VOL.9, No. 12
RECENT BOOKS
The author has conservative views regarding class demonstrations vs. individual laboratory work. "As the results of some recent investigations, many teachers are examining laboratory experiments critically with the view to substituting lecturedemonstration experiments far many of them. It seems advisable to go slowly in this matter and t o wait until more evidence is obtained before deciding to eliminate good laboratory experiments in favor of the demonstration experiment." This view is probably shared by many experienced teachers. Interest in the work of the second halfyear may he sustained and increased by either the project method or by work in qualitative analysis. The reviewer cannot accept the latter part of the following statement of the author in reference to projects, via., "The pupil must believe that his problem can be solved by him, and that his solution of i t will be a real contribution t o knowledge." To make real contributions t o knowledge is difficult enough for the university student with his increased training and facilities. A great deal of very valuable project work can be done, however, in spite of this objection. The author's views on the introduction of qualitative analysis into the high-school course will be challenged by many teachers on the ground that to teach this work properly one must make use of the related theories which are, for the most part, beyond the scope of the average highschool student. While the general plan of the previous edition has been largely retained, the book has been enlarged and made more attractive by the use of larger type. The a t t r a c tiveness could be further enhanced by the use of a few photographs, diagrams, and tables and by the use of a better quality of paper. One defective page was observed and the word "Deeming" (p. 136) is misspelled. Of the very few books available in this field, the present volume appears t o be most up-to-date and complete It contains a vast m o u n t of material that will
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be stimulating and useful both to the teacher in training and the teacher in service. A. J. Cunn&n THBP&NNSYLVAWII STAT*COLLBOB STATBCOLLBOG, PBNNSYLVAN~A
Laboratory Manual of Qualitative Analysis. BRUCE E. HARTSUCFI. Associate Professor of Chemistry, Michigan State College. John Wiley & Sons, Inc., New kork City, 1932. v f 130 pp. 21.5 X 27 cm. 81.60. The purpose of the b w k is to publish a qualitative analysis in which theory is "hooked up" closer t o the practice than in other previously published texts. While the title of the book states it to be a laboratory manual, the preface says it is not a laboratory manual or a cookbook but a study manual. The method of study is to investigate the reactions of each ion separately, then analyze a known mixture of all members of a group, and finally analyze mixtures of inneasing complexity. The investigation of the reactions of an ion is carried out by following directions stating what reagents to add. Then questions concerning the reaction fallow and *I blank spaces are left for answers t o these. This limits the amount of writing to be done by students and t o be read by the instructor. Some equations are written out for examples and spaces are left for others to be written by the student. Un-ionized substances are indicated by an overline and "insoluble" substanced by a double overline. I t seems t o the reviewer that this notation may be confusing to a student. The application of theory t o practice is indicated throughout the text. Seven pages a t the 6rst of the hook are devoted to theoretical matter alone. This includes a discussion of what is meant by dissolving (physical and chemical), a discussion of the methods of expressing concentrations, a discussion of ionization illustrated by both strong and weak electrolytes and a brief note that ions have a polarity of such value that those joined to make a ~
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JOURNAL OF CHElMICAL EDUCATION
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molecule exactly balance and render it neutral. Such orinci~lesas the commonion effect;solubility &duct, and complexion formation. which are derived from the law of mass action, are referred to throughout the text but are not derived or explained in it. Doubtless it is expected that the instructor will do this for the class. The scheme of analysis is the usual hydrogen sulfide separation, ammonium polysulfide being used to separate the divisions of Group 11. Also as usual the pages devoted to the anions are ahout onehalf as numerous as those devoted to the cations. I t is the opinion of the reviewer that close connection between theory and practice has been attained and that the hook will prove very useful in teaching qualitative analysis. CARLOTTO U N I V B R S I T Y OR
MAINS
oaoxo, M*INB
Fundamentals of Physical Chemistry. EARLC. H. DAYIES,Professor of Physical Chemistry, West Virginia University. P. Blakiston's Sons & Co., Inc., 370 pp. 78 Philadelphia, 1932. vii Illustrations. 14.5 X 21.5 cm. $2.75.
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This hook is intended for sophomores who have had general chemistry and whose training does not demand the mathematical treatment given in the more advanced courses in physical chemistry, hut whose interest in the sciences calls for some knowledge of the subject. This hook treats mostly of the subjects taken up in the mare advanced course, hut in a more elementary and less mathematical fashion, however, nor hesitating t o use mathematics when necessary. It attempts t o give the student a view of the usefulness of physical chemistry, and a working knowledge of the subject through its description of methods and illustrations of apparatus. In an attempt t o give the student a broad view, some material has been introduced which appears t o he rather advanced for second-year chemistry, hut most of the subject matter can he grasped by the serious student. A knowledge of organic
DECEMBER, 1932
chemistry would seem to be very desirable before considering such subjects as catalysts and proteins, and body catalysts. Hydrogen ions and the various methods for their determination are covered quite thoroughly. Chapters which are found unsuitable or too advanced can readily he omitted and still Leave an abundance of material. The course as given by the author consists of two lectures and one three-hour laboratory period each week for one semester. Laboratory may he optional, in which case demonstrations should accompany the lectures, and a number of these are included in the text. A list of suggested experiments is mentioned hriefly in the Appendix, so that by reference to the main portion of the text, they can be performed by the student without much help from the instructor. Seventy-nine tables are included to illustrate laws and theories and supply data needed in calculations and problems. Exercises and problems a t the end of each chapter serve as a review and test of the student's ability to reason. Numerous references to original articles are given, many of them to this year's publication. qeachers who are giving courses in elementary physical chemistry to students interested in the general sciences should find this book very helpful. D. C. LICHTENWALNER D a % x a I~srrrurs ~ P a r ~ ~ o a ~PBNNA. ~xr~,
Qualitative Organic Analysis. OLIVER KA-. Scientific Director, Parke, Davis & Co., formerly Assistant Professor of Chemistry, The University of Illinois. Second edition. John Wiley and Sons. 311 Inc., New York City, 1932. in pp. 18 Figs. 15 X 23 cm. $2.75.
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The second edition of Kamm's "Qualitative Organic Analysis" follows closely the plan of the first. The additions necessary to bring the work up-to-date have resulted in an expansion in size of approximately twenty per cent. The solubility behavior of organic compounds is first treated. A discussion
