Help Students Master the Math and Problem Solving They Will Use in Their Future Careers

Help students master the math and problem solving they will use in their future careers

Basic Chemistry introduces students to the essential scientific and mathematical concepts of chemistry while providing the scaffolded support they need. With accessible language and a moderate pace, the text is easy- to-follow for first-time chemistry students. The6th Edition incorporates sound pedagogy and the best principles from learning design theory to create an updated learning program designed for today’s students. The applied focus helps students connect chemistry with their interests and potential careers. Enhanced digital tools and additional practice problems in Mastering Chemistry ensure students master the basic quantitative and science skills needed to succeed in this course and beyond.

A01_TIMB8119_06_SE_VWT.indd 27 11/29/18 1:24 PM 3.1 Classification of Matter3.1 Classification 69 of Matter 69

3.1 Classification3.1 Classification of Matter of Matter LOOKING AHEADLOOKING AHEAD LEARNING GOAL Classify examples of matter as pure substances or mixtures. Art and VideosLEARNING that GOAL Classify are examples more of matter understandableas pure substances or mixtures. 3.1 Classification 3. 1 Classification of Matter 69 of Matter 69 Matter is anything that has mass and occupies space. Matter is everywhere around us: the than everMatter before is anything that has mass and occupies space. Matter is everywhere around3.2 Statesus: the and Properties orange juice we had for breakfast, the water we put in the coffee maker, the plastic bag we 3.2 States and Properties orange juice we had for breakfast, the water we put in the coffee maker, the plastic bagof Matter we 72 of Matter 72 put our sandwich in,put our our toothbrush sandwich andin, our toothpaste, toothbrush the andoxygen toothpaste, we inhale, the oxygenand the wecarbon inhale, and the carbon 74 CHAPTER 3 Matter and Energy 3.3 Temperature 3. 753 Temperature 75 dioxide we exhale. dioxideAll of this we material exhale. Allis matter. of this Thematerial different is matter. types Theof matter different are typesclassified of matter are classified 3.4 Energy 79 by their composition.by their composition. 3.4 Energy 79 Updated! 3. 5 Specific Heat 3. 582 Specific Heat 82 Art program 3.6 Energy and Nutrition 87 Pure Substances:Pure ElementsSubstances: and Elements Compounds and Compounds incorporates sound 3.6 Energy and Nutrition 87 pedagogy and All matter is madeAll of extremelymatter is made small of particles extremely called small atoms. particles Much called of matter atoms. is Muchmade of matter is made the best learning of atoms bonded together in definite arrangements called molecules. A pure substance Aluminum Aluminum of atoms bonded together in definite arrangements called moleculesdesign. A pureprinciples substance is matter that consists of just one type of atom or one type of molecule. An element, atom atom is matter that consists of just one type of atom or one type of molecule.based on Anthe wayelement , the simplest type ofthe a simplestpure substance, type of ais purecomposed substance, of only is composedone type of of atom only suchone today’stype as of students atom such as silver, iron, or aluminum.silver, iron, Silver or isaluminum. composed Silver of silver is composed atoms, iron of silverof iron atoms, atoms, iron learn.and of iron atoms, and aluminum of aluminumaluminum atoms. of Aaluminum Sodiumfull list chloride ofatoms. the elements A full list is offound the elementson the inside is found front on the inside front cover of this text. cover of this text.Chemical change A compound is alsoA compound a pure substance, is also abut pure it consistssubstance, of atomsbut it consistsof two or of more atoms of two or more elements always chemicallyelements always combined chemically in the samecombined proportion. in the sameFor example, proportion. in the For example, in the compound water, there are two hydrogen atoms for every one oxygen atom, which is compound water, there are two hydrogen atoms for every one oxygen atom,An aluminumwhich is can consists represented by the formula H O. This means that water always has the same composi- An aluminum can consists represented2 by the formula H2O. This means that water always has the sameof many composi atoms- of aluminum. tion of H O. Another compound that consists+ of a chemical combination of hydrogen of many atoms of aluminum. 2 tion of H2O. Another compound that consists of a chemical combination of hydrogen and oxygen is hydrogen peroxide. It has two hydrogen atoms for every two oxygen and oxygen is hydrogen peroxide. It has two hydrogen atoms for every two oxygenENGAGE 3.1 ENGAGE 3.4 atoms and is represented by the formula H2O2. Thus, water (H2O) and hydrogen peroxide ENGAGE 3.1 atomsSodium and ismetal representedand by theChlorine formula gas H2O2. Thus, water (H2O) and hydrogen peroxide (H O ) are different compounds even though they contain the same elements, hydrogen Why are elements andWhy compounds are elements and compounds Why is the decomposition of salt a 2 2 (H2O2) are different compounds even though they contain the same elements, hydrogen chemical change? and oxygen. both pure substances?both pure substances? FIGURE 3.3 The decompositionand oxygen. of salt, NaCl, produces the elements sodium and chlorine.

P. 74

CORE CHEMISTRY SKILL TABLE 3.3 Summary of Physical and Chemical Properties and Changes Identifying Physical and Chemical Physical Chemical H Changes replace long legends,Hydroxide peroxide Hydroxide peroxide H Property A characteristicIn-art captions of a substance: color, shape, A characteristic that indicates the O O molecule moleculeO O odor,and luster, the flowsize, melting and sizepoint, ofor thedensity. art is abilityupdated of a substance to form H to help increase student understanding.another substance: paper can burn, H iron can rust, silver can tarnish. Change A change in a physical property that retains A change in which the original the identity of the substance: a change substance is converted to one or of state, a change in size, or a change in more new substances: paper burns, shape. O iron Orusts, silver tarnishes. H H H H Water molecule Water molecule A chemical change occurs when TABLE 3.4 Examples of Some Physical and Chemical Changes sugar is heated, forming a A hydroxide peroxide molecule, Physical Changes Chemical Changes A hydroxide peroxide molecule, caramelized topping for flan. A water molecule, AH2 waterO, consists molecule, H O, consistsH2O2, consists of twoH O atoms, consists of of two atoms of Water boils to form water vapor. Water2 and cesium combine explosively.2 2 PRACTICE PROBLEMSPRACTICE PROBLEMS of two atoms of hydrogenof two atoms (white) of hydrogenhydrogen (white) (white) forhydrogen every two (white) for every two Paper is cut into tiny pieces of confetti. Paper burns with a bright flame and produces Try Practice Problems 3.1 and 3.2 for one atom of oxygenfor one (red). atom of oxygen (red).atoms of oxygen (red).atoms of oxygen (red). Try Practice Problems 3.1 and 3.2 ENGAGE 3.5 heat, ashes, carbon dioxide, and water vapor. Why is the melting point of iron, P. 69 1538 °C, a physical property, Sugar dissolves in water to form a sugar Heating sugar forms a smooth, caramel- whereas the heating of iron with solution. colored substance. oxygen to form rust, Fe2O3, is a MixturesIron has a melting point of 1538 °C. Iron, which is gray and shiny, combines with chemical property? Mixtures oxygen to form orange-red iron oxide In a mixture, two orIn more a mixture different, two substances or more(rust). different are physically substances mixed. are Much physically of the mixed. matter Much in of the matter in our everyday lives ourconsists everyday of mixtures. lives consists The air of we mixtures. breathe Theis a airmixture we breathe of mostly is a oxygenmixture of mostly oxygen andSAMPLE nitrogen PROBLEM gases.and The 3.nitrogen 2steel Physical in gases.buildings and The Chemical and steel railroad in buildingsChanges tracks andis a railroadmixture tracksof iron, is nickel,a mixture of iron, nickel, carbon, and chromium.carbon, The and brass chromium. in doorknobs The brass and musicalin doorknobs instruments and musical is a mixture instruments of is a mixture of TRY IT FIRST Classify each of the following as a physical or chemical change: a. A gold ingot is hammered to form gold leaf. b. Gasoline burns in air. A01_TIMB8119_06_SE_VWT.inddc. Garlic 28 is chopped into small pieces. 11/29/18 1:24 PM A gold ingot is hammered to d. Milk left in a warm room turns sour. form gold leaf. e. A mixture of oil and water is separated.

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52 CHAPTER 2 Chemistry and Measurements Updated! Chemistry Chemistry Link to Health Links to Health and Toxicology and Risk–Benefit Assessment Chemistry Links to Each day, we make choices would be observed. Although the risk to animals can be evaluated in about what we do or what the laboratory, it is more difficult to determine the impact in the envi- the Environment we eat, often without ronment since there is also a difference between continued exposure thinking about the risks and a single, large dose of the substance. appear throughout the associated with these TABLE 2.9 lists some LD50 values and compares substances in text and relate chemistry choices. We are aware of order of increasing toxicity. the risks of cancer from concepts to real-life topics smoking or the risks of lead poisoning, and we TABLE 2.9 Some LD50 Values for Substances in health, the environment, know there is a greater risk Tested in Rats and medicine. High-interest of having an accident if we The LD50 of caffeine is 192 mg/kg. Substance LD50 (mg/kg) cross a street where there topics include weight loss and Table sugar 29 700 is no light or crosswalk. A basic concept of toxicology is the statement of Paracelsus that Boric acid 5140 weight gain, hyperglycemia the dose is the difference between a poison and a cure. To evaluate Baking soda 4220 and hypoglycemia, antacids, the level of danger from various substances, natural or synthetic, a Table salt 3300 risk assessment is made by exposing laboratory animals to the sub- gout and kidney stones, stances and monitoring the health effects. Often, doses very much Ethanol 2080 greater than humans might ordinarily encounter are given to the test Aspirin 1100 sweeteners, and essential animals. Codeine 800 Many hazardous chemicals or substances have been identified by these amino acids. Follow-up Oxycodone 480 tests. One measure of toxicity is theL D50, or lethal dose, which is the con- questions also appear centration of the substance that causes death in 50% of the testanimals. Caffeine 192 A dosage is typically measured in milligrams per kilogram (mg/kg) DDT 113 throughout the text. of body mass or micrograms per kilogram (mcg/kg) of body mass. Cocaine (injected) 95 Other evaluations need to be made, but it is easy to compare LD50 Dichlorvos (pesticide strips) 56 values. Parathion, a pesticide, with an LD50 of 3 mg/kg, would be highly toxic. This means that 3 mg of parathion per kg of body mass Ricin 30 would be fatal to half the test animals. Table salt (sodium chloride) Sodium cyanide 6 with an LD of 3300 mg/kg would have a much lower toxicity. You 50 Parathion 3 would need to ingest a huge amount of salt before any toxic effect

P. 52 PRACTICE PROBLEMS 2.6 Problem Solving Using Unit Conversion 2.57 Perform each of the following conversions using metric 2.61 Use metric conversion factors to solve each of the following conversion factors: problems: Updated!a. 44.2 mL to liters a. If a student is 175 cm tall, how tall is the student in Interactiveb. 8.65 m to nanometers Videos meters? c. 5.2 * 108 g to megagrams b. A cooler has a volume of 5000 mL. What is the capacity of gived. students0.72 ks to milliseconds an the cooler in liters? c. A hummingbird has a mass of 0.0055 kg. What is the mass, 2.opportunity58 Perform each of the to following reinforce conversions using metric in grams, of the hummingbird? conversion factors: d. A balloon has a volume of 3500 cm3. What is the volume in -5 whata. 4 .they82 * 10 just L to picoliters learned liters? b. 575.2 dm to kilometers by showing how 2.62 Use metric conversion factors to solve each of the following c. 5 * 10-4 kg to micrograms 10 problems: chemistryd. 6.4 * 10 works ps to seconds in real a. The Daily Value (DV) for phosphorus is 800 mg. How many 2.life59 Perform and eachintroducing of the following conversions using metric and grams of phosphorus are recommended? U.S. conversion factors: b. A glass of orange juice contains 3.2 dL of juice. How many a bita. 3.428of humorlb to kilograms into b. 1.6 m to inches milliliters of orange juice are in the glass? c. 4.2 L to quarts d. 0.672 ft to millimeters c. A package of chocolate instant pudding contains 2840 mg of 2.chemical60 Perform each problem of the following solving conversions using metric and sodium. How many grams of sodium are in the pudding? andU.S. demonstrations. conversion factors: d. A jar contains 0.29 kg of olives. How many grams of olives a. 0.21 lb to grams b. 11.6 in. to centimeters are in the jar? Topicsc. 0.15 include qt to milliliters Using d. 35.41 kg to pounds Conversion Factors, Mass Calculations for Reactions, Concentration

M02_TIMB8119_06_SE_C02.inddof Solutions, 52 Balancing 7/27/18 1:27 PM Nuclear Equations, and Chemical v. Physical Change.

A01_TIMB8119_06_SE_VWT.indd 29 11/29/18 1:24 PM 1.3 Studying and Learning Chemistry 7

5. Study different topics in a chapter, and relate the new concepts to concepts you know. We learn material more efficiently by relating it to information we already know. By increasing connections between concepts, we can retrieve information when we need it. Helpful Not helpful Testing practice Highlighting Studying different ideas Underlining at the same time Reading the chapter many times ENGAGE 1.3 Retesting a few days later Memorizing the key words Why is self-testing helpful for learning new concepts? Cramming

SAMPLE PROBLEM 1.2 Strategies for Learning Chemistry

TRY IT FIRST Predict which student, a, b, or c, will be most successful on the exam. a. Bill, who reads the chapter four times b. Jennifer, who reads the chapter two times and works all the problems at the end of each section c. Mark, who reads the chapter the night before the exam SOLUTION b. Jennifer, who reads the chapter two times and works all the problems at the end of each section, interacts with the content in the chapter using self-testing to make connections between concepts and practicing retrieving information learned previously.

SELF TEST 1.2 What are two more ways that Jennifer could improve her retrieval of information? ANSWER 1. Jennifer could wait two or three days and practice working the problems in eachsection again Toolsto determine how tomuch she hashelp learned. Retesting students strengthens connections between newsucceed and previously learned information for longer lasting memory and more efficient retrieval. 2. Jennifer could also ask questions as she reads and try to study at a regular pace to avoid cramming.

Features in This Text That Help You Study Marginal notes and Learn Chemistry and end-of-chapter This text has been designed with study features to support your learning. On the inside of REVIEW problems deepen the the front cover is a periodic table of the elements. On the inside of the back cover are tables that summarize useful information needed throughout your study of chemistry. Each chapter connection between key begins with Looking Ahead, which outlines the topics in the chapter. At the beginning of math skills, core chemistry each section, a Learning Goal describes the topics to learn. Review icons in the margins skills, textual content, refer to Key Math Skills or Core Chemistry Skills from previous chapters that relate to new KEY MATH SKILL material in the chapter. Key Terms are bolded when they first appear in the text and are practice problems, and summarized at the end of each chapter. They are also listed and defined in the comprehensive why they are so important Glossary and Index, which appears at the end of the text. Key Math Skills and Core Chemistry to success in the course. Skills that are critical to learning chemistry are indicated by icons in the margin and CORE CHEMISTRY SKILL summarized at the end of each chapter. Before you begin reading, obtain an overview of a chapter by reviewing the topics in Looking Ahead. As you prepare to read a section of the chapter, look at the section title, and turn it into a question. Asking yourself questions about new topics builds new connections ENGAGE to material you have already learned. For example, for Section 1.1, “Chemistry and Chemi-

cals,” you could ask, “What is chemistry?” or “What are chemicals?” At the beginning of P. 7

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The Chemistry Primer in Mastering Chemistry helps students remediate their chemistry math skills and prepare for their first college chemistry course. Scaled to students’ needs, remediation is only suggested to students that perform poorly on an initial assessment. Remediation includes tutorials, wrong-answer specific feedback, video instruction, and stepwise scaffolding to build students’ abilities.

A01_TIMB8119_06_SE_VWT.indd 30 11/29/18 1:24 PM 446 CHAPTER 14 Acids and Bases

+ - - ENGAGE 14.7 in [H3O ] and a decrease in [OH ], which makes an acidic solution. If base is added, [OH ] + Is a solution that has a [H O+] of increases and [H3O ] decreases, which gives a basic solution. However, for any aqueous 3 + - 1.0 * 10-3 M acidic, basic, or solution, whether it is neutral, acidic, or basic, the product [H3O ][OH ] is equal to Kw -14 neutral? (1.0 * 10 at 25 °C) (see TABLE 14.6).

TABLE 14.6 Examples of [H3O ] and [OH ] in Neutral, Acidic, and Basic Solutions

Type of Solution [H3O ] [OH ] Kw (25 °C) Neutral 1.0 * 10-7 M 1.0 * 10-7 M 1.0 * 10-14 Acidic 1.0 * 10-2 M 1.0 * 10-12 M 1.0 * 10-14 Acidic 2.5 10-5 M 4.0 10-10 M 1.0 10-14 PRACTICE PROBLEMS * * * -8 -6 -14 Try Practice Problems 14.35 and Basic 1.0 * 10 M 1.0 * 10 M 1.0 * 10 14.36 Basic 5.0 * 10-11 M 2.0 * 10-4 M 1.0 * 10-14

CORE CHEMISTRY SKILL Using the Kw to Calculate [H3O ] and [OH ] in a Solution + - + - Calculating [H3O ] and [OH ] in If we know the [H3O ] of a solution, we can use the Kw to calculate [OH ]. If we know the BuildSolutions students’- problem-solving+ skills [OH ] of a solution, we can calculate [H3O ] from their relationship in the Kw, as shown in Sample Problem 14.6.

+ - Kw = [H3O ][OH ] K K [OH-] w [H O+] w = + 3 = - [H3O ] [OH ]

SAMPLE PROBLEM 14.6 Calculating the [H3O ] of a Solution NEW! Pedagogical features in worked TRY IT FIRST Sample Problems throughout the text help - -12 + ENGAGE 14.8 A vinegar solution has a [OH ] = 5.0 * 10 M at 25 °C. What is the [H3O ] of the + vinegar solution? Is the solution acidic, basic, or neutral? If you know the [H3O ] of a solution, students build stronger problem-solving skills, how do you use the Kw to calculate the [OH-]? SOLUTION setting them up for success in this and future STEP 1 State the given and needed quantities. courses. ANALYZE THE Given Need Connect PROBLEM - -12 + + - TRY IT FIRST! Feature encourages students [OH ] = 5.0 * 10 M [H3O ] Kw = [H3O ][OH ]

to solve the problem before looking at the STEP 2 Write the Kw for water and solve for the unknown [H3O ].

+ - -14 solution. Kw = [H3O ][OH ] = 1.0 * 10

+ - Solve for [H3O ] by dividing both sides by [OH ]. UPDATED! Connect feature added + - Kw [H3O ][OH ] = [OH-] [OH-] to Analyze the Problem boxes specify 1.0 10-14 + * [H3O ] = information that relates the Given and Need [OH-]

STEP 3 Substitute the known [OH] into the equation and calculate. boxes to help students identify and connect the

1.0 * 10-14 components within a word problem and show ENGAGE 14.9 [H O+] 2.0 10-3 M 3 = -12 = * + [5.0 * 10 ] Why does the [H3O ] of an aqueous STEPs as guides that set up a solution strategy. - solution increase if the [OH ] + -3 - -12 Because the [H3O ] of 2.0 * 10 M is larger than the [OH ] of 5.0 * 10 M, decreases? 14.6 The pH Scale 447 the solution is acidic. NEW! Engage questions remind students SELF TEST 14.6 to pause and answer a question related to the + - -4 a. What is the [H3O ] of an ammonia cleaning solution with [OH ] = 4.0 * 10 M? Is the solution acidic, basic, or neutral? material. + -5 - b. The [H3O ] of tomato juice is 6.3 * 10 M. What is the [OH ] of the juice? Is the M14_TIMB8119_06_SE_C14.inddtomato juice acidic, 446 basic, or neutral? 27/10/18 UPDATED!1:49 AM Self Tests provide students with ANSWER PRACTICE PROBLEMS + -11 - -10 immediate problem solving and feedback with a. [H3O ] = 2.5 * 10 M, basic b. [OH ] = 1.6 * 10 M, acidic Try Practice Problems 14.37 to 14.42 answers. PRACTICE PROBLEMS 14.5 Dissociation of Water NEW! Practice Problems suggest + - + 14.33 Why are the concentrations of H3O and OH equal in pure water? 14.40 Calculate the [H3O ] of each aqueous solution with the following [OH-]: problems to work as students study the section. 14.34 What is the meaning and value of Kw at 25 °C? a. NaOH solution, 1.0 10-2 M 14.35 In an acidic solution, how does the concentration of H O+ * 3 b. milk of magnesia, 1.0 10-5 M compare to the concentration of OH-? * c. aspirin, 1.8 * 10-11 M + 14.36 If a base is added to pure water, why does the [H3O ] decrease? d. seawater, 2.5 * 10-6 M 14.37 Indicate whether each of the following solutions is acidic, basic, or neutral: Applications + -5 a. [H3O ] = 2.0 * 10 M 14.41 Calculate the [OH-] of each aqueous solution with the 9 b. [H O+] 1.4 10- M + Core3 Chemistry= * following [H3O ]: - -3 c. [OH ] = 8.0 * 10 M a. stomach acid, 4.0 * 10-2 M - -10 Skills d. [OH ] =and3.5 * 10 KeyM Math b. urine, 5.0 * 10-6 M 14.38 Indicate whether each of the following solutions is acidic, basic, c. orange juice, 2.0 * 10-4 M Skillsor neutral: Tutorials d. bile, 7.9 * 10-9 M + -12 a. [H3O ] = 6.0 * 10 M 14.42 Calculate the [OH-] of each aqueous solution with the 4 b. [H O+] 1.4 10- M + in Mastering3 = * following [H3O ]: - -12 c. [OH ] = 5.0 * 10 M a. baking soda, 1.0 * 10-8 M - -2 Chemistry d. [OH ] = 4.5 * 10 M provide b. blood, 4.2 * 10-8 M + -7 14.39 Calculate the [H3O ] of each aqueous solution with the c. milk, 5.0 * 10 M assignable following [OH-]: practice d. pancreatic juice, 4.0 * 10-9 M a. coffee, 1.0 * 10-9 M b. soap, 1.0 * 10-6 M problems c. cleanser, 2.0 *related10-5 M d. lemonto juice, 4.0 * 10-13 M the in-text feature boxes,14.6 The ensuring pH Scale that + + LEARNING GOAL Calculate pH from [H3O ]; given the pH, calculate the [H3O ] and students[OH-] of a solution. master the basic quantitativeIn the environment, the acidity, and or pH,science of rain can have significant effects. When rain becomes too acidic, it can dissolve marble statues and accelerate the corrosion of metals. skillsIn lakes and they ponds, the need acidity of waterto succeedcan affect the ability of plants and fish to survive. The acidity of soil around plants affects their growth. If the soil pH is too acidic or too basic, inthe roots the of the course. plant cannot take up some nutrients. Most plants thrive in soil with a nearly neutral pH, although certain plants, such as orchids, camellias, and blueberries, require a more acidic soil. + - Although we have expressed H3O and OH as molar concentrations, it is more conve- nient to describe the acidity of solutions using the pH scale. On this scale, a number between + 0 and 14 represents the H3O concentration for common solutions. A neutral solution has a pH of 7.0 at 25 °C. An acidic solution has a pH less than 7.0; a basic solution has a pH greater than 7.0 (see FIGURE 14.4). When we relate acidity and pH, we are using an inverse relationship, which is when one component increases while the other component decreases. When an acid is added to pure + water, the [H3O ] (acidity) of the solution increases but its pH decreases. When a base is added to pure water, it becomes more basic, which means its acidity decreases and the pH increases.

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A01_TIMB8119_06_SE_VWT.indd 31 11/29/18 1:24 PM Give students anytime, anywhere access with Pearson eText

Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience available within Mastering. It allows students to easily highlight, take notes, and review key vocabulary all in one place—even when offline. Seamlessly integrated videos, rich media, and interactive self-assessment questions engage students and give them access to the help they need, when they need it. Pearson eText is available within Mastering when packaged with a new book; students can also purchase Mastering with Pearson eText online.

For instructors not using Mastering, Pearson eText can also be adopted on its own as the main course material.

A01_TIMB8119_06_SE_VWT.indd 32 11/29/18 1:24 PM Improve learning with Dynamic Study Modules

Dynamic Study Modules in Mastering Chemistry help students study effectively— and at their own pace—by keeping them motivated and engaged. The assignable modules rely on the latest research in cognitive science, using methods—such as adaptivity, gamification, and intermittent rewards—to stimulate learning and improve retention.

Each module poses a series of questions about a course topic. These question sets adapt to each student’s performance and offer personalized, targeted feedback to help them master key concepts. With Dynamic Study Modules, students build the confidence they need to deepen their understanding, participate meaningfully, and perform better—in and out of class.

A01_TIMB8119_06_SE_VWT.indd 33 11/29/18 1:24 PM Instructor support you can rely on

Basic Chemistry includes a full suite of instructor support materials in the Instructor Resources area in Mastering Chemistry.

Resources include customizable PowerPoint lecture and image presentations; all images and worked examples from the text; and a test bank.

A01_TIMB8119_06_SE_VWT.indd 34 11/29/18 1:24 PM Preface

elcome to the sixth edition of Basic Chemistry. 2. Connect abstract concepts with concrete This chemistry text was written and designed to representations Wprepare you for science-related professions, such as New concepts are illustrated and explained with real-life engineering, nursing, medicine, environmental or agricultural examples, career stories and updates, Chemical Links to science, or for careers such as laboratory technology. This Health and Environment, Clinical Applications. Prompts text assumes no prior knowledge of chemistry. Our main of Key Math Skills and Core Chemistry Skills alert stu- objective in writing this text is to make the study of chemistry dents to the fundamental ideas in each chapter. an engaging and a positive experience for you by relating the structure and behavior of matter to real life. This new edition introduces more problem-solving strategies, Analyze Strategies for connecting new the Problem with Connect features, Try It First and Engage information: features, and conceptual and challenge problems. It is our goal to help you become a critical thinker by 3. Ask inquiring questions understanding scientific concepts that will form a basis for Engage questions throughout each chapter ask students making important decisions about issues concerning health and “why,” “how,” and “what if” requires them to clarify new the environment. Thus, we have utilized materials that information to link with prior knowledge. 4. Alternate problems containing solutions with similar • help you to learn and enjoy chemistry problems that students must solve • relate chemistry to careers that interest you Many Sample Problems with Try It First throughout each • develop problem-solving skills chapter contain step-by-step solutions that guide students • promote learning and success in chemistry through the process of problem-solving. An abundant number of Practice Problems, Understanding the Concepts, Additional Problems, and Challenge Problems Active Reading Features provide students with similar problem-solving experience. for Successful Learning Answers are provided for immediate feedback. In this edition of Basic 6e, we have increased our emphasis on providing features that promote student interaction with the Strategies for recalling and textual content. We continue to develop features based on new retrieving information: research on learning and extend them throughout the text as a 5. Provide opportunities to practice recall and retrieval part of our study plan Strategies and Practices of Active Read- Throughout each chapter, students are encouraged to prac- ing in Chemistry (SPARC). tice the recall and retrieval of material using Self-Tests, With the success of students involved in active learning Practice Problems, Understanding the Concepts, Additional in the classroom, we see the opportunity to develop a parallel Problems, and Challenge Problems by repeating practice plan of reading and learning experiences using our textbook. every few days, weeks, and even months. Review prompts As chemistry textbook authors we are interested in connecting remind students of key ideas in previous chapters. cognitive science and learning research to improve student 6. Combine different but related topics and skills reading and learning. SPARC is the combination of utilizing Because better learning can be achieved by alternating reading strategies that increase learning and success In different topics and types of content. In this text, prob- chemistry. lem sets including Understand the Concepts, Additional Practice Problems, Challenge Problems, and Combining ideas provide students practice of different but related Strategies for learning new topics or skills, rather than focusing on one topic or skill. 7. Assess to maintain and improve retention information: Every chapter provides many types of assessment such 1. Combine graphics with words as Self Tests, Practice Problems, Understanding the Students improve learning by receiving information in Concepts, Additional Practice Problems, Challenge different ways. In this text, we combine text and ques- Problems, and Combining ideas. By practicing informa- tions with illustrations using macro-micro art, tables, tion retrieval, checking progress, and reviewing, students graphs, diagrams, videos, photos, and concept maps. improve their success on exams. xv

A01_TIMB8119_06_SE_FM.indd 15 10/5/18 2:10 PM xvi Preface New and Updated for the Sixth Chapter 1, Chemistry in Our Lives, discusses the Scientific Method in everyday terms, guides students in devel- Edition oping a study plan for learning chemistry, with a section of Key New and updated features have been added throughout this Math Skills that reviews the basic math, including scientific sixth edition, including the following: notation, needed in chemistry calculations. • The Chapter Opener tells the story of a murder and • NEW! Chapter Openers provide timely examples and engaging, topical examples of the chemistry that is part features the work and career of forensic scientists. of contemporary professions. • The Update feature describes the forensic evidence that helps to solve the murder and includes Applications. • NEW! Chapter Openers include references to new Update features at the end of the chapter that continue • An updated Section 1.3 Studying and Learning the story. Chemistry expands the discussion of study strategies that improve learning and understanding of content. • NEW! Review heads are now listed at the beginning of each section to emphasize the Key Math Skills and Core • A new Decimal Place Value Chart is added In Section 1.4, Chemistry Skills from previous chapters required for Key Math Skills for Chemistry, to clarify decimal place learning new chemistry principles. values. • In Section 1.4, Interpreting Graphs, the format for the x • NEW! Pictorial Representations using photos and graphs are added to increase the understanding of new and y axes is standardized. topics. • Key Math Skills are: Identifying Place Values, Using Positive and Negative Numbers in Calculations, Calculat- • NEW! Sample Prolems show Steps to guide the student through problem solving. ing Percentages, Solving Equations, Interpreting Graphs, and Converting between Standard Numbers and scientific • NEW! Self Test icon replaces Study Check in Sample Problems to encourage students to use problem-solving Notation. strategies immediately as they review the content in a Chapter 2, Chemistry and Measurements, looks at section. measurement and emphasizes the need to understand numeri- • NEW! Expanded Self Test Questions In Samples cal relationships of the metric system. Significant figures are Problems provide students with additional self-testing discussed in the determination of final answers. Prefixes from practice. the metric system are used to write equalities and conversion • NEW! Margin icon Practice Problems replaces Test to factors for problem-solving strategies. Density is discussed and encourage students to work the Practice Problems and used as a conversion factor. self-assess as they study. • NEW! Expanded Engage Questions And Answers are • The Chapter Opener tells the story of a patient with high included in the chapter. blood pressure and features the work and career of a reg- • NEW! Additional Practice Problems and Challenge istered nurse. Problems are added to help student practice testing and • The Update describes the patient’s status and follow-up increase understanding of the concepts in the chapter. visit with his doctor. • NEW! Three-Dimensional Representations, including • In Section 2.5, conversion factors with multiple units are ball-and-stick and space-filing models, are included to added in the Practice Problems. illustrate the shapes of molecules and polyatomic ions. • In Section 2.6, STEPS as Guides to Problem Solving are • NEW! Foreground colors in color palette are now ADA added to Sample Problem 2.3, 2.4, and 2.5. accessible colors. • In Section 2.6, a new type of Sample Problem and new • NEW! Multiple art pieces contain separate captions in Practice Problems for the conversion of units in a frac- boxes for each art. tion are added. • NEW! Concept Maps are tinted with color screens for • Sample Problems relate problem solving to health-re- emphasis of topics. lated topics such as the measurements of blood volume, • NEW! Interactive Videos are added to illustrate more omega-3 fatty acids, radiological imaging, body fat, cho- step-by-step problem-solving strategies. lesterol, and medication orders. • Applications feature questions about measurements, daily values for minerals and vitamins, and equalities and conversion factors for medications. Chapter Organization of the • A new Key Math Skill is: Rounding Off. Sixth Edition • Core Chemistry Skills are: Counting Significant Figures, Using Significant Figures in Calculations, Using Prefixes, In each textbook I write, I consider it essential to relate ev- Writing Conversion Factors from Equalities, Using Con- ery chemical concept to real-life issues. Because a chemistry version Factors, and Using Density as a Conversion Factor. course may be taught in different time frames, it may be difficult to cover all the chapters in this text. However, each chap- Chapter 3, Matter and Energy, classifies matter and states ter is a complete package, which allows some chapters to be of matter, describes temperature measurement, and discusses skipped or the order of presentation to be changed. energy, specific heat, and energy in nutrition. Physical and

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chemical properties and physical and chemical changes are • The electromagnetic spectrum is described with everyday discussed. examples and a diagram. • The three-dimensional representations of the s, p, and • The Chapter Opener describes diet and exercise for an d orbitals are drawn. overweight adolescent at risk for type 2 diabetes and fea- • The trends in periodic properties are described for tures the work and career of a dietitian. valence electrons, atomic size, ionization energy, and • The Update describes the diet prepared with a dietitian metallic character. for weight loss. • A photo of infrared radiation used to keep food warm, • Figures of Decomposition of Salt, and Separation of and a photo of a gamma knife radiation used to kill Mixtures by Filtration are moved to Section 3.2 for cancer cells are added. clarity of content. • Table 5.2 for electron capacity in sublevels is reordered • In Section 3.5, Specific Heat, a new Sample Problem with Energy Level n 1 at the top and Energy Level using heat exchange data is added along with new = n 4 at the bottom. Practice Problems. = • Core Chemistry Skills are: Writing Electron Configura- • Practice Problems and Sample Problems include high tions, Using the Periodic Table to Write Electron Config- temperatures used in cancer treatment, the energy pro- urations, and Identifying Trends in Periodic Properties. duced by a high-energy shock output of a defibrillator, body temperature lowering using a cooling cap, ice bag Chapter 6, Ionic and Molecular Compounds, describes therapy for muscle injury, dental implants, and energy the formation of ionic and covalent bonds. Chemical formulas values for food. are written, and ionic compounds—including those with poly- • Core Chemistry Skills are: Identifying Physical and atomic ions—and molecular compounds are named. Chemical Changes, Converting Between Temperature • The Chapter Opener describes the chemistry of aspirin Scales, Using Energy Units, Using the Heat Equation, and features the work and career of a pharmacist. and Calculating Specific Heat. • The Update describes several types of compounds at a • The interchapter problem set, Combining Ideas from pharmacy and includes Applications. Chapters 1 to 3, completes the chapter. • New art is added or updated to provide everyday exam- Chapter 4, Atoms and Elements, introduces elements and ples of the content. atoms and the periodic table. The names and symbols for the • New material on polyatomic ions compares the names newest elements 113, Nihonium, Nh, 115, Moscovium, Mc, of ate ions and ite ions, the charge of sulfate and sulfite, 117, Tennessine, Ts, and 118, Oganesson, Og, are included on phosphate and phosphite, carbonate and hydrogen the periodic table. Atomic numbers and mass numbers are deter- carbonate, and the formulas and charges of halogen mined for isotopes. Atomic mass is calculated using the masses polyatomic ions with oxygen. of the naturally occurring isotopes and their abundances. • Core Chemistry Skills are: Writing Positive and Negative Ions, Writing Ionic Formulas, Naming Ionic Compounds, • The Chapter Opener and Update discuss the improve- and Writing the Names and Formulas for Molecular ment in crop production and features the work and career Compounds. of a farmer. • Atomic number and mass number are used to calculate Chapter 7, Chemical Quantities, discusses Avogadro’s the number of protons and neutrons in an atom. number, the mole, and molar masses of compounds, which are • The number of protons and neutrons are used to calculate used in calculations to determine the mass or number of parti- the mass number and to write the atomic symbol for an cles in a quantity of a substance. The mass percent composition isotope. of a compound is calculated and used to determine its empiri- • Figure 4.3 now includes Francium (Fr) in Group 1A (I), cal and molecular formula. and Figure 4.4 now includes Tennessine (Ts). • The Chapter Opener and Update describe the diagno- • Core Chemistry Skills are: Counting Protons and Neu- sis and treatment of a pet and the work and career of a trons, Writing Atomic Symbols for Isotopes, and Calcu- veterinarian. lating Atomic Mass. • Core Chemistry Skills are: Converting Particles to Chapter 5, Electronic Structure of Atoms and Periodic Moles, Calculating Molar Mass, Using Molar Mass as a Trends, uses the electromagnetic spectrum to explain atomic Conversion Factor, Calculating Mass Percent Composi- spectra and develop the concept of energy levels and sublevels. tion, Calculating an Empirical Formula, and Calculating Electrons in sublevels and orbitals are represented using orbital a Molecular Formula. diagrams and electron configurations. Periodic properties of el- • The interchapter problem set, Combining Ideas from ements, including atomic size, ionization energy and metallic Chapters 4 to 7, completes the chapter. character, are related to their valence electrons. Small periodic Chapter 8, Chemical Reactions, shows students how to tables illustrate the trends of periodic properties. balance chemical equations, and discusses how to classify • The Chapter Opener and Update discuss the development chemical reactions into types: combination, decomposition, of new products of metals, plastics, and semiconductors, single replacement, double replacement, and combustion , and and career of a materials engineer. oxidation–reduction.

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• The Chapter Opener and Update discuss tests and treat- Chapter 11, Gases, discusses the properties of gases ment for emphysema and the work and career of an exer- and calculates changes in gases using the gas laws: Boyle’s, cise physiologist. Charles’s, Gay-Lussac’s, Avogadro’s, Dalton’s, and the Ideal • Core Chemistry Skills are: Balancing a Chemical Equa- Gas Law. Problem-solving strategies enhance the discussion tion, Classifying Types of Chemical Reactions, and Iden- and calculations with gas laws including chemical reactions tifying Oxidized and Reduced Substances. using the ideal gas law. • The Chapter Opener and update feature the work and Chapter 9, Chemical Quantities in Reactions, describes career of a respiratory therapist, who uses oxygen to treat the mole and mass relationships among the reactants and prod- a child with asthma. ucts and provides calculations of limiting reactants and percent • Applications include calculations of mass or pressure of yields. The chapter concludes with a discussion of energy in oxygen in uses of hyperbaric chambers. reactions. • Core Chemistry Skills are: Using the Gas Laws, Using • The Chapter Opener describes pesticides and pharma- the Ideal Gas Law, Calculating Mass or Volume of a Gas ceuticals used on a ranch and discusses the career of an in a Chemical Reaction, and Calculating Partial Pressure. environmental scientist. • The Update describes the collection of soil and water Chapter 12, Solutions, describes solutions, electrolytes, samples for testing for insecticides. saturation and solubility, insoluble salts, concentrations, and • Mole and mass relationships among the reactants and osmosis. The concentrations of solutions are used to determine products are examined along with calculations of percent volume or mass of solute. The volumes and molarities of solu- yield and limiting reactants. tions are used in calculations for dilutions and titration. Prop- • Core Chemistry Skills are: Using Mole–Mole Factors, erties of solutions, freezing and boiling points, osmosis, and Converting Grams to Grams, Calculating Quantity of dialysis are discussed. Product from a Limiting Reactant, Calculating Percent • The Chapter Opener describes a patient with kidney Yield, and Using the Heat of Reaction. failure and dialysis treatment and features the work and career of a dialysis nurse. Chapter 10, Bonding and Properties of Solids and • The Update discuses dialysis treatment and electrolyte Liquids, introduces Lewis structures for molecules and ions levels in the dialysate fluid. with single and multiple bonds as well as resonance structures. • A new example of suspensions used to purify water in New three-dimensional representations of ball-and-stick mod- treatment plants is added. els and space-filling models are added to illustrate shapes of • New art illustrates the freezing point decrease and boil- molecules and polyatomic ions. Electronegativity leads to a ing point increase for aqueous solutions with increasing discussion of the polarity of bonds and molecules. Lewis struc- number of moles of solute in one kilogram of water. tures and VSEPR theory illustrate covalent bonding and the • Core Chemistry Skills are: Using Solubility Rules, Calcu- three-dimensional shapes of molecules and ions. The intermo- lating Concentration, Using Concentration as a Conversion lecular forces between particles and their impact on states of Factor, Calculating the Quantity of a Reactant or Product matter and changes of state are described. The energy involved for a Chemical Reaction in Solution, and Calculating the with changes of state is calculated. Freezing Point/Boiling Point of a Solution. • The Chapter Opener and Update describe the process- ing of a tissue sample and the work and career of a Chapter 13, Reaction Rates and Chemical Equilib- looks at the rates of reactions and the equilibrium con- histologist. rium, dition when forward and reverse rates for a reaction become • Lewis structures are drawn for molecules and ions with equal. Equilibrium expressions for reactions are written and single, double, and triple bonds. Resonance structures equilibrium constants are calculated. The equilibrium constant are drawn if two or more Lewis structures are possible. is used to calculate the concentration of a reactant or product • Shapes and polarity of bonds and molecules are predicted at equilibrium. Le Châtelier’s principle is used to evaluate the using VSEPR theory. impact on concentrations when stress is placed on a system at • Intermolecular forces in compounds are discussed in- equilibrium. The concentrations of solutes in a solution is used cluding ionic bonds, hydrogen bonds, dipole–dipole at- to calculate the solubility product constant (K ). tractions, and dispersion forces. sp • Material including new problems with three equations • The Chapter Opener and Update discuss the equilibrium and calculations using Hess’s Law is rewritten for clarity. of CO2 in the ocean and feature the work and career of a • Core Chemistry Skills are: Drawing Lewis Structures, chemical oceanographer. Drawing Resonance Structures, Predicting Shape, Us- • Core Chemistry Skills are: Writing the Equilibrium Ex- ing Electronegativity, Identifying Polarity of Molecules, pression, Calculating an Equilibrium Constant, Calcu- Identifying Intermolecular Forces, and Calculating Heat lating Equilibrium Concentrations, Using Le Châtelier’s for Change of State.a Principle, Writing the Solubility Product Expression, • The interchapter problem set, Combining Ideas from Calculating a Solubility Product Constant, and Calculat- Chapters 8 to 10, completes the chapter. ing the Molar Solubility.

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Chapter 14, Acids and Bases, discusses acids and bases • Core Chemistry Skills are: Writing Nuclear Equations, and their strengths, and conjugate acid–base pairs. The disso- and Using Half-Lives. ciation of strong and weak acids and bases is related to their • The interchapter problem set, Combining Ideas from strengths as acids or bases. The dissociation of water leads to Chapters 15 and 16, completes the chapter. the water dissociation expression, K , the pH scale, and the cal- w Chapter 17, Organic Chemistry, compares inorganic and culation of pH. Chemical equations for acids in reactions are organic compounds, and describes the condensed structural and balanced and titration of an acid is illustrated. Buffers are dis- line-angle formulas of alkanes, alkenes, alcohols, ethers, alde- cussed along with their role in the blood. The pH of a buffer is hydes, ketones, carboxylic acids, esters, amines, and amides. calculated. • The Chapter Opener and Update describe emergency • The Chapter Opener describes a blood sample for an treatment for burns and feature the work and career of a emergency room patient sent to the clinical laboratory for firefighter/emergency medical technician. analysis of blood pH and CO gas and describes the work 2 • The properties of organic and inorganic compounds are and career of a medical laboratory technologist. compared in Table 17.1. • The Update describes the symptoms and treatment for • Line-angle formulas are added to Table 17.2 IUPAC acid reflux disease (GERD). Names, Molecular Formulas, Condensed Structural and • Key Math Skills are: Calculating pH from [H O+], and 3 Line-Angle Formulas of the First Ten Alkanes. Calculating [H O+] from pH. 3 • More line-angle structures are included in text examples, • Core Chemistry Skills are: Identifying Conjugate Acid– sample problems, questions, and problems. Base Pairs, Calculating [H O+] and [OH-] in Solutions, 3 • The two-dimensional and three-dimensional repre- Writing Equations for Reactions of Acids and Bases, sentations of methane and ethane are illustrated using Calculating Molarity or Volume of an Acid or Base in a condensed structural formulas, expanded structural for- Titration, and Calculating the pH of a Buffer. mulas, ball-and-stick models, space-filling models, and • The interchapter problem set, Combining Ideas from wedge–dash models. Chapters 11 to 14, completes the chapter. • Core Chemistry Skills are: Naming and Drawing Alkanes, Writing Equations for Hydrogenation and Polymeriza- Chapter 15, Oxidation and Reduction, looks at the char- tion, Naming Aldehydes and Ketones, Naming Carboxylic acteristics of oxidation and reduction reactions. Oxidation Acids, Forming Esters, and Forming Amides. numbers are assigned to the atoms in elements, molecules, and ions to determine the components that lose electrons dur- Chapter 18, Biochemistry, looks at the chemical struc- ing oxidation and gain electrons during reduction. The half- tures and reactions of chemicals that occur in living systems. reaction method is utilized to balance oxidation–reduction We focus on four types of biomolecules—carbohydrates, lip- reactions. The production of electrical energy in voltaic cells ids, proteins, and nucleic acids—as well as their biochemical and the requirement of electrical energy in electrolytic cells reactions. are diagrammed using half-cells. The activity series is used to • The Chapter Opener and Update describe diagnosis and determine the spontaneous direction of an oxidation–reduction treatment of diabetes and feature the work and career of reaction. a diabetes nurse. • The Chapter Opener and Update discuss the reactions • Fischer projections with and d and l notations are involved in teeth whitening and the work and career of a described. dentist. • Monosaccharides are classified as aldo or keto pentoses • New material and art on lithium-ion batteries is added. or hexoses. • Core Chemistry Skills are: Assigning Oxidation Numbers, • Haworth structures are drawn for monosaccharides, Using Oxidation Numbers, Identifying Oxidizing and Re- disaccharides, and polysaccharides. ducing Agents, Using Half-Reactions to Balance Redox • The shapes of proteins are related to the activity and Equations, and Identifying Spontaneous Reactions. regulation of enzyme activity. • The genetic code is described and utilized in the process of protein synthesis. Chapter 16, Nuclear Chemistry, looks at the types of ra- • Core Chemistry Skills are: Drawing Haworth Structures, diation emitted from the nuclei of radioactive atoms. Nuclear Identifying Fatty Acids, Drawing Structures for Triacyl- equations are written and balanced for both naturally occurring glycerols, Drawing the Products for the Hydrogenation radioactivity and artificially produced radioactivity. The half- and Saponification of a Triacylglycerol, Drawing the lives of radioisotopes are discussed, and the amount of time for Structure for an Amino Acid at Physiological pH. Iden- a sample to decay is calculated. Radioisotopes important in the tifying the Primary, Secondary, Tertiary, and Quaternary field of nuclear medicine are described. Fission and fusion and Structures of Proteins, Writing the Complementary DNA their role in energy production are discussed. Strand, Writing the mRNA Segment for a DNA Tem- • The Chapter Opener and Update describe a stress test plate, and Writing the Amino Acid for an mRNA Codon. using a radioactive isotope and feature the work and ca- • The interchapter problem set, Combining Ideas from reer of a radiation technologist. Chapters 17 and 18, completes the chapter.

A01_TIMB8119_06_SE_FM.indd 19 10/5/18 2:10 PM xx Preface Acknowledgments The preparation of a new text is a continuous effort of many peo- Photo and Illustration Project Manager; Mark Ong, Design Man- ple. I am thankful for the support, encouragement, and dedica- ager, and Tamara Newnam, Cover and Interior Designer, whose tion of many people who put in hours of tireless effort to produce creative ideas provided the outstanding design for the cover and a high-quality book that provides an outstanding learning pack- pages of the book. I appreciate the tireless efforts of Namrata age. The editorial team at Pearson has done an exceptional job. Aggarwal, Photo Researcher, and Matt Perry, Rights and Permis- I want to thank Jeanne Zalesky, Director, Courseware Portfolio sions Project Manager in researching and selecting vivid pho- Management, who supported our vision of this sixth edition. tos for the text so that students can see the beauty of chemistry. I appreciate all the wonderful work of Melanie Field, Con- Thanks also to Bio-Rad Laboratories for their courtesy and use of tent Producer, who skillfully brought together files, art, web KnowItAll ChemWindows, drawing software that helped us pro- site materials, and all the things it takes to prepare a book for duce chemical structures for the manuscript. The macro-to-micro production. I appreciate the work of Rose Kernan at SPi Global, illustrations designed by Jay McElroy and Imagineering Art give who brilliantly coordinated all phases of the manuscript to the students visual impressions of the atomic and molecular organiza- final pages of a beautiful book. Thanks to Mark Quirie, manu- tion of everyday things and are a fantastic learning tool. I also ap- script and accuracy reviewer, and Karen Williams, who ana- preciate all the hard work in the field put in by the marketing team lyzed and edited the manuscripts and pages to make sure the and Allison Rona, Marketing Manager. words and problems were correct to help students learn chem- I am extremely grateful to an incredible group of peers for istry. Their keen eyes and thoughtful comments were extremely their careful assessment of all the new ideas for the text; for their helpful in the development of this text. suggested additions, corrections, changes, and deletions; and Thanks to Kristen Flathman, Managing Producer, Coleen for providing an incredible amount of feedback about improve- Morrison, Courseware Analyst, and Barbara Yien, Course- ments for the book. I admire and appreciate every one of you. ware Director for their excellent review of pages and helpful If you would like to share your experience with chemistry, suggestions. or have questions and comments about this text, I would appre- I am especially proud of the art program in this text, which ciate hearing from you. lends beauty and understanding to chemistry. I would like to thank Karen Timberlake Jay McElroy, Art Courseware Analyst and Stephanie Marquez, Email: [email protected]

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