Renowned author team, Steve and Susan Zumdahl have for decades focused on helping students build critical-thinking skills while learning to "think like chemists." This focus on conceptual understanding and strong problem-solving orientation provides students the building blocks towards gaining mastery. In this third edition of CHEMISTRY: AN ATOMS FIRST APPROACH, Steve and Susan Zumdahl, with new co-author Don DeCoste, place special emphasis on the fluidity of topics, guiding students through the concept of molecules, structure and bonding to more complex materials and their properties. This text is enhanced with interactive resources available in OWLv2, a powerful online learning system with richly dynamic problems and newly enhanced content that features a wider range of quality feedback and point-of-use remediation.
Review: Measurement and Calculations in Chemistry.
1. Chemical Foundations.
2. Atomic Structure and Periodicity.
3. Bonding: General Concepts.
4. Molecular Structure and Orbitals.
5. Stoichiometry.
6. Types of Chemical Reactions and Solution Stoichiometry.
7. Chemical Energy.
8. Gases.
9. Liquids and Solids.
10. Properties of Solutions.
11. Chemical Kinetics.
12. Chemical Equilibrium.
13. Acids and Bases.
14. Acid-Base Equilibria.
15. Solubility and Complex Ion Equilibria.
16. Spontaneity, Entropy, and Free Energy.
17. Electrochemistry.
18. The Nucleus: A Chemist's View.
19. The Representative Elements.
20. Transition Metals and Coordination Chemistry.
21. Organic and Biological Molecules.
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Steven S. Zumdahl
Steve Zumdahl is the author of market-leading textbooks in introductory chemistry, general chemistry, honors-level chemistry, and high school chemistry. Recently retired from his long-time position as Director of Undergraduate Programs at the University of Illinois, he has received numerous awards for his contributions to chemical education. These include the National Catalyst Award in recognition of his contribution to chemical education, the University of Illinois Teaching Award, the UIUC Liberal Arts and Sciences Advising Award, and the School of Chemical Sciences Teaching Award (five times). He earned his B.S. in Chemistry from Wheaton College (IL), and his Ph.D. from the University of Illinois.
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Susan A. Zumdahl
Susan A. Zumdahl earned a B.S. and M.A. in Chemistry at California State University--Fullerton. She has taught science and mathematics at all levels, including middle school, high school, community college, and university. She is past director of the Merit Program for Emerging Scholars in Chemistry at the University of Illinois. In addition, she spearheaded the development of a sophisticated web-based electronic homework system for chemistry and is co-author on several chemistry textbooks.
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Donald J. DeCoste
Donald J. DeCoste is Associate Director of General Chemistry at the University of Illinois, Urbana–Champaign and has been teaching chemistry at the high school and college levels for 26 years. He earned his BS in Chemistry and PhD from the University of Illinois, Urbana–Champaign. At UIUC he has developed chemistry courses for nonscience majors, preservice secondary teachers, and preservice elementary teachers. He teaches courses in introductory chemistry and the teaching of chemistry and has received the School of Chemical Sciences Teaching Award four times. Don has led workshops for secondary teachers and graduate student teaching assistants, discussing the methods and benefits of getting students more actively involved in class. When not involved in teaching and advising, Don enjoys spending time with his wife and three children.
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REORGANIZED END-OF-CHAPTER QUESTIONS support the special attention paid to the fluidity of topics relative to learning through the atoms first approach.
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ENHANCED CONTENT IN OWLv2: The enhanced content in OWL provides intentional, targeted guidance with a wider range of answer specific feedback, point-of-use remediation, and streamlined course templates.
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LADDERED ASSESSMENT SETS: Laddered Assessments are new assignment sets in OWLv2 that combine conceptual modules with more traditional homework questions. This provides students a structured learning path to bolster their skills. Students start with conceptual exercises like tutorials and simulations, then practice single concepts and skills in Mastery, then finally practice application in end-of-chapter exercises.
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IMPROVED FLUIDITY OF TOPICS ensures clarity, enhanced understanding and cohesive flow in every chapter. In areas such as measurements, calculations, and bonding, for example, the authors focus on increasing student comprehension of terms relative to placement of concepts as they proceed through the atoms first approach.
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INCREASED CLARITY: Since nomenclature appears in later chapters, both formulas and names of molecules are referenced to not assume students have a prior knowledge of nomenclature.
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EXPANDED TOPICS: The discussion of energy, for example, was expanded to support content referencing energy that appears before chapter 7.
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REACTION ENTHALPY ESTIMATIONS from bond enthalpy was moved from chapter 3 to chapter 7 so that it appears after students have studied reactions in more detail.
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IMPROVED CONTEXT: Reminder call-outs were added to help students identify information from previous chapters to trigger a refresh of topics or remediation.
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ENHANCED CONTENT IN OWLv2: The enhanced content in OWL provides intentional, targeted guidance with a wider range of answer specific feedback, point-of-use remediation, and streamlined course templates.
-
LADDERED ASSESSMENT SETS: Laddered Assessments are new assignment sets in OWLv2 that combine conceptual modules with more traditional homework questions. This provides students a structured learning path to bolster their skills. Students start with conceptual exercises like tutorials and simulations, then practice single concepts and skills in Mastery, then finally practice application in end-of-chapter exercises.
-
IMPROVED FLUIDITY OF TOPICS ensures clarity, enhanced understanding and cohesive flow in every chapter. In areas such as measurements, calculations, and bonding, for example, the authors focus on increasing student comprehension of terms relative to placement of concepts as they proceed through the atoms first approach.
-
INCREASED CLARITY: Since nomenclature appears in later chapters, both formulas and names of molecules are referenced to not assume students have a prior knowledge of nomenclature.
-
EXPANDED TOPICS: The discussion of energy, for example, was expanded to support content referencing energy that appears before chapter 7.
-
REACTION ENTHALPY ESTIMATIONS from bond enthalpy was moved from chapter 3 to chapter 7 so that it appears after students have studied reactions in more detail.
-
IMPROVED CONTEXT: Reminder call-outs were added to help students identify information from previous chapters to trigger a refresh of topics or remediation.
-
REORGANIZED END-OF-CHAPTER QUESTIONS support the special attention paid to the fluidity of topics relative to learning through the atoms first approach.