Indicates that teaching of mass transfer can be improved by: (1) using a single, simple definition of mass transfer coefficients; (2) altering use of analogies; and (3) repeatedly stressing differences between mathematical models used for chemical reactions and the actual chemistry of these reactions. Examples for undergraduate/graduate courses…

Discusses a criterion for determining when to use the simplifying assumption that the amount of weak acid or base dissociated is negligible compared with the total concentration. (MLH)

Described is a physics experiment which investigates the reactions occurring when a hot dog is fried or broiled. (SL)

Presents demonstrations concerning the thermodynamic properties of rubber elasticity and simultaneous reactions of acetone. (MLH)

Presents some organized ideas in thermodynamics which are suitable for use with high school (GCE A level or ONC) students. Emphases are placed upon macroscopic observations and intimate connection of the modern definition of temperature with the concept of ideal gas. (CC)

The First Law of Thermodynamics is discussed based on childhood experiences such as playing with seesaws, falling balls, thrown balls, bouncing balls, friction, combustion, and arithmetic. (DF)

The foundation of science, and of thermodynamics in particular, can be developed cogently and without arbitrariness. The goal of science, description of nature, is externally given; it requires a set of basic concepts as indispensable tools. Mathematics has no similar externally given goal. (Author/TS)