| | | | | | | |  | Chemistry is studied by all Sutton Park School students in the Junior Certificate cycle as part of a combined General Science course. It is then offered as a separate subject in the Senior Cycle. Over half of students at Sutton Park choose to study Chemistry in the Senior Cycle.
There is a very strong emphasis on a practical approach to Chemistry. Sutton Park students have access to the latest educational technology, used on a daily basis during Chemistry classes. |
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| Patrick McLoughlin
Chemistry Teacher | | |
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| Chemistry is studied by all Sutton Park School students in the Junior Certificate cycle as part of a combined General Science course. It is then offered as a separate subject in the Senior Cycle. Over half of students at Sutton Park choose to study Chemistry in the Senior Cycle.
There is a very strong emphasis on a practical approach to Chemistry. Sutton Park students have access to the latest educational technology, used on a daily basis during Chemistry classes. | |
| This new emphasis provides a context within which students can make sense of chemical laws and theories.
The core content is drawn from the following major areas in Chemistry: Periodic table, atomic structure, chemical bonding, stoichiometry, formula and equations, acids and bases, volumetric analysis, thermochemistry, organic chemistry, rates of reaction, chemical equilibrium, environmental chemistry.
Students may then choose two further options from; Industrial Chemistry, Atmospheric Chemistry, Materials Chemistry, Extraction of Metals and Electrochemistry. | | Transition Year | As the transition year chemistry syllabus does not follow a set department of education syllabus there is a large amount of scope to cover a wide range of topics which should carry on from topics learned at the Junior Certificate and also introduce the students to the Leaving Certificate Chemistry course.
In an era of rapid scientific, social and technological change the study of chemistry is fundamental to the development of the confidence required to deal with the opportunities and challenges that such change presents in a wide variety of personal and social contexts.
Aims And Objectives
To reinforce and further develop a students chemical knowledge, understanding and skills.
To develop the students scientific problem solving skills in a manner which the constraints of the Junior Cert course would not allow.
To encourage the student to work as part of a team on various problem solving skills and research projects
To encourage the students to appreciate science as a real life subject which affects many areas of their everyday life.
Enable students to acquire a body of chemical knowledge appropriate to their age, and an understanding of the relevance and applications of science in their personal and social lives
Foster an appreciation and respect for life and the environment, while at the same time developing awareness of the potential misuse, use and limitations of chemistry, and of health and safety issues relating to science
To encourage the student to appreciate the history of chemistry and how it has developed as a subject down through the ages’
To encourage the students to develop a sense of enjoyment in the learning of science.
Curriculum Content
As the curriculum is set by the teacher can change greatly from year to year. The following is an example of the transition year curriculum from 2008/2009
SEPTEMBER TO DECEMBER
Module 1:Forensic Science Fingerprints | Shoeprints|Serology (Blood Analysis) |Identification of unknown powders | DNA Fingerprinting | Mock Murder Investigation | Power point project on some aspect of Forensic science
Module 2: Rates Of Reactions Fast and slow chemical reactions and the implications for industry | Rate of production of Oxygen from Hydrogen peroxide | Effect of temperature and concentration on reaction rate | Catalysts and catalytic converters
Module 3: Acid/Base Chemistry Indicators | Titrations
DECEMBER TO MAY
Module 4: Environmental Science Energy and Fossil fuels – calculating energy | Renewable Energy – Solar Cells and Nuclear Power | Waste – Household waste in Ireland | Green chemistry and Sustainable Development | Acid rain | Greenhouse effect and the Ozone layer | The Environment as one (Class Project)
Module 5: Food Chemistry Digestion | Insulin and Diabetes | Harmful Chemicals in Food | Food Additives | Food Safety | Chemistry of Baking powder / effect of cooking on plant cells / rates of reactions of rhubarb
Module 6: History of Chemistry History of the idea of elements | History of the periodic table | History of atomic structure
Approaches And Methodologies
A wide range of teaching approaches is used from the use of power point presentations to the use of data logging (graphing calculator equipment) where possible.
Particular emphasis is laid on the everyday applications of chemistry in the student’s life and environment and appropriate reference is made to the work of prominent scientists and to the modern scientific developments. These represent the points of transition from school based learning to general experience in the real world.
As the practical element forms a large part of the course an investigative approach is used with the students wherever it is possible. This encourages the student to think and learn for him or herself in a manner that is not predetermined in either procedure or outcome. This leads to a clearer understanding of the facts or underlying principle
The students are encouraged to work as part of a team wherever possible and so are given a number of research projects to work on throughout the year which encourage the students to work together to solve a range of problems
These are a few examples of where cross-curricular links can exist. Also, in the teaching and learning of this syllabus appropriate links are made between the 3 syllabus sections (Biology, Chemistry and Physics)
Homework is given on a regular basis as an aid to revision or to introduce students to an upcoming topic. Generally homework is given twice weekly.
This equipment provides a much more hands on experience for the students and helps bring chemistry into the real world in a way that was not possible before. The equipment is easy to use and provides fast results often in the form of graphs, which are easy for the students to read.
Transition year students are very much encouraged to get involved in the Young Scientist Exhibition as in Transition Year students tend to have a little more time for working on projects then if they were sitting a state exam at the end of the year. | | Senior Cycle | The Leaving Certificate Chemistry Syllabus is relatively new and was first examined in June 2002. The revised syllabus is practically and experimentally based and this is emphasised by the specification for the first time of 28 mandatory experiments. The integration of social and applied aspects within the chemistry course is also a very important change in the revised syllabus. The new chemistry course now consists of three main components.
- Pure Chemistry
- Applications of Chemistry
- Chemistry for citizens
It is hoped that the increased emphasis on social and applied aspects of chemistry will help to develop the understanding that chemistry is all around us, in our homes, in nature, in industry etc.
Visions / Aims
• To stimulate and sustain a students’ interest in, and enjoyment of chemistry.
• To provide a relevant course for those students who will continue their studies in Chemistry or in a related subject.
• To encourage an appreciation of the scientific, social, environmental and technological aspects of chemistry and an understanding of the historical development of chemistry.
• To develop an appreciation of scientific method and rational thought.
• To develop skills in laboratory procedures and techniques.
• To develop skills in critical thinking and observation, analysis and problem solving.
• To nurture a spirit of curiosity in the students, and to develop the skills of enquiry.
Curriculum Content
- Periodic table
- Atomic structure
- Chemical bonding
- Stoichiometry, formulas and equations.
- Volumetric Analysis (Acids and bases) and (Oxidation and reduction)
- Thermochemistry
- Organic Chemistry
- Rates of Reactions
- Chemical Equilibrium
- Water Chemistry
- Option 1A industrial Chemistry, 1B Atmospheric chemistry
- Option 2A Materials, 2B Extraction of metals and additional electrochemistry.
Approaches and Methodologies
Practical work plays a huge role in the leaving certificate Chemistry programme and allows for the hands on approach.
Through the use of experimental work students are allowed to investigate and draw their own conclusions from their results, thus encouraging students to think for themselves.
Activities such as Model making help in the understanding of many chemical concepts e.g. in organic chemistry
Activities involving the use of graphing calculators make the discovery of many concepts very enjoyable and fulfilling and encourage, students to work together.
Mandatory Experiments and observations are written into their hardback copies upon completion of experiments if time allows this is done in class, however very often these write ups are done for homework. | | Department of Education Syllabus for History - (DOE Website-June 09) | | DOE Syllabus - Leaving Certificate Curriculum Syllabus - Pdf Doc |
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