Loose Leaf for Chemistry 5th Edition
Welcome to the exciting and dynamic world of Chemistry! My desire to create a general chemistry textbook grew out of my concern for the interests of students and faculty alike. Having taught general chemistry for many years, and having helped new teachers and future faculty develop the skills necessary to teach general chemistry, I believe I have developed a distinct perspective on the common problems and misunderstandings that students encounter while learning the fundamental concepts of chemistry—and that professors encounter while teaching them. I believe that it is possible for a textbook to address many of these issues while conveying the wonder and possibilities that chemistry offers. With this in mind, I have tried to write a text that balances the necessary fundamental concepts with engaging real-life examples and applications, while utilizing a consistent, step-by-step problem-solving approach and an innovative art and media program.
Each Sample Problem is followed by my ABC approach of three Practice Problems: Attempt, Build, and Conceptualize.
Practice Problem A (or “Attempt”) asks the student to apply the same Strategy to solve a problem very similar to the Sample Problem. In general, the same Setup and series of steps in the Solution can be used to solve Practice Problem A.
Practice Problem B (or “Build”) assesses mastery of the same skills as those required for the Sample Problem and Practice Problem A, but everywhere possible; Practice Problem B cannot be solved using the same Strategy used for the Sample Problem and for Practice Problem A. This provides the student an opportunity to develop a strategy independently, and combats the tendency that some students have to want to apply a “template” approach to solving chemistry problems. Practice Problems “Attempt” and “Build” have been incorporated into the problems available in Connect (R) and can be used in online homework and/or quizzing.
Practice Problem C (or “Conceptualize”) provides an exercise that probes the student’s conceptual understanding of the material. Practice Problems C often include concept and molecular art.
Each chapter’s end-of-chapter questions and problems begin with an Integrative Problem, titled Applying What You’ve Learned. These integrative problems incorporate multiple concepts from the chapter, with each step of the problem providing a specific reference to the appropriate Sample Problem in case the student needs direction.
Newly located immediately before the end-of-chapter problems, Key Skills pages are modules that provide a review of specific problem-solving techniques from that particular chapter. These are techniques the author knows are vital to success in later chapters. The Key Skills pages are designed to be easy for students to find touchstones to hone specific skills from earlier chapters—in the context of later chapters. The answers to the Key Skills Problems can be found in the Answer Appendix in the back of the book.
New to the Fifth Edition
∙Use of student Heat Maps to improve presentation specifically based on student performance. ∙New chapter openers, with emphasis on the chemistry associated with global climate change. ∙New End-of-Chapter Problems have been added in response to user comments. These include
additional conceptual problems, additional multi-concept problems, and updates of information in topical questions.
∙New Sample Problems to improve the introduction of new concepts.
∙New figures to help students develop conceptual understanding.
∙Continued development of truly comprehensive and consistent problem-solving. Hundreds of worked examples (Sample Problems) help students get started learning how to approach and solve problems.
∙SmartBook™ with Learning Resources. Our adaptive SmartBook has been supplemented with additional learning resources tied to each learning objective to provide point-in-time help to students who need it.
New and updated chapter content includes:
Incorporation of essential information from student notes into the main flow of text in each chapter. The remaining student notes are designed to help students over a variety of stumbling blocks. They include timely warnings about common errors, reminders of important information from previous chapters, and general information that helps place the material in an easily understood context.
Chapter 1—New chapter opener with environmental focus and earlier placement of the FAQ box “How Can I Enhance My Chances of Success in Chemistry Class?”
Chapter 2—New end-of-chapter problems
Chapter 5—New end-of-chapter problems, including conceptual and multi-concepts problems Chapter 6—New conceptual illustration of the photoelectric effect
Chapter 7—New chapter opener with environmental focus
Chapter 8—New conceptual end-of-chapter problems
Chapter 10—New conceptual end-of-chapter problems
Chapter 11—New conceptual end-of-chapter problems
Chapter 17—New chapter opener with environmental focus and new conceptual
Chapter 18—New conceptual Checkpoint and end-of-chapter problems
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