Trusted, innovative, and calibrated, Chemistry: The Central Science has been the leader in general chemistry for over a decade. The unrivaled problems, scientific accuracy, and clarity that keep Brown/LeMay/Bursten/Murphy/Woodward at the forefront of the discipline have been upheld and are woven seamlessly with each new feature in this edition.
The Twelfth Edition is this text’s most ambitious revision to date—every word and piece of art has been scrutinized for effectiveness by all five authors. Based on abundant data culled from MasteringChemistry®, this intelligent, data-informed revision reflects the unparalleled teaching expertise of its author team. Each chapter has been updated and streamlined to remove any content not proven to increase student comprehension of the fundamental concepts of chemistry. Joined in this edition by new co-author Patrick Woodward, the book’s impeccable authorship gains a fresh, new perspective yet maintains its unified, consistent voice. Chemistry: The Central Science continues to foster student success beyond the text with MasteringChemistry, the most advanced online tutorial and assessment program available.
Table of contents
1 Introduction: Matter and Measurement
2 Atoms, Molecules, and Ions
3 Stoichiometry: Calculations with Chemical Formulas and Equations
4 Reactions in Aqueous Solution
6 Electronic Structure of Atoms
7 Periodic Properties of the Elements
8 Basic Concepts of Chemical Bonding
9 Molecular Geometry and Bonding Theories
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
21 Nuclear Chemistry
22 Chemistry of the Nonmetals
23 Transition Metals and Coordination Chemistry
24 The Chemistry of Life: Organic and Biological Chemistry
A Mathematical Operations
B Properties of Water
C Thermodynamic Quantities for Selected Substances at 298.15 K (25 °C)
D Aqueous Equilibrium Constants
E Standard Reduction Potentials at 25 °C
Answers to Selected Exercises
Answers to “Give It Some Thought”
Answers to “Go Figure”
New to this edition
- Significant streamlining of end-of-chapter questions is based on student-tested data from MasteringChemistry. Only those questions proven to be effective and helpful to students have been retained and new questions modeling these effective questions have been composed.
- NEW! Go Figure questions encourage students to stop and analyze the artwork in the text, for conceptual understanding. When students are required to stop and answer a question about the artwork, they cannot just skip over the images—they need to be sure they understand the concept.
o Voice Balloons help students break down the components of the image.
o Over the Shoulder leader lines provide the instructor’s perspective—i.e., how an instructor would help students do a problem in class.
o These questions are coded in MasteringChemistry.
- A completely revised design enhances student usability and reflects how modern students approach chemistry.
- More Give It Some Thought (GIST) questions have been added throughout.
- Extensively revised line art and photos throughout have been scrutinized to guarantee pedagogical effectiveness.
- Reorganization of Chapters 11 (Intermolecular Forces, Liquids, and Solids) and 12 (Modern Materials) reflect that solids and materials play an increasingly important role in everything from daily life to chemical research. Frequently, coverage of the basic concepts of solids tends to be very limited in general chemistry courses due to lack of time, very descriptive coverage and ineffective organization of material; this reorganization addresses that problem.
- Chapters 8 (Basic Concepts of Chemical Bonding), 9 (Molecular Geometry and Bonding Theories), and 15 (Chemical Equilibrium) have been extensively rewritten.
- Chapter 23 from the previous edition (Metals and Metallurgy) has been reorganized with sections appearing in Chapter 12 (Modern Materials).
- Chapter 24 (Chemistry of Coordination Compounds) from the previous edition is now Chapter 23 (Transition Metals and Coordination Chemistry).
- Chapter 25 (The Chemistry of Life: Organic and Biological Chemistry) is now Chapter 24.
Features & benefits
- A consistent problem-solving process is incorporated throughout so students always know where to go when problem solving.
- Analyze/Plan/Solve/Check helps students understand what they are being asked to solve, to plan how they will solve each problem, to work their way through the solution, and to check their answers. This 4-step problem solving methodology is introduced in chapter 3 and implemented throughout the book.
- Dual-Column Problem-Solving Strategies in Selected Sample Exercises explain the thought process involved in each step of a mathematical calculation using a unique layout for clarity. It provides students a conceptual understanding of those calculations.
- Strategies in Chemistry teach students ways to analyze information and organize thoughts, helping to improve problem-solving and critical-thinking abilities.
- Give It Some Thought (“GIST”) are informal and sharply focused exercises that give students opportunities to test whether they are “getting it” as they read along.
Macroscopic, Molecular, and Symbolic
- End-of-Chapter Questions contain conceptual questions.
- Sample Exercises incorporate molecular illustrations to help students visualize what is happening on a molecular level when they are asked to solve a quantitative problem
- Visualizing Concepts exercises precede the end-of-chapter exercises and ask students to consider concepts through the use of models, graphs, and other visual materials. These help students develop a conceptual understanding of the key ideas in the chapter. Additional conceptual exercises are found among the end-of-chapter exercises.
Practice and Review
- Multi-Focus Graphics provide a variety of perspectives including macroscopic, microscopic, and symbolic to portray various chemical concepts. Students develop a more complete understanding of the topic being presented.
- Molecular Illustrations are computer-generated renditions of molecules and materials provide visual representations of matter at the atomic level. These drawings help students visualize molecules in three dimensions and enhance their understanding of molecular architecture.
- End-of-Chapter Exercises are grouped by topic and presented in matched pairs, giving students multiple opportunities to test each concept. Additional Exercises follow the paired exercises and are not categorized, because many of these exercises draw on multiple concepts from within the chapter.
- Integrative Exercises, which are included among the exercises at the end of chapters 3-24, connect concepts for the current chapter with those from previous chapters. These help students gain a deeper understanding of how chemistry fits together and serve as an overall review of key concepts.
- Sample Integrative Exercises are offered in many chapters to show students how to analyze and solve problems that encompass more than one concept.
Support Beyond the ClassroomMasteringChemistry®
- Chemistry and Life and Chemistry Put to Work emphasize chemistry’s connection to world events, scientific discoveries, and medical breakthroughs.
- A Closer Look essays supplement the chapter material by covering high-interest topics in more detail.
steps students through problem solving while promoting understanding of chemical concepts outside of the classroom. Backed by National Science Foundation funding, this online homework, assessment, and tutorial system helps students figure out where they are going wrong when problem solving by providing answer specific feedback. The program enables professors to compare their class performance against the national average on specific questions or topics. At a glance, professors can see class distribution of grades, time spent, most difficult problems, most difficult steps and even the most common answer. MasteringChemistry®
- Answer-specific feedback to students in the form of Socratic and declarative hints so students learn where they are going wrong.
- Gradebook with detailed diagnostics that enables professors to see both at a glance and in-depth perspectives of their student’s progress.
- Items (problems) that show difficulty and duration, which demonstrates educational effectiveness and facilitates assignment creation.
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, 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 both the American Association for the Advancement of Science and the American Academy of Arts and Sciences.
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). 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 35 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 Wisconsin in 1978. After two years as a National Science Foundation Postdoctoral Fellow at Texas A&M University, he joined the faculty of The Ohio State University, where he rose to the rank of Distinguished University Professor. In 2005, he moved to his present position at the University of Tennessee, Knoxville as Distinguished Professor of Chemistry and Dean of the College of Arts and Sciences. Professor Bursten has been a Camille and Henry Dreyfus Foundation Teacher-Scholar and an Alfred P. Sloan Foundation Research Fellow, and he has been elected a Fellow of the American Association for the Advancement of Science. At Ohio State he has received the University Distinguished Teaching Award in 1982 and 1996, the Arts and Sciences Student Council Outstanding Teaching Award in 1984, and the University Distinguished Scholar Award in 1990. He received the Spiers Memorial Prize and Medal of the Royal Society of Chemistry in 2003, and the Morley Medal of the Cleveland Section of the American Chemical Society in 2005. He was elected President of the American Chemical Society for 2008. In addition to his teaching and service activities, Professor Bursten's research program focuses on compounds of the transition-metal and actinide elements.
CATHERINE J. MURPHY received two B.S. degrees, one in Chemistry and one in Biochemistry, from the
University of Illinois, Urbana-Champaign, in 1986. She received her Ph.D. in Chemistry from the University of Wisconsin in 1990. She was a National Science Foundation and National Institutes of Health Postdoctoral Fellow at the California Institute of Technology from 1990 to 1993. In 1993, she joined the faculty of the University of South Carolina, Columbia, where she is currently the Guy F. Lipscomb Professor of Chemistry. Professor Murphy has been honored for both research and teaching as a Camille Dreyfus Teacher-Scholar, an Alfred P. Sloan Foundation Research Fellow, a Cottrell Scholar of the Research Corporation, a National Science Foundation CAREER Award winner and a subsequent NSF Award for Special Creativity. She has also received a USC Mortar Board Excellence in Teaching Award, the USC Golden Key Faculty Award for Creative Integration of Research and Undergraduate
Teaching, the USC Michael J. Mungo Undergraduate Teaching Award, and the USC Outstanding Undergraduate Research Mentor Award. Since 2006, Professor Murphy has served as a Senior Editor to the Journal of Physical Chemistry. Professor Murphy’s research program focuses on the synthesis and optical properties of inorganic nanomaterials, and on the local structure and dynamics of the DNA double helix.
PATRICK M. WOODWARD received B.S. degrees in both Chemistry and Engineering from Idaho State University in 1991. He received a M.S. degree in Materials Science and a Ph.D. in Chemistry from Oregon State University in 1996. He spent two years as a postdoctoral researcher in the Department of Physics at Brookhaven National Laboratory. In 1998, he joined the faculty of the Chemistry Department at The Ohio State University where he currently holds the rank of Associate Professor. He has enjoyed visiting professorships at the University of Bordeaux, in France, and the University of Sydney, in Australia. Professor Woodward has been an Alfred P. Sloan Foundation Research Fellow and a National Science Foundation CAREER Award winner. He currently serves as an Associate Editor to the Journal of Solid State Chemistry and as the director of the Ohio REEL program, an NSF funded center that works to bring authentic research experiments into the laboratories of 1st and 2nd year chemistry classes in 15 colleges and universities across the state of Ohio. Professor Woodward’s research program focuses on understanding the links between bonding, structure and properties of solid state inorganic functional materials.