A LEVEL CHEMISTRY TEXTBOOK PDF

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Cambridge International AS and A Level Chemistry Revision Guide. Pages· · MB·2, Downloads. There are a number of ways to use this book. AS and A Level Chemistry Coursebook (2nd Edition) in pdf. written by Lawrie Ryan use one of the buttons below to unlock the download link(s) of this book. Cambridge International AS and A Level Chemistry Coursebook (2nd This book is not the property of GCE GUIDE, therefore we bear no responsibility for it.


A Level Chemistry Textbook Pdf

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Cambridge International AS and A Level Chemistry. Coursebook. Chemistry .. This book does not contain detailed instructions for doing particular experiments. Cambridge International AS and A Level Chemistry Coursebook 2nd Edition . Contents How to use this book vi Chapter 6: Enthalpy changes 89 What are. Textbook content produced by OpenStax College is licensed under a this textbook in a digital format (including but not limited to EPUB, PDF, and .. foundation to a career in chemistry, while for others, this be their only college -level.

Clarity rating: 4 The book is fairly readable but there are places where key information is somewhat buried in the text and students will have to search for the content and meaning, or instructors will need to be aware and supplement.

For example, when students study calorimetry they do a lot with q heat and yet the importance of this term, how to determine the signs, the significance of it being a path dependent function, etc, could all receive more emphasis. Thermal equilibrium is mentioned but not stressed, and yet this is what drives all heat exchange processes. Consistency The style and "voice" seem to be consistent throughout.

Modularity rating: 4 The book would be more readable with more sub-subheadings. Students don't read books from front to back anymore and instead are looking for the small "bites" that provide them the information they are looking for.

It is a little challenging to find these short passages and if this would encourage the students to read more it would be great but I'm afraid it may be a source of frustration and cause them to give up.

I typically teach using this same chapter sequence but it looks as though the sequencing could be reorganized without much difficulty.

Changing modules within a chapter could be more problematic, as would be expected, since later concepts build on previous concepts.

I found it frustrating to read so frequently "more about this later" and "as seen in an earlier chapter".

Cambridge International AS and A Level Chemistry book PDF

The former should be expanded to explain when or where it will be explained later, or why it isn't important now, or not even be mentioned. The syllabus aims are to: 1 provide, through well designed studies of experimental and practical chemistry, a worthwhile educational experience for all students, whether or not they go to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to: 1.

Accuracy and Precision.

A Knowledge with understanding Students should be able to demonstrate knowledge with understanding in relation to: 1 2 scientific phenomena, facts, laws, definitions, concepts, theories; scientific vocabulary, terminology, conventions including symbols, quantities and units ; scientific instruments and apparatus, including techniques of operation and aspects of safety; scientific quantities and their determination; scientific and technological applications with their social economic and environmental implications; present reasoned explanations for phenomena, patterns and relationships.

B Handling, applying and evaluating information Students should be able - in words or by using symbolic, graphical and numerical forms of presentation - to: 1 2 3 locate, select, organise and present information from a variety of sources; handle information, distinguishing the relevant from the extraneous; manipulate numerical and other data and translate information from one form to another; analyse and evaluate information so as to identify patterns, report trends and draw inferences; construct arguments to support hypotheses or justify a course of action; apply knowledge, including principles, to novel situations; evaluate information and hypotheses.

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In answering such questions, candidates are required to use principles of concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will begin with one of the following words; predict, suggest, construct, calculate or determine.

C Experimental skills and investigations Students should be able to 1 2 3 4 5 6 plan investigations; use techniques, apparatus and materials; make and record observations, measurements and estimates; interpret and evaluate observations and experimental results; select techniques and materials; evaluate methods and suggest possible improvements.

Candidates will be required to answer a total of six questions, two from Section A one from Section B, two from Section C, plus any other.

Paper 2 1h 48 marks A variable number of structured questions, all compulsory.

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Based on the core syllabus Section 1 to Answered on the question paper. For example, when students study calorimetry they do a lot with q heat and yet the importance of this term, how to determine the signs, the significance of it being a path dependent function, etc, could all receive more emphasis. Thermal equilibrium is mentioned but not stressed, and yet this is what drives all heat exchange processes.

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Consistency The style and "voice" seem to be consistent throughout. Modularity rating: 4 The book would be more readable with more sub-subheadings.

Students don't read books from front to back anymore and instead are looking for the small "bites" that provide them the information they are looking for. It is a little challenging to find these short passages and if this would encourage the students to read more it would be great but I'm afraid it may be a source of frustration and cause them to give up.

I typically teach using this same chapter sequence but it looks as though the sequencing could be reorganized without much difficulty.

Changing modules within a chapter could be more problematic, as would be expected, since later concepts build on previous concepts. I found it frustrating to read so frequently "more about this later" and "as seen in an earlier chapter".

The former should be expanded to explain when or where it will be explained later, or why it isn't important now, or not even be mentioned.

The latter should include a reference to where in a previous chapter.The index in the online version links to the relevant section, which is useful since there are no page numbers. The minus sign in front of the 2 should be deleted.

Elements, compounds and mixtures test has 39 multiple choice questions. Three questions on each option 10 marks each.

Yale Freshman Organic Chemistry - Another excellent series, this one covers the two-semester first-year course which includes organic chemistry.