Chemistry Problem Solver (Problem Solvers) (Paperback) ~ Ogden Cover Art

Chemistry Problem Solver (Problem Solvers Solution Guides) (Paperback)

By: A. Lamont Tyler, Editors of REA

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Short Desription

Each Problem Solver is an insightful and essential study and solution guide chock-full of clear, concise problem-solving gems. All your questions can be found in one convenient source from one of the most trusted names in reference solution guides. More useful, more practical, and more informative, these study aids are the best review books and textbook companions available. Nothing remotely as comprehensive or as helpful exists in their subject anywhere. Perfect for undergraduate and graduate studies.

Here in this highly useful reference is the finest overview of chemistry currently available, with hundreds of chemistry problems that cover everything from atomic theory and quantum chemistry to electrochemistry and nuclear chemistry. Each problem is clearly solved with step-by-step detailed solutions.

- The PROBLEM SOLVERS are unique - the ultimate in study guides.
- They are ideal for helping students cope with the toughest subjects.
- They greatly simplify study and learning tasks.
- They enable students to come to grips with difficult problems by showing them the way, step-by-step, toward solving problems. As a result, they save hours of frustration and time spent on groping for answers and understanding.
- They cover material ranging from the elementary to the advanced in each subject.
- They work exceptionally well with any text in its field.
- PROBLEM SOLVERS are available in 41 subjects.
- Each PROBLEM SOLVER is prepared by supremely knowledgeable experts.
- Most are over 1000 pages.
- PROBLEM SOLVERS are not meant to be read cover to cover. They offer whatever may be needed at a given time. An excellent index helps to locate specific problems rapidly.

Units Conversion Factors
Chapter 1: Units of Measurement
Chapter 2: Gases
Boyle's Law, Charles' Law, Law of Gay-Lussac
Combined Gas Laws
Avogadro's Law - The Mole Concept
The Ideal Gas Law
Chapter 3: Gas Mixtures and Other Physical Properties of Gases
Mole Fraction
Dalton's Law of Partial Pressures
Graham's Law of Gaseous Diffusion
Kinetic Theory of Gases
Chapter 4: Avogadro's Hypothesis; Chemical Compounds and Formulas
Atomic and Molecular Weights
Equivalent Weights
Chemical Composition - Weight and Volume Percent
Chapter 5: Stoichiometry/Weight and Volume Calculations
Balancing Equations
Calculations Using Chemical Arithmetic
Wright-Weight Problems
Reactions with Limiting Reagents
Volume-Volume Problems
Weight-Volume Problems
Chapter 6: Solids
Crystal Structure
Lattice Structures and Unit Cells
Phase Diagrams
Chapter 7: Properties of Liquids
Freezing Point Depression and Boiling Point Elevation
Raoult's Law and Vapor Pressure
Clausius-Clapeyron Equation of Vaporization
Osmotic Pressure
Surface Tension
Chapter 8: Solution Chemistry
Density and Formality
Chapter 9: Equilibrium
The Equilibrium Constant
Equilibrium Calculations
The Shifting of Equilibrium-Le Chatelier's Principle
Chapter 10: Acid-Base Equilibria
Acids and Bases
The Autoionization of Water
The Ionization Constant
The Dissociation Constant
The Hydrolysis Constant
Complex Ions
Chapter 11: Solubility and the Ion Product Constant
Chapter 12: Calculations using pH and the Dissociation Constant
Chapter 13: Chemical Kinetics
The Rate Law
The Order of Reactions
The Arrhenius Equations: Relating Temperature and Reaction Rate
Chain Reactions
Chapter 14: Thermodynamics I
Bond Energies
Heat Capacity
Enthalpy Calculations Using the First Law of Thermodynamics
Heats of Fusion and Vaporization
Chapter 15: Thermodynamics II
Free Energy
Equilibrium Calculations
Chapter 16: Electrochemistry
Equivalent Weight
Redox Reactions
Faraday's Law of Electrolytes
Electrode Potential
Electrochemical Cell Reactions
Nernst Equation
Chapter 17: Atomic Theory
Atomic Weight
Valence and Electron Dot Diagrams
Ionic and Covalent Bonding
Bond Length and Angles
Polarity of Bonds
Chapter 18: Quantum Chemistry
Pauli Exclusion Principle, Hund's Rule Electronic Configuration
Molecular Orbital Theory
Early Quantum Chemistry
The Bohr Atom
The de Brogle Equation
Wave Functions
Atomic Spectroscopy
Chapter 19: Nuclear Chemistry
Chapter 20: Organic Chemistry I: Nomenclature and Structure
Alkenes and Alkynes
Other Functional Groups
Chapter 21: Organic Chemistry II: Reactions
Alkenes and Alkynes
Other Functional Groups
Chapter 22: Biochemistry I
Cellular Construction and Dimensions
pH and pKa
Energy Conversion
Molecular Weights, Mole Ratios, Densities and Monomer Units
Physical Aspects of Biochemistry
Chapter 23: Biochemistry II
Nucleic Acids
Chapter 24: Applied Pollution / Environmental Problems
Chapter 25: Applied Gas and Gas Mixture Problems
Chapter 26: Applied Liquid and Solution Problems
Chapter 27: Applied Stoichiometry Problems
Chapter 28: Applied Thermochemistry Problems
Chapter 29: Applied Energy Problems
Chapter 30: Applied Wave Phenomena Problems
Chapter 31: Applied Organic and Polymer Chemistry Problems
Chapter 32: Applied Biological Problems


Students have generally found chemistry a difficult subject to understand and learn. Despite the publication of hundreds of textbooks in this field, each one intended to provide an improvement over previous textbooks, students of chemistry continue to remain perplexed as a result of numerous subject areas that must be remembered and correlated when solving problems. Various interpretations of chemistry terms also contribute to the difficulties of mastering the subject.

In a study of chemistry, REA found the following basic reasons underlying the inherent difficulties of chemistry:

No systematic rules of analysis were ever developed to follow in a step-by-step manner to solve typically encountered problems. This results from numerous different conditions and principles involved in a problem that leads to many possible different solution methods. To prescribe a set of rules for each of the possible variations would involve an enormous number of additional steps, making this task more burdensome than solving the problem directly due to the expectation of much trial and error.

Current textbooks normally explain a given principle in a few pages written by a chemistry professional who has insight into the subject matter not shared by others. These explanations are often written in an abstract manner that causes confusion as to the principle's use and application. Explanations then are often not sufficiently detailed or extensive enough to make the reader aware of the wide range of applications and different aspects of the principle being studied. The numerous possible variations of principles and their applications are usually not discussed, and it is left to the reader to discover this while doing exercises. Accordingly, the average student is expected to rediscover that which has long been established and practiced, but not always published or adequately explained.

The examples typically following the explanation of a topic are too few in number and too simple to enable the student to obtain a thorough grasp of the involved principles. The explanations do not provide sufficient basis to solve problems that may be assigned for homework or given on examinations.

Poorly solved examples such as these can be presented in abbreviated form which leaves out much explanatory material between steps, and as a result requires the reader to figure out the missing information. This leaves the reader with an impression that the problems and even the subject are hard to learn - completely the opposite of what an example is supposed to do.

Poor examples are often worded in a confusing or obscure way. They might not state the nature of the problem or they present a solution, which appears to have no direct relation to the problem. These problems usually offer an overly general discussion - never revealing how or what is to be solved.

Many examples do not include accompanying diagrams or graphs, denying the reader the exposure necessary for drawing good diagrams and graphs. Such practice only strengthens understanding by simplifying and organizing chemistry processes.

Students can learn the subject only by doing the exercises themselves and reviewing them in class, obtaining experience in applying the principles with their different ramifications.

In doing the exercises by themselves, students find that they are required to devote considerable more time to chemistry than to other subjects, because they are uncertain with regard to the selection and application of the theorems and principles involved. It is also often necessary for students to discover those "tricks" not revealed in their texts (or review books) that make it possible to solve problems easily. Students must usually resort to methods of trial and error to discover these "tricks," therefore finding out that they may sometimes spend several hours to solve a single problem.

When reviewing the exercises in classrooms, instructors usually request students to take turns in writing solutions on the boards and explaining them to the class. Students often find it difficult to explain in a manner that holds the interest of the class, a...

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