Problems in Thermodynamics
To the Editor: By referring to the problems as "pedestrian" and by stating that they will be of "marginal value" except to a small minority, the reviewer of our hook, "Problems in Chemical Thermodynamics," [J. CHEM.EDUC., 45, A234 (1968)l brushed aside a pressing need of students for help. Numerous students enter the physical chemistry course unprepared to master the rigorous principles and subtle concepts of thermodynamics. We assign thcm problems to strengthen their understanding. However, these assigned problems are often more sophisticated than they have heretofore handled, and they have grave difficulties in solving them. Teachers, though sympathetic to the plight of their students, have been able to offer little aid. Seldom is there time for extensive individual tutoring in problem sessions which normally last only an hour each week. Recent problem books such as the admirable volumes by Adamson and by Guggenheim and Prue werc not designed to help students with their regular weekly assignments. Our book was writtcn to fill this educational lacuna.
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Journol o f Chemical Education
To achieve our aim, we wrote, and solved in detail, 128 numerical and nonnumerical textbook-type problems of varying length, graded according to subject. and difficulty. One of our major tasks was to teach students to utilize in problem solving the derivations they encounter in the textbook and in class. In order to drill students on standard derivations, we included a number of them among the problems. The pedagogical device of transposing required derivations into a problem context also had the secondary advantages of making the book nearly self-contained and of letting us fill in algebraic details which the usual texts omit for lack of space. Since our intention was to deal with typical textbook-type problems and derivations, it is not surprising that many of them would seem familiar to the reviewer. I t is surprising that he considers their familiarity to himself a cause for adverse criticism. We believe that our problems will appear fresh and challenging to students, for whom they are intended. RICHARD J. BEARMAN BENJAMIN CHU
