User talk:Sciencegirl77

Common Misconceptions: Chemical Bonds and the Role of Electrons
Student Misconception are listed in bold italics. Scientifically acceptable responses are in regular test.''' Molecules are glued together. Molecules are held together by opposite electric forces or by the sharing of electrons. The strengths of covalent bonds and intermolecular forces are similar. The greater the bond energy the stronger the bond. The chemical bond is a physical thing made of matter. A chemical bond is the physical phenomenon of chemical substances being held together by attraction of atoms to each other through sharing, as well as exchanging, of electrons or electrostatic forces. Electrons know which atom they came from. No they don't. Atoms know who owes them an electron.	No they don't. Atoms are held together because they share electrons, so sharing electrons is a force. A chemical bond is the physical phenomenon of chemical substances being held together by attraction of atoms to each other through sharing, as well as exchanging, of electrons. Atoms lend and borrow electrons in order to satisfy the octet rule. Atoms combine together to form stable, unreactive materials. Sharing an electron means one atom donates an electron which is shared by both atoms. The term sharing electrons indicates that the valance electrons of the atoms become part of the orbitals of more than one atom of the molecule. The shape of a molecule is due only to repulsion between non-bonding electron pairs. To determine the shape of a molecule, two things are important. The first is a correct Lewis Dot Structure; the second is the application of the Valence-Shell Electron-Pair Repulsion Theory ( also known as the VSEPR Theory)

Overcoming bonding misconceptions:
•	Teachers must be made aware of misconceptions. •	Administer conceptual exams. •	Increase the use of technology (i.e. virtual reality). •	Use computers as a way for student’s to explore their misconceptions. •	Curriculum should acknowledge misconceptions. •	Use more relevant humanistic approaches to chemistry instruction. •	Avoid teaching chemistry abstractly (symbolically), instead teach chemistry in a three cycle method: macro, symbolic and micro. •	Use science history and discovery in teaching concepts. If a student learns how the Scientifically Acceptable Answer came about they may release their misconception.

Bibliography: Birk, J.P. & Kurtz, M.J. (1999) ‘Effect of Retention and Elimination of Misconceptions about Molecular Structure and Bonding’ Journal of Chemical Education 76:124-128 http://jchemed.chem.wisc.edu/hs/Journal/Issues/1999/Jan/clicSubscriber/V76N01/p124.pdf

Gabel, D. (1999) ‘Improving Teaching and Learning through chemistry Education Research: A Look to the Future’ Journal of Chemical Education 71:548-554 http://jchemed.chem.wisc.edu/HS/Journal/Issues/1999/Apr/clicSubscriber/V76N04/p548.pdf

Tsaparlis, G. (1997) ‘Atomic and Molecular Structure in Chemical Education’ Journal of Chemical Education 74:922-925 http://jchemed.chem.wisc.edu/hs/Journal/Issues/1997/Aug/clicSubscriber/V74N11/p922.pdf

Unknown, (2001) ‘Student Preconceptions and Misconceptions in Chemistry’ Arizona State University http://www.daisley.net/hellevator/misconceptions/misconceptions.pdf

'' “If students early in their studies do not have conceptual understanding, is it because they have a misconception or is it because they have no concept at all?” -Birk & Kurtz''