Living Chemistry PDF
Preview Living Chemistry
L I V I NG Y Antioch College formerly of Hostos Community College City University of New York ACADEMI C PRES S New York San Francisc o London A Subsidiary of Harcourt Brace Jovanovich , Publishers Cover painting Axo-77 by Victor Vasarely. Reproduced with permission of the artist. Copyright © 1977, by Academic Press, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photo copy, recording, or any information storage and retrieval system, without permission in writing from the publisher. ACADEMIC PRESS, INC. Ill Fifth Avenue, New York, New York 10003 United Kingdom Edition published by ACADEMIC PRESS, INC. (LONDON) LTD. 24/28 Oval Road, London NW1 Library of Congress Cataloging in Publication Data Ucko, David A Living chemistry. Includes index. 1. Chemistry. 2. Biological chemistry. I. Title. QD31.2.U24 540'.2'461 76-13951 ISBN 0-12-705950-4 Printed in the United States of America P R E F A CE "Living Chemistry" was written to serve the needs of students who are con cerned with health—both their own and that of others. The book had its ori gins in my experience teaching chemistry for allied health students at Hostos Community College of the City University of New York. Based on an "open-door" admissions policy, Hostos encouraged the enrollment of stu dents who might not otherwise have the opportunity to obtain a career educa tion. Although the background, ability, and preparation of my students varied widely, they had one thing in common. On entering the course they viewed chemistry as an abstract, difficult subject, bearing little relationship to their own lives, the world around them, or to their future health science careers. Existing textbooks either confirmed my students' fear of chemistry or, if easier to read and understand, provided insufficient preparation for subsequent courses and possible certification exams. "Living Chemistry" was designed to avoid both these pitfalls. It provides thorough, systematic coverage of the chemical information related to health, and it does so in an understandable and easily readable way. Chemical princi ples are reinforced throughout with examples and applications drawn from medicine, nursing, dentistry, biology, and nutrition. These applications, along with over 300 line drawings and photographs, play a significant role in devel oping student interest while emphasizing the practical importance of the chemical topic discussed. I have found that this approach is also well suited for teaching chemistry to liberal arts students. "Living Chemistry" is presently the basis for a health- related introductory course at Antioch College called Chemistry of Life which is taken by students majoring in the humanities and social sciences. The students using this book will probably have had little previous expo sure to science. Accordingly, no assumptions have been made about the stu dents' high school science preparation. Every new term is carefully ex plained, while basic calculations are carried out at a simple arithmetical level. The language has been kept intentionally simple and direct: "big" words are avoided wherever possible. Key words are emphasized in boldface type, and important concepts appear in italics. Each chapter concludes with a compre hensive summary reinforcing the major topics covered. As a further study aid, exercises at the end of each chapter are keyed to the individual sections within the chapter. Throughout the book, important and useful information is summarized in tabular form. The nearly 150 tables serve a dual role in pro- v vi Preface viding a convenient format for review and reference, while at the same time offering at-a-glance illustrations of interesting comparative data. The first part of the text develops the basic concepts required for under standing the "language" and principles of chemistry. SI units are introduced, but the units stressed are those that the student will use professionally or see in popular articles. The study of chemistry begins with the atom and the ele ments; the molecule and formula unit are mentioned for the first time in Chapter 4, only after a discussion of chemical bonding. The introduction to "general" chemistry in Chapters 1 through 9 is followed by a brief study of carbon compounds based on functional groups, with no mention of reaction mechanisms. Only those concepts are presented that are essential to the sec ond half of the text, the study of biologically important molecules. In this part, the chemistry of carbohydrates, lipids, and proteins is discussed; details of individual reaction steps for important complex metabolic pathways are pre sented in an appendix. Sections from the final chapters—Vitamins and Hor mones, Chemistry of the Body Fluids, Drugs and Poisons—can be studied separately at different times throughout the course if desired. Appendixes at the end of the book provide coverage of optional topics, in cluding a mathematics review, scientific notation, the unit-factor and propor tion methods, metric conversion with practice problems, atomic orbitals, hy bridization, metabolic pathways, and the cell. Answers to all numerical problems have also been included. "Living Chemistry" can be used in either a traditional format or a mastery-type approach. It is part of a complete learning package keyed to the text on a chapter by chapter basis. The other package components include: Student Guide for Living Chemistry—Contains learning objectives for each chapter, self-tests to check student understanding, lists of important terms, and a complete glossary. Experiments for Living Chemistry—Designed to illustrate the concepts and applications covered in the text. Each chapter contains three to four short experiments, allowing flexibility in designing a laboratory program. Instructor s Guide for Living Chemistry—Includes four examinations for each chapter, references to demonstrations, suggested supplementary materials, and a guide to mastery learning. Masters for key figures and tables will be available on request for use in pre paring slides and transparencies. I wish to acknowledge the many people who have contributed to "Living Chemistry." Thanks go to Professor Donald Carter, Milwaukee Area Tech nical College, for reviewing the entire manuscript and suggesting the use of flow charts in several chapters. I am grateful for the many helpful comments Preface vii provided by Dr. Evangelos Gizis and Dr. Robert Dreyfuss in their reviews, and for the encouragement given by Dr. Clara Watnick, all of Hostos Commu nity College. I am indebted to all the individuals who helped provide or ar range for the many photographs in the text and to Ms. Lydia Vabre who typed the manuscript. The staff of Academic Press deserves thanks for their kind as sistance. Above all, I wish to thank my wife, Barbara, for her valuable assis tance and for putting up with seeing just the back of my head for such a long time. DAVID A. UCKO Yellow Springs, Ohio Adaptabiliyt "Living Chemistry" can be used with equal success in both one-semester and one-year courses. Below is a suggested out line for a one-semester course. This selection of topics is only one possible alternative; changes should be made based on the needs and interests of the students. Outline for a One-Semester Course Chapter Suggested sections of text" 1 May be used as introductoyr material 2 2.1-2.10,(2.11) 3 3.1-3.13 4 4.1, 4.3-4.5, 4.7, (4.9-4.13) 5 5.1-5.13 6, 7 6.1, 6.2, 6.6, (6.12) 7.1-7.12 8 8.1-8.7, 8.9-8.12 9 9.1, 9.2, 9.5, (9.7), 9.8-9.13 10 10.1-10.12 11, 12 11.1-11.13 12.1-12.7 13, 17 13.1-13.7, (13.8) 17.1, 17.3, 17.4, 17.8, 17.10, 17.11 14, 18 14.1-14.7, 14.9, 14.10 18.4-18.6, (18.7-18.10) 15, 16, 19 15.1-15.5, (15.6), 15.7-15.9, (15.10) 16.1-16.5, (16.6) 19.1, 19.6-19.9 20 20.1-20.5, 20.7-20.11 α Sections in parentheses are optional. viii Special interest topics Many topics covered in "Living Chemistry" will be of particular interest to students in health-related career programs. These topics are listed below under the appropriate career headings: Medicine/Nursing Dental Hygiene/Assisting acidosis/alkalosi,s 171-173 acrylics, 287 alcohol rub, 237 amalgam, 128 anemia, 510 anesthetics, 535-536 antacids, 162 calculus, 364 antibiotics, 528-530 composition of teeth, 363-365 antiseptics, 362 dental use of organic compounds, 240, aspirin and analgesics, 531-535 243, 271 autoclave, 90, 362 dental caries and decalcification, 364 basal metabolic rate, 390 dental wax, 326-327 Benedicts’ solution, 302-304 fluoride treatment, 365 blood groups and Rh, 510-511 hormonal calcium regulation, 485 blood sugar level, 401-402, 486-489 hydrocollodi impression material, 311 body temperature, 14, 517 plaster, 118-119 childrens’ doses, 140-141 polysulfide impression material, 287 corticosteroid,s 491-493 "quat" solutions, 271-272 disinfectants, 239, 272 radiation safety, 198-201 drug concentrations, 136-140 X-rays and photography, 187-188 enzymes for therapy, 376-377 fluid pressure (IV, blood), 116, 418 Respiratory Therapy glucose tolerance, 402 breathing, 87-88 hemodialysis, 148 diffusion, 84 hormonal disorders, 481-502 ethers, 242-245 ice packs, 110 evaporation, 106-108 medical diagnosis, 1 gas law calculations, 86-92 medical use of organic compounds, gaseous anesthetics, 536 237-282 halogenated hydrocarbon anesthetics, narcotics, 532-535 535-536 oxygen administration, 97-99 Henry’s law, 133 phenylketonuria, 462 humidity therapy, 122 poisons, 547-548 hyperbarci chamber, 135 sedative-hypnotic,s 536-538 intermittent partial pressure breathing specific gravity, 111-113 apparatus, 94 steam burns, 110 kinetic theory of gases, 82-83 stimulants, 541-543 nebulization, 123 sulfa drugs, 276, 375 oxygen therapy, 97-99 urine tests, 522 respiration, 94-97, 171, 394 ix (cid:247) Special interest topics respiratory acidosis/alkalosi,s 172 biological value of proteins, 437-438 surface tension, 113 blood lipids and dietary fats, 419, 421 composition of the body, 33 Medical Laboratory Technology control of blood sugar level, 401-402, abnormal urine components, 521-522 499 blood analysis, 513-514 depot lipid, 332, 413 blood clotting, 359, 480, 507-508 digestion and enzymes, 378-382 blood lipid level, 417-419 electrolyet imbalances, 167-168 body electrolytes, 166-170 elements essential to health, 33-34 components of blood, 504 ketosis and Dr. Atkin’s diet, 411-412 enzymes in diagnosis, 376-377 kwashiorko,r 438 glucose tests, 304 metabolism of carbohydrates, lipids, milliequivalent,s 167 and proteins, 385-441 osmosis and red blood cells, 145 obesity, 415 preparation of solutions, 136-141 protein structure and function, 344-363 radioimmunoassa,y 196 recommended dietary allowances, stoichiometr,y 70 480-481 wetting agents, 115 trace elements, 34 vitamin deficiency diseases, 470-481 Radiologic/Nuclear Technology water balance, 121, 494 biological effects of radiation, 197-198 composition of bone, 363 half-life (physical and biological,) General Interest 180-182 alcohol, 234-241, 539-541 nuclear equations, 177-178 alkaloids, 278-281 organ scanning, 193-195 allergy, 506, 529 photography, 185-187 body fluids, 504-522 radiation safety, 198-201 carcinogens, 227, 552-553 radiation therapy and cancer, 196-197 cloning, 467 radioisotopes, 193-196 detergents, 324-326 radioopaque compounds, 265 environmental pollution, 548-555 radioprotectiev drugs, 269 hallucinogens, 543-544 types of radiation, 176-177 mutations, 459-460 units of radiation, 192 nerve impulses, 378, 491 X-rays in diagnossi and therapy, optical isomers, 314-316 185-188 oral contraceptives, 489-490 ovarian cycle, 499, 502 Nutrition/Home Economics sickle cell anemia, 462 active transpor,t 335, 378 viruses, 459 atherosclerossi and lipids, 338,418-421 vitamin C and colds, 476-477 1 Matter and measurement Most of the functions of your body, including those taking place right now, de pend on chemical principles. Health care, whose role is maintaining the body functions, also depends on chemistry. Studying chemistry will therefore help you understand how the body works in times of health and how it can be treated when disease is present. Chemistry is a science, a systematic and logical organization of facts that describe our world. Modern chemistry began in the eighteenth century with the development of experiments: observations and measurements carried out under controlled conditions, like tests performed on blood or urine. Scientific observations are summarized in laws, which are statements about the way that nature behaves, such as the law of gravity. As you will see, many scientific laws have important applications to health. 1.1 The scientifci method To explain their observations, scientists propose a model or hypothesis. Testing of this possible explanation by further experimentation and observa tion is the basis of the scientific method. If the hypothesis does not agree with the new results, it must be changed or replaced. A theory is an explanation that has been tested and confirmed many times. In several ways, the scientific method is similar to medical diagnosis. First, observations are made of the state of the patient's health. This step may in volve examining the patient and performing measurements like taking the temperature or analyzing a blood sample. Next, a possible explanation or hy pothesis is proposed, such as the presence of a specific disease. Testing this hypothesis involves treatment for the condition—for example, by the admin istration of a drug. The patient is observed again to determine whether the proposed explanation, and the therapy based on it, were correct. If the symptoms disappear, the diagnosis (hypothesis) is confirmed; if not, another explanation may be necessary and, with it, further treatment. 1 2 Chapter 1 / Matter and measurement The health professional must work under certain limitations that may not apply to the scientist. Time is a critical factor; an initial diagnosis must often be decided rapidly, without making all possible tests or observations. Fur thermore, in the health area, many problems may be involved at once, while the scientist tries to limit the investigation to one part of a single problem. 1.2 The metric system Observations and measurement are fundamental both to the health area and to chemistry. A nurse, for example, may check the vital signs of each patient several times a day. In chemistry, you will be concerned with matter, the "stuff" all around you. To describe matter, a uniform method of measure ment must be used. The system of measurement used throughout the world is the metric system. (The present official version is called the International System of Units, abbreviated SI.) Scientific and medical fields use this system almost ex clusively. The United States is one of the few countries that still uses the English system of measurement, but plans are being made to switch to the metric system. Because it is based on the number 10, the metric system is easy to learn. Each unit or standard of measurement is related to other units by some mul tiple of 10. Therefore, you do not have to memorize numbers like 5280 (the number of feet in a mile) to convert between units in this system. Every unit is either 10 times, 100 times, 1000 times, and so on, larger or smaller than an other unit. Table 1-1 lists the prefixes commonly used in the metric system. The most important are "kilo-," meaning one thousand (1000) times larger than another unit, and "milli-," meaning one thousand times smaller (1/1000 or 0.001). Other common prefixes are "centi-," a hundred times smaller (1/100 or 0.01), and "micro-," a million times smaller (1/1,000,000 or 0.000001). Note that each prefix has a one-letter symbol, the first letter of its name. Since both milli- and micro- begin with m, the Greek letter for m, which is μ (pronounced mu), is used for micro-. Table 1-1 Common Metric Prefixes Prefix Symbol Meaning kilo- k one thousand times larger (1000) centi- c one hundred times smaller (1/100 or 0.01) milli- m one thousand times smaller (1/1000 or 0.001) micro- one million times smaller (1/1,000,000 or 0.000001)
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