Equilibrium as a Conceptual Framework for an Integrated, Synergistic Introductory Course in Chemistry and Physics

Abstract

Teachers of introductory chemistry face the reality of outdated curricula and decreased student interest. The retention rates of students in the sciences remain troubling and the need to revisit course content and teaching methods has become increasingly apparent. A more general course framework developed on the principles of scientific teaching and active learning with relevant examples will perhaps allow students to embrace both chemistry and physics as relevant and inextricably linked disciplines. The present article proposes an integrated curriculum of chemistry and physics at the introductory level, based on the overarching conceptual framework of equilibrium with a focus on energy, topics of high relevance usually addressed in a more advanced course.