To the Teacher

Molecular modeling is a major new learning activity, and there are substantial obstacles that must be overcome before it can be used to best effect. Training is required so that teachers can decide what aspects of modeling will prove most useful, and students can make most effective use of their time. Funds need to be raised for the purchase of computer hardware and software. 

The sequence of problems inside each chapter is designed to follow, as much as possible, the logical development of the subject material. A student will normally find that the most straightforward way to do the problems in a chapter is to begin with the first one and continue straight through to the last. The problems are sufficiently independent, however, so that any individual problem can be worked without reference to other problems. 

Of course, the fact that every problem presents molecular models raises natural questions about the accuracy and meaning of these models. Molecular models are not derived from experiments, but rather from computer calculations. Thus, there will be some differences between modeling data and experimental data, and one must occasionally interpret these data in different ways. 

Nearly all of the models used in the workbook were calculated with Spartan using standard ab initio methods and the 3-2IG basis set. This level of theory is of intermediate reliability Details are provided in Appendix B. 

This section serves as a practical introduction to the SPARTANView program for Power Mac s and PC s (Windows 95/NT). It will show you how to 1) view and manipulate molecules on screen, 2) measure bond distances, angles and dihedral angles, 3) display energies, dipole moments, atomic charges and frequencies and 4) display graphical surfaces and maps. 

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Finally, we have included advice to teachers at appropriate points throughout this work. They are enclosed in a red shaded box. The first one of these "To The Teacher boxes appears at the end of this section. 

Proof that the new approaches work under normal classroom conditions gives moral support to teachers and challenges them to change their own perceptions of teaching, learning and the curriculum. The results of the evaluation of formal trials of new materials and approaches about the triplet relationship should be made available to the teachers. One effective way to do so is to organise matters such that teachers who made trial use of the materials share their experiences with others (Ferk Savec et al., 2008). 

Salutations to the teacher who removes the darkness of ignorance by opening the eyes to the light of knowledge. 

First, I would like to express my gratitude to the teachers, lecturers and industrial scientists who have instilled a high regard for practical analytical chemistry, with the need for care, accuracy, and the development of a skilful and safe technique. 

Students spend more time engaged in their own work than listening to the teacher talk. 

According to the teacher s tally of votes, more than 60% of the history class are interested in taking a field... 

At other times, the so-called disorder should be called TADD teacher attention-deficit disorder. Owing more to problems in our educational system than to the teachers themselves, few students get the individualized educational programs that they need. 

Experiment i.—Cut into halves a glass tube about 30 centimeters long. Bend one piece into a right angle and the other into an oblique angle. Submit each to the teacher... 

Experiment 5. — Small tubes are closed, or sealed, by heating one end of the tube in the Bunsen flame the tube should be constantly rotated to insure even heating. Large tubes are closed as described in Exp. 6. Close a small tube about 10 centimeters long, and submit it to the teacher for criticism. 

Chemischen Gesellschaft. After finishing the project, I gave him a carton containing bottles of all the substances used, from starting compounds to end products. This was the custom in Werner s lab—often called a little present to the teacher. 

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