Succeed in chemistry with the clear explanations, problem-solving strategies, and dynamic study tools of CHEMISTRY & CHEMICAL REACTIVITY. Thorough instruction helps you develop a deeper understanding of general chemistry concepts through an emphasis on the visual nature of chemistry and the close interrelationship of the macroscopic, symbolic, and particulate levels of chemistry. The art program illustrates each of these levels in engaging detail.. Interactive study aids in OWLv2, such as Interactive Examples and Adaptive Learning Activities, help you master concepts.
PART I: THE BASIC TOOLS OF CHEMISTRY.
1. Basic Concepts of Chemistry.
Let's Review: The Tools of Quantitative Chemistry.
2. Atoms, Molecules, and Ions.
3. Chemical Reactions.
4. Stoichiometry: Quantitative Information about Chemical Reactions.
5. Principles of Chemical Reactivity: Energy and Chemical Reactions.
PART II: ATOMS AND MOLECULES.
6. The Structure of Atoms.
7. The Structure of Atoms and Periodic Trends.
8. Bonding and Molecular Structure.
9. Bonding and Molecular Structure – Orbital Hybridization and Molecular Orbitals.
PART III: STATES OF MATTER
10. Gases and Their Properties.
11. Intermolecular Forces and Liquids.
12. The Solid State.
13. Solutions and Their Behavior.
PART IV: THE CONTROL OF CHEMICAL REACTIONS.
14. Chemical Kinetics: The Rates of Chemical Reactions.
15. Principles of Chemical Reactivity: Equilibria.
16. Principles of Chemical Reactivity: The Chemistry of Acids and Bases.
17. Principles of Chemical Reactivity: Other Aspects of Aqueous Equilibria.
18. Principles of Chemical Reactivity: Entropy and Free Energy.
19. Principles of Chemical Reactivity: Electron Transfer Reactions.
PART V: THE CHEMISTRY OF THE ELEMENTS.
20. Environmental Chemistry: Earth's Environment, Energy, and Sustainability.
21. The Chemistry of the Main Group Elements.
22. The Chemistry of the Transition Elements.
23. Carbon: Not Just Another Element.
25. Nuclear Chemistry.
Appendix A: Using Logarithms and Solving Quadratic Equations.
Appendix B: Some Important Physical Concepts.
Appendix C: Abbreviations and Useful Conversion Factors.
Appendix D: Physical Constants.
Appendix E: A Brief Guide to Naming Organic Compounds.
Appendix F: Values for the Ionization Energies and Electron Attachment Enthalpies of the Elements.
Appendix G: Vapor Pressure of Water at Various Temperatures.
Appendix H: Ionization Constants for Aqueous Weak Acids at 25ºC.
Appendix I: Ionization Constants for Aqueous Weak Bases at 25ºC.
Appendix J: Solubility Product Constants for Some Inorganic Compounds at 25ºC.
Appendix K: Formation Constants for Some Complex Ions in Aqueous Solution at 25°C.
Appendix L: Selected Thermodynamic Values.
Appendix M: Standard Reduction Potentials in Aqueous Solution at 25ºC.
Appendix N: Answers to Check Your Understanding Questions, Applying Chemical Principles Questions, and Selected Study Questions.
John C. Kotz
John C. Kotz is an emeritus State University of New York Distinguished Teaching Professor at the College at Oneonta. Educated at Washington and Lee University, as well as Cornell University, he held National Institutes of Health postdoctoral appointments at the University of Manchester Institute for Science and Technology in England and at Indiana University. Professor Kotz has co-authored three textbooks in several editions - INORGANIC CHEMISTRY, CHEMISTRY & CHEMICAL REACTIVITY, and THE CHEMICAL WORLD - along with the INTERACTIVE GENERAL CHEMISTRY CD-ROM. He also has published research on inorganic chemistry and electrochemistry. He was a Fulbright Lecturer and Research Scholar in Portugal in 1979 and a visiting professor there in 1992, as well as a visiting professor at the Institute for Chemical Education (University of Wisconsin, 1991-1992) and at Auckland University in New Zealand (1999). He also was an invited speaker at a meeting of the South African Chemical Society and at the biennial conference for secondary school chemistry teachers in New Zealand. In addition, a recent tenure as a mentor of the U.S. Chemistry Olympiad Team, Professor Kotz has received numerous honors, including a State University of New York Chancellor's Award (1979), a National Catalyst Award for Excellence in Teaching (1992), the Estee Lectureship in Chemical Education at the University of South Dakota (1998), the Visiting Scientist Award from the Western Connecticut Section of the American Chemical Society (1999), and the first annual Distinguished Education Award from the Binghamton (New York) Section of the American Chemical Society (2001).
Paul M. Treichel
Paul M. Treichel, received his B.S. degree from the University of Wisconsin in 1958 and a Ph.D. from Harvard University in 1962. After a year of postdoctoral study in London, he assumed a faculty position at the University of Wisconsin–Madison. He served as department chair from 1986 through 1995 and was awarded a Helfaer Professorship in 1996. He has held visiting faculty positions in South Africa (1975) and in Japan (1995). Retiring after 44 years as a faculty member in 2007, he is currently Emeritus Professor of Chemistry. During his faculty career he taught courses in general chemistry, inorganic chemistry, organometallic chemistry, and scientific ethics. Professor Treichel's research in organometallic and metal cluster chemistry and in mass spectrometry, aided by 75 graduate and undergraduate students, has led to more than 170 papers in scientific journals. He may be contacted by email at firstname.lastname@example.org.
David A. Treichel, Professor of Chemistry at Nebraska Wesleyan University, received a B.A. degree from Carleton College. He earned a M.S. and a Ph.D. in analytical chemistry at Northwestern University. After post-doctoral research at the University of Texas in Austin, he joined the faculty at Nebraska Wesleyan University. His research interests are in the fields of electrochemistry and surface-laser spectroscopy. He may be contacted by email at email@example.com.
John R. Townsend, Professor of Chemistry at West Chester University of Pennsylvania, completed his B.A. in Chemistry as well as the Approved Program for Teacher Certification in Chemistry at the University of Delaware. After a career teaching high school science and mathematics, he earned his M.S. and Ph.D. in biophysical chemistry at Cornell University, where he also received the DuPont Teaching Award for his work as a teaching assistant. After teaching at Bloomsburg University, he joined the faculty at West Chester University, where he coordinates the chemistry education program for prospective high school teachers and the general chemistry lecture program for science majors. He has been the university supervisor for more than 60 prospective high school chemistry teachers during their student teaching semester. His research interests are in the fields of chemical education and biochemistry. He may be contacted by email at firstname.lastname@example.org.
Chapter Goals are now specified for each section in each chapter. In the Chapter Goals Revisited section at the close of the chapter each goal is matched with several Study Questions that allow the student to try questions on that topic. For some goals new questions have been added.
Each chapter now features at least two Applying Chemical Principles scenario problems. Their purpose is to bring together principles learned in the current chapter with those in previous chapters to address problems in “real world” chemistry. Here students will learn about a problem in green chemistry or the chemistry in the book and movie The Martian, for example.
The new OWLv2 course will feature Adaptive Learning Activities designed to deliver continuous, personalized support in manageable chunks throughout the learning process.
BEYOND THE EXAM. The text correlates Chapter Goals with Study Questions to help students develop a conceptual understanding of chemistry and a skill in problem-solving that will serve them long after their final exams.
WORKED EXAMPLES. Through the text's six-part worked example structure, students learn how to approach a problem rather than just memorize problem types and solution approaches. Worked example headers use the following structure: 1) A Problem statement; 2) A "What Do You Know?" section that asks students to outline what information they have and begin to think about a solution; 3) A Strategy section that combines the information available with the objective to devise a path to the solution; 4) A fully worked Solution; 5) A "Think About Your Answer" section that prompts students to ask if the answer is reasonable; 6) A "Check Your Understanding" problem similar to the example to confirm students understand.
PROBLEM STRATEGY MAPS. Selected worked examples have Strategy Maps that give students a visual view of the complete problem-solving strategy. Video Strategy Solutions based on these maps are integrated into the MindTap Reader eBook. Example problems from the book are assignable in OWLv2 as Tutored problems.
VISUAL TOOLS. With the text's extensive use of molecular representations, your students can move beyond just plugging numbers into an equation to a conceptual understanding of what's going on at the molecular level. The authors consistently depict molecules in chemical equations and use unique space-filling molecular art that more completely tie the text's molecular art to problem solving and media.
CLOSER LOOK BOXES. These show students where chemistry has been used to solve a problem, where chemistry is important in everyday matters, or where the student might like a more detailed look at a new concept or the history behind it.
"IN THE LABORATORY" QUESTIONS. These questions address techniques used and work performed in the general chemistry laboratory to help students make the connection between lecture topics and lab work.
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Instructor's Companion Website for Kotz/Treichel/Townsend/Treichel's Chemistry & Chemical Reactivity, 10th
Online Instructor's Resource Manual with Instructor's Solutions Manual for Kotz/Treichel/Townsend/Treichel's Chemistry & Chemical Reactivity, 10th
Cengage eBook: Chemistry and Chemical Reactivity 12 Months