Introductory Chemistry

We are pleased to present this new edition of our textbook, Chemical Principles The Quest for Insight. It is designed for a rigorous course in introductory chemistry and to appeal to those of your students who will focus on engineering, the life sciences and medicine, or environmental sciences, as well as to chemistry majors. 

This text is designed for a rigorous course in introductory chemistry. Its central theme is to challenge students to think and question while providing a sound foundation in the principles of chemistry. 

We assume that our readers have a background in science attainable by completing a university level course in introductory chemistry. We also expect our readers to be involved in one of the disciplines integral to the study of biogeochemical cycles. This includes appropriate subdisciplines of chemistry, biology, and geology, and the sciences that deal with soils, atmospheres, and oceans. 

Gutwill-Wise, J. P. (2001). The impact of active and context-based learning to introductory chemistry courses. Journal of Chemical Education, 78, 684-690. 

Shitbley, Jr. I. A., Zimmaro, D. M. (2002). The influenee of eollaborative learning on student attitudes and performance in an introductory chemistry laboratory. Journal of Chemical Education, 79, 745-748. 

Nieswandt, M. (2001). Problems and possibilities for learning in an introductory chemistry course from a conceptual change perspective. Science Education, 85(2), 158-179. 

Two important polyatomic cations appear in introductory chemistry. These are the ammonium ion, NHJ, and the hydronium ion, H3 O, both of which are shown in Figure 3-11. These cations always have H-1 charges. The... 

New Curricular Materials for Introducing Polymer Topics in Introductory Chemistry Courses... 

We hope that these new curricular materials will not only facilitate the introduction of polymer topics into introductory chemistry courses but, in conjunction with other general chemistry curricular efforts, will also serve as a catalyst for revitalization of our introductory chemistry curriculum. 

Moreover, the introductory chemistry course, along with introductory calculus, serves as a foundation course to technical careers. Unpleasant experiences in these courses or poor performance in them often results in the loss of these students from the future technical labor-force pipeline. Enhancing the appeal of these courses is a viable strategy for kindling interest in technical careers across the spectrum of student customers . For the many students who will not pursue technical careers, a materials-oriented chemistry course can provide a sense of relevance by connecting chemistry to advanced materials and devices that we increasingly encounter in everyday life. 

In short, momentum for the project has been established. Publication of the Companion by the ACS represents a key step in making this material an integral part of the curriculum. The ACS will encourage use of the instructional packet not only by teachers, the primary targeted audience, but also by textbook authors and publishers. Incorporation of materials chemistry throughout introductory chemistry texts will be a certain sign that the discipline has entered the mainstream. As one of our committee members noted at the outset of this project, if 10% of all of the ex-... 

In introductory chemistry courses, a catalyst is defined as a substance that alters the rate of a chemical reaction without being permanendy altered itself. Reactions in which coordination compounds are involved in functioning as catalysts may begin and end with the same metal complex being present. 

Russo, Steve and Mile Silver. 2002. Introductory Chemistry, 2nd ed. San Francisco Benjamin Cummings. 

Section 1.2 deals with the time period from Dalton to the discovery of isotopes by Soddy and Fajans. Much of the discussion elaborates on the type of material found in introductory chemistry texts. It ends with the discovery of radioactivity by Becquerel and the developments which quickly followed. Section 1.3 starts with the discovery of the concept of isotopes in the early years of the twentieth century and ends with the invention of the mass spectrograph in 1922 by Aston. The literature relating to the work leading up to the 1913 papers by Soddy and Fajans is well and... 

The domain in which GEORGE operates is a small but important one for introductory chemistry. He works with problems involving the fundamental quantities mass, volume, and number of moles. He can also work with derived quantities such as density, molar mass, molar... 

Introductory chemistry including organic, inorganic and physical chemistry and quanti-... 

The New Chemistry is a set of six hooks intended to provide an overview of some areas of research not typically included in the beginning middle or high school curriculum in chemistry. The six hooks in the set—Chemistry of Drugs, Chemistry of New Materials, Forensic Chemistry, Chemistry of the Environment, Food Chemistry, and Chemistry of Space—are designed to provide a broad, general introduction to some helds of chemistry that are less commonly mentioned in standard introductory chemistry courses. They cover topics ranging from the most fundamental helds of chemistry, such as the origins of matter and of the universe, to those with important applications to everyday life, such as the composition of foods... 

Carboxylic acids and their derivatives are also an important part of Organic 11. We spend quite a few pages looking at the structure, nomenclature, synthesis, reactions, and spectroscopy of carboxylic acids. While on this topic in Chapter 12, we use a lot of acid-base chemistry, most of which you were exposed to in your introductory chemistry course. (For a quick review, look over a copy of Chemistry For Dummies or Chemistry Essentials For Dummies, both written by John T. Moore and published by Wiley.)... 

We need reaction-rate expressions to insert into species mass-balance equations for a particular reactor. These are the equations from which we can obtain compositions and other quantities that we need to describe a chemical process. In introductory chemistry courses students are introduced to first-order irreversible reactions in the batch reactor, and the impression is sometimes left that this is the only mass balance that is important in chemical reactions. In practical situations the mass balance becomes more comphcated. 

We next have to consider the continuity equation, which students first encounter seriously in introductory chemistry and physics as the principle of mass conservation. For any fluid we require that the total mass flow into some element of volume minus the flow out is equal to the accumulation of mass, and we either write these as integral balances (stoichiometry) or as differential balances on a differential element of volume. 

Julie A. Haack is a senior instructor and assistant department head for chemistry at the University of Oregon, where her work has focused on the incorporation of green chemistry principles into the introductory chemistry curriculum for both science and nonscience majors. She is a leader in facilitating the identification, development, and dissemination of green chemistry educational materials throughout the chemistry curriculum. 

Sevenair, J.R, Burkett, A.R., Introductory Chemistry. Investigating the Molecular Nature of Matter. WCB Publishers, USA 1997... 

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