One of the consequences of the renewed interest in philosophical aspects of chemistry has been the corresponding renewed interest in the periodic system of the elements which embodies so much chemical knowledge in an implicit form.We have therefore decided to further promote scholarship on the periodic system by compiling a bibliography of previously published material. As the title of this article implies, we restrict ourselves to secondary sources. Readers interested in primary material can consult a number of useful references for (...) this purpose. These include the classical treatment on the History of the periodic system by van Spronsen as well as Mazurs’s compilation of over 700 forms of the periodic system. Mazurs also includes a detailed bibliography of articles and books in several different languages. Additional sources of primary articles which come to mind include David Knight’s Classics in the History of Chemistry, Carmen Giunta’s web pages for the history of chemistry and entries under individual scientists in the Dictionary of Scientific Biography. Turning to the present compilation we do not claim this to be a comprehensive list, since it partly reflects the interests of the senior author (E.R.S.), namely the relationship between the periodic system and quantum mechanics. For example, in addition to articles specifically on the periodic system we include a number of articles which deal with the related themes of electronic configurations of the elements. This bias also explains the disproportionate number of references to the work of the senior author.We have tried to include as many as possible of the articles on the periodic system which have appeared in the philosophy of science literature. These include Bensaude, Christie, Hettema and Kuipers, Kultgen, Lipton, Maher, Scerri, Shapere and Sundaram, among others. (shrink)

This commentary provides a critical examination of a recent article by Allen and Knight in which the authors claim to provide the long-sought explanation for the Madelung, or n + ℓ, n rule for the order of orbital filling in many-electron atoms. It is concluded that the explanation is inadequate for several reasons.

After Heitler and London published their pioneering work on the application of quantum mechanics to chemistry in 1927, it became an almost unquestioned dogma that chemistry would soon disappear as a discipline of its own rights. Reductionism felt victorious in the hope of analytically describing the chemical bond and the structure of molecules. The old quantum theory has already produced a widely applied model for the structure of atoms and the explanation of the periodic system. This paper will show two (...) examples of the entry of quantum physics into more classical fields of chemistry: inorganic chemistry and physical chemistry. Due to their professional networking, George Hevesy and Michael Polanyi found their ways to Niels Bohr and Fritz London, respectively, to cooperate in solving together some problems of classical chemistry. Their works on rare earth elements and adsorption theory throws light to the application of quantum physics outside the reductionist areas. They support the heuristic and persuasive value of quantum thinking in the 1920–1930s. Looking at Polanyi’s later oeuvre, his experience with adsorption theory could be a starting point of his non-justificationist philosophy. (shrink)

During the 19th century atomism was a controversial issue in chemistry. It is an oversimplification to dismiss the critics' arguments as all falling under the general positivist view that what can't be seen can't be. The more interesting lines of argument either questioned whether any coherent notion of an atom had ever been formulated or questioned whether atoms were ever really given any explanatory role. At what point, and for what reasons, did atomistic hypotheses begin to explain anything in chemistry? (...) It is argued that 19th-century atomic accounts of constant proportions and isomerism had little to offer, whereas a non-atomic explanation of chemical combination was developed. Not until the turn of the century did atomism begin to do serious explanatory work in chemistry. (shrink)

Robert Deltete and Anastasios Brenner have provided a thorough examination of my translation of Duhem’s Le mixte et la combinaison chimique (1902) and associated essays. I am very grateful for their efforts and gratified that such competent reviewers should be generally positive. They provide an overview of relevant aspects of Duhem’s life and work, which may serve to introduce him to readers of this journal and promote interest in Duhem studies. They also raise and answer some questions about the interpretation (...) and evaluation of Duhem’s work, make some points of criticism of my choice of material and question certain points of translation. The editor has suggested that I make a response, and I shall take up some issues in these three areas. Since Duhem’s views play a central role in the development of the concept of chemical substance which I have worked on in recent years, I will make several references to my own publications. (shrink)

We briefly describe in this paper the passage from Mendeleev’s chemistry (1869) to atomic physics (in the 1900’s), nuclear physics (in 1932) and particle physics (from 1953 to 2006). We show how the consideration of symmetries, largely used in physics since the end of the 1920’s, gave rise to a new format of the periodic table in the 1970’s. More specifically, this paper is concerned with the application of the group SO(4,2)⊗SU(2) to the periodic table of chemical elements. It is (...) shown how the Madelung rule of the atomic shell model can be used to set up a periodic table that can be further rationalized via the group SO(4,2)⊗SU(2) and some of its sub-groups. Qualitative results are obtained from this nonstandard table. (shrink)

If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy of chemistry, an (...) interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry. (shrink)

In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. (...) The discussion on epistemology of science presents ideas from the emerging field of philosophy of chemistry to highlight the much neglected area of epistemology in chemical education. Domain-specificity is exemplified in the context of chemical laws, in particular the Periodic Law. The applications of the discussion for chemical education are explored in relation to argumentation, itself an epistemologically grounded discourse pattern in science. The overall implications include the need for reconceptualization of the nature of teaching and learning in chemistry to include more particular epistemological aspects of chemistry. (shrink)

All suggested notions of reduction of two scientific theories are critically reviewed and analyzed. In particular those applied to the case of the alleged reduction of Chemistry to Quantum mechanics are examined. Since it is recognized that the weakness of this field of research is the lack of a definition of a scientific theory, it is suggested that a scientific theory is characterized by two choices regarding two dichotomies, that is, the kind of mathematics and the kind of logic. According (...) to this view a reduction is only possible between two theories in which the same choices are shared. As a consequence, only one case of reduction in the history of physics is recognized: physical optics to electromagnetism, a case that is commonly accepted. The other cases of claimed reductions are recognized as impossible, owing to the different choices of the two theories at issue and hence the radical variations in meaning of their shared basic notions. In particular, the claimed reduction of Chemistry to Quantum mechanics is disproved in detail. (shrink)