Exercise 2.9 and Problem

2 The angle between the a- and c-axes in a unit cell is labelled  

4 A crystal is built by the stacking of unit cells with  

5 Miller indices are used to label (a) Crystal shapes 

8 The position of an atom at the corner of a monoclinic unit cell is specified as  

9 The number of atoms in the unit cell of the halite structure is  

Outline the plausible electrochemical polymerization mechanism for the monomer azulene (structure below). Outline a possible chemical polymerization method for this monomer, and identify mechanistic differences between the chemical and electrochemical methods. 

Explain the term E(C2E)nC mechanism . What are the possible methods for termination in an electrochemical polymerization What factors would determine the threshold concentration in an electrochemical polymerization  

Draw rough schematics of the first five cyclic voltammograms (CVs) during electropolymerization of a typical CP by cycling. 

Identify six common and three uncommon dopants, the CPs they would most likely be applied to, and the method of effecting doping of CPs with them. 

List four factors that may be used to optimize chemical polymerizations of CPs. 

Cottrell, 1988, Introduction to the Modem Theory of Metals, The Institute of Metals, London. 

A critical account of the ionic model, particularly with respect to calculations and structures, is given by  

O Keeffe, 1981, Some Aspects of the Ionic Model of Crystals , m Structure and Bonding in Crystals, Volume 1, eds M.O Keeffe and A. Navrotsky, Academic Press, London, pp. 299 - 322. 

O Keeffe, B.G. Hyde, 1985, An Alternative Approach to Non-molecular Crystal Structures , Structure and Bonding 61, 77. 

Textbook errors in the discussion of lattice energies are discussed in  

Constant density, one-dimensional liquid flows in linear cores satisfy 

Rederive the solution in (3) to allow general continuous distributions of the permeability k(x) and show how the solutions correctly reduce to the constant permeability result. 

Suppose, in the preceding problems, that the linear cores are characterized by two different porosities as well. What issues are important to effective properties when modeling production rate is important When modeling tracer arrival times What is the difference between the Eulerian velocity at a point versus the Lagrangian velocity following a particle  

Reconsider Exercises 3, 4, and 5 in the context of cylindrical radial flows 

Use the resources of the NBO website (www.chem.wisc.edu/ nho5) to find the 

Prepare sample input NBO keyhsts to discover (with help from Appendix C, if needed) 

---

It follows from the above that a distinction must be made between problems and exercises, with the latter requiring for their solution only the application of well-known and practiced procedures (algorithms). The skills that are necessary for the solution of exercises are, as a rule, lower-order cognitive skills (LOCS). On the other hand, a real/novel problem requires that the solver must be able to use what have been termed as higher-order cognitive skills (HOCS) (109, 110). 

In order to anticipate the effect of a problem-solving mindset on classes other than physical chemistry, it is useful to consider the genesis of the mindset and ask the question Why did so many of the students in this study have a problem-solving mindset A possible explanation is conditioning. As mentioned above, the students in this study had years of experience in science and math classes before they came to physical chemistry and most of these classes, both at the university level and before, were organized around a central theme of solving problems and exercises. 

I also wish to express my appreciation to David Strasfeld, Gil Nathanson, John Harriman, and (particularly) Bob Bird, who suggested helpful improvements to an early draft to Mark Wendt, who prepared the rendered graphics for the cover and Figure 11.1 and to John Herbert, Phillip Thomas, and David Strasfeld (all former teaching assistants in Chem 561), who assembled problems and exercises to accompany the book. 

Julian Roberts of the University of Redlands twisted my arm until I created the new Chapter 13, and he provided considerable content and critique. My consultants at Michelson Laboratory, Mike Seltzer and Eric Erickson, were helpful, as always. Solutions to problems and exercises were checked by Samantha Hawkins at Michelson Lab and Teh Yun Ling in Singapore. 

---