ERIC Number: EJ1178621
Record Type: Journal
Publication Date: 2018-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Zero-Order Chemical Kinetics as a Context to Investigate Student Understanding of Catalysts and Half-Life
Bain, Kinsey; Rodriguez, Jon-Marc G.; Towns, Marcy H.
Journal of Chemical Education, v95 n5 p716-725 May 2018
Zero-order systems provide an interesting opportunity for students to think about the underlying mechanism behind the physical phenomena being modeled. The work reported here is part of a larger study that seeks to characterize how students integrate chemistry and mathematics in the context of chemical kinetics. Thirty-six general chemistry students, five physical chemistry students, and three chemical engineering students were asked to think aloud as they responded to an interview prompt about the half-life of a catalyst-driven zero-order reaction. Our findings revealed that students often described zero-order in mathematical terms (i.e., the zero-order rate law, integrated rate law, and graphical representation), but lacked a clear understanding of the particulate nature of zero-order systems. Results also indicated students have productive discipline-specific conceptions of catalysts but less productive ideas regarding half-life, expressing a limited view that seemed restricted to first-order decay reactions. Analysis of student problem solving further revealed patterns among this type of half-life reasoning. Our work suggests the need for instruction that varies context to promote a more holistic understanding of chemical kinetics concepts.
Descriptors: Chemistry, Science Instruction, College Science, Undergraduate Study, Kinetics, Interviews, Protocol Analysis, Mathematics, Interdisciplinary Approach, Chemical Engineering, Mathematical Concepts, Scientific Concepts
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 1504371