Synopsis
INTRODUCTORY CHEMISTRY: AN ACTIVE LEARNING APPROACH gives you the tools you need to teach the course your way. The authors provide a question-and-answer presentation that allows users to actively learn chemistry while studying an assignment. This approach is reflected in three words of advice and encouragement that are repeated throughout the book: Learn It Now! As with previous editions, this text allows you to tailor the order of chapters to accommodate your particular needs through two flexible formats ? a standard paperbound edition and loose-leaf edition. This flexibility is achieved not only by carefully writing each topic so it never assumes prior knowledge, but also by including any and all necessary preview or review information needed to learn that topic. The fourth edition integrates new features such as technological resources, coached problems, and enhanced art and photography, all of which dovetail with the authors' active learning approach.
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Review
1. Introduction to Chemistry; Introduction to Active Learning. 2. Matter and Energy. 3. Measurement and Chemical Calculations. 4. Introduction to Gases. 5. Atomic Theory: The Nuclear Model of the Atom. 6. Chemical Nomenclature. 7. Chemical Formula Relationships. 8. Chemical Reactions. 9. Chemical Change. 10. Quantity Relationships in Chemical Reactions. 11. Atomic Theory: The Quantum Model of the Atom. 12. Chemical Bonding. 13. Structure and Shape. 14. The Ideal Gas Law and Its Applications. 15. Gases, Liquids, and Solids. 16. Solutions. 17. Acid-Base (Proton-Transfer) Reactions. 18. Chemical Equilibrium. 19. Oxidation-Reduction (Redox) Reactions. 20. Nuclear Chemistry. 21. Organic Chemistry. 22. Biochemistry. Appendix I: Chemical Calculations. Appendix II: The SI System of Units. Glossary. Index.
About the Author
Ed Peters received his B.S. from Rensselaer Polytechnic Institute in 1943 in Chemical Engineering and his M.S. from Northwestern University in 1947. He had a long and varied career. He worked as an engineer for the United States Navy and was employed as a chemistry teacher for various high schools and colleges in California. He retired in 1987. Mark S. Cracolice is a professor in the Department of Chemistry and Biochemistry at the University of Montana, where he teaches freshman-level chemistry courses, as well as graduate-level courses in teaching chemistry, theories of learning, and chemical education research. He directs a research group that seeks answers to questions about how students learn, and is involved in conducting professional development workshops for high school, college, and university chemistry instructors.
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