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A new polythiophene derivative was synthesized by both chemical and electrochemical oxidative polymerization of 1‐(1‐phenylethyl)‐2,5‐di(2‐thienyl)‐1H‐pyrrole (PETPy). Of which the chemical method produces a polymer that is completely soluble in organic solvents. The structures of both the monomer and the soluble polymer were elucidated by nuclear magnetic resonance (1H and 13C NMR) and Fourier transform infrared (FTIR) spectroscopy. The average molecular weight has been determined by gel permeation chromatography to be Mn = 3.29 × 103 for the chemically synthesized polymer. Polymer of PETPy was synthesized via potentiostatic electrochemical polymerization in acetonitrile (AN)/NaClO4/LiClO4 (0.1 M) solvent–electrolyte couple. Characterizations of the resulting polymer were performed by cyclic voltammetry, FTIR, scanning electron microscopy, and UV–vis spectroscopy. Four‐probe technique was used to measure the conductivities of the samples. Moreover, the spectroelectrochemical and electrochromic properties of the polymer films were investigated. In addition, dual‐type polymer electrochromic devices based on P(PETPy) with poly(3,4‐ethylenedioxythiophene) were constructed. Spectroelectrochemistry, electrochromic switching, and open circuit stability of the devices were studied. They were found to have good switching times, reasonable contrasts, and optical memories. © 2006 Wiley Periodicals, Inc. J Polym Sci Part A: Polym Chem 44: 2215–2225, 2006

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It aims to determine the abilities of use of basic process skills of the students and the levels of conceptual learning of the students as oriented to general chemistry topics. The sampling comprises 160 students whose were studying at 10 th and 11 th grades of seven different high schools in Turkey. The study design is based on Survey model. The questionnaire prepared by considering the levels of conceptualization of chemistry topics of the students aims to measure their ability of use of science process skills. The questions and items were selected in the manner that it covers basic skills such as observation, classification, measurement, the sensing of space-time relationship and communicating, and also classified on the Bloom Taxonomy of cognitive development which consist of knowledge, comprehension, application, analysis, synthesis, and evaluation. The results from analysis of variance (ANOVA) show that. The differences between students' grade levels, score and order of admission to high school and the type of school have a significantly effect on the potential of use of basic process skills.