Example Student Problems

Example Student Problems are real-world examples of the mistakes students make as they try to learn the Tricky Topic. They represent the types of problems that teachers see students make each time they teach a topic to successive year groups. Explore the Example Student Problems listed blow, or

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use the filters to the right to search by keyword or display problems related to a subject, Tricky Topic, Stumbling Block, education level or country.

Stumbling Blocks:

D.4.6 (Thermodynamics of gasses)

D.4.6.1 Compressed gas expanding against the atmosphere is in free expansion.
[Beall (94), C1a: 17%]
D.4.6.1.1 Compressed gas expanding against the atmosphere does no work
and
undergoes no temperature change.
D.4.6.2 Compressed gas expanding against the atmosphere becomes cold, like a
CO2 fire extinguisher. [Beall (94), C1a]64
D.4.6.3 Compressed gas expanding against the atmosphere fails to come into
equilibrium with the atmosphere. [Beall (94), C1a: 11%]
D.4.6.4 All ideal gas processes are isothermal. [Beall (94), C1a]
D.4.6.5 Gasses at higher pressure have higher temperatures because their
molecules collide more often. (* A.7) [Beall (94), C1a: 17%]
D.4.6.6 (Mean distance between particles and mean kinetic energy of particles
conflated) (* D.4.6) [Rozier (1991), inferred.]
D.4.6.6.1 In solids, such as glass and plastics, molecules are squashed against
each other and cannot move. [French textbook, in Rozier (91)]
D.4.6.6.2 When cooling down a liquid, particles become motionless without any
order; it is an amorphic solid.
[French printed university material, in Rozier (91)]
D.4.6.6.3 Particles need more room to move faster.
[French popular science book, in Rozier (91).]
D.4.6.6.4 The same amount of heat transferred to the same number of particles
of a perfect gas will produce less temperature increase if they are in a
larger volume. [Rozier (91), C: 37%]

source: Horton, see tricky topic

Post Type: Student_problem | Link: Resource Link

Stumbling Blocks: Belief | Reinterpretation | Trust

Children have problems relating scripture analogies to everyday relevant events for themselves see Matthew 8:23-27
Jesus calms the Storm.   What is equivalent to a fisherman for children today,  what are equivalent settings and vulnerabilities for their everyday lives.

Post Type: Student_problem | Education Level: School 6-12 | Country: United Kingdom

Stumbling Blocks: Acceptance of all | Diversity

Children have problems understanding openness to all as take from scripture into their lives e.g. Matthew 9:9-13
The Calling of Matthew ... Who is unacceptable person for children nowerdays, not a tax collector

Post Type: Student_problem | Education Level: School 6-12 | Country: United Kingdom

Stumbling Blocks: Interpreting differences

When applying styles to practical rehearsals and performances, students can mix the features from different genres which causes marks to be lost in the practical exam.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Terminology

Understanding the appropriate terminology used to discuss different styles and genres and applying them within exam questions and answers

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Practical Application

Students struggle with applying the appropriate techniques and features of particular styles or genres to their devised and/or scripted performances.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Application of moles = (concentration x Volume)/1000.

The idea of having a known concentration and using it to find an unknown concentration from a set volume.

Pre-knowledge of acids and alkalis.

Jumping different languages; maths, real world etc...

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Recognising is in exam questions the type of mole equation to use. For example

Moles=mass/Molar Mass (in solids)

Moles = Volume/24000  OR  Moles =Volume/24 (when dealing with gases)

Moles = (Concentration x Volume)/1000 (when dealing with solutions)....idea of understanding the difference between solute and solution

Moles can also be called amount of substance.

Confusion about the ideas of concentration and molarity of a solution.

Ideas of gases filling specific volumes is counterintuitive...setting artificial barriers to theories.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Amount of substance

Scale in terms of the number of atoms causes problems. Cannot visualise it. Students cannot grasp the idea that specific masses of elements will have the same number of Moles.

 

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom
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