Conditions of Use
The online text has a Table of Contents, but no index. Words in boldface are defined by floating the cursor over the word. The FlatWorld print text has a Table of Contents and index, but no glossary though definitions for some terms in boldface... read more
The online text has a Table of Contents, but no index. Words in boldface are defined by floating the cursor over the word. The FlatWorld print text has a Table of Contents and index, but no glossary though definitions for some terms in boldface are shown in the margin. In general the Averill & Eldredge textbook covers all of the topics found in typical General Chemistry textbooks. I found the Kinetics chapter lacking in integrated rate law problems. I prefer to use a different open access textbook for this topic. Otherwise it has a good variety of example problems throughout each chapter. The book does not have a large variety of end-of-chapter problems.
I haven't had any problems with inaccuracies. I have a number of high ability students who don't hesitate to ask questions when something doesn't make sense, but they haven't pointed out any problems with the textbook.
The hardcopy Flatworld textbook of Averill & Eldredge has some interesting youtube.com video links that may become outdated, however, these are not included in the online open access textbook. The online book is written with minimal reference to things that will become outdated.
The textbook is presented at a level for first year chemistry students. Molecular level representations of substances and reactions work well with macroscopic level images and symbolic representations (i.e. chemical formulas and balanced equations).
The quality of the work is consistent throughout the textbook. Since the textbook questions will most likely not be used as assigned homework since online homework platforms are now available, answers to all questions should be consistently provided. Answers to Example problems within the reading consistently show the answers and how to work through the problems. Conceptual problems in general do not have answers provided, but in some places the odd numbered answers were provided. I'd rather have space dedicated to numbered problems with answers than space dedicated to conceptual questions without answers.
Numbered sections contain multiple subsections that I wish were numbered in some way. For many of the reading assignments, I assigned only certain subsections, but there wasn't a concise way to indicate them on my syllabus without citing the title of each subsection.
It is rather easy to provide a link to each numbered section in our learning management system.
Chapters are presented in an organized manner not really different from the average General Chemistry textbook. The font and visual presentation in the online textbook, however, is somewhat monotonous.
In the online text, there are a fair number of Figures that are listed as 'Unavailable". The most readable version is the FlatWorld print textbook. The presentation and highlighting are visually more appealing and organized. The online version has just a mediocre presentation. The pdf version has too many formatting problems to be a viable textbook for students due to reactions and equations appearing garbled and illegible in places.
I found no problems with grammatical errors.
Since the figures are primarily of chemical substances and processes, I would consider the textbook culturally neutral.
Averill and Eldredge is a decent book to use as a free textbook. If I could choose any textbook for students, this wouldn't be the one I'd choose, but it's a good option if it's a priority to keep student textbook costs down. I really wish it had as many chapter end problems as most print textbooks have. When students express that they would like more example problems, I like to point them to problems at the end of the chapter categorized by section topic that have answers provided. This textbook doesn't allow me to do that.
It is very comprehensive as a general chemistry textbook, with more information presented than what would typically be required. This resource can be adapted to support students of various majors. Although the subject matter is relevant and... read more
It is very comprehensive as a general chemistry textbook, with more information presented than what would typically be required. This resource can be adapted to support students of various majors. Although the subject matter is relevant and consistent when compared to other textbooks, both the online version and the PDF are due for a major update to the formatting to take advantage of evolving learning styles and the need for quality learning resources as we emerge from the pandemic. The adoption of remote learning technologies during the pandemic highlighted the need for open access resources for teaching, and this textbook could have been a critical tool for instruction. I like the addition of the learning objectives that help maintain a clear focus for the chapters, and overlapping themes help connect the concepts, which is an essential part of learning. Improvements to the navigation of the textbook are still required to help students and faculty, but as a freely available teaching resource, there is a lot of potential.
The content does not seem to have any errors except for the missing images listed in this review.
The book continues to be relevant as it is based on the underlying principles of chemistry. The textbook benefits from having more information than what would typically be required, further supporting a modular approach for instruction.
The PDF and the online version of the textbook are clear to read. Students can work through the chapters, but additional edits to the format of some questions would be helpful to guide them.
Many images do not have figure numbers assigned, which affects the consistency throughout the textbook. This issue can be corrected in future revisions while the missing image placeholders are restored.
The textbook chapters are modular in design; however, there are still problems with the navigation due to the missing table of contents in the PDF. Lecturers would need additional preparation time to integrate a modular approach to the textbook.
The organization of the textbook is generally good, providing many different ways to adapt the content for lectures and instructional media resources. Chapter 7 has a good section on the allotropes of carbon which I can adapt for short virtual presentations.
The PDF Version needs significant work to improve the interface as the heading may appear at the end of a page instead of adjusted to a new page for aesthetics. (See pages 61, 62, and 87 for examples) The image for Figure 2.2 on page 97 is not at the correct ratio.
The online version has many figures that are permanently unavailable. This is a comprehensive list of the missing images:
Figures 1.6, 1.7, 1.8, 1.9, 1.16, 2.9, the image at the start of chapter 3, 3.1, 3.7, 3.9, the image in example 13, the image in example 15, the image at the start of chapter 4, 4.4, the image in example 8, the image in example 11, (no figure number - Darkening of silver bromide crystals by exposure to light), 4.14, 4.16, 4.21, 4.23, 4.24, 5.12, the image at the start of chapter 6, 6.9, 6.13, (no figure number - Potassium burning), the image at the start of chapter 8, 9.27, 10.15, 10.16, 11.1, 11.10, 13.5, 13.8, 13.22, 14.1, 14.2, 14.3, 14.4, 15.1, 15.12, 15.13, the image at the start of chapter 16, 16.22, 16.25, 17.4, 17.9, 17.11, 18.6, 18.7, 19.2, (no figure number - A galvanic cell), 19.8, 21.10, 21.11, 22.14, 23.4, and 23.5.
The grammatical errors that I found were linked to the formatting, likely on the conversion to PDF. In general, there are no other grammatical errors that I noticed.
There are no specific cultural references. It would benefit from the inclusion of possible regional differences in the way subject topics could be taught as footnotes.
It is clear that a lot of time and effort has been put into this textbook that provides a comprehensive view of chemistry. Over time it seems that the online version has lost the links to many of the figures, and this will need to be addressed in future revisions. The formatting of the PDF still needs a lot of work to make it easier for students to navigate.
This text covers all of the major topics found in a two-semester, first year General Chemistry course and has the appropriate tables (thermodynamic quantities, equilibrium constants, etc.) as labeled appendices. The table of standard reduction... read more
This text covers all of the major topics found in a two-semester, first year General Chemistry course and has the appropriate tables (thermodynamic quantities, equilibrium constants, etc.) as labeled appendices. The table of standard reduction potentials (Appendix E) would be more difficult to use than most other textbooks as the potentials are listed alphabetically by symbol. The periodic table in Appendix H is also too small to use. The pdf version does not include a table of contents, index or glossary of terms. The online format is better in this regard with links to chapters and topics in the table of contents. A glossary and index are still lacking. This text is more comprehensive than many others in terms of acid-base equilibria as the authors do an excellent job of providing examples of quantitative amounts at equilibrium for both weak acids and weak bases (the latter is frequently absent).
The chemical and mathematical content appears accurate (although the Lewis structure provided for carbon in Figure 8.7 is incorrect); however, there are key ideas that are not discussed in enough detail for students to assess their importance. One of these are the exceptions within electron configurations (Chapter 6) where the families of Cu and Cr are only highlighted in Figure 6.4. Emphasis on this difference in the normal pattern of electron configurations and an explanation as to why are missing in the text or figure caption. Additionally, a discussion of shielding appears to be lacking.
The content is not up-to-date with many images having been removed and a “publication” date of 2011.
The written text and the problem-solving strategies are fairly clear and straightforward. More careful definition of terminology would aid the student as well as elimination of advanced material (e.g. wave function description of molecular orbitals). Many chapters contain too much extraneous information that make it more difficult for students to focus on the important learning objectives and key takeaways that are assets to the work. For example, removal of the “Essential Elements for Life” and “Brief History of Chemistry” from chapter 1 or “Trace Elements in Biological Systems” in chapter 7 would improve the flow for the student reader. While several of the graphics (e.g. Tables 2.2, 2.5 and Figure 2.12) are very well done, some figures are unnecessary where they currently occur in the text or provide information that is too advanced for a student at this level. (For example, Figures 2.3 and 2.4 would be more appropriate when electron and molecular geometries are introduced in Chapter 9, and the titration curves that appear in conceptual problem 3 section 4.9 would fit better after acid/base equilibria, buffers and titrations are formally presented in Chapter 16.)
The format of the textbook is fairly consistent: within most topics is a learning objective (set apart with a colored box), text, followed by examples (highlighted with a different colored background with a self-consistent format), key equations (another colored background), summary, key takeaway, concept and numerical problems (both with answers). Not all of the chapters contain Application Problems (in a section titled “End-of-Chapter Material”), where students are given additional practice without the guidance of knowing the topic in advance.
The text is fairly readable and divisible into smaller sections; this allows the instructor/student to omit sections that may seem extraneous or to jump to essential skills (e.g. metric prefixes, temperature conversions, preparing a graph, etc.). The text is well organized and given its structure can be easily be re-organized to suit a course’s goals.
Aside from intercalary information, the topics are presented in a logical fashion, beginning with standard ideas of the scientific method and measurement, progressing to the elementary structure of the atom, stoichiometry and reactions, energy, more detailed structure of the atom, periodic trends, bonding, molecular shapes, phases of matter, kinetics, equilibria, thermodynamics, electrochemistry, and nuclear chemistry.
The online version of the text is missing images (statements of apology and notices that images have been permanently removed have been inserted, rather than removing the call to the figure, renumbering within a chapter and editing the text). This was distracting and impeded the readability. The pdf version does not contain these statements (the images have simply been omitted), and the text appears cleaner looking with a larger font. Unfortunately, the pdf version is missing essential aids (table of contents, index, etc.) and hyperlinks; this makes the pdf file difficult to use when a student/instructor attempts to navigate to a specific location within the text. Finally, the font sizes (especially) within the images/graphics changes. This makes information seem more important than was intended by the authors. (Note: font changes also occur in the online text but it is less distracting in this format.)
The text is relatively free of grammatical errors; however, equilibria is generally used as the plural of equilibrium.
The text is not culturally insensitive.
Both PDF and online versions have good coverage of subjects with some unnecessary overlap of the same topics in different chapters. For example the atomic structure discussion in sections 1.4-1.7 of chapter 1 is more and less is discussed in... read more
Both PDF and online versions have good coverage of subjects with some unnecessary overlap of the same topics in different chapters. For example the atomic structure discussion in sections 1.4-1.7 of chapter 1 is more and less is discussed in Chapter 6. Chapter 1 of the book (Introduction to Chemistry) is too long and tedious to read (for the students) since it covers many unfamiliar topics for the freshman students of general chemistry 1. Instead of atomic structure that is discussed in chapters 2 and 6, the dimensional analysis (unit conversion) should be introduced to students in chapter 1 which has been included in chapter 3 of this textbook. PDF version of the book lack Table of contents, navigation bar and glossary. The outline of the book pages in PDF version need to be improved to help with the readability of the material. The images and graphics need to be properly positioned in PDF version as well. The online version lacks glossary as well but the navigation bar and Table of contents are appreciated. Although the subject coverage of the book is satisfactory, I would change the order of topics in some chapters and eliminate the overlap materials. The formatting issues of PDF version and organization of the topics in some chapters make it difficult to adapt this textbook as a standalone teaching book.
Some of the terminology used by the Authors been abandoned and replaced by the recent authors of the general chemistry books. For example in chapter 5, section 5.3 under classifying chemical reactions, 3 classes of the chemical reactions are named as exchange, condensation and cleavage which are known as replacement (double or single), combination and decomposition respectively in the majority of the recent general chemistry books. Although those terminology used in this book are correct, they are not up to date and if this textbook is used in conjunction with the other general chemistry book may cause confusion among the students. In general the book has been written with good accuracy.
The basic fundamental principles of chemistry are still intact and relevant and the book's content is up to date. I am not sure about the accuracy of the history of chemistry. It needs to be thoroughly examined based on the true historical facts. With all computer programming languages like html, j query and other programming tools already implemented in both PDF and online version of any book, it is easy to add, edit and update any textbook.
the text is quite clear and consistent but the authors tend to over explain some topics that makes the reader to lose interest. A concise and clear written style would be more interesting. It would help the students to capture the essence of the topics by showing the step by step calculations using Equation Editor. From my own experience I know that students have hard time to grasp the dimensional analysis problems if solutions are not demonstrated with the proper format.
The textbook is quite consistent in used terminology and manner of , writing style and presenting the topics. unfortunately the formatting issues especially with PDF version and missing images affect the consistency of the textbook.y
The lack of table of contents and navigation bar in PDF version make it hard to find a specific topic. for the online version, with the exception the first chapter, there's a reliable modularity throughout the textbook. Adding page number and header on the top of pages to show the specific chapter are recommended.
I rated 4 the online version for its organized manner. The PDF doesn't have that degree of organization due to the layout and formatting issues. If I am to adapt this textbook, I would definitely change the order of some topics for several chapters to make it compatible with my educational system syllabus.
The PDF version needs a dramatic formatting change. The online version needs a glossary, page number, header to show the relevant chapter and the missing images should be fixed. There is overlay of the scrolling pages over the navigation bar that can be fixed by a computer programmer.
I didn't come across a grammatical errors but in PDF versions there are many cases of spelling errors caused by the elimination of spaces between words. for example page 57 on PDF version that the space between two consecutive words has been eliminated.
This is a chemistry book and totally is unbiased.
The online version of the textbook has a good coverage of the subject and I'm considering to introduce it to my students as an option to save money. The order of topics in several chapters and lack of proper formatting issues are the major drawbacks for me in adapting this textbook for my teaching. That being said, I greatly appreciate the efforts of the authors for taking time to produce this textbook.
The book covers the essentials of a first year chemistry course, but it lacks depth and "readability". Indeed, this text could not be used as a standalone teaching option. The first part of the book, “Introduction to Chemistry” does a fair job... read more
The book covers the essentials of a first year chemistry course, but it lacks depth and "readability". Indeed, this text could not be used as a standalone teaching option. The first part of the book, “Introduction to Chemistry” does a fair job discussion the scientific method, the basic precepts of chemistry, and history of chemistry; however, I found the discussion of significant figures (a topic critical in my opinion to the first year chemistry curricula) insufficient in detail or scope. Also, the text book would benefit from additional pictures and tables, anything to break up the eternal monotony of the words used in the text. I deeply appreciate the time that went into creating a book like this; however, small details would benefit the reader (and student of chemistry) greatly.
I did not encounter any mistakes or inaccuracies while reviewing the text.
The textbook was written in 2011, so up to this date, the book seems very relevant. An update would, as always, be appreciated!
The text uses a readable prose style. Although not super exciting, it is quite clear and consistent…. the determined reader will be able to finish and find the experience satisfying.
The text is very consistent in its terminology and framework. I did not see overlapping definitions, or exceptions to previous sections, etc.
With the exception of the first chapter, I found the text readily divisible into smaller segments. This would be quite useful in a seminar course, or perhaps a course over a specific segment of chemistry…. very cool. However, the first chapter - and arguably the most important - seems to blend together in an undividable cluster…. and this is a shame: if I wished to talk about, say, significant figures, it would be nice to "copy and paste" those section(s) into a new document to share with the class, etc. Instead the introduction topics mesh and overlap each other, and I'd probably need a second textbook to augment this book were I to adopt it for my classes. I realize the option to make a text divisible is the prerogative of the authors, but it would be nice to have such a feature available.
The text is organized in a logical and very clear fashion. The format follows established progressions as set by other chemistry textbook authors…. there should be no major obstacles for teachers adopting this book for their classes.
I was quite surprised that the beginning of the textbook did not have a table of contents in the PDF version. The website and online version had a table of contents…. the PDF version would benefit greatly from a list of the different chapters, etc. Also, to increase the readability of the material, adding in colorful pictures, diagrams, tables and examples would be wonderful: the text is rather dry at the moment, which I find disenchanting since the material is so fraught with wonder and awe.
I saw no obvious or glaring errors in the text.
The text did not rely on "he" or "she" and remained mostly gender neutral. I saw nothing in the text which would exclude specific races, ethnicities or backgrounds.
I appreciate the considerable efforts by the authors to create this text, and I wish to thank them for sharing their work with the public in this arena - thank you! If you ever decide to write a new version (or if you are considering adopting this book for your own classes), it would be nice to have some post-2011 information included; also, PLEASE include a table of contents in the PDF version of the textbook!!! The addition of additional pictures, diagrams, tables, etc. would brighten the reader's experience greatly.... just an idea. Overall I like this book, and given a few additions and changes, it would be great as well.
The online text is comprehensive and addresses all topics needed in a one-year science major’s general chemistry curriculum. It is well organized and is laid out in the traditional approach. Each chapter contains graphics and illustrations,... read more
The online text is comprehensive and addresses all topics needed in a one-year science major’s general chemistry curriculum. It is well organized and is laid out in the traditional approach. Each chapter contains graphics and illustrations, though many images are missing - labeled as permanently unavailable. This is especially evident in chapter 14 (Kinetics), with minor omissions in just about every chapter. Minor formatting issues in chapter 16.2 distract from the otherwise very nicely written section (or text in general). / Each chapter also includes a set of end-of-the chapter exercises. I think the text certainly could benefit from additional exercises, as well as perhaps adding a section of challenging exercises. / The text includes a very comprehensive appendix with all necessary tables and data. / I liked the fact that each section opens with a ‘learning objective’ and ends with a ‘key takeaway’. / The text definitely compares well with other texts designed for a major’s chemistry course. Customization of the text for use in any general chemistry course is certainly possible.
As far as I can judge, the content is accurate and I did not come across any major flaws or misconceptions.
The text is laid out such that it would be very easy to add to each section as necessary. At this point, applications within the text are current and will be able to be used for quite some time (figure 2.22 should certainly be updated). I would like to see a few more current events, figures, tables, or links to current events, woven into the text. / Any updates that will have to occur over time could be easily integrated and should not affect the flow of the text.
The book is well-written, it is concise and its content is easy to follow.
The text is very consistent throughout in its layout, formatting and writing style.
Adequate. Each chapter could very easily be adopted as a stand-alone chapter
The chemistry book has been written to reflect the traditional order of topics. I feel that the layout along with the nature of the book allows for any changes if a different arrangement of topics is what is desired by the curriculum.
I opted to review the online version (rather than downloading the pdf). Navigation of the text was easy using my PC and I did not come across any issues of loading of images. Some of the images seem to be relatively small and I was wondering how these would look on a smaller tablet or IPad (which is what many of my students use). Also, all chapters have links that refer back to previous chapters but none of the links opened on my PC.
I found no grammatical or spelling errors.
This is a chemistry text. I have not found any issues.
This book is very nicely written and easy to follow. The content is accurate, the text comprehensive and could easily be used in a general chemistry curriculum. It is a great online chemistry book and I would certainly think about adopting it for our general chemistry courses in the future. However, at this point, it is not quite ready to be used as there are formatting issues and many missing images which distract from the otherwise very well written text.
There are two versions of this text, an online version and a pdf version, with a significant difference in quality between them. The pdf version does not have a table of contents, glossary, appendix or index, making it extremely difficult to... read more
There are two versions of this text, an online version and a pdf version, with a significant difference in quality between them. The pdf version does not have a table of contents, glossary, appendix or index, making it extremely difficult to navigate, and leaving out the reference aspect of a textbook. The online version, on the other hand, contains all of these things, and follows the table of contents accordingly. The online controls allow you to click to the previous chapter/section, the next chapter/section or back to the table of contents, making it quite easy to navigate.
Again, there is a difference between the online version and the pdf one. The online version is formatted correctly, so that mathematical equations and calculations line up appropriately and all symbols, superscripts, etc. are displayed correctly. This formatting is lost in the pdf version, making it difficult to follow the examples even as a professor in the subject. These accuracy issues apply only due to formatting in the pdf version. I found no inaccurate information, calculations or equations when reading through the online version.
As general chemistry concepts are not changing, I find no longevity issues. The examples given are relevant to the real world, and tie in nicely with things that the students are better able to understand. The only issue would be those formatting ones that would be necessary updates for the pdf version.
The text itself is clear and well written, but again, the formatting within the pdf version makes it hard to understand and follow. Again, the online version is much better, but I cannot expect all of my students to remain online to read their textbook.
Terminology and framework is consistent. I did not find any significant changes in how the material was presented or the terms used.
The online version is easy to parse into small sections or pieces, enabling you to assign different sections at different points in time. The pdf version would be impossible, as there is no table of contents, and it is trial and error with a lot of scrolling to find out where you are. There are no additional indicators or labels of section numbers or chapters except at the beginning of each chapter or section. If the examples or exercises in the sections and chapters were numbered with the chapter and section, that'd make it a lot easier.
The topics are presented in a logical order for a typical science major oriented curriculum. The flow is good.
Navigation and the interface on the online version is good. It allows the reader to click to skip back to the previous chapter/section or ahead to the next, as well as back to the table of contents, all in one click from a menu that stays at the top of the window. Occasionally, when you are scrolling through worked examples with equations or calculations, that top navigation menu is visible, but you cannot click on it. This issue stops when you scroll away from those areas. There are also images and figures within the online version that show up as "permanently unavailable".
The pdf version is very difficult to navigate, and the lack of formatting makes the text blend together and is difficult and monotonous to read. The images that are "permanently unavailable" in the online version do show up in the pdf version, but all of the equation and calculation formatting make them show up in a long string of characters, with the loss of any LaTeX or html formatting.
I did not find any significant grammatical errors.
While I did not find anything that was culturally insensitive or offensive, I also did not find much that showed human culture at all.
While the overall text and content of the textbook are the same in both versions, the online version is a much better textbook than the pdf version. The online version has a few issues, such as the missing images/figures, but the formatting and ease of navigation make up for those few instances. The pdf version's lack of formatting, table of contents, glossary, index and appendices make it an unusable textbook. Not everyone is connected to the internet 24/7, so until the pdf version catches up to the online one, I would not use this with my students.
The text is designed to serve biological and biomedical students, engineering students, general education students, health sciences students, pre-medical science students, and science majors requiring at least one year course in general chemistry... read more
The text is designed to serve biological and biomedical students, engineering students, general education students, health sciences students, pre-medical science students, and science majors requiring at least one year course in general chemistry and the text contains all of the required material and topics to accomplish this task. This textbook is a precursor to students who will be studying organic I chemistry and those students who may have to study advanced inorganic chemistry after the freshman and sophomore years, even the former section is too short in nature. There are many stimulus materials in the form of cartoons/figures, but some of their quality is not up to standard.
The text lacks a table of contents, index or a glossary and the lack of these entities is a serious deficiency. There are some very serious formatting issues which may have been the result of converting from a .doc or .docx format to a .pdf format and these the errors make sections of this text illegible. The online version has a warning in some places, i.e., “Sorry! The image is permanently unavailable.”
The instructor will have to spend significant time correcting these format errors and very little time would be left for teaching the material. There are also formatting problems with subscripts in chemical formulas NOT appearing as subscripts, again a formatting issue. This issue is more predominant in the pdf version, where fractions are not shown. It would have been wise for the authors to use Equation Editor to write mathematical equations and use ChemDraw for the structures and major equations (followed by saving the files in the .tiff format).
The pdf version is way too long (2.365 pages in total). This is very expensive ($$$) for printing and very difficult for reading.
The textbook has some errors in conjunction with the formatting mentioned in question 1 from above. One case is where the electronic configurations of Cr and Cu are not correct. In another case, the magnitude and the units are not separated by a space, e.g., 25°C should be written as 25 °C.
The history of chemistry is NOT accurate as this began in Africa/Egypt, where khemica is an ancient Egyptian word for chemistry. The history of chemistry should have been researched as the history of chemistry is very biased towards Europeans versus other races who really have been practicing chemistry for many years.
The text and its examples are both relevant and timeless; the classic Haber-Bosch Process for the production of ammonia is an example. Topics such as thermochemistry, electrochemistry, nuclear chemistry are some of the topics that I learned as a high school student at The Lodge School in Barbados in the 1980s. Such topics will be around for many years to come.
One thing to note, If instructors adopting this textbook had access to the original document as a MS Word document; then required updates would be simple and straightforward; as editing the textbook in converting a .pdf file to a MS Word document would create many problems, all due to the points made in question 1 above.
The textbook is more than adequate in terms of clarity, however some of the example calculations would benefit from additional formatting as soon as possible. It is best to use Equation Editor to write the answers, and show the answers and equations, line by line, where dimensional analysis would be easier to understand. A good example is in the use of this problem:
Ethanol has an enthalpy of vaporization of 42.3 kJ/mol. The compound has a vapor pressure of 1.00 atm at 78.3 °C. At what temperature is the vapor pressure equal to 0.500 atm? (R = 8.314 J/K mol). Also, the calculations involving percentage abundances should be rewritten. Note that calculations involving moles, molar masses, the use of Avogadro’s constant should have been organized in a better fashion. The oxidation number of a proton and a hydride wasn’t clear. The textbook needs some overhaul in some areas, especially the topic involving transition metal chemistry.
The textbook is very consistent in terminology and presentation, even with all of the errors and formatting within.
The lack of a table of contents prevents the textbook from being easily reorganized and/or realigned. All of the typical topics for a year-long general chemistry course are present, but having a table of contents the textbook would be very modular. Personally, chapter 8 should have been merged with chapter 2. All thermochemical topics and problems should have been in one chapter.
A chapter with covalent and ionic bonds should have presented along with Lewis dot structures. A more definitive chapter on mathematical concepts should have been the first chapter, inclusive of logarithms, indices, standard notation, and significant figures, and some brief statistical analysis.
It seems as if the authors have preferred their own organization/structure/flow preferences for the general chemistry course they have taught in the past! This text should have been written in such a manner that it would be fairly easy to customize the content to fit a particular instructor’s preferences. See my answer for question 6. Some of the topics could have been reorganized and be combined as some appear to be segregated. The last chapter involving organic chemistry was tacked on and appeared to be rushed to make a comprehensive textbook.
Simply put; there are just too many errors in equation (both chemical and mathematical) formatting to make this text useable. See my answer to question 1.
The textbook contains one grammatical error, where consistently, the authors began sentences with the word “because”. It would be wise for the authors to have an English proof reader read this online textbook and correct this and all grammatical errors. We need to have future STEM scientists write manuscripts and textbooks that are free of grammatical errors.
This is a chemistry textbook that will be very useful for all races as chemistry is a universal science.
As an instructor at an extensive research and teaching institution with a significant minority population (34%) and a large number of first generation students and military veterans, the costs of a college education is a significant issue. As such, we at ODU, are always looking for ways to lower the cost of their education without a compromise in quality. I am very excited to learn of the Open Textbook Library as a method of reducing textbook costs, and was hopeful that this textbook would have met the needs of such students. Unfortunately, at this moment in time, because of the significant formatting issues and the way the content is presented, I am unable to recommend this text to the instructors who teach at the freshman level. If in the future the problems I have highlighted in this review are corrected, I would be willing to recommend this textbook to the Department of Chemistry and Biochemistry at Old Dominion University.
There does not appear to be an index or glossary in the .pdf version of the textbook. The textbook does cover all the major topics typical of a first year General Chemistry course, as well as some of the more popular additional topics that are... read more
There does not appear to be an index or glossary in the .pdf version of the textbook. The textbook does cover all the major topics typical of a first year General Chemistry course, as well as some of the more popular additional topics that are sometimes covered if there is sufficient time. Although the text can be searched for keywords quite easily, the lack of an index or glossary would make it difficult for a student to use this textbook if they were not familiar enough with the subject to be able to choose appropriate keywords to search.
The content appears to be accurate in its intent; however, the errors and omissions in the .pdf version of the textbook lead to things being wrong (or very difficult for an entry-level student to interpret) in a number of chapters.
The examples in the textbook are both timeless and current, providing a good mixture of “How was this discovered?” and “How do we use this now?” application for the student. Implementing updates could be a challenge given the static nature of the .pdf format, but should be manageable.
The text of this textbook is clearly written and should be quite accessible to entry-level students.
The terminology and voice of the textbook is consistent, although many of the formatting and technical errors can cause problems in this consistency. See for example cases where “delta” is used or subscripts and superscripts are used.
The textbook should be reliably modular, although the errors make it difficult to use in any manner. In addition to the page numbers, the authors and/or publisher should consider putting headers on each page denoting the specific chapter (and topic) of the material.
The organization is appropriate. Structure and flow are significantly disrupted by the formatting and technical errors.
This is a disappointing example of an online open textbook. The formatting is quite simply horrible with many missing figures, repeated sections of the text, poorly or incorrectly formatted figures or equations and other (presumably technical) problems that make the text essentially unusable. Any even cursory review of the text by the authors and/or the publisher would have caught many of these problems before publication.
There are occasional grammatical and typographical errors throughout, but they do not significantly impact the readability of the text.
The figures used in the .pdf version of this textbook are virtually devoid of any humans. While this prevents over- or under-representation on any group, it is disappointing that the authors do not choose to feature the human side of chemistry more prominently, as would be consistent with their stated objectives to make chemistry more relatable to the student. This would also be an opportunity to proactively feature chemists and other scientists from traditionally under-represented groups to serve as aspirational role models for the students using the textbook.
This open textbook is disappointing. Averil has authored some quality texts in the past, so I am unsure if the problems lie with the author, or the publisher, or just the randomness of software interpretation when uploading and downloading large files. I suspect that all parties involved in the publication of this open textbook bear responsibility for the poor quality product they have provided. Contributions of this poor quality do an extreme disservice to the open textbook community by giving naysayers an example of what appears to be shoddily pieced together content.
I downloaded the .pdf file of this textbook and opened it offline. (This is the only format available directly from the University of Minnesota open textbook webpage.) If that mode of access is the root of some of the technical problems/errors I observe, then I suspect the same problems will be ubiquitous with students attempting to use this open textbook. I went to the publisher’s website and found the .html version of the book to be better (it has a table of contents/index, and many of the problems with figures are resolved), but it only took until the middle of Chapter 1 to find the message “Sorry this image is permanently unavailable” in place of what should have been Figure 1.6 through 1.9. The .docx version is consistent with the .pdf version with many (perhaps all) of the same errors.
The stated philosophy of the textbook is sound, and I appreciate its intent. My approach to general chemistry is similar and I would welcome a reliable textbook (especially an open textbook) that aligns well with my preferences. The technical errors in this textbook are glaring and should be unacceptable. I would not consider using this open textbook for my classes, and furthermore, I would encourage the authors, the publisher, and the University of Minnesota to remove this content from the web unless and until it can be presented in a more responsible fashion
The text is designed to serve science and engineering majors requiring a one year course in general chemistry and the text contains all of the required material and topics to accomplish this task. In the preface, the authors list eight specific... read more
The text is designed to serve science and engineering majors requiring a one year course in general chemistry and the text contains all of the required material and topics to accomplish this task. In the preface, the authors list eight specific objectives they wish to accomplish with this text and I feel that they do indeed accomplish their goal. The text contains numerous interesting "real world" examples of applied chemistry (fireworks and their composition being one of my favorite) which will act as effective "hooks" to capture student interest. These examples coupled with classroom demonstrations (various salts dissolved in methanol and ignited, to explore the colors of fireworks) have proven effective in capturing student interest. The text lacks a table of contents, index or a glossary and the lack of these is a serious impediment to students. There are some very serious formatting issues which may have been the result of converting from a .doc or .docx format to a .PDF and these the errors make sections of this text unusable. This is strikingly apparent in chapter 14, Chemical Kinetics where many operators (e, superscript, etc) have been replaced with blank squares. The instructor would need to spend significant time correcting these format errors and very little time would be left for teaching! There are also formatting problems with subscripts in chemical formulas NOT appearing as subscripts, again a formatting issue.
If one were to ignore all of the formatting errors present in the text (see question #1 above) then the accuracy would be more than adequate. In assigning the accuracy score I am NOT including the formatting issues.
The text and its examples are both relevant and timeless; the classic Haber-Bosch Process for the production of ammonia is but one example. I appreciated the example of the existence high levels of iridium in 66 million year old sediments being major evidence for the asteroid impact that may have caused the extinction of the dinosaurs, something my students can appreciate and relate to. The author uses the above iridium example in a very nice discussion of the scientific method. If instructors adopting this text had access to the original document (.doc or .docx) then required updates would be easy and straightforward; editing the text as a .pdf file would be to burdensome.
The text has more than adequate clarity, however some of the example calculations would benefit from additional formatting. An example is determining the empirical formula of Penicillin; the calculations are written in a linear fashion such that the average general chemistry student would be lost trying to follow the example given. Also the formatting problems discussed in question #1 make many equations so confusing as to be incomprehensible to a general chemistry student.
The text is quite consistent in terminology and presentation.
The lack of a table of contents prevents the text from being easily reorganized and/or realigned. / / All of the typical topics for a year long general chemistry course are present and with an adequate table of contents the text would be very modular.
It seems like every instructor has their preferred organization/structure/flow preferences for the general chemistry course they teach! This text is written in such a manner that it would be fairly easy to customize the content to fit the particular instructors preferences.
Simply put; there are just to many errors in equation (both chemical and mathematical) formatting to make this text useable.
I see no grammatical issues.
Not applicable. This is a chemistry text.
Teaching at a community college with a significant minority population and a large number of first generation students where the costs of a college education is a significant issue, I am always looking for ways to lower the cost of their education without compromising quality. I was excited to learn of the Open Textbook Library as a method of reducing textbook costs and since a major part of my teaching load is teaching the year long general chemistry sequence I was hopeful that this text would meet my needs. Unfortunately, because of the significant formatting issues present I will be unable to utilize this text. If in the future the problems I have highlighted in this review are corrected, I would be willing to adopt this text and I would be eager to hear my students reaction to an Open Textbook Library product.
Table of Contents
- Chapter 1: Introduction to Chemistry
- Chapter 2: Molecules, Ions, and Chemical Formulas
- Chapter 3: Chemical Reactions
- Chapter 4: Reactions in Aqueous Solution
- Chapter 5: Energy Changes in Chemical Reactions
- Chapter 6: The Structure of Atoms
- Chapter 7: The Periodic Table and Periodic Trends
- Chapter 8: Ionic versus Covalent Bonding
- Chapter 9: Molecular Geometry and Covalent Bonding Models
- Chapter 10: Gases
- Chapter 11: Liquids
- Chapter 12: Solids
- Chapter 13: Solutions
- Chapter 14: Chemical Kinetics
- Chapter 15: Chemical Equilibrium
- Chapter 16: Aqueous Acid–Base Equilibriums
- Chapter 17: Solubility and Complexation Equilibriums
- Chapter 18: Chemical Thermodynamics
- Chapter 19: Electrochemistry
- Chapter 20: Nuclear Chemistry
- Chapter 21: Periodic Trends and the s-Block Elements
- Chapter 22: The p-Block Elements
- Chapter 23: The d-Block Elements
- Chapter 24: Organic Compounds
About the Book
The overall goal of the authors with General Chemistry: Principles, Patterns, and Applications was to produce a text that introduces the students to the relevance and excitement of chemistry.
Although much of first-year chemistry is taught as a service course, Bruce and Patricia feel there is no reason that the intrinsic excitement and potential of chemistry cannot be the focal point of the text and the course. So, they emphasize the positive aspects of chemistry and its relationship to students' lives, which requires bringing in applications early and often. In addition, the authors feel that many first year chemistry students have an enthusiasm for biologically and medically relevant topics, so they use an integrated approach in their text that includes explicit discussions of biological and environmental applications of chemistry.
Topics relevant to materials science are also introduced to meet the more specific needs of engineering students. To facilitate integration of such material, simple organic structures, nomenclature, and reactions are introduced very early in the text, and both organic and inorganic examples are used wherever possible. This approach emphasizes the distinctions between ionic and covalent bonding, thus enhancing the students' chance of success in the organic chemistry course that traditionally follows general chemistry. Finally, the authors made a conscious effort to treat material that has traditionally been relegated to boxes, and thus perhaps perceived as peripheral by the students, by incorporating it into the text to serve as a learning tool.
To begin the discussion of chemistry rapidly, the traditional first chapter introducing units, significant figures, conversion factors, dimensional analysis, and so on, has been reorganized. The material has been placed in the chapters where the relevant concepts are first introduced, thus providing three advantages:
- Eliminates the tedium of the traditional approach, which introduces mathematical operations at the outset, and thus avoids the perception that chemistry is a mathematics course;
- Avoids the early introduction of operations such as logarithms and exponents, which are typically not encountered again for several chapters and may easily be forgotten when they are needed; and
- Provides a review for those students who have already had relatively sophisticated high school chemistry and math courses, although the sections are designed primarily for students unfamiliar with the topic.
Consider this text for your course if you are interested in In summary, a text that represents a step in the evolution of general chemistry texts toward one that reflects the increasing overlap between chemistry and other disciplines. Most importantly, if you want a text that discusses exciting and relevant aspects of biological, environmental, and materials science that are usually relegated to the last few chapters, in a format that allows the you to tailor the emphasis to the needs of the class. Request your desk copy today.
About the Contributors
Bruce A. Averill grew up in New England. He then received his B.S. with high honors in chemistry at Michigan State University in 1969, and his Ph.D. in inorganic chemistry at MIT in 1973. After three years as an NIH and NSF Postdoctoral Fellow at Brandeis University and the University of Wisconsin, he began his independent academic career at Michigan State University in 1976.
He was promoted in 1982, after which he moved to the University of Virginia, where he was promoted to Professor in 1988. In 1994, Dr. Averill moved to the University of Amsterdam in the Netherlands as Professor of Biochemistry. He then returned to the United States to the University of Toledo in 2001, where he was a Distinguished University Professor. He was then named a Jefferson Science Policy Fellow at the U.S. State Department, where he remained for several years as a senior energy consultant. He is currently the founder and senior partner of Strategic Energy Security Solutions, which creates public/private partnerships to ensure global energy security. Dr. Averill’s academic research interests are centered on the role of metal ions in biology. He is also an expert on cyber-security.
In his European position, Dr. Averill headed a European Union research network comprised of seven research groups from seven different European countries and a staff of approximately fifty research personnel. In addition, he was responsible for the research theme on Biocatalysis within the E. C. Slater Institute of the University of Amsterdam, which consisted of himself as head and a team of 21 professionals, ranging from associate professors to masters students at any given time.
Dr. Averill’s research has attracted a great deal of attention in the scientific community. His published work is frequently cited by other researchers, and he has been invited to give more than 100 presentations at educational and research institutions and at national and international scientific meetings. Among his numerous awards, Dr. Averill has been an Honorary Woodrow Wilson Fellow, an NSF Predoctoral Fellow, an NIH and NSF Postdoctoral Fellow, and an Alfred P. Sloan Foundation Fellow; he has also received an NSF Special Creativity Award.
Over the years, Dr. Averill has published more than 135 articles dealing with chemical, physical, and biological subjects in refereed journals, and he has also published 15 chapters in books and more than 80 abstracts from national and international meetings. In addition, he has co-edited a graduate text on catalysis, and he has taught courses at all levels, including general chemistry, biochemistry, advanced inorganic, and physical methods.
Patricia Eldredge was raised in the U.S. diplomatic service, and has traveled and lived around the world. She has degrees from the Ohio State University, the University of Central Florida, the University of Virginia, and the University of North Carolina, Chapel Hill, where she obtained her Ph.D. in inorganic chemistry following several years as an analytical research chemist in industry. In addition, she has advanced offshore sailing qualifications from both the Royal Yachting Association in Britain and the American Sailing Association.
In 1989, Dr. Eldredge was named the Science Policy Fellow for the American Chemical Society. While in Washington, D.C., she examined the impact of changes in federal funding priorities on academic research funding. She was awarded a Postdoctoral Research Fellowship with Oak Ridge Associated Universities, working with the U.S. Department of Energy on heterogeneous catalysis and coal liquefaction. Subsequently, she returned to the University of Virginia as a Research Scientist and a member of the General Faculty.
In 1992, Dr. Eldredge relocated to Europe for several years. While there, she studied advanced Maritime Engineering, Materials, and Oceanography at the University of Southampton in England, arising from her keen interest in naval architecture.
Upon her return to the United States in 2002, she was a Visiting Assistant Professor and a Senior Research Scientist at the University of Toledo. Her research interests included the use of protein scaffolds to synthesize biologically relevant clusters. Dr. Eldredge has published more than a dozen articles dealing with synthetic inorganic chemistry and catalysis, including several seminal studies describing new synthetic approaches to metal-sulfur clusters. She has also been awarded a patent for her work on catalytic coal liquefaction.