This project began in the late 1980s as a means to supplement (or in some cases to largely replace ) the conventional textbook treatments of various topics in courses in General Chemistry and Environmental Chemistry. The purpose was in most cases to provide alternatives to what seemed to be the rather shallow standardized treatments of certain topics presented in many commercial textbooks. These became the "assigned reading" for several of my courses. Eventually, and with the help of an extensive set of computer-based lessons, I was able to eliminate the need for an "assigned" textbook for my General Chemistry courses. I did recommend that the students have access to a textbook of some kind, but it could be almost anything they could borrow or buy second-hand or remaindered.
Chemistry is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning.
Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning. The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative.
Chemistry: Atoms First is a peer-reviewed, openly licensed introductory textbook produced through a collaborative publishing partnership between OpenStax and the University of Connecticut and UConn Undergraduate Student Government Association.
This title is an adaptation of the OpenStax Chemistry text and covers scope and sequence requirements of the two-semester general chemistry course. Reordered to fit an atoms first approach, this title introduces atomic and molecular structure much earlier than the traditional approach, delaying the introduction of more abstract material so students have time to acclimate to the study of chemistry. Chemistry: Atoms First also provides a basis for understanding the application of quantitative principles to the chemistry that underlies the entire course.
Chemistry: Atoms First 2e is a peer-reviewed, openly licensed introductory textbook produced through a collaborative publishing partnership between OpenStax and the University of Connecticut and UConn Undergraduate Student Government Association.
This text is an atoms-first adaptation of OpenStax Chemistry 2e. The intention of “atoms-first” involves a few basic principles: first, it introduces atomic and molecular structure much earlier than the traditional approach, and it threads these themes through subsequent chapters. This approach may be chosen as a way to delay the introduction of material such as stoichiometry that students traditionally find abstract and difficult, thereby allowing students time to acclimate their study skills to chemistry. Additionally, it gives students a basis for understanding the application of quantitative principles to the chemistry that underlies the entire course. It also aims to center the study of chemistry on the atomic foundation that many will expand upon in a later course covering organic chemistry, easing that transition when the time arrives.
The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative.
This collection of Concept Development Studies in Chemistry is presented to redirect the focus of learning. In each concept development study, a major chemical concept is developed and refined by analysis of experimental observations and careful reasoning. Each study begins with the definition of an initial Foundation of assumed knowledge, followed by a statement of questions which arise from the Foundation. Analysis of these questions is presented as a series of observations and logical deductions, followed by further questions. This detailed process is followed until the conceptual development of a model provides a reasonable answer to the stated questions.
Concept Development Studies in Chemistry is written with two benefits to the reader in mind. First, by constructing each significant concept through observation and critical reasoning, you will gain a much deeper understanding of that concept. In addition to knowing how to work with a model, you will have both an understanding of why the model is believable and an appreciation of the essential beauty of the model. It will make sense to you in your own terms. Second, the reasoning required to understand these concept development studies will enhance your development of critical, analytical thinking, a skill which is most important to success in Science. As a note, these studies are not intended to be historical developments, although the experiments presented are the ones which led to the concepts discussed. Only a small amount of historical information has been included for perspective. (from the preface)
Electrochemistry has been undergoing significant transformations in the last few decades. It is now the province of academics interested only in measuring thermodynamic properties of solutions and of industrialists using electrolysis or manufacturing batteries, with a huge gap between them. It has become clear that these, apparently distinct subjects, alongside others, have a common ground and that they have grown towards each other, particularly as a result of research into the rates of electrochemical processes. Such evolution is due to a number of factors, and offers the possibility of carrying out reproducible, dynamic experiments under an ever-increasing variety of conditions with reliable and sensitive instrumentation. This has enabled many studies of a fundamental and applied nature, to be carried out.
How to be a successful organic chemist is meant as an introductory text for undergraduates taking organic chemistry teaching labs. The text is a clear and practical introduction to safety, chemical handling, organic chemistry techniques, and lab reports.
The goal of this textbook is not to make you an expert. True expertise in any field is a years-long endeavor. Here I will survey some of the basic topics of chemistry. This survey should give you enough knowledge to appreciate the impact of chemistry in everyday life and, if necessary, prepare you for additional instruction in chemistry. Throughout each chapter, I present two features that reinforce the theme of the textbook—that chemistry is all around you. The first is a feature titled, appropriately, “Chemistry Is Everywhere.” Chemistry Is Everywhere” focuses on the personal hygiene products that you may use every morning: toothpaste, soap, and shampoo, among others. These products are chemicals, aren’t they? Ever wonder about the chemical reactions that they undergo to give you clean and healthy teeth or shiny hair? I will explore some of these chemical reactions in future chapters. But this feature makes it clear that chemistry is, indeed, everywhere. The other feature focuses on chemistry that you likely indulge in every day: eating and drinking. In the “Food and Drink App,” I discuss how the chemistry of the chapter applies to things that you eat and drink every day. Carbonated beverages depend on the behavior of gases, foods contain acids and bases, and we actually eat certain rocks. (Can you guess which rocks without looking ahead?) Cooking, eating, drinking, and metabolism—we are involved with all these chemical processes all the time. These two features allow us to see the things we interact with every day in a new light—as chemistry.
In this resource you will find theory and procedures on the main organic lab techniques (chromatography, crystallization, extraction, distillation) as well as general concepts on how to set up and heat apparatuses (see the Table of Contents tab for a more complete listing of topics).
All procedures are accompanied by step-by-step pictures, and graphics are heavily utilized throughout the resource.
The traditional (and still prevalent) way to teach organic chemistry is to focus on examples that are primarily of interest to students who are planning to become professional organic chemists - that is, to focus on the molecules and reactions of organic synthesis, considering mainly non-aqueous conditions and non-biological reagents. The majority of students studying organic chemistry, however, are doing so because they are majoring in biology, biochemistry, or health sciences. They need to learn about the structure and reactivity of organic compounds because, quite simply, organic chemistry is the chemistry of life. What is most interesting and relevant to these students is the organic chemistry that takes place in the context of a living cell.
In this online textbook, a unique approach is taken to the study of organic chemistry. To the greatest extent possible, biological molecules and biochemical reactions are used to explain and illustrate the central concepts of organic chemistry. This novel approach is most evident in chapters 9-17, which cover the main organic reaction mechanisms in a biological context. However, earlier chapters on organic structure and spectroscopy also focus as much as possible on examples of interest to students of biology and the health sciences. The chemistry of lab synthesis is not ignored - however, these examples are generally grouped together in subsections and introduced to illustrate parallels between laboratory and biological chemistry.