Undergraduate Students’ Understanding of Surface Tension Considering Molecular Area

Abstract

According to the definition, surface tension could be affected not only by intermolecular interaction but also by molecular area. However, in chemistry textbooks, surface tension is mainly explained only in terms of intermolecular interaction. Although the existing surface tension concept in the textbooks can lead to a variety of counterexamples, research on undergraduates’ responses to surface tension anomalies is rare. In this study, we had 16 undergraduates experience an anomalous surface tension experiment and analyzed how they responded to the anomalous data and whether their explanations had met conditions for accommodation. As a result, among the 16 participants, only one student (rejection response) retained her existing conception (i.e., surface tension is proportional only to the intermolecular interaction), and the rest of the students tried to explain the anomaly in their own ways (theory change, peripheral theory change, and abeyance responses). In particular, only the six students who considered both intermolecular interaction and molecular area properly showed a theory change response that matched conditions for accommodation (dissatisfaction, intelligibility, and plausibility). The results of the study imply that the surface tension concept considering both intermolecular interaction and molecular area might be an alternative to the existing concept in chemistry education.

Directional Motion of Gallium-Based Liquid Metal Induced by Asymmetric Chemical Surrounding

“…Surface tension has been a significant topic in chemical education as evidenced by the inclusion of this concept in physical chemistry textbooks and a multitude of papers − published in this Journal. For instance, some studies have introduced simple apparatuses to demonstrate the effects of surface tension on liquids, while others have developed various methods to accurately measure surface tension. − Additionally, the flotation of glass coverslips on water has been used to explore the self-assembly of molecular monolayers .…”

Preservice Chemistry Teachers’ Understanding of Surface Tension through Guided-Inquiry

“…This concept is significant because surface tension enhances the understanding of intermolecular interactions and the explanation of many everyday phenomena (e.g., the shape of a water droplet). It is an essential concept in surface science. , However, it is interesting to note that most of the preservice science teachers have difficulties related to understanding surface tension, although they learn about surface tension in secondary school and university chemistry courses . Since the fact that only the definition of surface tension is given in the courses, students may neglect the intermolecular interactions in their explanations of surface tension. , Surface tension is not only affected by intermolecular interactions but also by molecular area and temperature.…”

“…Since the fact that only the definition of surface tension is given in the courses, students may neglect the intermolecular interactions in their explanations of surface tension. , Surface tension is not only affected by intermolecular interactions but also by molecular area and temperature. However, surface tension is usually interpreted only in terms of intermolecular interactions in chemistry textbooks. , Moreover, the concept of surface tension is not adequately explained at the microscopic level in the courses, and this situation makes it difficult to understand this concept . However, to learn chemistry concepts, it is necessary to make connections between the macroscopic, microscopic, and symbolic levels of chemistry. , …”

“…It is an essential concept in surface science. 7,8 However, it is interesting to note that most of the preservice science teachers have difficulties related to understanding surface tension, although they learn about surface tension in secondary school and university chemistry courses. 9 Since the fact that only the definition of surface tension is given in the courses, students may neglect the intermolecular interactions in their explanations of surface tension.…”

“…However, surface tension is usually interpreted only in terms of intermolecular interactions in chemistry textbooks. 6,8 Moreover, the concept of surface tension is not adequately explained at the microscopic level in the courses, and this situation makes it difficult to understand this concept. 10 However, to learn chemistry concepts, it is necessary to make connections between the macroscopic, microscopic, and symbolic levels of chemistry.…”