Mastering Chemistry without Pearson eText -- Instructor Access Code
DescriptionToday’s students use textbooks differently than their predecessors. Chemistry , Sixth Edition is designed to map to the way students seek and process information. McMurry/Fay's text helps students and professors get to the heart of chemistry more effectively, and helps students see the connections to chemistry more clearly.
With its spacious, unintimidating design and clear, direct writing style, this text is known for a smart, precise presentation that blends the quantitative and visual aspects of general chemistry. 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's Chemistry, Sixth Edition breaks through the traditional textbook limitations and help students make connections that have historically been more difficult. Features like Remember…, Conceptual Problems, Conceptual Worked Examples, Inquiry and Worked Examples make these critical connections clear and visible, so students see the chemistry the first time. McMurry/Fay continues to foster student success beyond the text with MasteringChemistry ® , the most advanced online tutorial and assessment program available.
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 Conceptual Worked Examples give students their first exposure to working through problems on a conceptual level.
- In-chapter Conceptual Problems give students an immediate opportunity to solve problems that test their understanding of chemical concepts.
- End-of-chapter Conceptual 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.
- Information Integration Sections 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.
- Many of the graphics are annotated, reflecting what an instructor would say to a student in order to help them understand the concept more clearly. These are set off in a different font from the figure captions so that students can readily locate this information.
- Assimilate prior concepts is a stepping stone to multi-concept exam problems.
How do your students use the textbook?
The spacious, readable, unintimidating 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 challenging it.
- Students may not read the text like a novel, but often need to reference information easily and in a meaningful way.
o Highlighted Key Words 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, but often fail to flip back when a section reference is given.
o Topic Connections form the relationship between topics in a meaningful way so students know when they need to go back, and when they can keep moving forward.
- Students get frustrated searching for a graphic that relates to the narrative, they get discouraged if the page is too dense, and they can recall information better if the page is easier to visualize.
- Information integration sections pull together the information so students don’t have to, they make the page look more accessible and inviting, and they provide a context from which to more easily recall information.
New to This Edition
- NEW! Contributing author Jordan Fantini joins the Sixth Edition. Jordan offered input on the revision of every chapter, composed new problem sets (including many new applied problems), and wrote new “Inquiry” boxes.
- The briefer, reorganized Sixth Edition has been streamlined throughout:
o Chapter 18 (Hydrogen, Oxygen and Water) has been streamlined throughout; section 18.14 on reactivity of water has been deleted.
o Chapter 19 (Main Group Elements) now includes aluminum (Section 19.5), graphene (Section 19.7). The discussion of germanium, tin, and lead has been removed; discussion of polyphosphoic acids cut; discussion of Haber process removed (the process is covered in chapters 12 and 13).
o The focus of Ch 22 on Nuclear Chemistry is now on energy changes during nuclear reactions, fission, fusion, transmutation, and applications of nuclear chemistry. Content from GC5e Sections 22.1, 22.2, 22.4 (on nuclear reactions, and nuclear stability) was moved into Chapter 2 (Atoms and Molecules), content from GC5 Section 22.3 on radioactive decay was moved to Chapter 12 (Kinetics).
- NEW! A new, consolidated chapter on Organic and Biological Chemistry (Chapter 23) combines Chapter 23 on Organic Chemistry and Chapter 24 on Biochemistry from the previous edition.
- The numbered figures of the new edition are more self-contained and more easily read in isolation. Several design innovations contribute to the improved readability of the key figures:
o Boundaries of numbered figures are well distinguished in the new edition.
o Figure numbers are called out in red in the text to so that it is easy to find the text corresponding to any given figure
o Figures are internally annotated. Internal art captions are set off in a different font from art labels so that students can readily locate information describing the dynamic of each illustration
o Key terms are reinforced within figures
o Color-coding of copy within illustrations is intuitive and easy to follow
o Figure titles are set off from figure captions so that it is easy to know the subject of a figure at a glance.
- Almost all illustrations have been edited and re-rendered to better organize information. Improved typography distinguishes minor and major vocabulary and helps draw students linearly through each figure.
- Conceptual problems and Conceptual Worked examples offer students a chance to develop problem-solving skills involving visualization.
- Graph and flowchart design has been improved. Labels identifying different types of information have been typographically distinguished.
- Key Concepts are more clearly set off in the new design to facilitate their independent review.
- The chapter-ending boxes have been given a new name, INQUIRY, to emphasize the discovery side of science.
- 25% of the INQUIRY boxes for this edition are new. All inquiry boxes are now more closely tied to the chapter in which they fall.
- Every chapter and every figure has been carefully edited with a fresh perspective. Every revision and every problem has been reviewed by experienced instructors to ensure both accuracy but and good pedagogy.
- Production figures have been updated from tons to metric tons.
- All periodic tables have been updated to show 118 elements, to reflect the third series group 3A element from La to Lu, and to begin the lanthanide series at La.
- Thermodynamic data in text and Appendixes has been updated.
- Approximately 30% new problems have been added.
Table of Contents
1. Chemistry: Matter and Measurement
2. Atoms, Molecules, and Ions
3. Mass Relationships in Chemical Reactions
4. Reactions in Aqueous Solution
5. Periodicity and the Electronic Structure of Atoms
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 and Biological Chemistry
Mastering Chemistry without Pearson eText -- Instructor Access Code
|Format||Digital Access Code|
|Instructors, request access|
Websites and online courses
Other Student Resources
Organic & Inorganic Molecular Model Kit
Pearson Molecular Model Set for General and Organic Chemistry
Pearson offers affordable and accessible purchase options to meet the needs of your students. Connect with us to learn more.
K12 Educators: Contact your Savvas Learning Company Account General Manager for purchase options. Instant Access ISBNs are for individuals purchasing with credit cards or PayPal.
Savvas Learning Company is a trademark of Savvas Learning Company LLC.
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.
JORDAN FANTINI, Associate Professor of Chemistry and Biochemistry at Denison University, has been teaching general and organic chemistry for the past 14 years. Known for his interactive lectures, Dr. Fanitini has been a student favorite for years.
We're sorry! We don't recognize your username or password. Please try again.
Instructor resource file download
The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
You have successfully signed out and will be required to sign back in should you need to download more resources.