We believe the proposed curriculum has unique advantages in comparison to the traditional, the organic first, and the two-cycle approaches. A student whose only college-level experience with molecular science is traditional general chemistry sees a very isolated view of the subject: a view long on theory and quantitative problem solving, but short on those qualitative skills, life science applications, and hands-on use of advanced chemical instrumentation typically found in organic chemistry. Those programs that put organic first, either as a full year or as part of a two-cycle approach, have the advantage of introducing new topics to college freshmen with an adequate high school chemistry background. But merely shuffling the order of the first four traditional semesters of college chemistry simply exchanges one set of problems for another. Segregating inorganic and organic topics according to semesters means that the most advanced inorganic (or organic) chemical concepts are usually presented in the second semester (or possibly the third semester with a two-cycle approach). Even very capable students who successfully complete such a four-semester program will often view chemistry as disjointed; that is, the sophomore organic chemistry class is seen neither as a logical continuation of nor as a development based upon the first year's experience. The first two years of college chemistry are perceived by most students, and often treated by faculty, as distinct entities. The two courses are frequently taught by different faculty, they emphasize different skills, and they study apparently different topics.

Instead we propose an integrated approach, with a year of introductory chemistry incorporating all branches of the subject. The second year, intermediate chemistry, follows the same approach but focuses on those topics that profit most from previous college-level math instruction or that build upon a significant amount of previous chemical experience. Topics can be developed in a logical order, with both organic and inorganic examples used for student benefit. For example, instead of forcing buffer calculations into the second semester of college chemistry (when students are probably still having some difficulty deciding what is or is not an acid or base), it can be presented in the third or fourth semester, after significant prior experience with both organic and inorganic acids and bases. The concurrent use of both organic and inorganic examples of chemical principles provides mutual reinforcement and a broader range of real world applications.

An integrated approach allows much freedom in correlating lecture with laboratory. For example, Dalton's law of partial pressure and Raoult's law are commonly taught in general chemistry. But in practice, students find the application of those principles in sophomore organic lab when performing fractional distillation. With an integrated approach, one can let the students first experience distillation as a practical tool of the chemist, then use that empirical evidence to drive the need for a theoretical explanation. Our approach strives to build an empirical basis before theoretical interpretation.

Another key feature of our approach is to provide a multidisciplinary laboratory experience for the students. This presents a more valid representation of what a practicing chemist actually does. For example, our working lecture text provides an early exposure to organic functional groups and to some chemical instrumentation. From that basis a first-semester freshman has sufficient understanding to begin multiweek miniprojects that combine synthesis and analysis, including the use of gas chromatography and FTIR. Such "gee-whiz" experiences early in a student's exposure to chemistry can be extremely valuable as we seek to attract and retain chemistry majors.

Field tests of the new texts for this curricular sequence at Illinois Wesleyan and other colleges begin in the fall of 1997. Individuals with questions or suggestions are encouraged to contact any of the authors.

Acknowledgment

Literature Cited

1. Rettich, T. R. J. Chem. Educ. 1995, 72, 535.