Because of the similarities in structures for problems A-C, we initially hypothesized 490 that if students identified resonance for one problem, they would use resonance for every problem. However, the responses illustrate that despite having similarities in structure, different approaches and resources were observed. Additionally, we hypothesized OC2 students would account for the conjugation to a much greater extent because of discussions of associated molecules, such as amides, discussed at the 'course's end. However, while OC2 495 students were more successful with drawing and using resonance structures for problem A, the use of resonance was similar across both cohorts. Braun and Graulich reported similar findings with regard to the application of resonance of three tasks, in which the productive application was diverse across different tasks. This reinforces the underlying foundation of the resources framework in that activation is context-dependent.