Workshops on Understanding and Interpreting NSS Chemistry Curriculum Raymond WH FONG and Fanny SC...

Workshops on Workshops on Understanding and Understanding and

Interpreting NSS Interpreting NSS Chemistry CurriculumChemistry Curriculum

Raymond WH FONG and Fanny SC CHURaymond WH FONG and Fanny SC CHUScience Education SectionScience Education Section

EDBEDB

Time Event

2:00 – 2:15 Registration

2:15 – 3:30 Talk: Curriculum framework of the Elective Part and Learning Sequences

Discussion: Curriculum organisation

3:30 – 3:45 Break

3:45 – 4:30

4:30 – 4:45

Talk: Learning, Teaching and Assessment of NSS Chemistry Curriculum

Sharing: Implementation of NSS Chemistry

4:45 – 5:00 Question and answer

OutlineOutline

• Elective part of the curriculum

• Curriculum Planning– Learning & teaching sequence in NSS

Chemistry– Subject Combinations

• Brief report on assessment aspects– Public Examinations– School-based Assessment

NSS Chemistry CurriculumNSS Chemistry Curriculum

Curriculum FrameworkCurriculum Framework

• Compulsory Part (198 hours)

• Elective Part (52 hours)

• Investigative Study (20 hours)

Elective Part of the Curriculum:Elective Part of the Curriculum:

• Chapter 13-15 of the C/A Guide

• Select two topics out of three (26 hours per topic)

• Have to be taught the topics in S6?

• Are these topics most challenging ones?

Industrial ChemistryIndustrial Chemistry• Importance of industrial processes

• Rate equation, Activation energy and Catalysis & industrial processes

• Industrial processes: – Haber process– Chloroalkali industry– Methanol synthesis

• Green Chemistry*

• Naturally occurring polymers• Synthetic polymers and plastics• Metals and alloys• Synthetic materials in modern ways of

living• Green Chemistry*

Materials ChemistryMaterials Chemistry

• Detecting the presence of chemical species• Separation and purification methods• Quantitative methods of analysis• Instrumental analytical methods• Contribution of analytical chemistry to our

society

Analytical ChemistryAnalytical Chemistry

Reading TimeReading Time• Knowledge and understanding?Knowledge and understanding?

• Skills?Skills?

• Values and Attitudes?Values and Attitudes?

• STSE?STSE?

Cast Your VoteCast Your Vote

1. Industrial Chemistry + Materials Chemistry

2. Materials Chemistry + Analytical Chemistry

3. Materials Chemistry + Analytical Chemistry

Why?

Discussion QuestionsDiscussion Questions1. Identify the sub-topics in the compulsory part required

to support the learning of the topics in the elective part

of the curriculum.

2. Compare and contrast the cognitive demands of the

topics in the elective part. Are the demands roughly

the same? Should the demands be the same?

3. Identify the sub-topics in each of the topic in the

elective part that are difficult to your students. For

some reasons, you have included the topic in your

teaching plan, what would you do to facilitate students’

learning.

Share your views or Share your views or concerns with fellow concerns with fellow

teachersteachers

Curriculum Planning

Vertical and Horizontal

Science (S1-3)

Chemistry (S4) CS (Chem S4)

CS (Chem S5,6)Chemistry (S5,6)

Interfacing with Junior Secondary Science Curriculum

• “Stepping stones” for senior secondary science curriculum!?• Knowledge and skills required for conducting

scientific investigation• Knowledge and understanding

• Uses of fossil fuels & related environmental impacts• Common acids and alkalis• …

• Practical skills• Tests for hydrogen, oxygen, carbon dioxide, …• Separation techniques• …

Suggested Learning and Teaching Sequences

Curriculum Integration

Progression of Study (1/2)

Progression of Study (2/2)

The Combined Science The Combined Science CurriculumCurriculum

Chemistry Part of the Chemistry Part of the Curriculum:Curriculum:• 135 hours135 hours• There are no elective topics in There are no elective topics in

the chemistry part of the the chemistry part of the curriculumcurriculum

• Are the topics challenging ones?Are the topics challenging ones?– Cognitive demand is appropriate: Cognitive demand is appropriate:

exceed the current S4-5 Chemistry exceed the current S4-5 Chemistry Curriculum, and the coverage is Curriculum, and the coverage is balancedbalanced

Chemistry Part of the Chemistry Part of the CurriculumCurriculum

270 hours

135 hours 135 hours

Two Science SubjectsTwo Science Subjects

NSS Chemistry and NSS NSS Chemistry and NSS Combined ScienceCombined Science• NSS Combined Science NSS Combined Science

– Designed for students intended to study Designed for students intended to study two subjects in science KLAtwo subjects in science KLA•Eg 1: Chemistry + Combined Science Eg 1: Chemistry + Combined Science

(Bio/Phy) rather than Chemistry and Biology (Bio/Phy) rather than Chemistry and Biology onlyonly

•Eg 2: Physics + Combined Science Eg 2: Physics + Combined Science (Chem/Bio) + BAFS(Chem/Bio) + BAFS

– A watered down curriculum? Building a A watered down curriculum? Building a basis for further development in basis for further development in chemistry related study or careerchemistry related study or career

I. Planet earth 8 hrs

II. Microscopic world 21 hrs

III. Metals 22 hrs

IV. Acids and bases 28 hrs

V. Fossil fuels and carbon compounds

23 hrs

Chemistry Part (Total 135 hours)

VI. Redox reactions, chemical cells and electrolysis

26 hrs

VII. Chemical reactions and energy

7 hrs

Simple investigations are subsumed in the lesson time suggested for each topic.

Combined ScienceCombined Science

• Assessment tasks: Assessment tasks: ““Volumetric ExerciseVolumetric Exercise””

and and ““ExperimentExperiment”” should be incorporated should be incorporated

into normal learning and teachinginto normal learning and teaching

• Investigative elements can be included Investigative elements can be included

into the experimentsinto the experiments

• There is no need to do investigation in There is no need to do investigation in

the NSS Chemistrythe NSS Chemistry’’s ways way

B R E A KB R E A K

10 minutes10 minutes

Some Learning Targets

Communication Skills

Decision Making Skills

Mathematical Skills

Science, Technology, Society and

Environment (STSE)

Learning Targets

Communication Use symbols, formulae, equations and

conventions Interpret scientific information from text and

data presented in … forms Organise and present ideas and arguments in

a clear and logical form Communicate scientific ideas and values in a

meaningful and creative way.

What will you do in S4?

Molecular View of Solution Formation

Learning Targets

Decision making Make decisions based on evidence and

arguments; Support judgements using appropriate

scientific principles; Put forward suitable reasoning to choose

between alternatives.

What will you do in S4?

Should E10 unleaded be used in Hong Kong?

Mathematical Processes 1

Handling data e.g. Expressing experimental data with appropriate

number of significant figures; converting the quantity of a solid measured in kilogram to more convenient mass units such as gram or milligram

Arithmetic operations e.g. Finding the average volume of solution used in

an acid-based titration Use of standard form in expressing numerical quantities

e.g. Expressing the size of an atom using nanometer, the volume of a solution using dm3 or cm3, or the temperature of a liquid using K or oC


Manipulation of algebraic expressions e.g. Formulating suitable equations for relationship of

variables; finding the roots of a quadratic equation to solve a problem related to a chemical equilibrium system

Use of logarithms and exponents e.g. Interpreting the relation of concentration of H+(aq) and

the pH scale, using the equation: pH = -log10[H+(aq)]

Use and inter-conversions of ratios, fractions and percentages e.g. Determining the quantitative relationships of reactants

and products of a reaction using stoichiometric coefficients of a chemical equation; finding percentage yield of a product in an industrial process


Constructing and interpreting graphs e.g. Finding the slope and intercept of a linear graph

using the equation: y = mx + c, or by “linear regression” with a scientific calculator; drawing a tangent to a curve to find the slope so as to determine the rate of change

Application of geometry e.g. Interpreting bonding features of molecules like

methane, ammonia and water using geometry; understanding the symmetry of 2-D and 3-D shapes

科學、科技、社會和環境的連繫如何利用現有的資源促進化學的學習？

FFurniture &urniture & E Equipment quipment LListist

儀儀器及器及傢傢俱俱目目錄錄20092009

NSS F/E:NSS F/E: NNew ew IItemstems

• Bottle Top Dispenser (3) *

• Gloves (Chemical Resistant, Heat/Cold Resistant, Disposable nitrile) *

• Hand protector *

• Heating Mantle (2)• Organic chemistry glassware –

microscale, joint size 14/10 (12) *

NSS F/E:NSS F/E: NNew ew IItemstems

• Digital micropipette (6)• Screw-cap test tube (100) *

• Thermometer (15 cm) • Thin layer chromatography TLC plate (1

pack) *

• Polypropene beaker (250 ml)

• 100 ml volumetric flask & 10 ml pipette

DDisposableisposable N Nitrile itrile GGlovesloves

SScrew-capcrew-cap T Test est TTubeube

MMicroscaleicroscale E Extractionxtraction

MMicroscale icroscale QQuickfit uickfit AApparatuspparatus

TThin hin LLayer ayer CChromatographyhromatography

Amino acid + Solvent+ Ninhydrin

or

Chlorophyll + Solvent

NSS F/E:NSS F/E: QQuantityuantity

• Titration apparatus e.g. Burette, 25 mL pipette, wash bottle … (45)

• Tripod stand, wire gauze, tongs … (24)

• Multimeter, stop watch, … (12)

• pH meter, colorimeter, low voltage power supply (6)

•Pick one topic you are Pick one topic you are interested, prepare to interested, prepare to

share your concerns with share your concerns with other fellow teachersother fellow teachers

NSS CHEMISTRY&

COMBINED SCIENCE (CHEMISTRY PART)

PUBLIC ASSESSMENT

Courtesy: Dr. Li Tak Man

Manager- Assessment Development

Hong Kong Examinations and Assessment Authority

Papers

Sections PartsTopics

examinedQuestions Questions Sections Papers

Paper 1(2.5

hours)

Section A

(18%)

Part I Topics 1-8 24 M.C. 24 M.C.Section A

(12%)

One paper only(100 mins)

Part II Topics 1-12* 12 M.C.

Section B

(42%)

Part I Topics 1-8

structured questions

(47 marks)essay (9 marks)


(47 marks)essay (9 marks) Section B

(28%)

Part II Topics 1-12*structured questions

(28 marks)

Paper 2(1 hour)

20%

Topics 13-15#


20 marks per elective (40 marks)

SBA 20%

10% SBA

Total 100%

50% Total

Chemistry Combined Science (Chemistry Part)

NSS CHEMISTRY PUBLIC ASSESSMENT

* Emphasis would be put on Topics 9-12

# May include contents of Topics 1-12SBA

ChemistryPapers Sections Parts

Topics examined

Questions

Paper 1(2.5

hours)

Section A(18%)

Part I Topics 1-8 24 M.C.

Part II Topics 1-12* 12 M.C.

Section B(42%)

Part I Topics 1-8structured questions

(47 marks)essay (9 marks)

Part II Topics 1-12*structured questions

(28 marks)

Paper 2(1 hour)

20%

Topics 13-15#

structured questions20 marks per

elective (40 marks)

SBA 20%

Total 100%

* Emphasis would be put on Topics 9-12

# May include contents of Topics 1-12

Combined Science (Chemistry Part)

Questions Sections Papers

24 M.C.Section A

(12%)

One paper only(100 mins)

structured questions(47 marks)

essay(9 marks)

Section B (28%)

10% SBA

50% Total

NSS Chemistry School-based Assessment

SBA TASKS

Weight-ing

20% of Public Assessment

Mode Practical RelatedNon-practical

Related

Task type

Basic Chemical Analysis

ExperimentInvestigative

StudyAssignment

Task code

BCA EXPT IS ASSN

SBA Requirements

Basic Chemical Analysis

Task content(student’s work)

•Volumetric Analysis • Worksheet

•Detection for cations or anions or both• Worksheet

In-class time 80 mins 20 mins

Out-of-school time 0 mins 0 mins

Means of assessment(teacher’s work)

Mark worksheet Mark worksheet

Percentage in SBA 10% 10%

Authentication•Individual work•Hand in worksheets in class time

SBA

BCA Piloting in School　

BCA Piloting in Schools

1. Skills? 2. Indicators to be used?

BCA Piloting in Schools

• Volumetric work

Discussion

1. Class time required to complete all the experiments?

2. What kinds of practical skills are introduced?

3. Can assessment of individual student be carried out in class time?

Experiment


•Perform experiments suggested in the C & A Guide (other than VA & QA)•Worksheet / simple report / detailed report on experiments performed; AND/OR Quiz on experimental procedures, data manipulation, results interpretation, safety measures, etc.

In-class time 80 mins

Out-of-school time 0 – 60 mins


Mark worksheet / simple report / detailed report / quiz

Percentage in SBA 30%

Authentication

•Allow group work but individual students should hand in worksheet / simple report / raw data sheet (if detailed report to be finished at home) in class time AND/OR•quiz

SBA

Investigative Study


Design Process Report

In-class time 20 hours

Out-of-school time 2 hours


•Mark proposal•Assess lab/process skills•Mark written/oral reports, etc.

Percentage in SBA 10% 10% 10%

Authentication•Allow group work & group reporting•Individual students to be questioned by teacher in class time

SBA

Investigative Study Piloting in Schools

Assignment


Examples:•Design a poster•Develop a multimedia artefact•Write a report after visiting industrial plant•Read materials and write a review

In-class time 1 hour

Out-of-school time 3 hours


Mark assignments

Percentage in SBA 20%

Authentication

•Individual work•Preparation performed at home•Main part to be finished in class time•May ask students some related questions or even require them to make very short presentation, if needed

SBA

Preparing Students

Learning and Teaching at S4 Provide opportunities for students to

work on volumetric analysis Describe and demonstrate how to prepare

solutions of a required concentration by dissolving a solid or diluting a concentrated solution

Describe and demonstrate the techniques of performing acid-alkali titration (… pipette, burette, wash bottle, conical

flask, funnel, white tile, …)

Preparing Students

Learning and Teaching at S4 Instruct students to write a report with

scaffolds, provide feedback for improvement Communicate the procedures and results

of a volumetric analysis experiment by writing a laboratory report

Preparing Students

Learning and Teaching at S4 Communicate expectations

Burette: Cap.: 50 mL Sub. Div.: 0.10 mL Tolerance : ±0.05 mL

Present Present …… data,

data,

results results …… sources of

sources of

error error …… written form

written form

Preparing Students

Learning and Teaching at S4 How to use a volumetric flask

Record observations

Record observations

and data accurately

and data accurately

and systematically

and systematically

Preparing Students

Learning and Teaching at S4 Significant figures:

Example: 4.09 g sodium hydrogen phthalate (KHP) (Mw=204.2212 g/mol) was dissolved in deionised water and then made up to 100 mL in a volumetric flask

Molarity of KHP = ? mol/dm3

Formal instruction on

Formal instruction on

use of sign. Figures

use of sign. Figures

will be needed.

will be needed.

SBA requirements

Number of assessments on SBA tasks

BCA EXPT IS ASSN

S6

1 3 1 1S5

S4

(BCA, EXPT, IS and ASSN should spread out evenly across

S5 and S6)

NSS Combined Science (Chemistry Part) School –based Assessment

SBA REQUIREMENTS

Number of assessments on SBA tasks

Number of Experiments(including VA & EXPT)

VA EXPT ASSN

% in SBA 30% 40% 30%

S6

=1 =2 =1 7S5

S4 4

(VA, EXPT and ASSN should spread out evenly across S5 and S6)

科目推行校本評核的策略概要

中國語文、英國語文、通識教育、中國歷史、設計與應用科技、歷史、資訊及通訊科技、視覺藝術

經濟、倫理與宗教、地理、中國文學、健康管理與社會關懷、旅遊與款待、科技與生活、 * 英語文學、 # 體育

生物化學物理科學

音樂企業、會計與財務概論、數學

2012

推行延遲只在實驗相關課業推行

延遲延遲

2013

推行延遲延遲延遲

2014

推行推行推行學校試驗學校試驗

2015

推行推行推行推行學校試驗

2016

推行推行推行推行推行

推行﹕所有學校全面推行校本評核，並向考評局呈交校本評核的分數，而有關分數將計算於入全科成績

學校試驗計劃﹕所有學校全面推行課程及評估指引，並向考評局呈交校本評核的分數及獲取回饋，但有關分數並不會計算入全科成績

延遲 : 所有學校全面推行課程及評核指引，但不會向考評局呈交校本評核的分數

*英語文學在 2012 及 2013 年，學生需遞交作品集檔案予考評局評核#體育科在 2012 及 2013 年，學生需參加由考評局主辦之實習試

Catering for learners’ diversityCatering for learners’ diversity• Concern: Flexibility of curriculum for students

with different needs• Review: Certain flexibility already

implemented in the curriculum• Response:

• provide suggestions to facilitate teachers develop a flexible curriculum for students

• provide suggestions to teachers on how to cater differences at learning and teaching

• include diverse assessment items • provide PD opportunities for teachers to enhance

their knowledge and skills in understanding the curriculum and how to deal with learning differences

Catering for learners’ diversityCatering for learners’ diversity

• Possible arrangements:– Complete the entire curriculum but focus

more on the less demanding sub-topics– Focus more on the compulsory part and put

less emphasis in the elective part– Focus only on the compulsory part, and skip

the topics in the elective part– Core and extension arrangement?!

Prepare a 5-minute Prepare a 5-minute presentation to share your presentation to share your

views with other fellow views with other fellow teachersteachers

• URL: http://edblog.hkedcity.net/nsschem

• http://www.edb.gov.hk/334• Email: [email protected]• Telephone:

– 3698 3436 / 3698 3438 /

3698 3439

• Fax: 2194 0670

Further InformationFurther Information

FlexibilityFlexibility

Core and extensionCore and extension

Workshops on Understanding and Interpreting NSS Chemistry Curriculum Raymond WH FONG and Fanny SC...

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