The octet rule framework

The octet rule framework or octet framework is an alternative conceptual framework, that is way of making sense of a topic that is inconsistent with scientific ideas. As the features of the framework are logically related, it is common for the same student to share several, or indeed, most aspect of the framework.

The core of the octet rule framework is the full shells explanatory principle, that suggests that chemical processes and phenomena may be explained in terms of atoms having a drive to achieve full outer shells.

Other features of the framework include:

• considering the notion of 'sharing' electrons to be a sufficient explanation of covalent bonding

• the use of anthropomorphism in discussing bonding and chemical reactions: atoms need, want, etc.;

• adopting a 'molecular framework' for ionic bonding, where ions-pairs (or other small units) are considered to be like molecules within the ionic lattice: ions are understood to form bonds by electron transfer, and ionic lattices are considered to be held together by ionic bonds (within the molecule-like units) supplemented by 'just forces' (between the molecule-like units);

• considering metallic bonding as being a type of, or hybrid of covalent/ionic bonding (i.e. electron sharing and/or electron transfer), or not to be real bonding, but just forces;

• polar bonding considered to be a variation on covalent bonding;

• hydrogen bonding mis-identified as a covalent bond to a hydrogen atom;

• intermolecular bonds seen as not real bonds, but just forces;

• considering electrons to belong to atoms (and in effect to be lent out in bonding interactions);

• considering species with octets of full outer shells to be stable even if highly charged;

• considering that atoms will spontaneously ionise to obtain full shells/octets;

• considering chemical reactions to occur so that atoms can obtain full shells/octets

(The findings discussed here have been reported in the research literature. Details of Dr Taber's publications may be found here)

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Dr Keith S Taber kst24@cam.ac.uk

University of Cambridge Faculty of Education

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© Keith S Taber, 2012