Produktdetaljer
Biografisk notat
William Tucker's passion for chemistry was inspired by his high school teacher Gary Osborn. He left Maine to pursue Chemistry at Middlebury College, and after graduating in 2010 he decided to pursue a Ph.D. in Organic Chemistry at the University of Wisconsin-Madison. At the University of Wisconsin-Madison, he worked in the laboratory of Dr. Sandro Mecozzi, where he developed semifluorinated triphilic surfactants for hydrophobic drug delivery. After earning his Ph.D. in 2015, he took a fellowship at Boston University as a Postdoctoral Faculty Fellow. There he co-taught organic chemistry while working in the laboratory of Dr. John Caradonna. In the Caradonna laboratory, he worked on developing a surface-immobilized iron-oxidation catalyst for the oxidation of C・H bonds using dioxygen from the air as the terminal oxidant. Throughout all of this work, his passion has always been for teaching and working with students both in and out of the classroom. He has been lucky for the past six years to work at Concord Academy, where his students have, through their questions, pushed him to think deeper and more critically about chemistry. Their curiosity inspires him, and their inquisitiveness inspired his writing.
<p>Over the five decades of my life as a chemistry student and teacher, I have seen the pendulum sway back and forth many times in General Chemistry education; Some eras have favored intensely mathematical approaches, where the underlying chemistry is left up to the student to discover on their own, while at the opposite extreme, a far more empirical approach has been favored, in which the mathematical underpinnings are presented mainly as means of introducing quantitative problem solving. This text strikes an interesting and novel approach. Mathematical underpinnings are presented in “up front”, and then the author runs numbers through the equation in question to allow the students to see how it is connected to physical reality. One striking example of this approach is exhibited by the chapter on Intermolecular Forces. Every textbook I have taught from has treated this unit very empirically, simply pointing out trends, and then using these trends as a springboard into the topic in a very fuzzy way that leaves many unanswered questions. The Van Der Walls equation is typically presented at the end of the chapter, more for “show and tell”, or with a few parameter tables to use for equation plugging problems. Dr Tucker’s text presents this at first seemingly complex question right at the start of the chapter, and uses it to help students to understand how changes in disparate variables in molecular and atomic structure can change the strength of these forces.</p><p>It feels like Dr. Tucker is speaking directly to students, sharing his insights, rather than merely reciting well known fact. A marvelous example of this is where the equation relating Gibbs Energy and the equilibrium constant is presented in Chapter 18. Once again, as well, by “running the numbers” with this equation, the students can come to grasp the incredible significance of this relationship. </p><p>Another well-thought out section is where bonding principles are laid out in Chapter 9. Typically, Molecular Orbital theory, which is the actual reason why molecules can exist, is presented at the end, after Lewis Structures, VSEPR, and the Valence Bond model are presented. In this text, this important conceptual topic is presented immediately after Lewis Structure, and this provides a useful and intellectually rigorous framework for the other topics typically covered in the course of the General Chemistry bonding unit,</p><p>Jeff Byers, Middlebury College</p>
Providing a holistic overview of general chemistry and its foundational principles, this textbook is an essential accompaniment to students entering the field. It is designed with the reader in mind, presenting the historical development of ideas to frame and center new concepts as well as providing primary and summative sources for all topics covered. These sources help to provide definitive information for the reader, ensuring that all information is peer-reviewed and thoroughly tested.
Features:
- The development of key ideas is presented in their historical context
- All information presented is supported through citations to chemical literature
- Problems are incorporated throughout the text and full, worked-out solutions are presented for every problem
- International Union of Pure and Applied Chemistry style and technical guidelines are followed throughout the text
- The problems, text, and presentation are based on years of classroom refinement of teaching pedagogy
This textbook is aimed at an advanced high school or general college audience, aiming to engage students more directly in the work of chemistry.
William Tucker’s passion for chemistry was inspired by his high school teacher Gary Osborn. He left Maine to pursue Chemistry at Middlebury College, and after graduating in 2010 he decided to pursue a PhD in Organic Chemistry at the University of Wisconsin-Madison. At the University of Wisconsin-Madison, he worked in the laboratory of Dr. Sandro Mecozzi, where he developed semifluorinated triphilic surfactants for hydrophobic drug delivery. After earning his PhD in 2015, he took a fellowship at Boston University as a Postdoctoral Faculty Fellow. There he co-taught organic chemistry while working in the laboratory of Dr. John Caradonna. In the Caradonna l boratory, he worked on developing a surface-immobilized iron-oxidation catalyst for the oxidation of C–H bonds using dioxygen from the air as the terminal oxidant. Throughout all of this work, his passion has always been for teaching and working with students both in and out of the classroom. He has been lucky for the past six years to work at Concord Academy, where his students have, through their questions, pushed him to think deeper and more critically about chemistry. Their curiosity inspires him, and their inquisitiveness inspired his writing.
Providing a holistic overview of general chemistry and its foundational principles, this textbook is an essential accompaniment to students entering the field. It is designed with the reader in mind, presenting the development of ideas to frame and center new concepts as well as providing sources for all topics covered.
Contents
Introduction
Attribution
Acknowledgements
Creative Commons License
Chapter 1 Introduction, sustainability, conventions, and writing
Chapter 2 Energy
Chapter 3 Atoms
Chapter 4 Binding energy, nuclear stability, and decay
Chapter 5 Nuclear reactions
Chapter 6 Light and electrons
Chapter 7 Electrons and quantum numbers
Chapter 8 Periodic trends
Chapter 9 Bonding
Chapter 10 Molecular shapes
Chapter 11 Gases
Chapter 12 The van der Waals equation and intermolecular forces
Chapter 13 States, phases, and physical changes
Chapter 14 Chemical kinetics
Chapter 15 Enthalpy
Chapter 16 Entropy
Chapter 17 Gibbs energy
Chapter 18 Equilibrium
Chapter 19 Electron transfer
Chapter 20 Electron sharing
Appendices
Answers to in-text problems
Produktdetaljer
Biografisk notat
William Tucker's passion for chemistry was inspired by his high school teacher Gary Osborn. He left Maine to pursue Chemistry at Middlebury College, and after graduating in 2010 he decided to pursue a Ph.D. in Organic Chemistry at the University of Wisconsin-Madison. At the University of Wisconsin-Madison, he worked in the laboratory of Dr. Sandro Mecozzi, where he developed semifluorinated triphilic surfactants for hydrophobic drug delivery. After earning his Ph.D. in 2015, he took a fellowship at Boston University as a Postdoctoral Faculty Fellow. There he co-taught organic chemistry while working in the laboratory of Dr. John Caradonna. In the Caradonna laboratory, he worked on developing a surface-immobilized iron-oxidation catalyst for the oxidation of C・H bonds using dioxygen from the air as the terminal oxidant. Throughout all of this work, his passion has always been for teaching and working with students both in and out of the classroom. He has been lucky for the past six years to work at Concord Academy, where his students have, through their questions, pushed him to think deeper and more critically about chemistry. Their curiosity inspires him, and their inquisitiveness inspired his writing.