Thesis (M. Phil.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 90-97).

No description available.

No description available.

The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject / and students&rsquo / perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atat&uuml / rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo / attitudes toward chemistry, students&rsquo / perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo / science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo / attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.

This master‘s thesis contains a comprehensive laboratory task about saving a heat energy with a use of changing a state of matter. The thesis is written for the object Chosen passages of renewable resources and saving a heat energy. Part one presents a theoretical part of the topic, terminology and relations needed to make this laboratory work. It also contains a created procedure of partial tasks necessary to take laboratory measurements. The second part of the thesis is about measuring and evaluation of acquired values according to procedure described in the theoretical part of the thesis. Different variations considered during the creation of measuring procedure are also named here. The final part of the thesis describes a laboratory equipment necessary to complete the task and an example of filled protocol is attached.

Fluid flow creates an expansive range of acoustic possibilities, particularly in the case of water, which has unique turbulence and vortex shedding properties as compared with the air of ordinary wind instruments. Sound from water flow is explained with reference to a new class of musical instruments, hydraulophones, in which oscillation originates directly from matter in its liquid state. Several hydraulophones which were realized in practical form are described. A unique user-interface consisting of a row of water jets is presented, in terms of its expressiveness, tactility, responsiveness to derivatives and integrals of displacement, and in terms of the direct physical interaction between a user and the physical process of sound production. Signal processing algorithms are introduced, which extract further information from turbulent water flow, for industrial applications as well as musical applications.

Fluid flow creates an expansive range of acoustic possibilities, particularly in the case of water, which has unique turbulence and vortex shedding properties as compared with the air of ordinary wind instruments. Sound from water flow is explained with reference to a new class of musical instruments, hydraulophones, in which oscillation originates directly from matter in its liquid state. Several hydraulophones which were realized in practical form are described. A unique user-interface consisting of a row of water jets is presented, in terms of its expressiveness, tactility, responsiveness to derivatives and integrals of displacement, and in terms of the direct physical interaction between a user and the physical process of sound production. Signal processing algorithms are introduced, which extract further information from turbulent water flow, for industrial applications as well as musical applications.

Tidigare forskning visar att det knappt finns forskning om vilken undervisningsform som lämpar sig för implementering för yngre elever i kemi. Frågan om att hitta en undervisningsmetod som ökar elevernas prestationer i kemi är en utmaning i det moderna skolsystemet. Fortsättningsvis visar forskning att laborationer inte var en lämplig undervisningsform som introduktion för ett naturvetenskapligt lärande i de lägre åldrarna, men det saknas gedigna empiriska bevis som stödjer detta påstående. Därför, i den föreliggande studien, undersöks laboratorie- och traditionella undervisningsmetoder på ämnet vattnets aggressionsformer. Denna studie involverade 50 deltagare som är grundskoleelever i årskurs 3. Data samlades in med ett för- och eftertest. Resultatet av denna studie visade ingen uppenbar skillnad i testpoängen mellan jämförelse- och experimentgruppen. Resultaten visade även att den laborativa undervisningsmetoden gav ett bättre utfall på elevernas förståelse på mikronivå. Till skillnad från experimentgruppen kunde den traditionella undervisningen nämna vattnets fasomvandlingar mycket mer än vad laboratorieundervisningen kunde. Avslutningsvis, visade studien ingen tydlig skillnad i testpoängen mellan jämförelse- och experimentgrupp. / Previous research shows that there is hardly any research on teaching methods suitable for implementation for younger students in chemistry. The issue of finding a teaching method that increases student achievement in chemistry is a challenge in modern school systems. Research shows that laboratory work was not a suitable form of teaching as an introduction to chemistry at younger ages, but there is a lack of solid empirical evidence to support this claim. Therefore, in the present study, the laboratory and traditional teaching methods are examined on the topic of water's state of matter. The research involved fifty participants that are primary school students in grade 3. Data was collected using a pre-test and post-test. The results also showed that the laboratory teaching method improved students' understanding at the micro-level. Unlike the experimental group, the traditional teaching could mention water phase transformations much more than the laboratory teaching could. The outcome of this study showed no evident difference in the test scores between the comparison and experimental groups.