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Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting the electron configuration of an element and molecular orbital theory were also constructed. Modules were presented as a hands-on learning experience for a group of BVI students followed by a survey. Modules were also presented as classroom demonstration for an undergraduate general chemistry class of sighted students.

Interviews with representatives of nine municipal agencies involved in air-quality education were analyzed for concepts and skills perceived as important for citizens in addressing air-quality concerns. Interviewees focused mainly on general air quality-related understandings (60.2%), although cognitive skills (22.0%) and specific concepts (17.8%) were also mentioned. The major categories of desired airquality understandings identified in interviews included sources, impact, detection, and transport of air pollutants. Identified cognitive skills focused on information-gathering and -evaluating abilities, enabling informed air-quality decision making. Eight Learning Goal Sets generated from interview data and validated via peer and member checks helped guide a content analysis of six undergraduate liberal arts chemistry textbooks. Overall, sampled chemistry textbooks supported the previously identified air-quality concepts and skills. However, few textbooks directly confronted interviewee-reported, air quality-related misconceptions and inabilities. Instructional and research implications of these validated air-quality learning goals and subsequent textbook analyses are discussed. ß

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The use of Hollywood Squares as a review game in organic chemistry is described.