A single, didactic criterion for the description of all biological macromolecules is proposed. This criterion is applicable to globular, fibrous or mixed proteins, as well as to nucleic acids and lipids or polysaccharides. Specific examples are given for all except lipids and polysaccarides. (KR)

Describes a procedure for teaching the "generator orbital" (GO) approach of molecular orbital bonding in polyatomic molecules. Explains how the GO can be utilized with students in generating the vibrational, rotational, and translational modes of molecules in a completely pictorial manner. (ML)

Thermochemical cycles are used to decide which hypothetical compounds might exist and, if not, what is the factor that condemns them to non-existence. Hypothetical compounds of rare gases provide examples of the approach with added historical interest that thermochemical considerations led to prediction and demonstration that XePtF-6 was stable.…

Considered are the underlying ideas of nucleophilic substitution and some of the misconceptions regarding this topic. Discusses methods for teaching this topic and includes definitions for key ideas and terms. (Author/CW)

Illustrates the 29 steps involved in the development of a model of a coordination polyhedron that represents the hexagonal closest packed structure. Points out it is useful in teaching stereochemistry. (TW)

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)

Advocates the teaching of quantum chemical ideas to undergraduates. Discusses the total failure of the electronegativity approach and comparison with other theoretical approaches. (CW)

Describes a simple method to teach molecular geometry using styrofoam balls and velcro strips. Discusses the construction and a procedure for using the model for teaching. (CW)

Discussed are some of the issues which were considered when the International Union of Pure and Applied Chemistry revised its guide to notation in physical chemistry. Included are the choice between SI and non-SI units and choosing sensible names and symbols for quantities. (CW)

Described are demonstrations of the optical activity of two sugar solutions, and the effects of various substituents on acid strength using an overhead projector. Materials and procedures for each demonstration are discussed. (CW)

Suggests using poetry such as James Maxwell's "To the Chief Musician upon Nabla: A Tyndallic Ode" as a vehicle for learning physics. Discusses the physics concepts alluded to in the verses of the poem. (MDH)

Three-phased learning cycles (exploration, invention, application) were introduced into general chemistry laboratories at Northland College (Wisconsin). Discusses each phase and its use in a learning cycle on the functional groups of organic compounds. (JN)

Described is the use of analogy in teaching abstract chemical concepts. A foreign universe is postulated and nuts, bolts, and washers play the roles of atoms and molecules in this universe. (DS)

Presents a didactic model to improve the teaching/learning process in the representation of Lewis structures. Places special emphasis on the calculation and reduction of formal charges, and in the representation of molecules in which the central atom has expanded its valence shell. (MVL)

Gives a brief account of fluoropolymers as an important part of polymer chemistry and attempts to make the topic relevant to the secondary school audience. Provides general characteristics and applications for fluoropolymers. (MVL)