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Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
NINTh EdITION
Chemistry for Today

General, Organic,
and Biochemistry
Spencer L. Seager
University of South Dakota
Weber State University
Michael R. Slabaugh
Weber State University
Maren S. hansen
West High School, Salt Lake City, UT
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
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Printed in the United States of America

Print Number: 01 Print Year: 2016
To our grandchildren:
Nate and Braden Barlow, Megan and Bradley Seager, and Andrew Gardner
Alexander, Annie, Charlie, Christian, Elyse, Foster, Megan, and Mia Slabaugh, Addison, Hadyn, and Wyatt Hansen
About the Authors
Spencer L. Seager
Spencer L. Seager retired from Weber State University in 2013 after serving for 52 years
as a chemistry department faculty member. He served as department chairman from
1969 until 1993. He taught general and physical chemistry at the university. He was also
active in projects designed to help improve chemistry and other science education in
local elementary schools. He received his B.S. in chemistry and Ph.D. in physical chem-
istry from the University of Utah. He currently serves as an adjunct professor at Weber
State and the University of South Dakota where he teaches online courses in general
chemistry, elementary organic chemistry, and elementary biochemistry.
Michael R. Slabaugh
Michael R. Slabaugh is an adjunct professor at the University of South Dakota and at
Weber State University, where he teaches the yearlong sequence of general chemistry,
organic chemistry, and biochemistry. He received his B.S. degree in chemistry from Pur-
due University and his Ph.D. degree in organic chemistry from Iowa State University.
His interest in plant alkaloids led to a year of postdoctoral study in biochemistry at
Texas A&M University. His current professional interests are chemistry education and
community involvement in science activities, particularly the State Science and Engi-
neering Fair in Utah. He also enjoys the company of family, hiking in the mountains,
and fishing the local streams.
Maren S. Hansen
Maren S. Hansen is a science teacher at West High School, where she teaches honors
biology. She has also taught AP biology and biology in the International Baccalaure-
ate Program. She received her B.A. and master of education degrees from Weber State
University. Her professional interests have focused upon helping students participate in
Science Olympiad and Science Fair. Other interests include adventure travel, mountain
hiking, gardening, and the company of friends and family. She hopes to share her love of
science with her two children.
iv About the Authors
Brief Contents
Chapter 1 Chapter 13
Matter, Measurements, Alcohols, Phenols, and Ethers 424
and Calculations 2
Chapter 14
Chapter 2 Aldehydes and Ketones 458
Atoms and Molecules 46
Chapter 15
Chapter 3 Carboxylic Acids and Esters 488
Electronic Structure and the
Periodic Law 72 Chapter 16
Amines and Amides 516
Chapter 4
Chapter 17
Forces between Particles 100
Carbohydrates 548
Chapter 5
Chapter 18
Chemical Reactions 144
Lipids 582
Chapter 6
Chapter 19
The States of Matter 174
Proteins 610
Chapter 7
Chapter 20
Solutions and Colloids 210
Enzymes 642
Reaction Rates and Equilibrium 250
Nucleic Acids and Protein Synthesis 668
Acids, Bases, and Salts 276 Nutrition and Energy for Life 702
Radioactivity and Nuclear Processes 322 Carbohydrate Metabolism 732
Organic Compounds: Alkanes 352 Lipid and Amino Acid Metabolism 760
Unsaturated Hydrocarbons 390 Body Fluids 788
Brief Contents v
Contents
Chapter 1 2.5 Isotopes and Atomic Weights 57

2.6 Avogadro’s Number: The Mole 58
Matter, Measurements, 2.7 The Mole and Chemical Formulas 63
and Calculations 2 Concept Summary 65
1.1 What Is Matter? 4 Key Terms and Concepts 66
1.2 Properties and Changes 5 Exercises 66

1.3 A Model of Matter 7 Additional Exercises 69
1.4 Classifying Matter 10 Chemistry for Thought 69
1.5 Measurement Units 13 Allied Health Exam Connection 70
1.6 The Metric System 14 Case Study 46

Chemistry Around us 2.1 Chemical Elements
1.7 Large and Small Numbers 19
in the Human Body 49
1.8 Significant Figures 22
Chemistry Around us 2.2 Looking at Atoms 51
1.9 Using Units in Calculations 27
ASk A phARMACIST 2.1 Uprooting Herbal Myths 54
1.10 Calculating Percentages 29 Chemistry tips for Living WeLL 2.1
1.11 Density 30 Take Care of Your Bones 55
Concept Summary 35 STudy SkILLS 2.1 Help with Mole Calculations 64
Key Terms and Concepts 36 Case Study Follow-up 65
Key Equations 36
Exercises 37 Chapter 3
Additional Exercises 43 Electronic Structure and the
Chemistry for Thought 43
periodic Law 72
Allied Health Exam Connection 44
Case Study 2 3.1 The Periodic Law and Table 73
Chemistry Around us 1.1 A Central Science 5 3.2 Electronic Arrangements in Atoms 75
Chemistry Around us 1.2 Are Chemicals Getting 3.3 The Shell Model and Chemical
a Bad Rap? 6 Properties 78
Chemistry Around us 1.3 Effects of Temperature 3.4 Electronic Configurations 80
on Body Function 19 3.5 Another Look at the Periodic Table 84
STudy SkILLS 1.1 Help with Calculations 30 3.6 Property Trends within the Periodic
Chemistry tips for Living WeLL 1.1 Choose Table 89
Wisely for Health Information 32
Concept Summary 94
ASk AN ExpERT 1.1 Does food density matter when
Key Terms and Concepts 95
you’re trying to lose weight? 34
Exercises 95
Case Study Follow-up 35
Additional Exercises 97
Chapter 2
Atoms and Molecules 46 Case Study 72
Chemistry tips for Living WeLL 3.1 Watch the
2.1 Symbols and Formulas 47
Salt 76
2.2 Inside the Atom 50
Chemistry Around us 3.1 A Solar
2.3 Isotopes 52 Future 83
2.4 Relative Masses of Atoms and Molecules 53 STudy SkILLS 3.1 The Convention Hotels Analogy 87
vi Contents
Chemistry Around us 3.2 Transition and 5.8 Energy and Reactions 157
Inner-Transition Elements in Your Smart Phone 89 5.9 The Mole and Chemical Equations 158
5.10 The Limiting Reactant 161
5.11 Reaction Yields 163
Chapter 4 Concept Summary 165
Forces between particles 100 Key Terms and Concepts 165

Key Equations 166
4.1 Noble Gas Configurations 101
Exercises 166
4.2 Ionic Bonding 103
4.3 Ionic Compounds 105
4.4 Naming Binary Ionic Compounds 108
4.5 The Smallest Unit of Ionic Compounds 110
Case Study 144
4.6 Covalent Bonding 111 Chemistry tips for Living WeLL 5.1 Add Color
4.7 Polyatomic Ions 116 to Your Diet 156
4.8 Shapes of Molecules and Polyatomic Ions 118 Chemistry Around us 5.1 Teeth
4.9 The Polarity of Covalent Molecules 122 Whitening 159
4.10 More about Naming Compounds 126 Chemistry Around us 5.2 Electric Cars 162
STudy SkILLS 5.1 Help with Oxidation Numbers 163
4.11 Other Interparticle Forces 129
Concept Summary 134
Exercises 136 Chapter 6
Additional Exercises 140 The States of Matter 174
6.1 Observed Properties of Matter 176
6.2 The Kinetic Molecular Theory of Matter 178
Case Study 100
6.3 The Solid State 179
Chemistry tips for Living WeLL 4.1 Consider
the Mediterranean Diet 107 6.4 The Liquid State 180
Chemistry Around us 4.1 Water: One of Earth’s 6.5 The Gaseous State 180
Special Compounds 113 6.6 The Gas Laws 181
ASk A phARMACIST 4.1 Are All Iron Preparations 6.7 Pressure, Temperature, and Volume
Created Equal? 123 Relationships 184
STudy SkILLS 4.1 Help with Polar and Nonpolar 6.8 The Ideal Gas Law 189
Molecules 127
6.9 Dalton’s Law 191
Chemistry Around us 4.2 Ozone: Good up High,
Bad Nearby 131
6.10 Graham’s Law 192
Case Study Follow-up 134 6.11 Changes in State 192
6.12 Evaporation and Vapor Pressure 193
6.13 Boiling and the Boiling Point 195
Chapter 5
6.14 Sublimation and Melting 196
Chemical Reactions 144 6.15 Energy and the States of Matter 197
5.1 Chemical Equations 145 Concept Summary 202
5.2 Types of Reactions 147 Key Terms and Concepts 203
5.3 Redox Reactions 148 Key Equations 203
5.4 Decomposition Reactions 151 Exercises 203
5.5 Combination Reactions 152 Additional Exercises 207
5.6 Replacement Reactions 153 Chemistry for Thought 207
5.7 Ionic Equations 155 Allied Health Exam Connection 207
Contents vii
Case Study 174 8.5 Factors That Influence Reaction Rates 258
Chemistry tips for Living WeLL 6.1 Get an 8.6 Chemical Equilibrium 260
Accurate Blood Pressure Reading 184
8.7 The Position of Equilibrium 262
ASk A phARMACIST 6.1 Zinc for Colds? 188
8.8 Factors That Influence Equilibrium
Chemistry Around us 6.1 Air Travel 195 Position 264
Chemistry Around us 6.2 Therapeutic Uses
Concept Summary 267
of Oxygen Gas 198
STudy SkILLS 6.1 Which Gas Law to Use 200
Key Equations 268
Exercises 268
Chapter 7 Chemistry for Thought 273
Solutions and Colloids 210 Allied Health Exam Connection 273
Case Study 250
7.1 Physical States of Solutions 211
ASk A phARMACIST 8.1 Energy for Sale 255
7.2 Solubility 212
Chemistry tips for Living WeLL 8.1 Use Your
7.3 The Solution Process 216 Phone to Help You Stay Healthy 261
7.4 Solution Concentrations 220 Chemistry Around us 8.1 Why “Cold” Does Not
7.5 Solution Preparation 224 Exist 265
7.6 Solution Stoichiometry 227 STudy SkILLS 8.1 Le Châtelier’s Principle in Everyday
7.7 Solution Properties 229 Life 267
7.8 Colloids 235
7.9 Dialysis 238
Concept Summary 241 Chapter 9
Key Equations 242
Acids, Bases, and Salts 276
Exercises 242 9.1 The Arrhenius Theory 277
Additional Exercises 247 9.2 The Brønsted Theory 278
Chemistry for Thought 247 9.3 Naming Acids 279
Allied Health Exam Connection 247 9.4 The Self-Ionization of Water 281
Case Study 210 9.5 The pH Concept 283
Chemistry tips for Living WeLL 7.1 Stay 9.6 Properties of Acids 286
Hydrated 222 9.7 Properties of Bases 290
STudy SkILLS 7.1 Getting Started with Molarity 9.8 Salts 291
Calculations 234
9.9 The Strengths of Acids and Bases 294
Chemistry Around us 7.1 Health Drinks 237
9.10 Analyzing Acids and Bases 300
Chemistry Around us 7.2 CO2 Emissions: A
Blanket around the Earth 239 9.11 Titration Calculations 302
Case Study Follow-up 240 9.12 Hydrolysis Reactions of Salts 304
9.13 Buffers 305
Concept Summary 310
Chapter 8
Reaction Rates and Equilibrium 250 Key Equations 311
8.1 Spontaneous and Nonspontaneous Exercises 311

Processes 251 Additional Exercises 318
8.2 Reaction Rates 253 Chemistry for Thought 318
8.3 Molecular Collisions 254 Allied Health Exam Connection 319
8.4 Energy Diagrams 257 Case Study 276
viii Contents
Chemistry Around us 9.1 Sinkholes 294 11.5 Alkane Structures 361
STudy SkILLS 9.1 Writing Reactions of Acids 298 11.6 Conformations of Alkanes 365
Chemistry tips for Living WeLL 9.1 Beware of 11.7 Alkane Nomenclature 367
Heartburn 299
11.8 Cycloalkanes 373
ASk AN ExpERT 9.1 Does diet play a role in peptic ulcer
11.9 The Shape of Cycloalkanes 375
disease? 308
Case Study Follow-up 309 11.10 Physical Properties of Alkanes 378
11.11 Alkane Reactions 380
Concept Summary 381
Chapter 10
Radioactivity and Nuclear Key Equations 382
processes 322 Exercises 382

10.1 Radioactive Nuclei 323
10.2 Equations for Nuclear Reactions 325
10.3 Isotope Half-Life 328
Case Study 352
10.4 The Health Effects of Radiation 329
STudy SkILLS 11.1 Changing Gears for Organic
10.5 Measurement Units for Radiation 331 Chemistry 356
10.6 Medical Uses of Radioisotopes 334 ASk AN ExpERT 11.1 Is organic food worth the
10.7 Nonmedical Uses of Radioisotopes 335 price? 362
10.8 Induced Nuclear Reactions 337 Chemistry Around us 11.1 Fracking Oil Wells 376
10.9 Nuclear Energy 340 Chemistry tips for Living WeLL 11.1 Take Care
of Dry Skin 378
Concept Summary 345
Chemistry Around us 11.2 Reducing Your
Carbon Footprint 380
Key Equations 346
Exercises 346
Chapter 12
Allied Health Exam Connection 349 unsaturated hydrocarbons 390
Case Study 322
12.1 The Nomenclature of Alkenes 392
Chemistry Around us 10.1 Radiation Exposure
12.2 The Geometry of Alkenes 394
in Modern Life 332
12.3 Properties of Alkenes 398
Chemistry tips for Living WeLL 10.1 Check the
Radon Level in Your Home 336 12.4 Addition Polymers 403
ASk A phARMACIST 10.1 Medications to Avoid on Test 12.5 Alkynes 406
Day 344 12.6 Aromatic Compounds and the Benzene
Case Study Follow-up 344 Structure 408
12.7 The Nomenclature of Benzene
Derivatives 410
Chapter 11 12.8 Properties and Uses of Aromatic
Organic Compounds: Alkanes 352 Compounds 414
Concept Summary 417
11.1 Carbon: The Element of Organic
Compounds 353
Key Reactions 418
11.2 Organic and Inorganic Compounds
Compared 354 Exercises 418
11.3 Bonding Characteristics and Isomerism 356 Additional Exercises 422
11.4 Functional Groups: The Organization Chemistry for Thought 422

of Organic Chemistry 359 Allied Health Exam Connection 423
Contents ix
Case Study 390 Chapter 14
Chemistry Around us 12.1 Three-Dimensional
Printers 396 Aldehydes and ketones 458
STudy SkILLS 12.1 Keeping a Reaction Card File 402
14.1 The Nomenclature of Aldehydes
STudy SkILLS 12.2 A Reaction Map for Alkenes 404 and Ketones 460
Chemistry Around us 12.2 Polycarbonate—The 14.2 Physical Properties 463
Lucky Polymer 406
14.3 Chemical Properties 465
hoW reACtions oCCur 12.1 The Hydration of
Alkenes: An Addition Reaction 409 14.4 Important Aldehydes and Ketones 476
Chemistry tips for Living WeLL 12.1 Think Concept Summary 479
before Getting Brown 412 Key Terms and Concepts 479
ASk A phARMACIST 12.1 Controlled Substances 413 Key Reactions 479
Chemistry Around us 12.3 Graphene 415 Exercises 480
Case Study Follow-up 416 Additional Exercises 485
Chapter 13 Allied Health Exam Connection 486
Alcohols, phenols, and Ethers 424 Case Study 458

Chemistry Around us 14.1 Faking
13.1 The Nomenclature of Alcohols a Tan 464
and Phenols 426 hoW reACtions oCCur 14.1 Hemiacetal
13.2 Classification of Alcohols 428 Formation 471
13.3 Physical Properties of Alcohols 429 STudy SkILLS 14.1 A Reaction Map for Aldehydes
13.4 Reactions of Alcohols 431 and Ketones 472
13.5 Important Alcohols 436 Chemistry Around us 14.2 Vanilloids: Hot Relief
from Pain 474
13.6 Characteristics and Uses of Phenols 440
Chemistry tips for Living WeLL 14.1 Get the
13.7 Ethers 443
Right Dose of Exercise 476
13.8 Properties of Ethers 444
13.9 Thiols 445
13.10 Polyfunctional Compounds 448
Concept Summary 449
Chapter 15
Key Terms and Concepts 450 Carboxylic Acids and Esters 488
Key Reactions 450
15.1 The Nomenclature of Carboxylic Acids 490
Exercises 451
15.2 Physical Properties of Carboxylic Acids 491
15.3 The Acidity of Carboxylic Acids 493
15.4 Salts of Carboxylic Acids 494
15.5 Carboxylic Esters 496
Case Study 424
hoW reACtions oCCur 13.1 The Dehydration of
15.6 The Nomenclature of Esters 500
an Alcohol 433 15.7 Reactions of Esters 502
STudy SkILLS 13.1 A Reaction Map for Alcohols 438 15.8 Esters of Inorganic Acids 505
Chemistry Around us 13.1 Alcohol and Concept Summary 508
Antidepressants Don’t Mix 439 Key Terms and Concepts 509
ASk A phARMACIST 13.1 Marijuana: A Gateway
Key Reactions 509
Drug 441
Exercises 510
Chemistry tips for Living WeLL 13.1 Take
Advantage of Hand Sanitizers 442 Additional Exercises 514
Chemistry Around us 13.2 General Chemistry for Thought 514

Anesthetics 446 Allied Health Exam Connection 514
Case Study Follow-up 449 Case Study 488
x Contents
Chemistry tips for Living WeLL 15.1 Consider 17.4 Monosaccharides 559
Low-Dose Aspirin 503 17.5 Properties of Monosaccharides 560
STudy SkILLS 15.1 A Reaction Map for Carboxylic
17.6 Important Monosaccharides 566
Acids 504
17.7 Disaccharides 567
hoW reACtions oCCur 15.1 Ester
Saponification 505 17.8 Polysaccharides 571
Chemistry Around us 15.1 Nitroglycerin in Concept Summary 576
Dynamite and in Medicine 507 Key Terms and Concepts 576
Case Study Follow-up 508 Key Reactions 576
Exercises 577
Chapter 16 Additional Exercises 580

Amines and Amides 516 Allied Health Exam Connection 580
16.1 Classification of Amines 517 Case Study 548
16.2 The Nomenclature of Amines 518 Chemistry Around us 17.1 Sugar-Free Foods and
Diabetes 564
16.3 Physical Properties of Amines 520
STudy SkILLS 17.1 Biomolecules: A New Focus 568
16.4 Chemical Properties of Amines 521
Chemistry tips for Living WeLL 17.1 Put Fiber
16.5 Amines as Neurotransmitters 529 into Snacks and Meals 569
16.6 Other Biologically Important Amines 532 ASk AN ExpERT 17.1 Is high-fructose corn syrup worse
16.7 The Nomenclature of Amides 535 for your health than table sugar? 574
16.8 Physical Properties of Amides 536 Case Study Follow-up 575
16.9 Chemical Properties of Amides 537
Concept Summary 540
Chapter 18
Key Reactions 540 Lipids 582
Exercises 541 18.1 Classification of Lipids 584
Additional Exercises 545 18.2 Fatty Acids 584
Chemistry for Thought 545 18.3 The Structure of Fats and Oils 587
Allied Health Exam Connection 546 18.4 Chemical Properties of Fats and Oils 589
Case Study 516
18.5 Waxes 592
ASk AN ExpERT 16.1 Does caffeine help with weight
18.6 Phosphoglycerides 592
loss? 519
18.7 Sphingolipids 594
ASk A phARMACIST 16.1 A Wake-Up Call for Treating
Insomnia 524 18.8 Biological Membranes 596
Chemistry Around us 16.1 Aspirin 18.9 Steroids 598
Substitutes 528 18.10 Steroid Hormones 601
STudy SkILLS 16.1 A Reaction Map for Amines 531 18.11 Prostaglandins 604
Chemistry tips for Living WeLL 16.1 Try a Little Concept Summary 605
Chocolate 534
Key Reactions 606
Exercises 607
Chapter 17 Additional Exercises 608
Carbohydrates 548
17.1 Classes of Carbohydrates 550 Case Study 582
17.2 The Stereochemistry of Carbohydrates 551 STudy SkILLS 18.1 A Reaction Map for
17.3 Fischer Projections 555 Triglycerides 592
Contents xi
Chemistry Around us 18.1 Biofuels Move into 20.4 The Mechanism of Enzyme Action 649
the Kitchen 599 20.5 Enzyme Activity 650
ASk AN ExpERT 18.1 How significantly can diet really
20.6 Factors Affecting Enzyme Activity 651
lower cholesterol? 600
20.7 Enzyme Inhibition 653
Chemistry tips for Living WeLL 18.1 Consider
Olive Oil 603 20.8 The Regulation of Enzyme Activity 658
Case Study Follow-up 605 20.9 Medical Application of Enzymes 661
Concept Summary 663
Chapter 19 Key Reactions 664
proteins 610 Exercises 664
19.1 The Amino Acids 611 Additional Exercises 665
19.2 Zwitterions 614 Chemistry for Thought 666
19.3 Reactions of Amino Acids 616 Allied Health Exam Connection 666
Case Study 642
19.4 Important Peptides 619
Chemistry tips for Living WeLL 20.1 Cut Back
19.5 Characteristics of Proteins 621
on Processed Meat 646
19.6 The Primary Structure of Proteins 625 ASk A phARMACIST 20.1 Treatment Options for
19.7 The Secondary Structure of Proteins 626 the Common Cold 648
19.8 The Tertiary Structure of Proteins 629 Chemistry Around us 20.1 Enzyme Discovery
19.9 The Quaternary Structure of Proteins 631 Heats Up 654
19.10 Protein Hydrolysis and Denaturation 633 Chemistry Around us 20.2 No Milk
Please 656
Concept Summary 635
STudy SkILLS 20.1 A Summary Chart of Enzyme
Inhibitors 660
Key Reactions 636 Case Study Follow-up 663
Exercises 637
Chemistry for Thought 639 Chapter 21
Nucleic Acids and protein
Case Study 610
ASk AN ExpERT 19.1 Can a higher-protein diet help me Synthesis 668
lose weight? 617 21.1 Components of Nucleic Acids 670
Chemistry tips for Living WeLL 19.1 Go for 21.2 The Structure of DNA 672
the Good Grains 620
21.3 DNA Replication 676
Chemistry Around us 19.1 Alzheimer’s
Disease 624
21.4 Ribonucleic Acid (RNA) 680
Chemistry Around us 19.2 A Milk Primer 629 21.5 The Flow of Genetic Information 683
STudy SkILLS 19.1 Visualizing Protein Structure 631 21.6 Transcription: RNA Synthesis 684
ASk A phARMACIST 19.1 Who Really Needs Gluten- 21.7 The Genetic Code 686
Free Food? 633 21.8 Translation and Protein Synthesis 689
Case Study Follow-up 635 21.9 Mutations 692
21.10 Recombinant DNA 692
Chapter 20 Concept Summary 697

Enzymes 642 Exercises 698
20.1 General Characteristics of Enzymes 643 Additional Exercises 700
20.2 Enzyme Nomenclature and Classification 645 Chemistry for Thought 700
20.3 Enzyme Cofactors 647 Allied Health Exam Connection 700
xii Contents
Chemistry Around us 21.1 The Clone
Wars 681 Carbohydrate Metabolism 732
Chemistry Around us 21.2 Is There a DNA
23.1 The Digestion of Carbohydrates 733
Checkup in Your Future? 686
23.2 Blood Glucose 734
STudy SkILLS 21.1 Remembering Key Words 688
23.3 Glycolysis 734
Chemistry Around us 21.3 Stem Cell
Research 690 23.4 The Fates of Pyruvate 738
Chemistry Around us 21.4 DNA and the Crime 23.5 The Citric Acid Cycle 740
Scene 694 23.6 The Electron Transport Chain 743
Chemistry tips for Living WeLL 21.1 Reduce 23.7 Oxidative Phosphorylation 743
Your Chances for Developing Cancer 696
23.8 The Complete Oxidation of Glucose 745
23.9 Glycogen Metabolism 747
23.10 Gluconeogenesis 749
23.11 The Hormonal Control of Carbohydrate
Chapter 22 Metabolism 751
Nutrition and Energy Concept Summary 753
for Life 702 Key Terms and Concepts 754

Key Reactions 754
22.1 Nutritional Requirements 703
Exercises 755
22.2 The Macronutrients 705
22.3 Micronutrients I: Vitamins 708
22.4 Micronutrients II: Minerals 712
22.5 The Flow of Energy in the Biosphere 713
Case Study 732
22.6 Metabolism and an Overview ASk AN ExpERT 23.1 How can we avoid energy
of Energy Production 715 crashes? 736
22.7 ATP: The Primary Energy Carrier 718 Chemistry Around us 23.1 Lactate
22.8 Important Coenzymes in the Common Accumulation 742
Catabolic Pathway 722 STudy SkILLS 23.1 Key Numbers for ATP
Concept Summary 727 Calculations 748
Key Terms and Concepts 728 Chemistry Around us 23.2 What Is the Best
Weight-Loss Strategy? 750
Key Reactions 728
Chemistry tips for Living WeLL 23.1 Choose
Exercises 729
Complex Carbohydrates 752
Chemistry Around us 22.1 The 10 Most
Lipid and Amino
Dangerous Foods to Eat While Driving 710
Chemistry tips for Living WeLL 22.1 Select a Acid Metabolism 760
Heart-Healthful Diet 711 24.1 Blood Lipids 761
ASk A phARMACIST 22.1 Sport Supplements: 24.2 Fat Mobilization 765
Where Is My Edge? 716
24.3 Glycerol Metabolism 766
STudy SkILLS 22.1 Bioprocesses 720
24.4 The Oxidation of Fatty Acids 766
Chemistry Around us 22.2 Calorie
Language 721 24.5 The Energy from Fatty Acids 769
ASk AN ExpERT 6.1 Is it better to take a fiber 24.6 Ketone Bodies 770
supplement or to eat fiber-fortified foods? 726 24.7 Fatty Acid Synthesis 772
Case Study Follow-up 727 24.8 Amino Acid Metabolism 773
Contents xiii
24.9 Amino Acid Catabolism: The Fate of the 25.4 The Constituents of Urine 796
Nitrogen Atoms 774 25.5 Fluid and Electrolyte Balance 797
24.10 Amino Acid Catabolism: The Fate of the 25.6 Acid–Base Balance 799
Carbon Skeleton 778
25.7 Buffer Control of Blood pH 799
24.11 Amino Acid Biosynthesis 781
25.8 Respiratory Control of Blood pH 800
Concept Summary 782
25.9 Urinary Control of Blood pH 800
25.10 Acidosis and Alkalosis 801
Key Reactions 784
Concept Summary 804
Exercises 785
Key Reactions 805
Exercises 805
Case Study 760
ASk AN ExpERT 24.1 Are certain foods better for the
brain? 764 Allied Health Exam Connection 807
STudy SkILLS 24.1 Key Numbers for ATP Case Study 788
Calculations 771 ASk A phARMACIST 25.1 Performance-Enhancing
Chemistry tips for Living WeLL 24.1 Pick the Drugs 792
Right Fats 776 Chemistry tips for Living WeLL 25.1 Select the
Chemistry Around us 24.1 Phenylketonuria Right Pre-Exercise Foods 794
(PKU) 779 Chemistry Around us 25.1 Pulse
Chemistry Around us 24.2 Phenylalanine and Oximetry 798
Diet Foods 780 Case Study Follow-up 804
Appendix A The International System

Chapter 25 of Measurements A-1
Appendix B Answers to Even-Numbered
Body Fluids 788 End-of-Chapter Exercises B-1
25.1 A Comparison of Body Fluids 789 Appendix C Solutions to Learning Checks C-1
25.2 Oxygen and Carbon Dioxide Transport 790 glossary G-1
25.3 Chemical Transport to the Cells 795 index I-1
xiv Contents
preface
the image of Chemistry

We, as authors, are pleased that the acceptance of the previous eight editions of this text-
book by students and their teachers has made it possible to publish this ninth edition. In
the earlier editions, we expressed our concern about the negative image of chemistry held
by many of our students, and their genuine fear of working with chemicals in the labora-
tory. Unfortunately, this negative image not only persists, but seems to be intensifying.
Reports in the media related to chemicals or to chemistry continue to be primarily nega-
tive, and in many cases seem to be designed to increase the fear and concern of the general
public. With this edition, we continue to hope that those who use this book will gain a
more positive understanding and appreciation of the important contributions that chemis-
try makes in their lives.
theme and organization

This edition continues the theme of the positive and useful contributions made by
chemistry in our world.
This text is designed to be used in either a two-semester or three-quarter course of study
that provides an introduction to general chemistry, organic chemistry, and biochemistry.
Most students who take such courses are majoring in nursing, other health professions, or
the life sciences, and consider biochemistry to be the most relevant part of the course of
study. However, an understanding of biochemistry depends upon a sound background in
organic chemistry, which in turn depends upon a good foundation in general chemistry.
We have attempted to present the general and organic chemistry in sufficient depth and
breadth to make the biochemistry understandable.
The decisions about what to include and what to omit from the text were based on our
combined 75-plus years of teaching, input from numerous reviewers and adopters, and
our philosophy that a textbook functions as a personal tutor to each student. In the role
of a personal tutor, a text must be more than just a collection of facts, data, and exercises.
It should also help students relate to the material they are studying, carefully guide them
through more difficult material, provide them with interesting and relevant examples of
chemistry in their lives, and become a reference and a resource that they can use in other
courses or their professions.
new to this edition

In this ninth edition of the text, we have some exciting new features, including Ask a Phar-
macist boxes written by Marvin Orrock and Chemistry Tips for Living Well. We have also
retained features that received a positive reception from our own students, the students of
other adopters, other teachers, and reviewers. The retained features are Case Studies, which
begin each chapter, including 8 new to this edition; 45 Chemistry Around Us boxes, includ-
ing 19 new to this edition; 23 Study Skills boxes; 4 How Reactions Occur boxes; and 10 Ask
an Expert boxes. The 12 Ask a Pharmacist boxes reflect coverage of both prescription and
nonprescription health-related products. The 25 Chemistry Tips for Living Well contain cur-
rent chemistry-related health issues and suggestions. In addition, approximately 10% of the
end-of-chapter exercises have been changed.
Also new to this edition are many new photographs and updated art to further enhance
student comprehension of key concepts, processes, and preparation.
Preface xv
Revision Summary of Ninth Edition:
Chapter 1:
●● New Case Study
●● New Case Study Follow-up
●● Several revised figures
●● New photography
●● New Ask an Expert: Does Food Density Matter When You’re Trying to Lose Weight?
●● New Chemistry Around Us: Are Chemicals Getting a Bad Rap?
●● New Chemistry Tips for Living Well: Choose Wisely for Health Information
●● 10% new Exercises
Chapter 2:
●● Updated element table
●● New Chemistry Around Us: Chemical Elements in the Human Body
●● New Ask a Pharmacist: Uprooting Herbal Myths
●● New Chemistry Tips for Living Well: Take Care of Your Bones
Chapter 3:
●● New Chemistry Tips for Living Well: Watch the Salt
●● New Chemistry Around Us: A Solar Future
●● New Chemistry Around Us: Transition and Inner-Transition Elements
in Your Smart Phone
Chapter 4:
●● New Ask a Pharmacist: Are All Iron Preparations Created Equal?
●● New Chemistry Tips for Living Well: Consider the Mediterranean Diet
●● New Chemistry Around Us: Ozone: Good up High, Bad Nearby
Chapter 5:
●● New Chemistry Tips for Living Well: Add Color to Your Diet
●● New Chemistry Around Us: Teeth Whitening
●● New Chemistry Around Us: Electric Cars
Chapter 6:
●● New Ask a Pharmacist: Zinc for Colds?
●● New Chemistry Tips for Living Well: Get an Accurate Blood Pressure Reading
●● New Chemistry Around Us: Air Travel
xvi Preface
Chapter 7:
●● New Chemistry Around Us: Health Drinks
●● New Chemistry Around Us: CO Emissions: A Blanket around the Earth
2
●● New Chemistry Tips for Living Well: Stay Hydrated

Chapter 8:
●● New Ask a Pharmacist: Energy for Sale
●● New Chemistry Around Us: Why “Cold” Does Not Exist
●● New Chemistry Tips for Living Well: Use Your Phone to Help You Stay Healthy
Chapter 9:
●● New Chemistry Tips for Living Well: Beware of Heartburn
●● New Chemistry Around Us: Sinkholes
Chapter 10:
●● New Ask a Pharmacist: Medications to Avoid on Test Day
●● New Chemistry Tips for Living Well: Check the Radon Level in Your Home
Chapter 11:
●● New Chemistry Around Us: Fracking Oil Wells
●● New Chemistry Around Us: Reducing Your Carbon Footprint
●● New Chemistry Tips for Living Well: Take Care of Dry Skin
Chapter 12:
●● New Ask a Pharmacist: Controlled Substances
●● New Chemistry Tips for Living Well: Think before Getting Brown
●● New Chemistry Around Us: Three-Dimensional Printers
●● New Chemistry Around Us: Polycarbonate—The Lucky Polymer
●● New Chemistry Around Us: Graphene
Chapter 13:
Preface xvii
●● New Ask a Pharmacist: Marijuana: A Gateway Drug
●● New Chemistry Tips for Living Well: Take Advantage of Hand Sanitizers
Chapter 14:
●● New Chemistry Tips for Living Well: Get the Right Dose of Exercise
Chapter 15:
●● New Chemistry Tips for Living Well: Consider Low-Dose Aspirin
Chapter 16:
●● New Ask a Pharmacist: A Wake-Up Call for Treating Insomnia
●● New Chemistry Tips for Living Well: Try a Little Chocolate
Chapter 17:
●● New Chemistry Tips for Living Well: Put Fiber into Snacks and Meals
Chapter 18:
●● New Chemistry Tips for Living Well: Consider Olive Oil
●● New Chemistry Around Us: Biofuels Move into the Kitchen
Chapter 19:
●●
New Case Study
●● New Ask a Pharmacist: Who Really Needs Gluten-Free Food?
●● New Chemistry Around Us: A Milk Primer
●● New Chemistry Tips for Living Well: Go for the Good Grains
Chapter 20:
●● New Ask a Pharmacist: Treatment Options for the Common Cold
●● New Chemistry Around Us: No Milk Please
●● New Chemistry Tips for Living Well: Cut Back on Processed Meat
xviii Preface
Chapter 21:
●● New Chemistry Tips for Living Well: Reduce Your Chances
for Developing Cancer
Chapter 22:
●● New Ask a Pharmacist: Sports Supplements: Where Is My Edge?
●● New Chemistry Tips for Living Well: Select a Heart-Healthful Diet
Chapter 23:
●● New Chemistry Tips for Living Well: Choose Complex Carbohydrates
Chapter 24:
●● New Chemistry Tips for Living Well: Pick the Right Fats
Chapter 25:
●● New Ask a Pharmacist: Performance-Enhancing Drugs
●● New Chemistry Tips for Living Well: Select the Right Pre-Exercise Foods
features
Each chapter has features especially designed
Case Study
Purpose: The case study scenarios introduce diverse situations that a health care
to help students study effectively, as well as
professional might encounter. Their purpose is to stimulate inquiry; for that reason,
organize, understand, and enjoy the material
we’ve placed them at the beginning of each chapter. Vocabulary and scenarios may be
in the course.
unfamiliar, but our intention is to stimulate questions and to pique curiosity. Medicine
Case Studies. These scenarios introduce has long been described as an art as well as a science. The questions raised by these
you the students to diverse situations a health case studies rarely have a single correct answer. With the knowledge that you gain
care professional might encounter. The pur- from this text, and your future training, acceptable answers to the questions raised in
pose of the case studies is to stimulate in- our scenarios will become apparent.
quiry; for that reason, we’ve placed them at Disclaimer: Some of the case studies are based on real-life situations. In
the beginning of each chapter of the book. such cases, names have been changed to protect the individual’s anonymity.
Vocabulary and scenarios may be unfamiliar
to you who are studying these course materi-
als, but our intent is to raise questions and pique your curiosity. Medicine has long been
described as an art. The questions raised by these case studies rarely have a single cor-
rect answer. With the knowledge that you gain from this text and your future training,
Preface xix
acceptable answers to the questions raised in our scenarios will become apparent. A Case
Study Follow-up to each Case Study can be found at the end of each chapter before the
Concept Summary.
Chapter Outlines and Learning Objectives. At the beginning of each chapter,

a list of learning objectives provides students with a convenient overview of what they
should gain by studying the chapter. In order to help students navigate through each chap-
ter and focus on key concepts, these objectives are repeated at the beginning of the section
in which the applicable information is discussed. The objectives are referred to again in
the concept summary at the end of each chapter along with one or two suggested end-of-
chapter exercises. By working the suggested exercises, students get a quick indication of
how well they have met the stated learning objectives. Thus, students begin each chapter
with a set of objectives and end with an indication of how well they satisfied the objectives.
key Terms. Identified within the text by the use of bold type, key terms are defined
in the margin near the place where they are introduced. Students reviewing a chapter can
quickly identify the important concepts on each page with this marginal glossary. A full
glossary of key terms and concepts appears at the end of the text.
Ask a pharmacist. These boxed features written by Marvin Orrock, Pharm.D., con-
tain useful information about health-related products that are readily available to consum-
ers with or without a prescription. The information in each box provides a connection
between the chemical behavior of the product and its effect on the body.
ASK A PHARMACIST 12.1

Controlled Substances United States, or a currently accepted medical use with se-
vere restrictions. Abuse of the substance might lead to severe
So what are controlled substance, anyway, and why do we psychological or physical dependence (e.g., Percocet, De-
have them? Before we answer those questions, let’s briefly merol, Ritalin).
review the major legislation that pertains to products used Schedule III: The substance has a potential for abuse less
as medicines. Prior to the 1900s there were no governmen- than the compounds in Schedules I and II. The substance has
tal regulations on foods or drugs. As a result, some products a currently accepted medical use for treatment in the United
were contaminated and some not labeled accurately. Conse- States. Abuse of the substance might lead to moderate or
quently, the U.S. Congress passed the Pure Food and Drug low physical dependence or high psychological dependence
Act of 1906. It proved to be helpful, but opiates and cocaine (e.g.,Tylenol with codeine used for pain, anabolic steroids).
were not regulated. A significant percentage of the popula- Schedule IV: The substance has a low potential for abuse
tion became addicted, and many deaths were attributed to the relative to the compounds in Schedule III. The substance has
use of products that were “pure” and “labeled” correctly but a currently accepted medical use for treatment in the United
still contained addicting materials. In 1914 the Harrison Act States. Abuse of the substance might lead to limited physical
was passed. It regulated heroin and cocaine sales. During the dependence or psychological dependence relative to the sub-
Chemistry Around us. These boxed features present everyday applications of

chemistry that emphasize in a real way the important role of chemistry in our lives. Thirty
percent of these are new to this edition and emphasize health-related applications of
chemistry.
Chemistry Tips for Living Well. These boxed features contain current chemistry-
related health issues such as “Add Color to Your Diet,” and suggestions for maintaining good
health such as “Consider the Mediterranean Diet,” “Cut Back on Processed Meat,” and
“Try a Little Chocolate.”
ChemisTry Tips for Living WeLL 14.1

Get the Right dose of exercise
Experts agree that exercise is one of the best preventative times the recommended amount), health benefits are com-
“medicines” available. It increases energy, stamina, and parable to those achieved by people who merely meet the
one’s sense of well-being. In the long term it also reduces minimum requirements. In other words, many extra hours
the risk of premature death from cardiovascular disease. Put of exercise do not equate to huge gains in longevity. On the
simply, it makes you feel better and live longer. We expect other hand, many times the recommended exercise level is
medicines to make us feel better when we are ill. But exer- not considered to be harmful. It is difficult to overdose on
cise acts as a powerful medicine to prevent illness. How do moderate exercise.
you know what the proper dose is? Do you need to exercise Intensity, as well as frequency, should be considered
on a daily basis or will a weekly dose provide the desired when calculating the ideal exercise dose. People who spend
health benefits? Just how little can you get away with and part of their daily exercise time in vigorous activity, rather
stay healthy? than moderate activity alone (e.g., running instead of walk-
Researchers arrive at the proper dose by examining ing) reap additional health benefits. People who spent up to
health survey data that includes the exercise habits of sev 30% of their exercise time in vigorous activity were 9% less
xx Preface
Ask an Expert. These boxed features, written by Melina B. Jampolis, M.D., engage
students by presenting questions and answers about nutrition and health, as related to
chemistry, that are relevant and important in today’s world.
Examples. To reinforce students in their problem-solving skill development, complete

step-by-step solutions for numerous examples are included.
Learning Checks. Short self-check exercises follow examples and discussions of key
or difficult concepts. A complete set of solutions is included in Appendix C. These allow
students to measure immediately their understanding and progress.
Study Skills. Most chapters contain a Study Skills feature in which a challenging topic,
skill, or concept of the chapter is addressed. Study suggestions, analogies, and approaches
are provided to help students master these ideas.
STUdy SKILLS 14.1

A Reaction Map for Aldehydes and Ketones
This reaction map is designed to help you master organic is to react with the functional group. If the reacting func-
reactions. Whenever you are trying to complete an organic tional group is an aldehyde or a ketone, find the reagent in
reaction, use these two basic steps: (1) Identify the func- the summary diagram, and use the diagram to predict the
tional group that is to react, and (2) Identify the reagent that correct products.
Aldehyde or Ketone
(O) H2, Pt alcohol
Oxidation Hydrogenation Hemi formation
If If If If If If
aldehyde ketone aldehyde ketone aldehyde ketone
Carboxylic No Primary Secondary

Hemiacetal Hemiketal
acid reaction alcohol alcohol
alcohol
Acetal Ketal
how Reactions Occur. The mechanisms of representative organic reactions are presented
in four boxed inserts to help students dispel the mystery of how these reactions take place.
Concept Summary. Located at the end of each chapter, this feature provides a con-
cise review of the concepts and includes suggested exercises to check achievement of the
learning objectives related to the concepts.
Concept Summary
Symbols and Formulas Symbols based on names have are located in the nuclei of atoms. Negatively charged elec-
been assigned to every element. Most consist of a single capi- trons with a mass of 1/1836 u are located outside the nuclei
tal letter followed by a lowercase letter. A few consist of a of atoms.
single capital letter. Compounds are represented by formulas Objective 2 (Section 2.2), exercises 2.10 and 2.12
made up of elemental symbols. The number of atoms of each
element in a molecule is shown by subscripts. isotopes Most elements in their natural state are made up
Objective 1 (Section 2.1), exercise 2.4 of more than one kind of atom. These different kinds of atoms
of a specific element are called isotopes and differ from one
inside the atom Atoms are made up of numerous smaller another only in the number of neutrons in their nuclei. A sym-
particles, of which the most important to chemical studies are bol incorporating atomic number, mass number, and elemen-
the proton, neutron, and electron. Positively charged protons tal symbol is used to represent a specific isotope.
and neutral neutrons have a relative mass of 1 u each and Objective 3 (Section 2.3), exercises 2.16 and 2.22
key Terms and Concepts. These are listed at the end of the chapter for easy review,
with a reference to the chapter section in which they are presented.
Preface xxi
key Equations. This feature provides a useful summary of general equations and re-
actions from the chapter. This feature is particularly helpful to students in the organic
chemistry chapters.
Exercises. Nearly 1,700 end-of-chapter exercises are arranged by section. Approxi-

mately half of the exercises are answered in the back of the text. Complete solutions to
these answered exercises are included in the Student Study Guide. Solutions and answers
to the remaining exercises are provided in the Instructor’s Manual. We have included a
significant number of clinical and other familiar applications of chemistry in the exercises.
Chemistry for Thought. Included at the end of each chapter are special questions
designed to encourage students to expand their reasoning skills. Some of these exercises
are based on photographs found in the chapter, while others emphasize clinical or other
useful applications of chemistry.
Allied health Exam Connection. These examples of chemistry questions from

typical entrance exams used to screen applicants to allied health professional programs
help students focus their attention on the type of chemical concepts considered important
in such programs.
Allied health Exam Connection

The following questions are from these sources: ●
Cliffs Test Prep: Nursing School Entrance Exams by Fred N.
●
Nursing School Entrance Exam © 2005, Learning Express, LLC. Grayson © 2004, Wiley Publishing, Inc.
●
McGraw-Hill’s Nursing School Entrance Exams by Thomas A.
●
Peterson’s Master the Nursing School and Allied Health
Evangelist, Tamara B. Orr, and Judy Unrein © 2009, The Entrance Exams, 18th edition by Marion F. Gooding © 2008,
McGraw-Hill Companies, Inc. Peterson’s, a Nelnet Company.
●
NSEE Nursing School Entrance Exams, 3rd edition © 2009,
Kaplan Publishing.
9.137 An acid is a substance that dissociates in water into one or 9.143 Dissolving H2SO4 in water creates an acid solution by in-
more _______ ions and one or more _______. creasing the:
a. hydrogen . . . anions a. sulfate ions.
b. hydrogen . . . cations b. water ions.
c. hydroxide . . . anions c. hydrogen ions.
d. hydroxide . . . cations d. oxygen ions.
9.138 A base is a substance that dissociates in water into one or 9.144 When a solution has a pH of 7, it is:
more ________ ions and one or more _________. a. a strong base.
a. hydrogen . . . anions b. a strong acid.
b. hydrogen . . . cations c. a weak base.
c. hydroxide . . . anions d. neutral.
d. hydroxide . . . cations
possible Course outlines

This text may be used effectively in either a two-semester or three-quarter course of study:
First semester: Chapters 1–13 (general chemistry and three chapters of organic chemistry)
Second semester: Chapters 14–25 (organic chemistry and biochemistry)
First semester: Chapters 1–10 (general chemistry)
Second semester: Chapters 11–21 (organic chemistry and some biochemistry)
First quarter: Chapters 1–10 (general chemistry)
Second quarter: Chapters 11–18 (organic chemistry)
Third quarter: Chapters 19–25 (biochemistry)
Supporting Materials
Please visit http://www.cengage.com/chemistry/seager/gob9e for information about stu-
dent and instructor resources for this text.
xxii Preface
Acknowledgments
We express our sincere appreciation to the following reviewers, who helped us revise the
many editions:
Hugh Akers Jan Fausset
Lamar University–Beaumont Front Range Community College
Johanne I. Artman Patricia Fish
Del Mar College The College of St. Catherine
Gabriele Backes Harold Fisher
Portland Community College University of Rhode Island
Bruce Banks John W. Francis
University of North Carolina–Greensboro Columbus State Community College
David Boykin Wes Fritz
Georgia State University College of DuPage
Deb Breiter Jean Gade
Rockford College Northern Kentucky University
Lorraine C. Brewer Galen George
University of Arkansas Santa Rosa Junior College
Martin Brock Anita Gnezda
Eastern Kentucky University Ball State University
Jonathan T. Brockman Meldath Govindan
College of DuPage Fitchburg State University
Kathleen Brunke Jane D. Grant
Christopher Newport University Florida Community College
Christine Brzezowski James K. Hardy
University of Utah University of Akron
Sybil K. Burgess Leland Harris
University of North Carolina–Wilmington University of Arizona
Sharmaine S. Cady Robert H. Harris
East Stroudsburg University University of Nebraska–Lincoln
Linda J. Chandler David C. Hawkinson
Salt Lake Community College University of South Dakota
Tom Chang Jack Hefley
Utah State University Blinn College
Ngee Sing Chong Claudia Hein
Middle Tennessee State University Diablo Valley College
Judith Ciottone John Henderson
Fitchburg State University Jackson Community College
Caroline Clower Mary Herrmann
Clayton State University University of Cincinnati
Sharon Cruse Arthur R. Hubscher
Northern Louisiana University Brigham Young University–Idaho
Thomas D. Crute Kenneth Hughes
Augusta College University of Wisconsin–Oshkosh
Jack L. Dalton Jeffrey A. Hurlbut
Boise State University Metropolitan State College of Denver
Lorraine Deck Jim Johnson
University of New Mexico Sinclair Community College
Kathleen A. Donnelly Richard. F. Jones
Russell Sage College Sinclair Community College
Preface xxiii
Frederick Jury Elva Mae Nicholson
Collin County Community College Eastern Michigan University
Lidija Kampa H. Clyde Odom
Kean College of New Jersey Charleston Southern University
Laura Kibler-Herzog Howard K. Ono
Georgia State University California State University–Fresno
Margaret G. Kimble Jeff Owens
Indiana University–Purdue University Highline Community College
Fort Wayne Dwight Patterson
James F. Kirby Middle Tennessee State University
Quinnipiac University
James A. Petrich
Peter J. Krieger San Antonio College
Palm Beach Community College
Thomas G. Richmond
Terrie L. Lampe University of Utah
De Kalb College–Central Campus
James Schreck
Carol Larocque University of Northern Colorado
Cambrian College
William Scovell
Richard Lavallee Bowling Green State University
Santa Monica College
Jean M. Shankweiler
Donald Linn El Camino Community College
Indiana University—Purdue University
Francis X. Smith
Fort Wayne
King’s College
Leslie J. Lovett
J. Donald Smith
Fairmont State College
University of Massachusetts–Dartmouth
James Luba
Malcolm P. Stevens
University of Arkansas at Little Rock
University of Hartford
Regan Luken
Eric R. Taylor
University of Southwestern Louisiana
Gregory Marks
Krista Thomas
Carroll University
Johnson County Community College
Armin Mayr
Linda Thomas-Glover
El Paso Community College
Guilford Technical Community College
James McConaghy
James A. Thomson
Wayne College
University of Waterloo
Evan McHugh
Mary Lee Trawick
Pikes Peak Community College
Baylor University
Trudy McKee
Katherin Vafeades
Thomas Jefferson University
University of Texas–San Antonio
Melvin Merken
John Vincent
Worcester State College
University of Alabama
W. Robert Midden
Scott White
Bowling Green State University
Southern Arkansas University
Pamela S. Mork
Cary Willard
Concordia College
Grossmont College
Phillip E. Morris, Jr.
Don Williams
University of Alabama–Birmingham
Hope College
Robert N. Nelson
Les Wynston
Georgia Southern University
California State University–Long Beach
Marie Nguyen
Jean Yockey
Highline Community College
xxiv Preface
We also give special thanks to Dawn Giovanniello, Product Director, and Peter McGahey,
Senior Content Developer for Cengage Learning, who guided and encouraged us in the
preparation of this ninth edition. We would also like to thank Teresa Trego, Senior Con-
tent Project Manager; Elizabeth Woods, Content Developer and Ana Albinson, Associate
Marketing Manager. All were essential to the team and contributed greatly to the success
of the project. We are very grateful for the superb work of Prashant Kumar Das of MPS
Limited for his outstanding coordination of production, and Erika Mugavin, IP Project
Manager, for coordinating the excellent photos. We are especially pleased with the new
feature Ask a Pharmacist and wish to thank Marvin Orrock for his excellent work. We
appreciate the significant help of four associates: Monica Linford, who did an excellent
job writing 8 new case studies, Mary Ann Francis, who helped with submitting the manu-
script, Kimberly Francis, who helped write the Chemistry Around Us features, and David
Shinn of the U.S. Merchant Marine Academy for assistance with accuracy checking.
Finally, we extend our love and heartfelt thanks to our families for their patience, sup-
port, encouragement, and understanding during a project that occupied much of our time
and energy.
Spencer L. Seager
Michael R. Slabaugh
Maren S. Hansen
Preface xxv
1 Matter, Measurements,
and Calculations
com
Krystyna Taran/Shutterstock.
Case Study
Purpose: The case study scenarios introduce diverse situations that a health care
professional might encounter. Their purpose is to stimulate inquiry; for that reason,
we’ve placed them at the beginning of each chapter. Vocabulary and scenarios may be
unfamiliar, but our intention is to stimulate questions and to pique curiosity. Medicine
has long been described as an art as well as a science. The questions raised by these
case studies rarely have a single correct answer. With the knowledge that you gain
from this text, and your future training, acceptable answers to the questions raised in
our scenarios will become apparent.
Disclaimer: Some of the case studies are based on real-life situations. In
such cases, names have been changed to protect the individual’s anonymity.
Any resemblance to a particular person is purely coincidental. Models are used in all photos
illustrating the cases. No photos of actual people experiencing particular medical scenarios
are ever used in this text.
Case Study: Katie enjoyed well-child appointments at the military clinic. Because
of the remote location, several doctors operated the clinic in turn. Katie liked the positive
feedback at Norah’s two-week checkup, where doctors praised Katie for her attentive moth-
ering and congratulated her on Norah’s impressive weight gain on what one doctor called
“high-octane” milk. Today, at Norah’s nine-month check, the nurse recorded important
measurements of weight, length, temperature, and head circumference. Doctor Watson
pondered these for a disconcertingly long time. He asked questions, including “Does she
crawl?” and “Can she say ten words?” Dr. Watson admitted his concern about microcephaly
and directed that Norah should be returned every two weeks for head measurements.
Katie felt sure of her daughter’s intelligence, but perhaps she was just a proud parent.
Two months later, a different pediatrician examined Norah and reassured Katie that hats
come in different sizes for a reason. Now, thirty years later, Norah’s name is followed by Ph.D.
What other factors should the doctor consider when microcephaly is

suspected? How important is it for medical professionals to consider
the emotional impact of their diagnoses on family members (e.g., the
mother’s anxiety)?
Follow-up to this Case Study appears at the end of the chapter before the Concept Summary.
Learning Objectives
When you have completed your study of this chapter, you 6 Recognize units of the metric system, and convert
should be able to: measurements done using the metric system into related
1 Explain what matter is. (Section 1.1) units. (Section 1.6)
2 Explain the difference between the terms physical and 7 Express numbers using scientific notation, and do
chemical as applied to the properties of matter and changes calculations with numbers expressed in scientific notation.
in matter. (Section 1.2) (Section 1.7)
3 Describe matter in terms of the accepted scientific model. 8 Express the results of measurements and calculations using
(Section 1.3) the correct number of significant figures. (Section 1.8)
4 On the basis of observation or information given to you, 9 Use the factor-unit method to solve numerical problems.
classify matter into the correct category of each of the fol- (Section 1.9)
lowing pairs: heterogeneous or homogeneous, solution or 10 Do calculations involving percentages. (Section 1.10)
pure substance, and element or compound. (Section 1.4) 11 Do calculations involving densities. (Section 1.11)
5 Recognize the use of measurement units in everyday
activities. (Section 1.5)
C
hemistry is often described as the scientific study of matter. In a way, almost
any study is a study of matter, because matter is the substance of everything.
Chemists, however, are especially interested in matter; they study it and
attempt to understand it from nearly every possible point of view.
The chemical nature of all matter makes an understanding of chemistry useful and
necessary for individuals who are studying in a wide variety of areas, including the
Matter, Measurements, and Calculations 3
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CHAPTER XIX
ARE WE CITIZENS?
“The establishment of a Constitution, in time of profound peace, by

the voluntary consent of a whole people, is a prodigy.” (Fed. No. 85).
Those were the words of Hamilton, in a final appeal to the people of
America, as they were about to assemble in their “conventions.”
As he thought it a prodigy that their voluntary consent should be
secured to that constitution of government contained in the First
Article, he frankly added that he looked forward “with trembling
anxiety” to their own determination as to whether or not they would
give that necessary consent to the enumerated grants in that First
Article. We know how the patriotic efforts of himself and Madison and
his other colleagues were later rewarded by the giving of that
consent. We know where those average Americans of that day gave
that consent, where they made that constitution of their national
government which is that First Article. “It is true, they assembled in
their several states—and where else should they have assembled?
No political dreamer was ever wild enough to think of breaking down
the lines which separate the states, and of compounding the
American people into one common mass. Of consequence, when
they act, they act in their states. But the measures they adopt do not,
on that account, cease to be the measures of the people
themselves, or become the measures of the state governments.”
In the many other Supreme Court decisions, telling the tale of the
completion of the “prodigy” and all stating the same legal fact, is
there a more apt and accurate expression of the knowledge of the
American people, who were better acquainted “with the science of
government than any other people in the world,” that the
“conventions” in the respective states, assembled to constitute their
American government by grants like those in the First Article and the
Eighteenth Amendment, are the Americans themselves and that the
state governments never are the American people themselves and
never represent those people for national purposes. It was natural
that such apt and accurate expression of that concept should have
been voiced by Marshall in the Supreme Court. He had been one of
those people, fighting on the battle-field with them to wrest from all
governments in the world any ability to constitute government by
making grants like those in the First Article or the Eighteenth
Amendment. He had been one of those people in one of those
“conventions,” in their respective states, where they made the only
Article of that kind which ever entered their and our national
American Constitution. Later it became his privilege and duty (and
our great good fortune) to explain who alone could make and did
make that First Article and who alone can ever validly make Articles
like it or the Eighteenth Amendment, namely, the American people
themselves, assembled in convention in their respective states.
When, therefore, we read the Fifth Article, made by him and his
fellow Americans in those “conventions,” we recognize at once and
we will never forget or ignore their mention of themselves, in the very
word by which he and they then described themselves,
“conventions” in their respective states.
In making the Eighteenth Amendment grant of power to interfere
with American freedom, we—the American citizens and
“conventions” of this generation—have been ignored as completely
as if we were not named in the Fifth Article.
We have been trying to ascertain “when” and “how” the American
human beings, now ourselves, ceased to be “citizens of America”
and again became “subjects” of governments. We have gone to the
record of our Congress on those days in 1917, in which it acted on
the assumption that the “when” and “how” were already history. We
have found no Senator or Congressman who vouchsafed any
information or displayed any knowledge of this matter, so vitally
important to us who were born citizens and free men. We have seen
the leader of the House advocates of the new constitution of
government, the Eighteenth Amendment, read a Fifth Article in which
the “conventions” of those who made it and the First Article are not
mentioned. We have seen the leader of the same advocates in the
Senate complacently assert the repudiated thought that the states
made the First Article, our constitution of our government. We have
seen him follow up this error with the Tory mistake of assuming that
the government of the state is the state. We have seen him point out,
to our American amazement, the remarkable and hitherto unknown
fact, never mentioned by the people who made the Fifth Article, that
the state governments are the only tribunal in which our national
constitution of government can be changed, that those governments
are a tribunal in which new enumerated power can be given by
government to government to interfere with our own individual
freedom.
Fresh from our education with the Americans who made that Fifth
Article in “conventions” of the very kind mentioned therein, we see
that those legislators of 1917 know naught of American history or law
or constitution of government of men, that from them we cannot
learn “when” or “how” we ceased to be “citizens” and became
“subjects.” But, there assembled in the Supreme Court in March,
1920, many renowned “constitutional” lawyers. Some came to
challenge, some to uphold the new Amendment, the new
government-made constitution of government right to interfere with
individual human freedom.
To the reading of all their briefs and arguments we bring our
knowledge that the new Amendment never entered our Constitution
unless we were “subjects” before 1917 or unless the new
Amendment was itself a revolution (by government against citizens)
which made us “subjects.”
We expect the lawyers against the new Amendment to challenge
its existence with the facts and knowledge we bring from our
education with the Americans who made themselves free men and
citizens.
We expect the lawyers for the new Amendment to point out the
day and the manner in which they claim that government of the
American people by the American people did disappear from
America.
Unless these lawyers for the Amendment do point out that day and
manner and sustain their claim as to both, we know that the
existence of the new Amendment is successfully challenged by the
facts which we have acquired in our education. Before we listen to
the expositions of these facts by the lawyers against the new
Amendment, let us briefly review the facts themselves as they bear
upon the supposed existence of the new Amendment.
When 1776 opened, the American people were subjects in
rebellion against their omnipotent government. By direct action of
themselves, in July, 1776, they made themselves free men, made
their former colonies independent states and made each of
themselves a citizen of some one of those states. Almost
immediately, the Statute of ’76 having declared the actual fact that
the supreme will in America was possessed by the American people,
at their suggestion and with their permission, the citizens of each
state constituted their own government with its national powers to
interfere with the individual freedom of its own citizens. In strict
conformity to the Statute of ’76 and to the sole American concept of
the relation between government and human being, those grants of
power to interfere with individual freedom, like every other grant of
that kind until the Eighteenth Amendment, were made by the
respective citizens to their respective governments.
In 1777 the committee of the American people known as the
Second Continental Congress proposed a union of states or political
entities and a general government to govern states but not to
interfere directly with the human freedom of the individual. Because
there is a vital distinction between the ability to govern states and the
ability to interfere with individual freedom, those Americans knew
that states or political entities could make federal Articles but that
only citizens could ever validly make national Articles. It was
impossible for these Americans not to know this difference between
the respective abilities of states and citizens of America. Their
Statute of ’76 had declared this sole American concept of the law
controlling the relation of government to human being. They were
actually engaged in their Revolutionary War for the very purpose of
making it forever American law that no governments could ever grant
national power in any matter. Because, therefore, the proposed
Articles of 1777 were only federal Articles with grants of federal
power, it was “felt and acknowledged by all” that the state
legislatures were competent to make those Articles. So we recall,
with intent to remember, that those federal Articles were made in the
exercise of that legislative government ability to make federal
Articles, which is mentioned in our own Fifth Article.
In 1787, from the same Philadelphia, there came the proposal that
the American people, collectively the possessors of the supreme will
in America, create a new nation, with themselves as its members or
citizens and, as its members, constitute its government with national
powers to interfere with their own individual freedom. Because the
legal necessity of deriving powers of that kind from the people
themselves was “felt and acknowledged by all,” the inevitable legal
decision was reached at Philadelphia that the existing ability of
legislative governments to make federal Articles neither then did nor
ever could include the ability to make national Articles like the First
Article and the supposed Eighteenth Amendment. By reason of that
legal necessity and its then recognition by all, because the First
Article contained grants of national power, “by the convention, by
Congress, and by the state legislatures, the instrument was
submitted to the people. They acted upon it in the only manner in
which they can act safely, effectively, and wisely on such a subject,
by assembling in convention.” The reasoning and the decision itself
were embodied in Article VII and in the Resolution which went from
Philadelphia with the proposed seven Articles, including the Fifth
Article.
As the Supreme Court has definitely settled, the Tenth
Amendment merely declares what was in that original proposed
Constitution. Therefore the Constitution gave no new government
ability anywhere except to the government at Washington. It gave to
that government only specific ability to govern human beings, in
certain matters. It merely reserved to each state government some
of its former ability to govern its own citizens. It gave neither to any
state government nor to all state governments collectively any new
ability to govern. And it reserved to the American people themselves
all ability to exercise or to grant any national power to interfere with
the freedom of American citizens except those enumerated powers
in the First Article. The Supreme Court has definitely settled that this
reservation of such power exclusively to themselves, by the makers
of the Fifth Article, is the most important factor in our constitutional
distribution of that kind of power among our American government,
our state governments and, most important of all, ourselves, the
citizens of America. For which reason, until this generation, it has
always been axiomatic that the mention of that exclusive ability of
our own, “conventions” of Americans in their respective states, is the
most important factor in the Fifth Article.
In strict conformity with the Statute of ’76 and without usurping the
reserved powers of the most important factor in both the Tenth
Amendment and the Fifth Article, seventeen federal changes were
made, between 1789 and 1917, in the federal part of our
Constitution, which is both a federal and a national Constitution. The
situation in 1917 was exactly the same as it had been since July 4,
1776, when it was known even to the humble townsmen of Concord
that governments could not make national Articles in American
constitutions. Or rather, the situation in 1917 was the same unless,
somewhere prior to 1917, the Statute of ’76 had been repealed and
the most important factor in both Articles had been eliminated from
the Fifth Article and Tenth Amendment of the American Constitution,
which is the security of the American citizen against usurpation of
power even by governments in America.
We know that Gerry moved to strike that important factor from the
Fifth Article in September, 1789, and that he failed in his effort. We
know that Webb and the legislative advocates of the new Eighteenth
Amendment had a Fifth Article in which that most important factor
was not present. Apparently they based their government proposal
and government ratification of the Eighteenth Amendment upon a
Fifth Article which did not contain that most important factor, the
reference of the makers of the Fifth Article to themselves as the
makers of all future Articles of a national kind, the reference of those
makers to themselves in the words “conventions” of the American
people, assembled in their respective states.
Keeping all these settled facts clearly in our minds, we now take
up the arguments and the briefs in which, in March, 1920, the
constitutional lawyers of America, who disputed the presence of the
new Amendment in our Constitution, should have presented these
irresistible facts. Then we shall take up the arguments and briefs of
those other renowned lawyers in which they presented those other
facts (still unknown to us average Americans) which can alone refute
our knowledge that the new Amendment never went into our
Constitution, because we are still citizens and governments are yet
unable to create government power to interfere with our individual
freedom.
CHAPTER XX
LEST WE FORGET
“The important distinction so well understood in America, between

a Constitution established by the people and unalterable by the
government, and a law established by the government and alterable
by the government, seems to have been little understood and less
observed in any other country.... Even in Great Britain, where the
principles of political and civil liberty have been most discussed, and
where we hear most of the rights of the Constitution, it is maintained
that the authority of the Parliament is transcendent and
uncontrollable, as well with regard to the Constitution, as the
ordinary objects of legislative provision. They [the legislature] have
accordingly, in several instances, actually changed, by legislative
acts, some of the most fundamental Articles of the government.”
(Fed. No. 53.)
Coming from Madison or Hamilton, this is the best kind of
testimony that the earlier Americans, who established that
constitution of government which is the First Article, knew that it was
“unalterable by government.” And it is the best kind of testimony that
the same American makers of the Madison Fifth Article knew that it
did not grant to state governments any ability to add to or subtract
from the First Article enumerated and constituted powers in
government to interfere with the freedom of American citizens. If
Madison and Hamilton had been with us in our Congress of 1917,
their statement would have been slightly altered. They would have
spoken of “the important distinction so well understood in America” in
1787, as one which “seems to have been little understood and less
observed in any other country” and not known or observed at all by
our Senators or Congressmen of 1917.
The Americans of 1787, who “so well understood” the important
distinction, made their knowledge a noticeable thing in the language
of their Statute of ’76 and of their Constitution. With their knowledge
of the important distinction, they permitted the respective states,
through the respective legislatures thereof, to constitute the
government of states, to make the federal Articles of 1781. With their
knowledge of the important distinction and in deference to their own
clear Statute of ’76, these intelligent Americans refused to permit the
states or the legislatures of the states to establish the government of
men, to make the national Article—the First Article—which is the
constitution of government power to interfere with individual human
freedom. Moreover, by their knowledge of the important distinction
and of the Statute, they knew that Constitution, that enumerated
grant of national power over themselves, to be “unalterable by
government.” And that we and all later Americans might also know it,
they, the American people or “conventions” of that day, insisted that
the Tenth Amendment expressly declare that they, those
“conventions” of the American people, reserved to themselves and
their posterity, the “conventions” of any later day, exclusive ability to
alter that constitution of national power, the First Article. And, for the
same purpose, they, the “conventions,” mentioned themselves, the
particular reservee of the exclusive ability to alter that grant of
national power, in one particular earlier part of the Articles they
made, the part we know as the Fifth Article. Naturally, the two men,
who worded that Article at Philadelphia and who paid its later makers
the deserved tribute to their knowledge of the important distinction,
mentioned those makers, “conventions,” in that Fifth Article as future
makers of all grants of national power and mentioned the
legislatures, in the Fifth Article, as competent future makers of
Articles that do not constitute new national government.
Because we have lived through the experience of the Americans
to whom the tribute was paid, we know the distinction between a
constitution of national government, “unalterable by government,”
and Articles constituting government of political entities or states,
alterable by the states or the legislatures of the states. Moreover, by
reason of our experience, we sense the clear recognition of the
distinction in the Fifth Article distinct mention of the people or
“conventions,” as sole makers of national Articles, and the similar
mention of the “legislatures” as competent makers of federal Articles.
To our regret, we have found that our Congress, in 1917, knew
naught of the distinction and naught of its recognition in the language
of the Tenth Amendment and the Fifth Article. It is with relief,
therefore, that we turn to the great litigations in the Supreme Court of
1920, in which the lawyers of the America, where the important
distinction was once so clearly known, attacked and defended the
proposal from the Congress of 1917 and the action of the state
legislatures on that proposal. Fresh from the utter legislative
ignorance of that distinction, it is with relief that, in our first glance at
the briefs of those lawyers, we find what seems the clear echo of the
accurate knowledge we have acquired in the company of those
earlier Americans.
“There is only one great muniment of our liberty which can never
be amended, revoked or withdrawn—the Declaration of
Independence. In this regard, it ranks with the Magna Charta.”
The clear tribute to the unrepealed Statute of ’76 excuses, while it
does not explain, the error of the allusion to Magna Charta. Graduate
students of the history of the advance of Americans from subjects to
free men, we average citizens grasp the error of the statement, “in
this regard [that neither can ever be revoked] the Statute of ’76 ranks
with the Magna Charta.” We know that the Statute was the
revocation of the basic doctrine on which Magna Charta rested.
Magna Charta was the grant of privilege from an omnipotent
government to its subjects. All that subjects ever have are the
revocable privileges granted by the master government. The Statute
of ’76 states the basic American law that there are no subjects in
America, that the human members of any political society or state or
nation, except as they directly grant power over some of their human
rights to secure enjoyment of the rest, need obey the command of no
one except Him who gave them their human rights. In a free nation,
such as the earlier Americans made of themselves, no man has any
privileges granted by a master government. In a free nation, citizens
or members of the society (and the supreme will therein) have their
servant governments to which those citizens give whatever national
powers those governments ever have. Except for the grants of such
power which those citizens so make, the human beings retain, not as
a gift or privilege of government but as the gift of Him Who created
them, all human freedom of action. As citizens, they also possess
the particular privileges which arise from membership in that
particular society of men; but even those privileges are not the gift of
government but the creation and effect of the society itself, just as
every power of the government is also the gift of the society.
We pardon the error of the reference to Magna Charta, however,
when we read on in the brief and find it immediately quoting from our
Statute: “We hold these truths to be self-evident, that all men are
created equal; that they are endowed by their Creator with certain
unalienable Rights; that among these are Life, Liberty and the
pursuit of Happiness. That to secure these Rights, Governments are
instituted among men, deriving their just powers from the consent of
the Governed. That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to
abolish it, and to institute new Government, laying its foundation on
such principles and organizing its powers on such form, as to them
shall seem most likely to effect their Safety and Happiness.”
At last, in this brief, we are getting the clear echo of our own
knowledge that, until this Statute is revoked, it is not the right of
“government or governments” to institute new government, laying its
foundation on such principles and organizing its powers in such form
as to “governments” shall seem most likely to effect the safety and
happiness “of governments.” Moreover, in this brief, we are getting
the clear echo of our own knowledge that this Statute can never be
revoked, while we remain free men and citizens instead of the
subjects we were until that Statute was enacted.
And when we turn to another brief for a moment, we are cheered
to find the refutation of the Sheppard ignorance of the identity of
those who made our Constitution, “We, the people of” America, in its
Preamble and its most important factor of the Tenth Amendment, the
“conventions” of ourselves in its Seventh and its Fifth Articles. With
gratification that some “constitutional” lawyers still know and observe
the important distinction between the ability of ourselves, the
“conventions” of the Seventh and Fifth Articles, and the lack of ability
in the “legislatures” of the Fifth Article to give to government national
powers, we average Americans recognize, in the following challenge
of this brief, the challenge we would have made to the Sheppard
proposition that legislatures attempt to constitute such new
government over us. This is the challenge of the brief to Sheppard:
“The Constitution is not a compact between states. It proceeds
directly from the people. As was said by Mr. Chief Justice Marshall in
McCulloch v. Maryland, 4 Wheat. 316, etc.” Then follows the
Marshall clear exposition of how the people themselves, the
“conventions,” made the constitution which is the First Article and
how, if any other constitution of that kind, such as the Eighteenth
Amendment, is ever to be made “safely, effectively, and wisely” it
must be made by ourselves, assembled in the “conventions” named
in the Fifth Article. The full extract from Marshall has been set out
already herein at page 98.
In a second brief, in a different case, the same distinguished
lawyer of 1920 is found bringing into bold relief another part of our
knowledge so intimately connected with the supposed new
constitution of government, the Eighteenth Amendment. And it is a
part of our knowledge which challenges a new constitution made
entirely by governments without any action by ourselves, the people
or the “conventions” named repeatedly in the Constitution made by
themselves. In that other brief, we find him stating as one of the
propositions on which he bases his argument, “What the expression
‘legislatures of the several states’ meant as used in Article V, when
that Article was adopted as a part of the Constitution, it means now.”
The statement being undeniably true, he immediately proceeds to
urge, with equal truth, that “however popular approval or disapproval
[i.e., the direct action of the people themselves, as, for example, in
the ‘conventions’ whence, as he already stated, our Constitution
proceeded ‘directly from the people’] may be invoked, the people do
not become a ‘legislature.’... As well confound the creator and the
creature—the principal and the agent through which he acts.”
This is the echo of Marshall’s clear statement of the vital
distinction between the same “legislatures” (who never are the
people and never have the reserved ability of the people) and the
“people” or “conventions” (which are the people and have the
exclusive ability of the people). We recall the tribute paid to this
distinction at Philadelphia. We recall the legal decision there, a
decision based squarely on that distinction, that the legislative ability
to make federal Articles could not constitute new government of
men, as did the First Article, and that all Articles like it or the new
Eighteenth Amendment must go to the “people” of the Tenth
Amendment, the “conventions” of the Seventh and Fifth Articles. We
recall Marshall’s appreciation of the accuracy of that legal decision,
when he mentioned that the ability of the state governments or
legislatures had been competent to make the federal Articles of 1781
but, when it was proposed to constitute government of men, to vest
the national powers of the national First Article, “the necessity of
deriving those powers directly from the people [the “conventions” of
the Seventh Article] was known and recognized by all.” We
remember that the “people” or “conventions,” so recognizing and
knowing, mentioned themselves in the Fifth Article so that no one
ever should forget the similar legal necessity that every Article like
the First, such as the new Article, must always be made by those
“conventions” so mentioned.
It is, therefore, with considerable satisfaction that we read, in this
brief of 1920, the clear echo of all these settled facts, the knowledge
that “legislatures” never are the people and never become the
people. “As well confound the creator and the creature—the principal
and the agent.”
In our gratitude for such remembrance, we ignore the inaccuracy
of a suggestion that the “legislatures” of the Fifth Article are the
agent of the principal therein mentioned, the “people” of America, the
“conventions” which made the Constitution. Each of those
“legislatures” is an agent of one particular reservee among those
named collectively in the reservation of the Tenth Amendment in the
words “to the states respectively,” while the “conventions” in the Fifth
Article is the one most important reservee in that Tenth Amendment,
“the people” of America, the most important factor in that Tenth
Amendment and in America. For the purpose of making any Articles,
whether federal or national, that important reservee has no
legislative agents. For any purpose, it has but one legislative agent,
the Congress; and to that one legislative agent it has given no power
to make any constitutional Articles; but it has, in the Fifth Article, left
with that agent the mere ability to draft and propose a new Article of
either kind and, as did the Philadelphia Convention, from the nature
of the Article it drafts, whether within the ability of “legislatures” or
within the exclusive unlimited ability of the people or “conventions,”
to ascertain and propose which shall make the drafted Article.
That the state legislatures are not agents of the American citizens,
in that capacity, is self-evident. Each legislature is chosen by the
citizens of a state. Moreover, the Constitution itself distinctly states
that the “conventions” of the American citizens grant no power of any
kind therein to the state “legislatures.”
When the American people created a national legislature,
with certain enumerated powers, it was neither necessary nor
proper to define the powers retained by the states. These
powers proceed, not from the people of America, but from the
people of the several states; and remain, after the adoption of
the Constitution, what they were before, except so far as they
may be abridged by that instrument. (Marshall in Sturges v.
Crowinshield, 4 Wheat. 122.)
That is why anything which these “legislatures” do, when it comes
in conflict with a valid action of our legislature, the Congress, must
always yield. We have the supreme will in America, and when our
agent, the Congress, speaks with authority from us, it speaks for us,
while the inferior agents of other lesser wills never speak for us. That
clear distinction does not detract from the ability of those legislatures
to make federal Articles in our Constitution. They do not get that
ability from us, the citizens of America. They had that ability from
those respective inferior wills, when we made our Constitution. By its
exercise, they had made the federation of states and the federal
Articles of its government. When we made our national Constitution,
we continued that federation and the ability of its component
members to make its federal Articles and put them in our
Constitution, which is both our national Constitution and their federal
Constitution. The ability to make those federal Articles is one of the
powers reserved to those inferior wills by the reservation of the Tenth
Amendment which reads “to the states respectively”; and it is not an
ability to make Articles which is granted in the Fifth Article. No ability
to make Articles is granted in that Fifth Article.
Inasmuch, however, as the writer of the brief in 1920 has known
that “legislatures” do not ever become “the people,” it is quite
probable that his reference did not intend to suggest that the
legislatures of which he spoke and who are the agents respectively
of other citizens, were the agents, for any purpose, of the citizens of
America. With his recognition that legislatures never are the people
and with the other quoted extracts of those briefs of 1920 before us,
echoing the knowledge we have acquired, we feel at least that in the
court of 1920, from the debate of men who know, we will learn
whether and “when” and “how,” we, between 1907 and 1917,
became subjects instead of the free men and citizens which we
clearly were up to 1907.
At least such was the thought of one American citizen, when he
read this quotation, in one of the briefs of 1920, “that the people do
not become a legislature.... As well confound the creator and the
creature—the principal and the agent through which he acts.” It was
almost incredible to this particular American citizen that he found this
statement and the statement that—“The Constitution is not a
compact between states. It proceeds directly from the people.”—both
in the briefs of the foremost champion of the new Amendment. And it
seemed equally incredible to him to find the quotation about the
Statute of ’76 being “one great muniment of our liberty which can
never be amended, revoked or withdrawn” in the brief of the counsel
for the political organization which dictated the new state
government command to the citizens of America.
An unusual method had been adopted for the hearing of what
were later reported under the one title the “National Prohibition
Cases,” 253 U.S. 350. In that hearing, which continued for days,
seven different litigations were argued because all dealt either with
the validity of the Eighteenth Amendment or with the meaning of its
remarkable second section or with the statute enacted under that
section and known as the Volstead Act. For the same reason, the
briefs on both sides of the various litigations were clearly the result of
conference and collaboration. Nearly all of the briefs, challenging the
new Article, made their challenge on the same two main points and
in the expression of those two challenges, made constant reference
to the different expression thereof in the other briefs.
In the litigation and argument of that March, appeared many of the
best known lawyers in America. Among them were distinguished
counsel, appearing on behalf of those legislative governments who
claim and, in the new Article, have attempted to exercise the
omnipotent supremacy over the citizens of America which was
denied by the people of America to the British Parliament. Among
them were other distinguished counsel, appearing on behalf of what
had always been known as the supreme legislative government in
America, our government with its enumerated powers and without
omnipotence over us. Among them were still other distinguished
counsel, appearing on behalf of some separate states or political
entities to contend that there existed no constitutional ability
anywhere, even in ourselves, to take from their particular state any
more of its sovereignty than it had surrendered in those early days
when the states made the Constitution, as Sheppard claimed in the
Congress of 1917. Among them were still other distinguished
counsel, some of them the most distinguished of all, appearing to
oppose, as best they knew how, the total destruction of all legitimate
industry in a business in which it was the human right of Americans
to engage even before Americans wrote their Statute of ’76 and
consequently not a privilege of the citizen of America or the citizen of
any state.
As this fact has been the basis of many errors in that comedy and
tragedy of errors, which is the five-year tale of the Eighteenth
Amendment, we average Americans may well dwell for a moment
upon the certainty of that fact. It is the natural mistake of those, who
have the Tory concept of the relation of men to government, that they
should first confuse the meaning of the words “privilege of a citizen”
with the words “privilege of a subject” and thus believe that the
nature of both privileges, and the source of each are the same. That
mistake is but the echo of the error which confuses the nature of
Magna Charta with that of the Statute of ’76. Magna Charta is the
declaration of certain privileges which government will permit its
subjects to keep as long as the government pleases. The Statute of
’76 is the declaration that destroys the relation of government to
subjects, creates the relation of citizens to their servant
governments, and states that the servants shall have no power to
interfere with the human rights of the masters, given by their Creator,
except such power as the masters choose to give, and that the
servants shall keep that power only so long as the masters will. To
the Tory concept, always concentrated on the relation of subject to
master government, it is difficult of apprehension that the human
being is born with the right to use his human freedom as he himself
wills, so long as he does not interfere with the similar exercise of
human freedom by the rest of us human beings. If men, in the
exercise of their free will, would always obey the defined law of Him
who created them, the exercise of human freedom by one individual
would never interfere with the exercise of human freedom by all
other individuals, and no human government need ever be
constituted.
Among the human rights of Americans, as of all human beings,
when they come into the world, is the human right to do everything
which is forbidden in the first section of the Eighteenth Amendment.
It is true, as we frequently hear stated, that the Supreme Court has
decided that the right to do any of those things is not the “privilege”
of American citizens or of the citizens of any state. It is also equally
true, although the Supreme Court has never been called upon to
decide that very obvious fact, that the right to breathe is not the
“privilege” of an American citizen or of the citizen of a state. Both
rights are among the rights of human beings, as such, and they are
each of them among the rights of themselves, which we, “the people”
of America, established and ordained our Constitution to secure.
When we established that Constitution for that purpose, we
admittedly gave our only American government no power to make
the command of the first section of the Eighteenth Amendment. That
is why the governments of other citizens were asked to make the
command to ourselves, the citizens of America.
Each of the Americans, who created the nation that is America,
already lived as a member and citizen of a state. In that state, when
they had constituted it, the citizens thereof had subjected their
human right (to do what the new Amendment says shall not be done)
to a power in the government of that state (a power which they gave
it and can take back from it) to make that kind of a command to them
in that matter.
We thus have clearly in our minds that the individual in America
has the human right (with which the new Amendment interferes) and
that it is subject to the interference of no government, except as the
citizens of that particular government have given it power so to
interfere with it. The undoubted fact that the right itself is not the
privilege of the citizen of America or the citizen of the state is simply
another way of saying that the original human right itself is not
granted to the human being by government or governments but by
the Creator Who made him. Without the Tory concept, no man would
even make the mistake of believing that a citizen gets any of his
privileges from any government. The privileges of a citizen are the
things which he acquires by his voluntary association with the other
citizens as the members of a political society which is the nation. The
human rights of the same individual are the rights which he brings
into that association and subjects to whatever powers of its
government are granted by himself and those other citizens with
whom he associates as the nation.
Of course, the early Americans, with whom we have now been
educated, not only knew these things clearly and accurately, but on
their knowledge of them based everything that they did in the fifteen
years which we have lived with them. The Americans of today, who
uphold the new constitution of government made entirely by
government, do not know them at all or understand them when they
hear them. Neither would the aristocrats of France, before the
French Revolution, nor the Tories of England, even at the time of our
Revolution, have known or understood them. That is why the
Americans continued their Revolution and won it, so that these
things might be the basis of every government interference with any
human right. Later they made the American Constitution solely to
secure the greatest possible protected enjoyment of all individual
human rights. That security is one of the privileges acquired by
citizenship in the society which that Constitution created. Wherefore,
it is of interest for us to know how clearly Madison, who largely
planned that Constitution and who worded its Fifth Article, did know
and understand these facts in relation even to the very things
forbidden in the new constitution of government made entirely by
government.
In the House of Representatives, in the first session of the new
Congress with the enumerated powers of the First Article, on May
15, there came up for discussion “a proposed bill laying duties on
goods.” Madison “moved to lay an impost of eight cents on all beer
imported. He did not think this would be a monopoly, but he hoped it
would be such an encouragement so as to induce the manufacture
to take deep root in every state of the Union.” (4 Ell. Deb. 345.)
That the knowledge of Madison was not unknown to the Supreme
Court a century later, in 1890, is a matter of record.
That ardent spirits, distilled liquors, ale, and beer are
subjects of exchange, barter, and traffic, like any other
commodity in which a right of traffic exists, and are so
recognized by the usages of the commercial world, the laws
of Congress, and the decisions of courts, is not denied. (Leisy
v. Hardin, 135 U. S. 100.)
Returning to the courtroom of 1920, therefore, we are sincerely
glad to note the appearance of quite an array of eminent counsel on
behalf of those legitimately engaged in a business which is just as
legitimate an exercise of human right, as it was when Madison
hoped that it would take deep root in every state of the America he
loved so well, a business which will continue free from unlawful
usurpation of power by government so long as the Constitution
planned by Madison is obeyed by governments in America. It is too
bad that the eminent counsel, who shared Madison’s views in
relation to that legitimate business, did not also have Madison’s
accurate knowledge of the only way in which legitimate government
power can be created to interfere with that or any other human right,
the way which Madison so clearly stated in the Fifth Article—by grant
from the “conventions” of American citizens.
When we average Americans look over the great array of counsel
and the respective clients whose causes they champion, one fact
lends no encouragement to our hope that we may learn the merits of
the claim that, somehow between 1907 and 1917 we became
subjects and lost our status as free men. Although each client is
represented by his own distinguished attorneys and although
eminent counsel argue and file briefs, as amici curiæ, on behalf of
the state governments which claim that we are subjects and on
behalf of some of the litigating other states and individuals, no
amicus curiæ files any brief on behalf of us, the citizens of America,
the reservees of the Tenth Amendment, the “conventions” of the
Seventh and the Fifth Articles.
There is, however, this comfort. If, because the counsel in
opposition to the new Amendment do not know and urge our legal
protection against any new constitution of national government
except by ourselves, the citizens of America, the “conventions” of the
Fifth Article, and if, because of such ignorance on the part of
counsel, the Court should not be called upon either to consider or
pass upon our protection, no decision of the Court will be intended to
have—as no decision of the Court could have—any effect upon our
protection. If counsel fail to bring before the Court the legal facts
which demonstrate that the new Amendment is not in the
Constitution unless we Americans are “subjects,” our day in Court is
merely postponed. And when that day shall come, when that Court is
addressed by counsel who do represent the citizens of America and
who accurately know the constitutional protection which we have for
all our rights, there is not the slightest danger that the Court,
established and maintained by us for the sole purpose of protecting
our individual rights against usurpation by government, will decide
that we are subjects and that governments can create new
government power to interfere with the freedom of the individual
American citizen.
Meanwhile, let us examine the briefs of March, 1920. In them,
despite our regret that not one of them was written in our behalf, it

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Chemistry for today : general, organic,

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iv About the Authors

Chapter 1 2.5 Isotopes and Atomic Weights 57

1.1 What Is Matter? 4 Key Terms and Concepts 66

1.2 Properties and Changes 5 Exercises 66

1.4 Classifying Matter 10 Chemistry for Thought 69

1.5 Measurement Units 13 Allied Health Exam Connection 70

1.6 The Metric System 14 Case Study 46

Forces between particles 100 Key Terms and Concepts 165

8.1 Spontaneous and Nonspontaneous Exercises 311

processes 322 Exercises 382

11.4 Functional Groups: The Organization Chemistry for Thought 422

Alcohols, phenols, and Ethers 424 Case Study 458

Chemistry Around us 13.2 General Chemistry for Thought 514

Chapter 16 Additional Exercises 580

19.1 The Amino Acids 611 Additional Exercises 665

19.2 Zwitterions 614 Chemistry for Thought 666

Chapter 20 Concept Summary 697

for Life 702 Key Terms and Concepts 754

Appendix A The International System

the image of Chemistry

theme and organization

new to this edition

●● New Chemistry Tips for Living Well: Stay Hydrated

Chapter Outlines and Learning Objectives. At the beginning of each chapter,

ASK A PHARMACIST 12.1

Chemistry Around us. These boxed features present everyday applications of

ChemisTry Tips for Living WeLL 14.1

Examples. To reinforce students in their problem-solving skill development, complete

STUdy SKILLS 14.1

(O) H2, Pt alcohol

Oxidation Hydrogenation Hemi formation

Carboxylic No Primary Secondary

Exercises. Nearly 1,700 end-of-chapter exercises are arranged by section. Approxi-

Allied health Exam Connection. These examples of chemistry questions from

Allied health Exam Connection

possible Course outlines

What other factors should the doctor consider when microcephaly is

Matter, Measurements, and Calculations 3

“The establishment of a Constitution, in time of profound peace, by

“The important distinction so well understood in America, between

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