The study presents and explains the various periodicity symbols, tables and models for the higher-order valency and donor-acceptor kinships used in chemistry. The described alternative tables are expected to improve the pedagogical consistency of the chemical periodicity patterns with better electronic behavior.

Compares the metabolism in muscles of athletes with the energy usage patterns of the United States and India. (BB)

Presents a series of mathematical models of natural events and isolated systems, equilibrium states, heat and volume-flow rules, energy-transformation rule, and the existence of equations of state. Lists 13 thermodynamic topics along with the mathematics prerequisites. Identifies the grade level in which these topics may be successfully taught.…

Discusses issues related to teaching about orbitals in beginning chemistry courses. Lavoisier's rule, Lewis's orbitals, Pauli's principle, the physics related to chemical concepts are examined. The American Chemical Society's Committee on Professional Training's position on these issues is briefly addressed. (JN)

Discusses different foods with reference to oxidation and energy production. Amino acid assays are provided for eggs, steak, rice, and lentils and white and dark turkey meat is analyzed for energy and power outputs. (MA)

Discusses similarities between chemistry and three central concepts of quantum physics: (1) stationary states; (2) wave functions; and (3) complementarity. Based on these and other similarities, it is indicated that quantum physics is a chemical physics. (JN)

Reviews some major concepts in quantum mechanics and advocates less stress on quantum mechanics and thermodynamics in introductory chemistry. Supports diversity in chemical education. (PR)

Presents dialogs between selected humanists and a thermodynamicist adapted from the author's NSF-AAAS Chautauqua-type short course on "Thermodynamics, Art, Poetry, and the Environment." (CS)

"Bench Remarks" is a new series dealing with chemical transformations of descriptive chemistry. The series begins with brief descriptions of several experiments with flames in an article titled "Flames: A Demonstration Lecture for Young Students and General Audiences" by Henry A. Bent. (JN)

The First Law of Thermodynamics is discussed based on childhood experiences such as playing with seesaws, falling balls, thrown balls, bouncing balls, friction, combustion, and arithmetic. (DF)

Calculates energy expenditures for the activities of running and bicycling and discusses the heat dissipative perspiration system of the human body. (CP)

Proposes that including historical perspectives in chemistry instruction to aid in building a historical perspective of the interplay in science of facts, logic, and ideas. (SL)

Discusses the nature and role of models in various aspects of the chemistry curriculum, examining the purposes and importance of tangible, linguistic, arithmetical, thermodynamic, and quantum-physical models. Strategies in using models in laboratory work and in lecture demonstrations are also considered. (JN)

Describes modifications included in an examination procedure allowing students to take an exam on a given unit twice, and the use of nonobjective exams. The grading of exams by the professor in consultation with the student was viewed as the most productive aspect of the course. (GS)