PREFACE and 24, all contain spectroscopy sections as well as I liked, for example, writing the new boxed essay examples and problems based on display spectra. Laws, Theories, and the Scientific Method"and placing it in Chapter 6. The scientific method is one thing that NTEGRATION OF TOPICS who takes a college-level chemistry should be familiar with. but most arent. It normall Too often, in too many courses(and not just in organic appears in Chapter I of general chemistry texts, before the chemistry), too many interesting topics never get cov students have enough factual knowledge to really under- ered because they are relegated to the end of the text as stand it, and it's rarely mentioned again. By the time our special topic chapters"that, unfortunately, fall by the organic chemistry students get to"Laws, Theories, and the wayside as the end of the term approaches. We have Scientific Method, however, we have told them about the from the beginning and with each succeeding edition experimental observations that led to Markovnikov's law, looked for opportunities to integrate the most important ng has prog of these"special topics into the core material. I am a broadly accepted theory based on carbocation stability pleased with the results. Typically, this integration is It makes a nice story. Lets use it accomplished by breaking a topic into its component elements and linking each of those elements to one or FEWER TOPICS EQUALS MORE HELP more conceptually related core topics There is, for example, no end-of-text chapter enti- By being selective in the topics we cover, we can tled"Heterocyclic Compounds. Rather, heteroatoms include more material designed to help the student learn. are defined in Chapter 1 and nonaromatic heterocyclic Solved sample problems: In addition to a generous number of end-of-chapter problems, the text electrophilic and nucleophilic aromatic substitution reac includes more than 450 problems within the chap- tions described in Chapters 12 and 23, respectively. Het- rs themselves. Of these in-chapter problems rocyclic compounds appear in numerous ways througl approximately one-third are multipart exercises out the text and the biological role of two classes of that contain a detailed solution to part (a) outlin- them-the purines and pyrimidines--features promi ing the reasoning behind the answer. nently in the discussion of nucleic acids in Chapter 27 Summary tables: Annotated summary tables have he economic impact of synthetic polymers is too been a staple of Organic Chemistry ever since the great to send them to the end of the book as a separate first edition and have increased in number to more chapter or to group them with biopolymers. We regard than 50. Well received by students and faculty polymers as a natural part of organic chemistry and pay alike, they remain one of the texts strengths attention to them throughout the text. The prepara End-of-chapter summaries: Our with the vinyl polymers is described in Chapter 6, poly summary tables prompted us to recast the narra- geochemistry in Chapter 7, diene polymers in tive part of the end-of-chapter summaries into a 10, Ziegler-Natta catalysis in Chapter 14, and conder more open, easier-to-read format sation polymers in Chapter 20 SUPPLEMENTS INTEGRATING THE CHEMISTRY CURRICULUM For the student Study Guide and Solutions Manual by Francis A I always thought that the general chemistry course Carey and Robert C. Atkins. This valuable supplement would be improved if more organic chemists taught it, provides solutions to all problems in the text. More than and have done just that myself for the past nine years imply providing answers, most solutions guide the stu I now see that just as general chemistry can benefit from dent with the reasoning behind each problem. In addi the perspective that an organic chemist brings to it, so tion, each chapter of the Study Guide and Solutions can the teaching and learning of organic chemistry be Manual concludes with a Self- Test designed to assess improved by making the transition from general chem- the students mastery of the material istry to organic smoother. Usually this is more a matter of style and terminology than content-an incremental Online Learning Center atherthanaradicalchangeIstartedmakingsuchAtwww.mhhe.com/carey,thiscomprehensiveexclusive changes in the third edition and continue here Web site provides a wealth of electronic resources for Forward Main Menu TOC Study Guide Toc Student OLCMHHE Websitexxviii PREFACE and 24, all contain spectroscopy sections as well as examples and problems based on display spectra. INTEGRATION OF TOPICS Too often, in too many courses (and not just in organic chemistry), too many interesting topics never get cov￾ered because they are relegated to the end of the text as “special topic chapters” that, unfortunately, fall by the wayside as the end of the term approaches. We have, from the beginning and with each succeeding edition, looked for opportunities to integrate the most important of these “special” topics into the core material. I am pleased with the results. Typically, this integration is accomplished by breaking a topic into its component elements and linking each of those elements to one or more conceptually related core topics. There is, for example, no end-of-text chapter enti￾tled “Heterocyclic Compounds.” Rather, heteroatoms are defined in Chapter 1 and nonaromatic heterocyclic compounds introduced in Chapter 3; heterocyclic aro￾matic compounds are included in Chapter 11, and their electrophilic and nucleophilic aromatic substitution reac￾tions described in Chapters 12 and 23, respectively. Het￾erocyclic compounds appear in numerous ways through￾out the text and the biological role of two classes of them—the purines and pyrimidines—features promi￾nently in the discussion of nucleic acids in Chapter 27. The economic impact of synthetic polymers is too great to send them to the end of the book as a separate chapter or to group them with biopolymers. We regard polymers as a natural part of organic chemistry and pay attention to them throughout the text. The preparation of vinyl polymers is described in Chapter 6, polymer ste￾reochemistry in Chapter 7, diene polymers in Chapter 10, Ziegler–Natta catalysis in Chapter 14, and conden￾sation polymers in Chapter 20. INTEGRATING THE CHEMISTRY CURRICULUM I always thought that the general chemistry course would be improved if more organic chemists taught it, and have done just that myself for the past nine years. I now see that just as general chemistry can benefit from the perspective that an organic chemist brings to it, so can the teaching and learning of organic chemistry be improved by making the transition from general chem￾istry to organic smoother. Usually this is more a matter of style and terminology than content—an incremental rather than a radical change. I started making such changes in the third edition and continue here. I liked, for example, writing the new boxed essay “Laws, Theories, and the Scientific Method” and placing it in Chapter 6. The scientific method is one thing that everyone who takes a college-level chemistry course should be familiar with, but most aren’t. It normally appears in Chapter 1 of general chemistry texts, before the students have enough factual knowledge to really under￾stand it, and it’s rarely mentioned again. By the time our organic chemistry students get to “Laws, Theories, and the Scientific Method,” however, we have told them about the experimental observations that led to Markovnikov’s law, and how our understanding has progressed to the level of a broadly accepted theory based on carbocation stability. It makes a nice story. Let’s use it. FEWER TOPICS EQUALS MORE HELP By being selective in the topics we cover, we can include more material designed to help the student learn. Solved sample problems: In addition to a generous number of end-of-chapter problems, the text includes more than 450 problems within the chap￾ters themselves. Of these in-chapter problems approximately one-third are multipart exercises that contain a detailed solution to part (a) outlin￾ing the reasoning behind the answer. Summary tables: Annotated summary tables have been a staple of Organic Chemistry ever since the first edition and have increased in number to more than 50. Well received by students and faculty alike, they remain one of the text’s strengths. End-of-chapter summaries: Our experience with the summary tables prompted us to recast the narra￾tive part of the end-of-chapter summaries into a more open, easier-to-read format. SUPPLEMENTS For the Student Study Guide and Solutions Manual by Francis A. Carey and Robert C. Atkins. This valuable supplement provides solutions to all problems in the text. More than simply providing answers, most solutions guide the stu￾dent with the reasoning behind each problem. In addi￾tion, each chapter of the Study Guide and Solutions Manual concludes with a Self-Test designed to assess the student’s mastery of the material. Online Learning Center At www.mhhe.com/carey, this comprehensive, exclusive Web site provides a wealth of electronic resources for