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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
6 (Dec., 2005) Muammer CALIK and Alipasa AYAS An analogy activity for incorporating students' conceptions of types of solutions
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
6 (Dec., 2005) Muammer CALIK and Alipasa AYAS An analogy activity for incorporating students' conceptions of types of solutions
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Applying newly constructed ideas to similar situations
In this phase, it is expected that students are able to apply their newly learning experience to other similar situations to enhance its plausibility. Students are asked to answer in the following questions: "50 g Na2S2O4 is added into beaker including 100 ml water at room temperature. Then, it is heated to 100oC and 181 g Na2S2O4 is dropped into the beaker (its solubility at 100oC is 231 g/100 ml water). Finally, the solution is cooled until room temperature. Could you tell me what type of the formed solution is? Explain your reason?", "solubility of ZnCl2 is 200 g/100 ml at room temperature. 25 g ZnCl2 is added into 50 ml water. If you had to prepare dilute and concentrate solutions by using this solution, what would you do? Explain your reason?" "What is the main difference between 'saturated solution' and 'dilute and concentrate solutions'? Explain your reason". Furthermore, to portray students' real understanding, students are asked to write a narrative as to what they learned so that they may readily assess and monitor their own learning.
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Article 6 (Dec., 2005). All Rights Reserved.
