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To Features of Chemistry, Eighth Edition Conceptual learning and problem solving are fundamental to the approach of Chemistry. For the Eighth Edition, we have extended this approach by emphasizing problem-solving strategies within the Examples and throughout the text narrative. Our philosophy is to help students learn to think like a chemist so that they can apply the process of problem solving to all aspects of their lives.
We give students the tools to become critical thinkers: to ask questions, to apply rules and models, and to evaluate the outcome. It was also our mission to create a media program that embodies this philosophy so that when instructors and students look online for either study aids or online homework, that each resource supports the goals of the textbook—a strong emphasis on models, real world applications, and visual learning.
We have made extensive updates to the Eighth Edition to enhance the learning experience for students. Most of the glassware, orbitals, graphs, flowcharts, and molecules have been redrawn. One of the main goals of general chemistry is to help students become creative problem solvers. These problems highlight organic and biological applications. This feature allows instructors to quickly locate material that will be of particular interest to students in pre-medicine, biology, and other health-related fields.
This new section will help students understand that thinking their way through a problem produces more long term, meaningful learning rather than simply memorizing steps, which are soon forgotten. This more active approach helps students think their way through the solution to the problem.
After Chapters 3—6, we shift this responsibility back to students, who have by then gained the critical-thinking skills required to solve problems that are more complex. It has become increasingly clear from our own teaching experience that students often struggle with chemistry because they misunderstand many of the fundamental concepts. In this text, we have gone to great lengths to provide illustrations and explanations aimed at giving students a more accurate picture of the fundamental ideas of chemistry.
We have also placed a larger emphasis on the qualitative understanding of concepts before quantitative problems are considered. Because using an algorithm to correctly solve a problem often masks misunderstanding—when students assume they understand ix Copyright Cengage Learning, Inc.
In this vein, the text includes a number of Active Learning Questions at the end of each chapter that are intended for group discussion. It is our experience that students often learn the most when they teach each other. Students are forced to recognize their own lack of understanding when they try and fail to explain a concept to another student. We emphasize a thoughtful, logical approach rather than simply memorizing procedures. In particular, an innovative method is given for dealing with acid—base equilibria, the material the typical student finds most difficult and frustrating.
The key to this approach involves first deciding what species are present in solution, then thinking about the chemical properties of these species. This method provides a general framework for approaching all types of solution equilibria.
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