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Chemistry for Engineering Students (William H. Brown and Lawrence S. Brown) 2nd Edition by Lawrence S. Brown, Tom Holme free pdf download

Chemistry for Engineering Students (William H. Brown and Lawrence S. Brown) 2nd Edition by Lawrence S. Brown, Tom Holme.

Chemistry for Engineering Students (William H. Brown and Lawrence S. Brown) 2nd Edition by Lawrence S. Brown, Tom Holme

The Genesis of This Text As chemists, we see connections between our subject and virtually everything. So the idea that engineering students should learn chemistry strikes most chemists as selfevident. But chemistry is only one of many sciences with which a practicing engineer must be familiar, and the undergraduate curriculum must fi nd room for many topics. Hence, engineering curricula at more and more universities are shifting from the traditional year long general chemistry sequence to a single semester. And in most cases, these schools are offering a separate one-term course designed specifi cally for their engineering students. When schools—including our own—originally began offering these courses, there was no text on the market for them, so content from twosemester texts had to be heavily modifi ed to fi t the course. Although it is possible to do this, it is far from ideal. It became apparent that a book specifi cally geared for this shorter course was necessary. 

We have written this book to fi ll this need. Our goal is to instill an appreciation for the role of chemistry in many areas of engineering and technology and of the interplay between chemistry and engineering in a variety of modern technologies. For most engineering students, the chemistry course is primarily a prerequisite for courses involving materials properties. These courses usually take a phenomenological approach to materials rather than emphasizing the chemist’s molecular perspective. Thus one aim of this text is to provide knowledge of and appreciation for the chemical principles of structure and bonding that underpin materials science. This does not mean that we have written the book as a materials science text, but rather that the text is intended to prepare students for subsequent study in that area. 

The book also provides suffi cient background in the science of chemistry for a technically educated professional. Engineering, after all, is the creative and practical application of a broad array of scientifi c principles, so its practitioners should have a broad base in the natural sciences.

Content and Organization
The full scope of the traditional general chemistry course cannot be taught meaningfully in one semester or one or two quarters, so we have had to decide what content to include. There are basically two models used to condense the general chemistry curriculum. The fi rst is to take the approach of an “essentials” book and reduce the depth of coverage and the number of examples but retain nearly all of the traditional topics. The second is to make more diffi cult and fundamental decisions as to what chemistry topics are proper and relevant to the audience, in this case future engineers. We chose the latter approach and built a 14-chapter book from the ground up to satisfy what we think are the goals of the course:
Provide a concise but thorough introduction to the science of chemistry. Give students a fi rm foundation in the principles of structure and bonding as a foundation for further study of materials science.  Show the connection between molecular behavior and observable physical properties. Show the connections between chemistry and the other subjects studied by engineering students, especially mathematics and physics.

Taken together, the 14 chapters in this book probably represent somewhat more material than can comfortably fi t into a standard semester course. Thus departments or individual instructors will need to make some further choices as to the content that is most suitable for their own students. We suspect that many instructors will not choose to include all of the material on equilibrium in Chapter 12, for example. Similarly, we have included more topics in Chapter 8, on condensed phases, than we expect most faculty will include in their courses.

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