Investigative Study for NSS Chemistry Curriculum

1. Investigative Study for NSS Chemistry Curriculum Raymond Fong 3 November 2009

2. Purposes of the investigative study (IS) in NSS Chemistry • IS is mainly used for learning and teaching to develop students understanding about the nature of science, to develop process skills, to develop problem solving abilities, to develop communication skills, … • IS is an essential component of the curriculum (Chapter 16) • IS can be integrated with different curriculum themes • IS is also used for SBA

3. The process of an investigative study in NSS Chemistry • Searching and defining questions for investigation (~3 hrs) • Developing an investigation plan (~4 hrs) • Conducting the investigation (~6 hrs) • Organising and analysing data for a justified conclusion (~4 hrs) • Presenting findings with written reports, posters and other means (~3 hrs) (In class time)

5. Is there sufficient time for students to carry out IS? • 20 hours of curriculum time allocated • Group work (3-5) is expected! • IS is not an extra-curricular activity, it is an essential component of the curriculum • IS is not necessarily a forerunner for a territory-wide chemistry project competition

6. Important Which cohort needs to do IS? • NSS Cohorts 2009-2012 and 2010-2013: •  (Learning and Teaching) •  (No need to submit marks to HKEAA) • NSS Cohort 2011-2014: •  (Learning and Teaching) •  (No need to submit marks to HKEAA)

7. Topics for Investigation • Finding out • Using ‘established’ methodology on new topic • Applying ‘new’ methodology to established topic • Types of investigations • Quantitative determination • Extraction of a substance and testing its properties / uses • Construction and testing a device • Activities that are authentic, motivating, meaningful, simple, inexpensive, appropriate, feasible, relevant, safe and fun

8. Which topic? (1) • Should involve practical task. • Should allow students to find out, e.g. experimental details, data to be recorded, etc.. • Should stimulate curiosity of or provoke wonder in students. • Should allow reasonable variability of investigations among different groups. • Can be done using simple equipment available in school chemistry laboratories. • Can be conducted safely in schools

9. Which topic? (2) • Does the activity address something worth learning? • Is the topic socially relevant, interesting and motivating? • Is the cognitive demand appropriate? • Do students have the required prior knowledge and adequate skills? • Are resources such as journal articles and reference books available, or access to the web? • Is the time available sufficient for the activity? • Can laboratory technicians and others help in its implementation?

10. Topics selected bystudents Topics prescribed by teachers Which topic? (3) ?

11. Catering IS for students with different abilities • Adjust the scale, nature and demand of tasks dynamically • Scenario 1: For students in need of more facilitation, adjust the level of cognitive demand, break down a complicated investigation into a series of manageable ones, etc. • Scenario 2: For students with great motivation and more able, and they can work independently, adjust the level of cognitive demand to a more challenging but manageable level - provide less background information, ask for a study with more variables and request students to gather more data sets, or adopting more sophisticated instrumentation and skills.

12. Curriculum Planning for IS • S4: Introduction to concept of I.S. • S4: Trial on small scale investigation (e.g. write experimental procedure, conduct risk assessment, write a report) • S5: Allow ample time for students to develop proposal and decide on the question for investigation • S5: Feedbacks on student proposals – feasibility, resource available, time management, …

13. When to implement IS? (1) • Within semester • E.g. 1: 4 periods in a week dedicated, 7-8 weeks will be needed (stand alone mode) • E.g. 2: 2 periods in a week dedicated for IS and 2-3 periods for learning other topics (integrated mode)

14. When to implement IS? (2) • Intensive mode: One go in major holidays or after final examination • e.g. • 2 periods for briefing within semester • 2 periods for feedback on proposals also within semester • 1 full day in holiday for practical work • 1 full day for drafting report and oral presentation • Not recommended arrangement: • 3 full days in a major holiday ?!

15. Within Semester (stand alone mode): Double period (2 x 40 mins ~1.3 hr); 2.67 hrs /week; 7.5 weeks

16. Intensive Mode 1

17. Intensive Mode 2

18. Intensive Mode 3

19. Investigative Study in Chemistry (2009)

20. Support 1: • Three detailed exemplars: • Salt content in snacks • Natural indicator • How to make it hot? • Possible topics for investigative study • Scaffolding for students

21. List of possible topics

22. Support 2: • Professional Development Courses for Teachers • 6 contact hours • About one per year • Professional Development Courses on Scientific Investigation for Laboratory Technicians • 18 contact hours • 20+ classes between 2006 and 2008

23. Support 3: • You are invited to try-out in schools to gain more experience • TAS project? • Share your own experience (e.g. school visit by CDI officers)

24. Thank You

25. Options • The topics are prescribed by teachers. • The main topic is suggested by teachers, students develop their foci within the main topic. • Students put forward topics and discuss with teachers.

26. Options • Daily life question? • Design and make of portable drink drive detector • Daily life related question? • Alcohol content in wine and spirit • Pure chemistry? • Standard enthalpy change of combustion of alcohols