Friday 24 May 2019


By Tasneem Ahmed

INTRODUCTION

Chemistry

         A Branch of science which deals with the structure, properties constituents and change which takes place is known as chemistry.
         Origin of chemistry -: Chemes means black in colour. Egyptian called black earth as “chemo ” and an early age the study of chemical science was known as chemistry.
         Antoine Lavoisier (1743, 1794) is known as the father of Modern Chemistry
NOTHING IS LOST, NOTHING IS CREATED, EVERYTHING IS TRANSFORMED

What Is Physical Chemistry?
If we look around us, chemical reactions are taking place everywhere.
  1. When we strike a match to light our grills, a a chemical reaction occurs.
  2. If we mix milk with baking powder in our favourite recipe, a reaction happens.
  3. Why do some reactions create heat?
  4. How is it that certain reactions proceed fast while others move very slow?
  5. All these questions and more can be solved within the field of physical chemistry.
  6. The term "physical chemistry" was coined by Mikhail Lomonosov in 1752, according to him

PHYSICAL CHEMISTRY

         The term "physical chemistry" was coined by Mikhail Lomonosov in 1752
         Physical Chemistry is the branch of chemistry dealing with the principles and methodologies of both chemistry and physics and is the study of how chemical structure impacts the physical properties of a substance. Physical chemistry gives us information that how light behaves like a particle in the form of Quantum. it also tells us that what sort of order of reaction a molecule possesses?
         it shows how ripening of fruits takes place and what phenomenon is going on and how photons are get converted into mass. how energy is produced from different resources and can be used for the benefits of humankind.
         Physical Chemistry includes the study of the physical properties of many different types of substances and on different scales (levels of physical detail).
         That is, it includes the study of the following scales of chemical properties of materials:
Macroscopic:
Macroscopic properties of substances describe how relatively massive quantities of the substance behave as a group,
          Example; melting points and boiling points, thermal conductivity, specific heat capacity
Microscopic:
Microscopic properties of substances concern details of their physical properties observable only using the magnification provided by microscopes
          Example; the shapes and structures of crystals

Major Branches of Chemistry

Ø  Physical Chemistry
Ø  Analytical Chemistry
Ø  Biochemistry Chemistry
Ø  Organic Chemistry
Ø  Inorganic chemistry

SUB-BRANCHES OF PHYSICAL CHEMISTRY INCLUDE
Ø  Electrochemistry (the study of the interaction of atoms, molecules, ions, and electric current)
Ø  Photochemistry (the study of the chemical effects of light; photochemical reactions)
Ø  Surface chemistry (the study of chemical reactions at interfaces)
Ø  Chemical Kinetics (the study of rates of chemical reactions)
Ø  Thermodynamics/Thermochemistry (the study of how heat relates to chemical change)
Ø  Quantum Mechanics/Quantum Chemistry (the study of quantum mechanics and how it relates to chemical phenomena)
Ø  Spectroscopy (the study of spectra of light or radiation)

Thermodynamics/Thermochemistry

The word ‘thermodynamics’ comes from the two Greek words
Ø  dynamic’ comes from the Greek word dunamikos, which means movement
Ø  thermo means energy or temperature i.e. ‘thermometer,’
 “The branch of science that deals with energy levels and the transfer of energy between systems and between different states of matter”
Thermodynamics is the scientific study of work, heat, and the related properties of chemical and mechanical systems.

Thermodynamic System

An an important concept in thermodynamics is the thermodynamic system. A thermodynamic system is one that interacts and exchanges energy with the area around it (transformation of energy). A system could be as simple as a block of metal or as complex as a  compartment fire. Outside the system are its surroundings. The system and its surroundings comprise the universe.

Universe

Systems:
Ø  A region of the universe that we direct our attention to
Ø   part of the world has a special interest
Ø  quantity of matter
Surroundings:
Ø  Everything outside a system is called surroundings
Ø  where we make us observation
Ø  Everything other than the system
Boundary:
Ø  The boundary or wall separates a system from its surroundings.
Ø  imaginary or a physical thing that separate system and surrounding                           

ENERGY TRANSFER IS STUDIED IN THREE TYPES OF SYSTEMS:

Open systems
Open systems can exchange both matter and energy with an outside system. They are portions of larger systems and in intimate contact with the larger system. Your body is an open system.
Closed systems
Closed systems exchange energy but not matter with an outside system. Though they are typically portions of larger systems, they are not in complete contact. The Earth is essentially a closed system; it obtains lots of energy from the Sun but the exchange of matter with the outside is almost zero.
Isolated systems
Isolated systems can exchange neither energy nor matter with an outside system. While they may be portions of larger systems, they do not communicate with the outside in any way. The physical universe is an isolated system; a closed thermos bottle is essentially an isolated system (though its insulation is not perfect).
Heat can be transferred between open systems and between closed systems, but not between
isolated systems.

LAWS OF THERMODYNAMIC

The Zeroth Law

If two thermodynamic systems are each in thermal equilibrium with a third, then they are in thermal equilibrium with each other.
Two systems that are each found to be in  thermal equilibrium with a third system  will be found to be in thermal equilibrium with each other.
         The Zeroth law is so named as it came after the other 3. Laws 1, 2, and 3 had been around for a while before the importance of this law had been fully understood. It turned out that this law was so important and fundamental that it had to go before the other 3, and instead of renaming the already well known 3 laws they called the new one the Zeroth law and stuck it at the front of the list.
         it gives you information about mass/energy.
         I assume the water bucket in which you put a cup of tea … so if the water is in thermal equilibrium with tea. And tea is in thermal equilibrium with surrounding then you have to say water is in equilibrium with surrounding. That is what zeroth law is
          If A=B and C=B, then A=C. This may seem so obvious that is do not need stating but without this law, we could not define temperature and we couldn’t build thermometers.

First law of thermodynamics

         Energy can neither be created nor destroyed. It can only change forms. In any process, the total energy of the universe stays the same. For a thermodynamic cycle, the net heat supplied to the system equals the network done by the system.
         The first law of thermodynamics states that energy is conserved; it can neither be created nor destroyed, just changed from one for to another,
         “The total amount of energy in an isolated system is conserved.”
         it is simply saying that energy is conserved. You neither create energy nor destroy energy.
         The energy in a system can be converted to heat or work or other things, but you always have the same total that you started with.
         As an analogy, think of energy as indestructible blocks. If you have 30 blocks, then whatever you do to or with the blocks you will always have 30 of them at the end. You cannot destroy them, only move them around or divide them up, but there will always be 30. Sometimes you may lose one or more, but they still must be taken account of because Energy is Conserved.

Second law of thermodynamics

The entropy of an isolated system not in equilibrium will tend to increase over time, approaching a maximum value at equilibrium
There is no such device which develops 100% work. Nothing is in the world which convert energy one form to another form with no such losses. There must be some losses. And that is why no one is 100% efficient.

Entropy and enthalpy

Both entropy and enthalpy are thermodynamically properties of a system.
Entropy is a measure of disorder or randomness of a system. An ordered system has low entropy. A disordered system has high entropy.
Enthalpy is defined as the sum of internal energy of a system and the product of the pressure and volume of the system. The change in enthalpy is the sum of the change in the internal energy and the work is done.
Enthalpy and entropy are different quantities. Enthalpy has the units of heat, joules. Entropy has the units of heat divided by temperature, joules per kelvin.

Third Law of Thermodynamics

As temperature approaches absolute zero, the entropy of a system approaches a constant minimum.
         This is the most famous (among scientists at least) and important laws of all science. It states;
“The the entropy of the universe tends to a maximum.”
         In other words, Entropy either stays the same or gets bigger, the entropy of the universe can never go down. There is no such device which has zero entropy. The third law provides an absolute reference point for measuring entropy, saying that
“As the temperature of a system approaches absolute zero (−273.15°C, 0 K), then the value of the entropy approaches a minimum.”
         The value of the entropy is usually 0 at 0K, however there are some cases where there is still a small amount of residual entropy in the system.

Summary of The Laws of Thermodynamics

         0This is the Game: you are here, you are part of the system
         1. You Cannot Win: you cannot get more energy out of the system than you put into it.
         2. You Cannot Break Even: any transfer of energy will result in some waste of energy unless a temperature of absolute zero can be achieved.
         3. You Cannot Get Out of the Game: you cannot achieve absolute zero.
         Stated simply: There is no such thing as a free lunch.


Reference

          https://images.app.goo.gl/XrGqyrjf2KR9MwA59





Saturday 18 May 2019

PORTFOLIO ASSESSMENT



[Portfolio Assessment]
[Types of Portfolio Assessment and Guidance For  Assessment]

A portfolio is a purposeful collection of a student’s work that tells a story of effort, progress, or achievement.

[2019]
[Tasneem Ahmed]
[SunShine ]         


Contents

Portfolio

 Definition:

·         A the portfolio is a purposeful collection of a student’s work that tells a story of effort, progress, or achievement
Or
·         A collection of student work that demonstrates achievement or improvement” (Stiggins 1994)
·         Portfolios are a great classroom assessment for students. Portfolios measure student growth over longer periods of time than normal assessments. 
·         Student The portfolio is the cumulative assessment or collection of students work, samples, progress and achievement in one or more area.

Guidelines for Using Portfolios

·         Identify purpose
·         Select objectives
·         Think about the kinds of entries that will best match instructional outcomes
·         Decide how much to include, how to organize the portfolio, where to keep it and when to access it
·         Decide who selects the entries (the student, the teacher, both)
·         Set the criteria for judging the work (rating scales, rubrics, checklists) and make sure students understand the criteria.
·         Review the student’s progress
·         Hold portfolio conferences with students to discuss their progress.

Guidelines for Developing Portfolios

                                                              According to De Fina (1997) when decided the contents of a portfolio, two compelling factors should be kept in mind:
 1. The students’ desires and the purpose of collecting each item. Ideally, the portfolio should be as a student- centred as possible and the teachers facilitate, guide, and offer choices rather than inform, direct, and predetermine priorities.
2. It should be remembered in the process of preparing a portfolio that each student has different cognitive, effective, psychomotor skills, different experiences, social environments and socio-economic levels.

Determining the Purpose of the Portfolio

                                                                     The aim of teacher using a portfolio is to assess the progress of the student over a period of time, to determine the efficiency of the teaching, to have a connection with the parents of the students, to evaluate the education program, to enable schools to have contact with the service, to help students for self- assessment and to determine the students’ weak points in the learning process (Mumme, 1991; De Fina, 1992). During determining the purpose of the portfolio, it is very important for teachers to consult his colleagues, students, parents and school administrations.

 Innovative Portfolio Ideas trying a variety of strategies

                                                                                               Depending on the portfolio, a variety of documentation strategies can be used. Students can organize paper documents including papers, artwork, written assessments, teacher-written feedback, peer reviews, and other learning evidence in a notebook or scrapbook. These paper documents can be scanned; students can record interviews and create videos for digital portfolios. Finding resources: Teachers can assist students in discovering resources to use in developing the portfolio. Examples of resources include digital cameras, video equipment, technology resources, and workers to assist individual students.

Guidelines for Portfolio Assessment

                                                              Portfolio assessment should be multidimensional and in order to make a reliable assessment, data should be collected from different sources such as student himself, teachers, student’s friends and parents. The portfolio which was used for mathematics course in 1990 in Vermont State, in the USA, consisted of only problem-solving activities. In this portfolio application students have been asked to present the solutions of open-ended problems in detail.

Determining Assessment Criteria

                                                          First, the purpose of a portfolio is mentioned explicitly and then, assessment criteria of each item in a portfolio need to be explained. Assessment criterion allows students to recognize, and select work that is considered high quality. Assessment criteria should be clear and easy to understand. This is quite important in terms of a student to assess his own works and to be able to fulfil his weaknesses. Rubrics should be used in order to determine the quality of the evidence in a portfolio and to make a reliable and valid assessment.

Purpose of portfolio

                                  Evaluating coursework quality, learning progress, and academic achievement.Determining whether students have met learning standards or other academic requirements for courses Tests and quizzes give teachers information about what students know at a particular point in time, but portfolios can document how students have grown, matured, and improved as learners over the course of a project, school year, or multiple year.

 Purpose of Portfolio Assessment

  1. ·         Portfolio the assessment gives a profile of learners’ abilities in terms of depth, breadth, and growth
  2. ·         Portfolio assessment is a tool for assessing a variety of skills
  3. ·         Develops independent and active learners
  4. ·         Develops social skills
  5. ·         Portfolio assessment can improve motivation for learning and this achievement
  6. ·         Portfolio the assessment provides an opportunity for student-teacher dialogue.

·         Portfolio provides multiple ways of assessing students’ learning over time. It provides a more realistic evaluation of academic content than a pencil- and paper tests. It allows students, parent, teacher and staff to evaluate the students’ strength and weakness. It provides multiple opportunities for observation and assessment. It provides an opportunity for students to demonstrate his/her strengths as well as weakness. It encourages students to develop some abilities needed to become an independent, self-directed learner. It encourages students to think of creative ways to share what they are learning. It increases support to students from their parents and enhances communication among teachers, students and parents. It encourages teachers to change their instructional practice and it is a powerful way to link curriculum and instruction with the assessment.
·         It can provide opportunities for learners to demonstrate his/her weakness and strengths and for teachers to direct their teaching. It also can encourage students to take responsibility for their own learning, and enhance student-teacher communication. Portfolio gives detailed information about students’ development in the learning process to teacher, parents and student’s themselves. Portfolio assessment is a tool for assessing a variety of skills. Develops social skills. Portfolio assessment develops independent and active learners.

 Types of Portfolio 1

                                   The types of portfolios are varied according to their purpose and collected items in it. Therefore, many researchers define different types of portfolio. According to Haladyn (1997), there are five types of portfolios that 1. Ideal, 2 Showcases, 3 Documentation, 4 Evaluations, 5 Class portfolio.
1. The ideal portfolio contains students’ all works. It is not given to students a grade.
2. The showcase portfolio is included only of the students’ best works. It is important for students to select own works and to reflect their works.
3. The documentation portfolio involves a collection of work over time showing growth and improvement reflecting students' learning of identified outcomes. This portfolio contains quality and quantity data.
4. The evaluation portfolio includes a standardized collection of students’ work and could be determined by the teacher or, in some cases, by the student. This portfolio is suitable for grading students.
5. The class portfolio contains student’s grade, teacher’s view and knowledge about students in the classroom. This portfolio can be defined as a classroom portfolio.

Types of Portfolio 2

·         Slater (1996) describes there types of a portfolio as 1. Showcase, 2. Open-format and 3. Checklist portfolio a showcase portfolio is a limited portfolio where a student is only allowed to present a few pieces of evidence to demonstrate mastery of learning objectives.
·         In an open-format portfolio, students are allowed to submit anything they wish to be considered as evidence for mastery of a given list of learning objectives.
·         A checklist portfolio is composed of a predetermined number of items. Often, a a course syllabus will have a predetermined number of assignments for students to complete.

Types of Portfolio 3

                                 Mlograno (2000, p.101), who made more detailed descriptions, defines nine types of portfolios.

  1. ·         Personal portfolio: The portfolio could contain pictures, awards, videos, or other memorabilia.
  2. ·         Working portfolio: The ongoing, systematic collection of student work samples and exhibits can be maintained in a working portfolio. This collection of daily, weekly, monthly, or unit work products forms.
  3.  Record-keeping portfolio: This type of portfolio is usually kept by teachers. It contains necessary assessment samples and records that may be required (e.g., written exams, proficiency tests). It could also include observational information (e.g., subjective notes, frequency index scales, narrative descriptors, behaviour checklists) and progress reports cards.
  4. ·         Group portfolio: Each member of a cooperative learning group contributes individual items along with group items (e.g., samples, pictures, community project) to demonstrate the effectiveness of the entire group.
  5. ·         Thematic portfolio: This portfolio would relate to a unit of study with a particular focus, normally lasting from 2 to 6 weeks. For example, if a portfolio is constructed related to "Rational Numbers", “Force” unit, this portfolio could reflect cognitive and affective skills and their views about these units.
  6. ·         Integrated portfolio: To view, the whole student works from all disciplines showing connections between or among subjects would be included. Selected items, either required or optional, could be drawn from several or all subjects. For example, this portfolio can be prepared in math and science courses.
  7. ·         Showcase portfolio: A limited number of items are selected to exhibit growth over time and to serve a particular purpose. Usually, only the student's best works are included.
  8. ·         Electronic portfolio: In an electronic portfolio, data is arranged and stored online with the help of online webs and blog. Electronic portfolios offer many advantages such as to collect, and store, and manage the information electronically according to traditional portfolios. In recent years, because of the educational opportunities supported by technological development, electronic portfolios are used much more.
  9. ·         Multiyear portfolio: Students would collect items from a cluster of grade levels over 2-, 3-, or 4-year intervals. The multiyear portfolio would be stored at the school. For example, this portfolio can be used to follow students’ progress periodically during primary and secondary school and university education.

Important Points in Portfolio Developing Process
·         Asturias (1994, p.87) and De Fina (1992, p.14) made some suggestions to solve this problem and enable portfolio as an important learning and assessment tool. Some of them are as follows;

·         It should be consulted to teachers, students, parents and school administrations in deciding which items would be placed in it
·         It should be created a shared, clear purpose for using portfolios.
·         Students should clearly understand what purpose of and for whom a portfolio is consisted.
·         It should reflect the actual day-to-day learning activities of students.
·         It should be ongoing so that they show students’ efforts, progress, and achievements over a period of time.
·         Items in a portfolio should be collected as a systematic, purposeful, and meaningful.
·         It should give opportunities for students in selecting pieces they consider most reprehensive of themselves as learners to be placed into their portfolios, and to establish criteria for their selections.
·         It should be viewed as a part of the learning process rather than merely as recordkeeping tools, as a way to enhance students’ learning
·         Share the criteria that will be used to assess the work in the portfolio as well as in which the result is to be used
·         Teachers should give feedback to students, parents about the use of the portfolio.

Supply Content

                      Making a portfolio requires students to use the higher-order cognitive skills in Bloom’s Taxonomy of educational objectives (analysis, synthesis, and evaluation).portfolios are particularly useful for teaching students how to evaluate their own work. Portfolios may work for formative assessment but are very difficult to use for summative assessment because scoring is unreliable. Standardizing a portfolio makes it easier to score with some confidence that the score is reliable. Standardizing a portfolio means that it is no longer only the individual story of a student’s efforts, progress, and achievement. The individual nature of a portfolio has always been considered one of its virtues. We saw these portfolios as learners’ working documents that allowed us to see evidence of thinking, ideas, action, and reflection in real time skills, contents that can be found in the portfolios some of the contents include essays, art, graphs, journaling, standardized test scores, and other classroom assessments material.

Examples of portfolios for Science subjects

  • ·         Charts, graphs created
  • ·         Projects, examples, posters
  • ·         Lab reports
  • ·         Research reports
  • ·         Tests 
  • ·         Student reflections (weekly, monthly, or bi-monthly)

Conclusion

                   In sum, portfolio assessment provides a more authentic and valid assessment of students’ achievement and comprehensive views of students’ performances in contexts, and encourages students to develop independent and self-directed learners, and enhances communication among teacher, student and parents.


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