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.

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

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 studentsŐ 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.

The outline of this study guide follows Chang’s General Chemistry, The Essential Concepts textbook. Chapter 11 Introduction to Organic Chemistry, Chapter 20 The Chemistry of Coordination Compounds and Chapter 22 Organic Polymers - Synthetic and Natural are not covered. The locations of each topic in OpenStax and Brown’s textbooks are given under the titles. The materials, mainly the figures and the questions, are adapted from wikipedia, OpenStax, and other open source resources.

Chapter 1: Essential Ideas
Chapter 2: Atoms, Molecules, and Ions
Chapter 3: Electronic Structure and Periodic Properties of Elements
Chapter 4: Chemical Bonding and Molecular Geometry
Chapter 5: Advanced Theories of Bonding
Chapter 6: Composition of Substances and Solutions
Chapter 7: Stoichiometry of Chemical Reactions
Chapter 8: Gases
Chapter 9: Thermochemistry

A Learning Management System (LMS) course in Canvas Commons that corresponds to the textbook: https://louis.pressbooks.pub/chemistry1/

Chemistry I (Science Majors) Nomenclature. Atomic and molecular structure. Chemical equations and stoichiometry; gas laws; bonding. Quantitative problem solving. Introduction to periodicity, energy relationships, and solutions. Chemistry I Lab (Science Majors) Safety; basic laboratory techniques (to include data collection and interpretation; introduction to laboratory reporting/record keeping) related to the topics in Chemistry I (Science Majors). This course was created through Interactive OER for Dual Enrollment, a project led by LOUIS: The Louisiana Library Network (https://louislibraries.org) and funded with a $2 million Open Textbooks Pilot Program grant from the Department of Education. This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond. It features a collaboration between educational systems in Louisiana, the library community, Pressbooks, and workforce representatives to enable and enhance the delivery of open educational resources (OER) and interactive quiz and assessment elements for priority dual enrollment courses in Louisiana and nationally. Developed OER course materials are released under a license that permits their free use, reuse, modification and sharing with others. This includes a textbook and corresponding course available in Moodle and Canvas that can be imported to other platforms. For access/questions, contact Affordable Learning Louisiana (alearningla@laregents.edu). If you are adopting this resource, we would be glad to know of your use via this brief survey: https://survey.co1.qualtrics.com/jfe/form/SV_41Olbogjof6HUay

A Learning Management System (LMS) course in MoodleNet that corresponds to the textbook: https://louis.pressbooks.pub/chemistry1/

Chemistry I (Science Majors) Nomenclature. Atomic and molecular structure. Chemical equations and stoichiometry; gas laws; bonding. Quantitative problem solving. Introduction to periodicity, energy relationships, and solutions. Chemistry I Lab (Science Majors) Safety; basic laboratory techniques (to include data collection and interpretation; introduction to laboratory reporting/record keeping) related to the topics in Chemistry I (Science Majors). This course was created through Interactive OER for Dual Enrollment, a project led by LOUIS: The Louisiana Library Network (https://louislibraries.org) and funded with a $2 million Open Textbooks Pilot Program grant from the Department of Education. This project supports the extension of access to high-quality post-secondary opportunities to high school students across Louisiana and beyond. It features a collaboration between educational systems in Louisiana, the library community, Pressbooks, and workforce representatives to enable and enhance the delivery of open educational resources (OER) and interactive quiz and assessment elements for priority dual enrollment courses in Louisiana and nationally. Developed OER course materials are released under a license that permits their free use, reuse, modification and sharing with others. This includes a textbook and corresponding course available in Moodle and Canvas that can be imported to other platforms. For access/questions, contact Affordable Learning Louisiana (alearningla@laregents.edu). If you are adopting this resource, we would be glad to know of your use via this brief survey: https://survey.co1.qualtrics.com/jfe/form/SV_41Olbogjof6HUay

A three-quarter general chemistry sequence primarily for science, pre-professional, and engineering students. The CHEM& 161/162/163 series introduces the basic concepts of chemistry: atomic structure and bonding, periodicity, physical measurement, quantitative relationships, chemical reactivity, oxidation and reduction, stoichiometry, ideal gas laws, aqueous solutions, colligative properties, intermolecular forces, structure of matter, equilibrium, acid/base topics, kinetics, thermodynamics, electrochemistry, nuclear chemistry, qualitative analysis, d-block metals and coordination chemistry, and an introduction to organic chemistry.Login: guest_oclPassword: ocl

This is a review of General Chemistry with Labs (CHEM 161) (https://louis.oercommons.org/courses/general-chemistry-with-labs-chem-161-162-163) completed by Dr. Gerard Dumancas, Associate Professor of Chemistry at Louisiana State University at Alexandria

This is a review of General Chemistry with Labs (CHEM 161) (https://louis.oercommons.org/courses/general-chemistry-with-labs-chem-161-162-163) completed by Dr. Gerard Dumancas, Associate Professor of Chemistry at Louisiana State University at Alexandria. 

Fundamental principles of biochemistry. Analysis of the mode of action and structure of regulatory, binding, and catalytic proteins. The tools and analytical methods that biochemists use to dissect biological problems. Analysis of the mode of action and structure of regulatory, binding, and catalytic proteins.

How to be a successful organic chemist is meant as an introductory text for undergraduates taking organic chemistry teaching labs. The text is a clear and practical introduction to safety, chemical handling, organic chemistry techniques, and lab reports.

The text is divided into three parts. Preparation, execution and analysis.

Chapter 1 – 3 is all about the preparation. We will cover how to prepare for the labs, all the important safety features of working in a lab environment, and the most important laboratory techniques encountered.

Chapter 4 is about the execution of the experiment. We will investigate why experiments fail, and how to reach a deeper understanding in the labs.

Chapter 5 and 6 is all about the analysis. We will look at data, how to interpret data, and how to put it all together in a logical and scientifically sound way.

Information and communication technologies (ICT) have become one of the fundamental building blocks of modern society. Many countries now regard the mastering of the basic skills and concepts of ICT as an inevitable part of the core of education. To this end, various new models of education are evolving in response to the new opportunities that are becoming available by integrating ICT and in particular Web-based technolgies, into the teaching and learning environment. The effective integration of such applications however, depends to a large extent on teacher’s familiarity and ability with the IT learning environment. Science teachers need to know exactly how ICT is used as a teaching and learning tool, for their own purposes and to help students to use them. This module is about the integration of ICT as a tool in the chemistry/science classroom with the overall aim of increasing the effectiveness of teaching and improving students’ learning. The module outlines a programme of objectives and related activities for an ICT-enhanced learning environment in chemistry teaching and learning.

This module starts by defining industrial chemistry and then gives a view of the chemical industry, its position in the general economy, and its classification in terms of the chemical processes that characterize it. To enable the study of selected chemical processes, unit operations and unit processes, especially those that are relevant in later learning actvities, are then covered in Unit 2. With this background, it will be easy to study industrial inorganic and organic chemical industries. The study of extractive metallurgy in Unit 3 draws on the knowledge of size reduction and separation unit operations learnt earlier, as well as chemical conversions that take place during pyroprocessing. The extractive metallugy of iron, copper and aluminium is included. In Unit 4, we focus our attention on some basic inorganic industrial processes that synthesize products from a variety of raw materials derived from the natural environment. They include manufacture of chlorine and sodium hydroxide from brine, ammonia from methane and nitrogen, sulphuric acid from sulphur, fertilizer and cement from mineral ores. The study of organic industrial chemistry then starts with petroleum refining followed by the manufacture of selected petrochemicals and polymers. The module closes with the study of ethanol, pharmaceuticals, soaps and detergents. These are high value-added products, some of which are produced through the fermentation route.

This module starts by defining industrial chemistry and then gives a view of the chemical industry, its position in the general economy, and its classification in terms of the chemical processes that characterize it. To enable the study of selected chemical processes, unit operations and unit processes, especially those that are relevant in later learning actvities, are then covered in Unit 2. With this background, it will be easy to study industrial inorganic and organic chemical industries. The study of extractive metallurgy in Unit 3 draws on the knowledge of size reduction and separation unit operations learnt earlier, as well as chemical conversions that take place during pyroprocessing. The extractive metallugy of iron, copper and aluminium is included. In Unit 4, we focus our attention on some basic inorganic industrial processes that synthesize products from a variety of raw materials derived from the natural environment. They include manufacture of chlorine and sodium hydroxide from brine, ammonia from methane and nitrogen, sulphuric acid from sulphur, fertilizer and cement from mineral ores.

Inorganic chemistry is a division of chemistry that studies metals, their compounds, and their reactivity. Metal atoms can be bound to other metal atoms in alloys or metal clusters, to nonmetal elements in crystalline rocks, or to small organic molecules, such as a cyclopentadienyl anion in ferrocene. These metal atoms can also be part of large biological molecules, as in the case of iron in hemoglobin (oxygen-carrier protein in the blood). Upon successful completion of this course, students will be able to: Describe nuclear charge and calculate effective nuclear charge in terms of Slater's rules; Demonstrate an understanding of trends in the periodic table; Describe the bonding between atoms in terms of valence bond theory; Describe inorganic structures by using valence shell electron pair repulsion theory; Identify the nomenclature rules of coordination compounds; Demonstrate an understanding of crystal structures, lattice energies, and different types of unit cells; Explain the electronic structure of solids, the concept of band gap energy, and how this band gap determines the electronic properties (insulator, conductor, and semiconductor) of solid materials; Describe general trends in the reactivity of elements within Groups I through VII. (Chemistry 107)

This course uses reaction kinetics, batch reactor analysis, batch distillation, batch operations scheduling, safety analysis, and the ABACUSS process simulator to introduce process design and analysis techniques.

Presents and solves chemical engineering problems in an industrial context, with applications varying by semester. Emphasis on the integration of fundamental concepts with approaches of process design. Emphasis on problems that demand synthesis, economic analysis, and process design .This course introduces students to methods and background needed for the conceptual design of continuously operating chemical plants. Particular attention is paid to the use of process modeling tools such as Aspen that are used in industry and to problems of current interest. Each student team is assigned to evaluate and design a different technology and prepare a final design report. For spring 2006, the theme of the course is to design technologies for lowering the emissions of climatically active gases from processes that use coal as the primary fuel.

This course provides a brief introduction to the field of biocatalysis in the context of process design. Fundamental topics include why and when one may choose to use biological systems for chemical conversion, considerations for using free enzymes versus whole cells, and issues related to design and development of bioconversion processes. Biological and engineering problems are discussed as well as how one may arrive at both biological and engineering solutions.

" The fundamental concepts, and approaches of aerospace engineering, are highlighted through lectures on aeronautics, astronautics, and design. Active learning aerospace modules make use of information technology. Student teams are immersed in a hands-on, lighter-than-air (LTA) vehicle design project, where they design, build, and fly radio-controlled LTA vehicles. The connections between theory and practice are realized in the design exercises. Required design reviews precede the LTA race competition. The performance, weight, and principal characteristics of the LTA vehicles are estimated and illustrated using physics, mathematics, and chemistry known to freshmen, the emphasis being on the application of this knowledge to aerospace engineering and design rather than on exposure to new science and mathematics."

" This class is a project-based introduction to the engineering of synthetic biological systems. Throughout the term, students develop projects that are responsive to real-world problems of their choosing, and whose solutions depend on biological technologies. Lectures, discussions, and studio exercises will introduce (1) components and control of prokaryotic and eukaryotic behavior, (2) DNA synthesis, standards, and abstraction in biological engineering, and (3) issues of human practice, including biological safety; security; ownership, sharing, and innovation; and ethics. Enrollment preference is given to freshmen. This subject was originally developed and first taught in Spring 2008 by Drew Endy and Natalie Kuldell. Many of Drew's materials are used in this Spring 2009 version, and are included with his permission. This OCW Web site is based on the OpenWetWare class Wiki, found at OpenWetWare: 20.020 (S09)"