Chemistry: The Central Science in SI Units (14^th Ed.)

1.   Introduction: Matter, Energy, and Measurement

2.   Atoms, Molecules, and Ions

3.   Chemical Reactions and Reaction Stoichiometry

4.   Reactions in Aqueous Solution

5.   Thermochemistry 

6.   Electronic Structure of Atoms   

7.   Periodic Properties of the Elements

8.   Basic Concepts of Chemical Bonding 

9.   Molecular Geometry and Bonding Theories 

10.   Gases

11.   Liquids and Intermolecular Forces  

12.   Solids and Modern Materials 

13.   Properties of Solutions

14.   Chemical Kinetics 

15.   Chemical Equilibrium

16.   Acid—Base Equilibria  

17.   Additional Aspects of Aqueous Equilibria 

18.   Chemistry of the Environment   

19.   Chemical Thermodynamics

20.   Electrochemistry  

21.   Nuclear Chemistry

22.   Chemistry of the Nonmetals

23.   Transition Metals and Coordination Chemistry

24.   The Chemistry of Life: Organic and Biological Chemistry

Appendices

Mathematical Operations

Properties of Water

Thermodynamic Quantities for Selected Substances at 298.15 K (25^ο C)             

Aqueous Equilibrium Constants      

Standard Reduction Potentials at 25^ο C

Answers to Selected Exercises

Answers to Give It Some Thought

Answers to Go Figure

Answer to Selected Practice Exercises

Glossary

Photo and Art Credits

For courses in two-semester general chemistry.

THEODORE L. BROWN received his Ph.D. from Michigan State University in 1956. Since then, he has been a member of the faculty of the University of Illinois, Urbana-Champaign, where he is now Professor of Chemistry, Emeritus. He served as Vice Chancellor for Research, and Dean of The Graduate College, from 1980 to 1986, and as Founding Director of the Arnold and Mabel Beckman Institute for Advanced Science and Technology from 1987 to 1993. Professor Brown has been an Alfred P. Sloan Foundation Research Fellow and has been awarded a Guggenheim Fellowship. In 1972 he was awarded the American Chemical Society Award for Research in Inorganic Chemistry and received the American Chemical Society Award for Distinguished Service in the Advancement of Inorganic Chemistry in 1993. He has been elected a Fellow of the American Association for the Advancement of Science, the American Academy of Arts and Sciences, and the American Chemical Society.

H. EUGENE LEMAY, JR., received his B.S. degree in Chemistry from Pacific Lutheran University (Washington) and his Ph.D. in Chemistry in 1966 from the University of Illinois, Urbana-Champaign. He then joined the faculty of the University of Nevada, Reno, where he is currently Professor of Chemistry, Emeritus. He has enjoyed Visiting Professorships at the University of North Carolina at Chapel Hill, at the University College of Wales in Great Britain, and at the University of California, Los Angeles. Professor LeMay is a popular and effective teacher, who has taught thousands of students during more than 40 years of university teaching. Known for the clarity of his lectures and his sense of humor, he has received several teaching awards, including the University Distinguished Teacher of the Year Award (1991) and the first Regents’ Teaching Award given by the State of Nevada Board of Regents (1997).

BRUCE E. BURSTEN received his Ph.D. in Chemistry from the University of Wi

This title is a Pearson Global Edition. The Editorial team at Pearson has worked closely with educators around the world to include content which is especially relevant to students outside the United States.

Chemistry: The Central Science, 14th Edition uses relevant content to engage students throughout the learning process, building skills that allow them to go beyond recall to effectively solve problems and visualize the atomic nature of the chemistry.

• Beyond Knowledge Recall:
  • NEW! SmartFigures walk students through complex visual representations, dispelling common misconceptions before they can take root by animating them into a continuous process rather than being forced to rely on discrete time points. Students are given answer-specific video feedback from the author team that validates their correct response or helps them get back on track by understanding why they were wrong, often revisiting the animation in a way designed to aid them in overcoming their misconception.
  • Integrative Exercises connect concepts in the current chapter with those from previous chapters and serve as an overall review of key concepts, helping students gain a deeper understanding of how chemistry fits together. Sample Integrative Exercises in many chapters show how to analyze and solve problems encompassing more than one concept.
  • Design An Experiment activities provide a departure from the usual end-of-chapter exercises with an inquiry-based, open-ended approach that stimulates a student to “think like a scientist.” Designed to foster critical thinking, each exercise presents the student with a scenario in which various unknowns require investigation. The student is called upon to ponder how experiments might be set up to provide answers to particular questions about observations.
  • Informal, sharply focused Giv