English for Chemistry Foundation 2 (2025) (XHM-053)
Kallia Katsampoxaki-Hodgetts
This course facilitates student understanding and production of a variety of academic genres in the field of Chemistry. Through this course students will acquire the basic knowledge for writing abstracts, laboratory reports, summaries, visual abstracts and scientific presentations. As well as effectively communicating chemical content in English, students will be given a wide range of opportunities to present analytical data, compare techniques and work in groups to solve problems or discuss case studies relevant to the field of Academic and Technical Writing. The course exposes students to a variety of written, oral and digital genres, as well as a large amount of terminology (special vocabulary) used in the disciplines of General, Environmental, Analytical Inorganic, Organic Chemistry and Biochemistry. Most importantly, students will partiicpate in Socratic circles which are known to foster critical thinking skills (as students analyze and evaluate ideas, asking thought-provoking questions to deepen understanding). This also enhances active listening and collaborative communication, as participants build on each other's ideas respectfully while articulating their own viewpoints. Furthermore, it nurtures self-reflection and empathy, encouraging students to consider diverse perspectives and refine their reasoning.
The students, after successful completion of the course, will be able to apply the following
- apply basic principles so as to write a laboratory report in English
- be familiar with and use basic chemical terms appropriately (both orally and in writing)
- design scientific presentation slides and give a scientific presentation
- practice active listerning and reflective skills in academic discussions with differrent perspectives
- work in groups in order to meet goals for the completion of a group and individual project which requires skills including coordination, time-management, critical comparison of work by peers, evaluation of their and peer work based on scientific standards i.e. author guidelines in a journal.
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This course facilitates student understanding and production of a variety of academic genres in the field of Chemistry. Through this course students will acquire the basic knowledge for writing abstracts, laboratory reports, summaries, visual abstracts and scientific presentations. As well as effectively communicating chemical content in English, students will be given a wide range of opportunities to present analytical data, compare techniques and work in groups to solve problems or discuss case studies relevant to the field of Academic and Technical Writing. The course exposes students to a variety of written, oral and digital genres, as well as a large amount of terminology (special vocabulary) used in the disciplines of General, Environmental, Analytical Inorganic, Organic Chemistry and Biochemistry. Most importantly, students will partiicpate in Socratic circles which are known to foster critical thinking skills (as students analyze and evaluate ideas, asking thought-provoking qu
This course facilitates student understanding and production of a variety of academic genres in the field of Chemistry. Through this course students will acquire the basic knowledge for writing abstracts, laboratory reports, summaries, visual abstracts and scientific presentations. As well as effectively communicating chemical content in English, students will be given a wide range of opportunities to present analytical data, compare techniques and work in groups to solve problems or discuss case studies relevant to the field of Academic and Technical Writing. The course exposes students to a variety of written, oral and digital genres, as well as a large amount of terminology (special vocabulary) used in the disciplines of General, Environmental, Analytical Inorganic, Organic Chemistry and Biochemistry. Most importantly, students will partiicpate in Socratic circles which are known to foster critical thinking skills (as students analyze and evaluate ideas, asking thought-provoking qu
Course Description
Weekly syllabus
Week 1 Induction week; Acids and Bases; Redox reactions
Week 2 How to write a Lab report; Scientific Presentations
Week 3 Separation Techniques; Thin Layer Chromatography
Week 4 Separation Techniques (part two)
Week 5 Water Treatment Methods; Water as a solvent in organic chemistry
Week 6 Polymers
Week 7 Experimental language; do’s and dont’s ; academic style and conventions
Week 8 Electrochemistry, electrodeposition, batteries
Week 9 Enzymes and big biomolecules
Week 10 Introduction to Organic Chemistry; nomenclature and properties of functional groups
Week 11 DNA Replication Processes & Steps; Transcription & Translation; Mock test
Week 12 Presentations of Projects and peer-feedback
Week 1 Induction week; Acids and Bases; Redox reactions
Week 2 How to write a Lab report; Scientific Presentations
Week 3 Separation Techniques; Thin Layer Chromatography
Week 4 Separation Techniques (part two)
Week 5 Water Treatment Methods; Water as a solvent in organic chemistry
Week 6 Polymers
Week 7 Experimental language; do’s and dont’s ; academic style and conventions
Week 8 Electrochemistry, electrodeposition, batteries
Week 9 Enzymes and big biomolecules
Week 10 Introduction to Organic Chemistry; nomenclature and properties of functional groups
Week 11 DNA Replication Processes & Steps; Transcription & Translation; Mock test
Week 12 Presentations of Projects and peer-feedback
In English 2 [2025], assessment components include:
- Compulsory Final Exam (online quiz_ bring your own lapttop or use the computer lab (55%)
- Presentation of a Chemistry paper (15%)
- Lab report (15%)
- Socratic circles with Bioplastics paper (15%)*
Mock Exam (Mid-term)
In this exam you will be asked to participate so that get a simulation of a final exam (content, questions, marking).
Final Exam
- The online test will be on Moodle (e-learn) containing multiple choice and many open-ended questions (60 min). Questions are randomised and they turn up in a different order for each student. Also, from a pool of 300 hundred questions students need to answer 50. The time provided is very limited. (Note: Students who failed last year were those who spent time looking for the answers online and then there was no time left to complete the whole quiz. Others failed because they hoped that they can help each other in groups but this is not possible due to limited time and random order. The only way to pass this exam is to study). The avegage mark in this quiz is 6/10.The lowest mark is 2/10 and the highest mark is 8.5/10.
Online quiz content
- Technical vocabulary (Check out the glossary at the end of your textbooks)
- Academic vocabulary
- Academic style and Scientific Conventions
- Grammar
- Reading comprehension of short paragraphs
- Evaluation of Powerpoint slides and Presentation narratives
Writing a lab report
Before your write a lab report for the experimental work you conducted during week 6 or 7 in your undegraduate Chemistry lab (word limit 1000 words). Follow guidelines here
https://www.monash.edu/learnhq/write-like-a-pro/annotated-assessment-samples/science/science-lab-report
Designing slides for a scientific presentation
Before you present you 12 min presentation of a scientific article, please watch this video
https://www.youtube.com/watch?v=Hp7Id3Yb9XQ&t=4s
The quality criteria I will be using for marking your presentations are also here:
https://cuwip.physics.wisc.edu/wp-content/uploads/2016/03/Good_Presentation_Guidelines_2page.pdf
and in the documents you can find a marking template.
Before you take part in the Socratic Circles discussion:, you need to
a. read the bioplactics papers in the documents in e-class
b. prepare for your discussion taking a stance in favour or agaisnts BIOPLASTICS and take part as an inner circle participant
During the Scoratic Circles you will
a. Take part in the discussion as an inner circle participant
b. Use the rubrics and observe another participant and provide feedback (as an outercircle participant yourself)
After the Socratic Circles
a. you will upload the Inner cricle participants report
b. You will upload your outer circle participant report and send your feedback to the inner circle students you observed
* The Socratic method begins with the assumption that the function of education is to draw the truth out of the pupil rather than “fill an empty vessel.” In practice, it is a series of guided questions known as the dialectical method of inquiry. (Soccio, 2015, p. 10, italics in original) [It] has come to mean any pedagogy conducted through question and answer, as distinguished from pedagogy conducted in lecture form. (Scott, 2012, p. 1). It is a pedagogical method that pursues truth through analytical discussion. (Spencer & Millson-Martula, 2009, p. 39)
Calendar
Announcements
- Thu May 1, 2025
- Thu May 1, 2025
- Friday April 25, 2025
- Thu March 20, 2025
- Thu March 6, 2025
