Mix and Match is a board game that was adapted from the famous monopoly board game. The purpose of the study is to address a ubiquitous problem faced by high school’s students in
chemistry which is to write an ionic chemical compound formula correctly and understanding the periodic table.
The document discusses the kinetic molecular theory and how it can be used to explain the properties of liquids and solids. It defines the kinetic molecular theory and its key postulates, including that matter is made of particles in constant motion, kinetic energy increases with temperature, and the amount of space between particles depends on the state of matter. It then describes the properties of solids, liquids, and gases based on this theory, noting that solids have the greatest intermolecular forces and particles vibrate in fixed positions, while liquids have less forces but particles can slide past one another.
This document discusses heat and temperature. It begins by explaining early theories of heat, including the caloric fluid theory which was later disproven. It then discusses sources of heat, both natural like the sun and artificial like chemical reactions. Key terms are defined, like conduction, convection and radiation as methods of heat transfer. Common temperature scales are explained including Celsius, Fahrenheit and Kelvin. Effects of heat like expansion and phase changes are covered. The document concludes with a short quiz to test the reader's understanding.
This document provides an overview and instructions for using a Teaching Guide for Senior High School Physics. It was developed collaboratively by educators to provide teachers with lesson plans, activities, and assessments to help students develop key competencies. The guide is organized into sections that provide introductions, engage students through hands-on activities, deliver instruction through demonstrations and examples, provide practice problems for students to work through, additional enrichment materials, and evaluations. It is designed to be highly usable for teachers and aligns with DepEd's SHS curriculum and competencies.
This document provides instructions for an activity to recreate the supercontinent Pangaea and support the Continental Drift Theory. Students will cut out and paste continents onto a map to show their positioning in Pangaea. They will then place icons within continents to indicate the locations of mountain ranges, coal deposits, and glacial features found as evidence. The activity aims to describe plate movement and cite evidence like rock and mountain correlations and paleoclimate data that support Continental Drift Theory.
Reference frame and describing motion (distance and displacement)Simple ABbieC
What is motion? Describing motion in terms of its reference frame, distance and displacement. This presentation also includes some sample problems relating to computation of distance and displacement.
Acknowledgement to all web and print resources.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
What is Plate tectonics? In this presentation, you will be able to learn about Plate Tectonic Theory, the Plate Boundaries, as well as the Evidences of Plate Movement.
The exact knowledge about the interior on the earth still remains an enigma.
Knowledge of the structure, composition, and the process going on within it would currently help scientists answer questions regarding crustal motion, earth quakes, the volcanic eruptions and the origins of the continents and of the earth itself. As the earth gradually solidified, heavier elements slowly sank towards the centre and lighter elements slowly moved upwards to the surface concentrating in the earth’s crust.
Earth’s interior is arranged roughly in concentric layers, each one distinct either in chemical composition or temperature with heat radiating outward from the centre by conduction and then by physical convection in the more plastic levels nearer the surface.
The document discusses the kinetic molecular theory and how it can be used to explain the properties of liquids and solids. It defines the kinetic molecular theory and its key postulates, including that matter is made of particles in constant motion, kinetic energy increases with temperature, and the amount of space between particles depends on the state of matter. It then describes the properties of solids, liquids, and gases based on this theory, noting that solids have the greatest intermolecular forces and particles vibrate in fixed positions, while liquids have less forces but particles can slide past one another.
This document discusses heat and temperature. It begins by explaining early theories of heat, including the caloric fluid theory which was later disproven. It then discusses sources of heat, both natural like the sun and artificial like chemical reactions. Key terms are defined, like conduction, convection and radiation as methods of heat transfer. Common temperature scales are explained including Celsius, Fahrenheit and Kelvin. Effects of heat like expansion and phase changes are covered. The document concludes with a short quiz to test the reader's understanding.
This document provides an overview and instructions for using a Teaching Guide for Senior High School Physics. It was developed collaboratively by educators to provide teachers with lesson plans, activities, and assessments to help students develop key competencies. The guide is organized into sections that provide introductions, engage students through hands-on activities, deliver instruction through demonstrations and examples, provide practice problems for students to work through, additional enrichment materials, and evaluations. It is designed to be highly usable for teachers and aligns with DepEd's SHS curriculum and competencies.
This document provides instructions for an activity to recreate the supercontinent Pangaea and support the Continental Drift Theory. Students will cut out and paste continents onto a map to show their positioning in Pangaea. They will then place icons within continents to indicate the locations of mountain ranges, coal deposits, and glacial features found as evidence. The activity aims to describe plate movement and cite evidence like rock and mountain correlations and paleoclimate data that support Continental Drift Theory.
Reference frame and describing motion (distance and displacement)Simple ABbieC
What is motion? Describing motion in terms of its reference frame, distance and displacement. This presentation also includes some sample problems relating to computation of distance and displacement.
Acknowledgement to all web and print resources.
DLL-(daily lesson log) second week science grade 10Virgilio Paragele
This document outlines the objectives, content, activities, and evaluation for four classroom sessions on plate tectonics and earthquake epicenters. The sessions aim to teach students about the relationship between volcanoes, earthquake epicenters, and mountain ranges. Students will learn about plate tectonics and how to use triangulation to locate an earthquake epicenter on a map. Assessment methods include a pre-assessment quiz, board work, and activities having students apply triangulation to find epicenters. The final day will include a reflection on what understanding of plate tectonics reveals.
What is Plate tectonics? In this presentation, you will be able to learn about Plate Tectonic Theory, the Plate Boundaries, as well as the Evidences of Plate Movement.
The exact knowledge about the interior on the earth still remains an enigma.
Knowledge of the structure, composition, and the process going on within it would currently help scientists answer questions regarding crustal motion, earth quakes, the volcanic eruptions and the origins of the continents and of the earth itself. As the earth gradually solidified, heavier elements slowly sank towards the centre and lighter elements slowly moved upwards to the surface concentrating in the earth’s crust.
Earth’s interior is arranged roughly in concentric layers, each one distinct either in chemical composition or temperature with heat radiating outward from the centre by conduction and then by physical convection in the more plastic levels nearer the surface.
The document outlines a lesson plan on global warming and greenhouse gases for students. It includes objectives, materials, teaching strategies, and activities. Students will construct a model greenhouse, relate the greenhouse effect to rising global temperatures, and identify solutions to minimize global warming. Activities include plotting temperature graphs from greenhouse setups and interpreting graphs of atmospheric carbon dioxide and effects. The lesson aims to educate students on human contributions to climate change and how they can help protect the planet.
The document is a daily lesson log from a teacher that summarizes a psychosocial support activity conducted with students. The activity, called "Bag of Feelings", aimed to develop students' self-awareness and empathy by having them write down and share their feelings anonymously with their classmates. Students then discussed how sharing their problems made them feel and how hearing their classmates' problems made them feel. They also discussed how they can support each other knowing what others are going through. The teacher reflected that all students participated and the activity seemed to help foster understanding and support among classmates.
This document provides an overview and introduction to a physics course. It outlines keys to success such as attending class, taking notes, and treating schoolwork like a job. It then defines physics as the study of interactions between matter and energy and lists topics that will be covered including mechanics, electricity, waves, optics, thermodynamics, and modern physics. It provides guidance on homework, evaluations, and concludes with an activity where students will analyze pictures in groups and identify which areas of physics they illustrate.
Waves are disturbances that transfer energy through a medium from one point to another as vibrations. There are two main types of waves: transverse waves, where the vibration is perpendicular to the direction of motion, and longitudinal waves, where the vibration is parallel. Waves can be characterized by their wavelength, frequency, amplitude, and speed. The relationship between wavelength, frequency, and speed is described by the wave equation, which can be rearranged into different forms using a formula triangle. Waves undergo various interactions as they travel, including reflection, refraction, and diffraction.
Earth's outer shell is divided into tectonic plates that slowly move over the mantle below. Plates interact at boundaries where they either converge and collide, causing volcanoes and earthquakes, diverge and form rift valleys and ocean ridges, or slide past each other along transform boundaries, also producing earthquakes. The movement of these plates over geological time scales shapes the earth's surface features and geography.
The document discusses free fall and Galileo's experiments proving that all objects fall at the same rate regardless of their mass if air resistance is neglected. It notes that Galileo timed metal balls rolling down an inclined plane with a water clock to measure their speed of falling. The key equations for free fall acceleration due to gravity (g = -9.8 m/s^2) and relationships between displacement, time, initial velocity, and final velocity are also presented.
1) The document discusses motion in one dimension, including definitions of terms like distance, displacement, speed, velocity, average speed, instantaneous speed, and acceleration.
2) Formulas for calculating speed, velocity, and acceleration are provided along with examples of applying the formulas to problems involving cars, planes, skateboarders, and sailboats.
3) Review questions are included to test understanding of key concepts like the difference between speed and velocity, and the relationship between changes in velocity and acceleration.
1) The Mid-Ocean Ridge system circles the Earth along the ocean floor and is over 56,000 km long. It forms at divergent plate boundaries where new oceanic crust is continually being formed.
2) Scientists use sonar to map the ocean floor and study its features like the Mid-Ocean Ridge. Sonar bounces sound waves off underwater objects to image the seafloor.
3) Evidence like magnetic stripes in ocean crust and samples dug from the seafloor support the theory of sea floor spreading, where new crust forms at ridges and spreads out over time.
This document contains a detailed lesson plan for a Grade 10 Science class on magnetic reversals and seafloor spreading. The plan outlines the objectives, topics, materials, procedures, and evaluation for a 60 minute lesson. Students will analyze a magnetic polarity map, calculate seafloor spreading rates, and present their findings. They will learn that magnetic reversals are caused by changes in Earth's core and prove seafloor spreading by magnetic patterns in ocean floor rocks. The lesson aims to help students understand how new seafloor is created at mid-ocean ridges and how this relates to plate tectonics.
This PPT covers projectile motion of an object in a very systematic and lucid manner. I hope this PPT will be helpful for instructors as well as students.
The document provides information about typhoons in the Philippines. It begins with objectives to understand why the Philippines is prone to typhoons and the conditions needed for typhoon formation. It then discusses tropical cyclones entering the Philippine area of responsibility each year and the importance of understanding typhoons to prevent loss of life. Key details about typhoons are also explained, such as their structure with an eye and eyewall, how they form over warm ocean waters, and that they can only form at certain latitudes and lose power over land.
Levels of Conceptual Understanding and Problem Solving Skills of Physics Teac...ijtsrd
The study aimed to determine the level of conceptual understanding and problem solving skills of Physics teachers in Kinematics. The study utilized a convergent parallel mixed method research design to collect quantitative and qualitative data. A validated researcher made tool was used in conducting the study. The study was administered to 44 public high school Science teachers in Toledo City, Cebu, Philippines, that are teaching Science at any grade level regardless of their field of specialization. Based on the findings of the study, most of the Physics teachers were female, General Science majors, and have 1 to 5 years of Science teaching experience. The overall level of conceptual understanding among Physics teachers was Developing, while their level of problem solving skills was Approaching Proficiency. The relationship between the level of conceptual understanding and the level of problem solving skills revealed a significant correlation. Moreover, teachers encountered difficulties in understanding and teaching Kinematics, applying mathematical skills, developing students’ interests in Physics, and time allotment. Physics content knowledge is crucial in understanding Kinematics while integrating concepts with problems. This supported Lee Shulman’s Content Knowledge theory and Jerome Bruner’s Constructivism theory which emphasized the teachers’ quality of teaching such as possessing a higher conceptual understanding and problem solving skills in Kinematics as it affects the teacher’s quality of instructions and students’ performances in Physics. The researcher recommended that curriculum specialists and school administrators shall provide training for teachers, especially non Physics majors, to enhance their conceptual and mathematical skills in Kinematics. Further studies may be conducted for out of field Physics teaching and students’ conceptual understanding and problem solving skills in Kinematics or other Science related concepts. Apple Kae R. Lumantao "Levels of Conceptual Understanding and Problem-Solving Skills of Physics Teachers in Kinematics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52589.pdf Paper URL: https://www.ijtsrd.com/physics/other/52589/levels-of-conceptual-understanding-and-problemsolving-skills-of-physics-teachers-in-kinematics/apple-kae-r-lumantao
The geologic time scale is a system used to describe Earth's history by dividing it into units of time based on changes in lifeforms and rock layers. It begins over 4.6 billion years ago with the formation of Earth and extends to the present. Major divisions include eons like the Precambrian and Phanerozoic, eras like the Paleozoic and Cenozoic, and periods like the Jurassic and Quaternary. Life began as single-celled organisms and evolved over billions of years to include complex plants and animals, with major extinction events periodically wiping out many species. The current geologic period is the Quaternary, which began over 2 million years ago and includes the evolution
The document describes an activity where students are broken into groups to learn about different tectonic plate boundaries. Students first watch a presentation on plate tectonics. They are then divided into home groups and assigned to research one of three boundary types: convergent, divergent, or transform. After researching, students return to their home groups to teach each other about the boundary they learned.
The document discusses the three main types of rocks: igneous, sedimentary, and metamorphic rocks. It describes the rock cycle whereby rocks constantly change from one type to another through geological forces. Igneous rocks form from molten rock and can be intrusive or extrusive. Sedimentary rocks form through the compaction and cementation of sediments and can be clastic or non-clastic. Metamorphic rocks form from heat and pressure acting on existing rocks, either through contact metamorphism near magma or regional metamorphism during tectonic activity.
This document describes a series of experiments connecting ammeters and voltmeters in circuits with one or two dry cells. It asks questions about the readings on the ammeters and voltmeters in each case and what can be inferred about the current and voltage in the circuits.
The document describes a study that evaluated the effectiveness of a "Mix and Match" board game to help high school chemistry students learn to write ionic compound formulas correctly.
[1] A pre-test found that most students struggled with writing ionic formulas. [2] The Mix and Match game, adapted from monopoly, was then played by 67 students over multiple sessions. It used element, question, and luck cards to form ionic compounds. [3] Post-test results showed a significant 37.1% increase in students' ability to write formulas correctly, and surveys found students felt it improved their understanding and interest in chemistry.
The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopolyedutainment medium. The students’ responses to the use of chemopolyeudtainment media on chemical separation learning was also found to be positive.
The document outlines a lesson plan on global warming and greenhouse gases for students. It includes objectives, materials, teaching strategies, and activities. Students will construct a model greenhouse, relate the greenhouse effect to rising global temperatures, and identify solutions to minimize global warming. Activities include plotting temperature graphs from greenhouse setups and interpreting graphs of atmospheric carbon dioxide and effects. The lesson aims to educate students on human contributions to climate change and how they can help protect the planet.
The document is a daily lesson log from a teacher that summarizes a psychosocial support activity conducted with students. The activity, called "Bag of Feelings", aimed to develop students' self-awareness and empathy by having them write down and share their feelings anonymously with their classmates. Students then discussed how sharing their problems made them feel and how hearing their classmates' problems made them feel. They also discussed how they can support each other knowing what others are going through. The teacher reflected that all students participated and the activity seemed to help foster understanding and support among classmates.
This document provides an overview and introduction to a physics course. It outlines keys to success such as attending class, taking notes, and treating schoolwork like a job. It then defines physics as the study of interactions between matter and energy and lists topics that will be covered including mechanics, electricity, waves, optics, thermodynamics, and modern physics. It provides guidance on homework, evaluations, and concludes with an activity where students will analyze pictures in groups and identify which areas of physics they illustrate.
Waves are disturbances that transfer energy through a medium from one point to another as vibrations. There are two main types of waves: transverse waves, where the vibration is perpendicular to the direction of motion, and longitudinal waves, where the vibration is parallel. Waves can be characterized by their wavelength, frequency, amplitude, and speed. The relationship between wavelength, frequency, and speed is described by the wave equation, which can be rearranged into different forms using a formula triangle. Waves undergo various interactions as they travel, including reflection, refraction, and diffraction.
Earth's outer shell is divided into tectonic plates that slowly move over the mantle below. Plates interact at boundaries where they either converge and collide, causing volcanoes and earthquakes, diverge and form rift valleys and ocean ridges, or slide past each other along transform boundaries, also producing earthquakes. The movement of these plates over geological time scales shapes the earth's surface features and geography.
The document discusses free fall and Galileo's experiments proving that all objects fall at the same rate regardless of their mass if air resistance is neglected. It notes that Galileo timed metal balls rolling down an inclined plane with a water clock to measure their speed of falling. The key equations for free fall acceleration due to gravity (g = -9.8 m/s^2) and relationships between displacement, time, initial velocity, and final velocity are also presented.
1) The document discusses motion in one dimension, including definitions of terms like distance, displacement, speed, velocity, average speed, instantaneous speed, and acceleration.
2) Formulas for calculating speed, velocity, and acceleration are provided along with examples of applying the formulas to problems involving cars, planes, skateboarders, and sailboats.
3) Review questions are included to test understanding of key concepts like the difference between speed and velocity, and the relationship between changes in velocity and acceleration.
1) The Mid-Ocean Ridge system circles the Earth along the ocean floor and is over 56,000 km long. It forms at divergent plate boundaries where new oceanic crust is continually being formed.
2) Scientists use sonar to map the ocean floor and study its features like the Mid-Ocean Ridge. Sonar bounces sound waves off underwater objects to image the seafloor.
3) Evidence like magnetic stripes in ocean crust and samples dug from the seafloor support the theory of sea floor spreading, where new crust forms at ridges and spreads out over time.
This document contains a detailed lesson plan for a Grade 10 Science class on magnetic reversals and seafloor spreading. The plan outlines the objectives, topics, materials, procedures, and evaluation for a 60 minute lesson. Students will analyze a magnetic polarity map, calculate seafloor spreading rates, and present their findings. They will learn that magnetic reversals are caused by changes in Earth's core and prove seafloor spreading by magnetic patterns in ocean floor rocks. The lesson aims to help students understand how new seafloor is created at mid-ocean ridges and how this relates to plate tectonics.
This PPT covers projectile motion of an object in a very systematic and lucid manner. I hope this PPT will be helpful for instructors as well as students.
The document provides information about typhoons in the Philippines. It begins with objectives to understand why the Philippines is prone to typhoons and the conditions needed for typhoon formation. It then discusses tropical cyclones entering the Philippine area of responsibility each year and the importance of understanding typhoons to prevent loss of life. Key details about typhoons are also explained, such as their structure with an eye and eyewall, how they form over warm ocean waters, and that they can only form at certain latitudes and lose power over land.
Levels of Conceptual Understanding and Problem Solving Skills of Physics Teac...ijtsrd
The study aimed to determine the level of conceptual understanding and problem solving skills of Physics teachers in Kinematics. The study utilized a convergent parallel mixed method research design to collect quantitative and qualitative data. A validated researcher made tool was used in conducting the study. The study was administered to 44 public high school Science teachers in Toledo City, Cebu, Philippines, that are teaching Science at any grade level regardless of their field of specialization. Based on the findings of the study, most of the Physics teachers were female, General Science majors, and have 1 to 5 years of Science teaching experience. The overall level of conceptual understanding among Physics teachers was Developing, while their level of problem solving skills was Approaching Proficiency. The relationship between the level of conceptual understanding and the level of problem solving skills revealed a significant correlation. Moreover, teachers encountered difficulties in understanding and teaching Kinematics, applying mathematical skills, developing students’ interests in Physics, and time allotment. Physics content knowledge is crucial in understanding Kinematics while integrating concepts with problems. This supported Lee Shulman’s Content Knowledge theory and Jerome Bruner’s Constructivism theory which emphasized the teachers’ quality of teaching such as possessing a higher conceptual understanding and problem solving skills in Kinematics as it affects the teacher’s quality of instructions and students’ performances in Physics. The researcher recommended that curriculum specialists and school administrators shall provide training for teachers, especially non Physics majors, to enhance their conceptual and mathematical skills in Kinematics. Further studies may be conducted for out of field Physics teaching and students’ conceptual understanding and problem solving skills in Kinematics or other Science related concepts. Apple Kae R. Lumantao "Levels of Conceptual Understanding and Problem-Solving Skills of Physics Teachers in Kinematics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52589.pdf Paper URL: https://www.ijtsrd.com/physics/other/52589/levels-of-conceptual-understanding-and-problemsolving-skills-of-physics-teachers-in-kinematics/apple-kae-r-lumantao
The geologic time scale is a system used to describe Earth's history by dividing it into units of time based on changes in lifeforms and rock layers. It begins over 4.6 billion years ago with the formation of Earth and extends to the present. Major divisions include eons like the Precambrian and Phanerozoic, eras like the Paleozoic and Cenozoic, and periods like the Jurassic and Quaternary. Life began as single-celled organisms and evolved over billions of years to include complex plants and animals, with major extinction events periodically wiping out many species. The current geologic period is the Quaternary, which began over 2 million years ago and includes the evolution
The document describes an activity where students are broken into groups to learn about different tectonic plate boundaries. Students first watch a presentation on plate tectonics. They are then divided into home groups and assigned to research one of three boundary types: convergent, divergent, or transform. After researching, students return to their home groups to teach each other about the boundary they learned.
The document discusses the three main types of rocks: igneous, sedimentary, and metamorphic rocks. It describes the rock cycle whereby rocks constantly change from one type to another through geological forces. Igneous rocks form from molten rock and can be intrusive or extrusive. Sedimentary rocks form through the compaction and cementation of sediments and can be clastic or non-clastic. Metamorphic rocks form from heat and pressure acting on existing rocks, either through contact metamorphism near magma or regional metamorphism during tectonic activity.
This document describes a series of experiments connecting ammeters and voltmeters in circuits with one or two dry cells. It asks questions about the readings on the ammeters and voltmeters in each case and what can be inferred about the current and voltage in the circuits.
The document describes a study that evaluated the effectiveness of a "Mix and Match" board game to help high school chemistry students learn to write ionic compound formulas correctly.
[1] A pre-test found that most students struggled with writing ionic formulas. [2] The Mix and Match game, adapted from monopoly, was then played by 67 students over multiple sessions. It used element, question, and luck cards to form ionic compounds. [3] Post-test results showed a significant 37.1% increase in students' ability to write formulas correctly, and surveys found students felt it improved their understanding and interest in chemistry.
The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopolyedutainment medium. The students’ responses to the use of chemopolyeudtainment media on chemical separation learning was also found to be positive.
The document discusses the use of scientific games and graphic organizers in teaching chemistry to grade 9 students in JPC. It finds that:
1) The status of using puzzles games, chemistry quiz games, main idea charts, Venn diagrams, and concept maps to teach chemistry was high.
2) The effectiveness of these strategies in improving class participation, exam performance, attitudes, projects, and interest in chemistry was also high.
3) Using games and organizers makes chemistry lessons more engaging and helps students better understand and retain the material. The document recommends teachers continue incorporating diverse activities into chemistry instruction.
Analysis Of Students Errors On The Fraction Calculation Operations ProblemLisa Garcia
This document summarizes a study on students' errors in fraction calculation operations. The study analyzed test responses from 61 fifth grade students from two elementary schools in Banda Aceh, Indonesia. The majority of students made concept errors in problems involving converting mixed fractions to ordinary fractions, determining fraction values, and performing fraction addition and subtraction. Some students also made principle errors or careless mistakes. Interviews revealed that students struggled with understanding the concepts and procedures for fraction calculations. The study aims to help teachers identify common errors and address conceptual misunderstandings to improve the teaching and learning of fractions.
The document discusses using an instructional game called Action Fraction Race Car Game to teach fractions to students in grades 5-8. It summarizes research showing fractions are difficult for students to master and retention is increased through activity-rich lessons. The game aims to improve understanding of fractions by making lessons more engaging through a hands-on, competitive experience with feedback. It progressively increases in difficulty through multiple levels. The teacher's role is to ensure students understand rules and do not spend too much time playing. Both advantages like improved problem-solving and automaticity, and disadvantages like potential boredom or negative attitudes are discussed.
The document discusses using an instructional game called Action Fraction Race Car Game to teach fractions to students in grades 5-8. It summarizes research showing fractions are difficult for students to master and recommends hands-on activities to improve understanding. The game aims to increase students' fraction skills by making problems more difficult as players progress to higher levels. It provides immediate feedback through acceleration/deceleration as well as sounds. The teacher's role is to ensure students understand rules and do not spend too much time playing. While the game may increase skills practice and motivation, it also has limitations like not promoting deep conceptual understanding.
The development and use of mathematical games in schoolsAlexander Decker
1) The document discusses the development and use of mathematical games in schools to improve teaching and learning of mathematics.
2) It provides a suggested format for developing mathematical games that includes the title, class level, content, objectives, materials, procedures, strategies, and follow-up activities.
3) The roles of mathematical games are highlighted as making practice more enjoyable, enriching mathematics vocabulary, introducing new ideas, and allowing for individual differences among students.
The Mistakes of Algebra made by the Prep-Year Students in Solving Inequalitiesiosrjce
The document summarizes a study examining the mistakes made by prep-year students in solving inequalities. An exam with 5 inequality questions was given. For question 1, 68% answered correctly, while 32% made mistakes like incorrect factorization. For question 2, 34% were correct, while others made mistakes like ignoring negative signs. For question 3, 52% were correct, while some confused positive and negative values. For question 4, 50% drew correct graphs while others made table errors. For question 5, 70% handled negatives correctly, while some changed inequality signs incorrectly. Overall, students struggled with conceptual understanding of inequalities rather than algebraic skills. Teachers should analyze student mistakes to help refine their understanding of challenging math concepts.
This document provides a variety of game ideas that teachers can use in the classroom to engage students and reinforce learning. It begins with an introduction to educational games and the benefits of using games. It then describes 16 specific games that can be adapted for different subjects, including content-related games like Battleship for vocabulary practice and guessing games like Who is He/She? for identifying people. The games are meant to be interactive, help students work together, and make learning an enjoyable experience while still focusing on academic content.
The document outlines a daily lesson plan for teaching students about geometric sequences. The lesson plan includes objectives, content, learning resources, procedures, and evaluation. The procedures involve reviewing previous lessons on sequences, presenting examples of geometric sequences, discussing the formula to find the nth term, and having students work in groups on application problems. The goal is for students to understand and apply the concept of finding the nth term of a geometric sequence.
This document summarizes a study that analyzed the mathematics performance of grade five students in Thailand using the Newman Procedure. The study aimed to identify the levels at which students make errors in problem solving and compare performance between high- and low-achieving students as well as between students in Bangkok and a poorer performing province. Most students struggled at the comprehension and transformation levels. Poor performers made more errors in comprehension, while good performers performed well across levels. Students in the poorer province struggled more with comprehension, while those in Bangkok struggled with transformation.
1) The document outlines a daily lesson log for a 6th grade mathematics class covering percentages, rates, and bases over a week.
2) The lesson objectives are to understand and apply order of operations, ratios, proportions, percentages, exponents, and integers to mathematical and real-world problems.
3) Each day covers different activities and examples to practice calculating percentages, rates, and bases using various strategies and resources.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
A causal model of selected non cognitive learner’s variables and achievement ...Alexander Decker
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
Analysis Of Students Mistakes In Solving Integrals To Minimize Their MistakesJoe Osborn
Students had the most success solving integrals of functions like (a + bx)^n, though they struggled with procedural errors. They performed worse on integrals involving trigonometric and exponential functions. Most errors occurred in solving definite integrals and calculating areas between curves, showing conceptual misunderstandings of integrals. Overall, students are better at direct integral computation than application problems requiring area calculation.
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The Usage Of Mix and Match Board Game to Facilitate Students' Writing of Ionic Compound Formula
1. 1
THE USAGE OF MIX AND MATCH BOARD GAME TO FACILITATE STUDENTS’
WRITING OF IONIC COMPOUND FORMULA
Mohamad Nasir bin Othman & Ahmad Rushidi Ramli
Institut Pendidikan Guru Kampus Tuanku Bainun, Bukit Mertajam, Pulau Pinang
Abstract
Mix and Match is a board game that was adapted from the famous monopoly board game. The
purpose of the study is to address a ubiquitous problem faced by high school’s students in
chemistry which is to write an ionic chemical compound formula correctly and understanding
the periodic table. The samples consisted of 67 students taken from IPG Tuanku Bainun and two
schools in Penang and Kedah. Preliminary data taken from Pre-Test indicated that students
were unable to come up with proper chemical formula. Mix and Match game was implemented to
the students and data were collected upon completing the Mix and Match game. Results showed
a significant increase in the ability of students to write ionic chemical compound by 37.10%. T-
test results indicated there was a significant difference (P<0.05) between Pre-test and Post-test.
Meanwhile, survey results showed that the Mix and Match board game assisted in improving
students’ understanding on writing ionic chemical compound formula with the mean of 4.93 and
also enhanced students’ interests in learning chemistry with the mean of 4.97. Result of
interviews carried out on randomly selected students was found to support the survey findings.
In all, Mix and Match board game can be an effective tool used to help students write an ionic
chemical compound formula correctly.
Keywords: Mix and Match, Periodic Table & Innovation in Writing Ionic Compound Formula
INTRODUCTION
Games are part of our everyday lives and the act of playing is an important process in human
development. Games are explicitly recreational, but they can also be of a pedagogical nature
when their main objective is to stimulate significant learning. The emotion, attention and
concentration involved in these activities can facilitate the construction of long-term memories,
which are intimately linked to significant learning. Games can be considered educational when
they develop cognitive and operational abilities such as problem solving, perception, creativity,
and reasoning, which are important for knowledge construction (Antonio Joaquin Franco
Mariscal 2002).
2. 2
The use of educational games in the classroom contributes to a more informal environment,
facilitating students’ experimentation and participation, making them active and cooperative
individuals (Pieroni et al. 2000; Bannier 2010). The implementation of these types of
pedagogical tools can even motivate the teacher because this type of activity transforms the
teaching–learning process to being almost a recreational activity (Chambers & Arab 2006). In
this regard, games also contribute to changing the paradigm of the teacher’s performance,
encouraging them to broaden their knowledge in order to design the games, as well as to carry
out their role as a facilitator in the most efficient way (Kiili 2005).
Mix and Match game innovation is actually extension from the chemistry game card,
named CHEMCARD used in 2013 by students at IPG Kampus Tuanku Bainun and two schools
around Penang and Kedah to memorize elements in a periodic table. According to Leal
(2013), chemical of elements are the bricks with which Chemistry is build. The names of the
elements are really important, since we use them to understand each other and the history of the
names of the chemical elements could be a starting point to launch classes or students
homework. In fact, a lot of teachers begin their chemistry classes presenting the chemical
elements and the periodic table because their learning is considered an important part in the
chemistry programs at school.
STATEMENT OF THE PROBLEM
Write an ionic chemical formula a fundamental knowledge and skill which should be captured by
chemistry students. A chemical formula is used to represent a chemical compound. The chemical
formula shows the elements, denoted by their symbols present in the compound. The relative
numbers indicated by subscripts written after the symbols of each element present in the
compound. Generally, if the ionic compound is formed by the ions Xm+
and Yn-
, then the
chemical formula of the compound is XnYm. If m=n, then the chemical formula is XY. Weak
and simple students cannot understand how to write an ionic compound formula. They cannot
understand how to balance the positive and negative charges. Why an arrow in diagram should
be crosswise? Student also cannot understand the concept of mutual ion charge changes.
3. 3
Example
Write an ionic compound formula for Lithium oxide?
Answer
Lithium oxide has ion: Li+
and O2-
Ion charge +1 -2
Mutual ion charge digit changes 2 1
Simple changes ratio 2 1
Combine ion numbers 2Li+
O2-
Ionic compound formula is Li2O
Teaching and learning which separate from the periodic table also make the students
cannot understand the origin of the ionic compound formula. As mention early, a lot of teachers
begin their chemistry classes presenting the chemical elements and the periodic table because
their learning is considered an important part in the chemistry programs at school. Difficulties in
writing an ionic compound formula will retard student interest to the chemistry subject. This
problem will be more severe when they come to another complicated topics in chemistry.
OBJECTIVE
1. To evaluate the effectiveness of Mix and Match game as a method to write an ionic
compound formula.
2. To evaluate an interest of students towards Mix and Match game.
4. 4
RESEARCH QUESTIONS
1. Is it Mix and Match game is an effective method to write an ionic compound formula?
2. Is it students have an interest towards Mix and Match game?
MIX AND MATCH GAME
MIX and MATCH game is a game that was adapted from the famous monopoly game. It consists
of board game, dice, coin, element card, luck card, fine card and question card. Board game was
made from poly-acrylate or wood and a design was shown in Figure 2. It has eighteen swatch
with icon for luck, fine and question as describe in Figure 3. Samples for element, luck, fine and
question card was shown in Figure 4.
Figure 1 : Mix and Match Board Game
5. 5
Type of Card Sample of Card
Element card
Luck card
Fine card
Question card
Figure 2: Type of Card in Mix and Match Game
6. 6
Icon in board game Meaning
Luck
Fine
Question
Figure 3: Icon and Meaning in Mix and Match Board
Before games, students were trained to combined elements from a periodic table to write an ionic
compound. Students will be told that ionic compound was formed by the combination of metals
group elements namely group 1, 2 and 13 with non metals groups namely group 16 and 17.
Charge for metal group is +1, +2 and +3 while charge for non metal group is -2 and -1.
Example
Write a chemical formula for Lithium oxide.
Answer
a. Students will take one Lithium card and one Oxygen card.
b. Students will mix and match charge between two cards
7. 7
c. Students should ensure charge for both card is balance OR when mixed is zero (neutral).
d. The charge is not balance, so he should take one more Lithium card and try to balance the
charge.
e. Total charge = (+2) + (-2)
= 0
f. Students will write on the paper the chemical formula is Li2O
g. Teacher will check and confirm the chemical formula is correct.
METODOLOGY
Sample
This study involved 3 groups of students. First group is 21 students, 4 boys and 17 girls science
class of Institut Pendidikan Guru (IPG) Kampus Tuanku Bainun, Bukit Mertajam, Pulau Pinang.
Second group is 16 students, 11 boys and 5 girls from private school (School 1) around Penang.
Third group is 30 students, 15 boys and 15 girls from boarding school (School 2) around Kedah.
Instrument
This study is used three approaches to collect data. The first approach was the use of Pre Test
and Post Test. Second approach was the use of Likert scale questionnaire which five choices,
strong disagree, disagree, neutral, agree and strong agree. The instrument consisted of 6 positive
items and 3 negative items. It covers about effectiveness and interest of Mix and Match game.
The third approach was interviewing students choosing randomly. The interviews conducted
8. 8
toward the end of the study conduction. The main theme of the interviews was same as the
instrument mention above; however, in the interviews the students were given the chance to
express themselves and elaborate.
Procedure of study
Step 1: Conducted Pre Test
Pre Test is questions as shown in the Appendix 1. Students were required to write a chemical
formula as mention in the question. Further the student answer will be check and collect to get
the percentage of the correct answer by all students for each question. Pre Test will shown an
ability of overall students to write a chemical formula for each compound.
Step 2: Mix and Match games
1. Mix and match game needs at least four players. Before games, each player will be
given 3 elements card, paper to write a chemical formula and coin as symbol of player.
2. After that, player will determine their turn by throwing dice. First player will
throwing a dice and move his or her coin.
3. If player stop at question swath, he should give a correct answers to the question.
Bankers will confirm the answer is right or wrong. If right, player can take one element
card at a centre of the board game.
4. After that, player will look if elements card with him can produce chemical
compound formula or not. If “yes”, the player will write a chemical formula on the
paper. Using card was separated from their group. If “no” the player will kept the card
with him until he can produce the chemical formula.
5. If the player stop at ‘luck” swatch, the player will take one luck card from the centre
of board game. Luck card is a card which given an advantages to player. Player will get
one elements card without answer the question. Example : You
can replicate element for three times. This card can be use to make chemical formula.
9. 9
Figure 4 : Steps in Mix and Match Games
Step 3: Conducted Post Test
Post Test is questions as shown in the Appendix 2. Students were required to write a chemical
formula as mention in the question. Further the student answer will be check and collect to get
the percentage of the correct answer by all students for each question. Post Test will show an
ability of overall students to write a chemical formula for each compound after intervention by
the Mix and Match game.
Step 4: Conducted Questionnaire
Questionnaire form was given to the groups of students involve in the study. The purpose of
questionnaire is to see the interest of students towards the Mix and match game. It also wants to
see the view of students about the effectiveness of game after involve in the Mix and Match
games. This forms also using the Likert Scale.
Table 1 : Questionnaire form of MIX and MATCH games
Bil Item Skala
1 2 3 4 5
1. Saya suka melibatkan diri dalam
permainan MIX and MATCH
2. Saya amat menanti-nantikan permainan
MIX and MATCH untuk waktu kelas
yang seterusnya.
3. Saya lebih senang menulis formula kimia
melalui permainan MIX and MATCH.
4. MIX and MATCH adalah satu kaedah
kreatif bagi menulis formula kimia dan
mempelajari jadual berkala.
6. If player stop at “fine” card, the player will take the fine card and follows instructions
in the card. Fine card has contrast character compare to luck card.
7. When the first player finished his turn, second player will take place and after that
follow with a next player. After complete one circle, the player also will get one element
from the centre of the board. When success to combine the card to make chemicals
formula, the player should write it in a paper and tell bankers or teacher to confirm that it
is a right formula. The winner will be determined by the marks that they get from the
formula.
10. 10
RESULTS AND DISCUSSION
Pre Test and Post Test
Results of Pre Test and Post Test for each groups was collected and analyse. Answer sheet for
each students involve in a Pre and Post Test was checked by teacher to determine chemical
formula which can be written by the student. After that, teacher will calculate numbers of
students with right answer for each question in a Pre and Post Test and transform it into the form
of percentage. If all students in the group can answer the question, it means the percentage is
100%. T test was conducted to determine the difference of means between Pre Test and Post
Test. Percentage of correct answer by Pre Test and Post Test for each question for IPG,
School 1 and School 2 was shown in a Figure 6, 7 and 8.
Figure 5 : Percentage correct answer of each question for IPG
Figure 5 shows 71% of student give a correct answer for question 1 in a Pre Test. After
intervention using Mix and Match game, the percentage increase to 95% at a Post Tense.
Percentage increasing was 24%. The percentage increasing also happen in question 2, 3, 4, 5, 6,
7, 8, 9, and 10 for each 52%, 48%, 52%, 43%, 29%, 53%, 19%, 19% and 19%. Mean of
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10
Percentage(%)
Question
Pre Test
Post Test
11. 11
percentage increasing for all questions is 35.8%. T-test shows significance difference (P< 0.05)
of percentage increasing in all questions between Pre Test and a Post Test.
Figure 6 : Percentage correct answer of each question for School 1
Figure 6 shows 37% of School 1 student give a correct answer for question 1 in a Pre Test. After
intervention using Mix and Match game, the percentage increase to 82% at a Post Tense.
Percentage increasing was 45%. The percentage increasing also happen in question 2, 3, 4, 5, 6,
7, 8, 9, and 10 for each 64%, 82%, 73%, 64%, 46%, 73%, 9%, 9% and 27%. Mean of
percentage increasing for all questions is 49.2%. T-test shows significance difference (P< 0.05)
of percentage increasing in all questions between Pre Test and a Post Test.
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10
Percentage(%)
Question
Pre Test
Post Test
12. 12
Figure 7 : Percentage correct answer of each question for School 2
Figure 7 shows 83% of School 2 student give a correct answer for question 1 in a Pre Test. After
intervention using Mix and Match game, the percentage increase to 100% at a Post Tense.
Percentage increasing was 17%. The percentage increasing also happen in question 2, 3, 4, 5, 6,
7, 8, 9, and 10 for each 27%, 24%, 33%, 23%, 23%, 30%, 24%, 24% and 34%. Mean of
percentage increasing for all questions is 25.9%. T-test shows significance difference (P< 0.05)
of percentage increasing in all questions between Pre Test and a Post Test.
Figure 8 shows average percentage for IPG, School 1 and School 2 student give a correct
answer for question 1 in a Pre Test is 64 %. After intervention using Mix and Match game, the
average percentage increase to 92% at a Post Tense. Average percentage increasing was 28%.
The average percentage increasing in question 2, 3, 4, 5, 6, 7, 8, 9, and 10 for each 48%, 51%,
53%, 43%, 33%, 52%, 18%, 18% and 27%. Mean of average percentage increasing for all
questions is 37.1%. T-test shows significance difference (P< 0.05) of percentage increasing in
all questions between Pre Test and a Post Test.
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10
Percentage(%)
Question
Pre Test
Post Test
13. 13
Figure 8 : Average percentage correct answer of each question for IPG, School 1 and School 2
Questionnaire
Questionnaire consisted of 4 items using Likert scale. The items were related to the interest and
effectiveness of Mix and Match game. Numbers of respondent of each score was collected and
mean score for each item was determined. Table 3 shows the result which obtained.
Table 2 : Students interest to Mix and Match Game
Bil Item Skala Purata
1 2 3 4 5
1. Saya suka melibatkan diri dalam permainan Mix and Match 4.5% 95.5% 4.96
2. Saya amat menanti-nantikan permainan Mix and Match
untuk waktu kelas yang seterusnya. 3.0% 97.0% 4.97
3. Saya lebih senang menulis formula kimia sebatian ionik
menggunakan kad unsur Mix and Match. 7.5% 92.5% 4.93
4. Mix and Match adalah satu kaedah kreatif bagi menulis
formula kimia sebatian ionik dan mempelajari jadual
berkala.
5.5% 94.5% 4.95
0
20
40
60
80
100
120
1 2 3 4 5 6 7 8 9 10
Averagepercentage(%)
Question
Pre Test
Post Test
14. 14
Table 2 shows that 64 respondent or 95.5% of student interest to involve in the Mix and Match
games and put a score 5 which means strongly agree to involve in the Mix and Match games.
Mean score for first item is 4.96. Item 2 shows 97.0% of students put a score 5 and only 3.0%
put a score 4 and mean score is 4.97. This shows students were interested to play Mix and Match
game for a next class.
Item 3 shows 92.5% put a score 5 and 7.5% put a score 4 and mean score is 4.93. It
shows that majority of students agree that they can write a chemical formula more easy when
using element card in Mix and Match game. Item 4 show that 94.0% of students have opinion
that Mix and Match is a creative way to learn about chemical formula and periodic table. Mean
score for this item is 4.94.
CONCLUSION
Mix and match games was success in helping students to combine an elements from periodic
table to write a correct chemical formula. Pre Test and Post Test which conducted to the IPG,
School 1 and School 2 groups students was showed increase in percentage average of correct
answer for each question from 1 to 10. The average percentage increasing in questions 1, 2, 3, 4,
5, 6, 7, 8, 9, and 10 was 28%, 48%, 51%, 53%, 43%, 33%, 52%, 18%, 18% and 27%. Mean of
average percentage increasing for all questions is 37.1%. T-test shows significance difference
(P< 0.05) of percentage increasing in all questions between Pre Test and a Post Test.
Questionnaire showed a higher score on interest and effectiveness of Mix and Match
games. Score for student interest to involve in the Mix and Match games was 4.96 on the Likert
scale. Mean score 4.97 was get for students interested to play Mix and Match game for a next
class. Questionnaire also showed that majority of students agree that they can write a chemical
formula more easy when using element card in Mix and Match game with mean score 4.93.
Students also have an opinion that Mix and Match is a creative way to learn about chemical
formula and periodic table with mean score 4.94.
15. 15
BIBLIOGRAPHY
Bannier,B. (2010). Motivating and assisting adult, online chemistry learners:A review of the
literature. Journal of Science Education and Technology, 19(3), 215–236.
Chambers, T., & Arab, J. (2006). A mnemonic for representative elements groups. Journal of
Chemical Education, 83(12), 1761.
Esler, W.K. & Esler, M.K. (1996). Teaching elementary science (7th
ed.). Belmot: Wadsworth.
Granath., Philip, L., & Russell, J.V. (1999). Using games to teach chemistry.1. The Old Prof card
game. Journal of Chemical Education, 76, 485-486
Kiili, K. (2005). Content creation challenges and flow experience in educational games: The IT-
Emperor case. The Internet and Higher Education, 8, 183–198.
Leal, J. P. (2013). The forgotten names of chemical elements. : Foundations of Science doi:
10.1007/s10699-013-9326-y.
Logerwell., Mollianne, G., Sterling., & Donna, R. (2007). Fun with ionic compound. The
Science Teacher, 74, 27-33
Morrison, G.S. (2000). Early childhood education today. New Jersey: Prentice Hall, Inc.
Spodek, B. et al. (1985). Teaching in early years (3rd
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Science. Birkenhead, Auckland: Heinemann.
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Chemical Education, 76, 487-488
16. 16
Appendix 1
PRE TEST
Nama:
Tingkatan:
Sekolah:
Masa : 10 minit
Tuliskan formula kimia bagi sebatian berikut:
1. Litium Klorida :
2. Kalium Oksida :
3. Magnesium (II) bromida :
4. Aluminium Oksida:
5. Magnesium Iodida :
6. Natrium Oksida:
7. Berilium Florida:
8. Natrium Hidroksida:
9. Kalsium Karbonat :
10. Magnesium Sulfat :
17. 17
Appendix 2
POST TEST
Nama:
Tingkatan:
Sekolah:
Masa : 10 minit
Tuliskan formula kimia bagi sebatian berikut:
1. Natrium Klorida :
2. Litium Oksida:
3. Magnesium (II) bromida :
4. Aluminium Oksida:
5. Magnesium Iodida :
6. Kalium Oksida:
7. Boron Florida:
8. Litium Hidroksida:
9. Kalsium Karbonat :
10. Barium Sulfat :