Hill's Chemistry for Changing Times / Edition 15
For non-majors introductory chemistry courses.

Engage students with contemporary and relevant applications of chemistry

Chemistry for Changing Timeshas defined the liberal arts course and remains the most visually appealing and readable introduction for the subject. Abundant applications and examples fill each chapter and enable students of varied majors to readily relate to chemistry.

For the 15th Edition, author Terry McCreary and new coauthors Marilyn Duerst and Rill Ann Reuter, introduce new examples and a consistent model for problem solving. They guide students through the problem-solving process, asking them to apply the models and combine them with previously learned concepts. New problem types engage and challenge students to develop skills they will use in their everyday lives, including developing scientific literacy, analyzing graphs and data, recognizing fake vs. real news, and creating reports. New relevant, up-to-date applications focus on health & wellness and the environment, helping non-science and allied-health majors taking the course to see the connections between the course materials and their everyday lives.

Also available as a Pearson eText or packaged with Mastering Chemistry

Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience that can be adopted on its own as the main course material. It lets students highlight, take notes, and review key vocabulary all in one place, even when offline. Seamlessly integrated videos and other rich media engage students and give them access to the help they need, when they need it. Educators can easily customize the table of contents and share their own notes with students so they see the connection between their eText and what they learn in class – motivating them to keep reading, and keep learning.

Mastering™ combines trusted author content with digital tools developed to engage students and emulate the office-hour experience, Mastering personalizes learning and improves results for each student. The fully integrated and complete media package allows instructors to engage students before they come to class, hold them accountable for learning during class, and then confirm that learning after class.

Note: You are purchasing a standalone product; Mastering Chemistry does not come packaged with this content. Students, if interested in purchasing this title with Mastering Chemistry, ask your instructor for the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.

If you would like to purchase both the physical text and Mastering Chemistry, search for:

0134879619 / 9780134879611 Chemistry for Changing Times Plus Mastering Chemistry with Pearson eText — Access Card Package

Package consists of:

  • 0134857739 / 9780134857732 Mastering Chemistry with Pearson eText — ValuePack Access Card — for Chemistry for Changing Times
  • 0134878108 / 9780134878102 Chemistry for Changing Times
1132519488
Hill's Chemistry for Changing Times / Edition 15
For non-majors introductory chemistry courses.

Engage students with contemporary and relevant applications of chemistry

Chemistry for Changing Timeshas defined the liberal arts course and remains the most visually appealing and readable introduction for the subject. Abundant applications and examples fill each chapter and enable students of varied majors to readily relate to chemistry.

For the 15th Edition, author Terry McCreary and new coauthors Marilyn Duerst and Rill Ann Reuter, introduce new examples and a consistent model for problem solving. They guide students through the problem-solving process, asking them to apply the models and combine them with previously learned concepts. New problem types engage and challenge students to develop skills they will use in their everyday lives, including developing scientific literacy, analyzing graphs and data, recognizing fake vs. real news, and creating reports. New relevant, up-to-date applications focus on health & wellness and the environment, helping non-science and allied-health majors taking the course to see the connections between the course materials and their everyday lives.

Also available as a Pearson eText or packaged with Mastering Chemistry

Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience that can be adopted on its own as the main course material. It lets students highlight, take notes, and review key vocabulary all in one place, even when offline. Seamlessly integrated videos and other rich media engage students and give them access to the help they need, when they need it. Educators can easily customize the table of contents and share their own notes with students so they see the connection between their eText and what they learn in class – motivating them to keep reading, and keep learning.

Mastering™ combines trusted author content with digital tools developed to engage students and emulate the office-hour experience, Mastering personalizes learning and improves results for each student. The fully integrated and complete media package allows instructors to engage students before they come to class, hold them accountable for learning during class, and then confirm that learning after class.

Note: You are purchasing a standalone product; Mastering Chemistry does not come packaged with this content. Students, if interested in purchasing this title with Mastering Chemistry, ask your instructor for the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.

If you would like to purchase both the physical text and Mastering Chemistry, search for:

0134879619 / 9780134879611 Chemistry for Changing Times Plus Mastering Chemistry with Pearson eText — Access Card Package

Package consists of:

  • 0134857739 / 9780134857732 Mastering Chemistry with Pearson eText — ValuePack Access Card — for Chemistry for Changing Times
  • 0134878108 / 9780134878102 Chemistry for Changing Times
328.04 In Stock
Hill's Chemistry for Changing Times / Edition 15

Hill's Chemistry for Changing Times / Edition 15

Hill's Chemistry for Changing Times / Edition 15

Hill's Chemistry for Changing Times / Edition 15

Overview

For non-majors introductory chemistry courses.

Engage students with contemporary and relevant applications of chemistry

Chemistry for Changing Timeshas defined the liberal arts course and remains the most visually appealing and readable introduction for the subject. Abundant applications and examples fill each chapter and enable students of varied majors to readily relate to chemistry.

For the 15th Edition, author Terry McCreary and new coauthors Marilyn Duerst and Rill Ann Reuter, introduce new examples and a consistent model for problem solving. They guide students through the problem-solving process, asking them to apply the models and combine them with previously learned concepts. New problem types engage and challenge students to develop skills they will use in their everyday lives, including developing scientific literacy, analyzing graphs and data, recognizing fake vs. real news, and creating reports. New relevant, up-to-date applications focus on health & wellness and the environment, helping non-science and allied-health majors taking the course to see the connections between the course materials and their everyday lives.

Also available as a Pearson eText or packaged with Mastering Chemistry

Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience that can be adopted on its own as the main course material. It lets students highlight, take notes, and review key vocabulary all in one place, even when offline. Seamlessly integrated videos and other rich media engage students and give them access to the help they need, when they need it. Educators can easily customize the table of contents and share their own notes with students so they see the connection between their eText and what they learn in class – motivating them to keep reading, and keep learning.

Mastering™ combines trusted author content with digital tools developed to engage students and emulate the office-hour experience, Mastering personalizes learning and improves results for each student. The fully integrated and complete media package allows instructors to engage students before they come to class, hold them accountable for learning during class, and then confirm that learning after class.

Note: You are purchasing a standalone product; Mastering Chemistry does not come packaged with this content. Students, if interested in purchasing this title with Mastering Chemistry, ask your instructor for the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information.

If you would like to purchase both the physical text and Mastering Chemistry, search for:

0134879619 / 9780134879611 Chemistry for Changing Times Plus Mastering Chemistry with Pearson eText — Access Card Package

Package consists of:

  • 0134857739 / 9780134857732 Mastering Chemistry with Pearson eText — ValuePack Access Card — for Chemistry for Changing Times
  • 0134878108 / 9780134878102 Chemistry for Changing Times

Product Details

ISBN-13: 9780134878102
Publisher: Pearson Education
Publication date: 01/04/2019
Edition description: 15th ed.
Pages: 840
Product dimensions: 8.80(w) x 10.85(h) x 1.25(d)

About the Author

About our authors

John Hill received his Ph.D. from the University of Arkansas. As an organic chemist, he published more than 50 papers, most of which have an educational bent. In addition to Chemistry for Changing Times, he authored or coauthored several introductory-level chemistry textbooks, all of which have been published in multiple editions. He presented over 60 papers at national conferences, many relating to chemical education. He received several awards for outstanding teaching and was active in the American Chemical Society, both locally and nationally.

Terry McCreary received his Ph.D. in analytical chemistry from Virginia Tech. He has taught chemistry at Murray State University since 1988 and was presented with the Regents Excellence in Teaching Award in 2008. He is a member of the Kentucky Academy of Science and has served as technical editor for the Journal of Pyrotechnics. McCreary is author of several laboratory manuals for general chemistry and analytical chemistry, as well as General Chemistry with John Hill, Ralph Petrucci, and Scott Perry, and Experimental Composite Propellant, a fundamental monograph on the preparation and properties of solid rocket propellant. In his spare time, he designs, builds, and flies rockets with the Tripoli Rocketry Association of which he was elected president in 2010. He also enjoys gardening, machining, woodworking, and astronomy.

Marilyn D. Duerst majored in chemistry, math, and German at St. Olaf College, graduating in 1963 and earned a Master's Degree from the University of California-Berkeley in 1966. For over five decades her talents in teaching have flourished in every venue imaginable, with students aged 4 to 84, but were focused on non-science majors, preservice and inservice teachers. She taught at the University of Wisconsin-River Falls from 1981 to 2015; in 2006 she was presented with the Outstanding Teaching Award. Now a Distinguished Lecturer in Chemistry, emerita, from UWRF, she is a Fellow of the American Chemical Society, an organization in which she has long been active both locally and nationally, particularly in outreach activities to the public. In 1999, she co-authored a book for children with John W. Hill entitled The Crimecracker Kids and the Bake-shop Break-in. Marilyn is a birder, rockhound and nature photographer, collects sand, minerals and elements, has traveled 4 continents, and studied a dozen languages.

Rill Ann Reuter earned her B.A. in Chemistry from Connecticut College and her M.S. in Biochemistry from Yale University. She worked in academic research laboratories at Yale University, Princeton University, and the University of Massachusetts Medical School for twelve years, with a primary emphasis on nucleic acid research. After moving to Minnesota in 1980, she taught at Saint Mary's University of Minnesota, the College of Saint Teresa, and Winona State University and did research on photosynthesis. She retired from Winona State in 2015 as Professor Emerita of Chemistry. Over the years she has taught large numbers of general chemistry, non-science, and pre-nursing students. She was active in local and regional science fairs for 35 years and is a member of the American Chemical Society. She has a keen interest in history, politics, and classical music.

Table of Contents

1. Chemistry
1.1 Science and Technology: The Roots of Knowledge
1.2 Science: Reproducible, Testable, Tentative, Predictive, and Explanatory
1.3 Science and Technology: Risks and Benefit
1.4 Solving Society's Problems: Scientific Research
1.5 Chemistry: A Study of Matter and Its Changes
1.6 Classification of Matter
1.7 The Measurement of Matter
1.8 Density
1.9 Energy: Heat and Temperature
1.10 Critical Thinking

2. Atoms
2.1 Atoms: Ideas from the Ancient Greeks
2.2 Scientific Laws: Conservation of Mass and Definite Proportions
2.3 John Dalton and the Atomic Theory of Matter
2.4 The Mole and Molar Mass
2.5 Mendeleev and the Periodic Table
2.6 Atoms and Molecules: Real and Relevant

3. Atomic Structure
3.1 Electricity and the Atom
3.2 Serendipity in Science: X-Rays and Radioactivity
3.3 Three Types of Radioactivity
3.4 Rutherford's Experiment: The Nuclear Model of the Atom
3.5 The Atomic Nucleus
3.6 Electron Arrangement: The Bohr Model (Orbits)
3.7 Electron Arrangement: The Quantum Model (Orbitals/Subshells)
3.8 Electron Configurations and the Periodic Table

4. Chemical Bonds
4.1 The Art of Deduction: Stable Electron Configurations
4.2 Lewis (Electron-Dot) Symbols
4.3 The Reaction of Sodium with Chlorine
4.4 Using Lewis Symbols for Ionic Compounds
4.5 Formulas and Names of Binary Ionic Compounds
4.6 Covalent Bonds: Shared Electron Pairs
4.7 Unequal Sharing: Polar Covalent Bonds
4.8 Polyatomic Molecules: Water, Ammonia, and Methane
4.9 Polyatomic Ions
4.10 Guidelines for Drawing Lewis Structures
4.11 Molecular Shapes: The VSEPR Theory
4.12 Shapes and Properties: Polar and Nonpolar Molecules

5. Chemical Accounting
5.1 Chemical Sentences: Equations
5.2 Volume Relationships in chemical Equations
5.3 Avogadro's Number and the Names
5.4 Molar Mass: Mole-to-Mass and Mass-to-Mole Conversions
5.5 Solutions

6. Gases, Liquids, Solids…and Intermolecular Forces
6.1 Solids, Liquids, and Gases
6.2 Comparing Ionic and Molecular Substances
6.3 Forces between Molecules
6.4 Forces in Solutions
6.5 Gases: The Kinetic-Molecular Theory
6.6 The Simple Gas Laws
6.7 The Ideal Gas Law

7. Acids and Bases
7.1 Acids and Bases: Experimental Definitions
7.2 Acids, Bases, and Salts
7.3 Acidic and Basic Anhydrides
7.4 Strong and Weak Acids and Bases
7.5 Neutralization
7.6 The pH Scale
7.7 Buffers and Conjugate Acid-Base Pairs
7.8 Acids and Bases in Industry and in Daily Life

8. Oxidation and Reduction
8.1 Oxidation and Reduction: Four Views
8.2 Oxidizing and Reducing Agents
8.3 Electrochemistry: Cells and Batteries
8.4 Corrosion and Explosion
8.5 Oxygen: An Abundant and Essential Oxidizing Agent
8.6 Some Common Reducing Agents
8.7 Oxidation, Reduction, and Living Things

9. Organic Chemistry
9.1 Organic Chemistry and Compounds
9.2 Aliphatic Hydrocarbons
9.3 Aromatic Compounds: Benzene and Its Relatives
9.4 Halogenated Hydrocarbons: Many Uses, Some Hazards
9.5 Functional and Alkyl Groups
9.6 Alcohols, Phenols, Ethers, and Thiols
9.7 Aldehydes and Ketones
9.8 Carboxylic Acids and Esters
9.9 Nitrogen-Containing Compounds: Amines and Amides

10. Polymers
10.1 Polymerization: Making Big Ones Out of Little Ones
10.2 Polyethylene: From the Battle of Britain to Bread Bags
10.3 Addition Polymerization: One + One + One + … Gives One!
10.4 Rubber and Other Elastomers
10.5 Condensation Polymers
10.6 Properties of Polymers
10.7 Plastics and the Environment

11. Nuclear Chemistry
11.1 Natural Radioactivity
11.2 Nuclear Equations
11.3 Half-Life and Radioisotopic Dating
11.4 Artificial Transmutation
11.5 Uses of Radioisotopes
11.6 Penetrating Power of Radiation
11.7 Energy from the Nucleus
11.8 Nuclear Bombs
11.9 Uses and Consequences of Nuclear Energy

12. Chemistry of Earth
12.1 Spaceship Earth: Structure and Composition
12.2 Silicates and the Shapes of Things
12.3 Carbonates: Caves, Chalk, and Limestone
12.4 Metals and Their Ores
12.5 Salts and "Table Salt"
12.6 Gemstones and Semi-Precious Stones
12.7 Earth's Dwindling Resources

13. Air
13.1 Earth's Atmosphere: Divisions and Composition
13.2 Chemistry of the Atmosphere
13.3 Pollution through the Ages
13.4 Automobile Emissions
13.5 Photochemical Smog: Making Haze While the Sun Shines
13.6 Acid Rain: Air Pollution Water Pollution
13.7 The Inside Story: Indoor Air Pollution
13.8 Stratospheric Ozone: Earth's Vital Shield
13.9 Carbon Dioxide and Climate Change
13.10 Who Pollutes? Who Pays?

14. Water
14.1 Water: Some Unique Properties
14.2 Water in Nature
14.3 Organic Contamination; Human and Animal Waste
14.4 The World's Water Crisis
14.5 Tap Water and Government Standards for Drinking Water
14.6 Water Consumption: Who Uses It and How Much?
14.7 Making Water Fit to Drink
14.8 Wastewater Treatment

15. Energy
15.1 Our Sun, a Giant Nuclear Power Plant
15.2 Energy and Chemical Reactions
15.3 Reaction Rates
15.4 The Laws of Thermodynamics
15.5 Fuels and Energy: People, Horses, and Fossils
15.6 Coal: The Carbon Rock of Ages
15.7 Natural Gas and Petroleum
15.8 Convenient Energy
15.9 Nuclear Energy
15.10 Renewable Energy Sources

16. Biochemistry
16.1 Energy and the Living Cell
16.2 Carbohydrates: A Storehouse of Energy
16.3 Carbohydrates in the Diet
16.4 Fats and Other Lipids
16.5 Fats and Cholesterol
16.6 Proteins: Polymers of Amino Acids
16.7 Structure and Function of Proteins
16.8 Protein in the Diet
16.9 Nucleic Acids: Parts, Structure, and Function
16.10 RNA: Protein Synthesis and the Genetic Code
16.11 The Human Genome

17. Nutrition, Fitness, and Health
17.1 Calories: Quality and Quantity
17.2 Minerals
17.3 Vitamins
17.4 Fiber, Electrolytes, and Water
17.5 Food Additives
17.6 Starvation and Malnutrition
17.7 Weight Loss, Diet, and Exercise
17.8 Fitness and Muscle

18. Drugs
18.1 Drugs from Nature and the Laboratory
18.2 Pain Relievers: From Aspirin to Oxycodone
18.3 Drugs and Infectious Diseases
18.4 Chemicals against Cancer
18.5 Hormones: The Regulators
18.6 Drugs for the Heart
18.7 Drugs and the Mind
18.8 Drugs and Society

19. Chemistry Down on the Farm
19.1 Growing Food with Fertilizers
19.2 The War against Pests
19.3 Herbicides and Defoliants
19.4 Sustainable Agriculture
19.5 Looking to the Future: Feeding a Growing, Hungry World

20. Household Chemicals
20.1 Cleaning with Soap
20.2 Synthetic Detergents
20.3 Laundry Auxiliaries: Softeners and Bleaches
20.4 All-Purpose and Special-Purpose Cleaning Products
20.5 Solvents, Paints, and Waxes
20.6 Cosmetics: Personal-Care Chemicals

21. Poisons
21.1 Natural Poisons
21.2 Poisons and How They Act
21.3 More Chemistry of the Nervous System
21.4 The Lethal Dose
21.5 The Liver as a Detox Facility
21.6 Carcinogens and Teratogens
21.7 Hazardous Wastes

Introduction

Chemistry for Changing Times is now in its tenth edition. Times have indeed changed since the first edition appeared in 1972, and they are now changing more rapidly than ever. The book is changing accordingly. Our knowledge base has expanded enormously since that first edition, never more so than in the last few years. We have faced tough choices in deciding what to include and what to leave out.

We live in what has been called the "information age." Unfortunately, information is not knowledge. It may or may not be valid. Our focus, more than ever, is on helping students evaluate information. We hope that some day we all will gain the gift of wisdom.

A major premise is that a chemistry course for students who are not majoring in science should be quite different from the course we offer our science majors. It must present basic chemical concepts with intellectual honesty, but it should not focus on esoteric theories or rigorous mathematics. It should include lots of modern everyday applications. The textbook should be appealing to look at, easy to understand, and interesting to read.

Three-fourths of the legislation considered by the U.S. Congress involves questions having to do with science or technology, yet only rarely does a scientist or engineer enter politics. Most of the people who make important decisions regarding our health and our environment are not trained in science, but it is critical that these decision makers be scientifically literate. A chemistry course for students who are not science majors should emphasize practical applications of chemistry to problems involving such things as environmental pollution, radioactivity, energy sources,and human health. The students who take our liberal arts chemistry courses include future teachers, lawyers, accountants, journalists, and judges. There are probably some future legislators, too.

Objectives

Our main objectives in a chemistry course for students who are not majoring in science are as follows:

  • To attract a lot of students. If students are not enrolled in the course, we can't teach them.
  • To use topics of current interest to illustrate chemical principles. We want students to appreciate the importance of chemistry in the real world.
  • To relate chemical problems to the everyday lives of our students. Chemical problems seem more significant to students if they can see a personal connection.
  • To instill in students an appreciation for chemistry as an open-ended learning experience. We hope that our students will develop a curiosity about science, and will want to continue learning throughout their lives.
  • To acquaint students with scientific methods. We want students to be able to read about science and technology with some degree of critical judgment. This is especially important because many of the scientific problems discussed are complex and controversial.
  • To help students become literate in science. We want our students to develop a comfortable knowledge of science so that they find news articles relating to science interesting rather than intimidating.

New Features in the Tenth Edition

In preparing this new edition, we have responded to suggestions from users and reviewers of the ninth edition as well as using our own writing and teaching experience. The text is fully revised and updated to reflect the latest scientific developments in a fast-changing world.

Planning the Course

The organization of the text makes it easier for the instructor to skip sections or (in some cases) whole chapters. At most institutions, the course for nonscience majors brings together a tremendously heterogeneous group of students, with regard to both their science backgrounds and their academic interests. A major challenge to the instructor is to find the balance between these needs and interests. As authors we have tried to create a text that is flexible and that can be used in a variety of ways.

  • The first eight chapters deal with some of the basic chemistry, including atoms and elements, molecular structure, acids and bases, and oxidation-reduction reactions. Most of the numerical manipulations are concentrated in Chapter 6.
  • Chapter 9 and 10 introduce organic chemistry and polymers.
  • Chapter 11 through 14 (Earth, Air, Water, and Energy) center on environmental issues.
  • The final six chapters delve into biochemistry-related topics (Food, Household Chemicals, Fitness and Health, Drugs, Poisons) in some detail.

Clearly for a one-semester course, choices will have to be made. Though in the text there are references to later chapters where further details of a particular topic are to be found, the text does lend itself to using the parts each instructor finds the most important and useful to his or her students.

Changes in Content

Some of the more important changes, which were recommended by our users and reviewers, are as follows:

  • In Chapter 1 we changed Section 1.12, Energy: A Matter of Moving Matter, to deal mainly with temperature, and we moved most of the other material to Chapter 14 (Energy).
  • In Chapter 2 we revised the subsection "Explanations Using Atomic Theory."
  • In Chapter 3 we substantially rewrote the subsection "Building Atoms," eliminating the Bohr diagrams but retaining the idea of main-shell configurations.
  • In Chapter 4 we separated the section on nuclear equations (now Section 4.2) from discussion of background radiation. We alos added a new subsection, "Radioisotopes in Agriculture," with references to the potential banana crop disaster, to section 4.6, "Uses of Radiiostopes." We substantially rewrote Section 4.12, "Nuclear Power Pants."
  • In Chapter 7 we reorganized Section 7.2, "Acids, Bases, and Salts," to ;More carefully delineate the Arrhenius and Brensted-Lowry theories.
  • In Chapter 8, we changed the hydrogen-gain-or-loss definition of redox to more specifically relate to biochemistry (FAD and FADHZ).
  • In Chapter 11, we carefully updated data on municipal solid wastes and recycling, as well as data on world population and projections.
  • In Chapter 15, we shortened the discussion of protein synthesis and summarized the process with a new figure (Figure 15.27). We als9 updated the genetic engineering section.
  • In Chapter 17, we substantially rewrote the section on bleaches as well as the section on creams and lotions.

Additions to Pedagogy

The following changes have been made to strengthen and improve the pedagogy in this edition.

Problem Solving

  • We have changed many of the worked-out Examples and their accompanying Exercises to improve pedagogy. To some Examples we have added voice balloons that guide the student through the problem-solving process. Others are carefully laid out in simple, easy-to-follow steps that are more effective in teaching the students particular skills. Many revised Examples and Exercises deal with issues that are more relevant to today's students.
  • In more cases, we have added a B Exercise to follow most of the Examples. The Example is followed by an A Exercise that is entirely parallel to the Example. Then a B Exercise follows that requires the student to incorporate information from earlier material. This should help the students synthesize their learning into a coherent whole rather than just learning isolated facts.
  • We have substantially revised the end-of-chapter exercises. There are now more matched pairs of Problems, with answers to odd-numbered problems given in Appendix C, as well as some more challenging Additional Problems to broaden the range of assignable problems.

Conceptual Emphasis

  • We have changed many of the Critical Thinking Exercises to include more that deal with up-to-date, relevant issues.
  • We have added new Conceptual Examples to guide the students through the process of learning and understanding important chemical concepts.
  • We have added questions following the captions for some of the figures in each chapter to direct the student to the things that are particularly important to visualize and to expand on the concept illustrated in the figure.
  • For all chapters, we have added a new category, "Group Projects," to the end-of-chapter exercises. This will make it easy for instructors who want to encourage collaborative work and to make group assignments. In this way, the students' learning of chemistry can be extended far beyond the textbook. The web site contains keywords for beginning each of these projects.
  • We have increased the use of voice balloons in text displays as well as in problem solving to carefully guide the student through the learning process and thus improve the pedagogy.

Applications

  • Focusing on the importance of providing interesting, relevant applications, we have added several new box features: Spent Nuclear Fuel and Nuclear Proliferation (Chapter 4); Free Radicals (Chapter 5); The Kyoto Conference (Chapter 12); Arsenic Poisoning in Bangladesh (Chapter 13); Yucca Mountain (Chapter 14); Hydrogen Cars (Chapter 14); An Analogy for the Three Levels of Protein Structure (Chapter 15); Insect Resistance (Chapter 16); Anti-Aging Creams and Lotions (Chapter 17); Aromatherapy (Chapter 17); Fad Diets (Chapter 18); Combinatorial Chemistry (Chapter 19); NO-A Messenger Molecule (Chapter 19); Love: A Chemical Connection (Chapter 19); Solvent Sniffing: Self-Administered Anesthesia (Chapter 19); and Acrylamide (Chapter 20).
  • We have updated the References and Readings at the end of each chapter.

Web-Related Activities

Eight new MediaLabs have been added in the tenth edition, for Chapters 2, 3, 6, 14, 16,17,19 and 20. The topics covered are as varied as they are current. The Companion Website also has search terms set up for all of the Group Projects in the chapters, to give the students a starting point in their research. All of the Web References listed in the text have been revised and updated both in the text and on the Companion Website. In addition, students will have access to Research Navigator, an online tool for searching the primary science literature, newspaper articles and chemistry organizations.

Illustrations

New color photographs and diagrams have been added. Visual material adds greatly to the general appeal of a textbook. Color diagrams can also be highly instructive, and colorful photographs relating to descriptive chemistry do much to enhance the learning process. We have added more illustrations that use both microscopic (molecular) and macroscopic (visual) views to help students visualize chemical phenomena.

Readability

Over the years, students have told us that they have found this textbook easy to read. The language is simple, and the style is conversational. Explanations are clear and easy to understand. The friendly tone of the book has been maintained in this edition. Since the format and the amount of open space on a page also contribute to readability, we have made conscious improvements in the design of this edition. For example, many of the margin notes have been incorporated directly into the text to ensure that pages don't appear to be crowded.

Units of Measurement

The United States continues to use the traditional English system for many kinds of measurements even though the metric system has long been used internationally. A modern version of the metric system, the Systeme International (SI), is now widely used, especially by scientists. So what units should be used in a text for liberal arts students? In presenting chemical principles, we use primarily metric units. In other parts of the book we use those units that the students are most likely to encounter elsewhere in the same context.

Chemical Structures

The structures of many complicated molecules are presented in the text, especially in the later chapters. These structures are presented mainly to emphasize that they are actually known and to illustrate the fact that substances with similar properties often have similar structures. Students should not feel that they must learn all these structures, but they should take the time to look at them. We hope that they will come to recognize familiar features in these molecules.

Glossary

The Glossary (Appendix B) gives definitions of terms that appear in boldface throughout the text. These terms include all key terms listed at the end of each chapter.

Questions and Problems

The end-of-chapter exercises include review questions, a set of matched-pair problems, and suggested projects. Answers to many review questions and to all the odd-numbered problems are given in Appendix C. As mentioned earlier, all chapters contain worked Examples and many paired Exercises. Answers to all the in-chapter exercises are also given in Appendix C.

References and Suggested Readings

An updated list of recommended books and articles appears at the end of each chapter. A student whose interest has been sparked by a topic can delve more deeply into the subject in the library. Instructors might also find these lists useful.

To the Student

Welcome to Our Chemical World!

Chemistry is fun. Through this book, we would like to share with you some of the excitement of chemistry and some of the joy of learning about it. We hope to convince you that chemistry does not need to be excluded from your learning experiences. Learning chemistry will enrich your life--now and long after this course is over--through a better understanding of the natural world, the technological questions now confronting us, and the choices we must face as citizens within a scientific and technological society.

Chemistry Directly Affects Our Lives

How does the human body work? How does aspirin cure headaches, reduce fevers, and perhaps lessen the chance of a heart attack or stroke? Is ozone a good thing or a threat to our health? Are iron supplement pills poisonous? Is global warming real? If so, did humans contribute to it, and what are some of the possible consequences? Why do most weight-loss diets seem to work in the short run but fail in the long run? Why do our moods swing from happy to sad? Can a chemical test on urine predict possible suicide attempts? How does penicillin kill bacteria without harming our healthy body cells? Chemists have found answers to questions such as these and continue to seek the knowledge that will unlock still other secrets of our universe. As these mysteries are resolved, the direction of our lives often changes--sometimes dramatically. We live in a chemical world--a world of drugs, biocides, food additives, fertilizers, fuels, detergents, cosmetics, and plastics. We live in a world with toxic wastes, polluted air and water, and dwindling petroleum reserves. Knowledge of chemistry will help you to better understand the benefits and hazards of this world and will enable you to make intelligent decisions in the future.

Chemical Dependency

We are all chemically dependent. Even in the womb we depend on a constant supply of oxygen, water, glucose, and a multitude of other chemicals.

Our bodies are intricate chemical factories. They are durable but delicate systems. Innumerable chemical reactions that allow our bodies to function properly are constantly taking place within us. Thinking, learning, exercising, feeling happy or sad, putting on too much weight or not gaining enough, and virtually all life processes are made possible by these chemical reactions. Everything that we ingest is part of a complex process that determines whether our bodies work effectively or not. The consumption of some substances can initiate chemical reactions that will stop body functions altogether. Other substances, if consumed, can cause permanent handicaps, and still others can make living less comfortable. A proper balance of the right foods provides the chemicals and generates the reactions we need in order to function at our best. The knowledge of chemistry that you will soon be gaining will help you better understand how your body works so that you will be able to take proper care of it.

Changing Times

We live in a world of increasingly rapid change. It has been said that the only constant is change itself. At present, we are facing some of the greatest problems that humans have ever encountered, and the dilemmas with which we are now confronted seem to have no perfect solutions. We are sometimes forced to make a best choice among only bad alternatives, and our decisions often provide only temporary solutions to our problems. Nevertheless, if we are to choose properly, we must understand what our choices are. Mistakes can be costly, and they cannot always be rectified. It is easy to pollute, but cleaning up pollution once it is there is enormously expensive and often very difficult. We can best avoid mistakes by collecting as much information as possible and evaluating it carefully before making critical decisions. Science is a means of gathering and evaluating information, and chemistry is central to all the sciences.

Chemistry and the Human Condition

Above all else, our hope is that you will learn that the study of chemistry need not be dull and difficult. Rather, it can enrich your life in so many ways-through a better understanding of your body, your mind, your environment, and the world in which you live. After all, the search to understand the universe is an essential part of what it means to be human.

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