There are four kinds of approaches to the subject (7) and the situation is such that teachers of parts of thermodynamics in different courses for students of chemistry and chemical engineering, instead of using the student's previously acquired knowledge (S), begin each year by saying, ''Well now look boys, just forget about what you learned last year, this is the way we're going to treat these problems" (9). Not nnlv are there many differeht verbal statements of the firit and second laws ( I ), but a number of sets of fundamental assumptions have been proposed to take their place (2-6). "Ah, take one consideration with another" -the student's lot-like that of Gilbert and Sullivan's policeman-"is not a happy one!" At least, so it seems a5 far as thermodvnamics is concerned. The Fundamental Assumptions of Chemical Thermodynamics
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