Thermo in the General Chemistry Course To The Editor:
I agree with Schaffrath's Provocative Opinion, "Is 'Why' More Important Than'What'?" (60,728 (1983)),which holds that the study of chemistry (e.g., "the basic chemical properties of substances, their source and appearance--the fads") is more important in general chemistry than the theoretical approach to chemistry (e.g., mathematical, theoretical treatment, orbitals, bonding, etc.). During the 1960's and 1970's, we continued to ten& an applied rhPmistry course to freshmen at N.JIT rnther than one with n theoretical approach, .. which had become the fad during that time. The purpose of this letter, though, is to suggest that Schaffrath qualify his comments concerning the appropriateness of thermodvnamics in the first vear general ihemistry course. If we are talking about the thermudpamic functions and the rulrulations uf thest! functions, then 1would agree that this is not npproprinte for the first-yenr chemistry rourse. On theother hmd.nqualitntivediscussion of tht.lnws and their applications to worid problems and their solutions would certainly he appropriate. The works of educators such as John Hill,' Henry A. Bent2 and William F. Sheehan3 are very applicable and understandable for these students. At NJIT, we have developed an approach to the laws of thermodynamics which we have used successfully in special courses for secondary school teachers, workshops for elementary school teachers, as well as summer programs for high school students.
' Hill, J. W.. "Chemistry for Changing Times," Burgess Publishing Company, Minneapolis, MN, 1974. Bent, H. A., Chemistry,44,6 (October, 1971). EDUC., 49 18 (1972). Sheehan, W. F., J. CHEM.
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Journal of Chemical Education
Thus, a proper approach to thermodynamics can he presented in an interesting and understandable manner to first-year chemistry students (majors and nonmajors). Howard Kimmel Professor of Chernisby Director, Center for Pre-College
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New Jersey InstiMe of Technology Newark, NJ 07102
To The Editor:
Although I did not specifically comment on the appropriateness of thermodynamics in the freshman chemistry course in my essay, I must agree with Kimmel that the concepts of the&nodynamics must be presented in some form in the introductory course. I would favor the approach suggested bv Rubin Ratrinoin hisarticle titled.9 Hate 22.4" IJ. CHEM. EDUC. 51,526 (1974)] in which he pleaded for huiiding up a feeline for chemical ohenomena before the molecular anproaci is developed. He points out that thermodynamics'is not somethine to be "covered" in three or four lectures. He wrote that h e emphasized thermochemistry and enthalpy changes, leaving the presentation of the other functions to a discussion "over coffee." I wish the authors of most of the oresentlv available freshman texts followed his train of thought: except for the use of standard states, the end-ofchanter . .nroblems often reauire considerable understandine by the students. However, a recent revision of the introductory text bv Railnr, et HI..aooears tn follow Bnttino: I sav "aooears" for I Lave seen only advertisement showing the table of contents with an outline of optics within the chapters. Robert E. Schaffrath Long Island Universily @eenvale,NY 11548
