Physical Chemistry: Quanta, Matter, and Change 2nd Edition

Book Preface

This new edition follows the approach of the first edition in so far as it puts quantum theory in the forefront of the development, but we have transformed the presentation. Instead of the chapters of conventional texts, we have presented the material as a series of short Topics arranged into thematic groups we call Focuses. Our aim is to present reader and instructor with maximum flexibility. Although we had in mind a particular sequence when writing the book, we acknowledge that instructors might have different ideas. The division into many Topics will allow the instructor to tailor the text within the time constraints of the course as omissions will be much easier to make. The student should also find the Topics easier to assimilate and review. No longer is it necessary to take a linear path through chapters. Instead, students and instructors can match the choice of Topics to their learning objectives. Indeed, we have carefully avoided language that suggests the Topics have been read in the order they appear in the book.

We did consider avoiding any implication of structure, but came to the view that because the Topics do fall into thematic groups it would be sensible to acknowledge that fact. Moreover, we wanted the student, if not the instructor, to appreciate the intellectual coherence of the subject and to understand the context of each Topic. Each Focus therefore begins with a brief discussion of how its Topics cover a shared theme and how that theme links to others in the book. This contextual relationship is also captured by the ‘Road Map’ that lies at the head of each Focus. These maps also indicate not only how the Topics relate to each other but how certain Topics can be discarded and how each one draws on and feeds into other Focus groups. We wanted to convey the intellectual structure of the subject without imposing our will on its order of presentation. We have focused on helping students master this sometimes daunting material. Thus, each Topic opens with three questions a student typically asks: ‘Why do you need to know this material?’, ‘What is the key idea?’, and ‘What do you need to know already?’. The answers to the third question point to other Topics that we consider appropriate to have studied or at least to refer to as background to the current Topic.

This edition has more Examples, which require readers to collect and organize their thoughts about how to proceed, and more Brief illustrations, which show how to use an equation in a straightforward way. Both have Self-tests to enable the reader to assess their grasp of the material. In response to requests from students and reviewers, we have added more steps to many of the derivations of equations and solutions of Examples and have added hints about how to go from one expression to the next. Furthermore, we bring to this edition a new feature: The chemist’s toolkit, which offers quick and immediate help on a concept from mathematics or physics. The Mathematical background sections provide more support and appear where we judge they are most needed. We have structured the endof- Focus Discussion questions, Exercises, and Problems to match the grouping of the Topics, but have added Topic- and Focus-crossing Integrated activities to emphasize that no Topic is an island. We have added new material throughout the text and have incorporated as Topics sections that were previously ‘Further information’ sections.

Teaching and learning are being transformed by technology, and this edition of the text incorporates several web-based resources that enhance learning: they are identified in the How to use this book section that follows this preface.

We hope that you will enjoy using this text as much as we have enjoyed writing it. As ever, we hope that you will contact us with your suggestions for its continued improvement.

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