An analysis of two textbooks on the topic of intermolecular forces

This paper focusses on whether the concepts and propositional knowledge present in two chemistry textbooks commonly used by high school students in Singapore are consistent with the concepts and propositional knowledge required for the understanding of the topic of intermolecular forces as required by the Singapore high school chemistry syllabus. The textbooks were also analysed for ambiguous or problematic language and illustrations, and alternative conceptions. It needs to be noted that the two textbooks were not specifically written for the Singapore high school chemistry syllabus, so areas of inconsistency will be present. Teachers, however, need to know these areas of inconsistency to be able to address them in the classroom.