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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

suspected? How important is it for medical professionals to consider
the emotional impact of their diagnoses on family members (e.g., the
mother’s anxiety)?
Follow-up to this Case Study appears at the end of the chapter before the Concept Summary.
Learning Objectives
When you have completed your study of this chapter, you 6 Recognize units of the metric system, and convert
should be able to: measurements done using the metric system into related
1 Explain what matter is. (Section 1.1) units. (Section 1.6)
2 Explain the difference between the terms physical and 7 Express numbers using scientific notation, and do
chemical as applied to the properties of matter and changes calculations with numbers expressed in scientific notation.
in matter. (Section 1.2) (Section 1.7)
3 Describe matter in terms of the accepted scientific model. 8 Express the results of measurements and calculations using
(Section 1.3) the correct number of significant figures. (Section 1.8)
4 On the basis of observation or information given to you, 9 Use the factor-unit method to solve numerical problems.
classify matter into the correct category of each of the fol- (Section 1.9)
lowing pairs: heterogeneous or homogeneous, solution or 10 Do calculations involving percentages. (Section 1.10)
pure substance, and element or compound. (Section 1.4) 11 Do calculations involving densities. (Section 1.11)
5 Recognize the use of measurement units in everyday
activities. (Section 1.5)
C
hemistry is often described as the scientific study of matter. In a way, almost
any study is a study of matter, because matter is the substance of everything.
Chemists, however, are especially interested in matter; they study it and
attempt to understand it from nearly every possible point of view.
The chemical nature of all matter makes an understanding of chemistry useful and
necessary for individuals who are studying in a wide variety of areas, including the
Matter, Measurements, and Calculations 3
health sciences, the natural sciences, home economics, education, environmental sci-
ence, and law enforcement.
Matter comes in many shapes, sizes, and colors that are interesting to look at and
describe. Early chemists did little more than describe what they observed, and their
chemistry was a descriptive science that was severely limited in scope. It became a
much more useful science when chemists began to make quantitative measurements,
do calculations, and incorporate the results into their descriptions. Some fundamental
ideas about matter are presented in this chapter, along with some ideas about quanti-
tative measurement, the scientific measurement system, and calculations.
1.1 What Is Matter?

Learning Objective
1. Explain what matter is.
Definitions are useful in all areas of knowledge; they provide a common vocabulary
for both presentations to students and discussions between professionals. You will be
expected to learn a number of definitions as you study chemistry, and the first one is a
definition of matter. Earlier, we said that matter is the substance of everything. That isn’t
very scientific, even though we think we know what it means. If you stop reading for a
moment and look around, you will see a number of objects that might include people,
potted plants, walls, furniture, books, windows, and a TV set or radio. The objects you
see have at least two things in common: Each one has mass, and each one occupies
space. These two common characteristics provide the basis for the scientific definition
matter Anything that has mass and of matter. Matter is anything that has mass and occupies space. You probably under-
occupies space. stand what is meant by an object occupying space, especially if you have tried to occupy
the same space as some other object. The resulting physical bruises leave a lasting men-
tal impression.
You might not understand the meaning of the term mass quite as well, but it can also
be illustrated “painfully.” Imagine walking into a very dimly lit room and being able to
just barely see two large objects of equal size on the floor. You know that one is a bowling
ball and the other is an inflated plastic ball, but you can’t visually identify which is which.
However, a hard kick delivered to either object easily allows you to identify each one. The
bowling ball resists being moved much more strongly than does the inflated ball. Resis-
mass A measurement of the tance to movement depends on the amount of matter in an object, and mass is an actual
amount of matter in an object. measurement of the amount of matter present.
The term weight is probably more familiar to you than mass, but the two are related.
All objects are attracted to each other by gravity, and the greater their mass, the stronger
weight A measurement of the the attraction between them. The weight of an object on Earth is a measurement of the
gravitational force acting on an gravitational force pulling the object toward Earth. An object with twice the mass of a
object.
second object is attracted with twice the force, and therefore has twice the weight of the
second object. The mass of an object is constant no matter where it is located (even if it
is in a weightless condition in outer space). However, the weight of an object depends on
the strength of the gravitational attraction to which it is subjected. For example, a rock
that weighs 16 pounds on Earth would weigh about 2.7 pounds on the moon because the
gravitational attraction is only about one-sixth that of Earth. However, the rock contains
the same amount of matter and thus has the same mass whether it is located on Earth or
on the moon.
Despite the difference in meaning between mass and weight, the determination of mass
is commonly called “weighing.” We will follow that practice in this book, but we will use
the correct term mass when referring to an amount of matter.
4 Chapter 1
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et notre bagage botanique. — Une grande partie du plateau est
occupé par des touffes de Sarothamnus purgans et de Buplevrum
spinosum, entre lesquelles croissent les : Carex hordeistichos,
Erodium cicutarium, Medicago Cupaniana, Scleranthus annuus var.,
Carduus macrocephalus, Paronychia Aurasiaca, Asphodeline lutea,
Othonna cheirifolia ; de larges espaces sont couverts de Plantago
Coronopus et d’Evax Heldreichii, dont les rosettes sont appliquées
sur le sol.
La pente sud par laquelle nous faisons l’ascension du pic du
Mahmel, entièrement déboisée et composée de rochers et de
pierres éboulées, ne présente que quelques touffes espacées de
Sarothamnus purgans et de Buplevrum spinosum ; le Draba
Hispanica commence aussi à y paraître à peu de distance du
plateau. Sur cette pente croissent la plupart des plantes des
pâturages de la région, et dans sa partie supérieure nous retrouvons
presque la même végétation que nous avait déjà offerte le Djebel
Tougour. — Un plateau rocailleux, étroit, étendu de l’est à l’ouest,
constitue le sommet du pic (2,306 mètres d’altitude) qui, au nord-est,
termine la chaîne du Djebel Mahmel et celle du Djebel Groumbt-el-
Dib. Les plantes de cette sommité sont encore en grande partie
celles de la pente sud. La pente nord, également pierreuse, est
coupée de nombreux massifs de rochers. A environ 50 mètres au-
dessous du sommet, de larges cavités, creusées dans les rochers
ou circonscrites par eux, sont remplies d’une épaisse couche de
neige, malgré la saison déjà avancée (7 juin) ; ces trous à neige, qui
se rencontrent sur une assez grande étendue de l’est à l’ouest, ne
nous ont pas paru descendre très bas sur la pente. Dans les points
que la neige a abandonnés, et où les plantes sont encore étiolées
par leur long séjour sous l’épaisse couche de neige qui vient
seulement de disparaître, et quelquefois sur la neige elle-même,
nous voyons fuir devant nous des essaims de sauterelles tellement
nombreux, que de larges espaces en sont entièrement couverts. La
voracité de ces insectes est telle qu’un bien petit nombre de plantes
ont été respectées (Evax Heldreichii, Gagea polymorpha, Muscari
racemosum, Arabis ciliata). Les pâturages de ce versant ne
consistent guère que dans quelques espèces dont il ne reste que
des vestiges, et dans l’intervalle desquelles le sol est couvert de
Plantago Coronopus et d’un gazon d’un blanc éclatant d’Evax
Heldreichii. — La pente nord est entièrement déboisée ; quelques
arbres n’apparaissent qu’à sa partie inférieure, dans les ravins qui
descendent vers la vallée de Bouzina, et qu’il ne nous a pas été
donné de pouvoir explorer.
Un col assez profond (Teniat-Mahmel) sépare le pic, extrémité du
Djebel Mahmel de la chaîne du Djebel Groumbt-el-Dib. Le point le
plus élevé de cette dernière montagne, dans le voisinage du col,
égale au moins en altitude le sommet du pic du Djebel Mahmel, et
présente une crête de rochers qui sépare la pente nord de la pente
sud. Dans les anfractuosités et les fentes de ces rochers croissent
de nombreuses touffes de l’Erodium trichomanæfolium, dont les
gazons tapissent de larges espaces presque à l’exclusion de toute
autre végétation, et ce point est jusqu’ici l’unique station de la plante
en Algérie. Sur la pente nord, immédiatement au-dessous de la crête
de rochers, dans un terrain calcaire, meuble et pierreux, nous
rencontrons le Papaver Rhœas mêlé à un grand nombre d’espèces
parisiennes, que nous avions déjà observées sur la sommité du
Djebel Mahmel. — La pente sud de la montagne, tout à fait analogue
au versant correspondant par lequel nous avons fait l’ascension du
Djebel Mahmel, ne nous offre guère que les mêmes espèces.
En quittant le plateau élevé situé à la base du pic du Djebel
Mahmel, nous traversons des bois qui s’étendent depuis la grotte où
nous avons campé (environ 1,850 mètres d’altitude) jusqu’à la vallée
de l’Oued Abdi ; ces bois sont composés presque exclusivement de
Quercus Ilex et de Juniperus Oxycedrus ; nous y retrouvons
également le Fraxinus dimorpha.
La partie supérieure de la vallée de l’Oued Abdi (Fedj-Geurza),
dans le voisinage des sources de la rivière, est occupée par
quelques douars et de belles moissons de Blé et d’Orge qui ne sont
pas encore (8 juin) parvenues à maturité. — Les pâturages du fond
de la vallée, où dominent les Graminées, sont beaucoup plus riches
que ceux des plateaux que nous venons de quitter, et nous y
recueillons plusieurs espèces intéressantes, entre autres les Triticum
hordeaceum, Avena macrostachya, Catananche montana, espèces
nouvelles pour la science.
Liste des plantes observées sur les Djebel Mahmel et Groumbt-el-Dib et dans la
vallée de Fedj-Geurza[31].
Renonculacées.
Ceratocephalus falcatus Pers. — Fedj. (Eur.).
*Ranunculus rectirostris Coss. et DR. — Ch. inf.
demissus DC. ? — M. s. (Hisp. Or.).
arvensis L. — Ch. inf. et sup. Fedj. (Eur. Or.).
*macrophyllus Desf. — Fedj.
Berbéridées.
Berberis vulgaris L. var. australis Boiss. — Tl. sup. (Hisp. Cors. Sard. Sic. Or.).
Papavéracées.
Papaver hybridum L. — Ch. inf. (Eur. Or. Can.).
Rhœas L. — Ch. inf. G. somm. (Eur. As. Can.).
Rœmeria hybrida DC. — Ch. inf. (Med. Tauri. Æg. Arab.).
Hypecoum pendulum L. — Ch. inf. (Eur. austr. occ. Tun. Arab.).
Crucifères.
Matthiola tristis R. Br. — Tl. (Hisp. Gall. austr. It. Græc.).
Nasturtium officinale R. Br. — Ch. inf. (Eur. As.).
asperum Coss. (Sisymbrium asperum L.). — Plat. (Eur. occ.).
Arabis auriculata Lmk. — M. s. M. somm. G. somm. (Eur. centr. austr. Tauri.).
ciliata R. Br. — M. n. (Eur.).
Alyssum Atlanticum Desf. — M. somm. M. n. (Hisp. Cret.).
serpyllifolium Desf. — M. somm. (Hisp.).
Granatense Boiss. et Reut. — M. s. M. somm. (Hisp.).
*scutigerum DR. — Ch. inf.
Draba Hispanica Boiss. — M. s. M. somm. M. n. (Hisp. austr.).
Thlaspi perfoliatum L. — M. s. M. n. G. s. G. somm. (Eur. Tauri. Æg. Pers.).
Hutchinsia petræa R. Br. — M. somm. (Eur. centr. austr.).
Sisymbrium crassifolium Cav. — Ch. inf. Fedj. (Hisp.).
Erysimum australe J. Gay. var. (E. longifolium Guss.). — Ch. inf. M. s. M. somm.
M. n. G. s. (Gall. It.).
strictum Fl. Wett. var. micranthum J. Gay. — Tl. sup. (Hisp. Cauc.).
Orientale R. Br. — Ch. inf. (Eur. As. Jap.).
Camelina sativa Cr. var. pubescens. — Ch. inf. sup. (Eur.).
Neslia paniculata Desv. — Ch. inf. Fedj. (Eur.).
Æthionema saxatile R. Br. — M. s. (Eur. centr. austr. Or.).
Brassica Gravinæ Ten. — M. s. G. s. (Tun. It. Sic.).
Sinapis pubescens L. — G. s. M. s. (Hisp. Sic.).
Eruca sativa Lmk. — Ch. inf. (Eur. centr. austr. Or.).
Rapistrum Linnæanum Boiss. et Reut. — Ch. inf. (Hisp. Gall.).
Cistinées.
Helianthemum rubellum Presl. — Fedj. (Hisp. Sic.).
glaucum Pers. var. croceum. — M. s. M. n. G. s. (Hisp. Sard. It. Sic.).
Violariées.
Viola gracilis Sibth. et Sm. — M. n. (It. Sic. Or.).
Résédacées.
Reseda alba L. — Ch. inf. (Med. Or.).
Caryophyllées.
Silene Italica DC. var. — Ch. inf. (Eur. austr.).
Holosteum umbellatum L. — M. s. M. somm. M. n. G. somm. (Eur.).
Arenaria serpyllifolia L. — M. s. M. somm. (Eur. Sib.).
Alsine setacea Mert. et Koch var. pubescens Fenzl. — Tl. sup. Plat. M. n. G. s.
(Or.).
Cerastium dichotomum L. — Ch. inf. Tl. sup. Fedj. (Hisp.).
*glomeratum Thuill. — Fedj. (Eur.).
brachypetalum Desp. — M. somm. G. somm. (Gall. Germ.).
*Atlanticum DR. — Fedj.
Malvacées.
Malope stipulacea Cav. — Ch. inf. et sup. M. n. G. s. Fedj. (Hisp. austr.).
Géraniacées.
Geranium dissectum L. — Fedj. (Eur. Or. Can.).
Erodium trichomanæfolium L’Hérit. — G. somm. (Hisp. Syr.).
cicutarium L’Hérit. — Plat. G. s. (Eur. Or.).
*montanum Coss. et DR. — M. s. (Tun.).
Rhamnées.
Rhamnus Alaternus L. var. prostrata Boiss. — G. s. (Eur. austr.).
Alpinus L. — G. n. (Eur.).
Légumineuses.
Sarothamnus purgans Gren. et Godr. (Genista purgans L.). — Plat. M. s. M.
somm. M. n. G. s. G. somm. Fedj. (Gall. centr.).
Genista cinerea DC. — Tl. sup. (Hisp. Gall. It.).
Argyrolobium Linnæanum Walp. — Tl. sup. (Med.).
Ononis Cenisia L. — Tl. sup. M. n. (Eur. austr. occ.).
Columnæ All. — Tl. sup. (Eur. centr. austr.).
Anthyllis erinacea L. — Tl. sup. Fedj. (Hisp.).
*Numidica Coss. et DR. — Tl. sup. Fedj.
*Medicago secundiflora DR. — Fedj. (Tun.).
Cupaniana Guss. — Ch. sup. Plat. M. s. (It.).
sativa L. — Ch. inf. (Hisp. Or.).
orbicularis Willd. — Fedj. (Med. Eur. occ.).
muricata Benth — Fedj. (Med. occ.).
Trigonella Monspeliaca L. — Fedj. (Tun. Eur. austr. Or.).
polycerata L. — Fedj. (Gall. austr. Hisp. Tauri.).
Melilotus sulcata Desf. — Fedj. (Tun. Med. Æg.).
*Trifolium sphærocephalum Desf. — Fedj.
glomeratum L. — Fedj. (Eur. centr. occ. Can.).
repens L. — Fedj. (Eur. Sib.).
campestre Schreb. — Fedj. (Eur. Or.).
Lotus corniculatus L. — Fedj. (Eur. Or.).
Tetragonolobus siliquosus Roth. — Tl. sup. (Eur.).
Astragalus Glaux L. — G. n. (Hisp.). sesameus L. — Fedj. (Med. Or.).
*geniculatus Desf. — Ch. inf.
Monspessulanus L. — Fedj. (Eur. austr. centr. Or.).
Arthrolobium scorpioides DC. — Ch. inf. (Med. Or.).
Hippocrepis scabra DC. — Fedj. (Hisp.).
unisiliquosa L. — Ch. inf. (Med.).
Onobrychis argentea Boiss. var. — Fedj. (Hisp.).
Vicia glauca Presl. — M. s. (Sard. Sic.).
sativa L. — M. s. (Eur.).
Rosacées.
Prunus prostrata Labill. — M. s. M. n. G. s. (Med. austr.).
Rosa canina L. var. collina. — Fedj. cot. (Eur. As.).
Cratægus monogyna Jacq. var. hirsuta Boiss. — Ch. inf. Tl. sup. (Hisp. Sic.).
Paronychiées.
Herniaria hebecarpa J. Gay. — Fedj. (Sic. Syr. Abyss.).
Paronychia serpyllifolia DC. — M. s. M. n. (Eur. austr.).
*Aurasiaca Webb. — Plat. M. s. M. n. G. s. G. n. Fedj.
Polycarpon Bivonæ J. Gay. — Ch. inf. M. s. Fedj. (Tun. Sic.).
Scleranthus annuus L. var. (S. polycarpus DC.). — Plat. Fedj. (Eur. centr.
austr.).
Minuartia campestris Lœfl. — Fedj. (Hisp.).
Crassulacées.
Sedum album L. var. — G. s. (Tun. Eur.).
Nevadense Coss. — Plat. (Hisp.).
acre L. — M. s. M. n. (Eur.).
Saxifragées.
Saxifraga tridactylites L. — M. somm. (Eur. Or.).
Carpetana Boiss. et Reut. — M. somm. M. n. (Hisp.).
Ombellifères.
Eryngium campestre L. — Fedj. (Tun. Eur. centr. austr.).
*Carum Mauritanicum Boiss. et Reut. — Ch. sup. Fedj. (Tun.).
Buplevrum spinosum L. f. — Tl. sup. Plat. M. s. M. n. G. s. Fedj. (Hisp.).
Seseli montanum L. var. nanum (Gaya Pyrenaica Gaud.). — M. n. G. n. Fedj.
(Pyr. Hisp.).
Caucalis leptophylla L. — Ch. inf. (Eur. austr. Or.).
daucoides L. — Ch. inf. (Eur. centr. austr. Or.).
Turgenia latifolia Hoffm. — Ch. inf. (Eur. centr. austr.).
Rubiacées.
Asperula arvensis L. — Ch. inf. (Eur. centr. austr. Or.).
Galium tricorne With. — Ch. inf. (Tun. Eur. centr. austr.).
Parisiense L. var. trichocarpum Tausch. — Fedj. (Tun. Med.).
Valérianées.
Valerianella carinata Lois. — M. s. G. s. G. somm. (Eur.).
Valeriana tuberosa L. — M. somm. M. n. G. somm. (Med. Or.).
Dipsacées.
Scabiosa crenata Cyr. var. breviseta. — Plat. Fedj. (It. Sic. Græc.).
Composées (Cynarocéphales).
*Othonna cheirifolia L. — Tl. sup. Plat. M. s. M. n. G. s. Fedj. (Tun.).
Xeranthemum inapertum Willd. — M. s. G. n. Fedj. (Eur. centr. austr. Or.).
*Centaurea acaulis L. — Fedj. (Tun.).
Parlatoris Heldr. — Fedj. (Sic. Græc.).
Calcitrapa L. — Ch. sup. (Eur. Or.).
*Carduncellus calvus Boiss. et Reut. — Ch. inf.
*Atlanticus Coss. et DR. — Ch. inf.
pinnatus DC. — Tl. sup. M. s. M. somm. G. s. Fedj. (Sic.).
Onopordon macracanthum Schousb. — Tl. sup. (Mar. Hisp.).
Carduus macrocephalus Desf. — Tl. sup. Plat. M. s. G. n. Fedj. (Tauri.).
pycnocephalus L. — G. s. (Eur. austr. Or.).
Picnomon Acarna Cass. — Tl. sup. Fedj. (Eur. austr. Or.).
Jurinæa humilis DC. var. Bocconi. — M. somm. M. n. G. n. Fedj. (Med. occ.).
Composées (Corymbifères).
Bellis sylvestris Cyr. — M. s. G. somm. (Med. Or.).
Evax Heldreichii Parlat. — Tl. sup. Plat. M. s. M. somm. M. n. G. s. Fedj. (Sic.).
Micropus supinus L. — Tl. sup. (Tun. Med. Or.).
bombycinus Lag. — Ch. inf. Tl. sup. Fedj. (Med. Or.).
Inula montana L. — M. somm. Fedj. cot. (Eur. centr. austr. Tauri.).
Anthemis tuberculata Boiss. — M. somm. G. somm. Fedj. (Hisp.).
Anacyclus Pyrethrum Cass. — Tl. sup. Fedj. (Arab. Syr.).
Santolina squarrosa Willd. — Tl. sup. Fedj. (Gall. austr. Hisp.).
Artemisia campestris L. — Tl. sup. Fedj. (Eur. Or.).
Herba-alba Asso. — Fedj. (Tun. Hisp. Æg.).
*Helichrysum lacteum Coss. et DR. — M. s. M. somm. M. n. G. n. G. s. Fedj.
*Senecio giganteus Desf. — Fedj.
Nebrodensis L. — M. s. M. somm. (It. Sic.).
Composées (Chicoracées).
Scolymus Hispanicus L. — Ch. inf. (Tun. Eur. occ. austr. Can.).
*Catananche montana Coss. et DR. — Fedj.
Seriola lævigata L. — Fedj. cot. (Tun. Sic.).
Leontodon hispidus L. var. — Fedj. (Eur.).
*helminthioides Coss. et DR. — Ch. inf. Tl. sup.
Tragopogon porrifolius L. — Ch. inf. (Gall. occ. Med. Can.).
Taraxacum obovatum DC. — Fedj. (Med. occ.).
Phœnixopus vimineus Rchb. — M. s. G. s. (Eur. centr. austr.).
Sonchus asper L. — Ch. inf. (orbe fere toto).
Hieracium Pilosella L. — M. s. G. s. Fedj. (Eur.).
Primulacées.
Androsace maxima L. — M. somm. M. n. (Eur. Cauc. Sib.).
Anagallis linifolia L. — Ch. inf. (Tun. Med. occ. austr.).
Oléacées.
*Fraxinus dimorpha Coss. et DR. — Tl. Fedj. cot.
Convolvulacées.
Convolvulus lineatus L. — Fedj. (Eur. austr. Or.).
Borraginées.
Lithospermum incrassatum Guss. — M. n. G. n. G. somm. (Tun. Med. Or.).
Alkanna tinctoria Tausch. — Ch. inf. (Eur. austr. Or.).
Anchusa Italica L. — Ch. inf. sup. (Tun. Eur. centr. austr. Or.).
Myosotis stricta Link. — M. somm. (Eur. occ.).
Scrophularinées.
Linaria heterophylla Desf. — M. s. (Sic. Or.).
simplex DC. — M. s. M. somm. G. s. G. n. (Eur. austr. Or.).
reflexa Desf. — M. s. G. s. G. n. (Tun. med. occ. austr.).
*flexuosa Desf. — G. s.
*Veronica rosea Desf. — Tl. sup. Fedj. (Hisp. ?).
arvensis L. — Fedj. (Eur. As. Am. bor. Can.).
præcox L. — M. s. M. somm. G. somm. (Eur. centr. austr.).
Labiées.
*Thymus ciliatus Benth. var. — Ch. inf. et sup. M. s. Fedj.
Calamintha alpina Link. — M. s. G. s. (Eur. centr. austr.).
Salvia patula Desf. — Tl. sup. Fedj. (Med. austr. Or.).
Verbenaca L. — Fedj. (Tun. Eur. centr. austr. Or.).
Marrubium vulgare L. — Tl. sup. (Eur. Or.).
Lamium longiflorum Ten. — G. s. M. s. (Tun. Eur. austr.).
amplexicaule L. — M. s. M. somm. M. n. G. s. Fedj. (Eur. As.).
Teucrium Chamædrys L. — Fedj. (Eur.).
Plumbaginées.
Armeria longearistata Boiss. et Reut. — M. s. M. somm. G. n. G. somm. (Hisp.).
Plantaginées.
Plantago Coronopus L. — Plat. M. n. G. s. G. n. Fedj. (Eur. Can.).
Daphnoïdées.
*Passerina virescens Coss. et DR. — Fedj.
Euphorbiacées.
*Euphorbia luteola Coss. et DR. — Tl. sup. Plat. M. s. G. s. Fedj.
Cupulifères.
Quercus Ilex L. — Fedj. cot. (Gall. occ. Med.).
Conifères.
Juniperus Oxycedrus L. — Fedj. cot. (Med. Or.).
Phœnicea L. — Fedj. cot. (Tun. Med. Or.).
Ephedra Græca C. A. Mey. (E. Nebrodensis Guss.). — Tl. sup. (Sic. Græc.).
Iridées.
Gladiolus Ludoviciæ Jan (G. Byzantinus Guss.). — Ch. inf. (Tun. Med. Or.).
Romulea Bulbocodium Sebast. et Maur. — M. n. (Eur. occ. austr.).
Liliacées.
Tulipa Celsiana Redout. — G. somm. (Gall. austr. Lus. Hisp.).
Gagea polymorpha Boiss. — M. n. G. s. (Hisp. Lus. Cors. Sic. Græc.).
Muscari racemosum Mill. var. ? — M. n. (Eur.).
comosum Mill. — Ch. sup. (Eur. centr. austr. Æg. Or.).
Asphodeline lutea Rchb. — Plat. M. s. Fedj. (Med. Or. Sib. Cauc.).
Cypéracées.
Carex echinata Desf. — Tl. sup. Plat. (Tun. Med.).
hordeistichos Vill. — Tl. sup. (Gall. Hisp. Germ. It. Cauc.).
distans L. — Tl. sup. (Eur. Cauc. Am. bor.).
Graminées.
Alopecurus pratensis L. var. ventricosus. — Tl. sup. Fedj. (Eur. bor. Ross.
Cauc. Sib. Pers. Hisp.).
Phleum pratense L. — Fedj. (Eur. Sib. Am. bor.).
Phalaris truncata Guss. — Ch. inf. Fedj. (It. Sic.).
minor Retz. — Ch. inf. (Tun. Eur. occ. austr. Arab. Can.).
Stipa gigantea Lag. — M. s. (Hisp. It. Sic.).
Ampelodesmos tenax Link. — Fedj. (Tun. Med. occ. austr.).
Echinaria capitata Desf. — Tl. sup. M. s. M. somm. M. n. G. s. G. somm. (Eur.
austr. Or.).
Avena pratensis L. — Fedj. (Eur. Sib.).
*macrostachya Balansa. — G. n.
Poa bulbosa L. — M. somm. M. n. (Eur. centr. austr. Or.).
Melica Cupani Guss. — M. s. (It. Sic.).
Kœleria cristata Pers. — Fedj. (Eur. Sib.).
Valesiaca Gaud. — M. somm. Fedj. (Hisp. Gall. Helv.).
Wangenheimia Lima Trin. — Ch. inf. (Hisp.).
Dactylis glomerata L. — Fedj. (Eur. As. Am. bor.).
Cynosurus elegans Desf. — Fedj. (Eur. austr. Can.).
Festuca cynosuroides Desf. — Ch. inf. M. s. M. somm. G. s. G. somm. (Hisp.).
ovina L. var. duriuscula. — M. s. M. n. G. s. (Eur. As.).
arundinacea Schreb. — Fedj. (Eur. As.).
Bromus erectus L. — Fedj. (Tun. Eur. Cauc.).
tectorum L. — Ch. inf. Tl. sup. M. s. Fedj. (Tun. Eur. Cauc. Arab.).
rubens L. — Ch. inf. (Med.).
*Triticum hordeaceum Coss. et DR. — G. n. G. somm. Fedj.
Hordeum bulbosum L. — Fedj. (Med. Or.).
murinum L. — Ch. inf. (Eur. Or. B. sp. Am. austr.).
Elymus crinitus Schreb. — Ch. inf. Fedj. (Med.).
Ægilops ovata L. var. triaristata. — Fedj. (Tun. Hisp. Gall. austr. It. Or.).
ventricosa Tausch. — Fedj. (Hisp.).
Fougères.
Asplenium Ruta-muraria L. — G. s. (Eur. Sib.).
Adianthum-nigrum L. — G. s. (Eur. centr. austr.).
La vallée de l’Oued Abdi que nous allons quitter, l’une des plus
riches de l’Aurès, est un curieux sujet d’étude pour le voyageur, car,
sur une longueur d’environ 15 lieues, il y voit représentées toutes les
zones de végétation de l’Algérie, depuis l’oasis du Sahara jusqu’aux
pâturages alpestres. Il ne manque à cette fertile vallée, pour rivaliser
avec les contrées les plus favorisées, que les belles forêts de
Cèdres qui couvrent d’autres parties des monts Aurès. — Dans la
partie inférieure de la vallée, de Branis à Beni-Zouik, le Dattier
constitue des oasis, et est la culture dominante ; à Ménah, il n’est
déjà plus qu’un ornement au milieu des arbres fruitiers du midi de
l’Europe ; à Haïdous, le Noyer et les arbres fruitiers du centre de
l’Europe peuplent seuls les vergers ; enfin à Fedj-Geurza se
retrouvent seulement encore quelques rares cultures au milieu des
pâturages de la région montagneuse. — Les nombreux villages qui
occupent les deux revers de la vallée sont construits en terre, il est
vrai, mais n’en révèlent pas moins chez leurs habitants un degré de
civilisation bien supérieur à celui des tribus nomades qui n’ont que la
tente pour tout abri. — La population nombreuse de ces villages
laisserait peu de place à la colonisation ; mais il n’est pas douteux
que, sous l’influence protectrice de la France, les indigènes ne
puissent augmenter encore les richesses d’une contrée déjà
fertilisée par leurs travaux et leur industrie. — Il ne faut pas d’ailleurs
s’exagérer l’aversion des Kabyles des monts Aurès (Chaouia) pour
les chrétiens ; nous avons pu avec l’escorte d’un seul spahis
parcourir une grande partie du pays, où aucun Européen ne peut
pénétrer sans une autorisation spéciale, et cela sans avoir jamais
couru l’ombre d’un danger, et en recevant partout l’accueil empressé
non-seulement des chefs représentant l’autorité française, mais
encore des populations elles-mêmes qui nous témoignaient une
curiosité bienveillante, et se faisaient un plaisir de nous fournir des
difa souvent onéreuses pour de petites localités, et auxquelles notre
appétit européen ne nous permettait, à leur grand regret, de ne faire
honneur que d’une manière trop imparfaite. Partout notre tente était
dressée avant notre arrivée qui était attendue avec impatience, et la
reconnaissance de ces braves gens, pour les légers services
médicaux que nous pouvions leur rendre, s’exprimait par des signes
non équivoques. A Haïdous, je fus assez heureux pour améliorer
rapidement, au moyen de quelques cautérisations, l’ophthalmie
grave de la femme d’un paysan de la localité, et la preuve de la
confiance du mari en mes connaissances médicales ne se fit pas
attendre : le brave homme s’empressa de m’amener son mulet
boiteux, espérant que ma science, qui avait pu être de quelque utilité
à sa femme, ne serait pas moins efficace pour la guérison de sa
bête.
La protection éclairée que l’on accorde actuellement au culte
musulman n’est pas un des moyens les moins efficaces de nous
rallier des populations qui, pour nous aimer, n’ont besoin que de
nous mieux connaître. Le respect de l’influence des marabouts si
vénérés de leurs tribus, et la construction de mosquées par les soins
de l’administration française, ont plus fait pour empêcher les excès
du fanatisme religieux, et prévenir les insurrections, qui prendraient
pour drapeau la différence de religion, que toutes les persécutions,
qui n’étaient pas loin de l’esprit de ceux qui ont longtemps pensé
que l’élément indigène devait être repoussé au delà des limites de
notre occupation, sinon entièrement détruit ; car le fanatisme de
quelques colons mal inspirés a osé aller jusque-là. — Qu’il me soit
permis de citer un fait tout personnel comme preuve de la tolérance
religieuse des Chaouia : à Menah, au retour de l’exploration du ravin
de l’Oued Bouzina, dans laquelle il nous avait fallu traverser
plusieurs fois la rivière, nous étions fort embarrassés pour changer
de vêtements, au milieu du nombreux entourage qu’il nous était
impossible d’éloigner ; on nous désigna, sans aucune hésitation,
comme un lieu fort convenable pour nous soustraire aux regards des
curieux, la mosquée de l’endroit construite par un marabout vénéré.
La race kabyle a été l’objet de trop d’études pour que nous
puissions espérer ajouter aux connaissances déjà acquises ; mais
nous comprenons trop l’importance de la force humaine, comme
principal agent de l’agriculture, pour hésiter à entrer ici dans
quelques considérations sur des faits que l’exercice de la médecine
dans les tribus nous a permis de constater de la manière la plus
authentique. Malgré leur civilisation déjà avancée et leurs instincts
laborieux, les Kabyles de l’Aurès ne s’en livrent pas moins à tous les
débordements d’un déplorable libertinage, cause puissante de
dépopulation et d’abâtardissement[32] pour une race remarquable
par la beauté de son type, et qui, par ses caractères généraux, se
rapproche beaucoup de celle du centre de l’Europe.
Ce n’est pas sans regret que nous quittons la charmante vallée
de l’Oued Abdi ; mais nous sommes pressés d’aller explorer le
Djebel Cheliah, dont nous voyons dans le lointain les vastes forêts
de Cèdres. Nous descendons la pente rapide d’un ravin qui nous
conduit à El Hdour (environ 1,610 mètres d’altitude), à la source de
l’un des affluents de l’Oued El-Abiad ; les montagnes des environs
sont couvertes de bois composés de Chênes-verts (Quercus Ilex et
var. Ballota) et de Fraxinus dimorpha, entre lesquels se montrent de
nombreux pieds de Juniperus thurifera, espèce d’Espagne et
d’Orient qui n’avait pas encore été observée en Algérie ; ce dernier
arbre descend jusque dans la vallée, et, vu de loin, il rappelle un
peu, par la grosseur de son tronc et la disposition de ses branches,
les Saules blancs étêtés qui entourent les prairies du centre de la
France ; dans le fond de la vallée sont d’assez vastes champs de
Blé entourés de murs et bien arrosés. Au sud, la montagne d’Iche-
moul montre la partie supérieure de ses pentes couvertes d’arbres
de forme pyramidale, que nos guides nous assurent être des
Cèdres. — De Hdour à Em-Medinah, nous suivons une vallée
creusée de ravins argilo-schisteux, dont les pentes présentent des
bois clairsemés, et dans lesquels le Juniperus Oxycedrus vient
remplacer le J. thurifera ; dans ces mêmes bois se voient également
quelques pieds de Pinus Halepensis.
La vallée de Em-Medinah (environ 1,390 mètres d’altitude),
assez vaste et bien arrosée, s’étend à la base du Djebel Cheliah,
dont l’immense massif la limite au nord-est ; d’autres montagnes
beaucoup moins élevées complètent le cirque qui la circonscrit ; de
nombreuses ruines romaines, qui ont fait donner son nom à la vallée
(Em-Medinah, la ville), montrent qu’elle fut jadis un centre important
de population ; des ruisseaux, origine de l’Oued El-Abiad, en
fertilisent les cultures ; de riches moissons de Blé, qui ne sont pas
encore parvenues à maturité (9 juin), occupent une assez grande
étendue de ce sol fertile. Les Arabes n’ont pas d’établissement fixe à
Em-Medinah, et n’y viennent camper que pendant l’été et l’automne
pour y faire paître leurs troupeaux, et se livrer aux travaux de la
culture ; pendant les froids de l’hiver, alors que la vallée est le plus
souvent couverte par la neige, ils vont établir leurs douars dans les
pâturages de la région saharienne. En raison de l’altitude, les
champs n’ont besoin que d’irrigations assez rares, et seulement
lorsque les épis sont déjà formés ; la moisson a lieu en août, et l’on
retrouve ici les habitudes sahariennes : la paille est coupée à peu de
distance des épis, et le dépicage du Blé et de l’Orge est pratiqué au
moyen de chevaux ou de mulets. Les mêmes champs ne sont
jamais cultivés deux années de suite, comme ceux de la vallée de
l’Oued Abdi, qui, par les soins des habitants, sont devenus de
véritables jardins constamment en culture. — Dans les pâturages
dominent les espèces suivantes, la plupart européennes :
*Ranunculus macrophyllus Desf.
Nasturtium officinale R. Br.
Capsella Bursa-pastoris DC.
Arenaria serpyllifolia L.
*Cerastium Atlanticum DR.
Malope stipulacea Cav.
Geranium dissectum L.
Medicago Cupaniana Guss.
— sativa L.
Trifolium pratense L.
— repens L.
— resupinatum L.
— fragiferum L.
— campestre Schreb.
Lotus corniculatus L.
Hippocrepis unisiliquosa L.
Vicia sativa L.
*Echinops spinosus L.
*Silybum eburneum Coss. et DR.
Cirsium Monspessulanum All.
Evax Heldreichii Parlat.
Micropus bombycinus Lagasc.
Artemisia campestris L.
*Senecio giganteus Desf.
Nonnea micrantha Boiss. et Reut.
Veronica Anagallis L.
Mentha Pulegium L.
Rumex crispus L.
*Euphorbia luteola Coss. et DR.
— Nicæensis All.
Zannichellia macrostemon J. Gay. — Ruisseaux.
Juncus glaucus Ehrh.
Carex divisa Huds.
— distans L.
Alopecurus pratensis L. var. ventricosus.
Poa trivialis L.
Festuca arundinacea Schreb.
Brachypodium distachyum Rœm. et Sch.
Hordeum secalinum Schreb.
Dans les moissons et dans les terrains anciennement cultivés, la

végétation spontanée est également constituée en grande partie par
des espèces européennes :
Liste des plantes observées dans les moissons et les terrains anciennement
cultivés de la vallée de Em-Medinah.
Ceratocephalus falcatus Pers.

*Ranunculus macrophyllus Desf.
Delphinium Orientale J. Gay.
Papaver Rhœas L.
Hypecoum pendulum L.
Ranunculus chærophyllos L. var. flabellatus.
Sisymbrium crassifolium Cav.
Erysimum Orientale R. Br.
Alyssum campestre L.
Neslia paniculata Desv.
Camelina sativa Cr. var. pubescens.
Rapistrum Linnæanum Boiss. et Reut.
Reseda alba L.
— Luteola L. var. crispata.
Cerastium dichotomum L.
Malva sylvestris L.
Erodium cicutarium L’Hérit.
Geranium dissectum L.
Ruta montana L.
Ononis Natrix L.
Medicago apiculata Willd.
— sativa L.
Lotus corniculatus L.
*Paronychia Aurasiaca Webb.
Eryngium campestre L.
Caucalis leptophylla L.
Turgenia latifolia Hoffm.
Scandix Pecten-Veneris L.
Asperula arvensis L.
Galium verum L.
*Valerianella fallax Coss. et DR.
— discoidea Lois.
*Carduncellus Atlanticus Coss. et DR.
*Silybum eburneum Coss. et DR.
Picnomon Acarna Cass.
Cirsium echinatum DC.
Carduus macrocephalus Desf.
Onopordon macracanthum Schousb.
*Centaurea acaulis L.
— pullata L.
— Nicæensis All.
— Calcitrapa L.
Micropus supinus L.
— bombycinus Lagasc.
Scolymus maculatus L.
Leontodon hispidus L.
Urospermum Dalechampii Desf.
Echium Italicum L.
Nonnea nigricans DC.
Anchusa Italica Retz.
Rochelia stellulata Rchb.
Salvia Verbenaca L.
Phlomis Herba-venti L.
Plantago albicans L.
— Lagopus L.
— Coronopus L.
Polygonum Bellardi All.
*Passerina virescens Coss. et DR.
Phalaris truncata Guss.
Phleum pratense L. var. nodosum
Echinaria capitata Desf.
Trisetum flavescens P. B.
Avena barbata Brot.
— sterilis L.
Poa trivialis L.
Bromus tectorum L.
— maximus Desf.
Lolium perenne L.
*Triticum hordeaceum Coss. et DR.
Hordeum murinum L.
— maritimum With.
— secalinum Schreb.
Ægilops ventricosa Tausch.
Les coteaux, au sud de la vallée, présentent le Fraxinus

dimorpha, et des pieds de Juniperus thurifera d’un beau
développement. Les pentes des montagnes plus élevées qui
dominent ces coteaux sont occupées par d’assez beaux bois, dont
les essences principales sont le Chêne-vert (Quercus Ilex), le
Juniperus Oxycedrus, et le Pinus Halepensis, et où le Calycotome
spinosa et l’Anthyllis erinacea avec le Buplevrum spinosum forment
des buissons peu élevés. Dans un champ enclavé dans ces bois,
nous trouvons pour la première fois une espèce nouvelle du genre
Brassica des mieux caractérisées (Brassica dimorpha) avec d’autres
plantes intéressantes. — Les clairières de ces mêmes bois nous
offrent le Catananche cærulea, des touffes non fleuries du Scabiosa
crenata, les Festuca triflora et cynosuroides, etc.
Liste des plantes observées sur les coteaux au sud-est de la vallée de Em-
Medinah.
Adonis æstivalis L. — Moissons.

*Brassica dimorpha Coss. et DR. — Moissons.
Arabis auriculata Lmk.
Alyssum serpyllifolium Desf.
Helianthemum rubellum Presl.
Polygala rosea Desf.
Silene inflata Sm.
Calycotome spinosa Link.
Ononis Cenisia L.
— Columnæ All.
Anthyllis erinacea L.
*— Numidica Coss. et DR.
Hippocrepis scabra DC.
*Hedysarum pallidum Desf. — Moissons.
Sedum acre L.
Buplevrum spinosum L.
— paniculatum Brot.
*Selinopsis montana Coss. et DR.
Pimpinella Tragium DC.
Asperula hirsuta Desf.
Galium erectum Huds.
Crucianella angustifolia L.
Scabiosa crenata Cyrill.
*Othonna cheirifolia L.
Jurinæa humilis DC. var. Bocconi.
Onopordon macracanthum Schousb.
Carduus macrocephalus Desf.
Centaurea alba L.
— pubescens Willd.
*Atractylis cæspitosa Desf.
Inula montana L.
Catananche cærulea L.
Seriola lævigata L.
Hieracium Pilosella L.
*Fraxinus dimorpha Coss. et DR.
Convolvulus lineatus L.
— Cantabrica L.
— arvensis L.
*Veronica rosea Desf.
Calamintha alpina Lmk.
Salvia Verbenaca L.
Brunella alba Pall.
*Passerina virescens Coss. et DR.
Quercus Ilex L.
— — var. Ballota.
Juniperus Oxycedrus L.
— thurifera L.
Pinus Halepensis Mill.
Asphodelus ramosus L.
Muscari comosum Mill. — Moissons.
Carex Halleriana Asso.
Stipa barbata Desf.
— gigantea Lagasc.
Ampelodesmos tenax Link.
Avena pratensis L.
Cynosurus elegans Desf.
Bromus tectorum L.
Festuca triflora Desf.
— cynosuroides Desf.
La pente nord du Djebel Cheliah est coupée de ravins profonds,

espacés, creusés par les ruisseaux qui se jettent dans l’Oued
Essora. En longeant l’un de ces ravins les plus rapprochés d’Em-
Medinah, nous traversons de beaux bois composés de Fraxinus
dimorpha, de Chênes-verts (Quercus Ilex et var. Ballota), de
Juniperus Oxycedrus, qui s’élève seulement à quelques centaines
de mètres au-dessus de la base de la montagne ; les branches de
ce dernier arbre présentent fréquemment de véritables bouquets de
l’Arceutholobium Oxycedri. Au-dessus des bois, jusqu’à la base du
premier pic, s’étendent des pâturages ras analogues à ceux que
nous retrouvons dans la partie déboisée du pic principal. Le seul
arbre que nous observions dans ces pâturages, au-dessus de 1,800
mètres d’altitude, est un pied de Juniperus thurifera, que nous
n’avons pas retrouvé ailleurs sur le versant nord de la montagne.

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iv About the Authors

Chapter 1 2.5 Isotopes and Atomic Weights 57

1.1 What Is Matter? 4 Key Terms and Concepts 66

1.2 Properties and Changes 5 Exercises 66

1.4 Classifying Matter 10 Chemistry for Thought 69

1.5 Measurement Units 13 Allied Health Exam Connection 70

1.6 The Metric System 14 Case Study 46

Forces between particles 100 Key Terms and Concepts 165

8.1 Spontaneous and Nonspontaneous Exercises 311

processes 322 Exercises 382

11.4 Functional Groups: The Organization Chemistry for Thought 422

Alcohols, phenols, and Ethers 424 Case Study 458

Chemistry Around us 13.2 General Chemistry for Thought 514

Chapter 16 Additional Exercises 580

19.1 The Amino Acids 611 Additional Exercises 665

19.2 Zwitterions 614 Chemistry for Thought 666

Chapter 20 Concept Summary 697

for Life 702 Key Terms and Concepts 754

Appendix A The International System

the image of Chemistry

theme and organization

new to this edition

●● New Chemistry Tips for Living Well: Stay Hydrated

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

ASK A PHARMACIST 12.1

Chemistry Around us. These boxed features present everyday applications of

ChemisTry Tips for Living WeLL 14.1

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

STUdy SKILLS 14.1

(O) H2, Pt alcohol

Oxidation Hydrogenation Hemi formation

Carboxylic No Primary Secondary

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

Allied health Exam Connection. These examples of chemistry questions from

Allied health Exam Connection

possible Course outlines

What other factors should the doctor consider when microcephaly is

Matter, Measurements, and Calculations 3

1.1 What Is Matter?

Dans les moissons et dans les terrains anciennement cultivés, la

Ceratocephalus falcatus Pers.

Les coteaux, au sud de la vallée, présentent le Fraxinus