Beginning Chemistry

382 Pages·2014·18.603 MB·English

by  Goldberg, David Elliott

SCHAUM’S
®
outlines
Beginning Chemistry
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SCHAUM’S
®
outlines
Beginning Chemistry

Fourth Edition
David E. Goldberg, PhD
Professor Emeritus of Chemistry
Brooklyn College
City University of New York
Schaum’s Outline Series
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DAVID E. GOLDBERG received his PhD from The Pennsylvania State University and joined the faculty of Brooklyn College in 1959.
His primary interests are chemical and computer science education. He is the author or coauthor of 20 books and over 35 journal articles,
as well as numerous booklets for student use. His books have been translated into eight foreign languages.

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ISBN 978-0-07-181135-4
MHID 0-07-181135-4
The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-181134-7, MHID: 0-07-181134-6.
The information contained in this book is intended to provide helpful and informative material on the subject addressed. It is not intended
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Preface

This book is designed to help students do well in their fi rst chemistry course, especially those who have little
or no chemistry background. It can be used effectively in a course preparatory to a general college chemistry
course as well as in a course in chemistry for liberal arts students. It should also provide additional assistance to
students in the fi rst semester of a chemistry course for nurses and others in the allied health fi elds. It will prove
to be of value in a high school chemistry course and in a general chemistry course for majors.
The book aims to help the student develop both problem-solving skills and skill in precise reading and in-
terpreting scientifi c problems and questions. Analogies to everyday life introduce certain types of problems to
make the underlying principles less abstract. Many of the problems were devised to clarify particular points of-
ten confused by beginning students. To ensure mastery, the book often presents problems in parts, and then asks
the same question as an entity, to see if the student can do the parts without the aid of the fragmented question.
It provides some fi gures that have proved helpful to a generation of students.
The author gratefully acknowledges the help of the editors at McGraw-Hill.
DAVID E. GOLDBERG
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To the Student
This book is designed to help you understand chemistry fundamentals. Learning chemistry requires that you mas-
ter chemical terminology and be able to perform calculations with ease. Toward these ends, many of the examples
and problems are formulated to alert you to questions that look different but are actually the same (Problem 3.15,
for example) or questions that are different but look very similar (Example 2.13 and Problems 5.13, and 12.59,
for example). You should not attempt to memorize the solutions to the problems. (There is enough to memorize
without that.) Instead, you must try to understand the concepts involved. Your instructor and texts usually teach
generalities (e.g., atoms of all main group elements except noble gases have the number of outermost electrons
equal to their group number), but the instructor asks specifi c questions on exams (e.g., how many outermost
electrons are there in a phosphorus atom?). You must know not only the principle, but also in what situations it
applies (Problem 12.26, for example).
Y ou must practice by working many problems, because in addition to the principles, you must get accus-
tomed to the many details involved in solving problems correctly. The key to success in chemistry is working
very many problems! To get the most from this book, use a 5 (cid:2) 8 card to cover up the solutions while you are
doing the problems. Do not look at the answer fi rst. It is easy to convince yourself that you know how to do a
problem by looking at the answer, but generating the answer yourself, as you must do on exams, is not the same.
After you have fi nished, compare your result with the answer given. If the method differs, it does not mean that
your method is necessarily incorrect. If your answer is the same, your method is probably correct. Otherwise,
try to understand what the difference is and where you made a mistake, if you did so.
S ome of the problems given after the text are very short and/or very easy (Problems 5.12 and 5.14, for
example). They are designed to emphasize a particular point. After you get the correct answer, ask yourself
why such a question was asked. Many other problems give analogies to everyday life, to help you understand
a chemical principle (Problems 2.13 with 2.14, 4.6, 5.15 with 5.16, 7.15 through 7.18, 7.27, 7.35, 7.36, 10.30,
and 10.41, for example).
Make sure you understand the chemical meaning of the terms presented throughout the semester. For exam-
ple, “signifi cant fi gures” means something very different in chemical calculations than in economic discussions.
Special terms used for the fi rst time in this book will be italicized. Whenever you encounter such a term, use it
repeatedly until you thoroughly understand its meaning. If necessary, use the Glossary to fi nd the meanings of
unfamiliar terms.
A lways use the proper units with measurable quantities. (It makes quite a bit of difference if your pet is 6 in.
tall or 6 ft tall!) Always use the proper number of signifi cant fi gures in your calculations. Do yourself a favor and
use the same symbols and abbreviations for chemical quantities that are used in the text. If you use a different
symbol, you might become confused later when that symbol is used for a different quantity.
Some of the problems are stated in parts. After you do the problem by solving the various parts, see if you
would know how to solve the same problem if only the last part were asked.
The conversion fi gure on page 366 shows all the conversions presented in the book. Use it as much as you
wish. As you proceed, add the current conversions from the fi gure to your solution techniques.
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