WebCT TIF, Chemistry, 5th Edition
For two-semester or three-quarter courses in General Chemistry.
McMurry/Fay helps students and professors get to the heart of chemistry more effectively and helps students see the connections to chemistry more clearly.
McMurry/Fay is known for its smart and precise presentation that blends the quantitative and visual aspects of General Chemistry. The 5th edition of McMurry/Fay builds on this foundation making the right connections in general chemistry topically, visually, and quantitatively. Chemistry is mastered when students make the right connections in three key areas; topics that are related, conceptual reasoning with quantitative work, and the different modes of communicating information. McMurry/Fay breaks through the boundaries traditionally imposed by textbooks that have historically made it difficult for students to make these connections on their own. Topic Connections, Conceptual and Quantitative parallel presentation, and Text-Graphic Integration Objects make these critical connections clear and visible, so students see the chemistry the first time. When you see the connections, you see the chemistry.
Students don’t use textbooks exactly the same way they used them in the past. The new layout of MF5 was designed to map to the way students seek and process information, and is based on conversations with students about the way they study.
Do your students always understand the underlying chemical reasoning behind the problems they are solving?
McMurry/Fay presents chemical concepts with quantitative discussions to bring in to sharp focus the connection between chemical reasoning and math. Three types of problems are designed to help students apply solid chemical reasoning to solving problems.
- In-chapter “Worked Key Concept” examples give students their first exposure to working through problems on a conceptual level.
- In chapter “Key Concept” problems give students an immediate opportunity to solve problems that test their understanding of chemical concepts.
- End-of-chapter “Understanding Key Concept” problems give students an opportunity to test that they understand all of the major concepts in the chapter before moving on to the multi-concept problems that require this understanding.
How adept are your students at seeing the connections between the various topics presented in general chemistry?
Most topics in general chemistry are not isolated ideas, but pieces of a greater body of knowledge that are interconnected. McMurry/Fay helps students build a comprehensive understanding of chemistry through topic references.
Topic Connections that begin with “Remember…” explain how individual topics are related, and give sufficient information so students either don’t have to “flip back”, or know when they should.
How proficient are your students at pulling together the various modes of information they encounter in a text (the words, the graphics, and the numeric data)?
McMurry/Fay’s design uniquely integrates explanatory narrative with key principles by connecting the various modes of information, words, numbers, and graphics.
- A bolded statement of principle is the first step in connecting the text with the graphic.
- “Text-Graphic Integration Objects” combine expository text with illustrations and graphs as a single presentation of information. Students do not need to search for a graphic described in the text, or for the text that fully explains a graphic. In addition to the integration, these objects appear precisely where they fit within the overall presentation.
- Messages and labels are written directly onto the graphic and serve as an effective and economical way to explain the data.
- Assimilating prior concepts is a stepping stone to multi-concept exam problems.
How do your students use the textbook?
The new layout and design of McMurry/Fay is built in response to conversations with students about their study habits and use of science textbooks. McMurry/Fay maps to students’ behavior, rather than challenges it.
- Students may not read the text like a novel, but often need to reference information easily and in a meaningful way. .
- Highlighted key principles and information integration allow easy access to sections that show meaning more immediately when a topic is being referenced. This is particularly important when students need a refresher while in the middle of solving a problem.
- Students need to see how topics in chemistry are related, bu
New to This Edition
“Remember…” Topic Connections — references important topics previously covered.
Interludes: expanded current interludes and included six new Interludes on topics of current interests:
Chapter 4 - Green Chemistry
Chapter 5 - Compact Fluorescent Lights: Saving energy through Atomic Line Spectra
Chapter 8 - Biofuels
Chapter 10 - Ionic Liquids
Chapter 12 - Enzyme Kinetics
Chapter 21 – Nanotechnology
Section 5.8 - Added a brief description of the Bohr model for the hydrogen atom and deleted discussion of black body radiation.
Section 5.8 - The signs of orbital wave functions have been more clearly represented by different colors (red and blue) rather than by light and dark, as in 4e. This convention has been followed throughout the book and facilitates visualization of chemical bonding.
Section 6.7 - The discussion of lattice energies now occupies a separate section.
Section 6.8 - The section on the octet rule now precedes the descriptive chemistry of the elements of groups 1A-IIIA, VIIA, and VIIIA. Throughout Chapter 6 we have indicated that octet configurations are attained in chemical reactions; they are generally not obtained for isolated ions.
Section 7.12 - Moved sp3d and sp3d2 hybridization to Chapter 20. Quantum mechanical calculations have shown that the d orbitals do not make a significant contribution to bonding in main-group compounds.
Chapter 8 - From the outset we've been careful to indicate that energy is only one factor determining stability.
Sections 8.13, 8.14 - Entropy is discussed in terms of molecular randomness. "Disorder" has been deleted.
Sections 12.9, 12.10 - Section 12.9 of 4e, Rate Laws and Reaction Mechanisms has been divided into two sections: 12.9 Rate Laws for Elementary Reactions and 12.10 Rate Laws for Overall Reactions. Section 12.10 contains a new subsection on multi-step reactions with an initial fast step.
Chapter 12 - This chapter contains two new Worked Examples (12.4 and 12.11) as well as quite a few new problems.
Section 13.4 - Revised the explanation of why pure solids and pure liquids are omitted from the equilibrium equation to take account of their standard states.
Section 14.11 - Added Worked Example 14.12 has to show how to do equilibrium calculations for sulfuric acid, a diprotic acid with a very large Ka1.
Section 14.13 - This section introduces pKb.
Section 15.9 - The qualitative features of polyprotic acid-strong base titrations are presented first, and the calculations are described in a subsequent, separate subsection so that in
Table of Contents
1. Chemistry: Matter and Measurement
2. Atoms, Molecules, and Ions
3. Formulas, Equations, and Moles
4. Reactions in Aqueous Solution
5. Periodicity and Atomic Structure
6. Ionic Bonds and Some Main-Group Chemistry
7. Covalent Bonds and Molecular Structure
8. Thermochemistry: Chemical Energy
9. Gases: Their Properties and Behavior
10. Liquids, Solids, and Phase Changes
11. Solutions and Their Properties
12. Chemical Kinetics
13. Chemical Equilibrium
14. Aqueous Equilibria: Acids and Bases.
15. Applications of Aqueous Equilibria
16. Thermodynamics: Entropy, Free Energy, and Equilibrium
18. Hydrogen, Oxygen, and Water
19. The Main-Group Elements
20. Transition Elements and Coordination Chemistry
21. Metals and Solid-State Metals
22. Nuclear Chemistry
23. Organic Chemistry
WebCT TIF, Chemistry, 5th Edition
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About the Author(s)
JOHN MCMURRY, educated at Harvard and Columbia, has taught approximately 17,000 students in general and organic chemistry over a 30-year period. A Professor of Chemistry at Cornell University since 1980, Dr. McMurry previously spent 13 years on the faculty at the University of California at Santa Cruz. He as received numerous awards, including the Alfred P. Sloan Fellowship (1969-71), the National Institute of Health Career Development Award (1975-80), the Alexander von Humboldt Senior Scientist Award (1986-87), and the Max Planck Research Award (1991).
ROBERT C. FAY, Professor of Chemistry at Cornell University, has been teaching general and inorganic chemistry at Cornell since 1962. Known for his clear, well-organized lectures, Dr. Fay was the 1980 recipient of the Clark Distinguished Teaching Award. He has also taught as a visiting professor at Harvard University and at the University of Bologna (Italy). A Phi Beta Kappa graduate of Oberlin College, Fay received his Ph.D. from the University of Illinois. He has been an NSF Science Faculty Fellow at the University of East Anglia and the University of Sussex (England) and a NATO/Heineman Senior Fellow at Oxford University.
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