As teaching materials

Figure 1.33 Micro-reactor images as teaching material in German school books.

The material presented in this book has - in different stages of preparation - been used as teaching material at the Quantum Chemistry and Molecular Properties summer schools, organized by the authors biennially since 1990. In addition, it has been used by the authors for teaching one-year courses in computational quantum chemistry in their own departments. As such, it has been subjected to the repeated scrutiny of a large number of students. Their critical comments have been a great help in the preparation of the final manuscript. 

Use the concepts of Curriculum Emphases and the framework of Normal Chemistry Education as instmments to articulate the new vision on the chemistiy curriculum in terms of design criteria, i.e. a new conjectural vision to be operationalised by the design of exemplars of the teaching material in the formal (designed) curriculum. 

Irena Sajovic works partly as a Researcher in Chemical Education at the University of Ljubljarra, Sloverria. She took a BSc and MSc in chemical educatiort, all at the University of Ljubljana. Her current research interest is in the evaliration of methods for teaching and learning science, including associated teaching materials. 

The main changes from the first edition are two new chapters Chapter 2 on X-ray diffraction and Chapter 3 on preparative methods. A short discussion of symmetry elements has been included in Chapter 1. Other additions include an introduction to ALPOs and to clay minerals in Chapter 7 and to ferroelectrics in Chapter 9. We decided that there simply was not enough room to cover the Phase Rule properly and for that we refer you to the excellent standard physical chemistry texts, such as Atkins. We hope that the book now covers most of the basic undergraduate teaching material on solid state chemistry. 

The teachers of the school produced a set of lecture notes which were used as the basic teaching material. The set was distributed to the students at the start of the school. There has also been a considerable demand for these notes outside the summer schools. This is the reason why we are now publishing part of them in the present form. It should be emphasized, though, that the material in this book does not cover all the topics presented at the school. Such topics as integrals and integral derivatives, SCF theory, many body perturbation theory, and intermolecular forces, have for various reasons not been included. Some of this material will be published separately. Most of the exercise material has also been omitted. 

Collectively, these five elements make up what CORD, the developer of the ABC series, refers to as the REACT methodology, named after the acronym for the five elements encompassed. CORD s teaching materials are specifically designed to support constructivism in the classroom by facilitating the creation of learning environments in which these five elements are encouraged. When the REACT methodology is used effectively, students do not just remember, they understand. 

Dr. Lee teaches colloidal and surface science as well as general materials processing at Clemson University. He is also director of Nanofabritech. His current research activities are focused on chemical processing of ceramic and polymeric materials, paying particular attention to surface and interfacial chemistry. 

The Internet has become an increasingly important medium for publishing and sharing green chemistry educational materials, and as Internet access in developing countries continues to improve, web-based educational materials are likely to be more easily accessible and more widely adopted than textbooks. As of 2008, numerous teaching materials, tools, and databases for students and teachers are already available at no cost. These include the following ... 

The series Lecture Notes in Physics (LNP), founded in 1969, reports new developments in physics research and teaching - quickly and informally, but with a high quality and the explicit aim to summarize and communicate current knowledge in an accessible way. Books published in this series are conceived as bridging material between advanced graduate textbooks and the forefront of research to serve the following purposes ... 

They are designed to allow persons with little or no programming ability to create teaching material as quickly as possible. 

The desired individual attention can be provided by employing computers as teaching devices. Such a system can release an instructor from many functions which do not need his active participation. There is a body of information to be learned by the student which requires very little or no teaching by an instructor. The computer is a patient tutor to guide the student through the material to be learned. The ability of the computer to interpret the student s answers, and to make decisions about a student on the basis of data distinguishes it from other well-known instructional media (e.g. scrambled books). 

The survey response shows that OSHA Standards and in-house developed materials are the most common data sources for teaching construction health and safely as evident by the 60 and 53 % response ratios, respectively, shown in Fig. 11.15. The comitiy s local regulations come next as a main source of teaching material with a response ratio of 40% (Fig. 11.15). The UK construction regulations and others were used the least in teaching the topics, with a response ratio of 7 % for each of them as presented in Fig. 11.15. 

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