Chemistry Practical Class 12 Pdf Download 2022

Chemistry is the science of experiments. Scientific concepts can be easily understood by performing experiments. Laboratory experiments are being influenced by modern technique and electronic devices and there is adequate blending of information and communication technology and practical laboratory experiments.

A chemistry laboratory is a place where experiments in chemistry are performed. A student needs to understand the proper way of working in a chemistry laboratory. A student must know the proper use of each equipment and the precautions to be observed while working in the laboratory.

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Design. The chemistry practical class was based on independent studies by small groups of undergraduate students (4-5), who designed their own practical work, taking relevant professional standards into account. Students were guided by feedback and acquired a set of skills important for health-care professionals. The model was tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). The achievement of learning outcomes was based on the submission of relevant documentation, including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes also were assessed in the final written examination.

Assessment. The practical was assessed at several time points using detailed marking schemes in order to provide the students with feedback. Students were required to engage with the feedback to succeed in the practical.

Schools of pharmacy around the world, including in the United States, Canada, and Europe, increasingly use a PBL-approach for instruction because problem-solving, critical-thinking, and decision-making skills are crucial for pharmacists.9-11 Problem-based learning often is limited to clinical pharmacy or pharmacology teaching, although some approaches use PBL as an interactive tool within a series of medicinal chemistry lectures.12

The laboratory classes are designed for 150 students, but still provide the students with the experience of small-group learning. Students typically work in groups of 4-5. The main teaching process is led by 1-2 academic staff facilitators. The groups are also supported by PhD student mentors. Typically, there are 4-6 mentors for the whole cohort, and their main duty is to supervise the laboratory work and to support the student groups in their experimental design and data analysis.

The aim of the practical class is for students to achieve the following learning objectives: research and understand the literature regarding relevant quality assurance procedures; engage with quality assurance protocols and regulations; devise an experimental setup; undertake health and safety risk assessments; perform chemical analysis to a high standard; practice scientific calculations; develop and strengthen understanding of unit conversion and technical limitations; evaluate results in relation to relevant standards; and present outcomes to virtual clients. The practical experiment is one of many elements assessed in this practical class. Emphasis is placed on the process of literature research, in addition to testing understanding of and implementing this information.

Previously, practical classes were designed using a traditional approach. Students were provided with a practical manuscript containing information about the experimental setup and background information, along with health and safety information. An element of interactive learning was to provide students with an online health and safety test. Student engagement with the learning objectives was limited, and the students acted more like consumers rather than active learners. Nevertheless, they still obtained high marks (grades) for the practical element, though this performance was not replicated in the written examination.

The new PBL chemistry practical class provided students with limited health and safety information and no laboratory manual. The class was divided into groups of 4-5 students. Each group was asked to start their own virtual pharmaceutical company, and they were provided with some dedicated laboratory space containing equipment and chemicals. The groups received a short brief from their virtual client, stating their task. This brief varied according to the lecture material, and it could be tailored to the individual module outcomes.

The assessment, based on the range of learning, was complex. Students were assessed as a group on a variety of criteria outlined in the marking scheme (Appendix 2). The groups received grades for experimental design, research of the scientific background, health and safety assessment, practical performance, evaluation of their results, and presentation to the virtual client. In addition, students were invited to use peer assessment, which allowed the lead academic of the practical class to assess individual contributions to the work. Some of the learning outcomes are assessed in the end-of-year written examination.

In addition to the high average grades, there was a poor spread of practical grades as seen in Table 1. In most years, more than half of the cohort received a grade of 70% or better for their coursework. The high coursework grades certainly were not mirrored by excellent performance on the end-of-year written examination. Typically, the examination grade was around 45%, with little variation between cohorts.

We designed the new PBL practical to address these issues, and it appeared to fulfill our expectations, such as engaging students with feedback and integration of knowledge. The average coursework grade was 65.4% in 2013-2014, and the individual grades showed a better spread (Table 1) and followed the typical Gaussian distribution as expected. Also the average examination grade increased significantly to 65% and was in line with the practical grade.

Students actively participated in this practical class based on student feedback comments we received and on high attendance rate (98%). All feedback sessions provided during the PBL process were well-attended, and students came prepared to address the previous feedback comments. It became clear in the module evaluation that the practical was perceived as challenging but also as a useful teaching tool.

In general, students found the practical class interesting but also challenging and relevant to their future professional career. Negative comments on the initial offering concerned the weighting of coursework to module grade as students felt that the coursework had become more work intensive. This was addressed for subsequent student cohorts by adjusting the weighting of examination to coursework within the module.

Evaluation of the coursework grades showed the majority of students achieved between 60% and 69.9%. The general grade distribution followed the typical Gaussian distribution. This overcame one of the problems of the previous practical design.

The workload for academic staff members who facilitated the course did not significantly increase, compared with a typical medicinal chemistry practical. Leading this practical for 150 students required 1-2 academic staff members supported by 4-6 mentors, in addition to the technical staff, which is typical for a chemistry practical class of this size.

Nevertheless, the timing of grading and feedback provision was shifted to occur alongside the PBL process. Within a traditional chemistry practical, marking and feedback takes place after the learning process. Often, feedback is significantly delayed because of the large class sizes, which in return minimizes the opportunities to meet learning outcomes for the students. This novel practical design required that the majority of grading be completed before students went into the laboratory. In turn, the grading and written feedback after the practical classes was significantly reduced. The workload distribution for the academic staff was rather unusual for a practical class, but expected for a PBL approach.

It is crucial for students to engage with feedback to progress within this practical as there are no written instruction manuals. If the students do not fully engage with the feedback, the practical class becomes more challenging. This relationship between provided feedback and the students engaging with feedback is an important aspect of the practical session, as other studies report that students request feedback, but are not able to act on the feedback given.14-16

Assessment of a PBL scenario is always a point for discussion, and this was no different for this practical class. Student groups received feedback and grades for researching and understanding the literature and designing the experimental setup. They were also evaluated on their health and safety assessment, their practical performance, evaluation of their results, and their presentation to their client. To facilitate such a complex assessment and feedback for a cohort of 150 students, we developed a grading scheme that took all the grading criteria into account and contained a short comment box for each criterion. These comments were given to students during the process and grades were only released as one final grade at the end of the practical to engage students with the feedback and not the grade itself. Student learning efforts often are centered on grades and not the feedback given.17

A potential weakness of this PBL practical compared to a traditional practical class is that students were exposed to a less varied hands-on experience. A significant proportion of the time was spent on research and working with the scenario. In comparison, in a traditional laboratory class, the students spend most of their time performing 3-4 experiments. Problem-based learning is a more time-consuming learning process.18 Furthermore, the learning outcomes for a PBL laboratory class differ significantly from those of a traditional experimental class and are much more diverse.

CBSE Class 12 Chemistry Practical Syllabus 2022-23: CBSE Class 12 Chemistry Practicals contribute 30 marks towards the annual assessment. Students can easily score good marks in practicals with regular practice and an aware mind. Students must learn the identification of different chemicals and to perform the experiments prescribed in the CBSE practical syllabus. ff782bc1db