Phase transitions in disordered systems and related dynamical phenomena are a topic of intrinsically high interest in theoretical and experimental physics. This book presents a unified view, adopting concepts from each of the disjoint fields of disordered systems and nonlinear dynamics. Special attention is paid to the glass transition, from both experimental and theoretical viewpoints, to modern concepts of pattern formation, and to the application of the concepts of dynamical systems for understanding equilibrium and nonequilibrium properties of fluids and solids. The content is accessible to graduate students, but will also be of benefit to specialists, since the presentation extends as far as the topics of ongoing research work.

Phase transitions in disordered systems and related dynamical phenomena are a topic of intrinsically high interest in theoretical and experimental physics. This book presents a unified view, adopting concepts from each of the disjoint fields of disordered systems and nonlinear dynamics. Special attention is paid to the glass transition, from both experimental and theoretical viewpoints, to modern concepts of pattern formation, and to the application of the concepts of dynamical systems for understanding equilibrium and nonequilibrium properties of fluids and solids. The content is accessible to graduate students, but will also be of benefit to specialists, since the presentation extends as far as the topics of ongoing research work.

"Physikdidaktik" gibt eine Einfuhrung in Theorie und Praxis des Physikunterrichts. In jedem der sieben Kapitel werden traditionelle Aspekte berucksichtigt wie Martin Wagenscheins physikdidaktische Auffassungen. Ausserdem sind auch neuere Entwicklungen der Physikdidaktik dargestellt, wie zum Beispiel Computer und Internet im Physikunterricht oder wie man den "Lernerfolg" messen kann. Auswahlkriterium fur diese Variablen des Physikunterrichts: sie mussen sich in der Schule und/ oder in der Lehrerbildung bewahrt haben. Insgesamt werden in "Physikdidaktik" favorisiert: offener, schulerzentrierter Unterricht gegenuber lehrerzentriertem Unterricht, Gruppenunterricht und individualisierter Unterricht gegenuber Frontalunterricht."