Presented are representative examples of the spectra and the analyses for a linear molecule (HC1), a symmetric top molecule (NH3), and an asymmetric top (H2O). Any combination of these projects could be incorporated in a physical chemistry or molecular spectroscopy laboratory. (RH)

Discussed and described are several types of chemical bonds: (1) ionic bonds; (2) covalent bonds; (3) hydrogen bonds; (4) bonds in the solid state; and (5) variation in bond strengths. (RH)

This is part two in a series on classroom demonstrations of polymer principles. Described is how large molecules can be assembled from subunits (the process of polymerization). Examples chosen include both linear and branched or cross-linked molecules. (RH)

Discussed is the performance of college students on the task of solving chemistry problems involving Lewis structures. Difficulty of the task and of individual problems is described. A taxonomy of skills associated with Lewis structures is presented. (CW)

Described is research conducted on cluster-assembled matter. The differing character of these arrangements of matter are discussed. Methods used to produce clusters are reviewed. (CW)

Examined are the illustrations and descriptions of the molecular structure of sulfur dioxide found in selected chemistry textbooks. Inconsistencies and incorrect information are indicated. It is suggested that molecules other than sulfur dioxide be used as examples of molecules for which resonance is important. (CW)

The purpose of this study was twofold: (1) to understand the conceptual frameworks that sixth-grade students use to explain the nature and structure of matter and molecules; and (2) to assess the effectiveness of two alternate instructional units in helping students change those conceptions. The study involved 15 sixth-grade classes taught by 12…

This paper describes the development of a sixth-grade "Matter and Molecules" unit using a new curriculum development model based on conceptual change research, the field testing of this unit in 15 classrooms and the field test results. The development process and the resulting unit are contrasted with the unit's predecessor, the "Models of Matter"…

Reports on a study into the relationship between a student's ability to solve problems in chemistry and his/her understanding of molecular concepts. Argues that teaching students to solve problems about chemistry is not equivalent to teaching about the nature of matter. (TW)

Two experiments were conducted to assess the performance of freshmen chemistry students with poor spatial visualization skills. In the first experiment, 31 chemistry students with academically deficient backgrounds completed a diagnostic test of their ability to visualize and interpret pictorial representations of simple molecular structures. At…

Reports on a study which examined the relationship between spatial ability and performance in organic chemistry. Results indicated that students with high spatial scores did significantly better on questions requiring problem solving skills, as well as on those requiring the mental manipulation of two-dimensional representations of a molecule. (TW)

Presented is a comprehensible structural representation of humic substances. A number of important roles of soil organic matter, including contribution to the cation-exchange capacity, binding of pesticides, and formation of complexes with micronutrient cations, are illustrated. (Author/CW)