KEYNOTE SPEAKER 2

Misconception in Chemistry Textbooks and Teachers as Users: Case Study

on the Concepts of Quantum Numbers and Electronic Configurations for
Senior High School Level
in Yogyakarta, Indonesia

Professor Dr. Kristian H. Sugiyarto

Department of Chemistry Education,
Faculty of Mathematics and Science
Yogyakarta State University, INDONESIA
 MISCONCEPTION IN CHEMISTRY
TEXTBOOKS AND TEACHERS AS USERS;
CASE STUDY ON
THE CONCEPTS OF QUANTUM NUMBERS
AND ELECTRONIC CONFIGURATIONS
FOR SENIOR HIGH SCHOOL LEVEL
IN YOGYAKARTA
by:
Kristian H. Sugiyarto
Method:
Population :
1.Textbooks of chemistry for High-School
circulating in Yogyakarta (~ 10 textbooks)

SampLE : 6 textbooks

2. Chemistry Teachers as Users

SampLE: 33 teachers from 10 Public- and 5
Private- High Schools in Yogyakarta
• Procedure :
1. The content of the corresponding concepts in the
textbooks were reviewed according to scientific
correctness
2. - The teachers were gathered in a class-room to
respond the questioning test
- They were asked to bring their own textbook(s)
and to discuss one to another, but the answers
should be on his/her own individual decision
- Therefore, his/her answers should be merely
based on her/his own understanding about the
concepts, and no forgetful factor was considered
- The results were collected and then discussed to
show the misconception
 What is this? Who is him-her?

Duck ! Rabbit!

Beautiful
Lady!
Misconception!
Grand mum!
 MAN (2) (3) (4)
Extreme
particle?

(5) (6) (7) WOMEN

Extreme

Can you recognise, who he/she is ? wave??

 Concept “Concept”
(Original) transfer (Product)

discrepancy ?
"preconception, misconception, alternative framework,
students’ knowledge, explanatory system ….."

"misconception is the term commonly used to describe

an unaccepted (and not necessarily wrong) interpretation of
a concept illustrated in the statement in which the concept
is embedded. However, van den Berg (1991) declares that in
science, "misconseption" is identical to ”wrong"
qUANTUM NUMBERS
n : 1, 2, 3, 4, 5, ……., ∞ What for are
ℓ : 0, 1, 2, 3, 4, ……. they?
mℓ : 0, ±1, ±2, ±3, ..…..
s :½
ms :±½ For designating the electrons in
an atom/ion/molecule, and thus
electronic configuration

How are they generated ?

Misconception?

?
?
?
?
?
?
?
?
 Misconception?

Only true for the first twenty element!!!

(16)
1s
7s
6d 1s
(12) 6p 2s
5f 2s 2p
6s (15)
5d (17)
5p 2p 3s
(9) (14)
4f 3s 3p
5s (11) 3d
4d (13) 3p 4s
(6) 4p (10)
4s (8) 4s 4p 4d 4f 3d 4p 5s
3d
(4) 3p (7)
3s 5s 5p 5d 5f 4d 5p 6s
(5)

(2) 2p 4f 5d 6p 7s
2s (3)
6s 6p 6d

(1) 5f 6d 7p 8s
7s 7p
1s (b)
(a)
(c)

Diagram mnemonic urutan pengisian elektron pada orbital atas dasar aufbau
menurut:
(a) (a) Pao-Fang Yi (J. Chem. Ed. 1947, Vol. 24, 567)
(b) Uncle Wiggly (J. Chem. Ed. 1983, Vol. 60, 562)
(c) Darsey sebagai “pohon natal Pascal”( (J. Chem. Ed. 1988, Vol. 65, 1036)
Diagram aufabu hanya benar-eksak hingga nomor atom 20
Misconception? WHY?

Simplification of the complex!

Misconception? J. Chem.Ed. Vol.55, Number 1,
January, 1978, 2-6
Misconception? J. Chem.Ed. Vol.55, Number
1, January, 1978, 2-6
J. Chem.Ed. Vol.55, Number 3d
1, January, 1978, 2-6

Misconception?

4s
J. Chem.Ed. Vol. 66, Number
6, June, 1989, 481-483
 Misconception?

Alfabetik -
? numeric ?

? ?
Polar and Cartesian Coordinates for One Electron Model

r =0-,q=0- p,
f = 0- 2 p

Important equations:
z = r cos q
x = r sin q cos f
y = r sin q sin f, and
r2 = x2 + y2 + z2
 Eq (1)
SOLUTION

=

(2  1)(  m )! (n    1)! Z 3
 2Z r  2 1  2Z r  m
.e  Zr / n a0
  Ln     P (Cos  ). eim
 n (  m )![( n  )!] a0
4 3 3
 n a0   n a0 
 Orbital !
• Pictures of the wavefungtion, Y or Y2 (the probability
in finding electrons):
1) Yn,ℓ,m (r,,f)
2) Yn,ℓ, = Rn,ℓ (r )
3) Yℓ,m = Qℓ,m () . Fm (f)
4) Yℓ,m2 = [Qℓ,m () . Fm (f)]2

For “chemical practice”

3&4
Bentuk orbital polar: (a) fungsi cos  dan (b) fungsi cos2 
atau orbital pz (beberapa titik nilai 0-900 digambarkan)
Tro, Chemistry: A
Molecular Approach 25
 mℓ = ±3
mℓ = ±2
mℓ = ±1

mℓ = 0
mℓ = ±3
mℓ = ±1 mℓ = ±2
Friedman, H. G., Choppin, G. R., Feuerbacher, D.G., 1964, “The Shapes
of the f orbitals”, J. of Chem. Ed., Vol. 41, No. 7, July, 354-358
4f

5d
6s
 n=7
binding energy vs
n=6
atomic number
n=5 Day & Selbin, Theoretical
Inorganic Chemistry,
n=4 1969, p. 96
7s ; 7p
5f ; 6d

n=3 6p
6s Detailed Relative
Energy

5d
5s ; 5p Energy of
n=2 Orbitals in the
4d ; 4f Quantum
4s ; 4p
n=1 Mechanical Model
3d

= f
3s ; 3p
2p
Note: the relative
= d 2s energy of
= p 1s
= s 1
occupied (n-1)d
20 40 60 80 100
to ns orbitals
Atomic Number
 Atomic Number
19 20 21 22 37 38 39 40 41 56 57 58 59 87 88 89 90 91 92
0
3d 4f
5f
4d
4p 5p
6d
5d
Energy / eV

5s 5p
4s 4p
5,0 6s
5s 6s 7s
5d 7s
4s
4d 4f

3d
10,0 6d
5f

K Ca Sc Ti Rb Sr Y Zr Nb Ba La Ce Pr Fr Ra Ac Th Pa U

Binding energy of electron with atomic number

(Day & Selbin, Theoretical Inorganic Chemistry, 1969, p. 125 )
Why only d-electrons?
Very simply the relative energies of
the (n-1)d, ns, and np orbitals.

Generally, Zeff increases across

the periods WHY?

BUT THE Zeff CHANGE AFFECTS THE

(n-1)d-ORBITALS MORE THAN ns and np.

They are closer to the nucleus.

SPIN ELEKTRON

Lihat media animasi

N

S
N

S
SPIN ELEKTRON
dst.
6C: [He] 2s 2 2p 2
DIAGRAM ORBITAL
2s 2p

(1)
2p
(2)
2s
(3)
(7) (8) (9)

(4)
2p
(5)
2s
(6)
(10) (11) (12)
 23 V: [Ar] 3d 2 4s 2
DIAGRAM ORBITAL
4s 2 3d 3 3d 3 4s 2

(1) (2)

3d 3 4s 2
(4)
4s 2 (3) 3d 3

-2 -1 0 +1 +2 +2 +1 0 -1 -2
(5) (6)
-1 0 +1 +1 0 -1
(7) px py pz px py pz (8)
 FINDINGS
Various misconseptions in the textbooks
and teachers as users
Some examples of misconceptions (Textbooks & Teachers)
O
R
B
I
T
A ?
L
?
Hubungan lambang nilai mℓ dengan sumbu Cartes x-y-z

?
FATAL
The term of: the LAST electron – The nth electron? ?
Which one to be
? the last, or the
nth electron?

?
 Which one is the “last electron”?
?

?
How does it come
to the idea ?
Cr: [Ar] 4s 2 3d4→ [Ar] 4s1 3d5
24

? 24Cr: [Ar] 3d4 4s2 → [Ar] 3d5 4s1

What is “the last electron”?

?
?

?
?
 ?

The questions are:

What is “the last” electrons of Fe and of Fe2+ ?
Are they the same?
What is the electronic
configuration of the
neutral atom, Y?
Y: [Ar] 4s2 3d8 !!
BAD effect of the slopy aufbau
 IONISATION ON TRANSITION ELEMENT

Thus the last-two electrons should enter to 4s,

and the prior one-two electrons should enter to AUFBAU
3d, resulting in the lowest energy for the whole PRINCIPLE
ion/atom.
Keller, R. N., 1962, “Textbook Errors 38: Energy Level Diagrams and
Extranuclear Building of the Elements”, Journal of Chemical Education,
39, 289-293
Thus, ONLY the last electron enter to ns orbital, and the prior
one-nine electron(s) should enter to (n-1)d orbital
Conclusion: The stability of the 3dx or [(n-1)dx]
electron is greater than the 4s(1-2) or [ns(1-2)] electron
https://www.youtube.com/watch?v=VQr61aG8LH0
 https://www.youtube.com/watch?v=VQr61aG8LH0

1s2 1s2

2p6 2p6
https://www.youtube.com/watch?v=VQr61aG8LH0

2s2 2s2

3p6 3s2 3p6 3s2

4s2 4s2
3d1
• Working downwards from the highest energy levels ......
• the valence band (4d, 5s) emission occurs at a binding energy of ca. 0 -
8 eV ( measured with respect to the Fermi level, or alternatively at ca. 4
- 12 eV if measured with respect to the vacuum level ).
• the emission from the 4p and 4s levels gives rise to very weak peaks at
54 eV and 88 eV respectively
• the most intense peak at ca. 335 eV is due to emission from the 3d
levels of the Pd atoms, whilst the 3p and 3s levels give rise to the peaks
at ca. 534/561 eV and 673 eV respectively.
• the remaining peak is not an XPS peak at all ! - it is an Auger peak
arising from x-ray induced Auger emission. It occurs at a kinetic energy
of ca. 330 eV (in this case it is really meaningless to refer to an
associated binding energy).
• These assignments are summarised below ...
• CONCLUSION:
There are various misconceptions in
understanding:
1. The quantum numbers of:
 mℓ associated with labeling cartesian orbitals, and
“increasing-decreasing” order to the “filling”
electrons due to Hund rule
 ms associated with unpaired-paired electron(s)
2. The aufbau priciple associated with the
ordering energy of orbitals and thus electronic
configurations of elements
3. The term of the nth electron
 (A) 3d7 (B)
4s
4s
3d5 4s2 3d5 4s2 3d5 4s2

3d
3d 3d7
Mn Co2+ Mn Co2+
Van Quickenborne, et al, J. Chem.Ed. Vol.
71, Number 6, June, 1994, 469-471

ε3d (3dn 4s2) <

ε3d (3dn+1 4s1) <
ε3d (3dn+2 4s0)

ε4s (3dn 4s2) < ε4s (3dn+1 4s1)

Hasil Penelitian Buku:
A. Bilangan Kuantum
• Nomor Sampel Buku: 1. Parning dkk. 2. Johari dkk. 3. Unggul Sudarmo.
4. Michael Purba. 5. Das Salirawati dkk. 6. Tim kreatif, Sukardjo (editor)
Lalu, dimana kemungkinan terjadinya miskonsepsi?
4s

3d
?

?
 Thus, ONLY
the LAST
electron
enter to ns
orbital, and
the prior
one-nine
should enter
to (n-1)d
orbital
Conclusion: The stability of the 3dx or [(n-1)dx]
electron is greater than the 4s(1-2) or [ns(1-2)] electron
 Don’t worry about the solutions!
• Yn,ℓ,m (r,,f) = Rn,ℓ (r ) . Qℓ,m () . Fm (f)

• The essential solutions involving the following

values:

(n-ℓ-1)! and (ℓ ± |m| )!

• Thus:
• n and ℓ must be discreet, positive and integer
one
• n  (ℓ + 1) ; ℓ  0 , and m = ±ℓ
( n = 1, 2, 3, 4, 5, …..; ℓ = 0, 1, 2, 3, …..; m = 0, ±1, ± 2, ±3 …..)