Re: [Phys-l] internal/external conservative/nonconservative forces!?!?

["LaMontagne, Bob" <RLAMONT@providence.edu>]

If this energy shows up as KE of the byproducts, then I think a student could legitimately ask "What force accelerated these byproducts to these high speeds?" I don't see how associating energy with the system versus the bonds helps the understanding of the chemistry. Simply reciting a scenario where PE decreases and KE increases does not produce understanding at a basic level - it's simply substituting a model for the dynamics. (This is why I became frustrated with Chemistry as an undergrad - too much scenario in the introductory courses.)

Bob at PC

> -----Original Message-----
> From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-
> bounces@carnot.physics.buffalo.edu] On Behalf Of John Clement
> Sent: Wednesday, December 15, 2010 2:27 PM
> To: 'Forum for Physics Educators'
> Subject: Re: [Phys-l] internal/external conservative/nonconservative
> forces!?!?
>
>
> My example of bonds is very important to understanding chemistry.
> Because
> students will tell you there is energy in bonds and when you break them
> you
> get energy.  So if you dissociate gasoline the student will tell you
> that
> releases energy.  The student will tell you the same thing about the
> Krebs
> cycle.  This misconception blocks understanding of chemical and
> physical
> reactions.
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