This book highlights the need for studying multi-state models analytically for understanding the physics of molecular processes. An intuitive picture about recently solved models of statistical and quantum mechanics is drawn along with presenting the methods developed to solve them. The models are relevant in the context of molecular processes taking place in gaseous phases and condensed phases, emphasized in the introduction. Chapter 1 derives the arisal of multi-state models for molecular processes from the full Hamiltonian description. The model equations are introduced and the literature review presented in short. In Chapter 2, the time-domain methods to solve Smoluchowski-based reaction-diffusion systems with single-state and two-state descriptions are discussed. Their corresponding analytical results derive new equilibrium concepts in reversible reactions and studies the effect of system and molecular parameters in condensed-phase chemical dynamics. In Chapter 3, time-domain methods to solve quantum scattering problems are developed. Along side introducing a brand new solvable model in quantum scattering, it discusses transient features of quantum two-state models. In interest with electronic transitions, a new solvable two-state model with localized non-adiabatic coupling is also presented. The book concludes by proposing the future scope of the model, thereby inviting new research in this fundamentally important and rich applicable field.

Misconceptions play vital role in learning chemistry. There are a variety of sources of misconceptions such as experiences encountered in daily life, traditional instructional strategies etc. Misconceptions are resistant to change, persistent, and difficult to extinguish even with instruction designed to address them. Effective teaching learning strategy is the key factor for understanding the concepts of chemistry. To adjust with the rapid explosion of knowledge of chemistry, the learners must be prepared to process information suitably and meaningfully so that the information can be treated for a longer time and can be used in different situations of life. To accomplish these objectives, the learners have to frame a concept in his cognitive domain. Transfer of learning mainly depends on concept formation because these concepts are the key building blocks of the structure of knowledge.In this book we present the identification and remediation of misconceptions in chemistry. First we identified their misconceptions using chemistry misconception test (CMT) and removed them through a improvised strategy by using some illustrative materials.