To the Student

Physical chemistry is a subdiscipline of chemistry that encompasses a quantitative

study of the physical properties of chemicals and chemical reactions. For about a century
the standard topics of physical chemistry have been thermodynamics (heat flow) and
kinetics (rates of chemical reactions). These topics are generally concerned with the
macroscopic properties of chemicals and chemical reactions. During the past 40 years or
so, physical chemists have placed an increasing emphasis on understanding chemicals
and chemical reactions at the molecular level— analysis of virtually one atom or molecule
rather than a large collection of molecules. On the theoretical level this analysis is called
quantum mechanics. On the experimental level this analysis is typically achieved by
some form of spectroscopy.

This book about physical chemistry is not a textbook. This book is not a study
guide. This book is a guided inquiry. Specifically, this book is a collection of group
activities (each group has three or four students) that are to be accomplished in the
presence of a mentor (instructor). Each group activity has one or more models (data,
prose, or figures that represent the core of some chemical concept) followed by a series of
critical thinking questions (CTQs). Systematically working through the CTQs in groups
is essential for three basic reasons:

• Explaining concepts to other members of your group not only helps their
understanding, it broadens your understanding. Instructors often have an
exceptional understanding of the material they teach. One of the reasons for
this depth of understanding is that teachers are constantly explaining concepts
and exchanging ideas. Research has shown that this sort of verbal
communication is a very important aspect of the learning process. Furthermore,
it is often the case that someone who has just learned a concept is a better
communicator of the concept to a novice than someone who is very familiar
with the concept.
• Learning to ask questions that clearly and concisely describe what you do not
understand is an important skill (not only in this and other courses but in all
aspects of your life). It is a skill that improves with practice. When you do not
receive the answer you expected from the other members of your group you
may realize that the failing was in your question. You will learn how to ask
better questions from your mistakes, from your mentor, from other members of
your groups, and from reading the CTQs in the book.
• Groups (teams) have become essential to identifying, defining, and solving
problems in our society. It is important that we learn how to be active and
productive members of a group. If a member of your group is not contributing,
it is your responsibility to help that member to become more productive. If a
member of your group is over-contributing (thereby slowing the progress of the
group) it is your responsibility to help that member to become more productive.
Furthermore, as a member of the group you will have a role to play (manager,
recorder, technician, and so on). Each role has a function important to the
success of the group. Understanding the roles and dynamics of a group and how

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to change the dynamics of a group is a skill that can be transferred to many real-
life situations.

We have found the use of these methods to be a more effective learning strategy than
the traditional lecture, and the vast majority of our students have agreed. We hope that
you will take ownership of your learning and that you will develop skills for lifelong
learning. No one else can do it for you. We wish you well in this undertaking.

If you have any suggestions on how to improve this book, please write to us.

James N. Spencer james.spencer@fandm.edu Franklin & Marshall College

Richard S. Moog richard.moog@fandm.edu Chemistry Department
John J. Farrell Lancaster, PA 17604