Final Test English for Chemistry

Substances are identified by their properties as well as by their composition. Color, melting point, boiling point, and density are physical properties. A physical property can be measured and observed without changing the composition or identity of a substance. On the other hand, the statement “Hydrogen gas burns in oxygen gas to form water” describes a chemical property of hydrogen because to observe this property we must carry out a chemical change, in this case burning. After the change, the original substances, hydrogen and oxygen gas, will have vanished and a chemically different substance—water—will have taken their place. We cannot recover hydrogen and oxygen from water by a physical change such as boiling or freezing.

Based on the text above, which is the chemical properties ….

• Color

• Reactivity

• Density

• Melting Point

Ionic bonds are a type of chemical bond that occurs because of the transfer of electrons. Ionic bonds are formed as a result of removing or accepting electrons by bonding atoms. The atoms that release electrons become positive ions (cations) while the atoms that accept electrons become negative (anions). Ionic bonds are usually called electrovalent bonds. Compounds that have ionic bonds are called ionic compounds. General physical properties of ionic compounds : 1. At room temperature it is solid. 2. The crystal structure is hard but brittle. 3. Has high boiling and melting points. 4. Soluble in water solvents but insoluble in organic solvents. 5. Does not conduct electrity in the solid phase, but in the liquid phase (melt) and the solution conducts electricity.

Based on the text above, which is not the characteristic of the ionic bond ….

• Ionic bonds are formed as a result of removing or accepting electrons by bonding atom

• Ionic bonds are usually electrovalent bonds

• Ionic bond at room temperature it is liquid

• Ionic bond has high boiling and melting points

Although eleven years old is the critic age on the understanding of misconceptions (Piaget, 1970; O’Loughlin, 1992; Chaput, 2001), we can see that misconceptions are the very important roughly all education states. Because of erroneous learning things in the early ages will continue to following students’ education life. So we urgently determine to misconceptions of students’ minds and remove the students learning problems. Particularly, it’s very important in education system. For this aim, we researched misconceptions about between physical and chemical changing of matters in the primary school students. We used to interview method only. The interview was about question-answer to the students and educator. The question was directed to primary school students about 30 students which were to receive education in the Besime Özderici Primary School

what methods were used in the research ?

• quasi experiment

• laboratory research

• questionnaire

• interview

Although eleven years old is the critic age on the understanding of misconceptions (Piaget, 1970; O’Loughlin, 1992; Chaput, 2001), we can see that misconceptions are the very important roughly all education states. Because of erroneous learning things in the early ages will continue to following students’ education life. So we urgently determine to misconceptions of students’ minds and remove the students learning problems. Particularly, it’s very important in education system. For this aim, we researched misconceptions about between physical and chemical changing of matters in the primary school students. We used to interview method only. The interview was about question-answer to the students and educator. The question was directed to primary school students about 30 students which were to receive education in the Besime Özderici Primary School

How many research subjects were involved in that study ?

• thirty

• twelve

• eleven

• thirteen

. Chemistry textbooks remain a fundamental tool in chemistry education. In this study, analogies used in the 9th and 10 th grades chemistry textbooks were investigated. The findings of this study revealed that although the analogies were used to teach abstract concepts like mole concepts, chemical bonding and enthalpy, many of these analogies were simple, verbal and inadequate. Particularly, it was found that there were few analogies in the 9th grades chemistry textbooks and these analogies were in only two units. In this context, firstly, analogies which could cause misconceptions should be revised and removed deficiencies. Secondly, widened or expanded analogies should be used instead of simple analogies. Also, last synthesizer analogies should be used in the learning process. Finally, analogies should be supported by pictures to visualize the abstract concepts.

what is the general conclusion of the research ?

• Analogies which could cause misconceptions should be revised and removed deficiencies

• Widened or expanded analogies should be used instead of simple analogies

• Chemistry textbooks remain a fundamental tool in chemistry education.

• Analogies should be supported by pictures to visualize the abstract concepts.