in syntheses involving aprotic solvents. [J. Org Chem, 36, 2371 (1971)]. No mention is -- made of A. C. polarography in Chapter 11.
A lack of knowledge of the literature has resulted in the wrong interpretation of electrochemical data in a few examples. The reported reduction of p-fluoroiodobenzene (p. 296) was caused by an impurity, p-nitroiodobenzene [J Org. Chem., 2R, 239 (1963)l. The azahenzene-hydrazobenzene system (p. 337) is reversible in huffers with high capacity in a p H range of 2 to 6 [J. Amer Chem. Soc., 17, 3985 (1955)l. The formation of the monosodium salt of the benzpinacol [Collection Czechoslou. Chem. Commun., 25, 3306 (1960)l is sufficient to cause its cleavage to benzhydral and benzopbenone (p. 815). The polymerization of eapralactam (p. 961) is caused by sodium metsl generated electrochemically rather than by the reaction shown in the activation step [Makromol. Chem., 99, 103 (1966)). Typographical errors are rare; formulas on p. 591 and 814 are incorrect. The second equation on page 764 describes the oxidation of 1,2-dimethoxybenzene and not of resorcinol dimethyl ether. This book will be a welcomed addition t o the library of a n organic chemist who has practiced electrochemistry. For the neophyte it may be overwhelming.
Stanley Wawzonek University o l lowa /owe city, lowa 52242
Math Skills for First Year Science
Teaching the History of Chemistry. A Symposium
John Pearson, Dennis Stone, and Richard Swindell, University of Idaho Research Foundation, Inc. University of Idaho Research Foundation, Inc., University of Idaho, Moscow, Idaho. x 156pp. 21.5 X 14.5cm. $3.45.
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Many studies have concluded that students whose ability with s m p l e mathematics is weak can expect great difficulty with beginning college chemistry. This book is written for such students. It is the result of patient but imaginative tutoring of such unfortunates by three chemistry graduate assistants. The authors know how far back they have to start (even adding fractions does not came until p. 17) and where they can be by page 144 (What weight of sugar is in 100 ml of a 5% (by weight) solution, density 1.5 glml?). Algebra, exponents, roots, and logarithms are in between. This is a student self-work-to-self-teach hook. Pretests introduce each chapter. All examples are worked out with answers given. The game-playing of the teaching machine or programmed instruction is avoided by suggesting that the student try the problem first on a piece of paper placed to cover the answers. Teachers who talk about poor student math preparation (and who doesn't?) should quit griping and buy a few copies of this book to save instead of fail their unfortunate victims.
Edited by George B. Kauffman, California State College at Fresna. Published bv Akademiai Kiado for the H ~ ~ n ~ n r i n n ~ c a d e m yof Sciences. ~ & a b l e from Kultura, The Hungarian Foreign Trading Co. for Books and Newspapers. Budapest 62, P.O.B. 149. Hungary. 222 pp. Tables. 24 x 17.5 cm. $7.80. This volume contains the papers presented a t the Symposium with this title held a t the San Francisco ACS meeting in the spring of 1968 plus six others dealing chiefly with the approach used in countries other than the USA. A wide variety of papers is included, ranging from course descriptions to advocacy of no courses in the ~ubjeet.The authors are by no means in agreement on what or haw to teach chemical history, yet all agree that the "education of a creative chemist" is enhanced by such knowledge. The consequence of this provocative divergence of opinion makes this unique volume valuable for all chemists who also are teachers. WFK
WFK
Volume 50, Number 11, November 1973
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A555
