Abstract
The RRKM Theory of Unimolecular Reactions and Marcus Theory of Electron Transfer are here briefly discussed in a historical perspective. In the final section, after a general discussion on the educational usefulness of teaching chemistry in a historical framework, hints are given on how some characteristics of Marcus’ work could be introduced in courses of physical chemistry or chemical kinetics to show how experiments drive the formulation of theories and, on the other hand, how the predictions of theories may suggest experiments and even predate their results.
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