A NA I YT ICA L EDITORIAL
March 1972, Vol. 44, No. 3 Editor: H E R B E R T A. LAITINEN
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Role of Analytical Instruction in the Chemistry Curriculum n the February 1972 issue of the Journal of Chemical Education, there appears a report of the Analytical Chemistry Subcommittee of the ACS Division of Chemical Education. The subcommittee, under the chairmanship of Dr. Anne T. Sherren, Yorth Central College, Naperville, Illinois, addressed itself to the question, “l17hat are the unique contributions of analytical instruction in the chemistry curriculum?” The thrust of the report is that only analytical chemistry stresses the total problem concept in approaching a chemical question. This involves a definition and critical evaluation of the problem to be solved and the information required, in relation to the available resources. The choice of the best method or combination of methods lies a t the heart of the analytical approach. The need for identification of constituents, which is a part of the total problem, represents n justification for qualitative analysis in the curriculum, although not necessarily in its conventional form. The committee recognized that local conditions within various institutions vary widely, and that the course structures correspondingly must vary. However, an outline of specific topics that should be included somewhere in the undergraduate curriculum is presented. Here again, the total problem concept is emphasized, with a consideration of the factors to be taken into account in proceeding stepwise, starting with a definition of the analytical problem, and continuing through consideration of sensitivity, precision and accuracy requirements, formulating ft sampling design, preliminary treatment, identification and measurement operations, and finishing with data treatment and evaluation. The types of chemical principles, such as competitive equilibria and rates, separation processes, and the physical measurements to be made, are listed. Putting these concepts into practice through experimentation on appropriate materials using contemporary instrumentation is, of course, essential to final success. The work of the subcommittee, not only through its brief published report, but, it is to be hoped, also through a more intensive study of the complete topical outline, should be most valuable to curriculum committees faced with the difficult problem of identifying topics essential to the chemistry curriculum.
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For submission of manuscripts, see page 4 A . ANALYTICAL CHEMISTRY, VOL. 44, NO. 3, MARCH 1972
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