However, the aim of our paper was t o present a new method suitable for teaching reaction kinetics in a practical class. In this respect, for first-order reactions: It ia both a differential and a time-lag method, and so both these notions can he imparted in one experiment. It -~ is suitable for nractical classes of limited duration since it enables a rapid and direct estimation of the rate constant. Only a part of rherurveisreqoireda~opposedtoestimationof t , .,which requires one lo wait ior Y , . It dues not requireacomputer,hut it can he readily computerized, if desired, using the Savirzky-Golay algorithm. ~~
~
Furthermore, the RIRA ratio can be employed to study reactions whose global order is two. I t can readily detect a run during whichit is likely to assume pseudo-first-order conditions: At the beginning of the reaction, the plot RIRA versus time displays a significant curvature, as long as the system is far from pseudo-first-order conditions. At the end of the reaction the plot becomeslinear and goestoward the origin as soon as the pseudo-first-order conditions are reached. This anolication was oart of our manuscript as originally submi&d, but for the sake of brevity these ksults had to be left out. Thev will be ~ublishedin the March 1991 issue of l heni is try. the New ~ o u r n aof We feel that although the RIRA method can certainly be improved, i t does present some advantages over existing methods, especially for teaching purposes. Literature Cited .
The W e t Career of a Prollfb, Ploneerlng Physical Organlc Chemlst, Elllot Rltchle Alexander, Jr. To the Editor:
Since I was one of Alexander's students, I have been asked by friends whether I knew anything as to why the article by Paul R. Jones 11987.64.882-8831 came to be written. I t was suggested thacthe fblliwing background information would be of interest to others: hence the reason for this note. A few years ago I ieceived a letter from Jones of the University of New Hampshire that he had become acquainted with the two sons of Alexander (one was a student at UNH. and the other was in the U S . Navy). He was astonishedto learn that they knew nothing of their famous father. Thev had been brought up by their grandmother after the deaih of their fathe; a n d mother i n a tragic plane crash. Jones was a graduate student a t the University of Illinois for a few vears followine the death of the Alexanders. He wrote fetters to all of ~le-der's students and others who knew Alexander reouestine information over a oeriod of time and them to Alexander's sons. The organizing it,'he article is a brief summary of the information. Jones deserves a commendation for undertaking this tremendous unselfish effort. A. G. Pinkus
Baylor University Wac0 TX 76798
TO the Editor:
.
3579-3589. 4. Micheau, J. C.:Dospar.B.:Psilioua. N.;Lattes.A. JPhotochern. 1980.14.269-290. 6. DeTar, DeLm F. Cornput. Chrm. 1978,2,99-1W and references cited therein.
6. Borderle
Unlversne Paul Sabatier 118 Rouie de Narbonne 31062 Touiouse Cedex. France
Formal assessment of educational outcomes appears likely to be a major theme in higher education in the '90'3, and we, like many other chemistry departments, are being asked to undertake such an assessment. It would be very helpful to us if anyone who has undertaken systematic assessment of a chemistry major program would share his or her experiences, including lists of program objectives, means of measuring outcomes, and the like with us. We in turn will be happy to share our experiences and materials in the fullness of time. Robert C. Kerber
An Elementary Assignment To the Editor:
SUNY at Stony Brook Long Island. NY 11794
Your addition of a column called "What's the Use" nromots - me to share a teaching.technique that I have used successfully. For several years I have taught a general chemistry course for engineering technology students. At the beginning of the second semester each student must select an element from a list provided. The student must then research and compile enough information about the element to present a 5-min talk to his or her classmates. I t has been interesting to observe the properties and uses of an element that interest a future technologist. Sometimes they even bring in examples, such as cadmium-olated bolts. he class is made more attentive by the requirement that the soeaker summarize his or her talk with the "three most u n u h a l features or properties of the element". These three facts then are nossible resDonses to exam questions. This approach had been used not only tb add some interestine descriotive chemistw to the course but also to incorporace the basic requirements to read, research, write, and speak into a science course.
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Janet 6. Van Doren DIV16lOn of
Engineering and Science Technology Community and Technical College Akron. OH 44325
Nemlng Elements To the Editor:
Your September 1989 issue, which features the periodic table, has prompted me to write you about a problem with the nomenclature of elements 104 and beyond. To review. element 104 would be named unnilquadium because un means 1, nil means 0, quad means 4 &d most elements end with -ium. Its symbol would be Unq. This "un" method of naming these elementeposes the following problem. We have failed to realize the value of number. In other words, when we look a t the number 104, we sav one hundred and four. We know that the 1 is in the h;ndreds column, 0 is in the tens column, and 4 is in the units column. The "un" method seems t o disregard this fact. So what is the solution? Easy! Element 104 would have the following symbol: Hq. I t would be called hectoquadium. How and why did I come up with this? He& is the approved SI prefix for the number 100. Quad still means 4. And. like most elements. use the -ium t o end the word. The symbol is Hq. Now, for those who are thinking about hectooctanium, I would skip the "o" and make the symbol He, so that there is no confusion with element 67, holmium, Ho.
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Volume 66 Number 8 August 1991
711
