Chemistry and Chemical Reactivity (with CD-ROM)

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9780030336041: Chemistry and Chemical Reactivity (with CD-ROM)

Quality writing, seamless technology integration, and a rich ancillary package are hallmarks of John C. Kotz and Paul M. Treichel, Jr.'s CHEMISTRY AND CHEMICAL REACTIVITY. Now thoroughly revised and enhanced, the fifth edition of this best-selling text will bring students to a new level of understanding and appreciation for chemistry's vital role in their lives. By emphasizing the close interrelationship of the macroscopic, symbolic, and particulate levels of chemistry, Kotz and Treichel provide an important organizing principle that carries throughout the book. The text's significantly revised art program reveals these three levels in engaging detail. This new art program is fully integrated with CHEMISTRY AND CHEMICAL REACTIVITY'S unparalleled CD-ROM, GENERAL CHEMISTRY INTERACTIVE, VERSION 3.0. With hundreds of guided simulations, animations, and video clips, as well as new Intelligent Tutors that guide students step-by-step through problems, GENERAL CHEMISTRY INTERACTIVE is the benchmark learning tool by which all others are measured-and it is included with every new copy of the text.

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About the Author:

John C. Kotz is an emeritus State University of New York Distinguished Teaching Professor at the College at Oneonta. Educated at Washington and Lee University, as well as Cornell University, he held National Institutes of Health postdoctoral appointments at the University of Manchester Institute for Science and Technology in England and at Indiana University. Professor Kotz has co-authored three textbooks in several editions - INORGANIC CHEMISTRY, CHEMISTRY & CHEMICAL REACTIVITY, and THE CHEMICAL WORLD - along with the INTERACTIVE GENERAL CHEMISTRY CD-ROM. He also has published research on inorganic chemistry and electrochemistry. He was a Fulbright Lecturer and Research Scholar in Portugal in 1979 and a visiting professor there in 1992, as well as a visiting professor at the Institute for Chemical Education (University of Wisconsin, 1991-1992) and at Auckland University in New Zealand (1999). He also was an invited speaker at a meeting of the South African Chemical Society and at the biennial conference for secondary school chemistry teachers in New Zealand. In addition, a recent tenure as a mentor of the U.S. Chemistry Olympiad Team, Professor Kotz has received numerous honors, including a State University of New York Chancellor's Award (1979), a National Catalyst Award for Excellence in Teaching (1992), the Estee Lectureship in Chemical Education at the University of South Dakota (1998), the Visiting Scientist Award from the Western Connecticut Section of the American Chemical Society (1999), and the first annual Distinguished Education Award from the Binghamton (New York) Section of the American Chemical Society (2001).

Paul M. Treichel, received his B.S. degree from the University of Wisconsin in 1958 and a Ph.D. from Harvard University in 1962. After a year of postdoctoral study in London, he assumed a faculty position at the University of Wisconsin-Madison. He served as department chair from 1986 through 1995 and was awarded a Helfaer Professorship in 1996. He has held visiting faculty positions in South Africa (1975) and in Japan (1995). Retiring after 44 years as a faculty member in 2007, he is currently Emeritus Professor of Chemistry. During his faculty career he taught courses in general chemistry, inorganic chemistry, organometallic chemistry, and scientific ethics. Professor Treichel's research in organometallic and metal cluster chemistry and in mass spectrometry, aided by 75 graduate and undergraduate students, has led to more than 170 papers in scientific journals. He may be contacted by email at treichelpaul@me.com.

Review:

"Overall, I think the chapter model is excellent. In particular, I like the Chapter Outline, Chapter Goals, and the ’Before You Begin’ sections. Many students in non-chemistry majors general chemistry classes are oriented at either medical school or engineering, and such students tend to be very objective-oriented. Having the outline and goals spelled out for them will help them to focus on the material. It will also tend to help students who have difficulty in determining what they are supposed to be learning in a given chapter."

"I particularly like the way the sample problems are broken down into ’strategy,’ ’solution,’ and perhaps most importantly, ’comments.’ Too often, in my opinion, students lean to solve problems in general chemistry by ’pattern-recognition.’"

"I find clear explanations, and many of the graphics are well chosen and cleverly crafted to support the explanations. My experience looking at introductory chemistry textbooks is that usually graphics add points of interest but contribute little to the primary concepts. Here I find the graphics constitute part of the instructional fabric."

"I especially liked the (Chapter Goals). It helps the student focus on the subject at hand, and lets them know where they are in relation to what they are trying to accomplish. Also, the references back to specific topics, in this chapter or that page, were extremely valuable to a beginning student."

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