,Solution manual for Chemistry for Today General,
Organic, and Biochemistry, 10th Edition Spencer L.
Seager
Notes
1- All Chapters are step by step.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Instructor Solutions Manual
Chemistry for Today
General, Organic, and Biochemistry
TENTH 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
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
, Instructor Solutions Manual © 2022 Cengage Learning, Inc.
Chemistry for Today: General,
Organic, and Biochemistry,
10th Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Spencer L. Seager
copyright owner.
Michael R. Slabaugh
Maren S. Hansen
For product information and technology assistance, contact us at
Cengage Customer & Sales Support, 1-800-354-9706
or support.cengage.com.
For permission to use material from this text or product, submit all
requests online at www.cengage.com/permissions.
Cengage
200 Pier 4 Boulevard
Boston, MA 02210
USA
Cengage is a leading provider of customized learning solutions
with employees residing in nearly 40 different countries and sales in
more than 125 countries around the world. Find your local representative
at: www.cengage.com.
To learn more about Cengage platforms and services, register or access
your online learning solution, or purchase materials for your course, visit
www.cengage.com.
53384_FM_rev04.indd 2 22/04/21 10:24
, Table of Contents
General Chemistry
Chapter 1 Matter, Measurements, and Calculations 4
Chapter 2 Atoms and Molecules 32
Chapter 3 Electronic Structure and the Periodic Law 54
Chapter 4 Forces Between Particles 68
Chapter 5 Chemical Reactions 95
Chapter 6 The States of Matter 122
Chapter 7 Solutions and Colloids 146
Chapter 8 Reaction Rates and Equilibrium 185
Chapter 9 Acids, Bases, and Salts 214
Chapter 10 Radioactivity and Nuclear Processes 250
Organic Chemistry
Chapter 11 Organic Compounds: Alkanes 268
Chapter 12 Unsaturated Hydrocarbons 305
Chapter 13 Alcohols, Phenols, and Ethers 340
Chapter 14 Aldehydes and Ketones 371
Chapter 15 Carboxylic Acids and Esters 398
Chapter 16 Amines and Amides 430
Biochemistry
Chapter 17 Carbohydrates 459
Chapter 18 Lipids 483
Chapter 19 Proteins 507
Chapter 20 Enzymes 532
Chapter 21 Nucleic Acids and Protein Synthesis 551
Chapter 22 Nutrition and Energy for Life 572
Chapter 23 Carbohydrate Metabolism 589
Chapter 24 Lipid and Amino Acid Metabolism 609
Chapter 25 Body Fluids 627
, Chapter 1
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
4
, Chapter 1
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 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 in
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 towards 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
5
, Chapter 1
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.
PROPERTIES AND CHANGES (SECTION 1.2)
1.7 a. The plum’s color, smell, and taste have changed. This was a change in composition; therefore,
it is a chemical change.
b. The water vapor can be condensed into liquid water and its properties will not have changed
by the boiling. The composition of the water has not changed by boiling; therefore, it is a
physical change.
c. The glass pieces still have the same chemical composition as the original glass window. This
was a change that did not involve composition; therefore, it is a physical change.
d. The food is broken down into components that can be used by the body. This is a change that
involves composition; therefore, it is a chemical change.
1.8 a. The two pieces of the stick still have the same chemical composition as the original stick. This
was a change that did not involve composition; therefore, it is a physical change.
b. As the candle burns, it produces carbon dioxide, water, soot, and other products. This is a
change that involves composition; therefore, it is a chemical change.
c. The pieces of rock salt have the same chemical composition as the original larger piece of rock
salt. This was a change that did not involve composition; therefore, it is a physical change.
d. Many tree leaves are green in the spring and summer because of the green chlorophyll that is
used in photosynthesis to produce energy for the tree. During these seasons, the tree stores the
extra energy so that in autumn when the days grow shorter, the chlorophyll is no longer
needed. As the leaves in the cell stop producing chlorophyll, the other colors present in the
leaves become more visible. This change involves composition; therefore, it is a chemical
change.
1.9 a. Physical: a state of matter
b. Chemical: binding indicates a change in composition
c. Chemical: corrosion indicates a change in composition
d. Chemical: neutralizes indicates a change in composition
e. Physical: color is easily observed
1.10 a. The phase of matter at room temperature is a physical property because the composition does
not change while making this observation.
b. The reaction between two substances is a chemical property because the composition of the
products differs from the reactants. The products for the reaction between sodium metal
and water are sodium hydroxide and hydrogen gas. (Note: Predicting the products for this
type of chemical reaction is covered in Section 9.6)
c. Freezing point is a physical property because the composition does not change while making
this observation.
d. The inability of a material to form new products by rusting is a chemical property because rust
would have a different chemical composition than gold. Attempting to change the chemical
composition of a material is a test of chemical property regardless of whether the attempt is
successful.
6
, Chapter 1
e. The color of a substance is a physical property because the composition does not change while
making this observation.
A MODEL OF MATTER (SECTION 1.3)
1.11 The alcohol is reversibly changed from a liquid to a solid and back again. The alcohol is the same
material regardless of state. Changes in phase are physical changes.
1.12 a. Yes: the change in melting point indicates a different substance has been formed.
Also, the evolved gas is a different substance.
b. No: it must be different because its melting point is different from that of aspirin.
c. The aspirin molecules must be larger because the atoms of the aspirin were divided between
the molecules of the new solid and the molecule of the evolved gas.
d. Heteroatomic: Because the aspirin changed into two different substances, molecules of
aspirin must contain at least two different kinds of atoms.
1.13 a. Yes, the white solid particles have different properties than the red solid; therefore, the
molecules of the phosphorus have been changed by the process of burning.
b. Yes, the white solid particles have different properties than the red solid; therefore, the
collected white solid is a different substance than the phosphorus.
c. The molecules of the white solid contain a substance in addition to phosphorus (oxygen).
The elemental phosphorus contained only phosphorus atoms, but the white solid must
contain more kinds of atoms than phosphorus because the properties changed by burning;
therefore, the molecules of the white solid should be larger.
d. The molecules of the collected white solid are heteroatomic because they contain more than
one type of atom.
1.14 Carbon dioxide is heteroatomic. If oxygen and carbon atoms react to form one product, then carbon
dioxide must contain these two types of atoms.
1.15 Hydrogen peroxide is heteroatomic. If water (which contains hydrogen and oxygen atoms) and oxygen
gas can be produced from hydrogen peroxide, then hydrogen peroxide must contain both hydrogen
and oxygen atoms.
1.16 Water is heteroatomic. If breaking water apart into its components produces both hydrogen gas and
oxygen gas, then water must contain two types of atoms.
1.17 Heteroatomic: If the products contain hydrogen (in H2) and carbon (in CO2), the hydrogen and carbon
must have come from glucose, making it heteroatomic.
CLASSIFYING MATTER (SECTION 1.4)
1.18 a. Substance A is a compound because it is composed of molecules that contain more than one
type of atom.
b. Substance D is an element because it is composed of molecules that contain only one type of
atom.
c. Substance E is a compound because it is a pure substance that can break down into at least
two different materials. Substances G and J cannot be classified because no tests were
performed on them.
7
, Chapter 1
1.19 a. Substance L is a compound. It is formed by combining two elements.
b. Substances M and Q cannot be classified. Without further testing it is impossible to tell if
the substances are elements or compounds.
c. Substance X cannot be classified. The absence of a change is not conclusive evidence that a
substance is an element or a compound.
1.20 a. Substance R might appear to be an element based on the tests performed. It has not
decomposed into any simpler substances based on these tests; however, this is not an
exhaustive list of tests that could be performed on Substance R. Substance R cannot be
classified as an element or a compound based on the information given.
b. Substance T is a compound. It is composed of at least two different elements because it
produced two different substances on heating.
c. The solid left in part b cannot be classified as an element or a compound. No tests have been
performed on it.
1.21 Early scientists incorrectly classified calcium oxide (lime) as an element for a number of years. It is
possible this mistake in classification was made because calcium oxide was the product of decomposing
limestone (calcium carbonate) and it was difficult to further decompose the lime into the elements of
calcium and oxygen.
1.22 a. heterogeneous
b. homogeneous
c. homogeneous
d. heterogeneous
e. homogeneous
f. homogeneous
g. heterogeneous
1.23 a. Muddy flood water It is heterogeneous because it does not have the same
composition throughout (concentration of mud/debris depends
on water depth).
b. Gelatin dessert It is homogeneous because it has the same composition
throughout.
c. Normal urine It is homogeneous because it has the same composition
throughout.
d. Smog-filled air It is heterogeneous because it does not have the same
composition throughout (concentration of smog, oxygen, other
gases depend on the altitude.)
e. An apple It is heterogeneous because it does not have the same
composition throughout (skin, meat, seeds.)
f. Mouthwash It is homogeneous because it has the same composition
throughout.
g. Petroleum jelly It is homogeneous because it has the same composition
throughout.
8
Organic, and Biochemistry, 10th Edition Spencer L.
Seager
Notes
1- All Chapters are step by step.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Instructor Solutions Manual
Chemistry for Today
General, Organic, and Biochemistry
TENTH 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
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
, Instructor Solutions Manual © 2022 Cengage Learning, Inc.
Chemistry for Today: General,
Organic, and Biochemistry,
10th Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Spencer L. Seager
copyright owner.
Michael R. Slabaugh
Maren S. Hansen
For product information and technology assistance, contact us at
Cengage Customer & Sales Support, 1-800-354-9706
or support.cengage.com.
For permission to use material from this text or product, submit all
requests online at www.cengage.com/permissions.
Cengage
200 Pier 4 Boulevard
Boston, MA 02210
USA
Cengage is a leading provider of customized learning solutions
with employees residing in nearly 40 different countries and sales in
more than 125 countries around the world. Find your local representative
at: www.cengage.com.
To learn more about Cengage platforms and services, register or access
your online learning solution, or purchase materials for your course, visit
www.cengage.com.
53384_FM_rev04.indd 2 22/04/21 10:24
, Table of Contents
General Chemistry
Chapter 1 Matter, Measurements, and Calculations 4
Chapter 2 Atoms and Molecules 32
Chapter 3 Electronic Structure and the Periodic Law 54
Chapter 4 Forces Between Particles 68
Chapter 5 Chemical Reactions 95
Chapter 6 The States of Matter 122
Chapter 7 Solutions and Colloids 146
Chapter 8 Reaction Rates and Equilibrium 185
Chapter 9 Acids, Bases, and Salts 214
Chapter 10 Radioactivity and Nuclear Processes 250
Organic Chemistry
Chapter 11 Organic Compounds: Alkanes 268
Chapter 12 Unsaturated Hydrocarbons 305
Chapter 13 Alcohols, Phenols, and Ethers 340
Chapter 14 Aldehydes and Ketones 371
Chapter 15 Carboxylic Acids and Esters 398
Chapter 16 Amines and Amides 430
Biochemistry
Chapter 17 Carbohydrates 459
Chapter 18 Lipids 483
Chapter 19 Proteins 507
Chapter 20 Enzymes 532
Chapter 21 Nucleic Acids and Protein Synthesis 551
Chapter 22 Nutrition and Energy for Life 572
Chapter 23 Carbohydrate Metabolism 589
Chapter 24 Lipid and Amino Acid Metabolism 609
Chapter 25 Body Fluids 627
, Chapter 1
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
4
, Chapter 1
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 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 in
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 towards 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
5
, Chapter 1
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.
PROPERTIES AND CHANGES (SECTION 1.2)
1.7 a. The plum’s color, smell, and taste have changed. This was a change in composition; therefore,
it is a chemical change.
b. The water vapor can be condensed into liquid water and its properties will not have changed
by the boiling. The composition of the water has not changed by boiling; therefore, it is a
physical change.
c. The glass pieces still have the same chemical composition as the original glass window. This
was a change that did not involve composition; therefore, it is a physical change.
d. The food is broken down into components that can be used by the body. This is a change that
involves composition; therefore, it is a chemical change.
1.8 a. The two pieces of the stick still have the same chemical composition as the original stick. This
was a change that did not involve composition; therefore, it is a physical change.
b. As the candle burns, it produces carbon dioxide, water, soot, and other products. This is a
change that involves composition; therefore, it is a chemical change.
c. The pieces of rock salt have the same chemical composition as the original larger piece of rock
salt. This was a change that did not involve composition; therefore, it is a physical change.
d. Many tree leaves are green in the spring and summer because of the green chlorophyll that is
used in photosynthesis to produce energy for the tree. During these seasons, the tree stores the
extra energy so that in autumn when the days grow shorter, the chlorophyll is no longer
needed. As the leaves in the cell stop producing chlorophyll, the other colors present in the
leaves become more visible. This change involves composition; therefore, it is a chemical
change.
1.9 a. Physical: a state of matter
b. Chemical: binding indicates a change in composition
c. Chemical: corrosion indicates a change in composition
d. Chemical: neutralizes indicates a change in composition
e. Physical: color is easily observed
1.10 a. The phase of matter at room temperature is a physical property because the composition does
not change while making this observation.
b. The reaction between two substances is a chemical property because the composition of the
products differs from the reactants. The products for the reaction between sodium metal
and water are sodium hydroxide and hydrogen gas. (Note: Predicting the products for this
type of chemical reaction is covered in Section 9.6)
c. Freezing point is a physical property because the composition does not change while making
this observation.
d. The inability of a material to form new products by rusting is a chemical property because rust
would have a different chemical composition than gold. Attempting to change the chemical
composition of a material is a test of chemical property regardless of whether the attempt is
successful.
6
, Chapter 1
e. The color of a substance is a physical property because the composition does not change while
making this observation.
A MODEL OF MATTER (SECTION 1.3)
1.11 The alcohol is reversibly changed from a liquid to a solid and back again. The alcohol is the same
material regardless of state. Changes in phase are physical changes.
1.12 a. Yes: the change in melting point indicates a different substance has been formed.
Also, the evolved gas is a different substance.
b. No: it must be different because its melting point is different from that of aspirin.
c. The aspirin molecules must be larger because the atoms of the aspirin were divided between
the molecules of the new solid and the molecule of the evolved gas.
d. Heteroatomic: Because the aspirin changed into two different substances, molecules of
aspirin must contain at least two different kinds of atoms.
1.13 a. Yes, the white solid particles have different properties than the red solid; therefore, the
molecules of the phosphorus have been changed by the process of burning.
b. Yes, the white solid particles have different properties than the red solid; therefore, the
collected white solid is a different substance than the phosphorus.
c. The molecules of the white solid contain a substance in addition to phosphorus (oxygen).
The elemental phosphorus contained only phosphorus atoms, but the white solid must
contain more kinds of atoms than phosphorus because the properties changed by burning;
therefore, the molecules of the white solid should be larger.
d. The molecules of the collected white solid are heteroatomic because they contain more than
one type of atom.
1.14 Carbon dioxide is heteroatomic. If oxygen and carbon atoms react to form one product, then carbon
dioxide must contain these two types of atoms.
1.15 Hydrogen peroxide is heteroatomic. If water (which contains hydrogen and oxygen atoms) and oxygen
gas can be produced from hydrogen peroxide, then hydrogen peroxide must contain both hydrogen
and oxygen atoms.
1.16 Water is heteroatomic. If breaking water apart into its components produces both hydrogen gas and
oxygen gas, then water must contain two types of atoms.
1.17 Heteroatomic: If the products contain hydrogen (in H2) and carbon (in CO2), the hydrogen and carbon
must have come from glucose, making it heteroatomic.
CLASSIFYING MATTER (SECTION 1.4)
1.18 a. Substance A is a compound because it is composed of molecules that contain more than one
type of atom.
b. Substance D is an element because it is composed of molecules that contain only one type of
atom.
c. Substance E is a compound because it is a pure substance that can break down into at least
two different materials. Substances G and J cannot be classified because no tests were
performed on them.
7
, Chapter 1
1.19 a. Substance L is a compound. It is formed by combining two elements.
b. Substances M and Q cannot be classified. Without further testing it is impossible to tell if
the substances are elements or compounds.
c. Substance X cannot be classified. The absence of a change is not conclusive evidence that a
substance is an element or a compound.
1.20 a. Substance R might appear to be an element based on the tests performed. It has not
decomposed into any simpler substances based on these tests; however, this is not an
exhaustive list of tests that could be performed on Substance R. Substance R cannot be
classified as an element or a compound based on the information given.
b. Substance T is a compound. It is composed of at least two different elements because it
produced two different substances on heating.
c. The solid left in part b cannot be classified as an element or a compound. No tests have been
performed on it.
1.21 Early scientists incorrectly classified calcium oxide (lime) as an element for a number of years. It is
possible this mistake in classification was made because calcium oxide was the product of decomposing
limestone (calcium carbonate) and it was difficult to further decompose the lime into the elements of
calcium and oxygen.
1.22 a. heterogeneous
b. homogeneous
c. homogeneous
d. heterogeneous
e. homogeneous
f. homogeneous
g. heterogeneous
1.23 a. Muddy flood water It is heterogeneous because it does not have the same
composition throughout (concentration of mud/debris depends
on water depth).
b. Gelatin dessert It is homogeneous because it has the same composition
throughout.
c. Normal urine It is homogeneous because it has the same composition
throughout.
d. Smog-filled air It is heterogeneous because it does not have the same
composition throughout (concentration of smog, oxygen, other
gases depend on the altitude.)
e. An apple It is heterogeneous because it does not have the same
composition throughout (skin, meat, seeds.)
f. Mouthwash It is homogeneous because it has the same composition
throughout.
g. Petroleum jelly It is homogeneous because it has the same composition
throughout.
8
