Roy W. Clark

Atoms versus Nuclei: The Author of Logic Lessons Lost Responds

In 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

This 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 name for a bonded atom as opposed to a free atom. These two species are not the same entities. The major suggestion here involves renaming all free nonbonded atoms atomes, while continuing to call bonded atoms what we have always called them, atoms. The vast majority of our atoms will then happily remain atoms, save the noble gases. The positive consequences of this renaming convention are briefly discussed.

Response to "Keeping Our Cool"

General chemistry teachers should teach general chemistry. They should teach neither the appreciation of the wonders of modern science, nor should they teach the evil consequences of modern science.

The Physics Teacher: The Overlap of Chemistry and Physics

The Physics Teacher is dedicated to introductory physics education at the high school and university levels and its articles are frequently interesting to chemists. In this summary of several papers appearing in The Physics Teacher, the mysterious shaken-soda syndrome is discussed, the making of infrared radiation visible via thermography is advocated as a teaching tool, and the cooperative rolling of hot dogs is explored.