To the Instructor The wide acceptance and success of the third edition of this textbook provided the impetus for making refinements and modifications that are designed to make the text even more appealing and effective. A successful text is, by definition, a work in progress. A special thank you is extended to all users and reviewers who have made helpful suggestions that will enable this new edition to effectively address the needs of today's student population. This text is written especially for students who have had no instruction--or limited instruction--in chemistry. It is for the broad range of students who are in the process of preparing themselves for subsequent courses in chemistry and other sciences. It is also for students who are preparing to enter nursing, allied health, and technical programs, and for students in a variety of disciplines who take the course for general education purposes. Although chemistry is everywhere--and without it life would not be possible--excitement and anticipation for learning about chemicals and chemical reactions is frequently not evident among students. Instead, students often approach the study of chemistry with considerable apprehension. Furthermore, chemistry educators at all levels express a genuine concern about the limited science background and mathematical skills of many students. Beginning students especially need help to overcome their fears, approach chemistry with confidence, develop problem-solving and critical-thinking skills, apply principles of chemistry when solving problems, appreciate exciting real-world connections and applications of chemistry, and understand that chemistry is a part of everyday life. In this fourth edition, we have addressed the goals listed here by extending and enhancing the blend of learning approaches directed at common problems students often have in understanding chemistry. Only when a student is competent will she or he be able to overcome fear, and have confidence. To help students achieve real understanding, this text does the following things. Addresses student attitudes from the start.Preceding Chapter 1 is a letter to students that addresses student apprehension and study techniques. It lists six levels of thought processes, describes ten principles of productive study, and gives steps and actions that lead to success. Specific study techniques are recommended for use before lectures, during lectures, and before exams. Instead of expecting students to automatically know how to approach the study of chemistry, we suggest and provide successful learning strategies. Meets students where they are.Each chapter begins with an introduction that relates new topics to common applications and provides a rationale for learning. Throughout each chapter, care has been taken to provide a framework for learning that is built on simple and thorough explanations along with margin notes that point to learning connections, real-world connections, and medical connections. The learning connections help students relate new topics to terms, concepts, and problems in previous sections and point to later topics where the concept will be needed or further developed. Thus, major points are brought to the students" attention more than once. Repetition increases retention; applications increase understanding. NEW:Connections are everywhere. Margin notes have specific headings toy focus student attention on Learning Connections, Real World Connections, ands Medical Connections. Boxes are used when the application or connection is discussed in greater detail. Students learn new concepts by making connections to) familiar concepts and examples. Thus, in-text explanations involving, common substances and simple analogies are frequently used to help students think through new, conceptsBurns, Ralph A. is the author of 'Fundamentals of Chemistry', published 2002 under ISBN 9780130337191 and ISBN 0130337196.