Suggestions for the use of two different conventions in difference and rate terms in thermodynamics are made. It is shown how this approach lends itself to an accurate and concise discussion of function changes for a chemical reaction. (CW)

An approach which may be useful for teaching electrochemistry in freshman college chemistry courses is presented. Discussed are the potential problems with teaching this subject and solutions provided by this approach. (CW)

This paper suggests a nontraditional pedagogic approach to the subject of redox reactions and electrode potentials suitable for freshman chemistry. Presented is a method for the representation of galvanic cells without the introduction of the symbology and notation of conventional cell diagrams. (CW)

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 are demonstrations designed to reveal the important "nonsolvent" properties of water through its interaction with a toy called "Magic Sand" and other synthetic silica derivatives, especially those bonded with organic moities. The procedures for seven demonstrations along with a discussion of the effects are presented. (CW)

Presented are the procedures and a discussion of the results for an experiment in which students select unknown carboxylic acids, determine their melting points, and investigate their solubility behavior in water and ethanol. A table of selected carboxylic acids is included. (CW)

Background information, laboratory procedures, and a discussion of the results of an experiment designed to investigate the difference in energy gained from the aerobic and anaerobic oxidation of glucose are presented. Sample experimental and calculated data are included. (CW)

Discussed are the procedures and results involved in this activity. Student results in undergraduate laboratories indicate high quality results and relative ease of the analysis. (CW)

Presented are laboratory methods which allow the demonstration and determination of the diffusion coefficients of compounds ranging in size from water to small proteins. Included are the procedures involving the use of a spectrometer, UV cell, triterated agar, and oxygen diffusion. Results including quantification are described. (CW)

Described is a 35mm projector demonstration which combines the advantages a highly magnified view of the sample zone as it undergoes dispersion and the ability to show more than a single-line flow injection analysis manifold. Manufacture and use of the slide for demonstration are discussed. (CW)

Discussed are four major advantages to the use of microscale laboratories for teaching chemistry. Included are effects on waste generation, laboratory safety, reagent variety, and laboratory efficiency. (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)

Proposed is a flow-chart and related formulas to obtain expressions for the derivatives of the old thermodynamic function in terms of new variables, the new function and its derivatives, and derivatives of the old function, involving only measurable quantities. (CW)

Described is a method that can be used to obtain molecular or atomic term symbols. Several examples accompany an explanation of the method. (CW)

Discussed is some of the confusion encountered in electrochemistry due to misunderstandings of sign conventions and simple mathematical errors. Clarified are issues involving emf series, IUPAC sign conventions, calculation of cell potentials, reference electrodes, the polarity of electrodes in electrochemical devices, and overpotential. (CW)