Students' Understanding of Boiling Points and Intermolecular Forces

Autor/inn/en	Schmidt, Hans-Jurgen; Kaufmann, Birgit; Treagust, David F.
Titel	Students' Understanding of Boiling Points and Intermolecular Forces
Quelle	In: Chemistry Education Research and Practice, 10 (2009) 4, S.265-272 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b920829c
Schlagwörter	Molecular Structure; Models; Scientific Concepts; Scientific Principles; Organic Chemistry; Foreign Countries; Grade 11; Secondary School Students; Water; Thermodynamics; Secondary School Science; Science Instruction; Knowledge Level; Germany + Suchen Sie Ihr Suchwort? Analogiemodell; Organische Chemie; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; Wasser; Thermodynamik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Deutschland
Abstract	In introductory chemistry courses students are presented with the model that matter is composed of particles, and that weak forces of attraction exist between them. This model is used to interpret phenomena such as solubility and melting points, and aids in understanding the changes in states of matter as opposed to chemical reactions. We investigated upper secondary school students' models for intermolecular forces and their abilities to use these for predicting the relative boiling points of organic compounds. Written tests were administered to students in grades 11 to 13 (aged 16 to 19) in Germany. Students' answers, and especially the reasons they gave for their answers, were analysed. Results indicate students had difficulty predicting the relative boiling points of organic compounds. The most prominent alternative conception was that boiling involves breaking covalent bonds. Results also indicate that students used alternative models for hydrogen bonds, limiting the occurrence of hydrogen bonds to the presence of oxygen and hydrogen atoms, or to dipolar molecules. The results show that the understanding of intermolecular forces in upper secondary school is inadequate, and that teaching should be changed. The items developed in this study could be incorporated into classroom discussions. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10