1.C. Pupils are asked to answer whe

1.C. Pupils are asked to answer whether or not they think
that the view of the sugar structure through the hypothetical
magnifying glass would remain ‘‘frozen’’ as the time is passing.
They are also asked to explain or justify their answers.
The following 3 items (2A, 2B, and 2C) concern the
liquid state.
2.A. Pupils are asked to choose among five alternatives (see
Appendix), the figure that best represents what they think they
would ‘‘see’’ if they observed a drop of pure water with a
hypothetical magnifying glass enabling the view of the structure
of the drop.
2.B. Pupils are asked to explain what they think exists
between molecules, in case they chose a figure depicting
molecules. Otherwise, they do not have to answer this
question.
2.C. Pupils are asked to answer whether or not they think
that the view of the water structure through the hypothetical
magnifying glass would remain ‘‘frozen’’ as the time is passing.
They are also asked to explain or justify their answers.
The following 3 items (3A, 3B, and 3C) concern the
gas state.
3.A. Pupils are asked to choose among five alternatives (see
Appendix), the figure that best represents what they think they
would ‘‘see’’ if they observed a very small quantity of oxygen,
found within a vase containing pure oxygen, with a hypothetical
magnifying glass enabling the view of the structure of
the oxygen.
3.B. Pupils are asked to explain what they think exists
between molecules, in case they chose a figure depicting
molecules. Otherwise, they do not have to answer this
question.
3.C. Pupils are asked to answer whether or not they think
that the view of the oxygen structure through the hypothetical
magnifying glass would remain ‘‘frozen’’ as the time is passing.
They are also asked to explain or justify their answers.
Here, pupils are prompted to circumvent the following items
4 and 5 in case they have not adopted a molecular structure of
the substances in the previous items.
Part 2: (The properties of state as a result of the collective
behavior of particles)
The following 3 items (4A, 4B, and 4C) concern the same
substance in three different temperatures.
4.A. Pupils are prompted to make the assumption that they
have separated one single molecule from one of the following:
a block of ice, some pure water (liquid), or some pure water at
a gas state. They are asked whether or not they could understand
if the separated molecule has come from ice, water
(liquid) or water at gas state respectively. Then, they are also
asked to explain or justify their answers.
4.B. Pupils are prompted to make the assumption that they
have separated one single molecule from a block of ice,
another single molecule from a quantity of pure water (liquid)
and a third single molecule from a quantity of water at gas
state. They are asked whether or not they could determine a
physical state for each of the three molecules and if yes, what
this state is. Then, they are also asked to justify their answers.
4.C. Pupils are prompted to make the assumption that they
have separated one single molecule from a block of ice,
another single molecule from a quantity of pure water (liquid)
and a third single molecule from a quantity of water at gas
state. They are asked to compare the shape and the magnitude
of the three molecules. Then, they are also asked to justify
their answers.
The following 2 items (5A and 5B) concern three different
substances under normal (same) conditions.
Pupils are prompted to make the assumption that they have
separated one single molecule from each of the following three
substances: sugar (solid), water (liquid) and oxygen (gas).
5.A. They are asked whether or not they could determine a
physical state for each of the three molecules and if yes, what
this state is. Then, they are also asked to justify their answers.
5.B. They are asked whether they think that the three
molecules are different or not. They are also asked to explain
or justify their answers.
Part 3: (The changes of state)
The following 3 items (6A, 6B and 6C) concern melting.
Pupils are prompted to imagine a lump of wax melting on a
heating radiator.
6.A. They are asked to identify the substance after melting.
6.B. They are asked to choose among five alternatives
(see Appendix), the figure that best represents what they think
they would ‘‘see’’ if they observed wax (a) before melting and
(b) after melting, with the hypothetical magnifying glass
enabling the view of the structure of the substances.
6.C. They are asked to explain the way in which the wax
melts by taking into account the structure of the matter and
describing the procedure in detail.
The following 2 items (7A and 7B) concern boiling.
Pupils are given a figure depicting a beaker of boiling water,
containing many bubbles. They are asked:
7.A. To identify the substance that exists at a point:
(a) within a bubble, (b) between the bubbles and (c) above
the free level of the boiling water, close to that level.
7.B. To choose among five alternatives (see Appendix), the
figure that best represents what they think they would ‘‘see’’ if
they looked at each of the three points of the previous question
through the hypothetical magnifying glass enabling the view of
the structure of the substances.
The following 3 items (8A, 8B and 8C) concern evaporation.
8.A. Pupils are asked to explain the differences, if any,
between boiling and evaporation.
8.B. Pupils are asked to choose among five alternatives
(see Appendix), the figure that best represents what they think
they would ‘‘see’’ if they observed evaporated water with
the hypothetical magnifying glass enabling the view of the
structure of the substances.
8.C. Pupils are asked to explain the way in which the water
evaporates by taking into account the structure of the matter
and describing the procedure in detail.
The following 2 items (9A and 9B) concern condensation.
Pupils are given the following description: The water in an
open saucepan is boiling intensively. We place a cool Pyrex lid
above the saucepan and we immediately notice the formation
of drops on the down surface of the lid.
9.A. Pupils are asked to identify the substance of the drops.
9.B. Pupils are asked to explain the way in which the drops
were formed by taking into account the structure of the matter
and describing the procedure in detail.