This study examined the role of multiple representations of chemical phenomena, specifically, the temperature pressure relationship of ideal gases, in the problem solving strategies of college chemistry students. Volunteers included students enrolled in a first semester general chemistry course at a western university. Two additional volunteers from the same university were asked to participate and serve as models of greater sophistication. One was a senior chemistry major; another was a junior science writing major. Volunteers completed an initial screening task involving multiple representations of concentration and dilution concepts. Based on the results of this screening instrument a smaller set of subjects were asked to complete a think aloud session involving multiple representations of the temperature pressure relationship. Data consisted of the written work of the volunteers and transcripts from videotaped think aloud sessions.

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