Celal Bayrak

Vibrational Spectroscopic Studies on the tn-Td-Type Mn(tn)Zn(CN)4_2C6H6 and the Chelated tn-Td-Type Zn(tn)Zn(CN)4_2C6H6 Clathrates

IR spectra of Mn(trimethylenediamine)Zn(CN)42C6H6 and IR and Raman spectra of Zn(trimethylenediamine)Zn(CN)4_2C6H6 are reported. The spectral data suggest that the host frameworks of these compounds are similar to those of the tn-Td-type Cd(trimethylenediamine)M(CN)4_2benzene (M = Cd or Hg) and the chelated pn-Td-type Cd(propylenediamine)Cd(CN)4_1,2-dichloro-ethane clathrates, respectively.

Vibrational Spectroscopic Studies on the Td-type Adeninemetal(II)tetracyanometallate(II) Benzene Clathrates: M(ad)2M'(CN)4.C6H6 (M = Mn or Cd, M' = Cd or Hg)

IR spectra of Mn(adenine)2M(CN)4.C6H6 (M=Cd or Hg), andIR and Raman spectra of Cd(adenine)2M(CN)4.C6H6(M=Cd or Hg) are reported. The spectral data suggest thatthe host frameworks of these compounds are similarto those of the Hofmann-Td-type and the adeninecoordination is via N(10).

An Infrared and Raman Spectroscopic Study of pn-Td-Type dl% -Propylenediaminemetal(II) Tetracyanometallate(II) Benzene Clathrates: M(dl-pn)M'(CN)4.nC6H6 (M = Mn, M' = Zn, Cd or Hg; M = Cd, M' = Cd or Hg; 1≤n≤1.5)

IR spectra of Mn(dl-propylenediamine)M(CN)4.nC6H6 (M = Zn, n = 1.25; M = Cd, n = 1.00 or M = Hg, n = 1.18), and IR and Raman spectra of Cd(dl-propylenediamine)M(CN) 4. 1.5C6H6 (M = Cd or Hg) are reported. The spectral data suggest that the former three compounds are similar in structure to the latter two pn-Td-type clathrates.

Pre-service teachers’ metaphorical perceptions of “physics” as a concept

In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers’ metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers’ mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for “physics” concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently “life” (26,25%) and “a difficult to solve problem”(21,25%) which take place in conceptual categories.In this study, the aim is to reveal pre-service biology, chemistry and mathematics teachers’ metaphorical perceptions for physics. This study was patterned by employing phenomenology, which is one of the qualitative research methods. Sampling of the study consists of 90 pre-service teachers enrolled at the departments of biology, chemistry, and mathematics education at the faculty of education of a state university in Ankara. A metaphor form was prepared to determine pre-service teachers’ mental metaphors for the physics concept. Then, it was determined that a total of 80 pre-service teachers generated 34 different metaphors for physics concept. As a result of the study, 34 metaphors generated by pre-service teachers for “physics” concept were gathered under seven different categories. Also, it was determined that pre-service teachers express most frequently “life” (26,25%) and “a difficult to solve problem”(21,25%) which take place in conceptual categories.

An assessment of high school students’ conceptual structures of heat and temperature through concept maps

This study is a qualitative one conducted in order to determine 9th, 10th, and 11th grade high school students’ conceptual structures of heat and temperature through concept maps. The study was realized with the participation of a total of 80 students. As data gathering tool, a concept map developed by the researchers, which includes such items as heat, temperature, and matter, was used. Students were asked to form a concept map by using the concepts in the form and the concepts they thought were related with these. Data obtained from the research was analyzed via content analysis. As a result of the study, it was determined that students have misconceptions and lack of knowledge of heat and temperature. Lastly, the following can be given as examples of students’ misconceptions or lack of knowledge: they think temperature comes into being as a result of heat and that heat is a kind of energy.

Vibrational Spectroscopic Studies on the Dicyclopropylaminecadmium(II)Tetracyanometallate(II) Benzene Clathrates

ABSTRACT New Hofmann–Td-type clathrates of the forms Cd(CPA)2M(CN)4.C6H6 (CPA = cyclopropylamine; M˭Cd or Hg) prepared in powder form and characterized by FT-IR, FT-Raman, far-IR spectra, X-ray diffraction, and elemental analyses are reported. Vibrational assignments are proposed for the bands of the host lattice and guest molecule. It is shown that the spectra are consistent with a proposed crystal structure for the compounds derived from X-ray diffraction measurements. The C, H, and N analyses were carried out for all the compounds. All the vibrational modes of coordinated CPA are characterized. The spectral features suggest that these compounds are similar in structure to the Hofmann–Td-type clathrates.