Second Consultation Seminar NSS Chemistry CA Framework

1. Second Consultation SeminarNSS Chemistry C&A Framework 1. New Senior Secondary Science Curriculum and Assessment Frameworks 2. Rationale and Design Principles of NSS Chemistry Curriculum 3. Main Features of 2nd draft NSS Chemistry Curriculum and Assessment Framework 4. Supporting Measures of NSS Chemistry Curriculum Break 5. Chemistry Part of NSS Science (Combined Approach) 6. Assessment Aspects of NSS Chemistry 7. Discussion

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4. Seminar on Second Consultation of the Proposed New Senior Secondary Chemistry Curriculum and Assessment Framework Fong Wai Hung Raymond 14 June 2005 Ming Yin College

5. NSS Chemistry 1st Consultation Thank you for your comments and suggestions made in the first consultation (Oct 2004)

7. The NAS SSE&HE Action Plan!

9. Chemistry Education in HK

10. Main Features of 2nd DraftNSS Chemistry Curriculum and Assessment Framework

11. Ch 1: Introduction Ch 2: Curriculum Framework Ch 3: Curriculum Planning Ch 4: Learning and Teaching Ch 5: Assessment Ch 6: Effective Use of L/T Resources Ch 7: Supporting Measures Consultation document

12. Chapter 2: Curriculum Framework

14. Curriculum Framework Compulsory Part (200 hours) Elective Part (52 hours) Investigative Study (18 hours) Total: 270 hours

15. Time Allocation Time allocation is presented in hour. The time suggested includes various learning and teaching activities, including but not limited to teacher’s presentation, small-group discussion, students’ investigations, assessment for learning, etc.

16. 12 topics covering the fundamentals of chemistry are included in the compulsory part of the curriculum, (i.e. topic I - XII). Compulsory Part

17. Compulsory Part

18. Page 12, 39 (Eng), Page 10, 31 (Chi) Historical development of the Periodic Table Language used in Chemistry: symbols and chemical formulae Atomic structure The Periodic Table Microscopic World

19. Metallic, ionic and covalent bond Structures and properties of metals, ionic and simple covalent compounds* Simple introduction to non-octet structures, e.g. BF3, PCl5 and SF6. Microscopic World I

20. Structures and properties of giant covalent substances Bonding intermediate between ionic and covalent Intermolecular forces van der Waals’ forces hydrogen bonding Structures and properties of molecular crystals Microscopic World II

21. Fossil Fuels and Carbon Compounds Page 32 (Eng), Page 25 (Chi) Hydrocarbons – alkanes, alkenes Homologous series, structural formulae and naming Introducing aromatic hydrocarbons (e.g. benzene)

22. Fossil Fuels and Carbon Compounds Isomerism – structural, geometrical and enantiomerism (one chiral carbon) Addition polymers

23. Chemistry of Carbon Compounds Page 60 (Eng), Page 49 (Chi) More on homologous series, structural formulae and naming Typical reactions of various functional groups Interconversions between the functional groups

24. Chemistry of Carbon Compounds Structures and properties of soaps and detergents Importance of carbon compounds in living things Carbohydrates Lipids Proteins

25. Chemical Equilibrium Page 58 (Eng), Page 47 (Chi) Changes in conc and Kc (Calculation is required) Changes in temp and values of Kc (No calculation is required) Inductive Thinking Strategy

26. 3 topics, namely Industrial Chemistry Materials Chemistry Analytical Chemistry are included in the elective part of the curriculum, (i.e. topic XIII - XV). Elective Part

27. Elective Part and Investigative Study (I.S.)

28. Industrial Chemistry Page 69 (Eng), Page 57 (Chi) Rate equation, Activation Energy and Catalysis Haber process, Chloroalkali industry and Fischer-Tropsch process Green Chemistry* http://www.fischer-tropsch.org/, 13/6/2005 http://www.fischer-tropsch.org/sitemap.htm, 13/6/2005http://www.fischer-tropsch.org/, 13/6/2005 http://www.fischer-tropsch.org/sitemap.htm, 13/6/2005

29. Fischer Tropsch Synthesis Graphics: Fischer Tropsch Synthesis URL: http://www.syntroleum.com/process-schematic.asp, 13/6/2005 URL: http://www.encyclopedia.com/html/F/FischerT1.asp, 13/6/2005 Fischer-Tropsch process   Related: Metals (fIsh´er-tropsh) , method for the synthesis of hydrocarbons and other aliphatic compounds. Synthesis gas, a mixture of hydrogen and carbon monoxide, is reacted in the presence of an iron or cobalt catalyst; much heat is evolved, and such products as methane, synthetic gasoline and waxes, and alcohols are made, with water or carbon dioxide produced as a byproduct. An important source of the hydrogen-carbon monoxide gas mixture is the gasification of coal (see water gas ). The process is named after F. Fischer and H. Tropsch, the German coal researchers who discovered it in 1923. URL: http://www.syntroleum.com/process-schematic.asp, 13/6/2005 URL: http://www.encyclopedia.com/html/F/FischerT1.asp, 13/6/2005 Fischer-Tropsch process   Related: Metals (fIsh´er-tropsh) , method for the synthesis of hydrocarbons and other aliphatic compounds. Synthesis gas, a mixture of hydrogen and carbon monoxide, is reacted in the presence of an iron or cobalt catalyst; much heat is evolved, and such products as methane, synthetic gasoline and waxes, and alcohols are made, with water or carbon dioxide produced as a byproduct. An important source of the hydrogen-carbon monoxide gas mixture is the gasification of coal (see water gas ). The process is named after F. Fischer and H. Tropsch, the German coal researchers who discovered it in 1923.

30. Page 74 (Eng), Page 62 (Chi) Naturally occurring polymers Synthetic polymers and plastics Metals and alloys Other synthetic materials Green Chemistry* Materials Chemistry

31. Page 79 (Eng), Page 67 (Chi) Detecting the presence of chemical species Separation and purification Quantitative methods Instrumental analytical methods Contribution of analytical chemistry Analytical Chemistry

32. Contents of each topic: Overview Learning Objectives & Outcomes Suggested L/T Activities Values and Attitudes Science Technology Society and Environment Features of NSS Chemistry Curriculum

33. Learning outcomes expected in each topic are included with a view to communicate the depth and breadth of the curriculum, e.g. Topic II (g) recognise the existence of covalent molecules with non-octet structures draw the electronic diagrams of some non-octet molecules such as BF3, PCl5 and SF6 Learning Outcomes

34. Science-Technology-Society-Environment (STSE) connections are included in topics of the compulsory and elective parts. Knowledge and concepts related to the environment are enhanced, e.g. pros and cons of using supercritical carbon dioxide and water as solvents instead of organic solvents Environmental Chemistry

35. Features of NSS Chemistry Curriculum Green chemistry is introduced in the elective part (i.e. topic XIII & XIV). The knowledge and concepts related to “greening of industrial processes” “manufacturing & uses of green materials” are included . URL: http://www.rsc.org/Publishing/Journals/gc/index.asp, 13/6/2005 URL: http://www.epa.gov/greenchemistry/, 13/6/2005URL: http://www.rsc.org/Publishing/Journals/gc/index.asp, 13/6/2005 URL: http://www.epa.gov/greenchemistry/, 13/6/2005

36. Green Chemistry : an introductory text Mike Lancaster (2002) Cambridge : Royal Society of Chemistry

37. Page 85 (Eng), Page 73 (Chi) I.S. is included in and is presented as a separate topic of the curriculum (i.e. topic XVI) Investigative Study

38. I.S. is a collaborative (group-based) scientific experimental investigation “Finding out” Gather first-hand information Investigative Study

39. Learning objectives: Justify an investigation plan Suggest how to improve validity and reliability of an investigation Communicate with precise language Evaluate conclusions and process of investigation … Investigative Study

40. Time allocated: 18 hours in the curriculum Some learning experience like “how to work together in a group …”, “how to select an appropriate question for the study”, … are required before the conduction of I.S. [page 86 (Eng) and page 74 (Chi)] Investigative Study

41. Five stages: Searching for and defining questions for investigation ~3 hrs Developing an investigation plan ~4 hrs Conducting the investigation ~4 hrs Organizing and analysing data for a justified conclusion ~4 hrs Presentation of findings using written reports, posters and other means ~3 hrs Mostly done within school hours! Investigative Study

42. Examples: Variation of the amount of active ingredient in a bleach solution upon storage. Analysis of vitamin C content in citrus fruits or vegetables. Extraction of naturally occurring chemicals and testing their uses, e.g. natural pest repellent from citrus fruit peelings. Synthesis of a photodegradable soapy detergent and investigating its characteristics. Construction and testing of a chemical cell. Construction and testing of a home-made breath analyser. Investigative Study Six examples in three groups, Depth of treatment expected, Prerequisite training, Different ways to communicate findings – text, multimedia, …Six examples in three groups, Depth of treatment expected, Prerequisite training, Different ways to communicate findings – text, multimedia, …

43. Supporting Resources: 10-year experience with Chemistry Olympiad for Secondary School? Professional Development Programme on “Implementing and assessing investigative study?”? Exemplar materials on I.S.? Pilot project? Please suggest! Investigative Study

44. Chapter 3: Curriculum Planning

45. Curriculum Planning Interface with junior secondary science curriculum Page 89 (Eng) Page 77 (Chi)

46. Curriculum Planning Progression of study Page 90 (Eng) Page 78 (Chi)

47. Curriculum Planning Progression of study in NSS Chemistry Page 92 (Eng) Page 80 (Chi)

48. Integration of topics, e.g. Microscopic I and II Investigative Study and Analytical Chemistry Investigative Study and Materials Chemistry Curriculum Planning

49. Curriculum Planning Different approaches for “Moles and stoichiometry” Page 94 (Eng) Page 82 (Chi)

50. Curriculum Planning Application-first approach, e.g. industrial Chemistry Page 96 (Eng), Page 84 (Chi)

51. Curriculum Planning A curriculum for all students with a range of abilities and aptitudes Curriculum planning at the school level is definitely required! URL: www.trainingplace.com/ source/research/succes1.jpgURL: www.trainingplace.com/ source/research/succes1.jpg

52. Option 1: Include all the topics of the compulsory part in the school plan Option 2: Include all the topics of the compulsory part and appropriate components of the elective part in the school plan Option 3: Select key components of the topics in the compulsory part and appropriate components of the elective part in the school plan Learning Difference and Curriculum Planning

53. Teachers’ Network and Learning Community To provide opportunity to share experience on issues like Working with students with a range of abilities and aptitudes How to plan school-based curriculum … If you like to join the network, send your email address to us!

54. Comments and suggestionsare most welcome! Email: science@emb.gov.hk Tel: 2762 2640 Fax: 2194 0670

55. Discussion Forum Dr CK MAK Mr YT LAU Mr WH FONG Dr TM LI