A scaffold-oriented line notation can include: a scaffold sequence of atom identifiers of a scaffold, the scaffold sequence includes at least one decoration marker or any number of decoration markers, each decoration marker being adjacent to an atom identifier of a linking atom of the scaffold; a decoration separator following a last atom identifier or a last decoration marker of the scaffold sequence; at least one decoration having at least one atom identifier in a line notation that defines a chemical structure of the chemical moiety of the decoration that is attached to the linking atom of the scaffold of the molecule; in the scaffold sequence, an order of the at least one decoration marker defines an order of the at least one decoration; in the at least one decoration, the first decoration follows the first decoration separator.

A chirality teaching tool includes a central sphere representing a chiral carbon atom, and four projections representing substituents bound to the chiral carbon atom. The central sphere includes two hemispheres rotatable relative to each other. Each of the four projections forms an angle of about 100 to about 120 degrees with each other projection on the same hemisphere, and each projection is capable of forming an angle of about 100 to about 120 degrees with each of the two projections on the other hemisphere. A message indicating the type of chirality (e.g., R or S) is visible from outside the central sphere and displayed on or below the outer surface of the central sphere. The message changes when relative locations of two of the four projections are exchanged by the rotation of the two hemispheres 180 degrees relative to each other.

A chirality teaching tool includes a central sphere representing a chiral carbon atom, and four projections representing substituents bound to the chiral carbon atom. The central sphere includes two hemispheres rotatable relative to each other. Each of the four projections forms an angle of about 100 to about 120 degrees with each other projection on the same hemisphere, and each projection is capable of forming an angle of about 100 to about 120 degrees with each of the two projections on the other hemisphere. A message indicating the type of chirality (e.g., R or S) is visible from outside the central sphere and displayed on or below the outer surface of the central sphere. The message changes when relative locations of two of the four projections are exchanged by the rotation of the two hemispheres 180 degrees relative to each other.

Chemistry game systems and methods are provided. The systems and methods provide an analog and a video portion which may be employed together or separate. Characters in the game battle each other and the outcomes may be based on character statistics and or chance. When employed together the video portion may display a graphical display of an interaction that takes place between the characters in the analog game.

Chemistry game systems and methods are provided. The systems and methods provide an analog and a video portion which may be employed together or separate. Characters in the game battle each other and the outcomes may be based on character statistics and or chance. When employed together the video portion may display a graphical display of an interaction that takes place between the characters in the analog game.

A balance, having an indicator with clearly marked inequalities, provides feedback to a user where the user determines whether they have created an equality or inequality and whether an adjustment is necessary. Users connect mathematical statements with a correct equality or inequality symbol. The indicator provides users with a physical representation of basic math operations, including addition, subtraction, multiplication, and division, as well as fractions, negative numbers, and algebraic equations. Physical adjustments to the balance system correspond to conventional mathematic/algebraic written representation. Constant cubes include several different sets of unit weight. Other cubes or objects are labeled with colored symbols and are provided in a variety of weights and quantities. Opposite chips are labeled with negative signs; line chips are labeled with x and y. Combinations of the constant cubes, cubes or objects labeled with colored symbols, opposite chips, and line chips are arranged on removable pans on the balance to teach mathematical functions.

A balance, having an indicator with clearly marked inequalities, provides feedback to a user where the user determines whether they have created an equality or inequality and whether an adjustment is necessary. Users connect mathematical statements with a correct equality or inequality symbol. The indicator provides users with a physical representation of basic math operations, including addition, subtraction, multiplication, and division, as well as fractions, negative numbers, and algebraic equations. Physical adjustments to the balance system correspond to conventional mathematic/algebraic written representation. Constant cubes include several different sets of unit weight. Other cubes or objects are labeled with colored symbols and are provided in a variety of weights and quantities. Opposite chips are labeled with negative signs; line chips are labeled with x and y. Combinations of the constant cubes, cubes or objects labeled with colored symbols, opposite chips, and line chips are arranged on removable pans on the balance to teach mathematical functions.

This invention describes a 4-dimensional periodic table of elements (4D PT) based on the 4 known quantum numbers of the atomn (principal), l (azimuthal), m (magnetic) and s (spin)which determine the 4D Cartesian co-ordinates (n,l,m,s) of a 4-dimensional cubic lattice. Since the four quantum number combinations of each element are unique by Pauli's exclusion principle, each chemical element occupies a different vertex of this lattice and has a unique location in 4D space and hence in the periodic table. The 4D PT of elements extends to chemical molecules and compounds by adding coordinates of individual elements into composite coordinates of molecules and compounds in a larger expansive PT. The higher-dimensional table of elements and compounds can be represented in any digital media or print media as 2D charts or cards. The 4D PT #can be physically built as 3D model kits comprising nodes and connecting struts or 3D blocks or connected 2D panels.

The present invention is a periodic table based game system. The game board has a periodic table of elements printed upon it. Each of the elements is covered by a magnetic piece with a matching atomic number, such that the players may only view the atomic number of the elements. The game begins when the first player chooses a stick or card with an element name and symbol on it. The player then must lift a magnetic piece to reveal the same element that is listed on the stick or card. If they are successful, they are rewarded points and the next player takes a turn. If they fail three times, the next player will also have three attempts to uncover the correct element and receive points. When all magnetic pieces are removed, the player with the highest sum of points wins the game.

Educational atom models which are attached to a plurality of filaments, to which each end is attached a self-orienting magnet. The magnet is comprised of one magnet or a plurality of magnets, such that the assembly can orient to align, attract and bond to a magnet attached to the end of another filament. The atom models can mimic chemical bonds when a magnet assembly from one atom model orients, attracts and bonds to a magnet from a different atom model. The bonding between magnets more accurately mimics the formation of chemical bonds in terms of force, energy, bonding-electron origin, speed, spontaneity, and atoms' ability to form double and triple bonds. The models are educationally engaging resulting in better learning outcomes.