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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > December  >
Chemical Education Today
Commentary
Let Us Give Lewis Acid–Base Theory the Priority It Deserves
Alan A. Shaffer
Department of Chemistry, East Stroudsburg University, East Stroudsburg, PA 18301
Cover
December 2006
Vol. 83 No. 12
p. 1746
Abstract
The Lewis theory of acids and bases is regarded by the scientific community as the most versatile and rigorous concept for explaining not only acid/base behavior, but polar covalent reactions in general. The Lewis concept is simple yet powerful in its scope, and can be used to help beginning students understand reaction mechanisms more fully. Yet, our traditional way of teaching acid–base reactions at the introductory one-semester level (supported by a survey of 22 introductory-level chemistry texts taken from this Journal's Chemical Education Resource Shelf ignores Lewis acid–base theory completely, focusing instead on proton transfer described by the Brønsted-Lowry concept. While proton transfer is a structural result of reaction, it does not address the why or how of reaction. The Lewis concept provides answers to these fundamental questions, serving as the overarching concept of polar reaction chemistry. Teaching it with greater priority can bring to our students a greater understanding of why reactions occur. A tutorial discussion is provided centering on the familiar example of the acid–base equilibrium of ammonia in water.
More Information
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Citation
Shaffer, Alan A. J. Chem. Educ. 2006 83 1746.
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Keywords
Acids / Bases; Bronsted-Lowry Acids / Bases; Covalent Bonding; Curriculum; First-Year Undergraduate / General; High School / Introductory Chemistry; Inquiry-Based / Discovery Learning; Lewis Acids / Bases; Lewis Structures; Mechanisms of Reactions; Molecular Properties / Structure; Problem Solving / Decision Making; VSEPR Theory
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History
Created:
Last Updated:
10/30/2006
10/31/2006
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