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Introduction to Chemistry https://www.mheducation.com/cover-images/Jpeg_400-high/1259911144.jpeg 5 2019 9781259911149 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 Table: 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.
09781259911149
Introduction to Chemistry

Introduction to Chemistry, 5th Edition

ISBN10: 1259911144 | ISBN13: 9781259911149
By Rich Bauer, James Birk, Pamela Marks
© 2019

Purchase Options:

* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

Purchase Options:

* The estimated amount of time this product will be on the market is based on a number of factors, including faculty input to instructional design and the prior revision cycle and updates to academic research-which typically results in a revision cycle ranging from every two to four years for this product. Pricing subject to change at any time.

Additional Product Information:

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 Table: 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.

1 Matter and Energy 
2 Atoms, Ions, and the Periodic Table 
3 Chemical Compounds 
4 Chemical Composition 
5 Chemical Reactions and Equations 
6 Quantities in Chemical Reactions 
7 Electron Structure of the Atom 
8 Chemical Bonding 
9 The Gaseous State 
10 The Liquid and Solid States 
11 Solutions 
12 Reaction Rates and Chemical Equilibrium 
13 Acids and Bases 
14 Oxidation-Reduction Reactions 
15 Nuclear Chemistry 
16 Organic Chemistry 
17 Biochemistry
Appendices
A Useful Reference Tables and Figures
B Math Toolboxes
C Answers to Consider This Questions and Practice Problems
D Answers to Selected Questions and Problems
Glossary 
Index
Connect

By prompting students to engage with key concepts, while continually adapting to their individual needs, Connect activates learning and empowers students to take control resulting in better grades and increased retention rates. Proven online content integrates seamlessly with our adaptive technology, and helps build student confidence outside of the classroom.

SmartBook® 2.0

Available within Connect, SmartBook 2.0 is an adaptive learning solution that provides personalized learning to individual student needs, continually adapting to pinpoint knowledge gaps and focus learning on concepts requiring additional study. SmartBook 2.0 fosters more productive learning, taking the guesswork out of what to study, and helps students better prepare for class. With the ReadAnywhere mobile app, students can now read and complete SmartBook 2.0 assignments both online and off-line. For instructors, SmartBook 2.0 provides more granular control over assignments with content selection now available at the concept level. SmartBook 2.0 also includes advanced reporting features that enable instructors to track student progress with actionable insights that guide teaching strategies and advanced instruction, for a more dynamic class experience.

Included Instructor Resources:

Your text has great instructor tools, like presentation slides, instructor manuals, test banks and more. Follow the steps below to access your instructor resources or watch the step-by-step video.

Steps to access instructor resources:

  1. To get started, visit connect.mheducation.com to sign in. (If you do not have an account, request one from your McGraw Hill rep. To find your rep, visit Find Your Rep)
  2. Then, under "Find a Title," search by title, author, or subject
  3. Select your desired title, and create a course. (You do not have to create assignments, just a course instance)
  4. Go to your Connect course homepage
  5. In the top navigation, select library to access the title's instructor resources

Video tutorial:

About the Author

Rich Bauer

Richard Bauer completed his B.S. in chemistry at Saginaw Valley State University (Michigan) and his M.A. and Ph.D. in chemistry education at Purdue University. He is currently the faculty head for science, mathematics, and social science at the Downtown Phoenix Campus of Arizona State University. As general chemistry coordinator on the Tempe campus, Dr. Bauer implemented an inquiry-based laboratory program. He has taught introductory and general chemistry courses for more than 25 years as well as a methods of chemistry teaching course. Dr. Bauer enjoys the diversity of students enrolled in introductory chemistry and is interested in student visualization of abstract, molecular-level concepts; teaching assistant training; and methods of secondary-school chemistry teaching.

James Birk

James Birk received a B.A. in chemistry from St. John's University (Minnesota) and a Ph.D. in physical chemistry from Iowa State University. He currently is Professor Emeritus of Chemistry and Biochemistry at Arizona State University. Dr. Birk began his academic career at the University of Pennsylvania, where he was appointed to the Rhodes-Thompson Chair of Chemistry. Dr. Birk's teaching responsibilities have included general, introductory, and inorganic chemistry; chemistry for engineers; methods of teaching chemistry; and graduate courses on inorganic reaction mechanisms, chemical education, and science education. He has received awards for Distinction in Undergraduate Teaching and for Teaching Innovation, the National Catalyst Award, and the President's Medal for Team Excellence. He has been a feature editor for the Journal of Chemical Education. Dr. Birk's research has focused on visualization, inquiry-based instruction, and misconceptions (chemistry concept inventory).

Pamela Marks

Pamela Marks received her B.A. in chemistry from St. Olaf College and her M.A. in inorganic chemistry at the University of Arizona. She currently is a principal lecturer in the School of Molecular Sciences at Arizona State University, where her main focus for the past 22 years has been teaching introductory chemistry, general chemistry, and chemistry for engineers. Professor Marks has been involved in improving inquiry-based learning in the general chemistry program and recently modified her introductory chemistry course to a flipped classroom format. She also has taught in the general chemistry program at the College of St. Benedict and St. John's University in Minnesota. Previous education publications include a multimedia-based general chemistry education curriculum. 

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