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| '''Linus Carl Pauling''' (], ]-], ]) was an ] ]. | '''Linus Carl Pauling''' (], ]-], ]) was an ] ]. | ||
| Pauling was born in ]. His father, an unsuccessful druggist, |
Pauling was born in ]. His father, an unsuccessful druggist, moved his family to a number of different cities in ] from ] to ], finally returning to Portland that year. When the elder Pauling died in ] of a perforated ulcer, Linus' mother was left to care for him and two younger siblings. | ||
| Pauling was a voracious reader as a child, and at one point his father wrote a letter to a local paper inviting suggestions of additional books that would occupy his time. A friend, Lloyd Jeffres, had a small ] laboratory in his bedroom when Pauling was in grammar school, and |
Pauling was a voracious reader as a child, and at one point his father wrote a letter to a local paper inviting suggestions of additional books that would occupy his time. A friend, Lloyd Jeffres, had a small ] laboratory in his bedroom when Pauling was in grammar school, and Jeffres' laboratory experimets inspired Pauling to plan to become a ]. | ||
| In high school, Pauling continued to experiment in chemistry, borrowing much of the equipment and materials from an abandoned steel company near which his grandfather worked as a night watchman. | In high school, Pauling continued to experiment in chemistry, borrowing much of the equipment and materials from an abandoned steel company near which his grandfather worked as a night watchman. | ||
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| Somehow Pauling failed to take some required American history courses and did not qualify for his high school diploma. The school awarded him the diploma 45 years later, after he had won two ]s! | Somehow Pauling failed to take some required American history courses and did not qualify for his high school diploma. The school awarded him the diploma 45 years later, after he had won two ]s! | ||
| In ] Pauling entered the Oregon Agricultural College in ], now ]. Because of financial needs, he had to work |
In ] Pauling entered the Oregon Agricultural College in ], now ]. Because of financial needs, he had to work full-time while attending a full schedule of classes. After his sophomore year, he planned to take a job in Portland to help support his mother, but the college offered him a position teaching ] (a course Pauling had just finished taking as a student). This allowed him to continue his studies at OAC. | ||
| He introduced the concept of ] in ]. Using the various properties of ]s such as |
He introduced the concept of ] in ]. Using the various properties of ]s, such as the energy required to break ] and the ] of molecules, he established a scale and an associated numerical value for most of the elements, the ], which is useful in predicting the nature of bonds between atoms in molecules. (Another measure of electronegativity was defined by ]; his scale generally correlates with Pauling's, but not perfectly. The Pauling scale is the more frequently cited electronegativity scale.) | ||
| He received the ] in ] "for his research into the nature of the chemical bond and its application to the elucidation of the structure of complex substances", and the ] in ]. He is also well-known for his research into the therapeutic effects of ]. | He received the ] in ] "for his research into the nature of the chemical bond and its application to the elucidation of the structure of complex substances", and the ] in ]. He is also well-known for his research into the therapeutic effects of ]. | ||
Revision as of 07:23, 21 February 2002
Linus Carl Pauling (February 28, 1901-August 19, 1994) was an American physical chemist.
Pauling was born in Portland, Oregon. His father, an unsuccessful druggist, moved his family to a number of different cities in Oregon from 1903 to 1909, finally returning to Portland that year. When the elder Pauling died in 1910 of a perforated ulcer, Linus' mother was left to care for him and two younger siblings.
Pauling was a voracious reader as a child, and at one point his father wrote a letter to a local paper inviting suggestions of additional books that would occupy his time. A friend, Lloyd Jeffres, had a small chemistry laboratory in his bedroom when Pauling was in grammar school, and Jeffres' laboratory experimets inspired Pauling to plan to become a chemical engineer.
In high school, Pauling continued to experiment in chemistry, borrowing much of the equipment and materials from an abandoned steel company near which his grandfather worked as a night watchman.
Somehow Pauling failed to take some required American history courses and did not qualify for his high school diploma. The school awarded him the diploma 45 years later, after he had won two Nobel Prizes!
In 1917 Pauling entered the Oregon Agricultural College in Corvallis, now Oregon State University. Because of financial needs, he had to work full-time while attending a full schedule of classes. After his sophomore year, he planned to take a job in Portland to help support his mother, but the college offered him a position teaching quantitative analysis (a course Pauling had just finished taking as a student). This allowed him to continue his studies at OAC.
He introduced the concept of electronegativity in 1932. Using the various properties of molecules, such as the energy required to break bonds and the dipole moments of molecules, he established a scale and an associated numerical value for most of the elements, the Pauling Electronegativity Scale, which is useful in predicting the nature of bonds between atoms in molecules. (Another measure of electronegativity was defined by Robert S. Mulliken; his scale generally correlates with Pauling's, but not perfectly. The Pauling scale is the more frequently cited electronegativity scale.)
He received the Nobel Prize in Chemistry in 1954 "for his research into the nature of the chemical bond and its application to the elucidation of the structure of complex substances", and the Nobel Peace Prize in 1962. He is also well-known for his research into the therapeutic effects of vitamin C.