Download - Métodos lectura
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Métodos para facilitar la lectura, comprensión y asimilación de textos académicos en Inglés
Enhancing reading comprehensionskills
BEP Network - www.bepnetwork.comManuel F. Lara Garrido
email: [email protected]
Workshop GRETA XXV Annual ConferenceGranada 9 de Septiembre 2011
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Part IState of the
Art
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In the classrooms it was foundthat teachers were increasingly
reluctant to take responsibility fornurturing the English language as
an integral part of their work.They were frequently poorly trained,
demoralized, and reluctant to do anything more
than the basics. “Got a problemwith your English? Not my job,
go and see the English teacher.”
David Marsh “Every Teacher is a Language Teacher” Prácticas en Educación Bilingüe/Plurilingüe, Prácticas en Educación, 2009
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Language is a system which relates what is being talked about (content) and the
means used to talk about it (expression). Linguistic content is inseparable from linguistic expression. In subject matter
learning we overlook the role of language as a medium of learning and in language learning we overlook the fact that content
is being communicated.
Mohan, 1986
Mohan, B. (1986). Language and content. Reading, MA: Addison Wesley.
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Cuando un profesor de ANL está enseñando su materia, ¿debe también
enseñar a leer?¿Sería ese uno de nuestros objetivos?
Think-Pair-Share
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Questions
?Preguntas
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Pregunta 1
Is every teacher a reading teacher?¿Por qué un profesor de Conocimiento del
Medio, Historia, Matemáticas, … tiene que enseñar estrategias de lectura?,
¿no sería esa labor de un profesor de áreas lingüísticas?
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Pregunta 2
Learning to Read or Reading to Learn?
¿Qué se debe enseñar en las clases de ANL aprender a leer de leer para
aprender?
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Pregunta 3:
What Teaching Methods, Strategies & Techniques should we use?
Según vuestra respuesta, ¿deberíamos los profesores cambiar nuestras métodos de trabajo, técnicas y
estrategias de enseñanza?
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Pregunta 4:
In what way should we change our Teaching Strategies?
¿En qué sentido se produciría ese cambio?
¿Qué nuevas técnicas o estrategias deberíamos adoptar?
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Pregunta 5:
Have we been trained to accomplish those goals?
¿Nos han preparado y estamos preparados para hacer más accesible la lectura de los
textos académicos a los alumnos?¿Sabemos enseñarles a leer para aprender?
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Some Theoretical Backgroung
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El texto académicoLa lectura de textos académicos puede
ser algo extremadamente complicado para la mayoría de los estudiantes.
PRINCIPAL FUENTE DE INFORMACIÓN
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Herramientas de aprendizaje para construir nuestros conocimientos.
No repositorios ni guardianes de la
información.
¿Qué son los textos académicos?
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Nuestra labor docente
Favorecer el acceso (comprensión y asimilación) de los estudiantes a la
información presentada en los distintos textos académicos.
Hacer más autónomos a los estudiantes.
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¿Cómo podemos hacer el texto académico más
accesible a los alumnos?
Mediante la enseñanza explícita de la técnicas y estrategias de
comprensión lectora.
Alfabetización
Académica
(Academic Literacy)
.
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Students who do not learn to read well will find it almost impossible to be successful in school. Enhancing
reading comprehension skills is one of the most effective interventions that teachers can undertake since reading affects every other school
activity.
Reading
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La lectura es la destreza académica más importante y la base de todo
aprendizaje.
Para ser un estudiante con éxito y autónomo hay que conocer las
estrategias para leer con eficacia, comprender y recordar lo que se
ha leído.
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La lectura es una actividad cognitiva de enorme importancia y
complejidad, utilizada, normalmente, para la adquisición
de conocimientos.
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Los niños aprenden a leer en los primeros años de educación
primaria, de allí en adelante se consideran que ya saben leer y no se
dedica tiempo al desarrollo dedestrezas lectoras avanzadas que
consoliden y enriquezcan los procesos mentales requeridos para comprender
una lectura.
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Es cierto que los profesores no pueden, por arte de magia, hacer
comprender a los alumnos, pero los profesores pueden ayudar a que la
comprensión de los textos académicos se produzca.
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Modelos de Lectura
Bottom-up readingModelo ascendente
Up-down readingModelo descendente
Interactive ReadingModelo Interactivo
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Modelo ascendente o bottom up
Emphasizes the written or printed text Says comprehension begins by processing the
smallest linguistic unit (phoneme), and working toward larger units (syllables, words,
phrases, sentences) Proceeds from part to whole
Phoneme to syllable to word to sentence
El modelo se centra en el texto y sólo se basa en la decodificación de palabras.
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Modelo descendente o top down
Emphasizes what the reader brings to the text, such as prior knowledge and
experiencesComprehension begins in the mind of the
reader, who already has some ideas about the meaning of the textProceeds from whole to part
A partir de hipótesis y anticipaciones previas, el texto es procesado para su
verificación.
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El modelo interactivo
Recognizes the interaction of bottom-up and top-down processes simultaneously throughout the
reading process.
El lector desempeña un papel activo tanto en la comprensión como en la interpretación del
texto.(interacciones del lector y el texto).
El significado no está en el texto sino que es el lector quien lo construye.
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Etapas del proceso de la lectura: Subprocesos
Antes de la Lectura:Inspecionar
Preguntar y Predecir
Durante la LecturaLeer y valorar
Expresar
Después de la LecturaRevisar y Consolidar
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Antes de leer
determinar los objetivos de la lectura activar el conocimiento previo
formular hipótesis y realizar predicciones sobre el texto
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Durante la lectura
realizar autopreguntas sobre loque se va leyendo
aclarar posibles dudas acerca deltexto, su estructura, el vocabulario (con
ayuda del diccionario) releer partes confusas,…
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Después de leer
hacer resúmenes titular de nuevo
contestar las autopreguntas formuladas en la etapa anterior
realizar mapas conceptuales,…
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Estrategias de Comprensión de Textos
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¿A qué nos referimos al hablar de Comprensión del Texto?
Comprender un texto no es develar el significado de cada una de las palabras ni siquiera de las frases, o de la estructura general del texto; sino más bien generar una representación mental del referente del texto.
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¿Qué son estrategias de comprensión lectora?
Las estrategias de comprensión lectora son procedimientos de carácter elevado (high
order thinking skills) , que implican la presencia de objetivos que cumplir, la planificación de las acciones que se
desencadenan para lograrlos, así como su evaluación y posible cambio.
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“Una estrategia es un proceso interno del individuo para
adquirir, elaborar, organizar y emplear la información del texto”
(Puente, 1994, p.115).
PUENTE, A. (1994). "Estilos de aprendizaje y enseñanza" Editorial GETAFE, S.A. Barcelona-
España.
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¿Porqué enseñar estrategias de comprensión lectora?
La lectura es un procedimiento y como tal (junto a los conceptos y
actitudes) su enseñanza es objetivo de todas las áreas
académica, no sólo de las áreas lingüísticas.
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“Si las estrategiasde lectura son procedimientos y los procedimientos son contenidos de
enseñanza, entonces hay que enseñar estrategias para la comprensión de los
textos. Estas no maduran, ni se desarrollan, ni emergen, ni aparecen. Se
enseñan -o no se enseñan- y seaprenden -o no se aprenden-.”
Solé, Isabel: Estrategias de lectura, Barcelona, editorial Graó, 1992.
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ESTRATEGIAS METODOLÓGICAS PARA LA
INTERVENCIÓN DE LA LECTURA
Las Estrategias Cognitivas Las Estrategias Metacognitivas
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Las Estrategias Cognitivas
Se refiere a aquellas acciones internamente organizadas que son
utilizadas por el individuo para gobernar sus procesos de atender, pensar y
resolver problemas.Comprende las estrategias de
procesamiento y las de ejecución.
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Las Estrategias Metacognitivas
Permiten tomar conciencia del proceso de comprensión y ser
capaz de monitorearlo a través de la reflexión sobre los diferentes momentos
de la comprensiónlectora, como son:
• Planificación• Supervisión y• Evaluación.
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“La metacognición consiste en que el individuo conozca su propio proceso de aprendizaje, la programación consciente
de estrategias de aprendizaje, de memoria, de solución de problemas y toma de decisiones y, en definitiva, de
autorregulación, ...”
Virginia Jiménez Rodríguez (2004): METACOGNICIÓN Y COMPRENSIÓN DE LA LECTURA:
EVALUACIÓN DE LOS COMPONENTES ESTRATÉGICOS(PROCESOS Y VARIABLES) MEDIANTE LA
ELABORACIÓN DE UNA ESCALA DE CONCIENCIALECTORA (ESCOLA) Tesis Universidad Complutense de Madrid
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Alfabetización Académica (Academic Literacy)
Transferecia de las estrategias de L1 a L2.
Los alumnos presentan poco dominio de las estrategias cognitivas y metacognitivas de
comprensión y producción de textos escritos tanto en L1 como en L2. Esta situación retrasa el
proceso de aprendizaje y disminuye la autonomía del individuo.
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Nuestro propósito a la hora de enseñar las estrategias de comprensión lectora
es conseguir lectores autónomos capaces de aprender a partir de los
textos.
“el niño necesita aprender a leer porque tiene que saber leer para aprender”.
Anaya, J. (1994).
Influencia de los factores cognitivos y verbales en los Buenos y malos lectores.
Tesis doctoral.Madrid: Universidad Complutense.
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El dominio de la destreza lectora va a influir en la adquisición de
conocimientos de todas las materias del currículo escolar
(la mayor parte de los aprendizajes se realiza a través de
la lectura de textos).
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“...al enseñar estrategias de comprensión lectora haya que primar la construcción y
uso por parte de los alumnos de procedimientos de tipo general que puedan ser transferidos sin mayores dificultades a situaciones de lectura
múltiples y variadas.”
Solé, Isabel: Estrategias de lectura, Barcelona, editorial Graó, 1992.
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La transición desde “aprender a leer” a “leer para aprender” se facilita cuando el sujeto
tiene un conocimientoexplícito de las estrategias de lectura.
“el niño necesita aprender a leer porque tiene que saber leer para aprender”.
Anaya, J. (1994).Influencia de los factores cognitivos y verbales
en los Buenos y malos lectores.Tesis doctoral.Madrid: Universidad Complutense.
Aprender a leer vs. Leer para aprender
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Lectura en L2
¿Es la lectura en una L2 diferente a la lectura en L1?. ¿La lectura en L2, exige unas nuevas demandas?
La compresión del texto en L2 no sólo depende del nivel lingüístico en L2, si no también de los procesos cognitivos y metacognitivos del alumno.
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SI BIEN UNA DEFICIENTE ADQUISICION DE DESTREZAS LINGUISTICAS PUEDE SER
CAUSA, EN MAYOR O MENOR GRADO, DE LAS DIFICULTADES LECTORAS, EN
ABSOLUTO DEBE CONSIDERARSE DE MODO EXCLUSIVO, SINO QUE LOS PROCESOS COGNITIVOS TAMBIEN
PUEDEN SER DETERMINANTES PARA QUE SE DEN BUENOS Y MALOS LECTORES.
ANAYA MARIN, JULIO (1994): INFLUENCIA DE LOS FACTORES COGNITIVOS Y VERBALES EN LOS BUENOS Y MALOS LECTORES.
Tesis defendida en la UNIVERSIDAD COMPLUTENSE DE MADRID
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Las estrategias son utilizadas de forma coherente para comprender y facilitar la asimilación de textos
académicos.
Vamos a ver algunos métodos utilizados para facilitar la lectura
y asimilación de estos textos.
Métodos de ayuda a la comprensión lectora
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KWL is a reading strategy formed from its letters:
K (KNOW): Lo que sabesW (WANT TO KNOW): Lo que quieres saber
L (LEARNED): Lo que aprendistes
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.
KWL Reading Method
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K (KNOW)
Pre-reading Activities
Students brainstorm words, terms, or phrases they associate with a topic.
The teacher and students record these associations in the K column of their charts.
(This is done until students run out of ideas)
Students engage in a discussion about what they wrote in the K column.
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W (WANT TO KNOW)
Students make questions about what they want to learn about the topic.
The teacher and students record these questions in the W column of their charts.
(This is done until students run out of ideas for questions. If students respond with statements, turn them into questions before recording them
in the W column)
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List a series of questions of what you want to know more of the subject, based upon what you listed in K.
Preview the text's table of contents, headings, pictures, charts etc.
Discuss what you want to learn
List some thoughts on what you want, or expect to learn, generally or specifically.
Think in terms of what you will learn, or what do you want to learn about this.
Turn all sentences into questions before writing them down.
They will help you focus your attention during reading.
List the questions by importance.
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L (LEARNED)
Students read the text and fill out the L column of their charts.
Students look for the answers to the questions in their W column while they are reading.
Students can fill out their L columns either during or after reading.
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Either while reading or after you have finished.
List out what you learn as you read,either by section, or after the whole work, whichever is
comfortable for you.
Check it against the W column, what you wanted to learn
Create symbols to indicate main ideas, surprising ideas, questionable ideas, and those you don't understand!
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PSQ5R
1. Purpose2. Survey-Skim
3. Question4. Read Selectively
5. Recite6. Reduce-Record
7. Reflect8. Review
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SQP2RS es un marco para la lectura de textos informativos. Este acronismo corresponde a:
Surveying
Questioning Predicting
Reading Responding
Summarizing
SQP2RS
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SQ3R
Técnica de lectura con 5 etapas:
Survey Question
Read/Recite Recall Review
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SQ4R
Método para mejorar la comprensión de los textos:
Survey Question Read Recite Relate Review
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SQRW
SQRW es un método con 4 estrategias para leer capítulos del libro de texto.
Survey.
Question.
Read.
Write.
© 2011 How-To-Study.com
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SMART ReadingBefore reading
1. Goals 2. Accessing Prior Knowledge (show what you know)
3. Predicting or Hypothesizing4. Questioning
During Reading
5. Chunking … Processing Information
After reading
6. Responding … Transforming Understandings 7. New Ideas, Connections and Questions
8. I noticed … 9. New Goals
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El Método "PEPL4R"
PropósitoExaminarPreguntar
Leer selectivamenteRepetir
RegistrarReflexionar
RevisarDaniel LevyCopyright © 2007 - Englishcom.com.mx
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Bilingual Cooperative Integrated Reading and Composition (BCIRC)
Las Estrategias utilizadas en el modelo BCIRC incluye variedad de actividades interactivas. La
secuencia de actividades que tienen lugar antes, durante y después de la
lectura son las siguientes:
T
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BCIRC (continuación)
Building Background and Vocabulary
Making Predictions
Reading a Selection
Partner Reading
Treasure Hunt: Story
Story Mapping Comprehension
Story Retell
Story-Related Writing
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BCIRC (continuación)
Words Out Loud and Spelling
Partner Checking
Meaningful Sentences
Tests
Direct Instruction in Reading Comprehension
Writing Workshops
Independent Reading
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Reading ModelReading StrategiesReading Methods
Some other Sites & Projects
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Part II
Sample Lesson:
Satates of Matter
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Sample Lesson: States of Matter
What weKnow
what we Want to know
what weLearned
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STATES OF MATTER
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INTRODUCTION
Much like you might break up a building into its smallest part, revealing what the building is made of, scientists have worked to discover what all things are made of.
The stuff that makes up all things is called matter. Matter is defined as anything that has mass and
occupies space or has volume. Therefore, you are also considered as matter.
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Properties of Matter
Physical PropertiesQuemical Properties
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Physical properties
Physical properties can be observed or measured without changing the composition of matter. Physical properties are used to observe and describe matter.
Physical properties include appearance, texture, color, odor,
melting point, boiling point, density, solubility, polarity, and
many others.
The three states of matter are: solid, liquid, and gas. The
melting point and boiling point are related to changes of the
state of matter. All matter may exist in any of three physical
states of matter.
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Chemical Properties
Chemical properties of matter describes its "potential" to undergo some chemical change or reaction by virtue of its composition.
It is quite difficult to define a chemical property without using
the word "change". Eventually you should be able to look at
the formula of a compound and state some chemical
property. At this time this is very difficult to do and you are
not expected to be able to do it.
For example hydrogen has the potential to ignite and explode
given the right conditions. This is a chemical property.
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THE THREE STATES OF MATTER
There are only three official states of matter: solid, liquid, and gas. Every state of matter has the same molecules
or atoms as another state of the same substance, meaning that it is a physical change when a substance changes from a liquid to a gas, or vice versa; and that
the molecules/atoms stay the same (h2o means ice/water/water vapor; etc.)
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Solids, liquids and gases have different properties.
Liquids and gases can flow. Solids keep their shape. Gases can be squashed.
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Solid
To classify any sort of matter as a solid, it must have a
fixed mass, fixed volume, and a fixed shape. As for the
kinetic molecular theory, a solid's particles are close
together and move slowly so that they can only vibrate.
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Liquid
The two key points of a liquid is that the molecules/atoms are
slightly farther apart and move slightly faster than a solid,
meaning that a liquid's particles can flow past each other,
and downwards like all things, due to gravitational energy.
Also, a liquid has a fixed mass and a fixed volume, but takes
the shape of the container that it is in.
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Gas
As the "highest" state of matter that has yet been discovered,
the gas molecules/atoms vibrations are similar to a class-
room full of kindergarteners full of caffeine and chocolate. In
other words, the gas particles are far apart and move past
each other rather quickly - faster than a liquid or a solid.
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CHANGES IN MATTER
Matter never stays the same - it either changes states or changes components. When something changes in state or
shape, it is said to have undergone a physical change. When the chemical formula changes and creates a new
compound, the matter is said to have undergone a chemical change.
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Physical Changes
A physical change takes place without any changes in
molecular composition. The same element or compound is
present before and after the change. The same molecule is
present through out the changes. Physical changes are
related to physical properties since some measurements
require that changes be made.
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Physical properties can be measured without changing the structure of matters. Color, melting, freezing, boiling points, density, specific heat capacity of matters are examples of
physical properties of matter. We will explain them in this unit.
A material will change from one state to another at specific
combinations of temperature and surrounding pressure.
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Fusion or melting is the process by which a solid changes into the liquid state at a certain fixed temperature by the absorption of heat energy.The fusion point or melting point is the fixed
temperature at which a solid starts changing into the liquid state.
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Solidification or freezing is the process by which a liquid changes into the solid state at a certain fixed temperature
by the liberation of heat energy.The solidification point or freezing point is the fixed
temperature at which a liquid starts changing into the solid state.
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Vaporization or boiling is the process by which a liquid changes into the gaseous state at a certain fixed temperature
by the absorption of heat energy. The vaporization point or boiling point is the fixed temperature at which a liquid changes
to the gaseous state.
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Liquefaction or condensing is the process by which a gas changes into the liquid state at a certain fixed temperature by
the liberation of heat energy. The liquefaction point or condensing point is the fixed temperature at which a gas
changes into the liquid state.
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Melting point and freezing point are the same temperature
and have the same numerical value. For instance, the melting
point of ice is 0oC and the freezing point of water is also 0oC
Boiling point and condensing point are the same
temperature and have the same numerical value. For instance,
the boiling point of water is 100oC and the condensing point of
steam is also 100oC.
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Start from: Change to: Name
solid liquid melting
liquid solid freezing
liquid gas boiling
gas liquid condensation
solid gas(skipping liquid phase)
sublimation
gas solid(skipping liquid phase)
deposition
Each change in the state of matter has a specific name
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Chemical Changes
A chemical change alters the composition of the original matter. Different elements or compounds are present at the end of the chemical change. The atoms in compounds are
rearranged to make new and different compounds.
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