Undergraduate students’ models of single- and multi-electron atoms

ABSTRACT

Quantum physics forms the basis for exciting new technologies, including quantum computers, quantum encryption, and quantum entanglement. The advancement of science and technology highlights the importance of mastering quantum physics and its applications, not only at the college level but also as early as high school. In this multiple case study, we investigated first- and second-year undergraduate college students’ models of single and multi-electron atoms after completing a modern mechanics course, which addressed basic QM topics. The students’ models were categorised into four primary categories: the discrete entity (particle) model, hybrid model, quantum-like model, and quantum model, and subcategories for atom structure and electron attribution and motion. Despite being introduced to quantum concepts in high school and first-year undergraduate calculus-based physics classes, many students constructed incomplete, inaccurate, or incoherent models. Seven of eight students’ atomic structure models and six of eight students’ electron attribution and motion models were classified as discrete entity and hybrid models. The findings of this study reveal students’ conceptual challenges in explaining the structure of single and multiple-electron atoms and shed light on the factors contributing to the persistent difficulties in their understanding of atomic structure in the realm of quantum mechanics.

KEYWORDS:

• Atomic structure
• electron behaviour
• student models

Acknowledgments

The work was undertaken in line with the first author’s academic duties and was not supported by external funding.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of XX [anonymised] University (IRB protocol #:1601017010 and date of approval 03-11-2016).