1. Fundamentals ; 2. Atomic structure and properties ; 3. Diatomic molecules ; 4. Structure and shape of polyatomic molecules ; 5. Solids ; 6. Acids and bases ; 7. Gases ; 8. Reaction kinetics ; 9. The language of organic chemistry ; 10. Isomerism and stereochemistry ; 11. Molecular spectroscopy ; 12. Analytical chemistry ; 13. Molecular characterization ; 14. Energy and thermochemistry ; 15. Entropy and Gibbs energy ; 16. Chemical equilibrium ; 17. Electrochemistry ; 18. Phase equilibrium & solutions ; 19. Organic reaction mechanisms ; 20. Halogenoalkanes: substitution and elimination reactions ; 21. Alkenes and alkynes: electrophilic addition and pericyclic reactions ; 22. Benzene and other aromatic compunds: electrophilic substitution reactions ; 23. Aldehydes and ketones: nucleophilic addition and alpha-substitution reactions ; 24. Carboxylic acids and derivatives: nucleophilic acyl substitution and alpha-substitution reactions ; 25. Hydrogen ; 26. s-block chemistry ; 27. p-block chemistry ; 28. d-block chemistry ; Maths Toolkit ; Appendix
The authors All three content authors are actively
involved in first year chemistry teaching at their respective
institutions, and are well placed to appreciate the challenges that
incoming students face when studying undergraduate chemistry. By
bringing together authors from the three 'strands' of chemistry,
the book offers consistently authorative coverage across the
subject.
Andy Burrows, University of Bath (Inorganic chemistry)
Andy Parsons, University of York (Organic chemistry)
Gareth Price, University of Bath: (Physical chemistry)
The editors The editors were chosen not only for
their work on context/problem-based learning, but for their
detailed working knowledge of school education. They are aware of
the level of knowledge with which students leave school and are
best placed to contribute to and edit a textbook, which bridges the
gap between school and undergraduate chemistry. John Holman,
Professor of Science Education, Director of the National Science
Learning Centre, University of York. John Holman was co-director of
the new 21st Century Science curriculum and is advisor to the
government on science education issues.
Gwen Pilling, formerly of the Science Education Group, University
of York. Gwen Pilling is involved in the development of the Salters
Advanced Chemistry curriculum and has written many resources to
support teaching and learning.
This is a book that shines out amongst so many other graduate texts in the field of chemistry. It does not try to encompass the whole of a degree course in a single text; rather it addresses the specific needs of the first year undergraduate. It does so in a refreshingly open and 'familiar way'. Reviews, The Higher Education Academy UK Physical Sciences Centre This comprehensive textbook covers all of the material normally included in the first year of BSc and MChem chemistry courses at UK universities. It provides breadth of coverage of the whole of chemistry and combines this with depth of information on individual topics. Education in Chemistry, January 2010 It is an UTTERLY FANTASTIC textbook Jennifer Lawson, first year Chemistry student, Loughborough University This book would be ideal for introductory courses in organic, inorganic and physical chemistry Chemistry World In view of its quality and advantageous price this book is especially recommended to its target audience, as well as everyone for whom an up-to-date introduction to chemistry is suitable. CLB Chemie in Labor und Biotechnik, April 2010 A simple uncluttered layout, amply illustrated with contemporary "real world" examples, clearly demarcates diffe rent sections. The book positively blooms; it is beautifully illustrated and operates on many levels without feeling cluttered, juggling chemistry theory, equations and history in a manner that enriches rather than overloads the reading experience Ewan Miller, second-year medicine Undergraduate, University of Aberdeen I was particularly impressed by the way in which the physical basis of key mathematical equations was presented and discussed in clear simple language. The authors adopt the approach taken by myself in my lectures, in which I attempt to convey to the students the sense that an equation is not only a jumble of arcane symbols but contains a clear meaning which can be subjected to a clear and concise explanation and interpretation. Mike Lyons, Trinity College, Dublin Where it is superior, is in its ability to actually teach the students rather than just lecture to them. James Barker, University of Kingston This textbook is excellent value for money. I would definitely recommend it for first year students and can see myself finding it useful for years to come. Annabelle Lacey, student, University of St Andrews This is the only textbook I will need to use for all of first year due to the well explained, detailed content. Kirsty Purchase, student, University of St Andrews
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