Pearson Chemistry Foundation 2012

Student Edition - eBook PDF

Visit to download the full and correct content document:
https://ebooksecure.com/download/pearson-chemistry-foundation-2012-student-editio
n-ebook-pdf/
 HALF
PRICE
or
Price
38.00
CHEMISTRY 2012 STUDENT EDITION (HARI
08—12—18 U

BRE ot6"

PEARSON
ees

RES
eS
J
RIE
gre.

Wilbraham Staley Matta Waterman

THIS BOOK IS THE PROPERTY OF:
HOME SEIN
COUNTY | Enter information
in spaces
PARISH to the left as
SCHOOL DISTRICT instructed
OTHER

CONDITION
ISSUED TO ISSUED RETURNED

PUPILS to whom this textbook is issued must not write on any page or mark any
part of it in any way, consumable textbooks excepted.
1. Teachers should see that the pupil's name is clearly written in ink in the spaces
above in every book Issued.
2. The following terms should be used in recording the condition of the book:
New; Good; Fair; Poor; Bad.
 . [PEARSON

_ ft ; c a i :
8) Staley e Michael S. Matta « Edward L. Waterman

- PEARSON
en

Boston, Massachusetts ¢ Chandler, Arizona * Glenview, Illinois ¢ Upper Saddle River, New Jersey
Print Components Animations:
Student Edition - Concepts in Action Animations
foetne - Kinetic Art Animations
Etec Bdibeg - Directed Virtual ChemLabs
Reading and Study Workbook
Videos:
Reading and Study Workbook,
- Untamed Science® Videos
Teacher’s Edition
Editable Resources:
Technology Components
- Lab Manual
- Small-Scale Lab Manual
- Probeware Lab Manual
Online Student Edition AabsPracheale
Online Teacher’s Edition - Reading and Study Workbook
- Assessment Workbook
Math Support: - PowerPoint® Presentations
- Math Diagnostic and Remediation
- Online Problem Sets CD-ROM and DVD-ROM
, ExamView® CD-ROM
Tutorials:
R@hewiutor Classroom Resource DVD-ROM
- MathTutor Virtual ChemLab CD-ROM

Credits appear on pages R156-R157, which constitute an extension ofthis copyright page.
Copyright © 2012 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America.
This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photo-
copying, recording, or likewise. For information regarding permissions, write to Rights Management & Contracts, Pearson
Education, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Pearson, Prentice Hall, and Pearson Prentice Hall are trademarks, in the U.S. and/or other countries, of Pearson Education,
Inc., or its affiliates.

ExamView® is a registered trademark of eInstruction Corporation. Molecular Workbench® is a registered trademark of

the Concord Consortium. Untamed Science® is a registered trademark of EcoMedia LLC. ACT® is a registered trademark
of ACT, Inc. PowerPoint® is a registered trademark of Microsoft Corporation in the U.S. and/or other countries. SAT® is
a registered trademark of the College Entrance Examination Board. Use ofthe trademarks implies no relationship,
sponsorship, endorsement, sale, or promotion on the part of Pearson Education, Inc., or its affiliates.
“Understanding by Design” is registered as a trademark with the United States Patent and Trademark Office by the Associa-
tion for Supervision of Curriculum Development (ASCD). ASCD claims exclusive trademark rights in the terms “Under-
standing by Design” and the abbreviation “UbD”. Pearson Education has incorporated the concepts of the Understanding by
Design methodology into this text in consultation with Grant Wiggins, one of the creators of the Understanding by Design
methodology. The Association for Supervision of Curriculum Development (ASCD), publisher of the “Understanding by
Design Handbook” co-authored by Grant Wiggins, has not authorized, approved or sponsored this work and is in no way
affiliated with Pearson or its products.

ISBN-13: 978-0-13-252576-3
PEARSON ISBN-10: 0-13-252576-3
678910 VO11 16 15 14 13 12

Dennis Staley
earned a Master of
Science in chemistry
at Southern Illinois
University Edwardsville.
As an Instructor in the
Department of Chemistry
and the Office of Science
and Math Education at
Southern Illinois University
Edwardsville, he taught
high school and college-
level chemistry and also
led teacher workshops. Mr. Staley has been writing
high school and college-level chemistry textbooks
for over 30 years. He currently enjoys gardening,
bicycling, sharing hands-on science with kids, and
traveling to visit his grandchildren.
Michael Matta
earned a Bachelor of
Science in chemistry at the
University of Dayton and
a Doctor of Philosophy
in chemistry at Indiana
University. He spent
most of his career at
Southern Illinois University
Edwardsville, where
he was most recently
an Emeritus Professor. Dr.
Matta developed and
wrote high school and college-level chemistry textbooks
and related ancillaries for over 30 years and published
extensively in scientific journals. He was a member
of several professional societies. In his spare time,
he enjoyed woodworking, watercolor painting, and
playing with his six grandchildren.
Michael Matta died shortly after the onset of this
program. While he is greatly missed by his many
friends throughout the chemistry community, his
coauthors remain inspired by his visionary dedication
to education, and they are committed to searching for
even better ways to engage students in the wonders
of chemistry.
__ About the Authors
Antony Wilbraham
spent the majority of his
career at Southern Illinois
University Edwardsville,
where he currently holds
the position of Emeritus
Professor of Chemistry.
He is a member of several
professional societies.
For more than 30 years,
he has been writing high
school and college-level
chemistry textbooks and
has published extensively in scientific journals. Professor
Wilbraham enjoys traveling, woodworking, gardening,
and making toys for his granddaughters.
Edward Waterman
taught chemistry and
advanced placement
chemistry from 1976 to
2007 at Rocky Mountain
High School in Fort
Collins, Colorado. He
now conducts workshops
for teachers on inquiry,
differentiation, small-
scale chemistry, AP
chemistry and virtual
chemistry laboratory. He
also presents photo-essay lectures about the natural
history of molecules, engaging the general public in the
appreciation for and understanding of chemistry.
Mr. Waterman holds a Bachelor of Science degree in
chemistry from Montana State University and a Master
of Science degree in chemistry from Colorado State
University. In his free time, he enjoys exploring wild
places in the Rocky Mountains and on the Colorado
Plateau by hiking, kayaking, and cross-country skiing.
 Consulta nts/T ceviewers
Grant Wiggins, Ed.D. Stephanie C. LeGrone Mark E. Welker, Ph.D.
Dr. Wiggins is a coau- Mary G. Montgomery High School Department of Chemistry
thor of Understanding Semmes, Alabama Wake Forest University
by Design®, a philosophy Winston-Salem, North Carolina
Christopher Schrempp
of instructional design.
Los Osos High School
The Understanding by
Rancho Cucamonga, California Teacher Reviewers
Design methodology
is a disciplined way of thinking about Jeff Bilyeu
curriculum design, assessment, and Content Reviewers West Linn High School
instruction that moves teaching from West Linn, Oregon
Matthew Asplund, Ph.D.
covering the content to ensuring Department of Chemistry Mary Chuboff
understanding. and Biochemistry Athens Academy
BIGIDEA Big Ideas are one of the Brigham Young University Athens, Georgia
core components of the Understand- Provo, Utah
Linda Dearth-Monroe
ing by Design methodology in Pearson Regina M. Barrier Warren Central High School
Chemistry. These Big Ideas, such as Western Outreach Coordinator Indianapolis, Indiana
The Mole and Quantifying Matter, The Science House
establish a conceptual framework for Jason Gilley
North Carolina State University
the program. Look for opportunities Cypress Creek High School
Lenoir, North Carolina
throughout each chapter to link back Orlando, Florida
J. Phillip Bowen, Ph.D.
to the Big Ideas. Stella Glogover
Department of Chemistry
The Association for Supervision of Head-Royce School
and Biochemistry
Curriculum Development (ASCD),
Oakland, California
University of North Carolina
publisher of the “Understanding by Greensboro, North Carolina Paul Holloman
Design Handbook” co-authored by Rocky Mount High School
Alison J. Frontier, Ph.D.
Grant Wiggins and registered owner Rocky Mount, North Carolina
of the trademark “Understanding by Department of Chemistry
Design’, has not authorized, approved
University of Rochester Laura McGregor
or sponsored this work and is in no way Rochester, New York Marist School
affliated with Pearson or its products. Atlanta, Georgia
David J. Merkler, Ph.D.
Department of Chemistry Nancy Monson
Teacher Advisory Board University of South Florida West Linn High School
Tampa, Florida West Linn, Oregon
Linda Dearth-Monroe
Warren Central High School Gregory S. Owens, Ph.D. Daniel R. Mullaney
Indianapolis, Indiana Department of Chemistry Walpole High School
University of Utah Walpole, Massachusetts
Jason Gilley
Salt Lake City, Utah
Cypress Creek High School Michael Roadruck, Ph.D.
Orlando, Florida Eric T. Sevy, Ph.D. Department of Chemistry
Department of Chemistry University of Toledo
Kenneth A. Greathouse
and Biochemistry Toledo, Ohio
Parkway Central High School
Brigham Young University
Chesterfield, Missouri Michelle Tindall
Provo, Utah
Birmingham Groves High School
Paul Holloman
William H. Steinecker, Ph.D. Beverly Hills, Michigan
Rocky Mount High School
Miami University
Rocky Mount, North Carolina
Oxford, Ohio Safety Consultant
George “Rod” Larsen
Harry A. Stern, Ph.D. Kenneth R. Roy, Ph.D.
West Orange High School
Department of Chemistry Director of Science and Safety
Winter Garden, Florida
University of Rochester Glastonbury Public Schools
Rochester, New York Glastonbury, Connecticut
 ents tor Success
fl

The new Pearson Chemistry program combines proven content with

cutting-edge digital support and a variety of lab investigations to help
ensure your success in chemistry.
In your new program, you'll find:
e Personalize 1g opportunities to support your unique
learning style.
ns fo the rec 1 relate abstract concepts and
nil

processes to your every day life.

¢ Cutting-edge technology that is integrated throughout the
program cing options Pai you to interact with the content in
multiple ways.
icn 1S and study support provide numerous
syayserinantileesto practice and nee essential chemistry skills.

In the following pages, you'll see just a few of the elements contained in
your Pearson Chemistry program that will lead to your success!

Ideas ensure that the lesson is

3 | ganised creurel the mest important
| concepts of each chapter. Essential | CARBON CHEMISTRY
Questions that support the Big Idea Essential Questions:

™ organize and set the focus for the chapter. en ssa mee
1. How are hydrocarbons named?

ee of hydrocarbons?

ene
ES Si
.
RES Frenne CETTE / ci cea
—
Hydrocarbon

Compounds
Nose for Hire
Walking home from = Se
:
school one day, Anthony Bi
s :
INSIDE: spotted a poster soliciting participants
2
for a smell test. The poster offered participants
Bae ae : “g50 for less than an hour of your time.” So he
:
.
© 22.2 Unsaturated Hydrocarbons decided to go for it.
Z When Anthony reported for the s
oe ere after filling out some paperwork, a re rcher
: es. The
i j asked him to smell two chemical
}
ie irae on first one smelled like a freshly cut orange. The
° 22.5 Hydrocarbons From
| ‘ as
second had an odor that reminded him of
S
Earth’sé Crus!if : if
Anthoony was curious. “What amIs smell-
ing?” he asked. “Limonene,” the researcher

Anthony asked. The resea gave the same

reply: “Limonene.” Anthony wass perplexed.
How could two substances, both with the
ee re rn, | name limonene, smell so different?
Pa
| & Connect to the IDEA As you read

tery features present

al
about hydrocarbons, think about what could
make this phenomenon possible,

mini- mysteries that take the NATIONAL SCIENCE EDUCATION STANDARDS

Big Idea a step further into a Al, A2, B-2, D-3, E-1, £2, F-3, F-4, F-5, F-6,
G1,G3

: practical context. Once you

tekmeitn
hosectv study the chapter, you'll have
areolar cob the opportunity to solve the
| mystery and understand how
it connects to the Big Idea.
 Personalized Learnin
Each student approaches learning in a variety of ways.
Pearson Chemistry provides all the tools to support your
unique style to help you build the skills you need to
succeed. Sample chemistry problems and math support are
just a few examples.

Math Tune-Up pages at the end

of selected chapters help you
quickly reference how to solve a
problem—and are also a great
way to review before a test!

Sample Problems guide you step-by-step

through complicated chemistry problems.
Look for the orange button for an online A grocer ig Sellings (telus 7 TES SS ORS Riseiiegacerag
c

pnts : cate Us th
retinshi
3orangespgyee
animated tutorial and more practice problems.
coer a ue hes re in
CostoF12 oranges=
NKnown:

cae ieka
’ |

sage ttn |amt nye |

;
S
or

the correct

3 oranges

ke Convert the volume ime: |

vision :
«oificant figures: 865 cm? to 15 |eo Sse eGpterns
Rnavcae
Owns:
Si
— 50 tae
iplication and Divis amber of significat my to liters. Volume = 865 m3 Use the relationship 19
ures in Multip! 1c ers to the correct m 10 cme = Ou to Write the up 10° cm?
cm3 ano
Significant Fig = y1 A cubic cent
ing OP’ erations. GiVe the answ!
ae factor.x SOE Comiarsion islimuch sma
4 meter Unkn :
i
Unknown; a liter, so the

bee:
.
f2 = 9.4 metets
= 8. aden
hi
volume =is21 aa
10° cm3
should be nu
cally smaller
e
c.1036
2.4526 meter
meters:+ 9.0200
0: meter penors the spectfied math operation, 92
‘ Ve =
. e significant figures
) isMie desired conversion
cm?—_, 7 ie lythefactor.
Conversion known volume by the Theee
Ga
“tke own u
é elevant cone epts «th the leas + numbe! 'm”) cancels,
Analyze Jdentify the nagemeasurement with
865 car*x ees = 0.865 the answer has
A
youn d the answer t0 match Brey 10°.em? correct unit (L
Express the len gth Knowns: ON a
8.2 10-4 = Owns:
= 2,567 (meter) 2 :
centimeters,
Mm in length = Use the lati F
BE = 8.2 10 wm J relationship 106 ym = i
ane7.55 meters x 0.34 meter .
:
=eayevers M=em 10cm
ty to write the first Conversion oe y eherthange
ac;
a Im meter, so the an.
Unknown; * 10° um een be numei
length =2p, hietherelationship 1 m = 1 Res a smaller thai
tite the second 1 mMeasurem,
conversion
0 meter == 1 AT
E (meter)
; The desired co : factor, The known unit
Nversion
b. 240 meters x 0o7 x 4.5 mevers” IS UM'—> cm, First (um) cancels, anc
change pm to ™; then 2 th y
change TCG 10cm ve answer has th
ns correct unit (cm),
[ETT eae Multiply the known length by the
conversion fac
tors,
76oe meter
2 =* BA mete rs = 0.291 2
8.2.x 10-4 Hah lan 192 10cm
«. 2452 G meters =o
‘0. X ————_
ey 5g
Hint; Fo
rg Multis
te

> ene= 18.26 mever®

;
g,0.365 meters: ~ aaa he 4pwmever>

m. e of a warehouse
ate the yolw Bak
11. Calcul as ured dimensio
that has me meters bY
ie
rs by 113
22.4 me te w %h)
(Volum:
5.2 meters.
to the correct NU
din
figures a0 *
of significant
5 tation. ata is the meas
uremen’
\n Problem t Figur’ ‘
sci entific m0 Ka meters 12significan
with the fewe? ~, does ghistellyou? |
2 = 12.5 meters 5.2 mevers. What
b. 8432 meters 1 minute

¢, 35.2 seconds * “69 seconds

 Chemistry connections are all around you. Pearson Chemistry provides
examples of chemistry in daily life, connecting content to familiar examples
and experiences in your world.

—_——_

( Chemistry & You intros begin each lesson

a ° 9 \ . . )

with an engaging question to help spark your

curiosity and guide your learning.

bra
sear Hldeiiioe ie ip at | Chem
h a istr y && YYou features
istry

some solids? The gasoline used to fuel this motorcycle is throughout yourml book
a liquid at STP. So are the diesel fuel used in trucks and
buses, and the kerosene used in lanterns. Other fuels are || showcase exciti
‘ i
ng real
gases
ase or solids.
or fuel used in a furnace
solids For example, the fue
| WO rid a ppl ications of
might be natural gas or a solid such as coal. All these
fuels contain mixtures of compounds called hydrocar-
bons. In this lesson, you will learn about the structure
chemistry in technology,
and properties of hydrocarbons. the environment, and in
numerous careers.
Key Questions dl Lak
(x2 Why does a carbon atom ana my
form four covalent bon' ds?
sf So Why dei
C=
C2
=
What are two possi H le
Fewer toe af
arrangements of carbon atoms |
3 ~ could synth¢
pa ped compounds} Oil and :
Vocabu
\ these comp
: ay and water don’t mj
this fact watching es os may have witnessed
lary
hydrocarbon thought tha news. Oil spills can le: Cae an oil spill in the oon
* alkane bon compa and marine niarhimials = the deaths of seabirds"
: : al Sand c¢ :
© straight-chain alkane refuted ‘he and drinkine ee nd can contaminate soi]
¢ homologous series to synthesi One tool b;ee
* condensed structural formula organic chy fel e
¢ substituent pounds, r¢ The ee
¢ alkyl group had ae
¢ branched-chain alkane Introduct ‘ is
~ | edy
ties of ¢ a theSPULspill. F,For
ot bons in ooatce etre)|
longer th}
compouk
pounds¢
at least t}
containg
are met}
Me . process
times d ; ddition, itis usually only
ondel — i shorelines, after part of
and tef ‘moved by other means.
of dige

762 Chapter 22 ¢ Lesson |

Tak
lake e ItIt Furthe
Firs r
1, Des
a cri be
Wo c hydroca
) bor
ONS oun
fou d
ethylb
5 enzene and in crud e oil spil
methylyic
e ycl
) clop
ls are
o e tane,e
or these two
compounds
I Structural formul
as
74s
a. Research a DereTecH +++
a Probl em
Ano
I theer tech
| AND ALIVE The
age
: S often te n 8y call ed a dis persion Segradation of pet
~
_ Marine environme roleum in the
: used
Sed to rem
G; edy oil spil
compare it lSs Rese
imarch this
0 Dioremec technology and nt
)
ae by diverse mic is carried
roorganisms
including the Pseudo
Species shown her monas ve
e.
 Pearson Chemistry comes alive online with numerous ways to practice, tutors to step
through chemistry and math problems, online labs, interactive art, animations and
much more to expand your learning beyond the classroom. The buttons throughout the
text direct you to exciting and helpful online activities on PearsonChem.com.

44 Concepts in Action Math Tutorial animations

animations provide an review key math skills that
overview of a key chapter are needed to solve the
concept using real-world chapter problems you'll see
contexts and concrete in your textbook. It shows
' examples and analogies. you a 2-3 minute video
: ’_ “- reread aks | that will walk you through
sve) (Uiitelals a ee eae the steps to solve a specific
type of problem.
Chem Tutorial animations
: give you extra problem-
INSIDE: solving help by
° 16.1 Properties of Solutions demonstrating tho sien:
| D--bL]I- :
VWniine rropiem oes
© 16.2 Concentrations of Solutions shown in one or more
ties give you extra practice
e 16.3 Colligative Proper
selmectthe ptele
Samp
ed cha r. Problems solving problems similar
© 16.4
Slo
ofCalculationsInvolving \
fro
Bipot to those you'll tind in
Colligative Properties er your textbook.

' Kinetic Art animations

help you grasp abstract Directed Virtual yeaa
~°
LOD
wo i
|
|
ere by bringing art activities guide you |
pm yeu textbook to lite through Virtual ChemLab
OnINE: investigations designed |
to explain and reinforce |
chapter concepts in a
virtual and realistic lab
. }
environment. |.
\ yi ee ad _ 7 22

seven, | 0 WSS |
3 ed’ ee =
by the helium in the | a > a ) %

,“es oo Risen 2
beeVEN
|
N }
|
|
4:\, COSy6 °
oO } 500 kPa

| @ i ees
ae A
| > f°, 224
| =) |
___ Lab Investigations and Study Tools
S y

concepts by providin g you with han s-on practice and extra study support in the
ds-
areas you need most.

——_—
Class —__$_$____--
Date

E :Electrolytes
Name

SMALL-SCALLAB Use with Section ie?

Laboratory Recordsheet

——me
sarety BME procedures outlined in
the
follow the standard safety
Wear safety glasses and
Small-Scale Lab Manual.

PURPOSE their conductivity in

aqueous
as clectrolytes by testing
To classify compounds
solution,
a
ee
MATERIALS ® water
© pencil e reaction surface e micropipet or dropper
conductivity tester nal)
* paper ¢
below * conductivity probe (optio
e ruler ¢ chemicals shown in grid

PROCEDURE Make each aa

similar to the one below.
of paper, draw a grid the grid and place a
few
On a separate sheet a reaction surface over
on each side. Place for condu ctivi ty. Then
square 2 cm . Test each solid
in the indicated places re for conductivity. Be
sure
5 grains of each solid test the wet mixtu
each solid and as a data
add 1 drop of water to each test, Use the grid
i ctivity leads between
& to clean and dry the condu
rvations.
table to record your obse!

Online Editable Labs will help your teacher

eesien :laboratory experience to meet your
eds, based on hundreds of labs including
chapter labs, ’ quick |abs, small scale labs, and
probeware labs.

Aqueous Systems 397

Chapter 15 Water and

as
| Name <a DB BUILD Math Skills
ratios every day, whether you realize it or not
Ratios You use se ratios } not.
A ratio is a te numbers or quantities
ae pee cle used to compare two ities.
? Stoichiom
etr y
gallon of gas can be expressed
ee , $3.00 per Pressedt as 3:1 or as
Re
ves ppose you see
35 people and 15 fiftee the
yr
is 15:20, Paaitacber Whee uaiie Then
MA
TTER ' REACTIONS ratio of men to women
at order is very
THE MOLE QUANTIFYING important. If the expression
expression
: had b eenj ththe ratio
tio of en toto
of women men,
ey AND men

idea
ons
etic of Equati
12.1 The Arithm ion of mass applies to allchemical equa coe d
The law of conser"
vat fepa re
nding Ifyou write te
ra
the rati ofwhitepaint to red
o tc
Essential Understa rn re
paint incorre
vocabulary by
p you le arn
ding Strat word map will hel writing word stoichiomelTy
egy vocabulary T e e
ata a4
sume
+ Reaaing r “a by
d gesve. BegBeginin by writ
in ' ht ah
[ r abuds
d wor
Mahprel4atevoc
ima
laryandSei :
lat Y Wor d wit
ating the word
Vocabu
associ Rand
,rst e ing
in the top box
. plpyyo © Ber
g ther
ou neuge es© nde
boxe” with fer
pbe
maAs to
YOUlowrea d,hefill int
12.1 , use sto iom<a
theichwo etry:
rea d Les son
Asa you of the word word
of the meaning ociate d with
the
it to 5 parts blue paint.
5 that are ass
phrases, OF image:
‘Reading and Study Workbook helps
o increase your comprehension with lesson
ee,
tee reading strategies, writing activities
math practice, and quizzes.
10 mm = 1 cm) sstiiainS SE
.
sy a a prize of roe ee e ix
; ’ 3. Miguel and Ellen have to share u
mith oakGn
cb ata Ali OF Hayfow much does each get?
Lesson Summary ts of reactants ane share= = $10)
(Hint: 1 share
se, -alcylations tell us the amoun
ThetScope-or Chemists var eae ose meena ee oe gee ee 2
Ghemistty cond Younes «48 acc cin cia eee 6
Thinking like*arScientiste: 2+. «08 3 eee aan ere 14
ProblemiSolvinghit Ghemnisthy-a.ccves me tere tines tee eee 22
CHEMYS | R | Is Bio Better?

Properties of Matte tremens teaaca. A he ne eae 34

INNOOS sage een ee eS + en ste Ss Se I ere 38
Elements and Compounds st. «tater aan eeeere oer 42
Chemical Reactions tease. . Pees eeeteeee ten = ese 48
(CHEM = 2Y )Which One Is Not Like the Others?

oe fol hay (0: te? 8: Meter omens eh Se Mel wets «

BIGIDEA QUANTIFYING MATTER

Using and Expressing Measurements .............. 62
Units ob} Meastrementzy amc... neat anaes ene gene 74
Solving Conversion Problems: 0 au alo. Le. 84
CHEM S rE x _) Just Give Me A Sign

Cl owmicoiaet Mee’ “sr ler (e's) comeel we: ce te len acs ene! tel te

BIGIDEA ELECTRONS AND THE STRUCTURE OF ATOMS

Delining te Aton gar atemen errarw al’ etal folk Seer 102
Siructure.onine: Nuciecdne Atoms. so...
0e acre eee 105
Distinguishing AMmOngeAlOMS! 5.40.50.
< ce we see oe 112
(CHEM 'Y_) Artifact or Artifake?

o ie) ey) 0) 0) “Wh lel iat |b) me ae biel eye) SOME eun Te

BIGIDEA ELECTRONS AND THE STRUCTURE OF ATOMS

Revising the Atomic Model ...............0005. 128
Electron Arrangement in Atoms ..............05. 134
Atomic Emission Spectra and
the Quantum Mechanical Model ................ 138
CHEM\: . Now You See It...Now You Don’t
ier
 i
iheeeParincic
ine e Ce
Feriogdic eee ee
loahie 158
29
iaple 10
BIGIDEA ELECTRONS AND THE STRUCTURE OF ATOMS
Organizing: the Elementsea’ tamed styeidnwe ...!. 160
Glassifvingsihe Elémentsawnee* uesaned.7 tee) . 52! 167
Reniedic:Ikendsin.simiomaeaenuns onercdamek . £./ 174

OE
*Y ) Made in the USA

LALe Ae i» Pn f RAernie
A y a] 2)
Rey i: rey
eng
L@} ant Naf BRAGS FRA

BIGIDEA BONDING AND INTERACTIONS

LOUSe meee eek We Pettit ee le ST Se
lonictBendstand:lonic Compounidsy.se%, om 2.80ar
*on
Bonding lin MetGls@atecrc.! mm len ees Saute STN:
y) It’s Not Easy Being Green

Covalent Bonding.) iia, Jeealss:

BIGIDEA BONDING AND INTERACTIONS
Molecular Gompoundsis... “eeta Mirae ene. 24.
The Nature of Covalent Bonding ................
BOnGinQ ale OneS. cites: 5. Seine. SayMISS BA ban Suc
Polar Bonesrancd Molecules .atnuenet. Aa sendee) 64d.

i -
:
i oy oe ‘ef st ONBS whe@ DE Y § hue4, :4
& Linaare ~ 4
atan)
ot ee
i
si ems ge Se & FR
» fe.)
Oey HiEURAE
bg Ys
EF Nl ads AEA
}
wits Seo 2
© Mise tee Lise

BIGIDEAS ELECTRO NS AND THE STRUCTURE OF ATOMS;

BONDING AND INTERACTIONS
Yo) aaliate Slo)aGy tee Sacer Rene Ree cate Ome caer 264
Naming and Writing Formulas for lonic Compounds. . . 271
Naming and Writing Formulas for Molecular
GOMPOUNCS eaclre suse hens 5 snlornce innit etetaie 195.8 280
Naming and Writing Formulas for Acids and Bases . . . 285
The Laws Governing How Compounds Form........ 289

10
| | Nn 7
f IReraryrigret f Telal oe tavaret
MeMICO CLIC eA

BIGIDEA THE MOLE AND QUANTIFYING MATTER

10.1 The Mole: A Measurement of Matter..............
10.2 Mole—Mass and Mole-Volume Relationships ........
10:3 Percent Composition and Chemical Formulas... .....
=) A Formula for Cheating
BIGIDEA REACTIONS
Describing: Chemical Reactions: cet ixeeinbeitare
atcee 346
Types-ot Chemical Reactonsmans ct kame ann 2 eae 350
Reactions invAqueous Solutionis.a. tten ere a= ee 369

(CHEMYS ERY)Order in the Lab

el eh tie! ie) Je [eth ‘ove: 6)" fe; 1'e 70 Xe Fer te. ie: “Ye: iene! \¢ \onen ie): er ae ee

The Arithmetictot Equations 2. 21. 200. seencee 384

ChemicaliGalculationstet-...c.mu sea ean eee eee 390
Limiting Reagent and Percent Yield. .............. 400

e oe eo et or Korte Me: eerie We er ie) le ie =e en wens

ThelNatireiohtGases 1c... Sethe eee ee 420

The Nature :ofslLiquicssagts ety .7 Jo. Sipe eee ae 425
The:Nature:ohSolids.......1....- eee | eee eae 431
Changes of Statesnz..car bane mee cee Nar ieee A436

(CHEMY|!°°) Foggy Car Windows

BIGIDEA KINETIC THEORY

BIOPSIES CIGOSES, oct. crate a wen clas een eer 450
TherGasilawsten ton) hoot, oat ee oe Lee 456
ldealGases te 2) SET Ne) SY Cie EOE ee 464
Gases; Mixtures and Movements ...............s 469

Water andlisiProperties ss.ccra.

oc uamcran eee 488
Homogeneous Aqueous Systems ................ A494
Heterogeneous Aqueous Systems................ 504
(CHEM < [ YY ) Coming Clean
 BIGIDEA THE MOLE AND QUANTIFYING MATTER
Or WarEnGperties OF. SolUtiONS a...peep eed weer
oer hl
(OZ ueEConcentrations of Solutionsaa sams kee RNs cs . Set:
16.3. Colligative Properties of Solutions................
16.4 Calculations Involving Colligative Properties.........

D7ale ahiett|Ow- ol Energy, ns. Aeon neem taeAP OT, ote

17.2 Measuring and Expressing Enthalpy Changes .......
UWaeeerecaiim. Changes oholate.....A0im Sone! | ae
17437 Calculating) mlealssorikeaction sam. sine hake.
on

“yey gm ay bL D ae & LF

«a BIGIDEAS REACTIONS; MATTER AND ENERGY

18g Rates OL REGctiOnNeae yas oie) ol WAU oe
18.2 The Progress of Chemical Reactions ..............
18.3 Reversible Reactions and Equilibrium. .............
13-4 aeSOW DiI. EG@UIOmUM ee a <<. loc sev drone tn ee.
TOro® bree Ener yaad entOpy, «eters mace l wepemchen
so
(CHEMY< 2Y) Explosive Sugar

@ BIGIDEA REACTIONS
TOs wAcIC-Base- Theories scs.:.5 ssn caases sn HOE ec
19-2 ydrogen.lons:andsAcidity men ain ee wes. fe
19°35 Strengths of Acids and Bases... 5. ...80m...°©
IOAS NeutrclizationyRedchonsen.c...s0cees Aes) sem
1225 a SalisaimeSOlutiCnice whe. guessed 1 ee eed cee,Rael, contd
(CHEMYSTERY )Paper Trail

2 O BIGIDEA REACTIONS
20.1 The Meaning of Oxidation and Reduction..........
202 4dation, INumpers.2b.... Ser ermmars.WOM ry. bac.
20132 Descrilbitig: Recox, Equations... anes. WE MNeLy, 5.6:
Y-)Tarnished Treasure

Contents xiii
 MLS oy oe So 726
BIGIDEA \MATTER AND ENERGY
ElectrochemicaliGells sr seeese iio: tobeeenee 728
Hal&Gells.and Gell. Potentials oe anes alnee
eee 37,
Z palel, Cells.met lete. eum shee Ae 745
(CHEM S|-2Y ) Trash or Treasure?

© fe) UO) 6) (68> Toye: lef le" hetuce

BIGIDEA CARBON CHEMISTRY

Hydrocarbons: ol aenan alas ae k Sal P ask ae 762
Unsaturatedahydrocarbons, ... seewetramsects eee eee 772
Isomers Hendin tein molest ete rn cetera go 77S
Hydrocarbon Rings... age teenie em a 779
pat lealedHom Eorth@: Grustarceset carlin aroeeren
cee VAcy)
(CHEMYS1ERY ) Nose for Hire

BIGIDEAS CARBON CHEMISTRY; REACTIONS

22.) Introduction: to Functional Groupsaiieper
w eam ae 798
23:2 Aleohols; EthersaancdyAmingsn= x. cto ee ee 804
2353 Goarbony|:Compoundsas Sine ees ee ee 812
23:4. POlyMetsiycadhesealc.>2 2...c>.0 eeu ird eeneeerae ae 822
(CHEM
||(\Y)The Toothpaste Terror
9 By feu Omer tie Tene! va) gio) (en er mie!) sm) ie) bal ele

, BIGIDEA CCHEMISTRY AS THE CENTRAL SCIENCE

24.) -A’basisiforlite: |. 3.0. geo tee ae Ree cee 838
PAD “Carbohydrates. skoda seimerienicess ete. Gee 841
Z4:3 “AminovAcids and) TheimPolymersin s2eie.aeewe ee 844
2A Ax lipids?) 2 uk = Cee, ee Ee A See ee 850
2A:5*. Nucleic’ Acids: «<3 0:0, s 2a ee ee a 854
ZAG... Metal olistiin aac.te carcass ae ene Oe ee 862

(CHEMYSTERY) Phenyl-wha?
ei) Zar Aus, eum es? ce, ve © “apare) Mee Ketale iwik sinks) is) Lele.e) fan ae

Nuclear Radicition hit NN. co ooh Bae 876

Nuclear Transformations... .<..caseumuel ane: ene 880
Fission nd FUSION .. . @rnitoereeeoen aleaeeere eee 888
ROGIGHON in=YOUr Liteuet a. =s2: abeta enh teerneeinnne
reay 894

(CHEMY 5/2.) An Ice-Age Baby

XiV
 AbdendiaAsrlementstriahdbook: 2’: Sn sen een ea eee Rl
Appendix Bakeference lables...) . 0. udbssuas
ee haere RA2
Appendix C: Safety in the Chemistry lab ................. R49
Appendix Ds Problem Bank ....ye)). vga ws are, Sens 4 eee R51
PODENCDCEstoe lOCteC. OO UNONS ac see ert sen oe ee Re ace R73
English/Spanish GlOsscry asic <isedaew
ho eee oo R118
INDEX tices crs ae Oe rat & 4: tyee R143
Credits es ctd. a SAP eas BOS pe eeieed ee ote eee R156

Enhance your ees TA ISBiO BEES hac seth wane oem Cae oe eee tee eee ee 1
| by exploring a chemical — 2 Which One Is Not Like the Others? ..................ccseeceeeeeeees 30
mystery that connects fo _
each chapter's BigIdea. SalUstiGive Me. A’ SiGttis.: cca nutes eaer es cee ee ee eer 6]
For example, you'll learn” 4 A ArIfact OF Antiiake sisi. te av. kA ces eeted Gee meee seen 10]
how less expensive jewelry” 5. WNoweyou Seeilit Now You Don tia
ete eee nee 127
Bean, oe to> bemade of .
pure gold. 6uMade-inthe USAR i.e). 1 ccas sac gone ae at ee 159
AultsNotEasy Being. Green... ea eeeeee eee Is
Sav hatsithatAlarmnencey.co seers ee eee 22)
JaCucumbenBlunder tse as ee ee 263
1OWAC Formulation Gheating 2.5..3:74
teen a 305
1] -Orde? intthe labs. cn eae ee ee a 345
IZ C Cokie Crumbles te crue mucenunteoh
eee eae eee eee 383
13, FoggyiGar Windows:. esi aere ie ie AW enno oe ome 419
TA RW incletPressute:.«. 0%... 5.0,-sssckanusasn
cece eee ee 449
15@oming Glectiie:<.: saceetteieyccce
Oa he,beerereemer maaan ae 487
16vilhat Sinking Feeling’: ..cccn ie ese ene nn ene D7
WZ Fighting TOStec treme cert cee orate ne Cmte me meee hls
ISS EXDlosivetSUGO Teens Manners? ctl ener es tn a aeletee ane a8
TOS PODS Gee men aan re care cns iA a eR a eee 645
ZOMGunhished NreGsUre Coy aienakirccrenl
pike MOR A 691
ZW CasirOlMlecdsUler re Mary are hl anne ene tee V2
DAMN OSG aiCUA GING ox cove is. anee hl ah stapeaae seis eae ec me tae 761
ZS minecleotnpaste Terror... 2). nes meaee eee 797
AN SISy IEVVIICHSeana nso? circle Act ac eae erates eens nee 837
DOM TAGE AGE BODY mi scisncce ro Res toree rene ecti Acie Coe 875

XV
_ PearsonChem.com

Your chemistry book comes alive online at PearsonChem.com.

Anytime you spot one of these icons on a page, you can visit
PearsonChem.com for an online activity, tutorial, or practice
problem that helps reinforce the concepts introduced in the book.

CHAPTER 1 CHAPTER 5
Concepts in Action Areas of Chemistry ................005- 2 Kinetic Art Atomic Orbitals:)2,,25.2.even eee 13]
Kinetic Art Scientific Models..........0....cccccccceeeeeee 16 Concepts in Action Atomic Structure ..............0068 132
Virtual Lab Laboratory Safety............00:cceeeeeeeeteeee 20 Chem Tutor Writing Electron Configurations........... 136
Chem Tutor Estimating Walking Time.................00 24 Chem Tutor Calculating the Wavelength of Light.... 141
Online Problems Introduction to Chemistry .............. 28 Virtual/LabsFlameilesiss: 25.17 eee 142
Kinetic Art The Hydrogen Emission Spectrum ........ 145
CHAPTER 2
Math Tutor Converting Units................::cccceeeeeees (64
Kinetic Art States of Matter .............:cccsscccccseentseees 36
Online Problems Electrons in Atoms ............0000006 £52
Kinetic Art Fractional Distillation ................:cccee AO
Concepts in Action Distinguishing Between CHAPTER 6
Chemical and Physical Changes ..............0000cece8 49 Concepts in Action Organizing Information .......... 161
Virtual Lab Chemical Reactions ..............:c00cescee 5] Virtual Lab Properties of Metals.............000.00008 165
Online Problems Matter and Change.................66. 55 Kinetic Art The Periodic Table....................c:ccceee 168
CHAPTER 3 Chem Tutor Using Energy Sublevels to Write
Electron Confiqurationsm:.ssmeem eee cets sa, We
Kinetic Art Measuring Using Significant Figures ...... 66
Kinetic Art Trends in the Periodic Table ................ 175
Chem Tutor Significant Figures in Multiplication
GUIGADIVISION aati tamewntanr utp ssstuel vas unease nee 7 Online Problems The Periodic Table ..................... 186
Concepts in Action Using SI Units... eee 74, CHAPTER 7
Chem Tutor Converting Between Temperature Virtual Lab Formation of lonic Compounds .......... 200
SSIES 5go See cee aR Ne re et a A A 79 Chem Tutor Predicting Formulas of
Virtual Lab The Density of Solids and Liquids .......... 8] lonigiCompounds™ iy hcc:...cce eae vee eee 203
Kinetic Art Conversion Factors..............ccceeeeeeeeeees 85 Concepts in Action Properties of lonic
Chem Tutor Using Dimensional Analysis.................. 87 Compounds. «.ci.reneSacauerwosta seen ee eee 204
Chem Tutor Using Density as a Conversion Factor....89 Kinetic Art Crystalline Solids ..........00..0c0cccceeeeeeeee 205
Chem Tutor Converting Ratios of Units................66 9] Kinetic Art Properties of Metals ................c00cceeee 209
Math Tutor Scientific Notation ...........cccccceeeeeeeees 94 Online Problems lonic and Metallic Bonding......... 214
Online Problems Scientific Measurement ...............- 95
CHAPTER 8
CHAPTER 4 Kinetic Art Single Covalent Bonds................000000 227,
Concepts in Action The Size of an Atom............004- 104 Chem Tutor Drawing Electron Dot Structures...229, 233
Kinetic Art Cathode-Ray Tubes ...........::::cceeeeeee 106 Concepts in Action Oxygen and Ozone................ 2o7,
Virtual Lab Rutherford’s Gold Foil Experiment........ 108 Chem Tutor Identifying Bond Type .............00:.c0000 249
Kinetic Art Rutherford’s Gold Foil Experiment ........ 108 Kinetic Art Polar Molecules ...............:ccccccceeeeeeeees 250
Chem Tutor Determining the Composition Virtual Lab Polar and Nonpolar Molecules ........... 250
feeS LOT Places Me 8 eR OO Fo ne PRS SO Ws Online Problems Covalent Bonding...................60. 256
Chem Tutor Calculating Atomic Mass.............60606 114
Online Problems Atomic Structure ......0.......ccc0000e 122

Xvi
CHAPTER 9
Chem Tutor Writing Formulas for Binary
HONIG COMPOUnCsau dea: Ite aun Suetsae 273
Concepts in Action Everyday Chemical Names......274
Virtual Lab Naming lonic Compounds...............5+. 276
Kinetic Art The Law of Multiple Proportions ........... 290
Chem Tutor Calculating Mass Ratios .........0.0008 291
Kinetic Art Naming Compounds ..............:::::008 293
Online Problems Chemical Names and Formulas...298
CHAPTER 10
Chem Tutor Converting Between Moles
and WNumberrofAtomsseietesc.dee. a-cscceets oh 309, 311
Kinene Art Molar Mass xs8aisit i ca etiiedl. texts nn314
Chem Tutor Finding the Molar Mass
TIAGO OLIN OUIN ated ns ames tnSy Ae te eh 315
Chem Tutor Converting Between Moles
CNG IVIGSS eee eee cl ten an ee ee 318, 319
Kinetic Art The Mole Road Map ............::00eeeereees 323
Virtual Lab Counting Atoms by Measuring Mass ...324
Concepts in Action Percent Composition................ S27)
Chem Tutor Calculating Percent Composition
From Mass Data or From a Formula........... 626,327,
Chem Tutor Determining Empirical Formulas.......... 33]
Math Tutor Unit Conversions ...........::0:ccceceeeeeees 337
Online Problems Chemical Quantities ................ 338
CHAPTER 11
Kinetic Art Balancing Equations...............ceeeee
Chem Tutor Balancing Chemical Equations ...........
Chem Tutor Writing Equations for
Double-Replacement Reactions............00:seeeeeeees
Concepts in Action Combustion Reactions .............
Kinetic Art Types of Reactions ..........:cceeeseeeenereeees
Chem Tutor Writing and Balancing
INGHIOMC EQUONONS rate arcen oc 6557 Soonsa emaataniancs:371
Virtual Lab Identification of Cations in Solution......372
Online Problems Chemical Reactions ...............0 377,
CHAPTER 12
Chem Tutor Using a Balanced Equation
CISCRRGC IDE Ramee a teemnet aaeuatacacsers
etc e cs385
Concepts in Action Stoichiometry .............00c eee386
Kinetic Art Interpreting Balanced Equations........... 389
Chem Tutor Calculating the Mass of a Product....... 393
Virtual Lab Analysis of Baking Soda ..............0:26+. 399
Kinetic Art Limiting Reactants................cceceeeeeeeeees 401
Chem Tutor Determining the Limiting Reagent........ 402
Chem Tutor Calculating the Theoretical
and Percent Yield of a Reaction.............06.. 406, 408
Math Tutor Limiting Factors ............::ccccceeeseeeerees 410
Online Problems Stoichiometry ............0::00eee All
CHAPTER 13
Chem Tutor Converting Between Units of Pressure ..422
Kinetic Art. Evaporation mas,2ete aie: 2.cents 426
Concepts in Action Properties of Solids ................. 433
Kinetic Art Changes of State ............cccccceeeeeeeee 438
Virtual Lab The Effect of Salts on the Boiling Point
and Freezing Point of Water ...........:::0ecceeeeeceee A438
Online Problems States of Matter...........:0:c:0 443
CHAPTER 14
Concepts in Action Properties of Gases............00+++ 45]
Chem Tutor Using the Gas Laws ........... 457, 459, 461
Kinetic’ Art Charles's law ea eo. c.cen ane ae 458
Chem Tutor Using the Combined Gas Law............ 462
Chem Tutor Using the Ideal Gas Law............ 465, 466
Virtual Lab Comparing Real and Ideal Gases ....... 468
Kinetic Art Partial Pressures of Gases ...........00:006- 470
Chem Tutor Using Dalton’s Law of
Partial Pressuresintaien ciuac ornate ee eee 47]
Math Tutor Direct and Inverse Relationships........... 479
Math Tutor Rational Equations .............0:ceeeeeeeeees 479
Online Problems The Behavior of Gases............... 480
CHAPTER 15
Kinetic Art Hydrogen Bonding .............::::000eeee 489
Kinetic Art Solvation of an lonic Solid .................. A495
Chem Tutor Finding the Percent by Mass of
Waterin-a@ Hydrates sane: orice: eee oe 500
351 Concepts in Action Emulsions...........0...:::c:cccceee 507
B52 Virtual Lab Conductivity of Electrolyte Solutions.....508
Online Problems Water and Aqueous Systems ...... 510
363
364 CHAPTER 16
366 Kinetic Art Saturated Solutions .................000eseeeees 520
Chem Tutor Using Henry's Law .............cc0ceceeeeeeees 524
Chem Tutor Calculating Molarity ...............cccc0008 526
Chem Tutor Preparing a Dilute Solution................ 529
Kinetic Art Vapor Pressure of Solutions ................. 534
Concepts in Action Freezing-Point Depression ........ 536
Virtual Lab Changing Boiling and
Freezing Points of Solutions. sauce ee 542
Chem Tutor Calculating Freezing-Point
DEDreSSION) coin, a cnworsse tention aren eee eon 543
Math Tutor Converting Units...........0...c.ccccceeeeee 547
Math Tutor Solving Equations ..............ccccceeeeeees 547
Online Problems Solutions ................cccccccceseeees 548
Xvil
 CHAPTER 17 CHAPTER 21
Concepts in Action Temperature and Hedt............. 557 Kinetic Art How Voltaic Cells Work..............000006 73]
Chem Tutor Calculating Specific Heat .................. 56] Concepts in Action Chemical Energy Sources ........ TS 2
Kinetic Art Using a Bomb Calorimeter .................. 563 Chem Tutor Writing the Cell Reaction................0 742
Chem Tutor Enthalpy Change in a Calorimetry Virtual Lab Electrochemistry .............000ccceeceeeeeeeees 743
Expehimenitwe aue-aedl rcrsten nc ccn- tte eR vas eat he 564 Chem Tutor Calculating the Standard
Chem Tutor Phase-Change Calculations........ 5707573 Cell Potential :....emien erated eee suerte eee 743
Kinetic Art Applying Hess's Law ...............:::ccceees O77 Kinetic Art Comparing Voltaic and
Chem Tutor Calculating the Standard Electrolytic: Cellsinaasuviientenn sere 746
ecteOMREGCHOM acne We memtive cyt cikiaosSchucdyoteees 581 Online Problems Electrochemistry ...............00000e 754
Virtual Lab Measuring Heat of Combustion........... 583
CHAPTER 22
Math Tutor Solving Multistep Equations ................ 585
Concepts in Action Hydrocarbons used as fuels .....764
Online Problems Thermochemistry ..............0:::0- 586
Chem Tutor Naming Branched-Chain Alkanes....... 770
CHAPTER 18 Virtual Lab Saturation of Hydrocarbons.............0. Tie
Kinetic Art Collision Theory.............cccccceceeeceeeeeees 596 Kinetic Art Asymmetric Carbon .................cec00008+ 776
Kinetic Art Reversible Reactions ...............:::c00008 609 Chem Tutor Identifying Asymmetric
Chem Tutor Expressing and Calculating Keg .......--. 617 Carbon AlOms is... Aw.leere eee Rae 777.
Chem Tutor Finding lon Concentrations in Kinetic Art Fractional Distillation of
GmSolurdiecsoo WtOnie neta bey teria sees 623 Elydrocdrbons.s:2sta. «nae LDC meant 783
Chem Tutor Finding Equilibrium lon Concentrations Online Problems Hydrocarbon Compounds .......... 790
in the Presence of a Common lon .............60000 625
CHAPTER 23
Concepts in Action Entropy.............
ee eerenrees 630
Concepts in Action Organic Compound................ 798
Virtual Lab Enthalpy and Entropy ..........0:::ceee 635
Kinetic Art Hydration and Hydrogenation
Online Problems Reaction Rates and Equilibrium....638 REGCHONS Abs. sige Men Sacchi aan aOR ements 809
CHAPTER 19 Virtual Lab Comparing Properties of Organic
Kinetic Art Dissociation of Acids and Bases... 647, 649 Moléctiles 25.05 Ue eine anaien eee 814
Chem Tutor Calculating pH............:0cccceeees 657,099 Kinetic Art Redox Reactions Involving
Organic:Compounds#e.. 816
Chem Tutor Calculating a Dissociation Constant ....667
Online Problems Functional Groups .............000.060 830
Concepts in Action Acid-Base Reactions ............... 672
Chem Tutor Determining the Concentration CHAPTER 24
OMCMPACIOY NitratiOnensatasseasynaaes. ter arene. 675 Concepts in Action A Basis for Life .............000006 840
Kinetic Art Acid-Base Titrations ............000cccccceeee 677 Kinetic Art Peptide Structure..............:00ccccesseeeees 846
Wirtuaulap vAcids'and Bases =) ..255...th ccuensn-ateee: 677 Kinetic Art The Nitrogen Cycle ..........0.ccccccccsseees 865
Chem Tutor Describing Buffer Systems.................. 680 Virtual Lab Calorimetry of Food Compounds ........ 866
Math Tutor Logarithmic Scale ..............00cccceeeeees 683 Online Problems The Chemistry of Life.................. 869
Online Problems Acids, Bases, and Salts .............. 684
CHAPTER 25
CHAPTER 20 Kinetic Art Radioactive Decay ...........0..cc:ccceeeeeees 877
Kinetic Art The Oxidation of Methane.................. 692 Virtual Lab: Rodiction<.....1.as. eee ee 879
Chem Tutor Identifying Oxidized and Concepts in Action Half-Life .........0....ccccceeceeeees 883
RecUoed Recetanits::.mav dal dade dee atcanauteekparvees 695
Chem Tutor Using Half-Lives in Calculations .......... 884
KinehicvArt (Corrosion: feted | inten cesta: 697
Kinetic Art How a Nuclear Reactor Works............ 889
Concepts in Action Corrosion ..........:::ccececeeseeeeee 698 Math Tutor Exponential Decay ............00.:cccceeeee 899
Chem Tutor Assigning Oxidation Numbers............ 703 Online Problems Nuclear Chemistry.................0.- 900
Chem Tutor Balancing Redox Equations
by Oxidation-Number Change .........::::c0ceeeee Aull
Virtual Lab Redox Titrations::...005.0.0c0cssnxrderensare TAs
Math Tutor Balanced Equations ..............0:cccccccees 719
Online Problems Oxidation-Reduction Reactions...

xviii
Small. Scale |
Parnes me
Paper Chromatography
inp evele BAL 0 re een
Dissociation Constants of
Wwedk ACIOSe.e. 2 2.2n...5:
mobs 670
Use pes arene Names and Formulas for Hal-Reactionsees. 4 TNT
materials and easy lonic Compounds.............
Electrolysis of Water........... Te
_ procedures to produce Counting by Measuring
_ reliable lab results. Hydrocarbon Isomers ......... VAST,
IWOSS ie cetire eee eon Ae
ROIWMel sass
teesaeh cena tease 828
Precipitation Reactions:
Formation of Solids .......... The Egg: A Biochemical
Laboratory Safety..............6. 20 Storehouse ee 849
Analysis of Baking Soda...
(AeA
Sie DLAGI ritea 5] Radioactivity and
The Behavior of Liquids
Halblives* 05 Jiro. emer 887
Now What Do | Do? ............ 92 CHGNSONCS a ee hee eee
The Atomic Mass of DittUsiOnweee teen
A@heiate Meee mee ne ee ae 120
ElecirOlVieSta. auras
Atomic Emission Spectra..... 149
Making a Solution............
Periodicity in
Heat of Combustion of
Three Dimensions..............- 184
Candles ener ae
Electron Configurations
CHROMIS ont Pee AG eo 200

Making lonic Compounds ...

|
_ Apply aCscuich concepts
__and skills with these quick, Percent Composition..........
effective hands-on Removing Silver Tarnish .....
opportunities.
Limiting Reagents ..............
Sublimation wc new eee
Bin bles meters. cst, i Carbon Dioxide From
Separating Mixtures ............. 37 Antacid Tablets .................

Accuracy and Precision ........ LP Surface Tension....en cass

Using Inference: Solutions and Colloids .......

Tie: :Black Boxee as seeks 109 Heat of Fusion of Ice......... Isomers of Heptane ............ 778
Rlcme l@siS: senaean ten 142 Does Steel Burnevaniw. «ce .. 600 Testing for an Aldehyde ...... 818
Periodic Trends in Indicators from Natural A Model of DNA ............05: 856
[OWICIROCI es ercete
ca mane. 180 SOURCES tte eA eae
Inverse-Square
Solutions Containing Bleach It! Oxidize the Reletionsiipomecn eveesrieeee 896
Vs iniich sic: veda enc ciace eeeeOeere 207, GOOG AWOY <.rex mpsegetary.
Strengths of Electrochemical Analysis
Covalent: Bonds ies u.cunie: 238 Bells: miei cual

Probe or sensor versions available in the Probeware Lab Manual.

xix
| InterpretG raphs ) e From the Id
eal
| Gases Deviat
) SO nian era eee RRR eRao RERNKiNY EEA GIS

Real Gases Deviate From CHy (200°C)

|Visualize chemical data in the:ldedlh anteee 468
~ graphical form and improve
_ your critical-thinking skills. Solubility Varies With
Temperatures, ...ee seme Sal
Vapor Pressure vs.
Plastics Packaging in Temperature (Water)........... 542
DEORE VOStC metre iisscus morc 8 Heating Curve for Water.....572 ob 99,000 rine om
Atomic Radius vs. Atomic
Energy Changes in
INGIMDEKS ser. cee ces cnc. 175 REOCHONS Mama. atone ae Bo;
First lonization Energy vs. The Effect of a Catalyst on
Atomic Number ................. 178 Activation Energy............... 601 Acid-Base Titrations ............ 677
Distribution of Molecular Firs-Order Reaction............ 605 Melting and Boiling Points
Kinetic ENC yates cant A423 of StraightChain Alkanes.... 765
Energy Changes for a
Vapor Pressure vs. Multistep Reaction.............. 607 Boiling Points of Homologous
Temperature Hy drocarbonse cai. Udi
(Four Substances) ............... 429 Establishing Equilibrium ...... 610
Ratio of Neutrons to
Phase Diagram of Water..... 438 Color Ranges of Acid-Base Number of Protons for
Inclicatonst sires: etn oan 660 Stable’ Nucletsav. neuen 881
BOVIG SMOWae she tcees tees reces 456
Dissociation of a Strong Decay Curve for a
Roles SLOW 5 hats
g ated 458 Acid and a Weak Acid....... 665 Radioactive Element ........... 882

‘Inter retData |
}
Mass Ratios of Carbon
! Organize and inet! dota Atoms to Hydrogen Atoms... 312
| ie building critical-thinking
skills. Comparison of Empirical
and Molecular Formulas ..... 332
Vapor Pressure of Three
Physical Properties of Substances at Different
Some SUbsidncesuse.. ee 5 TeMpelrchores merece. ace 427

Densities of Some Composition of Dry Air....... 469

Gommon,:Materialse. .220.e 81
Specific Heats of Some
Natural Percent Abundance Common Substances .......... 559
of Stable Isotopes Activity Series of Metals...... 729
of Some Elements............... 116
Some Organic
lonization Energies of Compounds with
First 2 Elements:..c-..2..2.-.-- V7
Three Carbons iicais eae 814
 CHEMISTRY/<;YOU ISM ryVik te oe
: Technology Accidental Chemist
p oe ae 12
Green Chemistry Recycled Mixtures .........0:.:::::cceecee 52
Feature Pages 3 Everyday Matter Watch What You Measure ............+: 7
aH more about how chemistry Green Chemistry Carbon Footprints............:::00e 83
applies to real-world situations. , 1]
Tai fllCeceeeee et ee Technology Electron Microscopy .............::00eseseeeeeeeees 0
environmental impact of chemical 5 History Development of Atomic Models San ousocnsouscadooss 133

technologies, and survey some Technology Light Emitting Diodes iariateraietaiotsioteistsyetoteicieo/ sisters olen 146

interesting careers that apply 6 Everyday Matter “Elemental” Trivia ........0ccccceeees 163
ae Some features include Everyday Matter Elements of Life ...............0:eeeeeeeee 183
Puen ade: ys peviesltice 7 Everyday Matter lonic Crystals .......0......
cecceeeeeeees 208
on your own or with classmates.
Technology Powder Coating..............::sseeeeeeeerereeeees 239
Green Chemistry Algal Blooms ............::::::sseseeeeeeeees 270
Careers Sports Nutrition AdVisor..........:::00s:sceeeeeeeeees 284
— SHERRY YOU; SEE Everyday Matter How Big Is a Mole? ............0:.eeee 316
\ : Technology lon Mobility Spectrometry ..............0:.08 334
, ; : : Everyday Matter Kitchen Chemistry............:0::eeeeece 359
~—~Satbon Footprint ( wr } History The History of Dynamite................00 eee 368
_ Technology Stoichiometric Safety ...........:.c:cceeeeeeees 397
Everyday Matter Success Stats ............0:00cceeeeeeeeeeeees 407
Green Chemistry Plasma Waste Converter ................ 440
Careers Atmospheric Chemist ................:ceceeeeeeeeeeeees 455
Technology Natural Gas Vehicles..............::::0cccceceees 476
Technology Reverse Osmosis Desalination................. 502
Everyday Matter Art of the Pickle............0. eee 532
Green Chemistry Geothermal Energy .................0:0065 576
Technology Catalytic Converters ...........0:cccccceeeeeeees 602
Careers Chemical Engineer ................0:::cseeeeeeeeeeeeees 620
Careers AGronomist cach tataca: .6c eee eee: 663
Everyday Matter Stone Erosion .............:0cceeeeeeeeeeeees 671
Green Chemistry Ocean Buffers.............00000000esseeeees 681
Technology, Fireworks <2), vsccssecceeeces
sek seers ee 700
Everyday Matter Mineral Colors ........0......c:cccccseseees 716
History;Alesscindro. Voltas. coset ates host ae de ee 736
Everyday Matter A Lemon Battery...............c00cceeeeeeee 744
Careers Arson Investigator « cav:.c.saaaehdod
tend geokdoageonns 774
: Technology Bioremediation .............cccccccccessseeeeeeeeees 784
So Green Chemistry PCBs: A Persistent Pollutant ............. 803
= Sheri Everyday Matter Scratch and Sniff Stickers ............... 821
MK Gareers Biochemists timc: bth ote eae edn dees 853
Technology DNA Testing..............00c0cccccccssssceeeetseeees 867
Technology Small-Scale Nuclear Power .................06. 892

uss\t Further
ibe Oneo « found in gasoline ea for : a sg
SampleProblem)
| Take advantage of these
__ stepped-out problems to
_ guide your solving process.
1 Wavelength of Light............ 14]
Estimating Walking Time....... 24
Scheduling Classes............... 26
2 6
Separating a Heterogeneous
NAS CNUITae ep ac SORC a eee ee 4]
Classifying Materials ............ 45
3 Calculating Percent Composition
Using Scientific Notation....... 63
Calculating Percent Error....... 65
Counting Significant Figures
in Measurements.............0066+ 68
Rounding Measurements ....... 69
Significant Figures in Addition
EINGOUDIMACHON dice cceccsaecerscs: 70
Significant Figures in
Multiplication and Division.... 71
Converting Between
Temperature Scales .............. 79
Calculating Density .............. 82
Using Dimensional
FRAC YSIS pete Ne kt, 86, 87
Converting Between
WWACHICUEI NES ee ree eccen, cee 88
Using Density as a
@onversion: Factor ’t.227. 2.22. 89
Converting Between
NAGI CcUIMIS Ue westac area e 70)
Converting Ratios of Units .....9]
4 Net lonic Equations....371, 373
Understanding Atomic
INUDe ihe. ren teetaen
te.nc thls:
Determining the Composition
ORM ALOMMen cece ne cm: 114
Writing Chemical Symbols
fOr SOLO DES iaca cme Lec taran ia! 115
XxXil
Understanding Relative
Abundance of Isotopes ....... 118
Converting Number of
AlomsttorMoles.=.anaeee 309
Calculating Atomic Mass .... Converting Moles to Number
of Aloisi. .6 wean aeeeees Sai)
5
Writing Electron Finding the Molar Mass
Conliguiaihonse =e 136 offa,Compounditacets eee 31/5
Calculating the Converting Moles to Mass... 318
Converting Mass to Moles... 319
Calculating the Energy Calculating Gas Quantities
Ola Photonteu ae nnercs. 144 Gh Se went eee eee oY
Calculating the Molar Mass
Using Energy Sublevels of a. Gas.cliSlPa es eee g22
to Write Electron
Gontiguichonsmape ae \73 Calculating Percent Composition
FromiMdss. Datd....7 ase 326
yf
Predicting Formulas of lonic
FrOnc EOrmU| Cleaes eaa tea S27,
Compoundsatseuuesrca tee 203 Calculating the Mass of
an Element in a Compound
8 Using Percent Composition.. 329
Drawing an Electron
Dot SMUCHUG ae cata oars. 229, Determining the Empirical
Formula of a Compound..... 331
Drawing the Electron Dot
Structure ofa Polyatomiclon.. 233 Finding the Molecular Formula
Oa Compound. eee oe
Identifying Bond Type......... 249
11
9
Writing a Skeleton Equation.. 349
Naming Cations and
PONS: ARIE,
SIN ee 2267 Balancing a Chemical
Equations. seer Joe soO8
Writing Formulas for Binary
lonic: Compounds eae aes 273 Writing Equations for
Combination and
Naming Binary lonic
Decomposition Reactions .... 359
COMooUnC See eee 275
Writing Equations for Single-
Writing Formulas for
Replacement Reactions ....... 361
Compounds With
Polyatomic lonSiceawsccerec 277. Writing Equations for Double-
Replacement Reactions ....... 363
Naming Compounds With
Polvatoimic lons.ereg ee. me.un 278 Writing Equations for
Combustion Reactions......... 365
Naming Binary Molecular
COMDOUNCSY eNom em cee 282 Writing and Balancing
Writing Formulas for Binary
Molecular Compound......... 283 12
Naming Acids ................06. 287 Using a Balanced Equation
Gs d Recipe sirrecs. eee 385
INGMINGUDGSes «see.
me aeGiar 288
Interpreting a Balanced
Calculating Mass Ratios...... 29 Chemical Equation............. 388
10 Calculating Moles of
Finding Mass From a Count.. 307 Gi PrOGUGI ia, sremeeeenee 391
Calculating the Mass of
CEO CHI oe ate en 393
Calculating Molecules of a
Produce eee ee 395
Volume-Volume Stoichiometric
Calculations: ac.2.. ecto 396
Finding the Volume of a Gas
Needed for a Reaction ....... 398
Determining the Limiting
Reagent in a Reaction......... A402
Using a Limiting Reagent to
Find the Quantity of
CERROCUCH Inte) orl case ccnz i: 403
Calculating the Theoretical
Yield of a Reaction............. 406
Calculating the Percent
Yield of a Reaction............. A408
13
Converting Between Units
OR BRESSULC Es eane ache ren A422
14
Using Boyle’s Law...........05 AZ,
Using Charles’s Law ........... 459
Using Gay-Lussac’s Law....... 461
Using the Combined
CAs eee: Seren comer 462
Using the Ideal
GASUOW wees sce 465, 466
Using Dalton’s Law of
Portal Pressures 2....css1.05.053s 47|
Comparing Effusion Rates ... 474
15
Finding the Percent by Mass
of Water in a Hydrate ........ 500
16
Using Henry’s Law ............. 524
Calculating Molarity........... 526
Calculating the Moles of
Solute in a Solution ............ O27,
Preparing a Dilute Solution.. 529
Calculating Percent by
Une ee reece
See 7010)
Using Percent by Mass as a
Gonversion fFactOre.. acs. a3;
UsitigViOlautyesee
eac.ce-0 0:22S57
Calculating Mole Fractions.. 541
Calculating the Freezing-Point
Depression of a Solution ..... 543
Calculating the Boiling
Point of a Solution.............. 544
17
Recognizing Exothermic and
Endothermic Processes........ 558
Calculating the Specific Heat
OLGRoUbsiance wei ater 561
Enthalpy Change in a
Calorimetry Experiment....... 564
Using the Heat of Reaction to
Calculate Enthalpy Change .. 567
Using the Heat of Fusion
in Phase-Change
@aiculations uma...) 1a 570
Using the Heat of —
Vaporization in Phase-
Change Calculations........... D148
Calculating the Enthalpy Change
in Solution Formation.......... SHS
Calculating the Standard
Heat of Reaction ................ 581
18
Finding the Order of a Reaction
From Experimental Data...... 606
Applying Le Chatelier’s
Princ!lewis et \tsccaen meee OlS
Expressing and
Calculating Kaaeere-ss.<-..ccm 617
Finding the Equilibrium
GGHStOtian castefen 618
Finding Concentrations at
EGUIIOMUTI NC.ste eee 619
Finding the lon Concentrations
in a Saturated Solution ....... 623
Finding Equilibrium lon
Concentrations in the Presence
Shaeommeonlonie.....0nee 625
19
Identifying Lewis Acids
GIGS OSaha hees maceoc teed es 652
Using the lon-Product
Gonstont tor vVatens es 655
Calculating pH from [H*].... 657
Calculating [H*] from pH.... 658
Calculating pH from [OH ].. 659
Calculating a
Dissociation Constant ......... 667
Finding the Moles Needed
for Neutralization............... 673
Determining Concentration
by .littentonaer. she seenene
ries 675
Describing Buffer Systems.... 680
20
Identifying Oxidized and
Reduced Reactants ............. 695
Assigning Oxidation
Numbers to Atoms ............. 703
Identifying Oxidized
and Reduced Atoms... 705, 706
Identifying Redox
RECICTIONS dtenee wees oe 709
Balancing Redox Equations by
Oxidation-Number Change.. 71 1
Balancing Redox Equations
by Half-Reactions .............. TNA
21
Determining Reaction
SPOMtanelivess....0. seem er 74\
Writing the Cell Reaction .... 742
Calculating the Standard
Gell Potential.....7. eee 743
22
Drawing Structural Formulas
for AlKGnes..ane.ctesme
entee eee 7C7,
Naming Branched-Chain
Alkanes s.r shes coaeas eee 770
Drawing Structural Formulas for
Branched-Chain Alkanes...... 77]
Identifying Asymmetric
GarbencAloms: ues. cee Ih
25
Using Half-Lives in
Galevlations vee 884
xxiii
© 1.1 The Scope of Chemistry ~
e 1.2 Chemistry and You _ 2 ie: < — ist

e 1.3 Thinking Like a Scientist

¢ 1.4 Problem Solving in Chemistry
‘IsBio Better?
_ You are preparing for a
picnic with your friends and
need to shop for supplies, includ-
- ing cups and utensils. At the store
you notice that there are options
other than the usual disposable
_ plastic picnicware that you typi-
~ cally find. Some of the items are
labeled as being made of “bioplas-
_ tic.” The packaging advertises that these
_ products are “Eco Friendly,” “Compostable,”
and “Made From Renewable Resources.”
All these product labels leave you per-
plexed. What is this new material? Is it better
for the environment than common plastic?
You decide to find out more about bioplastic
before making your purchase. What fac-
tors should you consider in order to make
an informed decision when you return to
the store to make your purchase?
> Connect to the BIGIDEA As you read
about the skills and methods used in chem-
istry, think about how they can apply to your
everyday decision making.

NATIONAL SCIENCE EDUCATION STANDARDS

Del Pod, 2k, FO) 18-2, G3
 Q: Why might this creature interest you ifyou were a chemist? Fugu, also
known as puffer fish, is a sushi delicacy that can also be lethal. Puffer fish
contain a powerful toxin that can kill an adult a few hours after ingestion.
Sushi chefs who prepare fugu must be specially trained because any contami-
nation of the toxin-free areas of the fish can be deadly. Recently this toxin has
been put to good use, as scientists have discovered that a purified form of it
can treat severe pain in cancer patients.

Key Questions
Why is the scope of
chemistry so vast?
What Is Chemistry?
Why is the scope of chemistry so vast?
What are five traditional
areas of study in chemistry? Look around you. This book you are reading, the chair you sit in, and the
computer you use are all made of matter. Matter is the general term for all the
What are the central themes things that can be described as materials, or “stuff.” Matter is anything that
of chemistry?
has mass and occupies space. The trees, the water, and the buildings you see
Vocabulary in Figure 1.1 are all examples of matter. However, you don't have to be able to
© matter
see something for it to qualify as matter. The air you breathe is an example of
chemistry matter that you cannot see with the naked eye.
organic chemistry Have you ever wondered how some creatures can survive deep in the
inorganic chemistry ocean where there is no light? Why some foods taste sweet and some taste bit-
biochemistry ter? Chemistry answers these questions and the many other questions you
analytical chemistry may have about the world you live in. Chemistry is the study of the composi-
© physical chemistry tion of matter and the changes that matter undergoes. Chemistry affects
® pure chemistry all aspects of life and most natural events because all living and nonliving
© applied chemistry things are made of matter. Chemistry is also known as the central science,
because it is fundamental to the understanding of the other sciences.

Figure 1.1 Matter Around You

Everything around you is made
of matter. Chemistry is the study
of matter and the changes that
matter undergoes.
Infer What changes in matter
do you think are happening in
this photo?
Areas of Study
What are five traditional areas of study in chemistry?
The scope of chemistry is vast, so individual chemists tend to focus on
one area of study. Five traditional areas of study are organic chem-
istry, inorganic chemistry, biochemistry, analytical chemistry, and
physical chemistry.

, Learn more about the

areas of chemistry online.
Actos

2 Chapter 1 @ Lesson |
 Most chemicals found in organisms contain carbon. Therefore, organic CL STRY/ 2“
chemistry was originally defined as the study of the carbon-based chemicals | ce
found in organisms. Today, with few exceptions, organic chemistry is defined Q: Why would you study a
as the study of all chemicals containing carbon. The study of chemicals that, puffer fish ifyou were a bio-
chemist? Ifyou were an organic
in general, do not contain carbon is called inorganic chemistry. Many inor-
chemist?
ganic chemicals are found in non-living things, such as rocks. The study of
processes that take place in living organisms is biochemistry. These processes
include muscle contraction and digestion. The area of study that focuses on : <
the composition of matter is analytical chemistry. A task that would fall into Analytical Chemistry
this area of chemistry is measuring the level of carbon dioxide in the atmo- ginSiepad ail ng
sphere. Physical chemistry is the area that deals with the mechanism, rate, eae 1s eee pees
and energy transfer that occurs when matter undergoes a change.
The boundaries between the five areas are not firm. A chemist is likely to
be working in more than one area of chemistry at any given time. For exam-
ple, an organic chemist uses analytical chemistry to determine the com-
position of an organic chemical. Figure 1.1 shows examples of the types of
research different chemists do.
Some chemists do research on fundamental aspects of chemistry. This
type of research is sometimes called pure chemistry. Pure chemistry is the
pursuit of chemical knowledge for its own sake. The chemist doesn’t expect
that there will be any immediate practical use for the knowledge. However,
most chemists do research that is designed to answer a specific ques-
tion. Applied chemistry is research that is directed toward a practical goal
or application. In practice, pure chemistry and applied chemistry are often
linked. Pure research can lead directly to an application, but an application
can exist before research is done to explain how it works.

Physical Chemistry
~ Apbhysical chemist might study
#., factors that affect the rate of Inorganic Chemistry
~~ photosynthesis in trees. z a An inorganic chemist might
© 4 develop metal materials that
-_ provide strong structural parts
for buildings.
—

Biochemistry
A biochemist might study
how the energy used for
the contraction of muscles
is produced and stored.
% Y. oa:
Baty

é © | Organic Chemistry
c £ € ws An organic chemist might
| develop new lightweight plastics
© for flying disks.

Introduction to Chemistry. 3.

Figure 1.2 Big Ideas
The big ideas in chemistry can help you
understand the world around you. For
example, all matter is made up of atoms,
which are held together in compounds
by chemical bonds. The fire is a result of
a chemical reaction between the carbon-
containing compounds in the wood and
the oxygen in the air. The fire gives off
energy in the form of heat and light. The
gas particles in the air around the fire
begin to move faster as the air heats up.
Predict Marshmallows are made up
of mostly sugar, a carbon-containing
compound. What do you think happens
when the sugar is heated by the fire?
A Chapter 1 ¢ lesson]
Cee What are the central themes of chemistry?
This book contains many ideas in the science of chemistry. One of the
goals of your course in chemistry is to help you understand these ideas
so you can use them to explain real situations that you may encoun-
ter in your life, such as the one shown in Figure 1.2. Fortunately, most
of the topics of interest in chemistry are connected by a relatively few
organizing principles, or “big ideas.” Caaad Some of chemistry’s big
ideas are as follows: chemistry as the central science, electrons and
the structure of atoms, bonding and interactions, reactions, kinetic
theory, the mole and quantifying matter, matter and energy, and
carbon chemistry.
IDEA Chemistry As the Central Science Chemistry overlaps
with all of the other sciences. Many physicists, biologists, astrono-
mers, geologists, environmental scientists, and others use chemistry
in their work.
IDEA Electrons and the Structure of Atoms Carbon, oxy-
gen, and copper are all examples of elements. Elements are composed
of particles called atoms, and every atom contains a nucleus and one
or more electrons. The type of products obtained in a chemical reac-
tion is largely determined by the electrons in the reacting chemicals.
IDEA Bonding and Interactions Most elements exist in
chemical compounds, which are collections of two or more elements
held together by relatively strong attractive forces. These forces, called
chemical bonds, greatly influence the properties of compounds.
Weak bonds between the particles of an element or compound can
also contribute to the properties of the material.
BIGIDEA Reactions Chemical reactions involve processes in which
reactants produce products. When you strike a match, the compounds in
the head of the match combine with oxygen in the air to produce a flame.
New compounds, along with light and heat, are formed. The compounds in
the match head and oxygen are the reactants, and the new compounds are
the products. Chemical reactions are important to the chemistry of living
and nonliving things.
BIGIDEA Kinetic Theory The particles in matter are in constant
motion. The ways in which these motions vary with changes in temperature
and pressure determine whether a substance will be a solid, liquid, or gas.
BIGIDEA The Mole and Quantifying Matter In many aspects of
chemistry, it is vital to know the amount of material with which you are
dealing. In conducting a chemical reaction, you would want to use just
the right amount of the reacting material so none is wasted. This
measurement is possible using the mole, the chemist’s invaluable unit
for specifying the amount of material. Other concepts in chemistry
also rely on the mole unit.
BIGIDEA Matter and Energy Every chemical process uses or
produces energy, often in the form of heat. The heat changes
that occur in chemical reactions are easy to measure.
Changes in a quantity called free energy allow you to
predict whether a reaction will actually occur under the
given conditions.
BIGIDEA Carbon Chemistry There are about
10 million carbon-containing compounds, with new
ones being prepared each day. Many of these compounds,
including plastics and synthetic fibers, are produced from
petroleum. Carbon compounds are the basis of life in all
living organisms.

1. Explain Why does chemistry
affect all aspects of life and most
natural events?
2. List Name the five traditional areas
into which chemistry can be divided.
3. Cad Review What are the “big ideas” of
chemistry?
4. Describe What is the relationship
between pure and applied chemistry?
5. Infer Why might a geologist ask an
analytical chemist to help identify the
minerals in a rock?
6. Apply Concepts Workers digging a tunnel through a
city find some ancient pots decorated with geometric
designs. Which of the following tasks might they ask a
CLOUD ODE STONE
a. Determine the materials used to make the pots.
b. Explain what the designs on the pots represent.
c. Recommend how to store the pots to prevent further
damage.
IBIGIDEA CHEMISTRY AS THE CENTRAL SCIENCE
7. Why would a student who wants to be a doctor need to
study chemistry?

Introduction to Chemistry 5
 | _CHEMIST
R“YY:O-U
Q: How is chemistry used to study worlds other than your own? The Hubble
Space Telescope has provided detailed views of celestial objects. Scientists
who know chemistry have also used the telescope to discover water and com-
pounds containing carbon on a planet located 63 light years from Earth.
Such compounds are necessary for life on Earth. However, the planet, desig-
nated HD189733b, is much too hot to support life. Perhaps the Hubble Space
Telescope or its successors will someday be used to find evidence of life on
planets with atmospheres more like that of Earth.
Key Questions
What are three general
reasons to study chemistry? Why Study Chemistry?
What are some outcomes of What are three general reasons fo study chemistry?
modern research in chemistry? You may not realize it, but chemistry can answer many questions you have
Vocabulary about the world around you. Should you use hot water or cold water to
remove a grass stain from a shirt? How could you prepare for a career in nurs-
¢ technology
ing, firefighting, or journalism? If your local government wanted to build a
solid waste incinerator in your town, what questions would you ask about the
project? Chemistry can be useful in explaining the natural world, pre-
paring people for career opportunities, and producing informed citizens.

Explaining the Natural World You were born with a curiosity about your
world. Chemistry can help you satisfy your natural desire to understand how
things work. For example, chemistry can be seen in all aspects of food prep-
aration. Chemistry can explain why cut apples, such as the one shown in
Figure 1.3, turn brown upon exposure to air. It can explain why the texture
of eggs changes from runny to firm as eggs are boiled. Chemistry can explain
why water expands as it freezes, why sugar dissolves faster in hot water than
in cold water, and why yeast makes bread dough rise. After you study this
textbook, you will know the answers to these questions and many more.

Preparing for a Career Being a chemist can be rewarding. Chemists con-

Figure 1.3 Chemistry and Food
When cut apples are exposed to
air, a chemical reaction takes place,
which causes the color to change
to brown.
tribute to society in many ways. In this book, you will find features on careers
that require knowledge of chemistry. Some of the choices may surprise you.
You do not need to have the word chemist in your job title to benefit from
understanding chemistry. For example, a reporter may be asked to interview
a chemist to gather background for a story. Turf managers have the important
task of keeping the grass on golf courses, lawns, and soccer fields, such as the
one shown in Figure 1.4a, healthy. This job requires an understanding of soil
chemistry. Figure 1.4b shows a firefighter, who must know which chemicals
to use to fight different types of fires.

6 Chapter 1 © Lesson 2
Figure 1.4 Careers
Many careers require a knowledge of chemistry. a. Turf managers must know how
the soil and other conditions affect grass. b. Firefighters must choose the correct
chemicals to extinguish different types of fires.
Inter What are some factors that may affect the health and appearance of the
grass on a soccer field?

Being an Informed Citizen Industry, private founda-

tions, and the federal and state governments all provide
funds for scientific research. The availability of funding
can influence the direction of research. Those who dis-
tribute funds have to balance the importance of a goal
against the cost. Areas of research often compete for
funds because there is limited money available.
For example, space exploration research could not
take place without federal funding. Critics argue that
the money spent on space exploration would be bet-
ter spent on programs such as cancer research. Those
who support space exploration point out that NASA
research has led to the development of many items
used on Earth. These include smoke detectors, scratch-
resistant plastic lenses, heart monitors, and flat-screen
televisions. What if all the money spent on space explo-
ration was used to find a cure for cancer? Are there
enough valid avenues of research to take advantage of
the extra funding? Would there be qualified scientists
to do the research? Figure 1.5 Voting
Like the citizen shown in Figure 1.5, you will need Through voting, citizens have a say in the decisions their
to make choices that will influence the direction of sci- government makes. Those decisions include how much
entific research. You may vote directly on some issues money to provide for scientific research.
through ballot initiatives or indirectly through the offi-
cials you elect. You may speak at a public hearing, write
a letter to the editor, or sign a petition. When it comes
to scientific research, there is no one correct answer.
However, knowledge of chemistry and other sciences
can help you evaluate the data presented, arrive at an
informed opinion, and take appropriate action.

Introduction to Chemistry 7
InterpretGraphs Ee Pm ye

Fi ure 16 ee packaging includes i Plastics era <elellite| in U.S. Waste

15,000
soft-drink and water bottles, milk and water ¥FOSS
: IE
eNO

jugs, and other plastic containers.

12,500
a. Read Graphs How much plastics
ECR
Se

| 11,190
packaging was in U.S. waste in 2007?
10,000
b. Calculate How much more plastics
packaging was in U.S. waste in 2000 than 7500 6900
in 1990?
c. Predict Do you think that the amount of 5000
plastics packaging in U.S. waste will increase produced
Waste
fons)
of
(thousands| 3.400 einer
HORN
eemres
RB

or decrease in the next 10 years? Explain. 2500 2090

9 L_120 Ez
1960 1970 1980 1990 2000 2007
Note: The amount of plastics
~ Year
_ | packaging in U.S. waste
_| includes plastics packaging
Arle i ec ps ie ee
eto ie el act NSA
OS ae RCSA
“| that is to be recycled.

Chemistry, Technology, and Society

What are some outcomes of modern research in chemistry?
You have probably heard the term high tech used when describing the latest
gadgets and inventions, such as computers that are the size of your watch, or
cars that can drive themselves. However, you may not realize that many of
the basic items you use every day, such as the sneakers you wear or the cereal
you eat, are products of technology. Technology is the means by which a soci-
ety provides its members with those things needed and desired. Technology
allows humans to do some things more quickly or with less effort. It also
allows people to do things that would be otherwise impossible, such as tray-
eling to the moon. Modern research in chemistry can lead to technol-
ogies that aim to benefit the environment, conserve and produce energy,
improve human life, and expand our knowledge of the universe.

Materials and the Environment Chemists don’t just study matter—they

also use what they know about the structure and properties of matter to make
new materials with different or improved properties. Take plastics, for exam-
ple. If you have ever consumed bottled water, eaten a salad with a disposable
fork, or put on your helmet before riding your bike, you have used plastics.
Chemistry has played a large role in developing plastics for different uses.
Most plastics are made using petrochemicals, which are chemical prod-
ucts derived from petroleum. Although plastics are a part of most of our daily
lives, there is concern that their use is taking a toll on the environment and
on natural resources. The supply of petrochemicals is limited, and the manu-
facture of plastics uses large amounts of energy. Unrecycled plastics end up
in landfills, where they remain for hundreds of years. Figure 1.6 shows the
amount of plastics packaging in U.S. waste. Understandably, there has been a
demand for plastics that are better for the environment. Figure 1.7 describes a
new technology that offers an alternative to petroleum-based plastics.

8 Chapter 1 © Lesson 2
 ANA }

Oy
. \} { 3 j ff
\
it A
‘ : :
Figure 1.7 Bioplastic cle WN ih
Polylactic acid (PLA) is known as a bioplastic. Made from corn, PLA can be li \ | | ‘
used to manufacture many items that are typically made out of petroleum- | 1 | Aa
based plastics, including cups, utensils, containers and packaging for food,
and bags.

Corn is grown,
harvested, and
ground. A sugar
ero] |(-Yekre][Worse Lactic acid is also found
is extracted. in your muscle tissue
when you exercise.

Bacteria are added to convert

glucose into lactic acid.

Rererirerelelfe| genes folg-M ital <ate.

into long chains called polymers.

Plastics are made out

of polymers. Polymers
are long chains of The polylactic acid (PLA)
molecules that are polymeris formed into
chemically bonded to small pellets. The pellets
one another. can be spun into fibers
or melted to take almost
any form.

C
~
|ye

Compostatie

alts at lc ures Sines PLA ele at

aide from corn Hand Sher eaeheh can be
grown year after year.
V Less energy The production of PLA uses less
energy than the production of conventional
plastics.
Better for the environment Fewer greenhouse
gases, och as carbon ieuide, are produced in
the production of PLA than in the production of
other plastics. Also, PLA can be broken down
into compounds found in nature.
fergperarare ioter Awe other common plastics, it
doesn’t have as many applications.
x Made from corn The fields used to grow corn
for PLA could be used to grow food for Earth's
growing population. There is also concern that
the corn used to produce PLA is genetically
modified.
Difficult to dispose of PLA must be taken to
special compost facilities in order to ensure that
the material breaks down. Products made from
PLA cannot be recycled with other plastics.
 Energy The needs of any modern society require energy to power homes,
factories, and transportation. With population growth and more industrial-
ization around the globe, the demand for energy is on the rise. There are only
two ways to meet the demand for energy—conserve it or produce more of it.
Chemistry plays an essential role in both of these options.
Gasoline-electric hybrid cars play a substantial role in the conservation
of energy. They have greater fuel efficiencies than gasoline-powered vehicles.
Hybrids use both a gasoline engine and a set of batteries to run the car. A
knowledge of chemistry was necessary to develop these batteries. In an effort
to produce more energy, sustainable energy sources are important to consider.
Unlike fossil fuels, the sun is a renewable energy source. Chemists help design
materials that collect energy from the sun that is then converted to electricity.

Medicine and Biotechnology Chemistry supplies the medicines, materi-

als, and technology that doctors use to treat their patients. Biochemists work
with biologists and doctors to understand the structure of matter found in the
human body and the chemical changes that occur in cells.
There are more than 10,000 prescription drugs, which have been
designed to treat various conditions including infections, high blood pres-
sure, and depression. Other drugs, such as aspirin and antacids, can be sold
without a prescription. Many drugs are effective because they interact in a
specific way with chemicals in cells. Chemists who develop these drugs must
have knowledge of the structure and function of these target chemicals in
order to design safe and effective drugs. Chemistry can also develop materials
to repair or replace body parts. Diseased arteries can be replaced with plas-
tic tubes. Artificial hips and knees made from metals and plastics can replace
worn-out joints and allow people to walk again without pain.
Figure 1.8a shows a model of a small piece of DNA. Segments of DNA,
called genes, store the information that controls changes that take place in
cells. Biotechnology applies science to the production of biological products
or processes. It uses techniques that can alter the DNA in living organisms.
It may depend on the transfer of genes from one organism to another. When
genes from humans are inserted into bacteria, the bacteria act as factories
that produce chemicals of importance to humans, such as insulin. Production
takes place in large versions of the bioreactors shown in Figure 1.8b.

Figure 1.8 Biotechnology

The discovery of the structure
of DNA led to the development
of biotechnology. a. This
computer graphics model shows
a small segment of DNA. b. The
conditions in a bioreactor
are controlled so that the
bacteria produce as
much of the product
as possible.

10 Chapter 1 © Lesson 2
The Universe Scientists assume that the methods used to study Earth can Figure 1.9 Space Exploration
be applied to other objects in the universe. To study the universe, chemists With help from NASA, chemists
gather data from afar and analyze matter that is brought back to Earth. study matter from other bodies
In the early 1800s, scientists began to study the composition of stars by ns act Soa gis
IC Vi
analyzing the light they transmitted to Earth. In 1868, Pierre Janssen discov- O
; portunity on the surface
ered a gas on the sun’s surface that was not known on Earth. Joseph Norman E tiNaee
Lockyer named the gas helium from the Greek word helios, meaning “sun.” In
1895, William Ramsay discovered helium on Earth.
The moon and the planets do not emit light, so scientists must use other
methods to gather data about these objects. The methods used depend on
matter brought back to Earth by astronauts or on probes that can analyze
matter in space. Chemists have analyzed more than 850 pounds of moon KS
rocks that were brought back to Earth. The rocks were similar to rocks ?
Q: How can chemistry be
formed by volcanoes on Earth, suggesting that vast oceans of molten lava
used to find evidence oflife on
once covered the moon’s surface. Figure 1.9 is a drawing of the robotic vehicle 2
Opportunity. The vehicle was designed to determine the chemical composi- aa Ess
tion of rocks and soil on Mars. Data collected at the vehicle’s landing site indi-
cated that the site was once drenched with water.

oF ]4, LessonCheck
8. Cae List What are three reasons for studying 12. Explain How can a knowledge of chemistry help
chemistry? you be a more informed citizen?
9. Cx Review How has modern research in
chemistry impacted society? IDEA
CHEMISTRY AS THE CENTRAL SCIENCE
10. Describe How do chemists study the universe?
13. A friend tells you that she doesn’t think it is
11. Form an Opinion Do the advantages of sub- important to learn chemistry. What would be
stituting the bioplastic PLA for conventional your response?
plastics outweigh the disadvantages? Would you
use products made out of PLA? Why or why not?

Introduction to Chemistry 11
Typically, chemists direct their research toward a practical goal or
application. However, sometimes scientists accidentally stumble
upon a discovery that they didn't intend to find.

Polytetrafluoroethylene In
1938, Roy J. Plunkett was
researching new refrigerants,
which are compounds used
in refrigerators and air
conditioners. In preparation
for an experiment, Plunkett
stored a compound called
tetrafluoroethylene gas (TFE) in
cylinders at a low temperature overnight.
When Plunkett was ready to use the TFE the next
day, he found that none of the gas came out. He opened a
cylinder to find a white, waxy solid that was very slippery
and did not react with any other chemicals.
The substance that Plunkett accidentally made, called
polytetrafluoroethylene (PTFE) has many uses that you
may be familiar with, such as insulation for electrical
cables, soil and stain repellents for fabrics, and coatings
for nonstick cookware.

Saccharin In 1879, Constantine Fahlberg

was looking for new uses for coal tar and
forgot to wash his hands after working
one day in the lab. When he went home
to eat dinner that night he noticed that
his bread tasted sweet. He realized that the
sweet taste was coming from his unwashed
hands.
The substance on his hands was saccharin,
which is the oldest artificial sweetener. Saccharin
was initially sold in tablet form from the late
1890s to the 1940s. In 1957, it was introduced in
granulated form.

12 Chapter 1 © Chemistry & You

Sticky Notes In 1968, a chemist named Spencer
Silver developed an adhesive that was only slightly
sticky. However, Silver didn’t have an application for
his discovery. Several years later, in 1974, Silver’s
co-worker, Art Fry, was singing in his church choir.
He thought that Silver’s adhesive would be useful for
sticking bookmarks in his hymnal. In 1980, sticky
notes were introduced around the world.

| Vulcanized Rubber When rubber was introduced in the early 1830s,

it was not very useful. It froze in the winter and melted into a glue-like
substance in the summer. Charles Goodyear, a hardware merchant
from Philadelphia was on a quest to improve the properties of the
substance. After countless failed experiments, Goodyear began
using sulfur in his rubber formulations. In the winter of 1839, a
chunk of his rubber-sulfur formulation landed on top of a hot
stove. Instead of melting, the rubber charred. The mixture
had hardened but it was still elastic.
Thomas Hancock, an Englishman, saw a sample of
Goodyear’s rubber and re-invented it in 1843. He named
the processes “vulcanization, after Vulcan, the Roman
god of fire.

Take It Further
1. Identify Coal tar contains carbon. What type of
chemistry was the focus of Fahlberg’s research?
2. Classify Were the inventors in these examples
performing pure or applied research when they made
their discoveries? Explain.
3. Infer When Plunkett couldn't get the TFE gas out
of the cylinders, he weighed them and found that they
weighed the same as they did the night before. What
was the significance of this finding?
4. Form an Opinion Are the inventions described
examples of technology? Why or why not?
 k Alexander Fleming tested his hypothesis? In 1928,
Alexander Fleming, a Scottish scientist, noticed that a bacteria he was study-
ing did not grow in the presence of a yellow-green mold. Other scientists had
made the same observation, but Fleming was the first to recognize its impor-
tance. He assumed that the mold had released a chemical that prevented the
growth of the bacteria. That chemical was penicillin, which can kill a wide
range of harmful bacteria.
Key Questions
How did Lavoisier help to
transform chemistry?
An Experimental Approach to Science
How did Lavoisier help to transform chemistry?
What are the steps in the
scientific method? The word chemistry comes from the word alchemy. Long before there were
chemists, alchemists were studying matter. Alchemy arose independently in
What role do collaboration many regions of the world. It was practiced in China and India as early as
and communication play in
400 s.c. In the eighth century, Arabs brought alchemy to Spain, and from
science?
there it spread quickly to other parts of Europe.
Vocabulary You may have heard that alchemists were concerned with searching for a
® scientific method way to change other metals, such as lead, into gold. Although alchemists did
® observation not succeed with this quest, the work they did spurred the development of
¢ hypothesis chemistry. Alchemists developed the tools and techniques for working with
© experiment chemicals. For example, alchemists developed processes for separating mix-
¢ independent variable tures and purifying chemicals. They designed equipment that is still used
* dependent variable today, including beakers, flasks, tongs, funnels, and the mortar and pestle,
° model which is shown in Figure 1.10. What they did not do was provide a logical set
* theory of explanations for the changes in matter that they observed. Chemists would
® scientific law accomplish that task many years later.

Figure 1.10 Mortar and Pestle

Pharmacists still use a bowl-shaped mortar and
club-shaped pestle to mix drugs for patients. The
mortar and pestle in this photograph are made of
porcelain, which is a hard material.
Infer What may be some other uses of a mortar
and pestle?

14 Chapter 1 © Lesson 3
 By the 1500s in Europe, there was a shift from alchemy to science. Science
flourished in Britain in the 1600s, partly because King Charles II was a sup-
porter of the sciences. With his permission, some scientists formed the Royal
Society of London for the Promotion of Natural Knowledge. The scientists
met to discuss scientific topics and conduct experiments. The society’s aim
was to encourage scientists to base their conclusions about the natural world
on experimental evidence, not on philosophical debates.
In France, Antoine-Laurent Lavoisier did work in the late 1700s that
would revolutionize the science of chemistry. Lavoisier helped to trans-
form chemistry from a science of observation to the science of measure-
ment that it is today. To make careful measurements, Lavoisier designed a
balance that could measure mass to the nearest 0.0005 gram.
One of the many things Lavoisier accomplished was to settle a long-
standing debate about how materials burn. The accepted explanation was that Figure 1.11 Antoine Lavoisier
materials burn because they contain phlogiston, which is released into the air This portrait of Antoine Lavoisier
as a material burns. To support this explanation, scientists had to ignore the and his wife Marie Anne was
evidence that metals can gain mass as they burn. By the time Lavoisier did painted by Jacques Louis David
his experiments, he knew that there were two main gases in air—oxygen and in 1788.
nitrogen. Lavoisier was able to show that oxygen is required for a material to
burn. Lavoisier’s wife Marie Anne, shown in Figure 1.11, helped with his sci-
entific work. She made drawings of his experiments and translated scientific
papers from English.

The Scientific Method

What are the steps in the
scientific method?
Scientists have a powerful tool that they use to
produce valuable results. Like all scientists, the
biochemist shown in Figure 1.12 is using the
scientific method to solve difficult problems.
The scientific method is a logical, systematic
approach to the solution of a scientific prob-
lem. Steps in the scientific method include
making observations, proposing and testing
hypotheses, and developing theories.

Making Observations The scientific method

is useful for solving many kinds of problems.
Suppose you try to turn on a flashlight and
you notice that it does not light. When you use
your senses to obtain information, you make
an observation. An observation can lead to a
question: What is wrong with the flashlight?

Figure 1.12 Observing With

a Microscope
Observation is an essential step in
the scientific method.

Introduction to Chemistry 15
Figure 1.13 Computer Models Testing Hypotheses If you guess that the batteries in the
This scientist is using a computer to model flashlight are dead, you are making a hypothesis. A hypothesis
complex molecules, which are difficult to is a proposed explanation for an observation. You can test your
study with experiments alone.
hypothesis by putting new batteries in the flashlight. Replacing
the batteries is an experiment, a procedure that is used to test
| See scientific a hypothesis. If the flashlight lights, you can be fairly certain
/ models online. that your hypothesis was true. What if the flashlight does not
a | pe
work after you replace the batteries? A hypothesis is useful only
if it accounts for what is actually observed. When experimental
data does not fit a hypothesis, the hypothesis must be changed.
A new hypothesis might be that the light bulb is burnt out. An
experiment to test this new hypothesis is to replace the bulb.
When you design experiments, you deal with variables,
or factors that can change. The variable that you change dur-
ing an experiment is the independent variable, also called
the manipulated variable. The variable that is observed dur-
ing the experiment is the dependent variable, also called the
responding variable. If you keep other factors that can affect
the experiment from changing during the experiment, you
can relate any change in the dependent variable to changes in
the independent variable. For the results of an experiment to
be accepted, the experiment must produce the same result no
matter how many times it is repeated, or by whom. This is why
scientists are expected to publish a description of their proce-
dures along with their results.
Sometimes the experiment a scientist must perform to test
a hypothesis is difficult or impossible. For example, atoms and
molecules, which are some of the smallest units of matter, can-
not be easily seen. In these situations, scientists often turn to
models to gain more understanding of a problem. A model is
a representation of an object or event. Figure 1.13 shows a sci-
entist working with computer models of complex biological
molecules. Chemists may also use models to study chemical
reactions and processes.

A hypothesis may be
revised based on
odol-tafunl-lalrelmelelion
Experiments Theory
An experiment can A theory is tested by
lead to observations more experiments
that support or folate Mantetellitcve Mi
disprove a hypothesis. necessary.

Figure 1.14 The Scientific Method Scientific Law

The steps in the scientific method do not A scientific law
have to occur in the order shown. summarizes the results
Compare and Contrast How are a ohm ulelaNacelok<-1aZelitolars
hypothesis and a theory similar? How and experiments.
are they different?

16 Chapter 1 ¢ Lesson 3
 Developing Theories Figure 1.14 shows how the steps of the scientific CHEMISTRY/5°:YOU)
method fit together. Once a hypothesis meets the test of repeated
Q: What was Alexander Fleming's
experimentation, it may be raised to a higher level of ideas. It may become
hypothesis? How could he test his
a theory. A theory is a well-tested explanation for a broad set of obser-
| hypothesis?
vations. Some of the theories in chemistry are very useful because they
help you form mental pictures of objects or processes that cannot be seen.
Other theories allow you to predict the behavior of matter.
When scientists say that a theory can never be proved, they are not
saying that a theory is unreliable. They are simply leaving open the possi-
bility that a theory may need to be changed at some point in the future to
explain new observations or experimental results.

Scientific Laws Figure 1.14 shows how scientific experiments can lead to
laws as well as theories. A scientific
law is a concise statement that sum-
marizes the results of many observations and experiments. In Chapter 14,
you will study laws that describe how gases behave. One law describes the
relationship between the volume of a gas in a container and its tempera-
ture. If all other variables are kept constant, the volume of the gas increases
as the temperature increases. The law doesn’t try to explain the relation-
ship it describes. That explanation requires a theory.

(Quick Lab ) _.
a

| Purpose To test ie hypoth--

__ esis that bubble making can be,
_ affected by adding sugar or salt
_ toa bubble-blowing mixture
Materials -
Bubbles! Shel DAS ath: a Ana
RecutBl 5
1. Label three drinlaiig cups 1, 2, and 3. 4. Dip the drinking straw into
~ Measure and add one teaspoon of liquid cup 1, remove it, and blow gently
dish detergent to each cup. | into the straw to make the largest =phm
nrea
ee
R
Ee
r

¢ 3 plastic drinking cups

2. Use the measuring cup to add two-
e measuring cup and spoons
thirds cup of water to each drinking cup.
e liquid dish detergent
Then swirl the cups to forma clear mixture.
¢ water CAUTION Wipe up any spills immediately
e table sugar so that no one will slip and fall.
¢ table salt 3. Add a half teaspoon of table sugar to
¢ drinking straw cup 2 and a half teaspoon of table salt to
cup 3. Swirl each cup for one minute.
bubble you can. Practice making
bubbles until you feel you have
reasonable control over your bub-
ble production.
5. Repeat Step 4 with the mix-
tures in cups 2 and 3.

Analyze and Conclude

1. Observe Did you observe any differences in your ability to produce bubbles
using the mixtures in cup 1 and cup 2?
2. Observe Did you observe any differences in your ability to produce bubbles
using the mixtures in cup 1 and cup 3?
3. Draw Conclusions What can you conclude about the effects of table sugar
and table salt on your ability to produce bubbles?
4. Design an Experiment Propose another hypothesis related to bubble mak-
ing. Design an experiment to test your hypothesis.

Introduction to Chemistry 17

Figure 1.15 Teamwork
For a volleyball team to win, the
players must work together.
Figure 1.16 Lab Partners
Working in pairs or in a group can
be challenging, but it can also be
rewarding.
Apply Concepts What steps
in the scientific method are these
students using?
18 Chapter 1 © Lesson 3
Collaboration and Communication
What role do collaboration and communication play in science?
No matter how talented the players on a team may be, one player cannot
ensure victory for the team. Individuals must collaborate, or work together,
for the good of the team. Think about the volleyball players in Figure 1.15. In
volleyball, the person who spikes the ball depends on the person who sets the
ball. Unless the ball is set properly, the spiker will have limited success. Many
sports recognize the importance of collaboration by keeping track of assists.
During a volleyball game, the players also communicate with one another
so it is clear who is going to do which task. Strategies that are successful in
sports can work in other fields, such as science. When scientists collabo-
rate and communicate with one another, they increase the likelihood of a
successful outcome.
Collaboration Scientists choose to collaborate for different reasons. For
example, some research problems are so complex that no one person could
have all the knowledge, skills, and resources to solve the problem. It is often
necessary to bring together individuals from different disciplines. Each sci-
entist will typically bring different knowledge and, perhaps, a different
approach to a problem. Just talking with a scientist from another discipline
may provide insights that are helpful.
There may be a practical reason for collaboration. For example, an indus-
try may give a university funding for pure research in an area of interest to
the industry. Scientists at the university get the equipment and financing
required to do the research. In exchange, the scientists provide ideas and
expertise. The industry may profit from its investment by marketing applica-
tions based on the research.
Collaboration isn’t always'a smooth process. Conflicts can arise about use
of resources, amount of work, who is to receive credit, and when and what to
publish. Like the students in Figure 1.16, you will likely work in pairs or on a
team in the laboratory. If so, you may face some challenges. However, you can
also experience the benefits of a successful collaboration.
Communication The way scientists communicate with each other and with
the public has changed over the centuries. In earlier centuries, scientists
exchanged ideas through letters. They also formed societies to discuss the lat-
est work of their members. When societies began to publish journals, scien-
tists could use the journals to keep up with new discoveries.
Today, many scientists, like those in Figure 1.17, work as a team. They can
Figure 1.17 Communication
communicate face to face. They also can exchange ideas with other scientists
Scientists often get together
by e-mail, by phone, and at local and international conferences. Scientists still at professional meetings and
publish their results in scientific journals, which are the most reliable source workshops to discuss their findings
of information about new discoveries. Most journals are now published and share ideas.
online and are readily accessible. Articles are
published only after being reviewed by experts
in the author's field. Reviewers may find errors
in experimental design or challenge the author’s
conclusions. This review process is good for sci-
ence because work that is not well founded is
usually not published.
The Internet is a major source of infor-
mation. One advantage of the Internet is that
anyone can get access to information. One dis-
advantage is that anyone can post information
on the Internet without first having that infor-
mation reviewed. To judge the reliability of
information you find on the Internet, you have
to consider the source. This same advice applies
to articles in newspapers and magazines or the
news you receive from television. If a media out-
let has a reporter who specializes in science,
chances are better that a report will be accurate.

14. Review How did Lavoisier revolutionize the sci-
ence of chemistry?
15. List Name three steps in the scientific method.
16. Explain Why are collaboration and communica-
tion important in science?
17. Describe What did alchemists contribute to the
development of chemistry?
18. Explain How did Lavoisier’s wife help him to com-
municate the results of his experiments?
19. Describe What process takes place before an article is
published in a scientific journal?
20. Explain Why is it important for scientists to publish a
description of their procedures along with the results
of their experiments?
21. Infer Why should a hypothesis be devel-
oped before experiments take place?
22. Compare What is the difference between a
theory and a hypothesis?
23. Classify In Chapter 2, you will learn that
matter is neither created nor destroyed in
any chemical change. Is this statement a
theory or a law? Explain your answer.
BIGIDEA
CHEMISTRY AS THE CENTRAL SCIENCE
24. Do the steps in the scientific method always
need to be followed in order? Explain.

Introduction to Chemistry 19
Another random document with
no related content on Scribd:
 Geordie and the Sick Dog.
an english story.

It was Saturday afternoon, and had been longed for all the week
by little Geordie, as he was called, for he was a very little fellow.
Geordie had built himself a boat, and had promised to give it a fine
sail in a pond, not a great way from the house in which he lived,
called the fen ditch.
So away he went, before he had quite eaten his dinner, with his
boat in one hand, and the remains of a slice of bread and butter in
the other; for his mother was a poor woman, and Geordie did not get
meat every day, and never on a Saturday.
But his cheeks were rosy, and his eye was bright, and his ringlets
laughed in the wind as he ran along, looking at his boat with eyes of
delight all the way, and every now and then taking a huge mouthful,
and then stopping for breath, for fear the dry crumbs should be
blown down his chest.
There was a beautiful breeze, as he called it,—for he called
everything beautiful that pleased him. He had a beautiful piece of
bread and butter; and a beautiful knife; and a beautiful pair of shoes,
—only his toes peeped through them.
He had a kind, cheerful, and tender heart, and so everything
appeared beautiful to him, and few things had the power to make
him discontented or peevish; but, just as Geordie got over the
Warren hills, which led to the place of his destination, he saw Harry
Dyke, the groom at the great house of Lady Clover, coming over the
swale, as it was called, with several of the boys of the village
dancing about him, apparently in great delight.
 When he came nearer, he found that Harry was carrying, wrapped
up in a piece of an old sack, a little dog, which Geordie recognised
as being one which he had before seen, with its two fore paws
leaning over the ledge of the sash-pane in Lady Clover’s carriage,
when she drove through the village.
One of the boys had got a couple of brick-bats, and a long piece
of cord, and seemed very officious. He called out to Harry, “Harry, let
me throw him in, will you?—there’s a good fellow. But wo’n’t you give
him a knock on the head,—just one knock to dozzle him?”
“Why, they are going to drown that little pet-dog, that us children
used to say, lived a great deal better than we did; and, when I have
been very hungry, I have often wished I was Lady Clover’s lap-dog,
for I heard say that she sometimes gave it rump-steak for its dinner,
with oyster-sauce.” So thought little Geordie to himself; he did not,
however, say anything.
“O! here is little Geordie,” said one of the boys. “Geordie, Geordie,
come and have some sport!—we are going to drown a dog in the
ditch.”
“What are you going to drown it for?” said Geordie.
“O! to have some fun, I suppose. No, it is not that; it is because
my lady can’t bear the nasty thing—it has got the mange, or some
disorder. There;—do not touch it. Don’t you smell it?”
The poor little dog looked at Geordie, and struggled to get out of
the sacking, and gave a whine, as if it would be glad to get away
from its enemies.
“Lay down, you beast,” said Harry, and gave it a severe blow on
the head; “lay down; I’ll soon settle your business.”
By this time they had come to the fen brook, and the dog was
placed on the ground, and taken from the sack-cloth in which it was
wrapped. It was a deplorable looking creature, and its hair was off in
several places; it yelped wofully as it looked around, while the boys
began to prepare the noose and the brick-bats.
 “O! do not drown him,” said Geordie; “pray, do not drown him.
What are you going to drown him for?”
“Why, because he is sick, and ill, and dirty. He is no good to any
one,” said Harry. “My lady used to be very fond of him; but now, he
looks such an object, she says he is to be destroyed.”
“Give him to me,” said Geordie; “I’ll have him, and keep him till he
gets well—he shall have half my dinner every day. Here, little dog,
have this piece of bread and butter.”
“Go away, and leave the dog alone,” said the boy who had the
cord; “you are not going to spoil our sport. Get out of the way with
you.” And so he drew near, and fastened the cord to the dog’s neck.
“O! do give him to me! Pray don’t drown him,” said Geordie; “pray
do not. O! do give him to me; I will make him well—indeed I will. Do
let me have him?—there’s a good Harry Dyke,” and the tears came
into Geordie’s eyes.
“Go along, Mr. Dog Doctor,” said Harry; “go along, Mr. Cry Baby.”
“Here, Harry, I’ll give you my boat for the little dog—it is a beautiful
boat; here, put it into the water instead of the dog—do, do, do;” and
so Geordie thrust the boat into Harry’s hand, and, without waiting to
settle the bargain, laid hold of the dog.
“Leave go of him,” said the boy with the cord and the brick-bats,
“leave go, I tell you; if you do not, it shall be the worse for you. Leave
go, or”——
“Ay, you may rap my knuckles,” said Geordie, “I do not mind that.
—​Harry Dyke, Harry Dyke, am I not to have the dog, and you have
the boat?” said he, struggling.
“O! I do not care about it,” said Harry; “take him, if you will have
him; the boat will do for my brother Tom, and I wish you joy of the
bargain.”
The other boys hearing this, were much disconcerted; and would,
no doubt, have molested Geordie still further, but the little fellow no
sooner heard Harry’s tacit consent, than he immediately set off at full
speed, with the dog under his arm, in the direction of home.
 When he reached his home he was quite out of breath, and his
mother was fearful something had happened to him. “Why, Geordie,
Geordie, what is the matter with you; and what have you got under
your arm?”
Geordie laid down the dog, and the sight of the poor creature,
whose looks told the state of disease in which it was, made the good
woman quite afraid to have it in the house; and, without hearing
anything of the circumstances connected with the poor animal, or
giving Geordie time to explain, she declared it should not set foot in
the house, and drove Geordie and his purchase out of it together;
telling the latter to take it from whence it came, and that the house
was not to be converted into a hospital for sick dogs.
Geordie was more disconsolate than ever; he went into the fields,
with the dog under his arm: now be laid it down, and patted it; then
he talked to it, and, in his childish manner, tried to comfort it. The
poor creature looked up to Geordie, and wagged its tail, and seemed
quite glad to find somebody could feel for it.
“Ay, that is the way of these ladyfolks,” thought Geordie to himself;
“they like their pets, and fondle them enough while they look pretty
and frisk about, and play about; but, when they get sick, and ill, or
old, then they hang and drown them. I wonder what makes them do
it.”
What to do with the dog Geordie knew not. At last, however, he
bethought himself that he would take him up into a little loft, over a
small stable which his father had, and there make him a bed with
some nice hay, and try and make him better.
So he mounted the ladder, and got into the loft. He soon made the
poor thing a bed, and then he thought he would get him something to
eat; but Geordie had no money. He had, however, a good many
marbles, for Geordie was a capital hand at ring-taw; and so he took
his marble-bag, and went into the green, where several boys were
playing, and very soon sold his marbles. They produced four-pence,
for there were more than fifty, at sixteen a penny.
 He then bought some dog’s-meat at the butcher’s, and a
halfpenny worth of milk, and a halfpenny worth of sulphur, to mix with
the milk; for somebody once said, in his hearing, that sulphur and
milk were good physic for dogs.
He then washed the animal, and fed him; and what with washing,
and physicing, and comforting, in a few days the poor dog regained
his strength; in a few days more he regained his coat; and it was not
many days more before he was as well as ever.
Geordie then ventured to bring him in to his father and mother;
who, seeing the animal quite changed in appearance, and a lively,
handsome, little dog, and not very old, were quite pleased with him;
and no less pleased with their son’s conduct, when it was all
explained to them.
Some weeks after this, Lady Clover came through the village, in
her carriage, as usual, and was astonished to behold her little dog
sitting, with his fore paws out of Geordie’s mother’s parlor window,
just as he used to sit out in her ladyship’s carriage.
Lady Clover alighted, and went towards the house. The dog
immediately began to bark, nor would the soft tones of the lady’s
voice by any means pacify him. In a few minutes she learned the
whole of her former pet’s history, and wished to have him again.
“She would give Geordie a crown for him,” she said; but Geordie
would not sell his dog.
“No, I thank you, my lady.” “Bow-wow, wow,” said the little dog.
“He might be sick again, my lady, and then he would be drowned, my
lady.” “Bow-wow, wow—bow-wow, wow.”
“Keep the plaguesome creature quiet,” said her ladyship, “and
hear me.”—“Bow-wow, wow, wow, wow, wow, wow,” said the little
dog.
Her ladyship could not obtain a hearing, and left the cottage in
high displeasure. “I would not sell him for his weight in gold,” said
Geordie,—“not to Lady Clover.”
It was some years after this that Geordie grew almost a man, and
Chloe, for that was the dog’s name, grew old; Geordie’s father had
prospered in life; and, from being a poor cottager, had become a
respectable farmer.
One night he returned from market with a considerable sum of
money, arising from the sale of his crops, the principal part of which
he had to pay away to his landlord in a few days.
Some evil-disposed fellows had obtained a knowledge of this
money being in the house, and determined to break into and rob it—
perhaps also to murder those who might oppose them.
It was a very dark night, and all were sound asleep, when Black
Bill, and two companions, approached on tip-toe, to make an
entrance in the back premises.
By means of a centre-bit they had soon cut a panel out of the
wash-house door; they then entered the kitchen without making the
least noise. Black Bill had a large carving-knife in one hand, and a
dark lantern in the other, and, supposing the money to be in the bed-
room, was mounting the stairs, to take it at any hazard.
The stairs creaked with the weight of the robber, and in a moment
Chloe aroused the whole house with her barking—her shrill voice
was heard in every room. In a moment Geordie was up, and his
father’s blunderbuss at his shoulder.
“Speak, or I will fire!” said he. No answer,—but a scampering
through the passage. Geordie followed—he heard the robbers
making their escape; he fired—the robber fell.
Lights were procured. It was found that the fellow was only slightly
wounded in the leg, which prevented his running away. In the
morning it was discovered who the robber was—it was the very boy,
now grown a man, who had the cord and the brick-bats!
Chloe did not live long after this, but died of sheer old age; not,
however, you see, till she had amply repaid the kindness which had
been bestowed upon her by Geordie.—​Learn from this, my little
readers, a lesson of humanity!
 The Sable-Hunter.

CHAPTER V.
A dissertation upon going on foot.—​A fearful adventure with wolves.

Having taken leave of their Tungusian friends, the travellers

proceeded on their journey, hoping, before many days, to reach
Yakootsk—a large town on the Lena, and the great fur market of
eastern Siberia. Here they intended to stay a few days, and then
proceed down the Lena, in pursuit of game. Alexis expected also to
find a letter there, from his sister, which was to be sent by the mail,
and which would, of course, travel faster than the pedestrian party.
Incited, therefore, by several motives, the adventurers pressed
cheerily forward upon their journey. But it was now October, and the
ground was covered with snow. Every day, indeed, more or less
snow fell, and the hunters found their progress much impeded by it.
But in travelling, as in almost everything else, practice makes
perfect. A man who is well trained to walking, can travel farther in a
month than a horse; and as the power of going from place to place,
without being dependent on horses, railroads, or even money, is a
great thing, I advise all young persons—particularly young men—to
learn to perform journeys on foot. The best way to travel over a
country, is to go as a pedestrian. You can then stop and see the
people along the road, and thus get acquainted with their manners
and customs; their ways of living, acting and thinking.
Some of the pleasantest passages in my own life, occurred when
I was journeying on foot; and they are perhaps more delightful in my
recollection, that I had then a good, sound pair of legs—and now,
alas! one of them is replaced by a “timber toe!” If I had time, I could
relate many little incidents, to show that a traveller on foot is ever
welcomed to the hut, the log-cabin, or the farm-house, along the
road; and that his stories, his news, or even his company, are
esteemed good pay for his lodging and his fare.
But I must proceed with my story of the sable-hunter—or I shall
never get through with it. When I began, I expected to despatch it in
two or three chapters; but the journey, as well as old Linsk’s tongue,
is much longer than I expected.
For some time after the party started, Alexis found his feet sore
and his limbs weary, at night—and more than once, he felt homesick
and discouraged. But he was a youth of much energy of character,
and he felt the importance of making a great effort in behalf of his
father and sister, upon whose happiness the whole power of his soul
was now concentrated. Beside these motives to effort, Linsk took
pains to enliven the spirits of his party, by putting a cheerful face
upon things, and by telling his tales, of which he seemed as full as a
hive is of bees. And there was this difference between Linsk’s
tongue and the little honey-makers—that while they grow torpid as
the cold weather comes on, his organ of speech seemed to wag all
the faster for it. A flurry of snow was usually a prelude to a story, and
a real storm seldom failed to bring out something interesting. Alexis
remarked that the tale was always lively in proportion as the day was
dark, or the journey tedious; and Linsk seemed, indeed, as ready to
attack blue-devils with a joke, as he was to send a bullet after a bear.
I note these things with some particularity, because I conceive that
cheerfulness is a great virtue, and that it is of infinite importance in
those passages of life which seem to demand of us patient
endurance and protracted effort. Cheerfulness is the best of all
stimulants, and I advise my young friends to lay in a good stock of it.
It produces two excellent effects—it makes a person agreeable to
himself and to others!
As I have said, the weather was now stormy, and the country
through which the hunters were passing, was to the last degree
dreary and desolate. It was generally level, or slightly undulating,
and nearly destitute of vegetation. Occasionally they came to
extensive forests, consisting of low pines and cedars, and
sometimes there was a deep ravine, where the fir trees grew to a
considerable height, and so matted together as hardly to admit the
light between them.
One gloomy afternoon, as the party were winding their way
through a forest, which covered a range of broken hills and ridges,
the younger portion had gone before, leaving Linsk a little in the rear.
Turning an angle in the road, they lost sight of him, and went on for
several minutes, forgetting that he was not with them. By and by,
they heard a sharp whistle, and then a rifle-shot, and then a call, that
made the sullen woods echo, as if filled with twenty voices. They
instantly looked around, and seeing that Linsk was not with them,
turned back, and ran with all their might, knowing that something
must have happened, to cause so loud and urgent a summons.
Turning the angle in the road, and pushing on for about a dozen
rods, they came upon a scene which amazed and alarmed them.
There stood old Linsk, battling for life, in the midst of a pack of
wolves. One of the beasts lay dead at his feet; but another had hold
of his leg, and a huge fellow, nearly as tall as the old hunter himself,
was laying his paws upon him, and threatening to seize him by the
throat.
The coolness of Linsk was admirable. He waited his opportunity,
and then stretching himself to the full height, he brought down his
powerful arm, and striking his dagger in the side of the wolf, laid him
prostrate in an instant. He then bestowed a kick upon the rude fellow
that had hold of his leg, and hitting him by the side of the head,
made him roll over and over in the snow. Linsk fell upon him, but the
creature, being only stunned, got up, and was about to run away,
when the old hunter, now more furious than the wolves themselves,
seized him by the tail, and whirling him round and round, sought to
dash out his brains upon the frozen earth. The animal seemed
amazed and frightened, and set up such a hideous howl, that all the
rest of the pack took to flight; and even the beast upon which Linsk
had fastened, slipped through his fingers and fled for life. Happening
to take the direction of the young men, now coming up and near at
hand, he came pretty near Alexis, who levelled his rifle and shot him
through the head.
 “Well done!” cried Linsk, clapping his hands; “well done, Alexis!—
you’re a true hunter, after all! Whew! I am all out of breath. Bravo,
boys! It’s the first bit of fun I have had since we set out! St. Nicholas!
that fellow has stuck his forks into my calf, as if I was a piece of pork
—the beast! and I suppose he expected to make a supper of me. I
guess he’d found me the toughest bit of meat he ever undertook to
carve. The knave!—to think of attacking an old fellow, all alone, while
his companions had deserted him. The fool! to expect that an old
hunter wouldn’t give, as well as take. However, he’s got his last
supper; a bullet in the stomach is hard of digestion, and so he’s
finished. Poor fellow—I can’t help liking a wolf, after all!”
While Linsk was uttering this last observation, Alexis came up,
and although he was curious to know why his old friend could have
an affection for an animal that had just threatened his life, and
actually thrust his fangs into his flesh, he did not attempt now to
inquire into the subject. The hunter was, indeed, in too great a state
of excitement for any deliberate conversation. He went on, with one
exclamation after another, describing, by snatches, the attack of the
wolves, and his own feats in the fray.
After spending some time on the spot, and taking a view of the
several animals that had been slain, they proceeded on their way.
Linsk was greatly excited by the adventure, and, having talked about
it for some time, began to tell of other scenes of the kind, in which, at
various times, he had been engaged. Some of these tales were
worth repeating, and if I can remember them long enough, they shall
appear in the next chapter.
(To be continued.)
 The Tongue.

Every child has in his mouth a thing to talk with, called the
tongue. This is made to tell the truth with. When the tongue tells a
lie, it does that which is very wrong.
The tongue is made to say kind and pleasant things to our friends.
When it says a saucy thing to anybody, it is a naughty tongue.
When the tongue says a disobedient word to a father or mother, it
is a wicked tongue. When it says an unkind word to a brother or
sister, it is a very bad tongue indeed.
When the tongue swears, it does that which God has expressly
forbidden.
When the tongue speaks dirty words, it is a vile tongue. What little
boy or girl would like to carry about such a tongue in his mouth?
Now, my young reader, let me ask you a few questions. What sort
of a tongue have you? Does it always speak the truth? Does that
tongue of yours ever say saucy words?
Does your tongue ever say any disobedient words to your
parents? Does it ever say any unkind words to a brother or a sister?
Does it ever swear? Does it ever utter any bad words?
O, my little friend, if your tongue ever does anything wrong, what
shall be done? Can you tell me how to correct an evil tongue? I can
tell you. Let every child take good care of his tongue, and see that it
never behaves ill.
 What is Selfishness?

There was once a dog and a cat sitting by a kitchen door, when
the cook came out and threw several pieces of meat to them.
They both sprung to get it, but the dog was the strongest, and so
he drove the cat away, and ate all the meat himself. This was
selfishness; by which I mean, that the dog cared only for himself.
The cat wanted the meat as much as he did; but he was the
strongest, and so he took it all.
But was this wrong? No,—because the dog knew no better. The
dog has no idea of God, or of that beautiful golden rule of conduct,
which requires us to do to others as we would have them do to us.
Dr. Watts says,—
“Let dogs delight to bark and bite,
For God hath made them so;
Let bears and lions growl and fight,
For ’tis their nature too.”
But children have a different nature, and a different rule of
conduct. Instead of biting and fighting, they are required to be kind
and gentle to one another, and to all mankind.
Instead of being selfish, like the dog, they are commanded to be
just and charitable, by which I mean, that they should always give to
others what is their due, and also give to others, if they can, what
they stand in need of.
If a child snatches from another what is not his, he is selfish, and
very wicked. If a child tries in any way to get what belongs to
another, he is selfish, and is as bad as a thief or a robber.
Selfishness is caring only for one’s self. It is a very bad thing, and
every child should avoid it. A selfish person is never good, or happy,
or beloved.
How miserable should we all be, if every person was to care only
for himself! Suppose children and grown-up people, were all to be as
selfish as cats and dogs. What constant fighting there would be
among them!
How dreadful would it be to see brothers and sisters snarling at
each other, and pulling each other’s hair, and quarrelling about their
food and their playthings! We ought to be thankful that God has
given us a higher nature than that of beasts, and enabled us to see
and feel the duty of being kind and affectionate to one another.
And as we can see and feel this duty, we ought to be very careful
always to observe it.

A Thought.—There are one thousand million people in the world.

Each individual has a heart, and that heart beats about seventy
times a minute. By means of this beating of the heart, the blood is
sent over the body, and life is sustained. How great must that Being
be, who can keep one thousand millions of hearts beating seventy
times every minute—thus sending the blood through the veins and
arteries of one thousand millions of people!
 WINTER.
music composed for merry’s museum, by
g. j. webb.

’Tis winter; ’tis winter; the morning is gray:

A cold looking sky is above us to-day;
And see, where the hilltops are naked and brown,
The pretty white snowflakes come quietly down.

They come in their beauty, like spirits of light,

And wrap the chilled earth with a mantle of white:
Beneath it the daisies are sheltered and warm,
And safe from the blasts of the pitiless storm.

And soon, when the sunbeams of summer shall come,

They’ll start up anew from their snow-covered home:
They’ll spread their green leaves over valley and plain,
And catch the bright dews in their blossoms again.
MERRY’S MUSEUM.
VOLUME II.—No. 6.
 Sketches of the Manners, Customs, and History
of the Indians of America.

CHAPTER X.
Second attempt against Chili.—​Valdivia reaches Mapocho.—​Founds
the city of St. Jago.—​Temper of the natives.—​Terrible battle.
—​Sends to Peru for help.—​Officers taken.—​Their treacherous
escape.—​Valdivia Perseveres.—​Final success and
arrangements.

The next who attempted the conquest of Chili, was Pedro de

Valdivia, a Spanish adventurer, and, like all the others, eager to
distinguish himself, and to gain a fortune. However, he was not so
cruel and avaricious as many of the adventurers. He determined to
establish a permanent settlement in Chili. He began his march in the
year 1540, with 200 Spaniards, and a numerous body of Peruvian
auxiliaries; he had also some monks, several women, and a great
number of European quadrupeds, with everything requisite for a
colony.
He pursued the same route as Almagro, but, as it was in the
summer, he passed the Andes without trouble, and entered Copiapo.
But he found a cool reception, though it was warm weather. The
people had learned the fate of Peru, and were determined not to
allow their country to be plundered by the Spaniards, if they could
help it.
They, of course, began to attack Valdivia, on all sides; but still the
Spaniards made good their way, and reached the province of
Mapocho, now called St. Jago. This lies about 600 miles distant from
the confines of Peru. It was a beautiful country, pleasant and fertile,
and had such a large population, that its name was interpreted to
signify “the land of many people.” It lies upon the mountains of the
Andes, and is 140 miles in circumference. The mountains in the
north part abounded with gold, and in the east were rich mines of
silver.
Valdivia admired the country, and determined to possess it. He
accordingly began his settlement, by founding a city, which he
named St. Jago, in honor of that apostle. At that time, Christians
really believed that God was well pleased with having his followers
conquer the heathen; and the most cruel and wicked of the Spanish
adventurers always made a parade of their religion, or rather, their
superstitions.
Valdivia went on, for a time, very successfully with building his
city; but the natives were forming plans to destroy him. These he
suspected, and seized and confined a number of their chiefs. Still, he
was not at ease, and, wishing to watch their movements, he took
sixty horse, and went out to scour the country. The Mapochians in
the vicinity, who were watching for such an opportunity, immediately
fell upon the colony with terrible fury, burned the half-built houses,
and assailed the citadel, where the inhabitants had take a refuge, on
all sides.
The battle began at day-break, and was continued till night; fresh
troops of Indians constantly pouring in to fill the places of those shot
down by the Spaniards. The commander of the fort sent, during the
night, a messenger to Valdivia, who immediately returned. The
Indians were thus attacked on both sides; the musketry and horse
made a terrible slaughter among them; they had no arms but bows
and slings, yet they fought most furiously, till nearly all their army
was destroyed.
Valdivia thus relieved the siege, and rebuilt the city; but, for six
years, the natives were constant in their attacks; they cut off the
Spaniards at every opportunity, destroyed the crops, and, finally,
rendered all the fertile plains around St. Jago uncultivated and
desert; and then retired to the mountains.
The Spanish soldiers had become heartily tired of this fighting life.
A few battles did very well, but to spend year after year in warfare