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Advisory 'Council on College Chemistry Newsletter Number 16.Advisory Council on Coll. Chemistry.1

Pub Date Jun 69. Note -12p.

Available from-Advisory Council on College Chemistry, Department of Chemistry, Stanford University, Stanford,: California 94305

EDRS Price ME -$025 HC10.70Descriptors -*Chemistry, *College Science, Computers, Conference Reports, Conferences, *Cur.riculum,*Educational Programs, Films, Junior Colleges, Newsletters, Teacher 'Education

Discussed are the goals of the Advisory Council on College Chemistry and theteffect on College Chemistry of termination 6f National Science Foundation funding.

. Reported are conferences on (1) the relevance of thermodynamics to chemists and:

. engineers and its place in a chemistry curriculum, (2) new approaches to teachingthermodynamics in an elementary chemistry course, (3) the development of chemistryprogr.,ms in two-year colleges, (4) the teaching of solid-state chemistry, and (5) theuse of on-line computing systems for instructional purposes in undergraduate

:chemistry. Details regarding the Council's continuing and cancelled programs,

:publications, and films available from the Film Clearinghouse, are given. (GIR)

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THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION Advisory Council on College ChemistryPOSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

0111NEWSLETTER

Number 16, June 1969 (Serial Publication Number 40)

THE STATE OF THE COUNCIL

A brief announcement was sent out last fall in-forming you of the NSF rejection of the Council'sproposal for continuing support, and of the immedi-ate and sudden problem caused by the ceilingplaced on the expenditure of NSF funds. A News-letter with additional information was promised intwo or three months. It has taken twice as long toget this to you but only now, since the MinneapolisACS meeting, can we give you more definite in-formation on the state and future of the AdvisoryCouncil and its programs.

The Executive Committee of the AC engagedduring the ACS Minneapolis meeting in long dis-cussion, seeking to find the best course to plot inview of the NSF instructions received in a letterof October 1968 rejecting the proposal for coa-tinued support:

EDITORIALThe review letters on which the rejection of the

proposal for continued NSF funding of the AC, was,in part, based had a refrain very much like Gilbertand Sullivan's "They never would be miss'd, theynever would be miss'd." But for many of us who havebeen involved, in large or small measure, such a com-ment raises the prior question, "What is it that neverwould be missed?" Many different answers would begiven, and it might be of value to have set down onesuch answer one that is based on a personal but aninside view of the AC,.

From any position that provides a familiarity withthe AC, activities, the AC, is seen to be a collectionof somewhat like-minded chemists who are con-cerned about chemistry and chemical education. Thisill-defined group includes many of the present andpast elected Council members, many of the presentand past staff members, and many of the 10,000chemists reached by the AC, Newsletter who haveparticipated in any extent in activities related to theAC, symbol. Included in this effective, if unofficial,

It.. . I must inform you that the National Sci-

ence Foundation will be unable to provide continu-ing support to the Advisory Council on CollegeChemistry.

". . . We suggest that you prepare a revised budgetcovering the anticipated expenses of the ExecutiveOffice and essential project work. Projects which canbe supported under this arrangement are those thatare already well under way and which can be broughtto a meaningful termination point during the nextyear. Those which are in the early stages of develop-ment and those which can be tspun-off' to becomeseparate activities should be deleted from therevision . . ."

The actions that are being taken in view of thistermination of funding are described in this News-letter along with information on various AC, activi-ties that have occurred during this academic year.

membership are chemists from one extreme in whichthe title, "research chemist," would be welcomed totbe otber in which "teacher" would be considered anequal compliment.

This nearly amorphous group, heterogeneous withregard to talent and interests, is, in terms of its mis-sion, an organization of amateurs. It stemmed from

-- InsideAC, Administration

Chemical Thermodynamics

Regional Conference News

AC3 Film Clearinghouse

Chemistry Teachers in Two-Year Colleges

Solid State Chemistry

The UCSB Computer-Chemistry Project

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a group of chemists who, some years ago, were en-couraged to apply for an NSF grant to be used tostimulate improvements in undergraduate chemicaleducation. What structure there now is to the AC3emerged so that the granted funds could be used ina relatively organized way to carry out the variousprojects that seemed of value. Such projects resultedfrom the ideas, and the dedication, of many individ-uals in the chemical community concerned withchemical education.

The AC3 is thus not an official body representing,or dictating to, the chemical community. Nor has itset itself any relatively easy goals such as the recom-mending of curricula or the writing of textbook ma-terials. Without such tangible goals, the true goalother than "to do something for chemical education"

of the activities and the people that we looselylabel the AC3 is hard to state concisely and perhapshas been only recently recognized, even by thoseconnected with its operation.

Thus, "What is it that never would be missed?" isnot an idle question. Only ignorance of the nature ofthe AC3 and its role in chemical education or lack ofinterest in chemistry and chemical education canmake it seem so.

The role of the Council that can be seen as emerg-ing is that of providing a meeting ground forchemists who have an interest in their subject and inthe basic element for all progress in chemistry acontinual flow of talented students through all, orpart, of our chemistry offerings. The attitude whichbest finds a home within the Council's activities isthat which seeks not merely well-organized studentcontact with chemistry, nor student commitments tochemistry as a profession, but rather student en-counters with chemistry that are a proper part of theeducational, even cultural, programs in institutionsof higher learning. And this implies an attention I- othto the subject of chemistry and to the students whostudy it.

The coming together of such concerned chemistswith a variety of interests and talents is much needed

and it does not constitute merely the setting up ofyet another professional society. Academic chemistrynow so obviously suffers from the polarity that oftenseparates teachers from researchers, humanitariansfrom technicians, and the dedicated from the tal-ented. It is the establishment of the middle groundon which a scholarly concern can be stimulated, andrespect for this concern can be fostered, that has be-come the recognized role and goal of the Council.

Assisting the development of an identity for schol-arly chemists throughout the country is, one finds, nosimple, straightforward matter. A variety of compon-ents are necessary. The insight that experts bring toa topic such as chemical dynamics or solid statechemistry is one aspect. Regional conferences, andeven the Newsletter, that develop some feeling of

community is another. A consultants' service with noobjective other than unbiased assistance is another.All such activities, one finds when one tries to worktowards the accepted goal, must be included.

Individual AC3 projects tend, in contrast to thisbroad and consequential goal, to seem of little sig-nificance. But they have served, when taken together,to create for many chemists the feeling of being partof an untrammeled effort towards an acceptable aca-demic goal, one not biased by a commitment to un-worthy or improper ends. It is the beginning of thisesprit de corps and the respectability for a broad,scholarly concern for chemistry that can be fosteredby a variety of efforts that has led to the manyCouncil activities.

For many of us, a most troublesome feature, evenwith the setting up of a variety of projects, has beenthe inability to locate and to draw the many like-minded chemists more quickly into AC3 activities.Mechanisms for doing this and at the same time main-taining the thrust of a manageable group are notquickly and easily found. With time, and with clearintent of those with administrative roles within theAC the AC3 could well have become the needed,open meeting ground.

It is not difficult to see that with this diffuse char-acter and with the goal of contributing to the devel-opment of respect and regard for a broad scholarlyconcern for chemistry, the AC3, or at least its fund-ing, should soon be in jeopardy.

Many of the most prestigious, and honored, aca-demic leaders of the chemical profession have littleinterest in, sympathy for, or knowledge of, muchother than hard-core research. Many teachers, evenif dedicated to their ciuties, have little appreciationof their subject beyond the routine performance oftheir teaching duties. The National Science Founda-tion must find it difficult, particularly in the face ofopposition from the leaders of the profession, to sup-port an endeavor that does not even seek to producethe normal currency of the academic world papersin professional journals, or standard textbooks.

But ever increasing concern is voiced for the lackof vitality of academic chemistry, for its separationfrom the real world, for the near-fixed domain inwhich it deals, for the closed loop in which facultymembers teach students so that they too can becomefaculty members. The area of concern of the partici-pants in AC3 activities is, in various quarters, be-coming recognized as crucial for the profession ofchemistry and for the scholarly and humanitariancomponent that so needs renewal in academic pur-suits. Clearly the students enrolling as chemistry ma-jors are no longer the most talented, excited, and num-erous of the students in science and engineering.Clearly other students ask, or demand, som,lthingmore than the pre-technician view of chemistry thatis often given them to fulfill the requirement that isimposed on them.

Chemistry will not be exempt from the forces ofrenewal that are affecting the entire area of educationtoday. Progress will be made and it will require thescholarly spirit, fostering of which became the chiefgoal of the Council. There will be a move away, evenamong chemists, from the fill'r-up-with-chemistrythree -hours -lecture-three-hours -laboratory scheme.There will be increasing rewards for insight intothe conceptual basis of chemistry, and for reappraisalof the subject and of the approaches into it mostsuitable for future scientists and laymen. There willbe renewed vigor and vitality at all the frontiers thatchemistry reaches in place of an ever increasing tech-nician-like attention to a relatively static area ofphysical science.

But control of academic chemistry seems to bemainly in the hands of those with detailed concernfor sections of the frontier of the traditional areas ofchemistry, and all normal developments the reviewof our NSF proposal by the leaders of the professionbeing an appropriate example lead to furtherstrengthening of the existing leadership and furtherlessening of the vitality of academic chemistry. TheAdvisory Council can be seen as an aberration in thispattern that might have provided the start of ahealthy modification of the direction of academicchemistry. The thrust within the chemical commun-ity depends primarily on individual actions and, withthe demise of a well-funded Council, these effortswill be isolated and will lack general acceptance bythe relatively hostile professional environment.

The soliciting, and accepting of, the prejudices nowwell established in the chemical community to term-inate now the funding of the AC, and to fail towork with some of those who have been involvedwith the AC, effort to consider alternate funding forsome activity with a similar mission will surelyturn out to be unwise and will be seen to have ledto a short-sighted use of federal funds for chemistry.Much damage has been done to the basic strengthof chemistry, that stems from a vital educationalscene, by the project-by-project and the research-oriented funding. Having drawn so much of thetalent of academic chemistry into a narrow concernfor research, our system tends to do so more and moreand, as a result, the academic environment as seenby students of chemistry is increasingly drained oftalent and scholarship. That eminent chemists ad-vise a continuation of our present course is not suf-ficient justification to continue with an expenditureprocedure that continually polarizes chemistry inthe academic community and can lead to a furtherwithering of the scholastic heart of the subject.

It is not that the specific activities of the AC, pro-vided much of a remedy for this, but the very exis-tence, and support, of the AC, seemed to indicate arecognition of the need for attention to more thanthe outermost frontier of the subject.

Despite the withdrawal of NSF support there isnow ample evidence that many chemists are suffici-ently interested to keep the spirit of the AdvisoryCouncil alive in one form or another. Thus, no planshave been made formally to dissolve the organizationnor to give up attempts to bring together ,cho!arlyand imaginative chemists who have a commitmentto chemistry and to education. Routes, other thonthose assisted by NSF funds channe-iled through theAC must be found to build basic strength and vital-ity in the chemistry that can stand in our collegesand universities as a proper component of highereducation.

From the office of the AC no clear way in whichthis can be done can now be seen. A variety of spon-taneous suggestions and indications of interest havebeen received. More would be welcomed. From suchresponses, ways might be found to continue to en-courage and facilitate the coming together and thecooperative efforts of academic chemists.

G. M. BARROWAC, Executive Director

TRUSTEES FOR THE ADVISORY COUNCIL

Most difficult is the task, not recognized in thetermination-of-funding letter, of understanding theessential character of the AC, and working towardsa procedure that will keep what is of value in exist-ence. In Executive Committee sessions and in aCouncil meeting no clear future course could be laidout. A mechanism for action, in the face of insuffici-ent funds to hold regular Council and ExecutiveCommittee meetings, was adopted. In spite of theominous sounding word "trustee" the intent was toprovide a mechanism that would at least safeguardthe name of the AC, and would also allow a renewalof the AC, as support, monetary or moral, came for-ward. The resolution that was adopted is:

Whereas continued funding for the AdvisoryCouncil on College Chemistry has not beengranted by the National Science Foundation,

I. This Council does hereby create a bodyknown as 4he Trustees of the AC3, comprising

a. The present and past chairmen of theCouncil and

b. The present and past Executive Direc-. tors of this Council.2. The Council does hereby authorize saidtrustees to select and empower their successorsuntil a successor Council shall be established.3. The Council does hereby confer on saidtrustees all powers of the Council and its Ex-ecutive Committee.4. Any previous actions of the Council or theExcmtive Committee which conflict with theintent of these actions are hereby rescinded.

The many individuals who really constitute theAC, will, through the AC Tiustees, have a clear and,we hope, effective group to coordinate all futureefforts.

In the discussions at the time this mechanism wasdeveloped by the Executive Committee, it was rec-ognized that the intention of those present was toprovide a means of winding up the present NSF-supported AC, activity as rapidly as possible butwith due consideration to the commitments to thestaff and to proper transfer or termination of the vari-ous projects already underway.

Discussions were started, and will continue, withthe Division of Chemical Education to see what proj-ects initiated in the AC are appropriate for continua-tion by the Division. A variety of successful transfersseem likely and, as these are accomplished, informa-tion will be provided by an autumn Newsletter or byinformation in the Journal of Chemical Education.

At the present time the Council, through its Trust-ees, plans to complete, or spin off, most of its currentprojects by the end of the autumn of 1969 and tohave wound up or transferred all remaining projectsthroughout that academic year. The status of someof these projects is described below.

PUBLICATIONSPublication and distribution of all reports that have

been delayed is now planned for the coming summer.Some of these are now ready for the printer, whileothers are in various stages of preparation. Whenactual publication occurs, information on the avail-ability of the reports will be published in a News-letter or in the Journal of Chemical Education.

In addition to these publications there will be atleast one more Newsletter to keep you up-to-date onevents as well as on decisions about the dispositionof the Council and its various programs.

CONTINUATION OF COUNCIL PROGRAMSAll of the activities and programs of the Council do

not find their completion in the publication of a re-port or booklet, nor are they of the type that can everbe said to be completed. The Consultants Service, forinstance, seems to be a valuable, non-publishing, pro-gram that should somehow continue to be madeavailable to schools who want it. The Regional Con-ference program likewise does not, except somewhatincidentally, generate publications for general circu-lation but it is one of the best received of the pro-grams that have been developed.

Other projects, such as the Library List or theFilm Catalog, might be considered complete afterpublication of the list or catalog. But such lists havea habit of getting out of date very quickly. Publica-tions like these need to be continuing programs whichlead to regular updating and revisions. It is such pro-grams that w'71 receive major attention in discussionsbetween the AC, Trustees and representatives of theDivision of Chemical Education,

CANCELLED PROGRAMSSome AC, programs that went under when funds

were blocked last fall will not come up for air.The Experiment Clearinghouse program has been

discontinued. Experiments which had been checkedby their authors and duplicated before the limita-tion on expenditures were mailed to those who re-quested them. Others that had not yet been editedby their authors or which had been sent in after theceiling was imposed were not distributed. We ap-preciate the interest shown in the Experiment Clear-inghouse by those who submitted experiments andby those whc requested them, and regret that circum-stances forced cancellation of the program.

The Film Kit program has been discontinued, andkits with new films are not being circulated. Filmsfrom earlier kits are still out on extended loan butare subject to recall.

A Concept Development Unit project was de-scribed as a future AC, project in the precedingNewsletter. A prototype unit, that would have dealtwith Atomic States, had been started last summerunder the direction of Dr. Jeff C. Davis, Jr. of theUniversity of South Florida. The expenditure ceil-ing has however prevented further work from beingcarried out, and the pending termination of AC, fund-ing makes it unwise to begin again this rather majorproject. Some very preliminary material producedlast summer on the topic, Waves, Photons, and Spec-tra, is now available. This textual material is howevernot backed up by the supplementary teaching aids,sources of demonstration equipment, and literaturereferences and excerpts that were intended to play amajor role in the units.

PSNSIn 1963 and 1964, AC together with the Commis-

sion on College Physics, organized a conference thatled to a clarification of the need for better materialsfor college physical science courses for non-sciencemajors. In April 1965, as a result of this conference,a project entitled Physical Science for NonscienceStudents ( PSNS ) was organized at Rensselaer Poly-technic Institute. The PSNS staff, which grew to in-clude 34 chemists and physicists, with the support ofthe National Science Foundation, produced a newcourse, "An Approach to Physical Science," which,after several years testing and several preliminaryeditions, is now available in final form a text, ateacher's resource book, and laboratory equipmentand supplies from John Wiley & Sons, Inc., 605Third Avenue, New York, N.Y. 10016.

The course features the experimental aspect ofphysical science and emphasizes the nature of thesolid state, rather than a survey of all physical sci-ence. Many specially designed experiments have beencombined with the text material. Experiment equip-ment and supplies can also be obtained from thepublisher.

CHEMICAL THERMODYNAMICSWe are happy to report that Rubin Battino, of

Wright State University, Dayton, Ohio, has pickedup the chemical thermodynamics ball. Althoughneither he nor the AC3 was able to find funds for aworkshop-type session to explore the modern teach-ing of thermodynamics, he has arranged a mostpromising session for the Fall, 1969 ACS meeting.

The symposium on the teaching of thermody-namics will be held under the sponsorship of theDivision of Chemical Education of the AmericanChemical Society in New York City in September.The day allotted for the symposium is Wednesday,September 10. The program is divided into threequarter-day sessions with three invited speakers ineach session. Since the subject of chemical thermo-dynamics is so central to chemical engineering cur-ricula, a chemical engineer has been invited to parti-cipate in each session.

The first session is on the relevance of thermody-namics to chemists and chemical engineers. It willbe chaired by Prof. Mark W. Zemansky and thespeakers will be Dr. L. K. Nash, Dr. E. E. Wood, andDr. H. C. Van Ness. The second session is on theplace of thermodynamics in the curriculum. Thespeakers in this session are Dr. H. A. Bent, Dr. N.Craig, and Dr. J. J. Martin. The third session is onmethods of teaching thermodynamics and the speak-ers are Dr. C. E. Wales, Dr. W. H. Eberhardt, and Dr.R. C. Plumb.

MOLECULES, ENERGY LEVELSAND THERMODYNAMICS

Many chemistry teachers, particularly in elemen-tary courses, like to stray from a strictly classical,phenomenological presentation of chemical thermo-dynamics. Included in the participants at a U.S.-Japan conference held last year ( see Newsletter No.15, Summer 1968) were some chemists who felt therewere merits in approaching thermodynamics in anelementary course after developing some ideas onatomic and molecular energies and some apprecia-tion of the way atoms and molecules are distributedthroughout the patterns of allowed energies.

A report based on some of the proceedings of thisconference is now available as AC3 Serial Publication41, An Informal Guide to the Use of Molecular andThermodynamic Concepts as a Theme in an Elemen-tary Chemistry Course. This report should be of in-terest principally to teachers of elementary chemistrycourses that include, as almost all do, some materialon both atomic-molecular phenomena and onthermodynamics.

A copy of this report will be sent to each ChemistryDepartment chairman, with instructions that it bepassed along to the appropriate teacher. Copies canalso be obtained by writing to the Advisory Councilon College Chemistry, Department of Chemistry,Stanford University, Stanford, California 94305.

1968 REGIONAL CONFERENCESSix regional conferences were held in the Fall of

1968. Other Fall conferences had been scheduled andwere in various stages of preparation but the suddenlimitation on expenditures forced their cancellation.The six conferences held are listed here. Copies ofthe full conference reports may be obtained on re-quest to the AC3 offices.

"Chemistry Programs in the Pennsylvania StateColleges"

Shippensburg State CollegeSeptember 13-14, 1968

Robert I. Walter, ChairmanSpeakers:

William H. Eberhardt, Georgia TechAlfred B. Garrett, Ohio State UniversityRussell H. Johnsen, Florida State UniversityR. I. Walter, Univ. of Illinois at Chicago Circle

"Non-Traditional Chemistry Curricula"Drew UniversityOctober 11-12, 1968

James M. Miller, ChairmanSpeakers:

Dwaine 0. Cowan, Johns Hopkins UniversityWilmer J. Stratton, Eariham CollegeCharles F. Wilcox, Cornell University

"High School-College Chemistry Interface"California State College at FullertonOctober 18-19, 1968

Fred Kakis, Chairman

"Chemistry: The First Year"Bethel CollegeOctober 25-26, 1968

William J. Johnson, ChairmanSpeakers:

Lester C. Howick, University of ArkansasWilbert Hutton, Jr., Iowa State UniversityGeorge Splittgerber, Colorado State University

"Teaching Modern Physical Chemistry"University of ArkansasNovember 15-16, 1968

George Blyholder, ChairmanSpeakers:

Robert A. Alberty, MITWilliam C. Oelk,), Grinnell CollegeRichard N. Porter, University of Arkansas

"High School-College Chemistry Interface"State University of New York, BinghamtonOctober 25-26, 1968

Clifford Meyers, ChairmanSpeakers:

John V. Favitta, New York State EducationDepartment

William T. Lippincott, Ohio State UniversityWilliam T. Mooney, Jr., El Camino CollegeBen R. Willeford, Bucknell University

REGIONAL CONFERENCES AND AFEDERATION OF REGIONAL

ORGANIZATIONSMany oa the AC, mailing list recognize that there

really are many chemists and teachers in the countrywho are interested in improving chemical educationand who are doing things about it. The fellowshipthat is generated by suitable publications or confer-ences helps to broadcast the developments that occurand to dispel the feelings of isolation that can soeasily develop on many campuses.

Although Newsletter articles, and articles in otherjournals, mention many of the new approaches andideas that are being developed and used throughoutthe country, the Regional Conference program seemedto be especially effective in bringing chemists witha common interest in education together and in fos-tering cooperation among neighboring institutions.Regional or statewide associations of college chem-istry teachers, the organization of which was one ofthe underlying purposes of the Regional Conferenceprogram, help to give a greater sense of profession-alism to the concerned chemical educator. There isan indication, though, that the strictly regional asso-ciations leave something to be desired.

During the next few months, AC, hopes to study thepossibility of encouraging a national association, orfederation, of regional and statewide associations ofchemistry teachers to see if some of the special fea-tures of the AC, regional conferences can be broughtto the meetings of existing, or new, regional groups.The actual method of operation of such a federationremains to be thrashed out, but there does seem tobe promise of increasing the effectiveness of eachregional group. Funds will be allocated to help repre-sentatives of existing associations come together withAC, personnel to discuss the possibility of federation.

One of the problems immediately encountered insetting up this effort is that regional associations arehard to locate. We know of some, but we are surethere are many that we don't know about. And someof the ones we do know about are not easily locatedbecause their officers and "head office" change eachyear.

The ones we do know about are listed here:California Association of Chemistry TeachersMichigan College Chemistry Teachers'

AssociationMiddle Atlantic Association of Liberal Arts

Chemistry TeachersMidwest Association of Chemistry Teachers in

Liberal Arts CollegesNew England Association of Chemistry TeachersAssociation of Pennsylvania State College

Chemistry TeachersOrange County Chemistry Teachers AssociationSouth Central Independent College Association

of Chemists.The AC, Executive Office would like to know the

names and current addresses of all regional or state-wide associations. You can help by sending us thenames and addresses of any that you know about.

FILM COMPETITION AND DISPLAYA Cheniistry Film Competition and Display was

held at Stanford University on August 29 and 30,1968. Teacher-produced 8 mm and super 8 mm chem-istry films were eligible for entry in the contest. Atotal of 30 films were submitted for judging, manyof the films being ones produced at the AC, FilmContent and Technique Workshop held at Stanfordon June 18-22, 1968.

Films were screened for scientific accuracy andwere judged according to

1. value as a supplement to lecture or laboratoryinstruction in chemistry,

2. suitability of the topic for motion picture pre-sentation, and

3. novelty of content and effectiveness of photo-graphic display.

The judges were Dr. Wendell H. Slabaugh, De-partment of Chemistry, Oregon State University; Dr.Richard E. Powell, Department of Chemistry, Uni-versity of California; David NV. Ridgway, CHEMStudy, University of California; Dr. Thera ld Moeller,Department of Chemistry, University of Illinois; Dr.Stanley J. Cristol, Department of Chemistry, Univer-sity of Colorado; Dr. Charles N. Caughlan, Depart-ment of Chemistry, Montana State University; andHerman W. Kitchen, Unit I Productions, New YorkCity.

Prints of most of the twelve award films are nowavailable at cost through the AC, Film Clearing-house. The starred films in the following list werewinners in the Film Competition. In addition, thefilm, "Stereochemical Conventions," by J. W. Horton,Wisconsin State University, Superior, Wisconsin, re-ceived an AC, award.

AC, FILM CLEARINGHOUSEThe Film Clearinghouse announced in the last

Newsletter is now in operation. The Clearinghousewill distribute non-commercial, educational 8 mm orsuper 8 mm films produced by chemistry teachers.The Clearinghouse is being operated by Rod O'Con-nor at the University of Arizona. The list of filmsnow available appears below. Most of the films aresilent super 8 and range in cost from $5 to $16.

Inquiries about these films should be addressed to:Rod O'ConnorAC, Film ClearinghouseDepartment of ChemistryUniversity of ArizonaTucson, Arizona 85721

Teachers willing to make their films available fordistribution on a non-profit basis should write to RodO'Connor at the above address.

Absorbance Measurements Using The Spectronic20 Elmer Rice, California State PolytechnicCollegeConductometric Titrations Frank Guthrie, RosePolytechnic InstituteCritical Temperature Karl Marhenke, CabrilloCollege; James Hill, Wesley CollegeDetermination of K, for A Weak Acid N. V.Duffy, Kent State; Ed Eagan, Quinsigamond Com-munity CollegeFluid-Flow Simulation of Molecular Orbitals --Roger Gymer, AC,Half Time and Rate Law Gilbert Haight, Univer-sity of IllinoisHow To Do "The Molecule" Donald Hicks,Georgia State CollegeIonic Equilibria Naola Watson, Sacramento CityCollegeLight Absorption & Complementary Colors K. N.Carter, Presbyterian CollegeOptical Isomers: R and S System Richard Camp-bell, University of Iowa

* Qualitative Analysis Group I N. V. Duffy, R.Franklin, Kent State University

* Sampling Techniques For IR-Mull TechniqueHarold Goldwhite, California State at Los Angeles;Jack Powers, Ripon CollegeSymmetry of Molecules Robert F. Zahrobsky,University of Illinois at Chicago CircleTechniques for X-Ray Diffraction I Preparing andMounting a Sample for Powder Camera J. L.Mackey, Austin CollegeThin-Layer Chromatography Lewis Smith, ChicoState College; Jerry Janssen, Antioch College

AC, CONSULTANTS SERVICEAfter an interruption caused by the expenditure

ceiling, the Consultants Service is now back in opera-tion. Seven consulting visitations have already beenauthorized through July 1, 1969, and tentative com-mitments have been made for four more visits. TheService will provide consultants to work closely withschools wishing assistance in the improvement oftheir undergraduate offerings in chemistry and inplanning future department development.

Inquiries about the Consultants Service should bedirected to Dr. Malcolm M. Renfrew, Director, AC,Consultants Service, Department of Chemistry, Uni-versity of Idaho, Moscow, Idaho 83843.

DEVELOPMENT OF TEACHERSFOR CHEMISTRY PROGRAMS

IN THE TWO-YEAR COLLEGESAn AC,-supported survey, conducted by William T.

Mooney, Jr., and an AC, conference held in Dallaslast year ( see AC, Newsletter 13, March 1968) dealtwith topics such as the origin, the academic back-ground, the continuing education, and the supply ofteachers for two-year colleges. Information and rec-

ommendations presented during the conference ledto the following conclusions:

1 ) the master's degree in chemistry should be con-sidered the minimum academic requirement forsuch teaching assignments;

2 ) a degree, broadly based in the various areas ofchemistry, with some chemical research andwith an opportunity for supervised experiencein the teaching of college chemistry is preferredover a more specialized degree of a "coursework only" type or a degree which provides noopportunity for becoming involved in the teach-ing of chemistry;

3 ) teachers for chemical-technology occupationalprograms should have the equivalent of an ACSrecommended bachelor's degree in chemistryplus industrial experience and specialized train-ing in occupational education;

4 ) chemistry teachers should devote themselves tothe mastery of topics considerably more ad-vanced than those they must teach.

The Conference opened with a progress report andthe preliminary findings from an AC. Study of the1966-1967 Two-Year College Chemistry Programsand Faculty, which included information from 453colleges ( with a combined fall-term chemistry enroll-ment of 74,350 ) and from 651 faculty members. Thechemistry-course enrollment distribution of the stu-dents in the reporting colleges is shown in the ac-companying chart.

CHEMISTRY FORCHEMISTRY FOR NURSES NON.SCIENCE MAJORS

ORGANIC

ANALYTICA

BEGINNING CHEMISTRY(High School Equivalent)

GENERAL CHEMISTRY

Figure 1Distribution of student enrollment in chemistry courses in thereporting two-year colleges. (Not shown is the approximately 3%enrollment in chem. tech. and other courses.) Notice that about90 percent of the student enrollment is in courses that are no

more advanced than general chemistry.

The 453 colleges employed 1377 chemistry teach-ers, of whom 235 were on a part-time basis. Just overhalf of these chemistry teachers were engaged exclu-sively in chemistry teaching and most faculty mem-bers taught a general chemistry course or chemistryfor the non-science majors. Only 251 taught analyti-cal chemistry, 328 taught organic chemistry, and77 taught separate courses for chemical or othertechnicians.

For the 1966-1967 academic year, the 453 colleges

sought to fill 309 faculty positions (109 to replacepersons leaving chemistry and 200 to fill newlycreated positions ) and over 10 percent of the posi-tions were unfilled. During 1967-68 the same schoolssought to fill 283 positions (128 for replacements and155 for new positions ) and, as of June 1, 1967, 30percent were not filled. The study did not include thenearly 50 new colleges which opened in tbe fall of1967, most of which were seeking one or more chem-istry faculty.

Of the colleges polled, only 2% require a doctor'sand 55% a master's degree. However, an additional40% of the colleges indicated that they "desire" thatthe candidate have one of these advanced degrees.Sixty percent of the colleges indicate no requirementor desire for a state credential and 70% are equallyunconcerned about completion of specified educationcourses. The degrees held by the responding two-yearcollege faculty members is shown in the accompany-ing graph.

100

so

.

40

20

o

E IIN NW FIELD

IN cH(msTRY

NO DEGREE IlACH(LOR S MASTER S DOCTOR'S

Figure 2Distribution of HIGHEST degree held by 694 chemistry faculty

in two-year colleges in 1966 - 67.

About half of the faculty respondents have had ex-perience as a teaching assistant in chemistry duringeither their undergraduate or graduate work. Butmore than 85% of the faculty have never participatedin a college course or seminar concerned chiefly withthe teaching of college chemistry, and many of thosewho have participated have done so during recentsummer NSF programs.

Several conference participants urged that teachingassistantships in chemistry be more effectively util-ized to develop instructional competence. It was sug-gested that the assistants be introduced to a varietyof modern audio-visual techniques and chemical edu-cation methods in chemistry and that they be givenadded responsibility in the conduct of course work.

Experimentation with new instructional techniquesin chemistry was proposed as an adjunct to the pres-ent basic chemical research program within graduatechemistry departments. Teaching internship pro-grams in ':wo-year colleges, jointly supervised by afour-year college chemist and a two-year collegechemist, were discussed in the light of the f Act that

although half of the faculty bad practice teaching,only 4% had this experience in a two-year college.

Since 21% of the faculty respondents had attendeda two-year college as students, it was recognizedthat a potential souice of future chemistry faculty for itwo-year colleges is the contemporary student bodyof these colleges. To realize a future faculty from thissource, the two-year colleges will have to employoutstanding teachers of chemistry for their generaland second year cbemistry programs, make thesecourses stimulating and interesting, and make acareer as a chemistry teacher in a two-year collegeobviously attractive to their students.

The response to several questions concerning edu-cational opportunities offered by nearby four-year orgraduate institutions indicated that many two-yearcollege chemistry teachers were unaware of or ex-pected little of value to themselves in the educationalopportunities in chemistry offered by these institu-tions. Many of these faculty asked for an expansionof programs such as the National Science FoundationSummer and Academic Year programs wherein con-tent would be stressed, master professors would beheard and observed, and a concentrated period oftime for study would be available.

Approximately 10% of the faculty reported semes-ter teaching loads in excess of 22 contact hours perweek, with over 60% reporting loads between 17 and22 contact hours per week. Considering the time re-ported as spent on preparation and grading of papersand for other college assignments, the number ofcourses taught, and the general lack of sufficienttechnical assistance, the data from this faculty studytends to support the faculty members' written pleasfor lighter teaching loads. In this connection, altern-ate methods of defining full loads were discussed.

Two proposals were made during the Conferenceto facilitate the entrance of people into chemistryteaching:

1) The development of "imitative institutes." The "imitative in-stitute" would provide the teacher with a complete, tested, effectivepackage of topical coverage and related learning work through hisparticipation in a specific course like the one he will be called uponto teachit will afford him an opportunity to ask, and have answered,questions he has himself and the kinds of questions he anticipateshis students will ask. The understanding he would achieve would beparticularly germane to his own instructional requirements.

2) The design of a pilot program to orient new faculty to theteaching of chemistry in the two-year colleges.

A study of new graduate )rograms for higher-edu-cation teaching was reported to the Conference. Re-form in such programs seems to be following twotrends:

1) the introduction of an intermediate degree upon admission tocandidacy for the doctorate. This intermediate or candidacy degreerepresents a course competency greater than the master's.

2) a revision of the Ph.D. to include a more specific stream ofstudy for teaching. The faculty study indicated that the two-yearcollege teachers have not found the Ed.D. degree requirements real-istic or desirable for their situations. Two on-going programs basedon the completion of a doctoral research program in chemistry andincluding other requirements designed to stimulate and prepare orimprove the student as a teacher of chemistry were described in de-tail during the Conference.

The Conference group concluded that:

1 ) any programs for the training of two-year col-lege chemistry faculty must contaia the mini-mum course content of the ACS certified bach-elor's degree, and

2) teachers of transfer-type courses should have,in addition, the content of a conventional mas-ter's degree ( including research and thesis ) inchemistry.

This program might well be strengthened by ad-ding some work in other fields of science since a largerproportion of the two-year college students appear tobe less well prepared, less capable of handling moresophisticated scientific and mathematical materiM,and less motivated ihan their four-year college coun-terparts. This would allow the two-y ear college teacherto back up his competence in subjc,a matter with for-mal training in the psychology of learning anti chemi-cal education teaching methods.

The Conference did not recommend any new spe-cific degree programs for preparing chemistry teach-ers for two-year colleges but appeared to call forcontinual revision or options in the present graduateprograms in chemistry which would more effec-tively prepare students for careers in the teaching ofchemistry.

A publication by Wm. Mooney and Robert C. Bra-sted, the co-chairmen of the conference, is now avail-able that reports the findings of the survey and certainrecommendations on the topic of the conference.This report, including the statistical results of thesurvey, will Le distributed to all two-year collegeteachers on the 1,C3 mailing list. Copies can also bereceived by writing for A Report on Education andTraining of Chemistry Teachers for the Two-YearColleges. Address recprests to the Advisory Councilon College Chemistry, Department of Chemistry,Stanford University, Stanford, California 94305.

SOLID STATE CHEMISTRYChemistry has, it seems, a remarkable way of main-

taining its identity. It tends to be conceived of asthose areas that tradition says constitute chemistry.New fangled areas are given compound names toindicate that they are not part of this real core. Thuswe have geochemistry, biochemistry, chemical phys-ics, and so forth. To some chemists this inability ofchemistry, or chemists, naturally to encompass suchforeign areas is unfortunate. Some such feeling wasin the minds of most of the participants at a con-ference on Solid State Chemistry held in New Yorkon October 18 and 19, 1968.

The usual combination of words that one hears inconnection with solid state is "solid state physics."It was to investigate ways of bringing to the atten-tion of the academic chemists the very chemicalnature of the solid state that the conferees addressedthemselves.

The solid state presents some of the most exciting

opportunities for illustration and application of chem-ical principles and for the introduction of chemicalsystems of great research and technological potential.Knowledge of this was common within the partici-pants drawn from both acadeniic and industrialscenes it clearly, is not common in the academiccommunity at large.

There was, therefore, obviously no need to con-vince the participants of either the need for, or in-teresting potentials of, this area. The problem is tofind a place for these applications and an argumentwhich will convince faculty members to put theminto their chemistry programs.

At present, there are perhaps 5,000 - 10,000 chem-ists in this country actually engaged in solid statechemistry, but there is little background anywherein the formal education of chemists for this work.Neither in secondary school nor in college programsis there any real effort in this area. Not only istypically "inorganic" solid state chemistry ignored,but even the industrially significant area of polymersis vieually absent. Although in the past there hasbeen little interest in even acquiring a faculty inthese areas, there seems to be a counter trend nowand many institutions are indeed searching for ablepeople. There is, however, no school in the UnitedStates with a concentration of effort in solid statechemistry, a circumstance which is not at all true inEurope where institutions of great strength exist.

This situation exists in spite of the evident oppor-tunities offered by solid state chemistry. The generaltopic offers a kind of "real-world" problem which isnot only technologically significant, but intellectuallyexciting to the science-oriented individual. It presentschallenges of synthesis and characterization whichcan be appreciated and integrated into all levels ofthe curriculum. It can appeal to the student in ageneral science course as well as to a specialist in achemistry course.

The recognition that something might well be donein this solid state area stemmed from conversations,particularly between Harry Gray and William Eber-hardt, at an earlier AC3 Council meeting. The Chem-ical Dynamics conference, which led to the collectionof papers that now have been published in J ChemEd and distributed by the AC3, provided a pattern inwhich subject-matter specialists and more generalteachers were brought together to explore and pro-duce an appropriate product. The Solid State Chem-istry conference, organized by William Eberhardt,was held just before the expenditure ceiling curtailedcurrent AC3 activities. It did provide an excitingstart to the project. The outcome, in view of thepresent and future problems of the Council's fundingand life, is not clear but even the start that has beenmade should be of interest.

The goals of the project, as became clear, couldbe twofold.

Materials reprints, books, films, experiments, etc.

could be accumulated or prepared so that theteacher of regular chemistry course could haveaccess to illustrations and applicatiJns drawn fromthe solid state. This seems particulath, desirable atthe freshman level so that tbe student ;does not startoff his study of chemistry with a narrow view of thesubject. ( It is interesting, as Bruce Hannay pointedout, that an early and major issue in chemistrycourses is the law of definite composition and the lawof multiple proportions. These laws apply howeveronly to discrete molecules and the relatively unin-teresting, for the solid state chemist, stoichiometricsolids! The whole area of non-stoichiometric solidsand the ideas of defects are thus placed aside theprincipal thrust of chemistry.)

The second goal could be the development of ma-terials again a variety of materials would be re-quired that would assist the teacher with someinterest in and knowledge of the solid state to set upa solid state chemistry course, perhaps at the junior-senior or early graduate level. Such a course might beone part of a physical or inorganic chemistry se-quence, or might be a quarter- or semester-longcourse like those now given on kinetics, thermo-dynamics, spectroscopy, and so forth.

The two goals, "chemistry with solid state ramifica-tions" and "solid state chemistry," are not mutuallyexclusive and both goals were accepted as worth-while and challenging.

Some examples of the topics that were mentionedin the free-flowing discussion at the conferenceshould be given to indicate the subject matter thatwas considered. The categories that encompose mostof the specific experiments and systems that were de-veloped are:

1. Synthesis2. Characterization ( analysis)3. Structure and Symmetry4. Equilibria-Defects; the analogy with pH5. Electromagnetics including Electronic Structure6. Rates and Transport Properties7. Catalysis8. Electrochemistry9. Phase transitions-NucleationMuch of the discussion centered on possible ex-

periments that could be incorporated into an ad-vanced undergraduate or graduate course. Althoughmuch work would have to be done to make the sug-gested experiments feasible in laboratories withoutconsiderable solid state expertise, some excitingpossibilities are apparent.

A variety of synthetic routes to interesting non-stoichiometric compounds were suggested. The tung-sten bronzes, with compositions that can be variedfrom Na,WO, (or Na20WO3 ) by the incorporationof additional amounts of WO, can be prepared bothchemically and electrochemically. Various propor-tions of CaF, and YF, can be incorporated in crystalswith fixed structure but variable lattice parameters

by relatively simple fusion. Other materials, asBaTiO, can be prepared either by a suitable fusionor by precipitation from aqueous solution. The ma-terials in these examples are particularly suitable forthe illustration of a variety of structural features.

Other experiments deal with the conductivity insolids and perhaps the easiest of these experimentsfor a chemist to appreciate is that developed byHoward Reiss which illustrates the analogy betweenpositive and negative conductors in some solid semi-conductors and hydrogen ion and hydroxyl ion con-ductors in aqueous systems. Equilibrium relationsbetween the p and n type conductors can be writtenand the validity of the approach can be demonstratedby the measurement of the conductivity of suitablydoped crystals. A suggested experiment consists ofthe doping of tin crystals that contain boron, whichprovides the p centers, with various amounts oflithium, which provide the electrons or n centers.

Many more experiments were suggested in thevarious areas listed above. Such suggestions wereenough to stimulate the interest, and the excitement,of the generalists who were present.

But the route to the incorporation of such materialin . -egular or newly conceived chemistry course is11( bvious and is obviously not easy. The solid statechemists tended to be quite casual about high tem-peratures, sealed tubes, ultrahigh vacuum, highpressures, electrode attachment, and so forth. It islack of experience with such technicities that is per-haps the greatest obstacle to the entiy of more aca-demic chemists into the world of the solid state. Forwithout the opportunity to do some of these man-ipulations, the subject remains foreign and apparentlyirrelevant. One can recognize, for example, that twoquite recent excellent paperbacks on solid state chem-istry have been published. "They are:

Solid State Chemistry, by N. B. Hannay, Prentice-Hall, inc., Englewood Cliffs, N.J., 1967,

Seven Solid States, by W. J. Moore, W. A. Benja-min, New York, 1967.

But even such excellent and readable expositionscannot in themselves make very many chemists feelat all at home in the solid state. What seems to beneeded is some access to the experiments that leadone to be interested in the models and the theoriesthat are introduced, used, or emphasized in the solidstate.

Even more difficult to reach is the goal of introduc-ing some of the more modern aspects of studies of thesolid state into the elementary chemistry courses.There the experimental problems, for many aspectsof solid state chemistry, loom insurmountably high.But other aspects may yield to talented efforts. Micro-scopy, for example, is a long-ignored tool in chemicalstudies but, if revived, might allow a variety ofphase transformations and surface phenomena to bestudied even in an elementary course.

The mood at the conference was clearly one of

enthusiasm over the potential, and the challenge, ofintroducing students, in various ways, to the world ofsolid state chemistry. The expenditure limitationsplaced or the Council has so far prevented theplanned next steps to be taken. But the subject isstill there, and the interests of the participants can,perhaps, be again organized so that an exciting newdimension to chemistry can be made more accessible.

DIVISION OF CHEMICAL EDUCATIONDuPont Small Grants Program

The Division of Chemical Education bas estab-lished a small grants program to provide modestfinancial support to individuals interested in chemi-cal education projects. The Committee on the Teach-ing of Chemistry of the Division will administer theprogram. A grant to the Division of Chemical Educa-tion from E. I. DuPont deNemours provides the fundsfor supporting this program.

The purpose of the Small Grants Program is to en-cow age individuals to pursue short-range chen iicaleducation projects wl-fth could themselves provideteaching materials, information that would be usefulto others in presenting chemistry to students, whichmight provide the beginning of a major project orwhich would be useful in attracting students to chem-istry. Possible projects might involve the preparationof programmed instructional material, film loops, orother teaching aids, writing experiments or the com-puter analysis of student data to be used in writingan experiment. The size of the grants may rangefrom $200 to $300. Exceptionally meritorious pro-posals requesting larger sums may be funded. Thefunds may be used for such items as tbe purchase ofexpendable materials, secretarial or draftsman's as-sistance, student stipends or computer time. Re-quests for the purchase of major items of equipmentand for travel will not be approved.

A description of the program e-L.v.1 suggestions forpreparing a pr,posal can be obtainA by writing to:

Professol H. A. NeidigChairman, Committee on the Teaching

of ChemistryDepartment of ChemistryLebanon Valley CollegeAnnville, Pennsylvania 17003

AN UNDERGRADUATE-CHEMISTRYCOMPUTER CONFERENCE

The Culler-Fried System at U.C. Santa BarbaraComputing systems that require a minimum of

specialized language, that present a graphical dis-play of functions, and allow almost immediate re-sponse to student inputs, bold a particular interestfor teachers in undergraduate chemistry courses. TheCuller-Fried system developed at the University ofCalifornia at Santa Barbara meets these criteria, andthe use of such a system in a physical chemistrycourse was the subject of a conference held there

last January under the direction of Dr. David 0.IIarris, Department of Chemistry, University of Cali-fornia at Santa Barbara.

As a result of the conference, extension of the sys-tem to nine localities throughout the country all tiedto the Santa Barbara computing center has been pro-posed, and support is now being sought from theNSF. If funding is obtained for this one-year experi-mental program, this attractive on-line computingsystem will be available for a variety of chemistryinstructional purposes.

In describing his experiences with a physical chem-istry course which made very extensive use of theCuller-Fried on-line system, Dr. IIarris commented,

"The on-line user communicates with the centralcomputer via a teleputer console having an operator-operand keyboard for input.

"The highly interactive nature of the system alongwith its ability to conveniently handle the variousmathematical operations which occur in many areasof the physical sciences led us to initiate a programto explore the use of the system in conjunction withthe junior level physical chemistry course given atUCSB . . .

"Since the OLS is particularly useful as the basisfor a mathematical laboratory, this was the approachthat was taken; the stu(lents were given proolems tosolve which required them to devise the mode ofsolution and in so doing they discovered foi them-selves properties of model chemical systems whichthey otherwise would not have seen. To assist them,however, we did provide them with a set of basicmathematical subroutines along with a set of prob-lems which were worked out in detail to illustratetbe use of the system."

Dr. Gen J. Culler, one of the developers of the sys-tem used at UCSB, describes some of the features ofthe system in this way:

"The user of the system is able, using only the con-cepts of classical mathematics, to create his ownuser's 'language'. The result is a language whose ele-ments can be manipulated in much the same fashionas one composes mathematical techniques. Further-more, these elements can easily be modified andadapted to new problem-solving environments so thatthe user's computing capability grows with his under-standing of tbe problems."

An example of the displays that are obtained inthe problems dealt with in Dr. Harris's course is pro-vided by the first and second eigenfunction plots forthe Morse potential function. Extensions, such asthis, beyond the most easily handled examples, theharmonic oscillator potential function in this ex-ample, cai: be readily incorporated in a regular course.

Systems such as that developed at Santa Barbaraseem to peovide many of the features that are neededfor computer use in fairly elementary chemistrycourses to develop beyond the present stage whereuse depends on a very favorable local situation.

I

Advisory Council on College ChemistryDepartment of Chemistry, Stanford University, Stanford, California 94305

The Advisory Council on College Chemistry, an independent group of chemists, has asits goal the improvement of undergraduate chemistry curricula and instruction. The Councilcollects and disseminates information through the activities of standing committees on FreshmanChemistry, Curriculum and Advanced Courses, Teaching Aids, Teacher Development, Sciencefor Non-Science Majors, Two-Year College, and Resource Papers. Additional ad hoc groups act asnecessary to further assist the Council in providing leadership and stimulus for imaginativeprojects on the part ol individual chemists.

The Council is one of a group of collegiate commissions supported by grants from theNational Science Foundation.

TRUSTEES

L. C. King, Chairman

G. M. Barrow

W. B. Cook

W. H. Eberhardt

C. C. Price

Roger Gymer, Staff Associate

COUNCIL MEMBERS

Jerry A. Bell '71, Simmons CollegeHenry A. Bent '69, Univergty of Minnesota

Francis T. Bonner '70, SUNY at Stony BrookTheodore L. Brown '71, University of Illinois

Robert C. Brasted '69, University of MinnesotaWilliam B. Cook '69, Colorado State UniversityCharles F. Curtiss '70, University of Wisconsin

Jefferson C. Davis; Jr. '71, University of South FloridaWilliam H. Eberhardt 69, Georgia Institute of Technology

Harry B. Gray '69, California Institute of TechnologyDavid N. Hume '69, Massachusetts Institute of Technology

Emil T. Kaiser '69, The University of ChicagoMichael Kasha '69, Florida State University

L. Carroll King '69, Northwestern UniversityHoward V. Malmstadt '69, University of IllinoisWilliam T. Mooney, Jr. '69, El Camino CollegeLeon 0. Morgan '70, University of TexasMilton Orchin '70, University of CincinnatiRobert W. Parry '70, University of MichiganArden L. Pratt 70, SUNY at AlbanyCharles C. Price '69, University of PennsylvaniaRichard W. Ramette '70, Carleton CollegeDouglas A. Skoog '70, Stanford UniversityRobert 1. Walter '69, Haverford CollegeWendell H. Slabaugh '71, Oregon State University

The AC, Newsletter is issued as one of several typesof publications distributed by the Council. All cor-respondence and requests for publications should beaddressed to:

Advisory Council on College ChemistryDepartment of Chemistry

Stanford UniversityStanford, California 94305

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