Abstract
History shows that nothing is totally new and therefore the old should not be discarded, but known so that new knowledge can be constructed. Thus, when interviewed by Rudy M. Baum, Henry Taube, Nobel Prize in Chemistry in 1983, said that the disappearance of qualitative analysis from the curriculum of American universities was a mistake, because that was a way to introduce descriptive chemistry and motivate students to study chemical reactions that, in his opinion, “are the heart of chemistry” [1]. In view of this controversy and of the possible options for the use of the discipline of Qualitative Analytical Chemistry as a tool for the education of chemical equilibrium in aqueous solution, a critical view of the historical sequence of the procedures for qualitative analysis development is presented below.
Keywords
classical analysis, Qualitative Analytical Chemistry, education, history, applications.
Authors
João Carlos de Andrade
Universidade Estadual de Campinas, Instituto de Química
Terezinha Ribeiro Alvim
Centro Federal de Educação Tecnológica de Minas Gerais, Departamento de Química – CEFET-MG
