BOOK
REVIEWS
Principles of Chemistry Lejaren A. Hiller, JT., University of Illinois, Urbana, and Rolfe H. Herber, Rutgem University, New Brunswick, New Jersey. McGrruw-Hill Book Co., 735 pp. Inc., New York, 1960. xv Figs. and tables. 15.5 X 23.5 cm.
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$7.75.
This is the text that teachers of general chemistry for students in the physical sciences, engineering and related fields or in "honor" sections will find most useful. I t is written for the intelligent student who has had a good background in high school chemistry and who is prepared for college mathematics. The book is exceptionally well written, and even if it should not be suitable for a particular class the teacher will want it in his library for his own enjoyment. The description of matter is treated in Part I and "The Dynamics of Chemical Change" in Part 11. Fundamental cancepts such as atomic structure, including quantum meehrtnical contributions, are reviewed inthe firstchapter. Theeavdelent bond is discussed with emphasis on atomic orbital theory. One wonders why more is not said about other theories. Organic chemistry and inorganic compounds and their reactions are treated well in separate chapters. Inorganic coordination complexes are included in the chapter on the ionic band.
Authentic physical chemistry is used throughout the text, hence treatment of such topics as the solid state, kinetic theory of gases, liquids and changes of state and the properties of metals is rigorous and meaningful. The nature of the metallic bond and Gihhs phase rule are just two items included which are not usually found in freshman texts. The second part of the text deals mainly with physical chemistry. Equilibria, chemical thermodpamics, oxidation-reduction reactions, kinetics and catalysis, are the general areas covered. Such concepts as thermodynamic probability, entropy and free energy are introduced. The laws of thermodynamics, bond energies, reaction rates and orders, collision theory, and photochemistry are some of the topics included. There is a find chapter on radiochemistry and the nuclear properties of matter. Each chapter is relatively self-contained to allow some flexibility in the selection and arrangement of materid for specific courses. There is certainly enough ms, terial for a two-semester course. The authors suggest that it is also suitable for a "rigorous, rapidly paced one-semester course," hut this would he true for only the exceptional classes. Excellent questions and problems, some with snswers given, follow each chapter. There are also some illustrative examples in the text itself. An instructor's manual
with answers to all the problems is available to teachers. A review of mathematical operations is given in an appendix of the text. Also included is s. bibliography of collateral reading selected from authoritative texts and articles from periodicals. These titles are grouped by chapters to follow the organization of the book. Every teacher of general chemistryindeed, every teacher of chemistrywill want to read this unique text. The authors are to he congratulated for their si&icant contribution.
JAMES L. HALL Colorado School of Mines Golden
Successful Devices in Teaching Chemistry Paul Weslrnever, University of Illinois Laboratory School. J. Weston Walch, Publisher, Portland, Maine, 1959. ii 258 pp. Figs. 21.5 X 27.5 em. Paperbound. $3.
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The title is, perhaps, the most descriptive that could be chosen. The book opens with e. statement of the author's philosophy with respect to a high school course in chemistry. I t continues with a suggested core of fundamental content, urges extensive laboratory experience for student?, makes suggestions for areas of special study, and concludes with a collection of interest catchers and student projects. Many of these were suggested and submitted by other beachers. The introduction to the philosophy hehind the course is most neatly given in a quotation from the yearbook of the Ns, tiond Society for the Study of Education, "Since the facts, concepts, and principles which we have emphasized in our teaching are really only the raw materials needed for carrying on the intellectual processes which govern behavior, we should reeognize the incompleteness of teaching methods which place almost exclusive emphasis upon memorizai.ion and recall." The author quite appropriately concludes that effective learning takes place only when the student is inkrested and that 8tudent interest may and should b r developed and guided by the teacher in the classroom. This is followed by a briof discussion of the learning theory which underlies the proposed method. A fundament,al core of matorid is given which includes the following ooncepts: atomic structure, bonding and valence, symbolism and equations, oxidation reduction, solutions and related phenomena, ionization and electrical phenomena, equilibrium and rates of reaction, gas behavior, periodic law, catalysis, neutrdizstian and reactions among acids, b a ~ e sand salts. The order of treatment of these topics is left to the discretion of the teacher. I t is proposed that the class work be developed in three stages. First will be a phase of study in which students are taught directively the basic concepts listed above in the core of fundamentals, including appropriate laboratory experiences to assist in the development of these
Volume 37, Number
9, September 1960
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495
