Instructor’s Manual
Chemistry for Today
General, Organic, and Biochemistry
NINTH EDITION
Spencer L. Seager
University of South Dakota
Weber State University
Michael R. Slabaugh
University of South Dakota
Weber State University
Maren S. Hansen
West High School, Salt Lake City, UT
Prepared by
Maren S. Hansen
West High School, Salt Lake City, UT
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
, Table of Contents
General Chemistry
Chapter 1 Matter, Measurements, and Calculations 1
Chapter 2 Atoms and Molecules 28
Chapter 3 Electronic Structure and the Periodic Law 51
Chapter 4 Forces Between Particles 65
Chapter 5 Chemical Reactions 88
Chapter 6 The States of Matter 115
Chapter 7 Solutions and Colloids 138
Chapter 8 Reaction Rates and Equilibrium 172
Chapter 9 Acids, Bases, and Salts 197
Chapter 10 Radioactivity and Nuclear Processes 230
Organic Chemistry
Chapter 11 Organic Compounds: Alkanes 251
Chapter 12 Unsaturated Hydrocarbons 281
Chapter 13 Alcohols, Phenols, and Ethers 308
Chapter 14 Aldehydes and Ketones 333
Chapter 15 Carboxylic Acids and Esters 357
Chapter 16 Amines and Amides 384
Biochemistry
Chapter 17 Carbohydrates 408
Chapter 18 Lipids 428
Chapter 19 Proteins 445
Chapter 20 Enzymes 465
Chapter 21 Nucleic Acids and Protein Synthesis 481
Chapter 22 Nutrition and Energy for Life 497
Chapter 23 Carbohydrate Metabolism 511
Chapter 24 Lipid and Amino Acid Metabolism 528
Chapter 25 Body Fluids 544
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, Chapter 1: Matter, Measurements, and Calculations
CHAPTER OUTLINE
1.1 What Is Matter? 1.5 Measurement Units 1.9 Using Units in Calculations
1.2 Properties and Changes 1.6 The Metric System 1.10 Calculating Percentages
1.3 A Model of Matter 1.7 Large and Small Numbers 1.11 Density
1.4 Classifying Matter 1.8 Significant Figures
LEARNING OBJECTIVES/ASSESSMENT
When you have completed your study of this chapter, you should be able to:
1. Explain what matter is. (Section 1.1; Exercise 1.2)
2. Explain differences between the terms physical and chemical as applied to:
a. Properties of matter (Section 1.2; Exercises 1.10 b & c)
b. Changes in matter (Section 1.2; Exercises 1.8 a & b)
3. Describe matter in terms of the accepted scientific model. (Section 1.3; Exercise 1.12)
4. On the basis of observation or information given to you, classify matter into the correct category of
each of the following pairs:
a. Heterogeneous or homogeneous (Section 1.4; Exercise 1.22)
b. Solution or pure substance (Section 1.4; Exercise 1.24)
c. Element or compound (Section 1.4; Exercise 1.18)
5. Recognize the use of measurement units in everyday activities. (Section 1.5; Exercise 1.28)
6. Recognize units of the metric system, and convert measurements done using the metric system into
related units. (Section 1.6; Exercises 1.30 and 1.40)
7. Express numbers using scientific notation, and do calculations with numbers expressed in scientific
notation. (Section 1.7; Exercises 1.48 and 1.60)
8. Express the results of measurements and calculations using the correct number of significant figures.
(Section 1.8; Exercises 1.64 and 1.66)
9. Use the factor‐unit method to solve numerical problems. (Section 1.9; Exercise 1.82)
10. Do calculations involving percentages. (Section 1.10; Exercise 1.92)
11. Do calculations involving densities. (Section 1.11; Exercise 1.98)
LECTURE HINTS AND SUGGESTIONS
1. When describing chemistry as the “central science,” explain how everything around us is somehow
related to chemistry. Look around the classroom and point out things which are a result of the
study of chemistry; such as the plastic materials which make up part of the furniture, the paint on
the walls, the clothing that we have on, the paper that we write on, the ink that we write with, and
even the reactions which take place in our bodies which keep us alive.
2. Stress that a pure substance contains only one kind of basic building block or one kind of
constituent particle. Every constituent particle in a pure substance is the same. If there are two or
more kinds of constituent particles present, it is a mixture. Sugar has sugar molecules; water has
water molecules; and sugar water has both sugar molecules and water molecules.
3. Emphasize that an important characteristic of a pure substance is a constant composition. Give
some simple examples, such as water or salt, which when free of other substances, always have the
same composition regardless of source. Simple common solutions such as salt water can be used as
examples of mixtures. Also, stress that a mixture may have a varying composition. For example, salt
1
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, 2 Chapter 1
water may contain a very small amount of salt or a lot of salt. Salt water is a mixture. If it is left out
in an open dish, the water will evaporate (a physical process) leaving behind the salt.
4. Students sometimes miss the whole point behind significant figures. The most important point to convey
is that all measured data have some uncertainty associated with them that is inherent in the
measuring device. A simple demonstration is to have students measure the classroom width using
a rope knotted at about one meter intervals, a meter stick and a tape measure. Note: Since the knots
on the rope are not numbered, students need to manually count them. Have three students perform
the same counting. The results often differ significantly for a large classroom.
SOLUTIONS FOR THE END OF CHAPTER EXERCISES
WHAT IS MATTER? (SECTION 1.1)
1.1 If a heavy steel ball is suspended by a thin wire and hit from the side with a hammer on the
moon, the heavy steel ball will hardly move, just like on earth. This experiment depends only
on the mass of the ball and the hammer, not their weights.
1.2 All matter occupies space and has mass. Mass is a measurement of the amount of matter in
an object. The mass of an object is constant regardless of where the mass is measured.
Weight is a measurement of the gravitational force acting on an object. The weight of an
object will change with gravity; therefore, the weight of an object will be different at different
altitudes and on different planets.
1.3 To prove to a doubter that air is matter, precisely weigh a deflated balloon, then inflate it and
weigh it again. The mass of the inflated balloon will be greater than the mass of the deflated
balloon because the air in the inflated balloon has mass. The volume of the air is also clearly
evident in the increased size of the balloon.
1.4 The distance you can throw a bowling ball will change more than the distance you can roll a
bowling ball on a flat, smooth surface. When throwing a ball, gravity pulls the ball toward
the ground and air resistance slows its decent. The gravitational force on the moon is
approximately 1/6th the gravitational force that is present on the earth; therefore, when
throwing a ball on the moon, you should be able to throw it further than you can on earth.
The moon does not have air resistance. When rolling a ball, friction helps to slow down the
ball. If the flat, smooth surface is the same on the earth and the moon, the amount of friction
should remain constant.
1.5 a. If you were transported from a deep mine to the top of a tall mountain, your mass would
not be changed by the move because mass is independent of gravity.
b. If you were transported from a deep mine to the top of a tall mountain, your weight
would decrease because weight depends on gravity and gravity decreases with distance
from the earth’s center. A mountaintop is further from the earth’s center than a deep
mine; therefore, your weight will be less on the mountaintop.
1.6 The attractive force of gravity for objects near the earth’s surface increases as you get closer to
the center of the earth (Exercise 1.5). If the earth bulges at the equator, the people at the
equator are further from the center of the earth than people at the North Pole. If two people
with the same mass were weighed at the equator and at the North Pole, the person at the
equator would weigh less than the person at the North Pole because the gravitational force at
the North Pole is stronger than the gravitational force at the equator.
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chemistry for Today
General, Organic, and Biochemistry
NINTH EDITION
Spencer L. Seager
University of South Dakota
Weber State University
Michael R. Slabaugh
University of South Dakota
Weber State University
Maren S. Hansen
West High School, Salt Lake City, UT
Prepared by
Maren S. Hansen
West High School, Salt Lake City, UT
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
, Table of Contents
General Chemistry
Chapter 1 Matter, Measurements, and Calculations 1
Chapter 2 Atoms and Molecules 28
Chapter 3 Electronic Structure and the Periodic Law 51
Chapter 4 Forces Between Particles 65
Chapter 5 Chemical Reactions 88
Chapter 6 The States of Matter 115
Chapter 7 Solutions and Colloids 138
Chapter 8 Reaction Rates and Equilibrium 172
Chapter 9 Acids, Bases, and Salts 197
Chapter 10 Radioactivity and Nuclear Processes 230
Organic Chemistry
Chapter 11 Organic Compounds: Alkanes 251
Chapter 12 Unsaturated Hydrocarbons 281
Chapter 13 Alcohols, Phenols, and Ethers 308
Chapter 14 Aldehydes and Ketones 333
Chapter 15 Carboxylic Acids and Esters 357
Chapter 16 Amines and Amides 384
Biochemistry
Chapter 17 Carbohydrates 408
Chapter 18 Lipids 428
Chapter 19 Proteins 445
Chapter 20 Enzymes 465
Chapter 21 Nucleic Acids and Protein Synthesis 481
Chapter 22 Nutrition and Energy for Life 497
Chapter 23 Carbohydrate Metabolism 511
Chapter 24 Lipid and Amino Acid Metabolism 528
Chapter 25 Body Fluids 544
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, Chapter 1: Matter, Measurements, and Calculations
CHAPTER OUTLINE
1.1 What Is Matter? 1.5 Measurement Units 1.9 Using Units in Calculations
1.2 Properties and Changes 1.6 The Metric System 1.10 Calculating Percentages
1.3 A Model of Matter 1.7 Large and Small Numbers 1.11 Density
1.4 Classifying Matter 1.8 Significant Figures
LEARNING OBJECTIVES/ASSESSMENT
When you have completed your study of this chapter, you should be able to:
1. Explain what matter is. (Section 1.1; Exercise 1.2)
2. Explain differences between the terms physical and chemical as applied to:
a. Properties of matter (Section 1.2; Exercises 1.10 b & c)
b. Changes in matter (Section 1.2; Exercises 1.8 a & b)
3. Describe matter in terms of the accepted scientific model. (Section 1.3; Exercise 1.12)
4. On the basis of observation or information given to you, classify matter into the correct category of
each of the following pairs:
a. Heterogeneous or homogeneous (Section 1.4; Exercise 1.22)
b. Solution or pure substance (Section 1.4; Exercise 1.24)
c. Element or compound (Section 1.4; Exercise 1.18)
5. Recognize the use of measurement units in everyday activities. (Section 1.5; Exercise 1.28)
6. Recognize units of the metric system, and convert measurements done using the metric system into
related units. (Section 1.6; Exercises 1.30 and 1.40)
7. Express numbers using scientific notation, and do calculations with numbers expressed in scientific
notation. (Section 1.7; Exercises 1.48 and 1.60)
8. Express the results of measurements and calculations using the correct number of significant figures.
(Section 1.8; Exercises 1.64 and 1.66)
9. Use the factor‐unit method to solve numerical problems. (Section 1.9; Exercise 1.82)
10. Do calculations involving percentages. (Section 1.10; Exercise 1.92)
11. Do calculations involving densities. (Section 1.11; Exercise 1.98)
LECTURE HINTS AND SUGGESTIONS
1. When describing chemistry as the “central science,” explain how everything around us is somehow
related to chemistry. Look around the classroom and point out things which are a result of the
study of chemistry; such as the plastic materials which make up part of the furniture, the paint on
the walls, the clothing that we have on, the paper that we write on, the ink that we write with, and
even the reactions which take place in our bodies which keep us alive.
2. Stress that a pure substance contains only one kind of basic building block or one kind of
constituent particle. Every constituent particle in a pure substance is the same. If there are two or
more kinds of constituent particles present, it is a mixture. Sugar has sugar molecules; water has
water molecules; and sugar water has both sugar molecules and water molecules.
3. Emphasize that an important characteristic of a pure substance is a constant composition. Give
some simple examples, such as water or salt, which when free of other substances, always have the
same composition regardless of source. Simple common solutions such as salt water can be used as
examples of mixtures. Also, stress that a mixture may have a varying composition. For example, salt
1
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
, 2 Chapter 1
water may contain a very small amount of salt or a lot of salt. Salt water is a mixture. If it is left out
in an open dish, the water will evaporate (a physical process) leaving behind the salt.
4. Students sometimes miss the whole point behind significant figures. The most important point to convey
is that all measured data have some uncertainty associated with them that is inherent in the
measuring device. A simple demonstration is to have students measure the classroom width using
a rope knotted at about one meter intervals, a meter stick and a tape measure. Note: Since the knots
on the rope are not numbered, students need to manually count them. Have three students perform
the same counting. The results often differ significantly for a large classroom.
SOLUTIONS FOR THE END OF CHAPTER EXERCISES
WHAT IS MATTER? (SECTION 1.1)
1.1 If a heavy steel ball is suspended by a thin wire and hit from the side with a hammer on the
moon, the heavy steel ball will hardly move, just like on earth. This experiment depends only
on the mass of the ball and the hammer, not their weights.
1.2 All matter occupies space and has mass. Mass is a measurement of the amount of matter in
an object. The mass of an object is constant regardless of where the mass is measured.
Weight is a measurement of the gravitational force acting on an object. The weight of an
object will change with gravity; therefore, the weight of an object will be different at different
altitudes and on different planets.
1.3 To prove to a doubter that air is matter, precisely weigh a deflated balloon, then inflate it and
weigh it again. The mass of the inflated balloon will be greater than the mass of the deflated
balloon because the air in the inflated balloon has mass. The volume of the air is also clearly
evident in the increased size of the balloon.
1.4 The distance you can throw a bowling ball will change more than the distance you can roll a
bowling ball on a flat, smooth surface. When throwing a ball, gravity pulls the ball toward
the ground and air resistance slows its decent. The gravitational force on the moon is
approximately 1/6th the gravitational force that is present on the earth; therefore, when
throwing a ball on the moon, you should be able to throw it further than you can on earth.
The moon does not have air resistance. When rolling a ball, friction helps to slow down the
ball. If the flat, smooth surface is the same on the earth and the moon, the amount of friction
should remain constant.
1.5 a. If you were transported from a deep mine to the top of a tall mountain, your mass would
not be changed by the move because mass is independent of gravity.
b. If you were transported from a deep mine to the top of a tall mountain, your weight
would decrease because weight depends on gravity and gravity decreases with distance
from the earth’s center. A mountaintop is further from the earth’s center than a deep
mine; therefore, your weight will be less on the mountaintop.
1.6 The attractive force of gravity for objects near the earth’s surface increases as you get closer to
the center of the earth (Exercise 1.5). If the earth bulges at the equator, the people at the
equator are further from the center of the earth than people at the North Pole. If two people
with the same mass were weighed at the equator and at the North Pole, the person at the
equator would weigh less than the person at the North Pole because the gravitational force at
the North Pole is stronger than the gravitational force at the equator.
© 2018 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
