Page 16 - Modern Analytical Chemistry

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Preface xv

of these chapters, as needed, to support individual course goals. The statistical analy-
sis of data is covered in Chapter 4 at a level that is more complete than that found in
other introductory analytical textbooks. Methods for calibrating equipment, stan-
dardizing methods, and linear regression are gathered together in Chapter 5. Chapter
6 provides an introduction to equilibrium chemistry, stressing both the rigorous
solution to equilibrium problems, and the use of semi-quantitative approaches, such
as ladder diagrams. The importance of collecting the right sample, and methods for
separating analytes and interferents are covered in Chapter 7.
Chapters 8–13 cover the major areas of analysis, including gravimetry
(Chapter 8), titrimetry (Chapter 9), spectroscopy (Chapter 10), electrochemistry
(Chapter 11), chromatography and electrophoresis (Chapter 12), and kinetic meth-
ods (Chapter 13). Related techniques, such as acid–base titrimetry and redox
titrimetry, or potentiometry and voltammetry, are gathered together in single chap-
ters. Combining related techniques together encourages students to see the similar-
ities between methods, rather than focusing on their differences. The first technique
presented in each chapter is generally that which is most commonly covered in the
introductory course.
Finally, the textbook concludes with two chapters discussing the design and
maintenance of analytical methods, two topics of importance to analytical chemists.
Chapter 14 considers the development of an analytical method, including its opti-
mization, verification, and validation. Quality control and quality assessment are
discussed in Chapter 15.

Acknowledgments

Before beginning an academic career I was, of course, a student. My interest in
chemistry and teaching was nurtured by many fine teachers at Westtown Friends
School, Knox College, and the University of North Carolina at Chapel Hill; their col-
lective influence continues to bear fruit. In particular, I wish to recognize David
MacInnes, Alan Hiebert, Robert Kooser, and Richard Linton.
I have been fortunate to work with many fine colleagues during my nearly 17
years of teaching undergraduate chemistry at Stockton State College and DePauw
University. I am particularly grateful for the friendship and guidance provided by
Jon Griffiths and Ed Paul during my four years at Stockton State College. At DePauw
University, Jim George and Bryan Hanson have willingly shared their ideas about
teaching, while patiently listening to mine.
Approximately 300 students have joined me in thinking and learning about ana-
lytical chemistry; their questions and comments helped guide the development of
this textbook. I realize that working without a formal textbook has been frustrating
and awkward; all the more reason why I appreciate their effort and hard work.
The following individuals reviewed portions of this textbook at various stages
during its development.
David Ballantine Wendy Clevenger
Northern Illinois University University of Tennessee–Chattanooga
John E. Bauer Cathy Cobb
Illinois State University Augusta State University
Ali Bazzi Paul Flowers
University of Michigan–Dearborn University of North Carolina–Pembroke
Steven D. Brown Nancy Gordon
University of Delaware University of Southern Maine