Chemistry Classes in English

Semester 1

Sections Topics Subject hours
Section 0 An initial overview of the concepts 5 hours
Section 1 Structure and properties of matter 20 hours
Section 2 Energy changes and reaction rates 20 hours

Semester 2

Sections Topics Subject hours
Section 3 Chemical systems and equilibrium 21 hours
Section 4 Organic chemistry 21 hours
Section 5 Electrochemistry 21 hours
Final Final exam 2 hours

This course expands students’ experience with functions. Students will explore the properties of polynomial, rational, logarithmic, and trigonometric functions; develop techniques to combine functions; expand their understanding of change rates; and enable the application of these concepts and skills. Students will also be able to refine their use of the mathematical processes necessary to succeed in major mathematics. This course is designed both for students who accept the Mathematics and Vectors course as a condition for a university program, and for those who want to strengthen their understanding of mathematics before moving on to any of the different university programs.

Teachers will bring enthusiasm and a variety of teaching and assessment approaches to the classroom, address the needs of individual students, and provide healthy learning opportunities for each student. The proposed activities should ensure that students apply and apply these concepts to the social, environmental and economic conditions and concerns of the world in which they live. The ability to relate knowledge and skills to this broader context will motivate students to learn meaningfully and become lifelong learners. Teachers will help students understand that solving any problem often takes a lot of time and energy and requires perseverance. Teachers will also encourage students to explore, think, explore alternative solutions, and take the risks necessary for successful problem solving. Effective learning approaches and learning activities use students’ prior knowledge, engage their interests, and promote meaningful experiences both inside and outside the classroom. Students will be able to see the connection between the scientific concepts they have learned and their applications in the world around them and in real life. Importantly, students will have the opportunity to learn in a variety of ways, individually, cooperatively, independently, under teacher guidance, through hands-on experiences and case studies. The approaches and strategies used by teachers will vary according to both the learning object and the needs of the students.

As summarized in Growing Success 2010, the main purpose of assessment and assessment is to improve student learning. The information gathered through assessment helps teachers identify students’ strengths and weaknesses in achieving curriculum expectations in each course.

This information also serves as a guide in adapting teachers ‘curricula and training approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of the assessment, teachers provide students with descriptive feedback that guides improvement efforts. Assessment refers to the process of assessing the quality of a student’s work against established criteria and setting a value that will represent that quality. All curriculum expectations should be considered in the instruction, but the assessment is aimed at achieving students’ overall expectations.

Students’ achievement of general expectations is assessed according to their specific expectations. Teachers will use their professional decisions to determine which specific expectations will be used to assess the achievement of general expectations and which will be covered by instruction and assessment, but not necessarily assessed. Teachers need to use assessment and evaluation strategies to ensure that assessment and evaluation is reliable and trustworthy and to lead to improved student learning:

  • Review what the students have learned and how well they have learned
  • Based on both knowledge and skill categories and descriptions of success levels given in the achievement table
  • It is diverse in nature, controlled over time, and designed to provide opportunities for students to demonstrate all levels of learning.
  • Appropriate to the learning activities used, learning objectives, and students’ needs and experiences
  • Fair for all students
  • Place students with special educational needs in accordance with the strategies outlined in the Individual Education Plan
  • Meet the needs of students learning the language of instruction
  • Make sure each student is given clear directions for development
  • Encourage students’ ability to evaluate their own learning and set specific goals
  • Include the use of case studies that prove students are successful
  • It is clearly communicated to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement table shows four categories of knowledge and skills. These include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is evaluated and / or evaluated in a balanced manner against the four categories, and that the achievement of certain expectations is assessed within the relevant categories. The final grade for this course is recorded, and if the student’s grade is 50% or higher, credit is given and recorded for that course. The final cost of this course will be determined as follows:

  • Seventy percent of the grade will be based on assessments made throughout the course. This part of the grade should reflect the student’s most consistent level of achievement throughout the course, although special attention should be paid to newer evidence of achievement.
  • 30 percent of the grade will be based on the final grade and will be managed until the end of the course.

The university, which is based on an international chemistry program, is at the preparatory level. Graduates of this course will receive official grades for success at the university and for additional credit.

To start a chemistry class, you need to take an exam at CELT College. After taking the exam, the college will decide if the subject is right for you. Make an appointment at the office for the exam.

Upon completion of this course, you receive an official international grade and certificate. You are considered to have passed this subject and the University can release you from this subject and give you credits.

It takes 3-5 months to complete chemistry in English. It depends more on the student’s ability to start the lesson. After the exam, our education specialist will give you accurate information.

International Chemistry Program