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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > April  >
In the Classroom
Revisiting Molar Mass, Atomic Mass, and Mass Number: Organizing, Integrating, and Sequencing Fundamental Chemical Concepts
Stephen DeMeo
Department of Curriculum and Teaching, Department of Chemistry, Hunter College of the City University of New York, New York, NY 10021
Cover
April 2006
Vol. 83 No. 4
p. 617
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.
More Information
*  Citation
 DeMeo, Stephen. J. Chem. Educ. 2006 83 617.
*  Keywords
 Curriculum; Descriptive Chemistry; Enrichment / Review Materials; First-Year Undergraduate / General; High School / Introductory Chemistry; History / Philosophy; Misconceptions / Discrepant Events; Nomenclature / Units / Symbols; Physical Properties; Textbooks / Reference Books
*  History
 Created:
Last Updated:		 2/24/2006
2/24/2006
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