Chemistry: A Self-Teaching Guide - Post R., Snyder C., Houk C.C. 2020

Preface

In our years of teaching the fundamental concepts of chemistry to students with widely divergent backgrounds, levels of preparation, career goals, and motivation, the most frequently asked question by those students has been, “Do you have something that I can study on my own?” followed immediately by, “I need some other review material” or “This is the first time I have encountered this stuff, so I need to start from scratch” or “It has been 3 years since my high school chemistry course. I need something to refresh my memory.”

This book has been written to meet such needs. It can stand alone as a “first look” at chemistry or may be used as a supplement to any of the many excellent textbooks or methods of instruction currently in use. The material presumes no previous exposure to chemistry and requires only simple algebra.

There are no secrets. Each chapter includes an introductory statement, a list of objectives, and the main teaching section, which consists of frames of tutorial material with constant practice exercises. Each chapter closes with a self-test. You can use this self-test to assess whether you have mastered the chapter well enough to continue and to identify weaknesses that require additional study. Finally, some chapters include an end-of-chapter or transitional story connecting the material to a relevant topic in chemistry.

The topics presented are usually covered early in a general introductory course. The third edition also contains a new chapter on organic chemistry consistent with the material found in general chemistry textbooks. We have minimized “heavy” theoretical discussions, while emphasizing descriptive and practical concepts. There is enough theoretical explanation to provide a basis for understanding the material but not so much that you will get bogged down trying to work through the book.

Introduction

Chemistry: A Self Teaching Guide is unlike the ordinary textbook. It is designed to be completely self-instructional, requiring no chemistry background. The previous editions have been thoroughly tested as a successful means for self-instruction in chemistry for thousands of students. The book can also be used as a supplementary text for any general chemistry course. Each chapter is divided into objectives, an interactive tutorial study section, a self-test, and test answers.

· Objectives. By examining the chapter objectives, you can determine what information is contained in each chapter. If you already know the material, take the self-test at the end of the chapter. Review those questions you missed by checking the frame references given with the answer to each question.

· Tutorial study frames. The body of each chapter is divided into numbered frames. Each frame contains new information, a problem, or an example of a concept with one or more questions for you to answer. Answers for the questions in each frame are given immediately below the questions. Years of educational research have proven this method of immediate reinforcement with the correct answer to be the most effective and efficient means of learning for self-instruction. While having the answer just below each question assures immediate feedback to reinforce learning, it also requires discipline on your part to think about the answer before viewing. We suggest using a bookmark such as an index card as you go down each page, covering the answer below while you critically think about the answer or solve a problem. Each question and answer frame is crafted as a small step, like each step on a staircase, designed to lead to a fuller understanding of a concept in chemistry.

· Self-test. The self-test at the end of each chapter will help you to determine whether you have mastered the chapter material. After completing the chapter, take the test. Refer back to the chapter only if you need formulas or tables to answer specific questions. Compare your answers with those given immediately following the test. If your answers do not agree with the printed ones, review the appropriate frames cited after each answer.

The authors assume no prerequisites except simple high school algebra. However, each chapter builds upon the information provided in previous chapters, so we recommend that the chapters be covered in sequence.

Although we have tried to make this book as useful as possible to the student, any suggestions for improving future revisions would be appreciated. Please address your comments to:

Editor, Self-Teaching Guides

John Wiley & Sons, Inc.

111 River Street

Hoboken

New Jersey 07030

USA

Acknowledgments

We wish to thank all those students who used the first two editions and took the time to write to us and to John Wiley & Sons, Inc. to express their gratitude for helping them understand chemistry and successfully complete a required chemistry course. They were high school, nursing school, community college, technical school, and university students of all ages. It is because of them we have written this third edition.

We also wish to thank those faculty who thought enough of the book that they adopted it for classroom use or recommended it as a self-paced, “second opinion” study guide.

We wish to thank our respective universities, all of our editors for all three editions—especially the late Judy V. Wilson, who had the vision for both the entire Self-Teaching Guide series as well as this book—and our publisher, John Wiley & Sons. We also thank the Wiley editorial and production staff for their very thorough editorial comments and enthusiastic encouragement during the preparation of this manuscript.

Chad Snyder would like to thank his wife and children for their love and support through this process. Authors Post and Houk likewise wish to thank their families for their encouragement, patience, and support in the development of this book in its current and previous editions.

APPRECIATING THE CONNECTIONS

The history of science and technology is often based upon a series of individual discoveries and historical events which at first seem unconnected, but in hindsight represent a chain of events that building upon one another result in a new discovery or idea. Scientists often describe this as, “We stood upon the shoulders of giants,” acknowledging appreciation for their colleagues and forebears who set the groundwork for their discoveries.

This chain of events is also true of much of history. This book grew out of a need to develop self-instruction for a few concepts in chemistry. The initial authors had no plans for a book. They were directly supported and encouraged in developing their self-instructional materials and related research efforts by their university, where they would continue to spend the major part of their academic careers. Thus without the support of that university, this book would not exist.

By historical connection, that university would itself not exist without an idea presented in 1787, the land grant. As the first university in what was then known as the Northwest Territory, the land west of the Ohio River, Ohio University directly stems from the Northwest Ordinance of 1787, one of the primary documents of American history. The ordinance of Congress called for a public university as part of the settlement and eventual statehood of the Northwest Territory stipulating, “Religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” That ordinance and that wording form the basis for a large historical landmark displayed at Ohio University's class gateway.

The authors' self-instructional material eventually came to the attention of Judy V. Wilson, who developed the Self-Teaching Guide series for publishers John Wiley & Sons. With the book now in its third edition, as you learn about the interesting and fundamental science of chemistry, you may find yourself becoming part of the chain of events. Let the authors and publisher know how this book contributed to your career through your study of chemistry. Wishing you success.

RP, CS, CCH

How to Use This Book

It is important to note that this book should be used as a tutorial. The content is designed to be interactive. Each separate block of information, called a “frame,” ends in a question needing an answer or problem to solve. Each question and answer frame is crafted as a small step, like each step on a staircase, designed to lead to a fuller understanding of a concept in chemistry. Although the answer can be found directly below that block of information, that question or problem is for you to answer before going on to read more. Answering the question or solving the problem will require some critical thinking and application of the material just learned. The answer just below the frame will then provide immediate feedback.

That tutorial technique with immediate feedback has been proven to be a very effective means of learning backed by a great deal of research on instruction. Just cover the answer with an index card or bookmark, think about what you have just read, and provide your own answer. Then uncover the printed answer and compare your answer with that of the book. If your answer and the book answer agree, then go on to the next frame of information. If your answer does not agree, reread the frame and try to determine why.

The information presented has been carefully sequenced for step-by-step learning but requires the discipline for you to answer before checking and moving on to each following step or frame. Each frame is built upon preceding frames. Therefore, if the material is new to you, go through the frames in sequence. Skipping ahead will cause you to miss important information or practice.

Thousands of students have successfully learned the principles of chemistry through the proper use of this book. The authors wish you success as you join their ranks.