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Revisiting Molar Mass, Atomic Mass, and Mass Number: Organizing, Integrating, and Sequencing Fundamental Chemical Concepts
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Abstract
It is often confusing for introductory chemistry students to differentiate between molar mass, atomic mass, and mass number as well as to conceptually understand these ideas beyond a surface level. One way to improve understanding is to integrate the concepts, articulate their relationships, and present them in a meaningful sequence. The integrated conception, what is described as the "atomic mass conception", involves the description and sequencing of these three concepts based upon IUPAC terminology and findings from educational researchers. The sequencing and detail of these concepts run counter to how these three ideas are presented in popular textbooks.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
CurriculumKeywords (Pedagogy):
Misconceptions / Discrepant EventsKeywords (Subject):
Descriptive ChemistryCiting Articles
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This article has been cited by 1 ACS Journal articles (1 most recent appear below).
The Atomic Mass Unit, the Avogadro Constant, and the Mole: A Way To Understanding
Andrzej BarańskiJournal of Chemical Education2012 89 (1), 97-102The Atomic Mass Unit, the Avogadro Constant, and the Mole: A Way To Understanding
Andrzej BarańskiJournal of Chemical Education2012 89 (1), 97-102Numerous articles have been published that address problems encountered in teaching basic concepts of chemistry such as the atomic mass unit, Avogadro’s number, and the mole. The origin of these problems is found in the concept definitions. If these ...
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- Received: August 03, 2009
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