Enhanced with new problems and applications, the Fourth Edition of CHEMISTRY FOR ENGINEERING STUDENTS provides a concise, thorough, and relevant introduction to chemistry that prepares students for further study in any engineering field. Updated with new conceptual understanding questions and applications specifically geared toward engineering students, the book emphasizes the connection between molecular properties and observable physical properties and the connections between chemistry and other subjects studied by engineering students, such as mathematics and physics.
1. Introduction to Chemistry.
2. Atoms and Molecules.
3. Molecules, Moles, and Chemical Equations.
4. Stoichiometry.
5. Gases.
6. The Periodic Table and Atomic Structure.
7. Chemical Bonding and Molecular Structure.
8. Molecules and Materials.
9. Energy and Chemistry.
10. Entropy and the Second Law of Thermodynamics.
11. Chemical Kinetics.
12. Chemical Equilibrium.
13. Electrochemistry.
14. Nuclear Chemistry (Available through Custom Publishing).
Appendices.
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Lawrence S. Brown
Lawrence S. Brown (Ph.D, Princeton University) is a Senior Lecturer and coordinator for the general chemistry for engineers course at Texas A&M University. He received his B.S. in 1981 from Rensselaer Polytechnic Institute and his M. A. in 1983 from Princeton University. He was a Postdoctoral Fellow from 1986-88 at the University of Chicago. His research activities include active learning and use of technology in education and integration of chemistry with other subjects in the engineering curriculum. His current efforts are in (i) continued development of the CHEM 107 curriculum, (ii) improving uses of technology in chemical education, and (iii) incorporation of active learning strategies into large classroom settings. These efforts are brought together with the Foundation Coalition, an NSF-supported effort to implement a new model for the education of engineering students. Larry also monitors the CHEM 107 course for Texas A&M's campus in Qatar in the Middle East and has traveled there numerous times.
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Tom Holme
Tom Holme (Ph.D, Rice University) is a chemistry professor at Iowa State University and Director of the ACS Examinations Institute. He is active in both computational chemistry and chemical education research and has been involved with the general chemistry for engineers course at both Iowa State and the University of Wisconsin – Milwaukee. Some of his recent publications include: "Designing Chemistry Practice Exams for Enhanced Benefits: An Instrument for Comparing Performance and Mental Effort Measures," (Karen Knaus, Kristen Murphy and Thomas Holme), Journal of Chemical Education, 2009, in press; "Nanoscience Items for Standardized Exams in the Undergraduate Chemistry Curriculum" (Thomas Holme), in Nanoscale Science and Engineering Education: Issues, Trends and Future Directions, ed., A.E. Sweeny & S. Seal, American Scientific Publishers, Stevenson Ranch, CA, 2008; and "Assessing Problem-solving Strategies in Chemistry Using the IMMEX System" in Proceedings of the National STEM Assessment Conference, eds. D. Deeds & B. Callen, National Science Foundation, Washington, DC, 2008.
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A problem-solving approach in example problems employs a “think first” approach to help studentsunderstand why a problem is solved the way it is solved and what that means conceptually.
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Chapter-opening "Insights Into" boxes include engineering applications that raise questions that are answered later in the chapter to help students understand the connections between chemistry concepts and engineering applications. These boxes are supported by end-of-chapter problems.
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"Focus on Problem Solving" sections at the end of each chapter support the book's problem-solving emphasis through a mix of multi-step quantitative and qualitative questions that require students to think outside the context of the information given and focus on the process of finding a solution to a problem, not the solution itself.
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“MathConnections” point out the mathematical underpinnings of several of the chemistry concepts presented in the text to help engineering students forge mental connections between other courses of study, such as Calculus.
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Additional end-of-chapter questions have been added to the OWLv2 course, giving students even more skill-building and problem-solving practice online.
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Up-to-date coverage reflects chemistry in the news and technological advances of special importance in the engineering field as related to chemistry.
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Conceptual Problems appear in an end-of-chapter section that emphasizes molecular scale visualization and other nonalgorithmic exercises.
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A problem-solving approach in example problems employs a “think first” approach to help studentsunderstand why a problem is solved the way it is solved and what that means conceptually.
-
Chapter-opening "Insights Into" boxes include engineering applications that raise questions that are answered later in the chapter to help students understand the connections between chemistry concepts and engineering applications. These boxes are supported by end-of-chapter problems.
-
"Focus on Problem Solving" sections at the end of each chapter support the book's problem-solving emphasis through a mix of multi-step quantitative and qualitative questions that require students to think outside the context of the information given and focus on the process of finding a solution to a problem, not the solution itself.
-
“MathConnections” point out the mathematical underpinnings of several of the chemistry concepts presented in the text to help engineering students forge mental connections between other courses of study, such as Calculus.
-
Additional end-of-chapter questions have been added to the OWLv2 course, giving students even more skill-building and problem-solving practice online.
-
Up-to-date coverage reflects chemistry in the news and technological advances of special importance in the engineering field as related to chemistry.
-
Conceptual Problems appear in an end-of-chapter section that emphasizes molecular scale visualization and other nonalgorithmic exercises.