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Physical chemistry challenge

Clearly, the physical chemistry of surfaces covers a wide range of topics. Most of these subjects are sampled in this book, with emphasis on fundamentals and important theoretical models. With each topic there is annotation of current literature with citations often chosen because they contain bibliographies that will provide detailed source material. We aim to whet the reader s appetite for surface physical chemistry and to provide the tools for basic understanding of these challenging and interesting problems. [Pg.3]

In this chapter many of the basic elements of condensed phase chemical reactions have been outlined. Clearly, the material presented here represents just an overview of the most important features of the problem. There is an extensive literature on all of the issues described herein and, more importantly, there is still much work to be done before a complete understanding of the effects of condensed phase enviromnents on chemical reactions can be achieved. The theorist and experimentalist alike can therefore look forward to many more years of exciting and challenging research in this important area of physical chemistry. [Pg.895]

To address these challenges, chemical engineers will need state-of-the-art analytical instruments, particularly those that can provide information about microstmctures for sizes down to atomic dimensions, surface properties in the presence of bulk fluids, and dynamic processes with time constants of less than a nanosecond. It will also be essential that chemical engineers become familiar with modem theoretical concepts of surface physics and chemistry, colloid physical chemistry, and rheology, particrrlarly as it apphes to free surface flow and flow near solid bormdaries. The application of theoretical concepts to rmderstanding the factors controlling surface properties and the evaluation of complex process models will require access to supercomputers. [Pg.187]

Finally, there lies the obvious challenge of employing these ideas in the design of future commercial polymers. If this is at all successful in the future, and it will only be so in an atmosphere of open partnership of industrial and academic scientists and engineers, it will have proved a very satisfying and complex example of the interaction of pure and applied science, as well as of physics, chemistry and engineering. [Pg.253]

Steinfeld, J. I. and J. Wormhoudt. Explosives detection A challenge for physical chemistry. Annu. Rev. Phys. Chem. 49 203-32 (1998). [Pg.243]

I. 1. Steinfeld and J. Wormhoudt. Explosives detection A challenge for physical chemistry. [Pg.346]

What may be a brave new world with which to inform and challenge our students The nanoworld. This is a real and present challenge to provide the best information possible. What this means is that we need to do our best at the time, to incorporate the principles that seem to dictate the behavior of nanomaterials into our physical chemistry courses. (Notice in this discussion other than right now the word nanotechnology will not be mentioned.) Nanoscience and nanochemistry are phrases we should be using to discuss this area. Here again we as chemists are our own worst enemies by not presenting... [Pg.23]

My final remarks are a summary and a challenge. The content of the physical chemistry course cannot be determined by the instructor based on instinct or favorite topics. The subject matter needs to be shaped by the constraints ... [Pg.26]

They provide a vehicle for demonstrating the vivacity of research in physical chemistry, its relevance, and its challenges. Of course we have to meld biological applications into our presentations. [Pg.47]

Next, I shall examine the challenges that confront us as we try to teach physical chemistry. Figure la summarizes what I think are the main difficulties there is the mathematical aspect of our subject, the abstract character of many of its central concepts, and the overall complexity of physical chemistry. No difficulty is an island, and 1 like to think that the triangle summarizes the interplay between difficulties rather than their isolation. [Pg.48]

We are taught in business school (I am told) that every challenge is an opportunity. That is probably untrue in physical chemistry (and perhaps in commerce too), but there are certainly opportunities for us to enhance our teaching. I have identified three principal ones in Fig.lb, namely graphics, curriculum reform, and the conceptual basis of our subject. As for challenges, no opportunity is an island, and I like to think that the triangle summarizes the interplay between them and the strength that they acquire in combination. [Pg.48]

Farrington Daniels, who built a strong foundation for physical chemistry instruction with his seminal textbooks, sets out the challenge clearly in his 1931 preface to Outlines of Theoretical Chemistry. [Pg.254]

The problems are the ultimate deliverable in a physical chemistry course. If you can t do the problems, you can t do physical chemistry. Students know this, and focus on the problems, sometimes to the exclusion of reading the text. As a result, I suspect students primary sense of what the field of physical chemistry comprises, and what it might be useful for, arises directly from the problems assigned. What message do students take home from the problems While a thorough inventory of the problems available to physical chemistry instructors would be most instructive, the problems collected in Table I, culled from the chapters on chemical kinetics in a number of physical chemistry texts, illustrate the challenges facing the curriculum. [Pg.256]

The more challenging study is probably the investigation on suspected spontaneous autoxidations, but this is the matter of physical chemistry research. [Pg.230]

Felderhoff M, Weidenthaler C, von Helmolt R, Eberle U, (2007). Hydrogen storage the remaining scientific and technological challenges. Physical Chemistry Chemical Physics 9 2643-2653... [Pg.76]


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