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Dependence of growth rates of {100} sodium chlorate crystal faces on solution supersaturation in the range of 0.44–1.32% was analyzed. It has been shown that the growth rate dispersion does not have a consequence only in the growth parameter differences predicted by specific crystal growth theory but that individual crystal faces may grow with different mechanisms under the same experimental conditions. The majority of the observed {100} sodium chlorate crystal faces grew in accordance with the power law R ∼ σ n , whereas approximately one-third of them grew in accordance with BCF or Chernov’s theories. Possible reasons for this as well as for the coexistence of crystal faces, which grew with different mechanisms under the same conditions, have been discussed.

In many studies, special attention is paid to examining how students acquire scientific concepts and use scientific terminology. Proper understanding of scientific concept is in direct correlation with the quality of students‘ knowledge. The knowledge composed of irregularly adopted concept leads to misconceptions. The aim of the research was to examine how students of biology understand certain scientific concepts in physics that are relevant to their profession. Also, it is examined their intrinsic motivation for physics using a standardized questionnaire. This research was conducted in February 2016. The research results pointed that students do not understand some basic concepts related to physics, but students’ motivation for learning physics is on a medium level.

This work was conducted to investigate the understanding of the concept of real image observation among students and teachers of physics. We studied the implications of inadequate explanation of the role of the eyes in the observation of the real and virtual images of an object and in understanding the laws of geometrical optics. The eyes have been given a far more significant role in the observation of virtual images than that of real images in the majority of textbooks for students at all levels of the educational system, from primary school to university level. This leads to several incorrect conclusions about the possibility of observing real images using the eyes. To correct this mistaken perception, this work suggests ways of explaining the role of the eye in real and virtual image observation in textbooks for students of different ages and at all levels.