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Logic, History, and the Teaching of Chemistry: III. One Chemical Revolution or Three?
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Abstract
The third of a three-part series based on the author's keynote lectures for the 1995 NEACT conference, this lecture argues that modern chemistry has undergone, not one, but three distinct conceptual revolutions, corresponding to the molar, molecular, and electrical levels of discourse outlined in Lecture I of the series. The author also argues that these three key turning points in chemistry illustrate three different kinds of scientific revolution, and thus provide the historian and philosopher of science with a much richer selection of examples than the traditional account of scientific change based solely on the history of theoretical physics.
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ReportCiting Articles
Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.
This article has been cited by 11 ACS Journal articles (5 most recent appear below).
Atoms versus Nuclei: Response to Logic Lessons Lost
Michael L. MatsonJournal of Chemical Education2011 88 (4), 381-382Atoms versus Nuclei: Response to Logic Lessons Lost
Michael L. MatsonJournal of Chemical Education2011 88 (4), 381-382This letter to the editor asserts that the proposed term of atomes from Roy Clark in “Logic Lessons Lost” is incorrect. The reader should use the term atoms for free atoms and nuclei for bound atoms.
Atoms versus Nuclei: The Author of Logic Lessons Lost Responds
Roy W. ClarkJournal of Chemical Education2011 88 (4), 382-382Atoms versus Nuclei: The Author of Logic Lessons Lost Responds
Roy W. ClarkJournal of Chemical Education2011 88 (4), 382-382In this letter to the editor, Clark responds to Matson’s criticism of “Logic Lessons Lost”, explaining why he departed from all of Jensen’s logical conclusions. The explanation involves the future of chemistry textbooks.
Logic Lessons Lost
Roy W. ClarkJournal of Chemical Education2010 87 (9), 901-902Logic Lessons Lost
Roy W. ClarkJournal of Chemical Education2010 87 (9), 901-902This commentary piece contains two criticisms of textbook definitions. One is the old definition of element (cannot be separated into...), to the correct definition (a class of atoms with the same atomic number). The second criticism concerns the correct ...
Origin of the Formulas of Dihydrogen and Other Simple Molecules
Andrew WilliamsJournal of Chemical Education2007 84 (11), 1779Origin of the Formulas of Dihydrogen and Other Simple Molecules
Andrew WilliamsJournal of Chemical Education2007 84 (11), 1779The logic and experimental data are described with which chemists originally deduced the formulas of the fundamental compounds such as H2, H2O, Cl2, NH3, CH4, and HCl. This information is never provided in current texts at any level and the formulas of ...
Electronegativity from Avogadro to Pauling: II. Late Nineteenth- and Early Twentieth-Century Developments
William B. JensenJournal of Chemical Education2003 80 (3), 279Electronegativity from Avogadro to Pauling: II. Late Nineteenth- and Early Twentieth-Century Developments
William B. JensenJournal of Chemical Education2003 80 (3), 279Part I of this three-part series traced the origins of the electronegativity concept in the work of Avogadro and Berzelius in the period 1809-1813. Part II traces the manner in which the electronegativity concept, after its initial eclipse in the period ...
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- Received: August 03, 2009
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