"Concept Development Studies in Chemistry" is an on-line textbook for an Introductory General Chemistry course. Each module develops a central concept in Chemistry from experimental observations and inductive reasoning. This approach complements an interactive or active learning teaching approach.

This is an on-line textbook for an Introductory General Chemistry course. Each module develops a central concept in Chemistry from experimental observations and inductive reasoning. This approach complements an interactive or active learning teaching approach. Additional multimedia resources can be found at: http: //cnx.org/content/col10264/1.5

This book offers a step-by-step analysis and discussion of just why some students find chemistry difficult, by examining the nature of chemistry concepts, and how they are communicated and learnt.

"Chemistry: Principles, Patterns, and Applications" represents the next step in general chemistry texts, with an emphasis on contemporary applications and an intuitive problem-solving approach that helps readers discover the exciting potential of chemical science. The book features modern applications, early integration of examples from organic and biochemistry, and a strong approach to problem solving that moves away from rote memorization to a thorough understanding of key concepts and recognition of important patterns. The worked examples throughout each chapter show readers how to develop strategies and thought processes that will enable them to solve problems both quantitatively and conceptually. Kinetics and Equilibria, Chemical Kinetics, Chemical Equilibrium, Aqueous Acid-Base Equilibria, Solubility Equilibria, Chemical Thermodynamics, Electrochemistry, Nuclear Chemistry, Chemistry of the Elements, General Trends and the "s"-Block Elements, The "p"-Block Elements, The "d"- and "f"-Block Elements, Organic Compounds. For all readers interested in a general chemistry text with an emphasis on contemporary applications and an intuitive problem-solving approach.

A practical, complete, and easy-to-use guide for understanding major chemistry concepts and terms Master the fundamentals of chemistry with this fast and easy guide. Chemistry is a fundamental science that touches all other sciences, including biology, physics, electronics, environmental studies, astronomy, and more. Thousands of students have successfully used the previous editions of Chemistry: Concepts and Problems, A Self-Teaching Guide to learn chemistry, either independently, as a refresher, or in parallel with a college chemistry course. This newly revised edition includes updates and additions to improve your success in learning chemistry. This book uses an interactive, self-teaching method including frequent questions and study problems, increasing both the speed of learning and retention. Monitor your progress with self-tests, and master chemistry quickly. This revised Third Edition provides a fresh, step-by-step approach to learning that requires no prerequisites, lets you work at your own pace, and reinforces what you learn, ensuring lifelong mastery. Master the science of basic chemistry with this innovative, self-paced study guide Teach yourself chemistry, refresh your knowledge in preparation for medical studies or other coursework, or enhance your college chemistry course Use self-study features including review questions and quizzes to ensure that you’re really learning the material Prepare for a career in the sciences, medicine, or engineering with the core content in this user-friendly guide Authored by expert postsecondary educators, this unique book gently leads students to deeper levels and concepts with practice, critical thinking, problem solving, and self-assessment at every stage.

Key Concepts in Environmental Chemistry provides a modern and concise introduction to environmental chemistry principles and the dynamic nature of environmental systems. It offers an intense, one-semester examination of selected concepts encountered in this field of study and provides integrated tools in explaining complex chemical problems of environmental importance. Principles typically covered in more comprehensive textbooks are well integrated into general chapter topics and application areas. The goal of this textbook is to provide students with a valuable resource for learning the basic concepts of environmental chemistry from an easy to follow, condensed, application and inquiry-based perspective. Additional statistical, sampling, modeling and data analysis concepts and exercises will be introduced for greater understanding of the underlying processes of complex environmental systems and fundamental chemical principles. Each chapter will have problem-oriented exercises (with examples throughout the body of the chapter) that stress the important concepts covered and research applications/case studies from experts in the field. Research applications will be directly tied to theoretical concepts covered in the chapter. Overall, this text provides a condensed and integrated tool for student learning and covers key concepts in the rapidly developing field of environmental chemistry. Intense, one-semester approach to learning Application-based approach to learning theoretical concepts In depth analysis of field-based and in situ analytical techniques Introduction to environmental modeling

This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.