Complete Solutions Manual for Fundamentals of Chemistry for Today, General, Organic, and Biochemistry, 1st Edition by Spencer L. Seager, Tiffiny D. Rye-McCurdy, Ryan J. Yoder ; ISBN13: 9780357453421.....(Full Chapters included Chapter 1 to 15)...1. Matter, Measurements, and Calculations.
2. Atomic...
Fundamentals of Chemistry for
Today, General, Organic, and
Biochemistry, 1st Edition by
Spencer L. Seager
Complete Chapter Solutions Manual
are included (Ch 1 to 15)
** Immediate Download
** Swift Response
** All Chapters included
,Table of Contents
1. Matter, Measurements, and Calculations.
2. Atomic Structure and the Periodic Table.
3. Chemical Bonds: Molecule Formation.
4. The Mole and Chemical Reactions.
5: Molecular Shapes and Intermolecular Forces.
6. Gasses.
7. Acids, Bases, and Buffers.
8. Introduction to Organic Chemistry: Hydrocarbons.
9. Alcohols, Ethers, and Amines.
10. Carbonyl Compounds.
11. Carbohydrates.
12. Amino Acids and Proteins.
13. Nucleic Acids and Protein Synthesis.
14. Lipids.
15. Nutrition and Metabolism.
, Chapter 1
Chapter 1: Matter, Measurements, and Calculations
CHAPTER OUTLINE
1.1 What is Matter? 1.7 Significant Figures
1.2 Physical and Chemical Properties and Changes 1.8 Using Units in Calculations: An Introduction to
1.3 Classifying Matter Dimensional Analysis
1.4 Measurement Units 1.9 Calculating Percentages
1.5 The Metric System 1.10 Density and Its Applications
1.6 Large and Small Numbers: An Introduction to
Scientific Notation
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 the difference between the terms physical and chemical as they apply to the properties of
matter and changes in matter. (Section 1.2; Exercises 1.8 and 1.10)
3. Classify matter as an element, compound, homogenous mixture, or heterogeneous mixture. (Section
1.3; Exercises 1.16, 1.20, and 1.22)
4. Describe four measurement units used in everyday activities. (Section 1.4; Exercise 1.26))
5. Convert measurements within the metric system into related units. (Section 1.5; Exercises 1.28 and
1.38))
6. Convert temperatures measured in Fahrenheit to Celsius and vice versa. (Section 1.5; Exercises 1.41
and 1.42)
7. Express numbers using scientific notation. (Section 1.6; Exercises 1.46 and 1.47)
8. Perform calculations with numbers expressed in scientific notation. (Section 1.6; Exercises 1.58 and
1.59)
9. Express measurements and calculations using the correct number of significant figures. (Section 1.7;
Exercises 1.62 and 1.64)
10. Use dimensional analysis to solve numerical problems. (Section 1.8; Exercise 1.80)
11. Perform calculations involving percentages. (Section 1.9; Exercise 1.90)
12. Perform calculations involving densities. (Section 1.10; Exercise 1.96)
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 biochemical 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
, Chapter 1
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
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.
5. Explain that dimensional analysis is just a way to convert between units and it can really save time
when solving complex numerical problems. Begin by showing students how equalities can be
written as conversion factors (i.e., fractions) and then move to show how multiplying conversion
factors together can eliminate unwanted units and solve for the answer in the unit of interest.
Emphasize that learning this method may take some time, however, it can be used to solve
quantitative problems presented in not only chemistry but all the natural sciences, and thus it is time
well spent learning the method.
6. Providing a handout with commonly used conversion factors and equations is helpful when
introducing unit conversion and dimensional analysis. The example handout titled Chapter 1: Unit
Conversion on the next page could be used as a resource for students to reference as they problem
solve.
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