student actively, hut it also provides a cheek to assure that the argument is heing followed. Discussions begin a t the simplest level and are developed in considerable detail. Many examples and analogies help illustrate chemical principles. Another pedagogical feature is the overt emphasis on the organization of the material. For example, introductory chapter outlines serve as advance organizers for the material to be presented. Consistent with these advantages, but worthy of separate attention, is the emphasis given to problem solving as a learning technique. The book contains over 2500 problems, many with detailed explanations and all with answers. Amajor emphasis of the book is the dimensional analysis problem solving technique. This is one of the strongest features of the text, and one that could he used, with some adaptation, in physical science courses and should certainly he taueht to all chemistrv students. This chanter alone is worth the perature is alsu very valuable. As difficult as it may he to accept, experience has shown that heginning students need instruction in how ta actually use a calculator and the book does not provide any. The book does not include kinetia mechanisms. Finally, students need an explanation of the difference between the dimensional analysis problem solving techniques and the formula methods such as that used with the gas laws. In summary, DeLorenzo's hook would he a valuable addition to any secondary chemistry teacher's library. It is a valuable source of a large quantity of problems when drill is needed. I t can serve as a tutorial for a student who has missed a lesson or is having difficulty with a topic. It may also he used with a gifted child to provide enrichment. The hook would probably be too short on theory to serve as astandalone text, but its richness of analogies, anecdotes, and relevant interest-piquers recommend it.
dents may be persuaded to make more effort to cope with theory, particularly since the theory is not presented with overwhelming mnthemntica. -~ -...For the above topics, the book becomes an excellent guide for the teacher a t the first-year level and would he useful as the text for the second year, or AP student. The Stereoptieon Viewer, included in a case attached to the hack cover of the book, is a boon for students a t any high school level, and teachers, too, unless the teacher is particularly adept a t three-dimensional thinking. The viewer can he used to reinforce the tetrahedral model of the carbon atom, to show more complicated hyhridizatian or molecular orbital models, or to show crystal structure andlor
terested in making assignments recognizes the usefulness of this service. A "Laboratory Manual" accompanies the text. For the most part, this manual is directed to very tangible aspects of chemistry: coal as a mixture, limiting reagents, use of gas volumes in analysis of mixtures such as KC103, impurity of heer cans, acids in citrus fruits or antacids, redox reactions involving bleaching agents-among others. These experiments could be performed by second-year students; AP students would enjoy them immensely; however, except for the paperand-pencil exercises involving the Periodic Law, first-year students would find the directions complicated beyond comprehension. A "Study Guide" has been written for the text, one version heing presented using SI units. Frommy paint of view, the "Study Guide" is useful to the teacher as a quick summary of the major points of the chapter, but not the student, because I prefer that my students preoare their awn "studv euidd'as thevread the text. I want thestudent
AL EVANS Coordinator. Gined Program Cherokee County Georgia 2301 Waleslca ~ o a d Canton. GA 30114
rate memory, rather than "understanding leading to remembering." In summary, this group of books will be of benefit to a high school teacher for anv level course because of the method of treatine ideas
General Chemistry, principles and Structures James E. Brady, and GeraldE. Humiston, John Wiley and Sons. New York, 1978.$16.95
EIZABETHK. JOHN McCaskey High School Lancaster. PA 17604
Laboratory Manual for General Chemistry Jo A. Beran, and James E. Brady, John Wiley and Sons, New York, 1978.
Study Guide and Selected Problem Solutions to Accompany General Chemistry James E Brady, and Thedore W Sonery, John Wiley and Sons, New York, 1978. (Reviewed J CHEMEDUC. 56, [3]A 142 ( 1979)
At every level of chemistry, students are involved in several
pro^
cesses a t the same time. They must acquire a great deal of new in-
formation about the physical universe. Then they must use imagi~ nation to create a picture to explain what they have observed, the explanation including mathematical treatment. And finally, having remembered sufficient observations and created the theory, the student must learn to use the theory to predict future events or rationalize laws which have been stated in the past. The teacher, then, must keep all these facets of intellectual endeavor in mind as a course in chemistry is put together. The book, "General Chemistry," seems to do this, particularly in its discussion of the kinetic molecular theory (Ch. 6); bonding theory (Ch. 17); and the various theories of acids and bases (Ch. 13). I particularly like the attempt t o think through, with the student reader, the implications of the kinetic molecular theory as an explanation for gas pressure, and the LawsofBoyle, Charles, and Gay-Lussac. All too frequently students memorize this information without understandine haw such behavior can he exolained. Now. with both teacher
2 The scope and level of subject matter in the "General Chemistry: Principles and Structure" are most appropriate for use as a general reference a t the high school level. The standard topics found in a freshman eeneral chemistrv text are covered. Also included are aovarious reference tahles on the inside covers. The unique feature of this hook is the liberal use of stereo pictures, viewed through a cardboard Stereopticon stored in a pocket on the inside cover. The stereo pictures of charge cloud distributions, orbital orientations, molecular shapes and crystal lattices clearly visualize spatial relationships. Unfortunately, instructions on the use of the viewer are inadequate and should have been supplemented with a few diagrams. A second strung point of the hook is the comprehensive set of review questions and problems a t the end of each chapter. A helpful list of types of problems and questions heads each review section, followed by an average of twenty to thirty questions and twenty to forty problems. Answers to even-numhered prohlems are included in an appendix. Numerous chapters of "General Chemistry" present topics in encyclopedic detail. Although this method of presentation communicates a wealth of information, it becomes difficult for the beginning student to assess the relative importance of material, which must look like a collection of unrelated facts. By way of contrast, the chapters dealing with quantitative aspects of thermodynamics, kinetics, and equilibrium are better focused and stress a few easily identifiable main ideas. The Studv Guide and Selected Pmhlem Solutions is closelv coor-
Volume 59
Number
I
January
1982
77
eized words. A self-test, usually consisting of a few routine shortanswer questions and a problem or two, follows most sections with answers a t the end of eaeh chapter. At the end of the guide are complete solutions for approximately one fourth of the even-numbered review problems found in the tent. The main contribution of the guide is to prune an often rambling text down to a few central ideas. Because the guide repeats the text and fails to present significant study ideas, it would appear to be of minimal value to the student. The most outstanding feature of "General Chemistry" is its clear presentation of the three-dimensional aspects of chemical bonding and molecular geometry. Used with appropriate teacher guidance, i t would be an excellent supplement to these topics in first- or second-year high school chemistry courses. As a regular classroom text, though, the defects appear to outweigh the virtues. The limited usefulness of this text as a supplement and as a reference hook does not seem to justify its purchase by the average high school chemistry teacher.
JUDY SMITH 336 Amber #3 Pittsburgh, PA 15206
Fundamentals of Chemistry Michael A. Warlell, and Jack D. Cumins, Willard Grant Press, Boston, Massachusetts, 1980.
This set of materials: Textbook, Study Guide, Laboratory Program, and Teacher's Guide, is a well-written and organized package for beginning high school chemistry students. The authors have succeeded in their goal "to explain chemistry t o students in a way they can understand and learn." The materials are written to allow the teacher much flexibility. For teachers of classes with students with varying backgrounds and abilities, this would be a good set ofmaterials. The organization of the text is built around traditional topics. There is an excellent chapter devoted to detailed problem-solving explanations including significant figures, units, unit cancellation, density, temperature, and heat. The authors continue this approach throughout the remainder of the text by including detailed solutions t o numerous prohlems in every chapter. At the beginning of each chapter, there is a list of learning objectives, which are well-written and testable. Each chapter ends with a glossary where the defined terms are scientifically correct. However, for the non-science students, the terms will need some explaining to put them into the students' everyday vocabularies. The accompanying Study Guide does not lend itself to student use if your goal is to have the students read and study the textbook. Each objective is explained in the Study Guide. In these explanations, the authors cite textbook references but I am fearful that most high school students will just study the Study Guide. I t would serve better as a teacher's euide. The Teacher's Guide contains onlv the detailed so-
a fine beginning chemistry course. The accompanying Laboratory Program written by H. A. Neidig
78
Journal of Chemical Education
and J. N. Spencer is a self-contained lab program. I t contains 19 lab exercises, equipment lists, and reagent requirements for each 10 students. Each exercise is well-written and illustrated. Safety is stressed throughout by caution statements wherever they are needed. In eaeh exercise, the authors state the problem to be investigated, offer background information, give step-by-step procedural instructions, and have goad questions a t the end. For the busy teacher, this set of materials could solve many prohlems.
WILLIAMR. CARY Memorial High School 201 S. Gammon Road Madison. WI 53711
I would agree that the two aims in writing "Fundamentals in Chemistry" have been achieved. First, the authors explain chemistry t o students in a way that they can understand and easilv learn the subject. Second, they do this in away that allows each instructor to adapt the presentation to the particular objectives of hisher course. The learning objectives a t the beginning of each chapter are simllar to those objectives that I consider important for my high school. The glossary a t the end of eaeh chapter is an excellent addition to ~ , h r m i , ~ rbmk, ) . *invr many hcmkidu I M L~ main i.nc The Ilr 111.cm. at the e t d of the ch+ter> are s u f f ~ c i r ~ nditrictcit lv tu cowk I h m m ~ wl. i8ut n%#l d ~ t t : t u tur l ~ ~ L . I + I U ~ ~ I HA\:,x S . t i t ? ,tn5nFr. r , , selected problems a t the back of the book is encouraging to students and is also a time-saving device for the teacher. The tables and diaerams are well-desiened. v The guides and the lab experiments which accompanies each part of the book can be followed easily by a first year teacher. The answers to the essay questions are given in complete sentences and answers t o problemsare worked out completely. The study guide works out the answers given in the back of the book in detail. In this way. the student learns how to work out the oroblem correctlv. The guide has exolicit learnineobiectives. The seif-tests are excelient wi;h the an~
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are multiples of ten instead of a classroom set. Again, the authors were thinking of the classroom teacher. This multiple also applies to the summaw of reagents and ta the summaries of individual and eeneral equipment as well. I would not hesitate to use this text as the course of stud".. . or a s a -11ppl~111rn1.i text. The pnhlmma prrrentrd t vcrllcnt mr. whl. h can br urrd in any r hemlatry .uursr. It n , u d r ~ . i l yI.+ uir.1 it.r ..ccelerated students, or for those students preparing far advanced placement tests. The study guide could be used with any text to assure proficiency in chemistry. I t is an excellent reference hook for any science student. This is a unique set of books, unlike any I have used before, complete in themselves; a boon to those of us striving to interest and hold the interest of high school students. ~
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JUDY BERRY LaPorte High School 301 East Fairmont Parkway LaPorte, TX 77571
