Chemistry: Human Activity, Chemical chapters. For example, the chapter on carbon com- Reactivity pounds starts with a case study of methane clathrates, Peter Mahaffy, Roy Tasker, Bob Bucat, John C. and that on chemical reactions and energy, with a Kotz, Gabriela C. Weaver, Paul M. Treichel, John E. case study of hydrogen as a fuel. The more obviously McMurry organic chapters use contexts from pharmaceuticals Nelson Education Ltd., 2010 or biological chemistry, with case studies on curing ISBN-13: 978-0-17660-625-1 and death and dying in the aromatics compounds ISBN-10: 0176606254 chapter, and a case study on the discovery of penicillin in the carbonyl compound chapter. These case studies are fascinating and a useful resource in themselves, reviewed by Tina L. Overton and I looked forward to each one. It is perhaps a little unfortunate that the first two are about drug abuse, There are many general chemistry textbooks on the and that some potential adopters may be prudish market and they all almost inevitably cover similar enough to be put off by that. But in each case the content. Academic staff choose these books for topics are discussed in their scientific context, and in their undergraduate students based on many crite- a way that helps us to appreciate (in these cases) the ria; level, detailed content, layout, design, chapter power of analytical techniques. order, habit, etc. Chemistry: Human Activity, Chemical The case studies are not the only place that Reactivity may give academics additional criteria the essential importance of chemistry is discussed. to consider. The book is authored by a well-known Real-life context is embedded within the text, often team of chemical educators who in a way that encourages stu- have a particular passion for rep- dents to think about how we know resenting chemistry visually, using what we know, and that demon- electronic resources to enhance strates the scientific method effec- conceptual understanding, and for tively. Context in this book is not making explicit the importance of assigned to “boxes” or sections chemistry in the world today. Thus, but is an integrated part of the when choosing your general chem- whole. Big issues are tackled here: istry text for next semester, ask climate change, alternative energy yourself whether it is important sources, feeding the world. It is to you that your students leave right and proper that chemistry your course with an understand- be presented in these important ing of the centrality of chemistry, contexts—especially, I suspect, for with an appreciation of its impact many general chemistry students on all aspects of life on Earth. Ask for whom this will be their last yourself whether you want your encounter with formal education students to have access to a varied in the subject. range of high quality e-resources to The authors have been very supplement your own interaction with them. If either careful about explaining to students the multiple ways of these criteria is important to you then I recommend in which chemical information can be presented at that you spend some time studying what Chemistry: the symbolic, observational, and molecular levels. All Human Activity, Chemical Reactivity has to offer. too often tutors move between these levels without It is the “human activity” in the title that is central to properly explaining to students what the ground rules the philosophy of this book. Many textbooks describe are, why there are different conventions, and why they the applications of chemistry in everyday life, and this matter. This problem has been faced head-on in this book does that too. But the contexts are not add-ons book and should result in students having increased or afterthoughts; rather, they act as the driver for the confidence in using the book and tackling chemistry. text. Each chapter commences with a substantial case A major failing of many general chemistry books is study. These case studies draw from the natural world a dire lack of organic chemistry. Organic chemistry is issues of green chemistry and sustainability in most introduced here in chapter 4, and is then comprehen-

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sively dealt with in seven further chapters. Organic The textbook suggests that students pay for four compounds are treated in the same way as inorganic semesters’ access to these resources. compounds throughout the text, so that students will The e-book is searchable, which will be a great be just as familiar with carbon chemistry as they are advantage for users. It is also possible to highlight with the rest of the periodic table. So, for example, the text and bookmark pages, which makes it easy discussion of Lewis acidity or shapes of molecules is to return to for key sections. Embedded additional just as likely to use organic species as inorganic ones. resources include “think about it” tutorials that link to The integrated approach extends to the other major an in-depth tutorial on a specific topic—for example, branches of chemistry too, so that it is difficult to use of isotopic ratio mass spectrometry in identifying identify chapters as predominantly inorganic or physi- the origins of methane linking to four case studies. cal, and the power of analytical chemistry as a tool in These tutorials use animations, video, and question- answering “How do we know?” is also demonstrated ing to explore students’ understanding. These are a throughout. useful additional resource, but unfortunately not all of Compared with the comprehensive treatment of the simulations ran on my PC. The chapters also have carbon compounds, the rest of the periodic table links to interactive exercises that give students prac- is dealt with in just two dedicated chapters, one on tice in calculations and answering questions. Some of main group chemistry and one on transition metal these use videos of chemical reactions, animations, chemistry. This might seem a little stingy but probably and multiple-choice questions. The “taking it further” reflects the current importance of organic chemistry. links take the reader to what look like additional text- And inorganic chemistry looms large in the chapters book pages that extend the material covered in the on, for example, structure and bonding, equilibrium, main text. These additional resources also have links solubility, and energy. The chapter on main group to “think about it,” interactive exercises and molecular chemistry focuses on charge density and polariza- modeling activities. tion as underlying concepts that are used to describe There are also links to molecular simulations that trends in the properties. The chemistry is described in utilize the Odyssey software. The book also provides terms of underlying trends before presenting essential access to the Odyssey software itself, which presents and distinguishing features of each group. The chapter tutorials and demonstrations for each chapter. In addi- on transition metal chemistry takes a structure-and- tion, the “applied chemistry” resources give interactive bonding approach rather than a descriptive one and molecular models for many molecules organized by deals very effectively with complexes, crystal field application—for example, sanitation, pharmaceuticals, theory, and magnetism as well as metallic chemistry. materials, and polymers. There is also an extensive The final chapters in the book take this text where “molecular stockroom” resource that gives interactive other general texts don’t currently go and that is to molecular models for hundreds of molecules, orga- the frontiers of contemporary research topics. So the nized by molecule type, group, or functional group. book is very nicely rounded off with chapters on mate- The molecular modeling kit enables students to build rials, biomolecules, and nuclear chemistry. their own interactive models. The Odyssey resources There are worked examples and in-chapter ques- are potentially the biggest draw of all the e-resources, tions throughout the book, and extensive end-of-chap- and I imagine that students will find them enlighten- ter exercises. I particularly liked the end-of-chapter ing, entertaining, and useful. summary and conceptual questions. These move away The embedding of these additional online resources from closed questioning to more open-ended ques- in an e-book certainly greatly enhances the textbook. tions that test synoptic and conceptual understanding. They add an additional dimension that should support As might be expected from these authors, the book students who need extra help and stretch those who is beautifully illustrated with photographs, molecular want to take their studies further. structures, and stills from animated molecular simula- The website also offers a range of additional tions. I am sure that these will do much to aid students’ instructor’s downloads. These include a solutions understanding. manual for all of the exercises and problems in the This is a book for which the e-resources are mar- book. There is a test bank of objective questions keted as strongly as the text itself, and it will be inter- covering each chapter. This is a rich resource, as each esting to see how this new approach to publishing chapter is served by about 35 questions, all catego- might progress. The online resources are available rized by intellectual level—for example, memorization when you have registered and received a password. or higher order. Some chapters also contain some

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essay-style questions that instructors may find useful An image bank of all the images from the book in setting assignments. Also available is an instruc- is also available. There are also links to additional tor’s guide. This resource summarizes each chapter resources for students, but these were all unavailable and gives suggested “lesson plans” with ideas for at the time I tried to access them. in-class activities and discussions. These could be Overall, this is a great general chemistry text. The used alongside the PowerPoint files for each chapter, student experience is enriched significantly by the which provide a lecture related to the chapter. I am embedded activities in the e-book. The additional not a fan of PowerPoint in teaching, but these are downloads for instructors will make their job easier as good as it gets—not too many and full of visual and enable them to enhance their students’ learning. images. These two resources taken together could be The book succeeds in conveying the importance of very useful for new instructors or anyone who wants chemistry in the natural and human environments and to tie their teaching very closely to each chapter. The should make the subject accessible and captivating to third in-class resource is a set of Turningpoint files that students. provide PowerPoint slides of multiple-choice ques- tions designed to be used directly with in-class voting Tina Overton is a professor at the University of Hull, UK. systems or clickers. Taken together, these resources provide a comprehensive pack of material to support www.chemistry.nelson.com/mahaffycommunity/default.html instructors.

See also www.iupac.org/publica- tions/ci/indexes/stamps.html Stamps International

Vitamin C and the Age of Discovery The stamp illustrated in this note also pays tribute to Tadeus Reichstein (1897-1996), the Polish-Swiss Among the stamps celebrating the International Year chemist who developed in 1933 a practical semisyn- of Chemistry, the one issued in Switzerland on 3 March thetic method for the industrial production of vitamin 2011 features the molecular structure of L ascorbic C while working at the Federal Institute of technol- acid (vitamin C). This simple molecule has played a ogy in Zurich. The Reichstein process, still widely fascinating role in history, particularly since the rela- used today, involves the hydrogenation of naturally tionship between the consumption of citrus fruits and occurring D glucose and the bacterial fermentation fresh vegetables rich in vitamin C and the prevention of the resulting D sorbitol intermediate to L sorbose of scurvy was realized around the in its initial steps. Interestingly, it was mid 18th century. In this regard, Jay not Reichstein but the British chem- Burreson and Penny Le Couteur argue ist Sir Norman Haworth (1883-1950) in their provocative book Napoleon’s who received the 1937 Nobel Prize in Buttons that vitamin C may well be Chemistry for his independent (and responsible for extending the trade virtually simultaneous) synthesis and routes to the Americas and the Far structural elucidation of vitamin C and East during the 17th and 18th centuries. his extensive work on carbohydrates. The exploration of the world, fueled However, it is also worth noting that by the Europeans’ relentless appetite Reichstein’s methodical discovery and for spices and precious metals, certainly accelerated isolation of several hormones of the adrenal cortex, when more balanced diets and healthier ship crews including cortisone and aldosterone, were eventu- enabled longer maritime voyages. Nowadays, vitamin ally rewarded with the Nobel Prize in Physiology or C is a common dietary supplement even though its Medicine in 1950. ability to prevent or cure diseases, ranging from the common cold to cancer, has not been unequivocally Written by Daniel Rabinovich . demonstrated.

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