A Soviet era stamp featuring a quadruple bond.
Erica Jacobsen shares highlights from the April 2019 issue of the Journal of Chemical Education.
Erica Jacobsen shares highlights from the November 2017 issue of the Journal of Chemical Education that are of special interest to high school chemistry teachers.
When describing abstract concepts like chemical bonding, it always seems to feel far too easy for both teachers and students to resort to the “wants” and “needs” of atoms. After all, we understand what it means to want, need, or like something, so it often feels appropriate (and easier) to use a relatable metaphor or subtly anthropomorphize these atoms to accommodate our students’ current reasoning abilities. While predicting the types of bonds that will form and the general idea behind how atoms bond can be answered correctly using such relatable phrases or ideas, the elephant in the room still in remains—do our students really understand why these atoms bond?