Instructors

Students and instructors). Each chapter presents first the basic surface chemistry of the topic, with optional material in small print. Derivations are generally given in full and this core material is reinforced by means of problems at the end of the chapter. A solutions manual is available to instructors. It is assumed that students have completed the usual undergraduate year course in physical chemistry. As a text for an advanced course, the basic material is referenced to fundamental, historical sources, and to contemporary ones where new advances have been incorporated. There are numerous examples and data drawn from both the older and from current literature. 

One thing has not changed. By shopping among the software sources at the end of this book, and clipping popular computer magazine advertisements, the prudent instructor can still equip his or her lab at a starting investment of about 2000 per workstation of two students each. 

Finally, try to formulate the chemical reactions which occur in the above experiments and submit them to the instructor for comment. 

Carry out the Lucas test with iso-propyl alcohol, n-butyl alcohol, scc.-butyl alcohol, cycZohexanol and iert.-butyl alcohol. Obtain an unknown alcohol from the instructor for test. 

Genesis mentions that Tubal-Cain, seven generations from Adam, was "an instructor of every artificer in brass and iron."... 

The course instructors or professors have not tried to intentionally deceive their students. Most individuals cannot grasp the full depth and detail of any chemical concept the first time that it is presented to them. It has been found that most people learn complex subjects best when first given a basic description of the concepts and then left to develop a more detailed understanding over time. Despite the best elforts of educators, a few misconceptions are at times possibly introduced in the attempt to simplify complex material for freshmen students. The part of this process that perpetuates any confusion is the fact that texts and instructors alike often do not acknowledge the simplifications being presented. 

This presentation CD ROM contains a multimedia col lection of visual resources allowing instructors to use art work from the text m multiple formats to create cus tomized classroom presentations visually based tests and quizzes dynamic course website content or attractive printed support materials The Digital Content Manager IS a cross platform CD containing an image library a ta bles library and a PowerPoint presentation... 

The comprehensive website (www mhhe com/carey) is book specific and offers excellent tools for both the m structor and the student Instructors can create an interac five course with the integration of this site and a secure Instructor Center stores your essential course materials to save you prep time before class This center offers PowerPoint images a PowerPoint lecture outline mech anism animations and more... 

The Online Learning Center is a comprehensive exclu sive website that provides a wealth of electronic re sources for instructors and students alike For students the OLC features tutorial problem solving strategies and assessment exercises for every chapter m the book that were developed by Ian Hunt and Rick Spinney from the University of Calgary You can also access the Essential Student Partner from the OLC Log on at WWW mhhe com/carey... 

Online Learning Center (OLC) is a secure book specific website The OLC is the doorway to a library of resources for instructors... 

PowerPoint Presentation—is organized by chap ter and ready for the classroom or the instructor can customize the lecture to reflect their own teaching style... 

Read a recent article from the column Analytical Approach, published in Analytical Chemistry, or an article assigned by your instructor, and write an essay summarizing the nature of the problem and how it was solved. As a guide, refer back to Figure 1.3 for one model of the analytical approach. 

Obtain a sample of a metal from your instructor, and determine its density by one or both of the following methods ... 

With the permission of your instructor, carry out the following experiment. In a beaker, mix equal volumes of 0.001 M NH4SCN and 0.001 M FeCE (the latter solution must be acidified with concentrated HNO3 at a ratio of 4 drops/L to prevent the precipitation of Fe(OH)3). Divide solution in half, and add solid KNO3 to one portion at a ratio of 4 g per 100 mL. Compare the colors of the two solutions (see Color Plate 3), and explain why they are different. The relevant reaction is... 

In preparing this textbook, I have tried to find a more appropriate balance between theory and practice, between classical and modern methods of analysis, between analyzing samples and collecting and preparing samples for analysis, and between analytical methods and data analysis. Clearly, the amount of material in this textbook exceeds what can be covered in a single semester it s my hope, however, that the diversity of topics will meet the needs of different instructors, while, perhaps, suggesting some new topics to cover. 

Many of the topics covered in analytical chemistry benefit from the availability of appropriate computer software. In preparing this text, however, I made a conscious decision to avoid a presentation tied to a single computer platform or software package. Students and faculty are increasingly experienced in the use of computers, spreadsheets, and data analysis software their use is, I think, best left to the personal choice of each student and instructor. 

Chapters 4-7 cover a number of topics that are important in understanding how a particular analytical method works. Eater chapters are mostly independent of the material in these chapters. Instructors may pick and choose from among the topics... 

Instructor guides, student manuals, tests, procedures, and qualification cards are developed. Off-the-shelf materials purchased. 

When Bruce presented his ten-minute solution to the graduate student instructor the next morning, the instructor remarked, You have the right answer, but 1 have never seen it done this way. I will never forget Bruce s reply, Well, 1 guess that s how they do it in the field. ... 

The first three chapters discuss fundamental bonding theory, stereochemistry, and conformation, respectively. Chapter 4 discusses the means of study and description of reaction mechanisms. Chapter 9 focuses on aromaticity and aromatic stabilization and can be used at an earlier stage of a course if an instructor desires to do so. The other chapters discuss specific mechanistic types, including nucleophilic substitution, polar additions and eliminations, carbon acids and enolates, carbonyl chemistry, aromatic substitution, concerted reactions, free-radical reactions, and photochemistry. 

The design practices compiled in this volume were derived firom the literature of the American Society of Testing Materials (ASTM), the American Petroleum Institute (API), the ANSI Codes, a review of company specific literature including company design practices and general publications, and the author s personal notes compiled over the years as a consultant and practicing engineer, as well as an instructor to Venezuelan refinery and chemical plant operations. 

If would be advisable to review the program by touring the training facility and meeting the instructors. It would also be beneficial if you could attend a similar class that is being taught. This would help you to judge the quality of instruction. 

Employees and supervisors have been issued written certificates by their instructor and trained supervisor [OSHA Reference, 120(b)(4)(ii)(B) and (e)(7)]... 

Films or videos cover the same broad areas as posters. They are typically fairly short (not more than 30 minutes) and are usually intended to be used during training. Instructor s notes are often supplied with the audiovisual material. 

Written by Bruce Osterby (University of Wisconsin-LaCrosse), this manual contains over 1,000 multiple-choice questions. The Test Bank is available under the Instructor Center on the Online Learning Center at www.mhhe.com/carey. 

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