241
pH: The Measure of Acidity 243
Strong Versus Weak Acids 246
8.3 Acids and Bases in Everyday Life249
Bodies, Foods, and Consumer Products 249
Acids in Our Environment 252
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■■ DID YOU KNOW? A Variety of Common

Expressions Get Their Meanings
from Chemistry 256
x VISUALIZING EVERYDAY CHEMISTRY

9 Nuclear Chemistry
9.1 Radioactivity
Discovery of Radioactive Decay
264
266
267
Types of Radioactive Decay 268
9.2 Ionizing Radiation: Effects and

Applications 270
Ionizing Radiation and Its Effects on Health 270
Half-life and Radiocarbon Dating 275
Medical and Safety Applications
3PCFSUP4DINJEU4UBGG"'1(FUUZ*NBHFT
of Radioisotopes 277
9.3 Mass Defect and Binding Energy 279

Mass and Energy 279
Converting Mass to Energy within
the Nucleus 281
9.4 Unleashing the Power of the

Nucleus 281
Nuclear Fission 281
Nuclear Power 287
10
Nuclear Fusion 291
Energy from
Electron Transfer 298
10.1 Oxidation and Reduction 300

Electron Transfer in Oxidation and
Reduction 300
Oxidation and Reduction in Everyday Life 301
■■ WHAT A CHEMIST SEES: Rusting 306
10.2 Redox Reactions and Electrical Current 307

Oxidation States 307
Putting Oxidation and Reduction to Work 307
Battery Design 312
Electrolysis 316
10.3 Fuel Cells and Solar Cells 320

Fuel Cells 320
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Solar Cells 321
■■ DID YOU KNOW? Electric Cars Were
at One Time More Popular than
Gasoline-Powered Vehicles 322
Contents xi

11 Cleaning Agents, Personal
Care, and Cosmetics
11.1 Soaps and Surfactants

330
332
Surface Tension 332
Soaps and Detergents 333
Other Surfactants 337
Hard Water 339
■■ DID YOU KNOW? “Green” Cleaners May
Offer Environmental or Safety Benefits,
but Are Not Chemical Free 342
11.2 Cosmetics and Skin Care 343

Cosmetics: Then and Now 343
Skin Care 345
■■ WHAT A CHEMIST SEES: .$5WJB(FUUZ*NBHFT
Cosmetics That Add Color 347
12
11.3 Oral Care and Hair Care 352
Oral Care 352
Genes, Medicines,
Hair Care 353
and Drugs 364
12.1 Nonprescription Medicines 366

Aspirin and Other Nonprescription
Pain Relievers 366
Cold and Allergy Medicines 370
12.2 Prescription Medicines 370
Drug Development 371
Therapeutic Classes of Drugs 372
12.3 Recreational, Illicit, and Abused Drugs377

Alcohol and Marijuana 378
Alkaloids379
Other Abused Drugs 383
12.4 Chemistry of Genetics386

The Molecular Basis of Heredity 386
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Genetic Factors in Health And Disease 395
Genetic Technologies 395
■■ DID YOU KNOW? Genetically Engineered
Plants and Animals Can Yield Medications
and Other Valuable Materials 400
xii VISUALIZING EVERYDAY CHEMISTRY

13 lastics, Pollution,
P
and Sustainability
13.1 Polymer Uses and Structures

408
410
■■ Plastics and Society 410
■■ Polymer Formation 411
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Low-Density and High-Density
Polyethylene 415
■■ Properties of Polymers 415
13.2 The Development and Future
14
of Polymers 417
■■ Polymer Discovery 417
■■ WHAT A CHEMIST SEES: Advanced Micronutrients, Food
Polymers421 Additives, and Food Safety 444
Plastics and Sustainability 422
14.1 Micronutrients 446
13.3 Pollution and Wastes 424
Vitamins 446
Defining Pollution 425
Minerals 449
Types of Pollution 426
Solid and Hazardous Waste 433 Dietary Minerals and the Periodic Table 451
14.2 Food Additives 452

The Need for Federal Supervision 452
Defining Food Additives 453
Functions of Additives 454
14.3 Food Safety 458

■■ Toxicity 459
■■ Safety, A Matter of Personal and
Societal Judgment 461
Appendix A SI Units and Conversion

Factors 472
Appendix B Answers 473
John Burcham/National Geographic/Getty Images
Glossary 515
Index 519
EULA
Contents xiii

Process Diagrams Chemistry InSight
A series or combination of figures and photos that A multi-part figure devoted to a major concept or
describe and depict a complex process topic in the chapter
Chapter 1 Chapter 1 Chemistry InSight Some common elements, their symbols,
PROCESS DIAGRAM
Common steps in How refrigerators work • Figure 6.19
Most refrigerators, freezers, and air conditioners use a refrigerant gas that circulates through a con-
Chemistry we see and their applications • Figure 2.4
the scientific meth- tinuous cycle of compression (heating) and expansion (cooling). The compressed gas releases heat
to the outside of the device, and the expanded gas absorbs heat from the inside of the device. every day • Elements are most often either solids or gases and can be found in our environment, bodies,
od • Figure 1.9 Figure 1.2

and a variety of everyday items.
As the high-pressure liquid
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life • Figure 1.11
and line spectra • The evaporating refrigerant
within these coils absorbs
*DV The compressed gas
condenses to a liquid
Figure 2.9 heat. Circulating air passes

over the chilled coils, thereby
cooling the refrigerator.
and releases heat to
the outside of the
refrigerator.
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quantum shells • Figure 2.4

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What characteristic do calcium, carbon, gold, and copper
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Figure 3.1
have in common that distinguishes them from oxygen?
Formation of Chapter 3
We represent all elements, and their atoms as well,
([WHUQDOFRLOV Nuclear Models of the Atom
by capital letters or by combinations of a capital let-
GLVVLSDWHKHDW
WRWKHRXWVLGH ter and a small letter. For example, H represents both As summarized in Figure 2.5,
sodium chloride by The formation of sodium chloride by chemical interactions

the element hydrogen and an atom of hydrogen. The
symbol He represents helium—a gas that’s lighter than
which presents the evolution of our
knowledge of atomic structure,
atomic structure
The combination of
all the particles that
transfer of a valence • Figure 3.17

Ask Yourself air and is used to inflate balloons—as well as an atom other scientists refined Dalton’s
compose an atom,
1. At what point in the cycle does a liquid evapo-
of helium. C stands for carbon, Ca is calcium (the ele- view of the atom. The first few years their relationships
rate? Is heat absorbed or released by the refriger- ment that gives strength to bones and teeth), and Cl of the 20th century in particular to one another, and
electron • F igure 3.4

&RPSUHVVRU
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WRFRQGHQVH 2. At what point in the cycle does a gas condense
Chapter 4
to a liquid? Is heat absorbed or released by the two elements that form common table salt (sodium we picture the structure of an atom. the atom.
5HDUYLHZRIDKRXVHKROG refrigerant at this point? chloride). N represents nitrogen (naturally occurring In 1904, British scientist J. J. electrons Small,
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as N2), the major gas of our atmosphere, while Na is Thomson proposed what became negatively charged
Chapter 4 Anthropogenic greenhouse gases • Figure 4.21

sodium, the other element in table salt (NaCl). Some
common elements and their applications are discussed
known as the “plum pudding”
model. This was based on his
particles located in
shells surrounding an
atom’s nucleus.
The four-stroke cycle of a typical car’s engine • Figure 4.8 in Figure 2.4. 1897 discovery of electrons as
Fractional distillation of petroleum • Figure 4.11

Gas Behavior 181
Chapter 5 30 CHAPTER 2 Atoms and Elements
Fat, cholesterol, and heart disease • Figure 5.11

Chapter 5 +HOOHUB&BKUBSYLQGG $0
Why we can digest starch but not cellulose • Figure 5.19

+HOOHUB&BKUBSYLQGG $0
How enzymes work • Figure 5.18

The structure of proteins • Figure 5.25 Chapter 6
Chemical change • Figure 6.20
Chapter 6
How refrigerators work • Figure 6.19 Chapter 7
Polarity of water and the b
asis for solubility in a queous solu-
Chapter 7 tions • Figure 7.3
Gas transport within our bodies • Figure 7.13 How emulsions form • Figure 7.8
Hydrologic Cycle • Figure 7.18
Municipal water purification • Figure 7.21 Chapter 8
Definitions of acids and bases • Figure 8.7
Chapter 8
Ionization of HCl in water • Figure 8.6 Chapter 9
Formation of atmospheric sulfuric acid, a component of acid Positron emission • Figure 9.16
rain • Figure 8.22 Chapter 10
Chapter 9 Defining oxidation and reduction • Figure 10.1
Radiocarbon dating • Figure 9.14 Chapter 11
Nuclear fission chain reaction • Figure 9.19 Surface tension • Figure 11.1
A pressurized water reactor (PWR) nuclear power plant •
Figure 9.24 Chapter 12
Enzyme inhibition • Figure 12.3
Chapter 10 Selected developments in the history of antibiotics •
A Daniell cell • Figure 10.9 Figure 12.7
Chapter 11 Chapter 13
How detergents clean • Figure 11.5 Condensation polymers • Figure 13.4
Chemistry of “perms” • Figure 11.29
Chapter 14
Chapter 12 Food additives • Figure 14.4
Protein synthesis • Figure 12.27
Gene splicing • Figure 12.30
Chapter 13
Photochemical smog • Figure 13.15
Chapter 14
The Ames test • Figure 14.10
xiv VISUALIZING EVERYDAY CHEMISTRY

Preface
How Is Wiley Visualizing Different?
Wiley Visualizing is based on decades of research on the use of visuals in learning (Mayer, 2005).1 The
visuals teach key concepts and are pedagogically designed to present, explain, and organize new
information. The figures are tightly integrated with accompanying text; the visuals are conceived with the
text in ways that clarify and reinforce major concepts, while allowing students to understand the details. This
commitment to distinctive and consistent visual pedagogy sets Wiley Visualizing apart from other textbooks.
The texts offer an array of remarkable photographs, maps, media, and film from photo collections around
the world. Wiley Visualizing’s images are not decorative; such images can be distracting to students.
Instead, they are purposeful and the primary driver of the content. These authentic materials immerse the
student in real-life issues and experiences and support thinking, comprehension, and application.
Together these elements deliver a level of rigor in ways that maximize student learning and involvement.
Wiley Visualizing has proven to increase student learning through its unique combination of text,
photographs, and illustrations, with online video, animations, simulations and assessments.
(1) Visual Pedagogy. Using the Cognitive Theory of Multimedia Learning, which is backed up
by hundreds of empirical research studies, Wiley’s authors create visualizations for their texts that
specifically support students’ thinking and learning—for example, the selection of relevant materials, the
organization of the new information, or the integration of the new knowledge with prior knowledge.
(2) Authentic Situations and Problems. Visualizing Everyday Chemistry benefits from an array of
remarkable photographs, maps, and media. These authentic materials immerse the student in real-life
issues in chemistry, thereby enhancing motivation, learning, and retention (Donovan & Bransford, 2005).2
(3) Designed with Interactive Multimedia Visualizing Everyday Chemistry is tightly integrated with
WileyPLUS Learning Space, our online learning environment that provides interactive multimedia activities
in which learners can actively engage with the materials. The combination of textbook and WileyPLUS
Learning Space provides learners with multiple entry points to the content, giving them greater opportunity
to explore concepts and assess their understanding as they progress through the course. WileyPLUS
Learning Space is a key component of the Wiley Visualizing learning and problem-solving experience,
setting it apart from other textbooks whose online component is mere drill-and-practice.
Wiley Visualizing and the WileyPLUS Learning Environment

are designed as natural extensions of how we learn
To understand why the Visualizing approach is effective, it is first helpful to understand how we learn.
1. Our brain processes information using two main channels: visual and verbal. Our working memory
holds information that our minds process as we learn. This “mental workbench” helps us with decisions,
problem solving, and making sense of words and pictures by building verbal and visual models of the
information.
2. When the verbal and visual models of corresponding information are integrated in working memory, we
form more comprehensive, lasting, mental models.
3. When we link these integrated mental models to our prior knowledge, stored in our long-term
memory, we build even stronger mental models. When an integrated (visual plus verbal) mental
model is formed and stored in long-term memory, real learning begins.
The effort our brains put forth to make sense of instructional information is called cognitive load. There are two
kinds of cognitive load: productive cognitive load, such as when we’re engaged in learning or exert positive
effort to create mental models; and unproductive cognitive load, which occurs when the brain is trying to
make sense of needlessly complex content or when information is not presented well. The learning process
can be impaired when the information to be processed exceeds the capacity of working memory. Well-
designed visuals and text with effective pedagogical guidance can reduce the unproductive cognitive load in
our working memory.
1
Mayer, R.E. (Ed) (2005). The Cambridge Handbook of Multimedia Learning. Cambridge University Press.
2
Donovan, M.S., & Bransford, J. (Eds.) (2005). How Students Learn: Science in the Classroom. The National Academy Press.
Available at http://www.nap.edu/openbook.php?record_id=11102&page=1 xv

we observe as clouds,
fog, or steam.
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In liquid water
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Solid molecules move
In ice and snow, water rapidly about
molecules are packed Media Bakery within close
together in a static, proximity to
organized array. one another.
melting point The its melting point, the movements move about freely within the bulk physical change
temperature at which of its particles become sufficiently of the material, we observe that the A transformation
a solid is transformed vigorous to tear them away from solid melts to a liquid (Figure 6.2). of matter that
into a liquid. their neighbors and out of their Melting and other changes in state occurs without any
fixed positions. As they begin to are examples of a physical change. change in chemical
composition.
Wiley Visualizing is designed What happens when solids melt • Figure 6.2
When we heat a solid to its melting point, individual particles, such as molecules, gain enough
Figure 1: What happens
when solids melt
for engaging and effective
energy to break out of their fixed positions. This is what happens when ice melts to form water.
(Fig. 6.2) Figures
learning PHOWLQJ
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level, and how that relates
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to the observable world.
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of information, and integrate related information

with one another. This approach minimizes +HOOHUB&BKUBSYLQGG $0
unproductive cognitive load and helps students

engage with the content. When students are deficit of positive
Nucleation and charge in of
release thedissolved
copper sulfate
gassolution. from one point on the circuit to another. The greater the
• Figure 7.12 Figure 2: Nucleation and
engaged, they are reading and learning, which This charge imbalance is also corrected by the passage of
Dropping Mentos candies into an open bottle of a diet soda produces a
anions through the salt bridge in the opposite direction.
geyser from the rapid release of dissolved CO2 gas.
voltage, the greater the pressure that moves the electron
through the circuit. It’s a bit like water pressure. The great- release of dissolved gas
can lead to greater knowledge and academic As these migrations occur, the movement of ions through er the water pressure in a pipe, the greater the force that
(Fig. 7.12) Microscopic
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success. and macroscopic images

lutions. The cell continues to produce an electrical cur-
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rent as long as there are any zinc atoms left to be oxidized
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electrical battery, called the Voltaic pile, in 1800. Vol-
ta’s pile consisted of a series of disks made of (1) silver,
are paired so that students
Research shows that well-designed visuals, KN O W BE F O RE YO U G O (2) paper moistened with a salt solution, and (3) zinc.
This trio was repeated over and over to form a tall pile.
can compare and contrast
integrated with comprehensive text, can improve them, thereby grasping
1. If the salt bridge in our Daniel cell were a strip of
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cloth that had been soaked in salt water (sodium
The volt is a unit of electrical potential, while the
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chloride solution), would you expect the sodium
the efficiency with which a learner processes the underlying concept.
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and chloride ions of the bridge to migrate across the ampere (which is often shortened simply to amp) mea-
cloth strip as the cell generates an electrical current? sures the rate of flow of an electrical current, in much
Adjacent captions eliminate
information. In this regard, SEG Research, an
If your answer is yes, in which direction would the the same way that a unit like gal-
sodium ions move and in which direction would the
lons/minute measures the rate ampere A measure
chloride ions move? If your answer is no, explain of the rate of flow of split attention.
independent research firm, conducted a national, why not. of flow of water. As amperage
an electrical current.
increases, the number of elec-
trons traveling through a circuit during any particular
multisite study evaluating the effectiveness Electrical Voltage: Putting Pressure on an Elec- period of time also increases. André-Marie Ampère,
T hink C r it ically Is the rapid evolution of CO2 gas in this figure
tron If you were to remove the connecting wire of the the French physicist for whom the unit is named, was a
of Wiley Visualizing. Its findings indicate that
due to a physical process or due to a chemical reaction?
Daniell cell and insert a voltmeter (an instrument that contemporary of Volta and, like the Italian physicist, is
measures voltage) in its place, you would find that the remembered for his pioneering work in electricity and
students using Wiley Visualizing products (both

Nucleation can also occur on the surface of a solid. the surface or gulping for air to obtain oxygen. If oxygen
meter records a little under 1.1 volts. Understanding just magnetism. Figure 10.10 uses waterfalls as visual analo-
Try adding a few crystals of sugar to a freshly poured soft levels get too low, fish can die.
what this voltage represents leads to an understanding of gies to describe volts and amps.
drink. As soon as the granules enter the liquid, they pro-
print and multimedia) were more engaged in the how batteries operate.
vide a surface for nucleation and result in a rush of gas
The volt is a unit of electrical
bubbles. Figure 7.12 shows an even volt more dramatic
A measure of ef- Other
Under normal conditions, it takes a combination of a
high voltage and a high amperage, such as we might find
Common Examples
course, exhibited greater retention throughout the
potential energy, which represents in a lightning bolt, to pose a hazard to humans. The volt-
fect involving nucleation.
the tendency of electrons to move
electrical potential. of Dissolved Gases
age of ordinary consumer batteries, though, is too low
The rate at which a gas dissolves in a liquid depends Other important examples of dissolved gases include
course, and made significantly greater gains in gas.
4.on
partly
Volts If all amps
other • Figure
conditions are 10.10
Energy and Its Uses
1 the surface area of contact between liquid and one that is vital to our own lives: the exchange of gases
and equal, the larger the sur- into and out of the bloodstream. We breathe simply to
Figure 3: Volts and
content area knowledge and skills, as compared face area,a the
LEARNING
Voltage,
solves
analogy,
1. Define
more
measure
in amperage,
the liquid.
types
of rapidly
potentialthe
OBJECTIVES
or The
of
actual
electrical
energy.
gas diffuses
energy,
amount
current,
into and
can be likened
of gas
is similar
to the
that
to the
dis-
can
rate
heightexchange
of water flow.
produced
theByoxygen of the air for the carbon dioxide
of a waterfall.
by the body’s cells as they metabolize macro-
of its potential energy, which we potential energy amps (Fig. 10.10) From
to students in similar classes that did not use
dissolve in a liquid––its solubility––depends on various nutrients. As an
a. Niagara Falls is a relatively low waterfall, but has the highest b. Angel Falls,
can think of as in illustration, the cellular oxidation of glu-
stored energy, and Stored energy due to
2. Describe
factors.
flow rateFor
crease
of any
the to
how energy
instance, Henry’sisin
known waterfall,
pressure of the
Lawused
gas over
by society.
partpredicts
due to itsthat as we
width. Thisin-
a liquid, its solubil-
is cose produces
Venezuela, is thewater, carbon dioxide, and
kinetic energy, which is the en- an object’s position
energy. abstraction to reality. Pairs
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Blended Learning for More Effective Course
In amount
the this section we’ll define
of oxygen energy and
that dissolves. In examine
summer, how ponds general physical inventory. the carbon
law recognizing that
used
and by society.
other bodies of water warm up, which can limit the in the cylinders of a car’s engine
dioxide, a waste product, has to be transported by the
energy can neither be
amount of dissolved oxygen. Fish in oxygen-deficient wa- transforms
blood from our potential energy
cells back intolungs
to the so that
created nor it can be
destroyed
Management and Enhanced Student Outcomes” ters often show adaptive behaviors, such as pooling near
Defining Energy
kinetic energy
eliminated of the pistons,
in exhaled breath. caus- but can only be
ing them to do work that moves converted from one
by Peggy Wyllie of Evince Market Research & Energy itself is simply the capacity to do work. When you
do work, you use energy; and conversely, when you use
the car. The nutrients of food rep- Dissolved
resent a vital source of potential heat The energy that
Gases 211
form to another.
Communications, studies show that effective energy The

capacity to perform
energy, you do work. The more
energy you have, the more work
energy for all animals, including flows from a warmer
ourselves. The metabolism of body to a cooler one.
use of online resources can increase learning work.

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you can do. In physical terms, these nutrients enables us to per- 30
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work is a force acting through a form work, whether simply breathing, walking, climbing
distance, such as throwing a ball or pushing a shopping stairs, or engaging in more vigorous activities. Other ma-
outcomes. Pairing supportive online resources cart. We can describe the energy of an object as the sum terials can possess potential energy as well, such as the
chemicals within batteries. When a battery is connected
with face-to-face instruction can help students Visualizing potential and kinetic energy •
to a circuit, it produces electrical energy that can be har-
nessed for a variety of uses, such as lighting a flashlight or
to learn and reflect on material, and deploying Figure 4.1 starting a car’s engine. These examples obey the law of
conservation of energy and also show that energy can be
An object’s position in space can be one source of potential
Figure 4: Visualizing
multimodal learning methods can help students to energy. As this stored energy is released, it’s converted into
kinetic energy and does work.
transformed from one form into another. For instance,
a falling object’s potential energy is converted into an
potential and kinetic
engage with the material and retain their acquired
equivalent amount of kinetic energy.
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gy and kinetic energy. Although the principles
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concepts using visuals.
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90 CHAPTER 4 Energy and Society
3
SEG Research (2009). Improving Student-Learning with
Graphically-Enhanced Textbooks: A Study of the Effectiveness
of the Wiley Visualizing Series.
xvi VISUALIZING EVERYDAY CHEMISTRY

How Are the Wiley Visualizing Chapters
Organized?
Student engagement is more than just exciting videos or interesting animations—engagement means
keeping students motivated to keep going. It is easy to get bored or lose focus when presented with
large amounts of information, and it is easy to lose motivation when the relevance of the information is
unclear. The design of WileyPLUS is based on cognitive science, instructional design, and extensive
research into user experience. It transforms learning into an interactive, engaging, and outcomes-
oriented experience for students.
Each Wiley Visualizing chapter engages students from

the start
Chapter opening text and visuals introduce the subject and connect the student with the material that
follows.
Chapter Introductions
illustrate key concepts in the
chapter with intriguing stories
5
Chapter Outlines
and striking photographs.
anticipate the content.
Energy of Foods
CHAPTER OUTLINE
5.1 The Energy Equation and Metabolism 126
chapter we’ll explore the meanings of these terms. In the What is a Calorie? How do we determine the energy
process, we’ll see that the food we eat is nothing more content of foods, and how does the body utilize this
energy?
than a varied assortment of chemical compounds, each
with its own chemical formula, its own properties, and its • Energy, Heat, and Work
• The Human Body and the Energy Equation
own potential health effects.
An overarching theme of this chapter is that food is 5.2 Fats and Oils 132
the chemical fuel that provides the energy for the human What molecular structure is common to all fats and
O ne of the most constant and predictable aspects

of our lives is our daily need for food and drink. As
shown here, our food—what we eat and how we eat it—
We receive almost daily exposure to the scientific
language of foods, including terms such as trans fats,
saturated fats, and omega-3s. We’re often told that
engine, much as gasoline and its hydrocarbons provide
the fuel for the engines of motor vehicles. We’ll see how
the body uses the energy derived from our food’s macro-
oils? What do we mean by saturated, unsaturated,
omega-3, and trans fats? Is cholesterol a type of fat?
• Structures of Fats and Oils
helps define our culture and forms an integral part of our some of these nutrients are good for us while others nutrients: the fats and oils, carbohydrates, and proteins • Fats and Oils in Our Diets
families and social lives. may be harmful, but it’s not always clear why. In this that make up the bulk of what we eat. 5.3 Carbohydrates 141
What are carbohydrates, and how are they classified?
What is the difference between starch and fiber? What
role do enzymes play in the digestion of carbohydrates?
• Classes of Carbohydrates
• Carbohydrates and Diet
5.4 Proteins 148
What are proteins, and how are they classified? How
do foods vary in the types of protein they provide?
What is protein denaturation?
• Structures of Proteins
• Proteins and Diet
-JBN/PSSJT$VMUVSB(FUUZ*NBHFT
125
Experience the chapter through a WileyPLUS course.
Preface xvii

2. Describe how crude oil is turned into gasoline. cylinders. Each cylinder consists of a hollow tube, only a
3. Explain the purpose of catalytic converters and few centimeters in diameter, containing a close-fitting
fuel oxygenates. piston that rides smoothly up, nearly to the top of the
cylinder, and down to the bottom. Each full passage of
W
hen you turn the ignition key of a car, you the piston, upward or downward, is a stroke. A cleverly
begin a sequence of chemical reactions. designed arrangement of rods and gears converts the
A stream of electrons leaves the battery to linear motion of the piston’s strokes into the rotary mo-
provide the electric current that turns the tion of the wheels. In the simplest engines, two valves
Guided Chapter Tour

starting motor; the starting motor activates the engine; at the top of the cylinder open and close in rhythm with
and the engine begins burning a mixture of gasoline the movements of the piston, and a spark plug ignites the
and air. As spark plugs fire, the combustion reaction of gasoline–air mixture at precisely the right moment. The
hydrocarbons (from gasoline) with oxygen (from air) entire cycle takes four strokes of the piston to accomplish,
keeps the car running. In this section, we’ll examine how hence the name “four-stroke internal combustion engine”
gasoline combustion provides the mechanical energy to (Figure 4.8). When all this operates properly, the engine
power a car and how petroleum is refined to produce converts the energy released by the burning gasoline into
gasoline and a variety of other products. the energy of motion, and the car runs smoothly.
Wiley Visualizing guides students
PROCESS DIAGRAM
through the chapter
The four-stroke cycle of a typical car’s engine • Figure 4.8
Each passage of the ,QWDNH &RPSUHVVLRQ 3RZHU ([KDXVW
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of approaches—visuals, words, interactions, video, and the piston complete one
cycle. ([KDXVW ,QWDNH
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Ask Yourself
LEARNING OBJECTIVES at the start of each section Which strokes are in operation under the following sets of conditions?
(a) Both the intake valve and the exhaust valve are closed.
indicate in behavioral terms the concepts that students (b) Only one of these valves is open.
are expected to master while reading the section.

98 CHAPTER 4 Energy and Society
Process Diagrams provide in-depth coverage

5.2 Fats and Oils of processes correlated with clear, step-by-step

LEARNING OBJECTIVES narrative, enabling students to grasp important
1. Describe the structure of triglycerides.
2. Differentiate between saturated and
freely? The answer lies in the na- triglycerides
ture of the molecules, called tri- Molecules composed topics with less effort.
unsaturated fats. glycerides, that make up each of glycerol and three
3. Describe the relationship between dietary fats substance. We’ll first look at the fatty acid chains.
and cholesterol. structure of triglycerides (Figure
4. Explain how trans fats are formed. 5.6) and then see how this structure relates to whether a
substance is a fat or an oil.
F
ats and oils work both for and against life Every fatty acid contains a long hydrocarbon (i.e.,
and good health. Our body fat stores energy fatty) side chain and a carboxylic acid head––hence the
so that if we fast, we still have the energy to name fatty acid (Figure 5.7). A wide variety of fatty acids
keep our vital organs functioning. In addi- exist, but the most significant difference among them,
tion, our fat tissue helps insulate our bodies heat loss and lies in the structures of their linear hydrocarbon chains.
also forms a protective cushioning around major organs. These chains can vary in:
Although fats have no flavors of their own, many of the
substances that do add flavor and enjoyment to eating
• The number of carbons they contain and hence their
lengths
DID YOU KNOW?
are far more soluble in fats than in the more watery sub-
• The number and nature of carbon-carbon double Designer molecules in some of the very foods we eat
stances of food. The fat in meat, for example, carries the
bonds in their side chains When it comes to food, some of us want to have our cake and this process created a new type of molecule. Instead of using
flavor we associate with meat. Without fat, meats would saturated fatty
Chemistry InSight features are multipart visual sections that
eat it, too; that is, we want to enjoy the taste of calorie-rich foods glycerol as a backbone, which has three −OH groups, they used
be tasteless. A saturated fatty acid is a acid A fatty acid with without the consequences of having consumed those calories. A sucrose, which has eight (Figure b). By linking fatty acids––long-
variety of diet foods containing calorie-free ingredients certainly chain carboxylic acids––to the −OH groups of sucrose, they
molecule in which the carbons of no carbon-carbon
focus on a key concept or topic in the chapter, exploring it in
Clearly fats are beneficial; but in excess, they can be hold this promise. We might wonder how these ingredients can discovered unexpectedly that our bodies lack enzymes that can
double bonds.
dangerous. Obesity, for instance, is linked to various dis- the hydrocarbon chain are satu- mimic the tastes of fats and carbohydrates, imparting a richness hydrolyze so many fatty acids from a single molecule. This mol-
detail or in broader context using a combination of photos,

eases. In this section we’ll explore the chemistry of fats
and oils and their role in our diets and health.
rated with hydrogen atoms. In unsaturated fatty
other words, each carbon in the acid A fatty acid
or sweetness to foods but not contributing to calories (Figure a).
We’ll take a look at three examples of these ingredients. In each
case, they were discovered serendipitously during the course of
ecule, called olestra, is a fusion of sucrose and fatty acids that of-
fers the taste and feel of fat in the mouth but passes through the
digestive system unabsorbed, without providing calories.
diagrams, maps, and data.
with one or more
chain is bonded to the maximum basic research.
carbon-carbon Sucralose
number of hydrogens it can hold. double bonds. The sugar substitute sucralose also uses the sucrose molecule
Structures of Fats and Oils A quick way to tell if a fatty acid
Fig. a. Products containing calorie-free ingredients.
as a template. However, instead of linking the −OH groups to
The difference between fats and oils is a practical one: is saturated is simply to look for carbon-carbon double fatty acids (as in olestra), three of the −OH groups in sucrose are
5JN08BMLFS
replaced with chlorine atoms. This change in the molecule’s struc-

At ordinary temperatures, fats, such as butter, are solids, bonds within the hydrocarbon chain. If there are none,
Chemistry InSight Some common elements, their symbols,
whereas oils, such as olive oil, are liquids. What makes it’s saturated. An unsaturated fatty acid has one or more
ture gives some very interesting, unexpected results. Not only
does sucralose taste 600 times as sweet as sucrose, or regular
fats hold their shape at room temperature while oils flow and their applications carbon-carbon double bonds.2.4
• Figure
sugar, but the compound passes through the intestines largely
unabsorbed and so does not provide calories. (Even if sucralose
were absorbed by the body, so little is needed to sweeten foods
The structures of triglycerides • Figure 5.6 that its contribution to calories would be negligible.)
Elements are most

All fats and often
oils are either solids or gases and can be found in our environment, bodies,
triglycerides—molecules Backbone Ester linkages Side chains Aspartame
and a variety of
composed of everyday
a glycerol items.
backbone connected to While developing potential treatments for stomach ulcers, re-
O O
three fatty acids by ester linkages. H H search chemist James Schlatter was preparing peptides when
7KHHOHPHQWJROG$XLVDSUHFLRXVPHWDOXVHGLQ 7KHHOHPHQWFDUERQ&LVIRXQGLQDSXUHIRUPDV
OH HO C R O C R &DORULHIUHHVRIWGULQNV $QRFDORULHVZHHWHQHU )DWIUHHSRWDWRFKLSV he happened upon an expected discovery. A certain dipeptide
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H C FRQWDLQLQJDVSDUWDPH PDGHIURPVXFUDORVH PDGHZLWKROHVWUD derivative, made from the amino acids aspartic acid and phenyl-
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O alanine, was found to be unusually sweet (Figure c). (Evidently he
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OH + HO C R′
H C O C R′ + 3 H 2O Olestra noticed the taste while absent-mindedly licking his fingers to turn
O Figure 5.6 shows that all fats and oils are triglycerides––a glycerol a page in his laboratory notebook.) This compound, called aspar-
H C O H C backbone linked to three fatty acids. When we eat triglycerides, tame, is 200 times as sweet as table sugar. So little is required to
OH O C R″ enzymes in our bodies hydrolyze the links between the glycerol sweeten foods that it provides a negligible amount of calories.
H HO C R″ H and the fatty acids. Scientists working to understand more about
Glycerol Three fatty acids A triglyceride Fig. c. Aspartame, shown here, is derived from two amino
R, R′ and R″ Fig. b. A molecule of sucrose. Note the –OH groups in bold. acids: aspartic acid and phenylalanine.
represent long Olestra is formed by linking fatty acids to these –OH groups.
hydrocarbon chains From
Sucralose is formed by replacing three of these –OH groups aspartic
of varying lengths From
with Cl atoms. acid phenylalanine
CH2OH
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H O O
132 CHAPTER 5 Energy of Foods H
H C O H CH2OH H H2N C C N CH C O CH3
O
H H CH2 CH2
C OH C C H OH C
O C
C C O C C
OH CH2OH OH
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ERQHV VZLPPLQJH[KLELWDODUJHFDSDFLW\WRWUDQVSRUWDQG Review Table 5.1 and answer the question.
XVHR[\JHQZLWKLQWKHERG\ How is the structure of olestra different from that of How is the structure of the dipeptide Asp-Phe different from
sucralose? that of aspartame?
Ask Yourself
What characteristic do calcium, carbon, gold, and copper
have in common that distinguishes them from oxygen? Proteins 155
We represent all elements, and their atoms as well,

by capital letters or by combinations of a capital let-
Nuclear Models of the Atom DID YOU KNOW? essays focus on interesting
+HOOHUB&BKUBYLQGG 30
developments in contemporary chemistry, from forensic

ter and a small letter. For example, H represents both As summarized in Figure 2.5,
the element hydrogen and an atom of hydrogen. The which presents the evolution of our atomic structure
knowledge of atomic structure, The combination of
science to biofuels to designer macronutrients.
symbol He represents helium—a gas that’s lighter than
all the particles that
air and is used to inflate balloons—as well as an atom other scientists refined Dalton’s
compose an atom,
of helium. C stands for carbon, Ca is calcium (the ele- view of the atom. The first few years their relationships
ment that gives strength to bones and teeth), and Cl of the 20th century in particular to one another, and
is chlorine (naturally occurring as Cl2), one of the saw fundamental changes in how their locations within
two elements that form common table salt (sodium we picture the structure of an atom. the atom.
chloride). N represents nitrogen (naturally occurring In 1904, British scientist J. J. electrons Small,
xviii VISUALIZING EVERYDAY CHEMISTRY

as N2), the major gas of our atmosphere, while Na is
sodium, the other element in table salt (NaCl). Some
Thomson proposed what became
known as the “plum pudding”
negatively charged
particles located in
common elements and their applications are discussed model. This was based on his shells surrounding an
atom’s nucleus.
in Figure 2.4. 1897 discovery of electrons as
30 CHAPTER 2 Atoms and Elements

WHAT A CHEMIST SEES
highlights a concept or
phenomenon that would stand out
WHAT A CHEMIST SEES to chemists. Photos and figures
Protein Denaturation are used to improve students’
Cooking an egg disrupts the attractive forces that hold the pro- understanding of the usefulness
1DWLYH
tein molecules in their native globular shapes. As these proteins
denature and form bonds to other protein molecules, they give JOREXODU of a chemical perspective and to
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cooked egg white its characteristic color and texture.
develop their observational skills.
Think Critically Would you
expect the denaturation of
the proteins in egg white to
'HQDWXUHG
be a reversible process or an
irreversible process?
body weight,
In Words, Math, and which for a 68-kg (150-lb) person recommended
Pictures of protein per kilogram of body weight daily.
amounts to 55 grams of protein per day. This daily allowance For bodybuilders, the value may be as high as
recommended
Watts, joules, and calories daily allowance
• Figure 5.3(RDA) value (RDA) The level of 1.7 gkg, but levels beyond this have not been
canusebe daily consumption of
We can an a bit higher
everyday for
light bulb thosethewith
to explore special
relationship needs,
between watts and joules. Light bulbs are rated shown to improve athletic performance or in-
recov- of a1 joule
givenofmacronutrient
such
in watts, as that
a unit children,
tells us how
is equivalent to 1 watt:
pregnant women,
quickly energy
ering from serious illness, or athletes. Endur-
those
is consumed. An expenditure energy per second
recommended for
crease muscle mass. Most of us can meet dietary
protein needs through a variety of foods known
A Deeper Look
ance athletes, for instance, need up=to1 watt
1 joule
1 second
1.2−1.4 g health.
maintaining proper
to be rich in protein (Figure 5.27). features conceptually
A 100-watt bulb, then, is rated to consume 100 joules each second at full brightness. Rearranging this equal- advanced material, presented
ity, we find:
Protein-rich foods •1 joule
Figure
= 1 watt 5.27
× 1 second
with a visual emphasis.
Dairy,
We can eggs,
convert meat,
between poultry,
joules fish,another
and calories, beans, and nuts
common unit ofcontain relatively
energy, using highequalities:
the following levels of protein (a). The
graph shows the amount of protein provided by recommended servings of various foods (b).
1 joule = 0.24 calories
1 calorie = 4.2 joules Electrons as Waves
a. High-protein foods A D E Efoods
b. Protein content of various high-protein PER LOOK
The following example illustrates these conversions.
30
Example: How many minutes could a 100-watt light bulb remain lit at full brightness if it consumed the In the quantum-mechanical view of the atom, this behavior consists of standing (stationary) waves on
energy content of a 275-Calorie candy bar? electrons exhibit wave-like behavior. Because a string. Note that the photograph appears blurry at
25
electrons behave like waves, we can never know regions where the string moves up and down, yet one or
their exact location at any given moment. Instead more spots along the string, called nodes, appear to be
grams of protein
20
we speak of probabilities of finding them within still. This is what we mean by a standing wave: it vibrates,
certain volumes of space. A simplified model for but it does not move along the string.
15
Positive amplitude
= 10
Andrew Lambert
Science Source
5 Negative amplitude
Photography/
Node
Dorling Kindersley/Getty Images
The energy content in this candy bar... ...is equivalent to energy required 0
to light this bulb for how long?
p)
p)
e)
p)
)
sp
oz
oz
oz
oz
A camera with an open shutter captures standing waves on a rapidly vibrating string.
cu
cu
rg
cu
Solution:
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3
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(1
/2
(1
e;
d;
d;
d;
2
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ile
te
ke
ilk
r(
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We begin with a series of unit conversions based on the energy content of the bar.
sl
as
s
ym
tte
ro
oo
eg
an
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Electrons, too, behave like standing waves, but with vibrations in three
bu
(c
Notice that the units in the denominator of each new term cancel the units in the numerator
so
be
se
er
on
st
ut
zo
of the previous term:

ee
rg
dimensions rather than two. We call these standing waves atomic orbitals and
ea
an
lm
bu
an
ch
br
pe
sa
visualize them as electron clouds––regions of space where we’re more likely to

m
rb
4.2 joules 1 watt × 1 second 275 × 1000 × 4.2 × 1 × 1

ha
1000 calories
is
ga
ke
sw
275 Calories × × × × = sec find the electron. They are analogous to the blurry regions bounded by positive
ic
1 Calorie 1 calorie 1 joule 100 watts 1 × 1 × 1 × 100

ch
and negative amplitudes in the photo. A node in an electron orbital corresponds

To arrive at an answer, we convert from seconds to minutes: to a region where there
Proteins 153 is no likelihood of finding an electron. The simplest
Adapted with permission of John Wiley & Sons, Inc.

1 min
types of atomic orbitals look like this:
11,550 sec × = 192 min
College Chemistry, Fourteenth Edition, p. 199.

60 sec Electron clouds
from Hein, M., and Arena, S., Foundations of

z z
z
Pu t It To g e th e r
Consider the energy consumed in heating 12 kg of water from
20° to 100 °C. How many hours would this amount of energy keep a 40-watt light
+HOOHUB&BKUBYLQGG bulb glowing at full brightness? 30 Node at nucleus
x x x
128 CHAPTER 5 Energy of Foods
y
IN WORDS, MATH AND PICTURES
Copyright 2014.
y
y
provides students with a detailed, An s-type orbital is

spherical, with its
A p-type orbital is barbell-
shaped, centered at the
A d-type orbital can have
several lobes in a plane
including milk, eggs, and margarines, are now fortified
+HOOHUB&BKUBYLQGG
limiting our consumption
30
of saturated
center at the nucleus.fats isnucleus.
recom- centered at the nucleus.
worked-out example withshowing how the levels of these compounds
omega-3s. However, mended. Figure 5.14
Each orbital cohold
can mpares the fatofand
a maximum cholesterol
two electrons. In addition, orbitals are
the visual and verbal description
present of foods are still typically far less
in these fortified contents organized
of some into
common foods.
shells, as shown in the table, with the first shell closest to the
nucleus and each additional shell progressively farther.
than those found in foods naturally rich in omega-3s.
a problem, relate to the calculations
Nutritional advice from health experts continues The following shell… Coordinated
so can hold up to: with the
contains the following orbital(s)…
used to solve it. to evolve as we learn more about the health effects of First 1 s, for a total of 1 orbital
2 electrons
the food we eat. For instance, we now know that for Second 1 s and 3 p, for a total of 4 orbitals section-opening
8 electrons Learning
most people, serum cholesterol levels (i.e., blood levels
1.
Third
What is the structural difference between a

1 s, 3 p, and 5 d, for a total of 9 orbitals
Objectives,
18 electrons
at the end
of cholesterol) only modestly reflect the amount of
cholesterol in a person’s diet. Serum cholesterol levels
P u t Itand
triglyceride molecule To g eat hfatty
e r Review
acidTable 2.1 and answer this question.of each section Concept
molecule?
How many orbitals do you predict are in the fourth quantum shell?
depend on several factors, including genetics (over 2. How is oleic acid different
a. 10 fromb.stearic
12 acid? c. 16 d. 24 Check questions allow
which we have no control), exercise, emotional stress, 3. Why would reducing the amounts of animal fats
and the types of fiber and fat in the diet. We do know in our diet help reduce serum cholesterol? students to test their
that our own livers (and those of all other animals) can 4. Why do partially
36 CHAPTER hydrogenated
2 Atoms and Elements oils pose a comprehension of the
generate cholesterol from the saturated fats we eat, so potential health risk?
learning objectives.
Streaming videos are available to students in WileyPLUS.
5 .3 Carbohydrates Preface xix

LEARNING OBJECTIVES to glucose, a variety of other carbohydrates are critical to
our daily lives, as we’ll see in this section.
1. Distinguish between mono-, di-, and
polysaccharides.
Classes of Carbohydrates
2. Describe how enzymes help us digest
We have seen that all fats and oils are esters of glycerol
carbohydrates.
and fatty acids, and they differ from one another entirely
3. Explain why we can digest starch but not
Heller_FM_i-xxviii+1_hr1_v3.0.1.indd 19 through the lengths and the degrees of unsaturation of 11/26/14 4:19 PM
cellulose.
Student understanding is
assessed at different levels Summary
25. a. Name the structures that carry cholesterol through the 29. What effect, if any, does catalytic hydrogenation have on
Wiley Visualizing offers studentsiodinelots of practice material for

1 2
blood. numbers?
b. Name the form of starch stored in the muscles for quick
30. Why might a baby who is born lactase-deficient not be able to The pH Scale 241
assessing their understanding of obtaineach studythroughobjective. Students
Acids, Bases, and Neutralization 234
bursts of energy.
sufficient nourishment nursing alone, without • What does pH tell us?
• What simple tests can we use to distinguish an acid
26. Classify each of the following structures as a(n): amino acid, supplemental nutrition?
know exactly what they are getting out of each study session
from a base? pH is a measure of the hydronium ion concentration,
carbohydrate, dipeptide, fatty acid, or triglyceride. Acids turn litmus paper red; react with certain metals, such [H3O+], of a substance. Since pH equals the negative of the
as magnesium or zinc, to liberate hydrogen gas (as shown logarithm of [H3O+], the larger the [H3O+], the smaller the pH.
31. Certain foods, including legumes (beans, lentils, soy, etc.) are As shown here, substances with a pH less than 7 are acidic,
through immediate feedback and known coaching.

here); and can taste sour. Bases turn litmus paper blue, feel
D 2 E 2 2
to cause gas because the body lacks enzymes that slippery on the skin, and can taste bitter. (Never touch or with more hydronium than hydroxide ions. Those with a pH
taste any material unless you are sure it is safe.) greater than 7 are basic, with more hydroxide than hydroni-
& 1+ &+ & help hydrolyze certain carbohydrates, such as raffinose and
1+ &+ & 2+ um ions. A pH equal to 7 is neutral, neither acidic nor basic,
&+ 2 &+ &+ stachyose, that are present in these foods. These undigested since [H3O+] = [OH−].
2 &+ &+ Figure 8.1 • A test for acids
carbohydrates pass through the digestive system to the
& lower intestine, where microorganisms help degrade them.
2 &+ Figure 8.12 • The pH scale
&+ &+
2 In doing so, they produce gaseous compounds, such as pH
hydrogen, carbon dioxide, and methane. The active ingredi-
&
The Summary revisits each major
14
13
&+ 2 &+ &+ ent in Beano, a dietary additive intended to reduce gas, is Bubbles of hydrogen gas
12
alpha-galactosidase.
section, with informative
what type of compoundimages taken
More 11
basic 10 [OH–] > [H3O+]
F CH2OH G 2 9
a. Based on the suffix of this name, is Magnesium strip 8
+ 1 &+ & 2+
from the chapter. These visuals reinforce
H C O OH this? Neutral 7 [H3O+] = [OH–]
6
H H &+
C OH C b. Also based on this name, predict what monosaccharide is 5
important concepts.
More 4 [H3O+] > [OH–]
C C liberated when raffinose and stachyose are broken down. Acid solution
acidic 3
HO H 2
1
H OH 32. Adding concentrated sulfuric acid, a very strong acid and a 0
Tim O. Walker
very powerful dehydrating agent, to powdered table sugar
H 2
effectively and dramatically dehydrates the sucrose, forming
& water and a black, brittle substance resembling badly charred • How do acids and bases react with one another? • What governs the strength of an acid or base?
+2 &+ &+ Acids are proton donors and bases are proton acceptors. Strong acids and strong bases ionize completely in water,
wood. The reaction is vigorous and evolves considerable When acids and bases react, they neutralize one another; whereas weak acids and weak bases ionize partially and
heat—enough heat, in fact, to convert the newly removed the acid donates a proton to the base to produce a salt (an reversibly in water. The hydronium ion concentration of a
ionic compound) and water. strongly acidic solution is the same as the concentration of
water into steam. What is the brittle, black solid formed from
Think the acid itself since virtually every acid molecule produces a
the sucrose by this dehydration? hydronium ion. The hydronium ion concentration of a weakly
acidic solution is much less than the concentration of the
27. How does an increase in the number of carbon-carbon acid itself since only a fraction of the acid molecules produc-
double bonds in a fatty acid, with no change in its carbon 33. High-fructose corn syrup (HFCS) is a commonly used sweet- hydroxyapatite. A thin polysaccharide coating, called plaque, cavities. Toothpastes
es hydronium also
ions at any contain
given flavoring agents to provide
moment.
content, affect its melting point? ener in processed foods and soft drinks. Look online to find naturally forms on the tooth’s enamel or exterior surface. a pleasant taste.
Bacteria in the mouth convert plaque to acids, which can The primary components of shampoos, other than water,
out how HFCS is manufactured. What role do enzymes serve erode enamel and lead to tooth decay. Hair is composed are surfactants, such as ammonium lauryl sulfate, an an-
28. Typical ingredients in a processed peanut butter are shown
in making HFCS? Would you consider this a natural product mostly of the protein keratin. The most abundant amino acid ionic surfactant (shown here). Shampoos also contain mois-
here.
since it is derived from corn? within keratin is the sulfur-containing compound cysteine. turizing agents (to counteract the drying effects of stripping
a. The prefix mono- means one, di- mean two, and tri- means Each hair shaft has a pigmented interior called a cortex and the hair of its oils), and acidifying agents such as citric acid.
three. Mono- and diglycerides are ingredients commonly a transparent, shingle-like exterior called the cuticle. Hair The slightly acidic pH of shampoos flattens the cuticles of
34. What happens when a protein is denatured?
added to foods such as peanut butter to help prevent sepa-
ration of oils and to give the product a uniform consistency.
Think questions challenge students to think more
(as well as skin) is naturally lubricated by sebum, an oily
substance secreted by the sebaceous glands.
hair, providing luster.
35. After a fried egg cools, why don’t the proteins of the white
Given that all fats and oils are triglycerides, predict what the
structures of mono- and diglycerides would look like.
return to their original clear, colorless, gelatinous form? broadly about chapter concepts. TheFigure
level
11.26 •of
shampoos? these
• What are the major components of toothpastes and
Common surfactants
258 Active cleansing agents in most toothpastes
and Basesinclude mild +
questions ranges from simple to advanced; they
CHAPTER 8 Acids 2
b. What type of bond is present in partially but not fully hydro- 36. Most of the proteins that occur in blood serum (the fluid por- abrasives (which help remove plaque) and surfactants 2ï
tion of the blood) are globular proteins. Why? (which provide sudsing and cleansing action). An impor- 6 + 1 +
genated vegetable oil? 2
37. Peanuts provide about twice the amount of protein, gram for
encourage students to think critically and develop an
tant antidecay ingredient is fluoride ion, F-, an agent that
helps strengthen tooth enamel and prevent the formation of
+HOOHUB&BKUBSYLQGG
$PPRQLXPODXU\OVXOIDWH
2 +
$0
Ingredients
MADE FROM ROASTED PEANUTS AND SUGAR,
gram, as eggs. Yet, except for their cholesterol content, eggs
are a better source of dietary protein than peanuts. Why? analytical understanding of the ideas discussed in the
CONTAINS 2 PERCENT OR LESS OF: MOLASSES,
FULLY HYDROGENATED VEGETABLE
OILS (RAPESEED AND SOYBEAN), MONO- AND
38. a. What chemical element occurs in all proteins but not in chapter. Key Terms
carbohydrates, fats, or oils?
DIGLYCERIDES AND SALT.
• dentifrice 352 • micelle 334 • sun protection factor (SPF) 351
b. What is another chemical element that is absent from car- • detergent 334 • nanotechnology 351 • surface tension 332
bohydrates, fats, and oils, but occurs in some, although not • • •
Stratol/iStockphoto
electromagnetic spectrum 350 saponification 336 surfactant 334

all, proteins? (Refer to Table 5.1.) • emulsion 345 • soap 333
39. Keratin and collagen are important structural components

of hair and skin, respectively. Would you expect these to be
fibrous or globular proteins?
What is happening in this picture?
160 CHAPTER 5 Energy of Foods In 2010, a catastophic malfunction and
associated explosion of the Deepwater
Horizon oil rig in the Gulf of Mexico led
What is happening in this picture? to the largest marine oil spill in history.
It took three months to cap the gushing
Lechugilla cave is the fifth-longest cave in the world. It is noted deposits below these caverns and dissolves in underground well, at which point approximately 200
for its unusual mineral deposits, such as these stalactites water to form solutions of sulfuric acid, H2SO4. This sulfuric
ª4UFQIFO-FINBOO64$PBTU(VBSE)BOEPVU$PSCJT
+HOOHUB&BKUBYLQGG 30 million gallons of crude oil had been
composed of the mineral gypsum, a form of calcium sulfate, acid reacts with limestone deposits (calcium carbonate, CaCO3)
released into the environment.
CaSO4. These chandelier-like formations result from a series naturally present within the cave to form solutions of calcium
What is happening in this picture?

Various measures were taken to
of very slow processes occurring over a long period of time. sulfate, CaSO4. As the water table drops, these minerals
lessen the impacts of the spill. In one
In this case, hydrogen sulfide gas, H2S, is emitted from oil crystallize out of solution.
approach, nearly 2 million gallons of
presents a photograph that is relevant dispersants, mixtures of detergents

and petroleum-based solvents, were
to a chapter topic and illustrates a

*OREDO/RFDWRU applied to the oil to help dissipate the
&DUOVEDG&DYHUQV1HZ0H[LFR slick. Some criticized this strategy on
the grounds that the environmental risks
situation students are not likely to have posed by the release of the dispersants
themselves could outweigh the potential
.JDIBFM/JDIPMT/BUJPOBM(FPHSBQIJD$SFBUJWF
encountered previously.
benefits gained by the action of these
dispersants on the oil.
Th i n k Cri ti ca l l y
1. By what means do detergents disperse or dissipate oil?
2. Corexit, the trade name for the dispersant used on this spill, contains an ingredient called
Span 80. Use the web to identify the structure of this compound and identify its hydro-
philic and hydrophobic regions. Based on its structure, what class of surfactant is it: anionic,
cationic, or nonionic?
Think Cr it ic a l l yIdentify two solutes in the aque- What is happening in this picture? 359
ous solutions mentioned in this passage. Which
one of these solutes forms the white mineral
deposits depicted here?
Exercises +HOOHUB&BKUBSYLQGG 30
Review 7. Why are colloids and suspensions considered to be mixtures

1. What do the terms a. homogeneous and b. aqueous mean as
they pertain to solutions?
but not true solutions? What is the Tyndall effect?
8. In what aspects is blood considered
Think Critically questions ask students
2. What dictates whether a solution is a gas, a liquid, or a
solid?
a. a suspension?
b. a solution? to apply what they have learned in
order to interpret and explain what they
9. Are nonpolar compounds hydrophobic or hydrophilic? Explain
3. Why is air considered to be a solution?
your answer.
4. What term describes a solid solution consisting of two or 10. Why is water an effective solvent for
more metals?
5. What is the primary
a. ionic compounds, such as sodium chloride,
b. polar compounds, such as sugars and alcohols?
observe in the image.
element in steel? What
11. State Henry’s Law and provide a common example of this law.
other element is present
in all steel? 12. In addition to temperature, what is a factor that determines
how much N2 can dissolve in a given quantity of water? What
6. The figure here depicts = Water
is a factor that determines how fast the N2 dissolves?
sodium chloride dissolv-
= Na+
ing in water. With 13. Why don’t oil and water mix?
= Cl–
Visual end-of-chapter Exercises pose review

which ion does the 14. What characteristic of emulsifiers allows them to form attrac-
a. oxygen atom of water; tions to both water and oils?
b. hydrogen atoms of
questions that ask students to demonstrate

water, associate? Why? 15. What unit of concentration is given by moles of solute per liter
Adapted with permission of John Wiley of solution?
& Sons, Inc. from Hein, M., and Arena,
16. What type of concentration unit is used most frequently in
their understanding of key concepts.

S., Foundations of College Chemistry,
Thirteenth Edition, p. 320. Copyright 2011. consumer products?
Exercises 229
xx VISUALIZING EVERYDAY CHEMISTRY


Why Visualizing Everyday Chemistry?
We created Visualizing Everyday Chemistry for a • Chemistry addresses a growing number of environmental
one-semester course designed to introduce chemistry concerns, from energy and resource consumption to
to undergraduate nonscience majors. Our goal in writing pollution.
this book is to show students that chemistry is important
• A risk/benefit perspective of the role of chemistry in society
and relevant to their own lives, not because we say it is
and in our personal lives is central to developing informed
but because they see it is. We believe that regardless of
opinions on policy and making better consumer choices.
one’s academic interests, learning chemistry can not only
be interesting and enjoyable, but rewarding as well—that To increase interest, our book examines contemporary
familiarity with the language and concepts of chemistry can topics such as:
not only help in making better informed consumer choices, but
• How chemists are working to make next-generation
can shed light on some of our most pressing environmental
vehicles more fuel-efficient and less polluting.
concerns as well as their potential solutions.
Many chemistry texts for the nonscience student provide a • How consumer products are becoming greener
good survey of the major concepts, presenting the basics through the use of biodegradable surfactants and other
of chemistry in a standard pedagogical format. Others ingredients derived from renewable resources.
emphasize particular social and political issues and cover • How nano-scaled materials are being incorporated into
chemical concepts along the way. Although both kinds consumer products.
of books are well-illustrated, they do not fully exploit the
learning potential of a more visual presentation of chemical
concepts and applications.
Our book aims to take advantage of the highly visual
Organization
learning style of today’s students to accomplish the two • Chapter 1 introduces the major themes of the book,
most important goals of this course—to engage and including how chemistry impacts our everyday lives and
motivate students about chemistry and to teach its basic society, how chemical technology offers solutions for a
concepts. Through the use of graphics to point out things more sustainable future, and how a risk/benefit analysis
that are not visible or not obvious to non-chemists (such helps inform our decisions about chemical use and
as atoms, ions, and molecules), the visual approach of exposure. The chapter also explores the science and
our book is intended to help students to see the world methods of chemistry, including the use of scientific units.
around them as chemists see it. In Visualizing Everyday
• Chapter 2 traces the development of our understanding
Chemistry, graphics are not simply decorative. They
of the atom and its structure from antiquity to the modern
present facts, concepts, processes, principles, and
era. From this foundation, the chapter introduces the
relationships. A visual text must be no less rigorous than
chemical elements, how these elements are organized
a traditional text. Visualizing Everyday Chemistry
within the periodic table, and how they are distributed in
incorporates mathematics and problem solving where
our environment and within our bodies.
appropriate, yet uses ample worked examples and
visual tools to connect with students regardless of their • Chapter 3 builds on the structure of atoms introduced
background. in Chapter 2 to explain how atoms form bonds to one
another. We explore how differences in bonding lead
In our teaching of this course, we have found that
to different physical properties of the resulting chemical
encouraging students to share their experiences and
curiosities about the material world creates a more substances. We then learn how to identify chemical
approachable, dynamic learning experience. In writing this compounds through writing their formulas, drawing their
book, we have aimed for a more conversational tone, and structures, and naming them.
throughout we encourage students to reflect on the relevance • Chapter 4 is the first of various chapters in the book that
of chemistry to their lives, and to think about problems and explore energy. We begin by defining what we mean by
weigh risks and benefits to themselves and to society. energy and provide an overview of society’s energy needs.
We then show how society largely depends on the energy
These themes are woven throughout the text: provided by fossil fuels and the impact of their use on
• Chemistry is not an abstract field of learning, but has the environment. The chapter closes by examining how
practical, everyday applications that are important to all alternative energies can provide solutions for future energy
of us. needs.
Preface xxi

• Chapter 5 explores the connection between food and then discuss drugs of abuse. The chapter then examines
energy. It explains how we define the energy content of the molecular basis of heredity, the role of genetics
foods and how our bodies utilize this energy. The chapter in health and disease, and applications of genetic
then examines the chemistry of the fats, carbohydrates, technologies.
and proteins of our foods. • Chapter 13 covers sustainability issues—first with
• Chapter 6 shows the differences between physical and a discussion of plastics and their uses, then with an
chemical changes and explores how these processes examination of pollution and approaches to mitigate the
impact our daily lives. Quantitative concepts such as release of pollutants into the environment.
balancing chemical equations and determining the • Chapter 14 revisits the topic of chemistry and food by
number of particles in a pure substance by weighing it describing the vitamins, minerals, and various additives of
are introduced and woven into the examples. our foods. We then ask what it means to label a chemical
• Chapter 7 defines chemical solutions and explores their substance as “safe” and discuss food safety.
myriad forms. We describe what makes water such an Given the limited time of a single term to cover a wide
important solvent and show various ways of measuring range of topics in a survey course such as this, instructors
the strengths or concentrations of solutions. We then should be aware of the following rough guide to the chapter
learn about the composition of the water we drink and content:
how society provides it to us.
Those that provide more foundational information include:
• Chapter 8 continues the discussion of water solutions by
1 — Chemistry in Our World,
examining acids and bases. We first define the terms acid
and base and then explore the meaning of the pH scale. 2 — Atoms and Elements,
The chapter concludes with an examination of the acids 3 — Chemical Compounds,
and bases in our bodies, foods, and consumer products, 6 — Physical and Chemical Changes,
and in the environment itself. 7 — Water, and Other Solutions, and
• Chapter 9 covers the chemistry that occurs within the 8 — Acid and Bases.
nucleus of the atom. First we examine radioactivity. Then
Those that emphasize energy and environmental themes
applications of nuclear processes are explored, including
include:
medical, safety, energy, and weaponry. A risk/benefit
analysis of nuclear energy follows. 4 — Energy and Society,
• Chapter 10 continues the theme of energy by 9 — Nuclear Chemistry,
examining oxidation and reduction, chemical processes 10 — Energy from Electron Transfer, and
that underlie how fuels and batteries provide us with 13 — Plastics, Pollution, and Sustainability.
energy. We explore the chemistry of common types of
Those that address more health and personal care topics
batteries and see how oxidation and reduction underlie
include:
alternative energy sources such as fuel cells and solar
cells. 5 — Food and Energy,
• Chapter 11 discusses cleaning and personal care 11 — Cleaning Agents, Personal Care, and Cosmetics,
agents. We first explore the chemistry of soaps and 12 — Genes, Medicines, and Drugs, and
detergents and then examine cosmetics and the various 14 — Micronutrients, Food Additives, and Food Safety
products we use to care for our skin, hair, and teeth.
Some chapters do not fit neatly within any one of these
• Chapter 12 explores the chemistry of medicines, drugs three categories. For example, Chapter 7 (Water, and
and genetics and the connections among them. We Other Solutions) and Chapter 8 (Acids and Bases) provide
learn about common prescription and nonprescription foundational information, but also cover environmental and
medicines and how these products are developed, and health-related topics.
xxii VISUALIZING EVERYDAY CHEMISTRY

How Does Wiley Visualizing Support Instructors?
How Does Visualizing Everyday Chemistry Support PowerPoint Slides with Text Images Images, tables, and
Instructors? figures from the text are available in PPT format.
The following resources are made available to all instructors Digital Image Archive The text website includes
and can be requested from your local Wiley sales downloadable files of text images in JPEG format.
representative: Instructors may use these images to customize their
presentations and to provide additional visual support for
Test Bank prepared by Jason Dunham, Ball State
quizzes and exams.
University, and Dan Stasko, University of Southern Maine,
Lewiston-Auburn College. Includes over 1400 multiple Personal Response Systems/“Clicker” Questions
choice, true/false, fill-in-the-blank, and open-ended A bank of questions is available for anyone using personal
questions and answers. A computerized version of the response systems technology in their classroom.
entire Test Bank is available with full editing features to help
instructors customize tests.
PowerPoint Lecture Slides prepared by Don Fedie,
Augsburg College, highlight key chapter concepts, contain
numerous clicker questions, and include examples and
illustrations that help reinforce and test students’ grasp of
essential topics.
How Has Wiley Visualizing Been Shaped by Contributors?

Wiley Visualizing and the WileyPLUS learning environment presentations to university faculty around the country
would not have come about without lots of people, each regarding effective design and use of instructional visuals.
of whom played a part in sharing their research and
contributing to this new approach.
Independent Research Studies
SEG Research, an independent research and assessment
Academic Research Consultants firm, conducted a national, multisite effectiveness study
Richard Mayer, Professor of Psychology, UC Santa of students enrolled in entry-level college Psychology and
Barbara. His Cognitive Theory of Multimedia Learning Geology courses. The study was designed to evaluate
provided the basis on which we designed our program and the effectiveness of Wiley Visualizing. You can view the
provided guidance to our author and editorial teams on how full research paper at www.wiley.com/college/visualizing/
to develop and implement strong, pedagogically effective huffman/efficacy.html.
visuals and use them in the classroom.
Jan L. Plass, Professor of Educational Communication and
Technology in the Steinhardt School of Culture, Education,
Instructor and Student
and Human Development at New York University. He Contributions
co-directs the NYU Games for Learning Institute and is the
Throughout the process of developing the concept of
founding director of the CREATE Consortium for Research
guided visual pedagogy for Wiley Visualizing, we benefited
and Evaluation of Advanced Technology in Education.
from the comments and constructive criticism provided by
Matthew Leavitt, Instructional Design Consultant. He the instructors and colleagues listed below. We offer our
advised the Visualizing team on the effective design and sincere appreciation to these individuals for their helpful
use of visuals in instruction and has made virtual and live reviews and general feedback:
Preface xxiii

Another random document with
no related content on Scribd:
grace, her form all of beauty to me who opposite sat and was
watching her dextrous fingers.
The manufacture of flax into linen material was ever felt to be of
vast importance, and was encouraged by legislation from earliest
colonial days, but it received a fresh impulse in New England
through the immigration of about one hundred Irish families from
Londonderry. They settled in New Hampshire on the Merrimac about
1719. They spun and wove by hand, but with far more skill than
prevailed among those English settlers who had already become
Americans. They established a manufactory according to Irish
methods, and attempts at a similar establishment were made in
Boston. There was much public excitement over spinning. Women,
rich as well as poor, appeared on Boston Common with their wheels,
thus making spinning a popular holiday recreation. A brick building
was erected as a spinning-school, and a tax was placed in 1737 to
support it. But this was not an industrial success, the excitement died
out, the public spinning-school lost its ephemeral popularity, and the
wheel became again simply a domestic duty and pride.
For many years after this, housewives had everywhere flax and
hemp to spin and weave in their homes, and the preparation of these
staples seems to us to-day a monumental labor. On almost every
farm might be seen a patch of the pretty flax, ripening for the hard
work of pulling, rippling, rotting, breaking, swingling, and combing,
which all had to be done before it came to the women’s hands for
spinning. The seed was sown broad-cast, and allowed to grow till the
bobs or bolls were ripe. The flax was then pulled and spread neatly
in rows to dry. This work could be done by boys. Then men whipped
or threshed or rippled out all the seed to use for meal; afterwards the
flax stalks were allowed to lie for some time in water until the shives
were thoroughly rotten, when they were cleaned and once more
thoroughly dried and tied in bundles. Then came work for strong
men, to break the flax on the ponderous flaxbreak, to get out the
hard “hexe” or “bun,” and to swingle it with a swingle knife, which
was somewhat like a wooden dagger. Active men could swingle forty
pounds a day on the swingling-board. It was then hetchelled or
combed or hackled by the housewife, and thus the rough tow was
gotten out, when it was straightened and made ready for the spruce
distaff, round which it was finally wrapped. The hatchelling was
tedious work and irritating to the lungs, for the air was filled with the
fluffy particles which penetrated everywhere. The thread was then
spun on a “little wheel.” It was thought that to spin two double skeins
of linen, or four double skeins of tow, or to weave six yards of linen,
was a good day’s work. For a week’s work a girl received fifty cents
and “her keep.” She thus got less than a cent and a half a yard for
weaving. The skeins of linen thread went through many tedious
processes of washing and bleaching before being ready for weaving;
and after the cloth was woven it was “bucked” in a strong lye, time
and time again, and washed out an equal number of times. Then it
was “belted” with a maple beetle on a smooth, flat stone; then
washed and spread out to bleach in the pure sunlight. Sometimes
the thread, after being spun and woven, had been washed and
belted a score of times ere it was deemed white and soft enough to
use. The little girls could spin the “swingling tow” into coarse twine,
and the older ones make “all tow” and “tow and linen” and “harden”
stuffs to sell.
To show the various duties attending the manufacture of these
domestic textiles by a Boston woman of intelligence and social
standing, as late as 1788, let me quote a few entries from the diary
of the wife of Col. John May:—
A large kettle of yarn to attend upon. Lucretia and self rinse
our through many waters, get out, dry, attend to, bring in, do
up and sort 110 score of yarn, this with baking and ironing.
Went to hackling flax.
Rose early to help Ruth warp and put a piece in the loom.
Baking and hackling yarn. A long web of tow to whiten and
weave.
The wringing out of this linen yarn was most exhausting, and the
rinsing in various waters was no simple matter in those days, for the
water did not conveniently run into the houses through pipes and
conduits, but had to be laboriously carried in pailfuls from a pump, or
more frequently raised in a bucket from a well.
I am always touched, when handling the homespun linens of olden
times, with a sense that the vitality and strength of those enduring
women, through the many tedious and exhausting processes which
they had bestowed, were woven into the warp and woof with the flax,
and gave to the old webs of linen their permanence and their
beautiful texture. How firm they are, and how lustrous! And how
exquisitely quaint and fine are their designs; sometimes even
Scriptural designs and lessons are woven into them. They are,
indeed, a beautiful expression of old-time home and farm life. With
their close-woven, honest threads runs this finer beauty, which may
be impalpable and imperceptible to a stranger, but which to me is
real and ever-present, and puts me truly in touch with the life of my
forbears. But, alas, it is through intuition we must learn of this old-
time home life, for it has vanished from our sight, and much that is
beautiful and good has vanished with it.
The associations of the kitchen fireside that linger in the hearts of
those who are now old can find no counterpart in our domestic
surroundings to-day. The welcome cheer of the open fire, which
graced and beautified even the humblest room, is lost forever with
the close gatherings of the family, the household occupations, the
homespun industries which formed and imprinted in the mind of
every child the picture of a home.
Transcriber’s Notes
Minor punctuation errors have been silently corrected.
Page 100: “take the the case” changed to “take the case”
Page 162: “promply sailed” changed to “promptly sailed”
Page 302: “was was set outside” changed to “was set outside”
Spelling and punctuation quoted from original sources has been left as-is.
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Visualizing Everyday Chemistry by Douglas P Heller Ebook PDF

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Visualizing Everyday Chemistry by

Douglas P. Heller (eBook PDF)

1 Chemistry in Our World 2

2 Atoms and Elements 26

4 Energy and Society 88

5 Energy of Foods 124

6 Physical and Chemical Changes 162

Acids and Bases 232 Index 519

Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 6 12/1/14 2:31 PM

2.3 Isotopes and Atomic Mass  40

2.4 The Periodic Table 43

Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 7 12/1/14 2:31 PM

3.1 Periodicity and Valence Electrons 

3.2 Ionic and Covalent Bonding  58

4.4 Fossil Fuels and the Carbon Cycle106

4.5 Greenhouse Gases and Climate Change108

4.6 Energy for the Future113

Carbon-Based Fuels 116

viii VISUALIZING EVERYDAY CHEMISTRY

Heller_FM_i-xxviii+1_hr1_v3.0.1.indd 8 11/26/14 4:18 PM

5.1 The Energy Equation and Metabolism 

5.2 Fats and Oils  132

5.4 Proteins 148

6.1 States of Matter and Their Changes 164

6.2 Gas Behavior 172

6.3 Chemical Changes  183

Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 9 12/1/14 2:31 PM

7.1 Solutions and Other Mixtures

7.2 Dissolved Gases 209

7.3 Solution Concentrations 214 5JN08BMLFS

■■ DID YOU KNOW? A Variety of Common

x VISUALIZING EVERYDAY CHEMISTRY

Heller_FM_i-xxviii+1_hr1_v3.0.1.indd 10 11/26/14 4:18 PM

9.2 Ionizing Radiation: Effects and

9.3 Mass Defect and Binding Energy 279

9.4 Unleashing the Power of the

10.1 Oxidation and Reduction 300

10.2 Redox Reactions and Electrical Current 307

10.3 Fuel Cells and Solar Cells 320

Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 11 12/1/14 2:31 PM

11.1 Soaps and Surfactants 

11.2 Cosmetics and Skin Care 343

Cosmetics That Add Color  347

12.1 Nonprescription Medicines  366

12.3 Recreational, Illicit, and Abused Drugs377

12.4 Chemistry of Genetics386

xii VISUALIZING EVERYDAY CHEMISTRY

Heller_FM_i-xxviii+1_hr1_v3.0.1.indd 12 11/26/14 4:18 PM

13.1 Polymer Uses and Structures 

13.2 The Development and Future

14.2 Food Additives 452

14.3 Food Safety 458

Appendix A SI Units and Conversion

Heller_FM_i-xxviii+1_hr2_v3.0.1.indd 13 12/1/14 2:31 PM

od • Figure 1.9 Figure 1.2

Chapter 2 ,QWHUQDOFRLOV ([WHUQDOFRLOV

Bohr’s atomic model /LTXLG

Figure 2.9 heat. Circulating air passes

tions: Filling up compressed and IORZ HVVHQWLDOQXWULHQWVIRUKHDOWK\WHHWKDQG (OLWHDWKOHWHVLQKLJKO\DHURELFVSRUWVVXFKDV

quantum shells • Figure 2.4

sodium chloride by The formation of sodium chloride by chemical interactions

transfer of a valence • Figure 3.17

electron • F ­ igure 3.4

1 Chemistry in Our World 2

2 Atoms and Elements 26

4 Energy and Society 88

5 Energy of Foods 124

6 Physical and Chemical Changes 162

Acids and Bases 232 Index 519

2.3 Isotopes and Atomic Mass 40

2.4 The Periodic Table 43

3.1 Periodicity and Valence Electrons

3.2 Ionic and Covalent Bonding 58

4.4 Fossil Fuels and the Carbon Cycle106

4.5 Greenhouse Gases and Climate Change108

4.6 Energy for the Future113

Carbon-Based Fuels 116

5.1 The Energy Equation and Metabolism

5.2 Fats and Oils 132

5.4 Proteins 148

6.1 States of Matter and Their Changes 164

6.2 Gas Behavior 172

6.3 Chemical Changes 183

7.1 Solutions and Other Mixtures

7.2 Dissolved Gases 209

7.3 Solution Concentrations 214 5JN08BMLFS

9.3 Mass Defect and Binding Energy 279

10.3 Fuel Cells and Solar Cells 320

11.1 Soaps and Surfactants

11.2 Cosmetics and Skin Care 343

Cosmetics That Add Color 347

12.1 Nonprescription Medicines 366

12.3 Recreational, Illicit, and Abused Drugs377

12.4 Chemistry of Genetics386

13.1 Polymer Uses and Structures

13.2 The Development and Future

14.2 Food Additives 452

14.3 Food Safety 458

Appendix A SI Units and Conversion

electron • F igure 3.4

PG1IZTJDT 7PM *TTVF

0SEJOBSZ5IJOHT 'PVSUI&EJUJPO Q$PQZSJHIU

GSPN4OZEFS $ 5IF&YUSBPSEJOBSZ$IFNJTUSZPG

Exercises +HOOHUB&BKUBSYLQGG 30