"The principle behind Chem 8 and 9 is that we wanted to integrate introductory physics and chemistry, since there's a lot of overlap," Friend says. "There really is not a line between chemistry and physics--there's more of a general approach."

Layzer and Friend say the class is still a work in progress. They would like to see the two semesters of the course become more integrated and less difficult.

Indeed, students intrigued by the prospect of a science class without finals should be warned that Chem 8 and 9 is far from easy. Students who have taken the course rountinely call it one of the hardest classes they have encountered at Harvard.

"We do the mathematics very rigorously," Friend acknowledges.

The problem sets on which students' grades are based are notoriously difficult. That may be because of their focus on explaining concepts rather than "plug-and-chug" problem solving.

"The professor will leave one part of a concept unexplained, and ask you in a problem set to draw a conclusion," says Cedar Reiner '98. "He will leave blank gaps in logic for you to fill in."

David Jan '97, who took the class during his first year, says instructors sought to increase students' understanding, not to spoon-feed answers to them.

"The emphasis wasn't on getting drilled and doing problems," Jan says. "We would do essay-type answers even in math."

This rigorous approach is what makes the course so challenging. "It's really difficult to do that sort of thing--you know that if you can explain some-thing then you really know it." Elisends Grigsby '98 says. "It takes time just to adjust to that."

Students says the course's size and format has helped them adapt to the difficulty of the work. Those who have taken the class say it gave them an understanding they might not have developed in larger introductory classes.

"Our TF always says that we pay for not having exams," Grigsby says. "When I think about homework I think about doing math or Chem."

Questions and Answers

The course meets in Boylston Hall, in a spacious corner classroom with arching windows. Students sit in a circle and discuss the material of the previous session; occasionally one of them will come to the board to demonstrate a concept.

When students have a question, it can be addressed either by the professor or by their peers. The instructors say this discussion format helps students to learn from each other and to ensure that they are receiving the teaching assistance they need. After class is over, professors spend time with individual students if they have questions.

"Chem 8 is a much smaller class than Chem 10," Friend says. "It's not lecture-based, and that allows for us to make sure the" questions students have are fully answered."