Objectives for teaching crystallography

Therefore, if crystallographic education is to improve it is important to ask what the objectives in teaching the topic are. These should be organized in a hierarchy from simple to difficult. Like all educational objectives they should be [2] Relevant Unequivocal Feasible Logical Observable Measurable 

Below are seven broad objectives for crystallography. The list is quite general and obviously there is considerable overlap between the objectives. The objectives are listed in order of increasing difficulty. Each objective can be then divided into more specific objectives which would meet all of the individual requirements. 

1 Be familiar with the input and output for the X-ray crystallographic experiment 

Before any chemist can use crystallographic methods he must be familiar with the requirements for the experiment and what results are to be obtained. First, knowledge of the sample requirements must be carefully understood. X-ray crystallography can only be done on samples that are single crystals (though more 

The output of fhe crysfallographic sfudy also needs fo be understood. The experiment determines the dimensions of a unif cell which are used as basis vectors in a crysfallographic coordinafe system, fhe infernal symmetry of this cell, the coordinates of the unique part of fhe unif cell in ferms of fhe basis vectors and the atomic displacement parameters of each afom. While parameters such as bond distances and angles and molecular drawings can be determined from this data they are not the raw output of fhe experimenf. If seems almost silly to mention that the results especially confirmations may only apply to the crystal studied and not to the isolated molecule or in solution. 

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