Mentioning fuzzy logic in theoretical chemistry courses: motivations and extent

The exploration of options aiming at favouring a broad vision of theoretical chemistry since its first presentation to students may conveniently consider a variety of directions, to enhance the overall efficacy. Since, within introductory theoretical chemistry courses, the discussion of fundamental conceptual aspects has the major role, it may be convenient to complement it by mentioning mathematical instruments which, though not the most traditional or the most commonly utilised in the generation of models, overlap, by their very nature, with important aspects of the theory being presented. The paper considers the opportunity of incorporating references to fuzzy sets and fuzzy logic, as instruments related to the uncertainty concept. It outlines the main features of a possible approach to their presentation, that can balance the various practical needs. The presentation cannot aim at reaching operational levels, because of obvious time limitations stemming from theirs not being core material for the course-content. On the other hand, acquainting students with the existence of these instruments, and with some basic information on their potentialities, contributes to a broader vision of the theoretical aspects and, simultaneously, enriches the ‘reservoir’ of instruments to which to resort in the course of more advanced stages or future work. q 2004 Elsevier B.V. All rights reserved.