Preface

"Know your audience." For this new edition, we have tried to follow this important advice to writers by attending more to the needs of those students who are taking a serious journey through the material. We also know that most general chemistry students have career interests not in chemistry, but in biology, medicine, engineering, environmental and agricultural sciences, and so on. And we understand that general chemistry will be the only college chemistry course for some students, and thus their only opportunity to learn some practical applications of chemistry. We have designed this book for all these students.

Students of this text should have already studied some chemistry. But those with no prior background and those who could use a refresher will find that the early chapters develop fundamental concepts from the most elementary ideas. Students who do plan to become professional chemists will also find opportunities in the text to pursue their own special interests.

The typical student may need help identifying and applying principles and visualizing their physical significance. The pedagogical features of this text are designed to provide this help. At the same time, we hope the text serves to sharpen student skills in problem solving and critical thinking. Thus, we have tried to strike the proper balances between principles and applications, qualitative and quantitative discussions, and rigor and simplification.

Throughout the text we provide real-world examples to enhance the discussion. Examples relevant to the biological sciences, engineering, and the environmental sciences will be found in numerous places.This should help to bring the chemistry alive for these students, and help them understand its relevance to their career interests. It also, in most cases, should help them master core concepts.

Organization

In this edition we retain the core organization of the sixth and seventh editions of this text, but with additional coverage of material, in depth and breadth, in a number of chapters. After a brief overview of core concepts in Chapter 1, we introduce atomic theory, including the periodic table, in Chapter 2. The periodic table is an extraordinarily useful tool, and presenting it early allows us to use the periodic table in new ways throughout the early chapters of the text. In Chapter 3 we introduce chemical compounds and their stoichiometry. Organic compounds are included in this presentation. The early introduction of organic compounds allows us to use organic examples throughout the book. Chapters 4 and 5 introduce chemical reactions. We discuss gases in Chapter 6, partly because they are familiar to students (which helps them build confidence), but also because some instructors prefer to cover this material early to better integrate their lecture and lab programs. Note that Chapter 6 can easily be deferred for coverage with the other states of matter, in Chapter 13. In Chapter 9 we delve more deeply into wave mechanics than in earlier editions, although we do so in a way that allows excision of this material at the instructor's discretion. As with previous editions, we have emphasized real-world chemistry in the final chapters that cover descriptive chemistry (Chapters 22-25), and we have tried to make this material easy to bring forward into earlier parts of the text. Moreover, many topics in these chapters can be covered selectively, without requiring the study of entire chapters. The text ends with heavily revised, comprehensive chapters on organic chemistry (Chapter 27) and biochemistry (Chapter 28).

Changes to This Edition

We have made a number of smaller organizational changes to improve the flow of information to the student and to reflect contemporary thoughts about how best to teach general chemistry. In Chapter 7 (Thermochemistry), the order in which heat and work are presented has been reversed from that of the 7th edition. Also, the concept of standard states is introduced earlier, so that most data in the chapter can be standard-state data. In Chapter 20 (Thermodynamics), the sections on entropy have been reorganized so that all of them precede the introduction to free energy.

Major changes in this edition have focused on increasing the depth of coverage and adding some more challenging end-of-chapter exercises. Specifically, in Chapter 3 (Chemical Compounds) we have added a section introducing organic compounds, including nomenclature. This allows more reference to organic compounds throughout the book and also suits those who chose to introduce organic chemistry earlier in the course. In Chapter 6 (Gases) there is greater emphasis on the use of SI units and more detail on the kinetic-molecular theory of gases. In Chapter 7 (Thermochemistry) the calculation of quantities of work and the discussion of state functions and path-dependent functions are more extensive than in the previous edition. Chapter 9 (Electrons in Atoms) has been significantly revised to include new sections dealing with wave mechanics and more information on the treatment of wave functions, quantum numbers, orbitals, and radial probability distributions. Chapter 10 (The Periodic Table and Some Atomic Properties) draws more on ideas from Chapter 9 than in earlier editions, permitting a fuller discussion of screening, penetration, and Zeff. Chapter 11 (Basic Concepts of Chemical Bonding) has been rearranged to provide a clearer exposition of the general strategy for writing Lewis structures. In Chapter 12 (Additional Aspects of Chemical Bonding), the new ideas developed in Chapter 9 are applied to the hybridization of atomic orbitals and the treatment of molecular orbitals. Molecular orbital theory is extended to cover heteronuclear molecules.

Chapter 13 (Liquids, Solids, and Intermolecular Forces) features an expanded section on crystal structures. In Chapter 15 (Chemical Kinetics) the IUPAC-recommended definition of a general rate of reaction is used in the treatment of reaction rates. Also, reaction mechanisms and enzyme catalysis are presented in more detail.

A new feature in Chapter 17 (Acids and Bases) is a discussion of a general method for equilibrium calculations based on equilibrium constant expressions, material balances, and electroneutrality. In Chapter 20 (Thermodynamics), the concept of entropy is introduced in a new way, and the relationship between DG and DG is developed and explained more fully. The chapters on descriptive inorganic chemistry (Chapters 22-24) have been updated and now include electrode potential (Latimer) diagrams. Chapter 27 (Organic Chemistry) now includes an introductory discussion of SN1 and SN2 reactions and other topics of interest to those covering more organic chemistry in this course. Discussions of metabolism and enzyme reactions have been added to Chapter 28 (Chemistry of the Living State).

In-Text Learning Aids for Students

As with previous editions, we have tried to create the most useful possible text for students. Here are some of the things that should make this so:

Important Expressions. The most significant equations, concepts, and rules are highlighted with colored panels so that students can readily find them.

Summary/Key Terms/Glossary. Each chapter concludes with a comprehensive verbal Summary of important concepts and factual information. The Summary is followed by a list of Key Terms-terms that appear in boldface type in the text and are defined again in the Glossary (Appendix E). Students can use Key Terms lists and the Glossary to help them master the terminology of general chemistry.

Are You Wondering ...? To help clarify matters that often puzzle students, we pose and then answer questions under this special heading. For obvious pedagogical reasons, these questions are cast in the form in which students typically ask them. Some are designed to help students avoid common misconceptions; others provide analogies or alternative explanations of a concept; still others address apparent inconsistencies in the material they are learning. In response to reviewer and student comments and suggestions, these have been expanded considerably in this edition. Specifically, the Are You Wondering ...? format is used in a number of instances to introduce material directed at the better-prepared students. Some of these topics are pursued further in end-of-chapter exercises. These topics can be assigned or omitted at the discretion of the instructor.

Keep in Mind margin notes. To help students appreciate the significance of earlier ideas, or to warn them about common pitfalls, we have added to this edition Keep in Mind margin notes. As the name suggests, these notes ask students to recall key information about concepts and problem-solving skills. At times, we use these in conjunction with worked examples to forewarn students about common mistakes.

Focus On boxes. We believe that relevant applications should be an integral part of the text and that asides should be limited to margin notes and Are You Wondering ...? features. With this in mind, we have concluded the text of each chapter with a short essay on a practical topic appropriate to the chapter content. These essays, which may be considered optional reading, focus on ideas introduced in the chapter.

The Strongest Available Problem-Solving Focus

You probably won't become a better golfer just by watching Tiger Woods play; you have to get onto the course yourself, and often. To give students the support they need to develop strong problem-solving skills, we offer extensive in-text examples that cover all the key concepts introduced in the book, each accompanied by two practice examples. We also provide integrative problems as concluding in-text examples in each chapter and a very large selection of end-of-chapter exercises, including a set that integrate the student media:

In-Text Illustrative Examples. In each chapter, most concepts-especially those that students will be expected to apply in homework assignments and examinations-are illustrated with worked-out examples. To aid visual learners and to emphasize abstract concepts, in many cases a line drawing or photograph accompanies an example to help students visualize what is going on in the problem.

Practice Examples. These are designed to give students immediate practice in applying the principle(s) illustrated in the example. We offer two for every illustrative example. The first, Practice Example A, provides immediate practice in a problem very similar to the illustrative example. The second, Practice Example B, generally takes the student one step further than the illustrative example. This combination helps students to integrate and extend their knowledge and problem-solving skills. Answers to all Practice Examples are given in Appendix F. Complete solutions are given in the Selected Solutions Manual.

Integrative Examples. The text includes a special category of problems that requires students to link various important problem types introduced in the chapter-with each other and with problem types from earlier chapters. These problems are meant to be challenging for students, and to help them learn how to solve such problems. Each chapter concludes with a multi-part Integrative Example, sometimes of a practical nature. In each case, the problem is broken down into parts, each part is solved, and intermediate results are combined into a final solution and answer.

End-of-Chapter Exercises. Each chapter ends with five categories of exercises. Review Questions require straightforward application of principles introduced in the chapter, each generally involving a single concept, and either a numerical, symbolic, or short written (or verbal) answer. Exercises are grouped by categories related to the text sections, and they are of a broader nature than the Review Questions. The Exercises are paired, so that there are two problems of the same type. The Integrative and Advanced Exercises are not grouped by type. These are generally more difficult than those in the previous sections. They tend to integrate material from multiple sections, or multiple chapters, and they may introduce new ideas or pursue certain ideas further than is done in the text. Feature Problems are of special interest. These problems generally require the highest level of cognitive skill on the part of students to solve. Some of these problems retrace aspects of the history of chemistry; a few deal with classic experiments; others require students to interpret data or graphs; some present new material; some suggest alternative techniques for problem solving; and a few summarize main points of the chapter in a comprehensive manner. The Feature Problems are a resource that can be used in several ways: as discussion points in class, as assigned homework for individuals, or for collaborative group work. Finally, the eMedia Exercises, new to this edition, are questions that can only be solved using the interactive media accompanying this text. This permits the instructor to mandate the use of the media by simply assigning one or more of these problems.

Answers to all red-numbered problems are given in Appendix F. Full solutions to all red-numbered problems are found in the Selected Solutions Manual.

Supplements

For the Instructor

Annotated Instructor's Edition (with Guide to Media Resources) (ISBN 0-13-017677-X). This special edition of the text provides marginal notes and information for instructors and TAs, including teaching tips, suggested lecture demonstrations, references to the chemical education literature, and icons identifying all art that appears on overhead transparencies and on the Media Portfolio CD-ROM for instructors.

Media Portfolio: Your Presentation Resource CD-ROM (dual platform; ISBN 0-13-017686-9). Specific to Petrucci/Harwood/Herring, this CD includes almost all art and photos from the book, over 61 short animations, 31 video demonstrations, and Java and Flash simulations from the Student iBook. All these pieces are presented in a thumbnail catalog format that allows easy porting of the files to presentation software such as MS PowerPoint(r). Also included are electronic versions of suggested course outlines (which can be edited), a set of pre-built MS PowerPoint slides, and a special chemistry font that lets you quickly edit and add to the electronic files on the CD.

The Instructor's Resource Manual (ISBN 0-13-017678-8) by Michael L. Denniston, Georgia Perimeter College and Robert K. Wismer, Millersville University. Ideal for novice instructors or others using this text for the first time, this book integrates all ancillary material, offers Notes for the Instructor, lists key concepts, and itemizes Chapter Objectives.

Transparencies (ISBN 0-13-017685-0) Includes over 250 full-color images from this text. Each of these is also provided in electronic form on the MediaPortfolio Instructor's CD.

Test Item File (ISBN 0-13-017679-6) by C. Alton Hassell, Baylor University. This hardcopy test bank includes over 2000 unique questions, each accuracy checked for this new edition and not available to students. These questions are also available in WebCT format for adopting institutions.

Prentice Hall Test Manager. This newly updated testing software includes all 2000 questions from the Test Item File and permits easy creation and editing of quizzes. The software allows easy porting of quizzes into MS Word(r) format and also supports administration of quizzes over a LAN. Available in both Macintosh (ISBN 0-13-017681-8) and Windows (ISBN 0-13-017670-2) formats.

Solutions Manual (ISBN 0-13-017683-4) by Lucio Gelmini and Robert Hilts, both of Grant MacEwan College, and Robert K. Wismer, Millersville University. Contains completely revised, step-by-step solutions to all end-of-chapter exercises except for eMedia exercises. With instructor permission, these manuals may be made available to students.

Prentice Hall Course Management Solutions. Prentice Hall offers pre-built courses in a variety of Course Management systems, each of which lets you easily post your syllabus, communicate with students online or offline, administer quizzes, and record student results and track their progress.

Course Compass^™ - the easiest way to get your course online! Three clicks and you're up. The course includes all media resources from the instructor CD, the student iBook, and over 5000 quiz questions.

BlackBoard^® - for campuses that use the user-friendly system BlackBoard, consider a pre-built course that includes all media resources from the instructor CD, the student iBook, and over 5000 quiz questions.

WebCT^® - for campuses that use the sophisticated course management tools of WebCT, the pre-built course offers everything above as well as over algorithmic questions developed in WebCT's calculation format.

Ask your Prentice Hall representative for details about any of these options.

For the Laboratory

Experiments in General Chemistry (ISBN 0-13-017688-5) by Gerald S. Weiss, Thomas G. Greco and Lyman H. Rickard, all at Millersville University. A comprehensive laboratory manual containing 37 experiments that parallel the text, including a final group of six experiments on qualitative cation analysis. There is an accompanying instructor's manual (ISBN 0-13-017689-3).

For the Student

Student iBook (ISBN 0-13-017680-X) by Scott Perry, University of Houston. This interactive version of the text includes hundreds of animations, simulations, manipulable molecular models, movies, and interactive glossary terms, all integrated in-context within an electronic version of the text. Accessed easily using a web browser, this product allows students to see and discover chemistry in ways never before possible. Each interactive exercise is followed by a self-assessment question so students can make sure they understand the key points before moving on to the next topic. Organized exactly like the book, this product is available free with every new copy of the text.

The Petrucci/Harwood/Herring Companion Website www.prenhall.com/petrucci by Narayan S. Hosmane, Northern Illinois University. Now in its "second edition," this innovative online resource center is designed to specifically support and enhance students use of Petrucci/Harwood/Herring 8/e. It features:

• A Problem Solving Center, where student have access to more than 2000 additional problems, including algorithmically generated questions and non-multiple-choice problems-all organized by chapter, with hints and specific feedback.
• A Visualization Center, where students can view hundreds of pre-built 3-D molecular models using Chime.
• Current Topics, where recent articles from the popular press are summarized and further questions are posted for students to answer on paper or online

Student Study Guide (ISBN 0-13-032567-8), by Dixie Goss of Hunter College and Robert K. Wismer of Millersville University, guides students through the text's coverage with discussion of chapter learning objectives, drill problems, self quizzes, and sample tests.

Student Solutions Manual (ISBN 0-13-017684-2), by Lucio Gelmini and Robert Hilts, both of Grant MacEwan College, and Robert Wismer of Millersville University. Contains full, step-by-step solutions to the red-numbered problems from the text (those answered in Appendix F of the textbook).

Math Review Toolkit (ISBN 0-13-032568-6), by Gary Long, Virginia Polytechnic Institute and State University. Contains a chapter-by-chapter review of the essential math skills required for each chapter as well as a brief review of writing in chemistry. Ideal for students for whom math is a major obstacle to success in the course. Available free with a new book; please see your Prentice Hall representative for details.

The New York Times/Prentice Hall Themes of the Times Supplement, in newspaper format, brings together a collection of recent chemistry-related articles from the pages of The New York Times. This free supplement, updated twice a year and available on request, encourages students to make connections between the chemistry they are learning in the classroom and the world around them. Available free with a new book; please see your Prentice Hall representative for details.

Prentice Hall Molecular Model Set for General and Organic Chemistry (ISBN 0-13-955444-0). This ball-and-stick model kit is designed for use in general chemistry and the student's next course in organic chemistry. It includes trigonal bipyramidal and octahedral atom centers as well as 14 carbon atoms.