Understanding

Chemistry in our World

Nancy Gardner
Byron Howell
Kenneth R. Ostrowski
Einhard Schmidt

edited by Susan Wilcox

00ch_FM_pg00i-xx_Coast-InD2.inddi i 12/4/09 10:31:12 AM

 Book Team
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 Brief Contents

CHAPTER 1 CHAPTER 9
The Amazing Table 1 Solutions: Mixing It Up! 275

CHAPTER 2 CHAPTER 10
Bonding: Atomic Glue 35 Rates and Equilibrium:
Controlling Reactions 317

CHAPTER 3
CHAPTER 11
Ionic Compounds:
Opposites Do Attract 67 Acid-Base Chemistry: Proton Power 355

CHAPTER 4 CHAPTER 12
When Atoms Share Electrons 91 Electrochemistry:
The Chemistry of Batteries 393

CHAPTER 5
CHAPTER 13
Organic Molecules 117
Nuclear Chemistry:
Nature’s Power Pack 429
CHAPTER 6
Chemical Reactions: CHAPTER 14
Atoms Find New Partners 155
Biochemistry 469

CHAPTER 7
Energy Makes Things Happen 195

CHAPTER 8
Gases, Liquids, Solids:
Going Through Phases 239

iii

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 Contents

Preface xi
Textbook Features xiii
Acknowledgments xv
About the Authors xviii

CHAPTER 1 Summary 27
The Amazing Table 1 Key Terms 28
Learning Objectives 1 Review Exercises 29
At a Glance 1 Solutions to Examples 32
Introduction 2 Solutions to Concept Checks 32
1.1 What Is Chemistry? 3
1.1.1 The Science of Chemistry 4
1.1.2 Scientific Investigation 5 CHAPTER 2
1.2 Classification of Matter 9 Bonding: Atomic Glue 35
1.2.1 Matter and Energy 9
Learning Objectives 35
1.2.2 States of Matter 10
1.2.3 Physical and Chemical Properties 10 At a Glance 35
1.2.4 Mixtures, Compounds, and Elements 11
Introduction 36
1.3 Basic Atomic Theory:
2.1 Chemical Bonding 37
What Makes Up an Atom? 12
2.1.1 How Electrons Behave 37
1.3.1 Atoms and Elements: Relationships and
2.1.2 Valence Electrons and the Periodic Table 39
Differences 12
2.1.3 The Octet Rule 41
1.3.2 Atomic Structure:
2.1.4 Ionic Bonds: The Basics 42
Protons, Neutrons, and Electrons 12
2.1.5 Covalent Bonds: The Basics 44
1.3.3 Atomic Mass Unit 15
2.1.6 Chemical Formulas 45
1.4 A Chemist’s Favorite Tool:
2.2 Illustrating Chemical Bonding 46
The Periodic Table 15
2.2.1 Lewis Dot Structures for Elements 47
1.4.1 What Is It, and Why Are There Multiple
2.2.2 Lewis Structures and the Three Types
Versions? 15
of Covalent Bonds 48
1.4.2 Chemical Symbols and the Periodic Table 17
2.2.3 Lewis Dot Structures for Compounds 49
1.4.3 Atomic Numbers and the Periodic Table 17
2.2.4 Writing Lewis Dot Structures for Ionic
1.4.4 Organization of the Periodic Table 19
Compounds 49
1.4.5 Elemental Data in the Periodic Table 23
2.2.5 Lewis Structures and Polyatomic Ions 50
1.4.6 Average Mass and Isotopes 23
2.2.6 Writing Lewis Dot Structures for Covalent
1.5 Measuring Atoms 24 Compounds 51
1.5.1 The Mole Concept and Avogadro’s Number 24
1.5.2 Molar Mass 25

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 vi Contents

2.3 Electronegativity and Polarity 54 CHAPTER 4

2.3.1 Electronegativity 54
When Atoms Share Electrons 91
2.3.2 Predicting the Type of Bond 56
Learning Objectives 91
Summary 60
At a Glance 91
Key Terms 61
Introduction 92
Review Exercises 61
4.1 When Atoms Share Electrons 92
Solutions to Examples 63
4.1.1 Why Some Atoms Share Electrons 92
Solutions to Concept Checks 65 4.1.2 Covalent Bond Length and Bond Energy 94
4.2 The Molecules in and Around Us 96
4.2.1 Molecules Are Everywhere 96
CHAPTER 3 4.2.2 Physical Properties of Molecules 96
4.2.3 Chemical Properties of Molecules 97
Ionic Compounds:
Opposites Do Attract 67 4.3 Working with Molecular Compounds 98
4.3.1 Writing and Naming Inorganic Molecular
Learning Objectives 67
Compounds 98
At a Glance 67 4.3.2 Molar Masses of Compounds 101
4.3.3 Grams to Moles and Moles to Grams 102
Introduction 68
4.4 Molecular Charges and Shapes 103
3.1 Evidence of Compound Structure 68
4.4.1 Unpredictable Charges Caused
3.1.1 Law of Constant Composition 69
by Sharing Electrons 103
3.1.2 Law of Multiple Proportions 70
4.4.2 Valence Shell Electron Repulsion Theory (VSEPR)
3.2 Properties of Ionic Compounds 70 Models—Shape Wins! 104
3.2.1 A Positive or Negative Charge? 72
Summary 110
3.2.2 Fixed Charge Metals and Lewis Dot
Structures 73 Key Terms 112
3.2.3 Transition or Variable Charge Metals in Ionic
Review Exercises 112
Compounds 74
Solutions to Examples 114
3.3 Naming Ionic Compounds 75
3.3.1 Naming Binary Ionic Compounds 76 Solutions to Concept Checks 115
3.3.2 Naming Polyatomic Ionic Compounds 76
3.4 Ionic Compounds Are Everywhere 78
3.4.1 Electrolytes 79 CHAPTER 5
3.4.2 Ionic Compounds in the Home 80
Organic Molecules 117
3.4.3 Electrolytes in the Body 81
3.4.4 Industrial Products 81 Learning Objectives 117
3.4.5 Ionic Compounds in Our Water 82
At a Glance 117
Summary 83
Introduction 118
Key Terms 84
5.1 Organic Compounds 118
Review Exercises 85 5.1.1 What Is an Organic Compound? 118
5.1.2 Lewis Structures and Organic Compounds 122
Solutions to Examples 88
5.2 Hydrocarbons 125
Solutions to Concept Checks 89
5.2.1 Naming Hydrocarbons 126
5.2.2 Properties of Hydrocarbons 129
5.2.3 Alkanes, Alkenes, and Alkynes 130
5.2.4 Aromatics 132

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 Contents vii

5.3 Functional Groups 137 CHAPTER 7

5.3.1 Alcohols, Amines, and Halides 137
Energy Makes Things Happen 195
5.3.2 Carbonyls 141
5.3.2.1 Aldehydes and Ketones 142 Learning Objectives 195
5.3.2.2 Carboxylic Acids and Esters 143
At a Glance 195
5.3.3 Molecules with Multiple Functional
Groups 144 Introduction 196
5.4 Polymers 145 7.1 Energy of the Ages 196
7.1.1 Cave Dweller to the Moon 198
Summary 148
7.1.2 Conservation of Energy 199
Key Terms 149 7.1.3 Kinetic and Potential Energy 199
7.1.4 Forms of Energy 200
Review Exercises 149
7.2 Thermal Energy, Heat, and
Solutions to Examples 152
Temperature 204
Solutions to Concept Checks 153 7.2.1 What’s the Difference? 204
7.2.2 How Heat Transfers 205
7.3 Measuring Energy 207
CHAPTER 6 7.3.1 Joules 207
7.3.2 Temperature Scales 208
Chemical Reactions: 7.3.3 Measuring Heat Changes:
Atoms Find New Partners 155 Systems and Surroundings 210
Learning Objectives 155 7.3.4 Specific Heat, calories (c), and Calories (C) 212
7.3.5 Heat Equation 213
At a Glance 155
7.4 Energy in Chemical Reactions 215
Introduction 156
7.4.1 Enthalpy 216
6.1 Types of Change 156 7.4.2 Bond Breaking and Bond Formation 216
6.1.1 Physical Change or Chemical Change? 156
7.5 Energy: The Human Factor 218
6.1.2 Indicators of Chemical Change 158
7.5.1 Food, Plants, and Us 218
6.2 Chemical Equations 160 7.5.2 Manipulating Energy 221
7.5.3 Entropy 225
6.3 Chemical Reactions 163
6.3.1 Combustion Reactions 164 Summary 227
6.3.2 Decomposition Reactions 166
Key Terms 229
6.3.3 Combination Reactions: Synthesis 167
6.3.4 Single-Replacement Reactions 168 Review Exercises 230
6.3.5 Double-Replacement Reactions 169
Solutions to Examples 233
6.3.6 Oxidation Reduction 172
Solutions to Concept Checks 235
6.4 Chemical Calculations 176
6.4.1 Molar Mass: Grams/Mole 176
6.4.2 Molar Mass and Chemical Equations 177
6.4.3 Mass and Chemical Equations 179 CHAPTER 8
6.4.4 Theoretical, Actual, and Percentage Yield 180
Gases, Liquids, Solids:
Summary 184 Going Through Phases 239
Key Terms 185 Learning Objectives 239
Review Exercises 185 At a Glance 239
Solutions to Examples 188 Introduction 240
Solutions to Concept Checks 192 8.1 Kinetic Molecular Theory 240
8.1.1 Behavior of Gases 241
8.1.2 Pressure 242
8.1.3 Gas Laws 244

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 viii Contents

8.2 Intermolecular Forces 248 Summary 305

8.2.1 Dispersion Forces 249
Key Terms 307
8.2.2 Dipole-Dipole Forces 250
8.2.3 Hydrogen Bond 250 Review Exercises 307
8.3 Behavior of Liquids 253 Solutions to Examples 309
8.3.1 Viscosity 253
Solutions to Concept Checks 312
8.3.2 Surface Tension 254
8.4 Solids 255
8.4.1 Crystalline Solids 255
CHAPTER 10
8.4.2 Amorphous Solids 257
Rates and Equilibrium:
8.5 State Transitions 258
Controlling Reactions 317
8.5.1 Vaporization and Condensation 258
8.5.2 Spontaneous Condensation 261 Learning Objectives 317
8.5.3 Sublimation and Deposition 262
At a Glance 317
8.5.4 Evaporation 262
8.5.5 Heating and Cooling Curves 265 Introduction 318
Summary 268 10.1 Reaction Mechanisms
and Activation Energy 319
Key Terms 270
10.1.1 Collision Theory 319
Review Exercises 271 10.1.2 Activation Energy 320
10.1.3 Reaction Mechanisms 323
Solutions to Examples 272
10.2 Reaction Rate 325
Solutions to Concept Checks 273
10.2.1 Reaction Rate: The Basics 325
10.2.2 Nature of Reactants 328
10.2.3 Concentration of Reactants 329
CHAPTER 9 10.2.4 Temperature 331
10.2.5 Presence of a Catalyst 332
Solutions: Mixing It Up! 275
10.3 Chemical Equilibrium 336
Learning Objectives 275
10.3.1 Reversible Reactions 338
At a Glance 275 10.3.2 Dynamic Equilibrium 341
10.3.3 Le Chatelier’s Principle 343
Introduction 276
Summary 347
9.1 Mixtures and Solutions 277
9.1.1 Mixtures versus Suspensions Key Terms 348
versus Solutions 277
Review Exercises 349
9.1.2 Solubility 284
9.1.3 Solubility of Gases in a Liquid 286 Solutions to Examples 352
9.2 Solution Concentrations 288 Solutions to Concept Checks 352
9.2.1 Saturated, Unsaturated,
and Supersaturated 289
9.2.2 Expressing Concentration by Percentage 290
CHAPTER 11
9.2.3 Parts per Million and Parts per Billion 292
9.2.4 Molarity 293 Acid-Base Chemistry: Proton Power 355
9.2.5 Dilutions 294
Learning Objectives 355
9.3 Properties of Solutions 296
At a Glance 355
9.3.1 Electrolytic Properties 296
9.3.2 Colligative Properties 298 Introduction 356
9.3.2.1 Lowered Vapor Pressure 298
11.1 Acid, Base, or Salt? 356
9.3.2.2 Elevated Boiling Point
11.1.1 Arrhenius Acids and Bases 357
and Lowered Freezing Point 299
11.1.2 Brønsted-Lowry Acids and Bases 360
9.3.2.3 Osmosis and Osmotic Pressure 300
11.1.3 Acids, Bases, and Salts in and Around Us 362

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 Contents ix

11.2 Working Safely with Acids and Bases 364 CHAPTER 13

11.2.1 Strong or Weak? 365
Nuclear Chemistry:
11.2.2 Concentrated or Dilute? 367
Nature’s Power Pack 429
11.2.3 Acids, Bases, and Safety 368
Learning Objectives 429
11.3 Neutralization Reactions 371
At a Glance 429
11.4 Acidity and Alkalinity 374
11.4.1 Ionization of Water 374 Introduction 430
11.4.2 pH 375
13.1 Nuclear Reactions 430
11.5 Maintaining the Balance 377 13.1.1 Radioactivity 431
11.5.1 Buffers 377 13.1.2 Nuclear Decay 432
11.5.2 Altering the pH in the Environment 380 13.1.3 Nuclear Equations 439
13.1.4 Radioactive Decay Series 441
Summary 383
13.1.5 Rates of Decay 443
Key Terms 385
13.2 Nuclear Technologies 445
Review Exercises 385 13.2.1 Radioisotopic Dating 445
13.2.2 Medical Imaging 445
Solutions to Examples 389
13.2.3 Radiotherapy 447
Solutions to Concept Checks 390 13.2.4 Food Irradiation 447
13.3 Nuclear Energy 448
13.3.1 Fission 448
CHAPTER 12 13.3.2 Controlled Fission 452
13.3.3 Nuclear Reactor Safety 454
Electrochemistry: 13.3.4 Nuclear Waste 456
The Chemistry of Batteries 393 13.3.5 Fusion 458
Learning Objectives 393
Summary 462
At a Glance 393
Key Terms 464
Introduction 394
Review Exercises 464
12.1 The Electrochemical Process 394
Solutions to Examples 465
12.1.1 Redox Revisited 395
12.1.2 The Basics 396 Solutions to Concept Checks 466
12.2 Voltaic Cells 398
12.2.1 Batteries 399
12.2.2 Rechargeable Batteries 402 CHAPTER 14
12.2.3 Fuel Cell 404
Biochemistry 469
12.3 Electrolysis 406
Learning Objectives 469
12.3.1 Electrolytic Cells 406
12.3.2 Voltaic versus Electrolytic Cells 408 At a Glance 469
12.4 Electrochemistry in the World Introduction 470
Around Us 409
14.1 Setting the Stage 470
12.4.1 Voltaic Reactions at Work 409
12.4.2 Electrolytic Reactions at Work 411 14.2 Carbohydrates 473
14.2.1 Monosaccharides 473
12.5 Electroplating 416
14.2.2 Disaccharides 474
Summary 420 14.2.3 Polysaccharides 476
Key Terms 422 14.3 Lipids 480
14.3.1 Fatty Acids and Triglycerides 480
Review Exercises 422
14.3.2 Phospholipids 482
Solutions to Examples 426 14.3.3 Steroids 483
14.3.4 Waxes 486
Solutions to Concept Checks 427

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 x Contents

14.4 Proteins 487 Review Exercises 508

14.4.1 Amino Acids 487
Solutions to Examples 509
14.4.2 Polypeptides 491
14.4.3 Protein Structure 492 Solutions to Concept Checks 510
14.5 Nucleic Acids 495
14.5.1 DNA and RNA 496 Glossary 511
14.6 Metabolism 501 Index 519
Summary 505
Key Terms 508

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 Preface

We are all born with a natural curiosity about life and our surroundings. As children
that curiosity takes us on a journey of experimentation and investigation. We start mix-
ing things together, exploring new foods, and asking lots of questions! Why do bubbles
form when baking soda is poured into a bottle of vinegar? Why does vanilla ice cream
taste so good? What is that stuff we call water? Understanding Chemistry in Our World
is a journey to find answers to these questions and more. Whether this is your first peek
into the submicroscopic world of atoms, molecules, and ions, or you are revisiting this
world, the chemistry in the chapters that follow will guide you to find the answers to
these questions and much more.
Beginning with the study of atoms, this textbook will unlock the key to this infini-
tesimally tiny world so that you are able to experience how it connects to the world you
see everyday. We know that all matter is made of atoms whether it is the ocean that laps
at your feet on the beach, the magnificent rocks you see at Bryce National Park, the dog
that greets you when you come home, or even the stars you see on a clear night. These
bits of matter, living or not, are all made from the same fundamental particles—atoms.
It is the chemistry that occurs at this level—the way these atoms combine, separate, and
recombine—that makes all things possible.
It is our hope that this journey stimulates your quest for learning about the world
we live in and inspires you to explore new topics that may possibly lead to solutions
for climate change, energy production, and the challenge to provide clean water for
everyone on this earth.

Textbook Goals
This textbook was written to accomplish five specific overall goals that take chemistry
out of the lab and reveal it in the world around you. After reading this textbook and
completing the activities, you will be able to:
• Use the properties of matter and energy to identify chemistry at work in everyday
situations.
Nothing around you will look the same as it did before you entered this study of
chemistry. You will begin to see the objects surrounding you—and, indeed, your own
body—as a dynamic dance of the atoms, slowing down or speeding up as they interact
with energy, and changing partners along the way as one substance transforms into
another, and then another in an endless series of changes.
• Use critical thinking and problem-solving skills to explain natural phenomena by
applying qualitative and quantitative observations.
Is the firewood dry enough to catch fire? Is your MP3 player warm enough to play with-
out the danger of condensation ruining the circuitry? Are your tomato plants growing
in soil containing enough nutrients? Is the air quality safe where you live? You’ll apply
your new knowledge of chemistry to think through problems and draw conclusions
based on your own observations and calculations.
• Be an informed consumer and global citizen by evaluating and discussing common
chemical principles as they apply in the home and workplace.
xi

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 xii Preface

You’ll have new tools to guide you in making many everyday decisions. Whether you
are choosing gasoline at the pump, maintaining a swimming pool, or transforming raw
eggs into quiche, chemistry will become a valuable guide in making smart choices.
• Critically evaluate ideas and stories relating to chemistry for validity and reliability
as they appear in popular media and culture.
Is there really a car that runs on water? Is global warming a reality? What energy sources
hold the key to a better future? Opinions abound, many of them contradictory and often
citing scientific “facts” to support their case. By the time you finish reading this textbook,
you’ll be better able to sort out the scientifically valid information from misinformation
and misunderstanding, as well as realistically assess proposed solutions.

Unifying Theme
Chemistry is all around you. Every second of every day, everywhere you look, there are
thousands, perhaps even millions or billions of chemical processes occurring beneath
the surface of life as you know it. This is the underlying theme and message of Under-
standing Chemistry in Our World. When you finish reading this book, nothing occur-
ring in your world will look quite the same to you.

Text Organization
Understanding Chemistry in Our World is divided into 14 chapters, to fit within a typical
college semester. The chapters teach key concepts in a step-by-step fashion, each chap-
ter building upon previous chapters, revealing the material through a highly readable
exploration of topics with immediate relevance to today’s students.
Chapters 1–4 explore everyday chemistry as they lay out the basics of what atoms
and ions are, and how they gain and lose electrons either by transferring or sharing
them to form new substances. You’ll get to know the Periodic Table of Elements and
how to use it to make predictions about the chemistry that is likely to occur. Chapter
5 extends this foundation to take a look at the organic molecules and the groups of
atoms within them that make life processes possible, both on our planet and possibly
elsewhere in the universe.
In Chapter 6, we consider our planet’s atmosphere as we expand our investigation
into what actually occurs during chemical reactions—the processes and circumstances
in which atoms join with other atoms or swap places to form new substances, absorbing
or releasing energy to do so.
Chapter 7 examines energy itself, how it changes form, and how it can flow from
one substance to another—an idea further expanded upon in Chapter 8, which uses
climate change to delve more deeply into the subject of energy by examining how its
application or removal affects the properties of substances.
In Chapter 9, we consider the world’s water supply as we examine mixtures and
solutions, their properties, and the ways in which their concentrations are calculated,
expressed, and changed.
Chapter 10 turns again to the atmosphere to explore rates of reaction and chemi-
cal equilibrium as demonstrated by the production of ground ozone and depletion of
stratospheric ozone.
Chapter 11 investigates acid rain as it reveals the importance and properties of
acids and bases.
The search for a better battery illustrates the principles of electrochemistry in
Chapter 12, while the focus on nuclear reactions in Chapter 13 provides insights into
the use of nuclear power as a long-term solution into our energy needs.
Finally, Chapter 14 revisits the human body, revealing the basics of biochemistry
in its discussion of metabolism and metabolic disorders.

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 Textbook Features

Understanding Chemistry in Our World includes a number of features designed to make

learning easier and more productive.

CHAPTER Each chapter begins with clearly defined learning objec-

The Amazing Table 1 tives so that you know what you are expected to learn over the
succeeding twenty or so pages. The objectives are phrased in
terms of not just what you will understand, but what you will
→ be able to do to demonstrate your understanding.
LEARNING OBJECTIVES
After reading this chapter, you will be able to:
1. Explain the importance and impact of chemistry in the modern world.
⎯⎯⎯ ⎯⎯
2. Classify matter according to size, boundaries, and identified properties.
3. Use atomic relationships within rows or columns to justify the organization of
⎯⎯⎯ ⎯⎯ The style of Understanding Chemistry in Our World is in-
the periodic table.
4. Use the periodic table to relate atoms to each other. ⎯⎯⎯ formal and readable, using simple language and interesting
5. Explain and illustrate how atoms relate to elements and elements relate to
compounds.
⎯⎯⎯
At a Glance
examples drawn from everyday life. You will recognize your-
Introduction
1.1 What Is Chemistry?
self and your world as you digest the information necessary to
1.1.1 The Science of Chemistry
1.1.2 Scientific Investigation achieve the learning objectives.
1.2 Classification of Matter
1.2.1 Matter and Energy
1.2.2 States of Matter
1.2.3 Physical and Chemical Properties
1.2.4 Mixtures, Compounds and Elements
1.3 Basic Atomic Theory: What Makes Up an Atom?
1.3.1 Atoms and Elements: Relationships and Differences
1.3.2 Atomic Structure: Protons, Neutrons, and Electrons
1.3.3 Atomic Mass Unit Chapter 1 The Amazing Table 17
1.4 A Chemist’s Favorite Tool: The Periodic
Table 1A
1.4.1 What Is It, and Why Are There Multiple Groups 1 Atomic Number

Versions? 1A H 8A
Electron Configuration
1.4.2 Chemical Symbols and the Periodic Table H 1s1
He
1.4.3 Atomic Numbers and the Periodic Table 1s1 2A 3A 4A 5A 6A 7A
1s2

1.4.4 Organization of the Periodic Table Li Be B C N O F Ne

1.4.5 Elemental Data in the Periodic Table 2s1 2s2 2s22p1 2s22p2 2s22p3 2s22p4 2s22p5 2s22p6

1.4.6 Average Mass and Isotopes Transition Metals

Na Mg Al Si P S Cl Ar
3s1 3s1 3B 4B 5B 6B 7B 8B 11B 12B 3s23p1 3s23p2 3s23p3 3s23p4 3s23p5 3s23p6
1.5 Measuring Atoms
1.5.1 The Mole Concept and Avogadro’s Number K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
© 2009, iStock, Inc.

1.5.2 Molar Mass 4s1 4s2 4s23d1 4s23d2 4s23d3 4s13d5 4s23d5 4s23d6 4s23d7 4s23d8 4s13d10 4s23d10 4s23d104p1 4s23d104p2 4s23d104p3 4s23d104p4 4s23d104p5 4s23d104p6

Summary Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Periods

5s1 5s2 5s24d1 5s24d2 5s14d4 5s14d5 5s24d5 5s14d7 5s14d8 4d10 5s14d10 5s24d10 5s24d105p1 5s24d105p2 5s24d105p3 5s24d105p4 5s24d105p5 5s24d105p6
Key Terms
Review Exercises Cs Ba La* Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
6s1 6s2 6s25d1 6s24f 145d2 6s24f 145d3 6s24f 145d4 6s24f 145d5 6s24f 145d6 6s24f 145d7 6s14f 145d9 6s14f 145d10 6s24f 145d10 6s24f 145d106p1 6s24f 145d106p2 6s24f 145d106p3 6s24f 145d106p4 6s24f 145d106p5 6s24f 145d106p6

Solutions to Examples Chemistry is all around you at all times, below the surface of all you see.
Solutions to Concept Checks Fr Ra Ac~ Rf Db Sg Bh Hs Mt Ds Uuu Uub q h
7s1 7s2 7s26d1 7s25f 146d2 7s25f 146d3 7s25f 146d4 7s25f 146d5 7s25f 146d6 7s25f 146d7

Metals Nonmetals
1
Lanthanide Series*

Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
6s24f 15d1 6s24f 3 6s24f 4 6s24f 5 6s24f 6 6s24f 7 6s24f 75d1 6s24f 9 6s24f 10 6s24f 11 6s24f 12 6s24f 13 6s24f 14 6s24f 145d1

Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
7s26d2 7s25f 26d1 7s25f 36d1 7s25f 46d1 7s25f 6 7s25f 7 7s25f 76d1 7s25f 9 7s25f 10 7s25f 11 7s25f 12 7s25f 13 7s25f 14 7s25f 146d1
130 Chapter 5 Organic Molecules Actinide Series~
element names in blue are liquids at room temperature
element names in red are gases at room temperature
element names in black are solids at room temperature

Lewis Structure Formula Boiling Point

FIGURE 1.13 Modern periodic table.
C3H8 –44 °C

C4H10 –10 °C 1.4.2 Chemical Symbols and the Periodic Table

© 2009, JupiterImages Corporation

In our version of the periodic table, the first thing you will probably notice is that each
C4H10 –1 °C element is portrayed by a chemical symbol. The chemical symbol is a one- or two-letter chemical symbol A one- or two-
shorthand for each element, the reason for which will become obvious in Chapter 2 and or three-letter shorthand for each
Illustration by Tylar Mueller

throughout the rest of this course. Figure 1.14 presents a complete list of the element element.
C5H12 10 °C
names and the symbols used to represent them.
Some of the symbols are easy to guess; others are more difficult. This is because the
C5H12 28 °C symbols are based on the historically given names for the elements over the centuries.
Because many of these originated as either Greek or Latin names, the symbols may not
C6H14 36 °C
have any correlation with the English equivalents. For instance, the O for oxygen is easy
FIGURE 5.8 Unsaturated fats, like for English speakers to guess; not so for Sn, the symbol for tin, which reflects its original
vegetable oil, are liquid at room
temperature because their molecules
→
FIGURE 5.9 Ordered list of Lewis structures for
six compounds.
Latin name, stannum.
have a permanent kink that won’t
allow them to pack closely together.
⎯
These differ from each other by the geometrical arrangement of carbon atoms across 1.4.3 Atomic Numbers and the Periodic Table
⎯
the double bond and changes the way they pack. The trans fats have a more linear struc-
The next thing to note about the periodic table is that each element has a number above
⎯
ture and are linked to higher cholesterol levels and cardiovascular disease (Fig. 5.8).
In fact, unsaturated fats, such as vegetable oil, are liquids at room temperature. So the its symbol. This is known as an atomic number. It indicates more than the element’s atomic number The number
⎯
presence of double and triple bonds has an impact on melting and boiling points, with position on the chart; it is a count of the number of protons the element has in the
nucleus of its atoms.
of protons in the nucleus of an
atom. In neutral atoms it is also the
⎯
alkenes and alkynes more likely to be solids at room temerature than alkanes.
Finally, the different atomic arrangements in isomers give them different proper- The elements are arranged, left to right, in increasing order of their atomic num- number of electrons in the atom.
⎯
ties from each other. One of the greatest effects of atom arrangement is on boiling bers, just like reading a book. As the atomic number increases, so do the number of
protons in each element’s nucleus. For example, hydrogen with an atomic number of 1
⎯
points: The boiling points of branched isomers tend to be lower than straight chain
has one proton in its nucleus, oxygen with an atomic number of 8 has 8 protons in its

→
molecules with the same number of carbons. Figure 5.9 shows some boiling points for
⎯
isomers of butane and pentane. nucleus, and iodine with an atomic number of 53 has 53 protons in its nucleus.
⎯ ⎯
Now, let’s take a look at some hydrocarbons that are part of your lifestyle.

⎯
5.2.3
⎯
Alkanes, Alkenes, and Alkynes
⎯
The simplest hydrocarbon is methane (CH4), the compound noted at the beginning of
⎯
this chapter as having been detected on planet HD 189733b. Methane is the main com- ⎯
ponent of natural gas; therefore, if you cook or heat with gas from a utility gas line, it’s
⎯
likely to be methane. Methane is a clean burning gas, highly flammable, and plentiful.
⎯ ⎯
Methane is also classified as a “greenhouse gas”—one that holds the heat from the
Sun close to the Earth. Most of the methane in our atmosphere comes from decom-
⎯
posing rubbish in landfills and the digestive tracks of livestock animals (Figs. 5.10 and
Key terms are highlighted, with formal definitions ap-
⎯
5.11). Gas emissions from livestock such as cattle contain 60% to 70% methane. Scien-
tists and entrepreneurs are working on methods to collect and purify methane gas from pearing in the margins for easy reference.
⎯
some of these sources. If they are successful, it will provide an alternative fuel source
⎯
while reducing the concentration of methane gas in the atmosphere.
⎯
⎯
→⎯⎯⎯⎯
⎯
Courtesy of Nancy Gardner

Illustration by Don Vierstra

Vibrant illustrations and photographs bring key concepts

to life in ways that help you visualize how chemistry works
FIGURE 5.10 Cows produce methane gas
in the process of digesting grass. FIGURE 5-11 Methane molecule. and what actually occurs during chemical processes.
xiii

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 xiv Textbook Features

At the end of each section within chapters, test examples

46 Chapter 2 Bonding: Atomic Glue
and concept checks test your comprehension, ensuring that
written as Na⫹, the sulfate ion is written as SO42⫺.
Of course, when ions bond together to form an
ionic compound, the charges are balanced so the
you understand key concepts before building upon them in
chemical formula for the compound would not
indicate a charge.
Eventually, you will run into a chemi-
the next section.

⎯
cal formula that looks something like this:
CH2⫽C(CN)COOCH3. This is the formula for the

⎯
methyl-2-cyanoacrylate you met at the beginning
of this chapter, better known as Krazy Glue. Note

⎯
that hydrogen, carbon, and oxygen all appear more
than once in this formula. Rest assured that this is

⎯
not done to confuse introductory chemistry stu-
Illustration by Don Vierstra

dents! Formulas such as these are called structural

⎯
formulas because they indicate the relative posi-
tions of some of the atoms. The chemical formula

⎯
for methyl-2-cyanoacrylate is C5H5NO2. If you
6

⎯
count up all the atoms of the elements shown in Chapter 1 The Amazing Table
each formula, you will find that the two formulas

⎯
show equal quantities of each element’s atoms.
FIGURE 2.12 Sugar (sucrose) molecule (C12H22O11). Structural formulas are often for used for or-

⎯
ganic molecules, the molecules of life. The posi-
tions of some atoms in an organic molecule are critical to that molecule’s function, so Antoine Lavoisier:

⎯
chemists often use such structural formulas to indicate where those atoms are located. The “Father of Chemistry”
You will learn more about organic molecules in Chapters 5 and 14.

⎯
The study of chemistry has made rapid strides in the past 250

© 2009, JupiterImages Corporation

years. A turning point in our understanding was brought about

⎯
Example PROBLEM: List the number of atoms of the following elements that are in a molecule of by a key experiment conducted by the French chemist Antoine
Lavoisier (pronounced la-VWAH-see-ay) in the late 1700s—one

→
ammonium perchlorate, NH4ClO4.
that led to a shift in thinking about what occurs during the com-
a. oxygen b. nitrogen bustion process and, therefore, all chemical processes.
c. chlorine d. hydrogen Lavoisier was investigating what happened when various
substances were heated in the presence of oxygen. At the time,
Solution on page 63. it was thought that a substance called phlogiston existed in all
matter, in varying degrees, and was used up when something Antoine Lavoisier (1743–1794):
burned. It made sense; after all, a log disappears in a fire. the “Father of Chemistry.”
Experiments by a contemporary English chemist Joseph
Concept Check PROBLEM: List the number of atoms of the following elements that are in a molecule of Priestley had led to the discovery of a gas that supported com-
copper nitrate trihydrate, Cu (NO3)2 ⫻ 3H2O bustion better than air did. Priestley had named the new gas losing something (phlogiston), the mercury was gaining some-
dephlogisticated air, surmising that the gas supported combus- thing—a mystery substance.
a. nitrogen b. hydrogen tion better because it lacked phlogiston. He was wrong in his When Priestley told him about the dephlogisticated air,
c. copper d. oxygen conclusions but close to the mark in identifying that a particular Lavoisier knew immediately that Priestley’s gas was the missing

→
gas supported combustion. element in his scheme, the one being added to a burning sub-
Solution on page 65. Lavoisier, who had been conducting his own experiments stance. He gave the dephlogisticated air a new name, oxygine

⎯
with combustion, had come to some novel conclusions himself. (and grabbed most of the credit for the discovery).
He had been heating metals over a charcoal furnace for days Lavoisier’s theory of combustion was a turning point in the

⎯
until they turned into what we know as oxides, or metals that history of chemistry as it led 18th and 19th century scientists
had combined with oxygen, such as rust. Mercury, in particular, to pursue new lines of thought that unlocked many of nature’s

⎯
2.2 Illustrating Chemical Bonding ⎯ when heated underwent a change from a silvery liquid to a red mysteries. For this and other significant discoveries, Lavoisier is
As useful as chemical formulas are in describing a compound, they are less useful in solid compound. Lavoisier’s conclusion was that, rather than generally known as the “Father of Chemistry.”
helping us to visualize what actually happens on the atomic level when molecular bonds
⎯

form. Therefore, various tools have been developed to aid in that visualization. You
may have seen drawings like this when you studied science in elementary or middle
⎯

school (Fig. 2.13).

Although such diagrams are useful in illustrating the electrons that move around
⎯

an atom, they can become ungainly as the atomic number increases and the number of
⎯
⎯

© 2009, JupiterImages Corporation

⎯
⎯

Sidebar articles chosen for their interest and relevance

The equipment with which Antoine Lavoisier discovered oxygen.

further illustrate the material presented in each chapter. The

articles introduce some of the great minds whose explora-
tions have forced chemistry to reveal its secrets, and probe
into some of chemistry’s most interesting revelations.

Finally, at the end of each chapter, a succinct summary capsulizes the material presented, followed by a list of review
questions to test your understanding of the material and to remind you to flag any areas in which further study might be
⎯

needed.
⎯

⎯
⎯

⎯
→

61
⎯

Chapter 2 Bonding: Atomic Glue

⎯

60 Chapter 2 Bonding: Atomic Glue

a partial negative charge; bonding electrons tend to spend less of their time
⎯

around the nucleus of the atom with the lower electronegativity value, giv-
ing that atom a partial positive charge. If the difference in charge is significant
⎯

SUMMARY enough, the bond is said to be polar. Water is an example of a polar molecule.
⎯

• The difference in electronegativity values between two atoms predicts the type of
1. Chemical Bonding (Section 2.1) bond they will enter into. When the difference is great, the two atoms will enter
⎯

• In chemistry, it is all about the electrons. The negative charge of an electron re- into an ionic bond. When the difference is moderate, the two atoms will enter into
pels other electrons and is attracted to the positive charge of protons. Electrons a polar covalent bond. When the difference is low, the two atoms will enter into a
⎯

swarm about the nucleus in shells and occupy specific regions within the shells nonpolar covalent bond.
called orbitals. The electrons in the outermost shell are valence electrons and are
⎯

available to interact with other atoms.

KEY TERMS
⎯

• Electrons fill orbitals in a specific order: s orbitals first, followed by p, d, and f

anion, pg. 43 ionic compound, pg. 44 polar covalent bond, pg. 57
orbitals. Each orbital contains no more than two electrons. Electron configura-
⎯

cation, pg. 43 Lewis dot structure, pg. 47 polar molecule, pg. 58

tions for each element appear on the periodic table.
chemical formula, pg. 45 molecular compound, pg. 45 polyatomic ion, pg. 45
⎯

• Atoms strive to either fill or empty their outermost valence shells to achieve the covalent bond, pg. 44 molecule, pg. 45 shell, pg. 37
configuration of the nearest noble gas and will gain, lose, or share electrons to electron density, pg. 49 nonpolar covalent bond, pg. 56 subscript, pg. 45
⎯

do so. This is known as the octet rule. electronegativity, (EN) pg. 54 nonpolar molecule, pg. 58 superscript, pg. 43
ion, pg. 43 octet rule, pg. 42 valence electrons, pg. 38
⎯

• Ionic bonds form when electrons from one atom leave its outer shell to fill
ionic bond, pg. 42 orbital, pg. 37
the outer shell of another atom. The atom that loses an electron becomes a
→

cation, an ion with a positive charge. The atom that gains an electron becomes
an anion, an ion with a negative charge. Because opposite charges attract each
other, the cation and the anion bond. REVIEW EXERCISES
• Covalent bonds form when two or more atoms share electrons to fill their outer Chemical Bonding
shells; the bonding electrons move about the nuclei of both atoms in the bond,
as opposed to the transfer of electrons in an ionic bond. Two or more atoms 1. According to the content you read in this chapter, like charges
covalently bonded together form a molecule. a. attract. b. repel.
c. gen atoms is the hydroxide ion is covalent.) d. explode.
do nothing.

SOLUTIONS TO EXAMPLES
(pg. 41) SOLUTIONS TO CONCEPT CHECKS
a. 6 b. 1 (pg. 41)
c. 5 d. 2 a. 8 b. 1
e. 2 c. 4 d. 7
e. 2

(pg. 44)
a. Calcium is a metal, so it will form a cation. b. Lithium is a metal, so it will form a cation. (pg. 44)
c. Iodine is a nonmetal, so it will from an anion. d. Sulfur is a nonmetal, so it will form an anion. a. Chlorine is a nonmetals, so it will take a nega- b. Potassium is a metal, so it will take a positive
tive charge (anion). charge (cation).
c. Fluorine is a nonmetal, so it will take a negative d. Phosphorous is a nonmetal, so it will take a
(pg. 46) charge (anion). negative charge (anion).

a. 4 b. 1 e. Beryllium is a metal, so it will take a postive

charge (cation).
c. 1 d. 4

(pg. 46)
a. 2 b. 6
c. 4 d. 12

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 Acknowledgments

Great thanks and appreciation are expressed for the contributions of the following key individuals, who, without their
input and dedication, this book would have not been possible.

Authors and Lead Advisors

NANCY GARDNER, M.S. KEN OSTROWSKI, M.S.Ed.
Lecturer, Department of Chemistry Professor of Chemistry
California State University, Long Beach Coastline Community College
BYRON HOWELL, Ed.D. EINHARD SCHMIDT, Ph.D.
Professor of Chemistry/Coordinator Professor of Chemistry
SCRMCC Santa Monica College
Tyler Junior College
SUSAN WILCOX, M.A.
Writer and Media Producer

Members of the National Academic Advisory

Committee
NANCY GARDNER, M.S. BOB PERKINS, Ph.D.
Lecturer, Department of Chemistry Professor of Organic Chemistry
California State University, Long Beach Kwantlen Polytechnic University
BYRON HOWELL, Ed.D. EINHARD SCHMIDT, Ph.D.
Professor of Chemistry/Coordinator Professor of Chemistry
SCRMCC Santa Monica College
Tyler Junior College
RICHARD SCHWENZ, Ph.D.
WILLIAM NGUYEN, Ph.D. Professor of Chemistry
Associate Professor of Chemistry University of Northern Colorado
Santa Ana College
JOAN STOVER, Ph.D.
KEN OSTROWSKI, M.S.Ed. Professor of Chemistry
Professor of Chemistry South Seattle Community College
Coastline Community College
EDWARD WALTON, Ph.D.
RATNA PANKAYATSELVAN, Ph.D. Professor of Chemistry and Science
Associate Professor Education
Dona Ana Community College California State Polytechnic
University, Pomona

These scholars, teachers, and practitioners helped focus the approach and content of each chapter to ensure accuracy,
academic validity, significance, and instructional integrity.

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 xvi Acknowledgments

Many thanks go to Jon Stephenson for the instructional design and quality assurance, as well as coordination of this text-
book. Special thanks are extended to our lead academic advisors for their diligent contribution, review, and scrutiny of
content in the chapters, for authoring the material of all of the Review Exercises, and for reviewing the academic content
of this textbook.
Many thanks also go to Don Vierstra, who produced much of the artwork and illustrations in this book, along with
Jeffrey Isbell.
We would like to also acknowledge and thank Tylar Mueller for taking most of the beautiful photographs in this text-
book. We especially thank the many individuals who so graciously supplied us with and allowed us to use many interesting
photographs in this textbook.
Many thanks go to Marie Hulett and Wendy Sacket of Coast Learning Systems who spent countless hours researching
and acquiring images and permissions for hundreds of photographs that appear in this textbook.
We also thank all staff members of Kendall/Hunt Publishing for their hard work and dedication and making this
textbook happen, especially, Lynne Rogers, Mary Melloy, Colleen Zelinski, Angela Willenbring, Georgia Botsford, and
Paul Carty.
Last, but certainly not least, we wish to thank members of the Coast Community College District and Coast Learning
Systems as well as the Kendall Hunt Book Team for their support:

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 Acknowledgments xvii

Reviewers
Yiyan Bai, Molly Maclean
Houston Community College University of Maine–Orono
Andrew Burns Herve Marand
Kent State University–Stark Virginia Tech–Blacksburg
Frank Carey Curtis McLendon
Wharton Co. Jr. College Saddleback College
Lin Coker Karen McPherson
Campbell University–Buies Creek Bryn Mawr College
Andrew Cooksy Stephen Mezyk
San Diego State University California State University–Long Beach
John Emrani Greg Phelan
Eastern Guilford High School Seattle Pacific University
Karen Ericson Tim Royappa
Indiana Purdue University–Ft. Wayne University of West Florida
Huajun Fan Jerry Sarquis
Prairie View A and M University Miami University–Oxford
Erin Gross Jay Shore
Creighton University South Dakota State University
Margie Haak Donald Siegel
Oregon State Rutgers University–New Brunswick
Michael Hauser James Stickler
St. Louis Community College–Meramec Allegany College of Maryland
Jeffrey Hugdahl Tom Tullius
Mercer University–Macon Boston University
Matthew Johnston Kris Varazo
Lewis Clark State College Francis Marion University
Deborah Koeck Phillip Voegel
Texas State University–San Marcos Southeastern Louisiana University
Brian Lemon Kurt Winkelmann
Brigham Young University–Idaho Auburn University–Auburn
Hai Lin Shawna York
University of Colorado–Denver Oklahoma Baptist University

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 About the Authors

Nancy Gardner, M.A., became interested in chemistry as a college student in another major. She discovered that the
study of these bits of matter we call molecules and atoms and ions, explained why cakes rise, why some generic medications
work and others don’t, and even why when we burn fuel it produces so much heat! It inspired her to investigate further
and discover why sunscreens work, why some metals corrode and others don’t, as well as learning about what is in the
water we drink and how these substances affect our health. But she was a busy student with grand plans and a world yet to
discover. Although Nancy wanted very much to pursue this new quest into the world of molecules, atoms, and ions, she
had to postpone this until a later time.
Years later after returning to the United States with two very curious children, it was time to embark on a new quest
and learn more about this very small world. She juggled classes and research into her busy schedule and learned more
about those curious bits of matter. In the midst of taking classes and raising children, she discovered a new passion in her
life—to teach chemistry. She loved teaching her children chemistry, blowing up film canisters, making volcanoes, and let’s
not forget the mud solutions she and her kids made in the backyard to glue together bricks!
Nancy received her Master’s degree with honors in Chemistry from California State University–Long Beach and was
soon offered a position teaching. After teaching the introductory course for many years, she branched out into other top-
ics in chemistry and e-learning.
Nancy currently lives in southern California, enjoys teaching, working with students, making podcasts, and having fun
in the lab. Every class offers a range of new opportunities and new people to meet. She is incredibly appreciative to both
of her parents and her children for giving her the gift of time to pursue this new passion and the opportunity to travel and
learn about other cultures and the applications of chemistry that occur around the world.

Byron E. Howell, Ed.D., is currently coordinator of the South Central Microscale Chemistry Center (SCRMCC) and
is a chemistry professor at Tyler Junior College. He taught in public schools for fourteen years, was an industrial analyti-
cal chemist for one and a half years, and has been at TJC for 17 years. Byron has received his doctorate in Secondary and
Higher Education at Texas A&M–Commerce. He was also the recipient of the Thomas H. Shelby, Jr. Endowed Chair
Teaching Excellence Award in 2001–2002, Who’s Who Among America’s Teachers (four editions), the NISOD 2001 Teach-
ing Excellence Award, and the NISOD Master Presenter Certificate seven times.
While at Tyler Junior College, Dr. Howell was a contributing author to two books and the author of the Student
Solutions Manual and Study Guide for General, Organic, and Biological Chemistry, Wiley & Sons, 2006. Besides serving
as reviewer for many chemistry textbooks, Dr. Howell also designed the curriculum currently used for the non-majors
chemistry course, CHEM1405 Introductory Chemistry, has taught the class for five years, and co-authored the laboratory
manual that supports the class.
In addition to working with students, Dr. Howell has always enjoyed sharing and working with fellow teachers through
conferences and workshops. To date, he has presented at dozens of conferences and workshops including the Conference
for Advancement of Science Teaching (CAST), Two Year College Chemistry Conference, South Central Partnership for
Environmental Technology Education, and the Conference for the New Mexico Science Teachers Association. As coor-
dinator of SCRMCC, Dr. Howell is working closely with the Texas Education Agency to promote safe hands-on learning
in Texas schools. As a co-writer for the Texas Safety Standards: Kindergarten through Grade 12, the Texas laboratory safety
guidelines for public schools, Dr. Howell has been able to demonstrate how microscale chemistry techniques can allow
school districts to bring hands-on science back into the classroom in a safe and financially sound manner. The Texas Edu-
cation Service Center in which the SCRMCC is located, offers its full support and cooperation to the SCRMCC workshops
for teacher training.

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 Kenneth Richard Ostrowski, M.A., earned both Biology and Chemistry undergraduate and post-graduate degrees
from Purdue University. He worked much of his way through school playing and coaching both football and baseball
teams to victory. Since 1982, he has capitalized on his championship-based coaching skills to lead students to victory on
both the athletic field and in the academic arena. Ken has spent nearly 30 years teaching both honors and advanced Place-
ment courses in Biology, Chemistry and Environmental Science. His efforts have earned him accolades from students
and peers alike, including District Teacher of the year in 1997. Not being one to sit on his laurels, Ken started teaching
college courses in the Coast Community College District in 1997. Over the last decade, “Mr. O” has devoted considerable
energy to the development of innovative curriculum at both the high school and college levels. This has included work in
the development of web-based tools for use in Chemistry, Biology, and Environmental Studies. He also sits on the Board
of Directors of numerous educational software companies. Ken continues to serve actively as a member of the American
Chemical Society, director of the Huntington Beach High School Science Bowl Team and advisor to the Science Olym-
piad Team. Ostrowski is also four years into the development of an innovative approach designed to incorporate “hands
on” training for scientific studies in his Advanced Placement Environmental Science courses which includes partnering
with local businesses, the Long Beach Aquarium of the Pacific, and the Huntington Beach Unified High School District.
His non-science duties include spearheading a peer-oriented conflict resolution program. A California native from the
City of Riverside, Ken currently resides in the community he works in, Huntington Beach, California, with his wife Mary,
daughter Andrea and son Eric.

Einhard Schmidt, Ph.D., is currently an instructor of chemistry and physical sciences at Santa Monica College. He
has also taught at UCLA, Los Angeles Pierce College, Los Angeles Harbor College, and Cleveland Chiropractic College.
He has taught undergraduate chemistry (introductory, general, and organic) for over ten years. He has made it a practice
to combine Research & Development with teaching and has had a lot of success. He was an invaluable contributor to this
textbook.
Dr. Schmidt received his Ph.D. in Physical and Organic Chemistry from Michigan State University and did his post-
doctoral work at the University of California, Los Angeles.

Susan Wilcox, M.A., considers it a personal mission to get liberal arts students excited about science. Her own love
of the sciences is such that she once strongly considered changing her major from Mass Communications to Physics and
Astronomy. She stayed on course, however, and graduated Magna cum Laude from the University of Wisconsin–Mil-
waukee with a B.A. in Mass Communications and Spanish, followed by an M.A. in Communications from the University
of Hawaii.
Over the course of the next decade, she worked in radio, television, advertising, print media, and corporate com-
munications. She became adept at designing communications that could communicate complex, high-tech subjects to
“low-tech audiences.” She also developed and taught courses at the University of Hawaii and at Leeward Community
College in Honolulu. Leisure time was spent exploring the mountain and ocean environments of the 50th State, satisfying
her curiosity about the islands’ geology, biology, and chemistry.
Susan moved to California in 1988, where she continued her media work as well as her investigations into the physical
and social sciences. A decade later, she and Coast Learning Systems found each other; it was a perfect fit. Since then, Susan
has been a writer, producer, and both on numerous courses, including algebra, psychology, child development, biology,
statistics, and geology. She especially enjoys translating scientific subjects into concepts that can be understood and ap-
preciated by the nonscientific mind, emphasizing that science is behind everything that happens in our world—a point of
view that rings throughout this textbook. Her media work has won numerous awards, including several Los Angeles area
Emmy Awards and five Telly Awards. But to Susan, the even greater reward is to hear a student say, “I learned something,
and it wasn’t boring!”

About the Instructional Designer

Jon Stephenson, M.S., earned his undergraduate degree in History from UCLA and a graduate degree in Instructional
Technology from USC. Jon is an instructional designer with experience designing and facilitating learning solutions for
several Fortune 500 companies. Jon also has experience within public education as both a teacher and professional devel-
opment instructor. Jon has worked with Coast Learning Systems on projects since 2004.

xix

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