George G. Lowry' Claremont Men's College Claremont, California 91711
An Integrated Physics-Chemistry Curriculum for Science Maiors
In 1963, Claremont Men's College instituted a new science major program. The disciplines of chemistry and physics were brought together not only in the freshman year, as has been done at a numher of colleges%,hut at other levels as well. In 1964 Pitzer College and Scripps College joined the program through the formation of a tri-college Joint Science Department. Together with Harvey Mudd College, Pomona College, and the Claremont Graduate School, these institutions make up a federation of individual colleges. The six schools occupy contiguous campuses, and students may cross-register for courses on any of the campuses at no extra cost. Because of the existence of strong science programs a t Harvev Mudd and Pomona Collenes, it seemed unwise to esiablish another "traditional;' science major. Since few major students were anticipated, economies in course structure, facilities, and staff were desired. These considerations, and a realization that science really is not neatly compartmented anyway, motivated this unique integrated approach. With the hope that our experience might be of some value to other schools considering or experimenting with similar curricular programs, this critical progress report is offered.
Table 2. Chemistry and Physics Course Descriptions Title
Description
Physics-Chemistry I
Physics I1
Chemistry I1
Organic Chemistry I, I1
Theoretical Mechanics
Features of #he Program
Electronic Instrumentation Lab
The present curriculum is outlined in Tables 1 and 2. Students major in one of the two fields rather than in a hybrid discipline. I n the first year, physics and chemistry are combined in thefirst semester only, followed by a concurrent, rather than sequential, second semester pair of courses. Most
Theoretical E & M
Presented, in part, to the Division of Chemical Education a t the 154th ACS Meeting, Chicago, September, 1967. Present address: Western Michigan University, Kalamazoo, Michigan 49001. Fuller, E. C., J. CHI:M.EDUC.,44, 542 11967).
Table 1. Required Science and Mathematics Courses Major Both Chemistry & Physics
Phyaioa
..
Physics-Chemistry
...
Freshman,
.. .
...
Sophomore, Fall Sophomore. Spnnz
Organio Chemistry I Orgarno Chemistry 11
Chlculus I Chemistry I1 Pliysios 11 Calolllus I1 Cdculus
Semester
Chemistry
Freshman, Fall
spring
Electronio
Instru-
mentation Lab
Junior, Fall
...
Phfios-Chemistry
Junior, Spring
...
Physics-Chemistry
Senior, Fall Senior. Spring
Chemistry Eleotive Chemistry Elective
LL,
I" Research and Seminar Remarch snd Tiiesir
Flenth~-enninment." ~
Physics-Chemistry 111, 177
Electives
Research, Seminar & Thesis
Theoretical Meohhnios Theoretical E B h< Differentlsl Eilu&tions
...
... Physics Eleotive
Phyrica Elective
A study of Newtonian mechanics and energetics, leading to the kinetic theory of matter, atomic and molecular structure, periodicity, the chemical bond, and thermodynamics. Electrical measurements, dc and ac circuits, electronics, the origin and properties of wave motion including inertid, artcoutic, and electromagnetic waves: Properties of solutions, oxidationreduction, k~netics, equilibrium, and descriptive chemistry of the elements. Laboratory covers basic sspects of quantitative and qualitative analysis. An integrabed approach to the chemistry of aliphatic and momstic ca£i with emphasis on structure, synthesis, and mechanism of reactions. Lahoratory includes syntheses and qualitative and quantitative methods, both classical and modern instrumental. Application of classical mechanics to statics and dynamics of rigid bodies, central force motions, oscillators, and deformable solids. Theory and practice of electronics in scientific instrumentation developed through the use of the Malmstadt-Enke texto and the ~
L
~
~
~
Fields, potential, dc and ac circuits, and ?pplications of Maxwell's eqnst~ons. Principles of quantum mechanics, statistical mechanics, thermodvnamics, and transport processks
&a anaiysis, and instrumental methods. Advanced cowses in major field taken s t IIarvey Mudd College or Pomona. College are chosen in canadtation w t h the student's advisor. Chemistry majors normally take one inorganic course and one analytical course. Two semesters. Each student carries out original experimentation or theoretical investigation under the guidance of a facult,y member. Ile presents oral progress reports end prepares a. written Senior Thesis which he also presents orally to the faculty and other students.
"MALMSTADT, H. V., ENKB,C. G., A N D TOREN, E. C., JR., "Electronics for Scientists," W. A. Benjamin, h e . , New York, 1 Ofi? >""".
Electronics Lab No. EU-100A, Heath Company, Benton Harbor, Michigan.
Volume 46, Number 6, June 1969 / 393
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of the common subject matter is put into the first semester (along with Newtonian mechanics and energetics); the rest of the usual first year material in each field is covered in the second semester. I n this way, students obtain about the equivalent of a full year of physics and of chemistry from the three one-semester courses. I n Physics-Chemistry I a physicist and a chemist teach as a team. Both viewpoints (on topics such as quantum mechanics, thermodynamics, etc.) are presented as a dialog vis-d-vis rather than as separate ideas in different classrooms. A demanding, calculus-bascd approach to mechanics is a background for other subjects. Applications to molecular motion are used as prime examples during the treatment of mechanics. An effort is made to integrate physics and chemistry rather than merely tack together "units" of the two disciplines. Analytical chemistry is treated as an integral part of all chemical experimentation. Theoretical aspects are discussed, and techniques arc used, in all chemistry courses. The Electronic Instrumentation Lab, and the use of a Barnes Educational Spectrometer3 in the Physics-Chemistry I11 laboratory, help students avoid the "black box" feeling when they use instrumental methods. Physics-Chemistry 111, IV is highly theoretical, using Eggers, et aL4, with supplementary material on t r a n s nort theorv " and on nuclear structure. Ex~erimentsare from Shoemaker and Garlands supplemented by material in modern physics. A~
Critical Evaluation
The economy of this program is one of its greatest advantages. However, a significant intangible advantage is that it forces both students and faculty in the two fields to work closely with problems and people of the other discipline. Most faculty members, and some students, feel this is an enriching experience. Unfortunately, some students simply go through the motions of what they feel is "outside their field" rather than take advantage of the breadth available. Even so, the experience probably is valuable. After five years, we remain committed t o the combined first semester and split second semester courses in physics and chemistry. Experience of students who take further courses in competition with those who have had the more usual one-year sequence in cither discipline indicates no significant deficiency in the branched three-semester program.
The ACS Cooperative General Chemistry Test, Form 1963, is given as a final exam in Chemistry 11. The combined results of five classes (totalling 181 students) in this program are shown in the figure with the national norm results! These students compare favorably with the national Q Group even though they have had only five laboratory periods of qualitative analysis (comparable to the national N-Q Group). Originally Physics-Chemistry I was taught by a physical ehemist (the author) and in 1966-67 it was taught by a physicist. Neither approach was ideal; since 1967 the two have taught it as a team, doing a much better job than either could do individually. This seems a critical aspect of such as interdisciplinary course. The problem of a textbook remains a serious limitation of such a course. Currently a physics text and a chemistry text are used.? The combination is good, but the students become slightly confused from skipping around in and between books. A single, wellwritten book would greatly improve the situation. Many students complain that the curriculum is too physical and too mathematical for chemistry and biology majors (a biological science major program was initiated in 1964). This is not true for the better students. However, for other students, new courses were introduced last year. A one semester Chemistry I course is available in the fall semester. I t is a less physical approach t o the same chemical topics of Physics-Chemistry I, and will satisfy the prerequisite for Chemistry 11. A two semester General Physics course a t less sophisticated level than the Physics-Chemistry I , Physics I1 sequence is also available. Thus, for students who prefer it, a four-semester course approach to the basic physics and chemistry is available as an alternative to the three-semester branched sequenee. The Physics-Chemistry 111, IV sequence has been taught entirely by a physical chemist (the author), hut it seems desirable to use a chemist-physicist team, just as with Physics-Chemistry I, to obtain a better balance of viewpoint. Also, students in each of the disciplines may not get enough emphasis on some important t,opics because of the necessity to compromise
----NAT
-.-.-p,a
-
JSD
JBarnes Educational Spectrometer, Model ES-100, Barnes Engineering Co., 30 Commerce Road, Sbamford, Connecticut,. 4 E ~ 0 a ~D. s , F., JR., GIUCGORY, N. W., II.\LsI.:Y, G. I)., JR., A N D R n n ~ N o v l ~ B. c ~ S., , "Physical Chemistry," John Wiley & Sons, Inc., New York, 1964. 6 S ~ o ~ r ~D.n P., ~ ~A Ns D~GARL~ND, , C. W., "Experiments in Physical Chemistry," McGrrtw-Hill Book Co., Inc., New York, 1062~
Distribution curves drawn in Figure 1 were eornputcd using a &term Gram-Charlier series fit to moments of o w actual data and to moments computed from condensed norm data appearing in J. CHISM. EDUC.,41, 166 (1964). ' WRIDNI:~,I
