Note: Atomic masses shown here are 1999 values, rounded to 4 digits.
Lanthanides
Actinides
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.
The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.
Chemistry: Principles and Reactions, Seventh Edition
William L. Masterton, Cecile N. Hurley, and Edward J. Neth
Executive Editor, Chemistry: Lisa Lockwood
Developmental Editor: Alyssa White
Assistant Editor: Elizabeth Woods
Editorial Assistant: Krista Mastroianni
Media Editor: Stephanie Van Camp
Marketing Manager: Nicole Hamm
Marketing Assistant: Kevin Carroll
Marketing Communications Manager: Linda Yip
Content Project Manager: Tanya Nigh
Design Director: Rob Hugel
Art Director: John Walker
Print Buyer: Karen Hunt
Rights Acquisitions Specialist: Tom McDonough
Production Service: Graphic World, Inc.
Text Designer: Jeanne Calabrese
Photo Researcher: Scott Rosen, Bill Smith Group
Text Researcher: Isabel Saraiva
Copy Editor: Graphic World, Inc.
OWL Producers: Stephen Battisti, Cindy Stein, and David Hart in the Center for Educational Software Development at the University of Massachusetts, Amherst, and Cow Town Productions
Cover Designer: Riezebos Holzbaur/ Brie Hattey
Cover Image: Materials Research Society Science as Art Competition AND Samuel Rey-Mermet
For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706.
For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Further permissions questions can be e-mailed to permissionrequest@cengage.com.
Library of Congress Control Number: 2010940905
ISBN-13: 978-1-111-42710-8
ISBN-10: 1-111-42710-0
Brooks/Cole
20 Davis Drive
Belmont, CA 94002-3098
USA
Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global.
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
To learn more about Brooks/Cole, visit www.cengage.com/brooks/cole.
Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com.
Chemistry Principles and Reactions
William L. Masterton University of Connecticut
Cecile N. Hurley University of Connecticut
Edward J. Neth University of Connecticut
To the memory of our parents: Jose and Paulita Nespral, Edward and Ann Neth
Gratitude is the memory of the heart. (French Proverb)
Appendix
Appendix
This page intentionally left blank
Contents
1 Matter and Measurements 1
1.1 Matter and Its Classifications 2
1.2 Measurements 7
The Human Side: Antoine Lavoisier 15
1.3 Properties of Substances 15
Beyond the Classroom: Arsenic 21
Chapter Highlights 22
Summary Problem 23
Questions and Problems 23
2 Atoms, Molecules, and Ions 27
2.1 Atoms and the Atomic Theory 28
2.2 Components of the Atom 28
The Human Side: John Dalton 29
2.3 Quantitative Properties of the Atom 31
2.4 Introduction to the Periodic Table 37
2.5 Molecules and Ions 40
2.6 Formulas of Ionic Compounds 45
2.7 Names of Compounds 47
Beyond the Classroom: Ethyl Alcohol and the Law 53
Chapter Highlights 54
Summary Problem 54
Questions and Problems 55
3 Mass Relations in Chemistry; Stoichiometry 60
3.1 The Mole 61
3.2 Mass Relations in Chemical Formulas 68
3.3 Mass Relations in Reactions 73
Beyond the Classroom: Hydrates 82
Chapter Highlights 83
Summary Problem 84
Questions and Problems 84
4 Reactions in Aqueous Solution 90
4.1 Precipitation Reactions 91
4.2 Acid-Base Reactions 96
4.3 Oxidation-Reduction Reactions 103
The Human Side: Svante August Arrhenius 104
Beyond the Classroom: Reversible Color Changes 112
Chapter Highlights 113
Summary Problem 114
Questions and Problems 114
5 Gases 120
5.1 Measurements on Gases 121
5.2 The Ideal Gas Law 123
5.3 Gas Law Calculations 125
5.4 Stoichiometry of Gaseous Reactions 131
The Human Side: Amadeo Avogadro 135
5.5 Gas Mixtures: Partial Pressures and Mole Fractions 137
5.6 Kinetic Theory of Gases 140
5.7 Real Gases 146
Beyond the Classroom: Measurement of Blood Pressure 148
Chapter Highlights 149
Summary Problem 149
Questions and Problems 150
6 Electronic Structure and the Periodic Table 155
6.1 Light, Photon Energies, and Atomic Spectra 156
6.2 The Hydrogen Atom 161
6.3 Quantum Numbers 165
6.4 Atomic Orbitals; Shapes and Sizes 168
6.5 Electron Configurations in Atoms 169
The Human Side: Glenn Theodore Seaborg 173
6.6 Orbital Diagrams of Atoms 174
6.7 Electron Arrangements in Monatomic Ions 176
6.8 Periodic Trends in the Properties of Atoms 179
Beyond the Classroom: Why Do Lobsters Turn Red When Cooked? 184
Chapter Highlights 185
Summary Problem 186
Questions and Problems 186
7 Covalent Bonding 190
7.1 Lewis Structures; The Octet Rule 191
The Human Side: Gilbert Newton Lewis 200
7.2 Molecular Geometry 202
7.3 Polarity of Molecules 209
7.4 Atomic Orbitals; Hybridization 213
Beyond the Classroom: The Noble Gases 219
Chapter Highlights 220
Summary Problem 221
Questions and Problems 221
8 Thermochemistry 225
8.1 Principles of Heat Flow 226
8.2 Measurement of Heat Flow; Calorimetry 230
8.3 Enthalpy 233
8.4 Thermochemical Equations 234
8.5 Enthalpies of Formation 240
8.6 Bond Enthalpy 246
8.7 The First Law of Thermodynamics 248
Beyond the Classroom: Energy Balance in the Human Body 252
16.5 Effect of Temperature, Pressure, and Concentration on Reaction Spontaneity 510
16.6 The Free Energy Change and the Equilibrium Constant 514
16.7 Additivity of Free Energy Changes; Coupled Reactions 516
Beyond the Classroom: Rubber Elasticity: An Entropic Phenomenon 518
Chapter Highlights 519
Summary Problem 520
Questions and Problems 520
17 Electrochemistry 526
17.1 Voltaic Cells 527
17.2 Standard Voltages 531
17.3 Relations Between E°, ΔG°, and K 538
17.4 Effect of Concentration on Voltage 540
17.5 Electrolytic Cells 544
17.6 Commercial Cells 549
The Human Side: Michael Faraday 551
Beyond the Classroom: Fuel Cells: The Next Step in Chemical-to-Electrical-Energy Conversion? 554
Chapter Highlights 556
Summary Problem 556
Questions and Problems 557
18 Nuclear Reactions 563
18.1 Nuclear Stability 564
18.2 Radioactivity 565
The Human Side: Marie Curie 571
18.3 Rate of Radioactive Decay 571
18.4 Mass-Energy Relations 575
18.5 Nuclear Fission 579
18.6 Nuclear Fusion 582
Beyond the Classroom: Biological Effects of Radiation 584
Chapter Highlights 585
Summary Problem 585
Questions and Problems 586
19 Complex Ions 590
19.1 Composition of Complex Ions 591
19.2 Naming Complex Ions and Coordination Compounds 595
19.3 Geometry of Complex Ions 597
19.4 Electronic Structure of Complex Ions 601
The Human Side: Alfred Werner 602
Beyond the Classroom: Chelates: Natural and Synthetic 607
Chapter Highlights 609
Summary Problem 609
Questions and Problems 609
20 Chemistry of the Metals 612
20.1 Metallurgy 613
20.2 Reactions of the Alkali and Alkaline Earth Metals 619
20.3 Redox Chemistry of the Transition Metals 623
Beyond the Classroom: Essential Metals in Nutrition 629
Chapter Highlights 630
Summary Problem 631
Questions and Problems 631
21 Chemistry of the Nonmetals 633
21.1 The Elements and Their Preparation 634
21.2 Hydrogen Compounds of Nonmetals 638
21.3 Oxygen Compounds of Nonmetals 642
21.4 Oxoacids and Oxoanions 646
Beyond the Classroom: Arsenic and Selenium 653
Chapter Highlights 654
Summary Problem 654
Questions and Problems 655
22 Organic Chemistry 658
22.1 Saturated Hydrocarbons: Alkanes 659
22.2 Unsaturated Hydrocarbons: Alkenes and Alkynes 665
22.3 Aromatic Hydrocarbons and Their Derivatives 667
22.4 Functional Groups 670
22.5 Isomerism in Organic Compounds 678
22.6 Organic Reactions 683
Beyond the Classroom: Cholesterol 685
Chapter Highlights 687
Summary Problem 687
Questions and Problems 688
23 Organic Polymers, Natural and Synthetic 691
23.1 Synthetic Addition Polymers 692
23.2 Synthetic Condensation Polymers 695
23.3 Carbohydrates 698
23.4 Proteins 702
Beyond the Classroom: DNA Fingerprinting 710
Chapter Highlights 711
Summary Problem 712
Questions and Problems 712
Appendices
1 Units, Constants, and Reference Data 715
2 Properties of the Elements 721
3 Exponents and Logarithms 723
4 Molecular Orbitals 728
5 Answers to Even-Numbered and Challenge Questions and Problems 734
Index/Glossary 755
This page intentionally left blank
Preface
When a professor is asked what a preface is, she might paraphrase Webster’s dictionary thus:
A preface is an essay found at the beginning of a book. It is written by the author to set the book’s purpose and sometimes to acknowledge the assistance of others.
A nineteen-year-old college freshman, when asked what a preface is, could tell you that it was the debut album (released in August 2008) of hip-hop rapper eLZhi. This difference in mindset is the impetus for this edition.
We recognize that today’s freshmen are quite different from those of a few years ago. Text messaging and twitterTM have strongly influenced sentence length and structure. In current writing and conversation, short sentences or sentence fragments convey straightto-the-point information. Multimedia presentations are a way of life. Reflecting all this, we have come up with a seventh edition written by a “revised” team. The new member (EJN) is young enough to be fully in tune with today’s technology and speech.
Are We Still Committed to Writing a Short Book?
The answer is an emphatic yes! Rising tuition costs, depleted forests, and students’ aching backs have kept us steadfast in our belief that it should be possible to cover a text completely (or at least almost completely) in a two-semester course. The students (and their parents) justifiably do not want to pay for 1000-page books with material that is never discussed in the courses taught with those texts.
What Is Our Criterion for Writing a Short Book?
The common perception is that a short book is a low-level book. We believe, however, that treating general concepts in a concise way can be done without sacrificing depth, rigor, or clarity. Our criterion for including material continues to be its importance and relevance to the student, not its difficulty. To achieve this, we decided on the following guidelines.
1. Eliminate repetition and duplication wherever possible. Like its earlier editions, this text uses
• Only one method for balancing redox reactions, the half-equation method introduced in Chapter 4.
• Only one way of working gas-law problems, using the ideal gas law in all cases (Chapter 5).
• Only one way of calculating ΔH (Chapter 8), using enthalpies of formation.
• Only one equilibrium constant for gas-phase reactions (Chapter 12), the thermodynamic constant K, often referred to as Kp. This simplifies not only the treatment of gaseous equilibrium but also the discussion of reaction spontaneity (Chapter 16) and electrochemistry (Chapter 17).
2. Relegate to the Appendices or Beyond the Classroom essays topics ordinarily covered in longer texts. Items in this category include
• MO (molecular orbital) theory (Appendix 4). Our experience has been (and continues to be) that although this approach is important to chemical bonding, most general chemistry students do not understand it but only memorize the principles discussed in the classroom.
• Nomenclature of organic compounds. We believe that this material is of little value in a beginning course and is better left to a course in organic chemistry.
• Qualitative analysis. This is summarized in a few pages in an essay in Chapter 15 in the Beyond the Classroom section. An extended discussion of the qualitative scheme and the chemistry behind it belongs in a laboratory manual, not a textbook.
• Biochemistry. This material is traditionally covered in the last chapter of general chemistry texts. Although we have included several biochemical topics in the text (among them a discussion of heme in Chapter 19 and carotenoids in Chapter 6), we do not see the value of an entire chapter on biochemistry. Interesting as this material is, it requires a background in organic chemistry that first-year students lack.
3. Avoi d superfluous asides, applications to the real world, or stories about scientists in the exposition of principles. We have incorporated many applications in the context of problems and some of the exposition of general principles. In general, however, we have stayed with a bare-bones approach. Students can easily be distracted by interesting but peripheral tidbits while they are striving hard to understand the core concepts. We have put some of our favorite real-world applications and personal stories about scientists in separate sections, Beyond the Classroom and Chemistry: The Human Side. Our students tell us that they read these two sections first and that these are the parts of the book that “we really enjoy the most.” (Talk about faint praise!) They do admit to enjoying the marginal notes too.
How Has the Seventh Edition Evolved?
The principles of general chemistry have not changed, but the freshmen taking the course have. We hope that if they compare the sixth to the seventh edition, they will say, “This revision is written for me. It talks to me and uses language and thinking that I am more familiar with.” (Perhaps few students would be that forthcoming, but we can hope anyway!) The changes that we decided to make for a texting, tweeting, and FacebookTMconnected audience are to
• Change the approach of explaining examples. We have changed to a two-column format, using fewer words and showing step by step the analysis and thought processes that one should have when approaching quantitative problems. It is our expectation that as they repeatedly encounter the same analytical thought process in solving examples in the text, the students will employ that same process in solving other quantitative problems in their future science courses.
• Add flowcharts. We have delineated in a visual way (much like the algorithms students are familiar with on their iPodsTM and iPhonesTM) a pathway to follow for various topics. Among these are stoichiometry, naming compounds, and determining the acidity or basicity of a salt.
• Compile in tabular form data given in a problem. Students seem to grasp fairly well the complicated process of solving equilibrium problems. We believe this is because they have learned to organize the data in a table. We introduce them to a similar process for the interconversion of concentration units and for the determination of the nature of a solution after acids and bases are combined.
• Combine complex ion equilibria with precipitation equilibria in Chapter 15 to follow the discussion of gaseous, weak acid, weak base, and acid-base equilibria in Chapters 12–14.
• Reorganize the discussion of solubility. We start with solubility and Ksp for a single solute in solution and go on to the effect of Ksp on reactions.
• Move the chapter on complex ions to follow nuclear chemistry. We heard from many instructors that when time is short, they cover the equilibria section of the complex ion chapter and skip the rest. Although we believe that coordination compounds are very important, we also think that discussing nuclear chemistry is far more useful when we are educating students to become informed citizens and voters.
Detailed List of Changes by Chapter
Global Changes:
• Method of explaining the solution to the exercise; now done in a semitabular format
• Changes in about 20% of the topical end-of-chapter problems
• Revised art with enhanced labeling and several new photos
Chapter 1:
• New flowchart on the classification of matter, adding criteria for liquid, solid, and gas phases
• Additional discussion on mercury and digital thermometers
• New example showing conversion of units raised to a power
• Discussion on color and absorption moved to Chapter 6
• Beyond the Classroom (BTC) box on titanium replaced by box on arsenic
Chapter 2:
• New section on the quantitative aspects of the atom, which include atomic number, mass number, and from Chapter 3 (6e) atomic mass, isotopic abundance, mass of the individual atom, and Avogadro’s number
• Discussion on nuclear stability and radioactivity moved to the chapter on nuclear chemistry
• Two new flowcharts on the rules for naming compounds (molecular and ionic) added
Chapter 3:
• Section 3.1 (6e) now in Chapter 2
• Molarity (from Chapter 4 in 6e) is now a subsection (moles in solution) of the section on the mole
• New flowchart on conversion between number of particles, number of moles, and mass in grams
• New flowchart on solving stoichiometric problems
Chapter 4:
• Section 4.1 (6e) moved to Chapter 3
• New figure on the solubility of ionic compounds
• Precipitation diagram revised to include more exceptions
• New figure to illustrate how to determine whether a compound is soluble or insoluble
• New flowchart on solution stoichiometry
• New flowchart on determining the reacting species of an acid and base, both strong and weak
• New figure to illustrate on the molecular level what takes place in a titration
• Revised method for determining the oxidation number of an element in a compound
• Revised method for balancing redox half-reactions
Chapter 5:
• New flowchart for stoichiometry involving gaseous products and/or reactants
• New BTC on blood pressure
Chapter 6:
• Discussion on color and absorption moved from Chapter 1 (6e) to Section 6.1
Chapter 7:
• No changes
Chapter 8:
• Discussion on the bomb calorimeter expanded to include the amount of water and its contribution to q of the bomb
Chapter 9:
• New section on comparison of the solid, liquid, and gas phases
• New figure on vapor pressure equilibrium
• New BTC on supercritical CO2
Chapter 10:
• Derivation for 1 ppm 5 1 mg/L for dilute solutions in discussion on concentration included
• Explanation of the tabular method for the interconversion of concentration units
Chapter 11:
• New example on average rates
Chapter 12:
• Discussion on the relation between Kc and Kp (referred to as K) expanded
Chapter 13:
• Discussion on molecular structure and acid strength added
• New flowchart on determining the acidity or basicity of a salt
• Discussion of the Lewis model of acids and bases moved from Chapter 15 (6e) to Section 13.7
Chapter 14:
• New figure showing half-neutralization at the molecular level
• Expanded discussion and new figure on the titration of a diprotic acid
Chapter 15:
• New chapter: Complex Ion and Precipitation Equilibria
• Starts with complex ion equilibria, Kf, moved from Chapter 15 (6e)
• Section on solubility redone to include the effect of Ksp only on solutions (not reactions)
• New section on the role of Ksp in precipitate formation when two solutions are combined and made to react
• New section on dissolving precipitates and the use of multiple equilibria to determine K for the dissolution process
Chapter 16:
• Chapter 17 (6e)
• No changes
Chapter 17:
• Chapter 18 (6e)
• Discussion on storage voltaic cells expanded to include metal hydride and lithium ion batteries
Chapter 18:
• Chapter 19 (6e)
• New section on nuclear stability
• New discussion on nuclear reactors
Chapter 19:
• Revised Chapter 15 (6e)
• Section 19.1: Composition of Complex Ions (Chapter 15 in 6e)
• Section 19.2: New section on naming complex ions and coordination compounds (expanded Appendix 5 in 6e)
• Sections 19.3 and 19.4 (from Chapter 15 in 6e)
Chapters 20–23:
• No changes
Support Materials
OWL for General Chemistry
Instant Access OWL with eBook for Text (6 months) ISBN-10: 1-111-47864-3, ISBN-13: 978-1-111-47864-3
Instant Access OWL with eBook for Text (24 months) ISBN-10: 1-111-67398-5, ISBN-13: 978-1-111-67398-7
Authored by Roberta Day and Beatrice Botch of the University of Massachusetts, Amherst, and William Vining of the State University of New York at Oneonta. Improve student learning outcomes with OWL, the #1 online homework and tutorial system for chemistry. Developed by chemistry instructors for teaching chemistry, OWL includes powerful course management tools that make homework management a breeze, as well as advanced reporting and gradebook features that save you time in grading homework and tracking student progress. With OWL, you can address your students’ different learning styles through a wide range of assignment types, including tutorials, simulations, visualization exercises, and algorithmically generated homework questions with instant answer-specific feedback. Through OWL’s unique mastery learning approach, students can work at their own pace until they understand each concept and skill. Each time a student tries a problem, OWL changes the chemistry and wording of the question, as well as the numbers, to ensure student mastery.
OWL is continually enhanced with online learning tools to address the various learning styles of today’s students such as:
• eBooks: A fully integrated electronic version of your textbook correlated to OWL Mastery questions. This interactive eBook allows instructors to customize the content to fit their course. Rich multimedia resources, including embedded videos and animations, enhance the reading experience. Students and instructors can highlight key selections, add their own notes, and search the full text.
• Solutions Manual eBook in OWL: Professors can offer OWL access with the eBooks for the text and for the Solutions Manual. Students who do not initially purchase access to the Solutions Manual can upgrade to access the Solutions Manual eBook after registering in OWL.
• Quick Prep: A separate review course to help students learn essentials skills needed in General or Organic Chemistry.
• Go Chemistry® Video Lectures: Students can learn chemistry on the go with these downloadable lectures. Available for General Chemistry, Allied Health Chemistry, and Introductory/Prep Chemistry.
• For this textbook: OWL includes more parameterized end-of-chapter questions and Student Self-Assessment questions. After registering in OWL, students may upgrade their OWL access to include an e-version of the Student Solutions Manual.
With OWL, you’ll experience unmatched training, service, and expert support to help you implement your OWL course through the new CourseCare program. It features real people dedicated to you, your students, and your course from the first day of class through final exams. To learn more, contact your Cengage Learning representative or visit www.cengage.com/owl.
Instructor’s Manual by Cecile N. Hurley, University of Connecticut
This useful resource includes lecture outlines and lists of demonstrations for each chapter, as well as worked-out solutions for the text’s summary problems, odd-numbered end-of-chapter problems, and all Challenge Problems. Electronic files of the Instructor’s Manual can be found on the PowerLecture CD-ROM.
PowerLecture with JoinIn and ExamView® ISBN-10: 1-111-57151-1; ISBN-13: 978-1-111-57151-1
The PowerLecture is a digital presentation tool that contains prepared lecture slides and
a valuable library of resources such as art, photos, and tables from the text that faculty can use to create personalized lecture presentations. Also included is the complete Instructor’s Manual, ExamView digital test bank, samples of various printed supplements, JoinIn Student Response (clicker) questions tailored to this text, as well as simulations, animations, and mini movies to supplement your lectures.
Student Solutions Manual by Maria de Mesa and Thomas McGrath, Baylor University ISBN-10: 1-111-57060-4; ISBN-13: 978-1-111-57060-6
This manual contains complete solutions to all end-of-chapter Questions and Problems answered in Appendix 5, including the Challenge Problems. The authors include references to textbook sections and tables to help guide students to use the problem-solving techniques employed by authors.
Study Guide and Workbook by Cecile Hurley, University of Connecticut ISBN-10: 1-111-57059-0; ISBN-13: 978-1-111-57059-0
The Study Guide contains additional worked-out examples and problem-solving techniques to help students understand the principles of general chemistry. Each chapter is outlined for students with fill-in-the-blank activities, exercises, and self-tests.
Essential Algebra for Chemistry Students, 2e by David W. Ball, Cleveland State University ISBN-10: 0-495-01327-7; ISBN-13: 978-0-495-01327-3
This short book is intended for students who lack confidence and/or competency in the essential mathematics skills necessary to survive in general chemistry. Each chapter focuses on a specific type of skill and has worked-out examples to show how these skills translate to chemical problem solving. Includes references to OWL, our Web-based tutorial program, offering students access to online algebra skill exercises.
Survival Guide for General Chemistry with Math Review, 2e by Charles H. Atwood, University of Georgia ISBN-10: 0-495-38751-7; ISBN-13: 978-0-495-38751-0
Intended to help students practice for exams, this survival guide shows students how to solve difficult problems by dissecting them into manageable chunks. The guide includes three levels of proficiency questions—A, B, and minimal—to quickly build student confidence as they master the knowledge needed to succeed in the course.
Acknowledgments
Many people who have used this book—instructors, teaching assistants, students, and former students now teaching general chemistry—have e-mailed, written, and called with suggestions on how to improve the exposition. We are grateful to them all.
Reviewers who have helped in the preparation of this edition include the following:
Stephanie Meyers, Augusta State University
Donovan Dixon, University of Central Florida
Michael Masingale, LeMoyne College
Raymond Sadeghi, University of Texas, San Antonio
Lorrie Comeford, Salem State College
Stephanie Dillon, Florida State University
Hongqiu Zhao, University of Portland
Darlene Gandolfi, Manhattanville College
Daniel McCain, Virginia Military Institute
Thomas D. McGrath, Baylor University
David H. Magers, Mississippi College
Deepa Perera, Muskingum University
We are particularly grateful to Professor Fatma Selampinar (University of Connecticut) for her accuracy reviews. Her thoroughness and absolute attention to detail are incredible.
Many people worked on the editorial and production team for this text. They took pages of manuscript, rough ideas, crude sketches, and long wish lists and put them together to create this edition. They prodded, cajoled, and set impossible deadlines. They dealt with the high frustration levels and the impatience of two strong-willed authors with grace and equanimity. They are:
Lisa Lockwood, Executive Editor
Alyssa White, Development Editor
Elizabeth Woods, Assistant Editor
Tanya Nigh, Senior Content Project Manager
Nicole Hamm, Marketing Manager
Cindy Geiss and Rhoda Bontrager of Graphic World, Inc.
Laura Bowen and Krista Mastroianni, editorial assistants at Cengage in Boston who facilitated many requests
Lisa Weber and Stephanie Van Camp, Media Editors
Special thanks to Rhoda Bontrager, Production Editor. She was the rock to which we clung on many frustrating, stormy days. Her professionalism and efficiency saw us through many crises.
Two people who do not belong to any team deserve special recognition.
From EJN to Dr. Edmond J. O’Connell of Fairfield University: You have inspired my interest in teaching by the example of your own passion for teaching and mentoring. Thank you.
From CNH to Jim Hurley: You read drafts through a nonchemist’s (read mathematician’s) eye, checked the grammar of a non-native English speaker, and listened to endless complaints. Thank you for continuing on this journey.
Cecile N. Hurley
Edward J. Neth
University of Connecticut Storrs, CT December 2010
To the Student
You’ve probably already heard a lot about your general chemistry course. Many think it is more difficult than other courses. There may be some justification for that opinion. Besides having its very own specialized vocabulary, chemistry is a quantitative science— which means that you need mathematics as a tool to help you understand the concepts. As a result, you will probably receive a lot of advice from your instructor, teaching assistant, and fellow students about how to study chemistry. We would, however, like to acquaint you with some of the learning tools in this text. They are described in the pages that follow.
Learning Tools in Chemistry: Principles and Reactions, Seventh Edition
Examples
In a typical chapter, you will find ten or more examples each designed to illustrate a particular principle. These examples are either general (green bars), graded (orange bars), or conceptual (blue bars). These have answers, screened in color. They are presented in a two-column format. Some examples are conceptual. Most of them contain three parts:
• Analysis, which lists
1. The information given.
2. The information implied—information not directly stated in the program but data that you can find elsewhere.
3. What is asked for.
• Strategy
This part gives you a plan to follow in solving the problem. It may lead you through a schematic pathway or remind you of conversion factors you have to consider or suggest equations that are useful.
• Solution
This portion shows in a stepwise manner how the strategy given is implemented.
• Many of the examples end with a section called End Points. These are either checks on the reasonableness of your answer or relevant information obtained from the problem.
You should find it helpful to get into the habit of working all problems this way.
Calculate the wavelength in nanometers of the line in the Balmer series that results from the transition n 5 4 to n 5 2. a N alYSIS
Information given: n 5 2; n 5 4
Information implied: speed of light (2.998 3 108 m/s)
1. Substitute into Equation 6.4 to find the frequency due to the transition.
Use the lower value for n as nlo and the higher value for nhi
2. Use Equation 6.1 to find the wavelength in meters and then convert to nanometers.
END po INT
Compare this value with that listed in Table 6.2 for the second line of the Balmer series.
Graded Examples
Throughout the text, you will encounter special graded examples. Note that they are the problems with the orange bars. A typical graded example looks like the following:
E xampl E GRADED
For the reaction
determine
a the number of moles of A required to react with 5.0 mol of B.
b the number of grams of A required to react with 5.0 g of B.
c the volume of a 0.50 M solution of A required to react with 5.0 g of B.
d the volume of a 0.50 M solution of A required to react with 25 mL of a solution that has a density of 1.2 g/mL and contains 32% by mass of B.
There are two advantages to working a graded example:
1. By working parts (a) through (d) in succession, you can see how many different ways there are to ask a question about mass relations in a reaction. That should cushion the shock should you see only part (d) in an exam.
2. The parts of the graded example do not just progress from an easy mass relations question to a more difficult one. The value of the graded example is that the last question assumes the ability to answer the earlier ones. You may be able to answer parts (a) and (b) with a limited understanding of the material, but to answer part (d) you need to have mastered the material.
Use the graded example as you review for exams. Try to skip the earlier parts [in this case (a), (b) and (c)] and go directly to the last part (d). If you can solve (d), you do not need to try (a), (b), and (c)—you know how to do them. If you can’t, then try (c) to see where you may have a problem. If you can’t do (c), then try (b). As a last resort, start at (a) and work your way back through (d).
Marginal Notes
Sprinkled throughout the text are a number of short notes in the margin. Many of these are of the “now, hear this” variety, others are mnemonics, and still others make points that we forgot to put in the text. (These were contributed by your fellow students.) Some—probably fewer than we think—are supposed to be humorous.
Chemistry: The Human Side
Throughout the text, short biographies of some of the pioneers of chemistry appear in sections with this heading. They emphasize not only the accomplishments of these individuals but also their personalities.
Chemistry: Beyond the Classroom
Each chapter contains a Beyond the Classroom feature. It is a self-contained essay that illustrates a current example either of chemistry in use in the world or an area of chemical research. It does not intrude into the explanation of the concepts, so it won’t distract you. But we promise that those essays—if you read them—will make you more scientifically literate.
Chapter Highlights
At the end of each chapter, you will find a brief review of its concepts. A review is always helpful not only to refresh yourself about past material but also to organize your time and notes when preparing for an examination. The “Chapter Highlights” include
• The Key Terms in the chapter. If a particular term is unfamiliar, refer to the index at the back of the book. You will find the term in the glossary that is incorporated in the index and also the pages in the text where it appears (if you need more explanation).
• The Key Concepts and Key Equations introduced in the chapter. These are indexed to the corresponding examples and end-of-chapter problems. End-of-chapter problems available on OWL are also cross-referenced. If you have trouble working a particular problem here, it may help to go back and reread the example that covers the same concept.
Summary Problem
Each chapter is summarized by a multistep problem that covers all or nearly all of the key concepts in the chapter. You can test your understanding of the chapter by working this problem. A major advantage of the summary problems is that they tie together many different ideas, showing how they correlate with one another. An experienced general chemistry professor always tells his class, “If you can answer the summary problem without help, you are ready for a test on its chapter.”
Questions and Answers
At the end of each chapter is a set of questions and problems that your instructor may assign for homework. They are also helpful in testing the depth of your knowledge about the chapter. These sets include
• Conceptual problems that test your understanding of principles. A calculator is not (or should not be) necessary to answer these questions.
• Questions that test your knowledge of the specialized vocabulary that chemists use (e.g., write the names of formulas, write the chemical equation for a reaction that is described).
• Quantitative problems that require a calculator and some algebraic manipulations. Classified problems start the set and are grouped by type under a particular heading that indicates the topic from the chapter that they address. The classified problems occur in matched pairs, so the second member illustrates the same principle as the first. This allows you more than one opportunity to test yourself. The second problem (whose number is even) is numbered in color and answered in Appendix 5. If your instructor
assigns the odd problems without answers for homework, wait until the problem solution is discussed and solve the even problem to satisfy yourself that you understand how to solve the problem of that type.
Each chapter also contains a smaller number of Unclassified problems, which may involve more than one concept, including, perhaps, topics from a preceding chapter.
The section of Challenge problems presents problems that may require extra skill and/or insight and effort. They are all answered in Appendix 5.
Blue-numbered questions answered in Appendix 5 have fully worked solutions available in the Student Solutions Manual. The Student Solutions Manual is described in more detail in the Preface.
Appendices
The appendices at the end of the book provide not only the answers to the even-numbered problems but also additional materials you may find useful. Among them are
• Appendix 1, which includes a review of SI base units as well as tables of thermodynamic data and equilibrium constants.
• Appendix 3, which contains a mathematical review touching on just about all the mathematics you need for general chemistry. Exponential notation and logarithms (natural and base 10) are emphasized.
Other Resources to Help You Pass Your General Chemistry Course
Besides the textbook, several other resources are available to help you study and master general chemistry concepts.
OWL for General Chemistry
OWL’s step-by-step tutorials, interactive simulations, and homework questions that provide instant answer-specific feedback help you every step of the way as you master tough chemistry concepts and skills. OWL allows you to learn at your own pace to ensure you’ve mastered each concept before you move on. An e-version of your textbook is available 24/7 within OWL and is enhanced with interactive assets, which may include self-check quizzes, video solutions or examples, active figures and animations, and more. To learn more, visit www.cengage.com/owl or talk to your instructor.
OWL Quick Prep for General Chemistry
Instant Access OWL Quick Prep for General Chemistry (90 Days)
Quick Prep is a self-paced online short course that helps students succeed in general chemistry. Students who completed Quick Prep through an organized class or self-study averaged almost a full letter grade higher in their subsequent general chemistry course than those who did not. Intended to be taken prior to the start of the semester, Quick Prep is appropriate for both underprepared students and for students who seek a review of basic skills and concepts. Quick Prep features an assessment quiz to focus students on the concepts they need to study to be prepared for general chemistry. Quick Prep is approximately 20 hours of instruction delivered through OWL with no textbook required and can be completed at any time in the student’s schedule. Professors can package a printed access card for Quick Prep with the textbook or students can purchase instant access at www.cengagebrain.com. To view an OWL Quick Prep demonstration and for more information, visit www.cengage.com/chemistry/quickprep.
Go Chemistry® for General Chemistry
Instant Access (27-video set) Go Chemistry for General Chemistry
Pressed for time? Miss a lecture? Need more review? Go Chemistry for General Chemistry is a set of 27 downloadable mini video lectures, accessible via the printed access card packaged with your textbook. Developed by award-winning chemists, Go Chemistry helps you quickly review essential topics—whenever and wherever you want! Each video contains animations and problems and can be downloaded to your computer desktop or portable video player (like iPodTM or iPhoneTM) for convenient self-study and exam review. Selected Go Chemistry videos have e-flashcards to briefly introduce a key concept and then test student understanding of the basics with a series of questions. OWL includes five Go Chemistry videos. Professors can package a printed access card for Quick Prep with the textbook. Students can enter the ISBN above at www .cengagebrain.com to download two free videos or to purchase instant access to the 27-video set or individual videos.
Student Solutions Manual by Maria de Mesa and Thomas McGrath, Baylor University
This manual contains complete solutions to all end-of-chapter Questions and Problems answered in Appendix 5, including the Challenge Problems. The authors include references to textbook sections and tables to help guide students to use the problem-solving techniques employed by authors.
Study Guide and Workbook by Cecile Hurley, University of Connecticut
The Study Guide contains additional worked-out examples and problem-solving techniques to help students understand the principles of general chemistry. Each chapter is outlined for students with fill-in-the-blank activities, exercises, and self-tests.
Essential Algebra for Chemistry Students, 2e by David W. Ball, Cleveland State University ISBN-10: 0-495-01327-7; ISBN-13: 978-0-495-01327-3
This short book is intended for students who lack confidence and/or competency in the essential mathematics skills necessary to survive in general chemistry. Each chapter focuses on a specific type of skill and has worked-out examples to show how these skills translate to chemical problem solving. Includes references to OWL, our Web-based tutorial program, offering students access to online algebra skill exercises.
Survival Guide for General Chemistry with Math Review, 2e by Charles H. Atwood, University of Georgia ISBN-10: 0-495-38751-7; ISBN-13: 978-0-495-38751-0
Intended to help students practice for exams, this survival guide shows students how to solve difficult problems by dissecting them into manageable chunks. The guide includes three levels of proficiency questions—A, B, and minimal—to quickly build student confidence as they master the knowledge needed to succeed in the course.
Another random document with no related content on Scribd:
maybe come along and jump the claim, and my Pat won’t get her gold mine. I guess it’s all right. But I didn’t think the Big Director would do this!”
CHAPTER TWENTY-EIGHT MONTY MEETS PATRICIA
Monty had made up his mind to go on to Los Angeles and see for himself why Patricia would not answer his telegram, when he received the word that she was coming from Kansas City. He swore a good deal over the delay that would hold him inactive in town. To fill in the time he wrote a long letter to the sheriff in Tonopah, stating all the facts in the case so far as he knew them. He hoped that the sheriff was already on his way to Johnnywater, though Monty could not have told just what he expected the sheriff to accomplish when he arrived there.
He tried to trace James Blaine Hawkins, but only succeeded in learning from a garage man that Hawkins had come in off the desert at least three weeks before, cursed the roads and the country in general and had left for Los Angeles. Or at least that was the destination he had named.
Even Monty could find no evidence in that of Hawkins’ guilt. His restless pacing up and down the three short blocks that comprised the main business street of the town got on the nerves of the men who knew him. His concern over Gary Marshall gradually infected the minds of others; so that news of a murder committed in Johnnywater Cañon was wired to the city papers, and the Chief of Police in Los Angeles was advised also by wire to trace James Blaine Hawkins if possible.
Old cuts of Gary Marshall were hastily dug up in newspaper offices and his picture run on the first page. A reporter who knew him well wrote a particularly dramatic special article, which was copied more or less badly by many of the papers. Cohen got to hear of it, and his publicity agents played up the story magnificently, not because Cohen wished to immortalize one of his younger leading men who was out of the game, but because it made splendid indirect advertising for Cohen.
Monty, of course, never dreamed that he had done all this. He was sincerely grieving over Gary, whose grave he thought he had discovered by the bushy juniper. The mere fact that James Blaine Hawkins had appeared in Las Vegas approximately three weeks before did not convince him that Gary had not been murdered. He believed that Hawkins had lain in wait for Gary and had killed him on his return from Kawich. The grave might easily be that old.
Of course there was a weak point in that argument. In fact, Monty’s state of mind was such that he failed to see the fatally weak point until the day of Patricia’s arrival. When he did see it he abandoned the theory in disgust, threw out his hands expressively, and declared that he didn’t give a damn just how the crime had been committed, or when. Without a doubt his friend, Gary Marshall, had been killed, and Monty swore he would never rest until the murderer had paid the price. The weak point, which was the well-fed comfort of the pigs and Jazz, he did not attempt to explain away. Perhaps James Blaine Hawkins had not gone to Los Angeles at all. Perhaps he was still out there at Johnnywater, and Monty had failed to discover him.
He was in that frame of mind when he met the six o’clock train that brought Patricia. Naturally, he had no means of identifying her. But he followed a tired-looking girl with a small black handbag to one of the hotels and inspected the register just as she turned away from the desk. Then he took off his hat, extended his hand and told her who he was.
Patricia was all for starting for Johnnywater that night. Monty gave her one long look and told her bluntly that it simply couldn’t be done; that no one could travel the road at night. His eyes were very blue and convincing, and his southern drawl branded the lie as truth. Wherefore, Patricia rested that night in a bed that remained stationary, and by morning Monty was better satisfied with her appearance and believed that she would stand the trip all right.
“I reckon maybe yuh-all better find some woman to go on out, Miss Connolly,” Monty suggested while they breakfasted.
“I can’t see why that should be necessary, Mr Girard,” Patricia replied in her primmest office tone. “I am perfectly able to take care of myself, I should think.”
“You’ll be the only woman in the country for about sixty-five or seventy miles,” Monty warned her diffidently. “Uh course there couldn’t anything happen to yuh-all—but I expect the sheriff and maybe one or two more will be down from Tonopah when we get there, and I thought maybe yuh-all might like to have some other woman along for company.”
He dipped three spoons of sugar into his coffee and looked at Patricia with a sympathetic look in his eyes.
“I was thinkin’ last night, Miss Connolly, that I dunno as there’s much use of your going out there at all. Yuh-all couldn’t do a thing, and it’s liable to be mighty unpleasant. When I sent that wire to yuhall, I never thought a word about yuh-all comin’ to Johnnywater. What I wanted was to get a line on this man, Hawkins. I thought maybe yuh-all could tell me something about him.”
Patricia glanced unseeingly around the insufferably hot little café. She was not conscious of the room at all. She was thinking of Gary and trying to force herself to a calmness that could speak of him without betraying her feelings.
“I don’t know anything about Mr. Hawkins, other than that I arranged with him to run the ranch on shares,” she said, and the effort she was making made her voice sound very cold and impersonal. “I certainly did not know that Mr Marshall was at Johnnywater, or I should not have sent Mr. Hawkins over. I had asked Mr. Marshall first to take charge of the ranch, and Mr. Marshall had refused, on the ground that he did not wish to give up his work in motion pictures. Are you sure that he came over here and was at Johnnywater when Mr. Hawkins arrived?” Patricia did not know it, but her voice sounded as coldly accusing as if she were a prosecuting attorney trying to make a prisoner give damaging testimony against himself. Her manner bred a slight resentment in Monty, so that he forgot his diffidence.
“I hauled Gary Marshall out to Johnnywater myself, over six weeks ago,” he told her bluntly. “He hunted me up and acted like he wanted to scrap with me because he thought I’d helped to cheat yuhall. He was going to sell the place for yuh-all if he could—and I sure approved of the idea. It ain’t any place for a lady to own. A man could go there and live like a hermit and make a bare living, but yuh-
all couldn’t divide the profits and break even. I dunno as there’d be any profits to divide, after a feller’d paid for his grub and clothes.
“Gary saw it right away, and I was to bring him back to town in a couple of days; but I had an accident to my car so I couldn’t come in. I reckon Gary meant to write anyway and tell yuh-all where he was. But he never had a chance to send out a letter.”
Patricia dipped a spoon into her cereal and left it there. “Even so, I don’t believe Gary disappeared very mysteriously,” she said, her chin squaring itself. “He probably got tired of staying there and went back to Los Angeles by way of Tonopah. However, I shall drive out and see the ranch, now that I’m here. I’m very sorry you have been put to so much trouble, Mr. Girard. I really think Mr. Marshall should have left some word for you before he left. But then,” she added with some bitterness, “he didn’t seem to think it necessary to let me know he was coming over here. And we have telephones in Los Angeles, Mr. Girard.”
Monty’s eyes were very blue and steady when he looked at her across the table. He set down his cup and leaned forward a little.
“If yuh spoke to Gary in that tone of voice, Miss Connolly,” he drawled, “I reckon he wouldn’t feel much like usin’ the telephone before he left town. Gary’s as nice a boy as I ever met in my life.”
Patricia bit her under lip, and a tinge of red crept up over her cheek bones to the dark circles beneath her eyes, that told a tale of sleepless nights which Patricia herself would have denied.
The remainder of the breakfast was a silent meal, with only such speech as was necessary and pertained to the trip before them. Monty advised the taking out of certain supplies and assisted Patricia in making up a list of common comforts which could be carried in a touring car.
He left her at the hotel while he attended to the details of getting under way, and when he returned it was with a Ford and driver, and many parcels stacked in the tonneau. Patricia’s suit case was wedged between the front fender and the tucked-up hood of the motor, and a bundle of new bedding was jammed down upon the other side in like manner. Patricia herself was wedged into the rear
seat beside the parcels and packages of food. Her black traveling bag Monty deposited between his feet in front with the driver.
At the last moment, while the driver was cranking the motor, Monty reached backward with a small package in his hand.
“Put on these sun goggles,” he said. “Your eyes will be a fright if you ride all day against this wind without any protection.”
“Thank you very much, Mr. Girard,” said Patricia with a surprising meekness—for her. What is more, she put on the hideous amber glasses; though she hated the jaundiced look they gave to the world.
Patricia had a good deal to think about during that interminable, jolting ride. She was given ample opportunity for the thinking, since Monty Girard never spoke to her except to inquire now and then if she were comfortable.
CHAPTER TWENTY-NINE
GARY ROBS THE PINTO CAT OF HER DINNER
That same morning Gary finished his third candle and tried his best to make one swallow of water, held long in his parched mouth, suffice for two hours.
He could no longer lift the single-jack to the height of his shoulder, much less strike a blow upon the rock. He leaned against the bowlder and struck a few feeble blows with the head of the longer of the two drills; but the steel bounced back futilely, and the exertion tired him so that he was forced to desist after a few minutes of heartbreaking effort.
He sat down with his back against the wall where the sunlight could find him and give a little cheer to his prison, and fingered his fourth candle longingly. He licked his cracked lips and lifted the canteen, his emaciated fingers fumbling the screw-top thirstily He tried to reason sensibly with himself that only a cowardly reluctance to meet death—which was the inevitable goal of life—held him fighting there in that narrow dungeon, scheming to add a few more tortured hours to his life.
He told himself angrily that he was merely holding up the action of the story, and that the scene should be cut right there. In other words, there was absolutely no hope of his ever getting out of there, alive or dead. Steve Carson, he mumbled, had been lucky. He had at least taken his exit quickly.
“But I ain’t licked yet,” he croaked, with a cracked laugh. “There’s a lot of fight in me yet. Never had any use for a quitter. Steve Carson wouldn’t have quit—only he got beaned with the first rock and couldn’t fight. I’m not hurt—yet. Trained down pretty fine, is all. When I’m a ghost, maybe I’ll come back and tell fat ladies with Ouija boards in their laps how to reduce. Great scheme. I’ll do that little thing. But I ain’t whipped yet—not until I’ve tried out my jackknife on
that damned rock. Have a drink, old son. And then get to work! What the hell are you loafing for?”
He lifted the lightened canteen, his arms shaking with weakness, and took another drink of water. Then, carefully screwing on the top of the canteen, he set it down gently against the wall and reached wearily into his pocket. The blade of his knife had never been so hard to open; but he accomplished it and pulled himself laboriously to his feet. Steadying himself with one hand against the malapi bowlder that shut him in, he went to the opening—widened now so that he could thrust forth his arm to the shoulder—and began carefully chipping at a seam in the rock with the largest blade of his jackknife.
He really did not expect to free himself by that means; nor by any other. Since he began to weaken he had come to accept his fate with such calmness as his pride in playing the game could muster. But he could not sit idle and wait for death to creep upon him. Nor could he hurry it, which he held to be a coward’s trick. He still believed that the “Big Director” should be obeyed. It was too late now to ask for another part in the picture. He had been cast for this rôle and he would play it to the final scene.
So he stood hacking and prying with his knife blade, stopping now and then to stare out into the hot sunshine. He could even see a wisp of cloud drift across the bit of blue sky revealed to him through the narrow rock window of his prison. The sight made him grit his teeth. He was so close to that free, sun-drenched world, and he was yet so utterly helpless!
He was standing so, resting from his unavailing task, when the spotted cat hopped upon the bowlder where every day she sat to be stroked by Gary’s hand. Gary’s eyes narrowed and he licked his lips avidly. Faith was carrying a wild dove that she had caught and brought to the bowlder where she might feast in pleasant company
“Thanks, old girl,” he said grimly; and stretching out his arm, snatched the bird greedily from Faith’s mouth. “Some service! Now beat it and go catch a rabbit; a big one. Catch two rabbits!”
He slid down to a sitting position and began plucking the limp body of the dove, his fingers trembling with eagerness. The “third hunger” was upon him—that torment of craving which men who have
been entombed in mines speak of with lowered voices—if they live to tell about it. Gary longed to tear the bird with his teeth, just as it was.
But he would not yield an inch from his idea of the proper way to play the game. He therefore plucked the dove almost clean of feathers, and lighting his one precious remaining candle, he turned the small, plump body over the candle flame, singeing it before he held the flame to its breast.
The instant that portion was seared and partially broiled, Gary set his handsome white teeth into it and chewed the morsel slowly while he broiled another bite. His impulse—rather, the agonized craving of his whole famished body—was to tear the body asunder with his teeth and devour it like an animal. But he steeled himself to selfcontrol; just as he had held himself sternly in hand down in the cabin when loneliness and that weird, felt presence plucked at his courage.
He would have grudged the melting of even the half-inch of tallow it required to broil the bird so that he could eat it and retain his selfrespect; but the succulent flesh was too delicious. He could not think of anything but the ecstasy of eating.
He crunched the bones in his teeth, pulping them slowly, extracting the last particle of flavor and nourishment. When he had finished there remained but the head and the feet—and he flung them through the opening lest he should be tempted to devour them also. After that he indulged himself in a sip of water, stretched himself full length upon the rock floor, and descended blissfully into the oblivion of deep slumber.
CHAPTER THIRTY
“SOMEBODY HOLLERED UP ON THE BLUFF”
The left front tire of the town Ford persisted in going flat with a slow valve leak. The driver, a heedless young fellow, had neglected to bring extra valves; so that the tire needed pumping every ten miles or such a matter. Then the Ford began heating on the long, uphill pull between the Pintwater Mountains and the Spotted Range, and some time was lost during the heat of the day because of the necessity for cooling the motor. Delays such as these eat away the hours on a long trip; wherefore it was nearly dusk when Patricia got her first glimpse of Johnnywater Cañon.
Up in the crosscut, Gary heard the rumbling throb of the motor, and shouted until he was exhausted. Which did not take long, even with the nourishment of the broiled dove to refresh his failing strength.
He consoled himself afterward with the thought that it was James Blaine Hawkins come sneaking back, and that he would like nothing better than to find Gary hopelessly caged in the crosscut. Gary was rather glad that James Blaine Hawkins had failed to hear him shout. At any rate, the secret of Patricia’s mine was safe from him, and Gary would be spared the misery of being taunted by Hawkins. It was a crazy notion, for it was not at all likely that even James Blaine Hawkins would have let him die so grisly a death. But Gary was harboring strange notions at times during the last forty-eight hours. And the body of one wild dove was pitifully inadequate for the needs of a starving man.
Monty had not meant to be cruel. Now that he was on the spot, he tried his best to soften the shock of what he knew Patricia must discover. That morning he had purposely avoided speaking of his reasons for fearing the worst. Then Patricia’s manner—assumed merely to hide her real emotion—had chilled Monty to silence on the whole subject. With the driver present they had not discussed the
matter at all during the trip, so that Patricia was still ignorant of what Monty believed to be the real, tragic state of affairs.
Monty looked up from lighting a fire in the stove and saw Patricia go over to Gary’s coat and smooth it caressingly with her hand. Then and there he forgave Patricia for her tone at breakfast. She took Gary’s hat from the cupboard and held it in her hands, her eyes questioning Monty.
“Gary was saving that hat till he went to town again,” Monty informed her in his gentle drawl. “He was wearing an old hat of Waddell’s, and some old clothes Waddell left here when he pulled out. You see now, Miss Connolly, one reason why I don’t believe Gary went to Tonopah. His suit case is there, too, under the bunk. But don’t yuh-all worry—we’ll find him.”
He turned back to his fire-building, and Patricia sat down on the edge of the bunk and stared wide-eyed around the cabin.
So this was why she had failed to hear from Gary in all these weeks! He had come over here to Johnnywater after all, because she wished it. She had never dreamed the place would be so lonely. And Gary had lived here all alone!
“Is this all there is to the house—just this one room?” she asked Monty abruptly, in her prim, colorless tone.
“Yes, ma’am, this is the size of it,” Monty replied cheerfully. “Folks don’t generally waste much time on buildin’ fancy houses, out here. Most generally they’re mighty thankful if the walls keep out the wind and the roof don’t leak. If it’s dry and warm, they don’t care if it ain’t stylish.”
“Is this the way Gary left it?” she asked next, glancing down at the rough board floor that gave evidence of having been lately scrubbed.
“Yes, ma’am, except for the dust on things. Gary Marshall was a right neat housekeeper, Miss Connolly.”
“Was?” Patricia stood up and came toward him. “Do you think he’s —what makes you say was?”
Monty hedged. “Well, he ain’t been keepin’ house here for a week, anyway. It’s a week ago yesterday I rode over here from my camp. Things are just as they was then.”
“You have something else on your mind, Mr Girard. What was it that made you wire about foul play? I’ll have to know anyway, and I wish you’d tell me now, before that boy comes in from fussing with the car.”
Monty was filling the coffeepot. He set it on the hottest part of the stove and turned toward her commiseratingly.
“I reckon I had better tell yuh-all,” he said gently. “The thing that scared me was that this man, Hawkins, come here and made his brags about how he got the best of yuh-all in that agreement. Him and Gary had some words over it, the way I got it, and they like to have had a fight—only Hawkins didn’t have the nerve. He beat it out of here and Gary rode over to my place that same day and was tellin’ me about it.
“I told him then to look out for Hawkins. He sounded to me like a bad man to have trouble with; or dealin’s of any kind. That was three weeks ago, Miss Connolly—four weeks now, it is. I was away for three weeks, and when I got back I rode over here and found the place deserted. Gary’s hawse was in the corral and the two pigs was shut up in the pen, so it looked like he ought to be around somewheres close. Only he wasn’t. I hunts the place over, from one end to the other. But there wasn’t no sign of him, except——”
“Except what? I want to know all that you know about it, Mr Girard.”
Monty hesitated, and when he spoke his reluctance was perfectly apparent to Patricia.
“Well, there’s something else I didn’t like the looks of. Up the creek here a piece, there’s a grave that wasn’t there the last time I was over here. I’m pretty sure about that, because I recollect I led my hawse down to the creek right about there, to water him. It’s about straight down from the corral, and I’d have noticed it.”
“I don’t believe a word of it—that it has anything to do with Gary!” cried Patricia vehemently, and she went over and pressed her face against Gary’s coat.
Monty took a step toward her but reconsidered and went on with his preparations for supper. Instinctively he felt that he would do Patricia the greatest possible service if he made her physically
comfortable and refrained from intruding upon the sacred ground of her thoughts concerning Gary.
The boy who had driven the car out came in, and Monty sent him to the creek for a bucket of fresh water. The boy came back with the water and a look of concern on his face.
“I thought I heard somebody holler, up on the bluff,” he said to Monty. “Do you think we’d better go see——?”
Monty shook his head at him, checking the sentence. But Patricia had turned quickly and caught him at it. She came forward anxiously.
“Certainly we ought to go and see!” she said with characteristic decision. “It’s probably Mr. Marshall. He may be hurt, up there.” She started for the door, but Monty took one long step and laid a detaining hand upon her arm.
“That Voice has been hollerin’ off and on for five years,” he told her gravely. “I’ve heard it myself more than once. Gary used to hear it—often. Yuh can’t get an Injun past the mouth of the cañon on account of it. It was that Voice hollerin’ that made Waddell sell out and quit the country.”
Patricia looked at him uncomprehendingly. “What is it?” she demanded. “I don’t understand what you mean.”
“Neither can anybody else understand it—that I ever heard of,” Monty retorted dryly, and gently urged her toward the one homemade chair. “Supper’s about ready, Miss Connolly. I guess you’re pretty hungry, after that long ride.” Then he added in his convincing drawl—which this time was absolutely sincere—“I love Gary Marshall like I would my own brother, Miss Connolly. Yuh-all needn’t think I’d leave a stone unturned to find him. But that Voice— it ain’t anything human. It—it scares folks, but nobody has ever been able to locate it. You can’t pay any attention to it. You set up here to the table and let me pour yuh-all a cup of coffee. And here’s some bacon and some fresh eggs I fried for yuh-all. And that bread was warm when I bought it off the baker this morning.”
Patricia’s lips quivered, but she did her best to steady them. And because she appreciated Monty’s kindness and his chivalrous attempts to serve her in the best way he knew, she ate as much of the supper as she could possibly swallow, and discovered that she
was hungry enough to relish the fried eggs and bacon, though she was not in the habit of eating either.
The boy—Monty called him Joe—gave Patricia the creeps with his wide-eyed uneasiness; staring from one to the other and suspending mastication now and then while he listened frankly for the Voice. Patricia tried not to notice him and was grateful to Monty for his continuous stream of inconsequential talk on any subject that came into his mind, except the one subject that filled the minds of both.
The boy, Joe, helped Monty afterward with the dishes, Patricia having been commanded to rest; a command impossible for her to obey, though she sat quiet with her hands clasped tightly in her lap. Too tightly, Monty thought, whenever he looked her way.
Monty was a painstaking young man, and he had learned from long experience in the wilderness to provide for possible emergencies as well as present needs. He wiped out the dishpan, hung it on its nail and spread the dishcloth over it, and then took a small, round box from his pocket. He opened it and took out a tablet with his thumb and finger. He dropped the tablet into a jelly glass— the same which Gary had used to hold his gold dust—and added a little water. He stood watching it, shaking it gently until the tablet was dissolved.
“We-all are going to spread our bed out in the grove, Miss Connolly,” he drawled easily, approaching Patricia with the glass. “I reckoned likely yuh-all would be mighty tired to-night, and maybe kinda nervous and upset. So I asked the doctor what I could bring along that would give yuh-all a night’s rest without doin’ any harm. He sent this out and said it would quiet your nerves so yuh-all could sleep. Don’t be afraid of it—I made sure it wasn’t anything harmful.”
Patricia looked at him for a minute, then put out her hand for the glass and drank the contents to the last dregs.
“Thank you very much, Mr. Girard,” she said simply. “I was wondering how I’d get through this night.”
CHAPTER THIRTY-ONE
“GOD WOULDN’T LET ANYTHING HAPPEN TO GARY!”
Having slept well during the night—thanks to Monty’s forethought in bringing a sedative—Patricia woke while the sun was just gilding the top of the butte. The cañon and the grove were still in shadow, and a mocking bird was singing in the top of the piñon beside the cabin. Patricia dressed hurriedly, and tidied the blankets in the bunk. She pulled open the door, gazing upon her possessions with none of that pleasurable thrill she had always pictured as accompanying her first fair sight of Johnnywater.
She did not believe that harm had befallen Gary. Things couldn’t happen to Gary Marshall. Not for one moment, she told herself resolutely, had she believed it. Yet the mystery of his absence nagged at her like a gadfly.
Fifty feet or so away, partially hidden by a young juniper, Patricia could discern the white tarp that covered the bed where Monty Girard and Joe were still asleep. She stepped down off the doorsill and made her way quietly to the creek, and knelt on a stone and laved her face and hands in the cool water.
Standing again and gazing up through the fringe of tree tops at the towering, sun-washed butte, Patricia told herself that now she knew what people meant when they spoke of air like wine. She could feel the sparkle, the heady stimulation of this rare atmosphere untainted by the grime, the noise, the million conflicting vibrations created by the world of men. After her sleep she simply could not believe that any misfortune could have befallen her Gary, whose ring she wore on her third finger, whose kisses were the last that had touched her lips, whose face, whose voice, whose thousand endearing little ways she carried deep in her heart.
“The God that made all this wouldn’t let anything happen to Gary!” she whispered fiercely, and drew fresh courage from the utterance.
The mottled cat appeared, coming from the bushes across the tiny stream. It halted and looked at her surprisedly and gave an inquiring meow. Patricia stooped and held out her hands, calling softly. She liked cats.
“Come, kitty, kitty—you pretty thing!”
Faith regarded her measuringly, then hopped across the creek on two stones and rubbed against Patricia’s knees, purring and mewing amiably by turns. Patricia took the cat in her arms and stroked its sleek fur caressingly, and Faith radiated friendliness.
Patricia made her way through the grove, glimpsed the corral and went toward it, her big eyes taking in everything which Gary may have touched or handled. Standing by the corral, she looked out toward the creek, seeking the bushy juniper of which Monty had spoken. Carrying the cat still in her arms she started forward through the tall weeds and bushes, burrs sticking to her skirt and clinging to her silken stockings.
Abruptly Faith gave a wriggle and a jump, landed on all four feet two yards in advance of Patricia, and started off at an angle up the creek, looking back frequently and giving a sharp, insistent meow. Patricia hesitated, watching the cat curiously. She had heard often enough of dogs who led people to a certain spot when some one the dog loved was in trouble. She had never, so far as she could remember, heard of a cat doing the same thing; but Patricia owned a brain that refused to think in grooves fixed by the opinions of others.
“I can’t see any reason why cats can’t lead people the same as dogs,” she told herself after a moment’s consideration, and forthwith turned and followed Faith.
Just at first she was inclined to believe that the cat was walking at random; but later she decided that Monty Girard had been slightly inaccurate in his statement regarding the exact location of the juniper beside the creek. The mottled cat led her straight to the grave and stopped there, sniffing at the dirt and patting it daintily with her paws.
Monty was frying bacon with a great sizzling and sputtering on a hot stove when Patricia entered the cabin. Her cheeks showed more color than had been seen in them for weeks. Her eyes were clear
and met Monty’s inquiring look with their old, characteristic directness.
“Have a good sleep?” he asked with that excessive cheerfulness which is seldom genuine. Monty himself had not slept until dawn was breaking.
“Fine, thank you,” Patricia answered more cordially than she had yet spoken to Monty. “Mr. Girard, this may not be a pleasant subject before breakfast, but it’s on my mind.” She paused, looking at Monty inquiringly
“Shoot,” Monty invited calmly. “My mind’s plumb full of unpleasant things, and talking about them can’t make it any worse, Miss Connolly.”
“Well, then, I’ve been up to that grave. And it wasn’t made by any murderer. I somehow know it wasn’t. A murderer would have been in a hurry, and I should think he’d try to hide it—and he wouldn’t pick the prettiest spot he could find. And I know perfectly well, Mr. Girard, that if I had killed a man, I wouldn’t spat the dirt down over his grave and make it as nice and even as that grave is up there. And somebody picked some flowers and laid them at the head, Mr. Girard. They had wilted—and I don’t suppose you noticed them.
“Besides,” she finished, after an unconscious pause that seemed to sum up her reasoning and lend weight to the argument, “the cat knows all about it. She tried as hard as ever she could to tell me. I— this may sound foolish, but I can’t help believing it—I think the cat was there looking on, and I’m pretty sure it was some one the cat knew and liked.”
Monty poured coffee all over Patricia’s plate, his hand shook so. “Gary kinda made a pal uh that cat,” he blurted, before he realized what meaning Patricia must read into the sentence.
“The cat was here when Gary arrived, I suppose,” Patricia retorted sharply, squaring her chin. “I can’t imagine him bringing a cat with him.”
A look of relief flashed into Monty’s face. “That cat’s been here on the place for about eight years, as close as I can figure. Steve Carson got it from a woman in Vegas when it was a kitten, and packed it out here in a nose bag hung on his burro’s pack. Him and
the cat wasn’t ever more than three feet apart. There’s been something queer about that cat, ever since Steve came up missing.”
Monty started for the door, having it in his mind to call the boy to breakfast. But a look in Patricia’s eyes stopped him, and he turned back and sat down opposite her at the table.
“I’d let that boy sleep—all day if he wants to,” Patricia remarked. “He’ll do enough talking about us and our affairs, as it is. I wish you’d tell me about this Steve Carson. I never heard of him before.”
Whereupon Monty related the mysteriously gruesome story to Patricia, who listened so absorbedly that she neglected a very good breakfast. Afterward she announced that she would wash the dishes and keep breakfast warm for Joe, who appeared to be afflicted with a mild form of sleeping sickness, since Monty yelled at him three times at a distance of no more than ten feet, and elicited no response save a grunt and a hitch of the shoulders under the blankets. Monty left him alone, after that, and started off on another exhaustive search of the cañon, tactfully leaving Patricia to herself.
Patricia was grateful for the temporary solitude. Never in her life had she been so full of conflicting thoughts and emotions. Her forced resentment against Gary had suffered a complete collapse; the revulsion of feeling was overwhelming. It seemed to Patricia that her very longing for him should bring him back.
She pulled his suit case from under the bunk, touching lock and clasps and the smooth leather caressingly with her fingers. Its substantial elegance spoke intimately to her of Gary’s unfailing good taste in choosing his personal belongings. The square-blocked initials, “G. E. M.” (Gary Elbert Marshall, at which Patricia had often laughed teasingly), brought a lump into her throat. But Patricia boasted that she was not the weepy type of female. She would not yield now to tears.
She almost believed it was accident that raised the lid. For a moment she hesitated, not liking to pry into the little intimacies of Gary’s possessions. But she saw her picture looking up from under a silk shirt still folded as it had come from the laundry, and the sight of her own pictured eyes and smiling lips gave her a reassuring sense of belonging there.
It was inevitable that she should find the “Dear Pat:” letters; unfolded, the pages stacked like a manuscript, and tucked flat on the bottom under the clothing.
Patricia caught her breath. Here, perhaps, was the key to the whole mystery She lifted out the pages with trembling eagerness and set her lips upon the bold scribbling she knew so well. She closed the suit case hastily, pushed it out of sight beneath the bunk and hurried out of the cabin, clasping the letters passionately to her breast. She wanted to be alone, to read them slowly, gloatingly, where no human eye could look upon her face.
She went down to the creek, crossed it and climbed a short distance up the bluff, to where a huge bowlder shaded a smaller one beside it. There, with the butte staring down inscrutably upon her, she began to read.
CHAPTER THIRTY-TWO
“IT’S THE VOICE! IT AIN’T
HUMAN!”
Gary had been imprisoned in the crosscut eight days, counting the time until noon. He had stretched his lunch to the third day; human endurance could not compass a longer abstinence than that, so long as the smallest crumb remained. He had drunk perhaps a quart of water from the canteen he had carried up the bluff the day before the catastrophe, and had left the canteen there, expecting to use it for drilling. With a fresh canteen filled that morning at the creek, he had something over three gallons to begin with. Wherefore the tortures of thirst had not yet assailed him, though he had from the first hour held himself rigidly to the smallest ration he thought he could endure and keep his reason.
Through all the dragging hours, fighting indomitably against despair when hope seemed but a form of madness, he had never once yielded to temptation and taken more during any one day than he had fixed as the amount that must suffice.
He had almost resigned himself to death. And then Faith, unwittingly playing providence, had roused a fighting demon within him. The wild dove had won back a little of his failing strength just when a matter of hours would have pushed him over the edge into lassitude, that lethargy which is nature’s anesthetic when the end approaches, and the final coma which eases a soul across the border
While Patricia slept exhaustedly in the cabin below, Gary babbled of many things in the crosscut. He awoke, believing he had dreamed that an automobile drove into the cañon the evening before. Nevertheless he decided that, since there was no hope of cutting away the granite wall with his knife, or of lifting the bowlder, Atlaslike, on his shoulders and heaving it out of the incline shaft, he might as well use what strength and breath he had in shouting.
