Project Description

Chemistry: Core Concepts, 2nd Edition

The second edition of Chemistry: Core Concepts (Blackman et al.) has been developed by a group of leading chemistry educators for students entering university with little or no background in chemistry.

Available as a full-colour printed textbook with an interactive eBook code, this title enables every student to master concepts and succeed in assessment. Lecturers are supported with an extensive and easy-to-use teaching and learning package.

Blackman Chemistry Core Concepts 2e Hybrid Cover

Designed for Learning

State-of-the-Art Resources

Lightboard videos of worked problems from trusted educators engage students in a meaningful way while breaking down more challenging concepts into bite-sized chunks.

Fully Worked Solutions

Concept reviews, interactive worked examples, visualisations, and knowledge check questions in-situ allow students to review, practice and apply what they have learned.

Digestible Content

Topics are broken down into digestible chapters that help ease students into the content.

Powerful Digital Capabilities

Available as a full colour printed textbook with an interactive eBook code, this title enables every student to master concepts and succeed in assessment. Lecturers are supported with an extensive, easy-to-use teaching and learning package.

Select the features from the right hand side menu to see more details.

Wiley Interactive E-Text
Wiley Interactive E-Text
Click to play this short video

Video insights from practitioners help students connect course concepts with real-world local cases


Animations and interactives embedded at the point of learning bring course concepts to life.

Concept Check questions
Concept Check questions

Students can test their comprehension and get instant feedback with interactive Concept Check questions, embedded at the point of learning.

Search, highlight and annotate
Search, highlight and annotate

Interactive textbook lets students search, highlight and take notes within the text for efficient study

16 Chemistry Topics

  • Chapter 1. The nature of matter
  • Chapter 2. The language of chemistry
  • Chapter 3. Measurement and chemical calculations
  • Chapter 4. Chemical reactions and stoichiometry
  • Chapter 5. Atomic energy levels
  • Chapter 6. Chemical bonding and molecular structure
  • Chapter 7. States of matter
  • Chapter 8. Chemical thermodynamics
  • Chapter 9. Chemical equilibria
  • Chapter 10. Solutions and solubility
  • Chapter 11. Acids and bases
  • Chapter 12. Oxidation and reduction
  • Chapter 13. Reaction kinetics
  • Chapter 14. Organic chemistry 1
  • Chapter 15. Organic chemistry 2
  • Chapter 16. Biochemistry

Team of Authors

Allan Blackman is a Professor at the Auckland University of Technology in Auckland, New Zealand. He obtained his BSc(Hons) and PhD degrees from the University of Otago, New Zealand. He has taught all levels of undergraduate chemistry, in the areas of inorganic and physical chemistry, for over 24 years. Allan’s research interests lie mainly in the field of coordination chemistry, where he studies the synthesis, structure and reactivity of coordination complexes.
Dr Daniel Southam is a Senior Lecturer in chemistry at Curtin University and a Fellow of the Royal Australian Chemical Institute. He completed his bachelor and PhD degrees in chemistry at the University of Tasmania, where a passion for chemistry education was sparked. Daniel has an interest in the dynamic relationship between chemistry education research and its application to practice, especially in foundation chemistry classes.
Gwen Lawrie is an Associate Professor in the School of Chemistry and Molecular Biosciences (SCMB) at the University of Queensland (UQ) and was the Director, First Year Chemistry (Curriculum & Assessment) between 2012–18. Gwen’s research in chemistry education explores strategies to address student diversity and engagement in very large classes through collaborative inquiry tasks, blended learning and mechanisms for the provision of formative feedback to support self-regulated learning.
Dr Natalie Williamson is an Associate Professor and the First Year Director (chemistry) at the University of Adelaide. She teaches at all undergraduate year levels, with a particular interest in synthetic organic chemistry. Natalie enjoys helping students get to that ‘lightbulb’ moment through their own endeavours, using a mixture of interactive classroom activities, humour and immediate feedback to engage students in the learning process
Dr Chris Thompson is a Senior Lecturer from the School of Chemistry at Monash University, and holds degrees from the Australian National University and Monash University. Chris has over 50 research papers to his name, across the fields of spectroscopy, computational chemistry and chemistry education. His particular interest is in active learning in university classrooms, and he is specifically passionate about enabling students to harness their imagination to visualise chemistry.
Dr Adam Bridgeman is Director of Educational Innovation in the Deputy Vice Chancellor (Education) Portfolio and an Honorary Professor of chemistry in the School of Chemistry at the University of Sydney. He is currently an Australian National Learning and Teaching Fellow. As a devoted teacher, he strives to actively engage students in class and online. Alongside his interests in enhancing education and the student experience, he uses computational approaches to solve chemical problems such as the design of nanomaterials for applications in medicine.

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Pricing that Everyone Can Afford

Students can purchase their Chemistry: Core Concepts, 2nd Edition (Blackman et al.) textbook from Wiley Direct.

Wiley Direct is an initiative of the Wiley Affordability Program. As part of our ongoing commitment to higher education, the Wiley Affordability Program is dedicated to providing students with premium Wiley learning resources at an affordable price.

We believe that every student has a right to access quality resources, no matter what their budget is. Now, we are even better equipped than before to do what we do best; help teachers teach and students learn.



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