An Analysis of College Chemistry Textbooks As Sources of Misconceptions and Errors in Electrochemistry

• Michael J. Sanger ^[1] ; Thomas J. Greenbowe ^[1]
  1. [1] University of Northern Iowa

     University of Northern Iowa

     City of Cedar Falls, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 76, Nº 6 (June), 1999, págs. 853-853
• Idioma: inglés
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• Dialnet Métricas: 9 Citas
• Resumen

  • The oxidation–reduction and electrochemistry chapters of 10 introductory college chemistry textbooks were reviewed for misleading or erroneous statements, using a list of student misconceptions. These misconceptions include the notions that the identity of the anode and cathode depends on the physical placement of the half-cell; half-cell potentials are independent of each other, meaningful, and measurable; electrons can flow through electrolyte solutions and the salt bridge; cation movement does not constitute an electrical current; electrodes have large net positive or negative charges that can be used to explain ion and electron flow; and electrolysis products cannot be predicted using standard reduction potentials. As a result of this analysis, we provide suggestions for chemistry instructors and textbook authors: simplifications such as always drawing the anode as the left-hand half-cell or only describing the flow of anions in electrolyte solutions and the salt bridge should be avoided; vague or misleading statements should be avoided; cell potentials should be calculated using the difference method instead of the additive method; simple electrostatic arguments should not be used to predict ion and electron flow in electrochemical cells; and all possible oxidation and reduction half-reactions should be considered when predicting the products of electrolysis.