Modern conceptions and the teaching of general chemistry

Wildman, E. A.

doi:10.1021/ed009p92

J. Chem. Educ.

1932

DOI: 10.1021/ed009p92

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Modern conceptions and the teaching of general chemistry

E. A. Wildman¹

Abstract: An examination of current textbooks of general chemistry reveals that very little use is made in a fundamental way of the modern conceptions of atomic structure, valence, complete ionization of strong electrolytes, and of acids and bases. It is suggested that they should be made the basis of treatment rather than occasional additions to the established presentation. Some new terms and definitions which are implied by the conceptions are discussed.

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1935

1936

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“…+ + -*-+ + + IN A NUMBER of recent papers stress has been laid on the need for a modernization of first-year courses in general chemistry. Among the topics considered due for a revision are the fundamental conceptions of acids and bases (1,2,3,4,5). All authors agree that we should introduce the Lowry-Br0nsted ideas (6, 7) into our courses in an elementary way, redefining acids and bases in terms of their proton behavior.…”

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Laboratory method of approach to modern acid-base theory

Flowers¹

1936

J. Chem. Educ.

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A student laboratory experiment has proved of value i n introducing the Lowy-Bronsted wiewpant on acids and bases to first-year students of general chemistry. Analogous titrations are carried out i n glacial acetic acid and i n aqueous solutions, end-points being determined by an indicator method. I N A NUMBER of recent papers stress has beenlaid on the need for a modernization of first-year courses in general chemistry. Among the topics considered due for a revision are the fundamental conceptions of acids and bases (1, 2, 3, 4, 5). All authors agree that we should introduce the Lowry-Br@nsted ideas (6, 7) into our courses in an elementary way, redefining acids and bases in terms of their proton behavior. A simple and clear exposition of the modern view suitable for presentation to first-year students has recently beeu given by Dr. Kilpatrick (5).During the past .three years the writer has presented an elementary discussion of the newer ideas to his classes, introducing the subject shortly after a study of strong and weak electrolytes in which the electrical nature of ions and the dielectric behavior of the solvent is emphasized. Electronic explanations of salt formation have been given earlier in the year. I n spite of this background many students seemed to experience considerable difficulty in assimilating the newer ideas. When analyzed, the difficulty seemed to be due primarily to a complete unfamiliarity with solvents other than water, and to an inability to reconcile the older treatment as given in the textbooks with the modem conceptions. To the student the orthodox explanations of acid-base equilibria, hydrolysis, etc., seemed adequate in dealiig with the aqueous solutions to which his experience had been confined.To remedy this situation an experimental method of approach was devised whereby the student would have some actual experience with non-aqueous solutions. The work is adapted either to lecture demonstration or to student laboratory procedure. Because of its success with his classes, the writer prefers the latter. THE LABORATORY MEHODThe experimental details are quite simple. Solutions of sodium acetate, potassium acetate, and perchloric acid in glacial acetic acid are prepared in the stockroom and are made available to the student. The sodium acetate and perchloric acid solutions are of known and approximately equivalent concentrations. Aqueous solutions of sodium hydroxide, potassium hydroxide, sodium acetate, and perchloric acid are also prepared so as to be equivalent in molality to each other and to the acetic acid solutions. As indicators, two 0.1% solutions of basic fuchsin are used, one in glacial acetic, the other in aqueous solution.The student is directed to titrate a 10-cc. portion of the solution of sodium acetate in acetic acid, using perchloric acid in the same solvent as the titrating acid. Two drops of indicator solution are used. He finds an endpoint when an equimolar quantity of the acid has beeu added; as the salt sodium perchlorate is soluble no precipitation occurs. He has b...

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Laboratory method of approach to modern acid-base theory

Flowers¹

1936

J. Chem. Educ.

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“…But it may be pointed out here that, having developed the newer viewpoint, with its emphasis on the fact that the properties of a strong electrolyte in dilute solution are the properties of the ions only, we shall be in a more favorable position to interpret chemical reactions between such electrolytes in the simplest possible manner. As Dr. Wildman pointed out at a previous meeting of this Division (8), if a student prefers the equation NaCl + AgNOi = AgCl + NaN03 to the simpler Ag+ + Cl-= AgCl it must be only because he learned the former first and is reluctant to change his habits. If he can be trained in the general chemistry course to write the simple and appropriate ionic equations for such cases, he will be much better prepared for the reactions of qualitative analysis.…”

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Solutions of electrolytes

Davidson¹

1935

J. Chem. Educ.

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General recognition of the fact that the degree of dissociation of typical strong electrolytes can be neither experimentally determined nor accurately defined, has made it desirable that the traditional presentation of electrolytic dissociation in the general chemistry course be drastically revised. Strong electrolytes in dilute aqueous solution may be regarded as practically completely dissociated, whereas the ions of weak electrolytes combine to form molecules according to the laws of chemical equilibrium. The decrease in osmotic effects and in equivalent conductivity of strong electrolytes with increasing concentration may be attributed to the electrostatic constraints to which the ions are subjected; the activity coefficient of a strong electrolyte may be regarded as a factor by which the concentration must be multiplied to correct for such electrical effects.+ + -*-+ + + WHEN it was first suggested by Sutherland, Noyes, Bjerrum, and others, about thirty years ago, that our views on electrolytes might be in need of radical revision, it was not to be expected that their tentative theories would be reflected immediately in the teaching of general chemistry, nor, indeed, would such a change have been desirable at that time. During the past ten years, however, the new theories of electrolytic solutions have established themselves on such firm ground, and have so greatly contributed to our understanding of the subject, that if

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Modern conceptions and the teaching of general chemistry

Cited by 2 publications

References 2 publications

Laboratory method of approach to modern acid-base theory

Laboratory method of approach to modern acid-base theory

Solutions of electrolytes

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