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The misconception I chose and found to be of importance is that polarity equates with charge in a molecule. For example, a misconception might be that water is a charged molecule. I chose this because when I first thought of this concept, it confused me, so I knew it might also confuse my students. Students tend to know about the concept of charge, but may have a difficulty differentiating this from the concept of partial charge, or polarity. Specifically, the water molecule has a partially negative oxygen atom due to oxygen's electronegativity, however,  water is a neutral molecule overall due to having an equal number of protons and electrons that balance each other's charge; these electrons are simply not evenly distributed throughout the molecule.

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I would draw out a water molecule on the board, showing all valence electrons and bonding, as well as a partial charged designated as a lowercase delta-. Then, I would draw out an NaCl compound (an ionic compound), as well as a carbon dioxide molecule (a nonpolar molecule), showing no partial charges on these molecules. I'd ask the students to go through and label each of these molecules as polar, nonpolar, or either, and assess their responses.

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Source: New York Science Teacher https://newyorkscienceteacher.com/sci/pages/miscon/miscon-user-submit-list.php#e

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Elementary Science (grades K-6)

Mike Stevens

Stronger organisms have more energy.

Physical Science (8th grade science)

Mike Stevens

All metals are attracted to a magnet

Quibie

Mass and Weight are the same thing.

Diane

You can touch a rainbow

Mickey Daniell

Steam and Water Vapor are visible.

Earth Science (Astronomy, Geology, Meteorology)

Kitthen Wong

The sun is the same size as the moon.

Chris Sheehan

The moon changes size in the night sky.

Brad Levering

At the same temperature, warm, humid air is heavier than warm dry air

Brad Levering

Earthquakes are rare events.

Brad Levering

Deserts have virtually no living things.

BAW

The earth is closer to the sun in summer so that is why we have the warm season of summer. The earth is actually closer in winter. Seasons are due to the tilt of the earth's axis as the earth revolves around the sun.

Biology (Living Environment)

Patricia Smith

Dinosaurs and cavemen lived at the same time.

Mark Chipkin

Placing TickleMe Plant Seeds in boiling water before planting will kill the seeds and prevent or reduce their germination rate

Dawn E. Lilenfeld-Saada

Human blood is NOT blue until it mixes with air. Human blood is never blue- it is RED! There are no such things as Blue Blood Cells!

Chris Sheehan

A nail placed in the side of a tree will increase in vertical height above the ground as the tree grows. This is INCORRECT. The nail will actually remain at the same height above the ground for the entire life of the tree.

Amy Hunt

students believe that all plankton are photosynthetic

Chemistry

C. McCarthy

Gases are not matter because most are invisible.

Douglas Hainline

All non-compounds are like mixtures of salt and pepper.

Haji Mughal

People say that fourth state of matter is plasma

Clayton Hogan

Water is a charged molecule. In fact water has 2 partial positive charges, 1 partial negative and water itself is a Non-Charged Neutral Molecule.

Physics

C. McCarthy

Electrons change into light when a lamp is turned on.

Douglas Hainline

There is no gravity in space.

Douglas Hainline

A bullet shot horizontally from a rifle will not fall to the earth as fast as one simply dropped from the same height as the barrel.

Jeremie

Electrons move at the speed of light when a light is turned on.

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Elementary Science (grades K-6) Mike Stevens Stronger organisms have more energy. Physical Science (8th grade science) Mike Stevens All metals are attracted to a magnet Quibie Mass and Weight are the same thing. Diane You can touch a rainbow Mickey Daniell Steam and Water Vapor are visible.

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For this activity, I would make the students pretend they are atoms. Each student will be assigned a different atom to research a bit about the night before. Then, they all will wear name tags with their given element and we will go through a series of in class activities where the different elements move around the classroom to show different types of bonding that occurs between the elements. For example, I would ask two students representing an O atom to demonstrate a correct bonding pattern with both H and C atoms. Each student will be given marbles that represent the number of valence electrons they have. Then, as a class, we will discuss what makes the differences between these types of molecules and the students will assess where the electrons should be dispersed within each molecule that they are representing.

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This activity will help students understand the difference between having different concentration/density of electrons in certain areas of the molecules, vs. having a certain number of electrons in the molecule overall.

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As a class, we will go through the different molecules the students form given their identities and their marbles. We will explore the concept of polarity by explaining that an oxygen atom is more likely to hold onto more electrons than a hydrogen atom, as is the case with the polarity of water. However, in a molecule like CO2, all electrons are evenly placed out as the 2 oxygen atoms both keep the same number of electrons (since they are the same atom). Then, we will discuss the difference between polarity and charge, explaining that despite the different distribution, these molecules still have the same amount of protons and electrons and are thus neutral despite of where the electrons are placed.

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I will split the students up into small groups, assign each of them a molecule, and have them discuss the nature of the molecule's charge and polarity. This will help students apply what they have just learned in other situations. Then, each group will share their ideas and facilitate a short in class discussion. Maybe I'd give extra credit points to any student who asks guiding questions towards other groups during their presentation in order to facilitate further discussion.

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Here, I will employ formative assessment fact #3, "Always, Sometimes, or Never True: students examine statements and decide. Helps with overgeneralizations." I will encourage students to use this model in their small group evaluation of the molecules to explain different behaviors of the atoms or sub-particles in the given molecules. I will use this by giving each group a paper with three columns on it for them to track their thinking.

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Conflict here will most likely arise where students attempt to relate polarity to different patterns of bonding (ionic vs covalent). Polar bonds are only covalent, but ionic bonds are simply polar bonds whose electrons got pulled too much and got ionized as a result. In order to address this, I would make up elements of my own, such that students cannot be familiar with them and use their own knowledge about the elements to solve problems. Instead, I would provide certain characteristics of my made up elements that will help students to determine which elements make which bonds. Then, I'll ask the students to form molecules with other elements in the classroom that they think would be plausible based on their bonding characteristics. Students would walk around the class, asking others about their elements, and determine their molecules together in this way. This would encourage students to discuss their ideas with each other and expose them to bonding patterns and molecule characteristics that result in polarization or ionization.

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conceptual conflict arises here as students must figure out how different made up elements relate to their own and how they can work together to form molecules.

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After making their molecules, students in each molecule group will make up a name for their molecule (just for fun) and share their thinking with the class.

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https://manoa.hawaii.edu/exploringourfluidearth/chemical/properties-water/types-covalent-bonds-polar-and-nonpolar

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Electrons are shared differently in ionic and covalent bonds. Covalent bonds can be non-polar or polar and react to electrostatic charges.

Ionic bonds, like those in table salt (NaCl), are due to electrostatic attractive forces between their positive (Na+) and negative charged (Cl-) ions. In unit two, we compared atoms to puppies and electrons to bones in our analogy of how bonding works. In ionic bonding, each puppy starts out with an electron bone, but one puppy acts like a thief and steals the other puppy's bone (see Fig. 3-1a). Now one puppy has two electron bones and one puppy has none. Because the electron bones in our analogy have a negative charge, the puppy thief becomes negatively charged due to the additional bone. The puppy that lost its electron bone becomes positively charged. Because the puppy who lost his bone has the opposite charge of the thief puppy, the puppies are held together by electrostatic forces, just like sodium and chloride ions!

In covalent bonds, like chlorine gas (Cl2), both atoms share and hold tightly onto each other's electrons. In our analogy, each puppy again starts out with an electron bone. However, instead of one puppy stealing the other's bone, both puppies hold onto both bones (see Fig. 3-1b).

Some covalently bonded molecules, like chlorine gas (Cl2), equally share their electrons (like two equally strong puppies each holding both bones). Other covalently bonded molecules, like hydrogen fluoride gas (HF), do not share electrons equally. The fluorine atom acts as a slightly stronger puppy that pulls a bit harder on the shared electrons (see Fig. 3-1c). Even though the electrons in hydrogen fluoride are shared, the fluorine side of a water molecule pulls harder on the negatively charged shared electrons and becomes negatively charged. The hydrogen atom has a slightly positively charge because it cannot hold as tightly to the negative electron bones. Covalent molecules with this type of uneven charge distribution are polar. Molecules with polar covalent bonds have a positive and negative side.

Water is a Polar Covalent Molecule

Water (H2O), like hydrogen fluoride (HF), is a polar covalent molecule. When you look at a diagram of water (see Fig. 3-2), you can see that the two hydrogen atoms are not evenly distributed around the oxygen atom. The unequal sharing of electrons between the atoms and the unsymmetrical shape of the molecule means that a water molecule has two poles - a positive charge on the hydrogen pole (side) and a negative charge on the oxygen pole (side). We say that the water molecule is electrically polar.

Fig. 3-2: Different ways of representing the polar sharing of electrons in a water molecule. Each diagram shows the unsymmetrical shape of the water molecule. In (a) & (b), the polar covalent bonds are shown as lines. In part (c), the polar covalent bonds are shown as electron dots shared by the oxygen and hydrogen atoms. In part (d), the diagram shows the relative size of the atoms, and the bonds are represented by the touching of the atoms.

The polar covalent bonding of hydrogen and oxygen in water results in interesting behavior, suc

Water is attracted by positive and by negative electrostatic forces because the liquid polar covalent water molecules are able to move around so they can orient themselves in the presence of an electrostatic force. (see Fig. 3-4).

These forces can be observed in the following video:

Although we cannot see the individual molecules, we can infer from our observations that in the presence of a negative charge, water molecules turn so that their positive hydrogen poles face a negatively charged object. The same would be true in the presence of a positively charged object; the water molecules turn so that the negative oxygen poles face the positive object. See Fig. 3-5 for an artist interpretation.

Remember that in a polar molecule, one atom's pull is stronger than the other's. Polar covalent molecules exist whenever there is an asymmetry, or uneven distribution of electrons in a molecule. One or more of these asymmetric atoms pulls electrons more strongly than the other atoms. For example, the polar compound methyl alcohol has a negative pole made of carbon and hydrogen and a positive pole made of oxygen and hydrogen (see Fig. 3-6).

When molecules are symmetrical, however, the atoms pull equally on the electrons and the charge distribution is uniform. Symmetrical molecules are nonpolar. Because nonpolar molecules share their charges evenly, they do not react to electrostatic charges like water does. Covalent molecules made of only one type of atom, like hydrogen gas (H2), are nonpolar because the hydrogen atoms share their electrons equally. Molecules made of more than one type of covalently bonded nonmetal atoms, like carbon dioxide gas (CO2), remain nonpolar if they are symmetrical or if their atoms have relatively equal pull. Even large compounds like hexane gasoline (C6H14), is symmetrical and nonpolar. Electrostatic charges do not seem to have much, if any, effect on nonpolar compounds. See Fig. 3-6 for examples of polar and nonpolar molecules.

Exploring Our Fluid Earth, a product of the Curriculum Research & Development Group (CRDG), College of Education. University of Hawaii, 2011. This document may be freely reproduced and distributed for non-profit educational purposes.

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Types of Covalent Bonds: Polar and Nonpolar

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Deprecated function: Array and string offset access syntax with curly braces is deprecated in include_once() (line 1439 of /webinfo/vhosts/manoa.hawaii.edu/docroot/exploringourfluidearth/includes/bootstrap.inc). Printer Friendly Electrons are shared differently in ionic and covalent bonds. Covalent bonds can be non-polar or polar and react to electrostatic charges.