Robert 1. Glob
Villanova University Villanova, Pennsylvania 19085
I
I
A Junior Year AdytitaI-Organic Laboratory
M u c h has been written and said, during the past half-dozen years, concerning the undergraduate curriculum in chemistry. Two main areas which have been extensively discussed are: the inclusion of more and more principles and techniques, and the position of analytical chemistry in the sequence of courses. If one were to poll a11 analytical chemists on this there would be one point on which they would agree: the question is, what should be taught in an analytical course, not should analytical chemistry be taught! Rogers1has discussed this and gives some good arguments for retaining a separate analytical course, as well as some suggestions for its content. The author firmly believes that if analytical chemistry is too early in the sequence of courses, the instructor is greatly handicapped in presenting an upto-date treatment of the subject material. With the updating and degree of sophistication that most first year chemistry courses are being given one can easily introduce some standard titrimetric and gravimetric experiments a t the freshman level. Representative experiments could be: standardization of NaOH versus potassium acid phthalate (KHP), determination of acid content of I
