The value of modelling molecules

It is well known that a solid grasp of visual-spatial representations is essential for success in studying chemistry. One aspect of organic chemistry that makes it particularly challenging for students is the wide range of representations encountered during teaching. These include formulae (molecular, structural, displayed and skeletal), dash-wedge diagrams, along with Fisher and Newman projections.

While instructors may urge students to use molecular models to visualise spatial structures based on 2D representations, evidence shows they rarely do.

David Read considers two recent articles which explore the impact of model use on the ability of students to interpret and manipulate different types of representation.