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  Home > JCE Print > Journal of Chemical Education > Issues > 1999  > June  >
Information • Textbooks • Media • Resources
An Analysis of College Chemistry Textbooks As Sources of Misconceptions and Errors in Electrochemistry
Michael J. Sanger and Thomas J. Greenbowe
Department of Chemistry, University of Northern Iowa, Cedar Falls, IA 50614-0423
Cover
June 1999
Vol. 76 No. 6
p. 853
Abstract
The oxidationÐreduction 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.
More Information
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Citation
Sanger, Michael J.; Greenbowe, Thomas J. J. Chem. Educ. 1999, 76, 853.
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Keywords
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History
Created:
Last Updated:
6/11/2008
6/16/2008
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