• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

This essay was written following a SP1 placement at Moseley Sixth Form Language College, in which I taught metals, acids and bases at KS3. The essay is intended to highlight the difficulties and misconceptions pupils encounter during the teaching and lea

Extracts from this document...


SS2 Detailed study of a Teaching Topic Metal acids and bases This essay was written following a SP1 placement at Moseley Sixth Form Language College, in which I taught metals, acids and bases at KS3. The essay is intended to highlight the difficulties and misconceptions pupils encounter during the teaching and learning of this unit. The information contained within this essay is compiled from pupil and teacher interviews and ideas taken from recommended literature. The difficulties that pupils' have and encounter In order to determine the misconceptions that pupils have with the above mentioned KS3 topic, several pupils and their teachers were interviewed through two different questionnaires, (as found in the appendix). When referring to the misconceptions drawn out from pupils and teacher interviews, they are indicated in the text through the use of their initials. The first misconception that I discovered after interviewing my mentor (JOR) is that pupils believe that all acids are corrosive, and that alkalis being the opposite of acids are believed to be weak. As acids are deemed by pupils to have this corrosive nature (JOR), all acids are therefore believed to be dangerous and all alkalis are "seen as less so" (JOR). I have also discovered from the same interview that although pupils understand that the pH scale is a measure of strength of the solution, they unintentionally view acids with a pH level of 1 to be weaker then that of an acid with a pH of 6. ...read more.


If they are given data from previous experiments, pupils find it hard to identify the fact that from this, they can predict other related experiments, which contain the same starting reactants. Pupils also have a problem with relating displacement reactions to the reactivity of a metal, again something, which is based upon predicting the reactivity of reactants. Balancing word equations also seems a problem for pupils (JOR). It is not understood that for a word equation to be correctly written that both the reactants and the products must be equal on both sides. Teaching and learning activities to address these difficulties The following paragraphs identify key learning and teaching activities, which have been suggested by the teachers interviewed, to address the difficulties that pupils have with the metal, acid and bases topic. To address the issue that pupils have with the naming of salts formed during neutralisation reactions, by always identifying the salt as NaCl (KIP). Teacher activities could include the idea of salt cards and ask pupils to decide and select an appropriate metal or metal compound, which they believe, could form the salt. Pupils gain practice in distinguishing salts from different compounds, one possible activity to address this issue suggested by KIP, is to perform experiments upon the salts produced by the reactions. ...read more.


This knowledge should allow pupils to identify that some metals would react faster than others. Without this prior understanding it is again a large jump from one unit to another, this prior knowledge allows pupils to gather information on reactivity series of metals, whilst observing the reactions of acids. Pupils are also gaining insight into how metals react, without questioning the reasons for such experiments. This therefore allows a swift transition from one unit to another without confusing pupils. From the observations of the reactivity of metals with acids, pupils should be encouraged to identify that this data can be used to predict other reactions, such as the reactions with oxygen and water. To further consolidate this information pupils should now be encouraged to investigate this through Sc1 investigations such as the trip to Venus, which reinforces their understanding of the reactivity series. Understanding of the reactivity series of metals is a prerequisite of the next unit within this topic. Without the knowledge of the prior reactions and construction of word equations, pupils will not understand the principle of displacement. To understand this part of the topic pupils must has secure knowledge that the most reactive metal kicks out the weakest metal. It is therefore very important that this is the last unit within the topic as it consolidates the rest of the topic and pupil understanding is at a premium. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays

  1. Descriptive Essay

    I looked around, but I did not see anything. In my mind I was thinking that I was having weird feelings because I was not use to being alone in the apartment.


    The book represents the child's struggle to survive in the confusing world of adults. To understand our adult world, Alice has to overcome the open-mindedness that is characteristic for children. When she enters to Wonderland, Alice finds a way of living and reasoning that is quite different from her own.

  1. Evaluation of Birzeit University MBA Program

    Students SWOT Analysis * The internal environment is the MBA program with the instructors, faculty and students. * The external environment is Birzeit University's administration and the marketplace. STRENGTHS Students' Viewpoint: - Students' Satisfaction of the overall program, and the instructors' in class performance (i.e.: discussion, & group work).

  2. An individual written piece identifying and critiquing a critical incident from beginning placement using ...

    She then explained to Zuzanna that children can only receive one green card throughout the week for bringing in writing from home, but that they will still receive stickers as a ?well done?. Disappointed and disheartened, Zuzanna sat back in her seat.

  1. The following is a fictitious case study which has been adapted from the Alberta ...

    3. Recreation is repetitive rather than creative. Oliver likes to rearrange things in a precise pattern, and gets anxious if the pattern is disrupted by someone. 4. Any change to routine creates anxiety, as do transitions. Staff tries to prepare Oliver for any changes to routine, but it is not always possible.

  2. Why teaching evolution is so important What is actually taught and what should ...

    controversy surrounding teaching evolution, many science and elementary teachers do not teach the topic at all or barely touch on it despite state standards that mandate the teaching of evolution in almost every state. For example, in Minnesota 40 percent of biology teachers spend little or no time teaching evolution.

  1. The purpose of this study is to determine if teaching authentic lessons to sixth ...

    Authentic learning has been influential in the development of students? positive attitudes towards science, teaching with authentic lessons increase students? attitudes towards science lessons and willingness to learn new science material (Walker & Lofton, 2003). According to the results of a study done in Richmond Virginia, students preferred instructional activities

  2. This essay will therefore discuss how drama is important as a separate subject and ...

    implemented for the Drama department to use for KS3 by which the content is clear for other subject teachers. It is important to address that studying literacy and the development of literacy through performance is needed to allow the students to develop their understanding of written play texts.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work