Observation - understanding atoms is difficult

This PowerPoint helps students realise the importance of the existing ideas we have in our heads when trying to understand data from our visual or any other of our senses. It explains why understanding atoms as unchanging particles is so difficult for our students. Read the notes attached to each slide for more detail.

It shows the value of our existing ideas in interpreting what we see. It is why babies have no memory of their early days, because they have no images in their brains to make any sense of what they sense. It’s like going to a foreign country when you can made no sense of the words you hear, but after several weeks or months you gradually begin to understand – as the words get into your memory.

It was used initially with PGCE students but useful for GCSE and post-16 studies.
See Ross et al “Teaching Secondary Science” 4th Edition Routledge 2015
Chapter 4 Learning through Language and observation
And
Chapter 14 Difficult idea in chemistry, esp pages 120-126 Review of particle misconceptions and ideas for challenging them

After showing the PowerPoint students can experience (round the lab) many different models of atoms, molecules, matter, and many phenomena that need to be explained using particle models.
Particle Models:
Making a Lego model then using the bricks to make something new – the bulk object changes but the particles remain the same.
Atomic models, bubble raft (metals), fluidised bed of beads for melting,
etc.

Phenomena (to be explained using particle models):
A syringe of water and of air – only the air can be compressed.
Burning gas (or candle) and collecting water condensing in a cool jar
Iron fibre burning on a balance getting heavier
Etc.

Keith Ross 2025
keithaross@gmail.com