Workshops on Understanding and Interpreting NSS Chemistry Curriculum

1. Workshops on Understanding and Interpreting NSS Chemistry Curriculum Raymond WH FONG and Fanny SC CHU Science Education Section EDB

3. Outline • 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

4. NSS Chemistry Curriculum

5. Curriculum Framework • Compulsory Part (198 hours) • Elective Part (52 hours) • Investigative Study (20 hours)

6. 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?

7. Industrial Chemistry • Importance of industrial processes • Rate equation, Activation energy and Catalysis & industrial processes • Industrial processes: • Haber process • Chloroalkali industry • Methanol synthesis • Green Chemistry*

8. Materials Chemistry • Naturally occurring polymers • Synthetic polymers and plastics • Metals and alloys • Synthetic materials in modern ways of living • Green Chemistry*

9. Analytical 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

10. Reading Time Knowledge and understanding? Skills? Values and Attitudes? STSE?

11. Cast Your Vote • Industrial Chemistry + Materials Chemistry • Materials Chemistry + Analytical Chemistry • Materials Chemistry + Analytical Chemistry Why?

12. Discussion Questions • Identify the sub-topics in the compulsory part required to support the learning of the topics in the elective part of the curriculum. • 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? • 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.

13. Share your views or concerns with fellow teachers

14. Curriculum Planning

15. Chemistry (S5,6) CS (Chem S5,6) Chemistry (S4) CS (Chem S4) Science (S1-3) Vertical and Horizontal

16. 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 • …

17. Suggested Learning and Teaching Sequences

18. Curriculum Integration

19. Progression of Study (1/2)

20. Progression of Study (2/2)

21. The Combined Science Curriculum

22. Chemistry Part of the Curriculum: • 135 hours • There are no elective topics in the chemistry part of the curriculum • Are the topics challenging ones? • Cognitive demand is appropriate: exceed the current S4-5 Chemistry Curriculum, and the coverage is balanced

23. 270 hours 135 hours 135 hours Chemistry Part of the Curriculum

24. 2X Two Science Subjects

25. NSS Chemistry and NSS Combined Science • NSS Combined Science • Designed for students intended to study two subjects in science KLA • Eg 1: Chemistry + Combined Science (Bio/Phy) rather than Chemistry and Biology only • Eg 2: Physics + Combined Science (Chem/Bio) + BAFS • A watered down curriculum? Building a basis for further development in chemistry related study or career

26. Chemistry Part (Total 135 hours)

27. Combined Science • Assessment tasks: “Volumetric Exercise” and “Experiment” should be incorporated into normal learning and teaching • Investigative elements can be included into the experiments • There is no need to do investigation in the NSS Chemistry’s way

28. B R E A K 10 minutes

29. Some Learning Targets • Communication Skills • Decision Making Skills • Mathematical Skills • Science, Technology, Society and Environment (STSE)

30. 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?

31. Molecular View of Solution Formation

32. 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?

33. Should E10 unleaded be used in Hong Kong?

34. 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

35. Mathematical Processes 2 • 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

36. Mathematical Processes 3 • 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

37. 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？

38. Furniture & Equipment List儀器及傢俱目錄2009

39. NSS F/E:New Items • 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) *

40. NSS F/E:New Items • 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

41. Disposable Nitrile Gloves

42. Screw-cap Test Tube

43. Microscale Extraction

44. Microscale Quickfit Apparatus

45. Thin Layer Chromatography Amino acid + Solvent + Ninhydrin or Chlorophyll + Solvent

46. NSS F/E:Quantity • 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)

47. Pick one topic you are interested, prepare to share your concerns with other fellow teachers

48. NSS CHEMISTRY& COMBINED SCIENCE (CHEMISTRY PART) PUBLIC ASSESSMENT Courtesy: Dr. Li Tak Man Manager- Assessment Development Hong Kong Examinations and Assessment Authority

49. NSS CHEMISTRY PUBLIC ASSESSMENT Papers Sections Parts Topics examined Questions 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) structured questions (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# structured questions 20 marks per elective (40 marks) SBA 20% 10% SBA Total 100% 50% Total Chemistry CombinedScience (Chemistry Part) * Emphasis would be put on Topics 9-12 # May include contents of Topics 1-12 SBA

50. Papers 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 1-8 structured questions (47 marks) essay (9 marks) Part II Topics 1-12* structured questions (28 marks) Paper 2 (1 hour) 20% Topics 13-15# structured questions 20 marks per elective (40 marks) SBA 20% Total 100% Chemistry * Emphasis would be put on Topics 9-12 # May include contents of Topics 1-12