Was in Khans class, this book did not help me at all. It's a guided note taking book for those who do not know exactly what it is. Although, I will add that there are. Chemistry The TextVook - site edition by Dr. Vook Ph.D. Download it once and read it Want to know our Editors' picks for the best books of the month ?. This book is intended to serve as a college level text in a first semester Chemistry course. It is being created to accompany a Wikiversity course of the same title.

Chemistry 101 Book

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The text book covers more than necessary topics for an introductory chemistry as a prerequisite for General chemistry. The PDF version doesn't include the table. General Chemistry – Chem smeltitherabpigs.mled. General Chemistry – Chem • Books on a table. • Sometimes by definition. • 1 cm is exactly 1/ Chem. General Chemistry. Text Book: Chemistry. R. Chang. Page 2. A+. A. B+. B. C+. C. D+. D.

So enjoy the ride—and enjoy chemistry. Chemistry is the study of matter—what it consists of, what its properties are, and how it changes. Being able to describe the ingredients in a cake and how they change when the cake is baked is called chemistry.

Matter is anything that has mass and takes up space—that is, anything that is physically real. Some things are easily identified as matter—this book, for example. This procedure consists of making observations, formulating hypotheses, and designing experiments, which in turn lead to additional observations, hypotheses, and experiments in repeated cycles 1.

Pure research focuses on answering basic questions such as, "how do gases behave? This division sounds like it would be easy to make, but sometimes we cannot draw a clear line between what is "pure" and what is "applied".

Physical properties are characteristics that describe matter. They include characteristics such as size, shape, color, and mass. This book is quite clearly written. My only objection to the writing style is that the author assumes the student is comfortable with math which is often not true.

He makes statements like "It should be a trivial task now to extend the calculations to.. Every chapter is broken down into subsections. Each subsection ends with "Key Takeaways" which summarizes the main points of the subsection and Exercises with the answers to the odd numbered ones provided.

I agree that the topics in the text are presented in a logical, clear fashion. The only change I would make is to present Chemical Equilibrium before Acids and Bases instead of after.

Reading the HTML version of the text, it was easy to go from subsection to subsection or from chapter to chapter. You can easily get back to the table of contents at any time and either choose a specific subsection to go to, or if you don't know exactly which subsection you want, you could choose the whole chapter. You could also click on the mention of a figure in the text and you would be taken to that figure. This was usually not necessary as the the figure would be already on the page.

The PDF and docx versions are a mess, at least on my computer, a five-year-old Mac. In the early chapters, none of the equations display properly.

One of the overarching themes of the book is that "chemistry is everywhere," so many examples are used that apply to real life. There are medical references, but I would have liked to have seen more, as many students taking this class are pursuing an allied medical profession. I also would have liked more environmental chemistry examples. The topics listed in the Table of Contents are fairly typical of a textbook aimed at an Introductory Chemistry audience. Upon closer examination, these topics receive a surface-level treatment; this is not inappropriate for a one-semester "bridge" Upon closer examination, these topics receive a surface-level treatment; this is not inappropriate for a one-semester "bridge" type course between high school and college-level chemistry.

There is no index or glossary, so students would be forced to rely on the sequential organization of the book to find specific information. This textbook is representative of a typical introductory chemistry textbook. There are only minor errors and oversimplifications in the text. The content relies on longstanding, tried-and-true examples from the field.

It will not lose its longevity, but students and instructors may find it difficult to connect to the relevance of chemistry to modern issues. The text has clear explanations written in simple terms. It should be accessible to high school and early college-level students. The explanations are not always the most efficient possible, but neither are those of most chemistry textbooks! The text is very sequential in nature, as chemistry is in general.

It would be difficult for an instructor to use the chapters out of the order in which they are presented. The textbook is very sequential, and the formatting is very straightforward and easy to navigate.

However, it does very little to grab the reader's attention. The book has been edited for grammar and spelling. There were only a limited number of grammatical errors. The textbook was designed around the premise that "Chemistry is Everywhere", but I don't feel that the case was made very well throughout. There is no culturally offensive content, but there were fewer connections to everyday life than I would have expected. This book is a good start for an instructor who desires to adapt and develop her or his own supplementary material and examples to flesh out an introductory college-level course.

It would readily replace the vast majority of textbooks sold by for-profit publishers in this market, and the effort required by the instructor to adapt the materials would well be worth the effort in terms of cost savings for her or his students.

Given the book's title Introductory Chemistry , I would say that it successfully attempts to cover most topics which I would associate with an introductory chemistry course but not a General Chemistry course.

That is, it would be appropriate That is, it would be appropriate for an introductory course geared toward non-science majors or for a chemistry course geared toward prospective science majors i. I reviewed the book with this in mind and primarily focused on Chapters 1 - 5 and 9, which cover topics often found in introductory courses. I would add though that some topics are left out, notably kinetics. While this is appropriate for a very introductory course, it's not appropriate for a General Chemistry course.

Further, topics like an Introduction to Organic Chemistry, which was an included topic ARE appropriate for a General Chemistry course but not for an introductory chemistry course. Overall, the book does an adequate job of covering topics needed for an introductory course but does a less than adequate job of covering topics needed for a General Chemistry course. The sample problems and examples that I reviewed seemed generally accurate. However, examples used to explain concepts were not always well chosen and I would disagree with certain word choices the author used to explain concepts.

For example, when explaining sig figs, the author seems to treat them as more of a convention that is arbitrary rather than as a practice grounded in scientific and mathematical principles. In other areas of the text, the author oversimplifies, such as when he explains the octet rule in chapter 9 and says " It's perfectly acceptable and more accurate when introducing the octet rule to say instead that the reasons behind it aren't going to be explained at that time.

Well, it's a chemistry book That being said, I would give it good marks for longevity as the author attempts to introduce everyday examples of chemistry in the world around us - in ingredient labels, cooking, etc. This hopefully will make students more interested in the material in the long run. It suffers though, from not being a bit more interactive. Perhaps pairing it with YouTube videos, other CC materials or free resources would make it have more staying power.

In my view, the book has too many errors of grammar to be rated as having good clarity. It also has poor labeling of diagrams i.

Figure 4. It's very important to always use state symbols once they have been introduced. I would even say that the sections are often out of order.

Chemistry 101

For example, section 1. But then in section 1. The concept of science is more fundamental and should be introduced prior to or concurrent with the definition of chemistry. And how the author defines science is nebulous at best c. Another confusing statement which demonstrates poor word choice is the statement in Chapter 3 that "Some elements exist as molecules. I would give the book mediocre marks on consistency. I say this mainly because the book has very inconsistent use of state symbols in chemical equations.

It does have good parallel structure in that it has similar structures for each chapter. And it has a similar tone throughout the book. But, it also suffers from a lack of sufficient examples and all the examples are of very similar format i.

I think many of the concepts could be explained in more ways so that they would be accessible to a more diverse body of students. The chapters are reasonably stand alone and tend to reference concepts which can be learned about from other sources i.

The book does reference itself sometimes, but it doesn't seem to do this too much. I think there are particular concepts the author explains quite well and which could be pulled from the text for a lecture or course packet. I commented some on this in my comments on clarity, but I would say the book would get mediocre marks for organization and flow. Even in chapter 1, the concept of chemistry is introduced explicitly before the concept of science, which strikes me as odd.

Chapter 6 Gases seems out of place also - why discuss the theory of gases right after stoichiometry but before bonding Chapter 9.

It does make sense to put Nuclear Chemistry and Organic Chemistry at the end, but the order of Chapters 6 - 14 is odd to me. I would give the book a mediocre score for interface. The graphics are not particularly engaging and, in certain cases they are poorly chosen i.

Also, when you click on the links in the text in the online version sometimes it snaps to slightly the wrong place. It should snap to a place where you can still see the title and caption of the Figure, and this isn't generally the case i. Some links don't work i. Figure 1. To give a further example, in chapter 1, when the author is defining matter, he says that air is " Also in chapter 1, the author, when attempting to describe chemical properties, uses the sentence "Burning is a chemical property.

Well, it's a chemistry text, so this isn't as big of an issue and is more difficult to comment on. That being said, I suppose the book could try to incorporate more examples of women or minority chemists and their contributions. Or, in example problems make sure to use a wide array of names which traditionally represent men and women.

Overall, I would not use this book as written for a chemistry course I am teaching. But, I would make use of certain example problems and definitions that I think the author has done well.

I think the author made a good effort to make a text which is accessible to introductory students but needed more consistency, editing and thought put into the final product. Text covers all the main areas of general chemistry. However, there is lack of picutres in some topics so that students understand the concepts. Some expressions should be revised i. Periodic table on page and Table 3.

Some illustrations and images are disproportionated. Some tables are blurry, specially when the equation editor is used. Contents are up to date.

However, reference to the most recent discoveries should be added in future revisions. For example, changes in the Periodic Table. Also, reference to the ACS should be included as an asset for good chemistry and jobs connections.

Readability is an issue in this text. Pictures and figures are in one page and the explanation stands in the next page. All chapters should begin in new pages.

Key takeaways should include key concepts from the chapter, along with definitions. Learning objectives should be quantifiable. Avoid using "learn" or "know". At least, three objectives should be included per chapter or section. Font size is not consistent.

Other than that, the text is well written and uses the correct chemical vocabulary and terminology. Sections are brief which is good, they focus on little material allowing for studying to be easier for students.

The text book is perfect for non-majors and focus on the basic foundations of chemistry. Some challenging examples or exercises should be added to encourage classroom discussion. Good organization and sequence of chapters. Topics are presented in a way any non-major student could understand. Images should be proportionate to the size of the page. Some equations get blurry when size increases. The way images are presented should have more connection with the material explained. Text is not culturally biased and of course, it has many examples that are relevant to any group and culture.

This book is intended for students who have never studied chemistry previously; it is not aimed at science majors in higher education. The topics are appropriate for the beginner in chemistry.

Certain topics, such as kinetics, are not addressed Certain topics, such as kinetics, are not addressed in any detail, but given the mathematical nature of that topic, the omission of kinetics is not surprising.

By comparison, the well-known competing text written by John Hill, Chemistry for Changing Times, does not address either kinetics or equilibrium. The topics are reasonably comprehensive for the intended audience, but since the book lacks a table of contents and an index and even lacks a title page! There are a few minor problems.

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Figure 9. Some of these errors undoubtedly would not make it past the reviewers and editors of commercial texts. On the whole, however, the content is reasonably accurate. The content is up-to-date and should not become obsolete soon. Updating the text, if deemed necessary in the future, should not prove difficult. The writing is friendly and informal, perfectly appropriate for its audience and is certainly accessible to anyone of fifteen years of age or older.

Orbital filling is explained well with figures and words in terms of the periodic table. The use of humor is appreciated: Each chapter is divided into multiple sections, and each section is structured with learning objective s and example s.

This layout differs from many textbooks, in which several pages of practice exercises are typically given at the very end of the chapter rather than at the end of each section.

Some will prefer a more conventional layout, but overall the structure of the chapters is consistent and very good. The organization of the topics is similar to many other textbooks. No new ground is broken in this respect. In the preface the author states his reasoning for introducing the concept of chemical change earlier rather than later in the sequence of topics, and even though I prefer an "atoms first" approach, his opinion is at least as good as mine.

This is easily the worst aspect of the book. The formatting of special symbols, superscripts, and subscripts is extremely uneven and problematic. In addition, the representations of isotopes, with superscripted mass numbers and subscripted atomic numbers, often appear extremely fuzzy. All of these problems can be fixed, at least in principle, if you have the time and patience, since the text is available in both Word and pdf versions and is easily modified.

Another example of a formatting or an editing problem is obvious at the top of page 50, where the following example is given for significant figures: Many, many problems with the formatting of equations and unit conversions can be found in Chapter 2 alone.

One table in Chapter 7 is ridiculously poorly formatted. A depiction of the Bohr model of hydrogen Figure 8. Perhaps this criterion is more important for a chemistry textbook than I think it is. The text contains fewer figures, diagrams, photos, etc. This is a text for introductory chemistry, but even so, no explanation is even attempted, however rudimentary, for some concepts.

Do not include the concentrations of pure solids and pure liquids in Keq expressions. I should start by making clear that I reviewed the text in hardcopy form.

A quick check suggests that the hardcopy version, the pdf version and the docx are similar, or perhaps identical, but there may be differences between the versions that I A quick check suggests that the hardcopy version, the pdf version and the docx are similar, or perhaps identical, but there may be differences between the versions that I have not noted. All comments from this point on in the review relate only to the hardcopy version I was sent.

All but one of the areas that I would expect to see are covered in the text. The one exception is kinetics, which appears in the majority of introductory chemistry courses in Canada, and all the introductory chemistry textbooks that I am familiar with.

There's a good reason for this - it's an important topic! The omission of kinetics cannot be justified on grounds of difficulty: Nor is kinetics peripheral; it is central to both chemistry and related subjects such as biochemistry. I think it is a mistake to leave out kinetics, and though some instructors may adopt the text despite the lack of kinetics, and construct a course around the material that is there, others will feel the topic coverage is incomplete and look elsewhere for a text.

The coverage of remaining topics is satisfactory. The text as a whole is at a low level, and would not be well suited to anything other than a basic chemistry course at school, College or University. This would mean that it would not be chosen for many 1st year University courses that cater for students aiming to be science majors.

Nevertheless, many institutions provide courses for students with almost no prior knowledge of chemistry, and this might prove to be a suitable text for such courses. I was disappointed not to find a Chapter list. It would be a simple matter to prepare a page list of chapters and section headings; this would provide an immediate indication of topic coverage. Similarly, a glossary would be useful. A first iteration at a glossary could be prepared by selecting each term that has been introduced in bold face in the text and then either redefining it in the glossary, or even cutting and pasting the definition given in the text.

Whether definitions are created afresh or merely copied from the text, a glossary should be added. The lack of an index was disappointing, since, with neither an index nor a chapter list, it is difficult to quickly locate an earlier point in the text to check on previous topics. If the text is to be updated frequently, maintaining an index may be non-trivial. Were I using this text in my teaching, a properly maintained chapter list would be an adequate substitute for an index, but to have neither is a disadvantage.

There are numerous errors in the text, most of them minor typos, mistakes in the numbering of questions, or formatting problems; these should all be fairly trivial to correct. A list of those I've spotted with be sent separately. There are occasional factual errors, but these too should be quite straightforward to remedy.

I was not aware of any bias in the text.

Almost all the material in the text is "old", well-established chemistry. There is little likelihood that this material will become dated in the near future.

The main area in which obsolescence is a possibility is the use of examples from current life to illustrate chemical principles.

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It will be necessary occasionally to check that the material about additives in foods, as a typical example, is still up-to-date, but these nuggets of "real-life chemistry" form a small and useful portion of the whole, so checking and, if necessary, updating should not be too onerous.

The style adopted is appropriate throughout, providing a good balance between the need to define chemical principles accurately and the desirability of engaging students with a relaxed, slightly chatty approach. New terms are defined when introduced and most explanations are clear and lucid.

There are a few examples, noted in the list that I will supply separately, in which the structure of the discussion, or the use of a term, varies.

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However, the overall structure of the book itself is consistent and the number of occasions in which a term. In my view, the text is too "bitty", being broken into large numbers of small sections in which new topics are introduced and then immediately tested.

On the face of it this use of very brief sections seems reasonable. However, I fear that students will learn one small piece of chemistry in just a few minutes, test themselves on it, conclude that they understand it and move on to the next topic at once. A degree of reflection is essential if one is to fully understand new material, and the format of this text does not encourage that reflection sufficiently.

The approach chosen has a very short "horizon"; I believe there is a danger that the frequent exercises and problems may give students an unrealistic view of how well they have understood the material. This is a tricky issue. Students may find the approach attractive, since new topics are presented in such easily digested bites. I found the short sections very digestible, and I think students will too. I worry about how long the new knowledge will persist though. The author may argue that the end of chapter questions address this, bringing together questions that cover the whole chapter.

However, including end of chapter problems does not improve learning, only shows the extent of it. Perhaps my unease is because I have never taught a course that depends upon a text in which new material is so rapidly followed by test-yourself questions. Most texts include plenty of examples of course, but a much smaller number of in-text problems. I'm afraid that I do not know of studies that have looked at this question of how the sections might best be divided, so my concerns may be unfounded.

Some of the other reviewers may be more expert in this area and therefore better able to address this. The text is no more self-referential than any first year chemistry text. It would be hard to reorganise the sequence of individual sections of many chapters, since much of the material within a chapter flows logically from simple to more advanced. However, each chapter is largely self-contained, and it would be simple to adjust the order in which some of the chapters are used.

Apart from a small number of issues noted in my comments supplied separately, I thought the text was very clear. In numerous places in the text a figure is referred to, but not present. Hyperlinks exist for some of these, but not all. There are also a few minor matters relating to images in the list of corrections to be submitted. Since I was using a hardcopy I had no navigation issues The number of grammatical errors is small, though the number of necessary corrections to the text arising from, for example, one word being run into another, is large.

These corrections are noted on the list to be supplied separately. I enjoyed reading this text; there is much to recommend it. The style is relaxed and chatty without being trite or unscientific, the examples and the questions are generally well-chosen, and the number of questions is more than enough for students to fully test their understanding. My reservations can be summed up as follows: There are many corrections, nearly all of them minor, that should be made before the text is released to the academic community at large.

I am uneasy about the speed with which questions follow the introduction of a new topic. This may diminish the time students spend reflecting on a topic before they move onto new material. However, I presume that this style of text, with a high density of questions, has been tried in chemistry before and been found to work satisfactorily, despite my concerns.

The text starts at a very low level. Although it introduces a good range of fundamental topics - apart from kinetics, which should be added - it does not provide sufficient depth for many 1st year University courses.

However, it be suitable for typical basic chemistry introductory courses, for which there is a considerable demand, both in Canada and in the USA. In general this textbook has neither the breadth nor depth of content to satisfy the first year chemistry curriculum for B. The current version would be suitable for a massive online open courses MOOC , high school, introductory The current version would be suitable for a massive online open courses MOOC , high school, introductory college course for students who do not have Chem 11 or a non-science major.

I would also like to point out that more content is better than less for a first-year chemistry textbook because it becomes a reference resource for students throughout their academic career. The current edition of the book contains several major flaws: To make the content suitable for a first year chemistry course for B. For brevity, I list only the most desirable additions to make this book suitable for a, however, there are many more minor changes that would improve the quality of the book.

Please contact me if you would like more details. This book, at least the print version, suffers from numerous typos that cause both major and minor confusion. These must be fixed in order to be usable for any student.

Particular attention needs to be paid towards superscripts and subscripts, and spacing because syntax is critical in chemistry. There are some errors in the accuracy of the content as well.

Chapter 11, p "Salting Pasta Cooking Water": I think it is more appropriate to include the van't Hoff factor as an ideal value or estimate the value as somewhere between 1 and 2 probably closer to the ideal value of 2 rather than ignoring the value. From a student point of view this is especially confusing because the "Salting Pasta Cooking Water" example directly preceeds a sample calculation in which the van't hoff factor is included for a NaCl solution of similar molality. Chapter Sulfuric acid H2SO4 is listed as a strong acid, but this is only true for the first deprotonantion and should be noted, especially because the hydrogen sulfate ion HSO4- and sulfate SO is discussed later in the book.

I worry that this omission will leave students with an outdated, nineteenth century understanding of atoms and molecules. The text is clearly written and accessible to students. In some places, it would be desirable to use more technical language because students are learning to become fluent and proficient with the terms and should see technical terminology used in the correct context as much as possible.

For the students' benefit, some of the example solutions need to include more steps. The most notable inconsistency is the use of a wedged shaped bond to represent a polarized bond. This is confusing because wedge bonds are usually reserved for representing bonds coming out of the plane in VSEPR model. Conventionally, delta symbols or arr. This text can be used modularly; however, I see this as a weakness. Modular treatment in textbooks lead to a compartmentalized understanding of the subject, which is undesirable.

The text version contains regular readability issues in the form of fuzzy text. There are also font size control issues in many instances. In a couple of instances, the html tags are present instead of formatted text. Paragraph and section spacing in the printed version could be improved to enhance organization and readability; for example, a section title that appears at the end of a page can be anchored to the section text so that it starts at the beginning of a new page.

The examples that connect chemistry to the everyday experience are good. I would like to see a more global perspective by extending the context of these examples to concerns that are beyond North American boarders.

There is also very little discussion of the environment. Regardless of the cultural context, this is a leading concern for our students and society, it is important that students make the connection between chemistry and the environment. The book is text heavy and more diagrams would help to convey the ideas using a different mode, which would be useful for students who prefer pictures to words.

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The visuals in the book could be vastly improved in terms of appeal and quantity. Discussion of imperial units ounces, feet, Fahrenheit etc. This is especially true for the section on unit analysis in Chapter 2. The current version is a single, gigantic file which takes forever to download and open, even on a fast computer. To be useful the book needs to be divided into separate files — one for each chapter.

The single file version allows the entire text to be searchable, but this takes a long time and often generates too many hits to be useful.Regardless of the cultural context, this is a leading concern for our students and society, it is important that students make the connection between chemistry and the environment.

It would also be possible to only cover portions of a chapter, or to cover chapters out of order. The book does reference itself sometimes, but it doesn't seem to do this too much.

Saylor Foundation. On the face of it this use of very brief sections seems reasonable. There is no index or glossary, so students would be forced to rely on the sequential organization of the book to find specific information.

I feel this hierarchical view of the sciences is antiquated.