Focus on Chemistry develops a systematic approach to problem solving that will guide students through the process of solving chemical problems. Problem solving skills are emphasized throughout each chapter, developed through many in-chapter examples, reviewed in unique chapter summaries, and practiced and synthesized in end-of-chapter exercises. This book focuses on the development of basic chemical principles including chemical bonding, atomic structure, and gas laws. For anyone who wants a clear, concise guide to solving problems in Chemistry.
Table of Contents
1. The Chemical World. 2. Measurement and Problem-Solving. 3. Matter and Energy. 4. Atoms and Elements. 5. Molecules and Compounds. 6. Chemical Composition. 7. Chemical Reactions. 8. Quantities in Chemical Reactions. 9. Electronic Structure. 10. Chemical Bonding. 11. Gases. 12. Liquids and Solids. 13. Solutions. 14. Acids and Bases. 15. Equilibrium. 16. Oxidation and Reduction. 17. Nuclear Chemistry. 18. Organic Chemistry. 19. Biochemistry.
The design and features of this book represent a conscious, deliberate, and sustained effort to achieve, in our students, the goals of the book--teaching chemical principles, and building chemical skills in the context of relevance. Students must understand chemical concepts, solve chemical problems, and understand why they are important. Chemical Principles The understanding of basic chemical principles and concepts in topics such as atomic structure, chemical bonding, chemical reactions, and gas laws is critical to the success of the introductory chemistry student. Students should understand the principles they need to succeed in the normal general chemistry sequence. The book integrates qualitative and quantitative material and proceeds from concrete concepts to more abstract ones. The main divergence in topic ordering among instructors teaching preparatory chemistry courses is the placement of electronic structure and chemical bonding. Should these topics come early, at the point where models for the atom are being discussed? Or should they come later, after the student is exposed to chemical compounds and chemical reactions? Early placement gives the student a theoretical framework out of which they can understand compounds and reactions. However, it might also present students with abstract models before they understand why they are necessary. I have chosen a later placement for the following reasons: A later placement seems more flexible.An instructor who wants to cover atomic theory and bonding earlier can simply cover Chapters 9 and 10 after Chapter 4. However, if atomic theory and bonding were placed earlier, it would be more difficult for the instructor to skip these chapters and come back to them later. A later placement allows earlier coverage of topics that students can more easily visualize.Coverage of abstract topics too early in a course can lose some students. Chemical compounds and chemical reactions can be more tangible than atomic orbitals, and the relevance of these is easier to demonstrate to the beginning student. A later placement gives students a reason to learn an abstract theory.Once students learn about compounds and reactions, they are more easily motivated to learn a theory that explains the underlying causes behind them. A later placement follows the scientific method.In science, we normally make observations, form laws, and then build models or theories that explain our observations and laws. A later placement reflects this ordering. Nonetheless, I know that every course is unique and that each instructor chooses to cover topics in his or her own way. Consequently, I have written each chapter for maximum flexibility in topic ordering. In addition, the book is offered in two formats. Introductory Chemistry,the full version, contains 19 chapters and includes organic chemistry and biochemistry. Since some courses do not cover these two topics, we offer Introductory Chemistry Essentials,which contains 17 chapters and omits these topics. Problem-Solving Skills The development of problem-solving skills is the other main goal of this text; it is often the primary reason that students take introductory/preparatory chemistry. To this end, Introductory Chemistrydevelops a systematic approach to problem solving. Problem-solving skills are emphasized throughout each chapter, developed through many in-chapter examples, reinforced with skillbuilderexercises immediately following each example, reviewed in unique chapter summaries, and practiced and synthesized in end-of-chapter exercises. Solution Maps Many problems in this course can be solved using dimensional analysis, so this is an emphasis of the early chapters. The text presents students with a basic procedure for solving most chemical pro