The extensive natural science and engineering collections as well as the important art collection of TU Dresden document almost 200 years of history of knowledge transfer and generation and are important testimonies to our university identity. Exhibits from the early 19th century connect the history of scientific knowledge with the research of our present and even influence future technologies when object-based evidence forms the basis for innovative research approaches.:5 Preface 7 KIRSTEN VINCENZ The collections of TUD Dresden University of Technology – tradition and new perspectives 17 KLAUS MAUERSBERGER The historical development of the collections at the TUD Dresden University of Technology 23 LUTZ GRAEFE The Collection of Astronomic-Geodetic Instruments 35 FRANK MÜLLER The Botanical Collection 47 MARINA LIENERT · CARIS-PETRA HEIDEL The Medical-Historical Collection 57 HORST HARTMANN · KIRSTEN VINCENZ The Dye Collection 69 DANIEL LORDICK The Collection of Mathematical Models 81 MANFRED F. BUCHROITHNER · WOLF GÜNTHER KOCH The Cartographic Collection 93 KLAUS MAUERSBERGER The “elektron” Collection of Communication Engineering and Precision Technology 105 RÜDIGER HOFFMANN The Historical Acoustic-Phonetic Collection 117 ECKHARD BENDIN The Color Research & Theory Collection 129 CHRISTIAN WÖLFEL · JENS KRZYWINSKI The Industrial Design Collection 139 GWENDOLIN KREMER · MARIA OBENAUS The Art Collections – living testimony of the University’s history 155 KLAUS MAUERSBERGER* The Collection “Doctors, Patients and Disease in Art” 169 JÖRG ZAUN Scientific and Art Collections – an Overview Scope · Location · Contacts 190 Literature and Sources 196 Index of Names 199 Authors 200 Publishing Details

The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.