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Another factor which I had to consider was the surface area of the yeast granules, because each yeast granule has a different surface area the flower power, amount of enzyme will differ in each granule, but more importantly the greater the surface area of the yeast the more reactions take place because of the fact that there will be more collisions between the enzyme and substrate molecules. In my first preliminary experiment I just weighed 1.0g of yeast as it was supplied in its granule form. However in supervolcano movie, my next preliminary experiment, I decided this would be unfair in the main procedure and because of this I decided to grind the yeast into power, a powder so that the surface area would be more similar in each yeast granule. Also, in my main procedure I will grind a larger mass of Saying, yeast (more than I need), and flower power 1960s, then weigh it, rather than weighing the effect pressure, yeast and then grinding. This is important because if I weigh the yeast and then grind with the pestle, some of the yeast will be lost because it might get stuck to the pestle, hence decreasing the mass of yeast slightly. I will also use the power 1960s, same batch of yeast because this will ensure that the yeast granules have the yellowstone supervolcano movie, same surface area. I also used 2 different methods in order to determine which would be the flower, most effective in gaining the best possible results, with minimal error. In my first experiment, I used the displacement of yellowstone supervolcano, water method, whereby a measuring cylinder (containing water) is placed upside down in a plastic tub, with a tube attached to the test tube (airtight). A syringe with hydrogen peroxide is also present (as shown in the diagram). I believe that as the concentration of the hydrogen peroxide (substrate) decreases, the rate of reaction will decrease consequently.
This is because there will be fewer collisions between the substrate and enzyme molecules (catalase in yeast) – because there are fewer molecules of hydrogen peroxide, so there will be a decrease in enzyme-substrate complexes formed. The reaction will then stop because all of the active sites become saturated with substrate because the power, enzyme is the limiting factor. This will result in a decreased volume of oxygen being produced as one of the by-products of this reaction. On Blood? In addition, based on my knowledge of the collision theory I believe that if the concentration of hydrogen peroxide is flower 1960s doubled (or halved) then the rate of reaction is why drug also doubled (or halved). This is because if the concentration is doubled the number of molecules of the substrate is flower 1960s also doubled.
This means there will be twice as many successful collisions. Therefore it is true to say that in theory: rate µ concentration. I will investigate if this is true for Goodbye Essay, this reaction. The hydrogen peroxide is injected into the test tube and the volume of oxygen gas is recorded (by the amount of water displaced). This would determine the rate of reaction. However I decided against flower power 1960s, this method for several reasons.
Firstly, because I used such a large measuring cylinder, the volume of gas produced was hard to measure as not much water had been displaced. Saying Goodbye Essay? Although I could have used a smaller measuring cylinder, I decided that the power 1960s, best possible way I could do the dehydration effect on blood pressure, experiment was by measuring the volume of gas directly using a gas syringe, rather than by the displacement of water. Also, because the hydrogen peroxide had to be inserted into the syringe before the power, reaction could begin, the amount of starch enzyme, time it would be out of the water bath (which I intend to use in my main experiment) was longer than necessary. I decided that I could reduce this time by 1960s, using a different method. Dehydration Effect Pressure? In my second preliminary experiment, I used a gas syringe instead, which measured the volume of oxygen produced directly, rather than by power, the displacement of water. The hydrogen peroxide is inserted into a 5cm 3 small beaker and then tipped over to “spill” the contents and start the reaction. I felt that this would give me more reliable result in my main investigation because the stamps arkansas maya, length of time that the flower power, hydrogen peroxide is out of the water bath is why drug is bad reduced. Furthermore, the volume of gas is measured directly. I noticed that when doing the flower power, first method that “bubbles of gas” were affected by people bumping the table, and that sometimes they got trapped in why drug, the tube, so even though the flower power 1960s, product of the reaction (oxygen) had been formed it was not measured until afterwards, (at a later stage in the reaction). Also, the bubble volume is yellowstone movie affected by the diameter of the tube and the overall pressure of the water (depth of the water) so I believe that by using the gas syringe, I will be able to eliminate this inaccuracy as water will not be involved. Flower 1960s? The gas syringe, however, also has a small volume of air displaced within it when it is attached to the conical flask, so I will have to consider this in the main procedure.
I will subtract this volume of air from each of my results so that I can gain a precise measure of the volume of gas produced. The preliminary experiment also gave me an idea as to how often I should measure the volume of gas formed (i.e. every 5, 10, 15 seconds etc). In my first preliminary experiment the reaction went to fast to prison workers, collect oxygen at a measurable rate, but in the second preliminary experiment I measured the volume of gas every 10 seconds, but found that the reaction was over before I had enough measurements and that the results I gained would not be sufficient to 1960s, obtain enough results and make a valid conclusion. I therefore did a further experiment based on mainly on timing only, and found that if I measured the arkansas, volume of gas every 5 seconds I obtained enough measurements. However, I do have to flower power, take into account that I will be using different concentrations of hydrogen peroxide in my main experiment, so 5 seconds may not be sufficient to measure the Essay, volume of oxygen produced in flower, the slower reactions and I may need to change this. Why Drug Is Bad? The concentrations of hydrogen peroxide I will use will be 100%, 90%, 80%, 70%, 60% and 50%. I will use these concentrations because I believe that if I were to flower power, go any lower than 50% that the rate of reaction will be relatively slow, and yellowstone, will not produce enough results because the substrate concentration (hydrogen peroxide) will be too low in concentration. I also want to decrease in 10% because I believe it will provide me with closer results rather than decreasing by 20% which will mean I would be testing a concentration of 0% of flower, hydrogen peroxide.
Finally, I also want to supervolcano movie, determine whether or not half the 100% concentration of power 1960s, hydrogen peroxide (50%) would produce half the Goodbye Essay, volume of gas. Bored of revsion? need to power 1960s, read something GOOD? Want to say thanks for this article? Help me out by starch enzyme, checking out this book I helped co-edit. Thanks in advance!
The independent variable will be the 1960s, factor that I am going to manipulate. Essay? This will be the concentration of the hydrogen peroxide. I intend to flower power, use a pipette in order to make up the concentrations of starch enzyme, 100%, 90%, 80%, 70%, 60%, and 50%. I will do this by flower 1960s, making each mixture up to 100cm 3 , so for prison workers, example, the 90% concentrated solution will consist of 90cm 3 of hydrogen peroxide, and 10cm 3 water. I will put the 6 different concentrated solutions in a conical flask which will be placed into a water bath. Because a pipette is a very accurate way of measuring volumes, I believe that this will be the best method to make up the concentrations. This will eliminate a very large apparatus error that would occur if I used a beaker or conical flask.
The dependant variable – the variable I intend to measure is the volume of gas produced in each reaction. This will vary as a direct result to the different concentration of hydrogen peroxide. Controlled variable – the controlled variable consist of power, all the prison workers, other factors which must be kept constant. This will be the mass of yeast for 1960s, each experiment (0.2g). I will make sure that I measure 0.2g of yeast as accurately as I can using the balance. Pressure? The balance has a mechanism whereby it can be made level (so perfectly balanced) regardless of the angle of the desk or counter it is placed on. I have explained this is my method below. I will also consider the apparatus error of the balance (and indeed all the equipment I use) so I can work out the overall error derived from the apparatus and identify this in my conclusion. I am also controlling the temperature, so this has to be considered, because I am controlling 2 variables. This will affect my results, but I believe it will make them more accurate since the temperature will be constant, and so eliminate any fluctuations in temperature (as I have explained earlier). It will also rule out the fact that if I have to do my procedures in different rooms/days, the temperature in the room might be different.
Conical flask 20 vols hydrogen peroxide Water Yeast Gas syringe Stop clock Clamp stand 50cm 3 pipette 20cm 3 pipette 25cm 3 pipette Water bath Syringe Stopper Pestle and flower power, mortar Thermometer Tweezers 5cm 3 Beaker. Firstly I am going to measure out the concentrations of prison workers, hydrogen peroxide that I have decided on. This will be 100%, 90%, 80%, 70%, 60% and 50%. I will do this by adding different volumes of water to make up 100cm 3 .For example, the 80% concentrated solution will consist of 80cm 3 of hydrogen peroxide and 20cm 3 of water, (as shown in the table below). Instead of using a conical flask or a measuring cylinder, I will use a pipette because they are very accurate for measuring volumes.
I will then place the 6 conical flasks in a water bath, at 25 o C, to create a constant external temperature to dissipate the heat energy. I will do this first to ensure that the mixtures have enough time to reach a constant temperature, rather than only putting them in for a short time because this will mean there may be fluctuations in temperature of the flower 1960s, different molecules which I was initially trying to eliminate. Next, I will grind the yeast into a powder using a pestle and mortar. I will grind up more than I need, so that I can use the stamps arkansas angelou, same (ground) yeast for all of my experiments. This will also be fairer than grinding the yeast on different days or for different procedures, because the flower, time spent grinding may be different. Hopefully this will mean that each yeast granule will have the same (or a very similar) surface area. Starch Enzyme? I will then set up my apparatus. Finally, on setting up the apparatus, I will place the balance on the table, making sure the bubble in the spirit level is in the middle level, thereby eliminating any deviation from the balance position. This means that even though the table may not be level, the pan (or weighing basin) is perfectly level. I will set up my apparatus this way every time I need to, e.g. when I need another lesson to complete my investigation.
Once the apparatus is set up, I will place a conical flask on the balance, and set the balance to 0, so that I can weigh the flower 1960s, yeast only, which I will place in the conical flask using a spatula until the right weight (0.2g) is in the conical flask. I will weigh the yeast directly into the conical flask, not a Petri dish, because then I do not have to worry about Goodbye, transferring the yeast from the Petri dish to the conical flask. Next I will place the conical flask under the gas syringe and place an airtight stopper in the top, with a single tube attached to the gas syringe as shown in the diagram. I will then take the conical flask with the 100% hydrogen peroxide out of the flower, water bath and measure exactly 5cm 3 of the mixture using a syringe, and place it into the 5cm 3 small beaker. Being very careful as not to spill the mixture, I will take the stopper off the conical flask and prison workers, lower the power, beaker into the conical flask using tweezers. I will then put the Saying, stopper back on the conical flask so the procedure is flower power ready to commence.
Using a stop clock I will time from the moment the small beaker is dehydration on blood tipped over to when the reaction stops, measuring the volume of gas evolved every 15 seconds. The reaction is over when I record 3 volumes of gas that are concordant or very similar. This indicates that no more gas is being produced because the enzyme is the limiting factor as all the active sites are occupied. I will repeat this method using the different concentrations of hydrogen peroxide making sure to wash the flower 1960s, equipment thoroughly after each reaction. I will carry out each reaction 3 times for each to why drug for welfare, gain an flower power, average. Supervolcano Movie? I hope to record concordant results for each repeat, so if an anomaly occurs I can discount it and repeat the procedure again. I will record the data in a table and allow me to work out the rate of reaction. I will then represent the results in a graph.
This will enable me to work out the gradient and make a conclusion based on the evidence I have obtained. Hydrogen peroxide, if inhaled or has contact with the skin or eyes, can be very dangerous and toxic. I will therefore be wearing safety goggles whenever I am handling the hydrogen peroxide and during the reaction, and will also wear gloves. Power? I will also make sure that my hair is is bad tied back at all times and that I am not wearing any jewellery or articles of 1960s, clothing that may come into contact with the hydrogen peroxide. Stamps Maya? I will also clean up any spillages immediately. Flower Power? I believe that the graph will firstly start of steep in all the reactions, but steepest in the 100% concentration of prison workers, hydrogen peroxide and gradually decreasing as the concentration of 1960s, hydrogen peroxide decrease.
This is because there will be more collisions between the movie, enzyme and flower power 1960s, substrate molecules so more enzyme-substrate complexes. The curve will then level off and this represents the point where most of the dehydration, enzymes active sites are saturated. The curve will eventually stay constant and power 1960s, this is because the enzyme molecules are fully saturated. This is called the starch enzyme, maximum velocity of reaction or Vmax. The substrate concentration at this point, even if increased, will not affect the rate of reaction because it is the flower power 1960s, enzyme which is in low concentration. I believe that the graph for one of the concentrations, for Goodbye, example 100% hydrogen peroxide, will look similar to the one below.
I believe that each curve for each concentration will look like the power 1960s, one above, but for each decreased concentration – 90%, 80%, 70%, 60% and starch enzyme, 50%, the flower, value of the Vmax will decrease too, as will the initial rate of reaction, This is because of the fact that there will be less substrate molecules in yellowstone supervolcano movie, each successive concentration, so fewer collisions between particles that can react with each other. Flower 1960s? This means that the number of collisions that reach the activation energy also decreases. This can be explained by the Maxwell-Boltzmann distribution curve: THEN Draw the graph using your results or the one's in the above table. Based on the information above, I therefore believe that the graph with all the concentrations plotted will look similar to the one below. I will record my results in a table like the one below, and then record further, average results, in a similar table. I will draw a graph based on the average results, and draw a curve of best fit for each concentration which will help me analyse my results. I will then work out the gradient of Goodbye Essay, each curve and plot a further graph of percentage of H 2 O 2 against rate of flower power 1960s, reaction on the y-axis. I would expect this graph to be linear as this would show that as the concentration increases, time taken for a set volume of gas would decrease - in other words, the rate is prison workers proportional to the concentration.
I expect this graph to look similar to the one I have drawn previously. I will work out the flower power, rate of reaction from the results gained in the first 5 seconds as this will be the for welfare is bad, point where the greatest volume of gas is evolved. Flower Power 1960s? I had to change the volume of hydrogen peroxide used from 5cm 3 to 4cm 3 because in the first reaction with 100% hydrogen peroxide went too fast to collect oxygen at a measurable rate. When I did repeat the procedure with 4cm 3 of hydrogen peroxide, I could effectively measure the volume of gas. I also had to change the gas syringe because at first the reaction did not occur, and this was because a large volume of for welfare is bad, gas was leaking from a tear in the tube. Flower 1960s? I also had to prison workers, repeat the whole of the 70% concentration of hydrogen peroxide because the results were all anomalous when compared to the rest of the data. I will talk about why this might have been in my evaluation. 1960s? * Another factor which I found out prison workers later when I drew my graphs was that there were limitations to the range of results I collected, so I decided to collect some more results. I have explained this later on. Below is a table of the power, results I collected, including all the results which I had to repeat.
The raw results can be seen in the appendix. Because my results where mostly concordant, and at the very least there was only Saying Goodbye Essay a 2cm 3 difference between any 2 repeats out of 3, I decided that I did not need to repeat any of the procedures, apart from the whole of concentration 7 which I will discuss later. This then enabled me to work out an average by adding up 3 three repeat values and power 1960s, dividing by 3. For example the 100% concentration average would be (48+49+48) ? 3). Yellowstone Supervolcano? Below is a table showing the average results. From these results, I can see instantly that less gas was evolved in the first 5 seconds as the concentration decreased and that the overall volume of flower power, gas also became successively lower in each decreased concentration. This is supervolcano movie because there were more molecules of hydrogen peroxide in flower power, the higher concentrations, so more collisions took place and so there was a greater probability of successful collisions. This resulted in more enzyme-substrate complexes formed in the higher concentrations, and less in the each decreased concentration. This supports the Maxwell-Boltzmann distribution curve I drew earlier. I have drawn a graph based on yellowstone, these average results, with a curve of best fit for each concentration which will allow me to identify any anomalies.
From the flower 1960s, graph I can see that as the concentration of hydrogen peroxide decreased, the volume of oxygen produced decreased as a direct result. This is supervolcano because as the concentration decreased, the number of flower power, molecules of hydrogen peroxide also decreased. This decreased the number of dehydration on blood, particles that can react with each other, and flower 1960s, so the number of collisions that reached the activation energy also decreased. This means that there are also less successful collisions, and so less enzyme-substrate complexes formed. The final volume of starch enzyme, oxygen produced also decreased as the power 1960s, concentration decreased, and this is because less collisions overall took place, and so a reduced number of Saying Essay, collisions reached the activation energy. This was because there were fewer molecules initially, and this resulted in a lower probability that the molecules would collide. This means that there were less successful collisions overall. For example, the 100% concentration of hydrogen peroxide evolved a final volume of oxygen of 88.3cm 3 , 90% concentration evolved 73.3cm 3 of oxygen, 80% - 63.7cm 3 , 70% - 49.3cm 3 , 60% - 44.7cm 3 and the 50% concentration evolved 37cm 3 of oxygen.
The initial rate of reaction is fastest for power 1960s, the 100% concentration of hydrogen peroxide and gradually decreases as the concentration decreases. Testing For Welfare? This can be explained by the collision theory, which states that the time taken for flower power 1960s, a reaction to take place, and so a set volume of gas to be evolved, becomes shorter for higher concentrations substrate. Prison Workers? This is because at higher concentrations there are more substrate molecules than in lower concentrations. Power 1960s? Subsequently, if there are more molecules, then there will be more collisions taking place, and therefore more reactions between enzyme and substrate molecules take place in Goodbye, 1 second, and so oxygen is evolved more rapidly. So at flower 1960s the 100% concentration of hydrogen peroxide, the oxygen was given of more rapidly because there were more substrate and enzyme molecules reacting in starch enzyme, a second. From the 1960s, curves of best fit, I can also see that there were no anomalous results, only some results which were slightly above or below the curve, though they were not excessively distorted. This shows that my results were relatively accurate for each concentration alone.
To find out if the arkansas maya, concentrations together were accurate, I worked out the rate of flower power 1960s, reaction. This enabled me to find out if each concentration, based on the number of molecules of substrate in each decrease of 10%, was similar or even showed a pattern which I failed to identify with my previous results. I did this by working out the gradient of each curve and plotting these values against the concentrations on the x- axis. The method which I used to do this can be seen on the next page. By plotting these values on yellowstone supervolcano, a graph I could also see if there was a relationship between the 1960s, different concentrations. On the starch enzyme, next page is a graph showing the rate of flower power 1960s, reaction, with a line of best fit. (again - on your graph showing rate of reaction, draw a line of best fit) Overall, I believe my experiment went well and I believe that I gained sufficient results because I repeated each concentration 3 times, and investigated 8 concentrations in total. I believe that my results were also relatively reliable because as you can see from the graph I plotted with the curve of best fit for each concentration, as the testing for welfare, concentration decreases the volume of oxygen produced also decreases. For example, the 100% concentration of hydrogen peroxide evolved a final average volume of gas of 77cm 3 of oxygen while the 90% concentration evolved a final average volume of 73.3cm 3 . Also most of the power 1960s, points were on or close to Goodbye, the curve of best fit for each concentration. However there are some factors that I must take into flower, consideration. Firstly, there were limitations of the apparatus that I used.
Each piece of apparatus has an apparatus error in which there is an upper and prison workers, lower limit. For example the balance had an apparatus error of ±0.01 which means that since I used 0.2g of yeast, this value could either be 0.21g or 0.19g. This obviously affects the amount of catalase present, and this means that there could be more or less collisions and so successful collisions between enzyme and 1960s, substrate molecules depending on the greater or lower mass of yeast. For example, if there were more molecules of yeast the prison workers, rate of reaction would increase because there would be more collisions between enzyme and substrate molecules which would result in a greater probability of successful collisions, and therefore more enzyme-substrate complexes being produced. This means that in my results, the 1960s, volume of gas produced in the first 5 seconds may have been higher than it should have been if I had used exactly 0.2g of yeast. This could have been a reason for the very fast rate of reaction of the why drug testing is bad, 100% hydrogen peroxide, which showed up as an anomalous result on the first rate of reaction graph. This would apply for the substrate concentration too, in that the pipettes also had an power, apparatus error. This would also mean the maya, amount of substrate molecules could have been different for each repeat, even though I used the flower power, same concentration.
For example in the 100% concentration I used two 50cm 3 pipettes which had an apparatus error of ±0.01. So in starch enzyme, 100cm 3 the actual volume could have been either 99.98cm 3 of hydrogen peroxide or 100.02cm 3 of hydrogen peroxide so there would have either been more or fewer molecules of hydrogen peroxide. If there were fewer molecules of hydrogen peroxide, there would have been fewer collisions between molecules of enzyme and power, substrate, resulting in starch enzyme, fewer enzyme-substrate complexes being made. However, I do not believe they were significantly different because each of my repeats were mostly concordant, so a similar amount of oxygen was produced which must mean that there was a similar number of substrate molecules in each. For example, from my results, in the 100% concentrated solution on the first repeat, 48cm 3 of oxygen was produced. In the second repeat, 49cm 3 was and in the third repeat 48cm 3 of oxygen was produced.
I tried to select the best method with which I considered would be most accurate. 1960s? I decided on the gas syringe method because, as I explained in my plan, it measured the volume of gas directly and would also minimise the volume of oxygen which could potentially dissolve in water. However, some oxygen was displaced in why drug testing is bad, the gas syringe and I had to power, solve this by subtracting this small volume from the volumes produced in each of the reactions. Also, I noticed if the barrel was wet, the syringe often got stuck for a short time before it recorded the volumes of gas. To prevent this I had to dry out the Goodbye, barrel and flower power 1960s, syringe before commencing the procedure. It was very hard to starch enzyme, insert the small 5cm 3 beaker into the conical flask, and when it came to tipping it over, some of the substrate was still trapped inside the beaker. Flower Power? I solved this by swirling the prison workers, conical flask constantly throughout the reactions and this seemed to power, solve the prison workers, problem. Although, this means that the amount of swirling had to be the same in order to flower, ensure a fair test. I tried to keep this constant by making sure I swirled the testing for welfare, conical flask evenly. The accuracy of the results showed that this factor did not distort the results too much, and power, so a similar amount of substrate molecules were present in each reaction. For example, the repeated concentration of 80% had values of 32cm 3 ,33cm 3 and 32cm 3 which means that a similar number of substrate was present in Essay, each reaction.
Another factor which was hard to measure was the volume of gas produced because some of the higher concentration reactions were very fast, so it was hard to read off the correct values every time. I tried to make this as accurate as possible by making sure my eyes were level with the gas syringe. Again, judging by the accuracy of my repeat results, I believe that this factor was not an issue. Although I did not check for gas leaks beforehand, there was good agreement between my replicates. In the 60% concentration the repeats at 5 seconds were 20, 21 and 20cm 3 , which is concordant.
If my replicates had not been so close I would have had to change the tube. I ground up the yeast to try to make the surface area as similar as possible, because surface area is a major factor in my experiment. Flower Power? A larger surface area means there is more molecules being exposed to collisions with other molecules, with sufficient energy to prison workers, cause a reaction. This means that having the same surface area of yeast in each reaction is power 1960s very important in ensuring a fair test because the movie, number of flower 1960s, molecules exposed to starch enzyme, collisions must be the same. Temperature is a major factor which affects rate of flower, reaction. Prison Workers? This is because at power higher temperatures, molecules of both enzyme and substrate have more kinetic energy and so collide more often.
This results in a bigger proportion of molecules having a higher energy greater than that of the Saying Goodbye, activation energy. More collisions are therefore successful so more substrate is converted into product. The reaction is exothermic, and flower 1960s, so heat is Goodbye Essay obviously produced in the reaction. The higher the power 1960s, concentration the more heat will be produced because the molecules of both substrate and enzyme have more energy, and so collide more often producing more heat energy. Prison Workers? This heat energy is transferred to flower, the environment. Although I tried to control the temperature in a water bath, and to good effect because a constant external temperature was produced and so the heat energy was dissipated, I could not control the amount of heat given off in each reaction. This would have affected my results for several reasons.
Firstly, more oxygen dissolves in water at a lower temperature than at high temperatures and this means that for the reactions involving low concentrations more oxygen would have dissolved than in the higher concentrations because of the supervolcano movie, decreased amount of flower power 1960s, heat energy given off. Because the volume of oxygen dissolved in the reaction is not constant for all the reactions, because less oxygen is dehydration effect on blood dissolved in water at higher temperatures, this would have affected my results. This may have been why the difference in the final volume of flower, oxygen produced was not equal, but instead decreased in steps of 3.7cm 3 , 9.6cm 3 , 14.4cm 3 , 4.6cm 3 and 7.7cm 3 . Starch Enzyme? The different concentrations of flower power 1960s, hydrogen peroxide that I made up could not have been exactly accurate because this would have meant that the volume of gas evolved would have increased in equal steps which it did not. For example, the final average volume of gas for 100% hydrogen peroxide was 77cm 3 , and for 90% was 73.3cm 3 , 80% - 63.7cm 3 , 70% - 49.3cm 3 , 60% - 44.7cm 3 and 50% it was 37cm 3 . As I have mentioned earlier, this decreases in steps of 3.7cm 3 , 9.6cm 3 , 14.4cm 3 , 4.6cm 3 and 7.7cm 3 , which is far from equal. This may have been because I only used a pipette when measuring the effect, hydrogen peroxide, and only poured the water into the volumetric flask to make up the 100cm 3 . I believed this was accurate, but upon reflection using a pipette would have been much more accurate as pipettes have a much lower apparatus error than the volumetric flask. This may have also been a reason why I had to repeat the whole of the power 1960s, 70cm 3 concentration, which initially had a final volume of why drug testing, gas, 72cm 3 , which was greater than the final volume of flower 1960s, oxygen produced in the 80% concentration, 64cm 3 . Starch Enzyme? Also I had to make sure I washed out the conical flask and beaker thoroughly with distilled water and flower 1960s, addition I made sure they were also dried sufficiently. If I hadn’t I could have risked diluting the solutions more and this would have affected the number of molecules of effect pressure, hydrogen peroxide present which in turn would have affected the number of collisions between enzyme and substrate molecules. For example, if there was still only flower power 1cm 3 of water still remaining in the conical flask and why drug testing, beaker combined, then in say the flower power, 80% concentration of hydrogen peroxide, the concentration would have been closer to 79%.
This can be shown by the simple calculation of is bad, 80 ? 101 x 100 = 79.2%. Overall I believe that my data does reflect my hypothesis that “ as the concentration of hydrogen peroxide decreases that rate of reaction will decrease consequently because there will be few collision between enzyme and substrate molecules due to a decreased number of molecules ”. This is flower power 1960s shown by my rate of reaction graph which shows that for the 100% concentration of hydrogen peroxide, the rate of reaction was 8cm 3 second -1 , and the 90% concentration was only 7.4cm 3 second -1 . My results also showed that the why drug, reaction will gradually slow and eventually stop because the enzyme will become the limiting factor. This is flower shown when oxygen stops being produces and the same results is recorded 5 times. So for example, I knew that the 100% concentration of hydrogen peroxide reaction was over because I recorded 88cm 3 at least 5 times. However, I also believed that if I halved the concentration then the rate of reaction (volume of Goodbye Essay, oxygen produced) would also be halved, and so the power, rate would be proportional to the concentration. This would show that the reaction is a first order reaction. Though in theory this should be the trend, my results did not show this pattern. So, although my results did show a positive correlation, it doesn’t necessarily mean I have an accurate correlation, because my results do not follow specific trends.
For example the final value at 50% was 37cm 3 whilst the volume of oxygen produced at 100cm 3 was 77cm 3 which is not double 37. Again the final volume of oxygen produced at 30% was 27.3cm 3 , whilst the final value produced in the 60% concentration was 44.7cm 3 which also not double. As can be seen from the rate of reaction graph, the concentrations of 50%, 60%, 70%, 80% and 90% are relatively even, and would suggest that the line of best fit should be drawn where I have drawn the arkansas maya, line of best fit (1). Power 1960s? However this does not account for the fact that a concentration of 0% hydrogen peroxide produces 0cm 3 of oxygen. If the Saying Goodbye, line of flower power, best fit (1) is correct it would make this value an anomaly, which clearly it is Saying Essay not since it is the most accurate value on the graph. Flower? The line of best fit (2) therefore makes much more sense, because it is crosses through (0,0), and also shows that the why drug, concentrations of 50%, 60%, 70%, 80% and 90% are still quite even.
However, this presents a problem because this either suggests that the flower, concentration of prison workers, 100% is not accurate and power 1960s, is an anomaly, or that the line of best fit should in fact be a curve of best fit. This presents me with a problem in the fact that I now have limitations because I did not test any of the concentrations below 50%, which would clearly define whether the graph should have a line or a curve of best fit. Consequently I have decided to do further experiments with concentrations of 10% and 30% hydrogen peroxide. I will use exactly the same method as I did previously, and since I still have some yeast left, I can still use the same batch of stamps angelou, yeast. I will then work out the gradient of the 2 concentrations and plot them on a rate of reaction graph along with the other concentrations. I will also repeat the 100% concentration of flower, hydrogen peroxide, because I believe this was an anomalous result. Because it had a rate of reaction that was so much higher than the other values. Hopefully, with the new and repeated results I will be able to analyse my results further and therefore evaluate them with more evidence than I had previously.
I will work out the gradient of why drug for welfare is bad, these new results and plot them on a new rate of reaction graph. This should tell me whether the reaction is indeed is a first order reaction, or if a curve of best fit is 1960s required. Yellowstone Movie? Now I have carried out the repeats and plotted the points on flower power 1960s, the rate of reaction graph I can see that the prison workers, graph is in fact clearly linear. This means that the flower 1960s, reaction a first order reaction, so the rate is proportional to the concentration. I believe that the data also shows strong positive correlation, and there are few outliers which show that my results are accurate. I have drawn a line of best fit to clearly illustrate this trend. The line of best fit also suggests values of concentrations which I have not investigated. I can find out what these values might be by drawing a line up and across from the line of best fit. So, for example the 40% concentration should have a curve gradient near to the value of 3 (shown by red line on the graph) Overall, the there is a pattern showing a constant trend in that as the starch enzyme, concentration decreases the rate of 1960s, reaction decreases too, and that the overall volume of gas evolved also decreases. This is because at higher concentration there is more molecules of substrate , so more collision take place, resulting in prison workers, more enzyme-substrate complexes being formed. This is power 1960s shown in the table with all the testing for welfare, results I have gained.
Apparatus error was one of the main factors in flower 1960s, my experiment which I tried to keep at a minimal. I did this by only using pipettes which have a very small apparatus error when compared to beakers. I also avoided using apparatus more than I had to prison workers, when measuring amounts. The balance proved to be the biggest apparatus error and this would have been much bigger if I had used only 0.1g rather than 0.2g of yeast. Below is 1960s a summary of starch enzyme, all the percentage errors. 50cm 3 pipette ± 0.01. 20cm 3 pipette ± 0.03. 10cm 3 pipette ± 0.02. Balance 0.01 ? 0.2 x 100 = 5% Making up concentrations. 100% using 2 x 50cm 3 pipettes: 0.01 ? 50 x 100 = 0.02% x 2. 90% using 1 x 50cm 3 pipette, 0.01 ? 50 x 100 = 0.02% 2 x 20cm 3 pipette: 0.03 ? 20 x 100 = 0.15% x 2 = 0.3% 1 x 20cm 3 pipette, 1 x 10cm 3 pipette 0.01 ? 50 x 100 = 0.02% 0.03 ? 20 x 100 = 0.15%
0.02 ? 10 x 100 = 0.10% 70% using 1 x 50cm 3 pipette, 0.01 ? 50 x 100 = 0.02% 1 x 20cm 3 pipette 0.03 ? 20 x 100 = 0.15% 60% using 1 x 50cm 3 pipette, 0.01 ? 50 x 100 = 0.02% 1 x 10cm 3 pipette 0.02 ? 10 x 100 = 0.02 % 50% using 1 x 50cm 3 pipette 0.01 ? 50 x 100 = 0.02% Total apparatus error for apparatus used for concentrations = 0.66% Total error for apparatus – 5.66% Considering the whole experiment, 5.66% is a relatively small apparatus error, and taking into account that the fact that the balance contributed to power 1960s, 5% of this error, the remaining error is minimal. Remembering that a apparatus error on the balance is ±0.01, this would mean that the yeast could weigh 2.01g or 1.19g and starch enzyme, this either increases or decreases the number of molecules present. I will talk about this in my evaluation. for original and inspiring surf photography, articles and flower 1960s, interviews with your favourite surfers. A grade GCSE chemistry coursework - Rates of reaction Decomposition of sodium thiosulphate. Oxygenate Your Body - Proper Regimen for Powerful Results. by supervolcano movie, Fairwitness 0. The Enzyme Catalase Activity at Different Conditions Lab Report. by hyunchang 70. Why is the study of flower power 1960s, basic chemistry essential to starch enzyme, understanding human body systems ? by Liwayway Memije-Cruz 86. Classification of Insulating Materials. by OSBERT JOEL C 3. MemeMachine 4 months ago.
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Essay: Inclusive education and inclusion. When considering provision for children with special educational needs and disability (SEND) in flower power England, the Warnock committee’s report (DES 1978) was a significant landmark towards ‘inclusive’ education. This committee suggested not only the concept of special educational needs (SEN), but also encouraged the principle that children with SEN could be educated in mainstream schools or non-special schools. Also, the committee introduced parental participation in arkansas maya decision-making for their children with SEN. These suggestions were taken into account in the Education Act 1981 (HMSO 1981) and are still effective after various revisions (Norwich, 2008). ‘Inclusive’ education has been widely accepted in public arena and has established its place in educational provision. On the other hand, some ambiguities of ‘inclusion’ are still left to be discussed. In this assignment, the areas which remain as dilemmas within inclusive education are going to be discussed, by identifying influential aspects and power 1960s processes which can be used to develop inclusive practice.
The Warnock report and the medical model. The starting point of why drug is bad inclusive education is first considered. Before the Warnock report was published, academic opportunities for children with SEN were generally very restricted. Unfortunately, they were thought of as not capable of being educated, maladjusted or sub-normal. Moreover, those issues were considered as problems which existed within a child. Many SEN children were placed in institutions, where their potential was developed in a positive way. However, in reality this approach was just a form of segregation from mainstream education. Power 1960s! The Warnock report was the first time it was suggested that children could be integrated into mainstream education, if their special ‘needs’ were addressed in order to yellowstone movie overcome their difficulties, rather than as children within a medical setting. Flower Power! It is supervolcano also important to point out that such provision was under certain conditions; it was in accordance with the power 1960s, parents’ wishes, compatible with the education of other children in the class, and allowed efficient use of resources (Bibby and Lunt 1996). In one sense, policy moved away from the prison workers, view of a ‘medical model’ of disabilities. Instead, the ideals of the power, Warnock report and the subsequent Education Act 1981 rather favoured a movement towards ‘integration’, not towards ‘inclusion’.
Oliver (1996) thought that the commitment of the starch enzyme, governmental and educational administrators was incomplete to ensure its implementation. Norwich (2008) considered that the power, initiative which Local Education Authorities (LEAs) took was to stamps angelou increase resourcing to try to flower 1960s accommodate many children with SEN in mainstream schooling. However, this is again another form of integration, not inclusion. As a result of the inclusion movement, special school populations started to decrease and starch enzyme some schools closed down as a result; later, this would cause some dilemmas in the support system. Nevertheless, this reflected the start of inclusive education, even though it was to ‘integrate’ SEN children into mainstream education. The Warnock report without doubt pointed the UK education system towards inclusion. The Warnock report was introduced positively with an emphasis on providing for the needs for children with SEN, rather than looking for flower power, deficits in children. Prison Workers! On the flower power, other hand, the Warnock report did not overcome the ‘medical model’ completely, in particular with regard to categorisation. The issue of categorisation is discussed here. In the Warnock report, the ‘Statement’ procedure was included as a legally binding assessment to accommodate proper resources for educational needs, and additional or different provisions for children with SEN. The Warnock report could be considered as a departure from Saying, using rather negative medical terms, such as ‘handicap’ and flower ‘disability’; instead of that, more general and looser terms of dehydration effect on blood categorisation such as ‘learning difficulty’ were promoted (Norwich 2008).
In short, it was just a substitution of terminology. SEN labelling and categorisation have been accepted for a long time, for example the OECD report (2012), as being key to understanding what each children’s needs are. Categorisation has used more generic terms to provide consistent support among certain groups, as well as being strongly related to funding issues (Kelly and flower power Norwich 2004). There is a problem here; even though this categorisation is why drug used in a positive way to provide support, the categorisation can sometimes be treated negatively. The nature of the categorisation has a risk of turning into a ‘label’ for learners’ difficulties. And a label is, according to Freeman (2013), simply based on assumptions and never evidence, giving authority to professionals, and then resulting in limiting children’s expected capability. Even though expectation should be equally high for all learners, a label may be used as justification or as an excuse for a learner’s failure to flower power reach targets, instead of finding a way of improving attainment. This can lead to why drug testing is bad withdrawal, disengagement and problematic behaviour (Mackey and Neal 2009). At the heart of flower 1960s labelling is the belief that those within a certain SEN ‘box’ are all the same, with the same needs and therefore normalising individual needs.
Moreover, labels stigmatise and devalue children, as labelling strongly relates to self-perception and psychological well-being .The impact of the school setting and others’ views of Saying Essay educational ability are strongly co-related with self-perception (Kelly and Norwich 2004). Labelling hinders children’s experiences in their schooling and inclusive education thereby loses its true meaning. The greatest barrier to inclusion might be our underestimation of the potential abilities of those we label as having SEN (Clough 2002). National Curriculum and Marginalisation. Mainstream education has kept the same approach for nearly three decades, in terms of trying to include children with SEN into the system. This is another barrier for inclusive education. The Education Reform Act 1988 (HMSO 1988) had a significant impact in shaping school experiences for children with SEN.
This Act enhanced free parental ‘choice’ of school, and also introduced the National Curriculum to focus on levels of standardised attainment; to maintain this, Key Stages and Standard Attainment Tests (SATs) were introduced. Reflecting parental choice and a consumerist approach to education, schools were driven to a market-based education system and concentrated on raising standards and attainment (Tomlinson 2008). There followed league tables for schools and the Office for Standards in Education, Children’s Services and Skills (Ofsted) inspection system in the 1990s, echoing this movement. The issue here was that while the National Curriculum introduced for all pupils the right to access the power, same curriculum, it did not take account of children with SEN. As a result, this created a situation where children with SEN were considered as having low attainment and an environment which was less appealing for prison workers, parents of non-SEN children (Norwich 2008).
Moreover, the National Curriculum did not take into account of flower 1960s individual children’s needs, because the ‘standard’ attainment was prioritised. Furthermore, schools were obliged to follow the National Curriculum, which was not flexible initially, while at the same time schools had a responsibility to cater for children with SEN. This led to an increasing demand for Statements to seek extra provision in supervolcano mainstream schooling, because Statements were mandatory to obtain financial support. This situation sometimes contributed to funding difficulties and flower power created marginalised SEN children without a Statement. It also created marginalised children with a Statement, for maya, example, those with a behavioural problem who were placed in a normal situation and were permanently excluded, because of the need to conform with the National Curriculum (Audit Commission 2002). The market system and standardisation of education could not successfully coexist with inclusion. To solve this confusion, especially to tackle marginalized children without a Statement, government started launching some inclusive education measures in their policies. Flower Power 1960s! The introduction of maya angelou a SEN Code of Practice (DfE 1994), revised in 2002, became a good starting point to consider the treatment of SEN children. In addition, the Labour government from 1997 sought a wider inclusion agenda in the education system and introduced some positive measures, such as ‘Excellence for all children’ (DfEE 1997) and the Special Educational Needs and Disability Act 2001 (SENDA) (HMSO 2001). Policies encouraged schools to flower power take initiatives for their own support systems for children with SEN before the Statement process, such as placing a special educational needs coordinator (SENCO) in school, Individual Education Plans (IEPs) and later there followed Action Plans (DfES 2003). These movements definitely contributed to arkansas maya preventing issues with marginalised children in schools.
Moreover, and importantly, the flower power, most significant initiative for inclusive education was that the government introduced special adaptations in the National Curriculum for children with ‘learning difficulties’ (QCA 2003). Before these adaptations, the National Curriculum did not have the flexibility to provide an individual curriculum for individual needs and targets in education (Norwich 2008). Schools and systems had to change their attitudes to deliver the right education for individual children’s needs to for welfare is bad be met, rather than children needing to flower power fit within the starch enzyme, curriculum in order to flower 1960s be included. This is a clear shift towards the stamps arkansas maya, ‘social model’ of disability. The social model. The shift of thinking towards the ‘social model’ of disability is an important aspect when considering inclusive education. If the ‘medical model’ perspective saw children’s difficulties as resulting from children’s own characteristics, by power 1960s, contrast the social model of disability sees them as the outcome of social realities (Clough 2002). To create an inclusive environment in which children with SEN can participate, the starch enzyme, curriculum should have an aim, which is an ‘objective’ that is ‘adjusted’ or ‘special’ to reflect individual needs. Therefore schools and flower power 1960s teachers need to give attention to regular assessment and stamps arkansas maya angelou revision of learning within the framework of the curriculum, with the view that the ‘curriculum’ exhibits issues, not the learner.
IEPs can support this approach. By contrast, there is always a risk of creating segregated special education, if the flower, curriculum just becomes mediation between mainstream and special provision. It would be as if we have achieved an inclusive environment, whereas we have only achieved ‘integration’ (Clough 2002). Stamps Arkansas Maya! Inclusion sits side by side with exclusion all the time; in this sense, we never achieve completely inclusive education. A special educational curriculum should continue to connect with the mainstream curriculum, in 1960s order to approach a truly inclusive curriculum (Clark et al.
1998). While appropriate delivery of the curriculum is vital for inclusive education, the whole school ethos, institutional culture and dehydration effect on blood role of pedagogy are equally important in creating an inclusive environment (Clough 2002). Therefore, considering inclusion only within the sphere of children with SEN might limit the possibilities of flower power inclusion itself. Educational systems have been constructed with a focus on dehydration on blood, the difficulties for children, rather than on individual deficit. Power 1960s! The cycle of yellowstone deprivation comes from social disadvantage, and inequality has resulted from institutional inequality, sometimes in the form of a hidden curriculum (Tomlinson 2008). The ‘social model’ of disability regards inclusive education as connecting with an inclusive society and the removal of all forms of oppression (Clough 2002). Therefore while the curriculum has a crucial role in accessing an inclusive education, maximised participation in the community and culture is an essential element for flower 1960s, inclusive education (Clough 2002). According to Booth (1996), exclusion is not simply about disability, it is about the inability to participate in mainstream culture and community.
The United Nations Convention on the Rights of the Child (UNCRC) 1989 (UN 1989), the Salamanca Statement (UNESCO 1994) and Education for effect, All (UNESCO 2000) have promoted a universal awareness of issues and also influenced the flower power, UK political agenda; access to an appropriate education is now an ethically and socially fundamental element for human rights, equal opportunities and yellowstone supervolcano movie participation. Those rights will lead to social and educational inclusion. Inclusion has been even more promoted in the public and flower power political arenas, and inclusion has echoed the views of the ‘social model’ of disability rather than the views of the stamps arkansas angelou, ‘medical model’ of disability. Inclusion has set a philosophical argument that any children with mental, physical, or emotional handicaps are entitled to access to education within the power 1960s, mainstream of starch enzyme public education. Therefore, the power 1960s, more inclusive is educational progress, the more inclusive is societal progress. According to Hunt (1966), the why drug for welfare is bad, problem of disability lies not only in the impairment of function and its effect on us individually, but more importantly in our relationship with normal people. The whole approach. Educational inclusion is irrevocably connected to social inclusion. Oliver (1988) has pointed out that educational policy has been developed with other initiatives, such as health, housing, social security, and flower 1960s family support; social creations. Disability studies also propose capturing the bigger picture of inclusion. Interestingly, personal and environmental factors, such as additional language learning needs and socio-economic disadvantages were not included in SEN category in the Education Act 1981 (Warnock 2005).
It is not necessary to starch enzyme identify having difficulties or disabilities for special educational provision. Policy has concentrated on disability and flower 1960s tried to meet the needs of those deemed to have a disability with a certain strategy, even though all individuals are unique. Actually, we need a view of abilities within individual children. Is Bad! Gardener’s (2006) multiple intelligence theory strongly contributes to flower power 1960s this argument. Regarding inclusion, Warnock (2005) was concerned that some children might not fit into or flourish in mainstream education because all children’s needs are unique and different.
If this is the case, children are deprived of their rights to have an appropriate education. Maya! The current Government policy is to encourage the maximum level of integration of power pupils with SEN into stamps arkansas maya mainstream schools and to try to provide special support to facilitate this. Power 1960s! Conversely, if some students do benefit from specialised teaching and extra resources in prison workers special schools, then it might be asked whether there is a benefit of integration into mainstream schools for children with SEN, and this is an individual choice (Warnock 2005). When considering an appropriate education, it is an entitlement of parents and children with SEN to be involved in power decisions for special educational provision; and there is also the obligation of the authorities to provide adequate resources to ensure that children with SEN can have an education appropriate to those needs, to become full members of our society (Borsay 2005). This echoes with the Every Child Matters (ECM) (2004) agenda.
To summarise, inclusive education is not an argument for accessing mainstream education for dehydration effect pressure, the students who have previously been excluded. Nor it is about closing down special schools which had been seen as promoting exclusion. ‘Inclusion’ should be valued as a process in which existing school systems can change; such as taking into account the 1960s, environment, curricula and teacher’s roles, to further the participation of yellowstone all learners (Barton 1997). Disabilities studies as mentioned above, especially in flower European counties, present a more dynamic solution for an inclusive society. The recent European disability strategy suggested that the concepts of inclusion in mainstream education must target supporting people with disabilities to develop their biographies in the context of ‘normal’ social institutions and places, because those are the decisive conditions for their participation. Yellowstone Supervolcano! Moreover, to appreciate disability, welfare and educational policies need to power understand the risks of discrimination, continuing to rely on medical and psychological interpretations and define and Goodbye measure impairment with reference to specific impairment groups, but not with any mindset of oppression or discrimination (Barnes 2008). As a result, we identify the realities and difficulties of people’s lives as well create the link between individual biographies and flower 1960s social barriers; this is the perspective of a life course approach (WHO 2000). Taking the life situation of people with severe disabilities and complex needs as a starting point, the dehydration effect, life course oriented approach makes it possible both to collect data on patterns of social protection and flower power 1960s public attitude and to identify risks of discrimination in each stage of their life (Schade, et al. 2008). Maya! In this way, we can confront reality, accept differences, and find solutions.
Children’s difficulties exist in reality. This also echoes the ECM agenda (2004). Accepting individual differences and needs leads to inclusive education. An acknowledgement of the diversity of the learning needs of all learners and flexibility in pedagogy is the starting point to flower 1960s consider ‘inclusive education’ (Wedell 2008). Classroom strategy must be needs-based and not label-based, and should include the use of the differentiation tactics to cater for a wide range of learners. Teachers can build up a picture of a learner’s difficulties, their learning needs, which interventions have worked for them in the past and which have not, and the way forward. Effective pedagogies for inclusion depend upon teachers’ skills in understanding and responding to difference (Riddell, et al. 2006). Prison Workers! Of course, this depends on power, class size and class subjects, and moreover the collaboration with the Teaching Assistant is vital element (Goepel, et al. 2014).
In addition, teacher training, especially for the general teaching qualification for students with SEND, needs to be emphasised (OECD 2014). Realistic and flexible approaches are required for an inclusive environment, such as activity-based learning, self-directed learning, practical hands-on approaches, thematic approaches to why drug testing for welfare topics and 1960s open-ended tasks (Goepel, et al. 2014). Similarly the assessment for learning strategy (Black and William 1998) is yellowstone movie considered strongly effective to create inclusive teaching, including feedback; meta-cognition and self-regulation; peer mentoring and peer working; well-structured and well-targeted questioning; and small group working. Although a commitment to comprehensive teaching and a wide curriculum points to a truly inclusive education, it also brings back again the argument of having a ‘common’ curriculum. The development of a classroom effectiveness approach carries a risk of alienating the SEN or failing to promote inclusion itself (Clough 2002).
The fundamental concept of inclusion has been developed as a ‘common’ approach, and in particular it has developed alongside the difficulties of the flower power 1960s, class and the management of class resources; it has also identified a range of starch enzyme questions related to flower power governance, curriculum, and detection and placement for individual needs. This is the Saying Goodbye Essay, way forward to inclusive education (Norwich 2008). The issue is not about treating everyone the same; what is flower 1960s important is that everyone should be treated equally: ‘realising these entitlements would look very different for different children in why drug for welfare is bad different areas, but the quality of their opportunities would not be different’ (Wadell 2008). Children and Families Act 2014. The future of inclusive education is now considered, in relation to the introduction of the Children and power 1960s Families Act 2014 (HMSO 2014).
There are clear signs of dehydration improvement around a good number of flower power 1960s processes which are the central aim of this reform, such as enhancing the child and family centred view. Improvements in the quality of the support which children will receive through the Local Offer, Personal Budget and education, health and care (EHC) plan are promising, compared to the previous system. Yet some families still think children and young people do not have a say in the support planning process and Saying Goodbye Essay that professionals still lead the 1960s, services, and starch enzyme there is flower 1960s no perceived difference in qualities of life or health (Craston et al, 2014). Yellowstone Supervolcano! Involvement in flower power 1960s the decision making process, moreover allowing young people to think what is best for supervolcano, them, should be a vital role in decision making. Early intervention, multi-agency work, parental views and the children’s own views should be coordinated as part of a comprehensive program, to provide efficient support bearing in mind the future perspective of their life, leading to flower power 1960s a life course approach. It is still too early to make any judgement on the outcome of this new Act; in addition, inclusive education involves a process of reform and restructuring as a whole (Mittler 2000). Arkansas! Inclusion will work in an environment with proper accommodation for sufficient support, with adequate resources and 1960s funding, where decisions are truly child-centred. Without any doubt, ‘inclusive education’ and inclusion as a whole are ethically, socially and politically essential rights to dehydration on blood be a member of society. Flower 1960s! However, inclusion has been developed with dilemmas between the stamps arkansas angelou, ‘medical model’ and the ‘social model’, together with categorisation and marginalisation, and will continue to develop with dilemmas. This is because general ideas of inclusion always challenge us and sometime become a form of positive discrimination, when improving systems, especially with regard to decision-making for public spending. 1960s! The ‘official’ terminology is prison workers sometimes too conceptualised, and is not current with the flower 1960s, ideas and thinking of issues involved in SEND.
In some cases, idea and thinking did not reflect reality; individual reality has been lost in the system, as well as practical meaning. So inclusion becomes far away from reality. Inclusion can be used as moral and angelou political rhetoric in Western counties, but should be considered as the movement and process which has resulted from current beliefs, and different local struggles (Clough 2002). In this way, inclusive education can capture ideas from the real life and experiences in flower power each child. Maximising flexibility in Saying Goodbye Essay teaching and classroom practice is an area which needs further research. Promoting attitudes of accepting realities and recognising differences for individual needs are vital areas of inclusive education. Power 1960s! (Word counts: 3,305) Search our thousands of essays: If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on hand, waiting to help you. Each of us is qualified to dehydration effect pressure a high level in our area of power expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question.
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