1. Misconceptions in Chemistry Particulate Nature of Matter
Amelia E. Punzalan University of the Philippines National Institute
for Science and Mathematics Education Development September
2012
2. This presentation is based on the book chapter: Particulate
Nature of Matter by Amelia E. Punzalan and Elizabeth L. Marasigan
inAddressing Misconceptions in Mathematics and Science edited by
Josefina G. Belen, Aida I. Yap, Ester B. Ogena and Merle C. Tan.The
book is published by the University of the Philippines
NationalInstitute for Science and Mathematics Education Development
andthe Department of Science and Technology - Science
EducationInstitute in April 2008.The book is UP NISMEDs
contribution to the centennial celebration of theUniversity of the
Philippines. Communications may be sent to:[email protected] 3.
Particulate Nature of Matter Matter is made up of discrete
particles. These particles are called atoms and molecules. There
are empty spaces between these particles. These particles are in
constant random motion. 4. Matter is made up of
discreteparticles.SURVEY:Draw how air, water, and sugar would
appearthrough a very powerful magnifying glass. 5. Atoms and
MoleculesAn atom is the smallest particle of an element thattakes
part in a chemical reaction.An element is made up of one kind of
atoms. An atomconsists of a nucleus and the surrounding
electrons.The nucleus contains protons and neutrons. 6. Atoms and
MoleculesA molecule is the smallest particle of a substancewhich
can exist freely with all the characteristics bywhich the substance
is recognized The substancemay be an element or a compound. 7.
Atoms and MoleculesA compound is made up of molecules that are
alikeand contain more than one kind of atoms (at a laterstage,
students will learn that some compounds aremade up of ions). 8.
Students misconception aboutatoms and moleculesThey either equate
atoms with molecules or do notrecognize the hierarchy between
molecules andatoms. They seem to confuse one for the other andcould
not distinguish one from the other. 9. Sample ResponsesAtomsElla,
3rd yr student: Atom is the simplest form of matter.Examples:
proton, electron.Rico, 4th yr student: An atom is composed of small
spheressurrounded by molecules.Ed, 3rd yr student: These are small
particles in the middleof axis. Example: nuclear 10. Sample
ResponsesMoleculesEster, 3rd yr student: The particles in a
particular atom.Examples: hydrogen, oxygen.Ria, 4th yr student: A
molecule is the smallest part.Romel, 3rd yr student: Smaller
particles that can be seen inmicroscope. Example: bacteria, fungi
11. Empty space between particlesResearch on student conceptions
revealed that eventhough some students recognize the particulate
natureof gases, they still resist the notion of empty spacebetween
the particles (Whitfield, 2006). Studentswould therefore, find it
difficult to comprehend the veryconcept of a void in space in a
solid in discussionsabout the atomic level structure of crystalline
solids. 12. Students misconception about the space between
moleculesStudents think that there has to be something in thespace
between particles. They have difficultyaccepting the notion of an
empty space. Studentshold the view that any empty space must
containair, dust, and other gases. 13. Students misconception about
the space between moleculesEvidenceMost of the students mentioned
that a solid substanceis made up of only one kind of particles and
that thereis no empty space between them. They explained
theiranswer by stating that no place is completely empty. 14.
Particles are in constant randommotion.That matter is made up of
moving particles is a keyidea of the kinetic theory. The theory
explains thetendency of gases, liquids, and solids, to
spread(though very slowly in the case of solids) in alldirections.
15. Explanations on three familiar events:Event 1: A toy balloon
becomes smaller and softerafter two days.Event 2: Without stirring,
ink/food color drop spreadsevenly in water.Event 3: Bagoong or
perfume smells. 16. Misconceptions about the motion of
particlesInstance 1: Gas moves through tiny pores in therubber
balloon.Students responses:Espiritu is lost.Powder is no longer
effective.Air sticks to the hand of the player.Air is
evaporating.Air is compressed. 17. Misconceptions about the motion
of particlesInstance 2: Liquid diffusion (ink spreading in
water)Students responses:Something is pushing the ink.Ink follows
shape of bottle.Ink atoms are lighter than water.Ink is
colored.They just spread.Water is evaporating.There are spaces
between molecules. 18. Misconceptions about the motion of
particlesInstance 3:Gas diffusion (odor spreading in the
room)Students responses:Odor is caused by the fish/perfume.It
always smells.There is air in the bagoong/perfume.It is spreading
in air.There is evaporation and mixing in the air.There are open
spaces in the air. 19. Suggestions:1. Use suitable metaphors,
modes, and analogies to make the idea more experiential. The
following might be good analogies of random intrinsic motion:
Random, frenzied movement of players in the heat ofa basketball
tournament.Fast, random movement of bees in a disbursedbeehive. 20.
Suggestions:2. Give more examples for students to see and from
which intrinsic particle motion can be inferred.The diffusion of
india ink or dye in water can beobserved through a microscope. The
colloidal particles areseen to move around in a constant jerky
dance. 21. Suggestions:3. Allow students to discuss in groups the
explanations for the three instances given in this study. Listening
to students can enhance teaching if theteacher takes time to
consider the ideas students bring intothe classroom and helps them
construct knowledge basedon these ideas. 22. References Marasigan,
E.L. & Pili, A.S. (Feb. 9-10,2007). The use ofparticulate
drawing in exploring students misconceptions on the natureof matter
[CD]. Distributed during the Feb. 9-10, 2007 National
SeminarWorkshop on Misconceptions in Science and Mathematics
Educationheld at the University of the Philippines NISMED, Diliman,
Q.C.Whitfield, M. (2006). Demonstrating void space in solids:
Asimple demonstration to challenge a powerful misconception.
Journal ofChemical Education, 83, 749-751.
