Most fields of science, applied science, engineering, and technology deal with solutions in water. This volume is a comprehensive treatment of the aqueous solution chemistry of all the elements. The information on each element is centered around an E-pH diagram which is a novel aid to understanding. The contents are especially pertinent to agriculture, analytical chemistry, biochemistry, biology, biomedical science and engineering, chemical engineering, geochemistry, inorganic chemistry, environmental science and engineering, food science, materials science, mining engineering, metallurgy, nuclear science and engineering, nutrition, plant science, safety, and toxicology.

A national survey of inorganic chemists explored the self-reported topics covered in foundation-level courses in inorganic chemistry at the postsecondary level; the American Chemical Society's Committee on Professional Training defines a foundation course as one at the conclusion of which, "a student should have mastered the vocabulary, concepts, and skills required to pursue in-depth study in that area." Anecdotal evidence suggested that more than one type of Inorganic Chemistry Foundation course was offered in the undergraduate chemistry curriculum. Cluster analysis confirmed this evidence, revealing four distinct foundation courses, each with unique profiles of topics covered. Faculty reported changes in content coverage over the past five years that mirror the evolving foci of inorganic chemistry research. These results potentially complicate how graduate programs evaluate incoming students' understanding of inorganic chemistry and the design of national assessments of undergraduate inorganic chemistry courses.

A national survey of inorganic chemists explored the self-reported topics covered in in-depth inorganic chemistry courses at the postsecondary level; an in-depth course is defined by the American Chemical Society's Committee on Professional Training as a course that integrates and covers topics that were introduced in introductory and foundation courses in a more thorough manner. Anecdotal evidence suggested that more than one type of in-depth course was offered in the undergraduate chemistry curriculum. Cluster analysis confirmed this evidence and revealed three distinct types of in-depth inorganic chemistry courses with unique topical profiles. These results confirm diversity in the inorganic chemistry curriculum and the need for awareness that our students leave degree programs with varying understanding of inorganic chemistry based on the coursework offered at their respective institutions.

The undergraduate inorganic chemistry curriculum in the United States mirrors the broad diversity of the inorganic research community and poses a challenge for the development of a coherent curriculum that is thorough, rigorous, and engaging. A recent large survey of the inorganic community has provided information about the current organization and content of the inorganic curriculum from an institutional level. The data reveal shared "core" concepts that are broadly taught, with tremendous variation in content coverage beyond these central ideas. The data provide an opportunity for a community-driven discussion about how the American Chemical Society's Committee on Professional Training's vision of a foundation and in-depth course for each of the five subdisciplines maps onto an inorganic chemistry curriculum that is consistent in its coverage of the core inorganic concepts, yet reflects the diversity and creativity of the inorganic community. The goal of this Viewpoint is to present the current state of the diverse undergraduate curriculum and lay a framework for an effective and engaging curriculum that illustrates the essential role inorganic chemistry plays within the chemistry community.

The results of a national survey on undergraduate inorganic chemistry are presented. The survey first queried faculty on the general layout of the undergraduate inorganic program at their institution, in terms of the number and level of courses presented, textbooks used, methods of evaluation, and use of technology. Respondents were then asked to indicate the content of the senior-level lecture course in terms of topic areas, depth of coverage within each area, and changes in emphasis and content made during the previous five years. Although the coverage of organometallic chemistry, bioinorganic chemistry, materials, and symmetry/group theory seems to have increased, a majority of respondents indicated that only the basics of symmetry and organometallic chemistry are discussed in detail. The results of the survey reveal both similarities in the structure of undergraduate inorganic programs across the country and diversity in content.