Academic literature on the topic 'Leaving certificate chemistry'

Textbooks are an important aspect of students’ school lives and the representation of scientists in textbooks is a proxy for the representation of who can do science. This study investigated the names of scientists and other people mentioned in four commonly used textbooks in the three education systems in the UK and Republic of Ireland (England, Wales, and Northern Ireland using the A Level system; Scotland using the Curriculum for Excellence Highers system; Republic of Ireland using the Leaving Certificate system) and characterised them by gender. We found an overwhelming bias towards naming of famous men in three of the four textbooks (1 man and 0 women in the A Level textbook; 8 men and 0 women in the first, and 48 men and 2 women in the second Curriculum for Excellence textbooks, and 45 men and 1 woman in the Leaving Certificate). We subsequently analysed images and again found a dominance of images representing men in three of the four textbooks including only 4 women in a total of 68 images in the Leaving Certificate textbook. These images were analysed by role (scientist or not), and by activity according to UNESCO criteria. There was a tendency to show men in scientific and other occupational roles while women were less well represented in scientific roles and were pictured in domestic and buying activities. This work aims to raise awareness of these representations and prompt action for reform in line with UN Strategic Development goals.

Pool hopping attack is the result of miners leaving the pool when it offers fewer financial rewards and joining back when the rewards of mining yield higher rewards in blockchain networks. This act of leaving and rejoining the pool only during the good times results in the miner receiving more rewards than the computational power they contribute. Miners exiting the pool deprive it of its collective hash power, which leaves the pool unable to mine the block successfully. This results in its competitors mining the block before they can finish mining. Existing research shows pool hopping resistant measures and detection strategies; however, they do not offer any robust preventive solution to discourage miners from leaving the mining pool. To prevent pool hopping attacks, a smart contract-based pool hopping attack prevention model is proposed. The main objective of our research is maintaining the symmetrical relationship between the miners by requiring them all to continually contribute their computational power to successfully mine a block. We implement a ledger containing records of all miners, in the form of a miner certificate, which tracks the history of the miner’s earlier behavior. The certificate enables a pool manager to better initiate terms of the smart contract, which safeguards the interests of existing mining pool members. The model prevents frequent mine hoppers from pool hopping as they submit coins in the form of an escrow and risk losing them if they abandon the pool before completing mining of the block. The key critical factors that every pool hopping attack prevention solution must address and a study of comparative analysis with existing solutions are presented in the paper.

The Study Examined Qualitative Aspect Of “O” Level West African Secondary School Certificate Practical Chemistry Syllabus And Identified Reaction Of Metals With Water As One Of The Concepts That Chemistry Teachers Avoid To Teach Due To Either Unavailability Of Chemical Regents Or Lack Of Teachers’ Competence To Handle The Topic. The Study Therefore Examined The Effectiveness Of Process Oriented Guided Inquiry Leaving (POGIL) Strategy On Students’ Performance In Chemistry In Secondary Schools In Ondo State, Nigeria. A Pretest, Posttest Control Group Design Was Adopted With POGIL Being the treatment and lecture method as the control group. A total of 60 Senior Secondary School chemistry students (SSS 3) were randomly selected from Akoko South West Local Government Area of Ondo State Nigeria to constitute the study sample. Two intact classes comprising 33 students for POGIL group and 27 students for the lecture method group were taught separately in their respective schools. A 1 item instrument tagged Practical Chemistry Achievement Test (CAAT) with reliability co-efficient of r=0.78, p<0.05 was used to collect data. The results showed that POGIL was more effective (=12.63) than lecture method (=10.84), t=2.97, p<0.05. The study concluded that POGIL strategy is an effective method of teaching practical chemistry concepts in general and the qualitative aspect of practical chemistry in particular.

Alexander Robertus Todd (Alex to his friends), was born in October 1907 in Cathcart, to the south of Glasgow. His father, Alexander Todd, of southern Scottish descent, was at first a clerk in the Glasgow Subway Railway Company and later its Secretary; subsequently he was the Managing Director of the Drapery and Furnishing Co–operative Society Ltd in Glasgow. He was ambitious to better himself and his family and although his formal teaching had ended at thirteen he held a strong regard for education and was determined, as was his wife Jane (née Lowry) that it should not be denied to their children. As their affluence increased they moved to the village of Clarkston, whence Alex had to trudge one and a half miles each day to the public school in Cathcart. One should recall that this was during wartime: life was hard and boots were of poor quality. At the age of eleven he passed the entrance examination to Allan Glen's school, the Glasgow High School of Science in the centre of the city. Among the teachers was Robert Gillespie, who taught chemistry and fostered Alex's growing interest in that subject. This gave him the impetus, after passing the Higher Leaving Certificate examination in 1924, to enter the University of Glasgow to read for an honours degree in chemistry. Once there, he was recognized by his teachers as a highly talented student, taking the James Black Medal and the Roger Muirhead Prize in his first year, which also gave him a scholarship for the rest of his course. Alex graduated BSc with first class honours in 1928 and was awarded a Carnegie Research Scholarship of €100 a year to work with Professor T.S. Patterson. He and his predecessor, G.G. Henderson, F.R.S., had strong interests in alchemy and the history of chemistry. The latter subject was even compulsory in the final year. Alex was interested in this and, much later in life, spoke and wrote knowledgeably on several aspects of the history of organic chemistry. Patterson's research interest was optical rotatory dispersion and, although Todd's first two papers were published jointly with Patterson in 1929 (1, 2)*, it was clear that a subject in which theory and practice made little contact was not for him. With encouragement from Patterson, Alex transferred to the University of Frankfurt to work in the laboratory of W. Borsche.

The Study Examined Qualitative Aspect Of “O” Level West African Secondary School Certificate Practical Chemistry Syllabus And Identified Reaction Of Metals With Water As One Of The Concepts That Chemistry Teachers Avoid To Teach Due To Either Unavailability Of Chemical Regents Or Lack Of Teachers’ Competence To Handle The Topic. The Study Therefore Examined The Effectiveness Of Process Oriented Guided Inquiry Leaving (POGIL) Strategy On Students’ Performance In Chemistry In Secondary Schools In Ondo State, Nigeria. A Pretest, Posttest Control Group Design Was Adopted With POGIL Being the treatment and lecture method as the control group. A total of 60 Senior Secondary School chemistry students (SSS 3) were randomly selected from Akoko South West Local Government Area of Ondo State Nigeria to constitute the study sample. Two intact classes comprising 33 students for POGIL group and 27 students for the lecture method group were taught separately in their respective schools. A 1 item instrument tagged Practical Chemistry Achievement Test (CAAT) with reliability co-efficient of r=0.78, p<0.05 was used to collect data. The results showed that POGIL was more effective (=12.63) than lecture method (=10.84), t=2.97, p<0.05. The study concluded that POGIL strategy is an effective method of teaching practical chemistry concepts in general and the qualitative aspect of practical chemistry in particular.

David Whitteridge was born in South Norwood, London, on 22 June 1912, the second of three children. His father William Randall Whitteridge came from a Baptist family, and was a manufacturer’s agent whose living depended on the export of woollen goods and was at times precarious. His mother Jeanne was of French and Dutch Protestant ancestry; her family were small farmers in Normandy. She came to this country as a governess and to teach French; she was later to be distinguished for taking and passing O-level German and A-level French, at the ages of 89 and 90 respectively. David’s brother, Gordon, K.C.M.G., became a diplomat and his sister, Marcelle Elizabeth, married Robert Audley Furtado, C.B. After five years at All Saints, a good church school in North Norwood, David won a Foundation Scholarship to Whitgift School in Croydon (1922-31). He spoke of his time there with some affection. As a Foundation scholar he was expected to take Greek and Latin for School Certificate, but in his four years in the VIth form he specialized in the sciences. The physics and chemistry teaching was exceptionally good, the biology ‘best passed over’. He played rugby in the First XV (just) and was a member of the shooting VIII. An accomplished all-rounder, he left in 1931 with a leaving scholarship and a demyship at Magdalen College, Oxford to read physiology and medicine.

The Czech Republic and Scotland rank similarly in international pupil's performance tests. However, education systems of these countries differ greatly. This research has three main focus areas: 1) general aspects of Scottish education including teaching methods, school and real life connections in teaching, and school leaver's destinations 2) studying Chemistry and teaching at university 3) Chemistry in the senior phase of secondary education and the change of topics and exam paper brought in with the new Curriculum for Excellence. Comparative analysis of syllabi, exam papers, government publications and OECD reports was used and personal experience from an exchange study programme at a Scottish university and a work placement at a secondary school in England were utilized. The Higher exam paper was translated and Czech secondary students sat the test Furthermore, teacher trainees and Chemistry teachers were asked to evaluate the test. Results show that Czech students are taught different things and are accustomed to different ways of being tested, ones that are more focused on knowledge and less on critical thinking. Chemistry education in Scotland is more focused on school and real life connections and newest scientific discoveries. Therefore, Chemistry support notes for the senior phase were analyzed...