NSS Understanding and Interpreting the Chemistry Curriculum

Sophia Cheng

27 September 2007

2

2002

2005

2009

3

1st consultation exercise (Oct 04 – May 05)

• Implementation schedule

• Core and elective subjects

• Career orientated courses

4

2nd consultation exercise (Jun 05 – Jan 06)

• Benchmarking (UCLES, IBO, WMIER)

• Meetings with chemistry/science department of various universities and colleges

• Focus group meeting

• Questionnaires from secondary schools

5

Comments and Concerns from questionnaires

– Public examination: weighting, SRA, duration and question types of written papers

– SBA and investigative study: teachers’ and students’ workload, weighting, class size, fairness, requirements and assessment

– Curriculum content: cater for learner differences, teaching hours, resources

6

Response to comments

• Re-examining teaching time, learning objectives and outcomes

• Proposing suggestions to facilitate teachers to plan a flexible curriculum

• Proposing suggestions on how to cater learners diversity

7

Response to comments

• Delivering professional development programmes of NSS Chemistry for teachers

• Developing exemplars for learning, teaching and assessment in task groups

8

3rd consultation exercise (Sep – Nov 06)

• Focus on public assessment for NSS

• Public examination: Paper structure, weighting, duration

• SBA: Weighting, design, timeline, teachers’ effort, students’ effort, authentication

9

“334” Web Bulletin

www.edb.gov.hk/334

10

Organization of NSS Curriculum

Four core subjects:Chi, Eng, Math, LS

~45-55%

+ +

Two to three elective subjects(2-3X)

~20-30%

Other Learning Experience(OLE)

15-35%

11

Elective subjects in Science Education KLA Biology Chemistry Physics Science

Integrated Science Combined Science

12

LearningTargets

Knowledge andUnderstanding Values and Attitudes

Skills and Processes

13

Learning targets

Knowledge and understanding Phenomena, facts, principles, concepts, laws and

theories Vocabulary, terminology and conventions Applications of chemistry Scientific investigations

14

Learning targets

Skills and processes Scientific thinking, scientific method and

problem solving scientific investigation, practical Decision making, information handling Communication, collaboration Learning and self-learning

15

Learning targets

Values and attitudes Curiosity and interest in science Awareness of limitations of science Awareness of the impact of chemistry Commitment to safe practices Appreciation of interrelationship of science

and other disciplines Appreciation of importance of life-long learning

16

Structure of the curriculum

Compulsory part (198 hours) 12 topics, compiled with fundamental chemistry

knowledge, principles, concepts and scientific process skills

I. Planet earth 8 hours

II. Microscopic world I 24 hours

III. Metals 22 hours

IV. Acids and bases 27 hours

V. Fossil fuels and carbon compounds

20 hours

VI. Microscopic world II 8 hours

VII. Redox reactions, chemical cells and electrolysis

26 hours

Compulsory Part (Total 198 hours)

VIII. Chemical reactions and energy

9 hours

IX. Rate of reaction 9 hours

X. Chemical equilibrium

10 hours

XI Chemistry of carbon compounds

27 hours

XII Patterns in the chemical world

8 hours

18

Structure of the curriculum

Elective part (26 hours x 2) Select any 2 out of 3 topics In-depth treatment or extension of certain areas

of the compulsory part

Investigative study (20 hours) Design and conduct a first-hand investigation

19

Elective Part (Total 52 hours)

XIII. Industrial chemistry 26 hours

XIV. Material chemistry 26 hours

XV. Analytical chemistry 26 hours

20

Assignment Refer to chapter 2 of C&A guide

English version p.16-81; Chinese version p.16-77)

Students should learn Students should be able to

a.The atmospherecomposition of airseparation of oxygen and nitrogen from liquid air by fractional distillationtest for oxygen

describe the processes involved in fractional distillation of liquid air, and understand the concepts and procedures involveddemonstrate how to carry out a test for oxygen

a.The oceancomposition of sea waterextraction of common salt and isolation of pure water from sea watertests to show the presence of sodium and chloride in a sample of common salttest for the presence of water in a sampleelectrolysis of sea water and uses of the products

describe various kinds of minerals in the seademonstrate how to extract common salt and isolate pure water from sea waterdescribe the processes involved in evaporation, distillation, crystallisation and filtration as different kinds of physical separation methods and understand the concepts and procedures involvedevaluate the appropriateness of using evaporation, distillation, crystallisation and filtration for different physical separation situationsdemonstrate how to carry out the flame test, test for chloride and test for water

21

In each topic:

Overview - Main theme and major concepts of the topic

Learning Objectives and Outcomes

- “Students should learn…” & “Students should be able to…”

Suggested Learning and Teaching Activities

- Activities for developing some of the skills to be acquired in the topic

Values and Attitudes - Intrinsically worthwhile values and positive attitudes related to the topic

STSE (Science-Technology-Society-

Environment) connections- Some issue-based learning activities or subjects related to the topic

22

Appendix 2Experimental techniques for the Chemistry Curriculum(English version p.145-147; Chinese version p.137-138)

Collection of gases, crystallisation, determination of melting and boiling points, distillation and reflux, filtration, etc……

23http://www.chem.cuhk.edu.hk/S6_ResourceBK.htm

Resource Book for Sixth-form Practical Chemistry

24

Exemplars of Learning and Teaching Activities for Sixth-form Chemistry Curriculum

http://cd1.edb.hkedcity.net/cd/science/chemistry/s67chem/exemplars_ec.htm

25

p.58

26

p.68

27

p.41