학술논문
보일의 법칙 설명에서 사용되는 충돌횟수의 의미에 대한 분석
Analysis of the Meaning of Number of Collisions in Describing Boyle’s Law
Analysis of the Meaning of Number of Collisions in Describing Boyle’s Law
Document Type
Article
Author
Source
현장과학교육 / School Science Journal. Dec 31, 2023 17(5):481
Subject
Language
Korean
English
English
ISSN
2093-7407
Abstract
본 연구에서는 고등학교와 대학교의 화학 교과서에서 보일의 법칙을 기체 분자 운동론의 관점에서 어떻게 설명하고 있는지를 조사하고, 이론적 분석을 통해 이들 교과서에서 사용하는 ‘충돌횟수’가 구체적으로 어떤 물리량(즉, 어떤 의미)를 지칭해야 하는지를 제안하였다. 연구 결과, 고등학교의 화학 I/화학 II 교과서와 대학교의 일반화학 교과서에서는 일반적으로 기체 부피와 분자의 충돌횟수가 반비례 관계에 있다고 표현했지만, 이때 사용되는 충돌횟수의 개념은 종종 그 의미가 달랐다. 7차, 2009 개정, 2015 개정 교육과정의 화학 I/화학 II 교과서 14종과 일반화학 교과서 6종에서는 충돌횟수를 ‘단위 시간당 충돌횟수’(wall collisions per unit time, WCT)의 의미로 사용하였고, 화학 I/화학 II 교과서 3종과 일반화학 교과서 1종은 총돌횟수를‘단위 면적당 단위 시간당 충돌횟수’(wall collisions per unit area per unit time, WCAT)의 의미로 사용하였다. 화학 I/화학 II 교과서 5종과 일반화학 교과서 3종은 WCT와 WCAT의 두 가지 의미를 혼용하기도 하였다. 이에 기체 부피와 WCT/WCAT의 관계를 이론적으로 분석한 결과, WCT보다 WCAT가 충돌횟수의 의미로서 더 적절하다는 사실이 드러났다. 충돌횟수가 오직 WCAT의 의미로 해석될 때에만 비로소 부피와 충돌 횟수의 반비례 관계가 모순되지 않았다.
In this study, we investigated how high school and university chemistry textbooks describe Boyle’s law in terms of kinetic molecular theory and suggested which physical quantity the term ‘number of collisions’ in these textbooks should specifically refer to. This study shows that high school Chemistry I/Chemistry II textbooks and university chemistry textbooks generally express that the volume and the number of collisions are inversely proportional, but the concept of the number of collisions used at this time is often different in meaning. Fourteen Chemistry I/Chemistry II textbooks of the 7th, 2009, and 2015 revised curricula and six general chemistry textbooks used thenumber of collisions as the meaning of ‘wall collisions per unit time’ (WCT), and three Chemistry I/Chemistry II textbooks and one general chemistry textbook used the number of collisions as the meaning of ‘wall collisions per unit area per unit time’ (WCAT). Five Chemistry I/Chemistry II textbooks and three general chemistry textbooks used both meanings of WCT and WCAT. A theoretical analysis of the relationship between volume and WCT/WCAT indicates that WCAT is more appropriate for the concept of the number of collisions than WCT. The inverse relationship between volume and the number of collisions becomes non-contradictory only when the ‘number of collisions’ is understood as WCAT.
In this study, we investigated how high school and university chemistry textbooks describe Boyle’s law in terms of kinetic molecular theory and suggested which physical quantity the term ‘number of collisions’ in these textbooks should specifically refer to. This study shows that high school Chemistry I/Chemistry II textbooks and university chemistry textbooks generally express that the volume and the number of collisions are inversely proportional, but the concept of the number of collisions used at this time is often different in meaning. Fourteen Chemistry I/Chemistry II textbooks of the 7th, 2009, and 2015 revised curricula and six general chemistry textbooks used thenumber of collisions as the meaning of ‘wall collisions per unit time’ (WCT), and three Chemistry I/Chemistry II textbooks and one general chemistry textbook used the number of collisions as the meaning of ‘wall collisions per unit area per unit time’ (WCAT). Five Chemistry I/Chemistry II textbooks and three general chemistry textbooks used both meanings of WCT and WCAT. A theoretical analysis of the relationship between volume and WCT/WCAT indicates that WCAT is more appropriate for the concept of the number of collisions than WCT. The inverse relationship between volume and the number of collisions becomes non-contradictory only when the ‘number of collisions’ is understood as WCAT.