Identifying functional groups and organic classes is vital for students' success in organic chemistry. The ability to identify a functional group, in an organic molecule, plays a role in many different aspects of organic chemistry ranging from concepts as fundamental as nomenclature to as complex as creating a synthetic route to a target compound. When presenting organic molecules to students most textbooks exclusively orient 2-D representations with the functional group on the right side of the molecule. However, this is not always the case during assessment, and in actuality, an array of possible representations exists such as spatial orientation (left to right and top to bottom), length of representation, and multiple conventions (condensed, semi-condensed, skeletal, and full). This study is designed to determine if the aforementioned relationships have an effect on student performance. Since cognitive load theory suggests that more expert learners can be adversely affected by redundant and extraneous information, multiple conventions are also tested across expertise levels to probe the effect of redundant and extraneous information on performance.