Table of contents

The article attempts to show how far simple ideas about the forces between atoms and molecules can be used to explain at an elementary level some of the bulk properties of matter. The different types of atomic forces are reviewed, followed by their application in the explanation of elastic properties of solids brittle solids and fracture, liquid state and viscosity.

The use of case studies in some Open University courses and the response of students to this approach are described. Most of the examples are taken from the course 'An introduction to materials' first presented to students in 1973.

An experimental unit on energy topics was introduced in 1972-73 as part of the second year component of the undergraduate physics programme at the New University of Ulster. The syllabus included a historical background to present patterns of energy use; biological energy, fossil fuels, nuclear power, natural power sources, transmission, energy storage, waste control, and present and future developments.

For pt.I see ibid., vol.10, p.452 (1975). It was shown in the previous article that it was possible to solve some two dimensional minimization problems by building an analogue system consisting of plates and pins and dipping the system into soap solution. The soap film produced between the plates when the system is withdrawn from the soap solution has the property that its length is minimized once the soap film has reached thermodynamic equilibrium. This article extends the method in order to solve problems requiring the determination of the minimum surface area bounded by lines in three dimensions. The specific problems examined have been chosen that the boundaries have a high degree of symmetry.

For pt.I see ibid., vol.10, p.448 (1975). Data are presented relating to the design, operation and waste production of the steam generating heavy water reactor (SGHWR), that was collected for use in the power station game, a physics based simulation exercise recently developed for use in schools.

The various classes of particle size are discussed and the difference between various estimates is explained. The atomic radius is discussed in terms of the van der Waals radius, covalent radius and ionic radius.

A general view of the whole pattern of training physics teachers at a time of rapid change within the colleges of education is presented.