A mole of M&amp;M's

Merlo, Carmela; Turner, Kathleen E.

doi:10.1021/ed070p453

Cited by 8 publications

(8 citation statements)

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“…During the 1980s and 1990s, more than 50 articles published in the Journal of Chemical Education were related to the mole. Besides elaborating on and discussing relevant concepts (e.g., Dominic, ; Gorin, , ; Kolb, ), most of the articles proposed instructional strategies such as using various analogies (e.g., Alexander, Ewing, & Abbott, ; DeLorenzo, ; Last & Webb, ; Poskozim, Wazorick, Tiempetpaisal, & Poskozim, ) or practical work (e.g., Ben‐Zvi, Eylon, & Siberstein, ; DeSanabia, ; Felty, ; Merlo & Turner, ; Myers, ). The analysis of these instructional strategies showed that each analogy or practical work purely reflected one aspect of the mole (Fang, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The analysis of these instructional strategies showed that each analogy or practical work purely reflected one aspect of the mole (Fang, ). Some practical work such as “A mole of M&Ms” (Merlo & Turner, ) expects students to “feel” how huge Avogadro's number is by calculating, for instance, the depth to which one mole of M&Ms chocolate would cover the area of the United States. Others like “Fruit Salad” (Felty, ) and “Pennies and Nickels” (Myers, ) intend to reinforce the concept of relative atomic mass, and involve comparing the masses of objects and using mass ratios to solve problems.…”

Section: Literature Reviewmentioning

confidence: 99%

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Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

2015

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The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions for classroom instruction. By means of videotaping and interviews, the case studies explored how the mole is presented and conceptualized in two secondary classrooms in two different countries, Australia and Taiwan. Data analysis was based on a concept map and focused on how two key ideas were presented in the lessons and perceived by the students: (1) the definition of the mole, and (2) the concept of molar mass. The findings show that during the lessons on the mole, most of the time was spent on solving stoichiometric problems. Conceptually, the number aspect of the mole, that is, Avogadro's number, was emphasized; the concept of molar mass was introduced without meaningfully connecting it to the concept of relative atomic/molecular mass. Although the students were able to solve relevant problems, they could not coherently explain the relations among the concepts. Two critical components for a conceptual understanding of the mole emerged: (1) the number aspect of the mole needs to be justified by its mass aspect, and (2) the connection between molar mass and relative atomic/molecular mass needs to be explicitly explained. The two components provide one explanation for students' algorithmic learning and their confusion in learning about the mole, and serve as concrete suggestions for improving classroom instruction. The study once again manifested the significance of teaching for conceptual understanding in science education. It also exemplifies how a concept map of a specific scientific concept can also be a useful analytical tool in educational research. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 181–214, 2016.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

2015

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“…-cálculo de la masa de átomos de hidrógeno contenidos en el volumen terrestre (Todd, 1985); -cálculos de: a) el dinero al repartir un mol de dólares de forma equitativa entre los habitantes de la tierra o de la superficie ocupada por un mol de hormigas, suponiendo que se conocen la masa media de una hormiga, la superficie de un hormiguero, la masa y la superficie terrestre; b) la masa y el volumen que representan un mol de granos de arena a partir de la masa de un grano de arena, la densidad de la arena, la masa y la superficie terrestre (Van Lubeck, 1989); -cálculo del dinero sobrante al gastar 106 dólares cada segundo, desde el momento de la formación de la tierra, presuponiendo un capital inicial de un mol de dólares (Tannenbaum, 1990); -cálculo del volumen ocupado por un mol de canicas, de perdigones, de granos de arena, etc. (Hoyt, 1992); -cálculo del volumen que ocupan un mol de pequeños caramelos (Merlo y Turner, 1993); -utilización del mol como equivalente a una moneda química (Bonneau, 1994); -utilización de envases cilíndricos coloreados para visualizar las leyes de los volúmenes de combinación (Gay-Lussac) y de Avogadro (Bouma, 1986).…”

Section: Utilización De Analogías Y Nuevas Tecnologías Como Estrategias Didácticasunclassified

Revisión de investigaciones sobre la enseñanza-aprendizaje de los conceptos cantidad de sustancia y mol

Furió-Mas¹,

Azcona²,

Guisasola³

2002

ensciencias

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Resumen. El objeto de este trabajo es revisar la situación actual de las investigaciones didácticas realizadas en el campo de la química sobre los conceptos de cantidad de sustancia y de mol. La revisión está organizada en cuatro apartados: dificultades de aprendizaje, dificultades de enseñanza, controversias sobre la magnitud «cantidad de sustancia» y estrategias de enseñanza. Palabras clave. Dificultades de aprendizaje, cantidad de sustancia y mol, dificultades de enseñanza, estrategias de enseñanza, revisión de investigaciones.Summary. The aim of this paper is to review the present situation of «amount of substance» and mol concepts research in Chemical Education. We organise the review in four fields: learning difficulties, teaching difficulties, controversies about the magnitude of «amount of substance» and teaching strategies. Keywords. Learning difficulties, amount of substance and mole, teaching difficulties, strategies of instruction, review of research.

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“…Candy-based chemistry teaching appears in numerous guises. For example, candy has been used to teach stoichiometry, , atomic orbitals, kinetics, and statistics . In this Journal alone, candy has been analyzed by calorimetry, liquid chromatography, , and gas chromatography mass spectrometry .…”

Section: Introductionmentioning

confidence: 99%

Chemistry of Candy: A Sweet Approach to Teaching Nonscience Majors

et al. 2018

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Candy, an everyday treat, is a convenient theme for teaching chemistry. Making candy incorporates solution concentration, colligative properties, and phase transformations while flavoring and color reflect synthesis or extraction. In this article, a nonscience major laboratory course on candy chemistry is presented. The course combines laboratory experiments and candymaking exercises, illustrating general chemistry principles and data collection. For example, students investigate crystal formation with rock candy and fudge, browning reactions with UV−vis spectroscopy and caramels, enzyme kinetics with polarimetry and cherry cordials, and freezing point depression with temperature measurements and ice cream. Imitation and natural flavors are obtained through Fischer esterification and distillation, respectively, while colorants are characterized through chromatography and spectroscopy. The course incorporates statistics through sensory analysis and color distribution. Student assessment and feedback as well as a poster/tasting session are also described.

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A mole of M&M's

Cited by 8 publications

References 1 publication

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

Revisión de investigaciones sobre la enseñanza-aprendizaje de los conceptos cantidad de sustancia y mol

Chemistry of Candy: A Sweet Approach to Teaching Nonscience Majors

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