Application Of Core Principles Of Chemistry Education Essay

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The aim of these courses AS and A2 is to help students to go to Higher Education. Typical activities are coursework assessment and external examinations.

GCE AS CHEMISTRY-UNIT1: The Core Principles of Chemistry. This unit provides for students to develop the basic chemical skills of formulae writing, equation writing and calculating chemical quantities. The study of energetic in chemistry is of theoretical and practical importance. In this unit students learn to define, measure, and calculate enthalpy changes. The students will how a study of enthalpy changes can help chemist to understand chemical bonding. The study of atomic structure introduces s, p and d orbitals and shows how a more detailed understanding of electron configurations can account for the arrangement of elements in the periodic table. The unit introduce the three types of strong chemical bonding (ionic, covalent and metallic). Organic chemistry is also introduced with students studying alkanes and alkenes. This unit is externally assessed. The assessment of this unit consists of 40% of the total AS marks and 20% of the total GCE marks.

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GCE AS CHEMISTRY-UNIT2: Application of Core Principles of Chemistry.

The unit develops the treatment of chemical bonding by introducing intermediate types of bonding and by exploring the nature and effects of intermolecular forces. Study of the periodic table is extended to cover the chemistry of groups 2 and 7. Ideas about redox reactions are applied, in particular, to the reactions of halogens and their compounds. The unit develops a largely qualitative understanding of the ways in which chemist can control the rate, direction and extent of chemical change. Organic chemistry in this unit covers alcohols and halogenoalkanes. The treatment is extended to explore the mechanisms of selected examples. Students have to use formulae and balance equations and have an understanding of chemical quantities. Aspects of green chemistry and climate change are also studied. This unit is externally assessed. The assessment of this unit consists of 40% of the total AS marks and 20% of the total GCE marks.

GCE AS CHEMISTRY-UNIT3: Chemistry Laboratory Skills1.

This unit contains practical assessments that cover the content of unit1 and 2. There is no specific content for this unit. The practical assessments cover the areas of physical, organic and inorganic chemistry. The types of practicals that the students must complete are qualitative measurements and preparations. This unit is assessed internally. The assessment of this unit consists of 20% of the total AS marks and 10% of the total GCE marks.

GCE A2 CHEMISTRY-UNIT4: General Principles of Chemistry1-Rates, Equilibria and Further Organic Chemistry.

In this unit students make a quantitative study of chemical kinetics and take further their study of organic reaction mechanisms. The topics of entropy and equilibria show how chemists are able to predict quantitatively the direction and extent of chemical change. The organic chemistry in this unit covers carbonyl compounds, plus carboxylic acids and their derivatives. Students are required to apply their knowledge gained in Unit 1 and 2 to all aspects of this unit. This includes nomenclature, ideas of isomerism, bond polarity and bond enthalpy, reagent and reaction conditions, reaction types and mechanisms. Students are also expected to use formulae and balance equations and calculate chemical quantities. This unit is externally assessed. The assessment of this unit consists of 40% of the total A2 marks and 20% of the total GCE marks.

GCE A2 CHEMISTRY-UNIT5: General Principles of Chemistry II-Transition Metals and Organic Chemistry.

In this unit the study of electrode potentials build on the study of redox in Unit 2, including the concept of oxidation number and the use of redox half equations. Students will study further chemistry section of this unit focuses on arenes and organic nitrogen compounds such as amines, amides, amino acids and proteins. Students are expected to use the knowledge and understanding of organic chemistry they have gained over the whole GCE in Chemistry when covering the organic synthesis section. This unit draws on all other units within the GCE in Chemistry and students are expected to use their prior knowledge when learning about these areas. Students will encounter ideas of isomerism, bond polarity and bond enthalpy, reagents and reaction conditions, reaction types and mechanisms. Students are expected to use formulae and balance equations and calculate chemical quantities. This unit is externally assessed. The assessment of this unit consists of 40% of the total A2 marks and 20% of the total GCE marks.

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GCE A2 CHEMISTRY-UNIT6: Chemistry Laboratory Skills11

This unit contains practical assessments that cover the content of unit4 and 5. There is no specific content for this unit. The practical assessments cover the areas of physical, organic and inorganic chemistry. The types of practicals that the students must complete are qualitative observation, quantitative measurements and preparations. There is the opportunity for students to undertake a multi-stage experiment, which includes the quantitative measurement and preparation in a longer assessment. This unit is assessed internally. The assessment of this unit consists of 20% of the total A2 marks and 10% of the total GCE marks.

GCE 'A' LEVEL CHEMISTRY: Assessment at the end of two year course, the aim of the course is to help students to go to Higher Education. Typical activities are coursework assessment and external examinations

BTEC LEVEL 5: HND Diploma

The Edexcel BTEC Level 5 HND in Applied Chemistry provides opportunities for learners to apply their knowledge and practical skills in the work place. Full time learners have the chance to do this through formal work placement or part-time employment. Learners must achieve a minimum of 120credits (of which at least 65 must be at level 4) on their program of learning. The aim of the course is to help students to go to Higher Education. Activities: written assignments and coursework,

APPLED CHEMISTRY BTEC LEVEL 3 SUBSIDAIRY DIPLOMA

Applied Chemistry is a coursework only alternative to A Level Chemistry. It provides a lot of practical experience, the chance to do work placements and covers most of the same topics as A Level Chemistry. This course is ideal if students prefer coursework to exams and would like to study a course using Chemistry at university or even want to go straight into a Chemistry related job. The course includes:

Study a range of Chemistry units

Develop a variety of practical skills, eg laboratory research

Find a work placement for at least 5 days

The units including:

Unit 1 - Fundamentals of Science (A practical introduction to biology, chemistry and physics)

Unit 4 - Scientific Practical Techniques (An introduction to scientific sampling and the production and testing of materials)

ASSESSMENT

All units are coursework based and worth equal marks

Students will be awarded with a Pass, Merit or Distinction upon successful completion of each unit. The average of these grades will then be the overall grade for the course.

ENTRY REQUIREMENTS

4 GCSEs at grade C or above across a range of subjects, including Science, Additional Science and English Language, and at least a grade D in Mathematics

GCSE CHEMISTRY

UNITC1: Chemistry in our world

The earth's sea and atmosphere

Materials from the Earth

Acids

Obtaining and using metals

Fuels

UNITC2: Discovering chemistry

Atomic structure and the periodic table

Ionic compounds and analysis

Covalent compounds and separation techniques

Groups in the periodic table

Chemical reactions

Quantitative chemistry

UNITC3: Chemistry in action

Qualitative analysis

Quantitative analysis

Electrolytic processes

Gases, equilibria and ammonia

Organic chemistry

UNIT CCA: Chemistry Controlled Assessment

This controlled assessment is designed to enable students to engage with the scientific process through setting a hypothesis relevant to a given set of variables and then planning an investigation, observing, recording and presenting outcomes and conclusion.

GCSE chemistry Assessment at the end of two year course, the aim of the course is to help students to go to sixth form or further Education. Typical activities are coursework assessment and external examinations

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I am a member of IfL and l understand the specification of 'Professional Standards for Lecturers, Teachers, Tutors and Trainers in the Lifelong Learning Sector' and Institute for Learning code of practice. These two specifications allow me to understand my rights, duties and responsibilities as lecturer within Life Long Learning sector.

As a teacher l must treat all my learners equally and as an individual. My core purpose or aim is to create useful and stimulating opportunities for learning. This means l must produce high quality teaching so that my learners are developed constantly and make learning progress. I must have capacity, knowledge and practice for the following key areas such as:

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Professional values and practice

Learning and teaching

Specialist learning and teaching

Planning for learning

Assessment for learning

Access and progression.

I respect the code of practice of bodies like EDEXCEL, OCR and AQA. These bodies are responsible for providing examinations and assessments.

Learner-Centred Curriculum is most ideal for learners because traditional view curriculum as passing knowledge from teacher to learners and this mode of teaching is outdated. The requirement for teachers is not to be considered as a passive individual but as one who engages with his or her environment. Learners interact with teacher and the learning environment. Learners learn by doing. Learning by doing have some advantages and this include the following; strengthening learners motivation, promoting peer communication, reducing disruptive behaviour, building learner-teacher relationships, increasing discovery and active learning and responsibility for one's own learning.

One of the most crucial differences between learner-centred learning and teacher-centred learning is in assessment. In learner-centred learning, learners participate in the evaluation of their learning. This means that learners are involved in deciding how to demonstrate their learning. Developing assessments that support learning and motivation is essential to the success of learner-centred approaches. If teachers welcome the concept of self evaluations for their profession then it is imperative that we also develop these practices amongst our learners. With teacher centred learning every aspect of learning and evaluation is centred on the teacher.

THE BELBIN TEAM ROLE THEORY AND ITS IMPACT ON CHEMISTRY

According to (Belbin, 1994) almost always people have a mix of roles and will have dominant and sub-dominant roles. A tendency to behave, contribute and interrelate with others in a particular way. The following are the roles:

Shaper

Co-ordinator

Resource Investigator

Team worker

Complete Finisher

Monitor Evaluator

Plant or Creator

Implementer

Specialist

Each of these roles has specific characteristics or qualities. From analysis, I found myself as Plant, Team worker and Specialist.

As a plant l am a specialist idea maker characterised by introversion l am dominant and original. I tend to take radical approaches to team functioning and problems. I am also team worker and l make helpful interventions to avert potential friction and enable difficult characters within the team to use their skills to positive ends. I tend to keep team spirit up and allow other members to contribute effectively. From the analysis l am also a specialist l provide knowledge and technical skills which are in rare supply within the team.

As a teacher l am creative in problem solver and also l can work as a part of a team. l am also a specialist l provide knowledge and technical skills which are in within the team.

My greatest achievement as a teacher in Darul Uloom London School is defying all odds to turn of an obsolete room in the school into a modern laboratory with funding from Saudi Arabia. Ever since l was hired by the school, l have introduced various modes of delivery of lessons that have motivated the students to develop interest in science. These modes of delivery include, group discussion, experiments, lecture, video/audio, quizzes/ test / examination. This has led to improvement in student academic standing and for two years running (2011 and 2012), l have produced the best science results in the history of the school in each case, GCSE results were A-C 100%. At Darul Uloom School, l have worked collaboratively with other members of staff by way of sharing; Ideas at meetings, Resources, Cross curricula activities.

COGNITIVE THEORIES AND HOW IT IMPACTS ON THE TEACHING OF CHEMISTRY:

According to Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Learners construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment.

There Are Three Basic Components To Piaget's Cognitive Theory:

Building blocks of knowledge)

Processes that enable the transition from one stage to another

Stages of Development

Thus for learner to develop their cognitive thinking skills it is important that teachers adopt the exploratory to approach curriculum, in this approach learner explore the curriculum to gain knowledge. It is important that teacher's exhibit good classroom behaviour and learners will follow the example.

As a teacher l take the Knolb's learning cycle into consideration when preparing lessons and allows me to differentiate my lesson objectives and also the work sheets. I start the lesson with a starter activity for learners to be pressed to the topic of the day and once l have stimulate the learners to learning the topic of the day, l provide sufficient time of demonstration and explanation to learners. This is the time learners to learn through trial and error and demonstrate themselves how well they can achieve the learning outcomes.

I am aware of equal opportunity. I granted equal rights, privileges, & status to my students regardless of their gender, age, race, religion or disability whilst working in both Ghana, Swaziland and here in the UK.

I am committed to the principles and practices of 'Every Child Matters'(ECM) and l am willing to help every child or any vulnerable adult under my care to succeed in their quest to be educated and prepare for the future. I have good understanding of Safeguarding Legislation and its application within the educational sector and l am also committed to safeguarding and promoting the welfare of children and vulnerable adults.

I am committed to the understanding of and commitment to all aspects of equality and diversity.

As a teacher l find out learners history profile in order to plan my lessons. When I plan lessons l must develop learner emotional, social and economic well being. Hence adoption of equal opportunity is very important because if learners sense of any discrimination then learner will emotionally distressed and as result will affect their learning. These issues must be avoided in at all cost.

From GCE AS & A2, BTEC and GCSE specifications and assignment briefs, l plan long term ( the scheme of work), the medium term plan ( the syllabus to be completed within a term) and short term plan(lesson planning for the individual lessons of the day).

Long term plan (The schemes of work), medium term plan (the syllabus to be completed in a term) and short term planning (lesson planning for the individual lessons of the day) allows me to maintain the correct level of delivery of the national curriculum. Most schools also demand class data sheet or class profile showing which learners are EAL or SEN and which learner G&T (gifted and talented). Also seating plan with lesson plans. This will allow me as a teacher to design appropriate lesson materials and activities and learning and teaching strategies.

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