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We, we are solid
state devices.

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This is soft matter.

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My eyes are photo detectors.

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Band gap of about two
electron volts.

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They're just not made
of a compound

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semiconductor inorganic.

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And this motion is just
conformational

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changes in a polymer.

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See it's all chemistry.

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The rest is stamp collecting.

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So the principles that apply to
inanimate objects apply to

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animate objects.

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And the solid-state chemistry
umbrella is very broad.

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If I say solid-state chemistry,
people are apt to

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think of electronic devices,
transistors, what have you.

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But that extends to
the life sciences.

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I mean we, as human beings,
are chemical machines.

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So this is the classical view.

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Electronic structuring informs
bonding but then in 3.091

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bonding informs atomic
arrangement, which tells you

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everything.

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The shape of all things, it's
all electronic structure.

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There's nothing more.

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The difference is that the
focus in the chemistry

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department, their focus
is the molecule.

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Whereas in 3.091 I like to
think of the focus being

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aggregates of molecules,
namely solids.

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Because engineering systems
are made of solids.

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If you're steeped in chemistry
from high school, you've had

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the AP curriculum, again 3.091
might be something that is a

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fresh look at chemistry from
a slightly different

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perspective.

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What I wanted to play for you as
you're leaving today is an

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old Beatles song, Lucy in
the Sky with Diamonds.

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Being able to bring in subject
matter, music, art,

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literature, into a chemistry
class and make the connections

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to the world around us, I think
is most important in the

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21st century, when problem
solving even in the technical

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domain is going to require
skills that build bridges to

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the humanities, arts and
social sciences.

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And so I like to think of
3.091 not as a chemistry

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class, but rather a
chemistry-centered class.

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The majority of students taking
3.091 at MIT may never

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take another chemistry class.

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So I ask myself what topics are
critical for someone who

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might major in electrical
engineering?

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Or for someone who might
major in physics?

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Or what's the chemistry that's
critical to an MIT student who

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might major in political
science or economics?

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And that informs my
choice of topics.

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And it turns out that that
doesn't diminish from the

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education of the student who
may choose to major in a

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chemically intensive discipline
such as material

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science, chemical engineering,
or even chemistry itself.

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I don't view the presentation
of the subject matter as a

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linear track, where this
is the beginning

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and this is the end.

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I view it more along the
lines of a spiral.

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And so the first time you
encounter a certain concept

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it's at a rather superficial
introductory level.

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And then at some point later
in the semester you spiral

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back and see it again.

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And then maybe there's a little
more context and a

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little more intensity.

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Maybe there's a little
more mathematics

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associated with it.

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And then you'll see it
applied later again.

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And through that revisiting--

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repetition by design--

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I think that key concepts
get driven home.

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Some people are shocked that
I stand in front of a chalk

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board and I write on it and I
believe that that's still a

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valid means of teaching.

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For the first-time learner
I think it's important to

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activate all of the
learning channels.

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The act of drawing
and inspiring

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them to draw is important.

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And maybe the person at home
ought to put themselves in a

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chair in the auditorium and be
taking notes as though they

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are attending the lecture.

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Watching those videos,
especially for someone that

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has had a fair bit of high
school chemistry, you're going

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to hear a lot of the same things
but maybe coming at you

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at a slightly elevated level.

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But not so elevated that
you won't follow it.

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And I think that's good for a
high school student to be

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talked to at a higher level.

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I think the videos also have
utility for people that are

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interested in specific topics.

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I mean for example, if somebody
needs to know

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something about x-rays, or the
use of x-rays, dropping in to

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that three-lecture sequence on
x-rays could be quite useful.

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I think it's possible to
sample with a goal of

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mastering a particular
concept.

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So clearly for the learner out
in the World Wide Web, going

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to recitation and interacting
with a recitation instructor

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is not practical.

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So in lieu of the recitation
section OCW has created these

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help session videos.

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We actually hired some
recitation instructors from

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the fall of 2009 and asked
them to work through some

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sample problems and what you see
in the help session video

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is essentially what would
have happened in

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a recitation section.

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I issue the homework questions
with model solutions at the

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beginning of the unit.

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So the homework becomes
a study aid.

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And I recommend to students
that they try the homework

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problems without referring to
the answer key initially.

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And to turn to the answer key
when they reach an impediment.

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What's the message of 3.091
for the man on the street?

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An understanding of those
relationships.

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Electronic structure
to bonding.

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Bonding to atomic arrangement.

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Atomic arrangement
to properties.

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Is the key to understanding
the world around us.

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And in particular it's the
key to fueling invention.

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And I believe in practice very
much and in the application of

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science in service
for humanity.

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Why do we worry about designing
a car that's a

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zero-emission vehicle, as
if to do no harm to the

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environment?

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00:07:47,110 --> 00:07:50,310
Why don't we go even further and
say, what about a car that

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purifies the air as it
drives down the road?

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So that the air in the wake of
the car is cleaner than the

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air in front of the car?

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And I'm finding that
increasingly that's a message

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that resonates with
the students.

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They want to take the tools
of technical analytically

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centered education and
put them to work to

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solve societal problems.