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Introduction to Chemistry
eBook updates coming May 2021: • Reformatted Examples and Practice Problems provide a “read-a-little, do-a-little” approach for students, breaking difficult concepts down into accessible portions.
• Concept Review questions are now auto-graded and integrated into the eBook, providing immediate feedback for students as they test their knowledge of the chapter.
• New digital flashcards for key terms and definitions provide an interactive study experience for students.
Introduction to Chemistry, Fifth edition takes a conceptual approach to introductory chemistry. Chapters open with a scenario involving real-life students to connect abstract chemical concepts to students' lives. Math is introduced on a need-to-know basis. This conceptual approach first teaches the chemistry and then shows students how to use the math with the chemistry. We recognize how important it is for students to apply chemistry to their world and have added or expanded applications - especially medical- and environment-related applications - throughout the text, marginal notes, worked examples, and end-of-chapter problems.
•Consider This features offer conceptual-in-nature questions at the end of worked examples. These questions prompt students to extend their understanding beyond the focus of the worked examples.
•Key Concepts replace end-of-chapter summaries. Presented in outline form, they guide student discovery of the most important ideas discussed in each chapter.
•Concept Review multiple-choice questions have been added to end-of-chapter questions and problems. Because most students in an introductory chemistry course will take multiple-choice exams, these questions provide them with an outstanding practice opportunity. The conceptual nature of these questions helps students develop deeper understanding and critical thinking skills. After each question, a follow-up question provides additional practice with the analysis of multiple-choice responses.
•Four new elements have been named in the Revised Periodic nihonium (Nh, element 113), moscovium (Mc, 115), tennessine (Ts, 117), and oganesson (Og, 118).
•The Art Program is considered the best in the market. To help students connect verbal descriptions to molecular-level representations, the program uses symbols and zoomed-in art to show critical phenomena at a molecular level.
•The problem-solving approach is supported by worked Example Boxes. Problem solving in chemistry is much more than algorithmic number crunching. It involves applying principles to solve problems. Conceptual problems require students to apply their understanding of concepts instead of just an algorithm. This text emphasizes underlying concepts when discussing numerical problems within in-chapter worked examples as well as end-of-chapter problems.
The best approach to incorporating math involves development of associated math on an as-needed basis, with an emphasis on concepts that the problems are trying to illustrate. This text integrates need-to-know mathematical ideas that are important to chemists into conceptual discussions.
•Math Toolboxes have been reworked and expanded, and now include accompanying end-of-chapter problems.
•Toolbox Icons in the text margins point students to the appropriate review material.
•The math reviews provided in the end-of-chapter Math Toolboxes are referenced within appropriate sections of the text.
• Concept Review questions are now auto-graded and integrated into the eBook, providing immediate feedback for students as they test their knowledge of the chapter.
• New digital flashcards for key terms and definitions provide an interactive study experience for students.
Introduction to Chemistry, Fifth edition takes a conceptual approach to introductory chemistry. Chapters open with a scenario involving real-life students to connect abstract chemical concepts to students' lives. Math is introduced on a need-to-know basis. This conceptual approach first teaches the chemistry and then shows students how to use the math with the chemistry. We recognize how important it is for students to apply chemistry to their world and have added or expanded applications - especially medical- and environment-related applications - throughout the text, marginal notes, worked examples, and end-of-chapter problems.
•Consider This features offer conceptual-in-nature questions at the end of worked examples. These questions prompt students to extend their understanding beyond the focus of the worked examples.
•Key Concepts replace end-of-chapter summaries. Presented in outline form, they guide student discovery of the most important ideas discussed in each chapter.
•Concept Review multiple-choice questions have been added to end-of-chapter questions and problems. Because most students in an introductory chemistry course will take multiple-choice exams, these questions provide them with an outstanding practice opportunity. The conceptual nature of these questions helps students develop deeper understanding and critical thinking skills. After each question, a follow-up question provides additional practice with the analysis of multiple-choice responses.
•Four new elements have been named in the Revised Periodic nihonium (Nh, element 113), moscovium (Mc, 115), tennessine (Ts, 117), and oganesson (Og, 118).
•The Art Program is considered the best in the market. To help students connect verbal descriptions to molecular-level representations, the program uses symbols and zoomed-in art to show critical phenomena at a molecular level.
•The problem-solving approach is supported by worked Example Boxes. Problem solving in chemistry is much more than algorithmic number crunching. It involves applying principles to solve problems. Conceptual problems require students to apply their understanding of concepts instead of just an algorithm. This text emphasizes underlying concepts when discussing numerical problems within in-chapter worked examples as well as end-of-chapter problems.
The best approach to incorporating math involves development of associated math on an as-needed basis, with an emphasis on concepts that the problems are trying to illustrate. This text integrates need-to-know mathematical ideas that are important to chemists into conceptual discussions.
•Math Toolboxes have been reworked and expanded, and now include accompanying end-of-chapter problems.
•Toolbox Icons in the text margins point students to the appropriate review material.
•The math reviews provided in the end-of-chapter Math Toolboxes are referenced within appropriate sections of the text.
832 pages, Hardcover
First published August 1, 2009
2 people are currently reading
23 people want to read
About the author
Richard C. Bauer
37 booksRichard Bauer is faculty head of science, mathematics and social science at the Downtown Phoenix campus. His responsibilities include oversight of foundational courses in chemistry, biology, physics, mathematics and social science that are integral to the academic programs on the Downtown Phoenix campus. He works with his faculty to design approaches to education that are innovative, relevant to the students’ academic pursuits, and driven by the success of each student. He received a bachelor's degree in chemistry (1985) at Saginaw Valley State University, a master's degree (1991) and doctorate (1998) in chemistry education from Purdue University.
Prior to moving downtown he was the coordinator of general chemistry in the Department of Chemistry and Biochemistry in the College of Liberal Arts and Sciences. In this capacity, he managed the laboratory program for the first-year general chemistry courses and worked with faculty on improving student engagement in lecture and recitation components of these courses. He implemented an inquiry-based lab program and co-authored with James Birk and Douglas Sawyer a laboratory manual, "Laboratory Inquiry in Chemistry" (Cengage Learning, 2009) now in its third edition. Bauer has co-authored with James Birk and Pamela Marks a leading introductory chemistry textbook, "Introduction to Chemistry" (McGraw-Hill, 2013). Bauer is an active member of the American Chemical Society and member of the society’s Division of Chemical Education Long Range Planning Committee.
Prior to moving downtown he was the coordinator of general chemistry in the Department of Chemistry and Biochemistry in the College of Liberal Arts and Sciences. In this capacity, he managed the laboratory program for the first-year general chemistry courses and worked with faculty on improving student engagement in lecture and recitation components of these courses. He implemented an inquiry-based lab program and co-authored with James Birk and Douglas Sawyer a laboratory manual, "Laboratory Inquiry in Chemistry" (Cengage Learning, 2009) now in its third edition. Bauer has co-authored with James Birk and Pamela Marks a leading introductory chemistry textbook, "Introduction to Chemistry" (McGraw-Hill, 2013). Bauer is an active member of the American Chemical Society and member of the society’s Division of Chemical Education Long Range Planning Committee.
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